Assessment of Services and Facilities in Stafford (1)
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A Focus on the West Midlands Region Williamson, T
To what extent can universities create a sustainable system to support MSMEs? A focus on the West Midlands region Williamson, T. Submitted version deposited in CURVE May 2016 Original citation: Williamson, T. (2015) To what extent can universities create a sustainable system to support MSMEs? A focus on the West Midlands region. Unpublished PhD Thesis. Coventry: Coventry University Copyright © and Moral Rights are retained by the author. A copy can be downloaded for personal non-commercial research or study, without prior permission or charge. This item cannot be reproduced or quoted extensively from without first obtaining permission in writing from the copyright holder(s). The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the copyright holders. Some materials have been removed from this thesis due to third party copyright. Pages where material has been removed are clearly marked in the electronic version. The unabridged version of the thesis can be viewed at the Lanchester Library, Coventry University. CURVE is the Institutional Repository for Coventry University http://curve.coventry.ac.uk/open To what extent can universities create a sustainable system to support MSMEs? A focus on the West Midlands region By Thomas Williamson Ph.D. August 2015 A thesis submitted in partial fulfilment of the University’s requirements for the Degree of Doctor of Philosophy To what extent can universities create a sustainable system to support MSMEs? A focus on the West Midlands region ii To what extent can universities create a sustainable system to support MSMEs? A focus on the West Midlands region Acknowledgements The competition of this study was the result of a long journey involving the contributions and support of many people. -
Directory of HE in FE in England 2007
Directory of HE The Higher Education Academy in FE in England Our mission is to help institutions, discipline groups and all staff to Published by: provide the best possible learning experience for their students. The Higher Education Academy We provide an authoritative and independent voice on policies Innovation Way that infl uence student learning experiences, support institutions, York Science Park lead and support the professional development and recognition Heslington of staff in higher education, and lead the development of research Directory ofHEinFEEngland York YO10 5BR and evaluation to improve the quality of the student learning United Kingdom experience. Directory of HE Tel: +44 (0)1904 717500 The Higher Education Academy is an independent organisation Fax: +44 (0)1904 717505 funded by grants from the four UK higher education funding bodies, [email protected] subscriptions from higher education institutions, and grant and in FE in England www.heacademy.ac.uk contract income for specifi c initiatives. ISBN 978-1-905788-33-0 © The Higher Education Academy February 2007 2007 2007 All rights reserved. Apart from any fair dealing for the purposes of research or private study, criticism or review, no part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any other form or by any other means, graphic, electronic, mechanical, photocopy- ing, recording, taping or otherwise, without the prior permission in writing of the publishers. To request copies in large print or in a different format, please contact the Academy. Contents About this directory . 2 How to use this directory . 3 NATIONAL ORGANISATIONS, NETWORKS AND CONSORTIA National quality and funding bodies . -
Staffordshire University Access Agreement 2018-19
STAFFORDSHIRE UNIVERSITY ACCESS AGREEMENT 2018-19 Introduction 1. Staffordshire University has developed an ambitious new statement of its strategy, expressed in its Strategic Plan 2016-2020 approved by the Board of Governors in September 2016. In the section on Connecting Communities, the plan states that the University will: work with our Schools, Colleges and Partners to continue to RAISE ASPIRATIONS and improve progression in the region into Higher Education be connected LOCALLY contributing to local social and economic development and to improve the local education standards of our community offer flexible, inclusive and ACCESSIBLE COURSES supporting study anytime and anywhere. 2. These strong statements of intent direct the University’s approach to widening participation in higher education and to the promotion of social mobility. The refreshed approach is described in this 2018-19 Access Agreement. As the new statement of strategic direction was approved after the 2017-18 Access Agreement was submitted, there have been certain changes of emphasis and balance between this Access Agreement and the previous one. 3. To ensure a coherent high quality experience for all students at each stage of their education, the University has established the Student Journey programme, described in more detail later. It spans the range from outreach and recruitment through transition to University, retention of those recruited, supporting academic success and the development of wider employability attributes leading to employment or further study. These stages fully align with the access, student success and progression dimensions of the OFFA guidance. 4. The University has established a wide network of partner institutions, including local sixth form and further education colleges and through those partnerships is able to provide flexible and diverse routes to higher education. -
