University Pathways Academic and English Preparation for International Students 2017–2018
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Staffordshire University Access Agreement 2018-19
STAFFORDSHIRE UNIVERSITY ACCESS AGREEMENT 2018-19 Introduction 1. Staffordshire University has developed an ambitious new statement of its strategy, expressed in its Strategic Plan 2016-2020 approved by the Board of Governors in September 2016. In the section on Connecting Communities, the plan states that the University will: work with our Schools, Colleges and Partners to continue to RAISE ASPIRATIONS and improve progression in the region into Higher Education be connected LOCALLY contributing to local social and economic development and to improve the local education standards of our community offer flexible, inclusive and ACCESSIBLE COURSES supporting study anytime and anywhere. 2. These strong statements of intent direct the University’s approach to widening participation in higher education and to the promotion of social mobility. The refreshed approach is described in this 2018-19 Access Agreement. As the new statement of strategic direction was approved after the 2017-18 Access Agreement was submitted, there have been certain changes of emphasis and balance between this Access Agreement and the previous one. 3. To ensure a coherent high quality experience for all students at each stage of their education, the University has established the Student Journey programme, described in more detail later. It spans the range from outreach and recruitment through transition to University, retention of those recruited, supporting academic success and the development of wider employability attributes leading to employment or further study. These stages fully align with the access, student success and progression dimensions of the OFFA guidance. 4. The University has established a wide network of partner institutions, including local sixth form and further education colleges and through those partnerships is able to provide flexible and diverse routes to higher education. -
University of Brighton College of Life, Health and Physical Sciences
University of Brighton College of Life, Health and Physical Sciences School of Health Sciences Policies and Process for Supporting Students in Practice Settings 2016 School of Health Sciences 2016 © University of Brighton Updated April 2016 Table of Contents Contact information ..............................................................................................................................................................................3 Communicating practice learning opportunity(PLO)allocations/placements .........................................................................................6 Suspending or withdrawing a placement / practice learning opportunity area from use as a practice learning environment………….7 Raising and escalating concerns about practice settings…………………………………………………................................................11 Reporting suspicion and/or witnessing abuse…………………………………………………………………………………………………13 Student complaints about practice…………………………………………………………………………………………………………......15 Practice Placement Evaluations………………………………………………………………………………………………………………...15 Educational Audit process for nursing………………………………………………………………………………………………………… 17 Educational Audit checklist…………………………………………………………………………………………………………………… .19 General guidance for completion of audits…………………………………………………………………………………………………….21 BSc (Hons) Nursing course placement planning checklist…………………………………………………………………………………..25 Who is this document for? SHS academic and administrative staff, students, to share with Practice Education Facilitators, -
The Best University Preparation for You
The best university preparation for you A TRUSTED, HIGH QUALITY BRITISH EDUCATION TAILOR-MADE FOR INTERNATIONAL STUDENTS Contents THE BEST UNIVERSITY PREPARATION FOR YOU 1 BELLERBYS BRIGHTON: LIVE IN A CITY DEFINED BY INDIVIDUALITY 34 CHOOSE FROM THREE ICONIC BRITISH CITIES 2 WHY CHOOSE BELLERBYS BRIGHTON? 36 PROGRESS TO A TOP UNIVERSITY 5 BELLERBYS CAMBRIDGE: SPECIALISING IN SCIENCE AND ENGINEERING SUBJECTS 38 FIND THE BEST PROGRAMME FOR YOU 6 WHY CHOOSE BELLERBYS CAMBRIDGE? 40 A LEVEL 8 BELLERBYS LONDON: WHY CHOOSE OUR A LEVEL PROGRAMME? 9 CONNECT TO INDUSTRIES OF THE FUTURE IN A GLOBAL CITY 42 WIDE CHOICE OF A LEVEL SUBJECTS 12 WHY CHOOSE BELLERBYS LONDON? 44 MEDICAL SCHOOL PREPARATION AT BELLERBYS CAMBRIDGE 14 ELITE MEDICS AT BELLERBYS BRIGHTON 15 LIFE BEYOND THE CLASSROOM 46 SPECIALIST PREPARATION FOR OXBRIDGE 16 A LEVEL RESULTS 2018 17 YOUR SUPPORT NETWORK 48 FOUNDATION 18 YOUR HOME AWAY FROM HOME 50 WHY CHOOSE OUR FOUNDATION PROGRAMME? 19 LIVING IN BRIGHTON 51 CHOOSE FROM 11 FOUNDATION SUBJECT PATHWAYS 20 LIVING IN CAMBRIDGE 52 FOUNDATION RESULTS 2018 22 LIVING IN LONDON 53 GCSE 24 HOMESTAY 54 2 YEAR GCSE PATHWAY 25 3 AND 4 TERM GCSE 26 KEY PROGRAMME OVERVIEW 58 PRE-FOUNDATION 27 2018 PROGRESSION HIGHLIGHTS 59 UNDERGRADUATE YEAR 1 28 UNDERGRADUATE YEAR 1 PROGRESSIONS 2018 30 FEES 60 UNDERGRADUATE YEAR 1 PROGRESSION OPTIONS 31 TERM DATES 61 BELLERBYS SUMMER 32 THE BEST UNIVERSITY PREPARATION FOR YOU The best university preparation for you With a Bellerbys education you can get into the best universities in the UK. We look forward to helping you achieve your goals and ambitions. -
