This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via http://bit.ly/1E2ED7E
Enhancing employability through enterprise education: BSc Business Enterprise...HEA_STEM
This document describes the BSc Business Enterprise (BBE) program at the University of Buckingham. The BBE program allows students to start and run their own businesses while earning an undergraduate degree. Key aspects of the program include:
- Students receive up to £5,000 in "seed-corn" capital to start their businesses.
- Businesses operate out of the university's business incubator. Students receive mentoring from external entrepreneurs.
- The program maintains academic rigor but includes more practical assessments like quarterly business reports.
- Many past students have gone on to successful careers starting their own businesses or working for family businesses after graduating.
- No known BBE graduates have been unemployed six
Opening Educational Practices an overviewOEPScotland
The Opening Educational Practices in Scotland project facilitates sharing of best practices in open education across sectors in Scotland. It aims to enhance the quality and availability of openly licensed online educational materials supported by strong pedagogy and learning technology. The project is now in its third year of a three-year initiative working with partners to develop exemplar open educational resources and identify good practices to overcome barriers to lifelong learning through open educational practices and resources.
The document discusses a technology workshop program for 8th grade students at a New Zealand intermediate school. It provides details on the budget, equipment, projects students completed in 2009-2010, and challenges and tips for running the workshop program. It proposes replacing inventor kit projects in 2011 with having all students develop a 21st century cabinet incorporating a microcontroller.
The document summarizes an architecture award for the Victoria University Learning Commons & Exercise Sports Science Project in Footscray, Australia. It describes the project as occupying a downward sloping embankment, forming a bold cliff-like facade overlooking a sports oval and river basin. The complex program of library, learning commons, and specialized sports facilities is distributed across four levels behind this sculpted cliff face wall. The project provides an accomplished lesson in achieving quality within contemporary building practice and procurement processes, and is an invaluable asset to the growing campus.
The document summarizes an executive MBA program offered by the University of Hull Business School in partnership with MDCI. The 2-year part-time program is delivered in Muscat and provides internationally recognized qualifications without requiring students to take a career break. The program includes 13 modules delivered over weekends in Muscat by UK faculty along with a research project. It offers the latest business knowledge and skills to benefit organizations and support students' professional and personal goals.
The document summarizes an executive MBA program offered by the University of Hull Business School in partnership with MDCI and Gulf College in Muscat, Oman. The program is a part-time program that can be completed without interrupting one's career. It is a 2-year program with courses, seminars in Muscat, and a research project. The program is accredited and will provide students with the latest business knowledge and skills to advance their careers and organizations. Financial assistance such as loans are available from the Muscat Development Bank.
BPP Education Group was formed in 1976 and provides flexible education and training programs. It was acquired by Apollo Group in 2009 for £306 million. Apollo Education Network operates several for-profit educational institutions around the world, including BPP University College in the UK. BPP University College offers flexibility in price, location, and timing of courses to meet the needs of committed learners. They are piloting more flexible pedagogies and modular programs to increase flexibility and accessibility of education programs.
Enhancing employability through enterprise education: BSc Business Enterprise...HEA_STEM
This document describes the BSc Business Enterprise (BBE) program at the University of Buckingham. The BBE program allows students to start and run their own businesses while earning an undergraduate degree. Key aspects of the program include:
- Students receive up to £5,000 in "seed-corn" capital to start their businesses.
- Businesses operate out of the university's business incubator. Students receive mentoring from external entrepreneurs.
- The program maintains academic rigor but includes more practical assessments like quarterly business reports.
- Many past students have gone on to successful careers starting their own businesses or working for family businesses after graduating.
- No known BBE graduates have been unemployed six
Opening Educational Practices an overviewOEPScotland
The Opening Educational Practices in Scotland project facilitates sharing of best practices in open education across sectors in Scotland. It aims to enhance the quality and availability of openly licensed online educational materials supported by strong pedagogy and learning technology. The project is now in its third year of a three-year initiative working with partners to develop exemplar open educational resources and identify good practices to overcome barriers to lifelong learning through open educational practices and resources.
The document discusses a technology workshop program for 8th grade students at a New Zealand intermediate school. It provides details on the budget, equipment, projects students completed in 2009-2010, and challenges and tips for running the workshop program. It proposes replacing inventor kit projects in 2011 with having all students develop a 21st century cabinet incorporating a microcontroller.
