DOCSLIB.ORG

Iped2010proc(2)

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Iped2010proc(2) Coventry University Coventry University Repository for the Virtual Environment (CURVE) Author name: iPED Research Network Title: Proceedings of the 5th International iPED Conference, iPED 2010 Original citation iPED Research Network (2010) Proceedings of the 5th International iPED Conference, iPED 2010 Edited by the iPED Research Network. 15-16 September 2010. Coventry: Coventry University. ISBN 978-1-84600-0362 Available in the CURVE Research Collection: September 2010 Copyright © and Moral Rights are retained by the author(s) and Coventry University (unless otherwise stated in the Proceedings). A copy can be downloaded for personal non-commercial research or study, without prior permission or charge. This item cannot be reproduced or quoted extensively from without first obtaining permission in writing from the copyright holder(s). The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the copyright holders. http://curve.coventry.ac.uk iPED 2010 5th International Inquiring Pedagogies Conference Proceedings ‘Conceptualising Impact: Exploring the effectiveness of practice through pedagogic research’ Wednesday 15 - Thursday 16 September 2010 Coventry University, UK ISBN 978-1-84600-0362 iPED 2010 Conceptualising Impact: Exploring the effectiveness of practice through pedagogic research The conference archived website may be found at www.coventry.ac.uk/iped2010 iPED 2010: Conceptualising Impact: Page 1 of 143 iPED 2010: Conceptualising Impact: Page 2 of 143 Table of Contents Welcome ................................................................................................................................................. 7 iPED 2010 Peer Reviewer Panel ............................................................................................................ 9 Conference Theme Overview ............................................................................................................... 10 Conference Programme (subject to change) ........................................................................................ 11 Keynote Speakers ................................................................................................................................. 19 Dr Alis Oancea, University of Oxford ........................................................................ 21 Keynote: Education research and the RAE: findings from the review of the impacts of the RAE 2008 on education research ......................................................................................... 21 Workshop: The RAE, the REF, and the future of research assessment in the UK.................... 21 Professor Sir Robert Burgess, ................................................................................ 23 Vice-Chancellor, University of Leicester .................................................................... 23 Keynote: Exploring Assessment in Higher Education: from Policy to Practice ........................ 23 Extended Abstracts and Full Papers ..................................................................................................... 25 17 Lewis Elton; “They do the things they ought not to do and do not do the things they ought to do” .................................................................................................................... 27 22 Ewa Maciejewski, Learner-led, Industry-supported, Technology-enriched Learning ............. 28 23 Karen Gresty and Andrew Edwards-Jones; Making a Difference to Transition from Foundation Degrees into Final Year University Science Programmes ................................................ 30 25 Billy Brick; Beyond Penpalling: Web 2.0 language learning .......................................... 32 26 Tina Bass; Does Lave and Wenger’s Original Approach to Workplace Learning Still Have Currency Today? ............................................................................................... 34 28 Jackie Shanley and Jayne Dalley-Hewer; I’m Part of the Discussion Now: Students’ perspectives on the development of Master’s-level academic skills .................................................... 36 30 Geof Hill; Making Use of Pedagogic Models as Reflective Catalysts for Investigating Pedagogic Practice .......................................................................................................... 38 34 John Mair, Andrew Noakes and Andrée Woodcock; Two Cultures Two Countries... one learning object joins them ................................................................................................ 44 35 Val Cox; Do Students See the Advantages of Online Marking and Feedback? ................... 