The Centre for Excellence will provide University staff with the resources and professional development they need to help them deliver impactful teaching which has AI and digital literacy at its core. In providing this, the centre will have a positive impact on Queen Mary students, who will be equipped with leading AI skills sought after by employers, setting them apart from peers in competitive job markets.

Through the centre – led by Dr Xue Zhou, Academic Head and Dr Aisha Abuelmaatti, Deputy Academic Head – the University is also engaging directly with employers to ensure that the skills and training offered through the centre meet their workforce and business needs.

Professor Colin Bailey, President and Principal of Queen Mary University explains: “I am delighted that we are launching this new initiative which represents an exciting step forward for Queen Mary University. By launching this Centre for Excellence, we are demonstrating our commitment to equipping students and educators with the AI-related skills they need for the future, both in terms of teaching and employability.”

Professor Janet De Wilde, Director Queen Mary Academy said: “Queen Mary Academy empowers the University’s educators and researchers to grow and achieve their full potential within a supportive environment. I am incredibly proud that the Academy is home to this centre which will help staff develop new skills that enhance their teaching to the benefit of our students and future employers.”

As well as upskilling educators and students, the centre will provide a home for scholarship, including the ethical use of AI in pedagogy and beyond.

Dr Xue Zhou, Academic Head of the Centre for Excellence said: “By harnessing the power of AI, we will create a dynamic environment which supports educators in delivering impactful, engaging teaching and improves student outcomes by equipping them to meet the demands of a rapidly evolving workforce.”

This collaboration will enable colleagues from Bright Horizons to complete a Level 5 Early Years Lead Practitioner Apprenticeship, an advanced training programme designed for leadership roles in early years education. The new qualification, set to commence in January 2025, will combine NTU’s academic excellence with Bright Horizons’ practical expertise, providing a comprehensive learning experience for participants.

Key Highlights of the programme:

• Comprehensive Curriculum: The programme will cover a wide range of topics, including child development, educational psychology, and inclusive practices.
• Flexible Learning: Designed to accommodate working professionals, the course will offer flexible learning options, including online modules and weekend workshops. Distance learning options are available, allowing participants to study from anywhere in the country.
• Access to University Resources: Participants will have access to all the resources and services available to students at NTU, including their virtual library.
• Higher Technical Qualification (HTQ): The programme also offers a Higher Technical Qualification, reflecting the level of practical and academic work involved in gaining this qualification.
• Career Advancement: Graduates of the programme will earn a Level 5 qualification, equivalent to a foundation degree (the first two years of a full degree BA (Hons)) and will be well-positioned for career advancement opportunities within the early childhood education sector.

Bright Horizons is now listed as one of the UK’s top five Best Workplaces in Education & Training by the Great Place to Work Institute. This new partnership further demonstrates its commitment to excellence.

James Butler, Talent and Development Lead at Bright Horizons, says: “Our people are at the heart of everything we do. Through our ‘You’re the Difference’ initiative, we ensure that every colleague comes to work with a sense of purpose and ambition. We are thrilled to partner with Nottingham Trent University to offer this new qualification. This training programme is a gateway for our people who are looking to deepen their expertise and advance to the next level in their careers. This partnership with such a highly acclaimed institution reflects our commitment to providing high-quality professional development opportunities for educators, ultimately benefiting the children and families we serve.”

Dr Aaron Bradbury, Principal Lecturer for Childhood, Early Childhood and Early Years Initial Teacher Education at Nottingham Trent University, adds: “Nottingham Trent University believes in our early years sector both locally and nationally and we are passionate about giving early years professionals an opportunity to gain a higher-level apprenticeship and also develop academically by gaining a Higher Technical Qualification. The partnership with Bright Horizons is down to the investment that is being made within their organisation for striving to have degree level early childhood professionals, as we all know that this has positive outcomes for our children and families. I am looking forward to working more closely with Bright Horizons on these qualifications and further enhancing research between Nottingham Trent University and Bright Horizons to support our sector more widely.”

Additionally, for those Bright Horizons colleagues who are looking to further their education, NTU will support with a Childhood and Education Studies Level 6 Top-Up. This one-year programme is designed for individuals with a relevant Level 5 qualification, such as an HND or Foundation Degree, allowing them to complete a full bachelor’s degree and use the letters BA (Hons) after their name in official documents.

The survey of 1,000 students and 500 educators at UK universities found that educators think that students are using AI to complete around two-fifths (43%) of their studies on average. Whereas students say they are only using AI to complete almost a quarter (24%) of their tasks on average. In fact, just over 1 in 5 (21%) university students surveyed say that they don’t use AI at all in their studies.

