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The 2014 International Conference on Adaptive and Intelligent Systems

The 2014 International Conference on Adaptive and Intelligent Systems will take place next week, 08-09 September at the Executive Business Centre, Floor 3.

The ICAIS conference is the first conference focusing entirely on issues related to system adaptation and learning. ICAIS strives to deepen understanding of various concepts from the area of machine learning, data mining and system engineering (e.g. data streaming, self-evolving systems, self-adaptive systems, etc.).

The conference is financially supported by the Fusion Investment Fund and technically sponsored by world pioneering and leading scientific societies such as the International Neural Network Society (INNS) and the IEEE Computational Intelligence Society, as well as the UK Computational Intelligence Chapter.

The 2014 edition will bring together international researchers from different horizons to discuss the latest advances in system learning and adaptation. The programme will feature contributed papers as well as 3 world-renowned guest speakers and an invited plenary talk in interactive breakout sessions. The proceedings have been published by Springer in Lecture Notes in Artificial Intelligence Series.

We look forward to an enticing, informing and inspiring event.

Hamid Bouchachia, Conference Chair

What’s So Special about Teaching Media Management?

BU academics  Dr Chris Chapleo and Ms Marketa Zezulkova, from the Advances in Media Management research cluster,  talk about the importance of teaching media management education along with leading media management educators and researchers from across Europe.

Cut and paste this link into your browser to find out more. https://www.youtube.com/watch?v=7HRj5qUmKT0

Last week’s HE news…

 

Please find last week’s policy digest below. I will be on leave now for two weeks, so you will get a bumper edition on 8 Sept.

 

Monday 18 August

Graduate opportunities

An extensive piece in The Times looks at the need for more realistic and accurate career guidance in law. More than 17,500 graduates are pursuing about 5,000 training contracts at law firms and some 400 pupillages in barristers’ chambers.

The worsening odds for today’s student lawyers (The Times)

 

Tuesday 19 August 

Clearing update 

The Universities and Colleges Admissions Service (Ucas) said the number of applicants accepted by their insurance choice of university was 33,240, an increase of 14 per cent. This increase is thought to have been caused because of the dip in A-level grades awarded last week. Some universities have lowered entry requirements but others refused to accept near-miss candidates in the hope of snapping up better qualified teenagers who have been rejected by higher tariff universities. 

Students forced to settle for second choice university (The Times)

Clearing: an unedifying spectacle of unis going cap-in-hand to students (The Guardian – Higher Education Network blog)

 

Wednesday 20 August

Student fees 

A survey by Saga said the ‘Bank of Nan and Grandad’ will hand out around £16.7 billion for their grandchildren’s academic studies. The survey of nearly 10,000 people over the age of 50 revealed how the amount of financial assistance provided by the country’s devoted grandparents has increased sharply. Five years ago, a similar investigation found Grandparents typically handing over around £1000 for university education. Today, this averages £4000.

More than a third of grandparents admit helping to pay for their grandchildren to go through university  (The Daily Mail)

 

Thursday 21 August

Graduate opportunities

The Independent looks at how graduates are finding it difficult to get a job after leaving universities because they don’t have the right skills or experience. It suggests the demands from recruiters for experienced entry-level graduates seems unrealistically high: it can be challenging to juggle work experience and study and not all degrees provide the option of a placement year to gain industry experience. However, the graduate labour market is showing signs of improvement. At the end of July the Association of Graduate Recruiters released a report that predicts a 17 per cent rise in graduate job vacancies this year. The Telegraph piece suggests graduates are rushing into the wrong roles for fear of having a hole in their CV after university. 

Got the degree – now for the job (The Independent)

Graduates take wrong job just to be employed(Telegraph)

STEM subjects

A HEFCE study of student numbers has shown that STEM subjects have emerged well from the tripling of maximum tuition fees in 2012-2013 suggesting the government has had some success in protecting the disciplines during a period of radical change. But languages have continued to decline with HEFCE warning numbers in 2013-14 could be at their lowest level for a decade.

