DOCSLIB.ORG

Swansea Business Campus

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

Swansea Business Campus International Brochure About the University Swansea Campus The University of Wales Trinity Saint David (UWTSD) Founded in 1853, the Swansea was formed on 18 November 2010 through the campuses have a reputation for merger of the University of Wales Lampeter and innovative industry-led and Trinity University College Carmarthen, under career-driven programmes. Lampeter’s Royal Charter of 1828. On the 1 August 2013, Swansea Vibrant City Centre Campuses Metropolitan University became part of UWTSD. The University of Swansea, with its city-centre students easy access to shopping, Wales merged into the UWTSD campuses dedicated to art and recreation and relaxation in 2017. His Royal Highness, the design, business and management, opportunities plus a magnificent Prince of Wales is its Royal Patron. education, communities and beach and the stunning Gower Today, the University of Wales performance as well as architecture, coast just a few miles up the road. Trinity Saint David is a dynamic and computing and engineering, gives ambitions institution providing high quality education and research. ALEX Building, Swansea Campus The University is focussed on The University of Wales Trinity Saint enterprise and innovation, enabling David has been ranked top 20 best UK our staff and students to transform universities for academic experiences ideas into real opportunities and in The Times Higher Education solutions for business. Student Experience Survey 2017. The university is investing 300 UWTSD ranked 4th in the UK & 1st million pounds in the Swansea in Wales for ‘Teaching Quality’ in Waterfront Innovation Quarter, Business Studies. The University a multi-functional development in has also been ranked 4th for good Swansea’s former docks area which personal relationship with teaching will be made up of purpose-built staff, and joint 1st in Wales. In Whatuni facilities for learning, teaching and Student Choice Awards 2017. applied research as well as social, leisure and recreation spaces. 2 Swansea Business Campus UWTSD 3 Swansea Business Campus Courses At Swansea Business Campus Degree Completion employability is our key focus. at UWTSD We take an applied, employment- by employers, e.g. innovation, Students who have completed based approach to all our creativity, an enterprising mindset a HND and meet the relevant programmes. Teaching and and responsiveness to unexpected admissions requirements are able learning is focused on real life events or tasks. We are a city to undertake the final year of the case studies. centre Business campus and degree to obtain a BA. a short walk from the beautiful You will experience innovative sweeping sands of Swansea student-led approaches to Bay. We provide a supportive learning delivered by professionals environment. You will have a and academics who ALL have personal tutor. We have a wide experience in industry. range of cultural, business and We understand the real world. management events provided by employers, professional bodies All courses are designed to instill and the School and University in graduates the attributes desired that you can participate in. 4 Swansea Business Campus UWTSD 5 Undergraduate Programmes BA (Hons) BA (Hons) International Business International Financial Management Management This course is designed for themselves. The opportunity to This course provides a practical those students who aspire to a study business and management and analytical understanding of career in international business in action is a rewarding intellectual business and management whilst management in order to develop experience which also provides allowing students to develop the skills and knowledge needed a well-grounded base for future knowledge and understanding in to manage. career development. the specialist area of Finance. The course provides practical Final year International The Finance pathway is designed application of relevant academic Direct Entry Mode to meet the needs of those students concepts and theories to the who have identified Finance as an international workplace. All subjects Students who choose this area of particular interest and wish studied on the programme are mode will study 6 modules, to explore that in more detail. relevant to the world of work, across including International Business specialist disciplines and sectors. Communications and International Graduates of the programme The skills developed to achieve Consultancy Project and Global pathway will be able to demonstrate academic success are also those Ethics. Students will benefit from full a systematic understanding of key required by international employers integration into the wider activities aspects of Business Management in today’s competitive global multi- of the Faculty e.g. Enterprise Weeks, and Finance, including acquisition cultural workplace and for study at guest presentations, opportunities of coherent and detailed knowledge higher levels. to enter industry/management relating to organisations, their competitions or develop business management, the economy and the This programme offers an plans to start their own enterprises. business environment, at least some academically challenging, vocational of which is at, or informed by, the experience which incorporates forefront of defined aspects of the innovative teaching and assessment business discipline and within the methods. Students will be expected context of finance. to be active in managing their learning experience, to be creative and to take initiatives to develop 6 Swansea Business Campus UWTSD 7 BA (Hons) BA (Hons) Students will develop enhanced linked to the underpinning focus guest service skills and a critical of developing employability skills International Travel & International understanding of the operational in order to prepare them for a future Tourism Management Hotel Management requirements associated with career in the International Industry. different departments in the hotel. This programme will prepare This exciting new programme Close links with several leading students for a management is the result of a close partnership For the remaining sixteen months global travel and tourism career in the International Travel between the University of Wales (four four-month blocks), students organisations allows the and Tourism industry. Trinity Saint David and Marriott will pursue academic study at programme to offer a range of Hotels, widely recognised as Swansea Business Campus. exclusive International Internship Students will gain a detailed one of the world’s leading The modules studied will develop a Opportunities enabling students knowledge and understanding hotel brands. critical understanding of essential to develop skills required by key of the tourism and travel industry management theory and practice, industry leaders, bringing the helping to create distinctive global This unique collaboration provide a global context within learning alive and developing graduates with key industry skills. combines vocational training at which hotel organisations operate, graduates ready to move quickly the Marriott Hotel with academic and engage students with principles into management positions. The programme provides students study on campus at UWTSD. of sustainable business practice. with the academic and vocational This will provide a theoretical skills required to secure a highly The programme comprises foundation of subject knowledge successful career in tourism and two years of full time study. that can then be applied within travel management. Throughout Each year is divided into three a practical context during the 1st the course the students will focus four-month blocks, two of which placements at the Marriott Hotel. on developing their employability are spent studying at Swansea skills and industry knowledge with Business Campus with the The learning will be underpinned in Wales for student satisfaction taught classes supplemented remaining block spent on by core skills development focusing in Tourism, Transport & Travel. by international field study trips, placement in the Marriott Hotel. on management and leadership NSS 2017 internships and placements. skills, tourism and travel strategies Students will therefore spend a total and organisational understanding of eight months (two four-month as well as the global hospitality and blocks) within the Marriott Hotel, guest service skills which are central 7th working in a range of departmental to the sector. areas. Placement during the first year of the degree will have a more Throughout the programme, in the UK for student operational emphasis; the second students will focus on global satisfaction in Hospitality, year will combine operational issues such as developing a Leisure, Recreation & Tourism. duties at a more advanced level detailed understanding of the NSS 2017 together with involvement in hotel importance of sustainability and administration and management. entrepreneurship. This will be 8 Swansea Business Campus UWTSD 9 MBA BSc Health Management Swansea Business School (SBS) potential to manage and lead The Health Management and assessment methods. has delivered its MBA programme organisations effectively through Programme provides the The opportunity to take on public to students from around the world development of abilities, extension knowledge and skills needed or voluntary sector work experience for over twenty years. of knowledge and understanding of to be an effective manager in is a key theme throughout all our a wide range of management
Recommended publications
  • People, Places and Policy

