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  1. Obsessions with outcomes won’t deliver the flexible revolution

    February 15, 2021

    …laxed about continuation. As the Dearing Report observed 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.” It also needs to be more patient about progression; a modular approach may take longer to bear fruit. There are many other established ways to measure higher education quality, handily summarised in this…

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    Susanna Kalitowski

  2. The 2019 University Alliance Summit

    June 6, 2019

    …sion of the future. In the HE sector, this speculative atmosphere has been compounded by the successive delays of the ‘Post-18 funding review’. Arriving as it did in a “political vacuum”, following the resignation of its chief proponent, the report’s release provided few assurances. In fact, I believe if implemented it would return HE access to the preserve of the most privileged in society, at a time when we should be championing higher participa…

    Read more of: The 2019 University Alliance Summit
    Vanessa's summit speech

  3. DTA Summer School 2021 – coming together to explore interdisciplinarity

    September 2, 2021

    …projects in more depth. We had the choice to share our work as oral, Pecha-Kucha-style or poster presentations, and the themes – how our research relates to the world outside the university and the interdisciplinary element of our projects – helped reveal shared interests and methods across our projects. The interactive poster session in WonderRoom was particularly fun. We learnt a lot about the work of peers outside of our disciplinary cohorts,…

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  4. Alliance universities are fulfilling a civic role within their communities

    August 27, 2021

    …-ruskin-university/ https://www.unialliance.ac.uk/2021/03/30/accounting-for-community-engaging-students-aces-scheme-at-oxford-brookes/ https://www.unialliance.ac.uk/2021/03/29/university-of-greenwich-support-local-mutual-aid-group-during-covid-19/ https://www.unialliance.ac.uk/2021/08/24/supporting-refugees-in-south-wales/ https://www.unialliance.ac.uk/2021/03/30/mend-the-gap-bcu-enhancing-support-for-carers/ https://www.unialliance.ac.uk/2021/08/…

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  7. Vaccines, R&D and the Budget

    March 8, 2021

    …ould begin their project to develop the skills capacity within the Stockton-on-Tees region, working in partnership with industry to upskill the vaccine manufacturing workforce. Oxford Brookes University have also been undertaking research through their spinout company, Oxford Expression Technologies, to develop a coronavirus vaccine. Awarded a grant by Innovate UK to work in partnership with Vaxine Pty Ltd, the vaccine is now in its clinical trial…

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    Beth Button

  8. The DTA is Intersectoral- Part 4

    January 27, 2020

    …es faced by the industry partners and how could we address them using state-of-the-art or future technologies.” According to Vladimir, this understanding is something Early Career Researchers really benefit from gaining at the beginning of their academic journeys, “The earlier researchers realise how industry works and thinks, the higher the chances are for them to contribute to prosperity of our society. When I was very young, I defined my purpos…

    Read more of: The DTA is Intersectoral- Part 4

  9. “We need to highlight how rewarding a career in health can be”

    May 23, 2023

    …range of backgrounds to study healthcare subjects. Some of our students are 18-year-olds straight from school and college, but there are a significant number coming back to education as mature students. Some have started families, some have had other careers. What we are saying to them is: you can have a great impact on other people’s lives, no matter what your background is. It’s incredibly rewarding to make a positive impact on your own communit…

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    Ross Renton

  10. Lifelong Learning – is it worth the hard yards?

    May 16, 2023

    …have been missed. The UK student profile now extends beyond the traditional 18-year-old school or college leaver to include mature, part-time, post-graduate and others – so as the model develops, we need to consider the bespoke needs of each segment. In limiting the pilot to a meagre scope of subjects, little or no promotion or guidance on how it works and offering what seems to already exist in larger courses with timing, location and delivery me…

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