Demand for STEM subjects holds up in wake of fees hike, (THE)

 

Friday 22 August

Participation age

An extensive piece from BBC News online which examines the impact of raising the leaving age to 17 last September (which will rise to 18 in September 2016).  It looks particularly at GCSEs with Prof Alison Wolf, a specialist in the relationship between education and the labour market at King’s College London and who authored the 2011 review of vocational education, arguing that GCSEs remain an important benchmark as the results determine students’ progress into their next stage of education, training or employment. However Prof Alan Smithers, director of Buckingham University’s Centre for Education and Employment Research, would prefer to see GCSEs replaced with exams at 14 or 15.

Do GCSEs still matter with a school leaving age of 17? (BBC News)

Join us for today’s cyber security seminar…

 

‘Pattern- and Security-Requirements-Engineering-based Establishment of Security Standards’

Tuesday, 19th August

Coyne Lecture Theatre, Talbot Campus

4pm -5pm.

Security standards such as Common Criteria or ISO 27001 are ambiguous on purpose, because these standards shall be usable for a large set of different scenarios. The establishment of a security standard requires removing all ambiguities, eliciting concrete security requirements and selecting appropriate security measures.

Dr Kristian Beckers is a security requirements engineering researcher at the University of Duisburg-Essen. He investigates how security requirements engineering methods can be used to support the development and documentation of security standards. In this seminar Dr Beckers will introduce you to the methods and systems which have been created to fit a specific security scenario. In particular, you will find out about the Information Security Management System (ISMS) which was built in compliance with the ISO 27001 standard.

If you would like to join us for this seminar, please book your place via EventBrite.

We will look forward to seeing you!

Last week’s Policy Summary

 

Saturday

Increasing marketisation of HE

In the weekend before clearing, there was coverage over what appears to be increased competition between universities to attract students and the methods they are employing. 

·         Universities lure best students with cash prizes, (FT)

·         Universities spend to entice more students (Guardian)

 

Sunday

Student applications

The Sutton Trust has published a study showing that more than 4-in-10 state school teachers ‘rarely or never’ advise academically-gifted children to apply for Oxford or Cambridge places. The charity is planning to stage a series of summer schools for teachers. Meanwhile universities will accept applicants ‘with rock-bottom’ A-level grades as the government relaxes the cap on student numbers, internal documents obtained by the Sunday Times (from three universities) have warned – only Exeter University is named in the piece as one of those universities. 

·         State pupils told to shun Oxbridge (Sunday Telegraph)

·         Universities will accept ‘anyone’ to fill extra places (Sunday Times)

 

Monday

Value/cost of degrees

Daily Mail ran a piece on how firms like PwC, KPMG, GSK and the National Grid are taking on more school leavers this year and ‘tempting them away from universities with training salaries of more than £30,000’.  Meanwhile the Independent featured a survey of more than 2000 students by Endsleigh which revealed 13% had a full-time job – either in the holidays, term time or both. 59% at working part-time to see them through their studies. 

·         Firms offer teens £30k jobs to poach them from university courses: Companies receiving up to 100 applications for every post as school leavers shun £9,000-a-year courses (Daily Mail)

·         One in seven students have full-time jobs during degree course (Independent)

 

Tuesday

Student satisfaction

The National Student Survey was published today. Coverage mostly focused on how undergraduates show a higher degree of satisfaction.Students are most satisfied with teaching, least happy with assessment and feedback.

·         Undergraduates show a higher degree of satisfaction, (The Times) 

·         Quarter of students at low-ranking universities ‘not satisfied‘ (Daily Telegraph)

·         Open University ‘top for students’ in Northern Ireland (BBC News)

·         Is the National Student Survey fit for purpose? (Guardian Higher Education Network)

·         National Student Survey shows record levels of satisfaction (THE)

·         Current students are much more worried by university life than older graduates, survey finds (The Independent)

 

Wednesday

Access to universities

Teenagers from wealthy backgrounds are still around 10 times more likely to get into top universities than those from poorer homes.

