…ved this year – whether that’s winning prestigious awards, opening state-of-the-art new facilities, widening participation or acting as engines for economic growth. Meanwhile, with their focus on industry and on post-graduate employability, our Doctoral Training Alliance (DTA) and DTA3 programmes continue to go from strength to strength. On top of that, UA can be proud of policy successes on BTECs, PQAs, degree apprenticeships and Research and Inn…
…d, because it included a placement or because it was practical and industry-focused. The universities represented by University Alliance specialise in this kind of industry-engaged course, and one third of courses at an Alliance university are accredited. Hear from some of our international students why they chose to study at an Alliance university: https://youtu.be/DYk9547fq1k Back to contents Are international student numbers at Alliance univers…
…students with specific anxieties and mental health issues related to COVID-19; as seen within this briefing. For Jackie Potter, Head of Oxford Centre for Staff Learning and Development, she hopes this “focus on wellbeing and compassionate leadership” is a continued legacy of what has been a difficult year. The student union network have been most proud of their work securing additional funding for student wellbeing initiatives “Successful negotia…
…nd Criminal Justice at the University of South Wales), who was joined by Co-Chairs of the DTA Researcher Representative Committee – Ana Tendero-Cañadas (Bioscience, Brighton), April Murray Cantwell (Social Policy, Sheffield Hallam) and Katheryn Margaret Pascoe (Social Policy, Ulster). In their talk, the DTA leaders discussed the challenges for women in research careers, why the DTA reps put themselves forwards for leadership roles, the development…
…that made assessment inclusive across these courses. Now, with data from 2021-22, we are revisiting that work to find out how these practices are being applied in a post-lockdown world, and the barriers and enablers to doing so effectively. What did we find? Through the QAA collaborative enhancement project, we had already identified nine attributes of inclusive assessment: Embeds support Develops assessment literacy Provides formative…
…uld not do anything on my own. And so began my ‘Connect, Collaborate and Co-Create’ strategy, to bring normally ‘siloed’ stakeholders together, to work collaboratively to tackle shared problems, and to co-create solutions that would benefit everyone involved. “Students – particularly underrepresented students – were struggling to find work in the screen industries. I knew in that moment, that I had to do something, but I also knew I could not do a…
…e in September last year. As part of Teesside University, this hub is an up-and-coming centre for innovative and cutting-edge research in the biosciences industry, having played a vital role during the COVID-19 pandemic in working with national and regional business to help train and upskill the vaccine manufacturing workforce. This example is a key indicator of how fundamentally transformative this centre is for the region. Their collaboration wi…
…e DTA Reps. The day started with rep-led walks along various routes in the local area followed by skill sharing sessions. We had sessions from myself, Heather Sears and Anna Seabourne. This session was followed by a farewell note and prize-giving. With the beautiful sea front, pleasant sunny weather and amazing people, the three days were as good as it could have been after the two-year wait. And like all good things it did end well and we bid goo…
…chers At the end of the course, confident researchers had emerged. Our soon-to-be doctoral graduates told us that they have supported the research endeavours of others, been invited onto research advisory groups, and have given international presentations and seminars. Our graduates will use the skills gained throughout the doctorate in their roles within the NHS, contributing to the future leadership of research. As such we have contributed to an…
…partnership working with the ICB chair, CEO and chief people officer to co-create workforce solutions. More commonly, ICBs have sub-committees such as people boards that allow for engagement with stakeholders from HE, FE and schools, although it is often constrained to narrow issues such as human resources. At the other end of the scale, there are ICBs in which there is limited understanding of universities’ role in the development and retention…
