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Aspects of British Higher Education

Aspects of British Higher Education. Colin Love Colindlove@hotmail.com and Branka Zaja Branka.zaja@britishcouncil.hr Colin Love, Bran k a Zaja and

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Aspects of British Higher Education

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  1. Aspects of British Higher Education Colin Love Colindlove@hotmail.com and Branka Zaja Branka.zaja@britishcouncil.hr Colin Love, Branka Zaja and the British Council cannot accept responsibility for any inferences or conclusions by third parties derived from the data and other content in this presentation. Errors and omissions excepted

  2. Content of Presentation and indicative timing, Morning Session 1 9.15 – 10.15The framework of Higher Education in the UK 1. Country terms 2. Number of students in UK Higher Education 3. Number and status of UK universities 4. Sources of university funding 5. Types of courses/programmes 6. Quality Assurance 7. Example of a short promotional film on a UK university

  3. Session 2 10.45 – 12.30 Legal, academic, social and financial aspects pertaining to international students 1. Cost of studying in UK 2. Student support 3. Studying 4. Plagiarism 5. Assessment 6. Working in UK 7. Registration with Police 8. Health insurance 9. Short film on typical university accommodation 10. Short film on disciplining academic plagiarism

  4. Content of Presentation and indicative timing, Afternoon Session 3 14.00 – 15.00 Entering UK Higher Education institutions: Requirements, deadlines, tuition fees, languages of teaching and learning 1. Entry qualifications 2. Applying for courses 3. Paying fees Session 4 15.30 – 16.15 Online application procedure, UCAS application form filling Session 516.15 - 16.30Erasmus Mundus Joint Masters Programmes Session 6 16.30 –17.00 UK Scholarship Opportunities for international students Session 7 17.00 – 17.30Open discussion/Q&A session

  5. Session 1 The System of Higher Education in the United Kingdom

  6. Country terms • Great Britain • England • Scotland • Wales • United Kingdom • United Kingdom of Great Britain and Northern Ireland

  7. UK – a country committed to Higher Education • In UK – proportion of young people achieving 2 or more A levels (UK school leaving ‘Advanced’exams) or equivalent has risen from 15% in 1982/3 to 35% in 1999/2000 • 90% of those achieving 2 A levels and 50% of those achieving a Vocational Level 3 qualification enter higher education by the age of 21 • The Government’s objective is that 50% of UK school leavers should enter higher education

  8. Undergraduate Students • Approx 400,000 undergraduate students enter UK universities annually • They enrol on to the more than 50,000 different courses on offer • UK has one of the highest completion rates for higher education courses in the OECD countries - see http://www.timeshighereducation.co.uk/story.asp?storyCode=151645&sectioncode=26

  9. Students – however.... • Each year about 20% of students leave before completion because: • Unhappy with university life • Lack of commitment to the course • Lack of preparation for higher education • Poor academic progress • Financial hardship • Personal problems • This is costly: • Financially • Emotionally • Lost time and opportunity The following web address shows that first year non-continuation is strongly correlated with qualifications at entry and subject area of study: http://www.hesa.ac.uk/dox/performanceIndicators/0607/sn1_0607.xls

  10. The UK as a country of Higher Education 2006/2007 Total number of students (including Part-time) • Undergraduates • UK students 1,636,200 • Other EU 64,235 • Non EU 102,9901,803,425 • Postgraduate • UK students 375,145 • Other EU 48,025 • Non-EU 136,220 559,390 Total 2,362,815 ¸Source: UK HE Statistics Agency

  11. Non-EU International Full-time students 2006/7 Postgraduate Research 22,005 Postgraduate Taught 70,640 Postgraduate other 3,730 First degree 76,590 Other undergraduate 8,030 180,995 Source: UK Higher Education Statistics Agency www.hesa.ac.uk

  12. Country numbers

  13. What are the most popular programmes? • Business and administrative studies • Engineering and technology • Social, economic and political studies • Computer science • Creative arts and design • Medicine and biological sciences • Languages www.thecompleteuniversityguide.co.uk

