Prof. Liz Austen (Booth)’s Post

At the following link you can read the report which presents the findings of the European University Association (EUA) Learning & Teaching Thematic Peer Group “Development and strategic benefits of learning and teaching centres” : https://lnkd.in/dSGNK9SD

Our Director of Regulatory Services Debra Macfarlane last Friday chaired and spoke at a national event exploring the next steps for quality and standards in UK higher education, organised by Westminster Forum Projects. The event featured panel discussions on strategies for the development of high-quality academic courses and the impacts of franchising and TNE on quality and standards, as well as an in-depth discussion on the new edition of the UK Quality Code for Higher Education and its implementation across the sector. Debra emphasised that the current challenges faced by the sector make a focus on quality more important than it's ever been: "In a financially constrained environment, quality is at the crux of what the sector delivers, and we can’t keep doing what we’ve always done," she explained. "It's not just the funder-regulators picking up on this. Students know what high quality looks like and know when they’re not getting what they deserve – and it’s our job to ensure academic standards and the quality of the student learning experience are protected, and that our priorities mirror these objectives." Find out more about the conference on our website: https://lnkd.in/eEVsasbH

Great article and insightful read on UK university admissions. Subject selection and extracurricular planning remain key factors in the application strategy planning. A must-read for students interested in continuing their higher education in the UK!

Excited to share our latest publication, "Teacher Induction Policy Development and Implementation: A case of Ontario's New Teacher Induction Program" with Lorraine Godden, Keith Walker, in the International Journal of Educational Policy and Leadership. Using a policy document analysis methodology, we review the induction policy mandates, program evaluations, and empirical studies to highlight the NTIP’s organization and scope, the stakeholders’ roles, duties, and responsibilities, the programmatic impacts, and the challenges associated with its implementation. https://lnkd.in/ed5m4geP

Grounded in the National Board’s Five Core Propositions, the National Board certification process comprises four components to allow you to showcase your teaching talent. Learn more about the process https://hubs.ly/Q02sntK-0

According to the United Nations Sustainable Development Goal 4.7, by 2030, all learners will possess the knowledge and skills necessary to advance sustainable development. This includes, but is not limited to, education for sustainable development and sustainable lifestyles, human rights, gender equality, promoting a culture of peace and non-violence, global citizenship, and the appreciation of cultural diversity and the contribution of culture to sustainable development. Education for Sustainable Development (ESD) is an interdisciplinary learning approach encompassing the formal and informal curriculum's integrated social, economic, and environmental dimensions. It empowers individuals to cultivate the knowledge, values, and skills necessary to engage in decisions regarding collective and individual actions, both locally and globally, that will enhance the quality of life in the present without compromising the planet for the future. Please register and join the Webinar. Emerald Publishing Patrick Blessinger Sustainable Development University Grants Commission (UGC) All India Council for Technical Education (AICTE) Association Of Indian Universities Indian Council of Social Sciences Research (ICSSR) Indian Society for Training & Development (ISTD) NHRDN Hyderabad Institute of Rural Management Anand (IRMA) Andhra University College of Engineering Indian Statistical Institute, Kolkata Confederation of Indian Private Universities (CIPU) Indian School of Business International HETL Association ICFAI Foundation for Higher Education, Hyderabad ICFAI Business School

In our latest blog, Professor Alasdair Blair, Associate Pro Vice-Chancellor Education at De Montfort University, discusses the importance of Subject Benchmark Statements and the value they provide, both as key reference points for educators, students, professional bodies and employers, and as public articulations of what a discipline represents and offers, and what it aspires to be. 💬 ‘A Subject Benchmark Statement is incredibly important because it provides a framing point for discussions about how a discipline composes itself, and how it sits in relation to cognate disciplines and to wider learning, teaching, assessment and quality processes.’ Read the full blog on our website: https://lnkd.in/eiWKcYf7

In the first blog of our Annual Conference 2024 series, Dr Gordon C. from Etio, our conference dinner sponsor, discusses the importance of subject-specific professional development in improving teacher retention and student outcomes. Read more: https://lnkd.in/e8VdY5rk

NEW: We’ve published an independent report on higher education providers’ approaches to defining the educational gains students achieve from their studies.    The report explores this theme within the submissions of the higher education providers that were awarded a Gold rating for student outcomes in the Teaching Excellence Framework 2023: bit.ly/43I1O6h

From Journal of Innovation in Polytechnic Education (JIPE) Vol 6: 'Understanding hope from the voices of service users and providers across Canada' by Cristina Guerrero Banyai, OCT, Ph.D. and Tina Lackner. 🔗 https://lnkd.in/e2T6KPjf