Mind the Skills Gap: Apprenticeship Podcast explores how apprenticeships are shaping the future of work and helping to bridge the skills gap across today’s workforce. Launched to mark the University of Salford’s 10-year anniversary of delivering apprenticeships in 2026, this podcast brings Salford’s apprenticeship community to life through real voices, real experiences, and real impact.
Each episode features inspiring stories from apprentices, employers, and University of Salford staff, alongside practical advice for businesses, aspiring and current apprentices, and colleagues working across skills and workforce development. We also unpack the latest industry updates, tackle common myths, and explore the facts behind apprenticeship programmes - so you can make informed, confident choices.
Whether you’re an employer looking to develop talent, an individual exploring new career pathways, or a colleague keen to stay informed, Mind the Skills Gap is your go-to source for insight, inspiration, and actionable knowledge. Closely aligned with industry and known for outstanding student satisfaction and award-winning programmes, the University of Salford offers a diverse range of apprenticeships and strong employer partnerships - making it the ideal place to start or progress your apprenticeship journey.
In this episode, Paul and Nic are joined by colleagues Fartun Abdirahman and Nafysa Adam-Khan from the University of Salford's Respect, Culture and Behaviours (RCB) Team to discuss hate crime, internal support, and how culture change helps create safer, more inclusive learning and working environments.
Part of a special series developed in collaboration with the RCB Team, this conversation explores the impact that hate and identity-based harm can have on individuals and communities, affecting a person's sense of safety, belonging and wellbeing. The discussion focuses on what hate crime can look like, including in the workplace or on placement, the different forms it can take, and why recognising and challenging harmful behaviours is essential.
The episode also highlights the support available to apprentices, learners and staff, including routes for seeking advice, accessing support services, and reporting concerns. Through open discussion and shared insights, this episode considers how everyone can contribute to a culture of respect, inclusion and allyship, helping to drive positive culture change across the University and beyond.
29 Sept 2026
Sexual Violence Support, Reporting Options and Specialist Support Services
In this episode, Paul and Nic are joined by colleagues Anna Jenson and Danielle Swidrak from the University of Salford's Respect, Culture and Behaviours (RCB) Team to explore sexual violence, its impact on individuals and communities, and the support available to those affected.
Part of a special series developed in collaboration with the RCB Team, this conversation builds on earlier episodes by examining the importance of understanding consent, recognising harmful behaviours, and creating safer, more inclusive learning and working environments. The discussion also outlines the different reporting options available, along with the specialist support services that can help individuals make informed choices about what happens next.
29 Sept 2026
Relationship Abuse and Honour-Based Abuse Support
In this episode, Paul and Nic are joined by colleagues Dannii Swidrak and Anna Jensen from the University of Salford's Respect, Culture and Behaviours (RCB) Team to discuss relationship abuse, coercive control, honour-based abuse, and the support available to apprentices, learners and staff who may be experiencing harmful, controlling or threatening behaviour.
Part of a series with the RCB Team, this episode examines various forms and impacts of abuse on individuals, families, and communities. It highlights warning signs, the importance of seeking support, and available options for those affected or concerned.
Listeners are encouraged to think about how workplaces and educational settings can promote respect, safety, and inclusion.
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