  14. A rise in international student applications • The UK university admissions service has reported that for 2008 entry, there has been a rise of approximately 7% in applications for full-time undergraduate courses http://education.guardian.co.uk/universityaccess/story/0,,2256198,00.html

  15. UK Universities More than 130 universities in United Kingdom: • ‘Ancient’ universities – Oxford and Cambridge • 19th century universities i.e. Birmingham Manchester • Post 1945 i.e. Nottingham • Post 1962 i.e. Warwick, Kent • Post 1992 (re-designation of Polytechnics) i.e. Nottingham Trent, Leeds Metropolitan • Post 2005 i.e. Chester, Winchester

  16. UK Universities • All of universities in the United Kingdom are independent and self-governing, (and thus ‘non-state’) legal entities. • Nonetheless, a substantial amount of their funding comes from the state – mainly in support of the undergraduate programmes and capital investment • However, universities are accelerating the percentage of their revenue from own income generation – through post-graduate and professional courses, research income, international students and the controversial ‘top-up’ fees for ‘home’ students (currently with the exception of Scottish ‘home’ students.)

  17. Anexception • The University of Buckingham (founded in 1976) is the only Private University in UK • It is independent of government money and relies on student fees and private research grants and endowments • It has two-year undergraduate programmes • It has a large proportion of international students (70%)

  18. UK Universities cont. • Each university is empowered (by Royal Charter or Act of Parliament) to develop its own courses and to award its own degrees. • Each university decides • the degrees it offers • the conditions on which they are awarded • what students to admit • what staff to appoint

  19. “League tables” • A number of university ‘league tables’ is published every year. However, these tables should be treated with at least some caution. Not the least, the overall ranking of a university may hide differences within a university of the rankings of specific subject areas. http://education.guardian.co.uk/universityguide http://www.thecompleteuniversityguide.co.uk/single.htm?ipg=6524 http://www.timesonline.co.uk/tol/life_and_style/education/good_university_guide/ http://www.timeshighereducation.co.uk/ For a recent cautious assessment by Universities UK of league tables, see http://www.universitiesuk.ac.uk/mediareleases/show.asp?MR=600

  20. UK Universities • The ‘Russell’ Group • 19 universities that met in 1994 - in the Russell Hotel, London (now 20, including Belfast) • A common interest group drawn from pre-1992 universities focusing on high quality research – as well as teaching – ‘a culture of research excellence’ • ¾ of UK Doctors and Dentists Claims to have • 56% of all Doctorates awarded in UK • 30% of all non- EU students studying in UK www.russellgroup.ac.uk

  21. Research funding • Universities receive their funding from a number of sources including the allocation from a range of Research Councils and also from private sources. • A periodic Research Assessment Exercise is undertaken to determine future fund allocation. The results of the 2001 exercise can be found at http://195.194.167.103/Results/all/all.xls • The results of the 2008 Assessment are expected on 18th December - http://www.rae.ac.uk/ • Further details of the university research system can be found atwww.hero.ac.uk/uk/research

  22. First Degree Programme Structures • Traditional full time first degree (BA, BSc, BEng, BEd, LLB) • 3 years of full time study • But Scotland normally 4 years • May be 4 years if a ‘Sandwich’ Programme – three years academic study plus one year integrated work experience • Up to 5 years for Dentistry, Architecture, Veterinary • Up to 6 years for Medicine

  23. Pattern of undergraduate study • The academic year is usually 30 weeks divided into three terms or two semesters • This is 24 weeks at Oxford and Cambridge

  24. ‘Compressed’ two-year degrees • 2006 saw the piloting of a few two-year degrees (including English, Geography, Law, Product Design, Earth Sciences and Management) in five ‘conventional’ universities* • These are based on: • more annual weeks of formal study within the university • more than one annual start date • Supposedly market driven rather than supplier driven • There is a debate as to whether they allow for the same ‘development of academic maturity’ (*Derby, Leeds Metropolitan, Northampton, Staffordshire, Medway Partnership) www.independent.co.uk/student/into-university/applying/are-two-year-degrees-the-future-796034.html