The document summarizes an architecture award for the Victoria University Learning Commons & Exercise Sports Science Project in Footscray, Australia. It describes the project as occupying a downward sloping embankment, forming a bold cliff-like facade overlooking a sports oval and river basin. The complex program of library, learning commons, and specialized sports facilities is distributed across four levels behind this sculpted cliff face wall. The project provides an accomplished lesson in achieving quality within contemporary building practice and procurement processes, and is an invaluable asset to the growing campus.
The document summarizes an executive MBA program offered by the University of Hull Business School in partnership with MDCI. The 2-year part-time program is delivered in Muscat and provides internationally recognized qualifications without requiring students to take a career break. The program includes 13 modules delivered over weekends in Muscat by UK faculty along with a research project. It offers the latest business knowledge and skills to benefit organizations and support students' professional and personal goals.
The document summarizes an executive MBA program offered by the University of Hull Business School in partnership with MDCI and Gulf College in Muscat, Oman. The program is a part-time program that can be completed without interrupting one's career. It is a 2-year program with courses, seminars in Muscat, and a research project. The program is accredited and will provide students with the latest business knowledge and skills to advance their careers and organizations. Financial assistance such as loans are available from the Muscat Development Bank.
BPP Education Group was formed in 1976 and provides flexible education and training programs. It was acquired by Apollo Group in 2009 for £306 million. Apollo Education Network operates several for-profit educational institutions around the world, including BPP University College in the UK. BPP University College offers flexibility in price, location, and timing of courses to meet the needs of committed learners. They are piloting more flexible pedagogies and modular programs to increase flexibility and accessibility of education programs.
The document provides context about the University of Kent, including its research excellence, student satisfaction, locations, faculties, students, and economic impact. It then describes the university's Make Your Mark program which enhances student skills and employability through activities, an employability points scheme, and engagement with employers. It outlines the University of Kent Enterprise Hub which has supported over 130 businesses and 500 advice sessions. Finally, it discusses plans for a new incubator called Chrysalis to further support entrepreneurship and business growth across Kent and Medway.
AoC Beacon Awards 2014-15 prospectus - Edge Award for Practical Teaching and ...Association of Colleges
Edge is an independent education foundation dedicated to raising the status of practical and vocational learning in the UK. It launched the Six Steps to Change Manifesto proposing steps to improve practical and vocational education, such as ensuring all young people learn skills for life/work and allowing students to choose educational pathways matching their aspirations. Edge sponsors the AoC Beacon Award for Practical Teaching and Practical Learning to recognize excellent practical teaching and learning in colleges.
AoC Beacon Awards 2014-15 - edge award for practical teaching and practical l...Association of Colleges
Edge is an independent education foundation dedicated to raising the status of practical and vocational learning in the UK. It launched the Six Steps to Change Manifesto proposing steps to improve practical and vocational education, such as ensuring all young people learn skills for life/work and allowing students to choose educational pathways matching their aspirations. Edge sponsors the AoC Beacon Award for Practical Teaching and Practical Learning to recognize excellent practical teaching and learning in colleges.
This document is the syllabus for Cambridge IGCSE Biology. It outlines the aims, assessment objectives, scheme of assessment, curriculum content, and practical assessment requirements for the qualification. The key points are:
- The aims are to provide a worthwhile education in biology and develop scientific skills.
- Assessment objectives cover knowledge and understanding, handling information, and experimental skills.
- All candidates take Papers 1, 2 or 3, and either Paper 4, 5 or 6 to assess different objectives.
- The curriculum content and practical skills requirements are defined for teachers and learners.
The document is a syllabus for the Cambridge IGCSE Biology exam. It outlines the course content, assessment structure, and other details about the exam. Students can take either the core curriculum exam, aimed at grades D-G, or the extended curriculum exam, aimed at grades A*-C. All students must complete three papers: a multiple choice paper, a core or extended theory paper, and either a practical coursework paper, a practical exam, or an alternative paper.
The British College provides an
accredited university learning
experience along with in-depth
personal and professional
development. With graduates
already making their mark in their
chosen careers, The British College
is pleased and proud to welcome
you to become an integral part of
our institution.
The document provides information about the Cambridge IGCSE Biology syllabus for examination in 2020 and 2021, including:
- An overview of the aims, content, and assessment of the syllabus. Candidates will be assessed through multiple choice papers, structured question papers, and a practical or alternative paper.
- Details of the three assessment objectives focused on knowledge, handling information, and experimental skills.
- A breakdown of the 21 topic areas that form the subject content, from characteristics of living organisms to human influences on ecosystems.
- Guidance on practical work that should be integrated across topics to develop students' skills.
