scholarly journals Making a #Stepchange? Investigating the Alignment of Learning Analytics and Student Wellbeing in United Kingdom Higher Education Institutions

2020 ◽  
Vol 5 ◽  
Author(s):  
Samantha J. Ahern
Keyword(s):  
Higher Education ◽  
United Kingdom ◽  
Learning Analytics ◽  
Higher Education Institutions ◽  
Student Wellbeing

scholarly journals International Student Transitions

2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Muhammad Sharif Uddin
Keyword(s):  
Higher Education ◽  
United States ◽  
United Kingdom ◽  
International Students ◽  
International Student ◽  
Higher Education Institutions ◽  
Developed Countries ◽  
The United States ◽  
The United Kingdom ◽  
The U.S

Andrade and James Hartshorn (2019) surrounds the transition that international students encounter when they attend universities in developed countries in pursuit of higher education. Andrade and James Hartshorn (2019) describe how some countries like Australia and the United Kingdom host more international students than the United States (U.S.) and provides some guidelines for the U.S. higher education institutions to follow to host more international students. This book contains seven chapters.

Here Be Dragons

Big Data ◽  
2016 ◽  
pp. 1717-1735
Author(s):  
Paul Prinsloo ◽  
Sharon Slade
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
New Deal ◽  
Learning Analytics ◽  
Higher Education Institutions ◽  
Student Experience ◽  
Open University ◽  
Student Responsibility ◽  
Student Data ◽  
General Data

Learning analytics is an emerging but rapidly growing field seen as offering unquestionable benefit to higher education institutions and students alike. Indeed, given its huge potential to transform the student experience, it could be argued that higher education has a duty to use learning analytics. In the flurry of excitement and eagerness to develop ever slicker predictive systems, few pause to consider whether the increasing use of student data also leads to increasing concerns. This chapter argues that the issue is not whether higher education should use student data, but under which conditions, for what purpose, for whose benefit, and in ways in which students may be actively involved. The authors explore issues including the constructs of general data and student data, and the scope for student responsibility in the collection, analysis and use of their data. An example of student engagement in practice reviews the policy created by the Open University in 2014. The chapter concludes with an exploration of general principles for a new deal on student data in learning analytics.

Developing a Framework for the Visualisation of Learning Analytics in UK Higher Education

2017 ◽  
pp. 249-272 ◽  
Author(s):  
Jack Halliday ◽  
Mark Anderson
Keyword(s):  
Higher Education ◽  
United Kingdom ◽  
Learning Analytics ◽  
Best Practice ◽  
Digital Age ◽  
Learning Systems ◽  
Access Points ◽  
Course Materials ◽  
The United Kingdom ◽  
Uk Higher Education

Learning analytics has vast potential as a tool to further unlock the effectiveness of education in a digital age. The amount of data that can be gathered from varying access points can provide new insight and knowledge into how learners are interacting with course materials, learning systems and even fellow classmates. Research and experimentation is uncovering forms of best practice and possible factors on which to centre the analysis of students in an effective way, however learning analytics has yet to be comprehensively implemented country-wide in the United Kingdom.

scholarly journals APPLYING INDUSTRY 4.0 AND EDUCATION 4.0 TO ENGINEERING EDUCATION

2019 ◽  
Author(s):  
Irina Neaga
Keyword(s):  
Higher Education ◽  
United Kingdom ◽  
Engineering Education ◽  
Learning Analytics ◽  
Industry 4.0 ◽  
Research Work ◽  
Undergraduate Level ◽  
Industrial Companies ◽  
Master Level ◽  
Smart Factories

This research work-in-progress deals with a holistic analysis of the impacts of Industry 4.0 (I4.0) for engineering education especially for University undergraduate (level 4-6), master (level 7) and PhD related manufacturing, automotive engineering and supply chain management programmes in United Kingdom higher education institutions. This analysis aims at providing support for further consolidated recommendations to enable the development of higher education engineering curriculum for enhancing I4.0 application for smart organisations and industrial companies within the digital supply chains. Also the paper provides an analysis of advancement from digitalisation in engineering education to the implementation of Education 4.0 and related practices of smart labs, and simulation of smart factories leading at the learning factory. A conceptual framework to support the application of big data and learning analytics in the School of Engineering from University of Wales Trinity St David, Swansea, United Kingdom has been identified, discussed and intended to apply in the context of applying learning analytics.

scholarly journals Higher Education Stakeholders’ Views on Learning Analytics Policy Recommendations for Supporting Study Success

2019 ◽  
Vol 1 (1) ◽  
pp. 28 ◽  
Author(s):  
Dirk Ifenthaler ◽  
Jane Yin-Kim Yau
Keyword(s):  
Higher Education ◽  
Learning Analytics ◽  
Higher Education Institutions ◽  
Research Question ◽  
Successful Implementation ◽  
Policy Recommendations ◽  
Study Success ◽  
Main Research ◽  
Success In Higher Education ◽  
Education Stakeholders

