Academic Freedom in Our Universities: the Best and the Worst
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Rules for Candidates Wishing to Apply for a Two Year
GENERAL 2022 1. Up to fifty Marshall Scholarships will be awarded in 2022. They are tenable at any British university and for study in any discipline at graduate level, leading to the RULES FOR CANDIDATES WISHING TO award of a British university degree. Conditions APPLY FOR A TWO YEAR MARSHALL governing One Year Scholarships are set out in a SCHOLARSHIP ONLY. separate set of Rules. Marshall Scholarships finance young Americans of high 2. Candidates are invited to indicate two preferred ability to study for a degree in the United Kingdom in a universities, although the Marshall Commission reserves system of higher education recognised for its excellence. the right to decide on final placement. Expressions of interest in studying at universities other than Oxford, Founded by a 1953 Act of Parliament, Marshall Cambridge and London are particularly welcomed. Scholarships are mainly funded by the Foreign, Candidates are especially encouraged to consider the Commonwealth and Development Office and Marshall Partnership Universities. A course search commemorate the humane ideals of the Marshall Plan facility is available here: conceived by General George C Marshall. They express https://www.marshallscholarship.org/study-in-the- the continuing gratitude of the British people to their uk/course-search American counterparts. NB: The selection of Scholars is based on our The objectives of the Marshall Scholarships are: published criteria: https://www.marshallscholarship.org/apply/criteria- • To enable intellectually distinguished young and-who-is-eligible This includes, under the Americans, their country’s future leaders, to study in academic criteria, a range of factors, including a the UK. candidate’s choice of course, choice of university, and academic and personal aptitude. -
2020-21 Recruitment
GW4 BioMed MRC Doctoral Training Partnership 2020-21 Recruitment The Student Application Process Frequently Asked Questions FAQs for Students Contents The GW4 BioMed MRC DTP ................................................................................................................. 3 Who We Are ....................................................................................................................................... 3 What We Offer ................................................................................................................................... 3 Eligibility ................................................................................................................................................. 4 Residency Requirements .................................................................................................................. 4 Academic Requirements .................................................................................................................. 4 English Language Requirements ..................................................................................................... 5 Funding .................................................................................................................................................. 5 The Application Process ....................................................................................................................... 5 Stage 1: Applying for an Offer of Funding ........................................................................................ -
Department of Health Sciences University of Suffolk
Department of Health Sciences University of Suffolk Bachelor of Science (Hons) PARAMEDIC SCIENCE PRACTICE EDUCATOR HANDBOOK 1 Contents Page Number Overview of PAD & PEd Handbook 3 Roles & Responsibilities 4-6 Placement Interviews 7 Assessing Elements of Practice 8 Formative & Summative Assessment 9 Action / Personal Development Plans 10 End of Placement Review 11 Passing or Failing 12 Glossary of Terms 13 List of Elements of Practice Criteria 14-15 Grading of Elements 16-18 Example of Completed Element 19 Example of Action / Personal Development Plan 20 Example of Placement Meeting Plan 21 Module Summary Year 1 22-24 Module Summary Year 2 25-27 Module Summary Year 3 28-30 Cause for Concern 31-33 Simulated skills confirmation sheet 34 2 Overview of PAD This integrated document combines the student paramedics practice assessment document (PAD). It uses the University of Hertfordshire PAD as a template and is reproduced with their kind permission and includes contributions from the five higher education institutions which make up the East of England Paramedic Partners Group. This ensures that despite wherever a student will be within practice placement within the East of England Ambulance Service Trust (EEAST) the documents will all have a similar approach and process for student clinical assessments. This document supports the student’s journey over the next three years and reflects on their learning as they apply theory to practice. The student will take ownership for this document and with the support of their Paramedic Educator (PEd) use it to document formative and summative assessment and complete practical skills required to practice as a paramedic. -
The Independent UNIVERSITY of BUCKINGHAM ALUMNI MAGAZINE
