Rules for Candidates Wishing to Apply for a Two Year

Total Page:16

File Type:pdf, Size:1020Kb

Rules for Candidates Wishing to Apply for a Two Year GENERAL 2021 1. Up to fifty Marshall Scholarships will be awarded in 2021. They are tenable at any British university and for study in any discipline at graduate level, leading to the RULES FOR CANDIDATES WISHING TO award of a British university degree. Conditions APPLY FOR A TWO YEAR MARSHALL governing One Year Scholarships are set out in a SCHOLARSHIP ONLY. separate set of Rules. Marshall Scholarships finance young Americans of high 2. Candidates are invited to indicate two preferred ability to study for a degree in the United Kingdom in a universities, although the Marshall Commission reserves system of higher education recognised for its excellence. the right to decide on final placement. Expressions of interest in studying at universities other than Oxford, Founded by a 1953 Act of Parliament, Marshall Cambridge and London are particularly welcomed. Scholarships are mainly funded by the Foreign and Candidates are especially encouraged to consider the Commonwealth Office and commemorate the humane Marshall Partnership Universities. A course search ideals of the Marshall Plan conceived by General facility is available here: George C Marshall. They express the continuing https://www.marshallscholarship.org/study-in-the- gratitude of the British people to their American uk/course-search counterparts. NB: The selection of Scholars is based on our The objectives of the Marshall Scholarships are: published criteria: https://www.marshallscholarship.org/apply/criteria- • To enable intellectually distinguished young and-who-is-eligible This includes, under the Americans, their country’s future leaders, to study in academic criteria, a range of factors, including a the UK. candidate’s choice of course, choice of university, and academic and personal aptitude. Selected candidates will be expected to attend their first • To help Scholars gain an understanding and choice university. Requests to change after appreciation of contemporary Britain. selection will not be considered. • To contribute to the advancement of knowledge in 3. Candidates do not need to have applied for or be science, technology, the humanities and social accepted at a British university before they apply for a sciences and the creative arts at Britain’s centres of Marshall Scholarship. academic excellence. Once a Scholar has been selected the Commission • To motivate Scholars to act as ambassadors from endeavours to secure placement at the first choice the USA to the UK and vice versa throughout their university and course but in the end the decision to lives thus strengthening British American accept a Scholar is with the university and not with the understanding. Commission. The Marshall Commission cannot, therefore, guarantee that a Marshall Scholar will be • To promote the personal and academic fulfilment of admitted to the university of their choice. In the case of each Scholar. Scholars placed at Oxford or Cambridge the Commission will identify the College at which a Scholar In appointing Scholars the Selectors will look for should seek a place. candidates who have the potential to excel as Scholars, as leaders and as contributors to improved UK-US 4. Final selection of candidates is made by eight regional understanding. Assessment will be based on academic selection panels in the US. merit, leadership potential and ambassadorial potential. Details of the criteria used for selection can be found at AWARDS http://www.marshallscholarship.org/applications/criteria. The conditions of award, application and selection 5. The total value of a Marshall Scholarship varies procedures are set out below. according to the circumstances (place of residence, selected university, etc.) of each Scholar but the figure tends on average to be about £38,000 a year. This comprises: 8. The Marshall Commission does NOT fund the • a personal allowance to cover residence and cost of following courses: living expenses at the rate of £1,110 per month (£1,362 for Scholars at Central London institutions); • Second BA/BSc (undergraduate) Degrees • payment of tuition fees; • MBA (any university) • fares to and from the United States; • MPhil Development Studies (University of • Claimable allowances totalling approximately Oxford only) £3,300: • MSc/MFE Financial Economics (any university) ▪ a grant for books; • MSc Global Health Science and Epidemiology ▪ a grant for approved travel in connection (University of Oxford only) with studies; • MSc International Health and Tropical Medicine ▪ payment of necessary daily expenses for (University of Oxford only) travel between place of residence and place • MSc Law and Finance (University of Oxford of study, provided the distance between the only) two is reasonable; • MPP (Public Policy) (University of Oxford only) ▪ a grant for the cost of preparation of any • PG Diplomas/Certificates in any subject (any thesis submitted for examination, if required; university) ▪ shipping of property to and from the United • Degrees leading to professional qualifications in States medicine, dentistry, veterinary science and law (these degrees typically take 5 years to 6. Marshall Scholarships are not subject to UK Income complete) Tax but may be considered taxable income by the US • Degrees that require extended periods away Internal Revenue Service. from the University or the UK, including joint degrees with Universities not in the UK ELIGIBILITY • Distance Learning Degrees • Supervised research not leading to a degree 7. To qualify for 2021 awards, candidates should: qualification • be citizens of the United States of America (at the NB Candidates who list any of the qualifications not time