http://bsquared-consulting.com/?a=cipro-cost-NZ 29 November 2017: watch Universities in the UK – who applies, who stays, who achieves – what makes a difference, Broadway House, Tothill Street, Westminster.
A free conference presenting new national research by a team at the University of Essex, led by Professor Adeline Delavande and Professor Emilia Del Bono, looking into issues around access to higher education; and aimed at policy makers, practitioners working in higher education, schools and careers guidance, as well as charities supporting social mobility.
The draft programme includes:-
New research on universities in the UK – who applies, who stays, who achieves – what makes a difference?
Thinking of going to university – What parents know, what difference does this make to young people deciding to apply to university?
Teacher feedback in Key Stage 3 – what difference does this make to youngsters?
Achieving at university – Dropouts: What can explain the gender, ethnic and social gaps in dropout and degree class? Evidence from the HESA student records. An innovative new research project unpicks the undergraduate experience, how study habits impact on results. Attendance gaps – ethnicity, social economic status and gender – does it matter? Graduate opportunities – what makes a difference to your job chances after graduation?
Panel discussion – key policy makers, thinkers, practitioners and advisors – discuss implications for policy making, for institutional practice, for messaging
Further information: http://bit.ly/2xwq5iN
http://hagsoc.org.au/?a=where-to-purchase-bactrim 4 December 2017: Gender national conference, Edinburgh Carlton Hotel
This Scottish Funding Council conference will review and reflect on progress and plan for improvement one year on from the launch of their Gender Action Plan for Scotland’s colleges and universities. http://bit.ly/2zNtqsF
The conference will be an opportunity to hear from: SFC about how implementation has progressed over the past year; a school perspective on working in partnership; and SFC on their priorities for action for the coming year.
There will also be a series of workshops focused on sharing good practice: Preventing and responding to violence against women (VAW); Working in Partnership with Students to Address Gender Imbalances at subject level: NUS Scotland and West College Scotland; Working regionally to tackle gender imbalances; Institutional Gender Action plans – What happened? What’s next?; What does “Supporting Success” look like?: Equate Scotland; Addressing retention / completion and attainment gaps; Mind the GAP!: City of Glasgow College. Registration closes on 24th November.
Keynote addresses from Dr Mike Cantlay, Chair of the Scottish Funding Council, and Zoe Thomson, Depute Head Teacher at Woodmill High School, Dunfermline.
Further information: http://bit.ly/2jwFqdS
http://bsquared-consulting.com/?a=augmentin-625mg-tablets-cost 5 December 2017: The Teaching Excellence Framework – development and implementation post-Higher Education and Research Act, Westminster Higher Education Forum Keynote Seminar, central London
Timed to follow both the release of the TEF’s Year 2 results and Year 3 specifications
This seminar will look at the next steps for developing and reforming the framework. Following the announcement of subject-level assessment for the TEF, delegates will discuss how this stage of the TEF can be developed to demonstrate diversity across the teaching provision and the potential challenges of delivery for UK HEIs. Further sessions will assess the recently released results from year 2 of the exercise, discussing the current composition of framework metrics and areas for potential reform and development, as detailed by the Minister – Jo Johnson MP, in his recent announcement. Discussion will focus on the state of current metrics of assessment, as well as the forthcoming enhancement of graduate outcomes data and the proposal to include a new metric on value for money.
Areas for discussion include: Introducing year 3; Priorities for subject-level pilots; Reforming and developing metrics; Delivering year 3.
Speakers include: Graeme Rosenberg, TEF Manager, HEFCE; Professor Jerry Forester, Chartered Association of Business Schools; Dr Joanna de Groot, UCU; Jess Moody, Equality Challenge Unit; Professor Jeremy Pritchard, University of Birmingham and Royal Society of Biology; Dr Arti Saraswat, Association of Colleges; Professor Jon Scott, University of Leicester; Dr Geoff Stoakes, Higher Education Academy; Lucy Strang, RAND Europe and Kate Wicklow, GuildHE
Further information: http://bit.ly/2uv84AY
price for metronidazole 400mg 5 December 2017: NEON Summit: Primary Age Outreach to Secure Fair Access, Central London
This one day summit will look at a number issues regarding primary age outreach and will equip delegates with resources to bring back to their work. Particular emphasis will be placed on monitoring and evaluating long-term outreach with primary age learners. Delegates will look at a number issues regarding primary age outreach and will equip delegates with resources to bring back to their work. During the day, we will: Consider how to best monitor and evaluate the impact of primary age outreach activities; Examine new research on what institutions are doing in this area, which will be revealed at the summit; Learn about examples of best practice through examination of two successful case studies; Hear from a panel of teachers about how to engage this age group; Develop the work you are doing at your own institution or organisation.
