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The Fourth Report of Senior Pay and Perks in UK Universities History This
Transparency at the top? The fourth report of senior pay and perks in UK universities History This is the fourth report on pay and perks at the top of British higher education institutions (HEIs) to be published by the University and College Union (UCU). It forms part of the union’s ongoing campaign for greater transparency in higher education, including the rationale behind senior pay rises. UCU submitted a Freedom of Information (FoI) request to 158 HEIs in October 2017. This followed similar requests submitted in 2016, 2015 and 2014. All requests were designed to shine a light on the arbitrary nature of senior pay and perks in universities, and support the union’s call for reform. The basis for this report The FoI request that forms the basis of this report was sent to 158 (HEIs). It requested details of vice-chancellors’ (or head of institution if known by a different title) salaries and those of other senior post-holders earning over £100,000 at the institution during the academic year of 2016/17 (1 August 2016 to 31 July 2017). It also asked for details of flights, spending on hotels, spending on expenses and if the vice-chancellor was provided with accommodation by the university. Finally, we requested to know whether or not the vice-chancellor was a member of the remuneration committee, and requested a copy of the most recently ratified minutes of the institution’s remuneration committee. Variety of responses The questions on expenditure on flights, hotels, expenses and accommodation for vice-chancellors elicited a huge variation in responses with many institutions deploying exemptions under the Freedom of Information Act to avoid providing data. -
Womencount: Leaders in Higher Education 2016
WomenCount Leaders in Higher Education 2016 A report by Norma Jarboe OBE ‘There’s no magic about getting a good gender balance – just dogged repetition of what a high priority it is and a determination to seek out strong women candidates who could hold their own against any competition.’ WomenCount ‘If universities inhibit the progression of talented female staff, they in turn are unable to reach their full potential. We know that universities make a huge contribution to society through research, teaching and partnerships with businesses, among many other activities.’ Professor Dame Athene Donald, Professor of Experimental Physics and Master of Churchill College, University of Cambridge WomenCount are very grateful to Perrett Laver for their support, the Government Equalities Office for their enagagement and Imperial College London for hosting the launch of this report on 2 March 2016. Cover quotation: Sir Nicholas Montagu, Chair of Council, Queen Mary University of London. Published by WomenCount © March 2016, all rights reserved. www.women-count.org Designed and produced by Graffeg. WomenCount: Leaders in Higher Education 2016 Contents 3 Foreword 4 Executive summary 5 Introduction 6 Collective action 9 Collegial governance: diversity challenge or opportunity? 10 Governing bodies: women’s representation on the rise 11 Governing bodies: the balancing act 12 Chairs: few seats for women 14 Vice-Chancellors: barely a fifth are women 15 Chair and Vice-Chancellor teams 16 Executive teams: a pipeline of women leaders 17 Academic heads: less than a third are women 19 HEI income impact women’s leadership 21 Mapping Women’s Leadership in HEIs 22 Reflections on the research 27 The Index 37 Biographies of new Chairs 42 Biographies of new Vice-Chancellors 47 About WomenCount and the author 1 Foreword ‘Gender equality is not a matter of being nice to women. -
University Collaboration on Technology Transfer Pdf 4.9 MB
