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Digital Technologies in Teaching and Learning

Published on October 24, 2013
...ttenborough is a voice on one of the FutureLearn MOOCs, for example). This compares to more traditional online learning which is continuing to develop alongside MOOCs, has tended to be managed by individual institutions and offers accredited learning in line with more traditional campus-based courses. “Social and economic success will rely on harnessing the online environment.” It is clear that an increasingly competitive and technology-rich world... Read more »

Budget 2012: harnessing universities to help build a stronger economy for the future

Published on March 8, 2012
...obs that declined the fastest during this period were in occupations where the majority of people are qualified to level 2 (GCSE A*-C and equivalent) or below. Labour Force Survey data, 2010 [3] Wilson T, Review of Business-University Collaboration, February 2012 http://www.wilsonreview.co.uk/review/ [4] http://cdn.hm-treasury.gov.uk/autumn_statement.pdf [5] Wilson T, Review of Business-University Collaboration, February 2012 http://www.wilsonrevi... Read more »

Submission to the Independent Review of Higher Education Funding and Student Finance – Second call for evidence

Published on April 8, 2010
...offering”2. The higher education sector is, however, much broader and more complicated than this would suggest. Universities operate in a long-established, complex, semi- regulated market that not only pre-dates the introduction of fees for home, undergraduate students but was only marginally affected by their introduction. As largely autonomous institutions in receipt of public funding, universities operate within an eco-system of regulation, fun... Read more »

University Alliance responds to DfE’s Initial Teacher Training Market Review consultation

Published on August 24, 2021
...lude: A lack of meaningful collaboration and engagement with the sector in order to build trust and understanding of the true complexities and nuances involved in delivering teacher training thereby bringing the key agents of change on this important journey collectively to evolve teacher training together. An absence of clear and compelling evidence to demonstrate what exactly the quality issues are with the current teacher training system that h... Read more »

Public believes HE will be important to UK’s recovery from Covid

Published on June 10, 2020
...cultural recovery effort in the months and years ahead.” Headline findings: – 62% say universities should prioritise medicine, nursing and engineering over all other subjects, including 50 per cent for STEM subjects (science, maths), 24 per cent for social sciences, 13 per cent for languages and 12 per cent for the arts. – 61% believe nurses should be trained at university and that more funding should be made available to increase places – 71% be... Read more »

University Alliance submission to OFS quality and standards consultation

Published on January 26, 2021
...ong Loan Entitlement (LLE). As the Dearing Report noted back in 1997, ‘non-completion will become an increasingly difficult concept to measure if more students undertake higher education programmes in a flexible way, over a long period of time.’[1] In addition, we have serious concerns about the proposed progression indicator, which draws on new experimental statistics, the Graduate Outcome Survey. As currently constructed, it provides a narrow de... Read more »

Response to subject-level TEF consultation

Published on May 23, 2018
...University Alliance has published its response to the consultation on the development of Teaching Excellence Framework at subject level. To read UA’s response in full, follow this link. An accompanying alternative subject-level TEF model design is online here.        ... Read more »

UA response to the Post-18 & Funding Review call for evidence

Published on May 2, 2018
...estions posed by the consultation, UA’s submission focuses in particular on: Greater integration between FE and HE: which may help create more flexible study pathways, encourage more innovation in provision, and provide greater local opportunities for students. The provision of flexible funding to students: through mechanisms such as Individual Learning Accounts and/or the expansion of Advanced Learner Loans, which may incentivise providers to off... Read more »

What Do We Mean By Social Mobility?

Published on March 14, 2014
...nities and transformational experiences offered by universities across the UK while keeping them accessible to all who can benefit.   Policy asks: Quick wins Establish a single, independent body to offer improved information and guidance in schools, on behalf of universities. There is no longer a statutory requirement for schools to offer high quality and unbiased careers advice. This has led to a dramatic reduction in careers guidance. Eight out... Read more »

How do we ensure quality in an expanding HE system?

Published on May 21, 2014
...for institutional and programme failure and how these will be managed, in order to protect the interests of students. Fair admissions needs protecting – no-one wants to see students coming in who are unable to benefit from HE – but we need to avoid blunt policy responses. We do not support the introduction of centrally-imposed minimum entry requirements. There is a need for creative thinking around further ways to support retention. When data all... Read more »