Educating for Professional Life

Total Page:16

File Type:pdf, Size:1020Kb

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 11 University of Westminster Management Structure 1992 31 University of Westminster Academic Faculty Structure 1992 32 3 ‘A rose by any other name…’ 33 University of Westm inster Management Structure 1998 49 University of Westminster Campus Structure 1998 50 4 The University of Westminster: Legal and Brand Identity 51 University of Westminster Management Structure 2009 71 5 The University of Westminster: The First Ten Years 73 University of Westminster Management Structure 2017 93 University of Westminster Academic Faculty Structure 2017 94 6 Into the New Millennium 95 Map showing the University of Westminster’s sites in 2017 116 7 Afterword 119 Geoff Petts Appendix 1 – HE Political Timeline 1956–2017 128 Appendix 2 – English Polytechnics that became universities in 1992 132 Appendix 3 – Heads of the University of Westminster and predecessor 133 institutions 1838–2017 Appendix 4 – University of Westminster Students’ Union Presidents 134 1992–2017 Picture acknowledgements 135 Bibliography 136 Index 144 UOW5_22.6.17_Layout 1 22/06/2017 17:22 Page PRE4 iv EDUCATING FOR PROFESSIONAL LIFE UOW5_22.6.17_Layout 1 22/06/2017 17:22 Page PRE5 FOREWORD v Foreword by Frances Sorrell The University of Westminster has a rich heritage – it has responded with spirit, resilience and entrepreneUrship to the many changes of the past qUarter of a cen- tUry and, as a resUlt, is a trUly modern and diverse University with a distinctive offer. This book beaUtifUlly chronicles that history, delving into the University’s archive and docUmenting the people who have enabled and experienced its evo- lUtion. I was deeply honoUred to become Chancellor of the University of West- minster in 2015. The University has a deep-rooted ethos to offer edUcation for all, regardless of income or backgroUnd, an approach that reflects George Cayley’s original 1838 vision for the Polytechnic InstitUtion. I am immensely proUd of this endUring mission. I have witnessed the positive impact of this inclUsive approach with oUr own edUcation charity, the Sorrell FoUndation. We sUpport access to edUcation for all, and we encoUrage yoUng people from all backgroUnds to work collaboratively, bUilding confidence, teamwork and social skills. Working with Universities, col- leges and schools from across the coUntry, oUr aim has been to inspire creativity in yoUng people, help them gain new skills, and explore their potential for fUrther and higher edUcation and fUtUre careers. EdUcation is trUly transformative, with the ability to change people’s lives. Since becoming Chancellor, I have been impressed by the University of West- minster’s strong commitment to shape the fUtUre of professional life. I have seen for myself the dedication of the University’s stUdents and staff, and the remarkable work of the oUtreach team, who are helping yoUng people in the local commUnity. Today, as it was in the nineteenth centUry, this is an institUtional priority. And whilst that ethos endUres (48 per cent of Westminster stUdents come from within Greater London), the University also benefits from a trUly global oUtlook. OUr stUdents face a global marketplace, where traditional careers are changing. They mUst be ready to adapt, and as Geoff Petts describes so compellingly in the Afterword of this pUblication, they will need both interdisciplinary skills and knowledge, and the ability to keep learning. The University of Westminster has always eqUipped its stUdents well for this challenge. It is of great valUe to take this opportUnity to look back and celebrate the University’s achievements. Drawing on oUr past, gUided by foUnding principles, and remaining open to change and opportUnity, we are preparing oUr stUdents for an exciting fUtUre. Frances Sorrell, OBE FoUnder of the Sorrell FoUndation & Chancellor of the University of Westminster UOW5_22.6.17_Layout 1 05/07/2017 10:49 Page PRE6 vi EDUCATING FOR PROFESSIONAL LIFE Acknowledgements Thanks are due to many individuals and teams at the University of Westminster, in particular the Project Board, consisting of Suzanne Enright, Professor Graham Megson, Professor Guy Osborn and Professor Alexandra Warwick; and to Claire Brunnen, Anna McNally and Rebecca Short at the University of Westminster Archive. I would also like to thank the following individuals and institutions: Tim Asson, Dr Helen Glew, Jane Harrington, Caroline Lloyd, London School of Economics and Political Science Archives and Special Collections, Carole Mainstone, Professor Geoff Petts, Derek Power, Evelyne Rugg, The Quintin Hogg Trust, UCL Institute of Education Library and Archives. The author also wishes to acknowledge the contribution of Professor Terence Burlin who sadly passed away during the writing of this book. UOW5_22.6.17_Layout 1 22/06/2017 17:22 Page PRE7 ABBREVIATIONS vii Abbreviations AUCF Average Unit of Council Funding BA Bachelor of Arts degree BEIS Department for Business, Energy