…e providers and local school children to develop creative solutions to real-life problems. As always with live, real-world challenges, the answers do not yet exist. They can only be co-created as the activities progress. These authentic learning experiences led to a shift in focus of skills development, to move from ‘thinking about doing’ to ‘doing’ – providing both a bridge between school/college and university as well as a framework around which…
…tes to each region but also the balance of resource afforded to skills development, business support, R&D and so on. The Framework would replace objectives set at a European level and could be subject to oversight from an independent ‘Shared Prosperity Commission’. As anchor institutions, universities are principal enablers of structural fund-supported projects in their region, often providing large amounts of cash for match funding, waiving overh…
Commenting on today’s announcement on student finance, University Alliance Chief Executive Maddalaine Ansell said: “Of the many potential changes to the student finance system which have been mooted in recent weeks, raising the repayment threshold for graduates is the fairest option. It should provide a boost to recent graduates when they need it most. “We look forward to working constructively with the wider review announced today. It is right t…
…its predecessors has achieved significant added value for participants and Britain’s research base is stronger as a result. Collaboration is not just about money though: working across borders gives us access to a much bigger community of researchers and helps us address the biggest challenges facing the world. Continued excellence in UK research and innovation requires an open and welcoming approach to researchers at every stage of their career.”…
…of the UK’s trainee teachers and work closely with schools to provide high-quality learning and professional development opportunities for those already in the profession. We are committed to collaborating with schools, other educational partners and government to ensure that the supply of our next generation of inspirational teachers matches demand – particularly in subjects such as maths and science. “The government should support universities…
…t sits alongside consultancy and contract work, collaborative R&D, SME drop-ins, employer involvement in the curriculum and various other business-related activities that enhance the quality of the teaching, learning and research environment. While all our members have structures in place to handle technology transfer, it is rarely – if at all – managed by a traditional Technology Transfer Office. Institutions have instead incorporated technology…
…gston University on a project led by the University of Southampton, with co-partner University of Surrey, to maximise student success through the development of self-regulation. HEFCE has allocated £499,999 to the project. University of Portsmouth will join King’s College London as partners on a £500,000 project led by the University of Sheffield on the ‘Raising Awareness, Raising Aspiration’ project – a targeted personal tutoring support programm…
…nd with assessments done at the end of the six weeks. Since there are no co-requisites or pre-requisites, each module is independent of any other enabling multiple entry points across the calendar year. Each year is also equivalent to an award (first year being an HNC, second year an HND, etc). This not only allows students to spread their progression across a period of time which suits them but it also means each module is eligible for student lo…
Commenting on UCAS’ 15 January deadline data release, University Alliance Chief Executive Maddalaine Ansell said: “While it is positive to see a continued rise in application rates from disadvantaged students, this release highlights a number of areas of concern. Universities play a crucial role in training the health workforce of the future and the stark fall in numbers applying to study nursing – following changes announced in the 2015 spending…
…proving human capital for innovation. It also presents risks such as inward-looking approaches confined to regional boundaries and over-focus on organisations rather than functions. As large, stable institutions embedded in their local and regional economy for the long-term, universities are key assets in the UK’s innovation infrastructure for realising each of these benefits and for mitigating the risks. This blog is an abridged version of Univer…
