scholarly journals Brexit and Universities: Toward a Reconfiguration of the European Higher Education Sector?

2018 ◽  
Vol 94 ◽  
pp. 10-12
Author(s):  
Aline Courtois
Keyword(s):  
Higher Education ◽  
United Kingdom ◽  
Education Sector ◽  
Short Term ◽  
Research Cooperation ◽  
Freedom Of Movement ◽  
The United Kingdom ◽  
European Higher Education ◽  
The Impact

The prospect of “Brexit” is causing significant anxiety across the European higher education sector, as universities brace themselves for a possible departure of the United Kingdom and a reconfiguration of the sector. Our research suggests that while the impact is expected to be uneven across the region—with some possible short-term beneficiaries—research cooperation with the United Kingdom and freedom of movement are valued by universities across the region.

scholarly journals Brexit and Universities: Toward a Reconfiguration of the European Higher Education Sector?

2018 ◽  
Vol 94 ◽  
pp. 10
Author(s):  
Aline Courtois
Keyword(s):  
Higher Education ◽  
United Kingdom ◽  
Education Sector ◽  
Short Term ◽  
Research Cooperation ◽  
Freedom Of Movement ◽  
The United Kingdom ◽  
European Higher Education ◽  
The Impact

The prospect of “Brexit” is causing significant anxiety across the European higher education sector, as universities brace themselves for a possible departure of the United Kingdom and a reconfiguration of the sector. Our research suggests that while the impact is expected to be uneven across the region—with some possible short-term beneficiaries—research cooperation with the United Kingdom and freedom of movement are valued by universities across the region.

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 Unreasonable rage, disobedient dissent

2018 ◽  
Vol 11 (1) ◽  
pp. 82-108 ◽  
Author(s):  
Jessica Gagnon
Keyword(s):  
Higher Education ◽  
United Kingdom ◽  
Student Engagement ◽  
Social Construction ◽  
Media Coverage ◽  
Student Activists ◽  
The United Kingdom ◽  
The Social ◽  
Media Discourses ◽  
The Impact

This article explores the limits of student engagement in higher education in the United Kingdom through the social construction of student activists within media discourses. It scrutinises the impact of dominant neoliberal discourses on the notion of student engagement, constructing certain students as legitimately engaged whilst infantilising and criminalising those who participate in protest. Exploring media coverage of and commentary on students engaged in activism, from the 2010 protests against university fee increases and from more recent activism in 2016, the article draws upon Sara Ahmed’s (2014) Willful Subjects and Imogen Tyler’s (2013) Revolting Subjects to examine critically the ways in which some powerful discourses control and limit which activities, practices and voices can be recognised as legitimate forms of student engagement.

EU to United Kingdom moves will fall under any Brexit

2019 ◽  
Keyword(s):  
United Kingdom ◽  
Immigration Policy ◽  
Negative Impact ◽  
Real Wages ◽  
Reduced Pressure ◽  
Content Type ◽  
Freedom Of Movement ◽  
The United Kingdom ◽  
The Impact ◽  
The Eu

Subject UK immigration outlook. Significance Under most Brexit scenarios, freedom of movement between the United Kingdom and the EU-27 will end in December 2020. This will require the United Kingdom radically to reform its immigration policy, both towards EU citizens and, to a lesser extent, non-EU citizens. Impacts Immigration reductions will have a small negative impact on UK public finances, even considering the reduced pressure on public services. There will be some increase in non-EU migration, especially of relatively well-paid workers. There may be some upward pressure on wages in specific sectors, although the overall impact on real wages is likely to be small. A change of prime minister may reduce immigration policy restrictiveness, mitigating the impact without altering the direction of travel.

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 Art Education in the Age of Metrics. A critical exhibition about how we teach and learn art under neoliberal conditions

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Emma Brasó
Keyword(s):  
Higher Education ◽  
United Kingdom ◽  
Art Education ◽  
Teaching And Learning ◽  
The United Kingdom ◽  
University Life ◽  
The University ◽  
The Impact ◽  
Data Culture ◽  
The Town

The higher education sector in the United Kingdom finds itself immersed in a data culture that evaluates every aspect of the university life according to a metrical paradigm. Art education, an area with its own teaching and learning characteristics, is particularly incompatible with a model that favours efficiency, productivity and success over all other aspects. In this essay I describe an exhibition, Art Education in the Age of Metrics, which took place in 2017 at the campus gallery of a specialist university located in the town of Canterbury. This was a curatorial project that tried not only to represent the difficulties of art education in the current climate, but that by engaging the university community—particularly students— in the process of organizing the exhibition, tried to actively intervene in the debates on the impact of this neoliberal model in how we teach and learn art today.

Spatial Perspectives on Technological Changes in the Banking Sector of the United Kingdom

1984 ◽  
Vol 16 (4) ◽  
pp. 437-450 ◽  
Author(s):  
J N Marshall ◽  
J F Bachtler
Keyword(s):  
United Kingdom ◽  
Banking Sector ◽  
Future Trends ◽  
Technological Changes ◽  
Short Term ◽  
Present Evidence ◽  
The United Kingdom ◽  
Banking Activity ◽  
Banking Institutions ◽  
The Impact

In this paper the impact on employment of technological changes in the banking sector is examined. A range of technologies are described which utilise computer, electronic, and telecommunications equipment to produce, store, obtain, and transfer information. Economic pressures on the banks to use the equipment are considered. The influence of the organisation of banking institutions on the introduction of technology is outlined. It is argued that technological change seems unlikely in the short term to be associated with a considerable decline in employment in the banking sector, but that there could be important changes in the nature and location of work. The introduction of technology appeared initially to support the concentration of employment in the main centres of banking activity. However, present evidence and likely future trends indicate that some dispersal of banking activities from London and the South East of the country is possible.

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 Navigating Academia as a Working-Class Academic

2021 ◽  
pp. 50-64
Author(s):  
Teresa Crew
Keyword(s):  
Higher Education ◽  
United Kingdom ◽  
Working Class ◽  
Qualitative Interview ◽  
Interview Study ◽  
Interview Data ◽  
The United Kingdom ◽  
The Impact

Despite an increasing focus on the impact of class in higher education, less has been said about the experiences of those working-class people who navigate from student to scholar. In the largest interview study to date, conducted in the United Kingdom, this paper draws upon extensive qualitative interview data with ninety working-class academics. This article highlights the hostile encounters faced by these academics but also illuminates the forms of capital and the assets they bring to academia. The article suggests how we can move forward before providing a reminder that the working class should not be viewed by their supposed deficits (real or imaginary).

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