IGCSE School (Nursery to Senior Secondary) - Detailed Project Report, Profile...Ajjay Kumar Gupta
The International General Certificate of Secondary Education is an international qualification for school students. IGCSE is developed by university of Cambridge International Examinations (CIE) in 1988 and is currently offered as a qualification by CIE and London Examination (Edexcel International).A Cambridge education is beyond purely learning facts. Instead, we support schools to develop students who are confident, responsible, reflective, innovative and engaged. The increasing number of students taking our qualifications in India shows that schools are aware of the value of this approach and the importance of an international education in today's global economy. University of Cambridge International Examinations (CIE) is the world’s largest provider of international qualifications.
Tags
Business consultancy, Business consultant, Business Plan for a Startup Business, Business plan for school project, Business plan for starting a private school, Business start-up, Consultants to start best IGCSE schools in India, Detailed Project Report on IGCSE School, Download free project profile on IGCSE School, Establishing and Running IGCSE School, Establishment of IGCSE School Detailed Project Report, Feasibility report on International General Certificate of Secondary Education School, Free Project Profile on IGCSE School, Great Opportunity for Startup, How to open a school in India and the laws behind it Business in India, How to Open an IGCSE New School in India, How to open IGCSE School in India, How to set up a School in India, How to start a primary school in India, How to Start a School in India, How to Start a School in India Steps & Procedures, How to Start an IGCSE Board School, How to Start IGCSE School in India, How to start IGCSE school project, How to Start IGCSE school, Steps for Starting IGCSE School in India, I need a sample business plan for a school, IGCSE School in urban area, Industrial Project Report, International General Certificate of Secondary Education School, International General Certificate of Secondary Education School Business Plan, Is it profitable to run an IGCSE school in India?, Land requirement for IGCSE School in rural area, New school opening procedure, Niir, NPCS, Nursery to Senior Secondary IGCSE School, Open a new school project In India, Opening a school business plan, Opening an International General Certificate of Secondary Education School in India, Pre-Investment Feasibility Study on IGCSE School, Preparation of Project Profiles, Procedure to open a school in India, Procedure to start a new school in India, Project consultancy, Project for startups, Project identification and selection, Project profile on IGCSE School, Project report for opening IGCSE School in India, Project Report on IGCSE School, Project report on IGCSE School Nursery to Senior Secondary, Project report to start a new school, Requirements to start a school
This document outlines a program to establish student-led enterprise societies at colleges. It discusses NACUE's goals of empowering students through education, networking and representation. The program guides colleges to set up these societies to foster entrepreneurship across all subjects. Students would attend introductory events, recruit members, and receive support from NACUE and business advisors to help the societies grow sustainably.
This document provides information about the Cambridge IGCSE Mathematics syllabus and examinations for 2015. Key points include:
- The syllabus has been updated and restructured, with some content deleted or clarified.
- Candidates can follow either the Core or Extended curriculum. Those aiming for grades A* to C should follow the Extended curriculum.
- The examinations consist of two compulsory papers for all candidates, plus an additional two papers depending on whether a candidate follows the Core or Extended curriculum.
- The aims of the syllabus are to develop candidates' mathematical knowledge and skills through practical application and problem solving.
The document discusses initiatives taken at the University of Prince Edward Island (UPEI) to teach Evidence-Based Management (EBMgt). It describes a three stage process of incorporating EBMgt into undergraduate and graduate courses over time. Key aspects discussed include using a "pull" approach to teach research skills, incorporating library sessions, case competitions, and reflections on successes and challenges faced. EBMgt concepts have been integrated into courses such as research methods, strategy, and organizational behavior courses at both undergraduate and graduate levels using various techniques.
Student Recruitment: What's the role of career prospects?Guus Goorts
The document summarizes a webinar on how career prospects impact student recruitment strategies. It discusses how universities can use employability data to better communicate outcomes to prospective students and inform their own strategies. Specific topics covered include how employability is increasingly important to students, insights into what career-related questions students ask, examples of how universities can highlight outcomes through benchmarked salary and employer data, and the importance of authentic storytelling using alumni case studies and career trajectories.
This document is the syllabus for Cambridge IGCSE Chemistry. It outlines the aims, assessment objectives, scheme of assessment, and curriculum content for the qualification. Some key points:
- The syllabus aims to provide students with knowledge and understanding of chemistry, as well as scientific skills. It prepares students for further study in sciences or science-related fields.
- Students are assessed on their knowledge and understanding, handling of information and problem solving, and experimental skills. The scheme of assessment includes multiple choice, structured questions, and practical papers.
