Top PDF Speech: Chris Skidmore: 'Going global' in higher education: 13 May 2019

Speech: Chris Skidmore: 'Going global' in higher education: 13 May 2019

Speech: Chris Skidmore: 'Going global' in higher education: 13 May 2019

Certainly, in the UK, our world-leading universities and colleges are international at their core. And I’m here today because I want to see the international connectivity, collaboration and partnership that underpin so much of our global higher education continue to flourish.

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Speech: Chris Skidmore : Reaching 2.4%: supporting emerging technologies : Science Minister Chris Skidmore sets out how the government is backing emerging technologies, including quantum tech, in its modern industrial strategy. 13 June 2019

Speech: Chris Skidmore : Reaching 2.4%: supporting emerging technologies : Science Minister Chris Skidmore sets out how the government is backing emerging technologies, including quantum tech, in its modern industrial strategy. 13 June 2019

And we will do that through listening to you, the innovators, so that the racecourse is expertly designed – with the regulation, the data and the IP system you need to thrive. We will do it by being brave enough to invest in new technologies, accepting that some may not succeed. And we will do it by setting challenges and missions for industry and

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Speech : Chris Skidmore: Universities Minister reinforces the civic role of institutions: 13 February 2019

Speech : Chris Skidmore: Universities Minister reinforces the civic role of institutions: 13 February 2019

With both the REF and the KEF defining the impact of universities broadly – from the local to the global – there is no reason that either Framework should be seen as barriers to a university contributing to their local area. As a government, we believe both these Frameworks should be wide-ranging in terms of what they are assessing. Universities know their local regions and areas of expertise better than anyone else, so it is not up to us to be overly prescriptive about what activities they should undertake and how they should approach them.

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Speech : Chris Skidmore : Science Minister hails the importance of humanities to society : 6 June 2019

Speech : Chris Skidmore : Science Minister hails the importance of humanities to society : 6 June 2019

And I can certainly understand why prospective students from around the world are looking to come to the UK for a truly world-leading education – one which embraces creativity, design and critical thinking as part and parcel of the course. Recently we launched our International Education Strategy, setting for the first time an ambition to ensure that we have 600,000 international students studying in the UK by 2030. I’ve held many bilateral meetings with education ministers from across the globe over these past six months, most recently holding several round tables with countries ranging from Egypt to Thailand: it has been striking to observe that what they most admire about the UK Higher Education system is not only its quality, but its ability to produce graduates with deeply ingrained critical thinking skills- skills which we know are the essence of a humanities education.
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Speech: Chris Skidmore: Universities Minister calls for
greater improvement on access: 28 February 2019

Speech: Chris Skidmore: Universities Minister calls for greater improvement on access: 28 February 2019

Clamping down on injustices like these is exactly why this Government passed the Higher Education and Research Act in 2017 – an Act which gave rise to the OfS and expanded the traditional focus on widening access to include the full student journey as well as graduate outcomes. One of the main weapons in this fight is the new Director for Fair Access and Participation, whose job it is to approve Access and Participation plans required from all registered providers seeking to charge higher tuition fees. It is expected that providers will use these plans to set out how they will improve equality of opportunity, not just in improving access to higher education, but also to enable progression, retention and success.
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Speech: Chris Skidmore: A STEP further for students: 25 March 2019

Speech: Chris Skidmore: A STEP further for students: 25 March 2019

It’s safe to say the transition to higher education can be a daunting one – not just for students leaving home and starting to live independently, but also for students choosing to stay on in the family home and, perhaps, beginning to juggle work and family life with the demands of being a student. I want every student to feel supported at the start of their journey into higher education, and I was pleased to help launch the Education Transition Network earlier this month, which will look at ways to help students deal with the challenges that may arise when starting university. I am delighted that so many prominent sector bodies have joined the so-called Transitions Taskforce and I look forward to seeing what emerges from its meeting on 1st April next week.
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Speech : Chris Skidmore : Universities Minister sets out progress on access and participation : 15 July 2019

Speech : Chris Skidmore : Universities Minister sets out progress on access and participation : 15 July 2019

dataset, which provides a consistent and transparent way to evaluate and compare provider performance between different student groups and their peers. It also allows us to identify gaps in access and outcomes. And the OfS is promoting and supporting greater and faster progress to support disadvantaged students into and through higher education. Whilst I know there are fantastic examples of good practice in the sector, all providers need to be able to access high quality evidence of what works to enable them to make a step change in closing the gaps between students - in access, experience, and outcomes. This is why the new Centre for Transforming Access and Student Outcomes (TASO) is so important.
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Speech : Tech UK conference 2019 : Universities and Science Minister Chris Skidmore speaks at the Tech UK Conference 2019 : 8 October 2019

Speech : Tech UK conference 2019 : Universities and Science Minister Chris Skidmore speaks at the Tech UK Conference 2019 : 8 October 2019

Developing a people-first research strategy is just one part of this. Last month, I was pleased to support the launch of the revised Concordat to Support the Career Development of Researchers. This encourages signatories from across higher education and innovation to work together on the challenges facing researchers in the world today. A world where research positions are shorter and more precarious than they used to be.