they apply for a scholarship); funded by the Marshall Commission on their application will not be invited to an interview. • (by the time they take up their scholarship ie September 2021) hold their first undergraduate In addition if a candidate puts Oxford, Cambridge or degree from an accredited four-year college or Imperial College, King’s College London, LSE or UCL as university in the United States; their first choice institution none of these universities can be listed as second choice institutions. • have obtained a grade point average of not less than 3.7 on their undergraduate degree. The following should also be noted: • have graduated from their first undergraduate • University of London: under the university’s college or university after April 2018. regulations it is not possible to complete a research MPhil degree in less than two years. • not have studied for, or hold a degree or degree- equivalent qualification from a British University or • University of Cambridge: under the university’s GCSE or A level qualifications undertaken in the regulations it is not possible to undertake two UK. MPhil degrees at Cambridge Candidates who hold dual citizenship with any other country are eligible. They must, however, be normally resident in the US and have lived in the US before they started their undergraduate degree. Candidates are only allowed to apply for either the one year or the two year Marshall Scholarship. Any candidate found applying for both will automatically be disqualified. COURSE SELECTION PARTNERSHIP MARSHALL SCHOLARSHIPS King’s College, Cambridge Lincoln College, Oxford 9. The Marshall Commission has partnership Magdalen College, Oxford (DPhil only) Scholarships with: Magdalene College, Cambridge New College, Oxford University of Bath Newnham College, Cambridge University of Birmingham Nuffield College, Oxford University of Bradford Oriel College, Oxford University of Bristol Pembroke College, Cambridge Cardiff University Peterhouse, Cambridge University of Dundee (College of Life Sciences) (PhD Somerville College, Oxford only) St John’s College, Cambridge Durham University Trinity College, Cambridge University of East Anglia Trinity College, Oxford University of Edinburgh University College, Oxford University of Exeter University of Glasgow NB: Candidates for all of these Scholarships will Guildhall School of Music and Drama compete in the main Marshall Scholarship Imperial College London competition and if no-one of sufficient quality is Keele University found these Scholarships will not be offered. University of Kent King’s College London 10. NIH Marshall Scholarships. These Scholarships are University of Leeds jointly funded by the Marshall Commission and the University of Liverpool National Institutes of Health, Bethesda, MD. These London School of Economics and Political Science Scholarships will support research students specifically London School of Hygiene and Tropical Medicine in the subject areas of bioscience, medicine and related University of Manchester disciplines with a predominant application in bioscience. Newcastle University Applicants may study at any appropriate UK Institution. University of Nottingham Anyone who is selected for a Marshall Scholarship in Queen Mary University of London Biosciences and wishes to complete a PhD will be Queen’s University Belfast eligible for this Scholarship. For more information University of Reading please see: Royal Holloway London https://www.marshallscholarship.org/study-in-the- Royal Northern College of Music uk/partnership-scholarships School of Oriental and African Studies (SOAS) University of St Andrew Note: to apply for this programme you will need to University of Sheffield apply for both the Marshall Scholarship and the NIH University of Southampton Programme. If you wish to apply for a non- University of Surrey Oxford/Cambridge please indicate on your NIH University of Sussex application
Recommended publications
  • Data Science Symposium Programme
    Welcome to the Data Science Symposium 2016 Introduction In the current Information Age, data has become a commodity that is driving development crucial to future economic success, particularly for service-based economies such as the UK. The potential to transform the economic landscape is tantalising, from providing business with strategic advantage or new services, to revolutionising medical diagnostics, among many other benefits to society. However this potential cannot be realised unless new methods for handling, analysing, and extracting knowledge from data are made available. This is particularly relevant in the context of Big Data, where scalable techniques and algorithms are vitally important. The emerging field of Data Science usually refers to the interface between Statistics, Mathematics, and Computer Science that is providing the much sought novel techniques and approaches arising from the cross-fertilisation of ideas between these complementary domains. Data Science is rapidly gathering momentum, and suggests promising new research avenues in the near future. In recognition of this momentum, EPSRC have established the Alan Turing Institute to promote advanced research and translational work in the application of data science, acknowledging that this requires leadership both in advanced mathematics and in computing science. Set in the heart of the gorgeous New Forest, this Data Science Symposium organised by the University of Southampton brings together a multi-institutional, high-profile panel of speakers to promote the cross-fertilisation of ideas between the different domains of Data Science and discuss the prospects of this emerging field in the near future. This event is financed through the EPSRC Institutional Sponsorship grant ‘Southampton Data Science’.
