Future of HE: Centre for Engaged Global Higher Education
Lead Research Organisation:
University College London
Department Name: Education, Practice & Society
Abstract
The last two generations have seen a remarkable world-wide transformation of higher education (HE) into a core social sector with continually expanding local and global reach. Most nations are moving towards, or have already become, 'high participation' HE systems in which the majority of people will be educated to tertiary level. In the UK HE is at the same time a pillar of science and the innovation system, a primary driver of productivity at work, a major employer and a mainstay of cities and regions, and a national export industry where 300,000 non-EU students generated over £7 billion in export-related earnings for the UK in 2012-13. In 2012, 60 per cent of UK school leavers were expected to graduate from tertiary education over the lifetime, 45 per cent at bachelor degree level, compared to OECD means of 53/39 per cent. Higher education and the scientific research associated with universities have never been more important to UK society and government. HE is large and inclusive with a key role in mediating the future. Yet it is poorly understood. Practice has moved ahead of social science. There has been no integrated research centre dedicated to this important part of the UK. The Centre for Engaged Global Higher Education (CEGHE), which has been funded initially for five years by the Economic and Social Research Council (ESRC), now fills that gap.
On behalf of the ESRC CEGHE conducts and disseminates research on all aspects of higher education (HE), in order to enhance student learning and the contributions of Higher Education Institutions (HEIs) to their communities; develop the economic, social and global engagement of and impacts of UK HE; and provide data resources and advice for government and stakeholder organisations in HE in the four nations of the UK and worldwide. CEGHE is organised in three closely integrated research programmes that are focused respectively on global, national-system and local aspects of HE. CEGHE's team of researchers work on problems and issues with broad application to the improvement of HE; develop new theories about and ways of researching HE and its social and economic contributions; and respond also to new issues as they arise, within the framework of its research programmes. An important part of CEGHE's work is the preparation and provision of data, briefings and advice to national and international policy makers, for HEIs themselves, and for UK organisations committed to fostering HE and its engagement with UK communities and stakeholders. CEGHE's seminars and conferences are open to the public and it is dedicated to disseminating its research findings on a broad basis through published papers, media articles and its website and social media platform.
CEGHE is led by Professor Simon Marginson, one of the world's leading researchers on higher education matters with a special expertise in global and international aspects of the sector. It works with partner research universities in Sheffield, Lancaster, Ireland, Australia, South Africa, Netherlands, China, Hong Kong SAR, Japan and USA. Among the issues currently the subject of CEGHE research projects are inquiries into ways and means of measuring and enhancing HE's contribution to the public good, university-industry collaboration in research, the design of an optimal system of tuition loans, a survey of the effects of tuition debt on the life choices of graduates such as investment in housing and family formation, the effects of widening participation on social opportunities in HE especially for under-represented social groups, trends and developments in HE in Europe and East Asia and the implications for UK HE, the emergence of new HE providers in the private and FE sectors, the future academic workforce in the UK and the skills that will be needed, student learning and knowledge in science and engineering, and developments in online HE.
On behalf of the ESRC CEGHE conducts and disseminates research on all aspects of higher education (HE), in order to enhance student learning and the contributions of Higher Education Institutions (HEIs) to their communities; develop the economic, social and global engagement of and impacts of UK HE; and provide data resources and advice for government and stakeholder organisations in HE in the four nations of the UK and worldwide. CEGHE is organised in three closely integrated research programmes that are focused respectively on global, national-system and local aspects of HE. CEGHE's team of researchers work on problems and issues with broad application to the improvement of HE; develop new theories about and ways of researching HE and its social and economic contributions; and respond also to new issues as they arise, within the framework of its research programmes. An important part of CEGHE's work is the preparation and provision of data, briefings and advice to national and international policy makers, for HEIs themselves, and for UK organisations committed to fostering HE and its engagement with UK communities and stakeholders. CEGHE's seminars and conferences are open to the public and it is dedicated to disseminating its research findings on a broad basis through published papers, media articles and its website and social media platform.
CEGHE is led by Professor Simon Marginson, one of the world's leading researchers on higher education matters with a special expertise in global and international aspects of the sector. It works with partner research universities in Sheffield, Lancaster, Ireland, Australia, South Africa, Netherlands, China, Hong Kong SAR, Japan and USA. Among the issues currently the subject of CEGHE research projects are inquiries into ways and means of measuring and enhancing HE's contribution to the public good, university-industry collaboration in research, the design of an optimal system of tuition loans, a survey of the effects of tuition debt on the life choices of graduates such as investment in housing and family formation, the effects of widening participation on social opportunities in HE especially for under-represented social groups, trends and developments in HE in Europe and East Asia and the implications for UK HE, the emergence of new HE providers in the private and FE sectors, the future academic workforce in the UK and the skills that will be needed, student learning and knowledge in science and engineering, and developments in online HE.
Planned Impact
The Centre for Engaged Global Higher Education (CEGHE) will conduct research designed to transform our understanding of higher education (HE) in its economic and social contexts. In the public and connected environment in and around HE, CEGHE's research and findings will interest government and policy makers, public agencies, stakeholder organisations in HE, associated sectors (e.g. employers and professions), HEIs, the media and public, international agencies such as the OECD, and many HEI leaders and policy makers-throughout the world.
The main strategy to achieve ongoing impact is CEGHE's structured collaborations with Associated Organisations (AOs). At second stage submission the AOs included GuildHE, Higher Education Academy, Higher Education Policy Institute, Institute for Public Policy Research, National Centre for Universities and Business, National Union of Students, Social Market Foundation, Society for Research into Higher Education, Times Higher, Universities and College Union, Universities UK, Universities UK International Unit, Which?, and WonkHE. If CEGHE is funded more AOs may sign, including public HE agencies. The majority of the CEGHE Advisory Board (chaired by Professor Sir Robert Burgess) will be AOs,
AOs can be engaged in every stage: project design; on project committees; in preparing benchmarks for assessing impact; as participants in some data collection; and providing critical feedback on draft papers and the preparation of materials for different audiences. The release of findings will be double- or multi-badged with AOs and they will share the seminar programme and leadership of CEGHE conferences. In turn they will gain access to CEGHE research findings, influence the applications of the research, and position themselves effectively in subsequent national discussion. By working with CEGHE 'in the kitchen' they will be better placed to use its outputs. The AOs will enhance CEGHE's sensitivity to HEIs, policy makers and interest groups, and trigger many new initiatives in research and applications. They will be an invaluable source of informed comment at every stage of CEGHE's work. In addition, some organisations such as HEA have major data repositories of their own that may be accessible for CEGHE research purposes.
For policy makers and government, CEGHE will offer evidence-based data across a range of key issues in HE, and scope to enter a research based public discussion on an informed basis. Some projects will be of immediate policy interest, e.g. research on the growing private sector in HE, a data-based study of relations between financing and participation, a survey comparing graduates with and without debt, and the comparative international metrics on HE-industry engagement. CEGHE will prepare the ground with policy makers using selective briefings, and release main project findings at public events, engaging government ministers and officials. CEGHE's capacity to impact policy and government through research will often depend on the prior reception of its findings among stakeholders and in the media and public discussion. Media-significant data are more likely to gather public impact and shape policy thought. CEGHE will focus closely on media as this is the best way to reach large numbers of stakeholders. The Times Higher, one of the AOs, will co-sponsor seminars and conferences, and provide a principal medium for publicising outcomes and building stakeholder involvement.
CEGHE will sustain a seminar series in each Research Programme, combined 'Key Debates in HE' seminars and Early Career Researcher seminars, and three conferences, involving stakeholders and policy makers. Events will be held across UK including partner universities of Sheffield and Lancaster. The CEGHE website will be an ESRC research shop front for UK HE; continuously updated, it will be the Centre's point of dissemination and public data exchange, and a broad source of information about UK Higher Education.
The main strategy to achieve ongoing impact is CEGHE's structured collaborations with Associated Organisations (AOs). At second stage submission the AOs included GuildHE, Higher Education Academy, Higher Education Policy Institute, Institute for Public Policy Research, National Centre for Universities and Business, National Union of Students, Social Market Foundation, Society for Research into Higher Education, Times Higher, Universities and College Union, Universities UK, Universities UK International Unit, Which?, and WonkHE. If CEGHE is funded more AOs may sign, including public HE agencies. The majority of the CEGHE Advisory Board (chaired by Professor Sir Robert Burgess) will be AOs,
AOs can be engaged in every stage: project design; on project committees; in preparing benchmarks for assessing impact; as participants in some data collection; and providing critical feedback on draft papers and the preparation of materials for different audiences. The release of findings will be double- or multi-badged with AOs and they will share the seminar programme and leadership of CEGHE conferences. In turn they will gain access to CEGHE research findings, influence the applications of the research, and position themselves effectively in subsequent national discussion. By working with CEGHE 'in the kitchen' they will be better placed to use its outputs. The AOs will enhance CEGHE's sensitivity to HEIs, policy makers and interest groups, and trigger many new initiatives in research and applications. They will be an invaluable source of informed comment at every stage of CEGHE's work. In addition, some organisations such as HEA have major data repositories of their own that may be accessible for CEGHE research purposes.
For policy makers and government, CEGHE will offer evidence-based data across a range of key issues in HE, and scope to enter a research based public discussion on an informed basis. Some projects will be of immediate policy interest, e.g. research on the growing private sector in HE, a data-based study of relations between financing and participation, a survey comparing graduates with and without debt, and the comparative international metrics on HE-industry engagement. CEGHE will prepare the ground with policy makers using selective briefings, and release main project findings at public events, engaging government ministers and officials. CEGHE's capacity to impact policy and government through research will often depend on the prior reception of its findings among stakeholders and in the media and public discussion. Media-significant data are more likely to gather public impact and shape policy thought. CEGHE will focus closely on media as this is the best way to reach large numbers of stakeholders. The Times Higher, one of the AOs, will co-sponsor seminars and conferences, and provide a principal medium for publicising outcomes and building stakeholder involvement.
CEGHE will sustain a seminar series in each Research Programme, combined 'Key Debates in HE' seminars and Early Career Researcher seminars, and three conferences, involving stakeholders and policy makers. Events will be held across UK including partner universities of Sheffield and Lancaster. The CEGHE website will be an ESRC research shop front for UK HE; continuously updated, it will be the Centre's point of dissemination and public data exchange, and a broad source of information about UK Higher Education.
Organisations
- University College London (Lead Research Organisation)
- Asia Pacific Higher Education Research Partnership (Collaboration)
- Jawaharlal Nehru University, India (Collaboration)
- University of Michigan (Collaboration)
- The Royal Society (Collaboration)
- Shanghai Jiao Tong University (Collaboration)
- Erasmus + (Collaboration)
- Lingnan University (Collaboration)
- College Board (Collaboration)
- Government of the UK (Collaboration)
- National Research University Higher School of Economics (Collaboration)
- University of Jyväskylä (Collaboration)
- Michigan State University (Collaboration)
- Technical University of Tshwane (Collaboration)
- University of Bath (Collaboration)
- Stellenbosch University (Collaboration)
- The Sutton Trust (Collaboration)
- University of Bamberg (Collaboration)
- Columbia University (Collaboration)
- Lebanese University (Collaboration)
- Utrecht University (Collaboration)
- Agency for Science, Technology and Research (A*STAR) (Collaboration)
- London School of Economics and Political Science (University of London) (Collaboration)
- Aarhus University (Collaboration)
- University College London (Collaboration)
- HARVARD UNIVERSITY (Collaboration)
- British Council (Collaboration)
- EUN Partnership AISBL (Collaboration)
- National University of Educational Planning and Administration (Collaboration)
- Rhodes University (Collaboration)
- UNIVERSITY OF THE WESTERN CAPE (Collaboration)
- Adam Mickiewicz University in Poznan (Collaboration)
- Bath Spa University (Collaboration)
- Japan Society for the Promotion of Science (JSPS) (Collaboration)
- University of Agder (Collaboration)
- The British Academy (Collaboration)
- Higher Education Funding Council for England (Collaboration)
- Boston College (Collaboration)
- University of Toronto (Collaboration)
- Education University of Hong Kong (Collaboration)
- European Commission (Collaboration)
- Beijing Normal University (Collaboration)
- KING'S COLLEGE LONDON (Collaboration)
Publications
Adamecz-Völgyi A
(2019)
Is 'First in Family' a Good Indicator for Widening University Participation?
Allen A
(2022)
Developing a well-received pre-matriculation program: the evolution of MedFIT.
in Discover education
Altbach Philip G.
(2018)
Can we measure education quality in global rankings?
in University World News
Antonowicz, D
(2018)
High Participation Systems of Higher Education
Arimoto, A
(2019)
Japanese Doctoral Students' Career Plans and Research Productivity: Main Findings from a 2017 National Survey
in International Journal of Chinese Education
Armstrong S
(2019)
Student loans in Japan: Current problems and possible solutions
in Economics of Education Review
Ashwin P
(2023)
Beyond the dichotomy of students-as-consumers and personal transformation: what students want from their degrees and their engagement with knowledge
in Studies in Higher Education
| Description | While technically, this phase of CGHE's work (ES/M010082/1) is over, there is a direct continuity between this first phase of the work which was done while CGHE was housed at UCL prior to 1 January 2019, and the following phase with CGHE at Oxford (ES/M010082/1). There is also a less complete but still very substantial continuity with the work done in the Transition Centre phase (ES/T014768/1) which is less than half complete in March 2022. This makes retrospective reporting of outcomes and impacts impossible at this stage - the work is largely ongoing and academic outputs will peak in the coming period. It is for this reason we say below 'the award is still active'. The majority of CGHE projects are at data analysis or academic writing stage in 2022. Findings up to now have been preliminary in nature but over the next 12 months final findings will emerge. Some examples of key findings are noted under 'Narrative Impact' below. Further developments of ongoing significance are apparent. For example, in CGHE project 1.1/Transition Centre project 8, a heuristic has been developed that provides a basis for future empirical research recoding the individual and collective contributions ('impacts') of higher education institutions and systems. Arising from the work done in CGHE project 2.5 the CGHE researchers completed the modelling and system design underpinning Colombia's new system of income contingent loans, legislated in late 2021. |
| Exploitation Route | It is too early to report on this for the reasons given. |
| Sectors | Communities and Social Services/Policy Education Other |
| URL | https://www.researchcghe.org |
| Description | The ESRC/HEFCE Centre for Global Higher Education commenced on 12 November 2015, was funded for a five year period (2015-2020), with a six month no cost extension to 30 april 2021, and 16 listed ESRC-supported projects. In addition, it completed four small-scale projects funded within University College London, a project supported by the British Council, and one project for the former Department of BIS (now BEIS). Of the 16 ESRC supported projects, five began early in the Centre's life but the majority did not commence until the second half of 2016, and one (that related to Brexit and Higher Education, separately reported) in 2017. It is too early to report on final project findings from any of the 16 ESRC-supported projects, or on the specific impact of these findings en bloc, for the reasons given under 'Key Findings'. However, it is apparent from the entries in Research Fish that CGHE's projects have generated a significant number of Working Papers (including preliminary research foundation papers, literature reviews and findings papers), conference papers, CGHE seminar papers and journal papers that have been reported separately to ESRC. One report has been completed on request for the then UK government department BIS, a comparative study of private sector higher education provision in six countries, and a book length monograph concerning European universities and Brexit, with ten national case studies, has been published. Four monographs have been published in the Bloomsbury Higher Education Research series, one containing 17 chapters directly relating to the projects, and there are five further books contracted and in various stages of production. Another book summarising outcomes from a CGHE project was published in South Africa. The Centre has been highly productive in relation to engagement with the users of research on higher education, including policy makers, facilitated by its regular Policy Briefings and Working Papers, and a growing number of meetings with government departments, HEFCE, Office for Students, Select Committees of the Parliament, OECD and others. CGHE's researchers have a large number of partnerships and collaborative projects between them. In addition to many academic publications, including more than 35 authored or edited books, they have generated numerous commentaries, blogs and other media coverage. Most have been involved directly in policy making processes in higher education, as the evidence in Research Fish attests. CGHE from its beginning has been focused on building impact, which is seen as something that should occur during the life of the research as well as after its completion. CGHE is building impact in two ways. First it has created a consultative structure with policy makers in higher education, public agencies, national education organisations, the higher education institutions, and other potential users of its research. Several stakeholders and research user organisations are members of the CGHE Advisory Board. There are 19 Associated Organisations signed up with CGHE, such as Universities UK, the Alliance and the National Union of Students, with a commitment to assist in future research output dissemination events, for example through jointly badged public events, and joint lobbying of government. Both UUK and the Alliance, especially, have taken an increasingly active role in cooperation with CGHE, for example on the Advisory Committees for CGHE and for the separate project on Brexit and UK higher education. In addition to the 19 Associated Organisations, Cooperation with the Association of Commonwealth Universities, and UNESCO Institute for Educational Planning, has also become significant i, and the CGHE Director and other CGHE researchers have spoken at numerous stakeholder conferences, seminars, workshops and other events in UK and abroad. Each of the 16 CGHE projects has a project committee which plays an advisory role throughout the duration of the research. Each project committee includes at least one person from a policy stakeholder such as HEFCE or a research user organisation such as UUK. Second, CGHE has advanced the public discussion of higher education issues, and public engagement in its research projects - thus preparing the ground for future impact generation around its research findings - in several ways: public conferences, weekly research seminars and occasional seminars and public discussion events, the many contributions of CGHE researchers to public media-based discussion of policy issues in higher education as listed in Research Fish under engagement, including articles, blogs and quotations, the live streaming of public conferences and seminars, public access to events through Youtube and Soundcloud, and an energetic social media presence. Times Higher has been especially important in covering CGHE events and drawing on the expertise of CGHE researchers for comment. |
| First Year Of Impact | 2016 |
| Sector | Education,Government, Democracy and Justice |
| Impact Types | Societal Policy & public services |
| Description | "Skills and lifelong learning: skills demand and mismatch." Evidence presented to Go Science and Foresight project: "Future of Skills and Lifelong Learning". The evidence is used substantially in the final report produced for this project by Go Science. |
| Geographic Reach | National |
| Policy Influence Type | Contribution to a national consultation/review |
| URL | https://www.gov.uk/government/publications/skills-and-lifelong-learning-skills-demand-and-mismatch |
| Description | 'Equity of access to higher education' produced by the HEART Consortium for DFID, McCowan T. |
| Geographic Reach | Africa |
| Policy Influence Type | Influenced training of practitioners or researchers |
| Impact | These reading packs are targeted at DFID's education advisers, and used in formulating policy in the lower-income countries in which the organisation works. |
| URL | http://www.heart-resources.org/wp-content/uploads/2016/05/Tristan-McCowan-Reading-Pack.pdf?x30250 |
| Description | Appointed Joint Editor, Policy Reviews in Higher Education |
| Geographic Reach | Multiple continents/international |
| Policy Influence Type | Participation in a guidance/advisory committee |
| Impact | As a journal, Policy Reviews in Higher Education aims to open up a space for publishing in-depth accounts of significant areas of policy development affecting higher education internationally. We encourage authors from a range of disciplinary backgrounds to analyse higher education from fresh perspectives, including drawing on concepts and theories from other academic fields. Policy here is conceived as relevant to all areas of higher education activity, including transnational education, university governance and leadership, quality assurance and enhancement, academic work, curriculum development and student learning, occurring at the local, regional, national and international level. Comparative analyses across higher education systems are particularly encouraged. |
| URL | https://www.tandfonline.com/action/journalInformation?show=editorialBoard&journalCode=rprh20 |
| Description | Appointed to the Quality Board for Higher Education in Iceland |
| Geographic Reach | National |
| Policy Influence Type | Membership of a guideline committee |
| Impact | The Quality Board for Higher Education in Iceland is responsible for safeguarding the standards and promote and enhance the quality of teaching and research in Icelandic higher education through the application of its Quality Enhancement Framework. This involves establishing guidelines and overseeing the operation of quality assurance of higher education. |
| URL | https://en.rannis.is/activities/quality-enhancement-framework/ |
| Description | Attended roundtable and presented evidence to the House of Commons Education Select Committee inquiry into value for money in higher education |
| Geographic Reach | National |
| Policy Influence Type | Contribution to a national consultation/review |
| Impact | Work subsequently cited in Parliamentary House of Commons Education Committee Seventh Report of Session 2017-19, Value for money in higher education |
| URL | https://www.parliament.uk/business/committees/committees-a-z/commons-select/education-committee/inqu... |
| Description | Bruce Chapman and Lorraine Dearden met with Ecuadorian Ambassador on HE funding issues, Ecuadorian Embassy, Canberra, 7/12/17. |
| Geographic Reach | South America |
| Policy Influence Type | Contribution to a national consultation/review |
| Description | CFIT III - UNESCO project to develop higher technical education in six African countries |
| Geographic Reach | Africa |
| Policy Influence Type | Contribution to a national consultation/review |
| Impact | The project produced detailed work plans and actions that each university, supported by changes in government policy, could/should introduce in order to improve graduate outcomes and employability/employment. This is a significant UNESCO-funded initiative. |
| URL | https://www.unesco.org/en/articles/cfit-phase-iii-project-higher-technical-education |
| Description | CHEA International Quality Group Board Meeting: Quality Assurance and Accreditation: A New Public Accountability Role? |
| Geographic Reach | Multiple continents/international |
| Policy Influence Type | Participation in a guidance/advisory committee |
| Impact | Paper presenting new approach to thinking about accreditation and policy issues, and suggested options for CIQG Board. |
| URL | http://www.chea.org/4DCGI/indexint.html?menukey=home |
| Description | Chair of the International Expert Panel Interim Evaluation of the Norwegian Agency for Quality Assurance in Higher Education (NOKUT) Centres for Excellence in Education (SFU) |
| Geographic Reach | National |
| Policy Influence Type | Membership of a guideline committee |
| Impact | The review has led to changes to the approach of three Norwegian Centres for teaching excellence in higher education. These changes will have a national reach. |
| Description | Chair, Policy Working Group, Academy of Social Sciences |
| Geographic Reach | National |
| Policy Influence Type | Membership of a guideline committee |
| Impact | In 2017, following four years as Chair of the UK's Campaign for Social Science, Professor Wilsdon became Chair of the Policy Working Group and a Member of the Council of the Academy of Social Sciences (AcSS). In this capacity, he has played a central role in shaping and guiding the evidence-gathering, advocacy and advisory work of the AcSS on issues such as the creation of UKRI, the role of social sciences in industrial strategy and the implications of Brexit for the social sciences and for higher education more broadly. This influence takes the form of regular policy briefings and other publications from the AcSS, meetings with Ministers and senior officials, and wider engagement across the social science and HE community. |
| URL | https://www.acss.org.uk/policy/ |
| Description | Chairperson, Audit of University of Oulu, Finland, Finnish Education Evaluation Council (FINEEC), 2017 |
| Geographic Reach | National |
| Policy Influence Type | Membership of a guideline committee |
| Impact | The QA Audit of the university is a key part of the regulatory environment. Recommendations from the review will lead to changes in the way in which the university operates, especially with respect to strategic development, teaching and learning, staff and student relations and development, etc. |
| URL | https://karvi.fi/app/uploads/2018/02/KARVI_0318.pdf |
| Description | Citation and discussion in meetings of the SOC Revision Steering Group |
| Geographic Reach | National |
| Policy Influence Type | Citation in other policy documents |
| URL | https://gss.civilservice.gov.uk/statistics/methodology-2/standard-occupational-classification-revisi... |
| Description | Citation in BIS Teaching Excellence Framework: Technical consultation for year 2 |
| Geographic Reach | National |
| Policy Influence Type | Citation in other policy documents |
| Impact | Evidence in our research was taken to support the common practice to take MG 1-3 as proxy for 'graduate jobs'. |
| URL | https://www.gov.uk/government/consultations/teaching-excellence-framework-year-2-technical-consultat... |
| Description | Citation in HEPI document "Alternative providers of higher education: issues for policymakers" of the publication: Hunt, S. A., Callender, C., & Parry, G. (2016). The entry and experience of private providers of higher education in six countries. London: UCL IOE CGHE. http://www.researchcghe.org/publications/the-entry-and-experience-of-private-providers-of-higher-education-in-six-countries/ |
| Geographic Reach | National |
| Policy Influence Type | Citation in other policy documents |
| URL | http://www.hepi.ac.uk/wp-content/uploads/2017/01/Hepi_The-alternative-providers-of-higher-education-... |
| Description | Citation of research on student debt in Independent panel report to the Review of Post-18 Education and Funding (Augar Report) |
| Geographic Reach | National |
| Policy Influence Type | Citation in other policy documents |
| Impact | Our research highlighted the way in which student loans potentially deter access to higher education, especially amongst low income students. This evidence has contributed to a re-evaluation of financial support for low-income students, especially those wanting to pursue vocational pathways - and in particular the introduction of lifelong learning allowances which were recommended by the Augar Review.On 29 September 2020, the Prime Minister announced the government would introduce a flexible lifelong loan entitlement, as part of its lifetime skills guarantee and wider skills package. The commitment was confirmed in the government's much delayed 'interim conclusion' to Augar, and in the Further Education White Paper, published on 21 January 2021. |
| URL | https://www.gov.uk/government/publications/post-18-review-of-education-and-funding-independent-panel... |
| Description | Cited in Department for Education report on "Impact of the student finance system on participation, experience and outcomes of disadvantaged young people" |
| Geographic Reach | National |
| Policy Influence Type | Citation in other policy documents |
| URL | https://dera.ioe.ac.uk/33474/1/Impact_of_the_student_finance_system_on_disadvantaged_young_people.pd... |
| Description | Commission for the College of the Future |
| Geographic Reach | National |
| Policy Influence Type | Contribution to a national consultation/review |