Will Hutton, who chairs the Independent Commission on Fees, said the findings showed “serious gaps in access to university remain”. The commission was set up by education charity the Sutton Trust to monitor the impact of increased university fees. In addition to Mr Hutton, principal of Hertford College, Oxford, its members include Sir Peter Lampl, chairman of the Sutton Trust, and Libby Purves, the writer and radio broadcaster. THE focused more on how the commission revealed support from the public for cheaper fees for poorer students and the Guardian wrote that raising of tuition fees to £9,000 has not put off students from disadvantaged backgrounds from applying to university – although the gap in applications between those from wealthy and poor backgrounds remains wide. 

·         Wealthiest students still dominate top universities (Independent)

·         ‘Wealthy students should pay higher university fees’ (Telegraph)

·         Higher university fees not discouraging applications from the poorest students (Guardian)

·         Rich teenagers still dominate top universities (Independent)

·         Cut fees for the poorest, public says (THE)

 

Thursday

A-Level Results Day

UCAS figures showed that more students were accepted than ever before – 396,990 anincrease of 3%. That said, the grades that students received had fallen overall with the number of those receiving grades at C or above falling by around 0.5%, despite an increase in A*s.

·         Record numbers get into university but pass rate falls (Guardian)

·         A-level grades edge down, as university places rise (BBC)

 

Friday

A-Level Results

A record number of disadvantaged teenagers will be heading to university this year due to the relaxing of student number controls.

·         Exams end class divide as record number take up university place (The Times)

How security requirements engineering methods can be used to support the development and documentation of security standards…

 

You are invited to join us for the next Cyber Security seminar:

‘Pattern- and Security-Requirements-Engineering-based Establishment of Security Standards’

Tuesday, 19th August

Coyne Lecture Theatre, Talbot Campus

4pm -5pm.


Security standards such as Common Criteria or ISO 27001 are ambiguous on purpose, because these standards shall be usable for a large set of different scenarios. The establishment of a security standard requires removing all ambiguities, eliciting concrete security requirements and selecting appropriate security measures.

Dr Kristian Beckers is a security requirements engineering researcher at the University of Duisburg-Essen. He investigates how security requirements engineering methods can be used to support the development and documentation of security standards. In this seminar, Dr Beckers will introduce you to the methods and systems which have been created to fit a specific security scenario. In particular, you will find out about the Information Security Management System (ISMS) which was built in compliance with the ISO 27001 standard.

If you would like to join us for this seminar, please book your place via EventBrite.

We will look forward to seeing you!

 

This week’s HE Policy Summary

 

Sunday 

Fees/David Willetts interview in Sunday Times

OXFORD and Cambridge universities could be allowed to increase fees to as much as £16,000 a year under plans being considered for the Tory manifesto, David Willetts, the former higher education minister has revealed. The piece concludes that although Willetts said he would like Oxford and Cambridge to “admit students from a wider range of backgrounds and schools”, critics fear that a rise in fees will further deter poor students from applying to England’s top two universities.

Students face £16,000 fees for Oxbridge (The Sunday Times)

 

Monday 

Value of degrees

Having a degree means you are now likely to earn £500,000 more during your working life compared with someone who did not go to university. Degrees in engineering, computer science and maths deliver the best average salaries, ranging from £40,000 to £45,000.

The value of a degree? £500,000 over your career (The Daily Telegraph)

 

Tuesday 

Progression

Interesting feature on The Brilliant Club and how it’s helping young people, particularly from disadvantaged backgrounds, to aim higher when they think about university. Daisy Hooper,  policy and projects manager at University Alliance spoke at the Brilliant Club conference in late July to push the position that social mobility is about progression (i.e. universities and students should be focusing on what would give them the best experiences and skills for their future careers.)

