DOCSLIB.ORG

King's Speak | Acronyms

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
King's Speak | Acronyms Department of Business Assurance Corporate Records Management King’s Speak Acronyms A-Z A A&H Faculty of Arts & Humanities A&S Arts & Sciences Faculties AB Academic Board ACDMH Academic Centre for Defence Mental Health ACH Association for Computers and the Humanities ACMD Advisory Council on Misuse of Drugs ADHO Alliance of Digital Humanities Organisations AHDS Arts and Humanities Data Service AHeSSC Arts and Humanities e-Science Support Centre AHRB Arts and Humanities Research Board AHRC Arts and Humanities Research Council AHSC Academic Health Sciences Centre AHSN Academic Health Sciences Network AIM25 Archives in London and the M25 Area AIPs Archival Information Packages AKC Associateship of King’s College ALC African Leadership Centre ALLC Association for Literary and Linguistic Computing AP(E)L Accreditation of Prior Learning or Experimental Learning APSRG Air Power Studies Research Group ARCC Audit, Risk and Compliance Committee ARK Ageing Research at King’s ARS Admissions and Registry Services ASE Association for Science Education ASRO Arts and Sciences Research Office ASSET Arts and Sciences Executive Team ASWRG Asian Security and Warfare Research Group ATCSA Anti-Terrorism, Crime and Security Act 2001 AUA Association of University Administrators AURPO Association of University Radiation Protection Officers AVP Assistant Vice Principal AVS Audio Visual Services B BA Bachelor of Arts BARA Biological Agents Risk Assessments BBCRU Breakthrough Breast Cancer Research Unit BBSRC Biotechnical and Biological Sciences Research Council BCEM Business Continuity Emergency Management BCP Business Continuity Planning BCI Business Continuity Institute BDA British Dental Institute BDS Bachelor of Dental Surgery BERCIA Books and Equipment Recycling for International Aid BH Bush House BHFC British Heart Foundation Centre BIHR British Institute for Human Rights BIRAX Britain-Israel Research and Academic Exchange Partnership BME Black and Minority Ethnic BMJ British Medical Journal BONAS Bomb Factory Detection by Networks of Advanced Sensors BPS British Pain Society BRC Biomedical Research Centre BRC-MH Biomedical Research Centre for Mental Health BSA British Sociological Association BSB Bar Standards Board BSc Bachelor of Science BSL British Sign Language BSP British Society of Periodontology BSU Biological Services Unit BUCS British Universities and Colleges Sports BUG Building User Group C CAGs Clinical Academic Groups CARD Wolfson Centre for Age-Related Diseases CASC College Assessment and Standards Committee CASE Council for the Advancement and Support of Education CBAS Centre for Biomedicine and Society CBCLH Centre of British Constitutional Law and History CBRC Comprehensive Biomedical Research Centre CBRN Chemical Biological Radiological Nuclear CCBH Centre for Contemporary British History CCH Centre for Computing in the Humanities CCI Cultural and Creative Industries CCIC Comprehensive Cancer Imaging Centre CCJS Center for Crime and Justice Studies CCL Centre of Construction Law CDS Centre for Defence Studies CDU Corporate Design Unit CEC College Education Committee CEL Centre for European Law CeRch Centre for e-Research CF Conditional Firm CGIRC Chinese Governance Innovation Research Centre CGMH Centre for Global Mental Health CGRG Cancer Genetics Research Centre CH&H Centre for the Humanities and Health CHAARM Combined Highly Active Anti-Retroviral Microbiocides CHAPS Centre of Human and Aerospace Physiological Sciences CHArt Computers and the History of Art CHE Centre for Higher Education Development in Germany CHRG Campaign History Research Group CIB Centre for Integrative Biomedicine CIC College Innovation Committee or College International Committee CIO Chief Information Officer CIOT Chartered Institution of Taxation 2 CIR Centre for International Relations CLA Copyright Licensing Agency CLF Central Laser Facility CLR Coroners’ Law Resource CMA Competition and Markets Authority CMCBI Centre for Molecular and Cellular Biology of Inflammation CMCI Culture, Media and Creative Industries CMLE Centre of Medical Ethics and Law CMO Chief Medical Officer CMS Content Management System COC Change of Circumstances COE College Operations Executive COO Chief Operating Officer CORFU Core Facilities User Group COSHH Control of Substances Hazardous to Health CPD Continuing Professional Development CRB Criminal Records Bureau CRC College Research Committee CREC College Research Ethics Committee CROS Careers in Research Online Survey CSCRM Centre for Stem Cells and Regenerative Medicine CSDG Conflict Security and Development Group CSED Computational Science and Engineering Department CSSS Centre for Science and