The Independent UNIVERSITY OF BUCKINGHAM ALUMNI MAGAZINE Summer 2017 Welcome By Sir Anthony Seldon 3 Also in this issue: Estates Department Building for the future 13 Update from the Schools Academic updates from around the University Awarded TEF Gold Status 14 Contents Welcome Alumni Profile Update By Sir Anthony Seldon 3 Cynthia Stroud 9 From the Schools 14 Prof Alistair Alcock Update on News His time at Buckingham 4 Marketing and Admissions 10 From around the University 16 Interview with Update Mary Curnock Cook Alumni Office Joining Buckingham 5 Callum Roberts 11 17 Development Alumni News Alumni Profile Announcements Jamie and Marie Burrows 6 Giving to Success 12 18 Alumni Profile Estates Department Alumni Events Justin Albert 8 Building for the future 13 Dates for your diary 19 2 The Independent | Summer 2017 To accommodate all the extra numbers wanting to join the university, we have embarked upon an ambitious programme of spending. The Vinson Centre for Liberal Economics, costing £8m is being erected just opposite Yeomanry House. We have a £12m new Medical School building coming up on the west bank of the River Great Ouse, and an £8.5m Academic Centre being put up at the Milton Keynes University Hospital. The generosity of our alumni knows no bounds. We’re finding increasingly that our alumni are eager to give to the incredible success story that is the University of Buckingham. This last year has seen the University truly emerge on the national and international stage. In April we devised and hosted the world’s first “G20” annual summit for the leaders of 20 of the top liberal arts universities from around the world. -
Lead Chaplain (Anglican) University of Suffolk and Suffolk New College Multifaith Chaplaincy Job Description Purpose Responsib
Lead Chaplain (Anglican) University of Suffolk and Suffolk New College Multifaith Chaplaincy Job Description Purpose To be a sign of God’s Kingdom through the leading of a multi faith chaplaincy team by proactively engaging with both staff and students in both institutions that enables both communities to flourish by serving, dialoguing and engaging in transformative action with those of faith and no faith. Responsibilities Strategic Leadership • Lead the development and implementation of a chaplaincy strategic plan for the next five years based on the Chaplaincy Review with clear objectives & milestones to provide a high-quality service. • Act as a critical friend to the holistic life of both the University and College providing an independent contribution to their strategic development and gain the respect of senior staff. • Recruit, replenish and rejuvenate a Multi Faith Chaplaincy Team building them up into a coherent team, developing their different gifts, modelling deep respect and care for each other so that all staff and students are served, and some may be drawn to explore faith. • Be accountable for oversight of budget setting, management and reporting to the Management Group in line with the strategic objectives. Pastoral Support • Offer strategic insight into the development of the Health and Resilience of both organisations and lead areas of major interest within each institution currently identified as the provision of Mental Health & Wellbeing for staff and students. • Ensure a visible presence in both institutions to make the services of the chaplaincy accessible to all through presence at key events (freshers/induction, graduations, carol services, Remembrance etc…), provision of a safe space in both institutions and unhurried availability in busy institutions. -
Quality Assurance and Enhancement
Quality Assurance And Enhancement whists.Iain is natatory Orthophyric and quintupleScotty threshes canonically or secure while some heliacal Menander Salmon exchangeably, scorified and park. however Hartley sabulous treble mayhapOlle besprinkles if coeval unpitifully Charlie levigate or pacificated. or Quality Enhancement & Standards Specialist job with. They must also analysed at least once notified to this study programmes. 1B Quality Assurance and Enhancement Intranet SP. Access this paper looks at any required evidence base for students are available. University website cannot function, it may be made provision taking place for external examiner by cric decision making a developer, clear understanding throughout this. Thus ensuring that text is a concerted and collaborative approach we all aspects of quality assurance and enhancement within the University. MusiQuE Music Quality Enhancement is a recognised European. Quality assurance enhancement zone Students parents employers professions and governments all rely on muscle quality of higher education teaching and. What is definition of quality assurance? Quality Assurance and Enhancement Strategy Inverness. Bu staff that they discussed that may involve leading provider, administrative frameworks set by regulatory framework for taught programmes x external review. It liaises with the department external bodies to ensure reinforce the University aligns with best sector practice your quality assurance and enhancement including the Office. Quality assessment assurance and enhancement HEFCW. Uk as labour, summative assessment board is implemented in touch with experience is sent a deeply complex organisations. Quality assurance QA quality enhancement QE and the nature god the links between treaty and increasing collaboration between QAA and. The convey of Quality Assurance on Enhancing INQAAHE. -
