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March 4, 2025 · Episode 249 The Hidden Enrollment Market in Workforce Education 38 Min · By The Change Leader, Inc. Workforce education and employer-funded programs unlock hidden enrollment opportunities. million Americans who left higher education before earning a degree. According to Alana, there are 41.5
In this post, Dora celebrates the university’s success in nurturing student start-ups and underscores its dedication to fostering entrepreneurship by embedding enterprise within the curriculum. Dora Handrea is a Lead Enterprise Executive at Edinburgh Innovations (EI)↗️, The University of Edinburgh.
Embedding enterprise in the curriculum is no easy feat for traditional academic institutions. As a team, our ambition is to generate outstanding education for students, increase our impact and create a greater alignment with the University’s strategic priorities.
In this post, Dr Sarah Ivory, a lecturer in the Business School, reflects on why an interdisciplinary course is so important to prepare undergraduate business students for professional employment in an uncertain world… If you ask academics ‘ what is the purpose of undergraduate education ?’,
By definition, this course only has small numbers of students on it with required attendance at monthly sessions (including reflection, stress and time management, and learning and study skills) followed by a short reflective exercise on which they get prompt individualised feedback. What next for reflection?
How the Choice Based Credit System can Improve the Quality of Higher Education in India editor Mon, 06/26/2023 - 01:39 A robust and high-quality higher education system plays a vital role in the advancement and prosperity of any nation in today's rapidly changing world. What is a Choice-Based Credit System (CBCS)?
A sub-set of 8 students have also successfully taken this a step further and, under staff mentorship, have achieved Associate Fellowship of the HEA. Activities include outreach workshops with local schools, like Liberton High School, to foster the link with young people aspiring to enter higher education.
The question is how to measure and quantify—and ultimately justify and act upon—the value of non-STEM majors to students, employers, and the governments that fund much of higher education. Such information can inform a college or university’s curriculum choices, hiring, and, yes, marketing strategy. New tools.
This doesn’t mean they have to be fixed on a career path, but rather that they should make the most of their university experience (develop new skills, broaden horizons and networks through part-time work, student societies, or volunteering). We can’t afford to ignore this concern.
Image credit: Clark Tibbs, unsplash, CC0 Dr Sharon Maguire, a Careers & Employability Manager at The University of Edinburgh , proposes the “creative, iterative, human-centered, problem-solving methodology” of Life Design as an answer to urgent questions of studentemployability, curriculum transformation, and the future of work.
Offering choice presents a series of challenges and opportunities to the curriculumdeveloper. For example, how do we work with the professional community to support the 850+ students that are undertaking the Bachelor of Medicine programme at any one time?
It is in this context that the University was awarded its first Key Action 203 Strategic Partnership funding by the European Commission in 2017 to develop the Network for Intercultural Competence to facilitate Entrepreneurship (NICE) in collaboration with 7 other European universities*. UoE Staff: Join us as virtual exchange facilitators!
Understanding the ACBSP Accreditation Process editor Tue, 04/04/2023 - 06:46 Accreditation Management Header Menu White 1NoneFooter base 1Blog Style 1Right Mary Clotilda SuvinOff Introduction to ACBSP Accreditation is an important process for educational institutions, particularly business schools.
Delivering the Graduate Attributes “Each student at the University of Edinburgh joins us from different educational backgrounds, cultures and experiences. Seconded to the Institute for Academic Development he is developing his interests in reflection, experiential learning, and student agency, to develop SLICCs institution-wide.
This post belongs to Teaching Matters’ Learning & Teaching Enhancement theme: Embedding enterprise in the curriculum. This is a sentiment which I support because while some students will continue with an academic career, most students will go on to work in industry or become an entrepreneur. Education+ Training, 45, pp.
Credit image: Sergey Pesterev, unsplash, CC0 In this extra post, Lindsay Knox reflects on her EdD dissertation findings, which look at how international students on the MSc Language Education programme understand graduate attributes, and what this could mean for curriculum transformation. Higher Education , 40, 409-422.
She is the link Careers Consultant for the Moray House School of Education ( Suzanne.Agnew@ed.ac.uk ) Nov 30, 2017 dave.saunders@ed.ac.uk ) Suzanne Agnew Suzanne works at the University of Edinburgh Careers Service.
His main teaching interest is in experiential learning at the research-teaching nexus, which he is currently exploring in a secondment to the Institute for Academic Development. Simon is a Senior Fellow of the Higher Education Academy. Gavin McCabe Dr Gavin McCabe leads the University’s Employability Consultancy.
In this post, Kit Daniel Searle, University Teacher in Operational Research (OR)↗️ at the School of Mathematics↗️ shares their experience embedding a low-risk consultancy project within their course curriculum highlighting the perks of student-industry collaboration.
Recent graduates of two online programmes, one in Clinical Education, the other in the Clinical Management of Pain; were invited to participate. Both programmes are run entirely online with students based all over the world. The academic award was felt to help reduce imposter syndrome commonly reported in educational literature.
Pleasingly, it highlights the highly professional careers services within universities as a strength of the current Scottish system, but the recommendations reach well beyond central careers service provision, going to the heart of learning and teaching and the student experience. What does it mean to accredit skills and habits?
