…ess. Examples of the type of support our members can offer include: Workshops and training sessions to develop the skills you need to innovate and grow, support you to develop and test ideas, work through proof of concept and more. Access to mentors and peer-learning networks. Access to academic experts in your field to help you develop, explore and test new ideas. Access to workspace, facilities and equipment. Get in touch If you are looking to c…
…ether, unlocking potential, effecting change Our Mission Championing the value and impact of technical and professional universities for students, communities and industry Our… University Alliance: Our Strategy 2022-25 Read The University Alliance Strategy 2022-25 Our Purpose To unite and champion the UK’s professional and technical universities, and to support our member universities over the next three years, as……
…prentices at University of South Wales Awais: “I knew straight away after A-levels that I wanted to do a degree apprenticeship, rather than a traditional full-time degree, because I didn’t want to have any student debt, I wanted to start earning money, and that’s exactly what this has given to me.” “So it’s a nice kind of halfway house, where you get the good parts of uni, you still get your degree, you’re getting everything paid for, and then in…
…project on the ageing of the human bladder, and how she has found the DTA network beneficial in advancing her professional skills. “My name is Ana Tendero Cañadas and I’m a PhD student at the University of Brighton, in the Applied Biosciences area. In my project I study the effect that age has on the normal bladder mechanisms in order to investigate possible ways to prevent or treat bladder conditions that affect the elderly. I have always been p…
…ighly distributed, extremely collegiate, with lots of autonomy and decision-making units) means that it can be hard to get buy-in when proposing to spend more money on system upgrades, better security, and more integrated technology. But the reality is that a lack of investment in tech infrastructure upgrades now will cost more in the long term when universities are inevitably hit with a cyber attack – not to mention the cumulative cost of inadequ…
…if actioned, will enable their contribution to national efforts to reach a net zero future. University of Greenwich Vice-Chancellor and spokesperson for the campaign, Professor Jane Harrington, said: “Alliance universities have been working to develop practical solutions to the climate crisis for decades. With our long heritage, deep roots in our surrounding cities and regions, and strong links with business, industry and the local community, we a…
…eduction in emissions of around -250%. A reduction of 100% would equate to Net Zero, so -250% means we are not only eliminating the overall emissions escaping to the environment from our HGV – we are also offsetting the emissions from another 1.5 HGVs operating on diesel, achieving – a total reduction of around 2.5 HGVs. The EV system reduced lifecycle system emissions of the diesel vehicle by around 50%. This technology provides a realistic appro…
…tant aspects of innovation. To improve UK GDP, we also need to support near-to-market research that makes a real difference to people’s lives. ARIA should be part of filling a void in the current UK funding landscape (the so called ‘valley of death’) by improving the translation of adventurous and promising research ideas into concrete applications (i.e., products and practice). ARIA will need a distinct purpose and clear mandate but should work c…
…sity of Brighton’s Green Growth Platform is an award-winning green business-innovation network which supports businesses developing clean and green products, services and processes to scale-up. The platform provides access to university facilities and expertise, commercialisation advice, coaching and workshops and an investment readiness programme. The University of Brighton’s Green Growth Platform launched in 2014. Since then they’ve helped busin…
…cial work practitioners. As a result, practitioners were able to hear first-hand about the experiences of carers, students were able to develop valuable knowledge to enable them to become better social workers, and carers themselves were given a voice. Students and practitioners were then able to apply their knowledge in a real-world context to develop enhanced relationships with carers and service users and work in a positive and inclusive way. S…