<p class="0abstract"><span lang="EN-AU">Learning analytics show promise to support study success in higher education. Hence, they are increasingly adopted in higher education institutions. This study examines higher education experts’ views on learning analytics utilisation to support study success. Our main research question was to investigate how ready higher education institutions are to adopt learning analytics. We derived policy recommendations from an international systematic review of the last five years of learning analytics research. Due to the lack of rigorous learning analytics research and adoption in Germany, this study focusses on the German university context and examines how ready German university stakeholders are to adopt learning analytics. In order to validate the policy recommendations, we conducted an interview study from June to August 2018 with 37 German higher education stakeholders. The majority of participants stated that their institutions required further resources in order to adopt learning analytics but were able to identify what these resources were in order for successful implementation.</span></p>

SHAPING SOCIAL COMPETENCES OF STUDENTS IN LIGHT OF PUBLIC POLICIES FOR HIGHER EDUCATION IN GERMANY, THE NETHERLANDS, POLAND, LATVIA, CZECH REPUBLIC AND THE UNITED KINGDOM

2020 ◽  
Vol 559 (10) ◽  
pp. 13-21
Author(s):  
Katarzyna Matuszczak ◽  
Ewa Chmielecka
Keyword(s):  
Higher Education ◽  
United Kingdom ◽  
Czech Republic ◽  
The Netherlands ◽  
Student Attitudes ◽  
Higher Education Institutions ◽  
Academic Staff ◽  
Public Policies ◽  
The United Kingdom ◽  
Social Competences

Shaping social competences of university graduates constitutes one of the most important contemporary challenges. The cognitive objectives of the Erasmus + DASCHE project, the selected results of which are presented in this article, were (1) to identify good practices in shaping social competences of students in selected higher education institutions, (2) to support public policies with regard to higher education at both European and national levels, as well as at higher education institutions (HEIs) in the area of designing, shaping and verifying students’ social competences and formulating recommendations in this regard. For these purposes, case studies at 26 selected HEIs were carried out within the project. This article presents an analysis of public policies in Germany, the Netherlands, Poland, Latvia, the Czech Republic and the United Kingdom in the context of influence of these policies on whether and how HEIs shape students’ social competences and whether HEIs are obliged, encouraged or supported by legal regulations and other instruments in this regard. The research shows a large diversity of national public policies in this respect and - with the widespread recognition by the academic staff of the importance of shaping student attitudes - a significant lack of intentional actions leading to shaping students’ competences at the national, institutional and European level.

Implementing clinical academic careers in nursing: an exemplar of a large healthcare organisation in the United Kingdom

2017 ◽  
Vol 22 (3) ◽  
pp. 214-225 ◽  
Author(s):  
Kate Gerrish ◽  
Hilary Chapman
Keyword(s):  
Higher Education ◽  
United Kingdom ◽  
Health Research ◽  
Higher Education Institutions ◽  
Academic Careers ◽  
Healthcare Organisation ◽  
Close Collaboration ◽  
External Resources ◽  
The United Kingdom ◽  
Research Leadership

The drive to establish clinical academic careers in nursing in the United Kingdom has gained momentum in recent years, spearheaded by opportunities presented by the Higher Education England/National Institute for Health Research integrated clinical academic pathway. However, embedding clinical academic careers within a healthcare organisation is challenging. This paper outlines the approach that one large NHS Trust has taken to developing a framework for clinical academic careers in nursing. The internal and external resources that are drawn upon to support the implementation of the framework are outlined and some of the practical challenges of making the framework a reality are discussed. The development, implementation and sustainability of the framework are dependent on professional, managerial and research leadership together with close collaboration between the healthcare organisation and higher education institutions.

scholarly journals Internationalization of Higher Education: International Vector of the University Development Strategy

2018 ◽  
Vol 27 (8-9) ◽  
pp. 117-125 ◽  
Author(s):  
A. V. Akulshina ◽  
L. A. Zavialova
Keyword(s):  
Higher Education ◽  
United Kingdom ◽  
Development Strategy ◽  
Higher Education Institutions ◽  
Internationalization Of Higher Education ◽  
Research And Innovation ◽  
Russian Higher Education ◽  
Federal Districts ◽  
Internationalization Strategies ◽  
Erasmus Programme

The article focuses on internationalization of higher education. It analyzes the European experience of implementing internationalization strategies on  the examples of Aston University (United Kingdom) and Sapienza University  of Rome (Italy). The authors present the results of the research on defining  the level of internationalization conducted at Russian higher education  institutions under Erasmus+ project “Development of approaches to  harmonization of comprehensive internationalization strategies in higher  education, research and innovation at EU and partner countries (HARMONY)”. The project partnership is comprised of 14 higher education institutions of  different types (classical universities, institutions of applied sciences) from 9  countries of the world, namely Spain, United Kingdom, Germany, Portugal,  Italy, Greece, Russia, Belarus, and Armenia. In Russia the questionnaires  were sent to 119 universities located in four Russian federal districts  including the Central, North-Western, Volga and Southern federal districts.  The survey was based on data of 2015–2016 academic year. Finally, the  article analyzes the cooperation between Russia and European Union in the  framework of Erasmus+ programme and the role that the programme plays  in internationalization of higher education.

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