Higher Education Reconfiguration
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Beacon for Wales Final Report Beacon for Wales - Final Report 1
Beacon for Wales Final Report Beacon for Wales - Final Report 1 Contents Executive Summary 2 Strategic priorities for the Beacon 4 Overall approach to culture change 4 Impact 7 Stories of change 17 Lessons learnt 19 Beacon for Wales Sustainability plans 21 Final Report Conclusions and recommendations 22 2 Beacon for Wales - Final Report Beacon for Wales - Final Report 3 Executive Summary 27 projects exploring new ways of undertaking engagement or working with new audiences were funded and these delivered over 35,000 The Beacon for Wales has initiated a culture change in Welsh Universities where public engagement is more embedded, more contact hours of engagement. supported and more visible than it was 5 years ago. The Beacon for Wales was a partnership Glamorgan and Cardiff universities have adapted The project also looked to engage with policy between Cardiff University, University of their reward and recognition structures so that makers in Wales to improve the quality of Glamorgan, Techniquest, Amgueddfa Cymru staff can include public engagement activities public, political and academic dialogue in Wales. – National Museum Wales and BBC Cymru as a dedicated part of their role. At Cardiff, Events were attended by many Ministers and Wales. Working in the context of Wales, the two academic promotions are being made on the Assembly Members. We also began a pairing lead universities, Cardiff and Glamorgan, and basis of excellent engagement work. Glamorgan scheme linking Welsh politicians with academics the other Welsh universities have supported has appointed a reader and a fellow in public across Wales which will be continued next and encouraged their staff and students to engagement. -
People, Places and Policy
People, Places and Policy Set within the context of UK devolution and constitutional change, People, Places and Policy offers important and interesting insights into ‘place-making’ and ‘locality-making’ in contemporary Wales. Combining policy research with policy-maker and stakeholder interviews at various spatial scales (local, regional, national), it examines the historical processes and working practices that have produced the complex political geography of Wales. This book looks at the economic, social and political geographies of Wales, which in the context of devolution and public service governance are hotly debated. It offers a novel ‘new localities’ theoretical framework for capturing the dynamics of locality-making, to go beyond the obsession with boundaries and coterminous geog- raphies expressed by policy-makers and politicians. Three localities – Heads of the Valleys (north of Cardiff), central and west coast regions (Ceredigion, Pembrokeshire and the former district of Montgomeryshire in Powys) and the A55 corridor (from Wrexham to Holyhead) – are discussed in detail to illustrate this and also reveal the geographical tensions of devolution in contemporary Wales. This book is an original statement on the making of contemporary Wales from the Wales Institute of Social and Economic Research, Data and Methods (WISERD) researchers. It deploys a novel ‘new localities’ theoretical framework and innovative mapping techniques to represent spatial patterns in data. This allows the timely uncovering of both unbounded and fuzzy relational policy geographies, and the more bounded administrative concerns, which come together to produce and reproduce over time Wales’ regional geography. The Open Access version of this book, available at www.tandfebooks.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 3.0 license. -
Future Directions for Higher Education in Wales: Students As Partners
Future Directions for Higher Education in Wales: Students as Partners Contents 5. Editorial 6. Theme 1: Student representation 6. Aberystwyth University: Student representation system 7. Bangor University: Student Experience Enhancement Strategy 9. Cardiff Metropolitan University: Student-led Teaching Fellowships 11. Cardiff University: Developing a learning and teaching strategy 12. Cardiff University: Academic representation system 12. Cardiff University: Student Charter 13. Coleg Llandrillo Cymru: Learner Involvement Policy and Strategy 14. Glynd ˆwr University: Development of a Student Representatives Council 16. Swansea Metropolitan University: School of Leisure & Sport Management – Leisure & Sport Management (LSM) society 17. Swansea Metropolitan University: ‘You said: we did’ 18. Swansea Metropolitan University: International student ambassadors 19. Swansea University: Enhancing the course representatives structure 19. Swansea University: ‘Have Your Say’ 21. University of Glamorgan: Engaging diversity 22. University of Glamorgan: Student voice representative for Welsh-medium learners 23. University of Glamorgan: Community and Citizenship student voice representative 24. University of Wales, Newport: Students as Partners Forum 25. Royal Welsh College of Music and Drama: Student representation system 27. Theme 2: Students supporting students 27. Cardiff Metropolitan University: Induction – a joint planning and delivery process (students and staff) 29. Cardiff Metropolitan University: Online community for the Mature Students Society 32. Swansea Metropolitan University: Student2student 32. Swansea Metropolitan University: ‘Don’t Drop Out, Drop In’ 33. Coleg Llandrillo Cymru: JISC-funded project – Using peer e-guides to promote digital literacy (PEDL) 35. University of Glamorgan: Student voice representatives 36. University of Wales, Newport: Course Representation Co-ordinator 37. University of Wales, Newport: PASS@Newport (Peer Assisted Study Sessions) 39. Theme 3: Curriculum development 39. -
