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Higher education: sector reports review - September 2019 to January 2020

Mistry, V (2021) Higher education: sector reports review - September 2019 to January 2020. Innovations in Practice, 14 (1). pp. 32-56. ISSN 1757-921X

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Abstract

This paper provides a summary of selected reports and papers (‘grey literature’) published by key HE sector organisations in England/UK and think tanks between September 2019 and January 2020. These include: Advance HE; The Association of Graduate Careers Advisory Services (AGCAS); The Centre for Social Justice (CSJ); Department for Education (DfE); Education Policy Institute; Equality and Human Rights Commission (EHRC); Higher Education Policy Institute (HEPI); Intergenerational Foundation; Jisc; Leading Routes; LKMoo; National Education Opportunities Network (NEON); National Centre for Entrepreneurship in Education (NCEE); National Union of Students (NUS); Office for Students (OfS); Stonewall; Student Minds; Theos; Unite Students; Universities and Colleges Admissions Service (UCAS); Universities and Colleges Union (UCU); Universities UK (UUK); Universities UK International (UUKi). The themes covered in the paper include: students response to the Augar review; university priorities; unconditional offers; outreach; social mobility; care leavers; student engagement; student expectations; sustainability; postgraduate experiences; mental health and wellbeing; initiations; racial harassment; Gypsy, Roma and Traveller students; Latinx students; LGBT students; prisoner education; religion; disability; online harassment; digital experiences; copied materials in HE teaching; language learning; employability and transition after graduation; male participation in nursing and allied health HE; casualisation of staff; staff diversity; the 2019 General Election; privilege in HE; and university chaplaincies.

Item Type: Article
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions: Teaching & Learning Academy
Publisher: Informing Science Institute
Related URLs:
Date Deposited: 17 May 2021 07:52
Last Modified: 17 May 2021 08:00
DOI or Identification number: 10.24377/LJMU.iip.vol14iss1article512
URI: https://researchonline.ljmu.ac.uk/id/eprint/14991

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