Pathways to Success in Engineering Degrees and Careers
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Institutional Diversity in European Higher Education
INSTITUTIONAL DIVERSITY IN EUROPEAN HIGHER EDUCATION Tensions and challenges for policy makers and institutional leaders by Sybille Reichert Copyright © 2009 by the European University Association All rights reserved. This information may be freely used and copied for non-commercial purposes, provided that the source is acknowledged (© European University Association). Additional copies of this publication are available for 20 Euros per copy. For ordering information, please contact [email protected] or write to: European University Association asbl Rue d’Egmont 13 1000 Brussels, Belgium Tel +32 - 2 230 55 44 Fax +32 - 2 230 57 51 A free electronic version of this publication is available through www.eua.be ISBN: 9789078997153 INSTITUTIONAL DIVERSITY IN EUROPEAN HIGHER EDUCATION Tensions and challenges for policy makers and institutional leaders by Sybille Reichert 4 Content 6 Foreword 7 Acknowledgements 8 Chapter1: InstitutionalDiversityinHigherEducation –AimsoftheStudyinLightofKeyConceptsand PreviousResearch 21 Chapter2: InstitutionalDiversityinEnglishHigherEducation 45 Chapter3: InstitutionalDiversityinFrenchHigherEducation 63 Chapter4: InstitutionalDiversityinNorwegianHigherEducation 83 Chapter5: InstitutionalDiversityinSlovakHigherEducation 98 Chapter6: InstitutionalDiversityinSwissHigherEducation 122 Chapter7: InstitutionalDiversityinFiveEuropeanHigher EducationSystems–SummaryofFindings 144 Chapter8: InstitutionalDiversityinEuropeanHigherEducation –Conclusions 156 References 5 Foreword The issue of institutional diversity has moved -
Foundation Degree September 2015
Characteristics Statement Foundation Degree September 2015 UK Quality Code for Higher Education Part A: Setting and maintaining academic standards Contents About this Statement .......................................................................................................... 1 How can I use this document? .......................................................................................... 1 1 Context and purposes of foundation degrees .............................................................. 2 1.1 Context ...................................................................................................................... 2 1.2 Purposes of the foundation degree ............................................................................ 2 1.3 Characteristics of the foundation degree graduate ..................................................... 3 2 Distinctive features of foundation degrees .................................................................. 4 2.1 Design ....................................................................................................................... 4 2.2 Employer involvement ............................................................................................... 4 2.3 Accessibility ............................................................................................................... 4 2.4 Progression ............................................................................................................... 5 2.5 Flexibility ................................................................................................................... -
Criteria Phase
Criteria Phase Main Panel A 1 Clinical Medicine 2 Public Health, Health Services and Primary Care 3 Allied Health Professions, Dentistry, Nursing and Pharmacy 4 Psychology, Psychiatry and Neuroscience 5 Biological Sciences 6 Agriculture, Veterinary and Food Science Main Panel B 7 Earth Systems and Environmental Sciences 8 Chemistry 9 Physics 10 Mathematical Sciences 11 Computer Science and Informatics 12 Engineering Main Panel C 13 Architecture, Built Environment and Planning 14 Geography and Environmental Studies 15 Archaeology 16 Economics and Econometrics 17 Business and Management Studies 18 Law 19 Politics and International Studies 20 Social Work and Social Policy 21 Sociology 22 Anthropology and Development Studies 23 Education 24 Sport and Exercise Sciences, Leisure and Tourism Main Panel D 25 Area Studies 26 Modern Languages and Linguistics 27 English Language and Literature 28 History 29 Classics 30 Philosophy 31 Theology and Religious Studies 32 Art and Design: History, Practice and Theory 33 Music, Drama, Dance, Performing Arts, Film and Screen Studies 34 Communication, Cultural and Media Studies, Library and Information Management 1 CriCriteria Phase Main Panel A Chair Professor John Iredale University of Bristol Members Professor Doreen Cantrell University of Dundee Professor Peter Clegg University of Liverpool Professor David Crossman Chief Scientist Scottish Government Professor Dame Anna Dominiczak* University of Glasgow Professor Paul Elliott Imperial College London Professor Garret FitzGerald University of Pennsylvania -
Translating Degrees and Academic Titles Abbreviations: Challenges and Perspectives