- Students take Paper 1, 2 or 3, and one of Papers 4, 5 or 6. Paper 1 is multiple choice, Papers 2 and 3 test theoretical knowledge
This document provides information about the Cambridge IGCSE Chemistry 0620 syllabus for examination in 2020 and 2021. It includes details about the aims of the syllabus, an overview of the content and assessments, and the specific subject content that candidates will be expected to learn. The syllabus aims to provide students with knowledge and understanding of chemistry, develop experimental skills, and encourage attitudes of scientific inquiry. Candidates will take papers assessing their knowledge and handling of information, and there is also an externally-assessed practical or alternative paper. The subject content section lists 14 core topics that all candidates should be taught, covering concepts such as atomic structure, chemical reactions and organic chemistry.
The document provides the syllabus for Cambridge IGCSE Mathematics examinations in June and November
2014, outlining the aims and assessment objectives of the syllabus, curriculum content, coursework guidance
for centers, coursework assessment criteria, and additional appendices on topics such as assessment at a
glance and schools in England, Wales and Northern Ireland.
This document provides an overview and introduction to the Postgraduate Experience Project (PEP), a collaborative project funded by HEFCE to analyze expectations, attitudes, experiences, and outcomes for postgraduate taught STEM students in the UK. The project involved 11 universities and aimed to understand barriers to PGT study, inform institutional and national strategies to support and sustain the PGT sector. Key data collection methods are described. The report is organized into 11 chapters covering topics like motivations for PGT study, the application process, finances, learning and teaching experiences, and employability. The conclusions and recommendations are intended to help shape policy and practice around supporting and growing PGT opportunities in STEM fields in the UK.
Bournemouth University has over 17,000 undergraduate and postgraduate students across two main campuses. The university has six academic schools and strong industry links, with many courses including placement years. Research is highly regarded, with BU being the fourth most improved university in the UK for research quality. The open day provides opportunities to learn about student life, attend course talks, tour facilities, and speak with current students and staff.
Bournemouth University has over 17,000 students across two main campuses and international links. It has a high graduate employment rate of 90.1% within six months and was awarded a gold award for sustainability. Courses are closely linked to industry and there are opportunities for placements. Research is improving, such as into improving lifeboat slipways. At their open day, potential students can learn about student life by attending talks and touring facilities.
Enhancing Employability Skills with the St George's University of London Awardmyknowledgemap
St. George's University of London wanted to revamp their existing award scheme to increase student participation in extracurricular activities, boost employability skills, and improve graduate outcomes. The current system had low participation rates, only recognized on-campus activities, and was administered manually with errors. MyKnowledgeMap's MyShowcase.me platform was proposed to automatically award digital badges when students complete activities, provide lifelong e-portfolios for alumni, and allow flexible reflection and evidence collection to recognize all skills and experiences. A demonstration of the platform showed how it could support the university's goals of developing lifelong learners and empowering students.
Do learners really learn when they’re one of thousands? Alison Le Cornu and J...HEA_HSC
This workshop was held as part of the HEA Enhancement Event 'Technology enhanced learning: What can we learn from MOOCs?'. The presentation forms part of a blog post about this workshop which can be accessed via: http://bit.ly/1McNmWD
For further details of the enhancement event, please see: https://www.heacademy.ac.uk/events-conferences/event10203
Engagement through partnership: students as partners in learning and teaching...HEA_HSC
This document discusses student partnership in higher education. It defines partnership as a specific form of student engagement that focuses on learning relationships and working arrangements between staff and students. The document presents a conceptual model of partnership that can occur through learning, teaching and assessment; subject-based research and inquiry; scholarship of teaching and learning; and curriculum design. It also discusses some tensions in partnership, such as issues of inclusivity, power relationships, and defining roles and responsibilities. The document concludes by recommending areas for further exploration of student partnership and providing references for additional resources.
More Related Content
Similar to Enhancing employability through enterprise education: BSc Business Enterprise Buckingham University - Nigel Adams
The document provides context about the University of Kent, including its research excellence, student satisfaction, locations, faculties, students, and economic impact. It then describes the university's Make Your Mark program which enhances student skills and employability through activities, an employability points scheme, and engagement with employers. It outlines the University of Kent Enterprise Hub which has supported over 130 businesses and 500 advice sessions. Finally, it discusses plans for a new incubator called Chrysalis to further support entrepreneurship and business growth across Kent and Medway.
