Market News Bulletin: 12Th September – 9Th October 2015
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The State of Higher Education 2014
The State of Higher Education – 2014 The State of Higher Education This publication contains new work from the OECD Higher Education Programme and the Directorate for Science, Technology and Innovation. The main chapters cover: a proposed quality framework for quality assurance and improvement, innovative concepts 2014 and practices of business models in higher education, and new approaches to funding and promoting research excellence. The publication includes three original, commissioned articles by Sir Peter Scott, Professor Jane Knight and Ms Concepcion V. Pijano. OECD Higher Education Programme (IMHE) The aim of this publication is to provide important information for members of the OECD Higher Education Programme in line with the mandate to strengthen institutional governance and management. Recognising that higher education leaders are facing many challenges and pressures and can make good use of thoughtful and pertinent analysis, the Higher Education Programme seeks to support the essential work of members in the field. The State of Higher Education publication is part of the OECD Higher Education Programme membership package. The 2014 publication is the second issue in the series produced annually by the OECD Higher Education Programme for exclusive access by members of the Programme. Write to us OECD Higher Education Programme (IMHE) Directorate for Education - OECD 2, rue André Pascal - 75775 Paris Cedex 16 - FRANCE [email protected] Find us at: www.oecd.org/edu/imhe Facebook: www.facebook.com/OECDIMHE Linked in IMHE OECD - Higher Education - YouTube: www.youtube.com/EDUcontact Twitter: twitter.com/OECD_Edu, hashtag #OECDIMHE Slideshare: www.slideshare.net/OECDEDU THE STATE OF HIGHER EDUCATION 2014 edited by Anna Glass with articles by Concepcion V. -
Cambridge Pre-U Developing Successful Students Cambridge Education Group What Is Cambridge Pre-U?
Cambridge Pre-U Developing successful students Cambridge Education Group What is Cambridge Pre-U? CATS Cambridge is pleased to offer this new and exciting two- Why study Cambridge Pre-U? year qualification designed for the most gifted and talented • Is recognised by the best universities including all of the students who want to go to the best universities. Developed Russell Group, who welcome it by University of Cambridge International Examinations (CIE), as a way of selecting the most Cambridge Pre-U will prepare high-flying students with the talented students • Allows students to acquire knowledge and skills they need to make a success of their independent learning skills studies at university. and a deep understanding of their subjects • Is structured to award the best What will students study? students grade points higher than Cambridge Pre-U can be studied in one of these subjects must be the can be achieved at A level a number of ways and will be taught core element, Global Perspectives. • Can be combined with A levels by the outstanding academic staff Global Perspectives encourages • Examinations take place at the at CATS Cambridge – 1/3 of whom students to think critically about issues end of the two years, allowing are Oxbridge qualified. Students can of the modern world, giving them students to benefit from seeing study up to four Cambridge Pre-U the tools to identify, evaluate and the subject as a whole rather Principal subjects or substitute one or explore competing arguments and than studying isolated modules two of these for A-level subjects. To perspectives. -
Conference Programme 7Th – 8Th October 2014 University of Michigan, Ann Arbor, USA
World 100 Annual Conference 2014 Transformation: where world-class universities have to change to survive Conference Programme 7TH – 8TH OCTOBER 2014 UNIVERSITY OF MICHIGAN, ANN ARBOR, USA HOSTED BY THE WORLD 100 REPUTATION NETWORK AT THE UNIVERSITY OF MICHIGAN 1 Contents Contents Contents................................................................................ 2 Welcome from the Chair and Director .................................. 3 The World 100 Reputation Network ...................................... 4 World 100 Reputation Network committee ........................... 4 World 100 conference sponsors ............................................. 5 Conference host: the University of Michigan ......................... 5 World 100 members 2014 ..................................................... 6 Become a World 100 member ............................................... 6 Pre-conference and social activities .........................................7 Conference programme ......................................................... 8 Speaker profiles ................................................................... 12 Campus map .......................................................................21 Useful information ............................................................... 23 2 Welcome Welcome from the Chair and Director Welcome to the World 100 Reputation Network conference 2014. This year our delegates represent 45 world- class institutions from 15 countries. We are delighted that you, the experts, have travelled the -
