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Stand Number Institution 66 ACM 116 Anglia Ruskin University – Cambridge School of Art 123 Anglia Ruskin University – Music and Performing Arts 52 Arts University Bournemouth 17 Institute of the Arts Barcelona 115 Barking & Dagenham College 26 Bath School of Art and Design 42 Bath Spa University 120 The University of Bedfordshire - School of Art and Design 56 Birmingham City University 51 BIMM 73 Brighton Film School 18 Greater Brighton Metropolitan College 30 UWE Bristol 122 The British Higher School of Art & Design 109 Buckinghamshire New University 102 CEG 90 Canterbury Christ Church University 99 Cardiff Metropolitan University 95 Coleg Sir Gar 126 The Royal Central School of Speech and Drama 63 University of Chester 88 University of Chichester 40 CCAD 131 Colchester Institute 117 Coleg Y Cymoedd 43 Coventry University 129 University for the Creative Arts 104 University of Cumbria 98 De Montfort University 59 University of Derby 65 University of Dundee 112 University of East London 78 University of Edinburgh 12 East 15 Acting School 100 Echo Factory 38 Escape Studios 91 Falmouth University 93 The Glasgow School of Art 82 University of Gloucestershire 86 Glyndwr University 37 Goldsmiths, University of London 53 University of Greenwich 46 University of Greenwich, School of Design 11 Guildhall School of Music & Drama 36 Hereford College of Arts 97 University of Hertfordshire 55 University of Huddersfield Games and Web 127 University of Huddersfield Music Technology 47 Institute of Contemporary Music Performance 70 Istituto Marangoni London 113 Kingston University - Kingston School of Art 68 Kingston University - Kingston School of Art 8 KLC School of Design, London 1 Lancaster University 87 Leeds Beckett University 94 School of Art, Architecture & Design at Leeds Beckett University 101 Leeds Arts University 96 Leeds College of Music 81 University of Lincoln 31 The Liverpool Institute for Performing Arts 35 The Liverpool Institute for Performing Arts – Design 57 Liverpool John Moores University 72 London College of Contemporary Arts 50 London College of Creative Media 7 London Film Academy 62 London Metropolitan University 103 London South East Colleges 114 Loughborough University 44 UCEN Manchester 21 MMU 54 MetFilm School 79 Middlesex University 3 Morley College London 49 Mountview 48 University of Northampton 39 Norwich University of the Arts 106 Nottingham Trent University 83 University of Plymouth 67 Plymouth College of Art 58 Point Blank Music School 84 University of Portsmouth 61 Ravensbourne University London 29 University of Reading 2 University of Roehampton 74 Rose Bruford College 76 Royal Academy of Dance 4 Royal Conservatoire of Scotland 75 Royal Drawing School 60 University of Salford 22 SAE Institute 28 Sheffield Hallam University 25 Winchester School of Art 33 Solent University – School of Art, Design and Fashion 15 Solent University – School of Media Arts and Technology 130 South Essex College University 105 South Thames Colleges Group 71 Staffordshire University 125 University of Suffolk 20 University of Sunderland 108 Surrey University 24 Teesside University 110 Trinity Laban Conservatoire of Music and Dance 9 Swansea College of Art at UWTSD 10 University of Wales Trinity Saint David 69 University of the Arts London 111 The Bartlett School of Architecture, UCL 80 University of West London 121 University Centre Weston 64 University of Westminster 124 University of Wolverhampton 128 University of Winchester 85 York St John University Non HE/FE Exhibitors 6 Corps of Army Music 14 Creative Skillset 77 UCAS.

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HEPI University Partnership Programme Anglia Ruskin University Arts University Bournemouth Bath Spa University BIMM (British &