AoC Beacon Awards 2014-15 prospectus - Edge Award for Practical Teaching and ...Association of Colleges
Edge is an independent education foundation dedicated to raising the status of practical and vocational learning in the UK. It launched the Six Steps to Change Manifesto proposing steps to improve practical and vocational education, such as ensuring all young people learn skills for life/work and allowing students to choose educational pathways matching their aspirations. Edge sponsors the AoC Beacon Award for Practical Teaching and Practical Learning to recognize excellent practical teaching and learning in colleges.
AoC Beacon Awards 2014-15 - edge award for practical teaching and practical l...Association of Colleges
Edge is an independent education foundation dedicated to raising the status of practical and vocational learning in the UK. It launched the Six Steps to Change Manifesto proposing steps to improve practical and vocational education, such as ensuring all young people learn skills for life/work and allowing students to choose educational pathways matching their aspirations. Edge sponsors the AoC Beacon Award for Practical Teaching and Practical Learning to recognize excellent practical teaching and learning in colleges.
This document is the syllabus for Cambridge IGCSE Biology. It outlines the aims, assessment objectives, scheme of assessment, curriculum content, and practical assessment requirements for the qualification. The key points are:
- The aims are to provide a worthwhile education in biology and develop scientific skills.
- Assessment objectives cover knowledge and understanding, handling information, and experimental skills.
- All candidates take Papers 1, 2 or 3, and either Paper 4, 5 or 6 to assess different objectives.
- The curriculum content and practical skills requirements are defined for teachers and learners.
The document is a syllabus for the Cambridge IGCSE Biology exam. It outlines the course content, assessment structure, and other details about the exam. Students can take either the core curriculum exam, aimed at grades D-G, or the extended curriculum exam, aimed at grades A*-C. All students must complete three papers: a multiple choice paper, a core or extended theory paper, and either a practical coursework paper, a practical exam, or an alternative paper.
The British College provides an
accredited university learning
experience along with in-depth
personal and professional
development. With graduates
already making their mark in their
chosen careers, The British College
is pleased and proud to welcome
you to become an integral part of
our institution.
The document provides information about the Cambridge IGCSE Biology syllabus for examination in 2020 and 2021, including:
- An overview of the aims, content, and assessment of the syllabus. Candidates will be assessed through multiple choice papers, structured question papers, and a practical or alternative paper.
- Details of the three assessment objectives focused on knowledge, handling information, and experimental skills.
- A breakdown of the 21 topic areas that form the subject content, from characteristics of living organisms to human influences on ecosystems.
- Guidance on practical work that should be integrated across topics to develop students' skills.
IGCSE School (Nursery to Senior Secondary) - Detailed Project Report, Profile...Ajjay Kumar Gupta
The International General Certificate of Secondary Education is an international qualification for school students. IGCSE is developed by university of Cambridge International Examinations (CIE) in 1988 and is currently offered as a qualification by CIE and London Examination (Edexcel International).A Cambridge education is beyond purely learning facts. Instead, we support schools to develop students who are confident, responsible, reflective, innovative and engaged. The increasing number of students taking our qualifications in India shows that schools are aware of the value of this approach and the importance of an international education in today's global economy. University of Cambridge International Examinations (CIE) is the world’s largest provider of international qualifications.
Tags
Business consultancy, Business consultant, Business Plan for a Startup Business, Business plan for school project, Business plan for starting a private school, Business start-up, Consultants to start best IGCSE schools in India, Detailed Project Report on IGCSE School, Download free project profile on IGCSE School, Establishing and Running IGCSE School, Establishment of IGCSE School Detailed Project Report, Feasibility report on International General Certificate of Secondary Education School, Free Project Profile on IGCSE School, Great Opportunity for Startup, How to open a school in India and the laws behind it Business in India, How to Open an IGCSE New School in India, How to open IGCSE School in India, How to set up a School in India, How to start a primary school in India, How to Start a School in India, How to Start a School in India Steps & Procedures, How to Start an IGCSE Board School, How to Start IGCSE School in India, How to start IGCSE school project, How to Start IGCSE school, Steps for Starting IGCSE School in India, I need a sample business plan for a school, IGCSE School in urban area, Industrial Project Report, International General Certificate of Secondary Education School, International General Certificate of Secondary Education School Business Plan, Is it profitable to run an IGCSE school in India?, Land requirement for IGCSE School in rural area, New school opening procedure, Niir, NPCS, Nursery to Senior Secondary IGCSE School, Open a new school project In India, Opening a school business plan, Opening an International General Certificate of Secondary Education School in India, Pre-Investment Feasibility Study on IGCSE School, Preparation of Project Profiles, Procedure to open a school in India, Procedure to start a new school in India, Project consultancy, Project for startups, Project identification and selection, Project profile on IGCSE School, Project report for opening IGCSE School in India, Project Report on IGCSE School, Project report on IGCSE School Nursery to Senior Secondary, Project report to start a new school, Requirements to start a school
This document outlines a program to establish student-led enterprise societies at colleges. It discusses NACUE's goals of empowering students through education, networking and representation. The program guides colleges to set up these societies to foster entrepreneurship across all subjects. Students would attend introductory events, recruit members, and receive support from NACUE and business advisors to help the societies grow sustainably.
