Types of Higher Education Institutions

Total Page:16

File Type:pdf, Size:1020Kb

Types of Higher Education Institutions Published on Eurydice (https://eacea.ec.europa.eu/national-policies/eurydice) University education in Scotland has a long history. There are 19 higher education institutions (HEIs) in Scotland, comprising 16 universities: 14 campus based universities A distance-learning university (the Open University) An educational partnership university (the University of the Highlands and Islands) 3 other institutions (one art school, one conservatoire and a rural college). For a list see the Scottish Government website [1]. HEIs are funded by the Scottish Funding Council [2] (SFC). Courses at higher education level (mainly Higher National Certificate (HNC), Higher National Diploma (HND) or both, but also including a limited amount of degree provision) are also offered by all the colleges that provide further education courses, and there are close links between the further education and higher education sectors. Governance Universities in Scotland are autonomous bodies with responsibility for managing their own budgets, staff, course provision and admissions processes. Each is run by a governing body, known as a Board of Governors or a Court, generally consisting of around 25 members with academic matters the responsibility of the academic board/Senate. Membership tends to be quite large, ranging from 17 to 28 and includes representatives from staff and students. The tendency is for there to be an external ‘lay’ member majority. Each is administered and managed by a Principal or Director. Types There are 4 types of Universities in Scotland; Ancient, Chartered, Post 1992 and Small Specialist Institutions: Ancient Universities are St Andrews, Glasgow, Aberdeen and Edinburgh - known collectively as the ‘4 ancient Scottish universities' and were founded in the 15th and 16th centuries. Chartered Universities are Dundee, Heriot-Watt, Stirling, Strathclyde and Open University in Scotland. These were established by royal charter in the 1960s. Post 1992 Universities are known as ‘the new universities’ - consisting of Abertay, Glasgow Caledonian, Edinburgh Napier, Robert Gordon, Queen Margaret Edinburgh, Highlands and Islands and West of Scotland. They were designated as universities under the Further and Higher Education (Scotland) Act 1992 (the “1992 Act”). Other HEIs commonly known as the ‘small specialist institutions’ draw on a mixture of the 1992 Act, the Companies Act and other legislation. These HEIs are: Glasgow School of Art, which specialises in fine art, art and design, and architecture Scotland’s Rural College (SRUC), which has six campuses in Aberdeen, Ayr, Broxburn, Cupar, Dumfries and Edinburgh, where it provides courses in agricultural sciences and related disciplines Royal Conservatoire of Scotland, which specialises in music and has the power to award its own degrees (though not research degrees). The other HEIs have validation arrangements with a university or degree-awarding body, by which the university approves the courses and assessment arrangements and awards its degree to the successful candidates. This diverse range of institutions is currently regulated under a complex legal structure made up of papal bulls, ordinances, statutes, statutory instruments and royal charters. Changes, however small, often require Privy Council approval. The Principals of the Scottish universities and HEIs meet to discuss matters of common interest and common policies in the body known as Universities Scotland [3]. There is also one private HEI; Al-Maktoum College in Dundee, which offers postgraduate programmes (taught Masters and PhD) in the study of Islam and Muslims, and validated by the University of Aberdeen. Private providers offer training and educational courses in various adult education fields. Locations Most of Scotland’s HEIs are in or very near to the major cities – Aberdeen, Dundee, Edinburgh and Glasgow. The Universities of St Andrews and Stirling are located in or just outside smaller towns with historic significance. The University of the Highlands and Islands offers higher education at all levels across an area stretching from the Shetland Isles to Perthshire, via academic partnerships with local colleges and research institutions. In the Scottish Borders, Heriot-Watt University offers higher education from its campus in Galashiels, which enjoys a leading position in textile design and textile technology. The University of the West of Scotland has campuses in Paisley, Ayr and Hamilton. In Dumfries and Galloway, the Universities of Glasgow and West of Scotland, the Open University, and Dumfries and Galloway College have come together to form the pioneering multi-institution Crichton Campus. DID YOU FIND WHAT YOU WERE LOOKING FOR? YES NO Contact * Message * Leave this field blank Source URL: https://eacea.ec.europa.eu/national-policies/eurydice/content/types-higher-education-institutions-93_is Links [1] http://www.gov.scot/Topics/Education/UniversitiesColleges/16640 [2] http://www.sfc.ac.uk [3] http://www.universities-scotland.ac.uk/.