Slađana Milinković TRANSLATING DEGREES AND ACADEMIC TITLES ABBREVIATIONS: CHALLENGES AND PERSPECTIVES SLAĐANA MILINKOVIĆ Th e Court Interpreters and Translators Association of Serbia E-mail: [email protected] Egyetemi fokozatok és tudományos címek rövidítéseinek fordítása: kihívások és perspektí- vák. Az ember társas lény, ezért természetes szükséglete a kommunikáció. Az emberi kommuni- káció fontosságát már évezredekkel ezelőtt felismerték, és gyökerei sokkal messzebbre nyúlnak vissza, mint amiről az írott történelem beszámol. Az emberi kommunikáció alapja az együttmű- ködés és a közös szándék, ahogy azt az antroposzemiotika is tanítja. Idáig azonban hosszú utat kellett bejárni. „Ἐν ἀρχῇ ἦν ὁ λόγος”,1 tanítja a Biblia, de az igét meg kell hallgatni, és terjeszteni kell. Minél messzebbre kellett eljutnia, annál fontosabb volt, hogy valamilyen módon lejegyezzék. És az em- ber másik természetes szükséglete, hogy nyomot hagyjon a világban – valamilyen képpel, szám- mal vagy betűvel. Nézzük meg röviden ennek a történetét. Kulcsszavak: latin nyelvű oklevelek, egyetemi fokozatok fordítása, tudományos címek rövidítése, bírósági tolmácsolás, a terminológia alakulása Since man is a social being, one of his innate needs is the desire to communicate. Th e importance of human communication has been recognised for thousands of years, far longer than demonstrated through recorded history. Human communication is rooted in cooperative and shared intentions, as anthroposemiotics teaches us. But it was a long road to get us here. “Ἐν ἀρχῇ ἦν ὁ λόγος”, the Bible has taught us, but it has to be heard and spread. Th e further it needed to go, the greater was the need to record it in some way. And the second man’s innate need was to make a mark in the world – with a picture of some kind, a certain sign, numeral or letter. -
Understanding the Qualifications Framework
Understanding the qualifications framework Understanding the qualifications framework This table provides an overview of the three stages which make up the OU Qualifications Framework Undergraduate Stage 1 Stage 2 Stage 3 Completion of this stage equates to: Completion of this stage equates to: Completion of this stage equates to: a certificate of higher education a foundation degree or diploma of an honours degree higher education the completion of the first year at a the completion of the third year at a campus-based university. the completion of the second year at campus-based university. a campus-based university. On the next page, you will see how modules, levels and credits fit into each stage. Understanding the qualifications framework Page 2 of 3 Understanding the qualifications framework This table provides details on modules, levels and credits for each stage of the OU Qualifications Framework Undergraduate Stage 1 Stage 2 Stage 3 Students will need 120 credits to complete Students will need an additional 120 credits to Students will need an additional 120 credits to Stage 1. complete Stage 2. complete Stage 3. Completion of each stage will involve studying more than one module, and could take more than one year to complete. Students are able to study at their own pace. Each module will be set at a particular level. This indicates how complex it is, or how deep the learning is. Each module will also be measured by the number of credits that can be built up by completing it. Typically, modules will offer either 30 or 60 credits. Students will need to complete 1 – 2 compulsory modules, in addition to a choice of core modules to make up the 120 credits required for each stage. -
Nottingham Trent University Course Specification
Nottingham Trent University Course Specification Basic Course Information 1. Awarding Institution: Nottingham Trent University 2. School/Campus: School of Science & Technology / Clifton Campus 3. Final Award, Course Title and BSc (Honours) Physics with Modes of Study: Astrophysics, FT & SW 4. Normal Duration: FT 3 years, SW 4 years 5. UCAS Code: F3F5 6. Overview and general educational aims of the course Physics is concerned with the observation, understanding and prediction of natural phenomena and the behaviour of man-made systems. It is both a theoretical and practical discipline that continually evolves. Studying physics at university brings benefits that last a lifetime, and knowledge and skills that are valuable outside of physics. This physics with astrophysics course addresses the more general and fundamental topics of physics in the first year, and then provides a selection of more advanced topics in later years. You will develop investigative, experimental, mathematical, computational and other transferable skills. You will also gain a sound knowledge of some important topics in astrophysics. It is a broad-based course that will help to make you numerate, articulate and eminently employable. The course may be studied full time over 3 years, or as a sandwich course by adding a placement year between Levels 2 & 3. Institute of Physics accreditation has been granted for the course in either mode. The fundamental topics covered are classical and quantum mechanics, wave phenomena, electromagnetism, optics, thermodynamics and properties of matter. These areas are applied to such topics as condensed matter and imaging in later years. There is also a more specialist strand of Astronomy and Cosmology that is developed throughout the course. -