This document provides information about the Cambridge IGCSE Mathematics syllabus and examinations for 2015. Key points include:
- The syllabus has been updated and restructured, with some content deleted or clarified.
- Candidates can follow either the Core or Extended curriculum. Those aiming for grades A* to C should follow the Extended curriculum.
- The examinations consist of two compulsory papers for all candidates, plus an additional two papers depending on whether a candidate follows the Core or Extended curriculum.
- The aims of the syllabus are to develop candidates' mathematical knowledge and skills through practical application and problem solving.
The document discusses initiatives taken at the University of Prince Edward Island (UPEI) to teach Evidence-Based Management (EBMgt). It describes a three stage process of incorporating EBMgt into undergraduate and graduate courses over time. Key aspects discussed include using a "pull" approach to teach research skills, incorporating library sessions, case competitions, and reflections on successes and challenges faced. EBMgt concepts have been integrated into courses such as research methods, strategy, and organizational behavior courses at both undergraduate and graduate levels using various techniques.
Student Recruitment: What's the role of career prospects?Guus Goorts
The document summarizes a webinar on how career prospects impact student recruitment strategies. It discusses how universities can use employability data to better communicate outcomes to prospective students and inform their own strategies. Specific topics covered include how employability is increasingly important to students, insights into what career-related questions students ask, examples of how universities can highlight outcomes through benchmarked salary and employer data, and the importance of authentic storytelling using alumni case studies and career trajectories.
This document is the syllabus for Cambridge IGCSE Chemistry. It outlines the aims, assessment objectives, scheme of assessment, and curriculum content for the qualification. Some key points:
- The syllabus aims to provide students with knowledge and understanding of chemistry, as well as scientific skills. It prepares students for further study in sciences or science-related fields.
- Students are assessed on their knowledge and understanding, handling of information and problem solving, and experimental skills. The scheme of assessment includes multiple choice, structured questions, and practical papers.
- Students take Paper 1, 2 or 3, and one of Papers 4, 5 or 6. Paper 1 is multiple choice, Papers 2 and 3 test theoretical knowledge
This document provides information about the Cambridge IGCSE Chemistry 0620 syllabus for examination in 2020 and 2021. It includes details about the aims of the syllabus, an overview of the content and assessments, and the specific subject content that candidates will be expected to learn. The syllabus aims to provide students with knowledge and understanding of chemistry, develop experimental skills, and encourage attitudes of scientific inquiry. Candidates will take papers assessing their knowledge and handling of information, and there is also an externally-assessed practical or alternative paper. The subject content section lists 14 core topics that all candidates should be taught, covering concepts such as atomic structure, chemical reactions and organic chemistry.
The document provides the syllabus for Cambridge IGCSE Mathematics examinations in June and November
2014, outlining the aims and assessment objectives of the syllabus, curriculum content, coursework guidance
for centers, coursework assessment criteria, and additional appendices on topics such as assessment at a
glance and schools in England, Wales and Northern Ireland.
This document provides an overview and introduction to the Postgraduate Experience Project (PEP), a collaborative project funded by HEFCE to analyze expectations, attitudes, experiences, and outcomes for postgraduate taught STEM students in the UK. The project involved 11 universities and aimed to understand barriers to PGT study, inform institutional and national strategies to support and sustain the PGT sector. Key data collection methods are described. The report is organized into 11 chapters covering topics like motivations for PGT study, the application process, finances, learning and teaching experiences, and employability. The conclusions and recommendations are intended to help shape policy and practice around supporting and growing PGT opportunities in STEM fields in the UK.
Bournemouth University has over 17,000 undergraduate and postgraduate students across two main campuses. The university has six academic schools and strong industry links, with many courses including placement years. Research is highly regarded, with BU being the fourth most improved university in the UK for research quality. The open day provides opportunities to learn about student life, attend course talks, tour facilities, and speak with current students and staff.