Recommended publications
  • Universities Scotland Brief on the UK Government's Introduction Of
    Universities Scotland brief on the UK Government’s introduction of Temporary Student Number Controls Scotland’s universities ask for your support to oppose a sudden and disruptive policy change that has the potential to negatively impact on the recruitment of English undergraduate students for the 2020 and 2021 intake. This will be introduced by the Department for Education on 1 June without any consultation with institutions in Scotland. The policy development • On 4 May the UK Government introduced student number controls for universities in England as a response to predatory offer-making behaviour by a minority of English institutions as part of student recruitment during the early stages of the pandemic, which was not in the best interests of students and threatened to destabilise the sector. In response, the UK Government indicated it would bring in temporary student number controls to limit institutions’ recruitment to no more than 6.5% over their UK and EU student numbers from last year to limit poaching of applicants from other institutions. • Scotland’s universities did not act in this way. The details relating to number controls as announced on 4 May by the UK Government included no reference to Scottish institutions nor was this expected by Universities UK or Universities Scotland. • The proposals to be announced on Monday (found as annex below) do now extend to include universities in the devolved administrations, limiting the number of English students that can be recruited by Scotland’s universities without future application of penalties. The penalty to be applied in the devolved context on an institution by institution basis, if and where an institution exceeds its number controls is to limit the amount of student loan support available to English entrants to universities in the 2021 intake.
    [Show full text]
  • The Open University in Scotland's Outcome Agreement with the Scottish Funding Council 2020-2023
    THE OPEN UNIVERSITY IN SCOTLAND’S OUTCOME AGREEMENT WITH THE SCOTTISH FUNDING COUNCIL 2020-2023 Contents The Open University ...............................................................................................1 Geographical reach .....................................................................................................1 Our curriculum .............................................................................................................2 Our staff .............................................................................................................................3 Equality Impact Assessment ...............................................................................3 UK departure from the European Union ................................................... 4 The Learner ............................................................................................................... 5 Commission on Widening Access Implementation ...........................5 Mental health and well-being ............................................................................6 Student safety ...............................................................................................................7 Gender ...............................................................................................................................7 Student voice .................................................................................................................9 Widening Access and Retention Fund .......................................................9
    [Show full text]
  • How Effective Is the Use of Social Media by the Top Ten Scottish Universities?
    How effective is the use of social media by the top ten Scottish Universities? Effective use of social media by the top ten Scottish universities 2015 Contents I. Introduction ........................................................................................ 3 II. Methodology........................................................................................ 4 III. Universities Evaluated ....................................................................... 5 IV. Results .................................................................................................. 6 Being there ............................................................. 7 How big is your audience? .................................... 8 Are you actually doing anything? ........................ 9 How engaging are you? ....................................... 10 Top Posts .............................................................. 11 Reaching a wider audience ................................ 13 V. Conclusions ........................................................................................ 15 VI. Appendix ............................................................................................ 16 University selection ............................................. 16 A guide to our metrics ........................................ 16 VII. Florizel Media Ltd.............................................................................. 17 2 | PAGE Effective use of social media by the top ten Scottish universities 2015 Introduction Florizel Media looked
    [Show full text]
  • Heriot-Watt University Outcome Agreement 2019-20
    Heriot-Watt University SFC Outcome Agreement 2019/20– 2021/22 Version: Final 17/04/19 (this page intentionally blank) Contents PRINCIPAL’S STATEMENT 1 Priority 1: WIDENING ACCESS General strategy 3 SIMD20/40 4 SHEP Schools 4 Articulation with Scottish Colleges 4 Care experience and other protected characteristics groups 5 Gender balance 6 Priority 2: HIGH QUALITY LEARNING AND TEACHING General strategy 7 Institutional Quality Report to SFC 7 Student retention and progression 7 Development of curriculum for employment and the economy 8 Engagement with Scottish Government STEM Strategy 9 Work-related learning and Graduate Level Apprenticeships 9 Mental Health and Wellbeing and Gender Based Violence 10 Internationalising the Student Experience, “Go Global” programme 12 Priority 3: WORLD-LEADING RESEARCH General strategy, REF2021 13 Research income 13 Lyell Centre for Earth and Marine Technology 14 City Region Deal and Robotics and Autonomous Systems 14 Other strategic research initiatives in Resilient Infrastructure, Sustainable Island Futures, Global Challenge, Blue Economy 14 Research students 15 Researcher Development (Crucible, HR Excellence in Research) 15 Women in STEM / Athena SWAN Charter 15 Concordats – Research Integrity, Open Research Data 16 Public and Cultural Engagement 16 Priority 4: KNOWLEDGE EXCHANGE, BUSINESS COLLABORATION, ENTERPRISE General strategy 18 Cultivating Partnerships 18 Creative Spaces 19 Global Pioneers 19 Priority 5: HIGH PERFORMING INSTITUTIONS Governance 21 Value for money, impact for public investment 22 Equality and Diversity, Living Wage 22 Living Wage 23 Cyber Security 23 Brexit 23 Leadership in Environmental and Social Sustainability 23 Annex 1: Widening Access Applications and Admissions Monitoring 26 Annex 2: Gender balance by subject (UG students) 27 STATEMENT BY THE PRINCIPAL AND VICE-CHANCELLOR I am pleased to confirm Heriot-Watt University's commitment to this Outcome Agreement between the University and the Scottish Funding Council (SFC) on behalf of the Scottish Government.