| Impact | This Commission has just been established but it is likely to have significant impact on public policy. The Commission was launched in Parliament on 22 January 2019 by the Minister for Higher Education. i have been asked to participate on the Commission for the College of the Future, funded by the Gatsby Foundation. The objective is: • To shape the pivotal role colleges should play over the next decade in every locality across the four nations in meeting the skills needs of the rapidly changing labour market and helping to develop a culture of lifelong learning in all of our communities; • To build an understanding and support among stakeholders - employer organisations, unions and the public at large - of the critical and distinctive function of colleges in delivering high-quality professional and technical education and skills, embedding their role as anchor community assets, central to inclusive economic prosperity and social fairness; • To describe the space which colleges can inhabit in relation to other education institutions, public bodies and employers, with a particular focus on place-based approaches to meeting all of the diverse needs of our communities. The audience for the report(s) of the Commission include: - Policy makers in the UK Government and the governments of the Devolved Nations - Employers, employer organisations and trade unions - Public institutions and agencies - Colleges themselves |
| Description | Consultant on Technology-led Interventions for Specific Learning Difficulties for the Council for Science and Technology. My role was to present the evidence and report on the contribution of technology-led interventions for dyscalculia. |
| Geographic Reach | National |
| Policy Influence Type | Influenced training of practitioners or researchers |
| URL | https://www.gov.uk/government/publications/specific-learning-difficulties-current-understanding-supp... |
| Description | Consultation with Japanese Ministry for Education and Culture (MEXT) concerning international higher educate environment, 1 March 2019 |
| Geographic Reach | Asia |
| Policy Influence Type | Contribution to a national consultation/review |
| Impact | Simon Marginson provided officers of the Japanese Ministry with extensive briefing concerning trends in worldwide higher education and science. The representative of the Ministry were very thankful but it is too early to discern impacts on policy. |
| Description | Contribution to The Economist Intelligence Unit - Comparative indicators on national education system performance |
| Geographic Reach | Multiple continents/international |
| Policy Influence Type | Contribution to a national consultation/review |
| Impact | The Economist Intelligence Unit has devised a set of comparative indicators of national education system performance, in a large number areas. The Unit sought the advice of Simon Marginson as a critical friend in relation to indicator development. feedback and discussion was provided at three successive stages. this led to some modifications of the approach, particularly in relation to East Asian education systems. The data produced were published by The Economist and it is likely that they were widely utilised by policy makers across the world. this in turn is likely to contribute to improved service delivery in the education sector. |
| URL | http://perspectives.eiu.com/talent-education/education-2030 |
| Description | Description of CGHE 3.2 project to UUK policy advisors |
| Geographic Reach | National |
| Policy Influence Type | Contribution to a national consultation/review |
| Impact | Description of CGHE 3.2 project to UUK policy advisors and outline of project's findings for a case impact for UUK |
| Description | Discussion with Dame Minouche, Director of LSE, concerning LSE's strategic position and need to improve services, 1 November 2017 |
| Geographic Reach | Local/Municipal/Regional |
| Policy Influence Type | Participation in a guidance/advisory committee |
| Impact | The Director of LSE sought the advice of Professor Marginson on how to lift the institution's performance in relation to teaching and the TEF, international education, and services for both international and domestic students. LSE subsequently appointed as its new leader of strategy on teaching performance the person mentioned by Professor Marginson |
| Description | EUN Pedagogial Advisory Board |
| Geographic Reach | Europe |
| Policy Influence Type | Participation in a guidance/advisory committee |
| Impact | The Advisory Board is a group of international experts who advise the EUN Teacher Academy on the content and design of free online courses to be run on their platform for the benefit of teacher professional development across Europe. Courses include training on issues such as EFL, Diversity in the classroom, Online safety, Developing digital skills, Innovative Practices for Engaging STEM Teaching. The free, open, online courses are providing access to professional development for thousands of teachers who otherwise would have no up to date access to such courses. |
| URL | http://www.europeanschoolnetacademy.eu |
| Description | Evidence on student debt submitted to the the Independent Review of Post-18 Education and Funding |
| Geographic Reach | National |
| Policy Influence Type | Contribution to a national consultation/review |
| Impact | Research informed the deliberations of the Review |
| URL | https://www.gov.uk/government/publications/post-18-review-of-education-and-funding-independent-panel... |
| Description | Evidence submitted and published by the House of Lords Economic Affairs Committee's inquiry into the Economics of Higher, Further and Technical Education - |
| Geographic Reach | National |
| Policy Influence Type | Citation in other policy documents |
| Impact | Evidence presented appeared to influenced the contents of the report on HoL's inquiry and their report. Claire Callender and her research is cited in their report entitled - Treating Students Fairly: The Economics of Post-School Education, several times |
| URL | https://publications.parliament.uk/pa/ld201719/ldselect/ldeconaf/139/139.pdf |
| Description | Evidence submitted to the House of Lords Economic Affairs Committee's inquiry on the UK and the economics of higher education, further education and vocational training. |
| Geographic Reach | National |
| Policy Influence Type | Contribution to a national consultation/review |
| Description | Expert Views on Accreditation, USA Government Accountability Office (GAO) (https://www.gao.gov/products/GAO-18-5) |
| Geographic Reach | National |
| Policy Influence Type | Participation in a guidance/advisory committee |
| Impact | This report is part of a wider set of activities aimed at changing the regulatory environment for US higher education, and especially the accreditation of institutions - universities and colleges. Legislation is currently being prepared. |
| URL | https://www.gao.gov/assets/690/689171.pdf |
| Description | Feng Z. L., Liu X. Y., Guo B. Y., Jiang Y. C., & Liu N.C. Shi jie yi liu da xue ping jia xi lie wen ti zhi er: Ping jia ti xi [An issue on the evaluation of world-class universities II: Evaluation system] (Consultancy report to the Ministry of Education in China) |
| Geographic Reach | National |
| Policy Influence Type | Contribution to a national consultation/review |
| Description | Feng Z. L., Liu X. Y., Guo B. Y., Jiang Y. C., & Liu N.C. Shi jie yi liu da xue ping jia xi lie wen ti zhi yi: Ping jia biao zhun [An issue on the evaluation of world-class universities I: Evaluation criterion] (Consultancy report to the Ministry of Education in China) |
| Geographic Reach | National |
| Policy Influence Type | Contribution to a national consultation/review |
| Description | Feng Z. L., Liu X. Y., Jiang Y. C., & Liu N.C. "Shuang yi liu" zhong "si xuan" de wen ti [The "Four Selections" in "Double World-Class" strategy] (Consultancy report to the Ministry of Education in China, with written instructions and comments from national leaders) |
| Geographic Reach | National |
| Policy Influence Type | Contribution to a national consultation/review |
| Description | Future of Skills & Lifelong Learning |
| Geographic Reach | National |
| Policy Influence Type | Citation in other policy documents |
| URL | https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/634181/Skills_and_lifelong... |
| Description | Gave evidence at House of Lords Select Committee on Economic Affairs, 31 October |
| Geographic Reach | National |
| Policy Influence Type | Contribution to a national consultation/review |
| Impact | At this session of the Select Committee Professor Marginson appeared alongside two Vice-Chancellors, Professor Anton Muscatelli (Glasgow) and professor Ed Byrne (King's College London). Questions covered growth of higher education, the comparative position of the UK, access and participation, international students, standards in higher education. |
| URL | https://www.parliament.uk/business/committees/committees-a-z/lords-select/economic-affairs-committee... |
| Description | Gave evidence to a government review - Data analysis of possible "brexodus" in HE staff for the "Department of Health and Social Care" (2018) |
| Geographic Reach | National |
| Policy Influence Type | Implementation circular/rapid advice/letter to e.g. Ministry of Health |
| Description | Grade Job classification for SOC2020: evidence submitted by Francis Green and Golo Henseke in collaboration with P. Elias and K. Purcell to the Office for National Statistics, considered by the SOC Revision Steering Group |
| Geographic Reach | National |
| Policy Influence Type | Contribution to a national consultation/review |
| URL | https://gss.civilservice.gov.uk/statistics/methodology-2/standard-occupational-classification-revisi... |
| Description | Graduates in non-graduate occupations, Report to HEFCE and SRHE |
| Geographic Reach | National |
| Policy Influence Type | Citation in other policy documents |
| Impact | furthered understanding of graduates working in non-graduate jobs. |
| Description | Guo B. Y., Feng Z. L., Jiang Y. C., & Liu N.C. Shi jie yi liu da xue ping jia xi lie wen ti zhi san [An issue on the evaluation of world-class universities III: Third-party evaluation] (Consultancy report to the Ministry of Education in China) |
| Geographic Reach | National |
| Policy Influence Type | Contribution to a national consultation/review |
| Description | Hazelkorn, Ellen" Brexit and Irish Higher Education and Research: Challenges and Opportunities |
| Geographic Reach | National |
| Policy Influence Type | Participation in a guidance/advisory committee |
| Impact | Authored report, published by the Higher Education Authority to inform Irish public and policymakers about the impact of Brexit on Irish higher education. |
| URL | http://www.hea.ie/sites/default/files/brexit_and_ireland_final.28.11.16.pdf |
| Description | Hazelkorn, Ellen: Appointed to Swedish Foundation for Humanities and Social Sciences (Riksbankens Jubileumsfond, RJ) |
| Geographic Reach | National |
| Policy Influence Type | Participation in a guidance/advisory committee |
| Impact | Appointed to International Advisory/Reference Group, "Long-Term Provision of Knowledge: Swedish Research and Higher Education in an International Context", Swedish Foundation for Humanities and Social Sciences (Riksbankens Jubileumsfond, RJ). Sweden, 2016-2022. This is a major research programme in Sweden, and the Advisory Group's role is to oversee the research programme, and its outputs - and to assess future developments. |
| URL | https://rio.jrc.ec.europa.eu/en/organisations/swedish-foundation-humanities-and-social-sciences |
| Description | Hazelkorn, Ellen: Development of Higher Education Ranking System in the UAE (UAE Ministry of Education, 2015) |
| Geographic Reach | Asia |
| Policy Influence Type | Participation in a guidance/advisory committee |
| Impact | The objective was to i) assess the effectiveness of the proposed ranking system in the UAE, the strengths and weaknesses of the ranking methodologies, the weights assigned to different indicators and their impact on driving the overall quality of higher education in the UAE, and to devise a new system and action plan to phase in the implementation of the newly established higher education ranking system in the UAE by an independent agency. |
| Description | Hazelkorn, Ellen: National Academy of Sciences, Committee on Quality in Undergraduate Education |
| Geographic Reach | North America |
| Policy Influence Type | Participation in a guidance/advisory committee |
| Impact | The committee was established to advise on matters related to the Quality in Undergraduate Education, with funding from he Lumina Foundation. The outcomes from the committee, and the workshop held, are for the US Congress and the US Department of Education. |
| URL | http://sites.nationalacademies.org/PGA/bhew/qualityeducation/index.htm |
| Description | Hazelkorn, Ellen: Policy Advisor, Higher Education Authority (Ireland) |
| Geographic Reach | National |
| Policy Influence Type | Participation in a guidance/advisory committee |
| Impact | The Higher Education authority is the Irish government agency with responsibility for higher education development, funding and regulation. My role is to provide advice across the broad area of higher education policy, including: • Follow developments and maintain "intelligence watch" of higher education developments and trends internationally; • Advise on international developments and trends in higher education that have implications for Ireland, and specifically related to the national strategy for higher education and the HEA's own objectives; • Develop evidence-based policy positions on higher education, in consultation and association with the HEA; • Develop responses to external policy developments and opportunities for Ireland and Irish higher education; • Liaise actively with Irish HEIs (universities, institutes of technology, other colleges, etc.) to foster shared understanding of developments and trends affecting and impacting on higher education in Ireland; • Identify opportunities for strategic developments, and build understanding of these issues within the HEA and other HE-relevant agencies and departments, and HEIs; • Provide support to the HEA and Irish HEIs to build understanding of external policy trends and influences on delivering higher education strategies; • Write and present policy briefs on international (including EU) higher education developments and trends; • Contribute to HEA policy discussions and debates, and analytical products on higher education policy, providing substantive inputs and supporting quality assurance of the end-product; • Liaise with representatives of relevant international higher education and policy organisations, e.g. World Bank, OECD, UNESCO, EU, European Council, EUA, IAU, etc.; • Conduct research and policy analysis on higher education policy issues, in association with national or international (including EU) partners as appropriate; • Co-ordinate HEA representation to high-level international meetings and deliver high-quality briefing materials for HEA members that attend, as appropriate; • Deputise for the Chief Executive Officer and other Executive members at international meetings and in media interviews upon request; |
| URL | http://www.hea.ie |
| Description | Hazelkorn, Ellen: President, EAIR (European Higher Education Society) |
| Geographic Reach | Europe |
| Policy Influence Type | Influenced training of practitioners or researchers |
| Impact | Elected to President of EAIR. Europe-wide association which brings together academic researchers, policymakers and practitioners in the field of higher education. Had influence in the direction of the organisation, and about role of policy-based research. |
| URL | http://www.eairweb.org |
| Description | Hazelkorn, Ellen: Towards 2030. A framework for building a world-class post-compulsory education system for Wales; aka the "Hazelkorn Review" |
| Geographic Reach | National |
| Policy Influence Type | Participation in a guidance/advisory committee |
| Impact | Was asked by the Welsh government to undertake a review of Wales's post-compulsory education and training system. Authored report: http://gov.wales/docs/dcells/publications/160310-hazelkorn-report-en.pdf . The Welsh government accepted all the recommendations. Full debate in the National Assembly for Wales (January 2017) in which all recommendations accepted. Most significant among these recommendations was the establishment of a Tertiary Education Authority (http://senedd.tv/Meeting/Archive/ab52e359-19be-41db-bba5-8f77d682a2b1?autostart=True#). Further impact: http://www.bbc.co.uk/news/uk-wales-41741237; http://www.researchcghe.org/news/2017-07-03-stronger-links-needed-between-student-choice-and-universities-societal-contribution/; http://www.theaustralian.com.au/higher-education/revisionist-histories/news-story/ef7a119707acaa606dee168d77dc1712?utm_source=The%20Australian&utm_medium=email&utm_campaign=editorial&utm_content=HigherEducation; |
| URL | http://gov.wales/topics/educationandskills/publications/reports/review-of-the-oversight-and-regulati... |
| Description | Higher Education Reform Experts Seminar, "Global University Rankings and Their Impact" - Serbia |
| Geographic Reach | Europe |
| Policy Influence Type | Participation in a guidance/advisory committee |
| Description | House of Lords Select Committee on Economic Affairs |
| Geographic Reach | National |
| Policy Influence Type | Contribution to a national consultation/review |
| Impact | i gave evidence to the Select Committee on Economic Affairs about international experience with respect to government policy for post-secondary/further education. A report was published: Treating Students Fairly: The Economics of Post-School Education |
| URL | https://publications.parliament.uk/pa/ld201719/ldselect/ldeconaf/139/139.pdf |
| Description | Introduction of CGHE3.2 project at Department for Education (DfE) |
| Geographic Reach | National |
| Policy Influence Type | Contribution to a national consultation/review |
| Impact | The meeting held at DfE on 20th March 2018 is meant to be the first of possible series of follow up aimed at provinding fresh data to DfE Committee for Higher Education. During meetings CGHE 3.2 project is also keen to answer specific tailored questions the Committee believes are important, as we did in this first meeting. |
| Description | Invitation to a Roundtable policy discussion on online learning |
| Geographic Reach | National |
| Policy Influence Type | Participation in a guidance/advisory committee |
| Description | Invited by Rt Hon Michelle Donelan MP Minister of State for Higher and Further Education to participate in a series Lifelong Loan Entitlement (LLE) Roundtable Discussions |
| Geographic Reach | National |
| Policy Influence Type | Participation in a guidance/advisory committee |
| Impact | Informing the government's thinking and consultation document on LLE |
| URL | https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1056... |
| Description | Invited to 'expert workshop' on 'Technologies for Learning', Council for Science and Technology. Cabinet Office, London |
| Geographic Reach | National |
| Policy Influence Type | Participation in a guidance/advisory committee |
| Description | Invited to a meeting to brief the Economic Affairs Committee as part of the current inquiry on 'Economics of higher, further and technical education' on Tuesday 5th September 2017. |
| Geographic Reach | National |
| Policy Influence Type | Contribution to a national consultation/review |
| Description | Invited to give evidence to the House of Lords Economic Affairs Committee inquiry into the Economics of Higher, Further and Technical Education. |
| Geographic Reach | National |
| Policy Influence Type | Contribution to a national consultation/review |
| URL | http://www.parliament.uk/higher-further-education-vocational-lords-inquiry/ |
| Description | Invovled in direct policy advice on student loan reform in Colombia leading to a change in government policy |
| Geographic Reach | South America |
| Policy Influence Type | Contribution to a national consultation/review |
| Impact | Bruce Chapman and Lorraine Dearden are two of the world's leading experts on higher education student funding and specifically, income-contingent loans. Bruce Chapman devised the Higher Education Contribution Scheme (HECS) in Australia introduced in 1989, which continues to be the main form of student financial support in Australia. Lorraine Dearden is one of the world's leading econometric modellers of student loan effects and also an associate of the Center for Global Higher Education. As a result of their expertise, they have been invited to Colombia on several occasions to advise the government and other stakeholders on reforms of their student funding system and to give keynote presentations about income contingent loans in Bogotá, Cartagena, and Medellín. Testimony in March 2018 from Professor Roberto Zarama, Professor of Universidad de los Andes-Bogota, Academic Director of Ceiba: "Ceiba is a Colombian non for proftt organisation. The associates of Ceiba are the seven most prestigious Colombian universities. These universities produce 80% of the articles written by Colombian researches that are indexed in the Web of Science. Ceiba has been working on the design of innovative financing systems for tertiary education. The results of this research has been used by the Minister of Education for the design of laws. In this work Ceiba has had the fortune of having the guide and advise of Professor Bruce Chapman of the Australian National University and Professor Lorraine Dearden of the University College London. With their invaluable support we advice the Colombian government to introduce a change in the loan system that the country has had since 1952. Due to their support we visited Australia to see the system of Income Contingent Loans. Then we has the experience to see a comparative study of different systems in the world. We also had the opportunity to hear their participation in different workshops in different cities in Colombia. They deliver their presentations in Bogotá, Cartagena, and Medellín. Professor Chapman has visited several times the country and has guided us on how to change the system. The main result of his work in Colombia is the new law that is in process of being approved in parliament. There is only one debate left for the new system to be approved. In Colombia any new law requires four debates. The new system is the funding of tertiary education based on contingent loans. This new system has been approved in the first three debates. Colombia will make a big change due to the support of Professor Chapman." |
| Description | Invovled in policy advice on student loan reform in Brazil |
| Geographic Reach | South America |
| Policy Influence Type | Contribution to a national consultation/review |
| Impact | Professors Bruce Chapman and Lorraine Dearden are some of the world's leading experts in the design, costings and assessment of student loan schemes. Bruce Chapman devised the Higher Education Contribution Scheme (HECS) in Australia introduced in 1989, which continues to be the main form of student financial support in Australia. As a result of their expertise, both Professor Chapman and Dearden have been invited to Brazil on several occasions to advise the government and other stakeholders on reforms of their student funding system and to give keynote presentations about income contingent loans. Testimony in March 2018 from Mr. Paulo Nascimento, a research officer at the Institute for Applied Economic Research (IPEA), a think tank maintained by the Brazilian Federal Government: "Professors Bruce Chapman and Lorraine Dearden are highly specialised in the design, costings and assessment of student loan schemes. Their expertise has added substantial contributions to the student loan debate in Brazil, particularly in 2017 and 2018. The Brazilian federal government is reforming FIES, the large loan scheme designed to help low-income students financing tuition fees in private higher education institutions. FIES is a key policy, because three quarters of the enrolments in undergraduate programs are nested in private institutions in Brazil. Additionally, introducing cost sharing in the currently free-of-charge public sector has been a recurrent debate in the country. Through their publications as well as through their direct connections with Brazilian scholars and policymakers, Professors Chapman and Dearden have provided rich advice on converting FIES into an ICL scheme and eventually extending it to public institutions. This connection includes: (i) hosting at ANU in 2017 Mr Paulo Nascimento*, whose PhD research, supervised by Professor Chapman with important contributions from Professor Dearden and Associate Professor Timothy Higgins, is focused on ICL alternatives for a broad reform on higher education student financing in Brazil and is influencing FIES' reform process as well as contributing to the Brazilian debate on free-college provision; (ii) liaising with officials from the Brazilian federal government, who came to Canberra in December 2017 to learn about the HECS/HELP system with the Australian Department of Education and the Australian Taxation Office, discuss FIES' reforms with Professor Chapman, Professor Dearden and Associate Professor Higgins, and participate in an international seminar organised by Professor Chapman; (iii) participating as key facilitators in a workshop in Brazil to discuss FIES' reforms and prospects in higher education student financing with high officials and bureaucrats from the Brazilian federal government." |
| Description | Invovled in policy advice on student loan reform in Japan |
| Geographic Reach | Asia |
| Policy Influence Type | Contribution to a national consultation/review |
| Impact | Testimony in March 2018 from Dr. Shiro Armstrong, Co-Director of the Australia-Japan Research Centre, Editor of the East Asia Forum: "The Japanese government is considering an income contingent loan scheme for financing higher education which came about from a research project over 12 months led by Professors Bruce Chapman and Lorraine Dearden. They led a research team in Japan that carefully considered Japanese labour market issues, the structure of the higher education sector and the institutional and policy context for the possible introduction of an income contingent loan scheme and how one might be designed for Japan. Their joint research with labour and education economists in Japan, anchored by the top economic policy think tank, the Japan Center for Economic Research, has led to workshops, conferences and public forums that has helped inform the debate, socialise the ideas with the academic and policy communities. Their work has produced research that will appear in the Economics of Education Review, opinion pieces in the top financial newspaper and engagement with the minister of education and his ministry. There has been innovation in design and modeling of an ICL due to Japan's labour market characteristics and large number of private universities." |
| Description | Jiang S., Liu S. X., & Liu N. C. Guan yu li xing dui dai gao xiao wa ren da zhan de ruo gan jian yi [Suggestions on how to face the talent competition among universities with rational thinking] (Consultancy report to the Ministry of Education in China) |
| Geographic Reach | National |
| Policy Influence Type | Contribution to a national consultation/review |
| Description | Lebanon Five-Year Higher Education Plan, 2022-2026 |
| Geographic Reach | Multiple continents/international |
| Policy Influence Type | Contribution to new or improved professional practice |
| Impact | The policy and plan have been readily accepted by the Minister of Education and Higher Education. He is moving swiftly to progress the plan through the consultation and implementation process. A National Consultation was held on 2 March 2022, and new legislation on quality assurance is being introduced into the parliament. The Minister approved the 5-Year Plan on 12 October 2022. The Launching Ceremony for the 5-Year Plan for Higher Education in Lebanon, 2023-2027 was held on 23 January 2023. The next step will be implementation, beginning with a quality assurance review of the HE system. |
| URL | https://www.universityworldnews.com/post.php?story=20230127131917843 |
| Description | MBA Higher Education Management |
| Geographic Reach | Multiple continents/international |
| Policy Influence Type | Influenced training of practitioners or researchers |
| Impact | The MBA Higher Education Management (HEM) programme is aimed at those working in higher education institutions as academic or professional managers who wish to expand their knowledge and expertise in the strategic management of universities and seek promotion to a senior management position. The curriculum draws on current research into all aspects of the management of universities, including that produced by the Centre for Global Higher Education (CGHE), and best practice internationally. The Programme Director is William Locke, and the Programme Team includes Professor Simon Marginson, Professor Claire Calendar, Professor Sir Peter Scott, Dr Celia Whitchurch, Dr Vincent Carpentier, Dr Gwyneth Hughes and Professor Mary Stuart (Vice Chancellor, University of Lincoln). Other contributors to the MBA HEM include Professor Ellen Hazelkorn, Professor Michael Shattock, Professor Paul Ashwin, Professor Diana Laurillard, all CGHE researchers. There have been over 250 graduates from the programme, some of whom are now working at senior executive level in HEIs in the UK, US and many other countries. |
| URL | https://www.ucl.ac.uk/prospective-students/graduate/taught/degrees/higher-education-management-mba |
| Description | Measuring Academic Quality Workshop, HEQCO (Higher Education Quality Council of Ontario), Toronto, Canada |
| Geographic Reach | National |
| Policy Influence Type | Participation in a guidance/advisory committee |
| Impact | The workshop (May 10-12, 2017) focused on bringing together different perspectives on measuring quality in higher education. The aim was to provide international evidence to HEQCO, which advises the Ontario government. A book is also forthcoming. |
| Description | Meeting with Permanent Secretary of DfE, Jonathan Slater to discuss alternative mechanisms for contributing to a putative Office for Research in Education. |
| Geographic Reach | National |
| Policy Influence Type | Influenced training of practitioners or researchers |
| Description | Meetings with members of the EdTech team in DfE, following on from meeting with Perm Sec Jonathan Slater to extend advice to the training and engagement of teachers through and for the use of digital technology. |
| Geographic Reach | National |
| Policy Influence Type | Influenced training of practitioners or researchers |
| Description | Member advisory committee to the German Ministries of Education and Research |
| Geographic Reach | National |
| Policy Influence Type | Participation in a guidance/advisory committee |
| Description | Member of Advisory Committee for Research & Knowledge Exchange, HEFCE, Jurgen Enders |
| Geographic Reach | National |
| Policy Influence Type | Participation in a guidance/advisory committee |
| Description | Member of British Academy Higher Education Policy Development Group |
| Geographic Reach | National |
| Policy Influence Type | Membership of a guideline committee |
| Impact | Through membership of the British Academy's Higher Education Policy Development Group, Professor Wilsdon has helped to inform the British Academy's evidence gathering, advocacy and influence on recent reforms to the UK HE and research landscape - notably the creation of UK Research and Innovation, the introduction of the Industrial Strategy Challenges Fund and the post-Stern Review reforms to the design of REF 2021 (the next Research Excellence Framework). |
| URL | https://www.britac.ac.uk/higher-education-policy-development-group |
| Description | Member of HEFCE Expert Panel on Contact Hours and Teaching Excellence |
| Geographic Reach | National |
| Policy Influence Type | Membership of a guideline committee |
| Description | Member of international review panel for the institutional research evaluation of the University of Uppsala, Sweden, Jurgen Enders |
| Geographic Reach | Europe |
| Policy Influence Type | Participation in a guidance/advisory committee |
| Description | Member of the Forum for Responsible Research Metrics |
| Geographic Reach | National |
| Policy Influence Type | Membership of a guideline committee |
| Impact | The Forum for Responsible Research Metrics was created in 2016 by Universities UK, RCUK and HEFCE, in response to the recommendations of the BEIS/HEFCE Independent Review of the Role of Metrics in Research Assessment and Management ("The Metric Tide") which Professor Wilsdon chaired. It now consists of a cross-HE and research community stakeholder expert group who advise the UK public research funders and charitable funders like Wellcome Trust on robust and responsible uses of research metrics in funding, assessment and management of research. The FRRM has a particular role with respect to the design of the next Research Excellence Framework, and has been advising HEFCE on how metrics should be used in this context. It also raises awareness and encourages higher education and research institutions to adopt best practices with regard to metrics usage, and a number of UK universities have now done so, developing policies and frameworks based on the Metric Tide, or similar statements like the San Francisco Declaration on Research Assessment. |
| URL | http://www.universitiesuk.ac.uk/policy-and-analysis/Pages/forum-for-responsible-research-metrics.asp... |
| Description | Member, Advisory Committee for Research and Knowledge Exchange, Higher Education Funding Council for England (HEFCE) |
| Geographic Reach | National |
| Policy Influence Type | Participation in a guidance/advisory committee |