Three years ago they were studying tourism: now it’s James Joyce (The Times) 

 

Wednesday

A-levels

There was some coverage over a Which? University poll which found that more than half of students (54%) have said they have not thought about what they will do if they fail to gain the marks needed for their first or second choice university.  The Mail also ran a piece on how rising numbers of schools are abandoning A-levels in favour of alternative qualifications amid anger at constant ‘meddling’ with the exam system.

University admissions: students ‘failing to make back-up plan’ (Telegraph)

Students ‘not prepared’ for results day (Times Higher Education)

How schools are ignoring the tougher new A-levels: Number taking alternatives on the rise amid anger at ‘meddling’ with exams (Mail Online)

 

Thursday

Student cap

The Russell Group of leading universities has called on the government to drop plans for a free-for-all in undergraduate recruitment next year, following publication of a report from HEPI on the experience of Australia that suggests the policy could have disastrous financial consequences. 

The piece includes a quote from University Alliance’s Chair Professor Steve West. Professor Steve West, chair of the University Alliance group of newer universities, said Australia’s example was “incredibly important” for England.

“We need to set out a longer-term plan for solving the problem and creating a sustainable higher education system,” 

“The UK needs to ensure it is able to grow the graduate population, as our global competitors continue to do, and to encourage talent from right across society.”

Top universities urge scrapping of free-for-all student recruitment plan  (The Guardian)

A levels

A report from UUK concludes that universities will struggle to fill their places because teenagers are increasingly choosing vocational courses instead of traditional A-levels.  The Telegraph reports that rising numbers of students are missing out on uni places after failing to achieve the top A-level grades. 

Universities struggle to fill courses: Falling A-Level grades and shift away from traditional exams mean thousands of places will not be filled (Daily Mail)

A-level overhaul ‘a challenge to recruitment’ for universities (Telegraph)

Friday

A levels

1000s of pupils in the UK are being given scant or wrong advice about the best A-level subjects to study to gain a degree place, a study by the Student Room online forum has found. Almost a third of those who took part in the study rated their school’s career advice as ‘weak’ and a quarter said they did not have enough information to make informed choices about their future careers or the subjects they should study to achieve their ambitions.

Students complain of bad A-level advice for degree path (BBC News)

Fees

There is a leader piece in The Times which suggests that the UUK results show higher fees are forcing students to make smarter choices. 

Higher fees force students to make smarter choices (The Times)

 

Teach@BU – HEA Fellowships 2014

As a result of the Teach@BU pilot, the following HEA fellowships have been awarded:

Fellow

Mary-Beth Gouthro, ST

Hanaa Osmann, ST

Senior Fellow

Anya Chapman, ST

Bethan Collins, HSC

Fiona Cownie, MS

Jill Davey, HSC

Anita Diaz, SciTech

Crispin Farbrother, ST

Karen Fowler- Watt, MS

Gill Jordan, HSC

Kevin McGhee, SciTech

Colin Paterson, HSC

Louise Preget, BS

Janet Scammell, HSC

Ben Thomas, SciTech

Christa Van Raalte, MS

Sara White, HSC

Principal Fellow

Elizabeth Rosser, HSC

Chris Shiel, SciTech

Gail Thomas, HSC

Internationalisation and learning and teaching

During 2013/14 I have been involved in project work led by the Higher Education Academy, on internationalisation. A ‘learning and teaching summit’ of approximately 30 UK and international experts, held in 2013, provided the outline for the project and worked towards the development of an internationalisation framework; subsequent consultation across the sector resulted in refinements.

The outcome is ‘The Internationalisation higher education framework’ which was launched at the HEA’s Annual Conference, ‘Preparing for learning futures: the next ten years’, at Aston University.   The framework is available on the HEA’s website and is worthy of reflection.