Security Studies CTEL Centre for Technology Enhanced Learning CTIMP Clinical Trial of an Investigational Medicinal Product D DAS Disability Advisory Service DBS Disclosure and Barring Service DCC Drug Control Centre DEPS Department of Education and Professional Studies DES Disability Equality Scheme DFID Department for International Development DGSG Data Governance and Strategy Group DGM Diploma in Geriatric Medicine DH Denmark Hill DI Dental Institute D&I Diversity and Inclusion DLHE Destination of Leavers’ from Higher Education DMG Data Management Group DoA Director of Administration DP Data Protection DPA Data Protection Act DPSoL Dickson Poon School of Law DRH Digital Resources for the Humanities DSA Disabled Students Allowance DSD Defence Studies Department DSE Display Screen Equipment DTA Doctoral Training Accounts E E&F Estates and Facilities EAP Employee Assistance Programme EBP Evidence Based Practice 3 ECMC Experimental Cancer Medicine Centre ECS School of Education, Communication and Society ECTS European Credit Transfer and Accumulation System ECU Equality Challenge Unit EDIC Equality, Diversity and Inclusion Committee EEA European Economic Area EFPIA European Federation of Pharmaceutical Industries and Associations EGU European Geosciences Union EIA Equalities Impact Assessment EIGER Educational Interest Group for e-Learning and Research EIR Environmental Information Regulations ELC English Language Centre EMC Examination Misconduct EMDP Extended Medical Degree Programme EMLoT Early Modern London Theatres EPSRC Engineering and Physical Sciences Research Councils ERA Educational Recording Agency ERC European Research Council ERD External Relations Directorate ERF Extension Request Form ERG Environmental Research Group ERMC Enterprise Risk Management Committee ESC Estates Strategy Committee ESDS Economic and Social Data Service ESRC Economic and Social Research Council EST Education Support Team F F&SD Fundraising and Supporter Development FANS Forensic and Neurodevelopmental Science Department FBA Freshwater Biological Association or Fellow of the British Academy FCI Francis Crick Institute FE Further Education FEC Full Economic Costing FHDC Fellowship and Honorary Degrees Committee FKC Fellowship of King’s College FNFNMPC Florence Nightingale Faculty of Nursing, Midwifery & Palliative Care FoI Freedom of Information FoIA Freedom of Information Act FoLSM Faculty of Life Sciences and Medicine FOTE Future of Teaching in Education FPS Federated Pension Scheme FSD Fundraising and Supporter Development FTE Full Time Equivalent FWB Franklin-Wilkins Building FWB WBW Franklin-Wilkins Building, Waterloo Bridge Wing G GALS Governance and Legal Services GCAP Graduate Certificate in Academic Practice GCDHT Global Child Dental Health Taskforce GDPR General Data Protection Regulation GED Gender Equality Duty GES Gender Equality Scheme GMO Genetically Modified Organisms 4 GMRA Genetic Modification Risk Assessment GPEP Graduate and Professional Entry Programme GRS Guy’s Researchers’ Society GSF Graduate School Forum or Gold Standards Framework GSTC Guy’s and St Thomas’s Charity GSTT Guy’s and St Thomas’s NHS Foundation Trust GTAC Gene Therapy Advisory Committee GZ Governance Zone H hapTEL Haptic Technology Enhanced Learning HE Higher Education HEA Higher Education Academy HEAR Higher Education Achievement Award HEERd Higher Education Empirical Research database HEIST Higher Education Information Services Trust HEIs Higher Education Institutions HER Higher Education Review HERN Higher Education Research Network HESA Higher Education Statistics Agency HESES Higher Education Students Early Statistics Survey HESPAL Higher Education Scholarships for Palestine HFEC Health Faculties Executive Committee HFP Humanitarian Futures Programme HIEC Health Innovation Education Cluster HKU Hong Kong University HMIC Health Management Information Consortium HPA Health Protection Agency HR Human Resources HRC Humanities Research Centre HRMS Human Resource Management System HSCR Health and Social Care Research HSMG Health and Safety Management Group HSPR Health Services and Population Research Department HSS Health and Safety Services HT Act Human Tissue Act HTA Human Tissue Authority I IAPT Improving Access to Psychological Therapies IASP International Association for the Study of Pain IC Institutional Consultancy ICA International Council on Archives ICBH Institute of Contemporary British History ICCR Indian Council for Cultural Relations ICFN Identity Card for Foreign Nationals ICO Information Commissioner’s Office ICPR Institute for Criminal Policy Research ICPS International Centre for Prison Studies ICSA International Centre for Security Analysis ICSR International Centre for the Study of Radicalisation ICT Information and Communication Technology ICUK Innovation China United Kingdom IDEN International Defence Ethics Network IDI International
