26 mai 2017
26 mai 2017
The Role of Universities in Economic Development of Russian Regions
This paper analyses the contribution of higher education institutions (HEI) in Russia to gross regional product (GRP) growth. We explore the relationship between higher education coverage and rates of economic growth based on longitudinal economic growth models which are pooled regression, fixed effects, and regression with simultaneous fixed and spatial effects. In addition to the influence of HEI on economic growth, the model specifications also allow an investigation of the relationship between the territory accessibility of higher education and GRP growth, and the significance of higher education in regions with different structures of GRP. More...26 mai 2017
Higher Education and Research Act 2017
Higher Education and Research Act 2017Introductory TextCollapse -
Part 1 The Office for Students
Establishment of the Office for Students
1.The Office for Students
2.General duties
The register of English higher education providers
3.The register
4.Registration procedure
Registration conditions
5.The initial and general ongoing registration conditions
6.The specific ongoing registration conditions
7.Proportionate conditions
Mandatory registration conditions
8.Mandatory ongoing registration conditions for all providers
9.Mandatory transparency condition for certain providers
10.Mandatory fee limit condition for certain providers
11.Duty to publish a list regarding the fee limit condition
12.Mandatory access and participation plan condition for certain institutions
Other registration conditions
13.Other initial and ongoing registration conditions
14.Public interest governance condition
Enforcement of ongoing registration conditions
15.Power to impose monetary penalties
16.Suspension of registration
17.Suspension: procedure
18.De-registration by the OfS
19.De-registration by the OfS: procedure
20.De-registration: appeals
21.Refusal to renew an access and participation plan
Voluntary de-registration
22.Voluntary de-registration
Quality and standards
23.Assessing the quality of, and the standards applied to, higher education
24.Quality Assessment Committee
25.Rating the quality of, and the standards applied to, higher education
26.Report on operation of section 25 schemes
27.Performance of assessment functions by a designated body
28.Power of designated body to charge fees
Access and participation
29.Power to approve an access and participation plan
30.Duration of a plan
31.Content of a plan: fees
32.Content of a plan: equality of opportunity
33.Variation of a plan
34.Review of decisions on approval or variation
35.Advice on good practice
36.Duty to protect academic freedom
37.Power of Secretary of State to require a report
Student transfers
38.Duty to monitor etc the provision of arrangements for student transfers
Powers to give financial support
39.Financial support for registered higher education providers
40.Financial support for certain institutions
41.Financial support: terms and conditions
Powers to grant degrees etc
42.Authorisation to grant degrees etc
43.Supplementary powers with authorisation
44.Variation or revocation of section 42 authorisation
45.Variation or revocation of other authorisations to grant degrees etc
46.Grant, variation or revocation of authorisation: advice on quality etc
47.Grant of authorisation: notification of new providers
48.Variation or revocation of authorisation: procedure
49.Appeals against variation or revocation of authorisation
50.Validation by authorised providers
51.Validation by the OfS
52.Sections 42 to 49: consequential amendments
53.Unrecognised degrees
54.Unrecognised degrees: supplementary
55.Saving for right to grant degrees under the Ecclesiastical Licences Act 1533
Powers in relation to “university” title
56.Use of “university” in title of institution
57.Unauthorised use of “university” in title of institution etc
58.Revocation of authorisation to use “university” title
59.Revocation of authorisation: procedure
60.Appeals against revocation of authorisation
Powers of entry and search
61.Entering and searching premises with a warrant
Information powers
62.Power to require information from unregistered providers
63.Cooperation and information sharing by the OfS
Information duties
64.Duty to compile and make available higher education information
65.Duty to publish higher education information
66.Designated body
67.Power of designated body to charge fees
Financial sustainability
68.Duty to monitor and report on financial sustainability
Efficiency studies etc
69.Studies for improving economy, efficiency and effectiveness
Funding of the OfS
70.Registration fees
71.Other fees
72.Retention of fee related income
73.Costs recovery
74.Grants from the Secretary of State
Regulatory framework
75.Regulatory framework
Supplementary functions
76.Secretary of State’s power to confer supplementary functions
Directions
77.Secretary of State’s power to give directions
Powers of Secretary of State to obtain information and advice
78.Power to require information and advice from the OfS
79.Power to require application-to-acceptance information
80.Use of application-to-acceptance information for research purposes
HEFCE and the DFA
81.Higher Education Funding Council for England
82.The Director of Fair Access to Higher Education
Interpretation
83.Meaning of “English higher education provider” etc
84.Designation of other providers of higher education
85.Other definitions
Part 2 Other education measures
Financial support for students
86.Power to make alternative payments
87.Section 86: consequential amendments
88.Other amendments relating to financial support
Student complaints scheme
89.Qualifying institutions for purposes of student complaints scheme
Deregulation of higher education corporations
90.Higher education corporations in England
Part 3 Research
Establishment of United Kingdom Research and Innovation
91.United Kingdom Research and Innovation
92.The Councils of UKRI
Research and innovation functions and role of the Councils
93.UK research and innovation functions
94.Financial support: supplementary provision
95.Exercise of functions by science and humanities Councils
96.Exercise of functions by Innovate UK
97.Exercise of functions by Research England
