DOCSLIB.ORG

2019–20 Annual Report and Accounts 2019–20 | Contents

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
2019–20 Annual Report and Accounts 2019–20 | Contents ANNUAL REPORT AND ACCOUNTS 2019–20 Annual Report and Accounts 2019–20 | Contents OUR STRATEGY FOUNDATIONS Imperial College London’s mission is to achieve • We will continue to specialise in science, engineering, medicine and business. This is the foundation on which we build our future. enduring excellence in research and education • We will maintain world class core academic disciplines. All research and education must be underpinned by a deep understanding of the fundamentals. in science, engineering, medicine and business • We will encourage multidisciplinary research. Only by bringing together expertise from different disciplines can we solve today’s global challenges. for the benefit of society. • We will embed our educational experience in a vibrant, research-led, entrepreneurial environment. By learning alongside researchers who are experts in their fields our students gain the practical, entrepreneurial and intellectual skills to tackle societal problems. PEOPLE Independent • We will build a supportive, inclusive and highly motivated staff community across all disciplines, functions and activities. This will help us to attract Imperial in 2019–20 Auditors’ Report and retain the talented and diverse staff we need to achieve our mission. • We will enrich the student experience. Providing a broad range of activities, services and support for our students beyond their studies helps them 04 President’s foreword 48 Independent auditors’ report to the Council to develop wider talents and to be successful. • We will build strong relationships with our alumni and friends. 06 Imperial’s benefit to society This lifelong exchange of ideas and support benefits all of us. 14 Managing risks 18 Our remuneration policies and practices PARTNERS • We will strengthen collaboration with business, academia, and non-profit, healthcare and government institutions across the globe. No university can achieve excellence Financial Statements or realise the full benefits of its work by itself. • We will inform decision makers to influence policy. Our excellence, breadth of knowledge, Financial Review 2019–20 connections and London location allow us to bring together and inform key decision makers in governments and industries for the benefit of society. • We will share the wonder and importance of what we do. Collaboration with the public, 24 Finance foreword 52 Statement of comprehensive income schools and our local communities fosters a shared passion for and understanding and expenditure of our work. 25 Five-year consolidated summary of key statistics 53 Statement of financial position 26 Financial review 54 Statement of changes in reserves ENABLERS 55 Consolidated statement of cash flows • We will strengthen and diversify our revenues. Delivering our mission 56 Statement of principal accounting policies requires investment in our staff, students and facilities. 62 Notes to the financial statements • We will provide professional support, consistent processes and appropriate Corporate technology for all of our staff and students. The pursuit of excellence in research and education requires excellence in all that we do. Governance • We will act courageously and innovatively when pursuing new opportunities. We need to take academic and financial risks to sustain excellence in research and education. 39 Our governance structure 42 Responsibilities of the Council 44 Council and Council committees On the cover: The Sir Michael Uren Hub at the White City Campus. 01 IMPERIAL IN 2019–20 Dr Apostolos Voulgarakis and visiting PhD student, Yawei Qu, discuss the influence of Californian wildfires on air pollution and cloud formation using high resolution satellite images at the Global Data Observatory in the Data Science Institute. Imperial in 2019–20 | Annual Report and Accounts 2019–20 Annual Report and Accounts 2019–20 | Imperial in 2019–20 PRESIDENT’S FOREWORD Researchers working on machine learning to teach robots to complete everyday tasks. When we wrote the College strategy Strong foundations for global challenges Great people: our College community 2015–2020, we hoped that it would be The COVID-19 crisis has showed, more than We will build upon our accomplishments improving an enduring guide. It has held up well, ever, the value of a strong strategy, the ability our supportive, inclusive and highly motivated staff even in the face of unprecedented crisis to take risks and the need to act courageously. community. This year the Race Equality Charter and societal change. Right across College, our people have risen to team interrogated policies and procedures, and the challenges bringing expertise and discovery the outcomes of these. We were assessed to have The foreword to the College strategy in 2015 in epidemiology, diagnostics, therapies, clinical achieved Disability Leader status; the highest was prescient: practices, policies and economic impact to address level of accreditation. This is indicative of an the pandemic. New partners have emerged, organisation which anticipates needs, rather one PROFESSOR It is 2015 and we can be confident that in ten new levels of courage have been mustered. which simply responds. As a result of improvements ALICE P. GAST years the world will be quite different from today. We have known that universities had to made we successfully jumped up four places in the PRESIDENT OF International relations, social structures and trade change to adapt to societal evolution and our increasingly challenging Stonewall Equality Index. IMPERIAL COLLEGE patterns will alter. There will be new approaches community has adapted swiftly to a rapidly changing We remain committed to the Athena SWAN A second initiative brings together our expertise LONDON to dealing with epidemics, shortages of natural environment. While we might not have predicted Charter as a means of driving improvements in and infrastructure, from molecular synthesis to AI, resources and environmental crises. New a global pandemic shifting us to remote working gender equality. The number of departmental to revolutionise how we create new molecules, challenges will arise. and online teaching and learning, our strategies awards has increased to 18 (out of 21 departments) from new drugs to more effective catalysts, had prepared us to seize opportunities and in the past year as a result of several successful to meet a wide range of societal needs. Unprecedented challenge abounds in 2020 face challenges. submissions; a Gold renewal