Further information: http://bit.ly/2w7czPX
http://hagsoc.org.au/?a=how-much-does-ampicillin-cost 6 December 2017: Next steps for apprenticeships and skills development in Scotland, Scotland Policy Conferences Keynote Seminar,
This seminar will provide a timely opportunity for delegates to focus specifically on issues in Scotland, and will assess the next steps for Scotland’s apprenticeships and skills development policy following introduction of the Apprenticeships Levy and the rollout of foundation and graduate apprenticeships. Delegates will consider options for promoting vocational qualifications as a positive pathway for young people, including the need for increased uptake from groups such as women, BME communities and individuals with disabilities.
Sessions will focus on the rollout of foundation apprenticeships – with delegates assessing how the qualification can develop greater partnership working between education and industry – and the introduction of graduate apprenticeships across Scottish universities, considering their potential impact on addressing the mid-career skills gap.
Further sessions will focus on implementation of the Apprenticeship Levy, introduced in April 2017, and discuss the implications of the Levy on companies working in multiple regions of the United Kingdom. They will look at ways in which to offset uncertainty surrounding the working of the Scottish Government’s Workforce Development Fund, which aims to support employers to design and implement workforce development and training programmes. The seminar will include a keynote address from; Diane Greenlees Head, Foundation and Graduate Level Apprenticeships, Skills Development Scotland. Further information: http://bit.ly/2jCFCrO
7 December 2017: National Network for the Education of Care Leavers (NNECL) Annual Conference, University of York
Inform – Connect – Support – Champion
This year’s NNECL Annual Conference at the University of York will again bring sectors together to unite staff striving to champion the educational success of care experienced students. As always, the conference promises to be a highly informative and enjoyable event, as well as a perfect opportunity to network with colleagues from around the country.
Keynote speakers include: Professor Les Ebdon, Director of Fair Access to Higher Education; Lisa Cherry – Inspirational speaker on trauma, recovery and resilience; Robert Goodwill – MP Minister of State for Children and Families.
Early bird rate of £75.00 will be closing on 22nd October.
Further information: http://bit.ly/2jWvfiB
7 December 2017: Next steps for improving mental health provision at university, central London
This seminar examines key trends and challenges in mental health treatment at universities and priorities for improving support for students. Sessions will focus on the details of the Universities UK framework, the challenges of implementation associated with a diverse market of providers, and its compatibility with institutions already possessing established mental health strategies. Further discussion will look at addressing stigma and increasing sensitivity in reporting of mental health issues, as well as strategies to establish a clear duty of care for students – and how HEIs can address the rise in demand for mental health services on campus.
Delegates will also consider how best to utilise data and evidence in mental health treatment, approaches to information-sharing in spreading best practice, embedding wellbeing in curricula and priorities for clearly delineating stress-based and clinical conditions in order to provide effective treatment.
Speakers include: Grace Simpson, Higher Education Policy Advisor, HEFCE; Professor Steve West, Vice-Chancellor, President and Chief Executive Officer, University of the West of England and Chair, Universities UK Mental Health in Higher Education Working Group; Gregor Henderson, National Lead for Wellbeing and Mental Health, Public Health England. Further information: http://bit.ly/2y7SzQN
8 December 2017: ‘Curriculum development and the role of credit’, Friends House London
NW1 Registration is open for SEEC’s next Seminar which will focus on credit and RPL in the development of curricula. A keynote from Prof Peter Taylor (OU) will be followed by presentations on RPL, credit for MOOCS, and developing curricula for foundation degrees. A ‘sharing practice’ session in the afternoon will give delegates a chance to explore the challenges around regulations, policies and procedures to support RPL and credit use, and minimum/maximum credit sizes to enable flexibility. Members of SEEC and NUCCAT benefit from a reduced registration fee of £99. For non-members, the event fee is £249 and all attendees will receive a copy of the SEEC Level Descriptors (2016) and the newly published UKCF Report on credit practice (2017).