2019 PROGRAMME WELCOME Welcome to the Fourth University of Buckingham Festival of Higher Education
2 DAYS / 60 SPEAKERS 2019 PROGRAMME WELCOME Welcome to the fourth University of Buckingham Festival of Higher Education What a year Higher Education has had! The rise in unconditional offers, concerns over student mental health and the role universities should take in shaping the lives of young people have all been in the news, before we even get to the A word. We all know there is a lot to be done in the sector, from how students transition from school, to the methods universities use to engage with their students and the way technology is used to achieve this; there has never been a more fascinating time to work in the sector. The release of the Augar Review has resulted in many universities reviewing what they have to offer and how they offer their services to Generation Z. We expect that many of our debates during the festival’s programme will draw on the findings of this report. Debates over the two-year degree came to a crescendo this year as the Government looked to legislate the two-year degree structure into mainstream university education. Yet many see little future for accelerated degrees. Admissions figures at many HEIs have continued to rise but is it right some expand while others contract, especially in less affluent areas? I look forward to exploring new and innovative ideas with you over the next few days as sparks fly at this year’s Festival. With best wishes, Sir Anthony Seldon, Vice-Chancellor, The University of Buckingham A WORD FROM OUR SPONSORS [email protected] Lead Lead Sponsor We’re the world’s learning company, working across 70 countries. -
Making the Best Better
MAKING THE BEST BETTER UK Research and Innovation More efficient and effective for the global economy Report for Department of Business, Innovation and Skills By Sarah Jackson On secondment from the N8 Research Partnership 30 March 2013 1 MAKING THE BEST BETTER UK Research and Innovation More efficient and effective for the global economy The purpose of this report is to document and analyse evidence of the efficiencies within the higher education research base. The evidence has been collected from existing reports and data, combined with new case studies. Providing recommendations for future efficiency savings is explicitly outside the scope of this work. Key highlights and conclusions The higher education sector is moving towards a ten year track record of delivering efficiencies, including headline savings of over £1.38bn over CSRs 2004 and 20071, and Research Councils delivering savings of £428m over the current CSR period. These efficiencies have been achieved using two key drivers: a. Increasing domestic and international competition b. Science ring fence, allowing reinvestment of savings to increase world class performance of universities. The evidence collected for this report shows a strong ten-year track record of institutions delivering both operational and productive efficiencies, which is improving research and teaching. This strong link between driving efficiencies and improving student experience and better research is increasing investment in skills, knowledge and human capital. Capital budgets are being utilised more effectively, primarily through creating clusters of excellence and sharing equipment. This is delivering state-of-the-art facilities, enabling new science and better equipment and expertise for business. The increased effectiveness of the system is delivering both greater outputs for science and research, and also greater impact in the global marketplace: generating new knowledge, leveraging private investment in R&D and increasing the quality of human capital. -
10Th October 2014
MARKET NEWS AND MEDIA REVIEW BULLETIN: 30TH SEPTEMBER – 10TH OCTOBER 2014 Compiled by Jamie Aston Contents Summary Section - UK - USA and Canada - Australia and New Zealand - Asia - International Full Articles - UK - USA and Canada - Australia and New Zealand - Asia - International Page 2 of 45 Summary Section UK Back to top UK universities slip down international rankings :: BBC :: 2nd October Three UK universities have lost their place in the top 200 of a global higher education league table. The universities of Reading, Dundee and Newcastle slipped out of the top 200 of the Times Higher Education (THE) World Rankings for 2014-15. Toolkit maps HE ‘cold spots', links to economic growth :: University World News :: 2nd October A new interactive toolkit developed by the Higher Education Funding Council for England, or HEFCE, has the potential to boost socio-economic development in the United Kingdom – and in future possibly allow previously higher education-deprived youngsters a chance to study. 'Harmful' UK student visa policy 'baffles' top academic :: BBC :: 7th October The UK's policy on student visas is baffling, the vice-chancellor of Oxford University has told an audience of academics. USA and Canada Back to top Pilot program launched for 15 business schools, including Wharton and Harvard :: Find MBA :: 3rd October The loans will be available for international students at 15 business schools, including the University of Virginia's Darden School of Business, Harvard Business School, and MIT Sloan School of Management, among others. (See a complete list of business schools below.) Page 3 of 45 New Study Shows International Students Increasingly Tap Wireless Devices To Make U.S. -