University Collaboration on Technology Transfer: An All-Island Feasibility Study University Collaboration on Technology Transfer: An All-Island Feasibility Study Contents FOREWORD 03 EXECUTIVE SUMMARY 04 SECTION 1 CONTEXT 08 SECTION 2 CURRENT ENVIRONMENT 10 SECTION 3 PROFILE OF THE SECTOR 16 SECTION 4 OPPORTUNITIES FOR COLLABORATION 19 SECTION 5 EXTERNAL PERSPECTIVES ON THE SECTOR 23 SECTION 6 WHAT WORKS ELSEWHERE 25 SECTION 7 CONCLUSIONS & RECOMMENDATIONS 30 APPENDICES APPENDIX 1 METHODOLOGY 35 APPENDIX 2 CASE STUDIES 46 APPENDIX 3 RELEVANT PUBLICATIONS 56 APPENDIX 4 GLOSSARY 58 DISCLAIMER InterTradeIreland, Universities Ireland and the Irish Universities Association are confident that the information and opinions contained in this document have been compiled by the authors from sources believed to be reliable and in good faith, but no representation or warranty, express or implied, is made to their accuracy, completeness or correctness. All opinions or estimates contained in this document constitute the authors’ judgement as of the date of this document and are subject to change without notice. This publication is intended to provide general information to its readers concerning the subject matter of the publication. It is not intended to provide a comprehensive statement of the subject matter of the publication and does not necessarily reflect the views of InterTradeIreland. While care has been taken in the production of the publication, no responsibility is accepted by InterTradeIreland for any errors or omissions herein. ACKNOWLEDGEMENTS InterTradeIreland, Universities Ireland and the Irish Universities Association would like to thank Technology & Research Services (Heriot-Watt University), the universities across the island, North and South, and the consultees who participated in the research, for their assistance with the development of this report. -
University Alliance Annual Report 2012-13
University Alliance Annual Report 2012-13 University Alliance Annual Report 2012-13 1 About University Alliance University Alliance brings together 23 innovative and enterprising universities from across the UK to tackle the big issues facing universities, people and the economy. Our aim is to help build a strong future for UK universities by creating a constructive and positive space for debate and new ideas. Alliance universities are leading an innovative approach to creating entrepreneurial teaching, learning and research environments in partnership with industry and the professions. Together, they tell a compelling story about the role of universities in equipping people, organisations and communities to create new knowledge and new futures. [All information correct at time of print, August 2013] University Alliance 49 Whitehall, London SW1A 2BX Tel: 0207 839 2757 General enquiries: [email protected] Press enquiries: [email protected] www.unialliance.ac.uk Follow us on Twitter: @UniAlliance August 2013 © Copyright University Alliance 2013 The content may not be copied, distributed or dealt with in whole or in part without prior consent of University Alliance. University Alliance Annual Report 2012-13 University Alliance Annual Report 2012-13 Contents Introduction 4 Influencing Key Decision-Makers 6 Government and Parliament 6 Consultation Responses 8 Party Conferences 2012 9 Stakeholders 11 Business and the Professions 12 International 13 Australia 13 Dubai 14 China 15 Policy themes at a glance 16 The Future of Higher Education -
Study of the English Higher Education Regional Associations
Annex 1 Terms of reference Background In order to satisfy accountability for public funding, HEFCE is reviewing various strands of special initiative funding (which includes its funding for the Higher Education Regional Associations - HERAs). As all HERAs have now been established for at least 5 years, this review seemed timely. It was agreed that a study involving partners would be more productive as it should allow greater scope to look at the ways in which the HERA role has developed, and continues to develop, as well as providing stakeholders with an opportunity to input into the process. Aim In particular, the study should provide HEFCE with an understanding of the current role and contribution of HERAs, as well as clarification of and recommendations on their future role. It is also important that the study recognises the role that HEFCE and regional stakeholders must play in engaging with and supporting them over the coming years. The outcomes of the study are expected to be of value to HERAs and their stakeholders and partners. Process HEFCE appointed Alan Brickwood Associates to undertake this study, who will conduct a number of face-to-face meetings with the HERAs and stakeholders, focusing on the questions outlined below. HEFCE will invite comments from the HERA Chief Executives on the final draft of the report. To help guide this process, HEFCE established a HERA study steering group made up of a number of representatives including HERAs, Universities UK, Standing Conference Of Principals, Regional Development Agencies, HERAs, Government Offices and the Association of Colleges. The purpose of the group is to advise on the scope of the study and findings but also to provide the consultants with a forum to discuss any issues arising as a result of the study. -