46 36 Charlotte Mbali; The Perils of Impact Studies for Computer-based Innovations: A case-study of supervising the M.Ed theses of two Engineering lecturers ............................................... 52 37 Lisa Payne; Computing Students: Identities, motivation and expectations ......................... 57 39 Laura Dison and Stella Granville; Using a Socio-cognitive Approach for Analysing the Development of Comparison Writing on an Academic Literacy Course ................................ 59 40 Stella Granville and Laura Dison; Initiates into the Academy: Preparing first year students for academic literacy at a South African university ............................................................ 61 42 Bernadette McCabe; Tablet PCs as a Catalyst to Pedagogical Innovation: A case study in microbiology ..................................................................................................... 63 43 Peter Aborisade; Voice to the Voiceless? Exploring African digital-immigrant students’ reactions to Moodle resources ........................................................................................... 65 iPED 2010: Conceptualising Impact: Page 3 of 143 46 Linda Schwartz-Trivett; Music Theory Pedagogy and the Critical Stance: Re-imagining purpose, content and method in the classroom by means of a critical pedagogy of inquiry .................... 67 50 Alias Masek and Sulaiman Yamin; The Effects of Problem Based Learning Instruction on Knowledge, Higher Order Thinking Skills, and Perception in a Technical Engineering Programme69 68 Nicole Steils; The Impact of Methodology: Approaching and involving university students as research participants ........................................................................................... 75 70 Marina Orsini-Jones, Mike Cribb, David Jones, Ross Graham, Rebecca Lund and Fiona Lee; Student-Driven and Threshold-Concept Informed Curricular Change .................................. 77 71 Jonathan Worley, Mary Eakin and Martine Martin; Evaluating the Effectiveness of Peer Tutoring in Writing: Quantitative and qualitative methods ........................................................... 84 72 Mark Oliver, Stephen Bate and Mark Childs; Evaluation of Audio Message Feedback to a Signal Processing Class ............................................................................................... 86 73 John Heyda; Imagining Another Chance for Reader-Response Theory ............................ 93 74 Alison James; Maps, Membership, Mazes: How recognizing and producing their own landscapes of practice helps students deepen their personal and professional development ...... 98 75 Karen Quinn; Embedding Employability in HE – Worlds Apart: Illuminative lessons in understanding stakeholder perspectives .................................................................. 100 76 Hyacinth Skervin; Dialogic Analysis of Narrative Results from a Gender Study: Lessons for transformative research ..................................................................................... 103 77 Kathy Courtney; Exploring the Idea of Interprofessional Teaching in HE ........................ 105 80 Juliana H.C Hsu and Ching-Yi Li; The Construction of an Affective Curriculum: Building a learning network on campus ................................................................................ 107 81 Matt Mawer; Reflections on Researching Virtual Worlds as an Educational Space ............ 109 82 Clair Looby; Back to Basics: Understanding workbased tutors’ pedagogical constructs ....... 111 83 Wendy Smeets and Rebecca Westrup, How to Measure the Impact of Writing Support? ..... 112 84 Anthony Kent and Greg Messiah; The Influence of the Physical Environment on Student Sense- making: A widening participation perspective ............................................................ 114 85 Muhammad Munir Kayani, Anisa Kayani and Saima Parveen; Effectiveness of a Pre-Service Professional Development Programme: An analysis .................................................... 116 88 Nigel Ecclesfield and Fred Garnett; The Open Context Model of Learning and the Craft of Teaching ....................................................................................................... 118 89 Gemma Tombs; Using Technology to Innovate Practice: The case of virtual worlds ........... 120 90 Ian Wilson and Steve Martin; Applying Lean in Education: Reducing assessment workload by rethinking curriculum design ................................................................................ 122 94 Biljana Stojakovic and Goran Malcic; A Multimedia-Based Interactive Table of English Verb Tenses: Initial results of its power as a teaching tool .................................................... 124 97 Katie Bryant-Moetele; Becoming a Researcher: Exploring the relationship between
Load more

Recommended publications
  • 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.