Further information: http://bit.ly/2vVjEpx
7 December 2017: Next steps for improving mental health provision at university, central London
This seminar examines key trends and challenges in mental health treatment at universities and priorities for improving support for students. It takes place with mental health set to be a major focus in the new Parliament, and as Universities UK rolls out its whole-university approach to mental health support, which seeks to ensure that HEIs treat mental health as a strategic priority across their activities and develop a robust evidence base.
Sessions will focus on the details of the Universities UK framework, the challenges of implementation associated with a diverse market of providers, and its compatibility with institutions already possessing established mental health strategies; at addressing stigma and increasing sensitivity in reporting of mental health issues, as well as strategies to establish a clear duty of care for students – and how HEIs can address the rise in demand for mental health services on campus – how best to utilise data and evidence in mental health treatment, approaches to information-sharing in spreading best practice, embedding wellbeing in curricula and priorities for clearly delineating stress-based and clinical conditions in order to provide effective treatment.
Speakers included: Professor Jo Smith, Professor of Clinical Psychology and Suicide Safer Project Lead, University of Worcester; Dr Pauline Hanesworth, Academic Lead (Equality and Diversity/TEF), Higher Education Academy; Alan Percy, Head of Counselling, University of Oxford and Chair, Heads of University Counselling Services (HUCS); Géraldine Dufour
Head of Counselling, University of Cambridge and Chair, BACP Universities and Colleges; Craig Thorley, Senior Research Fellow, IPPR; Izzy Lenga, Vice President (Welfare), NUS; Rachel King, 8S Programme Lead, Lothian Mental Health and Well Being team, NHS Lothian.
Further information: http://bit.ly/2iQZ8Rr
12 December 2017: Creating a Culture of Inclusivity for Disabled Students, Policy-UK Forum, Central London
Embedding Support into the Student Life-Cycle, Reacting to Changes to DSA and Ensuring Positive Student Outcomes
Being held almost a year on from the publication of the Disabled Students Sector Leadership Group’s (DSSLG) report Inclusive Teaching and Learning in Higher Education, this forum will be an opportunity to assess current practices and availability of support for disabled students. Key areas to be addressed: Evaluating Current Provision – Implementing the DSSLG Report, Allocating Funding and Sharing Best Practice; Keeping Up with an Evolving Sector – Impact of Cuts to DSA, Challenges to Universities and Potential for the TEF; Ensuring Support from Application to Graduation – Embedding Provision into Learning & Teaching, Logistical Assistance and Improving Engagement.
Delegates will discuss how to ensure disability support is widely available throughout the student life-cycle to ensure wellbeing and successful outcomes. Attendees will consider how to provide an institutional-wide approach to disability support, including how to better utilise student feedback from the NSS and the NUS’ Ensuring the student voice is heard survey. Delegates will also assess whether enough support is being provided to students with Specific Learning Difficulties, building on recommendations from the previous HEFCE report, Support for Higher Education Students with Specific Learning Difficulties.
Speakers include: Professor Geoff Layer, Vice-Chancellor, University of Wolverhampton; and Chair, Disabled Student Sector Leadership Group; Grace Simpson Higher Education Policy Adviser, Higher Education Funding Council for England.
Further information: http://bit.ly/2w6UbWu
22 January 2018: Accelerated degrees and credit transfer - putting the Higher Education and Research Act into practice, Westminster Higher Education Forum Keynote Seminar, Central London
This seminar assesses the future for flexible provision at UK universities, including the introduction of accelerated degrees and the future role of credit transfer. It follows the passage of the Higher Education Research Act which encourages universities to offer more accelerated courses, and is timed to bring out key themes in the expected Government consultation later this year on higher annual fee limits.
Delegates will consider key issues and concerns for HEIs and students including the pricing, marketing and demand for accelerated courses, practical issues for provision affecting the teaching workforce, the use of resources and facilities, and catering for the individual and extenuating circumstances of students. Further sessions focus on switching university or degree and the role of credit transfer in delivering more flexible courses, as well as the regulatory challenges for the mix of two and three-year degrees, implications for the wider higher education market and key lessons from European best practice.