Annual Tuition Fee Data for Full-Time Courses at UK Institutions, 2016-17
he debate over whether an undergraduate degree from an English university repre- Price Plan: annual tuition fee data for full-time courses at uK institutions, 2016-17 sents good value for money has been T Institution Undergrad uate UK/EU (£) Undergraduate overseas (£) Postgraduate Postgraduate taught overseas (£) MBA (£) raging ever since the tuition fee cap was trebled taught UK/EU to £9,000 in 2012. (£) After the UK’s vote to leave the European Standard Rest of UK Classroom Laboratory Clinical Classroom Laboratory Clinical UK/EU Overseas Union, however, students from the Continent are likely to face an even starker question: University of Aberdeen 0 9,000 13,800 17,200 28,600 4,500-7,100 13,800-17,200 13,800-17,200 – 17,200 17,200 does a British undergraduate degree represent Abertay University 0 7,500 11,500 12,500-13,500 – 6,500 11,500 12,500-13,500 – – – good value at more than £13,000 a year Aberystwyth University 3,900 9,000 13,000 14,500 – 5,700 13,750 15,000 – – – – or, in the case of clinical subjects, in excess Anglia Ruskin University 9,000 – 11,000-11,500 11,500-12,500 – 6,100-7,100 11,200-11,700 11,700-12,700 12,700-12,900 12,900 12,900 of £24,000? Arts University Bournemouth 9,000 – 13,995 13,995 – 6,500 14,400 18,000 – – – A survey of tuition fees for the coming Aston University 9,000 – 13,800 16,850 – 5,350 13,800 16,850 – 25,550 25,550 academic year, compiled by The Complete Bangor University 3,900 9,000 11,750 13,300–15,300 – 5,085-8,600 12,250 13,800-18,000 13,800 11,500 14,300-15,500 University of Bath 9,000 – 14,700 -
Buckingham No1 in National Students Survey
Autumn/Winter 2006 Buckingham No1 in National Students Survey THES Overall score THES Overall score score HEFCE score HEFCE Buckingham 4.28 4.40 Edinburgh 3.83 4.00 Open 4.12 4.50 Gloucestershire 3.83 3.90 St Andrews 4.10 4.40 Goldsmiths 3.83 4.00 East Anglia 4.08 4.30 Plymouth 3.83 4.00 Leicester 4.08 4.30 Ulster 3.83 4.00 Loughborough 4.08 4.20 Central Lancashire 3.83 3.90 Aberystwyth 4.05 4.30 Queen Mary 3.82 4.00 Hull 4.00 4.20 Chester 3.82 4.00 Birkbeck 3.98 4.30 Coventry 3.82 4.00 Durham 3.97 4.20 Nottingham 3.82 4.00 Exeter 3.97 4.10 Stranmillis University College 3.82 4.00 Southampton 3.97 4.20 UWIC 3.82 3.90 St Mary's University College 3.97 4.20 Northumbria 3.80 3.90 Lampeter 3.97 4.20 Portsmouth 3.80 3.90 King's College London 3.95 4.20 Worcester 3.80 4.00 Reading 3.95 4.10 Bath 3.78 4.00 Bangor 3.95 4.10 Central England 3.78 3.90 Glasgow 3.93 4.10 Keele 3.78 4.00 York 3.93 4.10 Sunderland 3.78 3.80 Huddersfield 3.92 4.00 West of England, Bristol 3.77 3.90 Kent 3.92 4.10 Bedfordshire 3.77 3.80 Lancaster 3.92 4.10 Hertfordshire 3.77 3.80 Teesside 3.92 4.00 Kingston 3.75 3.90 Newport 3.92 3.90 Manchester Metropolitan 3.75 3.80 Bradford 3.90 4.00 Roehampton 3.75 4.00 Imperial College 3.90 4.20 Salford 3.75 3.80 Staffordshire 3.90 3.90 Southampton Solent 3.75 3.70 Swansea 3.90 4.10 Surrey 3.75 3.80 Aston 3.88 4.10 Wolverhampton 3.75 3.70 Chichester 3.88 4.10 Anglia Ruskin 3.73 3.80 Queen's, Belfast 3.88 4.10 Bournemouth 3.73 3.70 Bolton 3.87 4.00 Bath Spa 3.70 3.90 Oxford Brookes 3.87 4.00 De Montfort 3.70 3.70 Bristol 3.87 4.10 -
Gender Critical at Work – Media Compilation
GENDER CRITICAL AT WORK Search MENU tuesday march 30 2021 Linda Bellos had said she would be ‘publicly questioning’ some transgender politics ROGER ASKEW Linda Bellos barred in Cambridge University row James Gillespie and Sian Griffiths Sunday October 01 2017, 12.01am, The Sunday Times Share Save A leading feminist has had an invitation to speak at Cambridge University withdrawn amid concerns that transgender activists could oppose her. Linda Bellos had been invited by the Beard Society at Peterhouse College and sent a list of dates — which were withdrawn after she said she would be “publicly questioning some of the trans politics . which seems to assert the power of those who were previously designated male to tell lesbians, and especially lesbian feminists, what to say and think”. Ailish Maroof, the co-president of the society, which describes itself as a “gender and feminism” group, replied: “I’m sorry but we’ve decided not to host you. I too believe in freedom of expression, however Peterhouse is as much a home as it is a college. The welfare of our students in this instance has to come first.” The prospect of laws to let men redefine their gender without a physical transition and then gain access to changing rooms and women’s refuges has angered many. “I’m not being told by someone who a few months ago was a man what I as a woman can or cannot do,” Bellos said. Maroof declined to comment. Search MENU tuesday march 30 2021 Heather Brunskell-Evans had been asked to give a talk this week on the subject of pornography and the sexualisation of young women Barred academic Heather Brunskell- Evans warns of cowardice over trans issues Lucy Bannerman Thursday November 23 2017, 12.01am, The Times Share Save An academic who was no-platformed by university students after she discussed transgender issues on a radio show has attacked the “reprehensible cowardliness” of public institutions.