| Description | Member, Advisory Committee, German Ministry for Education and Research |
| Geographic Reach | National |
| Policy Influence Type | Participation in a guidance/advisory committee |
| Description | Membership of Board of Trustees |
| Geographic Reach | Multiple continents/international |
| Policy Influence Type | Participation in a guidance/advisory committee |
| Impact | 36% graduates from the programme are accepted in tertiary education within 6 months 69% use the skills they learn within 6 weeks 95% would recommend the programme to other youth |
| URL | https://mosaik.ngo/ |
| Description | Membership of Board of Trustees |
| Geographic Reach | Multiple continents/international |
| Policy Influence Type | Participation in a guidance/advisory committee |
| Impact | McGraw-Hill is responding to findings of how students use digital textbooks, along with their own analysis of institutional strategies, to upgrade their service and offer to universities and students. |
| URL | https://www.mheducation.co.uk/higher-education/learning-solutions/textbooks |
| Description | Membership of Board of Trustees |
| Geographic Reach | Multiple continents/international |
| Policy Influence Type | Participation in a guidance/advisory committee |
| Impact | The company is relating findings from our local studies to the requirements of the Teaching Excellence Framework to align the technology development priorties with student and teacher needs. |
| URL | https://www.kortext.com/ |
| Description | Membership of National Student Survey Review External Advisory Group |
| Geographic Reach | National |
| Policy Influence Type | Membership of a guideline committee |
| Description | Mid-Term Review of the Further Education and Training Strategy |
| Geographic Reach | National |
| Policy Influence Type | Contribution to new or improved professional practice |
| Impact | The report will influence the next further education and training strategy, and will likely lead to a paper being written for Government on the future strategic direction for the further education and training system in Ireland. |
| Description | Mid-Term Review of the Further Education and Training Strategy, Department of Education/SOLAS (Further Education and Training Agency), Ireland |
| Geographic Reach | National |
| Policy Influence Type | Participation in a guidance/advisory committee |
| Description | National Postsecondary Education Cooperative, Review Panel, U.S. Department of Education. Stephen L. DesJardins |
| Geographic Reach | North America |
| Policy Influence Type | Participation in a guidance/advisory committee |
| Impact | Influencing decisions made with regards to post secondary education |
| Description | OFFA Financial Support Steering Group, Claire Callender |
| Geographic Reach | National |
| Policy Influence Type | Membership of a guideline committee |
| Impact | OFFA Financial Support Steering Group is looking at the impact of student funding on student success. Claire Callender is a member of the Group. |
| Description | Panel member for OECD-EC HEInnovate Netherlands Country Review |
| Geographic Reach | National |
| Policy Influence Type | Contribution to a national consultation/review |
| URL | https://heinnovate.eu/ |
| Description | Particiption in National Union of Students Poverty Commission |
| Geographic Reach | National |
| Policy Influence Type | Contribution to a national consultation/review |
| Description | Peer Review Panel for the assessment of the Finnish Higher Education System, Chair, Ellen Hazelkorn |
| Geographic Reach | National |
| Policy Influence Type | Contribution to a national consultation/review |
| Impact | The Ministry of Education and Culture in Finland was reviewing the Finnish Higher Education system in relation to different directions of development for higher education models and changes in the operating environment. The object of the review was to assess: • The structure and functionality of the Finnish Higher Education system; • The performance of the Higher Education institutes in Finland; • The societal impact of the Finnish Higher education system; • The impact of different policies by areas of Higher Education Institutes and the different operating conditions. The aim of the panel was to assess the state of the Finnish Higher Education System and to formulate recommendations for further improvement. The full report was launch in Helsinki 23 March 2015. The report as a whole was well received. The International Panel Report is Appendix A. |
| Description | Peer Review Panel for the assessment of the Finnish Higher Education System, Claire Callender |
| Geographic Reach | National |
| Policy Influence Type | Contribution to a national consultation/review |
| Impact | The Ministry of Education and Culture in Finland was reviewing the Finnish Higher Education system in relation to different directions of development for higher education models and changes in the operating environment. The object of the review was to assess: • The structure and functionality of the Finnish Higher Education system; • The performance of the Higher Education institutes in Finland; • The societal impact of the Finnish Higher education system; • The impact of different policies by areas of Higher Education Institutes and the different operating conditions. The aim of the panel was to assess the state of the Finnish Higher Education System and to formulate recommendations for further improvement. The full report was launch in Helsinki 23 March 2015. The report as a whole was well received. The International Panel Report is Appendix A. |
| Description | Presented evidence to the Civic University Commission on the theme of life-long learning and skills. |
| Geographic Reach | National |
| Policy Influence Type | Citation in other policy documents |
| Impact | Helped inform policy development in the broad area of part-time study and adult learning |
| URL | https://upp-foundation.org/wp-content/uploads/2018/10/UPP-Foundation-Civic-University-Commission-Pro... |
| Description | Private meeting with civil servant responsible for the introduction of Lifelong Loan Entitlement |
| Geographic Reach | National |
| Policy Influence Type | Participation in a guidance/advisory committee |
| Description | Private meeting with senior civil servant responsible for the introduction of the Lifelong Loan Entitlement (LLE) |
| Geographic Reach | National |
| Policy Influence Type | Participation in a guidance/advisory committee |
| Description | Relationships between Higher Education and the Labour Market - A Review of Trends, Policies and Good Practices |
| Geographic Reach | Africa |
| Policy Influence Type | Contribution to new or Improved professional practice |
| Impact | The objective of the paper and the project is to advice and support technical/technological universities to improve their educational performance and alignment with the labour market in 6 African countries: Ethiopia, Tazania, Uganda, Cote d'Ivoire, Senegal and Gabon. |
| URL | https://en.unesco.org/themes/higher-education/cfit-higher-education-africa |
| Description | Research cited in House of Commons Education Committee (2018) Value for Money in Higher Education, Seventh Report of Session 2017-19, HC 343 https://publications.parliament.uk/pa/cm201719/cmselect/cmeduc/343/343.pdf |
| Geographic Reach | National |
| Policy Influence Type | Citation in other policy documents |
| Description | Research is quoted in a report focusing on fees in HE commissioned by the French Court of Auditors- LES DROITS D'INSCRIPTION DANS L'ENSEIGNEMENT SUPÉRIEUR PUBLIC |
| Geographic Reach | National |
| Policy Influence Type | Citation in other policy documents |
| URL | https://www.ccomptes.fr/fr/publications/les-droits-dinscription-dans-lenseignement-superieur |
| Description | Review Team, ENQA Review of Quality Assurance Agency for Higher Education (QAA), UK |
| Geographic Reach | National |
| Policy Influence Type | Membership of a guideline committee |
| Description | Review and Enhancement of the Accreditation System of St Kitts-Nevis |
| Geographic Reach | National |
| Policy Influence Type | Contribution to new or improved professional practice |
| Impact | Recommendations are being implemented. Phase 3 of the project will see significant changes in the accreditation process with the intention of raising the overall quality of the tertiary education system. |
| Description | Review of the Educational Leadership & Higher Education Program at the Lynch School of Education at Boston College |
| Geographic Reach | North America |
| Policy Influence Type | Participation in a guidance/advisory committee |
| Description | Simon Marginson's participation in a University of Oxford consultation with the Minister for Higher Education, Sam Gyimah, 24 September 2018 and subsequent phone calls with Ministerr |
| Geographic Reach | National |
| Policy Influence Type | Participation in a guidance/advisory committee |
| Description | Skills and Smart Specialisation: The role of Vocational Education and Training in Smart Specialisation Strategies |
| Geographic Reach | Europe |
| Policy Influence Type | Contribution to new or Improved professional practice |
| Impact | Vocational Education and Training (VET) can play a much bigger role in Smart Specialisation Strategies than has so far been considered. This is because VET encompasses skill development as well as innovation diffusion and applied research - which together can have a more direct impact on sustainable economic growth, especially of less developed regions. VET also contributes to addressing the demographic challenges which Europe faces, responding to the needs for re-skilling and up-skilling through non-formal training and at different levels of formal VET. |
| URL | https://s3platform.jrc.ec.europa.eu/-/skills-and-smart-specialisation-the-role-of-vocational-educati... |
| Description | Spoke at a WP event for policymakers and practitioners |
| Geographic Reach | National |
| Policy Influence Type | Influenced training of practitioners or researchers |
| URL | https://www.ucl.ac.uk/ioe/events/2018/sep/path-higher-education-socioeconomic-disadvantage-plans-and... |
| Description | Submission and invited witness to the Senate Enquiry into higher education financing reform, Australian Senate, Parliament House, Canberra, Bruce Chapman |
| Geographic Reach | National |
| Policy Influence Type | Contribution to a national consultation/review |
| Impact | Influenced Australian government policy re student loans/finance in Higher education |
| Description | Submitted evidence to a DfE national consultation on Higher education policy statement and reform and its proposed changes to student funding |
| Geographic Reach | National |
| Policy Influence Type | Contribution to a national consultation/review |
| URL | https://www.gov.uk/government/consultations/higher-education-policy-statement-and-reform |
| Description | The Case for Higher Education Provision in Kilkenny City |
| Geographic Reach | Local/Municipal/Regional |
| Policy Influence Type | Participation in a guidance/advisory committee |
| Impact | The study and report sets out the case for establishing a campus of the new technological university of the south east (TUSE), on the basis of providing tertiary/higher education and training provisions in the region - which are well aligned with government regional and education policy. |
| Description | U-Multirank. An assessment of indicators. JRC Technical Report. Limited/Restricted Report |
| Geographic Reach | Europe |
| Policy Influence Type | Contribution to new or Improved professional practice |
| Impact | The paper provided a comprehensive independent review and analysis of U-Multirank for the EU to inform their decision-making. Some of the recommendations are contained in the recently https://ec.europa.eu/commission/presscorner/detail/en/ip_22_365 |
| URL | https://ec.europa.eu/commission/presscorner/detail/en/ip_22_365 |
| Description | UCL roundtable on higher education funding |
| Geographic Reach | National |
| Policy Influence Type | Contribution to a national consultation/review |
| URL | https://www.parliament.uk/business/committees/committees-a-z/lords-select/economic-affairs-committee... |
| Description | UK House of Lords Economic Affairs Committee inquiry into "The Economics of Higher, Further and Technical Education" |
| Geographic Reach | National |
| Policy Influence Type | Contribution to a national consultation/review |
| URL | http://www.parliament.uk/business/lords/media-centre/house-of-lords-media-notices/house-of-lords-med... |
| Description | Univerities UK Response to LLAKES working paper No 58 'Does student loan debt deter Higher Education participation? New evidence from England' |
| Geographic Reach | National |
| Policy Influence Type | Citation in other policy documents |
| Impact | A blog by Nicola Dandridge, Chief Executive of Universities UK, discusses the findings - 'Tuition fees in the news: student participation and disadvantage':http://www.universitiesuk.ac.uk/blog/Pages/Tuition-fees-in-the-news-student-participation-and-disadvantage in response to the report and its media coverage |
| URL | http://www.universitiesuk.ac.uk/blog/Pages/Tuition-fees-in-the-news-student-participation-and-disadv... |
| Description | Vice-Chair, International Network for Government Science Advice |
| Geographic Reach | Multiple continents/international |
| Policy Influence Type | Participation in a guidance/advisory committee |
| Impact | Since 2015, Professor Wilsdon has been the Vice-Chair of the International Network for Government Science Advice (INGSA), which he was instrumental in establishing with Sir Peter Gluckman (Chief Scientist to the Prime Minister of New Zealand) and others in 2014. INGSA exists to strengthen the interface between scientific evidence and expertise, policy and decision making in governments at all levels around the world. Now with over 4000 members, drawn from higher education and research organisations, governments and national academies, INGSA has its HQ in Auckland, regional chapters in Africa, Asia and Latin America, and a very active programme of meetings, capacity-building workshops, grants and policy work. With the support of UNESCO, Wellcome Trust, IDRC and others, it is rapidly becoming a major force in international debates about scientific advice and evidence-informed policymaking. Professor Wilsdon is at the heart of this and sits on INGSA's overall Steering Committee and Executive Board. Through the second half of 2017, he led the process of developing INGSA's "2030 Manifesto on Scientific Advice for the Global Goals", which will be published in its final form in June 2018. |
| URL | http://www.ingsa.org/ |
| Description | Vincent Carpentier Expert witness to the committee on National HE Strategy set up by the French Ministry of Education 2015 |
| Geographic Reach | National |
| Policy Influence Type | Participation in a guidance/advisory committee |
| Impact | Vicnent Carpentier was an expert witness to the committee on National HE Strategy set up by the French Ministry of Education. He was asked to offer a comparative and historical perspectives on the various higher education funding models with a particular focus on the forces driving the changes in the balance between fees and public funding and their implications. The report from the National Committee which was delivered to the President of the Republic, the Minister of Education and Secretary of Higher Education and Research made direct reference to his interview and findings from his research to justify its recommendations on HE funding (see page 156 of the URL below). |
| URL | https://cache.media.enseignementsup-recherche.gouv.fr/file/STRANES/12/2/STRANES_entier_bd_461122.pdf |
| Description | William Locke (2016) ESRC measures to enhance its support for Early Career Researchers in the Social Sciences |
| Geographic Reach | National |
| Policy Influence Type | Citation in other policy documents |
| Impact | The research influenced the introduction of the ESRC New Investigator Scheme, Postdoctoral Fellowships Scheme and the Statement of Expectations for how postdoctoral researchers on grants should be supported by universities, currently under development. The report has been described by a member of an ESRC Advisory Committee as "very influential in the decisions that were made", especially in recognising that "one size doesn't fit all". |
| URL | http://www.esrc.ac.uk/skills-and-careers/postgraduate-careers/early-career-researchers/ |
| Description | Written evidence to Lords Economic Affairs Committee inquiry into HE and FE funding (HFV0077) |
| Geographic Reach | National |
| Policy Influence Type | Contribution to a national consultation/review |
| URL | http://data.parliament.uk/writtenevidence/committeeevidence.svc/evidencedocument/economic-affairs-co... |
| Description | Yang X., Liu L., & Liu N.C. Guan yu yi liu xue ke jian she tou ru mo shi de zheng ce jian yi [Policy suggestions on the input model of the world-class discipline construction: Experience and inspirations on the building of research centers of excellence in the Nordic Countries] (Consultancy report to the Ministry of Education in China) |
| Geographic Reach | National |
| Policy Influence Type | Contribution to a national consultation/review |
| Description | citation in DfE statement on predicted grades |
| Geographic Reach | National |
| Policy Influence Type | Citation in other policy documents |
| URL | https://www.gov.uk/government/news/government-plans-for-post-qualification-university-admissions |
| Description | citation in consultation on PQA |
| Geographic Reach | National |
| Policy Influence Type | Citation in other policy documents |
| Description | citation in house of commons briefing paper on review of university admissions |
| Geographic Reach | National |
| Policy Influence Type | Citation in other policy documents |
| Description | citation in the Office for Students consultation on higher education admissions |
| Geographic Reach | National |
| Policy Influence Type | Citation in other policy documents |
| URL | https://www.officeforstudents.org.uk/publications/consultation-on-the-higher-education-admissions-sy... |
| Description | citation in the Office for Students consultation on higher education admissions |
| Geographic Reach | National |
| Policy Influence Type | Citation in other policy documents |
| Description | citation of my work in a house of commons briefing on university admissions |
| Geographic Reach | National |
| Policy Influence Type | Citation in other policy documents |
| URL | http://researchbriefings.files.parliament.uk/documents/CBP-8538/CBP-8538.pdf |
| Description | citation of my work in labour party policy announcement |
| Geographic Reach | National |
| Policy Influence Type | Citation in other policy documents |
| URL | https://labour.org.uk/press/labour-announces-radical-shake-higher-education-admissions-system/ |
| Description | cited in Equality Act Review |
| Geographic Reach | National |
| Policy Influence Type | Citation in other policy documents |
| Description | expert meeting to discuss measurement of cognitive skills in Next Steps |
| Geographic Reach | National |
| Policy Influence Type | Participation in a guidance/advisory committee |
| Description | meeting with Causeway Education |
| Geographic Reach | Local/Municipal/Regional |
| Policy Influence Type | Influenced training of practitioners or researchers |
| Description | met with UCL WP team to discuss future WP activities |
| Geographic Reach | Local/Municipal/Regional |
| Policy Influence Type | Influenced training of practitioners or researchers |
| Description | o Research cited in House of Commons Education Committee A plan for an adult skills and lifelong learning revolution Third Report of Session 2019-21, HC 278, 16 December 2020 https://committees.parliament.uk/publications/4090/documents/40532/default/ |
| Geographic Reach | National |
| Policy Influence Type | Citation in other policy documents |
| Description | participated DfE immersion visit |
| Geographic Reach | National |
| Policy Influence Type | Influenced training of practitioners or researchers |
| Description | participation in advisory group on contextual admissions |
| Geographic Reach | National |
| Policy Influence Type | Participation in a guidance/advisory committee |
| Description | participation in first in family advisory group |
| Geographic Reach | National |
| Policy Influence Type | Participation in a guidance/advisory committee |
| Description | • Meeting with Tatsuro Yoda, consultant doing enquiry for the Ministry of Education, Culture, Sports, Science and Technology (MEXT) in Japan on 'comparative study of income contingent student loans'. London 26th February 2018. |
| Geographic Reach | Asia |
| Policy Influence Type | Contribution to a national consultation/review |
| Description | "Evaluation of Michigan Stokes Alliance for Minority Participation (MI-LSAMP)." PI DesJardins S.L. |
| Amount | $334,574 (USD) |
| Organisation | National Science Foundation (NSF) |
| Sector | Public |
| Country | United States |
| Start | 11/2015 |
| End | 11/2018 |
| Description | (research project led by Centre researcher Prof. Nian C. Liu at Shanghai Jia Tong University in China - title in translation not known) |
| Amount | ¥1,000,000 (CNY) |
| Organisation | Ministry of Education of the People's Republic of China |
| Sector | Public |
| Country | China |
| Start | 01/2016 |
| End | 12/2017 |
| Description | ABC Learning Design Toolkit |
| Amount | £35,000 (GBP) |
| Organisation | University College London |
| Sector | Academic/University |
| Country | United Kingdom |
| Start | 07/2015 |
| End | 11/2016 |
| Description | Accelerating the Development of a Global Innovation and Technology Hub in the Guangdong-Hong Kong-Macao Bay Area: The Roles of Public Research Universities in Hong Kong |
| Amount | HK$4,374,000 (HKD) |
| Organisation | Government of Hong Kong SAR |
| Department | PICO |
| Sector | Public |
| Country | Hong Kong |
| Start | 01/2019 |
| End | 01/2022 |
| Description | Beijing Normal University internal project funding |
| Amount | £100,000 (GBP) |
| Organisation | Beijing Normal University |
| Sector | Academic/University |
| Country | China |
| Start | 02/2017 |
| End | 03/2019 |
| Description | Changing Living Arrangement of Young Adults in Hong Kong over the Last 25 Years: A Time-trend Analysis of Census Data |
| Amount | HK$79,946 (HKD) |
| Organisation | Lingnan University |
| Sector | Academic/University |
| Country | Hong Kong |
| Start | 01/2020 |
| End | 12/2020 |
| Description | DFID Phase 2: South Africa ICP 2014 |
| Amount | £118,440 (GBP) |
| Funding ID | ES/N009894/1 |
| Organisation | Economic and Social Research Council |
| Sector | Public |
| Country | United Kingdom |
| Start | 11/2015 |
| End | 11/2018 |
| Description | EPS Department funding for conferences |
| Amount | £500 (GBP) |
| Organisation | University College London |
| Department | Institute of Education (IOE) |
| Sector | Academic/University |
| Country | United Kingdom |
| Start | 06/2018 |
| End | 09/2018 |
| Description | ESRC / NRF call for collaborative proposals |
| Amount | R400,000 (ZAR) |
| Funding ID | ICPC150420117407 |
| Organisation | South African National Research Foundation (NRF) |
| Sector | Public |
| Country | South Africa |
| Start | 11/2015 |
| End | 10/2018 |
| Description | ESRC Strategic Investments - International Networking Competition |
| Amount | £33,792 (GBP) |
| Organisation | Economic and Social Research Council |
| Sector | Public |
| Country | United Kingdom |
| Start | 08/2018 |
| End | 03/2019 |
| Description | Evaluation of Gameful Assessment in Michigan Education (GAME), PI: DesJardins S.L. |
| Amount | $62,432 (USD) |
| Organisation | University of Michigan |
| Sector | Academic/University |
| Country | United States |
| Start | 05/2016 |
| End | 06/2020 |
| Description | Evaluation of the Re-imagining Legal Education Initiative, PI DesJardins S.L. |
| Amount | $174,200 (USD) |
| Organisation | University of Michigan |
| Sector | Academic/University |
| Country | United States |
| Start | 12/2015 |
| End | 06/2020 |
| Description | First Global Higher Education Summer School (GHESS): "Migrations in higher education in times of global transformations and uncertainty" |
| Amount | £14,998 (GBP) |
| Organisation | University College London |
| Department | Institute of Education (IOE) |
| Sector | Academic/University |
| Country | United Kingdom |
| Start | 03/2017 |
| End | 07/2017 |
| Description | Fundamental Project of Philosophy and Social Science Research of the Ministry of Education in China |
| Amount | ¥1,440,000 (CNY) |
| Organisation | Ministry of Education of the People's Republic of China |
| Sector | Public |
| Country | China |
| Start | 11/2018 |
| End | 07/2021 |
| Description | Incentive Funding for Rated Researchers |
| Amount | R30,000 (ZAR) |
| Organisation | South African National Research Foundation (NRF) |
| Sector | Public |
| Country | South Africa |
| Start | 01/2018 |
| End | 12/2018 |
| Description | Incentive Funding for Rated Researchers |
| Amount | R80,000 (ZAR) |
| Organisation | South African National Research Foundation (NRF) |
| Sector | Public |
| Country | South Africa |
| Start | 01/2017 |
| End | 12/2017 |
| Description | Information Services Divison funding, UCL |
| Amount | £38,000 (GBP) |
| Organisation | University College London |
| Sector | Academic/University |
| Country | United Kingdom |
| Start | 07/2015 |
| End | 07/2016 |
| Description | Michigan Gaining Early Awareness and Readiness for Undergraduate Programs (MI GEAR-UP) Evaluation, PI DesJardins S.L. |
| Amount | $84,961 (USD) |
| Organisation | Michigan Department of Talent and Economic Development |
| Sector | Public |
| Country | United States |
| Start | 05/2016 |
| End | 09/2016 |
| Description | Michigan Gaining Early Awareness and Readiness for Undergraduate Programs (MI GEAR-UP) Year Six, PI DesJardins S.L. |
| Amount | $180,067 (USD) |
| Organisation | Michigan Department of Talent and Economic Development |
| Sector | Public |
| Country | United States |
| Start | 08/2016 |
| End | 09/2017 |
| Description | National Research Foundation (NRF) of South Africa Competitive Funding for Rated Researchers |
| Amount | R745,000 (ZAR) |
| Funding ID | CPRR160330161295 |
| Organisation | South African National Research Foundation (NRF) |
| Sector | Public |
| Country | South Africa |
| Start | 01/2017 |
| End | 12/2019 |
| Description | National Research Foundation Science of Learning Initiative |
| Amount | $2,500,000 (SGD) |
| Organisation | National Institute of Education, Singapore |
| Sector | Public |
| Country | Singapore |
| Start | 11/2017 |
| End | 10/2020 |
| Description | Participation to BSA Conference |
| Amount | £200 (GBP) |
| Organisation | British Sociological Association (BSA) |
| Sector | Academic/University |
| Country | United Kingdom |
| Start | 03/2017 |
| End | 03/2017 |
| Description | Predicting Law School Admissions and Enrollment, PI: DesJardins S.L. |
| Amount | $49,949 (USD) |
| Organisation | Access Group Center for Research & Policy Analysis and Association for Institutional Research |
| Sector | Charity/Non Profit |
| Country | United States |
| Start | 12/2015 |
| End | 04/2017 |
| Description | Research-students' employability. What does maximise their potential? |
| Amount | £5,000 (GBP) |
| Organisation | University College London |
| Sector | Academic/University |
| Country | United Kingdom |
| Start | 03/2020 |
| End | 12/2021 |
| Description | Researcher Jin Jiang: Series of Opinion Surveys on Hong Kong Citizens' Perceptions and Evaluations on Development Opportunities and Challenges in the Greater Bay Area of China |
| Amount | HK$150,000 (HKD) |
| Organisation | Lingnan University |
| Sector | Academic/University |
| Country | Hong Kong |
| Start | 06/2019 |
| End | 07/2020 |
| Description | Researcher Jin Jiang: The Greater Bay Area and Career Opportunity for Hong Kong Youth: Integrating Big Data Analysis and Survey Experiments |
| Amount | HK$500,000 (HKD) |
| Organisation | Government of Hong Kong SAR |
| Department | Public Policy Research (PPR) Funding Scheme |
| Sector | Public |
| Country | Hong Kong |
| Start | 06/2019 |
| End | 07/2021 |
| Description | Seed Funding for developing a business plan for: The Income Contingent Loan Enterprise (TICLE) |
| Amount | £13,955 (GBP) |
| Organisation | University College London |
| Department | Institute of Education (IOE) |
| Sector | Academic/University |
| Country | United Kingdom |
| Start | 03/2017 |
| End | 07/2017 |
| Description | Seed Funding, Project: Innovative universities and their impact on local development: The case of the intercultural institutions in Mexico |
| Amount | £12,914 (GBP) |
| Organisation | University College London |
| Department | Institute of Education (IOE) |
| Sector | Academic/University |
| Country | United Kingdom |
| Start | 03/2017 |
| End | 07/2017 |
| Description | Seed Funding: Project: Feasibility of building an international database on private higher education providers |
| Amount | £14,785 (GBP) |
| Organisation | University College London |
| Department | Institute of Education (IOE) |
| Sector | Academic/University |
| Country | United Kingdom |
| Start | 03/2017 |
| End | 07/2017 |
| Description | Seed funding, Project: Brexit and higher education in UK and Europe: Towards a cross-country investigation |
| Amount | £14,961 (GBP) |
| Organisation | University College London |
| Department | Institute of Education (IOE) |
| Sector | Academic/University |
| Country | United Kingdom |
| Start | 03/2017 |
| End | 07/2017 |
| Description | Stephen M. Ross School of Business/Preparation Initiative, "Preparation Initiative Evaluation 2016", PI DesJardins S.L. |
| Amount | $27,300 (USD) |
| Organisation | University of Michigan |
| Sector | Academic/University |
| Country | United States |
| Start | 05/2016 |
| End | 06/2017 |
| Description | TNE Manchester - Conference attendance |
| Amount | £100 (GBP) |
| Organisation | University of Manchester |
| Sector | Academic/University |
| Country | United Kingdom |
| Start | 09/2018 |
| End | 11/2018 |
| Description | Transnational Academic Mobility to Global South: An Exploratory Study of International Faculty in China |
| Amount | £10,000 (GBP) |
| Organisation | Society for Research into Higher Education (SRHE) |
| Sector | Learned Society |
| Country | United Kingdom |
| Start | 11/2019 |
| End | 12/2021 |
| Description | UCL Global Engagement Office occasional fund: Visit by Professor Yaozong Hu, East China Normal University |
| Amount | £3,000 (GBP) |
| Organisation | University College London |
| Sector | Academic/University |
| Country | United Kingdom |
| Start | 05/2017 |
| End | 07/2017 |
| Description | UCL Institute of Education International Fund: Visit of Dr Po Yang, Peking University |
| Amount | £2,417 (GBP) |
| Organisation | University College London |
| Department | Institute of Education (IOE) |
| Sector | Academic/University |
| Country | United Kingdom |
| Start | 02/2018 |
| End | 07/2018 |
| Description | UCL Institute of Education Seed Funding Project: Brexit and higher education in UK and Europe: Towards a cross-country investigation |
| Amount | £15,000 (GBP) |
| Organisation | University College London |
| Department | Institute of Education (IOE) |
| Sector | Academic/University |
| Country | United Kingdom |
| Start | 01/2017 |
| End | 07/2017 |
| Description | UCL Institute of Education Seed Funding: Centre for Global Higher Education Researchers' Summer School |
| Amount | £15,000 (GBP) |
| Organisation | University College London |
| Department | Institute of Education (IOE) |
| Sector | Academic/University |
| Country | United Kingdom |
| Start | 01/2017 |
| End | 06/2017 |
| Description | UNIVERSITY CAPACITY DEVELOPMENT PROGRAMME (UCDP) COLLABORATIVE PROJECT PROPOSAL for PHASE 2 of the UNIVERSITY STAFF DOCTORAL PROGRAMME (USDP) |
| Amount | R5,023,844 (ZAR) |
| Organisation | British Council |
| Sector | Charity/Non Profit |
| Country | United Kingdom |
| Start | 01/2020 |
| End | 12/2025 |
| Description | not known |
| Amount | £14,350 (GBP) |
| Funding ID | IND/CONT/G/15-16/23 |
| Organisation | British Council |
| Department | British Council in India |
| Sector | Public |
| Country | India |
| Start | 03/2016 |
| End | 07/2017 |
| Title | A framework for analysing private and public goods in higher education |
| Description | The innovation is a theoretical development in political science, as applied to the study of higher education. It consists of a matrix-based analytical system which combines the two principal theoretical distinctions between public and private goods - the market/non-market distinction, and the non-state/state distinction. By using one distinction on the vertical axis and the other on the horizontal axis, the resulting analytical scheme leads to four distinct political economies. Applied to the study of higher education and research, this enables us to more precisely identify the type of production and of good that is produced, and their limits and possibilities in each case. Particular national systems, institutions, programmes and activities in higher education and/or research can be located in one of more of the quadrants and the balance of activity between quadrants is also explanatory. |
| Type Of Material | Improvements to research infrastructure |
| Year Produced | 2016 |
| Provided To Others? | Yes |