Information to Users
INFORMATION TO USERS This dissertation was produced from a microfilm copy of the original document. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the original submitted. The following explanation of techniques is provided to help you understand markings or patterns which may appear on this reproduction. 1. The sign or "target" for pages apparently lacking from the document photographed is "Missing Page(s)". If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting thru an image and duplicating adjacent pages to insure you complete continuity. 2. When an image on the film is obliterated with a large round black mark, it is an indication that the photographer suspected that the copy may have moved during exposure and thus cause a blurred image. You will find a good image of the page in the adjacent frame. 3. When a map, drawing or chart, etc., was part of the material being photographed the photographer followed a definite method in "sectioning" the material. It is customary to begin photoing at the upper left hand corner of a large sheet and to continue photoing from le ft to right in equal sections w ith a small overlap. If necessary, sectioning is continued again — beginning below the first row and continuing on until complete. 4. The majority of users indicate that the textual content is of greatest value, however, a somewhat higher quality reproduction could be made from "photographs" if essential to the understanding of the dissertation. -
Informed Choices
<delete 60mm from right> A Russell Group guide Informed to making decisions about choices post-16 education 2011 Preface The Russell Group The Russell Group Introduction <delete 60mm from right> How to use this guide Introduction The Russell Group represents 20 leading UK universities which are What you decide to study post-16 can have a major impact on what you committed to maintaining the very best research, an outstanding teaching can study at degree level. Whether or not you have an idea of the subject Acknowledgements and learning experience for students of all backgrounds and unrivalled you want to study at university, having the right information now will give Index links with business and the public sector. you more options when the time comes to make your mind up. Visit http://www.russellgroup.ac.uk to find out more. This guide aims to help you make an informed decision when choosing Post-16 qualifications your course for post-16 education. We hope it will also be of use to parents and how they are organised and advisors. Pre-16 qualifications and How to use this guide The Russell Group is very grateful to the Institute of Career Guidance (the university entry world’s largest career guidance professional body), and particularly Andy To make this document easier to use, the following design elements have Gardner, for their very valuable input. Making your post-16 subject been adopted: choices Subjects required for different ATTENTION!! degree courses WARNING! Although there are common themes, entry requirements (even for very Text inside this large arrow is of particular importance How subject choices can affect similar courses) can vary from one university to another so you should your future career options only use this information as a general guide. -
Challenges, Changes, Achievements a Celebration of Fifty Years of Geography at the University Plymouth Mark Brayshay
Challenges, Changes, Achievements A Celebration of Fifty Years of Geography at the University Plymouth Mark Brayshay Challenges, Changes, Achievements A Celebration of Fifty Years Challenges, Changes, Achievements A Celebration of Fifty Years of Geography at the University of Plymouth Mark Brayshay Challenges, Changes, Achievements A Celebration of Fifty Years of Geography at the University of Plymouth IV Challenges, Changes, Achievements A Celebration of Fifty Years of Geography at the University of Plymouth MARK BRAYSHAY University of Plymouth Press V VI Paperback edition first published in the United Kingdom in 2019 by University of Plymouth Press, Roland Levinsky Building, Drake Circus, Plymouth, Devon, PL4 8AA, United Kingdom. ISBN 978-1-84102-441-7 Copyright © Mark Brayshay and The School of Geography, Earth and Environmental Sciences, University of Plymouth, 2019 A CIP catalogue record of this book is available from the British Library. All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of the author and The School of Geography, Earth and Environmental Sciences, University of Plymouth Printed and bound by Short Run Press Limited, Bittern Road, Sowton Industrial Estate, Exeter EX2 7LW This book is sold subject to the condition that it shall not, by way of trade or otherwise, be lent, re-sold, hired out, or otherwise circulated without the publisher’s prior consent in any form of binding or cover other than that in which it is published and without a similar condition including this condition being imposed on the subsequent purchaser. -
Bilkent-Graduate Catalog 0.Pdf