    [Show full text]
  • International Commission for the History of Universities: Colloquium
    Constructing a new university tradition: the curious emergence of "democratic intellectualism" as the distinctive mark of the Scottish universities in the 19th century Donald J. Withrington A royal commission on the Scottish universities, the first on higher education in Britain in the 19th century, was appointed in 1826 and reported in 1830. Its report provides an unparalleled critique, carefully framed and intelligently incisive, of the state of the five Scottish college- universities which had been founded in the 15th and 16th centuries. It is a good starting point for our search after the principles and ethos of "democratic intellectualism" which has been claimed as a singular, ancient and distinctively Scottish inheritance - distinctive, especially, in any comparison with Oxford or Cambridge or Trinity College, Dublin, within the United Kingdom. And the commissioners themselves, in 1826-30, were sharply and sensitively aware of the distinctiveness of what they found, and were heartily in favour of retaining it where it clearly supported the national interest. Indeed, the universities were - as they noted - above all, national assets:[1] There are few National Institutions of long-standing which have been more powerfully modified by the circumstances of the country than the Universities of Scotland; and they have undoubtedly been gradually adapted in an eminent degree to the particular demands upon them, arising from the circumstances of the people for whose benefit they were designed... So, then, the universities had "adapted in an eminent degree" and it is plain from the volumes of evidence which the commisssion took, that these adaptations had mostly taken place comparatively recently - over the two generations or so since the mid-18th century.
    [Show full text]
  • Supporting Scotland's Colleges and Universities
    Supporting Scotland’s Colleges and Universities Coronavirus (COVID-19) – Further and Higher Education Sustainability Plan July 2020 Supporting Scotland’s Colleges and Universities Coronavirus (COVID-19) - Further and Higher Education Sustainability Plan Foreword Throughout the COVID-19 pandemic our colleges and universities have responded with remarkable pace and agility and I pay tribute to all staff and students for their hard work and contribution to the national effort to tackle the virus. Colleges and universities themselves are being hit hard by the consequences of the pandemic. This is of particular concern given the economic and social importance of them as educators, innovators and major employers. In both urban and rural areas they are key “anchor organisations”, as recognised by the report of the Advisory Group on Economic Recovery1. We will need our colleges and universities more than ever going forward given their essential role in Scotland’s recovery. The Scottish Funding Council’s (SFC) projections for Scottish colleges point to a loss of £12.3 million due to COVID-19 in this academic year, with the majority of colleges now forecasting deficits in Academic Year (AY) 2019-20. The impact in AY 2020-21 is expected to be even more severe. The SFC’s initial analysis is that the impact on Scottish universities in AY 2019-20 alone will be around £72 million in lost income. In AY 2020-21, an operating deficit of between £384 million and £651 million is expected, a large part of which is due to the anticipated reduction in the numbers of international students. We do not yet know to what extent these predictions will become reality but we must plan for these scenarios.