    People, Places and Policy

    People, Places and Policy Set within the context of UK devolution and constitutional change, People, Places and Policy offers important and interesting insights into ‘place-making’ and ‘locality-making’ in contemporary Wales. Combining policy research with policy-maker and stakeholder interviews at various spatial scales (local, regional, national), it examines the historical processes and working practices that have produced the complex political geography of Wales. This book looks at the economic, social and political geographies of Wales, which in the context of devolution and public service governance are hotly debated. It offers a novel ‘new localities’ theoretical framework for capturing the dynamics of locality-making, to go beyond the obsession with boundaries and coterminous geog- raphies expressed by policy-makers and politicians. Three localities – Heads of the Valleys (north of Cardiff), central and west coast regions (Ceredigion, Pembrokeshire and the former district of Montgomeryshire in Powys) and the A55 corridor (from Wrexham to Holyhead) – are discussed in detail to illustrate this and also reveal the geographical tensions of devolution in contemporary Wales. This book is an original statement on the making of contemporary Wales from the Wales Institute of Social and Economic Research, Data and Methods (WISERD) researchers. It deploys a novel ‘new localities’ theoretical framework and innovative mapping techniques to represent spatial patterns in data. This allows the timely uncovering of both unbounded and fuzzy relational policy geographies, and the more bounded administrative concerns, which come together to produce and reproduce over time Wales’ regional geography. The Open Access version of this book, available at www.tandfebooks.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 3.0 license.
  • Future Directions for Higher Education in Wales: Students As Partners

