Introduction and Applications to Oxbridge
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The University Application Process
Post-18 Pathways The University Application Process Post-18 Pathways The University Application Process 1. Introduction 2. Why study at university? 2.1 The pros and cons 2.2 The university experience 2.3 Is one university better than another? 2.4 Useful comparison websites 2.5 Decisions, decisions 2.6 How do I get information to make my decisions? 3. The university application process 3.1 University application process overview 3.2 What happens after you apply? 3.3 Further services offered in APPLY 3.4 Your four key choices 3.4.1 Choosing your subject 3.4.2 Choosing your type of course 3.4.3 Choosing which type of institution to apply to 2 3.4.3.1 Types of universities 3.4.3.2 Russell Group universities 3.4.4 Choosing which institution / location to apply to 3.5 Entrance requirements 3.6 Prospectuses, visits and open days 4. Your university application 4.1 Your personal statement 4.2 Specialist applications 4.2.1 Oxford 4.2.1.1 Oxford admissions tests and additional application materials 4.2.2 Cambridge 4.2.2.1 Cambridge admissions tests and additional application materials 4.2.3 The case for making an Oxbridge application 4.2.3.1 Breaking some stereotypes 4.2.4 Medical applications 4.2.4.1 Types of medical course 4.2.4.2 BMAT 4.2.4.3 UKCAT 4.2.5 Applications for art and design 4.3 Interviews 4.3.1 General interview advice 4.3.2 Preparing for interview 4.3.3 Before the interview 4.3.4 On the day 4.3.5 A note about Oxbridge interviews 4.4 Taking a gap year 5. -
Recommendations for Improving Academic-Policy Engagement
July 2019 Understanding and Navigating the Landscape of Evidence-based Policy Recommendations for Improving Academic-policy Engagement Lindsay Walker, Lindsey Pike, Chris Chambers, Natalia Lawrence, Marsha Wood and Hannah Durrant The University of Bath Institute for Policy Research (IPR) is a leading institute of public policy research in the UK. We undertake and enable policy relevant research to make an impact, especially through building links with the worlds of policy and practice as well as by increasing public understanding of policy research through our public events and publications series. We deliver activities for policymakers, researchers and practitioners to enable two-way learning and original contributions to both research and practice, delivered through our Policy Fellowship Programme, Professional Doctorate, Masters in Public Policy, run in collaboration with our Department of Social and Policy Sciences, and Visiting Fellows and Visiting Policy Fellows Schemes. www.bath.ac.uk/ipr PolicyBristol aims to enhance the influence and impact of research from across the University of Bristol on policy and practice at the local, national and international level. We build connections between academics and policymakers through our Fellowship scheme, academic funding support scheme, and by supporting high quality events to stimulate knowledge exchange and reciprocal benefit. Our growing team draws on the evidence base to inform our activities, to ensure that University of Bristol research benefits society and supports evidence-informed policymaking. To find out more about our work, please visit www.bristol.ac.uk/policybristol/ Understanding and Navigating the Landscape of Evidence- based Policy Recommendations for Improving Academic-policy Engagement This project has received funding from the European Research Council (ERC) under the ERC Consolidator Grant awarded to Professor Chris Chambers (grant agreement No 647893). -
Geographical Isolation and Progression to Higher Education
The influence of place: Geographical isolation and progression to higher education February 2019 A powerful urban-rural divide, as much as a regional one between north and south, is marked in terms of the way urban centres operate as foci of cultural capital and social capital.1 There is a stark contrast between the widening participation and outreach activities (both university and third-sector provided) that exist in London and what is present in culturally and economically deprived communities in peripheral areas. London has an infrastructure for widening participation and outreach on a scale which simply does not exist in more peripheral parts of the country. Student mobility on entry to university occurs against a backdrop of highly unequal access to cultural enrichment and outreach for students post-16.2 The combination of poor transport links and lack of local higher education provision can mean that moving away from home is the only option for young people living in some rural communities. This appears to be a barrier for some. The higher costs and the added risks involved in studying away from home make this option less appealing to some young people and those who are less confident that higher education is right for them.3 The moralistic coupling of education and leaving generates a discourse of schooled salvation that, as usual, elevates the already privileged.4 1 Mike Savage. (2015) Social Class in the 21st Century, London: Penguin, p. 296. 2 Michael Donnelly and Sol Gamsu. (2018) ‘Home and Away: Social, ethnic, and spatial inequalities in student mobility’, The Sutton Trust, p. -
