scholarly journals The “New” Private Higher Education Sector in the United Kingdom

2016 ◽  
pp. 16-18
Author(s):  
Claire Callender
Keyword(s):  
Higher Education ◽  
United Kingdom ◽  
Education Sector ◽  
Private Higher Education ◽  
Public Higher Education ◽  
The United Kingdom ◽  
The Uk

This article calls into question the UK government’s desire to develop a private higher education sector in England. It argues that the government’s policies are exclusively ideologically driven and are unlikely to fulfil their aims while simultaneously diverting resources away from the already highly marketized public higher education sector.

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.

Energy and environmental performance of a higher education sector – a case study in the United Kingdom

2020 ◽  
Vol 39 (5) ◽  
pp. 497-514
Author(s):  
Khuram Pervez Amber ◽  
Rizwan Ahmad ◽  
Ghulam Qadir Chaudhery ◽  
Muhammad Sajid Khan ◽  
Bilal Akbar ◽  
...  
Keyword(s):  
Higher Education ◽  
United Kingdom ◽  
Environmental Performance ◽  
Education Sector ◽  
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 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.

The use of inquiry-based learning in public administration education: Challenges and opportunities in the context of internationalization

2020 ◽  
pp. 014473942093597
Author(s):  
Alice Moseley ◽  
John Connolly
Keyword(s):  
Higher Education ◽  
United Kingdom ◽  
International Students ◽  
Public Administration ◽  
Education Sector ◽  
Pedagogical Practices ◽  
Student Body ◽  
Inquiry Based Learning ◽  
The United Kingdom ◽  
Challenges And Opportunities

This paper discusses both challenges and opportunities for using inquiry-based learning in public administration postgraduate education in a context of internationalisation. In particular, we discuss the appropriateness of inquiry-based learning for teaching diverse groups of students from varied international backgrounds. Inquiry-based learning has been widely promoted in the United Kingdom higher education sector and seems intuitively appealing as a pedagogical approach for an applied subject such as public administration. However, there are challenges associated with using inquiry-based learning with postgraduate international students who have a short time to assimilate complex theories and concepts in a second language, and have often been educated previously in contexts with a more didactic tradition of education. With the increasing internationalisation of the United Kingdom higher education sector, we suggest there is tension between some of the teaching and learning methods that are being promoted nationally and the needs of an increasingly diverse international student body. Reflecting on our own experiences as teachers of international students on public administration programmes, we outline both the benefits and limitations of teaching with inquiry-based learning but also suggest ways in which this type of approach could be assimilated within the broader set of pedagogical practices used with international postgraduate students.

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.

scholarly journals APPLIED MANAGEMENT POST-COVID19: IMPLICATIONS FOR ACADEMIC MANAGERS IN PRIVATE HIGHER EDUCATION, BEYOND CRISES

2021 ◽  
Vol 8 (10) ◽  
Author(s):  
Hedda Martina Šola ◽  
Fayyaz Hussain Qureshi ◽  
Sarwar Khawaja
Keyword(s):  
Higher Education ◽  
Technology Implementation ◽  
Global Economy ◽  
Online Teaching ◽  
Academic Staff ◽  
Education Sector ◽  
Private Higher Education ◽  
Structured Interviews ◽  
Part Time ◽  
The Uk

<p>The outbreak of COVID-19 caused severe disruption to most sectors of the global economy, creating a spectre of fear, anxiety and uncertainty. The education sector has been one of the worst affected by the pandemic. The education sector is one of the heavily affected sectors. The pandemic forced educational institutions worldwide to close, cancel classes and shift towards remote working and online teaching. The purpose of this study is to investigate the implication of the COVID-19 pandemic on private higher education. Moreover, the study's main objective is to assess the pandemic's academic management, especially in private higher education. For this, different landscapes were examined, including pre, during and Post COVID-19, focusing on the post-COVID-19 implications. In addition, various publications and surveys have been analysed to find out about the COVID-19 followed-up changes happening in higher education and its management. For this particular study, qualitative research was employed by conducting nine semi-structured interviews with academic managers working in the private higher education sector in the UK to capture their experience insights about the implications, advantages, disadvantages, and challenges faced during the pandemic. The findings showed that workplace accessibility was the most affected factor; during the lockdown, the private higher education institutions (PrHEIs) could recruit highly qualified and experienced part-time academic staff, as they need to teach online. However, most of these part-time academic staff wanted to quit when face-to-face teaching starts, as they live far from their institutions. Only online teaching motivated them to join during the lockdown because it provided ease and convenience, no travelling time &amp; cost, freedom and autonomy. In addition, the online teaching amazingly increased the student attendance; higher pass rates but difficulties in engaging students in group activities. Another one of the challenges was the immediate adoption of online teaching and training of academic staff. Moreover, the reinvention of a new workplace approach and the high level of technology implementation to abide by the safety regulations will permanently transform the work routine. Therefore, most of the employees want to continue remote working in future.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0891/a.php" alt="Hit counter" /></p>

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 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.

Sign in / Sign up

Export Citation Format

Share Document