    Future Directions for Higher Education in Wales: Students As Partners

    Future Directions for Higher Education in Wales: Students as Partners Contents 5. Editorial 6. Theme 1: Student representation 6. Aberystwyth University: Student representation system 7. Bangor University: Student Experience Enhancement Strategy 9. Cardiff Metropolitan University: Student-led Teaching Fellowships 11. Cardiff University: Developing a learning and teaching strategy 12. Cardiff University: Academic representation system 12. Cardiff University: Student Charter 13. Coleg Llandrillo Cymru: Learner Involvement Policy and Strategy 14. Glynd ˆwr University: Development of a Student Representatives Council 16. Swansea Metropolitan University: School of Leisure & Sport Management – Leisure & Sport Management (LSM) society 17. Swansea Metropolitan University: ‘You said: we did’ 18. Swansea Metropolitan University: International student ambassadors 19. Swansea University: Enhancing the course representatives structure 19. Swansea University: ‘Have Your Say’ 21. University of Glamorgan: Engaging diversity 22. University of Glamorgan: Student voice representative for Welsh-medium learners 23. University of Glamorgan: Community and Citizenship student voice representative 24. University of Wales, Newport: Students as Partners Forum 25. Royal Welsh College of Music and Drama: Student representation system 27. Theme 2: Students supporting students 27. Cardiff Metropolitan University: Induction – a joint planning and delivery process (students and staff) 29. Cardiff Metropolitan University: Online community for the Mature Students Society 32. Swansea Metropolitan University: Student2student 32. Swansea Metropolitan University: ‘Don’t Drop Out, Drop In’ 33. Coleg Llandrillo Cymru: JISC-funded project – Using peer e-guides to promote digital literacy (PEDL) 35. University of Glamorgan: Student voice representatives 36. University of Wales, Newport: Course Representation Co-ordinator 37. University of Wales, Newport: PASS@Newport (Peer Assisted Study Sessions) 39. Theme 3: Curriculum development 39.
  • University of Wales Archive (GB 0210 UNIVWALES)

    University of Wales Archive (GB 0210 UNIVWALES)

    Llyfrgell Genedlaethol Cymru = The National Library of Wales Cymorth chwilio | Finding Aid - University of Wales Archive (GB 0210 UNIVWALES) Cynhyrchir gan Access to Memory (AtoM) 2.3.0 Generated by Access to Memory (AtoM) 2.3.0 Argraffwyd: Mai 04, 2017 Printed: May 04, 2017 Wrth lunio'r disgrifiad hwn dilynwyd canllawiau ANW a seiliwyd ar ISAD(G) Ail Argraffiad; rheolau AACR2; ac LCSH This description follows NLW guidelines based on ISAD(G) Second Edition; AACR2; and LCSH. https://archifau.llyfrgell.cymru/index.php/university-of-wales-archive archives.library .wales/index.php/university-of-wales-archive Llyfrgell Genedlaethol Cymru = The National Library of Wales Allt Penglais Aberystwyth Ceredigion United Kingdom SY23 3BU 01970 632 800 01970 615 709 [email protected] www.llgc.org.uk University of Wales Archive Tabl cynnwys | Table of contents Gwybodaeth grynodeb | Summary information .............................................................................................. 3 Hanes gweinyddol / Braslun bywgraffyddol | Administrative history | Biographical sketch ......................... 3 Natur a chynnwys | Scope and content .......................................................................................................... 5 Trefniant | Arrangement .................................................................................................................................. 6 Nodiadau | Notes ............................................................................................................................................
  • ICT Use and Connectivity of Minority Communities in Wales