in Chemistry and Making the most of these ambitious projects and beyond. Our mission, to achieve enduring We have accomplished a lot outside of this Silver for Physics, Surgery and Cancer and will require collaboration with partners in industry excellence in research and education in science, unprecedented event. Our core disciplines are Bioengineering among them. and research and higher education institutions engineering, medicine and business for the benefit stronger than ever leading to new discoveries in across the UK and internationally. Investment of society, is more important than ever. every field. Our Academic Strategy is based on these must optimise outcomes for the UK as a whole. Our strong foundations, great people, excellent strong foundations and leads to tangible benefits Informing, influencing, inspiring partners and enablers still frame what we aim for. to society. It builds on the way Imperial reaches We have accomplished quite a bit since 2015 and across disciplines and embeds the educational The changes in the UK over the past year have Enablers: the way forward we have new and daunting challenges ahead. experience in a vibrant, research-led, entrepreneurial given us opportunities to be seized and challenges environment. We focus on the ways we are helping to be met. There are risks to be taken and bets Our ability to try new things, to provide an society become more sustainable, healthy, smart to be made. We have been at the heart of efforts environment supporting individuals to be bold and resilient. These attributes have never been to persuade government of the value of science, and take risks, and to work across disciplines more pressing. research and education to the future of the UK. should give us confidence to seize opportunities. We and our partners across the country in higher One such opportunity is in the government’s education, research and industry, successfully proposal to experiment with new funding made the case for the UK investment in Research approaches, giving researchers greater freedom and Development to rise to 2.4% of GDP by 2027. to pursue long-range projects to tackle some We are now poised to take advantage of this of the world’s greatest challenges. This is called immense opportunity, and we must be proactive. UK Advanced Research Projects Agency (ARPA), Our Academic Strategy creates new opportunities which is modelled on the US version. This approach to do just that. The first two initiatives in the strategy will be even more beneficial if its founders take illustrate this well. a lesson from jazz and encourage improvisation In the Towards Zero Pollution initiative, and collaboration with trusted partners within our world leading research and education the UK and abroad. comes together with strength and purpose to systematically address the problems of pollution. This complements the way our community is rising to the challenges posed by climate change through Sustainable Imperial’s work to help our campuses and every member of our community to reduce Professor Alice P. Gast their carbon footprint.
Load more

Recommended publications
  • 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.
    [Show full text]
  • Educating for Professional Life
    UOW5_22.6.17_Layout 1 22/06/2017 17:22 Page PRE1 Twenty-five Years of the University of Westminster Educating for Professional Life The History of the University of Westminster Part Five UOW5_22.6.17_Layout 1 22/06/2017 17:22 Page PRE2 © University of Westminster 2017 Published 2017 by University of Westminster, 309 Regent Street, London W1B 2HW. All rights reserved. No part of this pUblication may be reprodUced, stored in any retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, withoUt prior written permission of the copyright holder for which application shoUld be addressed in the first instance to the pUblishers. No liability shall be attached to the aUthor, the copyright holder or the pUblishers for loss or damage of any natUre sUffered as a resUlt of reliance on the reprodUction of any contents of this pUblication or any errors or omissions in its contents. ISBN 978-0-9576124-9-5 A CIP catalogue record for this book is available from The British Library. Designed by Peter Dolton. Design, editorial and production in association with Wayment Print & Publishing Solutions Ltd, Hitchin, Hertfordshire, UK. Printed and bound in the UK by Gomer Press Ltd, Ceredigion, Wales. UOW5_22.6.17_Layout 1 05/07/2017 10:49 Page PRE3 iii Contents Chancellor’s Foreword v Acknowledgements vi Abbreviations vii Institutional name changes ix List of illustrations x 1 Introduction 1 Map showing the University of Westminster’s sites in 1992 8 2 The Polytechnic and the UK HE System pre-1992
    [Show full text]
  • Student Accommodation Survey
    STUDENT ACCOMMODATION SURVEY 2015 Acknowledgements We would like to extend our sincere thanks to the institutions who took part in our online survey and to both UPP and Cass and Claredale for sponsoring the survey. CONTENTS Introduction ......................................2 Key Findings and background .......................3 Methodology . 4 Profile of students polled ...........................5 Students living in the Private Rented Sector ..........7 Satisfaction ratings for shared flats/houses . 8 Rents – in private rented sector .....................9 Areas and rents ..................................10 Students living in Halls of Residence ................11 Satisfaction ratings for Student Halls of Residence....12 Satisfaction ratings by type of provider .............13 Expectations.....................................14 Notes on Data Analysis ...........................18 1 INTRODUCTION With over 6,000 completed responses, this is the largest survey of student housing in London ever conducted. We would like to thank both UPP and Cass and Claredale for their sponsorship. Without their assistance we would not have been able to receive such an excellent response. Student housing is a subject that has attracted press coverage and competing visions of what is necessary to meet student needs. It is a subject of political debate with local authorities, the NUS, the HE sector and private developers debating the way forward to encourage both investment in, and delivery of, appropriate student housing. The Mayor of London has facilitated this debate through the London Academic Forum. The result has been that, in principle, the latest iteration of the London Plan will require private developers to either work in partnership with an HE Institution or deliver an element of their housing at rents affordable to the majority of students.