Load more

Recommended publications
  • Widening Participation-Review EPI-TASO 2020.Pdf
    1 About the authors David Robinson, Director, Post-16 and Skills. David’s background includes six years at the Department for Education, as the lead analyst first on school accountability and then on capital funding. David was the lead analyst and designer for the government’s current 16-19 accountability arrangements and led on the analysis and research that informed the reforms to accountability primary and secondary schools. He also led the economic analysis of the department’s capital funding proposals during the 2015 Comprehensive Spending Review. Since joining EPI David has authored the following EPI reports: ‘16-19 education funding: trends and implications’; ‘Post-18 education and funding: options for the government review’; ‘UTCs: are they delivering for young people and the economy?’; and ‘Further Education Pathways: Securing a successful and healthy life after education’ . Viola Salvestrini, a Senior Researcher at the Education Policy Institute. Before joining EPI, Viola worked as a research economist at the Universities and Colleges Employer Association, and at the London School of Economics. She led research on inequality, gender and ethnicity gaps in education and in the labour market. Viola is now completing her PhD at Queen Mary University. About the Education Policy Institute The Education Policy Institute is an independent, impartial, and evidence-based research institute that promotes high quality education outcomes, regardless of social background. We achieve this through data-led analysis, innovative research and high-profile events. Education can have a transformative effect on the life chances of young people, enabling them to fulfil their potential, have successful careers, and grasp opportunities.
    [Show full text]
  • Student Protection Plan
    Nottingham Trent University Student Protection Plan UKPRN: 10004797 Legal Address: 50 Shakespeare Street, Nottingham, NG1 4FQ, UK Contact Point for Enquires about this Plan: Deputy Vice Chancellor (Academic Development and Performance) Student Protection Plan for 2020/21 academic year: Nottingham Trent University 1. Scope and identification of Risks Introduction: In accordance with the requirements of the Higher Education and Research Act 2017, this plan inform students of what they can expect should a course, campus or institution close. This Student Protection Plan (hereafter “the Plan”) aims to demonstrate that Nottingham Trent University (NTU) has considered how students can continue or complete their studies or be compensated if this is not possible. The University recognises that in the event of a significant course or campus closure it will be expected to work closely with the Office for Students and its own student body to ensure that students’ interests are protected through any such change. Nottingham Trent University is a large, established, high performing and financially stable provider. We would like to reassure both our students and applicants that the risks outlined in this Plan are all very low and in the case of closure extremely low. Examples of risks to which this Plan would apply: • Loss or restriction of University status or its degree awarding powers or its designation for student support or student intake; • Decision to close the institution, a campus or a specialist facility; • Long term disruption to your course
    [Show full text]
  • Supporting Research in Area Studies: a Guide for Academic Libraries Lesley Pitman Librarian and Director of Information Services
    Pitman, L; (2015) Supporting Research in Area Studies: a guide for academic libraries. (First ed.). Chandos Publishing: Oxford (In press). Downloaded from UCL Discovery: http://discovery.ucl.ac.uk/ 1469352 Supporting research in area studies: a guide for academic libraries Lesley Pitman Librarian and Director of Information Services, UCL School of Slavonic and East European Studies Library, London, UK Contents Introduction 1. Area studies: the academic landscape 2. Area studies librarianship 3. Area studies collections 1: acquisitions 4. Area studies collections 2: collection management 5. Digital resources for area studies 6. Resource Discovery and Systems: barriers to access in area studies 7. Library support and services for area studies researchers Conclusion References Appendix: List of useful organizations for area studies librarians Introduction In this book I aim to set out the ways in which academic libraries can best support a diverse and challenging community of academic researchers; those working in area studies. In drawing on the latest