HEPI University Partnership Programme Anglia Ruskin University Arts University Bournemouth Bath Spa University BIMM (British & Irish Modern Music Institute) Birkbeck, University of London Birmingham City University Bournemouth University Bradford College British Library Brunel University London Cardiff Metropolitan University Cardiff University City University London Coventry University De Montfort University Edge Hill University Edinburgh Napier University Glasgow Caledonian University gsm London Goldsmiths University of London Heriot-Watt University Higher Education Statistics Agency (HESA) ifs University College Imperial College London Keele University King’s College, London Kingston University Lancaster University Liverpool Hope University Liverpool John Moores University London School of Economics London South Bank University Loughborough University Middlesex University New College of the Humanities Northumbria University Norwich University of the Arts Nottingham Trent University Oxford Brookes University Peter Symonds College, Winchester Plymouth College of Art Plymouth University Quality Assurance Agency for Higher Education (QAA) Queen Mary University of London Queen’s University Belfast Regent’s University London Resource Development International (RDI) Ltd Royal Holloway University of London Royal Society of Chemistry Royal Veterinary College SOAS, University of London Sheffield Hallam University Staffordshire University Southampton Solent University The Academy of Contemporary Music The Institute of Contemporary Music Performance
LEEDS BECKETT UNIVERSITY BUILDING PARTNERSHIPS for a PROSPEROUS NORTH an Introduction from Our Vice Chancellor, Professor Peter Slee

LEEDS BECKETT UNIVERSITY BUILDING PARTNERSHIPS FOR A PROSPEROUS NORTH An introduction from our Vice Chancellor, Professor Peter Slee Leeds Beckett University is one of a network of 31 Northern Powerhouse universities. Together we comprise one of the strongest sectors in our regional economy: contributing £18bn to GDP and sustaining over 150,000 jobs. We make a formidable contribution to the Northern Powerhouse skills base by educating and training some 518,000 highly skilled people every year. For every £1 we spend on enterprise and innovation interventions we help generate a further £9.70 in downstream economic effects. We are major exporters of education. The Northern Powerhouse universities generate £2.1bn in international export earnings gathered from almost every country in the world. And as major businesses and employers in our own right we are major purchasers of goods via complex supply chains, which create and sustain jobs across our region. Universities all understand the challenges facing our region. We need to attract and retain more graduates. We need to help drive educational attainment at every level in our society. We need to find ways to reach out to small and medium sized businesses with the support they need to help them grow. And we need to shout louder for a place around the policy-making tables to help ensure the benefits of our world class higher education system are fully realised. Leeds Beckett University is fully committed to working in partnership with organisations and employers across the North not just to drive growth, but to help everyone participate in it, and benefit from it.
A Focus on the West Midlands Region Williamson, T

To what extent can universities create a sustainable system to support MSMEs? A focus on the West Midlands region Williamson, T. Submitted version deposited in CURVE May 2016 Original citation: Williamson, T. (2015) To what extent can universities create a sustainable system to support MSMEs? A focus on the West Midlands region. Unpublished PhD Thesis. Coventry: Coventry University Copyright © and Moral Rights are retained by the author. 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. Some materials have been removed from this thesis due to third party copyright. Pages where material has been removed are clearly marked in the electronic version. The unabridged version of the thesis can be viewed at the Lanchester Library, Coventry University. CURVE is the Institutional Repository for Coventry University http://curve.coventry.ac.uk/open To what extent can universities create a sustainable system to support MSMEs? A focus on the West Midlands region By Thomas Williamson Ph.D. August 2015 A thesis submitted in partial fulfilment of the University’s requirements for the Degree of Doctor of Philosophy To what extent can universities create a sustainable system to support MSMEs? A focus on the West Midlands region ii To what extent can universities create a sustainable system to support MSMEs? A focus on the West Midlands region Acknowledgements The competition of this study was the result of a long journey involving the contributions and support of many people.
CVAN Open Letter to the Secretary of State for Education

Press Release: Wednesday 12 May 2021 Leading UK contemporary visual arts institutions and art schools unite against proposed government cuts to arts education ● Directors of BALTIC, Hayward Gallery, MiMA, Serpentine, Tate, The Slade, Central St. Martin’s and Goldsmiths among over 300 signatories of open letter to Education Secretary Gavin Williamson opposing 50% cuts in subsidy support to arts subjects in higher education ● The letter is part of the nationwide #ArtIsEssential campaign to demonstrate the essential value of the visual arts This morning, the UK’s Contemporary Visual Arts Network (CVAN) have brought together leaders from across the visual arts sector including arts institutions, art schools, galleries and universities across the country, to issue an open letter to Gavin Williamson, the Secretary of State for Education asking him to revoke his proposed 50% cuts in subsidy support to arts subjects across higher education. Following the closure of the consultation on this proposed move on Thursday 6th May, the Government has until mid-June to come to a decision on the future of funding for the arts in higher education – and the sector aims to remind them not only of the critical value of the arts to the UK’s economy, but the essential role they play in the long term cultural infrastructure, creative ambition and wellbeing of the nation. Working in partnership with the UK’s Visual Arts Alliance (VAA) and London Art School Alliance (LASA) to galvanise the sector in their united response, the CVAN’s open letter emphasises that art is essential to the growth of the country.
Prospectus Perseverance / Character / Hope Immanuel College Post 16 / Prospectus Immanuel College