Integrated Quality and Enhancement Review
Integrated quality and enhancement review Summative review South Staffordshire College April 2011 SR 53/2010 © The Quality Assurance Agency for Higher Education 2011 ISBN 978 1 84979 326 1 All QAA's publications are available on our website www.qaa.ac.uk Registered charity numbers 1062746 and SC037786 South Staffordshire College Preface The mission of the Quality Assurance Agency for Higher Education (QAA) is to safeguard the public interest in sound standards of higher education qualifications and to inform and encourage continual improvement in the management of the quality of higher education. As part of this mission, QAA undertakes reviews of higher education provision delivered in further education colleges. This process is known as Integrated quality and enhancement review (IQER). Purpose of IQER Higher education programmes delivered by further education colleges (colleges) lead to awards made by higher education institutions or Edexcel. The awarding bodies retain ultimate responsibility for maintaining the academic standards of their awards and assuring the quality of the students' learning opportunities. The purpose of IQER is, therefore, to safeguard the public interest in the academic standards and quality of higher education delivered in colleges. It achieves this by providing objective and independent information about the way in which colleges discharge their responsibilities within the context of their partnership agreements with awarding bodies. IQER focuses on three core themes: academic standards, quality of learning opportunities and public information. The IQER process IQER is a peer review process. It is divided into two complementary stages: Developmental engagement and Summative review. In accordance with the published method, colleges with less than 100 full-time equivalent students funded by the Higher Education Funding Council for England (HEFCE) may elect not to take part in Developmental engagements, but all HEFCE-funded colleges will take part in Summative review. -
N C C Newc Coun Counc Jo Castle Ncil a Cil St Oint C E-Und Nd S Tatem
Newcastle-under-Lyme Borough Council and Stoke-on-Trent City Council Statement of Community Involvement Joint Consultation Report July 2015 Table of Contents Introduction Page 3 Regulations Page 3 Consultation Page 3 How was the consultation on Page 3 the Draft Joint SCI undertaken and who was consulted Main issues raised in Page 7 consultation responses on Draft Joint SCI Main changes made to the Page 8 Draft Joint SCI Appendices Page 12 Appendix 1 Copy of Joint Page 12 Press Release Appendix 2 Summary list of Page 14 who was consulted on the Draft SCI Appendix 3 Draft SCI Page 31 Consultation Response Form Appendix 4 Table of Page 36 Representations, officer response and proposed changes 2 Introduction This Joint Consultation Report sets out how the consultation on the Draft Newcastle-under- Lyme Borough Council and Stoke-on-Trent City Council Statement of Community Involvement (SCI) was undertaken, who was consulted, a summary of main issues raised in the consultation responses and a summary of how these issues have been considered. The SCI was adopted by Newcastle-under-Lyme Borough Council on the 15th July 2015 and by Stoke-on-Trent City Council on the 9th July 2015. Prior to adoption, Newcastle-under-Lyme Borough Council and Stoke-on-Trent City Council respective committees and Cabinets have considered the documents. Newcastle-under- Lyme Borough Council’s Planning Committee considered a report on the consultation responses and suggested changes to the SCI on the 3RD June 2015 and recommended a grammatical change at paragraph 2.9 (replacing the word which with who) and this was reported to DMPG on the 9th June 2015. -
Staffordshire University Register of Collaborative Provision Section 1
Staffordshire University Register of Collaborative Provision Staffordshire University offers higher education awards in collaboration with a number of UK and international partners. This register provides details of our collaborative provision by partner institution. Section 1 shows courses in full approval. Section 2 shows partners and courses on teach out. Section 3 provides details of apprenticeship employers. Date of revision: June 2020 Section 1: Courses in Full Approval Study Course Name School Arrangement Type Mode Asia Pacific Institute of Information Technology (Sri Lanka Colombo Site) Partnership Start Date: 1999 BA (Hons) Accounting and Finance BLE Franchise FT BA (Hons) Law LPF Franchise FT BA (Hons) Marketing Management BLE Franchise FT BEng (Hons) Software Engineering CDT Franchise FT BEng (Hons) Software Engineering (two-year accelerated) CDT Franchise FT BEng (Hons) Software Engineering (with a placement year) CDT Franchise FT BSc (Hons) AI and Robotics CDT Franchise FT BSc (Hons) Computer Science CDT Franchise FT BSc (Hons) Cyber Security CDT Franchise FT BSc (Hons) International Business Management BLE Franchise FT BSc (Hons) International Business Management (two-year accelerated) BLE Franchise FT LLB (Hons) Law LPF Franchise FT LLM International Business Law LPF Franchise FT MBA Business Administration BLE Franchise PT MSc Computer Science (Business Computing) CDT Franchise PT Asia Pacific Institute of Information Technology (Sri Lanka Kandy Site) Partnership Start Date: 1999 BA (Hons) International Business Management -