Entrepreneurial Intent on Induction to Undergraduate Business Courses: a Comparison of Two Higher Education Institutions in the UK
Entrepreneurial Intent on Induction to Undergraduate Business Courses: A Comparison of Two Higher Education Institutions in the UK. Lead author: Dr Peter McLuskie Co-authors: Dr Charlotte Cary, Dr Kelly Smith, Dr Tom Williamson, Dr Susan Sisay Abstract Topic This study explores Entrepreneurial Intent (EI) in undergraduate students on induction across two UK Higher Education Institutions (HEIs) at the transition point between secondary and tertiary education levels. Aim The aim of this study is to explore patterns of self-reported EI in new undergraduate Business students from two UK HEIs. This study builds on previous research at Coventry University (Williamson and Wick 2013 and Smith et al 2017) in order to see if the high EI rates recorded at Coventry University are replicated across other institutions. It reports on the response of students from two UK HEI Business Schools (Coventry and Birmingham City University – BCU), entering undergraduate study in 2018. The study will compare data collected during induction week, before any formal teaching has commenced. Findings The study confirms findings from previous studies and demonstrates that students from both institutions recorded higher than normal levels of EI. However, there were several differences between the student responses from the two institutions and these are discussed later in the paper. Contribution This study explores the EI of students during the university induction period in the moment prior to starting their formal HE studies. This period of undergraduate study has been relatively ignored in the wider field of EI and can help shed light on the shifting aspirations of students as they progress through HEI. -
A Guide to University Student Workbook
A GUIDE TO UNIVERSITY STUDENT WORKBOOK 01 WELCOME If you are considering university we understand We hope that these activities and this workbook that there is a lot to think about. We are here will help you to develop your ideas about the to make sure that you get the information and best university options for you. experiences to help you decide about the right subject, course and university for you. We will enjoy working with you and hope you enjoy working with us. Through our Outreach programme we have a range of activities from taster days to residential Best wishes summer schools. The Outreach team University of Brighton The University of Brighton is an amazing place to study. The uni is in a great city that has everything you need. It has plenty of resources to use on campus. It’s a friendly university… it definitely is the university for me. Scarlet, Primary Education CONTENTS 03 04 05 06 MY UNIVERSITY ACTIVITY DIARY WHY GO TO EXPLORING EXPERIENCE UNIVERSITY YOUR OPTIONS Choosing the right subject, course and university 08 09 10 11 MY NEXT STEPS TIMELINE APPLYING TO ENTRY UNIVERSITY REQUIREMENTS AND ADMISSIONS 12 14 15 16 YOUR PERSONAL TOP TIPS USEFUL CONTACT STATEMENT WEBSITES DETAILS 02 MY UNIVERSITY EXPERIENCE Use the space below to make notes about your first impressions of university and what you felt about your experience. Recording this information here will give you something to refer to when you are completing your UCAS form. 1. Which activity did you take part in? 5. What surprised you? Was it online or on campus? 2. -
West Midlands
West Midlands Introduction The West Midlands has an area of just under 13,000 km2. Around 5.2 million people live in the region, giving a population density of 405 people per km2. This is close to the average for England, but West Midlands metropolitan county – which consists of Birmingham, Coventry, Dudley, Sandwell, Solihull, Walsall and Wolverhampton – is the second most densely populated urban area in the country after London. It has nearly 3,000 people per km2. Birmingham has just under 1 million inhabitants, making it the second largest city in the UK. Other significant urban areas are Stoke-on-Trent, Worcester, Coventry, Wolverhampton and Stafford. Economic development The economic output of the West Midlands is just around £63 billion, 8.2 per cent of the total UK GDP. Manufacturing industry is responsible for just over a quarter of employment and almost 30 per cent of GDP, the highest proportion for any region in the UK. However, the manufacturing industry is declining in favour of service industries. Unemployment in the region is above the national average at 5.9 per cent. The total income of higher education institutions in the region is over £990 million per year. Higher education provision There are 12 higher education institutions in the West Midlands: eight universities and four higher education colleges. There are an additional 41 further education colleges with students taking higher education courses. All nine Staffordshire FECs offering HE courses have joined a funding consortium of 12 institutions led by Staffordshire University. The higher education student population is over 127,000 full-time equivalent (FTE) students. -