ISBN: 978-605-9788-11-3 bilkent.edu.tr ACADEMIC OFFICERS OF THE UNIVERSITY Ali Doğramacı, Chairman of the Board of Trustees and President of the University CENTRAL ADMINISTRATION DEANS OF FACULTIES Abdullah Atalar, Rector (Chancellor) Ayhan Altıntaş, Faculty of Art, Design, and Architecture (Acting) Adnan Akay, Vice Rector - Provost Mehmet Baray, Faculty of Education (Acting) Kürşat Aydoğan, Vice Rector Ülkü Gürler, Faculty of Business Administration (Acting) Orhan Aytür, Vice Rector Ezhan Karaşan, Faculty of Engineering Cevdet Aykanat, Associate Provost Hitay Özbay, Faculty of Humanities and Letters (Acting) Hitay Özbay, Associate Provost Tayfun Özçelik, Faculty of Science Özgür Ulusoy Associate Provost Turgut Tan, Faculty of Law Erinç Yeldan, Faculty of Economics, Administrative, and Social Sciences (Acting) GRADUATE SCHOOL DIRECTORS Alipaşa Ayas, Graduate School of Education [email protected] Halime Demirkan, Graduate School of Economics and Social Sciences [email protected] Ezhan Karaşan, Graduate School of Engineering and Science [email protected] DEPARTMENT CHAIRS and PROGRAM DIRECTORS Michelle Adams, Neuroscience [email protected] Adnan Akay, Mechanical Engineering [email protected] M. Selim Aktürk, Industrial Engineering [email protected] Orhan Arıkan, Electrical and Electronics Engineering [email protected] Fatihcan Atay, Mathematics [email protected] Pınar Bilgin, Political Science and Public Administration [email protected] Hilmi Volkan Demir, Materials Science and Nanotechnology [email protected] Oğuz Gülseren, Physics [email protected] Ahmet Gürata, Communication and Design [email protected] Meltem Gürel, Architecture [email protected] Refet Gürkaynak, Economics [email protected] Ülkü Gürler, Business Administration (Acting) [email protected] H. -
Media Coverage of the of the Eliahou Dangoor Scholarships December
Media coverage of the of the Eliahou Dangoor scholarships December 2009 Media Coverage of the Eliahou Dangoor Scholarship December 2009 Contents National Press: 1. 07 Dec 2009: “Iraqi exile gives £3m for education of poor as debt of gratitude” The Times 2. 07 Dec 2009: “Top universities to offer new scholarships after donation” Press Association 3. 07 Dec 2009: “Top universities to offer new scholarships after donation” Independent 4. 07 Dec 2009: “Top universities to offer new scholarships” Evening Standard 5. 07 Dec 2009: “Property tycoon donates £3m to help poor university students” Guardian 6. 08 Dec 2009: “£4million scholarship scheme for budding scientists” Guardian 7. 07 Dec 2009: “Property tycoon donates £3m to help poor university students” UTV (Northern Ireland) 8. 08 Dec 2009: “Refugee pays UK student bursaries” BBC News online 9. 10 Dec 2009: “New Scholarships for Cardiff University” Western Mail Online and local coverage: 10. 08 Dec 2009: “Russell Group and 1994 Group universities launch £4 million scholarships scheme” Bioscience technology 11. 08 Dec 2009: “Refugee pays UK student bursaries” Edplace.co.uk 12. 08 Dec 2009: “Exiled tycoon gives £3m to students” Sideways News 13. 08 Dec 2009: “UK universities receive bursary boost” SFS Group Ltd 14. 09 Dec 2009: “Dangoor Scholarships at Russell Group universities” YouTube 15. 08 Dec 2009: “Speech given at the Royal Society about Dangoor scholarships” Mario Creatura blog 16. 08 Dec 2009: “Iraqi exile gives £3m for UK university scholarships” ‘Point of no return’ blog 17. 07 Dec 2009: “Queen Mary alumnus invests millions in the future of UK science and engineering” Queen Mary University of London 18. -
An Avalanche Is Coming Higher Education and the Revolution Ahead
AN AVALANCHE IS COMING HIGHER EDUCATION AND THE REVOLUTION AHEAD ESSAY Michael Barber Katelyn Donnelly Saad Rizvi Foreword by Lawrence Summers, President Emeritus, Harvard University March 2013 © IPPR 2013 Institute for Public Policy Research AN AVALANCHE IS COMING Higher education and the revolution ahead Michael Barber, Katelyn Donnelly, Saad Rizvi March 2013 ‘It’s tragic because, by my reading, should we fail to radically change our approach to education, the same cohort we’re attempting to “protect” could find that their entire future is scuttled by our timidity.’ David Puttnam Speech at Massachusetts Institute of Technology, June 2012 i ABOUT THE AUTHORS Sir Michael Barber is the chief education advisor at Pearson, leading Pearson’s worldwide programme of research into education policy and the impact of its products and services on learner outcomes. He chairs the Pearson Affordable Learning Fund, which aims to extend educational opportunity for the children of low-income families in the developing world. Michael also advises governments and development agencies on education strategy, effective governance and delivery. Prior to Pearson, he was head of McKinsey’s global education practice. He previously served the UK government as head of the Prime Minister’s Delivery Unit (2001–05) and as chief adviser to the secretary of state for education on school standards (1997–2001). Micheal is a visiting professor at the Higher School of Economics in Moscow and author of numerous books including Instruction to Deliver: Fighting to Improve Britain’s Public Services (2007) which was described by the Financial Times as ‘one of the best books about British government for many years’. -