    [Show full text]
  • MPP Student Handbook 2017-2018
    MPP Student Handbook 2017-2018 MPP Student Handbook 2017-2018 www.bsg.ox.ac.uk 3 Contents 5 Welcome from the Dean and the Director of the 34 Key Learning Resources MPP WebLearn 7 School Values Library Learning Hub 8 MPP at a Glance 35 Additional Resources 10 Key Dates Lynda.com 11 The MPP Learning Outcomes Language Support 36 Supervision 12 Module Outlines 37 GSS Reports 12 Core Modules 37 Consulting Faculty Policy Challenge I Foundations 38 Developing Your Study Skills Economics for Public Policy Time Management The Politics of Policymaking Critical Reading Law and Public Policy Note-Taking Evidence and Public Policy Working in Groups Policy Challenge II Seminar Presentations 15 Applied Policy Modules Academic Writing 16 Option Modules Specific and General Expectations 17 The Summer Project 21 Professional Skills for Public Policy Careers 41 What is Expected from You 41 Being Active and Fully Engaged in all Lectures, 22 Meet the Team Seminars and Classes 22 Core Academic Team Attendance 31 MPP Administrative Staff Use of Electronic Devices Student and Alumni Affairs Office 42 Meeting All Deadlines Other Key Administrative Staff Requesting an Extension 42 Adherence to University Policies and UK Law 34 Teaching and Learning 34 Lectures, Seminars and Classes 43 Working Together MPP Patterns of Teaching 43 The MPP Committee MPP Timetable 43 Giving Feedback MPP Newsletter 43 MPP Student Government Student-Led Events 4 MPP Student Handbook 2017-2018 www.bsg.ox.ac.uk 44 Participating Fully in the Life of the Blavatnik 59 Your College School
    [Show full text]
  • Blueprint Staff Magazine for the University of Oxford | September 2016
    blueprint Staff magazine for the University of Oxford | September 2016 Chemistry’s organic growth | Secrets of successful spelling | Oxford time News in brief u Oxford has topped the Times Higher research fellow at the college, set off at 6.30am Education World University Rankings for and arrived at Homerton, Harris Manchester’s 2016–17 – the first time in the 13-year history of twin college, in the afternoon. OxfordUniversity Images/Rob Judges the rankings that a UK institution has secured the top spot. The rankings judge research-intensive u The University’s phone system is being universities across five areas: teaching, research, replaced by a new service called Chorus. citations, international outlook and knowledge The service is being rolled out on a building- transfer. In total UK institutions took 91 of the by-building basis between autumn 2016 and 980 places, with the University of Cambridge spring 2018. Chorus will deliver replacement (fourth) and Imperial College London (eighth) phones together with access to a web portal, also making the top ten. which will provide additional functionality such as managing your voicemail, accessing u The University and local NHS partners have your call history, and sending and receiving won £126.5m to support medical research. instant messages. Details at https://projects.it. The money, from the National Institute for ox.ac.uk/icp. Health Research, includes £113.7m for the existing University of Oxford/Oxford University u The University has opened a new nursery Hospitals Biomedical Research Centre, and on the Old Road Campus in Headington, £12.8m for a new Biomedical Research Centre bringing the total number of University-owned specialising in mental health and dementia, nurseries to five.