Value for Money in Higher Education
House of Commons Education Committee Value for money in higher education Seventh Report of Session 2017–19 Report, together with formal minutes relating to the report Ordered by the House of Commons to be printed 24 October 2018 HC 343 Published on 5 November 2018 by authority of the House of Commons The Education Committee The Education Committee is appointed by the House of Commons to examine the expenditure, administration, and policy of the Department for Education and its associated public bodies. Current membership Rt Hon Robert Halfon MP (Conservative, Harlow) (Chair) Lucy Allan MP (Conservative, Telford) Ben Bradley MP (Conservative, Mansfield) Marion Fellows MP (Scottish National Party, Motherwell and Wishaw) James Frith MP (Labour, Bury North) Emma Hardy MP (Labour, Kingston upon Hull West and Hessle) Trudy Harrison MP (Conservative, Copeland) Ian Mearns MP (Labour, Gateshead) Lucy Powell MP (Labour (Co-op), Manchester Central) Thelma Walker MP (Labour, Colne Valley) Mr William Wragg MP (Conservative, Hazel Grove) Powers The Committee is one of the departmental select committees, the powers of which are set out in House of Commons Standing Orders, principally in SO No 152. These are available on the Internet via www.parliament.uk. Publications Committee reports are published on the Committee’s website at www.parliament.uk/education-committee and in print by Order of the House. Evidence relating to this report is published on the inquiry publications page of the Committee’s website. Committee staff The current staff of the Committee are Richard Ward (Clerk), Katya Cassidy (Second Clerk), Chloë Cockett (Committee Specialist), Anna Connell-Smith (Committee Specialist), Victoria Pope (Inquiry Manager), Natalie Flanagan (Senior Committee Assistant), Olivia Cormack (Committee Assistant), Hajera Begum (Committee Apprentice), Gary Calder (Senior Media Officer) and Oliver Florence (Media Officer). -
The Student Visa System: Principles to Reform
THE STUDENT VISA SYSTEM: PRINCIPLES TO REFORM EXECUTIVE SUMMARY Universities UK, GuildHE, MillionPlus, the Russell Group, University Alliance and UK Council for International Student Affairs (UKCISA) have identified five principles that should underpin the design of the new student visa route and several actions that must be taken to achieve this reform. These actions include improving the international student experience, reducing the administrative burden and increasing reliability, transparency and accountability of the immigration system. BACKGROUND Under the current immigration system universities wishing to recruit international (non- EEA) students must sponsor these students, requiring the university1 and student to comply with a range of duties. In December 2018 the UK government published an Immigration White Paper announcing plans for a post-Brexit single visa route for all non-UK domiciled students. The White Paper outlined a commitment to streamlining the existing immigration system to develop more ‘light touch’ sponsorship procedures. The International Education Strategy published on 16 March 2019 reiterates this intention, stating that the government will ‘…keep the visa application process for international students under review, with the aim of improving the customer journey both for students and their sponsoring institutions’. The strategy’s intention to strengthen the UK’s visa offer for international students is central to achieving its ambition of growing the UK’s education exports to £35 billion a year and increasing the number of international higher education (HE) students in the UK to 600,000 by 2030. Together, the commitments in the Immigration White Paper and the International Education Strategy present an opportunity to rethink how the student visa system operates for universities and students. -
Liverpool's Place at the Heart of Cern