Bournemouth University has over 17,000 students across two main campuses and international links. It has a high graduate employment rate of 90.1% within six months and was awarded a gold award for sustainability. Courses are closely linked to industry and there are opportunities for placements. Research is improving, such as into improving lifeboat slipways. At their open day, potential students can learn about student life by attending talks and touring facilities.
Enhancing Employability Skills with the St George's University of London Awardmyknowledgemap
St. George's University of London wanted to revamp their existing award scheme to increase student participation in extracurricular activities, boost employability skills, and improve graduate outcomes. The current system had low participation rates, only recognized on-campus activities, and was administered manually with errors. MyKnowledgeMap's MyShowcase.me platform was proposed to automatically award digital badges when students complete activities, provide lifelong e-portfolios for alumni, and allow flexible reflection and evidence collection to recognize all skills and experiences. A demonstration of the platform showed how it could support the university's goals of developing lifelong learners and empowering students.
Similar to Enhancing employability through enterprise education: BSc Business Enterprise Buckingham University - Nigel Adams (20)
Do learners really learn when they’re one of thousands? Alison Le Cornu and J...HEA_HSC
This workshop was held as part of the HEA Enhancement Event 'Technology enhanced learning: What can we learn from MOOCs?'. The presentation forms part of a blog post about this workshop which can be accessed via: http://bit.ly/1McNmWD
For further details of the enhancement event, please see: https://www.heacademy.ac.uk/events-conferences/event10203
Engagement through partnership: students as partners in learning and teaching...HEA_HSC
This document discusses student partnership in higher education. It defines partnership as a specific form of student engagement that focuses on learning relationships and working arrangements between staff and students. The document presents a conceptual model of partnership that can occur through learning, teaching and assessment; subject-based research and inquiry; scholarship of teaching and learning; and curriculum design. It also discusses some tensions in partnership, such as issues of inclusivity, power relationships, and defining roles and responsibilities. The document concludes by recommending areas for further exploration of student partnership and providing references for additional resources.
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via http://bit.ly/1E2ED7E
Implementing innovation and commercialisation - Stuart Abbott, Zoë Prytherch ...HEA_HSC
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via http://bit.ly/1E2ED7E
Enhancing employability through enterprise education - Maureen TibbyHEA_HSC
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via http://bit.ly/1E2ED7E
Flexible learners for a global future - Alison Le CornuHEA_HSC
This presentation is linked to a workshop presented at the HEA enhancement event 'Ways of knowing, ways of learning: innovation in pedagogy for graduate success'. The blog post that accompanies this presentation can be accessed via http://bit.ly/1sTfSRa
Embedding modern languages across the disciplines - Catriona CunninghamHEA_HSC
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via
This presentation is linked to a workshop presented at the HEA Enhancement event 'Ways of knowing, ways of learning: innovation in pedagogy for graduate success'. The blog post that accompanies this presentation can be accessed via
Co-creating the curriculum - Jane PriestleyHEA_HSC
This workshop was part of the HEA engagement event '
The full picture: the journey from listening to partnership in student engagement'.
This workshop was designed for curriculum developers, programme leads, those with an interest in public engagement in higher education, including those working in patient and public involvement, and community engagement in higher education.
The session provided an opportunity for delegates to assess the potential of the students as partners framework, as a basis for informing the contribution of public engagement in curriculum design and delivery.
This presentation forms part of a blog post about the workshop that can be accessed via http://bit.ly/1vnbN7A
This document discusses engaging students in research activities and developing a teaching-research nexus. It argues that research and inquiry skills are important for students to develop, not just those pursuing academic careers. It also explores different models of the teaching-research nexus from student-focused approaches where students participate in research to teacher-focused approaches where students learn about research. The document provides resources for integrating research into teaching through assessment practices, curriculum design, and supporting independent student projects.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Enhancing employability through enterprise education: BSc Business Enterprise Buckingham University - Nigel Adams
1. 1
Enhancing Employability Through
Enterprise Education
BSc Business Enterprise (BBE)
- a case study for HEA
Nigel Adams B.A. (Hons), F.C.I.M.
BBE Programme Director
University of Buckingham, UK
2. The 9 key skills for effective
Entrepreneurship and Employability
Source: Hedley and Arnold of Dialectyx Solutions Ltd (2012)
5. 5
The University of Buckingham
• Opened in 1976 and awarded a
Royal Charter in 1983.
• Leading the National Student Survey
for last 9 years.