    ICT Use and Connectivity of Minority Communities in Wales

    Connected Communities ICT use and connectivity of minority communities in Wales Panayiota Tsatsou Ian Stafford Gary Higgs Richard Fry Robert Berry 1 ICT USE AND CONNECTIVITY OF MINORITY COMMUNITIES IN WALES ICT use and connectivity of minority communities in Wales Panayiota Tsatsou Ian Stafford Gary Higgs Richard Fry Robert Berry Executive Summary This project has aimed to gain an understanding of the impact of Information and Communication Technologies (ICTs) on changing cultures and patterns of connectivity within and between minority communities and the potential of multifaceted digital divides in constraining or shaping these forms of connectivity. It has used Wales as a test-bed and focused on ethnic communities (and their language and cultural attributes) and people with disabilities. The project activities ranged from reviewing the literature and existing research to undertaking stakeholder engagement activities. The project findings highlight that ICTs and the Internet are perceived as being key to promoting community connectivity in contemporary society and that the minority communities are at risk of both social and digital exclusion. There is clear anecdotal evidence that these communities require bespoke policy which reflects their specific needs and requirements. However, the evidence provided in existing (mostly quantitative) research data fails to adequately explore these issues and „grey data‟ is both difficult to identify and access. Therefore there is a clear rationale for developing more qualitative, fine grained, community-based
  • 'The College by the Sea' and Its Photographs

    'The College by the Sea' and Its Photographs

    ‘The College by the Sea’ and its photographs Introduction The University College of Wales, Aberystwyth (now Aberystwyth University) was founded in 1872 after years of struggle. During this period Scotland had its four well-established universities: Edinburgh, Aberdeen, Glasgow and St Andrews. England fared less well but had the ancient institutions of Oxford and Cambridge plus the newcomers Durham, King’s College and University College in London, and Owen’s College in Manchester. Ireland was blessed with Trinity College Dublin and the new Queen’s Colleges at Cork, Belfast and Galway. Only Wales was without a place of higher education (apart from St David’s College, Lampeter and other religious colleges). The effort to rectify this omission gathered pace during the nineteenth century. The story is in many ways a romantic one. The setting up of local committees in Wales, and in English cities such as London and Manchester, helped to further the cause, and money was collected in order to establish the foundation when all the pieces were deemed to be in place. The details have been set down on a number of occasions and will not be repeated here. 1 Suffice to say that Aberystwyth was not a well thought out location for the College, and indeed would have had few supporters in a referendum. It was rather the coming of the railway, the erection of hotels en route, the economic downturn of the 1860s and the bankruptcy of the speculator Thomas Savin which led to the unfinished Castle Hotel in Aberystwyth being put up for sale. The building was purchased and after a few hesitations the University College of Wales (UCW) opened its doors to a handful of students in October 1872.
  • 1 Cardiff University of Wales United Kingdom

    1 Cardiff University of Wales United Kingdom

    OECD/IMHE Quality Assessment - Cardiff CARDIFF UNIVERSITY OF WALES UNITED KINGDOM Christine Daniels 1. CONTEXT: DIFFERENCES BETWEEN WALES AND OTHER SYSTEMS Cardiff is one of Britain’s major universities, with its own Royal Charter and a history of service and achievement dating back to 1883. Its international reputation attracts staff and students from throughout the UK and from the rest of the world. The University is located in and around the City’s magnificent civic centre. The University is the largest constituent institution in the Federal University of Wales with 25 departments and schools organised into five faculties: Business Studies and Law; Engineering and Environmental Design; Health and Life Sciences; Humanities and Social Studies; and Physical Sciences. There are now nearly 14 000 students; 11 035 are undergraduates and 2 900 are pursuing postgraduate studies. There are over 2 600 full time and part-time staff employed by the University; approximately 1 500 are employed in academic, research and technical capacities while 1 100 provide administrative and secretarial support. Formed from the merger of University College Cardiff and the University of Wales Institute of Science and Technology in 1988, Cardiff’s mission is to establish itself as ‘an innovative research-led university institution recognised locally, nationally and internationally for the high quality of its research, teaching and course provision and of the environment which supports its students and staff.’ It aims ‘to achieve the highest quality in all activities of the institution’ and ‘to enhance the quality of both teaching and learning.’ Since the merger of the two colleges, quality assurance procedures have been developed to promote quality enhancement across the work of the institution.
  • Residence Conditions