| Impact | The conceptual framework was developed as part of the preparations for CGHE projects i1.1 and 1.2, and will be used and tested in those projects. It is too early to assess either its academic or its policy impact beyond the work of CGHE. |
| URL | http://www.researchcghe.org/publications/public-private-in-higher-education-a-synthesis-of-economic-... |
| Title | Community-Based Research: Getting Started |
| Description | The MOOC is designed for professionals and researchers working in communities in challenging contexts, especially with migrant and refugee populations and their host communities. The course runs for 3 weeks, covering the aims, methods, and practicalities of carrying out community-based research, especially with disadvantaged communities, providing a total of 12-15 hours of study, and is planned to run 2-3 times per year. It is free and open to all on both platforms. The English version makes full use of the social learning functionality in the FutureLearn platform, and the translation into the Arabic version emulates all the same functionality as far as possible within the Edraak version. This is probably the first time a course has run simultaneously in two languages, on two platforms. The course is designed to engage researchers and professionals in a range of discipline areas in exchanging and debating the methods of CBR and the particular sensitivities that must be addressed, especially in communities that are disadvantaged, vulnerable, or living with extreme stress or trauma. The two versions enable us to compare two very different demographic groups - one from the wider global English-speaking digital world, and the other from Arabic speakers in the MENA region. The aim is to research the extent to which the co-design approach to development and adaptation of the course enables these communities of practice to develop into community knowledge-building communities, and what features have most impact on its sustainability in the longer run. |
| Type Of Material | Improvements to research infrastructure |
| Year Produced | 2018 |
| Provided To Others? | Yes |
| Impact | Over 3,000 participants have engaged actively with at least one activity within the course over its first run on the two platforms. Impact will be assessed via platform data, surveys, analysis of contributions in discussions and the assignment, and selected interviews. This is the first instance in the world of a course being developed in collaboration with professionals in two countries, and running simultaneously on two platforms in two languages, with educators working across the two languages, and uniting the two groups in a synchronous webinar as part of the course activity. The evaluation will use platform data and surveys to analyse the comparison between the two groups, and the effectiveness of this model for supporting community based research for professionals in universities, NGOs and international development organisations. |
| URL | https://www.futurelearn.com/programs/blended-learning-essentials |
| Title | Course Resource Appraisal Model |
| Description | This is an in-house redevelopment by UCL-ISD of the research prototype costing tool developed by the Building Community Knowledge project. The redevelopment took the online tool CRAM (see other tool in this list) and developed as an in-house enterprise tool for UCL, embracing also the current Finance tools used for costing courses. This tool enables academics and administrators to identify and plan for the unique types of activity involved in costing online and blended learning courses as well as conventional courses. It is available internally on https://cram-uat.ucl.ac.uk/cram/ |
| Type Of Material | Improvements to research infrastructure |
| Year Produced | 2018 |
| Provided To Others? | Yes |
| Impact | The development of the tool has brought both Finance and ISD colleagues to a greater understanding of the impact of digital learning on academic, administrative and technical staff time, and the benefits for students. |
| URL | https://cram-uat.ucl.ac.uk/cram/ |
| Title | Heuristic developed by Simon Marginson for empirical mapping of the social and economic contributions of higher education (national and global) |
| Description | This heuristic was developed out of the work of CGHE project 1.1 on global and national public goods produced by higher education. It presents the contributions of higher education systems, institutions and agents in four primary domains: individualised national contributions, individualised global contributions ,collective national contributions, collective global contributions. The url below is to a conference prevention in which the heuristic is used. |
| Type Of Material | Improvements to research infrastructure |
| Year Produced | 2018 |
| Provided To Others? | Yes |
| Impact | The heuristic is being applied to a large-scale international comparative project, commenced in 2018, on the contributions of higher education and will be used in the data analysis phase of CGHE project 1.1. |
| URL | https://www.researchcghe.org/perch/resources/cher-keynote-30-august-2018.pdf |
| Title | Methological improvements in measuring student loan repayment burden |
| Description | Professors Bruce Chapman (ANU) and Lorraine Dearden (UCL), and Dr Dung Doan (ANU), are members of the CGHE are currently engaged in empirical research to improve the measurement of student loan repayment burden. Over the last 30 years international higher education financing reform has been underway which involves the adoption of income contingent loans (ICL), most often to replace the usual form of higher education financing involving time-based repayment loans (TBRL). The essential difference concerns debt collection: an ICL is repaid if and only when debtor's income in a particular period exceeds a threshold level, but with a TBRL repayment obligations are set over a fixed period of time. ICL reform began in an international context in Australia in 1989, and ICLs have since been adopted in about 10 additional countries. A very significant methodological and empirical focus of what we have been, and are currently, engaged in, relates to calculations associated with potential repayment difficulties for relatively low income student debtors in TBRL systems, such as those in, for example, the US, Canada and Colombia. This relates to the concept of a "repayment burden" (RB), which is measured as the proportion of a debtor's earnings required to repay a student loan. RBs are critical to the policy debate concerning comparisons of ICL and TBRL, since for ICL this proportion is set by law. In Hungary, Australia, England, and New Zealand, for example, the maximum RB is six, eight, nine, and twelve percent of debtor's earnings. However, since TBRLs require fixed repayments over a set period of time, RBs can vary widely among debtors as well as over a debtor's lifetime simply because of earnings variation. There are several reasons that RBs might be critical to the welfare of debtors. One is that high RBs must result in consumption hardship since at some point purchases of goods and services must be decreased or postponed in order to meet debt repayment obligations. A second and related concern is that even if income is high enough to accommodate the loan repayment obligation in a given period the possibility of future consumption hardship given an unanticipated fall in income would give rise to stress and anxiety. Finally, in the event of persistently very high RBs, some debtors will be forced to default on their loans and this results in a loss of credit reputation and thus future access to other commercial borrowings. A burgeoning pool of research, much of it emanating directly or indirectly from the CGHE, has reported RBs under TBRLs in various countries and consistently reported that this traditional form of student loan creates excessive burdens to low-income debtors. Those in the bottom 20 percent of the graduate income distribution need about 40 percent to above 100 percent of their earnings to service their student debts in any given period. This has been found to be the case for example, in the US (Chapman and Dearden, 2017 and Barr et al., 2017), Ireland (Chapman and Doris, 2017), Japan (Dearden and Nagase, 2017) and South Korea (Doan, 2017). Yet some puzzles arise in interpreting the RB experience of many countries' loan systems, one being that since major repayment difficulties seem to be commonplace, why is it that loan defaults appear to be significantly lower than should be expected from our RB calculations? This is our major motivation in exploring the measurement and interpretation of contemporary RB calculations. Conventionally RBs are measured as the proportion of the debtor's income required to meet repayment obligations when they are due. It is simple to calculate, easy to interpret, and free from bias of debtor's subjective perceptions; it is a convenient tool to gauge the extent of potential difficulties associated with the burden to repay student debts. But its use and interpretation imposes some critical restrictive assumptions; it is in the relaxation of these assumptions that we seek to add value to the student loan policy debate. We plan on exploring the limitations of RBs by raising issues related to the calculation of both the repayment obligations and debtor's resources to meet them. There are four basic limitations inherent in the use of (1) as a measure of the difficulty associated with repaying student debt: (i) the measure assumes that there are no within-household transfers of both debt obligations and income, (ii) the measure assumes that labor income is the only resource available for debt repayment, (iii) the measure ignores the fact that part of the debtor's resources must be allocated to living costs, and, (iv) because the measure is a point-in-time calculation, no account is taken of dynamic forces specifically related to changes of income over time. Empirical research has already been conducted by Professors Bruce Chapman (ANU) and Lorraine Dearden (UCL), and Dr Dung Doan (ANU), and will be reported at the 2018 Annual Conference of the Centre for Global Higher Education in London in April 2018. |
| Type Of Material | Improvements to research infrastructure |
| Year Produced | 2017 |
| Provided To Others? | No |
| Impact | The research on dynamics estimation of life-time income of graduate debtors by Professor Lorraine Dearden has shown that failing to account for mobility across income group over a graduate's lifetime could significantly underestimate his/her earnings. Preliminary results on new measures of repayment burden by Dr. Dung Doan show that the conventional measure might overestimate the difficulty associated with repayment time-based repayment loan. |
| Title | New measures of student loan repayment burden |
| Description | Conventionally the difficulty associated with repayment a debt is measured as the proportion of the debtor's income that is required to meet repayment obligation in a certain period of time. It is simple to calculate, easy to interpret, and a convenient tool to gauge the extent of potential difficulties associated with the burden to repay student debts. But its use and interpretation imposes some critical restrictive assumptions; it is in the relaxation of these assumptions that we seek to add value to the student loan policy debate. There are four basic limitations inherent in the measurement of debt obligations and debtor's resources to meet the repayment obligations when they are due. These limitations concern the intra-household allocation of resources and credit obligations, as well as the debtor's consumption needs. I am proposing 4 alternative measures of repayment burden to address these limitations. |
| Type Of Material | Improvements to research infrastructure |
| Year Produced | 2018 |
| Provided To Others? | No |
| Impact | The proposed measured will provide new tools to better assess the difficulty associated with student debt repayment and the impact of student loan on graduate debtors' welfare after they finish their studies. Preliminary results suggest that the proposed measures reveal that the repayment burden is much lower than previously thought in the literature. |
| Title | Repertory Grid Interview Digital Template |
| Description | This is a digital template for an interactive whiteboard which can be used to facilitate repertory grid interviews for education research. This grid was used to interview participants about the potential of MOOCs (Massive Open Online Courses) with the Centre for Global Higher Education at UCL (Project 2 Realising the potential of digital technology for scaling up higher education). We chose Repertory Grid Technique (based on Kelly's personal construct theory of personality) to prompt participants to reflect on how they learnt. Interviews were conducted online using the grid template which was completed by the participants in conversation with the interviewer. This template has been made available for other researchers to use for their own purposes. |
| Type Of Material | Improvements to research infrastructure |
| Year Produced | 2023 |
| Provided To Others? | Yes |
| Impact | This tool has only just been made available but we will monitor its use by others. |
| URL | https://miro.com/miroverse/repertory-grid-interview/?utm_campaign=Miroverse+template+submission+serv... |
| Title | The Blended Learning Essentials program of MOOCs |
| Description | The BLE program consists of four courses, covering methods and applications of blended learning, running three times per year, and providing a total of 12 weeks of study in total. The courses are designed to make full use of the social learning functionality in the FutureLearn platform, to engage teaching professionals in exchanging and debating new approaches to the use of technology in different contexts of blended learning. We base the evaluation and research methods for investigation on Wenger et al's (2011) 'value creation methodology'. The platform data is then used to provide evidence of the following cycles of value creation: ? Immediate value: enrolments, pre- and post-course surveys, evidence of engagement and social interaction in the comments and other contributions, post-course interviews; ? Potential value: evaluations of own learning in post-course surveys, evidence of learning in comments, evidence of valuing downloadable learning resources and resource links in comments and post-course surveys; numbers of downloads; peer reviews (reports of learning from doing the assignment and performing a review as well as the assignment itself); ? Applied value: evidence of application from contributions in collaborative activities, e.g. to external tools like Padlet, Tricider, Googledocs; etc; peer review (content of assignment of an applied task and evidence of application of learning through conducting reviews as a principled critique); ? Realised value: surveys sent after MOOC completion; participants' own evaluations of effects on practice in blogs or social media or presentations at practitioner conferences); demonstrating the use of new tools and techniques by monitoring participants' behaviour (for example, if the MOOC was embedded in another course); ? Reframed value: observations of behaviours that build on course activity e.g. participants becoming a voluntary moderator, or a mentor, promoting the MOOCs, skills learnt or online/blended learning within their organisation, or achieving institution-wide policy changes to make the MOOC mandatory. The work has been reported in new publications now under review. |
| Type Of Material | Improvements to research infrastructure |
| Year Produced | 2018 |
| Provided To Others? | Yes |
| Impact | Over 27,000 participants have engaged actively with at least one activity within the courses over 5 runs of the first two, and 3 runs of the final two courses. |
| URL | https://www.futurelearn.com/programs/blended-learning-essentials |
| Title | The Learning Designer |
| Description | Improved, updated, more secure, and faster version of the Learning Designer tool (see other research tools), now hosted by UCL-ISD to cope with larger numbers and wider usage. The tool's website has been improved to show how it works and what its overall properties are. A new Analysis tab has been added, which gives the user-designer feedback on the elements of the design, in the form of pie-charts and bar charts derived from the amount of time the learner spends on different aspects of the design: the 6 learning types, whether online or not, whether the teach is present or not, whether it is asynchronous or synchronous, and whether they are working alone, in groups or in a class. The tool is online and open to all, and the designs users create are shared under the Creative Commons 4.0 (BY) license. The Learning Designer tool continues to attract users. At 010721 this stands at 1,900 per day over last 3 months It has had little promotion, due to lack of funding, but is used in a wide range of MOOCs, by mainly European universities, mainly for teacher professional development. The tool is also being linked directly to the ABC workshop run by UCL staff for university teachers at UCL and other universities, as the digital follow-on to a f2f workshop on learning design. A new and updated version of the tool is being developed through internal funding from UCL by the Information Services Division. |
| Type Of Material | Improvements to research infrastructure |
| Year Produced | 2013 |
| Provided To Others? | Yes |
| Impact | Over the last year the tool has received on average 3,000 page views per day, and an average daily return visits of 32% on 1,000 unique visits per day. It has been adopted in several international MOOCs on teacher professional development, including one run by the European Schoolnet and the Greek Ministry of Education. This resulted in the highest hit rate of 7,000 in one day in April 2021. It has also been used as a research tool via the peer-reviewed design activities in several of our MOOCs on blended learning and teacher professional development, in both ESRC Centres, CGHE and RELIEF. This enables us to collect and curate the best learning designs contributed by teacher participants, and develop a stable collection of exemplar designs for other teachers to use as a basis to adapt to their own learning contexts. |
| URL | https://www.ucl.ac.uk/learning-designer/ |
| Title | The Learning Designer |
| Description | The Learning Designer is an online design support tool for teachers in all sectors. It was developed as one of the outputs from an earlier ESRC project (Learning Design Support Environment). This has now been redeveloped by a team in UCL-ISD to run as a service within UCL, and is open also to educators anywhere in the world. It is widely used on courses and MOOCs run by other universities, mainly in Europe, with users currently at >300 per day. The tool is also embedded in the MOOCs we design, as it creates valuable qualitative data, enhancing the use of MOOCs as a research tool. Participants use it to create a digital product as an output of their learning, which can be peer reviewed and published to build a shared knowledge base of learning designs for HE. The website has funding from UCL Digital Education to upgrade its use for academics in UCL, and as open software that can be used in other institutions, to integrate with other internal tools supporting academics as teachers. |
| Type Of Material | Improvements to research infrastructure |
| Year Produced | 2018 |
| Provided To Others? | Yes |
| Impact | To come - Google analytics data on usage over the last year |
| URL | http://beta.learningdesigner.org/ |
| Title | Toward a More Complete Picture: Integrating and Applying Statistical Methods to Improve Student Admissions Decision Making |
| Description | Developed new statistical tools for use by the College Board in the United States. |
| Type Of Material | Improvements to research infrastructure |
| Year Produced | 2017 |
| Provided To Others? | Yes |
| Impact | Advised institutions of higher education about the use of advanced statistical methods to make admissions decision making more effective. |
| Title | ASN 2016 |
| Description | The dataset already exists as I pursued collection of data since 2013 about the issue of Italian academic personnel, their ranks, age, and productivity and advancement of career. The current stage has the necessity to update the information as the new wave of data are coming out as public. The dataset combines: 1) bibliometric and not bibliometric productivity records at individual base and discipline of the academic in question (ASN source) 2) information about new periodic promotions and recruitment (Miur source) 3) information about quality of departments where the person is affiliated (Anvur source). All information are nominal with name and last name included. Occasionally date of birth are available. In the final step of the preparation, names and last names are erased so that the dataset is completely anonymized. The dataset will be organized in such a way to be both separated as conjoint database with previous waves already existing. |
| Type Of Material | Database/Collection of data |
| Provided To Others? | No |
| Impact | This dataset improves the possibilities to trace academic careers in Italy for scientific publications |
| Title | An assessment of "1 thousands talents" policy by Chinese Government |
| Description | The dataset compares productivity of recruited under "1000 talents policy" against other chinese scientists who obtained PhD in the US and are still based in the US |
| Type Of Material | Database/Collection of data |
| Year Produced | 2018 |
| Provided To Others? | No |
| Impact | Research is still on going |
| Title | An original dataset about Italian academics, recruitment and promotion (ASN 2012 and 2013) |
| Description | The dataset combines: 1) bibliometric and not bibliometric productivity records at individual base (ASN source) 2) information about new periodic promotions and recruitment (Miur source) 3) information about quality of departments (Anvur source) |
| Type Of Material | Database/Collection of data |
| Provided To Others? | No |
| Impact | Publications and public discussion in specific blogs (i.e. Roars) |
| Title | CGHE 3.2 Qualitative Interviews |
| Description | The database stored with NVivo package comprises 69 in depth interviews led by CGHE 3.2 team |
| Type Of Material | Database/Collection of data |
| Year Produced | 2018 |
| Provided To Others? | No |
| Impact | Research still on going |
| Title | CGHE3.2 Quantitative Survey |
| Description | 5 British universities participated to a survey about academic working conditions and employment experiences |
| Type Of Material | Database/Collection of data |
| Year Produced | 2020 |
| Provided To Others? | Yes |
| Impact | The dataset is in due course to be published by UK Data Service |
| Title | Construction of event history file of student loan repayment histories in the United States |
| Description | The national data about student borrowing in the United States is contained in the National Student Loan Data System (NSLDS) controlled the the US Department of Education. This data has now been added to a nationally representative sample of students from the Beginning Postsecondary Study (BPS) of students entering college in 1996 and in 2004. We have taken the numerous NSLDS files and created a panel of 20 years of repayment history for the 1996 cohort, and 12 years of repayment history for the 2004 cohort. In addition, all the information about students contained in the BPS related to their pre-, during, and post-college activities has been matched to the repayment histories. By combining the pre-college, collegiate activities, with the repayment histories we can now what affects the occurrence of repayment (or not), the timing of repayment, and how events that happen during college affect repayment. To our knowledge, no one has ever put all this data together. |
| Type Of Material | Database/Collection of data |
| Year Produced | 2019 |
| Provided To Others? | No |
| Impact | Policy makers from the National Center for Education Statistics are keenly interested in our development of this database. Not only have we demonstrated how the very messy NSLDS data can be cleaned to make is useful for policy research, we have found anomalies in the raw files that NCES needs to address. Thus, the federal government agencies responsible for the NSLDS have been informed about problems with their data. |
| Title | ISCO(HE)2008: An International Database of Graduate Jobs |
| Description | This database is a classification of ISCO_08 occupations across OECD countries at 3-digit level, as to whether they are graduate or non-graduate jobs. The classification was made using statistical methods, based on skills use and educational requirements data drawn from the OECD's Survey of Adult Skills. The database is published in the following publications: Henseke, G. and F. Green (2016), "Graduate Jobs" in OECD Countries: Analysis Using A New Indicator Based on High Skills Use", OECD Education Working Papers, No. 144, OECD Publishing, Paris. Open access. Henseke, G. and F. Green (2017) "Cross-national Deployment of "Graduate Jobs": Analysis Using a New Indicator Based on High Skills Use". Research In Labor Economics. Online open access. |
| Type Of Material | Database/Collection of data |
| Year Produced | 2017 |
| Provided To Others? | Yes |
| Impact | The database has been used by us to develop an analysis of graduate underemployment. |
| URL | http://discovery.ucl.ac.uk/1542476/ |
| Title | Private providers in the UK CGHE Project 3.1 |
| Description | The database contains a census of private higher education providers active 2017, its contents cover:Details of provider: name; website; whether provider was still in existence; title of institution; type of provision (FE; FE & HE; HE only); address - including post code; countries in UK provider operates in; number and location of sites operated; year of institutes foundation; whether institution provides only education; total number of students & full-time students; charity registration number; company registration number; any parent company Details of subjects: main subjects offered by provider; qualification levels offered by provider; example course - course with highest educational grade: qualification, subject, type of delivery; mode of study; duration; fee; validating / accrediting body, if any, plus additional comments Operational details: whether international students were targeted; reference to obtaining a visa; claims of tier 4 sponsorship; any institutional partners; any reference to a review conducted by an external organisation; open ended section for institutional point of interest. |
| Type Of Material | Database/Collection of data |
| Year Produced | 2017 |
| Provided To Others? | No |
| Impact | Meeting scheduled with Department of Education (Higher Education Analysis) March 12th /13th 2018 to discuss findings. |
| Title | SOC(HE)_GH: A Database of Graduate Jobs in Britain. |
| Description | Graduate Jobs Classifier: This database is a classification of occupations in Britain at the 4-digit and 3-digit level, as to whether they are graduate or non-graduate jobs. The classification was made using statistical methods, based on skills use and educational requirements data drawn from four successive waves of the Skills and Employment Surveys, culminating in the 2012 survey. Green, F. and G. Henseke "The Changing Graduate Labour Market: Analysis Using a New Indication of Graduate Jobs". LLAKES Discussion Paper No 50. Green, F. and G. Henseke (2016). "The Changing Graduate Labour Market: Analysis Using a New Indicator of Graduate Jobs". IZA Journal of Labor Policy, 5:14. |
| Type Of Material | Database/Collection of data |
| Year Produced | 2017 |
| Provided To Others? | Yes |
| Impact | The database has been compared with a pre-existing classification, and after revisions offered to the Office for National Statistics, as a basis for recommendations for revisions to the occupational classification (SOC_2020) in Britain. |
| URL | http://www.readcube.com/articles/10.1186/s40173-016-0070-0?author_access_token=zr05lUBGVaIHocuJ6ODO_... |
| Title | Understanding Student Loan Repayment Burdens (Bruce Chapman, Lorraine Dearden and Dung Doan) |
| Description | 1 Introduction Professors Bruce Chapman (ANU) and Lorraine Dearden (UCL), and Dr Dung Doan (ANU), are members of the CGHE and are in CGHE Project 2.5. . 2 Repayment Burdens: The basic concept Over the last 30 years international higher education financing reform has been underway which involves the adoption of income contingent loans (ICL), most often to replace the usual form of higher education financing involving time-based repayment loans (TBRL). The essential difference concerns debt collection: an ICL is repaid if and only when debtor's income in a particular period exceeds a threshold level, but with a TBRL repayment obligations are set over a fixed period of time. ICL reform began in an international context in Australia in 1989, and ICLs have since been adopted in about 10 additional countries. A very significant methodological and empirical focus of what we have been, and are currently, engaged in, relates to calculations associated with potential repayment difficulties for relatively low income student debtors in TBRL systems, such as those in, for example, the US, Canada and Colombia. This relates to the concept of a "repayment burden" (RB), which is measured as the proportion of a debtor's earnings required to repay a student loan. RBs are critical to the policy debate concerning comparisons of ICL and TBRL, since for ICL this proportion is set by law. In Hungary, Australia, England, and New Zealand, for example, the maximum RB is six, eight, nine, and twelve percent of debtor's earnings. However, since TBRLs require fixed repayments over a set period of time, RBs can vary widely among debtors as well as over a debtor's lifetime simply because of earnings variation. There are several reasons that RBs might be critical to the welfare of debtors. One is that high RBs must result in consumption hardship since at some point purchases of goods and services must be decreased or postponed in order to meet debt repayment obligations. A second and related concern is that even if income is high enough to accommodate the loan repayment obligation in a given period the possibility of future consumption hardship given an unanticipated fall in income would give rise to stress and anxiety. Finally, in the event of persistently very high RBs, some debtors will be forced to default on their loans and this results in a loss of credit reputation and thus future access to other commercial borrowings. A burgeoning pool of research, much of it emanating directly or indirectly from the CGHE, has reported RBs under TBRLs in various countries and consistently reported that this traditional form of student loan creates excessive burdens to low-income debtors. Those in the bottom 20 percent of the graduate income distribution need about 40 percent to above 100 percent of their earnings to service their student debts in any given period. This has been found to be the case for example, in the US (Chapman and Dearden, 2017 and Barr et al., 2017), Ireland (Chapman and Doris, 2017), Japan (Dearden and Nagase, 2017) and South Korea (Doan, 2017). Yet some puzzles arise in interpreting the RB experience of many countries' loan systems, one being that since major repayment difficulties seem to be commonplace, why is it that loan defaults appear to be significantly lower than should be expected from our RB calculations? This is our major motivation in exploring the measurement and interpretation of contemporary RB calculations. 3 Repayment Burdens: Implicit assumptions underlying contemporary calculations. Conventionally RBs are measured as: L_it/Y_it (1) where L_it is the required repayment of student loan in period t for debtor i, and Y_it is debtor i's own labour income in period t. It is simple to calculate, easy to interpret, and free from bias of debtor's subjective perceptions; it is a convenient tool to gauge the extent of potential difficulties associated with the burden to repay student debts. But its use and interpretation imposes some critical restrictive assumptions; it is in the relaxation of these assumptions that we seek to add value to the student loan policy debate. We plan on exploring the limitations of RBs by raising issues related to both the numerator and denominator of equation (1). There are four basic limitations inherent in the use of (1) as a measure of the difficulty associated with repaying student debt: (i) the measure assumes that there are no within-household transfers of both debt obligations and income, (ii) the measure assumes that labor income is the only resource available for debt repayment, (iii) the measure ignores the fact that part of the debtor's resources must be allocated to living costs, and, (iv) because the measure is a point-in-time calculation, no account is taken of dynamic forces specifically related to changes of income over time. The issues to be examined relate to: The relevance of per capita (or adult equivalent scale) and total household repayment burden to account for the intra-household allocation of resources and debt obligations within the household - The inclusion of non-labour sources of income - The inclusion of consumption expenditure to maintain debtor's and their dependent's living; and - Taking account of, and measuring, dynamic lifetime income processes. Research has already begun in these areas (Dearden, 2017 and Doan, 2018). References Barr, N., B. Chapman, L. Dearden and S. Dynarski (2017) "Getting student financing right in the US: lessons from Australia and England", Centre for Global Higher Education, Working Paper No. 16, March. Chapman, B. and L. Dearden (2017), "Conceptual and Empirical Issues for Alternative Student Loan Designs: The Significance of Loan Repayment Burdens for the US", The Annals of the American Academy of Political and Social Science, Vol. 671 (May): 249-269. Chapman, B. and A. Doris (2016), "The Irish Student Loan Reform Debate", paper presented at the ANU/Tongji University Conference, International Reform Issues for Student Loans, Tongji University, Shanghai, October. Dearden, L. (2017), "Evaluating and designing student loan systems: An overview of empirical approaches", paper presented at the Asian and Australasian Society of Labour Economics (AASLE) conference, Canberra, 9 December 2017. Doan, D. (2017), "Student loans in Korea: repayment revisited", presentation at the International Student Loan Forum, The Australian National University, Canberra, December. Doan, D. (2018), "Rethinking student loan repayment burden - evidence from Korea", paper to be presented at the CGHE Annual Conference, April. |