Guide to Postgraduate Study
8210-0617 University of Surrey Guildford, Surrey GU2 7XH, UK T: +44 (0)1483 681 681 F: +44 (0)1483 300 803 E: [email protected] surrey.ac.uk GUIDE TO POSTGRADUATE STUDY 2018 Connect and explore The information in this brochure is intended as an indicative guide to the educational and other services provided by the University. The University endeavours to ensure that the information provided is accurate and up-to-date at the time of going to press (October 2017). However, it may be necessary for the University to make changes to some of the information presented in it. To make an informed decision about whether you wish to study at the University, we advise you to consult the University’s website: surrey.ac.uk for up-to-date information. Greetings from the University of Surrey – one of the top 10 universities in the UK with a rising global reputation. Thank you for considering Surrey as the next destination on your journey to an exciting new chapter in your life. A life-changing experience A masters from Surrey will unlock your potential to achieve your academic and career ambitions. It will equip you with the knowledge, skills and confidence for professional and personal success, making a positive change to the world. Located in historic and beautiful Guildford, and close to London, our campus offers a safe, friendly and vibrant environment with excellent facilities for postgraduate study. There is an exciting range of postgraduate options, accredited by industry. As the world faces ever more complex challenges, postgraduate study at Surrey enables you to gain skills to provide solutions. -
Thebrazennose2004.Pdf
The Brazen Nose 2003 2 THE BRAZEN NOSE Brasenose Society The object of the Society shall be the advancement of the welfare and interests of Brasenose College by: (i) encouraging closer relations between past and present members of the College and fostering interests which they have in common; (ii) keeping members of the Society informed of events in the College; (iii) any other methods which from time to time appear likely to achieve the Society's object. [Revised 1999] ★ The Brasenose College Charitable Foundation USA William W. Sterling [1961] is President of the BNC Charitable Foundation. His address is: 1821 Shoreline Highway Sausalito, CA 94965, USA. Members of the College resident in the USA are urged to keep him informed of their addresses. ★ Please note that details and application forms for all Brasenose Society events in 2004 will be found in the back pages of this issue. 3 Contents Brasenose College...........................................................4 Editors’ Notes................................................................. 9 College Records 2003: ...................................................13 Class Lists College Prizes and University Prizes Award Holders Matriculations Blues and Half Blues Articles........................................................................... 29 Reports............................................................................62 News and Notes..............................................................85 Death and Obituary Notices..........................................95 -
The Key Role of Non-UK Postgraduate Research Students
Preserving the DNA of UK universities: the key role of non-UK postgraduate research students Ludovic Highman and Simon Marginson 17 July 2018 § Introduction We cannot understand the risks posed by Brexit to the UK higher education (HE) system simply by taking a bird’s eye view of the system at the macro-level, treating the ‘university’ as a one and indivisible unit and the ‘student’ as a one-size-fits-all category. This misses the diversity of higher education institutions (HEIs), the multitude of disciplines they harbour that cater for all dimensions of human activity and the different types of students they enrol. We offer a more fine-grained analysis, focusing on one dimension of higher education and research with many ramifications. That is the role of non-UK postgraduate research students in UK research. These students substantially enhance UK research capacity and teaching excellence and UK HEIs are highly dependent on them. § The UK higher education system as a kaleidoscope of HEIs Not all HEIs are equally affected by Brexit, or affected in the same ways. Even within membership groups, such as the Russell Group, MillionPlus, the United Kingdom Arts and Design Institutions Association (ukadia) or University Alliance, each university is different. Each has a distinctive mission and set of core activities, based on the disciplinary mix which defines its course offering, research capacity and intensity, wealth, size, location, selectivity, target audience and its regional, national and/or international engagement. Some universities are located in global cities, others are rural and depend on a narrowly defined regional intake. -