Areas for discussion include: Demand for accelerated provision amongst universities, students and employers; Challenges including ensuring effective regulation, the approach of universities; and the impact on sandwich courses and the postgraduate market; and Key drivers for credit transfer, the implications for institutional autonomy and universities marketing strategies and the technical challenges of facilitating credit transfer.
Further information: http://bit.ly/2lY2oLW
23 January 2018: Setting the evaluation strategy, Session 1 of NEON programme
This is the first of four full day training sessions from NEON around the evaluation of widening access activities. The events will be facilitated by Dr Graeme Atherton (Director, NEON & Head, AccessHE) and have been designed to cover key elements of the evaluation process.
For both policy makers and practitioners alike, evaluation of outreach activities remains key. It helps us understand the nature, and type, of activities that will best facilitate the transition to higher education for those from underrepresented groups. It is not however a straight forward process and brings its own set of challenges. Many practitioners feel in need of continued support to improve their own policies and practice in this area of widening access. Contact NEON for information on the whole programme.
Further information: http://bit.ly/2mtioWz
31 January 2017: Preparing Students for HE & Supporting Them Through the Transition, Westminster Briefing event, London
Join Westminster Briefing on 31 January to discuss how best to prepare students for higher education and what more can be done to support them through the transition. According to a recent survey, less than 10% of students say their experience of higher education closely matches their prior expectations. This mismatch between expectation and reality can have a dramatic impact on student experience, retention and wellbeing.
Key issues to be addressed include: Managing expectations pre-university; Tailoring communications to meet individual needs; Raising awareness about what support will be available & how to access it; The role of students’ unions & peer mentoring; Working with schools & colleges; Meeting the needs of non traditional students; Providing financial, personal safety, and other types of advice & support; Helping students adapt to HE & learn new study skills; Facilitating social integration: helping students develop networks to avoid isolation; Communicating with parents & guardians.
Further information: http://bit.ly/2hQezJI
6 February 2017: Disabled students - funding, inclusivity and access, Westminster Higher Education Forum Keynote Seminar, Central London
This seminar will examine key issues and emerging priorities for improving support for disabled students at universities in England, including: the reform of the Disabled Students’ Allowance (DSA), which took effect at the start of this academic year; the doubling of HEFCE funding for disabled students between 2016 and 2018 to £40million; and HEFCE’s ongoing review into models of support for disabled students due to report later in the summer.
Delegates will discuss latest thinking on tackling barriers to greater participation and success for disabled students, as well as the long term impact of changes to funding policy.
Speakers include: Greg Boone, Team Leader, Disabled Students’ Allowance, Department for Education; Grace Simpson, Higher Education Policy Advisor, HEFCE; Dr Nasser Siabi, Microlink; Philip Connolly, Disability Rights UK; Mei-Yee Man Oram, Arup and Caryn Thorogood, University of Worcester. Chaired by: Dr Lisa Cameron MP, Chair, All-Party Parliamentary Group for Disability
Further information: http://bit.ly/2uq3SBO
27 February 2017: The future for curriculum design and learning gain, Westminster HE Forum
With the subject-level Teaching Excellence Framework (TEF) assessment due to roll out from September 2019, this seminar examines latest thinking on delivering curriculum design that can facilitate the aims of inclusivity, graduate employability and significant learning gain. It is also timed at a mid-point in the HEFCE-commissioned pilots of different approaches to achieving learning gain. Delegates will discuss best practice in designing a course curriculum that meets pressures to embed internationalisation and stay up-to-date with latest developments in the sector, as well as removes barriers to participation for disabled and BAME students. They will also discuss linking with employers on how courses can be structured to better deliver learning gain across the student cohort.
Key areas for discussion: Priorities for learning gain; Embedding employability in curriculum design ; Effective curriculum design.