    [Show full text]
  • Open Research Online Oro.Open.Ac.Uk
    Open Research Online The Open University’s repository of research publications and other research outputs Leveraging passion for open practice Conference or Workshop Item How to cite: Comas-Quinn, Anna; Wild, Joanna and Carter, Jackie (2013). Leveraging passion for open practice. In: OER13: Creating a Virtuous Circle, 26-27 Mar 2013, Nottingham, UK. For guidance on citations see FAQs. c 2013 The Authors https://creativecommons.org/licenses/by-nc/ Version: Accepted Manuscript Link(s) to article on publisher’s website: http://www.oer13.org/ Copyright and Moral Rights for the articles on this site are retained by the individual authors and/or other copyright owners. For more information on Open Research Online’s data policy on reuse of materials please consult the policies page. oro.open.ac.uk Leveraging passion for open practice Anna Comas-Quinn, The Open University Joanna Wild, University of Oxford Jackie Carter, University of Manchester [email protected], [email protected], [email protected] Abstract The ‘OER Engagement Ladder’ developed in a SCORE-funded study by Wild (2012) is a descriptive framework that models progression stages in lecturers’ engagement with use of Open Educational Resources (OER). The framework captures 1) how engagement with OER manifests itself in people’s behaviours and attitudes in various stages of progression from novice to expert users and 2) what factors impinge on a person’s engagement with OER. In this paper we apply the framework retrospectively to the disciplinary context of language teaching. This exercise has two aims. First, we use the framework to assess the degree to which teachers at the Department of Languages, The Open University, UK, have engaged with OER reuse following the introduction of LORO, a departmental open repository of teaching materials for languages.
    [Show full text]
  • Pathway Participating Institution(S) Department Programme Structure
    Participating Pathway Department Programme Structure Institution(s) School of Anthropology & Anthropology University of Oxford DPhil Anthropology +3, +4 Museum Ethnography MPhil Latin American Studies/DPhil Area Studies MPhil Modern Chinese Studies/DPhil Area Studies MPhil Japanese Studies/DPhil Area Studies 2+2 MPhil Modern South Asian Studies/DPhil (see notes) Area Studies MPhil Modern Middle Eastern Studies/DPhil Area Studies MPhil Russian and East European Studies (REES) /DPhil Area Studies Oxford School of Global and Area 2+3 Area Studies University of Oxford MPhil (any of above)/DPhil Area Studies Studies (OSGA) (see notes) MSc African Studies/DPhil Area Studies MSc Latin American Studies/DPhil Area Studies MSc Contemporary Chinese Studies/DPhil 1+3 Area Studies (see notes) MSc Japanese Studies/DPhil Area Studies MSc Modern South Asian Studies/DPhil Area Studies MSc Russian and East European Studies (REES) /DPhil Area Studies DPhil Area Studies +3 School of Politics, Philosophy, The Open University Economics, Development, PhD (Open University) +3, +4 Geography Citizenship Studies Department of Politics and MSc Politics Research (Oxford)/PhD (Open University of Oxford, International Relations University) 1+3 The Open University Oxford Department of MSc Migration Studies (Oxford)/PhD (Open International Development University) MSc Criminology and Criminal Justice/DPhil Faculty of Law, Centre for 1+3 Criminology University of Oxford Criminology Criminology DPhil Criminology +2, +3, +4 School of Social Sciences & Development Policy
    [Show full text]
  • Main Panel C
    MAIN PANEL C Sub-panel 13: Architecture, Built Environment and Planning Sub-panel 14: Geography and Environmental Studies Sub-panel 15: Archaeology Sub-panel 16: Economics and Econometrics Sub-panel 17: Business and Management Studies Sub-panel 18: Law Sub-panel 19: Politics and International Studies Sub-panel 20: Social Work and Social Policy Sub-panel 21: Sociology Sub-panel 22: Anthropology and Development Studies Sub-panel 23: Education Sub-panel 24: Sport and Exercise Sciences, Leisure and Tourism Where required, specialist advisers have been appointed to the REF sub-panels to provide advice to the REF sub-panels on outputs in languages other than English, and / or English-language outputs in specialist areas, that the panel is otherwise unable to assess. This may include outputs containing a substantial amount of code, notation or technical terminology analogous to another language In addition to these appointments, specialist advisers will be appointed for the assessment of classified case studies and are not included in the list of appointments. Main Panel C Main Panel C Chair Professor Jane Millar University of Bath Deputy Chair Professor Graeme Barker* University of Cambridge Members Professor Robert Blackburn University of Liverpool Mr Stephen Blakeley 3B Impact From Mar 2021 Professor Felicity Callard* University of Glasgow Professor Joanne Conaghan University of Bristol Professor Nick Ellison University of York Professor Robert Hassink Kiel University Professor Kimberly Hutchings Queen Mary University of London From Jan 2021
    [Show full text]
  • News at Lboro 18