thinking on research support as part of academic librarianship, I have attempted to show how the distinctive nature of area studies research and area studies librarianship might provide useful examples of good practice when considering how best to support our increasingly international universities. The book is aimed at students studying for a professional qualification, library staff charged with supporting an area studies centre or department, and senior library management considering the implications of supporting research that transcends boundaries between individual countries, disciplines and languages. Although it does not address directly the current debate around the role of subject support in an academic library, it does aim to keep the practical needs and experiences of researchers in the foreground at all times, while bearing in mind the rapidly changing environment for academic publishing and scholarly communication.
    [Show full text]
  • IMAGINE2030 a Library for Our Third Century the University of Manchester Library Is One of the Acknowledged Great Libraries of the World
    The University of Manchester Library National Research Library in the North IMAGINE2030 A Library for Our Third Century The University of Manchester Library is one of the acknowledged great libraries of the world. Originating in 1824, The University of Imagine2030 is one of the most A LIBRARY FOR OUR Manchester Library is the third largest research library system in the significant bodies of activity United Kingdom and sits at the heart of the country’s largest undertaken by The University single-site University. With more than ten million items it is the of Manchester Library in its largest non-legal deposit library, the only National Research Library in long history. As The University the north of England and holds the most extensive digital collections of Manchester moves into its THIRD CENTURY of any academic library in the United Kingdom. third century during the course of Imagine2030, the University Imagine2030 is The University of Manchester Library’s vision and priorities for will reimagine and confirm its the next period of its development. It is intended to engage and inform our status as the home of one of the many communities of researchers, students, visiting scholars, staff and public world’s great libraries. visitors. An operational plan underpins Imagine2030 and delivers our ambitions Professor Christopher Pressler for the Library estates plan, internationalisation, Equality, Diversity and John Rylands University Librarian Inclusion, a collections-led core business, an ideas-led workforce and on our & Director of The University of critical role in supporting the University’s core goals of Research and Discovery, Manchester Library Teaching and Learning and Social Responsibility.
    [Show full text]
  • Can Active Collaborative Learning Improve Equality?
    Can Active Collaborative Learning Improve Equality? Uwe Matthias Richter, Anglia Ruskin University, United Kingdom Rachel Berkson, Anglia Ruskin University, United Kingdom The European Conference on Education 2019 Official Conference Proceedings Abstract Across UK Higher Education, there is a strong drive to improve equality for students from diverse backgrounds reflected in government and university strategies and policies. One priority is the attainment gap, where students from some ethnic minorities and other disadvantaged backgrounds experience worse outcomes than expected. The national regulator, the Office for Students, allocated funding for projects to improve equality for all students. Anglia Ruskin University (ARU) is a modern university in the East of England. It serves a diverse group of students, including above sector average numbers of BME students, students from regions with low participation in HE, and students from low income families. ARU partnered with two other UK universities on one of the Office for Students ‘Addressing Barriers’ projects. In keeping with ARU’s strategic commitment to active learning, we aimed to scale up adoption of an Active Collaborative Learning approach, Team-Based Learning (TBL). TBL is a structured approach where students collaborate in permanent teams, and uses a mix of flipped learning, team work on authentic problems and feedback to ensure accountability. TBL has been demonstrated to improve engagement, participation and outcomes, with particular benefits for low performing students. We will present the evidence for impact on improved student outcomes, and narrowed gaps for disadvantaged groups of students as part of scaling up TBL across the institution. We will conclude with an outlook on how active collaborative learning together with other strategic measures can improve equality and student success in HE.