Rising to Real World Challenges – from the Lab to Changing Lives
The Universities of the West Midlands. Rising to real world challenges – from the lab to changing lives. 1 Rising to real world challenges – from the lab to changing lives How the Universities of the West Midlands are coming together to realise the grand challenges facing the UK and the world Introduction Universities are economic engines contributing £2.9 billion GVA to the West Midlands and creating 55,000 jobs (directly and indirectly) across all skills levels. While many are recognised for their impact in talent and innovation generated through teaching and research, it can be difficult to understand the link between the work happening in their institutions and how it will affect everyday lives. The Universities of the West Midlands – Aston University, Birmingham City University, Coventry University, University of Birmingham, University of Warwick and the University of Wolverhampton – have come together to demonstrate how they are making their mark by rising to the grand challenges set out by the Government. Addressing these challenges will improve people’s lives and influence productivity. The Universities are providing life-changing solutions to make us healthier, wealthier and more productive. Their research and development reaches far beyond the laboratory and lecture theatre, creating real-world solutions to the grand challenges. Each university makes a unique contribution to specialist sectors within the West Midlands’ economy. It is their collective strength that makes the region distinctive in its ability to accelerate business growth and innovation. 2 The West Midlands Local Industrial Strategy Building on the strengths and research specialisms of its universities, the West Midlands is set to unveil a trailblazing Local Industrial Strategy. -
London Weighting Claim for 2019 Submitted by UNISON, UCU and UNITE to Kings’ College London
London Weighting Claim For 2019 Submitted by UNISON, UCU and UNITE to Kings’ College London 1. Introduction This LW claim is submitted by UNISON, UCU and UNITE on behalf of staff working for Kings’ College London. The claim is set at a level that we believe recognises the following key points: Major increases in the cost of living in London over recent years have significantly reduced the value of staff wages; Appropriate reward is needed to sustain the morale and productivity of staff working and living in London in their crucial role of delivering high quality services; Appropriate reward is needed for the increased workload and stress placed on staff against a background of uncertainty; Average LW settlements across the economy have been running ahead of those received by Kings’ College London staff over recent years, increasing the likelihood of retention problems in the long term; Kings’ College London is falling behind the rate recommended by Trust For London. 2. Summary of the Claim We are seeking a £1,500 increase on the LW from £3,500 as per August 2019 to £5,000. 3. Background to the claim Kings’ College University London Weighting (LW) was frozen at £2,323 from 1992 until a joint trade union campaign required KCL to address the issue in 2016. The Joint Trade Union claim in 2016 was for an im- mediate uplift in London Weighting to £4,000. After a series of negotiation meetings, KCL made a final offer that would see LW rise in stages (From 1st August 2016 it increased to £2,623 per year, and subsequently every 1st August of each consecutive year - 2017 to £2,923, 2018 to £3,223, and the final increment will be in 1st August 2019 increasing to £3,500). -
Durham E-Theses
Durham E-Theses Non-EU International Students in UK Higher Education Institutions: Prosperity, Stagnation and Institutional Hierarchies MATEOS-GONZALEZ, JOSE,LUIS How to cite: MATEOS-GONZALEZ, JOSE,LUIS (2019) Non-EU International Students in UK Higher Education Institutions: Prosperity, Stagnation and Institutional Hierarchies, Durham theses, Durham University. Available at Durham E-Theses Online: http://etheses.dur.ac.uk/13359/ Use policy The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that: • a full bibliographic reference is made to the original source • a link is made to the metadata record in Durham E-Theses • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders. Please consult the full Durham E-Theses policy for further details. Academic Support Oce, Durham University, University Oce, Old Elvet, Durham DH1 3HP e-mail: [email protected] Tel: +44 0191 334 6107 http://etheses.dur.ac.uk 2 Non-EU International Students in UK Higher Education Institutions: Prosperity, Stagnation and Institutional Hierarchies José Luis Mateos-González Department of Sociology, Durham University A thesis submitted to Durham University for the degree of Doctor of Philosophy September 2019 1 To my mum –her unconditional support has made this thesis possible. A mi madre, cuyo apoyo incondicional ha hecho de esta tesis una realidad. To my dad –I will always miss him. -