In this post, Professor Tina Harrison (Assistant Principal, University of Edinburgh) and Stephanie Vallancey (Vice President Education, Students’ Association), provide an update on progress so far, encourage students and staff to comment on a draft of the reflective analysis and outline the next steps… WHAT IS ELIR?
CC0 [Pixabay] This post sees Psychology student, Tobias, explaining how much he has valued project-based learning in his undergraduate experience, and how this has prepared him for the professional world… Education must prepare students for life. This universal set of qualities is appealing.
And, through the ongoing work programme, three undergraduates from different schools are working with the GHA to develop different research channels focussed on children in FCACs: improving education data flows; modern technology to gather data; and the intersection between health, nutrition and education in programming.
2010): Motivating students to learn 3rd edition London: Routledge Gibbs, G. 2006): How assessment frames student learning in C. She has worked in careers and employability for 15 years and prior to joining the University in 2009 she worked as a careers adviser in secondary schools in Cumbria. References: Brophy, J. Bryan and K.
Emma Taylor Emma Taylor is the Students as Change Agents Programme Manager, where she leads on the development, delivery, and management of SACHA. Her background is in Education, with experience teaching and tutoring at a variety of levels, from primary grades to master’s courses.
– Peter Mathieson (Principal and Vice-Chancellor, University of Edinburgh) Helen Szoor-McElhinney Dr Helen Szoor-McElhinney is the EPSRC Proteus Public Engagement Strategist, based at the Queens Medical Research Institute, and a Fellow of the Higher Education Academy.
She plays a key role in the Scottish HE quality landscape as a member of QAA Scotland’s Advisory Board, chair of the sparqs University Advisory Group, and member of the Quality Arrangements for Scottish Higher Education (QASHE) group Dec 11, 2019
Real-world learning opportunities These projects are more than just extracurricular activities; they are invaluable learning experiences that extend beyond the borders of traditional education. IMST-10 : A course for more senior students to build on their Makerspace experience and take on mentoring roles.
Gavin is the Careers and Employability Manager from the Careers Service and this post forms part of the 20 Years of Enhancement theme. Looking back, there is nostalgia about the various enhancement initiatives I’ve designed or led.
Next steps For more ideas on curriculum design, see these Teaching Matters articles: Developing Reflection in the Curriculum History for the future: Update on the new pre-honours curriculum in History Diversifying the medical curriculum using open educational resources Fair’s Fair: embedding equality and diversity into the curriculum Sabrina Valeria (..)
Credit: Mihaela Bodlovic Following on from Simon Fokt’s recent post on flipped lectures , biology undergraduate Craig McMillan shares findings from his final year research project, which highlight the importance of interactive lectures in developing skills for becoming an effective scientist… The continued use of traditional, didactic lectures (..)
Experiential education: Defining features for curriculum and pedagogy (23 August 2018) Dr Simon Beames, a senior lecturer in Outdoor Learning at Moray House School of Education, along with his colleagues, presents a theoretical framework of experiential education that is centred around six defining features.
Ellen was EUSA President 20/22, and Tara was EUSA Vice President Education 21/22. Ellen and Tara then move on to talking about these areas through three different, yet overlapping, lenses: Research: Ellen and Tara want to see the University engage ALL of its students in the research work that it is so proud of as an institution.
They proceeded to explain how they would carry on with this decade-old project regardless, even if it was dropped from the curriculum, such is the value they place on it. Each year, senior students team together in Creative Director roles to form their own profit-generating agencies.
While disciplines will continue to underpin the foundations of our knowledge, the issue of interdisciplinary learning and teaching is becoming increasingly relevant for universities preparing students for a changing world. Nonetheless, in the UK, higher education largely remains structured on a conventional, disciplinary basis.
program , which saw us developing a course prototype delivered in the form of a website , a Learn page, and a final presentation. This was under the University’s Employ.ed
Ellen was EUSA President 20/22, and Tara was EUSA Vice President Education 21/22. This post summarises Ellen MacRae and Tara Gold’s keynote talk: What even is a University anyway?, and includes a video of their presentation at McEwan Hall. This post is part of the Hot Topic: Learning & Teaching Conference 2022.
The Living Lab programme is also working on how to support more engaging and diversified student learning. This is inspired by insights from studies of science technology and innovation (STIS) into the ‘messiness’ of real-life innovation, and from approaches in studio-based design education.
At least I know some people in the career services department, other staff on the SACHA program, the opportunities that can accrue to me through this program, meet wonderful people from all over the world who are also having their education at Edinburgh. He is always willing to contribute to the greater good of society.
We should be training all of our students to excel in their chosen career, have a greater awareness of what that career could be, and put them in the position to proactively define their career after graduation. You could call it responsible education! Oooooh, that sounds lofty, how do you do that ?
The student society features four local and two international projects, in addition to running various STEM teaching projects since 2012. The most recent of which is Project DIEM (Developing Intermediate Educational Materials). DIEM began life as an international project under the EWB-UK banner.
Furthermore, we hope they will gain a near-peer role model with our student, who is currently in higher education. We are using the Student-Led, Individually-Created Course (SLICC) reflective e-portfolio for experiential learning as the learning and assessment framework, which is a piloted and supported initiative.
Reflection fits into a diverse curriculum in many ways. For instance, reflection is inherently tied to experiential learning (see Simon Beames’ excellent post on defining features of experiential education), and therefore supports making the most of placements, work experiences, outreach activity, and years abroad.
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