    [Show full text]
  • A National Monograph Strategy Roadmap
    A National Monograph Strategy Roadmap 4 September 2014 Author Ben Showers “A National Monograph Strategy Roadmap ” Author Ben Showers © Jisc Published under the CC BY 2.0 licence creativecommons.org/licenses/by/2.0/ Contents Introduction 4 About this roadmap 4 The Vision 5 Context 6 Background 6 The Monographs Landscape 7 Collection Management and Strategy 7 The Policy Landscape 9 Web-based tools, services and infrastructure 10 In conclusion 10 Aim 11 Benefits 12 Problems 13 The Solution 14 National Monograph Vision 14 The Roadmap 16 1. A National Monograph Knowledgebase 17 2. Measuring the Impact of Monographs 18 3. A Shared Monograph Publishing Platform 19 4. New Monograph Business Models 20 5. A National Digitisation Strategy 21 6. A National License for Monographs 22 7. A Systemic Changes Think Tank 23 The call to action 24 Acknowledgements 25 A National Monograph Strategy Roadmap 4 Introduction Introduction The scholarly monograph - the book-length result of dedicated research - finds itself in a precarious position. As library budgets diminish, and are further squeezed by the increasing costs of journals, there is little left for purchasing monographs. What budget remains is often spent on duplicates of books This roadmap describes a series of practical, doable ideas; that are available at other academic libraries. More unusual ideas that will evolve and respond to changing contexts, or important local collections risk being side lined or user needs and the results of prototypes and pilots. Over undervalued. the next few months the project will begin to develop plans for these potential pilots and prototypes. While the monograph remains a critical part of the scholarly dialogue, especially within the humanities and social But all of this will remain ideas without action: action by sciences, sales are falling and as a result researchers find it us, by you and by anyone who has a stake in, or an increasingly difficult to publish their book-length research.
    [Show full text]
  • Where Next for Widening Participation and Fair Access? New Insights from Leading Thinkers
    With a Foreword from Professor Les Ebdon CBE DL Where next for widening participation and fair access? New insights from leading thinkers HEPI Report 98 Cover illustration: Artist unknown. Efforts have been made to trace the copyright holder prior to publication. If notified, HEPI will be pleased to rectify any errors or omissions at the earliest opportunity. Foreword Professor Les Ebdon CBE DL Director of Fair Access to Higher Education Today, the doors of higher education are open to thousands of people who would have been shut out in the past. Many universities and colleges have made great progress in widening participation and improving fair access. But considerable challenges remain. I am the fair access regulator for England, and this report covers the whole of the UK, which of course has different higher education systems in its various parts. But one thing that they all, sadly, have in common is that they do not yet provide true equality of opportunity. There are still stark gaps between different groups of people at every stage of the student lifecycle, in terms of whether they apply to higher education and where they apply to; whether they are accepted; the likelihood of having to leave their course early; the level of degree that they get; and whether they go on to a rewarding job or postgraduate study. While we celebrate improvements in access for disadvantaged young people, we must not forget that for older students and those studying part-time, the trend is steeply downward. And we must not allow headline figures about rising applications to distract us from the troubling issues of non-completion rates and different degree and employment outcomes, particularly for students from Black and Minority Ethnic backgrounds.
