Apprenticeships have a long and complex history, even since the days of the coalition government. Mandy Crawford-Lee of UVAC looks at the way this agenda has evolved, and at the rise of the Degree Apprenticeship.
The “future of work” is a much trickier call to make than robot-festooned reports make it look. Charlotte Malton at Britain Thinks takes us through what we can actually know, and how institutions can prepare themselves and their graduates.
A “fair” funding system is something everyone can agree on the need for. Unfortunately, agreeing on what “fair” should mean in this context is much more difficult. David Malcolm takes a look through three recent attempts.
Helen Carasso of the University of Oxford explains why this ‘answer’ to the high levels of debt with which graduates now start their careers creates as least as many problems as it might be thought to solve.
Online learning advocates have always made big promises and sweeping statements – but more than 20 years on where are we? Richard Garrett of OBHE takes a global look at the myths and realities of online learning.
In an article adapted from the University Alliance “Technical and Professional Excellence: Perspectives on Learning and Teaching”, Mike Clark and Stan Stanier from the University of Brighton survey the latest trends in estates development.
Institutes of Technology, first seen in the 2017 Conservative manifesto, could be a way to better link academic and vocational pathways. Stephen Martin of PublicCo, along with Ant Bagshaw, take us through the latest policy developments.
Based on recent documents that have come in the public domain, Mike Otsuka asks if pensions are going to be cut to solve the USS deficit, what are the real and achievable options for the future of the scheme?
If more than 10% of institutional visa requests are refused, the institution is automatically removed from the Tier 4 register. Smaller institutions have particular concerns about this – Alex Bols, Chris Taylor and Joe Johnson explain.
Sian Bayne, in an article based on her ALTC2017 keynote, argues that anonymous social media spaces can give students the opportunity to seek the support and advice they need – but there are also risks for institutions.