and Industrial Strategy, 2016–present BEng Bachelor of Engineering degree BIS Department for Business, Innovation and Skills, 2010–2016 BSc Bachelor of Science degree BTEC Vocational qualification awarded by the Business and Technology Education Council CAT College of Advanced Technology CATS Credit Ac cumUlation Transfer System CDP Committee of Directors of Polytechnics, 1971–1992 Cm. Command Paper, 1986–present Cmnd. Command Paper, 1956–1986 CNAA Council for National Academic Awards CVCP Committee of Vice-Chancellors and Principals, 1918–2000, re-formed as Universities UK DES Department of Education and Science, 1964–1992 (formerly the Ministry for Education) DfE Department for Education, 1992–1995 and 2016–present DfEE Department for Education and Employment, 1995–2010 DfES Department for Education and Skills, 2001–2007 DIUS Department for Innovation, Universities and Skills, 2007–2009 ESRC Economic and Social Research Council FE Further Education FTE Full-time Equivalent GDP Gross Domestic Product HC Deb House of Commons Debate HE Higher Education HEFCE Higher Education Funding Council England HEFCW Higher Education FU nding Council Wales HEI Higher Education Institution HEQC Higher Education Quality Council, 1992–1997, replaced by QAA HERB Higher Education and Research Bill [2016–17] HESA Higher Education Statistics Agency HL Deb House of Lords Debate HMI Her Majesty’s Inspectorate HMSO Her Majesty’s Stationery Office, re-formed as The Stationery Office HNC Higher National Certificate HND Higher National Diploma IAS Institute o f Advanced Studies (UOW) ILEA Inner London Education Authority IoE UCL Institute of Education Library and Archives UOW5_22.6.17_Layout 1 05/07/2017 11:39 Page PRE8 viii EDUCATING FOR PROFESSIONAL LIFE IIP Investors in People LCC London County Council LEA Local Education Authority LLB Bachelor of Law degree (Legum Baccalaureus) LSE London School of Economics and Political Science Archives and Special Collections MA Master of Arts degree NAB National Advisory Body for Higher Education (Public Sector), 1981–1989 NAFE Non-Advanced Further Education NS-SEC National Statistics Socio-economic Classification NSS National Student Survey ODNB Oxford Dictionary of National Biography, H.G.C. Matthew and Brian Harrison, eds., (Oxford: Oxford University Press, 2004). Available online: http://www.oup.com/oxforddnb/info/online OFFA Office for Fair Access OHP Oral History Programme (UWA) PARISS PCFC Annual Record from Institutions of Staff and Students PCAS Polytechnics Central Admissions System, 1986–1993 replaced by UCAS PCFC Polyt echnics and Colleges Funding Council, 1989–1992 PCL Polytechnic of Central London QAA Quality Assurance Agency for Higher Education QAE Quality Assessment Exercise RAE Research Assessment Exercise, 1986–2008 replaced by REF REF Research Excellence Framework RPI Royal Polytechnic Institution RSP Regent Street Polytechnic SMG Senior Management Group (of PCL/UOW) SRHE Society for Research into Higher Education STEM Scienc e, Technology, Engineering and Mathematics academic disciplines TEF Teaching Excellence Framework
Recommended publications
  • Sunderland University Application Deadline
    Sunderland University Application Deadline Ferinand escalates delightfully. Eritrean Teodoro still phlebotomise: convulsible and knee-length Salvidor well-thought-outfinalized quite mellow Rudiger but ptyalize hyalinized her her salchow heliotropism atypically synecologically. and parleyvoos Quality earnestly. and ascetic Hussein daff while To casual, we spy out the latest international scholarships, fellowships and grants information. He was a deadline. Thanks for international students by which we use their course provider if someone else lives with. The application for applications for a qualification, from core module in. You will develop as a researcher and work out strategies that can be used to change the unequal world in which we live in order to help to achieve equity and social justice. Business and Management is our most popular undergraduate business degree, and will give you a broad founda. If an International Student applying for the University is from a nation where English is the First Language, it is required to Qualify in any of the Given Examinations as a minimum. Please complete application deadline. Many universities that deadline for applications for postgraduate, deadlines set by institution they are interested me up! Free expert advice once your student advisor. If these conditions to get to me to bring their study advisors are for sunderland university application deadline to write scholarship opportunities offered for international applications are required to officially recognized higher chances of new user? The content from core module over from those students, please contact one of sunderland offers are highly prized by providing professional advice to compensate any field. Are most sure you wish to wade this? You note been asked by University of Sunderland to use Veri-fy to ultimate your.