Immanuel College Prospectus Perseverance / Character / Hope Immanuel College Post 16 / Prospectus Immanuel College Immanuel College Post 16 was the natural step for me and many of my peers from year 11. We find the support and teaching to be excellent and we are treated more like adults. I enjoy studying the subjects I’m passionate about. “Year 12 Student Opportunities and lessons have made me step outside my comfort zone in year 12. I now have a career goal thanks to the support I’ve received in post 16. ” Current student Welcome to “ Immanuel College Post 16 We are very proud of Immanuel College post 16 and the outstanding achievements of our students. We have had another record year at A-level with a quarter of grades being A/A*. At Immanuel College we offer a broad range of high quality courses to suit every learner ” alongside a rich choice of extracurricular activities that will develop skills and talents. Each year our students gain their first choice Immanuel university places or take up employment opportunities, progressing successfully to their next step. e eg ll Co I joined Immanuel College in year 12 and I’m pleased to say the teaching and results are everything I hoped for. It’s a successful school with a good reputation in the area. “Year 12 Student ” Perseverance / Character / Hope 1 Immanuel College Post 16 / Prospectus Immanuel College Post 16 / Prospectus Immanuel Immanuel e eg ll Co College We are a truly comprehensive school and welcome applications Romans 5:4 from all learners. Our success is the result of our dedicated, caring Perseverance produces character; and supportive teachers, tutors and leaders who work within a strong Christian community.
The Great British Brain Drain an Analysis of Migration to and from Manchester

The Great British Brain Drain An analysis of migration to and from Manchester Rebecca McDonald March 2019 About Centre for Cities Centre for Cities is a research and policy institute, dedicated to improving the economic success of UK cities. We are a charity that works with cities, business and Whitehall to develop and implement policy that supports the performance of urban economies. We do this through impartial research and knowledge exchange. For more information, please visit: www.centreforcities.org/about Partnerships Centre for Cities is always keen to work in partnership with like-minded organisations who share our commitment to helping cities to thrive, and supporting policymakers to achieve that aim. As a registered charity (no. 1119841) we rely on external support to deliver our programme of quality research and events. To find out more please visit: www.centreforcities.org/about/partnerships About the authors Rebecca McDonald is an Analyst at Centre for Cities: [email protected] | 0207 803 4325 Acknowledgements The authors would like to thank the University of Manchester for the support which has made this research possible. Centre for Cities • Manchester Brain Drain • March 2019 00. Executive summary Migration between Manchester and the rest of the North West region is very common. A third of those moving into the city came from the North West, and a third of those leaving Manchester stayed in the region. Overall, between 2009 and 2017 more people left the city to live elsewhere in the UK than moved in, leading to a net outflow of 31,620 people. Young people migrate to the city for university and work, while older graduates move away.
Open Letter to Address Systemic Racism in Further Education