| Type Of Material | Data analysis technique |
| Year Produced | 2017 |
| Provided To Others? | Yes |
| Impact | It is hoped that the work will be taken up in Treasury and elsewhere in government. |
| Title | William Locke (2016) Experiences of Early Career Researchers in the Social Sciences: Survey Responses |
| Description | Over 1,000 responses to a survey of early career researchers in the social sciences on their experiences and support needs during and since doctoral study. |
| Type Of Material | Database/Collection of data |
| Year Produced | 2016 |
| Provided To Others? | Yes |
| Impact | The results provide the baseline for assessing any changes (e.g. improvements) in the experiences and support of early career researchers in the social sciences. |
| URL | https://www.ukdataservice.ac.uk |
| Title | WoS Publications by Country and by Funding Agency (InCites source) |
| Description | The secondary data collection I am pursuing is a continuation of a project I was taking part in my previous academic affiliation. It is based on Web of Science data about scientific output by Country and cross-national collaborations. I am going to collect data from 1995 until 2015, with particular reference to European countries. Collection of funding agency is also foreseen to be collected, especially those related to the European Union. The purpose of the study is to plot the networks of collaborations between countries, especially at European level, and how they have changes over time. The possible influence of EU funding agencies will be tested to understand if and how the networks of collaborations have been changed due to specific schemes that substantially become relevant since 2007 onwards. Possibly, also UK based funding agencies will be considered. The specific database from which data will be collected is "InCite", which allows to download 50.000 record per time. Data are individual scientific articles with authors included. The names of the authors will be simply delated, making the dataset completely anonymous. |
| Type Of Material | Database/Collection of data |
| Provided To Others? | No |
| Impact | The dataset has notable potentials to understand the impact of EU funding schemes for the development of Countries, especially those belonging to the "east" component, wether part of not of the European Union. |
| Title | Worldwide increase in tertiary enrollment |
| Description | Collection of data from World Bank Education and Webometrix to compose an original dataset to study determinants of increase of enrollment in tertiary education in all countries of the world (observations: country; time series) |
| Type Of Material | Database/Collection of data |
| Year Produced | 2018 |
| Provided To Others? | No |
| Impact | Not yet published |
| Description | A study of foreign academic recruitment in the international and comparative perspectives |
| Organisation | Japan Society for the Promotion of Science (JSPS) |
| Country | Japan |
| Sector | Public |
| PI Contribution | Futao Huang (Centre researcher, based at University of Hiroshima in Japan) is leading this project. It entails data collection, analysis, summation, and development of policy implications |
| Collaborator Contribution | Funding of research |
| Impact | No outputs yet |
| Start Year | 2015 |
| Description | Adversity, Diversity, and Context: What Matters in College Admissions |
| Organisation | College Board |
| Country | United States |
| Sector | Academic/University |
| PI Contribution | We have been helping the College Board in the United States develop a new index that measures when students have been raised in adverse conditions that may help explain their preparation, or lack thereof, for college. |
| Collaborator Contribution | We advised the College Board on the analysis conducted to create this index, and on how the index could be used to predict success in college. |
| Impact | Presentations at admissions related conferences in the United States. |
| Start Year | 2016 |
| Description | Building digital skills in the FE Sector |
| Organisation | Government of the UK |
| Department | Government Office for Science |
| Country | United Kingdom |
| Sector | Public |
| PI Contribution | Report to the Future of Skills & Lifelong Learning Foresight, Government Office for Science |
| Collaborator Contribution | Funding. Specfication of requirements |
| Impact | Interviewed by DfE staff about the DfE contribution to the Industry Strategy, with respect to the use of online courses |
| Start Year | 2016 |
| Description | Building teacher community knowledge of blended learning |
| Organisation | Beijing Normal University |
| Country | China |
| Sector | Academic/University |
| PI Contribution | Design and support for the development and evaluation methodology for a research-based online course teachers' professional development |
| Collaborator Contribution | Co-development of the course, support for the promotion, translation and delivery of the course and data collection instruments, co-analysis of data and publications. Funding of travel and accommodation for visits to Beijing. Funding of my academic time for the project. |
| Impact | A 5-week online course for teacher professional development, with an audience of Chinese schoolteachers. The academics involved are from Education and Education Technology |
| Start Year | 2017 |
| Description | Centre of Excellence in Scientometrics and STI policy, coordinated at Leiden University CWTS (a Centre partner) |
| Organisation | Technical University of Tshwane |
| Country | South Africa |
| Sector | Academic/University |
| PI Contribution | CWTS is institutional partner engaged in joint research projects |
| Collaborator Contribution | Each partner institution is engaged in a series of individual or joint research projects |
| Impact | There have been many research papers and other outputs. See http://www0.sun.ac.za/scistip/ The partnership is multidisciplinary in the fields of Science and Technology Studies, Innovation Studies, Higher Education Studies, Economics; Sociology; Development Studies |
| Start Year | 2015 |
| Description | Centre of Excellence in Scientometrics and STI policy, coordinated at Leiden University CWTS (a Centre partner) |
| Organisation | University of Stellenbosch |
| Country | South Africa |
| Sector | Academic/University |
| PI Contribution | CWTS is institutional partner engaged in joint research projects |
| Collaborator Contribution | Each partner institution is engaged in a series of individual or joint research projects |
| Impact | There have been many research papers and other outputs. See http://www0.sun.ac.za/scistip/ The partnership is multidisciplinary in the fields of Science and Technology Studies, Innovation Studies, Higher Education Studies, Economics; Sociology; Development Studies |
| Start Year | 2015 |
| Description | Collaboration with LSE on prospective students' attitude to debt |
| Organisation | London School of Economics and Political Science (University of London) |
| Country | United Kingdom |
| Sector | Academic/University |
| PI Contribution | In 2008, Prof Jackson and I published a journal article Callender, C. and Jackson, J (2008) Does Fear of Debt Constrain Choice of University and subject of study? Studies in Higher Education Vol 33 No 4, pp 405-429, calling upon data from a survey of prospective university students which I conducted in 2002. In 2015, I conducted another similar survey. We are using data from the 2002 and 2015 surveys to examine if prospective students' choices have changed over time. |
| Collaborator Contribution | Prof Jackson is taking the lead on the data analysis. |
| Impact | Currently writing a paper for publication in a peer reviewed journal. The paper will be multi-disciplinary in approach as Jackson is Professor in Research Methodology and I am Professor of Higher Education Policy. Encountered data problems and collaboration abandoned. |
| Start Year | 2019 |
| Description | Collaboration with Teachers College, Columbia University |
| Organisation | Columbia University |
| Department | Teachers College |
| Country | United States |
| Sector | Academic/University |
| PI Contribution | Worked with Kevin Dougherty who is a sociologist while I specialise in social policy and higher education policy. Together we worked on: 1) a paper examining English and American higher education access and completion policy regimes. I provided the UK perspective. 2) a second paper on choice in HE. I wrote the bulk of the paper. |
| Collaborator Contribution | In the first paper Prof. Kevin Dougherty wrote the bulk of the paper and provided the US perspective on the issues covered. In the second paper, Kevin contributed to its theoretical framework based on some earlier work he had conducted on student choice. |
| Impact | The main outputs from this collaboration are: 1) a working paper published by CGHE entitled: 2) We have now turned the working paper into a journal article entitled: Transatlantic Trade: Comparing and Learning from English and North American Higher Education Access and Completion Policies. We are awaiting comments from the journal. 3) Published journal article entitled: Student Choice in Higher Education-Reducing or Reproducing Social Inequalities |
| Start Year | 2016 |
| Description | Collaborative research with academics at Vanderbilt University, USA |
| Organisation | Boston College |
| Country | United States |
| Sector | Academic/University |
| PI Contribution | Callender formed the collaboration with 2 academics one from the University of Vanderbilt and one now at Boston College as a direct result of giving a paper, at the University of Pennsylvania, about the findings of a study on student debt among prospective students. The US colleagues have used the same measures of debt aversion, developed by Callender in 2002, and used in the Callender and Mason 2015 study on debt in their US study of loan debt aversion among young people. We are currently in the process of writing a joint journal paper exploring attitudes towards debt and intentions to participate in HE among a broadly similar group of English and US young people in school - using the same measures of debt aversion. We have provided our US colleagues with our data from the English 2015 survey of potential HE students which they have merged their data from a similar US survey so that we can do this comparative US and English analysis. Thus we have created a unique English/US dataset. Callender is providing her expertise on student funding in England in the analysis and has written around a half of the the journal paper. |
| Collaborator Contribution | The researchers at the University of Vanderbilt and Boston College are providing us access to their data arising from their survey of young people for this comparative work. In addition, they are undertaking all the analysis of the merged English/US dataset, including modelling at no cost to us. Furthermore they will provide expertise on the US system of student funding in the analysis and write up of the paper. |
| Impact | The US colleagues are both economists, while Callender is a social policy analyst. Boatman, A., Callender, C. & Evans, B. (2022). Comparing high school students' attitudes towards borrowing for higher education in England and the United States: Who are the most loan averse?. European Journal of Education, 57, 199- 217. https://doi.org/10.1111/ejed.12499 |
| Start Year | 2017 |
| Description | Development of partnership with Centre for Higher Education Futures, Aarhus University, Denmark |
| Organisation | Aarhus University |
| Department | Danish School of Education |
| Country | Denmark |
| Sector | Academic/University |
| PI Contribution | The meeting to establish this partnership took place at the CGHE office on 4 May 2017. Both partners, CGHE/UCL Institute of Education and Centre for Higher Education Futures, Aarhus University, Denmark have undertaken to exchange doctoral students and support academic visits for staff, to collaborate in relation to research on the effects of Brexit in European higher education, and to publish joint papers and reports. One report on Brexit, jointly written, edited and badged, has been published, and each centre hosted a Europe-wide meeting of researchers working on Brexit. |
| Collaborator Contribution | Both partners, CGHE/UCL Institute of Education and Centre for Higher Education Futures, Aarhus University, Denmark have undertaken to exchange doctoral students and support academic visits for staff, to collaborate in relation to research on the effects of Brexit in European higher education, and to publish joint papers and reports. One report on Brexit, jointly written, edited and badged, has been published, and each centre hosted a Europe-wide meeting of researchers working on Brexit. |
| Impact | Report 'Higher education and Brexit: current European perspectives', published February 2018. This report has been extensively publicised |
| Start Year | 2017 |
| Description | Educational Research Forum: Developing a future agenda for educational research, British Academy/Royal Society, 26 Nov 2019 |
| Organisation | The British Academy |
| Country | United Kingdom |
| Sector | Academic/University |
| PI Contribution | Presentation on evidence about educational research focusing on new directions in cross-university collaboration on educational research, especially in relation to online futures for education. |
| Collaborator Contribution | The other presenters contributed evidence and ideas in the same way, building to a collective understanding of the future of educational research as a whole. |
| Impact | The British Academy/Royal Society report 'Harnessing Educational Research', url above/ |
| Start Year | 2019 |
| Description | Educational Research Forum: Developing a future agenda for educational research, British Academy/Royal Society, 26 Nov 2019 |
| Organisation | The Royal Society |
| Country | United Kingdom |
| Sector | Charity/Non Profit |
| PI Contribution | Presentation on evidence about educational research focusing on new directions in cross-university collaboration on educational research, especially in relation to online futures for education. |
| Collaborator Contribution | The other presenters contributed evidence and ideas in the same way, building to a collective understanding of the future of educational research as a whole. |
| Impact | The British Academy/Royal Society report 'Harnessing Educational Research', url above/ |
| Start Year | 2019 |
| Description | Erasmus+ project: Developing organisational and financial models for including non-formal sector qualifications in National Qualifications Frameworks (NQF-in) |
| Organisation | Erasmus + |
| Country | United Kingdom |
| Sector | Public |
| PI Contribution | Authoring a national country report to contribute to the overall research design. |
| Collaborator Contribution | Authored their own respective country reports. |
| Impact | No outcomes yet. |
| Start Year | 2015 |
| Description | Erasmus+ project: Governance and Adaptation to Innovative Modes of the Higher Education Provision (GAIHE) |
| Organisation | European Commission |
| Country | European Union (EU) |
| Sector | Public |
| PI Contribution | DIT HEPRU was a partner institution in this research project, undertaking half of the desk research and literature review, as well as leading the survey design, implementation, and analysis. HEPRU authored the resulting report summarising the survey results, which fed into the case study research that followed, as well as the final report. |
| Collaborator Contribution | Other partners participated in the research, and made approaches to institutions for the survey led by HEPRU. Other partners also carried out the case studies, and wrote up the final overall project report. |
| Impact | Gibson, Andrew, Hazelkorn, Ellen & Colfer, Barry (2014). Report on the Survey of Governance and Adaptation to Innovative Modes of Higher Education Provision (GAIHE), in Reports, Paper 26. Florea, Silvia & McGrath-Hoareau, Cecile (2014). Governance and Adaptation to Innovative Modes of Higher Education Provision. Management of Sustainable Development Journal (MSD), V.6, N1, pp 35-38 Florea, Silvia & McGrath Hoareau, Cecile (2014). Innovative Modes of Higher Education Provision in Europe: Commitment and Sustainability. Conference Proceedings (Varna) Bajzíková, Lubica and Anna Lašáková (2014) On the Drivers, Barriers and Challenges of Innovation in University Education Florea, Silvia (2014). Finding a Way to Win: On Competition, Internationalization and MOOCs. Review of Applied Socio- Economic Research Pro Global Science Association This is how online casino sites where you can play casino games as listed in this online casino sites. , V(7-2) (ISSN: 2247-6172) Florea, Silvia and McGrath Hoareau, Cecile, (2014), Innovative Modes of Higher Education Provision in Europe: Commitment and Sustainability in Series: Mathematics and Computers in Science and Engineering Series |31, ISBN: 978-1-61804-247-7, ISSN: 2227-4588, 2014, (pp 186-190). Florea Silvia, Wells, Peter J. si Florea, Diana, "The Web is the Limit: Language, Culture and Moocs" în Diversité et Identité Culturelle en Europe, nr 11-1, 2014, published by the Museum of the Romanian Language, ISSN: 2067 - 0931, (pp 53-67). GAIHE Project Presentation in Journal of Human Resource Management, 2016, vol. 19, no. 1. |
| Start Year | 2013 |
| Description | Federalism in higher education |
| Organisation | National Research University Higher School of Economics |
| Country | Russian Federation |
| Sector | Academic/University |
| PI Contribution | Simon Marginson has served as co-editor and shared project organising in relation to a cross-country study (involving nine countries) of federal systems and higher education. Marginson vetted the final manuscript also negotiated with publishers. The book from this project, 'Higher education in federal systems' was published by Sage in September 2018 |
| Collaborator Contribution | The Higher School of Economics, Moscow, instigated the project and provided payments to authors of country chapters. |
| Impact | The book from this project, 'Higher education in federal systems', was published by Sage in September 2018 |
| Start Year | 2015 |
| Description | Getting to Graduateness: A close up social realist study - University of Cape Town, South Africa (Centre partner university) |
| Organisation | Rhodes University |
| Country | South Africa |
| Sector | Academic/University |
| PI Contribution | The collaboration is funded by the South African National Research Foundation. University of Cape Town provided PI on the project, employed the research assistant, took a lead on the writing and analysis |
| Collaborator Contribution | Interaction with the different research sites, contributions to analysis and writing. |
| Impact | The project monograph is in the final stages of writing. The collaboration is multi-disiciplinary, in Higher Education, Sociology, Science Education |
| Start Year | 2015 |
| Description | Getting to Graduateness: A close up social realist study - University of Cape Town, South Africa (Centre partner university) |
| Organisation | University of the Western Cape |
| Country | South Africa |
| Sector | Academic/University |
| PI Contribution | The collaboration is funded by the South African National Research Foundation. University of Cape Town provided PI on the project, employed the research assistant, took a lead on the writing and analysis |
| Collaborator Contribution | Interaction with the different research sites, contributions to analysis and writing. |
| Impact | The project monograph is in the final stages of writing. The collaboration is multi-disiciplinary, in Higher Education, Sociology, Science Education |
| Start Year | 2015 |
| Description | High Participation Systems of Higher Education |
| Organisation | Adam Mickiewicz University in Poznan |
| Country | Poland |
| Sector | Academic/University |
| PI Contribution | Shared project coordination, editing of draft papers, research and writing about 80,000 words of project monograph |
| Collaborator Contribution | Michigan and HSE in Moscow - shared project coordination and editing All partners - writing of papers |
| Impact | Book 'High Participation Systems of Higher Education' published by Oxford University Press, October 2018 |
| Start Year | 2013 |
| Description | High Participation Systems of Higher Education |
| Organisation | Michigan State University |
| Department | Department of Plant Biology |
| Country | United States |
| Sector | Academic/University |
| PI Contribution | Shared project coordination, editing of draft papers, research and writing about 80,000 words of project monograph |
| Collaborator Contribution | Michigan and HSE in Moscow - shared project coordination and editing All partners - writing of papers |
| Impact | Book 'High Participation Systems of Higher Education' published by Oxford University Press, October 2018 |
| Start Year | 2013 |
| Description | High Participation Systems of Higher Education |
| Organisation | National Research University Higher School of Economics |
| Country | Russian Federation |
| Sector | Academic/University |
| PI Contribution | Shared project coordination, editing of draft papers, research and writing about 80,000 words of project monograph |
| Collaborator Contribution | Michigan and HSE in Moscow - shared project coordination and editing All partners - writing of papers |
| Impact | Book 'High Participation Systems of Higher Education' published by Oxford University Press, October 2018 |
| Start Year | 2013 |
| Description | High Participation Systems of Higher Education |
| Organisation | University of Agder |
| Country | Norway |
| Sector | Academic/University |
| PI Contribution | Shared project coordination, editing of draft papers, research and writing about 80,000 words of project monograph |
| Collaborator Contribution | Michigan and HSE in Moscow - shared project coordination and editing All partners - writing of papers |
| Impact | Book 'High Participation Systems of Higher Education' published by Oxford University Press, October 2018 |
| Start Year | 2013 |
| Description | High Participation Systems of Higher Education |
| Organisation | University of Jyvaskyla |
| Department | Institute for Educational Research |
| Country | Finland |
| Sector | Academic/University |
| PI Contribution | Shared project coordination, editing of draft papers, research and writing about 80,000 words of project monograph |
| Collaborator Contribution | Michigan and HSE in Moscow - shared project coordination and editing All partners - writing of papers |
| Impact | Book 'High Participation Systems of Higher Education' published by Oxford University Press, October 2018 |
| Start Year | 2013 |
| Description | High Participation Systems of Higher Education |
| Organisation | University of Toronto |
| Department | Ontario Institute for Studies in Education (OISEI) |
| Country | Canada |
| Sector | Academic/University |
| PI Contribution | Shared project coordination, editing of draft papers, research and writing about 80,000 words of project monograph |
| Collaborator Contribution | Michigan and HSE in Moscow - shared project coordination and editing All partners - writing of papers |
| Impact | Book 'High Participation Systems of Higher Education' published by Oxford University Press, October 2018 |
| Start Year | 2013 |
| Description | Inter-University Research Consortium for Higher Education (a consortium of 6 partners including CGHE) |
| Organisation | Asia Pacific Higher Education Research Partnership |
| Country | Australia |
| Sector | Learned Society |
| PI Contribution | exchange of knowledge with regards to HE https://www.ln.edu.hk/news/20161031/Inter-U-Research-Consortium |
| Collaborator Contribution | There is a joint research symposium planned for 20 April 2017: Smart Cities, Innovation and Entrepreneurship in Asia: Challenges and Opportunities at Lingnan University, Hong Kong |
| Impact | http://www.ln.edu.hk/rche/journals.php |
| Start Year | 2016 |
| Description | Inter-University Research Consortium for Higher Education (a consortium of 6 partners including CGHE) |
| Organisation | Bath Spa University |
| Country | United Kingdom |
| Sector | Academic/University |
| PI Contribution | exchange of knowledge with regards to HE https://www.ln.edu.hk/news/20161031/Inter-U-Research-Consortium |
| Collaborator Contribution | There is a joint research symposium planned for 20 April 2017: Smart Cities, Innovation and Entrepreneurship in Asia: Challenges and Opportunities at Lingnan University, Hong Kong |
| Impact | http://www.ln.edu.hk/rche/journals.php |
| Start Year | 2016 |
| Description | Inter-University Research Consortium for Higher Education (a consortium of 6 partners including CGHE) |
| Organisation | King's College London |
| Department | Department of Informatics |
| Country | United Kingdom |
| Sector | Academic/University |
| PI Contribution | exchange of knowledge with regards to HE https://www.ln.edu.hk/news/20161031/Inter-U-Research-Consortium |
| Collaborator Contribution | There is a joint research symposium planned for 20 April 2017: Smart Cities, Innovation and Entrepreneurship in Asia: Challenges and Opportunities at Lingnan University, Hong Kong |
| Impact | http://www.ln.edu.hk/rche/journals.php |
| Start Year | 2016 |
| Description | Inter-University Research Consortium for Higher Education (a consortium of 6 partners including CGHE) |
| Organisation | Lingnan University |
| Country | Hong Kong |
| Sector | Academic/University |
| PI Contribution | exchange of knowledge with regards to HE https://www.ln.edu.hk/news/20161031/Inter-U-Research-Consortium |
| Collaborator Contribution | There is a joint research symposium planned for 20 April 2017: Smart Cities, Innovation and Entrepreneurship in Asia: Challenges and Opportunities at Lingnan University, Hong Kong |
| Impact | http://www.ln.edu.hk/rche/journals.php |
| Start Year | 2016 |
| Description | Inter-University Research Consortium for Higher Education (a consortium of 6 partners including CGHE) |
| Organisation | University College London |
| Department | Institute of Neurology |
| Country | United Kingdom |
| Sector | Academic/University |
| PI Contribution | exchange of knowledge with regards to HE https://www.ln.edu.hk/news/20161031/Inter-U-Research-Consortium |
| Collaborator Contribution | There is a joint research symposium planned for 20 April 2017: Smart Cities, Innovation and Entrepreneurship in Asia: Challenges and Opportunities at Lingnan University, Hong Kong |
| Impact | http://www.ln.edu.hk/rche/journals.php |
| Start Year | 2016 |
| Description | Inter-University Research Consortium for Higher Education (a consortium of 6 partners including CGHE) |
| Organisation | University of Bath |
| Department | Bath Centre for Pain Research |
| Country | United Kingdom |
| Sector | Academic/University |
| PI Contribution | exchange of knowledge with regards to HE https://www.ln.edu.hk/news/20161031/Inter-U-Research-Consortium |
| Collaborator Contribution | There is a joint research symposium planned for 20 April 2017: Smart Cities, Innovation and Entrepreneurship in Asia: Challenges and Opportunities at Lingnan University, Hong Kong |
| Impact | http://www.ln.edu.hk/rche/journals.php |
| Start Year | 2016 |
| Description | Joint research and publication |
| Organisation | Columbia University |
| Department | Teachers College |
| Country | United States |
| Sector | Academic/University |
| PI Contribution | We have worked with colleagues at Teacher's College to produce several publications |
| Collaborator Contribution | Teacher College have worked with us to produced several publication |
| Impact | Kevin J. Dougherty & Claire Callender (2020) Comparing and learning from English and American higher education access and completion policies, Policy Reviews in Higher Education, 4:2, 203-227, DOI: 10.1080/23322969.2020.1737959 Dougherty, K and Callender, C (2018) Transatlantic Lessons on Higher Education Access and Completion Policy, International Higher Education Number 92: winter 2018 Callender, C and Dougherty, K. (2018) Student Choice in Higher Education-Reducing or Reproducing Social Inequalities? Social Science, 7:10:1-28; doi:10.3390/socsci7100189 Dougherty, K. and Callender, C. (2017) English and American higher education access and completion policy regimes: similarities, differences and possible lessons, Centre for Global Higher Education, Working Paper 24. London:UCL, Institute of Education. |
| Start Year | 2015 |
| Description | Joint research and publication |
| Organisation | University of Michigan |
| Country | United States |
| Sector | Academic/University |
| PI Contribution | Worked together undertaking a comparative research on student loan debt graduates' well-being in the US and England. An academic article has been submitted to a journal. The team in England analysed English data. Both teams contributed to the writing of the article. |
| Collaborator Contribution | Worked together undertaking a comparative research on student loan debt graduates' well-being in the US and England. An academic article has been submitted to a journal. The team in US analysed US data. Both teams contributed to the writing of the article. |
| Impact | Publication submitted |
| Start Year | 2020 |
| Description | MOOC in Arabic on Edraak: 'Teaching Online: Be Ready Now!', running continuously, a free and open online course, |
| Organisation | Lebanese University |
| Country | Lebanon |
| Sector | Academic/University |
| PI Contribution | Researched, designed, developed, supported, and evaluated a 2-week, 8 hour course to support teachers in converting their classroom teaching to an online learning environment. |
| Collaborator Contribution | Our partners at LU collaborated on all stages of the course and helped to promote it within Lebanon. The Edraak platform also contributed by promoting it across the MENA region |
| Impact | The course attracted >47,000 enrolments to Dec 2020, from countries across the MENA region, many of them LICs. The Jordan Ministry of Education ran their own instance of the course for their teachers. Due to our collaboration with the Lebanese University over the last two years on a previous Edraak course, the academic staff have been learning about online learning and have understood its importance and value. The pandemic meant that many courses run by universities had to go online, and the University was well placed to do this. The course embeds the Learning Designer tool (ES/F042175/1) as a key element of the exercises in the course. The Lebanese University has been lobbying the Government to relax their refusal to recognise online degrees, and new legislation is now being considered by Parilament. These courses achieved capacity building impact in MENA and across the world, and conceptual impact by reframing the debates around the potential of online learning and MOOCs, especially at the Lebanese American University and Lebanese University, and our collaborating NGOs. We also changed the learning design orientation of Edraak (https://www.edraak.org) to incorporate social and collaborative learning into the platform now adopted across all their MOOCs, with >2m learners. |
| Start Year | 2020 |
| Description | Mentoring Technology Enhanced Pedagogy (MENTEP) |
| Organisation | EUN Partnership AISBL |
| Country | Belgium |
| Sector | Charity/Non Profit |
| PI Contribution | Being a member of the Scientific Committee of MENTEP, which has the aim of reviewing and advising, collegially or individually depending on the issues at stake, the approach, components and outcomes of the policy experimentation before their implementation/finalisation, the Expert being in charge more particularly of all aspects related to the technology-enhanced teaching competence and develop model related to it (competence definition, implementation and development, etc.). |
| Collaborator Contribution | Development, evaluation and delivery of the Technology Enhanced Teaching Self Assessment Tool, and its translation to the language of all 12 partner countries. Management of the project. |
| Impact | Development of the TET-SAT tool, and related resource links Design and delivery of the MENTEP MOOC; Invitation to present a report on the outcomes of the course in relation to the evaluation of the tool and the project overall, at the final conference |