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Speech : The future of international research collaboration : Science Minister Chris Skidmore speaks about international collaboration after Brexit : 9 October 2019

Speech : The future of international research collaboration : Science Minister Chris Skidmore speaks about international collaboration after Brexit : 9 October 2019

For instance, in May I announced that EU students coming to England to start their higher education in 2020/21 will have home fee status and financial support, guaranteed for the duration of their courses. And in July, I signed a new memorandum of understanding with Portuguese Minister Manuel Heitor, for the UK to join the AIR Centre, strengthening collaboration in the Atlantic region on ocean, space, energy and climate change science.

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Speech: Chris Skidmore: EUREKA Global Innovation Summit 2019: 14 May 2019

Speech: Chris Skidmore: EUREKA Global Innovation Summit 2019: 14 May 2019

We must never lose sight of the fact that our universities provide the magnetic field that attracts people, business and investment into the UK. In Cambridge we now have Europe’s largest technology cluster, with 1,500 tech based firms, employing 60,000 people and an annual revenue of £13 billion.

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Speech : Minister Skidmore : My vision for global higher education : 27 March 2019

Speech : Minister Skidmore : My vision for global higher education : 27 March 2019

We should never turn our back on improvement. And we are lucky to be in a position where we can learn from our partners around the world, just as they can learn from what we are doing here in the UK. This mutual exchange of knowledge and good practice is at the heart of strong international relationships, and has the benefit to further strengthen UK higher education, as well as the institutions, systems and countries around the world that we partner with.

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BUILDING CAPACITY FOR QUALITY IN GLOBAL HIGHER EDUCATION

BUILDING CAPACITY FOR QUALITY IN GLOBAL HIGHER EDUCATION

III. C HANGE IN GLOBAL HIGHER EDUCATION Traditional universities have historically been the producers of knowledge in the form of human capital, research, and scholarship that are challenged to tap into the expanding need for quality teaching and learning (Caspersen, Frolich, & Miller, 2017). Universities and colleges meet this challenge in an environment fraught with uncertainty as professions undergo tremendous change with speed that is disconcerting (Daniela, Strods, & Kalnina, 2019). Tapping into the globalization model presents a tremendous challenge when coupled with an expectation that a higher education credential implies a graduate has mastered specific skills and that those skills will lead to employment in job markets that are also constantly changing (Jacob & Gokbel, 2018). While the need for global higher education is growing, concerns about the application of quality are also increasing because education is now a primary instrument for assuring socioeconomic security and stability (Lemoine & Richardson, 2019). This model for higher education will need to be outcomes-based, growth-oriented, and agile enough to meet the demands of quality from a changing global economy and society (Altbach, Reisberg, & Rumbley, 2019). Governments across the world have steadily minimized their support for public higher education, and costs associated with gaining a degree have increased exponentially over the last decade (Feigenbaum & Iqani, 2015). Most global universities are forced to adopt a reorganization model for financing global higher education to make a profit from large numbers of students (Jibeen & Khan, 2015). Change is necessary for global higher education institutions to remain viable in the global marketplace (Khan, 2015; Mense
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Students in higher education institutions – Wales, 2012/13

Students in higher education institutions – Wales, 2012/13

postgraduate enrolments have decreased in the last two years after an upward trend previously. Part- time undergraduate numbers also fell again in 2012/13 following a slight increase in 2011/12, however generally the numbers have remained fairly stable since 2009/10, having previously been falling for a few years prior to that. The decline in part-time undergraduate enrolments was the subject of a report commissioned by the Welsh Government in January 2010. This report, published in November 2010, identified potential barriers to part-time provision and made a series of recommendations to the Government and HEFCW on how to address these. The report can be accessed at the link below: 'Research into Part-time Higher Education Supply and Demand'; (Old Bell 3 Ltd), commissioned by Welsh Assembly Government Social Research 2010
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Higher education and university students: global perspective

Higher education and university students: global perspective

exams) is constituted by its relationship between conditions / benefits (quality, training, employment) and is supported by the elements that give it meaning (knowledge, learning, study). The concepts learning, knowledge, quality, employment; were present in the construction of the semantic networks derived from the M values obtained. Students expects to get a quality product as a final result of the educational process. It is clear that for students, higher education is represented by the university as a formal entity that is constituted of the transmission of knowledge; being learning the substantive element that must be produced and transmitted in a quality higher education. In this sense, the definition and conceptual construction (network / semantic memory) that university students have, coincides with the definition that Mexico´s National Institute for the Assessment of Education (INEE, 2003: 28) gives to the concept of educational quality; where it is considered that this "includes the level of learning achieved by students".
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Professional psycholinguistic training of speech therapists in higher education