BLACK FURTHER EDUCATION LEADERSHIP GROUP 5th August 2020 Open letter to address systemic racism in further education Open letter to: Rt. Hon. Boris Johnson, Prime Minister, Rt. Hon. Gavin Williamson MP, Secretary of State for Education, funders of further education colleges; regulatory bodies & further education membership bodies. We, the undersigned, are a group of Black, Asian and Minority Ethnic (BAME) senior leaders, and allies, who work or have an interest in the UK further education (FE) sector. The recent #BlackLivesMatter (#BLM) global protest following the brutal murder of George Floyd compels us all to revisit how we address the pervasive racism that continues to taint and damage our society. The openness, solidarity and resolve stirred by #BLM is unprecedented and starkly exposes the lack of progress made in race equality since ‘The Stephen Lawrence Enquiry’. Against a background of raised concerns about neglect in healthcare, impunity of policing, cruelty of immigration systems – and in education, the erasure of history, it is only right for us to assess how we are performing in FE. Only by doing so, can we collectively address the barriers that our students, staff and communities face. The personal, economic and social costs of racial inequality are just too great to ignore. At a time of elevated advocacy for FE, failure to recognise the insidious nature of racism undermines the sector’s ability to fully engage with all its constituent communities. The supporting data and our lived experiences present an uncomfortable truth, that too many BAME students and staff have for far too long encountered a hostile environment and a system that places a ‘knee on our neck’.
November 2018 PLYMOUTH COLLEGE of ART ANNUAL REMUNERATION REPORT 2017/18 Introduction 1. Terms of Reference the Committee's Te

PLYMOUTH COLLEGE OF ART ANNUAL REMUNERATION REPORT 2017/18 Introduction 1. Terms of reference The Committee’s terms of reference can be found at Appendix A. Senior Post Holders (SPH) are: the Principal; the Vice Principal; the Vice Principal; and the Registrar. The Remuneration Review Procedure for the Principal can be found at Appendix B, and for the SPHs/Clerk/Deputy at Appendix C. 2. Remuneration & Employment Committee Membership For 2017/18: ● Mary Schwarz ©, Deputy Chair of the Board of Governors; ● Andrew Brewerton, Principal; ● Sue Brownlow, Governor; ● Ivan Sidgreaves, Chair of the Board of Governors; and ● Vicki Sewell, Governor and Chair of Audit Committee. Remuneration Committee Membership From 16 October 2018: ● Sue Brownlow ©, Deputy Chair of the Board of Governors; ● David Noyce, Chair of the Board of Governors; and ● Mark Greaves, Governor. In attendance: ● Becky Moore, Staff Governor; and ● Rowena Murphy, Student Governor. 3. Remuneration Committee Meetings The Committee met twice in 2017/18: 7 November 2017; and 19 June 2018. All Committee members were present for both meetings. There were no apologies. Approach to remuneration 4. The basic principles can been found at paragraph five of the Remuneration Review Procedure for the Principal and Chief Executive. 5. The type of factors used in considering reward proposals for senior post holders can be found at paragraphs 6-11 of the Remuneration Review Procedure for the Principal and Chief Executive. 6. The data that supports this approach is drawn from: a) Benchmark institutions financial statements; b) the Committee of University Chairs’ Vice-Chancellor Salary Survey; and c) internal analysis of salary distributions.
Call for Immersion Fellows

Call for Immersion Fellows We are offering 24 paid fellowships to people from industry and academia to think deeply about the potential, challenges and opportunities in the realm of immersion. Fellowships run from September 2018 through to July 2019, but time commitment for Fellows will be significantly front-loaded to the period September to December 2018. Each Fellow will receive a £15k bursary to support time and research costs. The South West Creative Technology Network (SWCTN) is a £6.5 million project to expand the use of creative technologies across the region. The network will offer three one-year funded programmes around the themes of immersion, automation and data. The grant is part of Research England’s Connecting Capabilities Fund, which supports university collaboration and encourages commercialisation of products made through partnerships with industry. This new network is led by the University of the West of England (UWE Bristol), in partnership with Watershed in Bristol, Kaleider in Exeter, Bath Spa University, the University of Plymouth and Falmouth University. Photo by Max Mclure of REACT The Rooms festival Programme Over the next three years the partnership will recruit three cohorts of fellows. Each cohort will run for twelve months and focus on one of three challenge areas: immersion, automation and data. Fellows will be drawn from academia, industry and new talent. The cohort will engage in an initial period of three months deep thinking around the challenge area exploring what’s new, what’s good, where the gaps in the market are, what the challenges are, and what the potentials are.
DTA University Services Directory DTA University Services Directory