    [Show full text]
  • Heterotopias of Mental Health Care: the Role of Space in Experiences of Distress, Madness and Mental Health Service Use
    Open Research Online The Open University’s repository of research publications and other research outputs Heterotopias of mental health care: The role of space in experiences of distress, madness and mental health service use. Thesis How to cite: Mcgrath, Laura (2012). Heterotopias of mental health care: The role of space in experiences of distress, madness and mental health service use. PhD thesis London South Bank University. For guidance on citations see FAQs. c 2012 The Author https://creativecommons.org/licenses/by-nc-nd/4.0/ Version: Version of Record Copyright and Moral Rights for the articles on this site are retained by the individual authors and/or other copyright owners. For more information on Open Research Online’s data policy on reuse of materials please consult the policies page. oro.open.ac.uk Heterotopias of mental health care: the role of space in experiences of distress, madness, and mental health service use. Laura McGrath A thesis submitted in partial fulfilment of the requirements of London South Bank University for the degree of Doctor of Philosophy 5th April 2012 1 Dedicated to Caroline McGrath 2 Acknowledgments Firstly, I am very grateful to all those who took the time to participate in this research and were willing to discuss their experiences with me. Two people in particular have been instrumental in the production of this thesis. First of all, I would like to express my gratitude to my supervisor, Paula Reavey, for her inspiring teaching in the area of mental health, as well as initially stirring my interest in space and materiality, and then for providing invaluable guidance, inspiration and friendship, over the course of this research.
    [Show full text]
  • Summer Study Abroad in London 1 July to 5 August 2014 Why Middlesex?
    Summer Study Abroad in London 1 July to 5 August 2014 Why Middlesex? Based in London, Middlesex University’s Summer School is one of the largest fully integrated programmes in the UK, giving you the opportunity to interact with students already studying at Middlesex, as well as other students from London, Europe and other international countries. London is a fantastic city, steeped in history, culture and has a thriving social scene – all the elements needed for a great Study Abroad experience! Our programme is designed to allow you to explore and enjoy London at the same time as earning academic credit. Each course is focussed toward your individual academic needs and aspirations; this could be anything from studying Shakespeare to improving your Business skills. Our Summer School is based at the Hendon Campus which stands in a vibrant area of North London, well-connected to transport and close to bustling shops and cafes. Hendon Central underground station is a short walk away, and the area is well served by buses. Central London is only 25 minutes away by public transport. Over the last few years we have invested more than £200million in our Hendon campus, including building a number of state of the art teaching and social spaces as well as a complete renovation of the library this summer. We are proud of the very high level of student satisfaction achieved and work hard to ensure your study abroad experience is exciting, fun and memorable. Summer school in London has been one of the best experiences of my life. I’ve loved being able to explore the historic parts of the city and enjoyed London’s vibrant culture.
    [Show full text]
  • Cv Cantore.Pdf
    Cristiano Cantore Research Hub E-mail: [email protected] Bank of England E-mail: [email protected] Threadneedle Street Web: http://www.cristianocantore.com London EC2R 8AH Phone: +44 (0)2034614469 Fields of Business Cycle Theory, Monetary and Fiscal Policy, Applied Macroeconomics Interest Current Research Advisor, Research Hub, Bank of England. 07/2021 to date Employment Reader in Economics (Part-Time), University of Surrey, Guildford. 08/2018 to date Other Centre for Macroeconomics (LSE), Euro Area Business Cycle Network, Central Bank Affiliations Research Association and Centre for International Macroeconomics (Surrey). Education Ph.D. in Economics University of Kent, (passed without corrections). 2011 Dissertation Examiners: Prof. M. Ellison (Oxford), Dr. K.Shibayama (Kent). M.Sc. in Economics, Pompeu Fabra University, Barcelona. 2005 B.A. in Economics and Statistics, L. Bocconi University, Milan. 2004 Previous Senior Research Economist, Research Hub, Bank of England. 09/2018 to 06/2021 Positions Senior Lecturer in Economics, University of Surrey, Guildford. 04/2013 to 07/2018 Visiting Professor, University of California San Diego. 02/2014 to 07/2014 Visiting Research Fellow, Banco de España, Madrid. 04/2012 to 08/2012 Lecturer in Economics, University of Surrey, Guildford. 09/2009 to 03/2013 Visiting Professor, University of Cagliari. 01/2012 to 02/2012 Intern, European Central Bank, Economics DG. 08/2008 to 10/2008 Intern, OECD, Economic Department, Country desk 1. 07/2007 to 09/2007 Publications (2021) Workers, Capitalists, and the Government: Fiscal Policy and Income (Re)Distribution, joint with Lukas Freund (University of Cambridge). Journal of Monetary Economics, 119, 58-74.