    Residence Conditions

    BANGOR UNIVERSITY STANDARD RESIDENCE CONDITIONS Important Information For the academic year 2020/21, if the University has to postpone the start of the Period of Residence due to Covid-19, the Student does not need to give notice of late arrival unless they will be arriving after the Postponed Start Date. If the University postpones the start of the Period of Residence, the “first day” or “the start” of the Period of Residence” will be the Postponed Start Date. The “end” of the Period of Residence will be the date the Period of Residence expires, as stated in the Offer OR, if sooner, the date the University or the Student ends the accommodation contract, as permitted by its terms. 1 Introduction 1.1 The conditions set out in this document apply to Students who agree to take accommodation owned, leased or managed by the University. Once the Student has accepted an offer of accommodation from the University and the University has received the Student’s rent pre-payment, these conditions will form part of a LEGALLY BINDING CONTRACT between the University and the Student. The remainder of the contract is set out in the offer of accommodation. 1.2 In a few exceptional cases, the University will waive the requirement for a rent pre-payment. In such cases, the University will notify the Student that the pre-payment has been waived and confirm that the contract has become binding. 1.3 The contract between the University and the Student is governed by English law which international Students may find is quite different to the law which applies in their own country.
  • Higher Education Reconfiguration

    Higher Education Reconfiguration

    Members’ Research Service: Topic Brief Gwasanaeth Ymchwil yr Aelodau: Papur Byr Higher Education Reconfiguration Introduction The Welsh Assembly Government (WAG) decided in 2002 that in order for the higher education (HE) sector in Wales to reduce overhead costs, and to attract research investment, it would require reconfiguration. The detail of this proposal is available in the WAG policy document Reaching Higher i. In the same year, in response to Reaching Higher, the Higher Education Funding Council for Wales (HEFCW) launched the ‘Reconfiguration and Collaboration’ (R&C) fund to support the reshaping of the sector in the interests of achieving major performance gains and enhanced competitiveness. During the first phase of this fund, 2002-04, the fund supported the merger of Cardiff University with the University of Wales, College of Medicine, in 2004. In 2004 the Minister for Education and Lifelong Learning reiterated the WAG’s commitment to the reconfiguration of the HE sector. Following an appraisal of the sector’s performance, HEFCW launched the second phase of the R&C fund, to run from 2004/05 until further notice. In reporting to the Education, Lifelong Learning and Skills Committee in 2006, HEFCW voiced concerns about meeting the targets set by the WAG in Reaching Higher. Specifically targets relating to reducing administrative costs and attracting more research fundingii. Recent progress on the reconfiguration agenda has included the merger of Merthyr College and the University of Glamorgan, a strategic alliance being formed between the Royal Welsh College of Music and Drama and the University of Glamorgan, and the establishment of several research and enterprise partnerships Progress since 2002 Successful Merger On 1 December 2004, Cardiff University and the University of Wales, College of Medicine formally merged into one institution with more than 5,000 staff, 22,000 students and an annual turnover of £300 million iii.
  • Hughes & Davies: Childhood Poverty in Wales and Its Implications for Schools

    Hughes & Davies: Childhood Poverty in Wales and Its Implications for Schools

    HUGHES & DAVIES: CHILDHOOD POVERTY IN WALES AND ITS IMPLICATIONS FOR SCHOOLS - A SURVEY OF TRAINEE TEACHERS’ PERCEPTIONS Childhood poverty in Wales and its Teacher Education Advancement implications for schools - a survey of trainee Network Journal teachers’ perceptions Copyright © 2019 University of Cumbria Vol 11(1) pages 25-36 Sioned Hughes and Geraint Davies University of Wales Trinity Saint David Abstract With a third of all pupils in Wales in poverty it is essential that trainee teachers in the principality understand the nature of poverty and develop a practical understanding of how best to deal with its negative effects. In order to explore trainee teachers’ perceptions of these issues a detailed questionnaire was completed by 94 of the 96 third year trainee teachers on a BA in Primary Education with QTS programme at a university in Wales. The data revealed a mature understanding of the main issues. Childhood poverty was seen by the respondents as a state of material, educational and emotional deprivation which prevents children and young people from developing their potential as individuals and from developing into fully active members of society. The respondents felt that schools had a central role to play in tackling the negative effects of poverty and that there were a range of positive measures that all schools needed to take in order to achieve this. The data also revealed that there were some practical areas related to combating childhood poverty which the respondents were yet to gain full confidence in tackling. The survey has significant implications for all those concerned with childhood poverty and initial teacher education in Wales and beyond.
  • Kevin Demirci Properties Limited Proposed Student Accommodation