University of Wales Archive (GB 0210 UNIVWALES)
Llyfrgell Genedlaethol Cymru = The National Library of Wales Cymorth chwilio | Finding Aid - University of Wales Archive (GB 0210 UNIVWALES) Cynhyrchir gan Access to Memory (AtoM) 2.3.0 Generated by Access to Memory (AtoM) 2.3.0 Argraffwyd: Mai 04, 2017 Printed: May 04, 2017 Wrth lunio'r disgrifiad hwn dilynwyd canllawiau ANW a seiliwyd ar ISAD(G) Ail Argraffiad; rheolau AACR2; ac LCSH This description follows NLW guidelines based on ISAD(G) Second Edition; AACR2; and LCSH. https://archifau.llyfrgell.cymru/index.php/university-of-wales-archive archives.library .wales/index.php/university-of-wales-archive Llyfrgell Genedlaethol Cymru = The National Library of Wales Allt Penglais Aberystwyth Ceredigion United Kingdom SY23 3BU 01970 632 800 01970 615 709 [email protected] www.llgc.org.uk University of Wales Archive Tabl cynnwys | Table of contents Gwybodaeth grynodeb | Summary information .............................................................................................. 3 Hanes gweinyddol / Braslun bywgraffyddol | Administrative history | Biographical sketch ......................... 3 Natur a chynnwys | Scope and content .......................................................................................................... 5 Trefniant | Arrangement .................................................................................................................................. 6 Nodiadau | Notes ............................................................................................................................................ -
SB 13/2014 Students in Higher Education Institutions, 2012/13
SB 13/2014 20 February 2014 Students in Higher Education Institutions – Wales, 2012/13 This Bulletin provides information about students enrolled at Welsh Higher Education Institutions (HEIs) and Welsh domiciled Higher Education (HE) students enrolled at HEIs throughout the UK in the 2012/13 academic year. The data included are taken primarily from the Higher Education Statistics Agency (HESA) Student Record and based on the HESA standard registration population, which includes student enrolments throughout the year. Summary of main findings Compared with 2011/12, enrolments at Welsh HEIs fell by 2 per cent in 2012/13, whilst HE enrolments by Welsh domiciled students at UK HEIs saw a slightly smaller decrease of one per cent. The two per cent fall in enrolments was evenly split between full-time postgraduate and full-time undergraduate enrolments. Part-time enrolments at Welsh HEIs have fallen from around 51,000 in 2006/07 to just below 36,000 in 2012/13, a 30 per cent decrease. Overall there were 101,270 Welsh domiciled enrolments to HE at UK HEIs in 2012/13, approximately 800 fewer than in the previous year. Enrolments of Welsh students peaked in 2004/05, with a downward trend in numbers since then. The fall in part-time undergraduate enrolments has been the main factor in the overall decrease in numbers. In 2012/13, there were 21,610 Welsh domiciled enrolments at UK HEIs outside of Wales and 33,080 enrolments at Welsh HEIs from students normally resident elsewhere in the UK. Wales remained a net importer of students, although the net flow into Wales fell by 12 per cent in 2012/13. -
ICT Use and Connectivity of Minority Communities in Wales
Connected Communities ICT use and connectivity of minority communities in Wales Panayiota Tsatsou Ian Stafford Gary Higgs Richard Fry Robert Berry 1 ICT USE AND CONNECTIVITY OF MINORITY COMMUNITIES IN WALES ICT use and connectivity of minority communities in Wales Panayiota Tsatsou Ian Stafford Gary Higgs Richard Fry Robert Berry Executive Summary This project has aimed to gain an understanding of the impact of Information and Communication Technologies (ICTs) on changing cultures and patterns of connectivity within and between minority communities and the potential of multifaceted digital divides in constraining or shaping these forms of connectivity. It has used Wales as a test-bed and focused on ethnic communities (and their language and cultural attributes) and people with disabilities. The project activities ranged from reviewing the literature and existing research to undertaking stakeholder engagement activities. The project findings highlight that ICTs and the Internet are perceived as being key to promoting community connectivity in contemporary society and that the minority communities are at risk of both social and digital exclusion. There is clear anecdotal evidence that these communities require bespoke policy which reflects their specific needs and requirements. However, the evidence provided in existing (mostly quantitative) research data fails to adequately explore these issues and „grey data‟ is both difficult to identify and access. Therefore there is a clear rationale for developing more qualitative, fine grained, community-based -
