On Monday, 28th September 2015, HEPI’s Director, Nick Hillman, spoke at a Demos / Physiological Society fringe meeting on teaching in higher education at the Labour Party Conference in Brighton. The sound file of his speech can be accessed below. .
This working paper begins to think about the challenges that confront postgraduates within academia, and wider society today. It is also a response to MBS Working Paper No. 1, and expands on some of the themes we feel should remain of central importance to the project, notably public engagement and interdisciplinarity.
heather dawson's insight:
From Birmingham university. soem thought provoking opinions and comments from students.
This paper compares survey based labour earnings data for English graduates, taken from the UK’s Labour Force Survey (LFS), with the UK Government administrative sources of oﬃcial individual level earnings data. This type of administrative data has few sample selection issues, is substantially longitudinal and its large samples mean the earnings of subpopulations can be potentially studied (e.g. those who study a speciﬁc subject at a speciﬁc university and graduate in a speciﬁc year). We ﬁnd that very broadly the LFS and administrative data show a similar distribution of graduates’ earnings. However, the administrative data has considerably less gender disparity, higher high quantiles and more time series persistence. We also report on how the distribution of graduate and non-graduate earnings fell during each year of the Great Recession.
UCAS has published its fifth Analysis Note of the 2015 cycle, entitled ‘Offer rates to different ethnic groups close to expected values’.
The work comes after research outputs which suggested possible bias in offer rates. UCAS’ analysis looks at offer rates from English providers to young English applicants from different ethnic groups, by subject area
Lutz Bornmann, Robin Haunschild arxiv.org paper. Based on the definition of the well-known h index we propose a t factor for measuring the impact of publications (and other entities) on Twitter. The new index combines tweet and retweet data in a balanced way whereby retweets are seen as data reflecting the impact of initial tweets. The t factor is defined as follows: A unit (single publication, journal, researcher, research group etc.) has factor t if t of its Nt tweets have at least t retweets each and the other (Nt-t) tweets have <=t retweets each.
We use data from the British Household Panel Survey and Labour Force Survey to analyse the relationship between the demand for post compulsory education and prevailing labour market conditions in Britain. We explicitly incorporate the role of family resources by allowing effects to differ between young people whose families are home owners and those whose families are tenants. We find evidence that local labour markets significantly influence school leaving decisions of 16 year olds living in tenant households, specifically in social housing. For these groups, an increase in the local youth unemployment rates positively affects school enrolment – consistent with opportunity cost arguments – while high levels of adult unemployment discourage it.
This report examines the early career employment outcomes of UK-domiciled students who qualified from a full-time, first degree course in the academic year 2008-09. It identifies differences in employment outcomes for different equality groups among those qualifying from publicly funded English higher education institutions, and examines whether differences seen in a graduate’s early career persist into the medium term.
Americans believe libraries are important community institutions and profess interest in libraries offering a range of new program possibilities. Yet, even as the public expresses interest in additional library services, there are signs that the share of Americans visiting libraries has edged downward over the past three years.
Predicting Course Outcomes With Digital Textbook Usage Data” is co-authored by Reynol Junco (Iowa State University and Berkman Center, Harvard University) and Candrianna Clem (University of Texas at Austin) and is is published in Internet and Higher Education.
heather dawson's insight:
Junco and colleague Candrianna Clem collected data from 236 students using e-books in various classes at Texas A&M—San Antonio. On average, students spent nearly 7.5 hours reading over 11 days throughout the 16-week semester. Students who spent more time reading the textbook earned a higher grade in the course
A report has been published on monitoring the transition towards Open Access in the UK. Commissioned by the Universities UK (UUK) OA Co-ordinating Group and produced by a team of experts led by RIN, further details about the report may be found here. Findings include:
There has been strong growth in both the availability of OA options for authors, and in their take-up. UK authors are ahead of world averages, particularly in their take-up of the OA option in hybrid journals, and in their posting of articles on websites, repositories and other online services. Take-up of OA publishing models means that universities’ expenditure on article processing charges (APCs) has increased too, and it now represents a significant proportion of their total expenditure on journals. It is too early to assess the extent of any impact of OA on the finances of learned societies.
Unfair Deal examines the impact on students of the changes to student loan terms announced in the 2015 Summer Budget. It finds that while all students will end up repaying more, disadvantaged students will be particularly adversely affected.
This pamphlet compares the UK and German higher education system and find some stark differences. Funding: While fees were being tripled in England, German states were abolishing them. Internationalisation: While the UK has been sending mixed messages to potential international students, Germany has looked outwards as a way to strengthen its higher education sector. Research: While the UK has tended to root research in universities, Germany has based much of it in non-teaching institutions, wit
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