    Kevin Demirci Properties Limited Proposed Student Accommodation

    Kevin Demirci Properties Limited Proposed student accommodation of 328 bedrooms and ancillary land uses, at land at Jockey Street, Swansea TRANSPORT ASSESSMENT October 2019 Applicant: Kevin Demirci Properties Limited Project no: T19.123 Document ref no: T19.123.D1 Document issue date: 22nd October 2019 Project name: Proposed student accommodation, Jockey Street, Swansea Offices at: Unit 9, Oak Tree Court Suite D, Mulberry Drive, Urban Village, Cardiff Gate Business Park, High Street, Cardiff, CF23 8RS Swansea, SA1 1NW Tel: 029 2073 2652 Tel: 01792 480535 K Watkins / P O’Connor CONTENTS 1.0 Introduction ................................................................................................... 1 2.0 Policy context ................................................................................................ 4 3.0 Existing situation ............................................................................................ 9 4.0 Development proposals ............................................................................... 21 5.0 Transport characteristics .............................................................................. 25 6.0 Summary and conclusions ............................................................................ 28 Figures Figure 3.1 Site location and local highway network Figure 3.2 Local public transport infrastructure Figure 3.3 Local amenities Figure 3.4 Cycling infrastructure Figure 3.5 Map of Personal Injury Collision data Figure 4.1 Proposed site access visibility splays Appendices Appendix
  • A Review of the Work of the National Centre for Learning Welsh

    A Review of the Work of the National Centre for Learning Welsh

    estyn.llyw.cymru estyn.gov.wales A review of the work of the National Centre for Learning Welsh June 2017 The purpose of Estyn is to inspect quality and standards in education and training in Wales. Estyn is responsible for inspecting: nursery schools and settings that are maintained by, or receive funding from, local authorities primary schools secondary schools special schools pupil referral units all-age schools independent schools further education independent specialist colleges adult community learning local authority education services for children and young people teacher education and training Welsh for adults work-based learning learning in the justice sector Estyn also: provides advice on quality and standards in education and training in Wales to the National Assembly for Wales and others makes public good practice based on inspection evidence Every possible care has been taken to ensure that the information in this document is accurate at the time of going to press. Any enquiries or comments regarding this document/publication should be addressed to: Publication Section Estyn Anchor Court Keen Road Cardiff CF24 5JW or by email to [email protected] This and other Estyn publications are available on our website: www.estyn.gov.wales © Crown Copyright 2017: This report may be re-used free of charge in any format or medium provided that it is re-used accurately and not used in a misleading context. The material must be acknowledged as Crown copyright and the title of the document/publication specified.
  • Learning for Employment

    Learning for Employment

    Future Directions for Higher Education in Wales: Learning for Employment Contents 6. Introduction 7. Section 1: Authentic learning 8. BSc Applied Psychology award (case study G8) 9. Graduate Entry Medicine: Learning Opportunities in the Clinical Setting (LOCS) (case study S1) 11. GBS Sport (case study G6) 12. Enhancing employability: a case study of work-based learning as a complementary learning tool (case study CM11) 15. Developing coaching communities through rugby and football (case study G7) 17. Promoting employability and internationalisation for Modern Foreign Language students: a collaborative project between Cardiff University and Caldicot Comprehensive School (case study C7) 20. Supporting Computer Clubs for Girls (case study SM9) 21. Community Counselling Service (case study SM11) 23. School of Sport Student Volunteering module (case study CM6) 26. Working with parents: trainee teachers and the community (case study N4) 27. Problem Solver Initiative: Aberystwyth Magistrates’ Court (case study A4) 29. Live design (case study CM12) 31. Unknown Pleasures (case study SM2) 33. Production Based Project (case study SM10) 35. Section 2: Careers awareness and application skills 36. Newport BA (Hons) Education employability (case study N5) 37. PDP in Business Practice (case study N7) 40. Undergraduate student personal development planning (PDP) (case study A6) 41. Putting employability on the map: using online learning and assessment to promote professional development (case study CM5) 43. Assessment activity for final-year students in the Department of Sport and Exercise Science (case study A1) 44. Marketing, Promotion and Exhibition (Faculty of Art & Design, SMU) (case study SM5) 46. Support in application for gap in academic study and the University Partnership Programme (in partnership with the ICAEW) (case study C8) 48.