Professional psycholinguistic training of speech therapists in higher education

The second stage of higher education – master's program – involves students' independent research, deepening knowledge in theory and practice of speech therapy, as well as studying related disciplines, including psycholinguistics. In accordance with this, the study of the psycholinguistic foundations of speech therapy is becoming more sophisticated and modified. The curriculum of the Master's degree program in Speech-Language Therapy majoring in Special Needs Education (Defectology) includes subjects that further explore the psycholinguistic aspects of speech: Fundamentals of Onto- and Neurolinguistics, Speech- Language Therapy Service to Bilingual Children, Linguistic Problems of Special Pedagogy and Psychology, Functional Asymmetry of the Brain and Left-handedness, Early Diagnosis, Treatment and Prevention of Speech Disorders, Speech-Language Therapy Service to Children with Complicated Developmental Disorders, Formation of Writing Competence in Children with Disabilities, etc.
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Viewpoint: 'The world is going to university': higher education and the prospects for sustainable development

Viewpoint: 'The world is going to university': higher education and the prospects for sustainable development

Further opportunities are afforded by a stronger focus on global higher/tertiary education in relation to realising the UNDP’s priority of ‘sustainable human development’. This agenda can be viewed through the broad frame of the UN’s Decade for Education for Sustainable Development (2005-2014), which sought “to emphasize the critical role of education in moving towards a more sustainable world” (Wals, 2014: 8) and stimulate positive social transformation. At the heart of this approach was a focus on three pillars of sustainable development: social development, economic growth and environmental protection, to be achieved in an inclusive and equitable way. This agenda has evolved to include and emphasise the role of HE for development (Wals, 2014), with UNESCO’s 1998 World Declaration on Higher Education for the Twenty- First Century setting out that HE can develop “a more equitabl e, tolerant and responsible society” ( Gacel-Ávila, 2005: 122) based upon an emphasis on participatory learning, attitudinal and behavioural change, and critical thinking linked to environmental concerns and notions of sustainability and
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Going Global, Going West! Chinese Direct Investment in Germany  Asia Policy Brief 2014/03, May 2014

Going Global, Going West! Chinese Direct Investment in Germany. Asia Policy Brief 2014/03, May 2014

acquisition to succeed, is a complex task even for com- panies from the same cultural background. Industry- specific issues may add to the difficulty of the integra- tion process: In the crisis-shaken solar sector, Chinese acquirers appeared to be the saviors of struggling com- panies and their employees first, but in some cases had troubles to live up to these expectations (e.g. Sunways). The acquired German company has to develop cop- ing strategies regarding its customers, employees and the public. Customers fear a negative impact on product quality due to the new proprietor from a country known for cheap “made in China” trash. Employees are afraid of their jobs being outsourced to China and the international reputation of their employer being damaged when it sud- denly becomes Chinese. Kiekert and Putzmeister had to engage in intensive communication with customers and employee representatives in order to reconcile them with the idea of a Chinese proprietor. Since the role of trade unions and employee participation in corporate decisions in Germany generally differ from the situation in China, Chinese investors themselves will have to learn to deal with this part of Germany business culture, which for most of them is a new and strange experience. Public per-
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Higher education in Wales in figures: May 2013

Higher education in Wales in figures: May 2013

A key point of difference between the Wales Strategic Reallocation of Student Numbers and England’s core/margin approach is that students with entry qualifications equivalent to or higher than grades AAB at A-level are excluded from the student number control population in English HEIs in 2012/13. It is estimated that this accounted for 65,000 places in 2012/13. 30 In England this

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Attracting and retaining international higher education students: Ireland

ATTRACTING AND RETAINING INTERNATIONAL HIGHER EDUCATION STUDENTS: IRELAND ESRI RESEARCH SERIES NUMBER 88 MAY 2019

In compiling this study, valuable assistance was received from officials within the Higher Education Authority (HEA), Enterprise Ireland, the Irish Council for International Students (ICOS) and Crosscare. Information was also obtained through correspondence with the Irish Naturalisation and Immigration Service (INIS), the Department of Education and Skills, the Department of Business, Enterprise and Innovation, the Irish Universities Association (IUA), the Technological Higher Education Association (THEA) and the Higher Education Colleges Association (HECA). We would like to thank those international offices of higher education institutions that provided input through an online survey. We also acknowledge the useful comments and suggestions received from the referees. Thanks are due to Emma Quinn, Head of EMN Ireland, for comments and guidance. Finally, thanks are due to our colleagues Anne Sheridan, Frank McNamara, Elaine Byrne and Sarah Burns at the ESRI. We are grateful to everyone who shared their expertise with us for the purpose of writing this study.
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Higher Education Review of Riverside College, May 2014

Higher Education Review of Riverside College, May 2014

2.73 The College has complaints and appeals processes in place but these are superseded by those of awarding bodies as appropriate. Internal procedures, parallel to university approaches, have been put in place for the Pearson higher national provision. 2.74 The policies and procedures of the College allows Expectation B9 to be met. 2.75 The review team considered how the processes outlined above operate in practice by considering the examples provided by the College and meeting with staff and students. 2.76 All complaints and appeals are routinely monitored by the SMT, the Governors' Quality and Standards Committee and annually through the self-assessment report for Teaching, Learning and Standards. The College's Internal and External Assessment Policy details the appeals procedure in relation to assessed work The appeals procedure is shared with students during the induction process and is summarised in the student handbooks. The student body have expressed satisfaction with both processes.
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