The Higher Education Funding Council for England (HEFCE) was a non-departmental public body in the United Kingdom, which was responsible for the distribution of funding for higher education to universities and further education colleges in England since 1992. It ceased to exist as of 1 April 2018, when its duties were divided between the newly created Office for Students and Research England.
Information and communications technology (ICT) is an extensional term for information technology (IT) that stresses the role of unified communications and the integration of telecommunications and computers, as well as necessary enterprise software, middleware, storage and audiovisual, that enable users to access, store, transmit, understand and manipulate information.
Open educational resources (OER) are teaching, learning, and research materials intentionally created and licensed to be free for the end user to own, share, and in most cases, modify. The term "OER" describes publicly accessible materials and resources for any user to use, re-mix, improve, and redistribute under some licenses. These are designed to reduce accessibility barriers by implementing best practices in teaching and to be adapted for local unique contexts.
The NIACE was an educational charity in England and Wales, with headquarters in Leicester and Cardiff plus a subsidiary office in London. The organization, founded in 1921 as the British Institute of Adult Education, was dedicated to advocating for and promoting adult learning. It was the main advocacy body for adult learning in England and Wales and probably the largest body devoted to adult education in the world.
The Royal Economic Society (RES) is a professional association that promotes the study of economic science in academia, government service, banking, industry, and public affairs. Originally established in 1890 as the British Economic Association, it was incorporated by royal charter on December 2, 1902. The Society is a charity registered with the U.K. Charity Commission under charity number 231508.
Global studies (GS) or global affaires (GA) is the interdisciplinary study of global macro-processes. Predominant subjects are political science in the form of global politics, as well as economics, law, the sociology of law, ecology, environmental studies, geography, sociology, culture, anthropology and ethnography. It distinguishes itself from the related discipline of international relations by its comparatively lesser focus on the nation state as a fundamental analytical unit, instead focusing on the broader issues relating to cultural and economic globalisation, global power structures, as well of the effect of humans on the global environment.
The scholarship of teaching and learning is often defined as systematic inquiry into student learning which advances the practice of teaching in higher education by making inquiry findings public. Building on this definition, Peter Felten identified 5 principles for good practice in SOTL: (1) inquiry focused on student learning, (2) grounded in context, (3) methodologically sound, (4) conducted in partnership with students, (5) appropriately public.
Advance HE is a British charity and professional membership scheme promoting excellence in higher education. It advocates evidence-based teaching methods and awards fellowships as professional recognition for university teachers. Founded in 2003, the Higher Education Academy was responsible for the UK Professional Standards Framework for higher education practitioners and merged to form Advance HE on 21 March 2018.
Economics education or economic education is a field within economics that focuses on two main themes:
These organizations for higher education have a common purpose and mission for advocacy in numerous areas of both institutional management and the general public interest. The organizations have specific purpose for issues from faculty unionization to public policy research and service to institutions. Most are focused on the organization and governance of higher and tertiary education, but some are involved in service and research at all levels of education.
The Design History Society is an arts history organisation founded in 1977 to promote and support the study and understanding of design history. The Society undertakes a range of charitable activities intended to encourage and support research and scholarship, to offer information and create networking opportunities, to foster student participation and public recognition of the subject, and to support regional links and events. The Society welcomes members from related disciplines such as anthropology, architecture and art history, business history, the history of science and technology, craft history, cultural studies, economic and social history, design and design management studies. An elected Executive Committee and Board of Trustees works to enable the activities of the Society, and to ensure that design history is appropriately represented in higher education and research bodies in the UK.
The University of Nottingham Ningbo China (UNNC), also known as the University of Nottingham - Ningbo, is a sino-foreign cooperative university located in Ningbo, Zhejiang, China. The institution awards University of Nottingham degrees to its students. As an independent legal entity, UNNC is jointly owned by the Zhejiang-based Wanli Education Group and the UK-based University of Nottingham. Although the Chinese Ministry of Education (MoE) stipulates that UNNC should not operate as a satellite campus of the University of Nottingham in the UK, it is effectively regarded as such by the parent institution.
The Engineering Subject Centre (EngSC) was one of 24 subject centres within the Higher Education Academy from 2000 to 2011. The academy encouraged, supported and enabled teaching excellence in the United Kingdom higher education community. This was achieved through development of research and evaluation both for the higher education (HE) community as a whole and through the discipline-specific expertise of the subject centres. The stated aim of the academy is: "to improve the learning experience for students".
LLAS was a staff development centre based at the University of Southampton which provided services to academic staff across the UK teaching Languages, Linguistics and Area Studies in higher education. Its first incarnation was as a subject centre of the Learning and Teaching Support Network (2000-2004), then a subject centre of the Higher Education Academy (2004-2011). Its second incarnation was as an enterprise unit of the University of Southampton.
The Subject Centre for History, Classics and Archaeology was one of 24 Subject Centres funded within the Higher Education Academy to promote high quality learning and teaching in UK Higher Education (HE) by providing subject-based support for sharing innovations and good practices. Initially the only one of the 24 Subject Centres to be sited in Scotland, it was hosted originally by the University of Glasgow and later by the University of Liverpool. Its various Directors were Dr Andrew Roach, Dr Donald Spaeth, Colin Brooks and Dr Anthony Sinclair.
Donald John Markwell is an Australian social scientist, who has been described as a "renowned Australian educational reformer". He was appointed Head of St Mark's College, Adelaide, from November 2019. He was Senior Adviser to the Leader of the Government in the Australian Senate from October 2015 to December 2017, and was previously Senior Adviser on Higher Education to the Australian Minister for Education.
The Research Excellence Framework (REF) is a research impact evaluation of British Higher Education Institutions (HEIs). It is the successor to the Research Assessment Exercise and it was first used in 2014 to assess the period 2008–2013. REF is undertaken by the four UK higher education funding bodies: Research England, the Scottish Funding Council (SFC), the Higher Education Funding Council for Wales (HEFCW), and the Department for the Economy, Northern Ireland (DfE).
The Classic Private University is a university in Ukraine.
Learning development describes work with students and staff to develop academic practices, with a main focus on students developing academic practices in higher education, which assess the progress of knowledge acquired by the means of structural approaches. Learning developers are academic professionals who: teach, advise and facilitate students to develop their academic practices; create academic development learning resources; and reflect on their own academic practices through a community of practice.
Climate change education (CCE) is education that aims to address and develop effective responses to climate change. It helps learners understand the causes and consequences of climate change, prepares them to live with the impacts of climate change and empowers learners to take appropriate actions to adopt more sustainable lifestyles. Climate change and climate change education are global challenges that can be anchored in the curriculum in order to provide local learning and widen up mindset shits on how climate change can be mitigated. In such as case CCE is more than climate change literacy but understanding ways of dealing with climate