Between the Generations in Wales Raising the Profile Of
Between the Generations In Wales Raising the Profile of Intergenerational Practice March 2007 For Lloyds TSB Foundation for England and Wales Foreword Intergenerational Practice (IP) is an innovative response to the issues raised by the progressive ageing of the Welsh population, more than 28 per cent of which will be over the age of 60 by 2020. It is, therefore, a vital strand of the Welsh Assembly Government Strategy for Older People in Wales, which aims to encourage a coordinated and effective response to this issue through collaboration between different community partners, such as the Welsh Assembly Government, local government and the voluntary and private sector. The strategy makes a specific commitment to developing intergenerational linkages in Wales and I was, therefore, delighted to approve the Beth Johnson Foundation for Assembly funding of £87,000 over three years to develop and implement a Welsh IP strategy. While IP is being developed strongly in a number of areas of the UK, I believe that this will be the first time that it has been linked to a national strategy. The Cymru Centre for Intergenerational Practice (CCIP), through its work with the Beth Johnson Foundation, has already developed an impressive range of local IP approaches and projects – a sample of which are outlined in this booklet. Hard work has been rewarded with tangible progress and visible results: intergenerational work in Wales has already contributed to the breakdown of harmful stereotypes by providing a framework for the young and old to adopt an active role in helping themselves and their own communities, together. -
Promise and Performance
PHOTO REDACTED DUE TO THIRD PARTY RIGHTS OR OTHER LEGAL ISSUES AND IS LABELLED AS SUCH IN THE DOCUMENT PROMISE AND PERFORMANCE: The Report of the Independent Review of the Mission and Purpose of Further Education in Wales in the context of the Learning Country: Vision into Action PHOTO REDACTED DUE TO THIRD PARTY RIGHTS OR OTHER LEGAL ISSUES AND IS LABELLED AS SUCH IN THE DOCUMENT December 2007 Acknowledgements: The Chair and Panel would like to thank all those who gave their time and evidence to the Review and supported their work over the last 12 months. Especial thanks should go to the groups of learners who made such clear, articulate and constructive contributions. ISBN 978-0-7504-4482-8 For further copies of this report and queries please contact: Webb Review Secretariat Welsh Assembly Government Unit 6, St Asaph Business Park, St Asaph Denbighshire LL17 0LJ Telephone: 01745 538761 E-mail: [email protected] The report is also available to download at: http://new.wales.gov.uk/topics/educationandskills/ policy_strategy_and_planning/127035/webb-report?lang=en This Review has been conducted by an independent panel of three experts. Sir Adrian Webb (Chair) Professor Sir Adrian Webb is Chair of the Pontypridd and Rhondda NHS Trust and a non-executive member of the Welsh Assembly Government’s Executive Board. He was Vice-Chancellor of the University of Glamorgan until December 2005. He was previously an academic at the London School of Economics and Professor of Social Policy at Loughborough University. His academic career resulted in many research projects, publications and consultancies. -
The Future of Our Recorded Past
A Report Commissioned by the Library and Information Services Council (Wales) The Future of Our Recorded Past A Survey of Library and Archive Collections In Welsh Repositories By Jane Henderson of Collections Care Consultancy March 2000 Table of Contents Page No… Table of Contents.............................................................................................................. ii The Future of Our Recorded Past - a Summary............................................................... iii Preface........................................................................................................................ ...... vi 1 The Project Brief ........................................................................................................... 1 1.1 The LISC (Wales) Conservation and Preservation Group.......................................... 1 1.2 A Survey of the Preservation Status of Library and Archive Collections .................. 1 1.3 The Survey Method.................................................................................................... 2 2 Background................................................................................................................... .. 3 2.1 What is Preservation?.................................................................................................. 3 2.2 Why Preservation?...................................................................................................... 3 2.3 Do we Need to Preserve Everything? ........................................................................ -
This Is a List of the Formal Names of the Corporations Which Operate