    [Show full text]
  • Herefore Rather Simplified, Painting a Homogenized Picture
    STUDENTS IN CHANGING HIGHER EDUCATION LANDSCAPES One-day conference, University of Surrey, 14th June 2019 Venue: Lecture theatre block (LTA and LTB) Across many countries of the world, higher education landscapes have changed significantly over recent years. Market mechanisms have become more prominent, and politicians have become increasingly concerned about graduates’ transitions into the labour market. In some nations, although not all, students are now expected to make a substantial contribution to the cost of their higher education and, across mainland Europe, the Bologna Process has reshaped the nature of students’ experiences considerably. This one-day conference seeks to explore understandings of students in this shifting context. Further information: The conference is being organised by the ‘EuroStudents’ research team (Rachel Brooks, Achala Gupta, Sazana Jayadeva and Anu Lainio) – further details are available at www.eurostudents.net. The registration fee for the conference will be £50 (to include lunch). 9:45 – 10:00 Coffee and welcome 10:00 – 10:45 Keynote Venue: LTB RILLE RAAPER, Durham University Troubling the notion of student as consumer: Fabrications, contradictions and political engagement 11:00 – 13:00 Panel 1: Students in international and transnational educational contexts LIN MA ‘International-ness’? The case of East Asian University of Bristol international students in the UK JIHYUN LEE Transitional and transnational University College London opportunities? Higher education choices of non-EU international students in the UK PRIYANKI GHOSH A UK based study into international student University of Surrey participation in theatre within university theatre societies and its impact on their challenges and sense of belonging Venue: LTB JINGRAN YU Imaginative travellers: A case study of the University of Manchester students at a British branch university in China MANUEL SOUTO-OTERO Student mobility and European identity Cardiff University A.
    [Show full text]
  • Towards a Shared Print Collection in UK Research Libraries
    BIBLIOTHEK – Forschung und Praxis 2017; 41(3): 367–374 John MacColl* Towards A Shared Print Collection in UK Research Libraries https://doi.org/10.1515/bfp-2017-0048 tannien, um die ‚kollektive Sammlung‘ ihrer Mitgliedsbi- bliotheken zu analysieren und die Implikationen einer Abstract: This paper1 describes a recent project by Re- gemeinschaftlich verteilten Sammlung für die Gemein- search Libraries UK to analyse the ‘collective collection’ of schaft der Zukunft verstehen zu können. Die Arbeit von its member libraries, in order to understand the implica- OCLC Research, die die WorldCat-Datenbank der OCLC für tions for the community of a collectively-managed print ihre Analyse verwendet, wird diskutiert. Dabei werden resource in the future. It discusses the work of OCLC Re- sowohl fehlerhafter Datenabgleich und als auch dessen search in using the OCLC WorldCat database for this analy- Auswirkungen untersucht. Des Weiteren wird im Artikel sis, taking account of inaccurate data matching and its sorgfältig geprüft, wie die RLUK-Analyse durch Jisc lan- effects, and considers how the RLUK analysis feeds in to desweit genutzt wird, um eine ‚National Bibliographical broader work across the UK, led by Jisc, to create a UK Knowledgebase‘ zu entwerfen. Es werden die Ergebnisse National Bibliographic Knowledgebase. It compares the dieser Studie mit einer früheren, ähnlichen Studie über findings of the OCLC Research study to those of an earlier Forschungsbibliotheken in Nordamerika verglichen. Die similar analysis of the collective Association of Research Komplexität der Regierungs- und Forschungsförderung in Libraries collection in North America. The governance and Großbritannien wird beschrieben, die Herausforderungen funding complexity of the UK is described to account for eines nationalen Ansatzes für die ‚kollektive Sammlung‘ the challenges inherent in taking a national approach to werden aufgezeigt und die UKRR wird als ein Beispiel the problems of managing a collective collection.
    [Show full text]
  • Strength in Numbers: the Research Libraries UK (RLUK) Collective Collection
    Strength in Numbers The Research Libraries UK (RLUK) Collective Collection Constance Malpas and Brian Lavoie Strength in Numbers: The Research Libraries UK (RLUK) Collective Collection Constance Malpas Research Scientist Brian Lavoie Research Scientist © 2016 OCLC Online Computer Library Center, Inc. This work is licensed under a Creative Commons Attribution 4.0 International License. http://creativecommons.org/licenses/by/4.0/ June 2016 OCLC Research Dublin, Ohio 43017 USA www.oclc.org ISBN: 978-1-55653-515-4 OCLC Control Number: 950534748 Please direct correspondence to: Constance Malpas Research Scientist [email protected] Suggested citation: Malpas, Constance, and Brian Lavoie. 2016. Strength in Numbers: The Research Libraries UK (RLUK) Collective Collection. Dublin, Ohio: OCLC Research. http://www.oclc.org/content/dam/research/publications/2016/oclcresearch-strength-in-numbers-rluk- collective-collection-2016-a4.pdf. Cover image: Map depicting the approximate locations of the 37 institutions comprising the RLUK membership. The ten RLUK members located in the London area are represented by a single large dot. FOREWORD Researchers and students all over the world benefit from the collections held by RLUK member libraries. These collections have grown over centuries: through purchases and donations, strategic subject building and happy accident, through collaboration and serendipity, all supported by a robust legal deposit system. We have exceptional individual collections, but we are becoming increasingly interested in the total collection within the UK. We are asking strategic questions about the preservation and storage of print books, the best use of library space, the range and effectiveness of digital surrogacy, and the nature of collecting. Our colleagues at OCLC have harnessed the unique possibilities offered by WorldCat to provide us with a window into what they have coined the “collective collection” across RLUK institutions.