Staffordshire Community Safety Partnership
One Staffordshire Information Sharing Protocol Document control: Version 9.0 August 2020 Contents Executive summary ................................................................................................... 1 1. Purpose ................................................................................................................. 2 2. Powers .................................................................................................................. 3 3. Partners ................................................................................................................ 4 4. Process for Sharing ............................................................................................... 5 5. Review ................................................................................................................ 10 Appendix A Signatories and Designated Officers Appendix B Legislation Summary Appendix C Conditions of Consent Appendix D Information Sharing Agreement Appendix E Information Sharing Health and Social Care Data Appendix F Fair Processing Appendix G Individual Information Sharing Agreements Appendix H Information Sharing Templates Executive summary The ‘One Staffordshire Information Sharing Protocol’ deals with the emerging issues surrounding information sharing between agencies and organisations that are delivering services for the social, economic and environmental wellbeing of the community. Promoting and achieving wellbeing is only likely to be successful where organisations work together to ensure that -
Stoke-On-Trent (Uk) Policy Brief #3 • Compact Connected City
STOKE-ON-TRENT (UK) POLICY BRIEF #3 • COMPACT CONNECTED CITY EXECUTIVE SUMMARY This policy brief displays a successful compact and connected city solution – the consolidation of Staffordshire University into a distinct University Quarter – that has been implemented in Stoke-on-Trent – a medium-size polycentric industrial city in central England1, coping with population loss. Building on local knowledge and stakeholders’ experiences, it shows how better integration of local knowledge infrastructure can improve the compactness and connectivity of the city. It reveals a number of conditions to make it happen. The key lesson is that achieving compactness and connectivity depends on building unique university expertise, meeting the current and future requirements, and aspirations of the academic staff, students, and visitors, and on providing good learning, teaching, and everyday life experience. INTRODUCTION For a city of its size, Stoke-on-Trent has rather sound knowledge infrastructure, being home to four institutions of further and higher education. They include Staffordshire University (14,910 students in total), Stoke-on-Trent College (17,000 students), the City of Stoke-on-Trent Sixth Form College (1,800 students), and Royal Stoke University Hospital, a teaching and research body affiliated with Keele University School of Medicine (750 students). The University of Keele itself (with 10,600 students in total) is located approximately 4 miles (7 km) west of Stoke. These many advantages notwithstanding, until recently, the city had not been able fully to explore and utilise its knowledge base for urban regeneration. For decades, this heavily industrialised urban area has struggled with both attracting potential students and retaining fresh graduates. -
Keele University Mbchb Degree Handbook
Problem-Based Learning: A Case Study of Sustainability Education A toolkit for university educators ---------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------- Sophie Bessant, Patrick Bailey, Zoe Robinson, C. Bland Tomkinson, Rosemary Tomkinson, R. Mark Ormerod, Rob Boast Foreword ---------------------------------------------------------------------------------------- Surely one of the best ways of starting to understand the complexity of sustainability is to actually tackle a genuine problem, and to tease out the various factors and issues that are associated with potential 'answers'? Of course, one of the first lessons to be learnt is that only rarely is there a single 'right' answer, and 'solutions' almost always come with strings attached. These complex scenarios with no 'right' answer are often called 'wicked problems', and the process of learning about the issues through studying the scenario and trying to answer key questions about it is called 'problem-based learning' (PBL). This toolkit is designed to provide some helpful advice, scenarios and observations about using PBL to teach students about sustainability, with a particular emphasis on how to scale up PBL without it becoming prohibitively expensive. It has been compiled by colleagues from Keele, Manchester and Staffordshire Universities, who have been jointly running a three year HEA-funded project to explore how to increase the numbers of students studying a module in sustainability, at levels ranging from 1st year at University through to postgraduates. Ensuring that our all of our graduates have an awareness of issues concerning the environment and sustainability is a crucial remit for our universities. The time available to us to make these solutions work is not limitless. If we can't equip this generation of young people of young people with the skills, then we may well pay a very heavy price. -