    thexx staffxxxxxxxxxxxxxxxxx magazine forEDWARD loughborough university SIR JOHN issue 77 | spring 2014 BARNSLEY BECKWITH news at lboro_ 18 Impro ing the learning experience inside this issue... The Young Ones Teaching Innovation Vision for the Future Loughborough’s thriving The awards improving the The new strategy revealed, p14 internship programme, p10 learning experience, p12 02 news news 03 She also committed To date, nearly 200 scholarships have been in this issue New Centres for Santander Santander funded for students and staff from over 11 Universities to a different countries. new three-year Doctoral Training visit marks Ana Botin, CEO Santander UK said: “The partnership with partnership between Santander and the Loughborough is to lead a new Centre for Doctoral Loughborough University is going from strength to strength Training (CDT) and will partner in a further six which five-year which will see and I have no doubt that the renewal of the will help to train the next generation of scientists and it continue to agreement will make a big difference to the engineers. partnership support a wide professional and academic development First FutureLearn range of activities The new Centres will benefit from a £350million fund Santander chief executive Ana Botin of many students and researchers at and initiatives for announced by Universities and Science Minister David visited Loughborough in October to Loughborough.” Willetts, and allocated by the Engineering and Physical courses unveiled celebrate her company’s five-year students and
    [Show full text]
  • Postgraduate Prospectus 2018 Welcome
    Cardiff University Postgraduate Prospectus 2018 www.cardiff.ac.uk/postgraduate Welcome 87% of postgraduates Top 3 city OVER 8,500 Welcome Top5 employed or in further study for quality of postgraduates from UK university 6 months after graduation more than for research Source: HESA Destinations of Leavers from Higher Education 2014/15 survey 100 countries LIFESource: MoneySupermarket.com, QUALITY Quality of Living Index 2015 Source: Research Excellence Framework 2014, see page 12 Important legal information The contents of this prospectus Where there is a difference between example, when we might make Welcome relate to the Entry 2018 admissions the contents of this prospectus changes to your chosen course or to cycle and are correct at the time and our website, the contents of student regulations. It is, therefore, At Cardiff University we aim to be a world-leading, research-excellent, of going to press in June 2017. the website take precedence and important you read them and However, there is a lengthy period represent the basis on which we understand them. If you are not able educationally outstanding university, driven by creativity and curiosity. of time between printing this intend to deliver our services to you. to access information online please We value the contributions that our postgraduate students make to the prospectus and applications being Any offer of a place to study at contact us: made to, and processed by us, so Cardiff University is subject to Email: postgradenquiries University and its aims, and seek to offer a challenging and supportive please check our website before terms and conditions, which can @cardiff.ac.uk making an application in case there be found on our website www.
    [Show full text]
  • The New and the Old: the University of Kent at Canterbury” Krishan Kumar
    1 For: Jill Pellew and Miles Taylor (eds.), The Utopian Universities: A Global History of the New Campuses of the 1960s “The New and the Old: The University of Kent at Canterbury” Krishan Kumar Foundations and New Formations1 It all began with a name. A new university was to be founded in the county of Kent.2 Where to put it? In the end, the overwhelming preference was for the ancient cathedral city of Canterbury. But that choice of site was by no means uncontested. There was no lack of alternatives. Ashford, Dover, and Folkestone all put in bids. The Isle of Thanet in East Kent was for some time a strong contender, and its large seaside town of Margate, with its many holiday homes, undoubtedly seemed a better prospect than Canterbury for the provision of student accommodation, in the early years at least. Ramsgate too, with a large disused airport, was another strongly- urged site in Thanet. But as far back as 1947, Canterbury had been proposed as the site of a new university in the county. That proposal got nowhere, but the idea that Canterbury – rather than say Maidstone, the county capital, or anywhere else in Kent – should be the place where and when a new university was founded had caught the imagination of many in the county. Thanet might, from a practical point of view, have been the better site. But it lacked the cultural significance and the wealth of historical associations of the city of Canterbury. Moreover the University of Thanet, or the University of Margate or Ramsgate, did not have quite the same ring to it as the University of Kent or the University of Canterbury.3 That at least was the strong opinion of the two bodies that brought the University into being, the Steering Committee of Kent County Council and the group of the great and the good in the county that came together as “Sponsors of the University of Kent”- most prominent among them being its chairman, Lord Cornwallis, Lord Lieutenant of Kent and former chairman of Kent County Council.4 2 Canterbury having been chosen as the site, what to call the new foundation? That proved trickier.