British Muslims in Uk Higher Education Report
OCTOBER 2018REPORT: BRITISH MUSLIMS IN UK HIGHER EDUCATION REPORT British Muslims in UK Higher Education Socio-political, religious and policy considerations Dr Abida Malik Dr Emily Wykes i Acknowledgments Thank you to HESA for providing the data for this report. Appreciation is also shown to ONS for the data that enabled the construction of a demographic profile of British Muslims in the UK. Bridge Institute is especially grateful to Professor Tariq Modood for his advice on academic sources of literature, and Dr Kate Legge and her research colleagues at the University of Loughborough for access to their thorough and in-depth case study. We would also like to thank Shenaz Bunglawala for offering her invaluable advice, suggestions and guidance to create specific links to policy. Finally, thanks are expressed to the Aziz Foundation and Penny Appeal. ISBN: 978-1-912538-02-7 Published by the Bridge Institute in October 2018, this document is copyright © Bridge Institute 2018. The moral rights of the authors have been asserted. Bridge Institute for Research and Policy Lower Ground Floor, 40 Bloomsbury Way London, WC1A 2SE 020 7041 8474 http://bridgeinstitute.co.uk/ twitter: https://twitter.com/BridgeThinkTank Contents Executive summary 2 Policy recommendations 2 1. Introduction 4 2. Political contexts, legislations and policies: British Muslims in HE 7 Government strategies 7 The Higher Education and Research Bill (2017) 7 The government’s consideration of Sharia-compliant loans 8 3. HESA Data 10 Information about the data, and data collection -
Applying to University 2021 Contents
Applying to University 2021 Contents University application timeline Webinars 1. Find out what you want to do 2. Research universities 3. Write your personal statement ● UCAS ● OSCAR 4. Completing your UCAS registration 5. Entrance exams Oxbridge process Webinars SIGN UP 23 September: Applying for Oxford Cambridge, Presented by the University of Oxford and the University of Cambridge. As founder members of the Russell Group, this session will explain what the universities of Oxford and Cambridge offer, with a particular focus on how they differ from other UK and international universities. It will provide an insight into student life at the two providers, and how to identify if you would be a ‘good fit’ student who is likely to get the most out of the distinctive education system offered. It’ll also provide detailed advice on how applicants can maximise their chances of success, in a highly selective and competitive system. 30 September: Applying for Russell Group Presented by the University of Edinburgh, Queen’s University Belfast, Cardiff University, University of Liverpool, University of Southampton and University of Warwick. The Russell Group’s 24 members are world-class, research-intensive universities. They are unique institutions, each with their own history and ethos, but they share some distinguishing characteristics. This webinar will cover the challenges faced by students applying to selective, Russell Group universities and how they can make their applications stand out in a competitive environment. Representatives from universities across the four parts of the UK will cover how students can prepare, offer advice on writing persuasive personal statements and how admissions processes differ at selective institutions. -
Applying to University Guide 2020-21
Applying to University Guide 2020-21 (Updated 22 January 2021) 1 Contents Where do you start? UCAS basics .................................................................................... 3 Key Dates ............................................................................................................................. 2 How to choose a University subject ...................................................................................... 4 UCAS Grades and UCAS Tarriff Points ................................................................................ 6 Contextual Offers .................................................................................................................. 7 Types of Courses ................................................................................................................. 9 Where to study – Choosing a University .............................................................................11 * Oxford and Cambridge (or ‘Oxbridge’) and Russell Group Universities .......................111 Course Choices – how many? .............................................................................................12 Applying for Medicine, Dentistry, Nursing and other NHS Healthcare courses ...................12 Applying for Law courses.....................................................................................................12 Applying for Acting,Theatre, Music and Dance courses ......................................................15 Applying for Art & Design, Photography and other -
Educating for Professional Life