    [Show full text]
  • Leeds University Library Annual Report 2018-19
    BE INSPIRED THE UNIVERSITY LIBRARY ANNUAL 18REPORT 19 CONTENTS Librarian’s introduction 03 Harnessing technology to transform services 04 Outstanding student opportunities for skills development 07 Students at the heart of our library 10 Helping to increase the impact of research 15 Collections driving scholarship 19 Engaging with communities beyond campus 23 Developing a more effective organisation 26 Esteem factors 30 Statistics 2018–2019 33 Visit our website: library.leeds.ac.uk Librarian’s introduction FROM THE LIBRARIAN The stand-out event of the academic year 2018–19 has been introducing a new library management system, Alma. It was unveiled in July but its preparation dominated work for the previous twelve months. Library management systems are now We have improved our support for research absolutely essential to the operation of funding applications through improved libraries. The library catalogue still sits at literature searching. We continue to find its heart, providing information about the innovative ways to create opportunities books, databases, academic journals and for scholarship within our collections. other electronic resources upon which staff Our galleries have staged a series of thought- and students depend for their learning and provoking and visually stunning exhibitions. 3 research. But modern systems do much, Dr Stella Butler, much more than this. They enable readers We want the Library to be a supportive and University Librarian to borrow from our rich collections or stimulating place to work. Our preparation for and Keeper of download the article or resource they need; the Investors in People standard enabled us to the Brotherton library staff order and purchase books and stand-back and consider how we communicate Collection electronic resources through the system; and collaborate, and examine the values we the library system is also central to how we adhere to and promote.
    [Show full text]
  • Access and Participation Plan 20-25
    Canterbury Christ Church University Access and Participation Plan, 2020/21 to 2024/25 1. Assessment of performance 1.1 Higher education participation, household income, or socioeconomic status Access Canterbury Christ Church University (CCCU) is proud of its record in attracting students from under- represented groups. For example, the proportion of 18-year-old undergraduate entrants to CCCU from POLAR4 Quintile 1 neighbourhoods increased from 14.4% in 2013/14 to 18.8% in 2017/18, closing the participation gap in comparison with the national population for this age group (see Figure 1 below). Working collaboratively with local partners and schools and colleges, we have also identified a gap in attainment at KS4 (5 GCSEs at grades 4-9 including English and Maths), which research indicates is a predictor of progression to HE; there is a 16% gap in good attainment between POLAR3 Q1 outreach participants and the Local Authority average (HEAT data). POLAR4 Q1 students are one of the target groups identified in section 2.2 below. Success: Continuation There were no statistically significant gaps in the OfS dashboard Continuation data for POLAR quintiles. Among all undergraduates, full-time or apprenticeship, the difference in the continuation rate between Q1 and Q5 at CCCU ranges from 1% to 5%, with the smallest gaps in the most recent two years. This is explored through intersectional analysis in section 1.6 and through target PTS_6. Success: Attainment Again, there were no statistically significant gaps in the APP Attainment dataset in the comparisons between POLAR quintiles for all students. In four of the five years, the proportion of first degree full-time or apprenticeship students obtaining a ‘good’ degree was higher among students from disadvantaged quintiles (Q1-2 compared with Q3-5), although the difference was not statistically significant.
    [Show full text]