    [Show full text]
  • The Scholar, the Intellectual, and the Essay: Weber, Lukács, Adorno, and Postwar Germany Peter Uwe Hohendahl the German Quarter
    The Scholar, the Intellectual, and the Essay: Weber, Lukács, Adorno, and Postwar Germany Peter Uwe Hohendahl The German Quarterly, Vol. 70, No. 3. (Summer, 1997), pp. 217-232. Stable URL: http://links.jstor.org/sici?sici=0016-8831%28199722%2970%3A3%3C217%3ATSTIAT%3E2.0.CO%3B2-H The German Quarterly is currently published by American Association of Teachers of German. Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at http://www.jstor.org/about/terms.html. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JSTOR archive only for your personal, non-commercial use. Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at http://www.jstor.org/journals/aatg.html. Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission. JSTOR is an independent not-for-profit organization dedicated to and preserving a digital archive of scholarly journals. For more information regarding JSTOR, please contact [email protected]. http://www.jstor.org Mon May 28 03:37:07 2007 PETERUWEHOHENDAHL Cornell University The Scholar, the Intellectual, and the Essay: Weber, Lukacs, Adorno, and Postwar Germany Since the late 1980s the intellectual has Is there a difference between the approach been under attack-not only in this coun- and style of an intellectual and that of a try, but also in Europe, and especially in scientist or a member of the political elite? Germany.
    [Show full text]
  • Trends of Internationalization in China's Higher
    US-China Education Review B, January 2019, Vol. 9, No. 1, 1-12 doi: 10.17265/2161-6248/2019.01.001 D D AV I D PUBLISHING Trends of Internationalization in China’s Higher Education: Opportunities and Challenges∗ Phylis Lan Lin University of Indianapolis, Indianapolis, USA; Assumption University, Bangkok, Thailand Quality of higher education is a key to national economic growth and social development. Internationalization of higher education has been one of the major national trends and governmental agendas in many emerging countries in the past few years. International education is transformative. With globalization and the development of the Internet of Things, internationalization of higher education has become an important national goal in China. The purpose of this paper is threefold: (a) to describe a brief history of internationalization of higher education in China; (b) to conceptualize the dualism of internationalization of higher education, the role of the government, and China’s 13th Five Year Plan in China; and (c) to delineate the challenges and opportunities of international collaborations, especially in the dual-degree model under international partnership programs between China and the United States. Keywords: internationalization, higher education, China, dual degree, one belt, one road, University of Indianapolis, international partnership, international education Introduction: The Importance of Internationalization in Higher Education Quality of higher education is a key to national economic growth and social development. Internationalization of higher education has been one of the major national trends and governmental agendas in many emerging countries in the past few years. “Internationalization of education is the process of integrating an international/intercultural dimension into the teaching, research, and service functions of the institutions” (Knight, 1997, p.
    [Show full text]
  • Cardiff University International Prospectus 2021
    Cardiff University International Prospectus 2021 www.cardiff.ac.uk/international www.cardiff.ac.uk/international bienvenue The photographs in this prospectus are of Cardiff University students, locations at Cardiff University and the city of Cardiff. studying at cardiff university www.cardiff.ac.uk/international welcome Cardiff University has been producing successful Contents graduates since 1883, combining a prestigious About Us heritage with modern and innovative facilities. 04 #WeAreInternational 06 Research The University has changed dramatically over the 08 Studying at Cardiff University last 137 years, but the 10 About Cardiff University commitment to quality 12 Career prospects education and a rewarding 14 Cardiff, the capital city of Wales university experience remains. 16 Accommodation 18 University life 20 The future Course List 21 Courses and Schools directory Enhancing Your Studies 42 Study Abroad 43 Global Opportunities 44 English Language Programme Next Steps 47 How to apply 49 Money and living expenses 50 University map 3 3 studying at cardiff university #WeAreInternational Cardiff University is truly international. With over 8,600 international students from more than 130 countries stepping through our doors each year, our student population is diverse and multicultural. We recruit worldwide for the best academic talent who help to deliver a rich and engaging study environment. The University reaches far beyond its home in Wales, with hundreds of overseas partnerships and research projects around the world, contributing to our ever-growing global community. University of Bremen Cardiff Carlos Jiminez Santillan, University * Mexico MSc Operational Research and Applied Statistics, 2018 Discovery Partners “Cardiff is such an amazing city to Institute (DPI) live in .
    [Show full text]