The four year intercalated degree is once again a part of policy discussions. But why would undergraduates pay for an extra year of study? Colin Johnson explains one approach to broadening graduate horizons.
Many universities offer programmes in addition to core curricula to enable students to acquire additional skills and to help them stand out in the employment market place. But what if there were such a course for ‘wonk skills’?
When measuring the economic value of higher education we too often assume that past performance is indicative of future success. But the labour market is about to become much less predictable, argues Adam Wright.
Last week’s LEO data on salary outcomes had both encouraging and difficult news for the arts, humanities and social sciences disciplines. The British Academy’s Harriet Barnes looks at the lessons for these subjects.
Longitudinal Education Outcomes data could be the biggest public information shake-up for universities yet. David Morris runs through the background to LEO, its many caveats, it’s ideological trajectory, and the possible policy implications.
After the release of the government’s new LEO data, we draw some early lessons about what it shows about graduate earnings, the labour market and universities’ ability to influence the employment prospects of their graduates.
Sally Holt, wonk-aspirant and former aspirations coordinator at a Hartlepool school, argues that the continued practice of unpaid internships is undoing all the good work by the education sector to make life chances more fair.
David Morris argues that not far in the future, the sector may not be able to rely on old assumptions about their role in driving skills and so need to start thinking now about how universities should to adapt to shifting economic trends.
Following the recent IFS report into graduate earnings, Charlie Ball discusses the significant implications for the sector, and previews the forthcoming consultation on the future of the DLHE survey – an opportunity to get this right for the future.