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…of UK’s exit from the European Union for EU students and staff who want to come to England’s universities to study and work and will consider what protections should be given to those who are already here. Similarly, it will look at the ramifications for Britons who want to work and study at higher education institutions in the EU. The Committee also aims to examine the effect of Brexit on the reputation of England’s universities and ask how they…

…est practice in research-led teaching and help the sector develop a better understanding of its extent and value. Alongside the workshop, UA and the HEA are today publishing a collection of case studies highlighting examples of research-informed teaching from across Alliance universities, covering a broad range of existing practice. Commenting, University Alliance Chief Executive, Maddalaine Ansell, said: “Alliance universities have always recogni…

…highly vocational-focused with most of the courses having been designed around professional body qualifications, providing a complimentary mix of employability skills and academic knowledge. Students follow four 30-credit modules taught over a six-week period. And because there are no options, pre-requisite or co-requisite modules, they can start their course at the beginning of any module, thereby offering multiple entry points. Students receive…

…s and is looking to strengthen the relationship through apprenticeship routes and research collaborations. Origins and rationale High employability rates in the digital sector means Barclays UK had problems recruiting the right calibre of Computing and Maths graduates for their Technologist Graduate Programme. Its strategic Centre of Excellence asked LJMU for advice and support on boosting quality applications to the scheme. The two organisations…

…ng them to invest in the student experience, outreach work and their local communities. If the contribution through student fees is to be reduced it is critical that direct government funding is increased to make-up the shortfall. Otherwise the UK will fall behind in the global knowledge race. 2. Remove the student numbers cap: If it is to succeed in the 21st century, the UK needs more people to obtain graduate-level skills. So we must work harder…

…en with Special Educational Needs (SEN), in particular, are more likely to underperform academically or be excluded from school. Some groups of learners in further education may also switch off and feel disengaged due to their wider experiences of social and cultural exclusion. NTU’s research has led to SEN placements being established as an integral part of initial teacher training courses. Their findings have also informed training for new and e…

…of all jobs from UK graduate start-ups. So the review Lord Young has been undertaking is really important to us. We welcome many of the recommendations in Lord Young’s report, Enterprise for All. As he rightly highlights, technology is changing the way we work. This presents challenges but also opportunities. Lord Young recognises that we need to prepare people for the reality of a technology-rich future in the UK. This means keeping courses rele…

…gramme designed with major blue chip companies and with student assessment undertaken by employers, which aims to make LJMU graduates valued by employers and equip them for self-employment. It is schemes like this which help to ensure that after higher education, graduates have the best chances of gaining relevant employment. Starting Early with Enterprise Education At Enabling Enterprise, we believe that work related learning should start early….

…cies is based in London, while just 3.8% are in the North East of England. Understanding and engaging with the modern labour market involve much more. Issues NUS will be working on in the near future include identifying excellence criteria for modern graduate careers services, and seeking to increase the link between graduates and SMEs – an important part of the graduate recruitment market which is often ignored and neglected at a national level….