We might at this point consider: what else we could do to internationalise the curriculum at BU? How should we prepare learners of all nationalities to contribute to a better global future? Does the curriculum and experience we provide enable all learners to make a difference to the world?

http://highereducationacademy.newsweaver.com/1p8pd17zk661u6amq3fh6i?email=true&a=2&p=47776834&t=23613105

One way that Bath Spa university is considering preparing its international students is by teaching them separately for the first year, then allowing them (if they pass) to join UK students in the second year. I am not in favour of this approach. However, it proved to be the subject of lively debate on a ‘live chat’ for the Guardian HE network. I participated as a panel member in the discussion, which was titled: ‘Should academics adapt their teaching for international students?’

The live chat was about learning and teaching and internationalisation; it attracted more than 200 comments on the website, in addition to debate on Twitter (using #HElivechat). More details are available at:

http://www.theguardian.com/higher-education-network/2014/jul/22/should-universities-adapt-teaching-support-international-students-live-chat

I think we do need to adapt our approaches for international students but we also need to be aware that diversity goes beyond being ‘foreign’.  The aim has to be to develop (and deliver) an inclusive curriculum, where diversity is addressed in the widest sense – but this is a challenge. Perhaps the ‘inclusive curriculum’ work currently being taken forward by CEL, may go some way to developing new ideas. 

If you would like to discuss any aspects of ‘internationalisation’ and learning and teaching please feel free to contact me.

 

Surrogate mother producing faulty goods: commodification of childbirth

Over the weekend an interesting story appeared on the BBC news and in the Sunday papers.  The story goes that an Australian couple left a Thai surrogate mother with a baby who is genetically their child.  The reason for this abandonment is that the baby is not perfect.  If that is not bad enough the couple has taken the healthy twin sister of this baby back home to Australia.  Some newspapers reported that the Australian parents knew that the baby had Down’s syndrome from the fourth month of gestation onwards, but that they did not ask until the seventh month  – through the surrogacy agency – for selective abortion of the affected fetus.    The surrogate mother, Pattaramon Chanbua, says that the couple were told: (a) that she was carrying twins and (b) that one of the twins had Down’s syndrome as well as heart problems. The surrogate mother refused the intervention on the grounds of her Buddhist beliefs.

Surrogacy is often a commercial transaction e.g. in the USA, although such a ‘business contract’ is not legal in the UK (Ireland 2011) and some parts of Australia as widely reported in the media.  However, in this case the Australian couple had paid Pattaramon Chanbua (a mother of two) to grow and carry the baby for them. She told the BBC that she had engaged in the surrogacy deal to get money to pay for the education of her other children.

This case epitomises several aspects of life that are of interest to sociology: (a) the commodification and commercialization of life (and health); (b) inequality and exploitation; and (c) globalisation.  Commodification refers to the process by which something that was not originally bought and sold becomes a good or service, i.e. a commodity that is for sale.  As we become more modern and with economic progress/the rise of capitalism, more and more parts of our lives become commodified.  Modernisation changes society and its social institutions and organisations. Economic development is based on industrialisation, but is also strongly linked to urbanisation, mass education, occupational specialisation and communication development, which in turn are linked with still broader cultural and social changes (Inglehart 1997).

The second key issue sociologists are interested in is inequality and the link between poverty and poor health.  In a global perspective where we, people in high-income countries, or so-called developed countries exploit people in low-income countries (or Third World, developing countries or under-developed countries).

Thirdly, globalisation refers to the world becoming a smaller place, both in terms of physical travel as well as the way we perceive it (Simkhada & van Teijlingen 2009).  It takes us less time to travel to London, Paris, Kathmandu than it took our parents’ or grandparents’ generation, and at the same time the information about a disaster or a  human tragedy story such as this one in Thailand reaches us more or less instantaneously.  At the same time, modernisation and globalisation, particularly in many low-income societies, are contributing to rapid socio-cultural changes.