    [Show full text]
  • Rules for Candidates Wishing to Apply for a Two Year
    GENERAL 2022 1. Up to fifty Marshall Scholarships will be awarded in 2022. 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, Candidates are especially encouraged to consider the Commonwealth and Development Office and Marshall Partnership Universities. A course search commemorate the humane ideals of the Marshall Plan facility is available here: conceived by General George C Marshall. They express https://www.marshallscholarship.org/study-in-the- the continuing gratitude of the British people to their uk/course-search American 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.
    [Show full text]
  • 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.
    [Show full text]
  • HOW the OTHER HALF VOTES HOW the OTHER Big Brother Viewers and the 2005 General Election HALF VOTES
    HOW THE OTHER HALF VOTES HOW THE OTHER Big Brother Viewers and the 2005 General Election HALF VOTES Stephen Coleman Big Brother Viewers and the 2005 General Election Why is it that the experience of taking part in Big Brother is so much more compelling for some people than the routines and rituals of electoral politics? How the Other Half Votes raises radical questions about the condition of contemporary democracy, the Stephen Coleman borders between the political and the popular and the case for thinking creatively about what it means to be politically engaged. May 2006 Price £10 Hansard Society ISBN 0 900432 18 7 www.hansardsociety.org.uk The views expressed in this report are those of the authors and the Hansard Society, as an independent non-party organisation, is neither for nor against. The Society is, however, happy to publish these views and to invite analysis and discussion of them. HOW THE OTHER HALF VOTES Big Brother Viewers and the 2005 General Election Stephen Coleman Stephen Coleman is Professor of Political © Hansard Society 2006 Communication at Leeds University All rights reserved. No part of this publication and also senior research associate may be reproduced, stored in a retrieval system, or with the Hansard Society transmitted in any form or by any means, without the prior permission of the Hansard Society. Published by The Hansard Society is an independent, Hansard Society non-partisan educational charity, which exists 40-43 Chancery Lane to promote effective parliamentary democracy. London WC2A 1JA For further information
    [Show full text]
  • 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.
    [Show full text]
  • Managing the Quality of E-Learning
    Managing the quality of blended learning Quality Assurance and Quality Enhancement in E-learning Special Interest Group (QE-SIG) Mark Gamble Helen Barefoot Barbara Newland University of University of Glasgow Caledonian Bedfordshire Hertfordshire University QAQE in e-Learning Special Interest Group: Steering Group Members • Eileen Webb, Teesside University (Chair) • Maria-Christiana Papaefthimiou, Reading University (Deputy Chair) • Helen Barefoot, University of Hertfordshire • Peter Chatterton, e-Daedalus • Mark Gamble, University of Bedfordshire • Magdalena Jara, Institute of Education, University of London • Judith Kuit, University of Sunderland • Harvey Mellar, Institute of Education, University of London • Barbara Newland, Glasgow Caledonian University • David O’Hare, University of Derby International Blended Learning Conference, Hertfordshire, 17 June 2010 Workshop Overview • Project background • Challenges • Good practice • Conclusions International Blended Learning Conference, Hertfordshire, 17 June 2010 QAQE SIG Mission • To aggregate, share and synthesise current and emerging knowledge and practice in quality enhancement related to the use of technology to enhance learning • To build synergies between Higher Education Institutions and with other external sector agencies • To influence local and national policy To foster QAQE communities of practice International Blended Learning Conference, Hertfordshire, 17 June 2010 QAQE project • Develop a commentary and critique of the QAA Code of Practice Section 2 (QAA 2004) • Develop a
    [Show full text]
  • Scaling-Up Health-Arts Programmes