When it comes to specific uses for AI, students appear to be using it to enhance their learning and prepare for exams. They are using AI most for research (56%), exam revision (43%) and writing content like essays and assignments (39%).

Although they may not be using it as much as their educators think, more than half (52%) of university students surveyed say that their grades have improved since using AI, with 8% saying that they have improved substantially.

AI is having positive impacts on higher education, and educators are more likely to feel this
The majority of university educators (85%) and students (67%) think that AI is having a positive impact on higher education. Personalised learning (51%), increased productivity and efficiency (47%) and better support (45%) are the top benefits of AI usage according to students and educators surveyed.

Educators appear to be more positive overall about AI’s impact on higher education. Just over a fifth (21%) don’t think AI is having, or could have, a negative impact on higher education – seven times the proportion of students who said the same (3%). Continuing this trend, less than half (44%) of students think AI has improved the quality of higher education, while 72% of educators believe the same.

Lack of AI policy threatens academic integrity

Despite the overall positive sentiment around the impact of AI on higher education, less than half (48%) of educators say their university has a policy in place to manage it, while almost two-thirds (62%) say higher education is unprepared to handle AI usage. Without AI regulation in place, 68% of students and 74% of educators believe that the technology will undermine the credibility of university degrees.

More than half (54%) of students surveyed say that the rise in AI usage makes passing exams easier than it used to be, while a greater proportion (70%) of educators feel the same way. With this in mind, over half (53%) of educators and 43% of students think that using AI to help with university work should be considered cheating.

As many as 1 in 10 students surveyed admit to submitting AI-generated work without disclosing it. And while over a third (38%) of educators say they’ve received more AI-generated assignments and essays in the past six months, only 42% feel confident in detecting it.

Skills needed to maximise benefits of AI

It’s not just students who are using AI for their work, almost half (48%) of university educators surveyed often use the technology, with just over 1 in 5 (21%) using AI all the time. Educators use it most for tasks like drafting correspondence to students (46%), setting work for students (45%) and planning lectures or tutorials (45%).

Despite this, less than 2 in 5 (37%) educators think their peers have the right skills to use AI to their advantage.
A third (33%) of students believe using AI in their studies is helping or would help to prepare them to use it in their future work. However, almost a quarter (23%) would use AI in their studies more if they had a better understanding of the technology.

With only 42% of educators saying their universities have incorporated AI literacy into their curriculum, there is some way to go to ensure students are well-equipped to use the technology effectively.

Marni Baker Stein, Chief Content Officer at Coursera, commented: “This research shows AI is already delivering tangible benefits in higher education, from improved student grades to enhanced educator productivity. However, there is a notable gap between educators’ perceptions and actual student AI usage. This overestimation could lead to restrictive policies being put in place. Instead, universities should focus on developing comprehensive AI literacy programmes. Clear guidelines and proper training will not only protect academic integrity but also ensure graduates enter the workforce with the skills to leverage AI effectively in their careers.”

As university students across the UK head through another term of academic challenges, one question often arises: Is it better to study alone or in a group? The truth is, both methods have their merits, and finding the right balance between group study and solo study can significantly enhance your learning experience and academic performance.

The Case for Solo Study

Studying alone has long been the traditional approach for many students. It offers numerous advantages that make it an essential part of any comprehensive study plan.

Concentration and Focus

When studying solo, you have complete control over your environment. You can choose a quiet location, whether it’s a secluded corner of the university library or your own room, where you can minimise distractions and maximise focus. This level of concentration is particularly beneficial when tackling complex subjects or preparing for exams.

Many UK universities offer dedicated silent study spaces. For instance, the University of Edinburgh’s Main Library provides individual study carrels that are perfect for focused, solitary study sessions.

Personalised Pace and Approach

Everyone has their own learning style and pace. Solo study allows you to tailor your approach to suit your individual needs. You can spend more time on challenging topics and breeze through familiar ones without having to accommodate others’ learning speeds.

For example, if you’re a visual learner, you might benefit from creating detailed mind maps or diagrams. Auditory learners might prefer recording and listening to summaries of their notes. The flexibility of solo study allows you to employ these personalised techniques without compromise.

Find Online Study Notes For Solo Study

In today’s digital age, solo study doesn’t mean you’re limited to your own notes and textbooks. A wealth of online resources is available to supplement your individual study sessions.

These can be invaluable for filling gaps in your own notes or gaining different perspectives on course material. Studocu has an amazing range of study notes and other study materials. Check out the exam prep resources from Studocu.com

Remember, the process of creating your own notes is often as valuable as the notes themselves in terms of learning and retention.