Surrogacy as commodification

Surrogacy is the commodification of a couple having a baby themselves.  Other social solutions from the past to the problem of not being able to conceive include: (a) having more than one wife, a solution for men in a patriarchal society; (b) for women sleeping with their husband’s brother, to increase the likelihood that the baby ‘looks like’ the husband; and (c) adopting someone else’s child.

We must remember that aspects of maternity care have always been commodified.  Rich British families in the nineteenth century would have been paying a wet nurse to breastfeed their babies and a nanny to look after their children whilst instant formula baby milk bought from a shop has been replacing breastmilk supplied by the baby’s mother for nearly a century.

We don’t think surrogacy is the interesting issue here, we should ask ourselves the more basic question ‘What makes us think that every birth and every baby is going to be perfect or even okay?’

One explanation is, of course, that we have seen a rapid decline in the number and the proportion of babies dying in high-income countries such as the UK over the past century and a half.  Women having better nutrition, fewer children, having one’s first child later (but not too much later), better sanitation, and improved obstetric care have all contributed to making childbirth safer now for both mother and baby than ever before in the history of humanity.   However, these changes have also affected our ways of thinking about childbirth (Mackenzie Bryers & van Teijlingen 2010).

Social scientists recognise a social model and a medical model of childbirth (van Teijlingen 2005; van Teijlingen & Ireland 2013).  The former sees childbirth as a physiological event in women’s lives.  Pregnant women need psycho-social support, but not necessarily high-technology interventions by doctors.    The medical model stresses that childbirth can be pathological, i.e. every pregnant woman is potentially at risk.  The medical model argues that every birth needs to be in hospital with high-technology screening equipment supervised by expert obstetricians.  In other words, pregnancy and childbirth are only safe in retrospect.  In terms of social changes, we have moved from a more social model to a more medical model in a society which is more risk averse.

 

 

Edwin van Teijlingen1 & Jillian Ireland2

  1. Professor of Reproductive Health Research, Centre for Midwifery, Maternal & Perinatal Health, Bournemouth University.
  2. Visiting Faculty, Centre for Midwifery, Maternal & Perinatal Health, Bournemouth University; Midwife & Supervisor of Midwives, RCM learning Rep. Poole NHS Hospitals Trust.

 

 

References:

Inglehart R. (1997). Modernisation and post modernisation: Cultural, economic, and political change in 43 societies. New Jersey: Princeton University Press.

Ireland, J. (2011) Reflections on surrogacy-using the Taylor model to understand and manage the emotions in clinical practice, Essentially Midirs, 2(9): 17-21.

Ireland, J., van Teijlingen, E. (2013) Normal birth: social-medical model, The Practising Midwife 16(11): 17-20.

MacKenzie Bryers, H., van Teijlingen, E. (2010) Risk, Theory, Social & Medical Models: a critical analysis of the concept of risk in maternity care, Midwifery 26(5): 488-496.

Simkhada, P.P., van Teijlingen, E. (2009) Health: a global perspective, In: Alder, B. et al. (Eds.) Psychology & Sociology Applied to Medicine (3rd edn.), Edinburgh: Elsevier: 158-159.

Teijlingen van, E. (2005) A critical analysis of the medical model as used in the study of pregnancy and childbirth, Sociological Research Online, 10(2) Web address: http://www.socresonline.org.uk/10/2/teijlingen.html

 

This week’s Policy Summary

Monday

University funding/philanthropy 

Universities targeted more than nine million of their former students with cold calls and spam emails over the past year as they increasingly adopt US-style tactics to raise funds.

Universities resort to cold calling ex-students (Independent)

Interesting piece in the FT (Money) on Saturday – How to…invest in university knowhow  It looks at a number of ways to invest including Buying into commercialisation specialists, choosing a fund and Venture capital trusts and enterprise investment schemes.

