The System of Awarding Degrees in Higher Education of Iran and United Kingdom: A Descriptive-Comparative Study With Focusing on the Internationalization of Health Education

2022 ◽  
Author(s):  
Masoomeh Shahsavari ◽  
Fatemeh Karami Robati ◽  
Atefeh Ahmadi ◽  
Vahid Yazdi-Feyzabadi ◽  
Bagher Amirheidari ◽  
...  
Keyword(s):  
Higher Education ◽  
United Kingdom ◽  
Comparative Study ◽  
International Development ◽  
Data Extraction ◽  
Health Sciences ◽  
Medical Sciences ◽  
Related Information ◽  
The United Kingdom ◽  
The Uk

The main indicators of higher education (HE) internationalization in the field of awarding degrees are the international development of disciplines and interdisciplinary sciences, new educational and learning methods, new and updated curricula, and their correct ways of sharing. This study aimed to examine the system of awarding degrees in health HE of Iran and the United Kingdom. This descriptive-comparative study focused on the field of medical sciences and its related disciplines. The vital information about the variables was collected by visiting the official websites of the UK universities and related or joint organizations. The related information to the Kerman University of Medical Sciences as a sample of Iran medical universities was obtained from the university’s Farabar system. All data extraction steps were performed manually. There were differences in the mechanism of setting up a new discipline and the process of students’ admission, diversity of degrees’ titles and curriculums, stability of disciplines over the time, creativity in creating competition between different disciplines, the reason for establishing a discipline and the requirements for certification and awarding of degrees in health sciences disciplines in Iran and the United Kingdom were described. Propelling of medical education in the health sciences area towards standard awarding degree systems can be responsible for the requirements of internationalization of higher education.

scholarly journals Some issues regarding the Hungarian regulation of traditional Chinese medicine and possible solutions based on examples from the United Kingdom

2014 ◽  
Vol 155 (15) ◽  
pp. 575-581
Author(s):  
Márk Oravecz ◽  
Judit Mészáros ◽  
Funian Yu ◽  
Ildikó Horváth
Keyword(s):  
Chinese Medicine ◽  
Traditional Chinese Medicine ◽  
Healthcare Professionals ◽  
Educational Background ◽  
Health Sciences ◽  
Medical Sciences ◽  
Factual Information ◽  
The United Kingdom ◽  
The Uk ◽  
New System

This paper aims to present factual information and to suggest possible solutions regarding some of the recent questions which have arisen regarding the regulation of traditional Chinese medicine in Hungary. According to current legislation “traditional Chinese doctors”, who are the most highly trained professionals in this field, are not allowed to practice Chinese medicine and acupuncture in Hungary. This situation cannot be explained by their educational background, as they receive thorough training in both Chinese medicine and modern medical sciences. Furthermore, this legislation is not supported by any EU standard: Traditional Chinese medicine professionals can practice Chinese medicine and acupuncture in a number of European countries within a legal and regulated framework. Different kinds of healthcare professionals may practice Chinese medicine and acupuncture in the UK – this could be a good example for Hungarian regulation. The five-year bachelor level traditional Chinese medicine training at the Faculty of Health Sciences, Semmelweis University and the increasing number of locally trained traditional Chinese medicine professionals could be a good basis for laying the groundwork of the new system. Orv., Hetil., 2014, 155(15), 575–581.

scholarly journals Introduction: 5 years of ELEUK

2020 ◽  
pp. 1-4
Author(s):  
Amparo Lallana ◽  
Lourdes Hernández Martín ◽  
Mara Fuertes Gutiérrez
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
United Kingdom ◽  
Teacher Development ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Spanish Language ◽  
The United Kingdom ◽  
The Uk

We are delighted to be able to present to you this fifth anniversary volume which inaugurates a series of publications emanating from conferences organised by ELEUK, the Association for the Teaching of Spanish in Higher Education in the United Kingdom (www.eleuk.org). Nearly a decade ago, Spanish Language Teaching (SLT) was going from strength to strength across higher education; however, there were hardly any conferences or professional development events within the UK dedicated specifically to the teaching of Spanish. University colleagues and language professionals got together to launch a space from where to promote the teaching and learning of Spanish, foster research in SLT, provide opportunities for teacher development, facilitate collaboration among its members, and enhance subject expertise.

scholarly journals Capturing the complexity: Towards a better understanding of collaborative higher education provision in the UK

2021 ◽  
Vol 8 (8) ◽  
pp. 1-7
Author(s):  
John Mariampillai
Keyword(s):  
Higher Education ◽  
United Kingdom ◽  
Higher Education Institutions ◽  
Student Loan ◽  
Publicly Funded ◽  
Private Providers ◽  
The United Kingdom ◽  
The Uk ◽  
Public Bodies