    [Show full text]
  • A STRATEGIC ANALYSIS of the SCOTTISH HIGHER EDUCATION SECTOR’S DISTINCTIVE ASSETS a Study Commissioned by British Council Scotland
    A STRATEGIC ANALYSIS OF THE SCOTTISH HIGHER EDUCATION SECTOR’S DISTINCTIVE ASSETS A study commissioned by British Council Scotland Neil Kemp William Lawton April 2013 British Council Scotland Waverley Gate (Fourth Floor) 2-4 Waterloo Place Edinburgh EH1 3EG United Kingdom T +44 (0)131 524 5700 F +44 (0)131 524 5701 [email protected] PHOTOGRAPHER CREDITS Pages 2, 7, 8, 21, 37, 51, 55 © Olya Tyukova / papajka.com © British Council 2013 The British Council is the United Kingdom’s international organisation for cultural relations and educational opportunities. www.britishcouncil.org CONTENTS FOREWORD.................................................................................................................................................................................................................................................................3 EXECUTIVE SUMMARY .........................................................................................................................................................................................................................................4 SECTION 1 INTRODUCTION ....................................................................................................................................................................................................................7 1.1 Background ..................................................................................................................................................................................................................
    [Show full text]
  • COVID-19: Scotland's Colleges and Universities
    SPICe Briefing Pàipear-ullachaidh SPICe COVID-19: Scotland's colleges and universities Lynne Currie This briefing provides a round-up of COVID-19 guidance and support for universities, colleges and their students and staff in the first months of 2021. 1 March 2021 SB 21-15 COVID-19: Scotland's colleges and universities, SB 21-15 Contents Summary ______________________________________________________________3 2021 COVID-19 guidance _________________________________________________4 Essential staff and student attendance ______________________________________5 Phased return of staff and students _________________________________________6 Timetable for return of students __________________________________________7 International and overseas students ______________________________________8 COVID-19 impact on students _____________________________________________9 Housing ______________________________________________________________9 Students returning home ______________________________________________10 Student attainment and progression _______________________________________ 11 Mitigation measures __________________________________________________12 Online learning ______________________________________________________13 Dental students _____________________________________________________14 Mental health and wellbeing _____________________________________________14 Summary of COVID-19 student support funding ______________________________15 COVID-19 financial impact on institutions __________________________________16 Colleges_____________________________________________________________16
    [Show full text]
  • England and Scotland
    DEPARTMENT OF THE INTERIOR BUREAU OF EDUCATION BULLETIN, 1917, No. 16 STUDIES IN HIGHEREDUCATION IN ENGLAND AND SCOTLAND wrni SUGGESTIONS FOR UNIVERSITIES ANDCOLLEGES IN TIIE UNITED STATER , By GEORGE EDWIN MACLEAN FORMERLY PRESIDENT OF THE STATE UNIVERSITY OFIOWA I WASHINGTON GOVERNMENT PRINTING OFFICE 19I7 ADDITIONAL corms OP TIM PUBLICATION MAT III PILOCUIRD ROM TIN BUTIRINTENDENT OP DOCUMENTS GOVIINISINT !SUITING °MCA WAEISINOTON, D. C. AT 25 CENTS PER COPY CONTENTS. Letter of transmittal Pg 5 Preface Introduction__ 9 PART LIIISTOIIGL STUDIES NDSUGGESTION/I. Chapter I.First group of universitiesOxford,Cambridge, Durham__ Chapter H.Scotch universities- 13 St. Andrews 46 Glasgow se Aberdeen Edinburgh 61 Chapter IIIUniversity of London University College 67 King's College r Imperial College of Science and Technology 77 The London School of Economics and Political 7S Science fk2 A group of institutions belonging to theuniversity Brown Animal Sanatory Institution 85 85 Physiological Laboratory S Francis Galton Laboratory for NationalEugenics $0 Goldsmiths' College 86 The organization of the university 95 Chapter IV.The new or provincial universities Manchester 102 Birmingham 112 Liverpool 116 Leeds 119 Sheffield 125 N., Bristol 127 Chapter V.Independent universitycollegesExeter, Nottingham, Read- ing, Southampton 130 Chapter VI. Technical colleges andschools 136 Chapter VII.Agricultural colleges andschools Chapter VIII.Women's colleges 139 143 PANT H.TOPICAL STUDIESAND SUGGESTIONS. Chapter IX.Organization andadministration ofuniversities. Chapter X. University officers 159 170 Chapter XLProvisions for thefaculty_ 182 Chapter XILState aid andvisitation Fr- 190 Chapter XIII.Coordination ofinstitutions______________ ________ Chapter XIV.--Applied science and '195 professional education___,__________ 20,5 Chapter XV.Advanced studyand research without graduate Gager XVI.Laminations schools__ 214 228 8 Pam Chapter XVILCurricula _ Chapter X VIII.Student life Chapter XIX.--Erniversity extension teaching 249 ParrIII.-STATISTICAL TABLES.