This is a list of the formal names of the Corporations which operate as colleges in Wales, as at August 2014 Some Corporations might be referred to colloquially under an abbreviated form of the below Further Education Colleges: Bridgend College Cardiff and Vale College Coleg Cambria Coleg Ceredigion Coleg Gwent Coleg Harlech WEA North Coleg Sir Gar Coleg Y Cymoedd Gower College Swansea Grwp Llandrillo Menai Merthyr Tydfil College NPTC Group Pembrokeshire College Saint David's Roman Catholic College Further Education Institutions: YMCA WEA Cymru Source: CollegesWales http://www.collegeswales.ac.uk/wales_colleges-42.aspx Please contact [email protected] if any of the above information requires updating or amendment Recent mergers: Welsh College of Horticulture became part of Deeside College, 1 August 2009 Coleg Meirion-Dwyfor became part of Coleg Llandrillo Cymru, 1 April 2010 Swansea College and Gorseinon College merged on 20 August 2010 - new name Gower College Swansea Coleg Llysfasi became part of Deeside College on 1 August 2010 Barry College and Coleg Glan Hafren merged (double dissolution) on 1 August 2011 - new name Cardiff and Vale College Coleg Menai merged with Coleg Llandrillo Cymru on 1 April 2012 - new name Grwp Llandrillo Menai Yale College, Wrexham and Deeside College on 1 August 2013 - new name Coleg Cambria Coleg Morgannwg and The College, Ystrach Mynach on 1 August 2013 - new name Coleg Y Cymoedd Coleg Powys and Neath Port Talbot College merged on 1 August 2013 - new name NPTC Group WEA South and Coleg Harlech WEA North merged on 10 January 2014 to form WEA Cymru Others: Merthyr Tydfil College - Since May 2006, it is a constituent college of the University of Glamorgan. -
Title Four Stages of Lifelong Learning
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Kyoto University Research Information Repository Four Stages of Lifelong Learning : An Institutional Case Study Title from Wales Author(s) Saunders, Danny; Adams, Helen; Jones, Gwynoro Citation Lifelong education and libraries (2005), 5: 135-141 Issue Date 2005-05-01 URL http://hdl.handle.net/2433/43708 Right Type Departmental Bulletin Paper Textversion publisher Kyoto University 135 Four Stages of Lifelong Learning: An Institutional Case Study from Wales Danny Saunders, Helen Adams and Gwynoro Jones In this article a lifelong learning case study is presented from Wales. It supports national and regional strategies which stress the need for widening access and increasing participation within higher education. Four stages of education are identified within a continuum of learning which covers the developmental lifespan. First is compulsory education in primary and secondary schools, with a special emphasis on helping teenagers who lack confidence or motivation. Second, disadvantaged young adults who join universities, and the need for special campus based support through the development of retention initiatives. Third, continuing professional development and work-based learning for employees who find it difficult to visit a university campus. Fourth, community based learners who are especially linked with unemployment or retirement. The case study emphasises the value of using non-threatening learning environments which then lead to other things. It concludes with the recognition of the need for diverse and flexible progression pathways which emerge for students of all ages as they gain in confidence. These pathways begin with workshop or project based activity which is essentially non-assessed but which can lead in to more mainstream awards in further and higher education. -
'The College by the Sea' and Its Photographs
‘The College by the Sea’ and its photographs Introduction The University College of Wales, Aberystwyth (now Aberystwyth University) was founded in 1872 after years of struggle. During this period Scotland had its four well-established universities: Edinburgh, Aberdeen, Glasgow and St Andrews. England fared less well but had the ancient institutions of Oxford and Cambridge plus the newcomers Durham, King’s College and University College in London, and Owen’s College in Manchester. Ireland was blessed with Trinity College Dublin and the new Queen’s Colleges at Cork, Belfast and Galway. Only Wales was without a place of higher education (apart from St David’s College, Lampeter and other religious colleges). The effort to rectify this omission gathered pace during the nineteenth century. The story is in many ways a romantic one. The setting up of local committees in Wales, and in English cities such as London and Manchester, helped to further the cause, and money was collected in order to establish the foundation when all the pieces were deemed to be in place. The details have been set down on a number of occasions and will not be repeated here. 1 Suffice to say that Aberystwyth was not a well thought out location for the College, and indeed would have had few supporters in a referendum. It was rather the coming of the railway, the erection of hotels en route, the economic downturn of the 1860s and the bankruptcy of the speculator Thomas Savin which led to the unfinished Castle Hotel in Aberystwyth being put up for sale. The building was purchased and after a few hesitations the University College of Wales (UCW) opened its doors to a handful of students in October 1872.