 

Tuesday

Student loan book

David Willetts has written a comment piece for the FT saying that we should give universities the opportunity to buy the debt that their graduates owe. To do so would be to give the universities a direct financial interest in ensuring their graduates secure well-paid jobs that enable them to pay back more of their debt sooner.  He was also interviewed on Newsnight last night with his comments (including that the policy is being considered by ministers and officials)

Let universities buy debt, says David Willetts, (FT)

COMMENT: David Willetts – Sell the student loan book – and let the academy buy, (FT)

Let universities underwrite student loans to reduce burden on taxpayer (Guardian)

Student debt should be ‘bought’ by universities, say ministers (Telegraph)

Student loan change ‘will put jobs in focus,’ says Willetts (BBC Newsnight – 28 July)

Scottish Independence 

Greg Clark has used one of his first speeches as Universities and Science Minister to warn Scottish researchers of the disadvantages of leaving the UK. He said that a vote for independence in September “is a vote to leave the UK’s institutions, such as the research councils”.

Greg Clark issues warning on Scottish independence (THE)

 

Wednesday

Data published on demand and supply in higher education subject areas

HEFCE has published a large amount of interactive data on the current and future supply of graduates and postgraduates in all subjects. For individual subject areas the data show:

  • numbers studying at A level
  • numbers accepted to, and studying in, higher education at undergraduate level
  • numbers studying at postgraduate levels.

Each subject area can be reviewed individually, which means the recent and potential flow of graduates in different subject areas can be considered. To read this item in full visit: http://www.hefce.ac.uk/news/newsarchive/2014/news87870.html

 

Thursday

More students are staying on after their first year at university

The percentage of full-time students remaining in higher education after their first year is at an all-time high according to HEFCE figures published today. Low non-continuation rates have been a consistent feature of English higher education since the mid-1990s. The latest information shows that retention rates have improved, even though numbers entering higher education have increased and there are more students going to university from disadvantaged backgrounds. Successful participation for all students in higher education is critical to social mobility. While the overall figures are encouraging, the findings for 2011-12 reveal very different rates between particular groups:

  • Gender Women were less likely to leave HE during their first year than men: 5.9 per cent and 7.6 per cent respectively in 2011-12. But men and women transferred to a different institution at similar rates: 2.1 per cent and 2.0 per cent respectively.
  • Ethnicity Black entrants had the highest rate of non-continuation of 9.4 per cent in 2011-12, and Chinese entrants had the lowest of 5.2 per cent in 2011-12.
  • School A higher percentage of state-school entrants were no longer in HE after year one than entrants from independent school: 6.5 per cent compared with 3.5 per cent in 2011-12.
  • Age Mature entrants were more likely to have left HE one year after entry. In 2011-12, 10.4 per cent of mature entrants left after one year compared with 5.7 per cent for young entrants.
  • Subject Computer science had the highest percentage of entrants no longer in HE in 2011-12 compared with other subjects at 11 per cent in 2011-12. Medicine and dentistry had the lowest rate at 1.9 per cent in 2011-12.
  • Disability Non-disabled entrants were less likely to remain in HE at the end of their first year, with 7.8 per cent not continuing in 2011-12, compared to disabled entrants at 6.2 per cent in 2011-12.
  • Social background Entrants from areas with low participation in HE were more likely than entrants in high participation areas to no longer be in HE at the end of year one: this is the case for both young and mature age groups.
  • Location London and the North West region had the highest percentage no longer in HE, while the South West had the lowest: in 2011-12 the percentages were 9.0, 7.7 and 5.3 per cent respectively. London had the highest percentage of entrants transferring, while the North East had the lowest.

To read this item in full visit: http://www.hefce.ac.uk/news/newsarchive/2014/news87871.html

 

Friday

No specific update, but there are two current Government inquiries that might be of interest:

  1. All Party Parliamentary Group on Migration inquiry into the impact of the closure of the Post Study Work (PSW) visa route.
  2. Media, Culture and Sport Select Committee inquiry into Tourism – further information available here.