insight LIVERPOOL’S PLACE AT THE HEART OF CERN The University’s 60-year role in the most important physics laboratory on the planet Blackboard to red carpet Making my heart bleed Cemented in history Educating Yorkshire’s Michael Steer The UK’s Information Commissioner on How the University’s expertise infl uenced adapts to life in the limelight tackling online fraud the world during WWI THE UNIVERSITY OF LIVERPOOL ALUMNI MAGAZINE 2014/15 EDITION CONTENTS 04 - University news 24 - Summer in the city 36 - Volunteering Rounding up an eventful year Some familiar faces return in a Alumni Ambassador for for the University round-up of city news Beijing, Jason Han insight The Excellence In history: In touch 09 - 26 - 37 - Scholarships University life during the Following alumni from across A new programme for the First World War the decades 16 most talented students The University’s contribution Hello and welcome to your STILL to the war effort 40 - In memoriam new-look magazine! ACCELERATING 10 - Faculty news Including alumni, staff, AT 60 Tofu, Ebola treatment and 30 - Changing lives students, Friends of the I joined the University at the terrorism in the latest Faculty across the globe University and honorary beginning of the year and what a The University’s updates Online postgraduates’ impact graduates year it has been! contribution to six in Pakistan, Germany, Africa We have held events across the incredible decades 22 - Legacies and the Gulf 42 - Alumni travel guide globe and welcomed our Class of discovery at the Former English Literature Focusing on Hong Kong, of 2014 graduates to our alumni CERN laboratory lecturer, Brian Nellist’s 34 - Building a healthier home to Liverpool’s oldest network. -
Excellence, Concentration and Critical Mass in UK Research
Concentration and diversity: understanding the relationship between excellence, concentration and critical mass in UK research A report by University Alliance Libby Aston and Liz Shutt December 2009 Research Paper 2009/01 © Copyright University Alliance 2009 ISBN 978-1-908190-04-8 Concentration and diversity: understanding the relationship between excellence, volume and critical mass in UK research Executive Summary 1. Selectivity not concentration has driven excellence • A policy of selectivity – funding research based on quality – has driven up the quality of UK research since the introduction of the RAE, not concentration. • Selectivity has resulted in concentration of research funding where quality exists. This is fully supported by University Alliance. • The UK has one of the most highly selective research funding methods in the world – QR funding in 2009-10, based on RAE 2008, has not changed that: o In 2007-8, four institutions received 29 per cent of Quality-related (QR) funding (and 23 around 75 per cent). o In 2009-10, four institutions received 32 per cent of QR funding (and 25 around 75 per cent). • Selectivity can, however, be taken too far. HEFCE’s ‘Fundamental Review of Research Policy and Funding’ concluded that “a major increase in selectivity could reduce the number of research-led institutions to a level that would be inconsistent with the general health of the UK research base, in terms of both its economic and its social contribution…leading to complacency and ossification.” 2. Excellence is not determined by volume alone • There is no direct correlation between volume and excellence outside some of the physical sciences. -
Knowledge Exchange and Commercialisation: The
KNOWLEDGE EXCHANGE AND COMMERCIALISATION: THE STATE OF THE PROFESSION IN UK HIGHER EDUCATION Knowledge Exchange and Commercialisation: The State of the Profession in Higher Education “Knowledge Exchange and Commercialisation: The state of the profession in UK Higher Education” This report was commissioned by PraxisUnico Contact: [email protected] Authors: Rob Johnson and Mattia Fosci www.researchconsulting.co.uk Contact: [email protected] Report dated: February 2016 This work is licensed under a Creative Commons Attribution 4.0 International License. http://creativecommons.org/licenses/by/4.0/ 2 CONTENTS Foreword 5 Executive summary 7 Background and methodology 9 The KEC profession in UK higher education 11 The work of KEC professionals 19 Profiling KEC professionals 25 Improving the effectiveness of the KEC profession 31 Key trends and challenges 37 Appendix 1 43 Appendix 2 44 Appendix 3 46 3 Knowledge Exchange and Commercialisation: The State of the Profession in Higher Education 4 FOREWORD The focus on taking research knowledge into commercial products and services, policy and social interventions is intense. PraxisUnico has represented professionals working at the interface between researchers and external organisations for almost 15 yearsI. During that time we have seen the work of such intermediaries become increasingly recognised and respected. The UK is ranked 4th in the world for university- industry collaboration in R&DII. The government’s ambition is that universities should ‘continue to increase their collaboration with industry to drive At a time of growth research commercialisation’ and increase the ” in the economy income they earn from working with business III and others to £5 billion by 2025 . -
