Times Higher Education‘s coverage of the Government’s new TEF measures reveals that England’s new assessment of university teaching will award institutions with ratings of “bronze”, “silver” and “gold”. The article also featured comment from Chief Executive Maddalaine Ansell. You can read our full response to the Government’s publication of how the Teaching Excellence Framework (TEF) trial year […]
Chief Executive Maddalaine Ansell was quoted in a Guardian article following the Government’s publication of details of how the Teaching Excellence Framework (TEF) trial year will work. Read our full response to the Government’s announcement here.
We responded to Business, Innovation and Skills Committee’s inquiry looking at the Northern Powerhouse and Midlands Engine. This focussed on whether the Government’s devolved arrangements can deliver improved economic growth and examine if the models for devolved decision-making and co-operation on areas such as skills, science, innovation and R&D are delivering economic growth and whether […]
Responding to the announcement today of full details of how the Teaching Excellence Framework (TEF) trial year will work, University Alliance urges the government to carry out a full evaluation of the trial year and keep an open mind about changing the scheme in future years based on the findings. Alliance institutions welcome the new […]
The University of Brighton has joined University Alliance. University Alliance is a group of modern civic universities working together to shape higher education and research policy for the benefit of our students and business and civic partners. With over 20,000 students studying across five campuses in Brighton, Eastbourne and Hastings, the University of Brighton is […]
Collaborative research on Teaching Age and Discrimination in Mental Health Nursing Two mental health nursing lecturers and three mental health student nurses at the University of Salford have been working as co-researchers on a project to investigate the extent to which a teaching session about age and discrimination contributes to changing attitudes to working with […]
Research-Based Learning module The University of Portsmouth wanted to use a specific unit to develop transferable skills in students (teamwork, problem solving, communication skills). However, this was not proving effective. For example, in the team work exercises students tended to work alone and pull their efforts together at the end rather than working together as a […]
Student as Producer The University of Lincoln’s Student as Producer initiative aims to reconnect universities’ core activities of teaching and research by encouraging students at all levels to view themselves as active producers of knowledge. Originally an HEA-funded project, this principle of research-engaged teaching, as a development of research-informed teaching, has become the organising principle […]
Employer Insights Module A Kingston University course module is connecting teaching and research by bringing students in to the heart of industry. Associate Professor Dr Deborah Anderson devised Employer Insights which stimulates new undergraduate research through students interviewing leading figures in the world of marketing. As part of their course, second-year undergraduate marketing students interview […]
Research-informed teaching (RIT) can take different forms. As the following case studies indicate, RIT offers many benefits to students, staff and higher education institutions as a whole. The case studies below seek to highlight the many different ways to bridge the gap between research and teaching and to provoke discussion on how RIT can be […]