98.Exercise of functions by the Councils: supplementary
Strategies and strategic delivery plans
99.UKRI’s research and innovation strategy
100.Councils’ strategic delivery plans
Funding and directions
101.Grants to UKRI from the Secretary of State
102.Secretary of State’s power to give directions to UKRI
103.Haldane principle, balanced funding and advice from UKRI
General functions
104.General duties
105.Power to require information and advice from UKRI
106.Studies for improving economy, efficiency and effectiveness
107.Provision of research services
108.Representing the United Kingdom
Supplementary
109.Predecessor bodies and preservation of symbolic property
110.Amendments to powers to support research
Interpretation
111.Definitions
Part 4 General
112.Cooperation and information sharing between the OfS and UKRI
113.Joint working
114.Advice to Northern Ireland departments
115.Transfer schemes
116.Power to make consequential provision etc
117.Transitional, transitory or saving provision
118.Pre-commencement consultation
119.Regulations
120.Directions
121.General interpretation
122.Minor and consequential amendments
123.Extent
124.Commencement
125.Short title
SCHEDULES
SCHEDULE 1
The Office for Students
SCHEDULE 2
The fee limit
SCHEDULE 3
Monetary penalties: procedure, appeals and recovery etc
SCHEDULE 4
Assessing higher education: designated body
SCHEDULE 5
Powers of entry and search etc
SCHEDULE 6
English higher education information: designated body
SCHEDULE 7
Costs recovery: procedure, appeals and recovery etc
SCHEDULE 8
Higher education corporations in England
SCHEDULE 9
United Kingdom Research and Innovation
SCHEDULE 10
Transfer schemes
SCHEDULE 11
Minor and consequential amendments relating to Part 1
SCHEDULE 12
Minor and consequential amendments relating to Part 3. More...
26 mai 2017
University–industry linkages and academic engagements: individual behaviours and firms’ barriers
26 mai 2017
State of the Relationship Report 2017
This is the National Centre’s flagship publication and includes updated metrics on progress in collaboration between universities, business and government. The Collaboration Progress Monitor shows solid healthy growth:
- Investment in university business collaboration from both foreign sources and domestic companies is growing with foreign investment outstripping domestic growth by four times (£1.3bn compared with £336m).
- Industry income for knowledge exchange activities (excluding licensing) received by universities increased by 4.5% in real terms - £906m in 2014 to £947m.
- Postgraduate employment and commercialisation activities are also growing.
- Despite previous concerns, the size of average deals with businesses, small and large, is holding.
- The National Centre is delighted to see such strong examples of university-business partnerships, and believe these could be further strengthened, particularly in the following areas:
Cross-disciplinary problem solving.
New ways of progressing into higher education through, for example, degree apprenticeships. More...
26 mai 2017
Building America's Skilled Technical Workforce (2017)
Skilled technical occupations—defined as occupations that require a high level of knowledge in a technical domain but do not require a bachelor’s degree for entry—are a key component of the U.S. economy. In response to globalization and advances in science and technology, American firms are demanding workers with greater proficiency in literacy and numeracy, as well as strong interpersonal, technical, and problem-solving skills. However, employer surveys and industry and government reports have raised concerns that the nation may not have an adequate supply of skilled technical workers to achieve its competitiveness and economic growth objectives. More...26 mai 2017
Multi-functionality and Sustainability in the European Union's Forests
European forests have multiple functions - from wealth and employment creation, the production of natural resources and raw materials for industry and bioenergy production, provision of spaces for leisure and recreation, conservation of nature and biodiversity, to mitigation of, and adaptation to, climate change. This multi-functionality creates conflicts between different uses and stakeholders, and presents considerable challenges for policy-makers to avoid conflicts and to enhance sustainability and synergies between different policy domains. More...26 mai 2017
Tech Leavers Study
In the tech sector, unfair treatment is the most common factor in employee turnover, costing the industry $16 billion a year in replacement costs, a report from the Kapor Center for Social Impact and the Ford Foundation finds. Based on a survey of people who have left a job in a tech-related industry in the last three years, the report, Tech Leavers Study: A First-of-Its-Kind Analysis of Why People Voluntarily Left Jobs in Tech (27 pages, PDF), found that 37 percent of respondents cited unfairness or mistreatment as a major reason for leaving — including 40 percent of underrepresented men of color — compared with 22 percent who cited being recruited away. More...26 mai 2017
Understanding Cybersecurity Talent Needs
Understanding Cybersecurity Talent Needs: Findings From Surveys of Business Executives and College Presidents provides firsthand viewpoints of the relationship among government, business and higher education sectors in developing a workforce that meets today’s cybersecurity skills needs. The findings in this report document opportunities for better alignment among cybersecurity stakeholders to develop the necessary talent to meet the unprecedented level of risks and threats that organizations face. More...26 mai 2017
Invest to Improve: The Cybersecurity Talent Deficit
Invest to Improve: The Cybersecurity Talent Deficit provides recommendations for cybersecurity stakeholders—employers, government agencies, and higher education institutions—to enable regional partnerships to meet today’s cybersecurity skills needs. This report combines data from a 2017 Gallup survey of business executives and higher education leaders with jobs analyses from Burning Glass Technologies, as well as, for the first time, detailed student demographic and wage data—following them from their college studies to the cybersecurity profession. More...