  25. Undergraduate Award Classifications • 1st Class Honours (5) • 2:1 Upper Second (4) • 2:2 Lower Second (3) • 3rd Class (2) • Pass (non-Honours)

  26. Higher Degree (Postgraduate) Masters Programmes • Masters’ Programmes - MA/MSc/MEd • Taught Full-time Masters – usually one (calendar) year (includes MBA) • Taught Part-time Masters – usually over two years • Research-based MPhil • Awarded after a minimum of one year of supervised research

  27. Higher Degree (Postgraduate) Doctorate Programmes • Research-based Doctorate (PhD/DPhil) • Awarded after a minimum of three years of supervised research • But it is important to recognise that only a minority are completed within this period – and all applicants must be sure of their funding to cover the often uncertain period required to complete what is, by definition, innovative research – see the report below. http://www.hefce.ac.uk/pubs/hefce/2005/05_02/05_02.pdf) A useful example of PhD regulations can be found at http://www.campus.manchester.ac.uk/medialibrary/researchoffice/graduateeducation/reg-phd.pdf

  28. Higher Degree (Postgraduate) Doctorate Programmes • Professional, Engineering and Enterprise Doctorates • Typically • Taught Modules to 180 Level 5 credits • Independent Research to 340 Level 5 credits • Usually more ‘career-focused’ topic • Thesis 45 -50,000 words • Does not carry PhD designation but, for example, DBA – Doctor of Business Administration, Eng D. • Useful examples of these can be found at http://www.campus.manchester.ac.uk/medialibrary/researchoffice/graduateeducation/reg-profengdoc.pdf A further example, of a Doctor of Education, EdD, at Leicester University, can be found at http://www.le.ac.uk/se/doctoralstudies/doctorofeducation.html

  29. ‘Newroute’ PhDs • Introduced in 2001 • Usually four years • 340 Level 5 credits by research • 180 Level 5 Credits taught Modules • For example, courses in • Leadership • Enterprise • Language • The distinction from the ‘taught’ Doctorate is that these taught modules can be drawn from a wider range of Faculties • However, currently there are approximately only 300 registrations, 85% overseas students www.newroutephd.ac.uk/

  30. Research Opportunities • Advertisements in academic press • University web pages • Applications are normally made direct to the offering university www.hero.ac.uk

  31. Research Assessment • Universities are assessed as to the quality of their research activities • The outcome of the 2001 Research Assessment Exercise can be found at • www.hero.ac.uk/rae This gives some indication of the research strengths of university faculties – but it must be realised that these data become increasingly historic – things move on – sometimes for the better, sometimes not.

  32. Quality Assurance • It is claimed that the UK Higher Education quality assurance arrangements are unrivalled in • Coverage • Sophistication • Rigour • This indicates the importance attached to protecting quality and standards in all UK universities

  33. Quality Assurance – ExternalQuality Assurance Agency • The quality of the teaching and learning in each university is monitored by the Quality Assurance Agency • It has traditionally looked to key aspects of the higher education process • curriculum design • teaching and learning • student support • assessment • programme management and review See WWW.qaa.ac.uk where many useful publications can be downloaded. A useful recent example of the thoroughness of QAA can be found in its appraisal of Sheffield University http://www.qaa.ac.uk/reviews/reports/institutional/Sheffield08/annex.asp

  34. Quality Assurance - External Higher Education Academy • Founded in 2004 • To support the enhancement of learning and teaching in Higher Education • ‘To lead, support and inform the professional development and recognition of staff in higher education.’ www.heacademy.ac.uk

  35. Quality Assurance - External External Examiners • There is the extensive use of External Examiners (examiners from other universities) who monitor (usually annually) the assessment processes of other universities to ensure that standards of degrees and degree awards are the same at each university

  36. Quality Assurance - Internal • High quality of individual Programme Management and Review • Centres for Academic Practice • Staff development programmes (Continual professional development)