    [Show full text]
  • University of Aberdeen Outcome Agreement 2018-19
    University of Aberdeen Outcome Agreement with the Scottish Funding Council 2018/19 University of Aberdeen 2018/19 Outcome Agreement EXECUTIVE SUMMARY This document is the University of Aberdeen Outcome Agreement for 2018/19; an annual update, which forms part of its three year Agreement published in 2017 (available here). The document is structured to align with the University’s own Strategic Plan (2015-20), available here, and it systematically addresses the areas of strategic importance identified by the Scottish Government for prioritisation and enhanced focus via the SFC guidance for 2018/19 to 2020/21 (SFC/GD/20/2017), under the ethos of intensification. These include widening access, articulation, gender and addressing skills shortages in the economy, among others. The document sets out what targets the University has in place against all key priority areas to help underpin delivery of collective targets at national level, in line with Government expectations. It then outlines, for each area, what steps are being taken by the institution, both strategically and operationally, to deliver on targets set. 2 University of Aberdeen 2018/19 Outcome Agreement Contents FOREWORD FROM THE PRINCIPAL .............................................................................................................. 4 INTRODUCTION .......................................................................................................................................... 5 1. PEOPLE .........................................................................................................................................
    [Show full text]
  • (Scotland). PUB DATE 96 NOTE 64P.; Photographs May Not Reproduce Clearly
    DOCUMENT RESUME ED 407 700 EA 028 284 TITLE Guide to Education and Training in Scotland. INSTITUTION British Council, Edinburgh (Scotland). PUB DATE 96 NOTE 64p.; Photographs may not reproduce clearly. PUB TYPE Reports - Descriptive (141) EDRS PRICE MF01/PC03 Plus Postage. DESCRIPTORS Compulsory Education; Educational Resources; Elementary Secondary Education; Foreign Countries; *Governance; *Government School Relationship; Higher Education; *National Curriculum; Preschool Education; Public Policy; *Public Schools; *School Administration; Vocational Education IDENTIFIERS *Scotland ABSTRACT Scotland is known for its high standards in education and training at all levels. This guide offers an overview of how education and training is managed in Scotland. It contains information on the different sectors in education, progressing from preschool to higher education; a summary of the way in which education in Scotland is funded,managed, and evaluated by the central government and local education authorities; detailed information on the role and responsibilities of the educational agencies; and full contact information for the 46 further education colleges and 23 higher education institutions. (LMI) * ********** ******* ***** ****** ***** * ******** ************************************* Reproductions supplied by EDRS are the best that can be made from the original document. ***** ****** **************** ******* ******************************* ****** ********* AVAILABLE COPY BEST s e (ERIC) CENTER INFORMATION RESOURCES EDUCATIONAL THE TO BY GRANTED BEEN IjQS MATERIAL THIS DISSEMINATE AND REPRODUCE TO PERMISSION policy. or position OERI official represent necessarily not do document this in stated opinions or view of Points quality. reproduction improve to made been have changes Minor it. originating organization or person the from received as reproduced been has document This (ERIC) CENTER INFORMATION RESOURCES EDUCATIONAL Improvement and Research Educational of Office EDUCATION OF DEPARTMENT U.S.
    [Show full text]
  • Access to Higher Education for People from Less Advantaged Backgrounds in Scotland
    ACCESS IN SCOTLAND Access to higher education for people from less advantaged backgrounds in Scotland Lucy Hunter Blackburn, Gitit Kadar-Satat, Sheila Riddell and Elisabet Weedon May 2016 FOREWORD Access to universities across the UK remains a challenge despite improvements in recent years. Those challenges are still more marked in Scotland than in the other nations, as this important new report from Edinburgh University shows. This report lays bare the extent of the challenge. Scotland has a different approach to higher education. It no longer charges tuition fees, and as a result it retains a cap on student places that has been removed in England. But not only is the access gap still wider in Scotland, what progress there has been has largely been through sub-degree places in colleges. This is not to decry the contribution made by colleges: articulation, in particular, has an important role to play in improving university participation and vocational degree courses can complement higher apprenticeships as a route to employment. But any access policy which underplays the importance of access to the Ancients is an access policy that does little to change access to Scotland’s top professions. The Sutton Trust supports students at some of these great universities from low and middle income backgrounds – and programmes like our summer schools are important - and the universities themselves are making commendable efforts to boost access from across Scotland. The report notes that the policy of reserving places at the Ancients for disadvantaged students has improved their numbers at those universities, so it is vital that this policy continues.
    [Show full text]