Bracingfor Brexit
BRACING FOR BREXIT 01 Discussing international education BRACING FOR BREXIT 09 Torn between our best friends 24 In conversation with Sir Anton Muscatelli 30 Putting Europe on the map in India 33 Brussels’ Brexit blues SUMMER 2019 BRACING FOR 02 BREXIT CONTENTS 04 EDITORIAL 05 CONTRIBUTORS 06 SYSTEM OUT OF ORDER (APOLOGIES FOR THE INCONVENIENCE) A look at the malfunctioning political system that brought us Brexit 09 TORN BETWEEN OUR BEST FRIENDS Published by Caught between the UK and the EU, Ireland faces a hard choice European Association for International Education PO Box 11189, 1001 GD Amsterdam, the Netherlands 12 REDISCOVERING OUR SUPERPOWERS TEL +31-20-344 51 00 E-MAIL [email protected], www.eaie.org Universities must overcome outrage to lead the fight against Brexit Editor Douglas Proctor 15 CHARTING THE FLOW OF BREXIT Publications Committee Douglas Proctor (Chair), ‘Brexit flowchart guy’ Jon Worth guides us through the twists and turns Irina Ferencz, Jos Beelen, Han Aarts, Lucia Brajkovic, Jacob Gibbons 18 BRIDGING THE ANGLO-GERMAN DIVIDE Deputy Executive Director, Strategic Engagement Partnerships may prove key to softening the blow of Brexit Elise Kuurstra Associate Director, Knowledge Development and Research Laura E. Rumbley 21 PARTNERSHIPS IN PERIL Editorial Coordinator Jacob Gibbons Uncertainty reigns for UK students and staff in Spain and vice versa Graphic Designer Nhu Nguyen 24 IN CONVERSATION WITH SIR ANTON MUSCATELLI E-MAIL [email protected] Glasgow University Principal Anton Muscatelli on what’s at stake Advertising Contact [email protected] for more information. 28 THE BREXIT BACKDROP: WHAT DOES THE DATA TELL US? The EAIE welcomes requests for advertising space from Facts and figures on UK higher education and its place in the world companies and organisations whose aims and values are compatible with those of the Association and its members. -
Research Findings
Fair admissions to higher education - a review of the implementation of the Schwartz Report principles three years on: Report 2: Research Findings Centre for Education and Inclusion Research, Sheffield Hallam University and Institute for Access Studies, Staffordshire University December 2008 Research Team: Centre for Education and Inclusion Research, Sheffield Hallam University and Institute for Access Studies, Staffordshire University: Colin McCaig, Tamsin Bowers-Brown, Kim Slack, Ruth Barley, Nick Adnett, Caroline Cripps, Claire Wolstenholme and Ben Willis Acknowledgements The researchers would like to express their thanks to the participating higher education provider institutions that took part in this review through responding to the questionnaire and also to those members of staff who took part in interviews with the researchers to provide qualitative information for the good practice case studies. We also wish to thank the project steering group: Gregory Boone (DIUS); Leslie Currie (SPA); Annie Doyle (SPA); Janet Graham (SPA) and Elaine Underwood (DIUS), with input from stakeholders on the SPA Steering Group. In particular Janet Graham and Annie Doyle of the Supporting Professionalism in Admissions Programme (SPA) for their help and guidance throughout this project. Alternative Formats This is a web-based publication available as a PDF or word document at www.spa.ac.uk or http://www.dius.gov.uk/publications/index.html. If you require this document in any other format, please contact [email protected] Funding This review was funded by the Department of Innovation, Universities and Skills and managed by the Supporting Professionalism in Admissions Programme Intellectual property rights and copyright statement All intellectual property rights and copyright are owned by UCAS on behalf of SPA.