Bus Passengers' Experience in North West
1 TravelWatch NORTHWEST Bus Passengers’ Experience in North West England Report of a Survey by TravelWatch NorthWest September – December 2012 Financially supported by Passenger Focus February 2013 North West Public Transport Users’ Forum Community Interest Company trading as TravelWatch NorthWest Company No. 6181713 Registered Office: 11 Harvelin Park, Todmorden, Lancs OL14 6HX 2 Contents Page 1.0 Introduction 3 2.0 Headline Results 3 3.0 Journey Planning 4 4.0 Vehicles and Driving 7 5.0 Punctuality 8 6.0 Conclusions 8 Appendix A – Service Quality Details 9 Appendix B – Journey Planning, Information, etc 13 Appendix C – Survey Form 17 TravelWatch NorthWest gratefully acknowledges the financial support provided by Passenger Focus towards the production of this report. For further details about the work of TravelWatch NorthWest please contact: John Moorhouse, Company Secretary TravelWatch NorthWest 11 Harvelin Park Todmorden OL14 6HX Telephone: 07807 768124 email: [email protected] website: www.travelwatch-northwest.org.uk (Cover photo - Chris Dale) North West Public Transport Users’ Forum Community Interest Company trading as TravelWatch NorthWest Company No. 6181713 Registered Office: 11 Harvelin Park, Todmorden, Lancs OL14 6HX 3 1.0 Introduction 1.1 Between September and December 2012 TravelWatch NorthWest carried out a survey of passenger experiences in using the bus network in various areas of North West England. Members of TWNW travelled on 102 journeys and recorded their findings as well as testing the ease of planning some journeys in advance using information published by bus companies, local authorities and a variety of agencies such as Traveline. 1.2 Details of the service quality experienced are in Appendix A and Appendix B contains comments on the ease of planning journeys and on information provision. -
September 11, 2001: a Study of the Human Aspects of Disaster Recovery Efforts for Wall Street Financial Services Firms
Thomas Virgona Doctoral Dissertation: Defense September 11, 2001: A Study of the Human Aspects of Disaster Recovery Efforts for Wall Street Financial Services Firms A Dissertation Submitted to the Faculty Of Long Island University By Thomas James Virgona In partial fulfillment of the requirements for the degree Of Doctor of Philosophy in Information Studies Spring 2008 Thomas Virgona 74 Waverly Avenues East Rockaway, New York 11518 516-599-2890 This dissertation is dedicated to public use; copying and reprinting are encouraged. Page: 1 of 237 Thomas Virgona Doctoral Dissertation: Defense Dedication To my loving wife of over twenty years, for her unwavering support and confidence. Without Denise, who has been my emotional anchor through not only the challenges of my doctoral studies, but my entire adult life, this achievement would hold no value. To my mother, for instilling the importance of hard work and higher education. To my late father, who has been my role-model for persistence and personal sacrifices, and who instilled in me the inspiration to set high goals and the confidence to achieve them. To my children, TJ, Nicole and Joey, who have grown into three of the most special people any parent could wish. To my colleagues in the program, especially Dan and Chris, who have provided (largely useless) advice and support during the coursework, comprehensive exams and dissertation process. I wish to thank my committee members who were more than generous with their expertise and precious time. A special thanks to Dr. Hunter, Dr. Knapp, and Dr. Hildreth, for their countless hours of reflecting, reading, encouraging, and most of all patience throughout the entire process. -
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HS2 HOL-037 Hybrid Bill Petition House of Lords Session 2019-21 High Speed Rail (West Midlands to Crewe) Bill Do not include any images or graphics in your petition. There will be an opportunity to present these later if you give evidence to the committee. Your petition does not need to be signed. Expand the size of the text boxes as you need. 1. Petitioner information In the box below, give the name and address of each individual, business or organisation(s) submitting the petition. Theo Clarke MP Unit 8, Pearl House, Staffordshire Technology Park Beaconside, Stafford. ST18 0GB In the box below, give a description of the petitioners. For example, “we are the owners/tenants of the addresses above”; “my company has offices at the address above”; “our organisation represents the interests of…”; “we are the parish council of…” I am the member of Parliament for the Stafford constituency. The proposed HS2a route cuts through my constituency, severely affecting Moreton, Great Haywood, Ingestre, Staffordshire Showground, Hopton, Marston and Yarlet in the Stafford constituency. On its route it will affect miles of beautiful countryside and has already seriously impacted hundreds of lives. 2. Objections to the Bill In the box below, write your objections to the Bill and why your property or other interests are specially and directly affected. Please number each paragraph. Only objections outlined in this petition can be presented when giving evidence to the committee. You will not be entitled to be heard on new matters. A. My predecessor (Jeremy Lefroy) has advised me that the announcement of the proposed route for HS2, Phase 2, on 28th January 2013, sent a shockwave across a considerable part of my constituency.