…of the Wilson Review, Matt Smith, Policy Director at NACUE and Trudy Norris-Grey, IT & Communications Industry Executive) Twitter Using #OpenDoors you can find out more about Alliance universities and their university-business collaboration. Here are some of the best tweets this month. Roundtable discussions Following the panel debate we had an opportunity to debate some of the issues in roundtable discussions, with a particular emphasis on action…
…by successive Ministers, that the quality of the student experience had become a secondary consideration by many in the sector. A wide range of organisations, the CBI as well as the National Student Forum (now defunct), the Select Committee as well as the Secretary of State, all expressed concern that priorities in higher education had shifted away from the provision of high quality learning and teaching. The answer, Ministers – and Lord Browne –…
…stand the changes, Martin Lewis and the team at MoneySavingExpert.com have come up with a range of easy to understand guides and videos. We’ve posted them here along with the brilliant animation by Alliance member, Bournemouth University. Student finance day, 14 November, 2011 Student Finance Day, on November 14, is a national day dedicated to explaining the 2012 changes to student finance in England. The main aim of the campaign is simple – to en…
…of the change against the backdrop of the unknown is worrying. We join the Committee’s call to hold off from further changes to create a degree of short-term stability and allow for a period of review.“There is a growing consensus that the Government needs to slow the pace of change in order to achieve a genuinely student led system. “A period of review is essential if we are to create a system that will truly meet Government aims to create a dema…
…es will be making in the future lightly. We are clear that our job is to re-invest in our students, to create an environment that is filled with rich and diverse opportunities. Students must continue to benefit from this unique set of experiences, whichever path they choose. The needs placed on graduates in the 21st century by our changing economy mean we as Universities must respond to this and continue to develop for the sake of our students and…
…environments with close links to the professions, new industries and a deep-rooted commitment to access through flexible provision. Alliance universities educate 26% of all UK students and have high graduate employment rates, offering a research-informed learning environment and equipping graduates for the 21st century. Members of University Alliance Aberystwyth University, Bournemouth University, University of Bradford, De Montfort University, Un…
…with close links to the creative industries and the professions and a deep-rooted commitment to access through flexible provision. Alliance universities educate more students than any other university mission group in the UK within a research-led learning environment, equipping graduates for the 21st century. 2. Members of the University Alliance: Aberystwyth University, Bournemouth University, University of Bradford, De Montfort University, Univ…
…be no doubt that a major challenge remains as we pursue a high-skills, high-value-added economy, dynamic and agile enough to compete with the best in the world. The demands upon higher education are becoming so diverse that it is time to acknowledge reality – differentiation in our sector. There is a compelling case for a new generation of universities, focused on and expert in working with business – business-facing universities engaging and coll…
…voice in national debates. “The growing recognition of the Alliance of Non-Aligned Universities made it necessary for us to come together in a more formal structure. There are many challenging issues facing the higher education sector and it is vital that universities belonging to the Alliance are consulted and able to contribute to all areas of public debate.” The group has met four times since its inception in April last year. It will focus its…
…nalyse assessment outcomes for specific cohorts of students during the 2020-21 and 2021-22 academic years (pandemic years 2 and 3) to understand the specific retention and success challenges and opportunities in each discipline. To examine the extent to which the inclusive assessments attributes are sustained across assessment arrangements during the 2020-21 and 2021-22 academic years. To identify evidence-informed interventions and principles of…