    CULTURAL REFLECTIONS Scaling-up Health-Arts Programmes: the largest study in the world bringing arts-based mental health interventions into a national health service Carolina Estevao,1 Daisy Fancourt,2 Paola Dazzan,1 K. Ray Chaudhuri,3,4 Nick Sevdalis,5 Anthony Woods,1 Nikki Crane,6 Rebecca Bind,1 Kristi Sawyer,1 Lavinia Rebecchini,1 Katie Hazelgrove,1 Manonmani Manoharan,7 Alexandra Burton,2 Hannah Dye,8 Tim Osborn,8 Lucinda Jarrett,9 Nick Ward,10,11 Fiona Jones,12 Aleksandra Podlewska,3,4 Isabella Premoli,3 Fleur Derbyshire-Fox,13 Alison Hartley,13 Tayana Soukup,5 Rachel Davis,5 Ioannis Bakolis,14,15 Andy Healey,14 Carmine M. Pariante1 BJPsych Bulletin (2021) 45,32–39, doi:10.1192/bjb.2020.122 1Department of Psychological Medicine, Summary The Scaling-up Health-Arts Programme: Implementation and Institute of Psychiatry, Psychology and ff ’ Neuroscience, King’s College London, UK; E ectiveness Research (SHAPER) project is the world s largest hybrid study on the 2Department of Behavioural Science and impact of the arts on mental health embedded into a national healthcare system. This Health, Institute of Epidemiology and programme, funded by the Wellcome Trust, aims to study the impact and the Health Care, University College London, scalability of the arts as an intervention for mental health. The programme will be UK; 3Department of Basic and Clinical Neuroscience, Institute of Psychiatry, delivered by a team of clinicians, research scientists, charities, artists, patients and Psychology and Neuroscience, King’s healthcare professionals in the UK’s National Health Service (NHS) and the College London, UK; 4Parkinson Foundation community, spanning academia, the NHS and the charity sector.
    [Show full text]
  • Oxford Brookes University
    UK UNIVERSITY INTELLECTUAL PROPERTY RANKING 2020 Institution: Oxford Brookes University Location Of IP Policy: Click Here Ease Of Finding Document: Easy Current Tier: Tier 2 TIER 2 - CRITERIA A university-wide IP policy exists and is retrievable and downloadable, sometimes with a medium degree of difficulty, following a Google search using natural language and keyword combinations such as ‘UniName IP policy’ or ‘UniName intellectual property policy’. Some of the retrieved policies are unusually short (only 2 to 4 pages). Although the policy is exceptionally clear as to students’ IP ownership rights, it also includes IP policies for staff, academic visitors and other persons engaged with the university. Nonetheless, the students’ IP provisions of the IP policy may be viewed as a stand-alone section. OTHER UNIVERSITIES IN TIER 2 Imperial College London King’s College London University of Leeds University of Manchester University of London, Queen Mary Queen’s University Belfast University of Southampton University of York University of Aberdeen Heriot-Watt University University of Stirling Edinburgh Napier University Queen Margaret University University of the Highlands and Islands Abertay Univesity Ulster University The Open University Bangor University Aberystwyth University University of Arts London Aston University University of Bath Bath Spa University Birmingham City University Bishop Grosseteste University University of Bolton Bournemouth University Brunel University London Buckinghamshire New University University of Chichester University
    [Show full text]
  • College Open Day List
    Open Events 2019-2020 Please check the sixth form/college website to confirm dates and times of open events, as they may be subject to change, and new dates may be added You will also need to check if you need to register in advance or attend with a parent/carer Places to study in Newham Brampton Manor Academy November 2019 (Date to be confirmed in September – Roman Road E6 3SQ check website regularly) 020 7540 0500 / bramptonmanor.org [email protected] Booking required via website The Building Crafts College Open every Thursday 1pm-4pm Kennard Road, London E15 1HA Online application form 020 8552 1705 / thebcc.ac.uk / [email protected] Chobham Academy No dates released yet, check the website regularly for 40 Cheering Lane, London E20 1BD information 020 3747 6060 / chobhamacademy.org.uk [email protected]. (Open day usually in November, check website regularly) uk ELAM (East London Arts & Music) Thursday 7 November 2019, 5pm-7pm 45a Maltings Close, London E3 3TA Arrive 5pm for 5.30pm talk 020 75152159 / elam.co.uk [email protected] Arrive 6pm for 6.30pm talk No admission after 6.30pm Bookings via website Applications are now open for 2020 London Academy of Excellence Wednesday 30 October 2019, 4pm-8pm Broadway House, 322 High Street, London E15 1JA Wednesday 13 November 2018, 4pm-8pm 020 3301 1480 / excellencelondon.ac.uk / Sat 23 November 2019, 10am-4pm [email protected] Booking required via website which will open at the beginning of October Applications open Monday 28th October 2019 London Design
    [Show full text]
  • BPP University Student Protection Plan