| Start Year | 2015 |
| Description | Monitoring of trends in higher education and knowledge and production of analytical papers |
| Organisation | National Research University Higher School of Economics |
| Country | Russian Federation |
| Sector | Academic/University |
| PI Contribution | Pooling of expertise, development of joint and separate papers, presentations in seminars and webinars |
| Collaborator Contribution | Pooling of expertise, development of joint and separate papers |
| Impact | BOOK Carnoy et al (2018), Higher education in federal countries (Sage) BOOK Cantwell et al. (2018) High participation systems of higher education (Oxford UP) BOOK IN DRAFT (forthcoming) The contributions of higher education (manuscript under review at Edward Elgar) |
| Start Year | 2014 |
| Description | Planning of higher education in India |
| Organisation | British Council |
| Country | United Kingdom |
| Sector | Charity/Non Profit |
| PI Contribution | Fund raising, organisation of meetings, planning, academic input, first stage work on academic book |
| Collaborator Contribution | British Council - funding and provision of meeting space Academic partners - participation in meetings, academic input |
| Impact | Conference papers that will serve as first drafts of book chapters |
| Start Year | 2017 |
| Description | Planning of higher education in India |
| Organisation | Jawaharlal Nehru University, India |
| Country | India |
| Sector | Academic/University |
| PI Contribution | Fund raising, organisation of meetings, planning, academic input, first stage work on academic book |
| Collaborator Contribution | British Council - funding and provision of meeting space Academic partners - participation in meetings, academic input |
| Impact | Conference papers that will serve as first drafts of book chapters |
| Start Year | 2017 |
| Description | Planning of higher education in India |
| Organisation | National University of Educational Planning and Administration |
| Country | India |
| Sector | Academic/University |
| PI Contribution | Fund raising, organisation of meetings, planning, academic input, first stage work on academic book |
| Collaborator Contribution | British Council - funding and provision of meeting space Academic partners - participation in meetings, academic input |
| Impact | Conference papers that will serve as first drafts of book chapters |
| Start Year | 2017 |
| Description | Report on Learning@Scale: How digital technology enhances equity, quality and efficiency in the global south. |
| Organisation | Education University of Hong Kong |
| Department | Hong Kong Institute of Education |
| Country | Hong Kong |
| Sector | Academic/University |
| PI Contribution | Produced a 5000 word white paper on 'Learning@Scale in the Global South'. Led a symposium on 'Learning@Scale in the Global South' to the n mEducation Alliance Symposium, Washington DC, 06 October 2017 |
| Collaborator Contribution | Some support for literature survey Management of the project |
| Impact | Produced a 5000 word white paper on 'Learning@Scale in the Global South'. Led a symposium on 'Learning@Scale in the Global South' to the n mEducation Alliance Symposium, Washington DC, 06 October 2017. This generated a Coalition of international organisations and agencies, including UNESCO, UNICEF, World Bank, Brookings Institution and ~30 others for a meeting on 'Teacher Professional Development at Scale' in Hong Kong, Jan 2018 to determine the forward policy. |
| Start Year | 2016 |
| Description | Research International Advisory Panel |
| Organisation | Agency for Science, Technology and Research (A*STAR) |
| Department | Singapore Institute for Clinical Sciences |
| Country | Singapore |
| Sector | Academic/University |
| PI Contribution | Expert advice on learning with digital technology in particular, and i. Provide inputs on the direction of Singapore¹s research strategy, in support of Singapore¹s overall strategy on workforce development and lifelong learning; ii. Review and evaluate the potential impact of Singapore¹s research on workforce development and lifelong learning; and iii. Provide advice on initiatives to build research capabilities in workforce development and lifelong learning in Singapore¹s context. |
| Collaborator Contribution | Organisation of the meeting of experts, support to the meetings, write-up of reports to the Ministry. |
| Impact | Revision of the Research Strategy 2016 - 2020, for the Singapore Workforce Development Agency |
| Start Year | 2015 |
| Description | Research and project collaboration with Professor Dr Marijk van der Wende, Professor of Higher Education Systems, University of Utrecht |
| Organisation | Utrecht University |
| Country | Netherlands |
| Sector | Academic/University |
| PI Contribution | (1) Fares and stay costs for Professor van der Wende to attend meetings of researchers working on a project concerning Brexit and its effects in European higher education (2) In kind resources for cooperation, primarily by the provision of research time, in meetings, paper drafting, planning and organising. |
| Collaborator Contribution | (1) Financing of hosting of a European-wide meeting at University of Utrecht, of researchers on higher education working on Brexit-related inquiry; (2) Provision of fares and stay costs for Simon Marginson's participation in a Utrecht project on 'The New Silk Road and Higher Education'; In kind resources for cooperation, primarily by the provision of research time, in meetings, paper drafting, planning and organising |
| Impact | This collaboration, together also with that involving the Centre for Higher Education Futures in Denmark, has underpinned a major collaborative research effort on Brexit and European higher education, leading to the publication of the book-length monograph 'Higher education and Brexit: current European perspectives' (edited by Aline Courtois). |
| Start Year | 2017 |
| Description | The Contributions of Higher Education |
| Organisation | National Research University Higher School of Economics |
| Country | Russian Federation |
| Sector | Academic/University |
| PI Contribution | Project leadership and planning, development of analytical heuristic that explains the public and private contributions of higher education, organisation of meetings and networks |
| Collaborator Contribution | organisation of meetings |
| Impact | Development of analytical heuristic that explains the public and private contributions of higher education, early position papers and speeches |
| Start Year | 2018 |
| Description | The New Silk Road in Higher Education |
| Organisation | Harvard University |
| Country | United States |
| Sector | Academic/University |
| PI Contribution | Organisation of meetings, planning, academic seminar activity, public speaking, editing, writing |
| Collaborator Contribution | Provision of principal researcher time, assistance in the administration of meetings |
| Impact | Seminars in the University of Utrecht and University of Oxford focused on the implications of the One Belt One Road programme for relations between Europe and China in higher education, planning and preparation of academic monograph, planning of further seminars |
| Start Year | 2018 |
| Description | The New Silk Road in Higher Education |
| Organisation | Shanghai Jiao Tong University |
| Country | China |
| Sector | Academic/University |
| PI Contribution | Organisation of meetings, planning, academic seminar activity, public speaking, editing, writing |
| Collaborator Contribution | Provision of principal researcher time, assistance in the administration of meetings |
| Impact | Seminars in the University of Utrecht and University of Oxford focused on the implications of the One Belt One Road programme for relations between Europe and China in higher education, planning and preparation of academic monograph, planning of further seminars |
| Start Year | 2018 |
| Description | The New Silk Road in Higher Education |
| Organisation | Utrecht University |
| Country | Netherlands |
| Sector | Academic/University |
| PI Contribution | Organisation of meetings, planning, academic seminar activity, public speaking, editing, writing |
| Collaborator Contribution | Provision of principal researcher time, assistance in the administration of meetings |
| Impact | Seminars in the University of Utrecht and University of Oxford focused on the implications of the One Belt One Road programme for relations between Europe and China in higher education, planning and preparation of academic monograph, planning of further seminars |
| Start Year | 2018 |
| Description | The School Education Gateway - Teacher Academy |
| Organisation | EUN Partnership AISBL |
| Country | Belgium |
| Sector | Charity/Non Profit |
| PI Contribution | To act as an expert on the Teacher Academy Pedagogical Advisory Board. |
| Collaborator Contribution | Developing the course proposals, responding to guidance, running and evaluating the courses; managing the project |
| Impact | Website above Several courses developed, evaluated, promoted, delivered, updated on the School Education Gateway site. |
| Start Year | 2015 |
| Description | The decline in entrants to part-time undergraduate study in England |
| Organisation | Higher Education Funding Council for England |
| Country | United Kingdom |
| Sector | Public |
| PI Contribution | This project is coordinated by Centre researcher Claire Callender. Professor Callender is working with John Thompson who used to work for HEFCE to examine the decline in entrants to part-time undergraduate study in England using HESA data provided by HEFCE. The aim of this research is: • to better understand the decline in entrants to part-time undergraduate study; • to assess to what extent it reflects a real reduction in the number of entrants, and • to identify the most likely causes of this reduction. This should enable us to assess the likely impact of future changes in policy, such as the increase in the number of subjects which will be exempt from equivalent or lower qualifications (ELQ) restrictions on student loans from 2017-18. It should also provide a foundation to develop other policies to halt or reverse the decline in part-time study. The study will also assess the contribution of part-time provision to reducing the discrepancies in the take-up of higher education between advantaged and disadvantaged social groups; that is to 'widening participation' policy. Claire Callender submitted the proposal to the Sutton Trust and is involved in all aspects of this study. She is working collaboratively with John Thompson in terms of defining the scope of the study and the analysis. She will play a central role in writing up, presenting and disseminating the findings of the research. |
| Collaborator Contribution | HEFCE shares the above work |
| Impact | No outputs yet |
| Start Year | 2017 |
| Description | The decline in entrants to part-time undergraduate study in England |
| Organisation | The Sutton Trust |
| Country | United Kingdom |
| Sector | Charity/Non Profit |
| PI Contribution | This project is coordinated by Centre researcher Claire Callender. Professor Callender is working with John Thompson who used to work for HEFCE to examine the decline in entrants to part-time undergraduate study in England using HESA data provided by HEFCE. The aim of this research is: • to better understand the decline in entrants to part-time undergraduate study; • to assess to what extent it reflects a real reduction in the number of entrants, and • to identify the most likely causes of this reduction. This should enable us to assess the likely impact of future changes in policy, such as the increase in the number of subjects which will be exempt from equivalent or lower qualifications (ELQ) restrictions on student loans from 2017-18. It should also provide a foundation to develop other policies to halt or reverse the decline in part-time study. The study will also assess the contribution of part-time provision to reducing the discrepancies in the take-up of higher education between advantaged and disadvantaged social groups; that is to 'widening participation' policy. Claire Callender submitted the proposal to the Sutton Trust and is involved in all aspects of this study. She is working collaboratively with John Thompson in terms of defining the scope of the study and the analysis. She will play a central role in writing up, presenting and disseminating the findings of the research. |
| Collaborator Contribution | HEFCE shares the above work |
| Impact | No outputs yet |
| Start Year | 2017 |
| Description | Visit to Bamberg Graduate School of Social Sciences |
| Organisation | University of Bamberg |
| Country | Germany |
| Sector | Academic/University |
| PI Contribution | I visited the Bamberg Graduate School of Social Sciences in the academic year 2017-18 and met with the Dean, Professor Thomas Saalfeld, as well as Professor Steffen Schindler and Professor Guido Heineck to discuss potential collaborations using German higher education data. I discussed the work that Morag Henderson and I are doing at CGHE on academic self concept and university aspirations and attainment using British Cohort Data. We discussed the possibility of including a German comparison in future work. |
| Collaborator Contribution | BAGSS gave me a work space and the opportunity to present at their seminar. They also alerted me to several potential German data sources. |
| Impact | I presented research on "Socio-Economic Gaps in Access to Higher Education in England" at the BAGSS seminar series. |
| Start Year | 2017 |
| Description | higher education finance |
| Organisation | Columbia University |
| Department | Teachers College |
| Country | United States |
| Sector | Academic/University |
| PI Contribution | I am working with individuals at Columbia University and University of Texas at Austin on a paper on higher education finance in the UK. I am bringing institutional knowledge and expertise and contributing to a proposed Brookings paper. |
| Collaborator Contribution | my partners will bring institutional knowledge from the USA and also a sense of what lessons can be learned from the UK that are relevant to the US. |
| Impact | outputs are planned for 2017 collaboration is economics and education |
| Start Year | 2016 |
| Title | Community Based Research, an open online course for researchers, on the FutureLearn and Edraak platforms |
| Description | The course teaches participants the basics of community based research by examining the citizen science methodology used by the RELIEF Centre in Lebanon. They learn to construct their own research questions to find out community needs and how to meet them. They develop research skills to carry out local research projects sensitively and ethically, using case study examples from Lebanon to support their research development. The course runs for 3 weeks, and provides ~10 hours of study, including videos, exercises, quizzes, discussions and peer review activities. It has had >1000 participants on the two platforms, and is about to be re-run. Participants enrol from >150 countries. |
| Type Of Technology | Webtool/Application |
| Year Produced | 2019 |
| Impact | The course has been used by universities and research groups, especially in Lebanon, to assist in the training of young researchers, such as masters students and citizen scientists. |
| URL | https://www.futurelearn.com/courses/community-based-research/ |
| Title | MOOC for teachers in all sectors 'Blended and Online Learning Design' on FutureLearn |
| Description | This larger-scale online course brings to teachers in all sectors video exemplars and case studies, contributed by teachers from all sectors, illustrating ways of using blended and online learning within their courses. The online course employs the research-based tool developed at UCL Knowledge Lab, the Learning Designer, to enable teachers to adopt learning designs from others, which they can adapt, or create their own, receiving automated feedback on the nature of the learning experience they have designed. Teachers can share their design with others, for them to adopt and adapt. The course orchestrates two peer review activities where participants review each other's designs according to a give rubric. They may nominate their own or other's designs to be listed in the 'curated designs' section of the Learning Designer website. In this way, we begin to explore how well this community operates to develop collaborative community knowledge of how to teach online. This is a key focus of our CGHE2 research programme. Some 6,000 teachers are enrolled, from all sectors, and many countries. The course runs continuously for the first 6 months, prior to review. |
| Type Of Technology | Webtool/Application |
| Year Produced | 2021 |
| Impact | Some 8,900 teachers are enrolled, from all sectors, and many countries. By the end of its third run it received 71/84 (85%) 5-star reviews, many of them commenting on the value of the course and its tools and resources, for their work in developing online and blended learning. Registered participants can download all the resources in the course |
| URL | https://www.futurelearn.com/courses/blended-and-online-learning-design |
| Title | Teaching Online: Be Ready Now! |
| Description | The courses shows teachers how to plan for moving their classroom-based courses online, and use digital tools and resources to enable more active learning by their students. The course runs for 2 weeks and provides 10 hours of study as well as access to resources. Participants use videos, exercises, quizzes, discussions and peer review activities to share and exchange ideas and practices. The course runs on the Edraak platforms, in Arabic. It has attracted >46,000 participants, from across the MENA region. The course continues to run. |
| Type Of Technology | Webtool/Application |
| Year Produced | 2020 |
| Impact | The idea for the course arose from our previous collaboration with the Lebanese University, They wanted to help teachers with the process of moving their teaching entirely online. Based on our previous collaboration (see the Transforming Education...) we were able to work together online during lockdown, and within one month we were able to develop the course as a response to the pandemic emergency when all schools were closed. The course was very well received. In the post course survey, for example, 94% of the respondents said that the course changed the way they and their colleagues think or make future planning methods for online learning. And already, soon after the course, 49% reported that their students had benefitted from what they acquired on the course. The Ministry of Education in Jordan endorsed the course and adopted it for reference within their website. |
| URL | https://courses.edraak.org/courses/course-v1:UCL_LU+TO101+T2_2020/course/ |
| Title | The Learning designer Browser section 'Blended and Online Learning Design': A library of learning designs, created for sharing by participants in a professional development MOOC for teachers in all sectors. |
| Description | Designers who make their designs public on the website always retain ownership of shared designs, but they are shared under the Creative Commons 4.0 (BY) license. For this course the participants are all teachers and educators in all sectors and subject areas, from countries across the world. The learning designs made available to all are developed by participants using the Learning Designer tool to design their own learning designs on the Designer screen. if the user chooses to make their design public, they can be collected within the category 'Submissions - Reviewed', all of which have been peer reviewed. As of March 2022 there are 72 such designs for this course, and a further 17 curated designs, i.e. reviewed by the Educators. If the user chooses to submit their design for review by the course Educators according to a stricter set of criteria, they can be included in the category 'Curated designs from the BOLD course'. As of 30 July 2021 there are 12 such designs for this course, with a further 6 awaiting approval. |
| Type Of Technology | Webtool/Application |
| Year Produced | 2021 |
| Open Source License? | Yes |
| Impact | Participants report in discussions and reviews of the course that they have used their designs within their own teaching, with successful results. These reports are selected from those noted by the educators. The full analysis of all the data has not yet been completed. |
| URL | https://www.ucl.ac.uk/learning-designer/browser.php?uri=/Blended_and_Online_Learning_Design_FutureLe... |
| Title | Transforming Education in Challenging Environments |
| Description | The courses shows how teachers can make a difference to children from challenging contexts. Participants discover how to transform learning spaces and educational practices, and share their teaching methods and real experiences of teaching in crises with other educators. The course runs for 5 weeks and provides 20 hours of study as well as access to resources. Participants use videos, exercises, quizzes, discussions and peer review activities to share and exchange ideas and practices. The course runs on both FutureLearn and Edraak platforms, in English and Arabic. It has attracted >3,000 participants, from >150 countries. The second run will begin in February 2021. |
| Type Of Technology | Webtool/Application |
| Year Produced | 2019 |
| Impact | The course was embedded within courses for teachers at the Lebanese University and the Lebanese American University, enabling a blended version to be taught for their masters and teacher training students. The collaboration also enabled us to establish strong links with colleagues in both universities, which has changed those universities' approach to the use of online learning. The Ministry of Education and Higher Education were kept close to our developments, and began to run their own workshops for their master teachers on the use of MOOCs. We have also been invited to run a workshop for teacher development by the Assistant Provost for Education at the Lebanese American University, In 2020 we were invited to rerun this online for their advanced teachers. Out of this collaboration with Lebanese University we also developed and MOU between our universities, and were then able to collaborate in rapid response to the pandemic to create a new emergency course for teachers - see output Teaching Online: Be Ready Now! |
| URL | https://www.futurelearn.com/courses/transforming-education |
| Description | "A turn of the screw?" The changing division of labour in British universities and the re-engineering of academic work |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Scientific paper about the 3.2 project within the CGHE. |
| Year(s) Of Engagement Activity | 2017 |
| Description | "Blended Learning in Teacher Education & Training", Thematic Seminar, implementing blended learning in teacher education & training - Findings from research and practice, EU Schoolnet Academy. |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Schools |
| Results and Impact | Eileen Kennedy gave a keynote presentation to EU Schoolsnet online thematic seminar on research on blended learning in teacher professional development, particularly in relation to delivering MOOCs in a blended context. The seminar drew a wide audience from across the EU who were involved with teacher training for school teachers. Participants reported their interest in following up the seminar by reading the committed report with a view to implementing the ideas. |
| Year(s) Of Engagement Activity | 2020 |
| URL | https://www.europeanschoolnetacademy.eu/downloads/2020-12-01%202nd%20EUN%20Academy%20Thematic%20Semi... |
| Description | "Can universities be masters of their post-Brexit destiny?" University World News February 2019 |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | A commentary entitled "Can universities be masters of their post-Brexit destiny?", University World News, 13 February 2019. |
| Year(s) Of Engagement Activity | 2019 |
| URL | https://www.universityworldnews.com/post.php?story=20190213151240756 |
| Description | "Can we remake higher education to address socio-economic, ethnic and gender inequality? Private providers in the UK" CGHE 2021 Annual Conference, 11th May 2021 |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Conference presentation to CGHE 2021 Annual Conference, 11th May 2021 |
| Year(s) Of Engagement Activity | 2021 |
| URL | https://www.researchcghe.org/events/cghe-annual-conference/cghe-annual-conference-2021-remaking-high... |
| Description | "Collaborative Online Teacher Training Through MOOCs in the context of COVID-19". Teacher Training Amid COVID-19: Challenges, Resources and Aspirations for Culturally Diverse Classrooms, El Colegio de Sonora, Mexico. |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Schools |
| Results and Impact | Eileen Kennedy gave a presentation to an online seminar on Teacher Training Amid COVID-19 hosted by El Colegio de Sonora, Mexico drawing on research about using collaborative MOOCs to scale up teacher professional development in emergencies. Participants were drawn from across North America and were interested in applying the concept in for teachers in Mexico who were teaching non-Spanish speaking refugees. |
| Year(s) Of Engagement Activity | 2020 |
| URL | https://www.facebook.com/NYSABE/photos/a.331611997014769/1716766048499350/?type=3 |
| Description | "Designing for learning with technology", GMIT Christmas Teaching and Learning Showcase, Galway-Mayo Institute of Technology, Ireland. |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Undergraduate students |
| Results and Impact | Eileen Kennedy gave a keynote presentation to annual teaching and learning conference at Galway-Mayo Institute of Technology, Eire on research on digital tools to support learning design during Covid-19 pandemic and after. The attendees were lecturers from diverse technical and humanities disciplines who reported intention to use the tools to help them design online learning. |
| Year(s) Of Engagement Activity | 2020 |
| URL | https://galwaymayoinstitute-my.sharepoint.com/personal/jessica_duffy_gmit_ie/_layouts/15/onedrive.as... |
| Description | "Designing online assessment Creatively". Digital Assessments and their impact on Learners' achievements, Lebanese University, Lebanon. |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Schools |
| Results and Impact | Eileen Kennedy gave an invited presentation to an online conference in digital assessment co-organised by the Lebanese University. The audience was drawn from across the Middle East. Participants expressed interest in the ideas presented with a view to implementation. |
| Year(s) Of Engagement Activity | 2020 |
| URL | http://cresh.ul.edu.lb/?p=2898 |
| Description | "Digital games for sustainability learning at scale: creative pedagogy with technology for a renewable energy MOOC". Presentation at APT Annual Conference, UCL. |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Undergraduate students |
| Results and Impact | Eileen Kennedy gave a presentation on developing choice based digital games to enable MOOC participants to practice with concepts with Ellie Bates (UCL) at the Academic Practice and Technology Annual Conference at UCL. Participants expressed an interest in implementing the ideas in their own online courses. |
| Year(s) Of Engagement Activity | 2020 |
| URL | https://aptconference.org.uk/index.php/apt/apt2020/paper/viewPaper/1421 |
| Description | "Doing nothing is not an option" for Brexit, Marginson warns, Simon Marginson in PIE News, 22 March 2018 |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | "Doing nothing is not an option" for Brexit, Marginson warns, Simon Marginson in PIE News, 22 March 2018. |
| Year(s) Of Engagement Activity | 2018 |
| URL | https://thepienews.com/news/doing-nothing-is-not-an-option-marginson-warns-at-ihef/ |
| Description | "First to Go to College, First to Pay for College: Student Loans and First-generation College Students." (Stephen DesJardins with Fernando Furquim, Kristen Glaesner, Meghan Oster and Brian P. McCall). Symposium on Understanding Student Debt: Who Borrows, The Consequences of Borrowing, and The Implications for Federal Policy. University of Pennsylvania. Philadelphia, PA. |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | The activity made a contribution towards understanding student debt in the USA, and provided an outline of future research in the area. |
| Year(s) Of Engagement Activity | 2016 |
| Description | "For-profit higher education in the US: recent developments", CGHE Annual Conference 2017 1 March 2017 |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Over 100 people across the higher education sector attended the one day CGHE conference "Higher education: changing global relations". The paper presented was intended to highlight the composition, historical background and current situation of the UDS for-profit HE sector, and provide implications about the current marketization of the English HE sector. Questions were directly asked about this issues, as well as about the diversity of the for-profit sector, and likely differences in issues or problems arising from the sector. The presentation therefore succeeded in raising these amongst the diverse audience. |
| Year(s) Of Engagement Activity | 2017 |
| URL | http://www.researchcghe.org/news/2016-11-28-cghe-conference-to-explore-changing-global-relations-in-... |
| Description | "Foreign Academics Recruitment and Integration in China: National Strategies and Institutional Practice" in International workshop on international academics recruitment and integration, Research Institute for Higher Education, Hiroshima University, Futao Huang |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | The Workshop in Hiroshima, Japan, furthered understanding of recruitment of international faculty to China. This is an area of great policy interest in many countries as China is recruiting heavily from outside China in order to build the quality of research activity in its universities. |
| Year(s) Of Engagement Activity | 2016 |
| Description | "Global Rankings and Lessons for Higher School of Economics (HSE)", in HERB - Higher Education in Russia and Beyond |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | Article published in the journal |
| Year(s) Of Engagement Activity | 2017 |
| URL | http://www.researchcghe.org/news/2017-10-01-do-university-rankings-really-indicate-quality/ |
| Description | "Higher Education Trends and Impacts on Academic Accountability: Some Implications", International Conference, Higher Education Evaluation and Accreditation Council of Taiwan (HEEACT) |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | E. Hazelkorn (2019, 2 October) "Higher Education Trends and Impacts on Academic Accountability: Some Implications", International Conference, Higher Education Evaluation and Accreditation Council of Taiwan (HEEACT), Taipei, Taiwan. |
| Year(s) Of Engagement Activity | 2019 |
| Description | "How Does High School Math Impact College Choice and Post-schooling Earnings? Modeling Simultaneously Multinomial Treatments and Outcomes (Stephen DesJardins with Xiaoyang Ye and Brian P. McCall)." Association for Education Finance and Policy. Denver, CO. |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | This study pushes the boundaries on how researchers model the effects of endogenous treatments on subsequent student outcomes. Many such studies only model binary treatments (e.g., took Algebra II in high school or not) and the effect of that treatment on subsequent educational outcomes. This paper details how to model multivalued treatments (e.g., took Remedial Math, Algebra II, Calculus Iin high school) and multinomial outcomes (e.g., No College Attendance, Attend a Two-Year, Attend a Four-Year). To our knowledge, no one has previously done this. |
| Year(s) Of Engagement Activity | 2017 |
| Description | "Intersectoral relationships within higher education: the FE/HE interface in the UK" Seminar presentation for Centre for Global Higher Education (CGHE) UCL IOE, 6 May 2021 |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Seminar presentation "Intersectoral relationships within higher education: the FE/HE interface in the UK" Seminar presentation for Centre for Global Higher Education (CGHE) UCL IOE, 6 May 2021 |
| Year(s) Of Engagement Activity | 2021 |
| URL | https://www.researchcghe.org/events/cghe-seminar/intersectoral-relationships-within-higher-education... |
| Description | "Key Themes of a Diversifying Academic Workforce". RISIS Summer School, Berlin |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | The current project has been exposed to researchers in the same sub-field of research (academic career). The funding agency (European Commission) was able to invite also several professional working in specific areas of science & technology in such a way that I have been able to describe the UK peculiarities and the current policy changes. The occasion has been good to talk in details about the implications of Brexit, as the audience was widely European. |
| Year(s) Of Engagement Activity | 2017 |
| Description | "Public Intellectuals in universities as generators of Common Good in post-truth societies" |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Scientific paper presented at the 30th CHER conference in Finland. The content of the paper is intrinsically related to "impact" for academics and their current role in western societies. |