This article investigates collaborative Higher Education (HE) landscape in the United Kingdom (UK). Collaborative arrangements between publicly funded (i.e. with recurrent funding from the Funding Councils or other public bodies) Higher Education Institutions (HEIs) and other private providers have witnessed a significant expansion since 2010, in terms of student numbers and public-backed student loan support. The focus of this article is on understanding the rationale and complexities around collaborative HE provision involving HEIs and other private providers. This article uses data collected through interviews, involving 19 stakeholders representing collaborative HE provision in the UK.

scholarly journals Academic Career Development in Indonesia and the United Kingdom: A Systematic Literature Review

2021 ◽  
Vol 10 (3) ◽  
pp. 409
Author(s):  
Maya Kurniawati ◽  
Choirul Saleh ◽  
M.R. Khairul Muluk
Keyword(s):  
Higher Education ◽  
United Kingdom ◽  
Career Development ◽  
Literature Review ◽  
Systematic Literature Review ◽  
Academic Career ◽  
Community Services ◽  
Journal Articles ◽  
The United Kingdom ◽  
The Uk

Lecturers are an essential element of a higher education institution. The lecturer has two functions in Indonesia, namely an educator and a researcher who has the job in developing and deploying science, technology, and art to the community through the Three Pillars of Higher Education activities: education, research, and community services. This study aims to investigate and answer the three research questions, which involve how the academic career development system for lecturers, how the academic career development patterns for lecturers, and the factors which affect the academic career in Indonesia and the United Kingdom (UK). We chose the UK since it is one of the countries with the most robust higher education system globally. This research was required to capture the gap in academic career development for lecturers in Indonesia and the UK. There are 23 journal articles and other literature included and found using systematic literature review and PRISMA protocol. These journal articles and other literature analyzed by meta-synthesis and could describe the comparative perspectives between an academic career in Indonesia and the UK. These review results can be an excellent comparison for improving higher education systems, specifically in the academic career development for Indonesian lecturers. A significant improvement will encourage universities in Indonesia to embrace the vision as a world-class university.

scholarly journals Financial Stress and Mental Health among Higher Education Students in the United Kingdom up to 2018: a Rapid Review of Evidence

2018 ◽  
Author(s):  
Tayla McCloud ◽  
david bann
Keyword(s):  
Mental Health ◽  
Higher Education ◽  
United Kingdom ◽  
Health Outcomes ◽  
Financial Stress ◽  
Mental Health Outcomes ◽  
Rapid Review ◽  
Education Students ◽  
The United Kingdom ◽  
The Uk

IntroductionIn the UK, as in many other high-income countries, debt due to higher education has increased substantially in recent decades. For example, as of 2018, the average student in England will have accrued £50,000 of debt upon university completion. The prevalence of common mental health problems has also increased, alongside these increased financial pressures. However, it is as yet unclear whether there is an association between financial stress and mental health among higher education students.Methods We conducted a rapid review of the peer-reviewed scientific literature to examine the links between indicators of financial stress and mental health among university students in the UK. Studies were located through a systematic search of Psychinfo, Pubmed and Embase up to November 2018. Eligible studies were English-language publications testing the association between any indicator of financial stress and mental health among higher education students in the United Kingdom. ResultsThe search strategy above yielded 1,272 studies, from which only 9 met the inclusion criteria. A further two studies were identified through hand-searching. Financial indicators included amount of debt, experience of financial difficulties and financial concerns/debt worry. There was little evidence that debt level was associated with mental health—only 3 of 7 studies found an association in the expected direction between higher debt and worse mental health. Evidence was more consistent for a cross-sectional relationship between subjective measures of financial difficulty (7 of 7 studies) and debt worry/financial concern (4 of 5 studies) with worse mental health, though longitudinal evidence was very limited. ConclusionAmong higher education students in the UK, there is little evidence that the amount of debt is associated with mental health, while subjective measures of higher financial stress are more consistently associated with worse mental health outcomes. The identified evidence was judged to be weak due to uncertain study generalisability, and the potential for bias due to common causes of financial stress and mental health outcomes (confounders). Thus, further research is required to examine whether links between financial stress and mental health outcomes are robust and causal in nature.

The Redistributive Effects of British Subsidies to Higher Education

2014 ◽  
Vol 13 (3) ◽  
pp. 337-355 ◽  
Author(s):  
Elizabeth Mishkin ◽  
John Straub
Keyword(s):  
Higher Education ◽  
United Kingdom ◽  
Tuition Fees ◽  
Ongoing Debate ◽  
The United Kingdom ◽  
Net Benefits ◽  
Redistributive Effects ◽  
The Uk

This article examines the distribution of net benefits from subsidies to higher education in the United Kingdom, focusing on the system in place in the mid-1990s. We find the distribution to be regressive with respect to graduate income, with high lifetime earners receiving large net subsidies, while low lifetime earners are net contributors to the system. Our findings are of particular relevance to policymakers in the UK in light of the ongoing debate over tuition fees. However, these results should also be of interest to anyone who studies the socioeconomic implications of higher education.

scholarly journals Should Higher Education respond to recent changes in the forensic science marketplace?