    [Show full text]
  • G David Sands Sepnet Summer Placement
    SEPnet Summer Placement Survey What software do students use on placements? How well do physics courses prepare them for using industry software? Veronica Benson SEPnet (South East Physics Network) Employer Liaison Director [email protected] Working together to promote excellence in Physics What is SEPnet? • The South East Physics Network (SEPnet) is a consortium of physics departments in 9 universities (Kent, Herts, OU, Portsmouth, Queen Mary, Royal Holloway, Southampton, Surrey & Sussex) • The SEPnet partners work together to deliver excellence in physics through collaboration, teaching and research • SEPnet includes: • an outreach programme to increase student interest in physics working with schools • A Graduate School (GRADnet) to develop technical and transferable skills of postgraduate research students • A collaborative research programme • An employer engagement programme to develop employability skills of undergraduates and postgraduate research students Working together to promote excellence in Physics What is the SEPnet Summer Placement Scheme? • An annual scheme offering placements to 2 nd and 3 rd (non final) year physics students at partner universities • Employers who recruit physics graduates and university supervisors offer 8-week summer projects • Projects are circulated to students who apply direct for roles • Students receive a £2,000 bursary funded by employers and SEPnet partner departments • SEPnet Employer Engagement Officers manage placements and visit students/supervisors during the placement • Students
    [Show full text]
  • Register of Collaborative Provision
    Collaborative Provision Register 2019/20 Please note that student exchange agreements, Erasmus agreements, Intentions to collaborate, placement / PTY or individual agreements are not included on this register Faculty of Arts and Social Sciences Type of Agreement Partner Country Programme BA Dance (level 6) Articulation Jiangnan University China MA Performance Practice and Research (Dance) Doctoral Training Partnership SeNSS UK PGR programmes within FASS AHRC funded Doctoral Training Partnership Doctoral Training Centre UK English & Languages, Arts TECHNE: London and South East Doctoral Research Consortium Social Sciences (including Economics, Human Geography, Management and Business Studies, Political Science and Doctoral Training Centre South East Doctoral Training Consortium (SE DTC) (ESRC funded) UK International Studies, Psychology, Social Anthropology, Social Work and Social Policy, Socio‐Legal Studies, Sociology and Environmental Energy and Resilience) BSc Tourism Management BSc International Hospitality and Tourism Management BSc Business Management MSc Financial Services Management Dual Award Dongbei University of Finance and Economics (DUFE) China MSc International Business Management MSc Retail Management MSc Tourism Development MSc Tourism Management MSc Tourism Marketing Amsterdam Dual Award ExSide and PGR programmes within Economics Germany Dual Award Hong Kong Polytechnic University Hong Kong PGR programmes within Hospitality and Tourism Management MSc Programmes in: Surrey Business School Progression Nankai University (College
    [Show full text]
  • Procedure for the Investigation of Allegations of Misconduct in Research September 2013 Document Title
    Procedure for the Investigation of Allegations of Misconduct in Research September 2013 Document title Procedure for the Investigation of Allegations of Misconduct in Research September 2013 Document author and department Responsible person and department Karen Musk, Research Manager Dr David Arrell, (Strategy and Policy), Pro Vice-Chancellor, Research and Innovation Services Directorate Approving body Date of approval Audit and Quality Committee 13 September 2013, Min 98 Academic Council 23 June 2015, Min 69 Review date Edition no. ID code September 2016 1 23 Review ongoing, please contact [email protected] if you have any queries. EITHER OR For public access online (internet)? For staff access only (intranet)? Tick as appropriate Tick as appropriate Yes 3 Yes For public access on request copy to be mailed Password protected Tick as appropriate Tick as appropriate Yes 3 No Yes No 3 External queries relating to the document to be referred in the first instance to the University Secretary: telephone +44 (0)23 9284 3195 or email [email protected] If you need this document in an alternative format, please contact +44 (0)23 9284 5776. The latest version of this document is always to be found at: http://policies.docstore.port.ac.uk/policy-023.pdf Contents Page no. Summary . 4 A. Introduction . 4 B. Scope . 5 C. Definitions . 5 D. Receipt of allegations . 7 E. Preliminary Investigation . 8 F. Preliminary Investigation: Findings and subsequent actions . 9 G. Formal Investigation . 10 H. Formal investigation: Findings and subsequent actions . 11 I. Reporting to the University Research and Enterprise and Innovation Committees .
