scholarly journals Private Higher Education in the United Kingdom: Myths and Realities

2014 ◽  
pp. 11-12 ◽  
Author(s):  
Steve Woofield
Keyword(s):  
Higher Education ◽  
United Kingdom ◽  
Private Sector ◽  
Private Higher Education ◽  
Policy Changes ◽  
Private Providers ◽  
The United Kingdom ◽  
Complex Part ◽  
The Government ◽  
Uk Higher Education

Private providers are becoming more visible in an increasingly heterogeneous UK higher education landscape. Policy changes in England have stimulated rapid enrolment growth in the private sector, and the government is currently facing the challenge of regulating and ensuring quality in this dynamic and complex part of the HE sector in the absence appropriate primary legislation. Currently very little is known about the UK’s ‘alternative’ HE providers and many myths surround this part of the sector that do not reflect reality.

Developing a Framework for the Visualisation of Learning Analytics in UK Higher Education

2017 ◽  
pp. 249-272 ◽  
Author(s):  
Jack Halliday ◽  
Mark Anderson
Keyword(s):  
Higher Education ◽  
United Kingdom ◽  
Learning Analytics ◽  
Best Practice ◽  
Digital Age ◽  
Learning Systems ◽  
Access Points ◽  
Course Materials ◽  
The United Kingdom ◽  
Uk Higher Education

Learning analytics has vast potential as a tool to further unlock the effectiveness of education in a digital age. The amount of data that can be gathered from varying access points can provide new insight and knowledge into how learners are interacting with course materials, learning systems and even fellow classmates. Research and experimentation is uncovering forms of best practice and possible factors on which to centre the analysis of students in an effective way, however learning analytics has yet to be comprehensively implemented country-wide in the United Kingdom.

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 The Market Distortion Effect of Government Intervention in Higher Education

2021 ◽  
Vol 9 (1) ◽  
pp. 123-131
Author(s):  
Jezyl Cutamora ◽  
Keyword(s):  
Higher Education ◽  
Private Sector ◽  
Service Providers ◽  
State Intervention ◽  
Good Alternative ◽  
The Philippines ◽  
Private Higher Education ◽  
Playing Field ◽  
Market Distortion ◽  
The Government

In the Philippines, a mixture of public and private higher education institutions (HEIs) exists. Because of the government subsidy among the public HEIs, the major concern of the private sector is the “uneven playing field”. This study hopes to eliminate this unhealthy competition and market distortion in the educational landscape. This study utilizes the quantitative non-experimental retrospective explanatory design. Results show that regardless of the extent of state intervention, the market can be distorted. Hence, assigning specific programs to be offered based on the type of HEI is a good alternative. The programs to be fully subsidized and offered by the government are agriculture, sciences, engineering, manufacturing and construction, and humanities and arts (HA) while services, health and welfare, education and social sciences, business and law programs will be for private sector service providers. This stimulates healthy competition among the HEIs leading to a better quality of education.

Developing a Framework for the Visualisation of Learning Analytics in UK Higher Education

2016 ◽  
pp. 119-142
Author(s):  
Jack Halliday ◽  
Mark Anderson
Keyword(s):  
Higher Education ◽  
United Kingdom ◽  
Learning Analytics ◽  
Best Practice ◽  
Digital Age ◽  
Learning Systems ◽  
Access Points ◽  
Course Materials ◽  
The United Kingdom ◽  
Uk Higher Education

Learning analytics has vast potential as a tool to further unlock the effectiveness of education in a digital age. The amount of data that can be gathered from varying access points can provide new insight and knowledge into how learners are interacting with course materials, learning systems and even fellow classmates. Research and experimentation is uncovering forms of best practice and possible factors on which to centre the analysis of students in an effective way, however learning analytics has yet to be comprehensively implemented country-wide in the United Kingdom.

Call in UK Higher Education: A Preliminary Survey by the CTI Centre for Modern Languages

ReCALL ◽  
1990 ◽  
Vol 2 (2) ◽  
pp. 1-4 ◽  
Author(s):  
Brian Powell
Keyword(s):  
Higher Education ◽  
United Kingdom ◽  
Teaching And Learning ◽  
The Other ◽  
Preliminary Survey ◽  
Current Range ◽  
Attitudes And Practices ◽  
The United Kingdom ◽  
Actual Use ◽  
Uk Higher Education

Since the principal objectives of the CTI Centre for Modem Languages (CTICML) and of the other CTI Centres are to increase awareness of the potential of computers and other forms of IT in teaching and learning and to stimulate their actual use, it seemed a reasonable first step after the establishment of the CTICML in April 1989 to try to establish the current range of attitudes and practices in the field of lan- guages in higher education in the United Kingdom. We considered that this would both help us to gain a view of what had to be done and give us one yard- stick against which to measure the effect which our activities over the next few years will have had.

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.

scholarly journals International Students: The United Kingdom Drops the Ball

2014 ◽  
pp. 9-10 ◽  
Author(s):  
Simon Marginson
Keyword(s):  
Higher Education ◽  
United Kingdom ◽  
International Students ◽  
International Education ◽  
South Asia ◽  
The United Kingdom ◽  
Uk Government ◽  
The Uk ◽  
Uk Higher Education ◽  
First Time

The number of non-EU students entering UK higher education has fallen for the first time for many year, especially students from South Asia. The UK government is under pressure from the neo-nationalist UK independence Party to reduce all forms of migration and international education has been caught by this.

scholarly journals Against Privatizing Schools in the United Kingdom

2003 ◽  
Vol 1 (1) ◽  
Author(s):  
Harry Brighouse
Keyword(s):  
Social Justice ◽  
United Kingdom ◽  
Private Sector ◽  
Minimal Level ◽  
Private Companies ◽  
Contracting Out ◽  
The United Kingdom ◽  
The Government ◽  
Contracting Process ◽  
The Uk

This paper argues against two models for privatizing schools in the UK: contracting out the management of schools to private companies, and voucher schemes. Contracting out cannot yield the efficiency benefits that are claimed for it, because the contracting process cannot be sufficiently competitive and the government cannot have sufficient knowledge of what makes schools successful to manage the contracts well. Vouchers will not work because the private sector in the UK will not be willing to participate in a scheme which incorporates regulations designed to achieve a minimal level of social justice.

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