Home » Editions » 2011 UK (Page 2)

  • How higher education can drive an enterprise revolution

    How higher education can drive an enterprise revolution

    By Wendy Purcell and Caroline Chipperfield – Universities are places of discovery and innovation, as expressed through the two pillars of their activities; teaching and research.  Around the world some universities are moving to view their academic endeavours through the lens of enterprise, further extending their so-called ‘third stream’ activity and embracing a wider cultural and social agenda.  From this perspective; “being enterprising is the ability to respond to change, take risks, to innovate and to generate and implement new […]

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  • Innovation in higher education

    Innovation in higher education

    By Geoff Mulgan and Mary Abdo – For universities around the world these are both exhilarating and troubling times. Enrolment in tertiary education has risen beyond any expectations, to some 150m[1] worldwide. A truly global industry has taken shape – with new technology enabling rapid collaboration and dissemination of ideas, and students increasingly matriculating at foreign institutions. Yet there is also disquiet. Much important knowledge creation takes place outside of higher education. Few institutions are rich or self-sustaining, and many […]

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  • First class: how assessment can enhance student learning

    First class: how assessment can enhance student learning

    By Sally Brown – Too many universities pay insufficient attention to assessment: usually the mechanics are adequately managed, but the purposes and practices are less well thought-through, relying on ‘tried and tested’ approaches, which in reality are neither. ‘Nothing we do to, or for our students is more important than our assessment of their work and the feedback we give them on it. The results of our assessment influence students for the rest of their lives and careers’.[1]   Assessment […]

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  • The purpose and process of lifelong learning: all work and no play?

    The purpose and process of lifelong learning: all work and no play?

    By Ezri Carlebach – The term ‘lifelong learning’ has its modern origins in post World War I reconstruction efforts. In view of the extension of suffrage, and with a least one eye on the principles of the October Revolution in Russia, the Adult Education Committee of the Ministry of Reconstruction declared in 1919 that; “adult education… is a permanent national necessity, an inseparable aspect of citizenship, and therefore should be both universal and lifelong”.[1] The use of lifelong learning as […]

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  • Learning for the future

    Learning for the future

    By Phil Race – It has long been recognised that learning happens by doing rather than by just being in the presence of someone more learned. For centuries, higher education educators’ roles centred on transmitting the content of precious books, articles and other resources in ways that learners could handle. Now, information is ubiquitous. Most learning resources are available to just about everyone on-line (often free) or through a plethora of information-handling channels. This necessitates transformed roles for educators, to help […]

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  • How to drive quality teaching

    How to drive quality teaching

    By Craig Mahoney – The perennial discussion about what constitutes quality in higher education often resides in a debate about teaching. This has been the case recently across the UK and particularly in England, resulting from proposals on future fees and student finance in England. Teaching is not the be-all and end-all of higher education but it does make the single biggest contribution to the student learning experience and student success. In 2010, the Higher Education Academy (HEA) published a […]

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  • Changing student expectations

    Changing student expectations

    By Jamie O’Connell – The growing cost of higher education the world over means that the motivations for attending and the expectations of the service received are changing. In the past year two major events have happened to profoundly influence UK higher education (HE) policy, the impact of which won’t be fully felt by students until 2012. Firstly a Coalition Government, led by the Conservative party, was voted in to power in April 2010. The Conservatives have looked to aggressively […]

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  • Ensuring the STEM higher education pipeline

    Ensuring the STEM higher education pipeline

    By Paul Jackson – The UK has a proud tradition in engineering and manufacturing and if we are to ensure a bright future, we need more engineers. With a decline in the number of 18 year olds[1] over the next decade and a demand for 587,000 new workers in the manufacturing sector over a similar period[2], it has never been more important to encourage young people to like science, choose to study science and, ultimately, to choose a career in […]

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  • Meeting the challenge of heightened expectations: how universities can enhance the student experience

    Meeting the challenge of heightened expectations: how universities can enhance the student experience

    By Paul Marshall – The passage of new tuition fee legislation in December 2010 will be marked for future generations as a turning point in the history of the UK HE sector.  The merits of the withdrawal of the state from the blanket subsidy of undergraduate degree programs and the transfer of the costs to the student has been much discussed, debated, argued and indeed, rioted upon. These debates, however, have created a foggy cloud under which the wider debate […]

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