| Year(s) Of Engagement Activity | 2017 |
| Description | "Researching without reliable data sources" Centre for Global Higher Education's Summer School at University College London: 20th June 2017 |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Postgraduate students |
| Results and Impact | Researching higher education without reliable data: a presentation on alternative data sources and how they might be used in the absence of reliable statistical data. The presentation was given during the Centre for Global Higher Education's Summer School. The attendees were both postgraduate students and academics. The intended purpose was to demonstrate how apparently insurmountable obstacles (lack of data) can be overcome by adapting other forms of historical data/ information. |
| Year(s) Of Engagement Activity | 2017 |
| Description | "Staff Experiences of The Rapid Move Online: Challenges and Opportunities" Presentation at Digital Technology and the Post-Pandemic University, SRHE |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Undergraduate students |
| Results and Impact | Eileen Kennedy took part in a debate with Professor Allison Littlejohn (UCL) drawing on research undertaken on UCL staff experiences of moving to home working and online teaching during the Covid-19 pandemic. Participants expressed interest in following up on the ideas to inform their university response to the pandemic as well as utilising a similar methodology to research staff at their own institutions. |
| Year(s) Of Engagement Activity | 2020 |
| Description | "TPD@Scale: A 'local inclusion' model for education without infrastructure", Diana Laurillard & Eileen Kennedy at Education Alliance Symposium, Washington DC. |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | To demonstrate the 'local inclusion' model for TPD at scale in development contexts. Consulted further on USAID initiative and development of further plans for the TPD@Scale Coalition https://tpdatscalecoalition.org (the website is currently being redeveloped). |
| Year(s) Of Engagement Activity | 2018 |
| Description | "Teaching Online: Be Ready Now! A Rapid Response MOOC Co-designed with and for teachers in Lebanon and the MENA region". Presentation at APT Annual Conference, UCL |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Undergraduate students |
| Results and Impact | Eileen Kennedy gave a presentation with Samar Zeitoun (Lebanese University) and Diana Laurillard (UCL) on evaluation research of a rapidly created MOOC co-designed with Lebanese University for teachers in the Middle East new to online teaching during the pandemic. Participants requested further information. |
| Year(s) Of Engagement Activity | 2020 |
| URL | https://aptconference.org.uk/index.php/apt/apt2020/paper/viewPaper/1422 |
| Description | "The Challenges and Opportunities of the Rapid Move to Online Teaching In Response to Covid-19". Presentation at APT Annual Conference, UCL. |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Undergraduate students |
| Results and Impact | Eileen Kennedy gave a presentation with Allison Littlejohn (UCL) on research on UCL staff experience of moving to home working and teaching online at the Academic Practice and Technology annual conference at UCL. Participants expressed interest in further information about the research. |
| Year(s) Of Engagement Activity | 2020 |
| URL | https://aptconference.org.uk/index.php/apt/apt2020/paper/viewPaper/1434 |
| Description | "The scope for private higher education in England to widen participation". British Sociological Association Annual Conference 2021: Remaking the Future 14 April 2021 |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Conference presentation to the British Sociological Association Annual Conference 2021: Remaking the Future 14 April 2021 |
| Year(s) Of Engagement Activity | 2021 |
| URL | https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&ved=2ahUKEwjmu5zw0_bwAhXt0eAKHTUnB7gQ... |
| Description | "UCL Move to Online Teaching and Homeworking (MOTH)" Presentation at the Open Education SIG webinar, "#COVID19 - we're all in it together - or are we?" |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Undergraduate students |
| Results and Impact | Eileen Kennedy presented research on UCL staff experience of moving to home working and teaching online with Allison Littlejohn and Jennifer Rode (UCL). Participants expressed interest in collaborating on future projects to pool resources on student and staff experience of digital learning and teaching during the pandemic. |
| Year(s) Of Engagement Activity | 2020 |
| URL | https://altc.alt.ac.uk/oesig/2020/07/28/covid19-were-all-in-this-together-or-are-we/#gref |
| Description | "What was Trump University, and why is it still important?" 22 November 2016 |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | The article was intended to clarify issues about the so-called Trump University, about its purpose and fate, and indicate why it was still of significance for the president elect Donald Trump, and the US more generally, mainly in terms of the law suits that were then still pending associated with it that might have led to impeachment. The blog has had 100 views from the date of publication until March 16th 2017. |
| Year(s) Of Engagement Activity | 2016 |
| URL | http://www.researchcghe.org/blog/2016-11-22-what-was-trump-university-and-why-is-it-still-important/ |
| Description | 'Against the grain? Assessing graduate labour market trends in Germany through a task-based indicator of graduate jobs', talk at the CGHE 2018 annual conference 'The new geopolitics of higher education', London, April 11 |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Policymakers/politicians |
| Results and Impact | My talk on graduate labour market trends in Germany led to a discussion of comparative graduate labour market trends abroad and in Britain. Representative of the Media and members of the general public stated in subsequent conversation that the findings has had an impact on their opinion and views |
| Year(s) Of Engagement Activity | 2018 |
| URL | https://www.researchcghe.org/perch/resources/conference-programme-11-april.pdf |
| Description | 'Arrogant' universities seen as out of touch and ripe for cutbacks, Simon Marginson quoted in Times Higher Education, 20 October 2017 |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Simon Marginson quoted in article in Times Higher Education on public perception of 'arrogant' universities. |
| Year(s) Of Engagement Activity | 2018 |
| URL | https://www.timeshighereducation.com/blog/arrogant-universities-seen-out-touch-and-ripe-cutbacks |
| Description | 'Blended and online learning: Changing the pedagogical landscape' Diana Laurillard at EADTU Conference, University of Aarhus |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Policymakers/politicians |
| Results and Impact | To demonstrate value and outcomes of the use of MOOCs in blended learning for professionals to use within their communities. |
| Year(s) Of Engagement Activity | 2018 |
| Description | 'Designing a student loan system for the US: lessons from England and Australia, Quantitative Social Science seminar, UCL, 24th May 2017. |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | Gave seminar at the Department of Social Science , Quantitative Social Science seminar series. |
| Year(s) Of Engagement Activity | 2017 |
| Description | 'Digital Leadership in Higher Education' |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Keynote as interview, via videoconference, for Shanghai Open University International Conference on Leadership and Innovation for the Future in ODL, November 2016, followed by synchronous discussion |
| Year(s) Of Engagement Activity | 2016 |
| Description | 'Digital technologies for learning', Diana Laurillard at Council for Science and Technology Scoping Workshop at the Dept for Business, Energy, Innovation and Science, London |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Policymakers/politicians |
| Results and Impact | To influence policy on the use of digital technology for learning in the wider skills sector. |
| Year(s) Of Engagement Activity | 2018 |
| Description | 'Evaluating the current landscape of higher education' |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Invited talk at the BETT Show, Excel Centre, Jan 2016. |
| Year(s) Of Engagement Activity | 2016 |
| Description | 'Future of Global Higher Education', joint symposium between CGHE and University of New South Wales, Australia, 7 September 2017 |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | This was a day-long event which included 14 speakers from UK higher education institutions and organisations, and the University of New South Wales. The discussion focused on trends in participation, research, competition and cooperation, and also the effects of Brexit. About 60 people attended in the symposium venue and all of the papers were later distributed on Youtube. he event was live-tweeted with organic impressions of 14,142 over the course of the day (CGHE's most popular tweet from the event achieved an impression of over 6,000. The YouTube plays were as follows: Welcome: 59. Ian Jacobs: 46. Nicola Brewer: 52. David Greenaway: 32. Simon Marginson: 40. Pedro Teixeira: 19. Laurie Pearcey: 35. Philip Altbach: 29. Raj Kumar: 8. Funmi Olonisakin: 15. Joanna Newman: 35. Panel session: 29 |
| Year(s) Of Engagement Activity | 2017 |
| URL | http://www.researchcghe.org/events/2017-09-07-future-of-global-higher-education-symposium/ |
| Description | 'Getting Student Financing Right in the USA: Lessons from Australia and England' , 3rd Workshop on Educations Economics March 30-31, 2017, Leuven (Belgium) |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Conference presentation. |
| Year(s) Of Engagement Activity | 2017 |
| URL | https://feb.kuleuven.be/drc/LEER/map-ws-education-economics-2017/programme |
| Description | 'Graduate labour market trends in Germany ', seminar presented by Dr Golo Henseke, Federal Institute for Vocational Education and Training (BIBB), Bonn, 17 November 2016 |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Drawing on work at LLAKES and CGHE by Francis Green and Golo Henseke on graduate jobs in Britain and internationally, Golo presented first findings using German job market data. After a fruitful exchange, the Head of the Research Data Centre agreed to make the newly developed indicator of graduate jobs eventually available to the wider national and international research community by supplying it as part of their published datasets. |
| Year(s) Of Engagement Activity | 2016 |
| Description | 'Grand challenges' reshape universities' research agendas, James Wilsdon in Times Higher Education, 17 February 2018 |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | James Wilsdon is quoted discussing research agendas in universities in an article in Times Higher Education. |
| Year(s) Of Engagement Activity | 2018 |
| URL | https://www.timeshighereducation.com/news/grand-challenges-reshape-universities-research-agendas |
| Description | 'Higher Education Financing: Theory, Evidence and Policy Issues', seminar at National Graduate Institute for Policy Studies (GRIPS), Tokyo, 22nd February 2017 |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Gave talk to applied social scientists at GRIPs in Japan on the Higher Education funding reform around the world and the potential for Japan |
| Year(s) Of Engagement Activity | 2017 |
| Description | 'How will teachers cultivate the core competences for a digital world?' Diana Laurillard at INEI Conference on Cultivating Core Competences in a Changing Technological Society, Beijing |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Policymakers/politicians |
| Results and Impact | To propose a new type of programme for TPD, on the large scale. |
| Year(s) Of Engagement Activity | 2018 |
| Description | 'Income Contingent Loans and Sharia Law', Bruce Chapman, Ali Khan and Rabee Tourky, Public Economic Theory Annual Conference, Rio de Janeiro, July 2016 |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Knowledge exchange and furthered understanding of Income Contingent Loans in Higher Education |
| Year(s) Of Engagement Activity | 2016 |
| Description | 'Learning in a world with AI and digital technology', Diana Laurillard at Royal Society and Cambridge Centre for Science and Policy, Expert workshop, Royal Society, London |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Policymakers/politicians |
| Results and Impact | To influence policy on the use of digital technology for learning in the wider skills sector. |
| Year(s) Of Engagement Activity | 2018 |
| Description | 'New models for developing teachers' competence online', Diana Laurillard at EMINENT Conference, Lisbon |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | To demonstrate new model of TPD on the large scale. |
| Year(s) Of Engagement Activity | 2018 |
| Description | 'Professionalising teaching innovation in the digital age' |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Keynote at the Association of Medical Education Conference, Barcelona, August 2016. Audience of >3000 |
| Year(s) Of Engagement Activity | 2016 |
| URL | https://amee.org/getattachment/Conferences/AMEE-Past-Conferences/AMEE-2016/1-AMEE-2016-Printed-Progr... |
| Description | 'Publicly engage like never before', universities urged, Ka Ho Mok quoted in the PIE News, 26 May 2017 |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Ka Ho Mok's presentation at Going Global covered by the PIE News. |
| Year(s) Of Engagement Activity | 2017 |
| URL | https://thepienews.com/news/publicly-engage-like-never-before-universities-urged/ |
| Description | 'Pulling Apart? A decade of change in Europe's Graduate Labour Markets' invited presentation made to the LLAKES Centre Conference on 'Young Adults, Inequality and the Generational Divide', Mary Ward House/Senate House Conference Centre, 15-16 November 2018. |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Generate interest in findings. |
| Year(s) Of Engagement Activity | 2018 |
| URL | https://www.ucl.ac.uk/ioe/events/2018/nov/llakes-centre-conference-2018 |
| Description | 'Rethinking the profession of teaching as a design science' |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Keynote presentation at the Int'l Conference on Teaching with Learning Technology, Singapore, March 2016 International audience of >2000 |
| Year(s) Of Engagement Activity | 2016 |
| Description | 'The Australian higher education financing debate', University of Adelaide Economics Department seminar, Bruce Chapman |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Professional Practitioners |
| Results and Impact | Contribution towards the debate of financing HE in Australia. Prof. Chapman is the leading Australian economists working in the domain of income contingent student loans and has led or influenced the design of such systems in Australia and other countries, including the UK. |
| Year(s) Of Engagement Activity | 2015 |
| Description | 'The Future of Learning: human and digital networks', Diana Laurillard - Expert contribution to the Human Transformation workshop |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | To influence research funding opportunities on the use of digital technology for learning across all education sectors. |
| Year(s) Of Engagement Activity | 2019 |
| Description | 'There's no plan B': academics race to safeguard research against Brexit, Simon Marginson in the Guardian, October 2018 |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | 'There's no plan B': academics race to safeguard research against Brexit, Simon Marginson in the Guardian, October 2018 |
| Year(s) Of Engagement Activity | 2018 |
| URL | https://www.theguardian.com/education/2018/oct/16/academics-race-safeguard-research-against-brexit-u... |
| Description | 5 easy tricks for successful online teaching |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Schools |
| Results and Impact | Eileen Kennedy wrote a blog post for IOE Blogs about how to teach online based on research on MOOCs for teachers new to online teaching. The blog post was one of the most read posts in 2020 with comments from readers who reported changed views and behaviours. |
| Year(s) Of Engagement Activity | 2020 |
| URL | https://blogs.ucl.ac.uk/ioe/2020/06/17/5-easy-tricks-for-successful-online-teaching/ |
| Description | << La question des frais d'inscription au Royaume-Uni : une approche historique (1920-2019) >> Ecole Normale Superieure de Lyon 2019 |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Postgraduate students |
| Results and Impact | Presentation of the UK debates regarding HE finance with a specific focus on the question of fees and its connections with expansion and differentiation. The event was attended by french colleagues and students and led to a productive debates on the key reforms happening in France at the time. |
| Year(s) Of Engagement Activity | 2019 |
| URL | http://triangle.ens-lyon.fr/spip.php?article8450 |
| Description | ?????:????? ????????? (??????,2017?7?) |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Public/other audiences |
| Results and Impact | . |
| Year(s) Of Engagement Activity | 2017 |
| URL | http://paper.hket.com/article/1854578/%E5%AD%B8%E5%88%B8%E8%B5%B0%E5%B0%8D%E8%B7%AF%20%E9%A0%88%E9%9... |
| Description | ?????:?????? ????? (??????,2017?2?) |
| Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Public/other audiences |
| Results and Impact | . |
| Year(s) Of Engagement Activity | 2017 |
| URL | http://orientaldaily.on.cc/cnt/news/20170216/00176_020.html |
| Description | ?????:?????? ???????? (??,2017?7?) |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Public/other audiences |
| Results and Impact | . |
| Year(s) Of Engagement Activity | 2017 |
| URL | https://news.mingpao.com/pns/dailynews/web_tc/article/20170721/s00012/1500574050550 |
| Description | ?????:??????? ?????? (??????,2017?8?) |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Public/other audiences |
| Results and Impact | . |
| Year(s) Of Engagement Activity | 2017 |
| URL | http://paper.hket.com/article/1885129/%E5%89%AF%E5%AD%B8%E5%A3%AB%E4%BB%8D%E6%9C%89%E5%83%B9%E5%80%B... |
| Description | ?????:?????????? (????,2017?1?) |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Public/other audiences |
| Results and Impact | . |
| Year(s) Of Engagement Activity | 2017 |
| URL | http://www.hkcd.com.hk/content/2017-01/20/content_3621360.htm |
| Description | ?????:?????????? (????,2017?2?) |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Public/other audiences |
| Results and Impact | . |
| Year(s) Of Engagement Activity | 2017 |
| URL | http://www.hkcd.com.hk/content/2017-02/07/content_3623996.htm |
| Description | ?????:?????????? (????,2017?5?) |
| Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Public/other audiences |
| Results and Impact | . |
| Year(s) Of Engagement Activity | 2017 |
| URL | https://news.mingpao.com/pns/dailynews/web_tc/article/20170505/s00002/1493920776805 |
| Description | ?????:???????????? ???????? (??01??, 2017?2?) |
| Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Public/other audiences |
| Results and Impact | . |
| Year(s) Of Engagement Activity | 2017 |
| URL | https://www.hk01.com/%E6%B8%AF%E8%81%9E/71866/%E9%A6%99%E6%B8%AF%E8%B7%8C%E5%87%BA%E5%8D%81%E5%A4%A7... |
| Description | ?????:????????????? (??? "????",2017?8?) |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Public/other audiences |
| Results and Impact | . |
| Year(s) Of Engagement Activity | 2017 |
| URL | http://lifestyle.etnet.com.hk/column/index.php/internationalaffairs/lingnan/48234 |
| Description | ?????:????????????? (????,2017?2?) |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Public/other audiences |
| Results and Impact | . |
| Year(s) Of Engagement Activity | 2017 |
| URL | http://www.hkcd.com.hk/content/2017-02/24/content_3628724.htm |
| Description | ?????:?????QS???????? ?????????????? (????,2017?6?) |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Public/other audiences |
| Results and Impact | . |
| Year(s) Of Engagement Activity | 2017 |
| URL | http://hk.on.cc/hk/bkn/cnt/news/20170608/bkn-20170608000120134-0608_00822_001.html |
| Description | A Research Agenda for e-Learning |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Invited workshop for the League of European Research Universites workshop, UCL Knowledge Lab, Nov 2016. |
| Year(s) Of Engagement Activity | 2016 |
| Description | A critical engagement with excellence in engineering education: Centering powerful knowledge, teaching and learning |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Keynote at the Third International Conference of the Portuguese Society for Engineering Education (CISPEE 2018) 27-29 June, 2018. University of Aveiro, Portugal. |
| Year(s) Of Engagement Activity | 2018 |
| Description | A distinctive response to COVID-19 in higher education, Huang F in University World News, 5 December 2020 |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Public/other audiences |
| Results and Impact | Articles on how the Japanese government and higher education institutions responded to COVID-19 |
| Year(s) Of Engagement Activity | 2020 |
| URL | https://www.universityworldnews.com/post.php?story=20201204090340951 |
| Description | A hard Brexit, Simon Marginson quoted in The Australian, 26 June 2017 |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Public/other audiences |
| Results and Impact | Simon Marginson quoted in article in The Australian on the impact of Brexit on higher education. "Much in higher education depends on whether in the fraught climate of Brexit the government and the country can maintain the UK - especially its universities - as meritocratic, internationally engaged, and above all, open," he concludes. |
| Year(s) Of Engagement Activity | 2017 |
| URL | https://www.theaustralian.com.au/higher-education/awash-with-cash/news-story/1101cb820c20f9619c65a70... |
| Description | A historical lens on the connections and tensions between resource, mission and social differentiations in UK higher education- UK History of Education Society Conference, UCL Institute of Education, 8-10 November 2019 |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Postgraduate students |
| Results and Impact | An opportunity to present the findings from the project to the community of the historian of education. This raised interest from the audience and led to very useful feedback which will inform the ongoing project. |
| Year(s) Of Engagement Activity | 2019 |
| URL | https://historyofeducation.org.uk/events/history-of-education-annual-conference-2019/ |
| Description | A meeting with MEXT, the Ministry of Education, Culture, Sports, Science and Technology in Japan, Bruce Chapman and Lorraine Dearden, 23 February 2017 |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Bruce Chapman and Lorraine Dearden talked with MEXT about proposed reforms to their student loan system. |
| Year(s) Of Engagement Activity | 2017 |
| Description | A more collaborative learning design is transforming Arabic MOOCs |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Schools |
| Results and Impact | Eileen Kennedy and Mustafa Habib (Edraak) reported on the ways that the learning design approach developed through research in CGHE and RELIEF has transformed Arabic MOOC design on the Edraak platform. The high levels of engagement with the MOOCs produced using this approach has led to the Conversational Framework and learning design tools developed at UCL Knowledge Lab being adopted by all course designers at Edraak. The article provided links to the Educators for Change MOOC on Edraak and the Transforming Education in Challenging Environments course on FutureLearn so that readers could experience the approach first hand. |
| Year(s) Of Engagement Activity | 2020 |
| URL | https://ioelondonblog.wordpress.com/2020/02/20/a-more-collaborative-learning-design-is-transforming-... |
| Description | A more flexible curriculum approach can support student success, Jenni Case in the Conversation, 15 April 2018 |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | A more flexible curriculum approach can support student success, Jenni Case in the Conversation, 15 April 2018 |
| Year(s) Of Engagement Activity | 2018 |
| URL | https://theconversation.com/a-more-flexible-curriculum-approach-can-support-student-success-92751 |
| Description | A presentation to the Centre for Education and International Development Annual Conference, UCL IOE, London 19 June 2018 (with Yann Lebeau and Jussi Välimaa) |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Other audiences |
| Results and Impact | Presentation of a CGHE project "International perspectives on the attainability of higher education opportunities: models and strategies for accessibility and availability", Centre for Education and International Development Annual Conference, UCL IOE, London (with Yann Lebeau and Jussi Välimaa). |
| Year(s) Of Engagement Activity | 2018 |
| URL | https://www.ucl.ac.uk/ioe/events/2018/jun/ceid-annual-conference-2018-higher-education-and-internati... |
| Description | A presentation to university administrators who are responsible for raising funds for widening participation activities and alumni donations |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Professional Practitioners |
| Results and Impact | The activity was aimed at giving the audience a better understanding on the financial constraints facing potential students, information that they could use with potential donors |
| Year(s) Of Engagement Activity | 2019 |
| Description | A shift to the global common good in higher education, Lin Tian and Nian Cai Liu in University World News, 20 October 2017 |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Article by Lin Tian and Nian Cai Liu in University World News investigating the shift in focus to the global common good in higher education. |
| Year(s) Of Engagement Activity | 2017 |
| URL | http://www.universityworldnews.com/article.php?story=20171018100006575 |
| Description | A talk or presentation - Seminar presentation "For-profit higher education in Brazil and the USA" to the Latin American Perspectives on Education society, UCL Institute of Education 24th January 2017 |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | The seminar was undertaken with the intention of presenting the history, current state and future direction of the for-profit sector in the US and Brazil. It identified points of contact between the two, and generated a debate about the differences between the private and public sectors in both countries, in terms of regulation, quality of provision, and financing. The future of the for-profit sector in the US was also debated in view of the recent inauguration of the 45th president of the United States five days previously. |
| Year(s) Of Engagement Activity | 2017 |
| URL | http://www.researchcghe.org/events/2017-01-24-for-profit-higher-education-in-brazil-and-the-us/ |
| Description | A talk to Maryville University, US, HE Studies Group |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Postgraduate students |
| Results and Impact | 20 mature professional postgraduate students attended for a study visit, during which we discussed the UK (mainly English) Higher Education system, the funding of HE institutions and student funding, which led to the participants reconsidering some of their assumptions. |
| Year(s) Of Engagement Activity | 2017 |
| Description | A talk to the Durham University Policy Network |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Professional Practitioners |
| Results and Impact | A talk to the Durham University Policy Network on CGHE, its research programme and engagement with policy and practice, entitled 'Seeking to understand the worldand to change it: Researching global HE in a troubled policy environment' |
| Year(s) Of Engagement Activity | 2017 |
| Description | ANU/DPU/CEPAR Conference, "Immigration, Ageing and the Labour Market", DPUniversity, Bangkok, Bruce Chapman, Kiathianan Lounkaew and John Piggott |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Discussions around the ageing population and the labour market/immigration - comparisons made. |
| Year(s) Of Engagement Activity | 2015 |
| Description | ANU/Tongji University Conference, 'Student Loans', Shanghai, China, (Bruce Chapman and Glenn Withers) |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Furthered understanding and comparisons of student loans in China, Australia and worldwide. There was considerable discussion at the conference. Some papers, including this one, will be issued as part of a monograph. The work by Chapman and colleagues on income contingent student loans is of policy interest in many countries. |
| Year(s) Of Engagement Activity | 2016 |
| Description | APPAM presentation |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Policymakers/politicians |
| Results and Impact | I participated in a special session at APPAM on university sorting |
| Year(s) Of Engagement Activity | 2019 |
| Description | Academic Freedom in a Globalising Era: the Intangible Asset of Higher Education [Poster] |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | A poster about Academic Freedom to engagle scholars about what AF is, how it can be measured, and the actual consequences in having poor academic freedom for the Countries awarding no or poor AF. |
| Year(s) Of Engagement Activity | 2018 |
| URL | http://www.cher.hse.ru |
| Description | Academic careers: milestones and options on a critical path |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Presentation at 2019 Conference SRHE |
| Year(s) Of Engagement Activity | 2018 |
| Description | Academic ranking of world universities: History and future, invited lecture at Faculty of Education, Liu N. C., Hong Kong University, Hong Kong on 23 March 2017. |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Postgraduate students |
| Results and Impact | This presentation introduces the history of ARWU and global university rankings, discusses the methodologies and limitations of ARWU, presents the latest development on field and subject ranking including the Global Ranking of Academic Subjects, and also explores the ongoing efforts to develop new ranking indicators. |
| Year(s) Of Engagement Activity | 2017 |
| URL | http://web.edu.hku.hk/f/event/4055/nclliu%20-%2020170323.pdf |
| Description | Academic staffing policies in UK universities and the agency of individuals. |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Presentation abuot updates of CGHE3.2 project, with empirical qualitative data concerning the angle of the Human Resources policies |
| Year(s) Of Engagement Activity | 2018 |
| URL | http://www.cher.hse.ru |
| Description | Academics fear loss of sector research under OfS regime, Paul Ashwin in Times Higher Education, 24 January 2018 |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | Paul Ashwin quoted in article in Times Higher Education on the work of OfS as a sector regulator. |
| Year(s) Of Engagement Activity | 2018 |
| URL | https://www.timeshighereducation.com/news/academics-fear-loss-sector-research-under-ofs-regime |
| Description | Access and Participation at Postgraduate Level: Research findings and their implications for policy and practice |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | A seminar presented by Paul Wakeling, University of York. 78 attendees. This is seminar 3 of a 5 part series on Student Access to University convened by Simon Marginson and Jo-Anne Baird. Access to higher education is a major social issue in the UK as in most countries. Overall participation in the UK is moving towards 50 per cent of the school leaver age group but non-white students, state school students and students from disadvantaged regions of the UK are under-represented in academically elite universities. This pattern affects entry, completion and outcomes in graduate labour markets. Access to the University of Oxford is a persistent debate. Must universities choose between high standards and socially equitable admissions, or can we have both? What is the scope for change? |
| Year(s) Of Engagement Activity | 2019 |
| URL | http://www.education.ox.ac.uk/events/access-and-participation-at-postgraduate-level-research-finding... |
| Description | Access and Participation in English HE: A Fair and Equal Opportunity for All? |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | A seminar presented by Chris Millward from Office for Students. 90 attendees. This is seminar 2 of a 5 part series on Student Access to University convened by Simon Marginson and Jo-Anne Baird. Access to higher education is a major social issue in the UK as in most countries. Overall participation in the UK is moving towards 50 per cent of the school leaver age group but non-white students, state school students and students from disadvantaged regions of the UK are under-represented in academically elite universities. This pattern affects entry, completion and outcomes in graduate labour markets. Access to the University of Oxford is a persistent debate. Must universities choose between high standards and socially equitable admissions, or can we have both? What is the scope for change? |
| Year(s) Of Engagement Activity | 2019 |
| URL | http://www.education.ox.ac.uk/events/student-access-to-university-public-seminar-title-tba/ |