• 25th in the Guardian University Guide 2015
• A 3-year Honours degree in just 2 years
(8 terms)
• “Oxbridge” style teaching in small groups
• Excellent student staff ratio (1:11)
6. 6
Our innovative
BSc Business Enterprise
• BSc Business Enterprise conceived by Dean of Buckingham
Business School in 2004/5.
• Undergraduate, not a post-graduate degree.
• No similar programme was offered in UK in 2005.
• Even now there are two other similar programmes in the
world, both in UK (Coventry & Huddersfield)
• Buckingham’s small size and approach enabled the
programme to obtain approval to launch in January 2006.
• 7 cohorts of students have completed this programme.
7. 7
BBE interests students who:
• Want to set up and develop their own business, at
the same time as they study for an honours degree.
• Plan to make a positive contribution to a family
business or small company following graduation.
• Have flair, creativity & an entrepreneurial or “can-do”
approach to business, which will be vital when
working for any businesses in the future.
BBE students also learn how hard it is to
study for a degree AND start a business.
8. 8
“Seed-corn” Capital & Other Support
• All BBE students “pitch” for up to £5000 “seed-corn”
capital to start and run their businesses.
• Funding was originally provided by Legal & General
and Mr John Desborough (a private donor).
• When the BBE’s businesses are running, they can
operate from “Buckingham Enterprise Hub”.
• External business people and entrepreneurs mentor
and support the students throughout the programme.
9. 9
Maintaining academic rigour,
but also involving Entrepreneurs
• All BBE courses are taught at the same level as the
Business School’s other business degree courses.
• 7.5 unit courses are used, so that all the important
subjects can be covered with the more practical work.
• Different/appropriate forms of assessment are used,
e.g. Quarterly Business Review Reports.
• External entrepreneurs have replaced academics for
the two “Innovation and Entrepreneurship” courses.
10. 10
What has been positive?
• Personal development of the BBE students.
• Positive reaction to the programme from a wide
range of people.
• Support of colleagues throughout the university.
• Widening participation in higher education.
• Involvement with the business community.
• Successful employment/businesses of graduates.
11. BSc Business Enterprise students are
operating these businesses :
Second (Final) Year
Packs for Uni - Michael Asare Badu (Ghana), Zhijing Yang (China) & Moritz Kroneberg (Austria)
Squeaky Green - Esme Finch (UK)
Collective Spirit - Hector Meyer (UK), Tobias Morrish (UK) & Hjortur Justinussen (Faroe Islands)
The Smoke Hut - William Neville-Smith (UK/Portugal) & Christopher Constantinides (Cyprus/Scotland)
Higsun - Gary Higson (UK) & Lun Sun (China)
African Showcase Market - Denzil Bankole (UK)
Asset Resurfacing - Edward Martin (UK) & Alexander Levy (UK)
Honesty Honey (Not yet funded) - Tom Kinkead (UK), AlexMeazzini (UK) & Kristiyan Giotzev (Bulgaria)
First Year
The Golf Bundle - Tom Bowen (UK) & Maliha Annis-Matta (Indonesia)
Brightwood Buckingham - Simon Hodges (UK), Oliver Sapsford (UK), Pressian Karagyozov (Bulgaria) &
Shamal Patel (Kenya)
Novik Technology - Abi Owolabi (UK), Celcilia Enqi Fan (China) & Atsutoshi Yoshimine (Japan)
Student Proxy - Paula Mugisa (Uganda), Bhavik Mavadia (UK) & Kelvyn Ajala (Germany)
12. Examples of BBE students’
and graduates’ businesses
Esme Finch
Michael Asare Badu
Mortiz Kronberger
Jennifer Zhijing Yang
Sebastian Musil
Alec Greenwell
Squeaky Green
www.squeakygreen.org.uk
Packs for Uni
www.packsforuni.co.uk
Minimal Energy
www.minimalenergy.co.uk
BBE Alumnae comments are being circulated
13. What has happened to our graduates?
From January 2006 to December 2013 the results for 7 cohorts of graduates were:
Total students accepted on BBE (2006 – 2012): 57
Total number of graduates to December 2013: 42
(Total undergraduates still studying: 29)
Out of 42 BBE graduates on the first 7 cohorts (January 2006 to December 2013):
12 (29%) Started their own business
5 (12%) Returned to a family business
15 (35%) Employed
5 (12%) Continued higher education
5 (12%) Not known
We think that no BBE graduates have been unemployed 6 months after graduation.
15. Questions/Discussion
• Could this type of Venture Creation
Programme be started in your university?
• If not, why not?
• What would need to change for you to
have a chance of launching such a
programme?