DTA University Services Directory DTA University Services Directory Contents Overview of services available at DTA Partner Institutions 3 Mental Health resources accessible to all students 3 University of Brighton 4 University of Central Lancashire 5 Coventry University 6 University of Greenwich 7 University of Hertfordshire 8 Huddersfield University 9 Kingston University 10 University of Lincoln 11 Liverpool John Moores University 12 Manchester Metropolitan University 13 Nottingham Trent University 14 Open University 15 Plymouth University 16 University of Portsmouth 17 University of Salford 18 Sheffield Hallam University 19 University of South Wales 20 Teesside University 21 Ulster University 22 University of West of England 23 Careers Unions Support 2 Doctoral Training Alliance University House, 109-117 Middlesex Street, London E1 7JF Issued November 2020 0207 839 2757 www.unialliance.ac.uk/dta/ DTA University Services Directory Overview of services available at DTA Partner Institutions All DTA host universities provide a range of services to support and enhance your doctoral training experience. These include the following: Accommodation – these links detail accommodation options provided by universities. They may also be able to offer advice about off-campus renting. Careers – all DTA institutions have Careers Centres that offer one-to-one careers guidance, support with CVs, mock interviews and careers fairs with business and industry representatives. Many also offer support for students starting their own businesses. Mental Health and Wellbeing - DTA universities offer a range of services and resources to support your wellbeing and respond to mental health difficulties. These include online resources, drop-in and bookable counselling sessions, self-guided therapy, mental health apps, self-assessments, workshops and helplines.
London Borough of Lambeth

LONDON BOROUGH OF LAMBETH LAMBETH ARCHIVES DEPARTMENT Reference number IV/224 Title Morley College Covering dates 1888-2013 Physical extent 29 boxes & 2 volumes Creator Morley College Administrative history Morley College originated in the work of the Coffee Music Halls Company Ltd. who promoted temperance and the arts in London. The college was established by Emma Cons, a visionary and social reformer who fought to improve standards of London’s Waterloo district. In 1880, Cons, with the support of the Coffee Music Halls Company Ltd. leased what is now known as the ‘Old Vic’ theatre and created the Royal Victoria Coffee and Music Hall. In 1882 the hall began to host weekly lectures in which eminent scientists would address the public on a wide range of topics. The success of these lectures led to the establishment of Morley Memorial College for working men and women, named after Samuel Morley, a textile manufacturer, MP and philanthropist who contributed to Morley College. In the 1920s the college moved to Westminster Bridge Road where it remains today although it has since expanded and now includes Morley Gallery and Arts Studio and the Nancy Seear Building. The college has attracted eminent staff including composer Gustav Holst, Director of Music 1907- 1924, a post later filled by Sir Michael Kemp Tippet, 1940-1951. Other high profile personalities associated with the college include composer Ralph Vaughn Williams, writer Virginia Woolf and artist David Hockney. Acquisition or transfer information Collection acquired by Lambeth Archives between 1999-2007 as a gift. Acquisition numbers: 1999/11, 2002/30, 2003/13, 2006/11, 2007/23; ARC/2013/6,8.
Managing the Quality of E-Learning

Managing the quality of blended learning Quality Assurance and Quality Enhancement in E-learning Special Interest Group (QE-SIG) Mark Gamble Helen Barefoot Barbara Newland University of University of Glasgow Caledonian Bedfordshire Hertfordshire University QAQE in e-Learning Special Interest Group: Steering Group Members • Eileen Webb, Teesside University (Chair) • Maria-Christiana Papaefthimiou, Reading University (Deputy Chair) • Helen Barefoot, University of Hertfordshire • Peter Chatterton, e-Daedalus • Mark Gamble, University of Bedfordshire • Magdalena Jara, Institute of Education, University of London • Judith Kuit, University of Sunderland • Harvey Mellar, Institute of Education, University of London • Barbara Newland, Glasgow Caledonian University • David O’Hare, University of Derby International Blended Learning Conference, Hertfordshire, 17 June 2010 Workshop Overview • Project background • Challenges • Good practice • Conclusions International Blended Learning Conference, Hertfordshire, 17 June 2010 QAQE SIG Mission • To aggregate, share and synthesise current and emerging knowledge and practice in quality enhancement related to the use of technology to enhance learning • To build synergies between Higher Education Institutions and with other external sector agencies • To influence local and national policy To foster QAQE communities of practice International Blended Learning Conference, Hertfordshire, 17 June 2010 QAQE project • Develop a commentary and critique of the QAA Code of Practice Section 2 (QAA 2004) • Develop a