| Description | Admissions Testing Preparation Effects |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | A seminar presented by Rebecca Surender, Jo-Anne Baird, Samina Khan and Alison Matthews and Karen O'Brien from Univeristy of Oxford. 97 attendees. This is seminar 1of a 5 part series on Student Access to University convened by Simon Marginson and Jo-Anne Baird. Access to higher education is a major social issue in the UK as in most countries. Overall participation in the UK is moving towards 50 per cent of the school leaver age group but non-white students, state school students and students from disadvantaged regions of the UK are under-represented in academically elite universities. This pattern affects entry, completion and outcomes in graduate labour markets. Access to the University of Oxford is a persistent debate. Must universities choose between high standards and socially equitable admissions, or can we have both? What is the scope for change? |
| Year(s) Of Engagement Activity | 2019 |
| URL | http://www.education.ox.ac.uk/events/admissions-testing-preparation-effects/ |
| Description | Admissions staff told to focus on duration of deprivation, Vikki Boliver in the Times Higher Education, November 2018 |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Admissions staff told to focus on duration of deprivation, Vikki Boliver in the Times Higher Education, November 2018 |
| Year(s) Of Engagement Activity | 2018 |
| URL | https://www.timeshighereducation.com/news/admissions-staff-told-focus-duration-deprivation |
| Description | Advisory role - DfE's Longitudinal Study of Young People in England 2 (LSYPE2) |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Expert Panel - Department for Education an advisory role in relation to DfE's Longitudinal Study of Young People in England 2 (LSYPE2). |
| Year(s) Of Engagement Activity | 2019 |
| Description | Alison Wolf backs personalised learning accounts for England, Claire Callender quoted in Times Higher Education, 27 October 2017 |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Claire Callender quoted in article about higher education funding in Times Higher Education. |
| Year(s) Of Engagement Activity | 2018 |
| URL | https://www.timeshighereducation.com/news/alison-wolf-backs-personalised-learning-accounts-england |
| Description | American schools dominate the global rankings again as Harvard wins top spot for the eighth year in a row and Penn State jumps into the top 50, Simon Marginson in Daily Mail May 2018 |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | American schools dominate the global rankings again as Harvard wins top spot for the eighth year in a row and Penn State jumps into the top 50, Simon Marginson in Daily Mail May 2018 |
| Year(s) Of Engagement Activity | 2018 |
| URL | http://www.dailymail.co.uk/news/article-5790699/American-colleges-dominate-latest-global-rankings.ht... |
| Description | An International Final Four: Which Country Handles Student Debt Best?, Bruce Chapman and Lorraine Dearden in New York Times, April 2018 |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | An International Final Four: Which Country Handles Student Debt Best?, an panel piece with Bruce Chapman and Lorraine Dearden in New York Times, April 2018 |
| Year(s) Of Engagement Activity | 2018 |
| URL | https://www.nytimes.com/2018/04/02/upshot/an-international-final-four-which-country-handles-student-... |
| Description | An Introdiction to Social Network Analysis for the field of Higher Education |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | A methodological presentation about SNA for the attendees of the CGHE Summer School |
| Year(s) Of Engagement Activity | 2017 |
| Description | An invited presentation on "Realising the potential of digital learning at scale" at Université Saint-Joseph de Beyrouth, Lebanon |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Schools |
| Results and Impact | Eileen Kennedy was invited to present her research on "Realising the potential of digital learning at scale: research approaches" at the Education Research Laboratory, Faculty of Educational Sciences, Université Saint-Joseph de Beyrouth (USJ) on 9 December 2022. The audience was composed of faculty and early career researchers studying for PhD in Education at USJ. |
| Year(s) Of Engagement Activity | 2022 |
| Description | Appeared on BBC News |
| Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Media (as a channel to the public) |
| Results and Impact | I appeared on BBC News channel live to discuss grade inflation in teacher assessed GCSE grades |
| Year(s) Of Engagement Activity | 2022 |
| Description | Appointed chair of Research Advisory Group |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Policymakers/politicians |
| Results and Impact | I was appointed the Chair of a Research Advisory Committee. The research on part-time students is being conducted for the Office for Fair Access (OFFA) a quasi government body. Findings from this research will feed into the government's review on post 18 education funding |
| Year(s) Of Engagement Activity | 2018 |
| Description | Appointed member of Higher Education Statistics Agency (HESA) Graduate Outcomes Steering Comittee |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Policymakers/politicians |
| Results and Impact | The purpose of the steering committee is to advise HESA through the implementation phase of Graduate Outcomes (a new national survey of graduates) |
| Year(s) Of Engagement Activity | 2017 |
| Description | Are graduates good value for money? Francis Green and Golo Henseke in Times Higher Education, 12 October 2017 |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | CGHE working paper by Francis Green and Golo Henseke entitled 'Should governments of OECD countries worry about graduate underemployment?' quoted in Times Higher Education. |
| Year(s) Of Engagement Activity | 2017 |
| URL | https://www.timeshighereducation.com/features/are-graduates-good-value-money |
| Description | Are the humanities in crisis? If they are, how can we save them? Dennis Ahlburg's CGHE seminar featured in Times Higher Education, 22 May 2018 |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Are the humanities in crisis? If they are, how can we save them? Dennis Ahlburg's CGHE seminar featured in Times Higher Education, 22 May 2018 |
| Year(s) Of Engagement Activity | 2018 |
| URL | https://www.timeshighereducation.com/news/are-humanities-crisis-if-they-are-how-can-we-save-them |
| Description | Are universities engines or products of economic growth?, Simon Marginson in Times Higher Ed, May 2018 |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Are universities engines or products of economic growth?, Simon Marginson in Times Higher Ed, May 2018 |
| Year(s) Of Engagement Activity | 2018 |
| URL | https://www.timeshighereducation.com/features/are-universities-engines-or-products-economic-growth |
| Description | Article about publication edited: "Universities must address local and global challenges" |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | This was an article in University World News about the report, Towards a Socially Responsible University: Balancing the global with the local, published by the Global University Network for Innovation or GUNi, is the sixth report in its "Higher Education in the World" series on the social commitment of universities. I was one of the editors of the report. |
| Year(s) Of Engagement Activity | 2017 |
| URL | http://www.universityworldnews.com/article.php?story=20170317233121374 |
| Description | Article by Jin Jiang, 2. Teaching excellence vs. 'academic GDP' (???????????GDP?), September 2, 2019, Sing Tao Daily |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Public/other audiences |
| Results and Impact | Newspaper article designed to influence public opinion |
| Year(s) Of Engagement Activity | 2019 |
| URL | https://cms.ln.edu.hk/f/upload/41344/Jin%20Jiang_2Sep2019.jpg |
| Description | Article by Jin Jiang. 3. Expansion of vocational secondary education: increasing opportunities of higher education for whom? (????,??????????) (Chinese only), August 26, 2019, The Paper (??) |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Public/other audiences |
| Results and Impact | Article designed to educate public opinion |
| Year(s) Of Engagement Activity | 2019 |
| URL | http://www.thepaper.cn/news |
| Description | Article by Jin Jiang. 4. University ranking versus provision of quality education (?????????????) ET net (???), May 15, 2019 |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Public/other audiences |
| Results and Impact | Article designed to educate public opinion |
| Year(s) Of Engagement Activity | 2019 |
| URL | http://www.etnet.com.hk/www/tc/lifestyle/internationalaffairs/lingnan/59997 |
| Description | Article by Jin Jiang. The Greater Bay Area 'human contest' (?????? ???????????). Sing Tao Daily (????), April 1, 2019 |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Public/other audiences |
| Results and Impact | Article designed to educate public opinion |
| Year(s) Of Engagement Activity | 2019 |
| URL | https://cms.ln.edu.hk/f/upload/38240/SA19268ST_Lingnan-01042019.jpg |
| Description | Article entitled ''Legitimate concerns' on underemployed graduates' in the Australian (Francis Green and Golo Henseke - based on a CGHE working paper) 6 July 2016 |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Public/other audiences |
| Results and Impact | Article entitled ''Legitimate concerns' on underemployed graduates' published in the Australian. Intended purpose was to highlight problems of graduate underemployment, which are significant in many countries. |
| Year(s) Of Engagement Activity | 2016 |
| URL | http://www.theaustralian.com.au/higher-education/legitimate-concerns-on-underemployed-graduates/news... |
| Description | Article entitled ''Limited evidence' that private providers improve quality globally' in the Times Higher Education (Stephen Hunt, Claire Callender, Gareth Parry - based on a BIS report) 15 August 2016 |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Article entitled ''Limited evidence' that private providers improve quality globally' published in the Times Higher Education based on a report written for BIS on alternative higher education providers. Intended purpose was to highlight the need for regulation of the sector and to highlight the challenges faced by a number of countries in relation to alternative providers. Part of the wider dissemination of the CGHE report. |
| Year(s) Of Engagement Activity | 2016 |
| URL | https://www.timeshighereducation.com/news/limited-evidence-private-providers-improve-quality-globall... |
| Description | Article entitled ''World's largest' HE research centre launches £6m study programme' on Media FHE |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | Article entitled ''World's largest' HE research centre launches £6m study programme' published on Media FHE. Intended purpose was to outline the goals of the Centre and raise awareness of its launch. |
| Year(s) Of Engagement Activity | 2016 |
| URL | http://www.mediafhe.com/worlds-largest-he-research-centre-launches-6m-study-programme |
| Description | Article entitled 'Academics' ability to lobby government under threat from new funding clause' in The Conversation by Peter Scott |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Commentary entitled 'Academics' ability to lobby government under threat from new funding clause' published in The Conversation. Intended purpose was to critically assess the consequences of the new clause that the UK government announced it would insert into new and renewed grant agreements from 1 May. In particular it highlighted the threat to academics' ability to lobby government and hence the independence of publicly funded research. The article received 1 comment online. |
| Year(s) Of Engagement Activity | 2016 |
| URL | https://theconversation.com/academics-ability-to-lobby-government-under-threat-from-new-funding-clau... |
| Description | Article entitled 'Are world university rankings up to date?' in University World News by Robert Tijssen |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Commentary entitled 'Are world university rankings up to date?' published in University World News. Intended purpose was to critically assess university rankings as a quality indicator. The piece also promoted the Centre for Global Higher Education's launch event. |
| Year(s) Of Engagement Activity | 2016 |
| URL | http://www.universityworldnews.com/article.php?story=20160202143021671 |
| Description | Article entitled 'Asia University Rankings 2016: Asia takes the search for excellence seriously' by Ka Ho Mok in Times Higher Education |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Commentary entitled 'Asia University Rankings 2016: Asia takes the search for excellence seriously' published in the Times Higher Education. Intended purpose was to highlight the fact that policymakers are starting to recognise the value of investing in universities if their nations are to compete globally. |
| Year(s) Of Engagement Activity | 2016 |
| URL | https://www.timeshighereducation.com/world-university-rankings/asia-university-rankings-2016-asia-ta... |
| Description | Article entitled 'Asia University Rankings 2017: results announced' in Times Higher Education (Simon Marginson) 16 March 2017 |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Article entitled 'Asia University Rankings 2017: results announced' published in the Times Higher Education in which Simon Marginson is quoted discussing Malaysia's ranking. Intended purpose is to highlight different country approaches to higher education and the effects of various policy developments. |
| Year(s) Of Engagement Activity | 2017 |
| URL | https://www.timeshighereducation.com/world-university-rankings/asia-university-rankings-2017-results... |
| Description | Article entitled 'Asia-Pacific may lead change in higher education perspectives' in The Australian by Simon Marginson |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Commentary entitled 'Asia-Pacific may lead change in higher education perspectives' published in The Australian. Intended purpose was to highlight the importance of Asia-Pacific perspectives in the way higher education is delivered, with a view to informing other countries' higher education policy and practices. |
| Year(s) Of Engagement Activity | 2016 |
| URL | http://www.theaustralian.com.au/higher-education/asiapacific-may-lead-change-in-higher-education-per... |
| Description | Article entitled 'Asian HE expansion 'producing more graduates than market needs' in the Times Higher Education |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Article entitled 'Asian HE expansion 'producing more graduates than market needs'' published in the Times Higher Education. Intended purpose was to highlight the challenges of graduate underemployment and suggest areas that policy should focus on to counteract this. Graduate under-employment is a significant issue across the world, especially in East Asia at present. |
| Year(s) Of Engagement Activity | 2016 |
| URL | https://www.timeshighereducation.com/news/asian-he-expansion-producing-more-graduates-market-needs |
| Description | Article entitled 'Be on message or beware: targets and rankings are the way forward for universities' in the Guardian by Peter Scott |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Commentary entitled 'Be on message or beware: targets and rankings are the way forward for universities' published in the Guardian. Intended purpose was to highlight the roles and purpose of education agencies/regulators and to warn against the dangers of managing performance through targets and rankings. The article received 56 comments online. |
| Year(s) Of Engagement Activity | 2016 |
| URL | https://www.theguardian.com/education/2016/apr/05/targets-ranking-universities-scrutiny-higher-educa... |
| Description | Article entitled 'Beware, the central control that grips schools is heading universities' in the Guardian by Peter Scott |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Commentary entitled 'Beware, the central control that grips schools is heading universities' way' published in the Guardian. Intended purpose was to critically assess UK government policy in relation to regulation and evaluation of higher education, e.g. in relation to the TEF and REF. The article received 140 comments online. |
| Year(s) Of Engagement Activity | 2016 |
| URL | https://www.theguardian.com/education/2016/jan/04/control-schools-universities-knowledge-business |
| Description | Article entitled 'Challenging the grudging consensus behind the REF' in the Times Higher Education by Alis Oancea |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Commentary entitled 'Challenging the grudging consensus behind the REF' published in the Times Higher Education. Intended purpose was to critically assess UK government policy in relation to evaluating higher education through the REF. The article was also associated with the launch of the Centre for Global Higher Education, at which Alis Oancea presented this research. The article received 2 comments online. |
| Year(s) Of Engagement Activity | 2016 |
| URL | https://www.timeshighereducation.com/blog/challenging-grudging-consensus-behind-ref |
| Description | Article entitled 'China: what are the lessons of expansion?' in Times Higher Education (Ka Ho Mok and Jin Jiang - based on a CGHE working paper) 29 July 2016 |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Article entitled 'China: what are the lessons of expansion?' published in the Times Higher Education. Reports on work by CGHE researcher Ka Ho Mok. Intended purpose was to highlight lessons from the expansion of China's higher education sector for other countries, particularly around the need for policies to focus on equality. |
| Year(s) Of Engagement Activity | 2016 |
| URL | https://www.timeshighereducation.com/news/china-what-are-lessons-expansion |
| Description | Article entitled 'Chinese PhD education 'shifted from Soviet to US model'' in the Times Higher Education (Fuato Huang - based on a CGHE working paper) 31 January 2017 |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Article entitled 'Chinese PhD education 'shifted from Soviet to US model'' in the Times Higher Education. Intended purpose was to highlight the shift in patterns from a Soviet to US model in Chinese higher education. Based on a CGHE working paper. |
| Year(s) Of Engagement Activity | 2017 |
| URL | https://www.timeshighereducation.com/news/chinese-phd-education-shifted-soviet-us-model |
| Description | Article entitled 'Could HE rankings be socially transformative?' in University World News by Ellen Hazelkorn |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Commentary entitled 'Could HE rankings be socially transformative?' published in University World News. Intended purpose was to critically assess the role of rankings in the university sector and to analyse their effect on universities' civic and regional engagement. University rankings are a major issue in higher education in many countries, and Professor Hazelkorn is the world's foremost expert in the area. |
| Year(s) Of Engagement Activity | 2016 |
| URL | http://www.universityworldnews.com/article.php?story=20161011123810165 |
| Description | Article entitled 'Crucial role of arts and humanities in societal change' in University World News by Ellen Hazelkorn and Andrew Gibson |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Public/other audiences |
| Results and Impact | Commentary entitled 'Crucial role of arts and humanities in societal change' published in University World News. Intended purpose was to emphasise the importance of arts and humanities subjects to society, and explain why societies fund these disciplines despite the lack of obvious direct economic utilities arising from them. |
| Year(s) Of Engagement Activity | 2016 |
| URL | http://www.universityworldnews.com/article.php?story=20161125142332720 |
| Description | Article entitled 'Data pinpoint Brexit threat to university-business links' in Times Higher Education (Robert Tijssen and Alfredo Yegros - based on a CGHE working paper) 3 March 2017 |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Article entitled 'Data pinpoint Brexit threat to university-business links' published in the Times Higher Education. Intended purpose was to warn of risk to UK university partnerships with international and EU industry from Brexit. The article was a report from the cGHE annual conference panel session in European higher education, Brexit and UK. |
| Year(s) Of Engagement Activity | 2017 |
| URL | https://www.timeshighereducation.com/news/data-pinpoint-brexit-threat-university-business-links |
| Description | Article entitled 'Dear Justine Greening, here's what you should do as education minister' in The Conversation (Simon Marginson) 14 July 2016 |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Article entitled 'Dear Justine Greening, here's what you should do as education minister' was published in The Conversation with CGHE's Simon Marginson the leading expert. The intended purpose was to highlight the need for a stable regulatory structure in higher education. |
| Year(s) Of Engagement Activity | 2016 |
| URL | https://theconversation.com/dear-justine-greening-heres-what-you-should-do-as-education-minister-625... |
| Description | Article entitled 'Degrees benefit society - even when students don't get 'graduate jobs'' in Times Higher Education by Francis Green and Golo Henseke |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Article entitled 'Degrees benefit society - even when students don't get 'graduate jobs'' published in Times Higher Education, based on a CGHE working paper. Intended purpose was to highlight extent of graduate underemployment while arguing that university education benefits societies in ways other than just employability. Called for more research into ways in which an educated population benefits society. Graduate under-employment, and the purposes of universities, are both large issues in higher education in many countries. |
| Year(s) Of Engagement Activity | 2016 |
| URL | https://www.timeshighereducation.com/blog/degrees-benefit-society-even-when-students-dont-get-gradua... |
| Description | Article entitled 'Does the REF motivate or discourage research staff?' in the Times Higher Education (Len Schaefer - based on a CGHE seminar) 19 May 2016 |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Article entitled 'Does the REF motivate or discourage research staff?' published in the Times Higher Education (THE), based on a CGHE seminar given by a visiting researcher. Intended purpose was to highlight the effects of the REF on academic life, particularly what was seen by interviewees as the distortion of academic priorities and of curiosity-based inquiry in general. This article received a relatively high number of hits for articles on the THE website, indicating considerable interest in the material, and there was a significant number of online comments also. |
| Year(s) Of Engagement Activity | 2016 |
| URL | https://www.timeshighereducation.com/news/does-ref-motivate-or-discourage-research-staff |
| Description | Article entitled 'Expansion in global higher education 'has increased inequality'' in the Times Higher Education (Simon Marginson) 16 June 2016 |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Article entitled 'Expansion in global higher education 'has increased inequality'' published in the Times Higher Education. Intended purpose was to highlight problems of inequality among those who attend university and emphasise the need for policy to address this. The idea that growth of participation does not necessarily lead to greater equality of opportunity was a new and important element in the policy discussion of higher education. |
| Year(s) Of Engagement Activity | 2016 |
| URL | https://www.timeshighereducation.com/news/expansion-in-global-higher-education-has-increased-inequal... |
| Description | Article entitled 'Government and universities have not made the case for deregulation, says Professor Bruce Chapman' on news.com.au 8 April 2016 |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Article entitled 'Government and universities have not made the case for deregulation, says Professor Bruce Chapman' published on news.com.au Intended purpose was to criticise the Australian government's controversial plans to allow universities to set their own fees. Professor Chapman is the leading Australian economist working on issues of tuition financing and student loans. |
| Year(s) Of Engagement Activity | 2016 |
| URL | http://www.news.com.au/national/politics/government-and-universities-have-not-made-the-case-for-dere... |
| Description | Article entitled 'Government attacked for 'pub economics' in English HE' in the Times Higher Education (Lorraine Dearden - based on keynote at CGHE 2017 annual conference) 1 March 2017 |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Policymakers/politicians |
| Results and Impact | An article entitled 'Government attacked for 'pub economics' in English HE' was published in the Times Higher Education, based on Lorraine Dearden's keynote at CGHE's annual conference. Intended purpose was to highlight mistaken policy assumptions about funding higher education and the consequences of competition. The paper was live streamed. |
| Year(s) Of Engagement Activity | 2017 |
| URL | https://www.timeshighereducation.com/news/government-attacked-pub-economics-english-he |
| Description | Article entitled 'Graduate 'over-education' a 'legitimate concern', argues paper' published in the Times Higher Education (Francis Green and Golo Henseke - based on a CGHE working paper) 22 June 2016 |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Article entitled 'Graduate 'over-education' a 'legitimate concern', argues paper' published in the Times Higher Education. Intended purpose was to highlight problems of graduate overeducation as well as the need to look at the wider benefits to society of having an educated population.Graduate under-employment is a major issue in many countries, including UK. |
| Year(s) Of Engagement Activity | 2016 |
| URL | https://www.timeshighereducation.com/news/graduate-over-education-legitimate-concern-argues-paper |
| Description | Article entitled 'Graduates from wealthy backgrounds reap earnings benefits' in the Times Higher Education (Lorraine Dearden) 13 April 2016 |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Public/other audiences |
| Results and Impact | Article entitled 'Graduates from wealthy backgrounds reap earnings benefits' published in the Times Higher Education. Intended purpose was to highlight inequalities in higher education and the need to create policies to address these inequalities. There was a relatively high number of hits for this item, as for most THE items on the graduate labour market |
| Year(s) Of Engagement Activity | 2016 |
| URL | https://www.timeshighereducation.com/news/graduates-from-wealthy-backgrounds-reap-earnings-benefits |
| Description | Article entitled 'HE has a role to play in rebuilding social solidarity' in University World News by Simon Marginson |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Article entitled 'HE has a role to play in rebuilding social solidarity' published in University World News. Intended purpose was to discuss new book and that suggests how higher education can be used to reduce inequality in society. |
| Year(s) Of Engagement Activity | 2017 |
| URL | http://www.universityworldnews.com/article.php?story=20170130225955254 |
| Description | Article entitled 'HECS architect Bruce Chapman: recovering loans from dead students about politics, not economics' in Sydney Morning Herald 23 March 2016 |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Article entitled 'HECS architect Bruce Chapman: recovering loans from dead students about politics, not economics' published in the Sydney Morning Herald. Intended purpose was to criticise government policy in Australia relating to the collection of student loans debts. Professor Chapman is the leading Austrlaian economist working on issues of tuition financing and student loans. |
| Year(s) Of Engagement Activity | 2016 |
| URL | http://www.smh.com.au/federal-politics/political-news/hecs-architect-bruce-chapman-recovering-loans-... |
| Description | Article entitled 'Hefce is a crucial buffer against ministers' meddling with universities' in the Guardian by Peter Scott |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Commentary entitled 'Hefce is a crucial buffer against ministers' meddling with universities' published in the Guardian. The intended purpose was to highlight the policy danger of removing a regulator (HEFCE) that is at arm's length from the HE sector. The article received 4 comments online. |
| Year(s) Of Engagement Activity | 2016 |
| URL | https://www.theguardian.com/education/2015/nov/30/hefce-buffer-ministers-universities-higher-educati... |
| Description | Article entitled 'Higher education - The key to greater freedom' in University World News by Simon Marginson |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Commentary entitled 'Higher education - The key to greater freedom' published in University World News. Intended purpose was to highlight the positive role that higher education can play in society and the contributions to the public good that universities make; to reflect on the new social divisions apparent in the Brexit referendum and the US Presidential election in November 2016; and suggest how higher education can contribute to healing those divisions. |
| Year(s) Of Engagement Activity | 2017 |
| URL | http://www.universityworldnews.com/article.php?story=20170301121027157 |
| Description | Article entitled 'Higher education and growing inequality' in Academic Matters by Simon Marginson |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Commentary entitled 'Higher education and growing inequality' published in Academic Matters. Intended purpose was to critically assess higher education policy, in an international context, in relation to enhancing social mobility through higher education. The commentary makes the argument that higher education could actually reinforce inequality under some scenarios, and there is a need to change other policies (e.g. taxation) as well. |
| Year(s) Of Engagement Activity | 2016 |
| URL | http://www.academicmatters.ca/2016/01/higher-education-and-growing-inequality/ |
| Description | Article entitled 'Higher education research goes global' in University World News |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Article entitled 'Higher education research goes global' published in University World News. Intended purpose was to outline the goals of the Centre and raise awareness of its launch. |
| Year(s) Of Engagement Activity | 2016 |
| URL | http://www.universityworldnews.com/article.php?story=20160202131548550 |
| Description | Article entitled 'Higher education widens the gap between rich and poor' in University World News by Ka Ho Mok and Jin Jiang |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Commentary entitled 'Higher education widens the gap between rich and poor' published in University World News and based on a CGHE working paper. Intended purpose was to highlight inequalities in access to higher education and the need to address these. The issues discussed in this article have been increasingly pertinent in the light of the division between degree holders / non degree holders in the Brexit referendum and the November 2016 American presidential election. |
| Year(s) Of Engagement Activity | 2016 |
| URL | http://www.universityworldnews.com/article.php?story=20160816133130108 |
| Description | Article entitled 'How universities became stigmatised as arrogant experts' in the Guardian by Peter Scott |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Commentary entitled 'How universities became stigmatised as arrogant experts' published in the Guardian. Intended purpose was to highlight the move away from widening participation in higher education towards a focus on achieving status. It also criticises government focus on the Russell Group universities at the expense of other HEIs. The article received 391 comments online. |
| Year(s) Of Engagement Activity | 2016 |
| URL | https://www.theguardian.com/education/2016/aug/01/universities-arrogant-experts-widening-participati... |
| Description | Article entitled 'Income-contingent approach to unpaid fines is more efficient' in The Australian by Bruce Chapman |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Commentary entitled 'Income-contingent approach to unpaid fines is more efficient' published in The Australian. Intended purpose was to critically assess the efficiency of income-contingent loans in Australia. The article received 24 comments online. Professor Chapman is the world's foremost expert in this policy domain. |
| Year(s) Of Engagement Activity | 2016 |
| URL | http://www.theaustralian.com.au/opinion/incomecontingent-approach-to-upaid-fines-is-more-efficient/n... |
| Description | Article entitled 'Income-contingent loans 'could solve US student debt crisis'' in the Times Higher Education (Lorraine Dearden and Bruce Chapman - based on a working paper) 14 March 2017 |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Article entitled 'Income-contingent loans 'could solve US student debt crisis'' published in the Tim |