UOW5_22.6.17_Layout 1 22/06/2017 17:22 Page PRE1 Twenty-five Years of the University of Westminster Educating for Professional Life The History of the University of Westminster Part Five UOW5_22.6.17_Layout 1 22/06/2017 17:22 Page PRE2 © University of Westminster 2017 Published 2017 by University of Westminster, 309 Regent Street, London W1B 2HW. All rights reserved. No part of this pUblication may be reprodUced, stored in any retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, withoUt prior written permission of the copyright holder for which application shoUld be addressed in the first instance to the pUblishers. No liability shall be attached to the aUthor, the copyright holder or the pUblishers for loss or damage of any natUre sUffered as a resUlt of reliance on the reprodUction of any contents of this pUblication or any errors or omissions in its contents. ISBN 978-0-9576124-9-5 A CIP catalogue record for this book is available from The British Library. Designed by Peter Dolton. Design, editorial and production in association with Wayment Print & Publishing Solutions Ltd, Hitchin, Hertfordshire, UK. Printed and bound in the UK by Gomer Press Ltd, Ceredigion, Wales. UOW5_22.6.17_Layout 1 05/07/2017 10:49 Page PRE3 iii Contents Chancellor’s Foreword v Acknowledgements vi Abbreviations vii Institutional name changes ix List of illustrations x 1 Introduction 1 Map showing the University of Westminster’s sites in 1992 8 2 The Polytechnic and the UK HE System pre-1992 -
The British Innovation Fund Investing in the Best of UK University Venturing
The British Innovation Fund Investing in the Best of UK University Venturing For discussion purposes with Professional Investors only 2Q 2020 BRITISH INNOVATION FUND EXECUTIVE SUMMARY Key Areas of Specialty: Agricultural Bio- Technologies technology The BIF has been backed by some of The BIF is managed in the leading local The British Innovation partnership with government pension Deep Tech Life Sciences Milltrust International LLP Fund (BIF) is an schemes in the and Milltrust Agricultural AIFMD-compliant United Kingdom patient capital venture Investments, and supported by an capital fund investing in cutting edge spin- Alternative Advisory team of Nano Tech investment specialists outs emanating from Protein and agricultural and leading UK university research. scientific experts. 2 INVESTMENT PREMISE “Exploration is the engine that drives innovation. Innovation drives economic growth.” - Edith Widder 3 INVESTMENT PREMISE A BRIEF HISTORY OF BRITISH INNOVATION Sir Isaac Newton, PRS 25 December 1642 – 20 March 1726 Sir Alexander Fleming, FRS FRSE FRCS English mathematician, physicist, astronomer, 6 August 1881 – 11 March 1955 theologian, and author widely recognised as one of the Scottish biologist, physician, micro-biologist, most influential scientists of all time and as a key figure and pharmacologist. Inventor of Penicillin. in the scientific revolution. Edward Jenner, FRS FRCPE FLS John Logie Baird, FRSE 17 May 1749 – 26 January 1823 13 August 1888 – 14 June 1946 English physician who was a contributor to the Scottish engineer and innovator. One of the inventors of development of the smallpox vaccine. the mechanical television. Michael Faraday, FRS 22 September 1791 – 25 August 1867 John Adrian Shepherd-Barron, OBE English scientist who contributed to the study 23 June 1925 – 15 May 2010 of electromagnetism and electrochemistry. -
Choices After 18
A Parents’ Guide to Higher Education . How on earth does the whole process work? ▪ Vicky Stuart Head of Year 12 ▪ Josh Lampard Head of Sixth Form . How much will it cost? ▪ Aemilia Mcdonnell University of Suffolk June – August 2019 . Choosing your path ▪ Is university the right thing? . Doing the Research ▪ Choosing a subject ▪ Choosing a university September – October 2019 January –April 2020 May 2020 August 2020 Why choose Higher Education? . Employability . Prospect of higher salaries . Professional qualification required . Skills, skills, skills . Personal development . Love of the chosen subject What are the alternatives? . Jobs with training, including apprenticeships; . FE at local colleges (Suffolk New College; West Suffolk College); . Art Foundation; . Possibility of OU/application as a mature student if motivation/ambition/capacity to study are reignited; . Gap Year – but it is a ‘gap’ between two things – you still need to consider what will come after. If you decide to go for HE some of the barriers to overcome include: . Fear of debt; . Fear of failure (am I good enough?); . Concern about leaving home; . Concern about the graduate job market. The next 14 months will take students on a process to answer these. The University and College Admissions System An independent charity The most popular educational website in the UK UCAS website is updated hourly Process is totally electronic and on-line at www.ucas.com Parents and Guardian section, parent guide, tool kit and newsletter sign up Degree Apprenticeships now listed on UCAS 564,190 applicants by the January 15th deadline 58% of these applicants were women, 42% men University places are very competitive with certain courses very heavily oversubscribed.