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Read blogs from members across the University Alliance and from the UA policy team

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  1. Harnessing the power of university-sponsored Multi Academy Trust partnerships

    …d its full potential not harnessed. University-sponsored MATs must be legally recognised within governance arrangements, formally enabling the sharing of services. 3. Leverage the university MAT sector to deliver tutoring and mentoring Many universities were established as teacher training institutions and can draw on this strong heritage and expertise to address teachers’ professional development needs and support school catch up. Universities al…

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  2. Winner of the Integrity Award at Alliance Awards 2020 recounts her award-winning work

    …light of the Doctoral College calendar. This campus-based event has regularly brought together research students and supervisors from across the institution in celebration of doctoral research. In 2020, after months of planning and preparation, the festival scheduled for 1st April had to be cancelled as the UK headed towards lockdown. Lorraine made a swift about-turn and, along with colleagues, began rapidly tackling the multiple PGR-related issue…

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  3. With the right support, universities can help power an economic, social and cultural recovery

    …drive through research and facilities. While the spotlight has shone brightly and rightly on the vaccination discovery endeavours of the UK’s most research-intensive universities, what is less known is the work of Alliance-type institutions, which are doing critical work realising the benefits of vaccine discovery to support the country’s vaccination effort. Alliance universities deliver applied research driven by partnerships with industry and th…

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  4. Supporting student mental health during the pandemic and beyond

    …to use their university managed accommodation due to lockdowns. Unfortunately, while I welcome the £50 million of additional government funding to support students and see it as a step in the right direction, this amount simply does not go far enough in addressing the escalating costs affecting universities and the increasing demand for our services. To put this into context, UWE Bristol’s allocation of the new government funding will be just £775…

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

    …ucation should be high quality? And the lifelong learning agenda is endlessly appealing – which is probably why it is one of the few HE policy issues that commands true cross-party support. The holy trinity of quality The problem seems to come down to the insistence on the part of both the Department for Education (DfE) and the Office for Students (OfS) that the best way to measure quality is to look at student outcomes, and the best outcomes to m…

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    Susanna Kalitowski
  6. The DTA Rep Committee: Amplifying the voice of PhD researchers

    …Rep committee feedback loop – image created by Ana Tendero Cañadas Ultimately, we work to improve the PhD experience. One way we do this is by hosting some much-needed social relief such as our recent online Christmas quizzes and an upcoming end of academic year event. Why get involved in the first place? During the first year of my PhD, I encountered many challenges, including moving to a new continent, redesigning my research project and establi…

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  7. DTA3 Year in Review

    …d innovative training and knowledge sharing opportunities. We are one of only a small number of UK-based Cofund projects and the only UK umbrella organisation, bringing together 15 host institutions to establish and deliver the programme. 2018 and 2019 were busy years. We collated PhD project proposals, completed the global recruitment of 70 international fellows, aligned HR practices and audit trails across all the partner universities, all at th…

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  8. Regional Investment, European Funding and Defining Value: The Future Challenges for Research

    …tment could never realistically be replicated, or even afforded, domestically. Finally, and probably most concerning, is how the government plans to act on its commitment to tackle “low quality courses”, as well as preparing for other aspects of the Augar report that might be getting a second look. I am deeply suspicious that low quality is shorthand for low economic value. Data on educational outcomes is extremely limited and in need of reform. E…

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