How Stable Is the Stratification of Higher Education in England and Scotland?
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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. -
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 -
Our 'Star' Performer
News OCTOBER 2013 Volume 20 No. 1 Our ‘Star’ performer A new focus for Research, Innovation and Enterprise 1 INTRODUCTION Introduction As a research-intensive University which aims to be among the top 100 universities in the world, our commitment to research, partnership – we are already leading innovation and enterprise is crucial. the way. Finally, one of the major planks of our work is our international outlook. “ This edition of Cardiff News Professor Jenny Kitzinger from appointment under the Welsh provides a brief insight into this our School of Journalism, Media Government’s flagship Sêr Cymru You’ll meet members of our work and our plans for this key area and Cultural Studies sets out how programme and how our world- European Office who are working of University activity over the next her pioneering work into decision leading Cardiff expert in the genetics alongside academics from across few years. making for people in a vegetative of Alzheimer’s has been brought into Cardiff University to make sure that state is raising greater awareness the heart of Welsh Government to we are positioned as the best and get In this edition you’ll get a snapshot of this emotive issue and helping direct science policy. a fair chance of accessing funding in of how our research is already having inform future practice. the next round, as we look towards a major impact. From improving The University’s Vice-Chancellor, Horizon 2020. labour relations in world ports to You’ll also learn how our growing Professor Colin Riordan also providing the evidence base for a reputation internationally is helping introduces the concept of the Cardiff University has set itself the roll-out of health checks for people attract some of the world’s best Innovation System and sets out what next five years to ensure our research with learning disabilities. -
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. -
Introduction and Applications to Oxbridge
Introduction and Applications to Oxbridge Sophie Parry, Schools Liaison Officer, Newnham College Cambridge [email protected] Introduction to University What is the Russell Group? What can you study at university? Does every university Why might you choose to go offer the same things? to university? In small groups, can you answer one (or more) of these questions? What types of universities are there? Do you have to be from a certain background or type of school to go to a top university? A world of choice! How many Universities do you think there are in the UK? 130 How many of those do you think are in England? 108 What makes a ‘Top’ university? #1 The Russell Group University of Birmingham University of Manchester University of Bristol Newcastle University University of Cambridge University of Nottingham Cardiff University University of Oxford Durham University Queen Mary (University of University of Edinburgh London) University of Exeter Queen's University Belfast University of Glasgow University of Sheffield Imperial College London University of Southampton King's College London University College London University of Leeds University of Warwick University of Liverpool University of York LSE (London School of Economics) What makes a ‘Top’ University? #2 Quality of Teaching Student Satisfaction Class Sizes Ability of Staff Student Support Financial Facilities Available Personal Social Life and Societies Opportunities Available Why Oxford or Cambridge? • Broad range of courses • World-class teaching – lectures, seminars/classes, practicals • Small-group teaching – tutorials/supervisions • Excellent facilities and resources • Academic, pastoral and financial support • Wide range of extra-curricular options • Excellent graduate opportunities, irrespective of degree discipline What kinds of university are there? CAMPUS Campus University e.g. -
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. -
Academics and the Psychological Contract: the Formation and Manifestation of the Psychological Contract Within the Academic Role
University of Huddersfield Repository Johnston, Alan Academics and the Psychological Contract: The formation and manifestation of the Psychological Contract within the academic role. Original Citation Johnston, Alan (2021) Academics and the Psychological Contract: The formation and manifestation of the Psychological Contract within the academic role. Doctoral thesis, University of Huddersfield. This version is available at http://eprints.hud.ac.uk/id/eprint/35485/ The University Repository is a digital collection of the research output of the University, available on Open Access. Copyright and Moral Rights for the items on this site are retained by the individual author and/or other copyright owners. Users may access full items free of charge; copies of full text items generally can be reproduced, displayed or performed and given to third parties in any format or medium for personal research or study, educational or not-for-profit purposes without prior permission or charge, provided: • The authors, title and full bibliographic details is credited in any copy; • A hyperlink and/or URL is included for the original metadata page; and • The content is not changed in any way. For more information, including our policy and submission procedure, please contact the Repository Team at: [email protected]. http://eprints.hud.ac.uk/ Academics and the Psychological Contract: The formation and manifestation of the Psychological Contract within the academic role. ALAN JOHNSTON A thesis submitted to the University of Huddersfield in partial fulfilment of the requirements for the degree of Doctor of Business Administration 8th February 2021 1 Declaration I, Alan Johnston, declare that I am the sole author of this thesis. -
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. -
Oxford Colleges
Oxford colleges Oxford University is made up of different colleges. Colleges are academic communities. They are where students usually have their tutorials. Each one has its own dining hall, bar, common room and library, and lots of college groups and societies. All undergraduate students at Oxford become members of a college. Depending on your course choice, the number of colleges and halls available to you may vary (see pp 126–127). You will also be a member of the wider University. To find out how colleges and departments fit together, see p 5. Wherever you go, your course will be the same and you will be able to socialise with whomever you choose. Everyone lives in college accommodation in their first year. After that, you may decide to live with friends from your own or other colleges in rented accommodation (see pp 164–165). Even so, you will still spend lots of time in your own college, whether to attend tutorials, visit friends, have a meal, watch a film, spend time in the library or just do your washing. All colleges offer a close and supportive environment and foster the academic development and welfare of every one of their students all the time they are here. 124| Read more about choosing a college on p 163 The best thing about Oxford is the colleges. The colleges are the heart and soul of the place. They ensure that every new student has a ready-made community and tutors who see them regularly and really care about them and their academic development.