University of Greenwich
UK UNIVERSITY INTELLECTUAL PROPERTY RANKING 2020 Institution: University of Greenwich Location Of IP Policy: Click Here Ease Of Finding Document: Medium Current Tier: Tier 2 TIER 2 - CRITERIA A university-wide IP policy exists and is retrievable and downloadable, sometimes with a medium degree of difficulty, following a Google search using natural language and keyword combinations such as ‘UniName IP policy’ or ‘UniName intellectual property policy’. Some of the retrieved policies are unusually short (only 2 to 4 pages). Although the policy is exceptionally clear as to students’ IP ownership rights, it also includes IP policies for staff, academic visitors and other persons engaged with the university. Nonetheless, the students’ IP provisions of the IP policy may be viewed as a stand-alone section. OTHER UNIVERSITIES IN TIER 2 Imperial College London King’s College London University of Leeds University of Manchester University of London, Queen Mary Queen’s University Belfast University of Southampton University of York University of Aberdeen Heriot-Watt University University of Stirling Edinburgh Napier University Queen Margaret University University of the Highlands and Islands Abertay Univesity Ulster University The Open University Bangor University Aberystwyth University University of Arts London Aston University University of Bath Bath Spa University Birmingham City University Bishop Grosseteste University University of Bolton Bournemouth University Brunel University London Buckinghamshire New University University of Chichester University -
In This Issue
In this issue: • Is university right for me? •The different types of universities • The Russel Group universities Is university the right choice for me? The University of South Wales, our partner university has put together a series of videos to help you answer this question. https://southwales.cloud.panopto.eu/Panopto/Pages/Viewer.aspx?id=d7f60e55-e50a-456d-a1ff -ac3d00e7ed13 What are the different types of universities? Ancient Universities These include Oxford (founded 1096) and Cambridge (founded 1209) are known as the Ox- bridge group and are the highest ranking universities in the UK St David’s College (1822-28) and Durham University (1832) follow the Oxford structure of col- leges and are considered the highest ranking universities after Oxford and Cambridge. Red Brick Red Brick Universities were formed mainly in the 19th century as a product of the industrial revolution and specialise in highly specialised skills in such are- as as engineering and medicine. University of Birmingham University of Bristol University of Leeds University of Liverpool University of Manchester The New Universities The New universities were created in the 1950s and 60s Some of these were former polytechnics or colleges which were granted university charter from 1990. These univer- sities focussed on STEM subjects such as engineering. Anglia Ruskin University, formerly Anglia Polytechnic (located in Cambridge and Chelmsford) Birmingham City University, formerly Birmingham Polytechnic University of Brighton, formerly Brighton Polytechnic Bournemouth University, -
Scholarly Biography Research Interests Qualifications Employment
Daniel C. Blight Lecturer School of Media Email: [email protected] Website: danielcampbellblight.com Scholarly biography Daniel C. Blight is Lecturer in Photography (Historical & Critical Studies), School of Media, University of Brighton, and the author of The Image of Whiteness: Contemporary Photography and Racialization (SPBH Editions and Art on the Underground, 2019). Blight works on various forms of the essay, fiction and poetry, and has written for magazines and journals including 1000 Words, Aperture, Foam, frieze, The Guardian, Philosophy of Photography, Photoworks, Vogue Italia, as well as contributed chapters to publications from Manchester Art Gallery, UCL Art Museum, Art Museum of Estonia, FOMU Belgium, the Australian Centre for Photography and Rowman & Littlefield. He has been a visiting lecturer at Camberwell College of Arts, Coventry University, Royal Academy of Art The Hague, Royal College of Art, University of Copenhagen, University of Fine Arts of Hamburg, Photography Studies College Melbourne, University of Oxford and Yale University. Research interests General interests: history and theory of photography; photography and philosophy; the essay form; image-text relations; contemporary photographic art; contemporary photobooks; sociology of race; critical philosophy of race; racial capitalism; critical race theory; critical whiteness studies; scientific racism Research specialisms: photography and racial whiteness; photography and race; photography and colonialism; photography and orientalism; photography