    [Show full text]
  • Progression of College Students in London to Higher Education 2011 - 2014
    PROGRESSION OF COLLEGE STUDENTS IN LONDON TO HIGHER EDUCATION 2011 - 2014 Sharon Smith, Hugh Joslin and Jill Jameson Prepared for Linking London by the HIVE-PED Research Team, Centre for Leadership and Enterprise in the Faculty of Education and Health at the University of Greenwich Authors: Sharon Smith, Hugh Joslin and Professor Jill Jameson Centre for Leadership and Enterprise, Faculty of Education and Health University of Greenwich The views expressed in this report are those of the authors and do not necessarily reflect those of Linking London, its member organisations or its sponsors. Linking London Birkbeck, University of London BMA House Tavistock Square London WC1H 9JP http://www.linkinglondon.ac.uk January 2017 Linking London Partners – Birkbeck, University of London; Brunel University, London; GSM London; Goldsmiths, University of London; King’s College London; Kingston University, London; London South Bank University; Middlesex University; Ravensbourne; Royal Central School for Speech and Drama; School of Oriental and African Studies, University of London; University College London; University of East London; University of Greenwich; University of Westminster; Barnet and Southgate College; Barking and Dagenham College; City and Islington College; City of Westminster College; The College of Enfield, Haringey and North East London; Harrow College; Haringey Sixth Form College; Havering College of Further and Higher Education; Hillcroft College; Kensington and Chelsea College; Lambeth College; Lewisham Southwark College; London South East Colleges; Morley College; Newham College of Further Education; Newham Sixth Form College; Quintin Kynaston; Sir George Monoux College; Uxbridge College; Waltham Forest College; Westminster Kingsway College; City and Guilds; London Councils Young People’s Education and Skills Board; Open College Network London; Pearson Education Ltd; TUC Unionlearn 2 Foreword It gives me great pleasure to introduce this report to you on the progression of college students in London to higher education for the years 2011 - 2014.
    [Show full text]
  • Lessons from London Schools: Investigating the Success
    LESSONS FROM LONDON SCHOOLS: INVESTIGATING THE SUCCESS Sam Baars, Eleanor Bernardes, Alex Elwick, Abigail Malortie, Tony McAleavy, Laura McInerney, Loic Menzies and Anna Riggall WELCOME TO CfBT EDUCATION TRUST CfBT Education Trust is a top 30* UK charity providing education services for public benefit in the UK and internationally. Established over 40 years ago, CfBT Education Trust has an annual turnover exceeding £100 million and employs more than 2,000 staff worldwide. We aspire to be the world’s leading provider of education services, with a particular interest in school effectiveness. Our work involves school improvement through inspection, school workforce development and curriculum design for the UK’s Department for Education, the Office for Standards in Education, Children’s Services and Skills (Ofsted), local authorities and an increasing number of independent and state schools, free schools and academies. We provide services direct to learners in our schools and in young offender institutions. Internationally we have successfully implemented education programmes for governments in the Middle East, North Africa and South East Asia and work on projects funded by donors such as the Department for International Development, the European Commission, the Australian Department of Foreign Affairs and Trade, the World Bank and the US Agency for International Development, in low- and middle-income countries. Surpluses generated by our operations are reinvested in our educational research programme. Visit www.cfbt.com for more information. *CfBT is ranked 27 out of 3,000 charities in the UK based on income in Top 3,000 Charities 2010/11 published by Caritas Data The views and opinions expressed in this publication are those of the authors and do not necessarily represent the views of CfBT Education Trust or Centre for London.