2016 ◽  
pp. 27-32
Author(s):  
B W J Rankin ◽  
G Taylor ◽  
T J U Thompson
Keyword(s):  
Higher Education ◽  
United Kingdom ◽  
Forensic Science ◽  
Rapid Expansion ◽  
Educational Impact ◽  
Home Office ◽  
Science Courses ◽  
The United Kingdom ◽  
Professional Body ◽  
The Uk

The evolution of forensic science within the United Kingdom over the past four decades has been rapid and dynamic. This has included policy responses to highly public miscarriages of justice, introduction of commercialisation and pioneering scientific developments such as DNA profiling. However even within this context, changes within forensic science over the last two years has been unprecedented; such as the closure of The Forensic Science Service; a Home Office review of Research and Development within forensic science; the challenges facing fingerprint identification as a result of The Fingerprint Inquiry (Scotland) and the embryonic development of a new professional body for the police force. Correspondingly, development of forensic science within Higher Education (HE) has been substantially transformed from a small number of Masters Courses in forensic science delivered by a small number of universities, to a plethora of undergraduate courses now available throughout the United Kingdom. This rapid expansion of forensic science courses has been openly criticised and debated and it is incumbent upon the university to not only focus on education but also to provide graduates with transferrable skills making them more employment ready. As a consequence HE establishments must be cognisant of and reactive to changes within any associated industry and respond to changes accordingly. However, have the universities delivering forensic science courses fully responded to these recent and unprecedented developments in the history of forensic science within the United Kingdom? This paper will consider the most recent changes to the forensic science marketplace and their ramifications for forensic science education within the HE sector. Challenges which have resulted from the changes will be highlighted and the educational impact on forensic science courses throughout the UK and their future will be evaluated in chronological order.

scholarly journals Degree apprenticeships: Reflecting on university–employer partnership practice to improve workforce development in the United Kingdom

2019 ◽  
Vol 33 (6) ◽  
pp. 403-413
Author(s):  
Jane Welbourn ◽  
David Devins ◽  
Martin Reynolds
Keyword(s):  
Higher Education ◽  
United Kingdom ◽  
Workforce Development ◽  
Future Development ◽  
Early Assessment ◽  
Institutional Dynamics ◽  
The United Kingdom ◽  
The Uk ◽  
Development Objectives

This article offers an early assessment of the extent and scope of participation by higher education institutions (HEIs) in Degree Apprenticeship (DA) provision for meeting the broader workforce development objectives of the UK Government. While the take-up of DAs by HEIs and businesses has been undeniably lower than the publicly declared Government targets, the issues seem to be related to matters of institutional ‘stickiness’ in HEIs and implementation practicalities for businesses. The article reflects on the institutional dynamics involved in HEIs’ collective shifting of their practice in response to Government intervention to associate funding with HE–business collaboration. The authors’ observations are drawn from the experience of one HEI; they adopt an auto-ethnographic perspective to reflect on the role of the DA model as one way of stimulating how HEIs can work with businesses to co-design workforce development initiatives and offer ideas for future development.

Nostalgiczne powroty Polaków i Litwinów w kontekście brexitu i pandemii

2021 ◽  
pp. 171-198
Author(s):  
Olga Czeranowska ◽  
Iga Wermińska-Wiśnicka
Keyword(s):  
United Kingdom ◽  
Comparative Study ◽  
Labour Market ◽  
Public Services ◽  
Country Of Origin ◽  
Return Migrants ◽  
The United Kingdom ◽  
The Uk ◽  
The Comparative Study ◽  
Initial Results

This research note presents the initial results of the quantitative survey, based on the sample of Lithuanian and Polish return migrants coming back from the United Kingdom. The survey was active for three months between May and August 2020 and was part of the project: CEEYouth: The comparative study young of Poles and Lithuanians in the context of Brexit. CAWI questionnaire was used, and recruitment took place mainly on Facebook through return migrants’ groups and personalized ads shown to users who had lived in the UK. The sample consisted of 740 respondents, including 215 respondents in the Lithuanian subsample and 525 in the Polish subsample. The questionnaire covered questions related to migrants’ lives in the UK, the process of return to the country of origin, and reintegration at various dimensions: labour market, family, living conditions, public services.

The UK Higher Education Electronics Computer Aided Design Initiative

1989 ◽  
Vol 26 (1-2) ◽  
pp. 5-10 ◽  
Author(s):  
P. L. Jones
Keyword(s):  
Higher Education ◽  
United Kingdom ◽  
Computer Aided Design ◽  
The United Kingdom ◽  
Computer Aided ◽  
Software And Hardware ◽  
The Uk ◽  
Industrial Standards ◽  
Aided Design ◽  
Uk Higher Education

This paper describes the setting up and operation of a scheme to provide industrial standards in software and hardware for the teaching of electronics computer aided design (ECAD) in degree courses throughout the United Kingdom.

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