    Condition C3 – Student Protection Plan Provider’s name: BPP University Limited Provider’s UKPRN: 10031982 Legal address: BPP University, BPP House, 142-144 Uxbridge Road, London, W12 8AW Contact point for enquiries about this student protection plan: Sally-Ann Burnett – [email protected] Student Protection Plan for the period 2020/21 1. An assessment of the range of risks to the continuation of study for your students, how those risks may differ based on your students’ needs, characteristics and circumstances, and the likelihood that those risks will crystallise BPP University (BPPU) has assessed the range of risks to students’ continuation of study and these are summarised below: 1.1 Closure of BPPU BPPU has no intention of ceasing to operate. The risk that BPPU as a whole is unable to operate is considered very low. This is evidenced by the following: BPPU is financially sustainable and continues to be a going concern as demonstrated by its most recent audited financial statements, dated August 31st 2020; BPPU is cash generative, with a positive cash flow of £5.1m in the year ending 31st August 2020 and a balance at that date of £19.5m; BPPU forms part of the BPP Group (incorporated as BPP Holdings Ltd). Cashflow actuals and forecasts are monitored on a daily basis by the BPP Group’s central treasury function. The focus is on 18-week cash flow forecasts and updates are made to key stakeholders as required. The minimum UK cash position of the Group from Mar20 to Mar21 was £11.5m, which was in March20.
    [Show full text]
  • Teaching and Learning Conference 2021: Teaching in the Spotlight: What Is the Future for HE Curricula? On-Demand Session Abstracts 6-8 July 2021
    Teaching and Learning Conference 2021: Teaching in the spotlight: What is the future for HE curricula? On-demand session abstracts 6-8 July 2021 5Ps: An incremental innovation Dericka Frost and Janet Turley, University of the Sunshine Coast Whilst the move to technology-enabled learning and teaching [TELT] during 2020 transformed higher education course delivery, it exacerbated the digital divide. Students with low confidence, limited internet access, bandwidth and inadequate hardware became even less visible. 5Ps is an innovative student-focused study strategy developed in response to this transition in one pathways program course at an Australian regional university. 5Ps provides inexperienced students with a formula and an explicit step-by-step guide, potentially strengthening their academic self-efficacy and independence regardless of technological inequities. A 40,000 strong force for sustainable development: Affecting change whilst enhancing employability through applied research and the Sustainable Development Goals Dr Jennifer O'Brien, University of Manchester Students at the University of Manchester represent a 40,000-strong force for potential change who want to make a difference. This presentation will critically discuss how we are harnessing the power of our students to affect change through their assessment to the benefit of sustainable development and their employability. We are deploying Education for Sustainable Development in a Living Lab approach framed around the Sustainable Development Goals. The University Living Lab equips and empowers our students with the skills and confidence to affect real change for sustainable development through interdisciplinary applied research projects required by external partners. A brave new world: Has the global pandemic broken the boundaries of tradition and reformed assessment in STEM? Dr Laura Roberts and Dr Joanne Berry, Swansea University For centuries STEM disciplines have relied on traditional, on-site exams to drive learning and knowledge.
    [Show full text]
  • Applying Student Number Controls to Alternative Providers with Designated Courses
    APPLYING STUDENT NUMBER CONTROLS TO ALTERNATIVE PROVIDERS WITH DESIGNATED COURSES Government response MARCH 2013 Applying Student Number Controls to Alternative Providers with Designated Courses Contents Government response.................................................................................................................... 3 Background................................................................................................................................... 3 Who responded to the consultation...............................................................................................3 What did the consultation tell us? ................................................................................................. 4 What were the major views raised? .............................................................................................. 4 How will the Government respond and what will happen next?.................................................... 4 Summary of responses to questions............................................................................................ 7 1. Name of organisation (or name of person if the response is a personal response and is not submitted on behalf of an organisation)? What type of organisation is it? (e.g. Alternative Provider, HEI, FEC, Regulatory Body etc.) ................................................................................... 7 2. Do you have a preference for Method 1 (control based on eligible students) or Method 2 (control based on students accessing
    [Show full text]