Short Cycle Higher Education in Europe Level 5: the Missing Link
2011 Short Cycle Higher Education in Europe Level 5: the Missing Link MAGDA KIRSCH AND YVES BEERNAERT This project has been funded with the support of the Lifelong Learning Programme of the European Commission Copyright © 2011 by EURASHE All rights reserved. This information may be freely used and copied for non-commercial purposes, provided that the source is acknowledged (©EURASHE). EURASHE Ravensteingalerij 27/3 1000 Brussels BELGIUM ISBN-9789081686709 This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein Foreword ‘Level 5-The Missing Link’ is an intriguing title for this new publication of EURASHE for those not versed in the qualifications terminology. It rightly points to an existing lack in the National Qualifications Frameworks, at least in some countries in the European Higher Education Area (formerly ‘Bologna’). The implementation of the two- (later three) cycle structure also had to incorporate the level that is the link between secondary and higher education, and this for reasons explained below. It is a great merit of the two researchers, Magda Kirsch and Yves Beernaert, co-authors of the report, that they have taken up the challenge of mapping a sector of (higher) education in a variety of countries, which often have just this in common, that they are among the 47 that signed the Bologna Declaration, but otherwise have such different education systems and structures that make comparisons of levels and programmes extremely difficult. -
The University and the Future
Contents PRESENTATION 1 THE UNIVERSITY THE YEAR AT A AND THE FUTURE GLANCE 2 ACADEMIC YEAR 2010-2011 SUMMARY OF THE UOC ANNUAL REPORT THE UOC IN FIGURES 8 THE UOC IN THE WORLD 16 RESEARCH, TRANSFER AND INNOVATION 18 EDUCATION AND QUALITY 20 FINANCIAL REPORT 22 THE UOC ONLINE 24 portada okENG.indd 1 09/02/12 11:04 “OVER THE LAST ACADEMIC YEAR WE HAVE MADE EVERY EFFORT TO ENSURE THAT THE UOC IS EVEN MORE OPEN AND ACCESSIBLE, FLEXIBLE AND ADAPTABLE TO SOCIETY’S NEEDS, AND MOBILE, MULTILINGUAL AND MULTI-FORMAT IN ORDER TO BE ABLE TO RESPOND TO THE LIFESTYLES OF OUR STUDENTS.” Imma Tubella, President of the UOC rectora.uoc.edu THE UNIVERSITY AND THE FUTURE Recently, I have had the opportunity to For this reason, over the last academic present the UOC’s educational and gov- year we have made every effort to ensure ernance model at international university that the UOC is even more open and ac- forums in such diverse corners of the world cessible, fl exible and adaptable to society’s as Washington, Paris, Singapore, Qatar and needs, and mobile, multilingual and multi- Kenya to widely differing audiences from the format in order to be able to respond to the academic, scientifi c, business and govern- lifestyles of our students. ment sectors. On each occasion, I felt great pride on hearing how speakers – both those This commitment means we have to who already knew about us and those who reinvent ourselves constantly and steer our only just had – saw the UOC as a point of organisation so as to bravely navigate the reference for their online universities. -
Newsletter President's Report This
12/15 Engineering Professors’ Council: newsletter this issue President’s report P.1 Our year so far… New report – the role of EU membership P.2 in science and engineering research Events . Annual Congress 2015 hosted by Spending Review 2015 P.3 the University of Salford Recruitment and Admissions Forum P.3 . Annual Recruitment and Admissions Forum IMEchE Design Challenge P.4 Working with the engineers of the future P.5 20th Anniversary Student Awards Congratulations to winner Addressing the Engineering Skills Challenge P.6 Tim Butterfield of the University of Future events and membership round -up P.7 Sheffield and runner-up, PhD candidate Adrian Mallory of the University of Edinburgh. President’s Report Submitted responses and It’s been an eventful few months in the UK university sector since I took over as President at our very evidence to: successful annual Congress at the University of Salford’s Media City site in April. A major topic of . Royal Academy of Engineering’s discussion was as you might expect …the REF (I was a panel member, along with EPC Committee Dowling Review of Business colleagues Professors Alison Hodge, Sarah Spurgeon and Tony Unsworth , and so we were able to University Collaboration share our insights and experience). We also welcomed back Professor John Perkins to update us on . Department for Business, progress with the implementation of the recommendations of his 2013 Review – more of which later. Innovation and Skills’ Our student prize, which we award at Congress and give the winners the opportunity to present their consultation on Postgraduate work, was again popular this year and I’m delighted to say we’re repeating it in 2016, supported again study by the Incorporation of Hammermen of Glasgow – please do encourage your students to enter – the . -