 

Supporting Breastfeeding: it takes a whole community

In collaboration with the Anglo European Chiropractic College (AECC), the School of Health and Social Care hosted a conference on Saturday 12 July to raise awareness of the joint chiropractic, midwifery newborn feeding clinic. The conference was able to take place due to the successful Centre for Excellence in Learning Fusion Funding bid submitted by the project team, Dr Susan Way, Alison Taylor and Dr Joyce Miller. The day was attended by health care professionals from across the locality as well as student midwives, chiropractic students and members of the public who are passionate about supporting mothers to breastfeed successfully. The day started with an excellent presentation from the key note speaker Dr Margot Sunderland, Director of Education and Training at The Centre for Child Mental Health London and author of the world renowned book ‘What every parent needs to know’. Dr Sunderland tested our assumptions about the neuroscience and psychology of baby bonding.

Dr Joyce Miller, Senior Clinical Tutor, Chiropractic Paediatrics and Alison Taylor, Senior Lecturer Midwifery then shared with the audience the chiropractic and midwifery perspective of the innovative approach to supporting the breastfeeding mother / infant pair through the newborn clinic run at AECC. The talk was ably support by two students recounting their experience of being involved in the clinic and the unique learning opportunities it has afforded them to work in partnership with women in a real time practice environment. The interprofessional environment also offers an invaluable opportunity to work alongside different health professionals who would not normally come together.

Alison presented the final talk entitled, ‘letting off steam: video diaries to share breastfeeding experiences’, which was based on the continuing analysis of her doctoral data. This was warmly received and generated a number of questions requiring health professionals to reflect on and challenge their current practice.

The final session of the day was a workshop in the style of a World Café (www.theworldcafe.com) asking the audience to come together in smaller groups to explore a number of questions that could enable a community to support women to successfully breastfeed. By listening together, debating questions that mattered and connecting diverse perspective, the workshop generated much energy, noise, laughter and understanding of each other’s role.

Feedback from the day included:

“More than exceeded my expectations- such a wonderful buzz of enthusiasm, so good to be with such passionate people from different specialities lots of new information. Loved workshop” and “Really enjoyed the day. Excellent presentations and lots of interesting discussions. Impressed with the students giving presentations and facilitating”.

An excellent day was had by all and there was much confidence from the organisers that the newborn clinic will meet the needs of women and continue to be a successful enterprise.

For further information about the clinic please contact sueway@bournemouth.ac.uk or ataylor@bournemouth.ac.uk

What makes a great website? We need your opinion! – Call for volunteers for an on-line website study

The future is arriving and we are becoming ever more dependent on accessing the Internet with over 36 million people in the UK going online on a daily basis. There are quite literally thousands upon thousands of different websites out there, but how many of them do you know and what do you think makes a great website?

Daniel Bradley is a postgraduate researcher, working with Professor Siné McDougall in the Psychology Department, who is looking for volunteers to take part in an online study where you have the chance to have your say. Whether you are a super-surfer or rarely visit the Internet, we would value your opinion.

What’s Involved?

In an online study, which you can do from any computer with an Internet connection, you will be asked to give your opinion about a selection of websites and indicate how familiar they are to you. This should take about 15 to 20 minutes.

Ethical Approval

This study has ethical approval from Bournemouth University.  All data will be held anonymously and no individual will be identifiable from their data.  The data will only be used to generate scientific results and publications.

Find out more

If you would like more information before starting the study please email Daniel Bradley at dbradley@bournemouth.ac.uk.

Alternatively, skip straight to one of the following links where you will get instructions about what to do next.  Please choose the link that applies to you:

If your surname starts with the letter A through to F please click:

https://www.surveymonkey.com/s/visawi1a

If your surname starts with the letter G through to K please click:

https://www.surveymonkey.com/s/visawi1b

If your surname starts with the letter L through to P please click:

https://www.surveymonkey.com/s/visawi1c

If your surname starts with the letter Q to Z please click:

https://www.surveymonkey.com/s/visawi1d