scholarly journals Creating a Competitive Advantage in the UK Higher Education Sector through Mirrored Course Delivery: A case example

2021 ◽  
Author(s):  
Elizabeth Spruin
Keyword(s):  
Higher Education ◽  
Competitive Advantage ◽  
Course Delivery ◽  
Education Sector ◽  
Short Report ◽  
Current Position ◽  
Christ Church ◽  
Flexible Delivery ◽  
The Uk ◽  
Uk Higher Education

Utilising Canterbury Christ Church University (CCCU) as a case example, this report will provide information about the strategic challenges that many modern universities in the UK face in creating a flexible delivery of education. Using strategic concepts and analysis, the current short report will examine the competitiveness within the higher education sector in the UK and explore key external and internal environmental factors of CCCU, gaining a greater understanding of their current position. From these analyses, strategic recommendations as to how universities such as CCCU can create a competitive advantage through a new form of flexible learning delivery.

scholarly journals Examining the UK higher education sector through the network of institutional accounts on Twitter

First Monday ◽  
2017 ◽  
Vol 22 (5) ◽  
Author(s):  
Katy Jordan
Keyword(s):  
Higher Education ◽  
Education Institution ◽  
Education Sector ◽  
University Rankings ◽  
Social Media Platforms ◽  
The Uk ◽  
Network Metrics ◽  
Uk Higher Education ◽  
Insight Into ◽  
Gaining Insight

Web link mining has been previously used as a way of gaining insight into how the Internet may be replicating or reshaping connections between institutions within the higher education sector. Institutions are increasingly active on social media platforms, and these connections have not been studied. This paper presents an exploratory analysis of the network of UK higher education institutional accounts on Twitter. All U.K. institutions have a presence. Standing in recent university rankings is found to be a significant predictor of several network metrics. In examining the communities present within the network, a combination of ranking and geolocation play a role. Analysis of a sample of tweets which mention more than one U.K. higher education institution provides an indication of why the topics of tweets would reinforce prestige and location in the network structure.

scholarly journals Revisiting Dearing: Higher Education and the Construction of the ’Belabored’ Self

2014 ◽  
Vol 6 (4) ◽  
pp. 731-753
Author(s):  
Alan Apperley
Keyword(s):  
Higher Education ◽  
Lifelong Learning ◽  
Education Sector ◽  
The Self ◽  
National Committee ◽  
Learning Society ◽  
Oil Crisis ◽  
Post War ◽  
The Uk ◽  
Uk Higher Education

Several authors have identified a ’therapeutic turn’ in education in the UK, at all levels of the system. In this paper I focus on and develop this claim, specifically in relation to the Higher Education sector. I seek to do two things: First, I argue that the ‘self’ which is identified by commentators on the therapeutic turn needs to be reworked in the direction of McGee’s idea of the ’belabored’ self. This is because the therapeutic turn serves, I argue, a set of wider economic goals arising from the restructuring of capitalism which followed in the wake of the oil crisis of 1973 and the subsequent breakdown of the post-war (1939-1945) consensus around the purpose of public policy, of which education is an important part. Second, I revisit an important document in the history of the UK Higher Education sector: the National Committee of Inquiry Into Higher Education’s 1997 report Higher Education In The Learning Society (known popularly as the Dearing Report, after its chair, Sir Ron Dearing). I argue that that the committee’s ambition to bring about a learning society characterised by lifelong learning played an important and neglected part in bringing about the therapeutic turn in higher education in the UK. The project of creating a learning society characterised by lifelong learning, advocated by the Dearing Report, should properly be recognised as an exhortation to embark upon a lifetime of labouring upon the self.

scholarly journals Making connections and building resilience: Developing workshops with undergraduates

2017 ◽  
pp. 404-418
Keyword(s):  
Higher Education ◽  
Vital Role ◽  
Education Sector ◽  
High Achieving Students ◽  
Financial Pressure ◽  
Wide Range ◽  
The Uk ◽  
The University ◽  
Uk Higher Education

While defining resilience is recognised as complex with recent research highlighting the disparity of interpretations, there is however, a common appreciation of the wide range of contributory factors impacting on students’ resilience within the Higher Education sector. These can include but are not limited to, an increasingly competitive environment for graduate jobs, increased financial pressure from student tuition fees, alongside the more traditional concerns of moving away from home and transitioning towards greater independence. Building on previous research at the University of Surrey with high achieving students, this paper outlines the development and delivery of a student focused workshop designed to enable the participants to build their understanding of resilience using different but complementary pedagogic approaches: LEGO® SERIOUS PLAY® and Concept Mapping. The case study included within this paper demonstrates one student’s reflection of the workshop and previous experiences which have contributed to their own resilience. What has become apparent at the University of Surrey, and more broadly within the UK Higher Education sector, is that universities have a vital role to play in fostering positive mindsets amongst students and developing strong and resilient independent learners.

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