    [Show full text]
  • Annual Report and Accounts 2018–19 | Contents
    ANNUAL REPORT AND ACCOUNTS 2018–19 OUR STRATEGY FOUNDATIONS • We will continue to specialise in science, engineering, medicine and business. This is the foundation on which we build our future. • We will maintain world class core academic disciplines. All research and education must be underpinned by a deep understanding of the fundamentals. • We will encourage multidisciplinary research. Only by bringing together expertise from different disciplines can we solve today’s global challenges. • We will embed our educational experience in a vibrant, research-led, entrepreneurial environment. By learning alongside researchers who are experts in their fields our students gain the practical, entrepreneurial and intellectual skills to tackle societal problems. PEOPLE • We will build a supportive, inclusive and highly motivated staff community across all disciplines, functions and activities. This will help us to attract and retain the talented and diverse staff we need to achieve our mission. • We will enrich the student experience. Providing a broad range of activities, services and support for our students beyond their studies helps them to develop wider talents and to be successful. • We will build strong relationships with our alumni and friends. This lifelong exchange of ideas and support benefits all of us. PARTNERS • We will strengthen collaboration with business, academia, and non-profit, healthcare and government institutions across the globe. No university can achieve excellence or realise the full benefits of its work by itself. • We will inform decision makers to influence policy. Our excellence, breadth of knowledge, connections and London location allow us to bring together and inform key decision makers in governments and industries for the benefit of society.
    [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]
  • At Uxbridge College Our Priority Is Preparing Our Learners for a Fantastic Future. Our Courses Not Only Give Learners the Skills
    At Uxbridge College our priority is preparing our learners for a fantastic future. Our courses not only give learners the skills they need to succeed, we also provide a package of experiences to equip them for life after college. Choosing a college is a big decision, but it is also a very exciting time. There are lots of things that make a great college experience including the course, the facilities, the support on offer, the social side of student life and the opportunities learners have after they finish their course. We know these things are important and we continually invest in the College to ensure that our learners can access the very best advice, support and facilities to help them succeed. We want our learners to enjoy the time they spend with us, get a great qualification and go on to be successful in their chosen field, whether they go on to study higher education, or start a great career. Good luck with your future plans and I hope to see you on the campus very soon. Laraine Smith OBE Principal and CEO Uxbridge College has been established since 1965, and has been the No.1 College in west London for a number of years. The College is a publicly funded government College, and has continued to maintain its Highly Trusted Status on the Tier 4 Register of Sponsors since 2009. The College also has an “outstanding” Ofsted rating for its standards, the highest possible grade government inspectors can give. Uxbridge College welcomes students from all over the world, providing international students with a great range of English language, Pre-University and Pathway to Degree courses.
    [Show full text]
  • The Changing Role of the School Inspector and Advisor in England and Wales : a Case Study of a London Suburban Authority
    Middlesex University Research Repository An open access repository of Middlesex University research http://eprints.mdx.ac.uk Ozokoli, Gabriel Nduaguba (1989) The changing role of the school inspector and advisor in England and Wales : a case study of a London suburban authority. Masters thesis, Middlesex Polytechnic. [Thesis] This version is available at: https://eprints.mdx.ac.uk/13465/ Copyright: Middlesex University Research Repository makes the University’s research available electronically. Copyright and moral rights to this work are retained by the author and/or other copyright owners unless otherwise stated. The work is supplied on the understanding that any use for commercial gain is strictly forbidden. A copy may be downloaded for personal, non-commercial, research or study without prior permission and without charge. Works, including theses and research projects, may not be reproduced in any format or medium, or extensive quotations taken from them, or their content changed in any way, without first obtaining permission in writing from the copyright holder(s). They may not be sold or exploited commercially in any format or medium without the prior written permission of the copyright holder(s). Full bibliographic details must be given when referring to, or quoting from full items including the author’s name, the title of the work, publication details where relevant (place, publisher, date), pag- ination, and for theses or dissertations the awarding institution, the degree type awarded, and the date of the award. If you believe that any material held in the repository infringes copyright law, please contact the Repository Team at Middlesex University via the following email address: [email protected] The item will be removed from the repository while any claim is being investigated.