Cert HE Health and Social Care Fdsc (Foundation Degree) Mental Health
Cert HE Health and Social Care FdSc (Foundation degree) Mental Health INFORMATION BOOKLET FdSc Health and Social Care Welcome to Birmingham City University’s Faculty of Health, Education and Life Sciences and thank you for your enquiry regarding studying on the FdSc and Social Care programme. This full-time work-based learning programme is aimed at people who are currently working in a health or social care setting. The FdSc Health and Social Care programme has pathways in: • Adult care • Children • Diagnostic Radiography • Mental Health • Management in Health and Social Care • Mammography • Radiotherapy • Maternity 1 Entry Requirements All applicants must have the following: GCSE at grade C or above in English Language and Mathematics. Equivalent qualifications such as Key Skills level 2, Adult Numeracy level 2, Adult Literacy level 2, CSE grade 1 and functional skills in English and Maths will be accepted. Irish leaving certificate – Maths and English Ordinary Level passes at grade B or above. Scottish qualifications – Maths and English passes at Intermediate Standard 2 or above. In addition to the above you will be required to have: GCE A Level Minimum of one A2 level pass at grade D or above. General studies and critical thinking excluded. OR 2 GCE AS Level Minimum of two AS level passes at grade D or above. General studies and critical thinking excluded. OR HCE double award AVCE double award minimum pass at grade DD. General studies and critical thinking excluded. OR BTEC National Award Minimum pass grade M required. OR BTEC National Certificate Minimum pass grade PP required. OR 3 BTEC National Diploma Minimum pass grade PPP required. -
BAND ONE Role Qualification Professional Body Membership
NMH roles – mandatory qualifications and professional body membership for DSAs-fundable NMH BAND ONE Role Qualification Professional body membership Practical support assistant None None Library support assistant None None Reader GCSE English Language or equivalent grade C or above None Scribe GCSE English Language or equivalent grade C or above None Workshop / laboratory assistant None None Sighted guide None None Proof-reader / text checker GCSE English Language or equivalent grade C or above None BAND TWO Role Qualification Professional body membership Note taker Note taker level 2 qualification or equivalent None Study assistant None None Examination Support Worker None None Mandatory criteria for NMH registration Owner: BIS Date: 22/01/2016 Version: 1.3 Status: Final v1.3 BAND THREE Role Qualification Professional body membership Communication • Signature Level 3 Certificate in Communication Support None at this stage Support Worker for Deaf Learners OR • Level 4 Communication Support Worker (University of Greenwich) OR • Equivalent old Edexcel course. Lip speaker • Signature Level 3 Certificate in Lip speaking None at this stage Electronic Note Taker • CACDP qualification; OR None at this stage (for HI students) • Signature NVQ 2 electronic notetaking; OR • Level 3 certificate in facilitating communication with deaf people (notetaking skills); OR • Open College Network London Region (OCNLR) Action on Hearing Loss, Stereotype Electronic Notetaker for VI • Level 3 qualification in notetaking for VI students (OCN / None at this stage -
Physics on Course
Physics on Course Physics Courses in Higher and Further Education PHYSICS ON COURSEPHYSICS 2009 THE INSTITUTE OF PHYSICS 76 Portland Place, London W1B 1NT T: 020 7470 4800 F: 020 7470 4848 E: [email protected] W: www.iop.org 2009 • 5A Research Rating - equal 6th Physics Department in the UK • “Excellent” Rating in the Teaching Quality Assessment • Over £5 million of Research Funding in last 3 years • Young, friendly, approachable teaching staff • Scholarships of up to £3,000 available • Spectacular beach-side location in compact campus close to magnificent Gower Peninsula • 2nd cheapest University Accommodation in the UK SWANSEA UNIVERSITY PRIFYSGOL ABERTAWE • 5A Research Rating - equal 6th Physics Department in the UK • “Excellent” Rating in the Teaching Quality Assessment • Over £5 million of Research Funding in last 3 years • Young, friendly, approachable teaching staff • Scholarships of up to £3,000 available • Spectacular beach-side location in compact campus close to magnificent Gower Peninsula • 2nd cheapest University Accommodation in the UK SWANSEA UNIVERSITY PRIFYSGOL ABERTAWE Physics on Course Physics Courses in Higher and Further Education PHYSICS ON COURSEPHYSICS 2009 THE INSTITUTE OF PHYSICS 76 Portland Place, London W1B 1NT T: 020 7470 4800 F: 020 7470 4848 E: [email protected] W: www.iop.org 2009 PHYSICS ON COURSE 2009 PHYSICS COURSES IN HIGHER EDUCATION IN THE UNITED KINGDOM AND THE REPUBLIC OF IRELAND COMMENCING 2009 I NSTITUTE OF P HYSICS i © 2008 The Institute of Physics ISSN: 0959-826-X Produced for the Institute of Physics by Trio Offset Ltd, Surrey. Tel: 020 8640 7983 Designed and Printed in the UK by Trio Offset Ltd, Surrey.