    [Show full text]
  • Oxford Brookes University
    UK UNIVERSITY INTELLECTUAL PROPERTY RANKING 2020 Institution: Oxford Brookes University Location Of IP Policy: Click Here Ease Of Finding Document: Easy 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
    [Show full text]
  • 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.
    [Show full text]
  • Just What Is It That Makes Today's Art Schools So Different, So Appealing? 29 Mar 2014 10:00 Am Cinema 1 & ICA Studio
    Just What Is It That Makes Today's Art Schools So Different, So Appealing? 29 Mar 2014 10:00 am Cinema 1 & ICA Studio 10.00am – 10.05am: WELCOME Prof. Rebecca Fortnum (Professor of Fine Art, Middlesex University) 10.05am – 10.35am: Keynote 1 Dr. Elena Crippa (Curator, Modern and Contemporary British Art, Tate Britain; and co-Pathway Leader, MRes Art: Exhibition Studies, Central Saint Martins, University of the Arts London) 10.35am – 11.05am: Keynote 2 Dr. Andrew McGettigan (Writer, author of The Great University Gamble: money, markets and the future of higher education) 11.05am – 11.30am: BREAK 11.30am – 12.00pm: Keynote 3 Prof. Nicholas Mirzoeff (Professor of Media, Culture and Communication, NYU-Steinhardt and Professor of Visual Culture, Middlesex University) 12:00pm – 12.30pm: SCREENING STUDENT FILMS 12.30pm – 1.30pm: LUNCH 1:30pm – 2:45pm: Simultaneous Presentations & Discussions (Cinema 1 and ICA Studio) Group 1 (Community) - Chair: Emma Cocker (Senior Lecturer, Nottingham Trent University) - Prof. Sonia Boyce (Artist, Professor of Fine Art at Middlesex University and Professor of Black Art and Design, University of the Arts London) - Dr. Loraine Leeson (Artist, Director of cSPACE and Senior Lecturer at Middlesex University) - Anna Hart (Founder & Organiser, AIR, Central Saint Martins - University of the Arts London) - Emily Druiff (Director of Peckham Platform) Group 3 (Skill) - Chair: Laura White (Artist and Senior Lecturer, Goldsmiths, University of London) - Anna Harding (Chief Executive of SPACE, London) - Dr. Nicholas Houghton (Academic Developer, University for the Creative Arts) - Kelly Chorpening (Artist and Course Director of BA (Hons) Drawing at Camberwell College, University of the Arts London) - Harriet Warden (Creative Director of Blackhorse Workshop) & Maria Lisogorskaya (Co-Founder of Assemble) 2.45pm- 4.15pm: Simultaneous Presentations & Discussions (Cinema 1 and ICA Studio) Group 2 (Resistance) - Chair: Prof.
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]