    [Show full text]
  • Progression of College Students in London To
    PROGRESSION OF COLLEGE STUDENTS IN LONDON TO HIGHER EDUCATION 2007 to 2012 Sharon Smith, Hugh Joslin and Jill Jameson Prepared for Linking London partners by the Centre for Leadership and Enterprise in the Faculty of Education and Health at the University of Greenwich Authors: Sharon Smith, Hugh Joslin and Professor Jill Jameson Centre for Leadership and Enterprise, Faculty of Education and Health University of Greenwich [email protected] ++44(0)20 8331 9487 The authors would like to thank Sue Betts, Director of Linking London, the following sponsors: London Councils Young People’s Education and Skills, King’s College London, SOAS, University of London and Dr Linda Burke, Pro Vice Chancellor, Faculty of Education and Health, University of Greenwich for their support for this project and also thank Rachel Thompson for her work on the databases and tables. The views expressed in this report are those of the authors and do not necessarily reflect those of Linking London, its member organisations or its sponsors, London Councils Young People’s Education and Skills, King’s College London and SOAS, University of London. Linking London Birkbeck, University of London Egmont House, 25-31 Tavistock Place London WC1H 9SF http://www.linkinglondon.ac.uk June 2015 Linking London Partners – Birkbeck, University of London; GSM London; Goldsmiths, University of London; King’s College London; Kingston University, London; London South Bank University; Middlesex University; Ravensbourne; Royal Central School for Speech and Drama; School of Oriental
    [Show full text]
  • Alternative Educational Provision in an Area of Deprivation in London Magdalena Cajic-Seigneur* and Ann Hodgson UCL Institute of Education, University College London
    London Review of Education DOI:10.18546/LRE.14.2.03 Volume14,Number2,September2016 Alternative educational provision in an area of deprivation in London MagdalenaCajic-Seigneur*andAnnHodgson UCL Institute of Education, University College London Theattainmentinnationalexaminationsandprogressofpupilstotheageof16inLondonisthe highestinEngland.Nevertheless,thereisstillasignificantnumberof16-to19-year-oldswho arenotinemployment,education,ortraining(NEET).Thosewhoarethemostvulnerableto becomingNEETaretheyoungpeoplewhohavedisengagedfrommainstreameducation.This articledrawsonacomprehensiveexaminationoftheeffectivenessofanalternativeeducation provision(AEP)forpupilswhoweredisengagedfrommainstreamschoolsinoneLondonlocal authority.ThroughtheapplicationofBronfenbrenner’secosystemstheory,thestudyexplored theimpactofdifferentecosystemsonyoungpeople’sdisengagement.Thefindingsinevaluation studiesofotherAEPsandthefindingsinthisstudyindicatethatAEPs–andthecurriculum, pedagogy,andpastoralcarethattheyoffer–can,anddo,makeaconsiderabledifferenceto theeducationaloutcomesofdisadvantagedchildren,aswellasofferinginsightsformainstream education.Thus,thestudycontributestothecurrentdebateontheorganizationandstructure ofthe14–19educationsysteminEnglandunderraisingtheparticipationage(RPA)to18,the newlegislationthatcameintoforcethisacademicyear. Keywords: alternative education provision (AEP); not in education, employment, and/or training(NEET);14–19education;specialeducationalneeds(SEN);raisingtheparticipation age(RPA) Introduction In2010theDirectorateforEducationoftheEuropeanUnionpublishedTaking
    [Show full text]
  • Annual Report and Accounts 2017-18
    ANNUAL REPORT AND ACCOUNTS 2017–18 OUR STRATEGY FOUNDATIONS • We will continue to specialise in science, engineering, medicine and business. This is the foundation on which we build our future. • We will maintain world class core academic disciplines. All research and education must be underpinned by a deep understanding of the fundamentals. • We will encourage multidisciplinary research. Only by bringing together expertise from different disciplines can we solve today’s global challenges. • We will embed our educational experience in a vibrant, research-led, entrepreneurial environment. By learning alongside researchers who are experts in their fields our students gain the practical, entrepreneurial and intellectual skills to tackle societal problems. PEOPLE • We will build a supportive, inclusive and highly motivated staff community across all disciplines, functions and activities. This will help us to attract and retain the talented and diverse staff we need to achieve our mission. • We will enrich the student experience. Providing a broad range of activities, services and support for our students beyond their studies helps them to develop wider talents and to be successful. • We will build strong relationships with our alumni and friends. This lifelong exchange of ideas and support benefits all of us. PARTNERS • We will strengthen collaboration with business, academia, and non-profit, healthcare and government institutions across the globe. No university can achieve excellence or realise the full benefits of its work by itself. • We will inform decision makers to influence policy. Our excellence, breadth of knowledge, connections and London location allow us to bring together and inform key decision makers in governments and industries for the benefit of society.
    [Show full text]