  37. Session 2 Social, financial and legal aspects pertaining to international students

  38. Cost of studying for non-EU students • Three basic cost headings • Cost of academic study (university fees for the course plus books and any other associated learning materials) • Cost of living in UK – basic accommodation/subsistence • Social life/travel

  39. Cost of studying for non-EU students • Cost of studying • University Full-time Undergraduate course fees (Annual) • £9000 – £11,000 (12,000 – 15,000 euro – depending on exchange rates) • Differences depend on whether course is classroom or ‘lab’ based and the university • £18,000 – £20, 000 for Medicine • University Full-time Masters courses • £9000 - £15,000 • Doctorate (PhD) • £10,000 annually (indicative)

  40. An example from one London- based university • www.qmul.ac.uk/international/feesfinance/index.html Queen Mary University This page should be used only as an example of one university - based in London. However, it provides a useful base on which to make cost comparisons with other Universities.

  41. ‘Cost of living’ for non-EU students • Accommodation and Subsistence • University accommodation is usually about £60.00 – £100.00 per week for term time, depending on facilities – but usually including electricity/heating • Independent accommodation– usually students sharing rented houses (often ‘accredited’ by the university) – can work out similar, depending on type of accommodation. But watch possible add-ons like heating. • Subsistence is based on how much food is bought, along with ‘general personal maintenance’ – hairdressers, getting shoes repaired, or whatever. • As an example, Nottingham Trent University advises that students will require, in total, approximately £600 per month to cover living costs in Nottingham.

  42. Cost of ‘social life’ for non-EU students • Social life/travel Depends what the students do or want to do! BUT the important thing is that a good student has to be a happy student. There has to be time and opportunity for relaxation and enjoyment. So, advice must be never to go to university on an ‘absolute student poverty’ basis

  43. Student ‘Community’ • One important aspect of UK university life is that most UK full-time students are studying away from their home city/town • This provides the basis for a much stronger development of ‘community’ and student life than is found in some other countries. • It is a community into which international students can readily integrate

  44. Students' Union • In each university there is a Students’ Union (a branch of the National Union of Students) • Responsible for looking after and representing students’ academic and social interests and welfare • Provides an extensive range of sport and social activities – a wonderful opportunity for international students not only to meet people but to try out new activities • A very good indication of the activities of Students’ Unions can be found from Leeds University www.luuonline.com

  45. International student support services • All universities have International Offices dedicated to providing support to international students. They provide a range of services including advice on • Application processes • Required qualifications • Immigration • Employment • Visa support • Academic, financial and personal concerns

  46. International student support services • special information packs to students – posted in advance of arrival in UK. • a range of ‘meet and greet’ services at international points of arrival • an ‘orientation week’ – often at no cost - especially designed for international students. These take place one or two weeks in advance of the official start date of the universities’ Programmes.

  47. Students with disabilities • All universities provide specialist support for students with disabilities. For example • Physical disability • Learning difficulties such as Dyslexia • These include, for example • Accommodation • Access to learning facilities • Specialist Human Support Services • Appropriate adjustments in forms of academic assessment • Students requiring such support should inform the university as soon as possible

  48. Student Satisfaction “What students think of their first year” 11 May 2006 Research by Higher Education Academy • Students felt stimulated by their learning • Teaching was seen as supportive • Staff generally seen as friendly • Feedback supported learning • The more students know about their institutions and courses before enrolling, the less likely they are to consider withdrawal. But non-EU students • Had slightly lower engagement in social side of HE • Tended to keep to themselves

  49. Studying • Key concepts • Student-centred learning • Independent learning • Undergraduate courses • Usually ‘in class’ about 15 hours per week – depending on Programme and year of study. But this represents only about 25% of expected ‘learning time’ – so a lot of individual and group learning - using library and other resources

  50. Studying • This independent learning is based on the idea that the lecturer is only one source of student learning. • It can be suggested that this is one of the most challenging aspects for an international student, who may have come from a very different, more didactic, educational background, to understand and adapt to.

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