Keynote addresses: Doug Cole, Head of Global Employability and Enterprise, Higher Education Academy, Dr Helen King, Senior Higher Education Policy Adviser, Learning and Teaching Development, HEFCE; Dr Mary Deane, Senior Lecturer in Educational Development and Chair, Centre for Curriculum Internationalisation, Oxford Brookes University; Professor Peter Francis, Deputy Vice-Chancellor, Learning and Teaching, Northumbria University; Samuel Gordon, Research Analyst, Institute of Student Employers; Dr Cecile McGrath, Senior Research Manager, Ecorys; Dr Phil Richards, Chief Innovation Officer. Further information: http://bit.ly/2wKKexu
6 March 2017: Next steps for the UK’s outward student mobility strategy and involvement in Erasmus+, Westminster Higher Education Forum Keynote Seminar, London
This seminar considers the next steps for increasing the number of UK students studying, or undertaking work experience, overseas. Delegates will discuss priorities for outward mobility as the UK negotiates its exit from the EU, including the future for the UK’s participation in Erasmus+ and potential alternative mobility programmes, along with lessons that can be learnt from arrangements in Europe, such as the Swiss European Mobility Programme. They will also consider priorities for achieving the objectives of UUKi’s Outward Moility Stratregy 2017-20, including building capacity within UK universities to facilitate outward mobility and sharing best practice between higher education institutions. Sessions will also look at the possible impact that the launch of UUKi’s campaign to double the number of students studying abroad, will have on the future of Eramus+.
Speakers include: David Hibler, Senior Adviser – Mobility, British Council and Celia Partridge, Assistant Director, Partnerships and Mobility, Universities UK International; Rowena Boddington, ?Director, Advising and Marketing, US-UK Fulbright Commission; Kath Bridger, Director, BSV Associates; Guro Buchanan, Study Abroad Officer, Liverpool John Moores University; Carolyn Campbell, Senior Consultant, Observatory on Borderless Higher Education; Professor Paul James Cardwell, Professor of Law, University of Strathclyde; Professor Jeremy Carrette, Dean for Europe and Professor of Philosophy, Religion and Culture, University of Kent. Further information: http://bit.ly/2zaUKjl
26 and 27 April 2018: ‘Is widening participation enough?’, 5th Open University Widening Participation conference, Hilton Hotel, Kents Hill Park, Milton Keynes
Academic and innovative practice papers invited on the following five themes: Digital inclusion; Progression – the social mobility conundrum and access to postgraduate studies; Skills gaps; Widening participation through informal learning and the recognition of prior learning; Ethical dilemmas of targeting widening participation students – policy and practice.
Further information: http://bit.ly/2AoRJ0a
3-5 July 2017: Teaching in the Spotlight: Learning from global communities, HEA annual conference, Birmingham
Following last year’s highly successful conference, which which welcomed over 800 delegates across 400 sessions,
Taking place on in Birmingham the focus this year is putting teaching in a global context, sharing best practice and innovation to benefit the student learning experience around the world. The conference is split into five strands over three days:
Day One: Arts and Humanities, Health and Social Care
Day Two: Sector priorities
Day Three: STEM, Social Sciences
The call for papers is open for this year’s annual conference.
Further Information: http://bit.ly/2k79v3F
9 May 2018: HEA Surveys Conference 2018, Cloth Hall Court, Leeds,
The insight from student surveys, metrics and other research enables us to get closer to the student experience and understand their needs. Doing so provides a valuable opportunity to evaluate the student experience, our assumptions, and our provision, as well as helping to engage staff. However, the real value of surveys, metrics and research findings depend upon the extent to which they are used to shine a light on issues affecting the sector, inform decisions, and drive enhancement at the institutional and sector-wide levels.
Within a highly competitive, student-driven sector, institutions face the challenge of enhancing excellence within teaching, supporting student engagement and measuring student satisfaction. HEA Surveys Conferences provide an opportunity to discuss and debate the potential of insight from surveys, metrics, qualitative research and wider methods of capturing the student voice for driving excellence and enhancement within higher education. The conferences also facilitate a forum in which to move the debate on to the specific issues that are being tackled, and discuss how surveys are helping to solve them.
Each HEA Surveys conference showcases how surveys are making a difference, and facilitates the sharing of innovative practice between professionals across the sector, both in measuring but also addressing the key issues affecting the student experience.
Further information: http://bit.ly/2zxefad
4-6 July 2018: FACE conference 2018: Transformative Impact, University of Worcester
The main theme of the 2018 FACE conference is Transformative Impact. The conference will explore the following: Innovation in community approaches to widening participation activity; Universal approaches to learning and Teaching – challenging approaches to traditional practices; Learning partnership, the personalisation of the post compulsory learning journey; Students as specialists – Peer to peer student support, how are students facilitating new models of learning; and Beyond HE- how graduates take the inclusive aspects of learning into the world of work and their communities.
Further information: http://bit.ly/2uhczez