"Warwick and Monash have worked together for a long time now and, as we have got to know each other it has become clear that we can set out on this different path. We signed a core partnership agreement in 2009 and ever since we have been hard at work. We knew that enthusiasm had to be academically driven and through a series of research initiatives we have now got to the point of take-off. In December of last year we signed a “Heads of Agreement” in Melbourne that will commit both partners to a set of actions that will, in time, lead to the beginnings of a so-called global networked university. As a starter, these will include a set of 30 joint professorships, joint research programs, and educational innovations based on new approaches to online learning. In time, we foresee joint use of a developing campus network based on existing and new locations. Significantly, we are appointing a jointly held pro vice chancellor who will work for both institutions to drive the effort forward. The goal is clear, in any case, to get to a position where staff and students will circulate freely through a number of sites around the world. Once we have achieved that, we will look for one or two other partners who will allow us to extend our reach."
"The University of Oxford has created an online tool for comparing data about its graduates' careers and salaries. Tucked away on its main careers website and organised into a set of user-friendly tables, it allows immediate comparisons of the salary and employment status of its alumni from 2008-09 and 2009-10 - undergraduate and postgraduate - sorted by subject area, individual course and even constituent college."
"Although the survey is only six months out - and I know it would be ideal to have information five years, 10 years, 20 years after graduation - we can still use it to add value for our students."
"Usman Ali, vice-president (higher education) of the National Union of Students, added: 'Induction should be much more than just the first two weeks of the first year. It should be integrated through the year and all (subsequent) years of study.'"
A good start for Paul Greatrix's new series of posts on 'The Imperfect University':
"Universities may well often best be led by leading academics but no one individual, whatever their background, is going to be able to do everything on their own. Universities are just too big, complex and diverse."
"The initiative was launched as new research on the hidden costs of studying, published today, shows almost a third (31 per cent) of students’ unions reported their universities as covering no additional costs such as printing, studio fees, field trips, travel to work placements and course books."
But why don’t privately educated children do better? Private schools are notoriously good at getting children into university. Exam results are better on average. They offer interview practice and more help with applications. But once at university, this help disappears, so private school students revert to their inherent ability. The gap that opened up between state and privately educated students in secondary education closes at university.
"It is rational for universities to choose on this basis, given that they have limited information. But this suggests OFFA might be doing them a favour by making them choose more state-educated applicants."
Four speakers gathered at the recent Warwick Higher Education Summit to discuss the question of whether the arts and humanities are relevant to society. What is the value of the arts and humanities today?
A political row over the next director of fair access has been sparked after Tory MPs on the Business, Innovation and Skills select committee rejected the selection of Les Ebdon as preferred candidate.
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