Higher Education and Social Change: Researching the ‘End Times’
Higher Education and Society in Changing Times: looking back and looking forward Edited by John Brennan and Tarla Shah June 2011 2 Introduction This is the last CHERI report. With the closure of the Centre, the tasks of researching and analysing higher education will henceforth lie with others. In the following pages, we look at some of the changes facing higher education and at the challenges they pose, both to those who work in higher education and to those who use it. The papers draw broadly on research projects and experience from within CHERI and beyond. As well as the papers prepared by CHERI researchers - John Brennan, Brenda Little, Mala Singh and Ruth Williams - the report contains papers from two of CHERI’s visiting professors - Roger Brown and Roger King. And we are particularly pleased to be able to include three contributions from a new generation of higher education researchers – Marina Elias, Manja Klemenčič and Sofia Sousa – who also bring welcome international perspectives to the report. The sub-theme of the report is ‘looking back and looking forward’. Over its nearly 19 years of existence, CHERI has worked with some of the leading scholars in the higher education research field. And we remember the contributions of the likes of Maurice Kogan, Ulrich Teichler, Martin Trow, Harold Silver and many more with enormous respect and gratitude and as a reminder to ourselves and to our readers that there is a substantial international body of research and scholarship on the relationship between higher education and society which is too often forgotten or ignored in current debates and policy analysis. -
The Educational Backgrounds of Leading Journalists
The Educational Backgrounds of Leading Journalists June 2006 NOT FOR PUBLICATION BEFORE 00.01 HOURS THURSDAY JUNE 15TH 2006 1 Foreword by Sir Peter Lampl In a number of recent studies the Sutton Trust has highlighted the predominance of those from private schools in the country’s leading and high profile professions1. In law, we found that almost 70% of barristers in the top chambers had attended fee-paying schools, and, more worryingly, that the young partners in so called ‘magic circle’ law firms were now more likely than their equivalents of 20 years ago to have been independently-educated. In politics, we showed that one third of MPs had attended independent schools, and this rose to 42% among those holding most power in the main political parties. Now, with this study, we have found that leading news and current affairs journalists – those figures who are so central in shaping public opinion and national debate – are more likely than not to have been to independent schools which educate just 7% of the population. Of the top 100 journalists in 2006, 54% were independently educated an increase from 49% in 1986. Not only does this say something about the state of our education system, but it also raises questions about the nature of the media’s relationship with society: is it healthy that those who are most influential in determining and interpreting the news agenda have educational backgrounds that are so different to the vast majority of the population? What is clear is that an independent school education offers a tremendous boost to the life chances of young people, making it more likely that they will attain highly in school exams, attend the country’s leading universities and gain access to the highest and most prestigious professions. -
Physics Course Handout
Physics is an exciting subject which will help you to understand the world and universe around you! A Level Physics opens the doors to all sorts of courses and careers. All of the technology that surrounds us is based on the principles of physics, so if you are considering working in any area related to technology, from music to studying physics is an essential first step. It is no surprise that those with a background in physics are in demand by many employers. Where will Physics lead you? Some A level pupils go on to study physics at university. This may lead to a career in research and development. Perhaps the majority of those who study A-level Physics do so in order to apply their physics knowledge in another subject area at university. Examples of this are electronics, meteorology and the many branches of engineering. For these careers, A-level Physics is essential. Another group of pupils choose to study physics because they feel that it will be useful even if not essential for their career. Those intending to follow a career in medicine, veterinary science or biochemistry fall into this category. The remainder are going to follow a career in a completely unrelated area such as law or accountancy. This group of students may have chosen physics simply because they enjoy it or because they know that it is highly regarded by universities as a test of problem-solving ability and logical thought. A level Physics is also a ‘facilitating subject’, considered suitable preparation for a wide range of degree courses precisely because of the way of thinking that it helps to inculcate.