The Benefits of Group Study

While solo study has its advantages, group study can offer unique benefits that enhance the learning experience in ways individual study cannot.

Diverse Perspectives and Explanations

One of the primary benefits of group study is exposure to diverse perspectives. Your peers may approach problems or concepts differently, offering new insights and alternative explanations that can deepen your understanding.

For instance, in a literature study group, different interpretations of a text can lead to rich discussions and a more nuanced appreciation of the material. In science or maths groups, seeing various problem-solving approaches can expand your toolkit of strategies.

Motivation and Accountability

Studying with others can provide a significant motivational boost. Knowing that others are depending on you to contribute can encourage better preparation and engagement. Additionally, regular group sessions create a sense of accountability that can help you maintain a consistent study routine.

In a group setting, you have the opportunity to receive immediate feedback on your ideas and understanding. If you’re struggling with a concept, chances are someone in the group can offer clarification. This instant feedback loop can be more efficient than waiting for office hours or email responses from tutors.

Development of Soft Skills

Group study sessions aren’t just about academic content; they’re also opportunities to develop crucial soft skills. Explaining concepts to others improves your communication skills. Coordinating study sessions enhances your organisational abilities. Resolving disagreements in interpretations or approaches hones your negotiation skills.

These soft skills are highly valued by employers. The UK’s National Careers Service emphasises the importance of teamwork and communication skills in their employability advice, making group study sessions a valuable preparation for future careers.

Finding the Right Balance

While both solo and group study have their merits, the key to academic success lies in finding the right balance between the two. Here are some strategies to help you create an effective study plan that incorporates both approaches:

Assess Your Learning Style and Course Requirements

Start by reflecting on your personal learning style and the specific requirements of your courses. Some subjects may benefit more from discussion and collaborative problem-solving, while others might require intense individual focus.

For example, a philosophy course might benefit greatly from group discussions to explore different interpretations and arguments. On the other hand, a programming course might require significant individual practice to master coding skills.

Create a Mixed Study Schedule

Develop a study schedule that includes both solo and group sessions. You might dedicate mornings to individual study when your concentration is at its peak, and schedule group sessions in the afternoons for discussion and problem-solving.

Be sure to align your group study sessions with your course timelines. For instance, you might schedule a group review session a week before an exam, after everyone has had time for individual preparation.

Use Solo Study for Preparation and Review

Use your solo study time to prepare for group sessions. Review the material, identify areas where you need clarification, and come prepared with questions or discussion points. After group sessions, take time to review and consolidate what you’ve learned individually.

Key figures from the county’s 12 universities, local councils, employers and organisations invested in graduate employment came together to discuss how they can collectively support graduates to stay and thrive in Yorkshire.

The one-day conference, Overcoming employer challenges and championing graduates across Yorkshire, was led by Yorkshire Universities and hosted at Sheffield Hallam University.

Expert panels discussed the challenges facing graduate recruitment and how to create opportunities and develop solutions together to enable graduates to access highly skilled roles and support the regional economy.

The new Government has described economic growth, particularly in the regions, as one of its key priorities.

Regional leaders discussed how universities and their partners are critical drivers of economic growth – securing inward investment as well as providing a skilled workforce and access to support and expertise to the region’s businesses, including graduate-led enterprises.

Professor Liz Mossop, Vice-Chancellor of Sheffield Hallam University, said: “Yorkshire is diverse and vibrant region with huge potential. Forging a joined-up, collaborative approach to retaining the regions’ ready supply of highly skilled graduates is key to driving innovation and enterprise and absolutely critical to stimulate economic growth across our cities and towns. ,

“ Success is utterly reliant on strong partnership working, and I was delighted to welcome business, civic and education leaders from across the region to discuss the key challenges and opportunities employers and graduates face. The sense of shared purpose was tangible, and I look forward to developing this determined coalition to ensure our graduates stay and thrive in Yorkshire.”

During the conference Yorkshire Universities also revealed the latest version of their inclusive recruitment guide, aimed at offering practical advice to employers to support them to recruit diverse graduates.

The new guide offers additional advice on recruiting international graduates and those from disadvantaged backgrounds.

Professor Karen Bryan OBE, Vice-Chancellor of York St John University and Chair of Yorkshire Universities, said: “Yorkshire Universities is working proactively to support our region’s employers to access the thousands of talented individuals graduating from universities across Yorkshire each year.

We hope the refreshed guide will ensure that we can retain a wider pool of skilled graduates in the region who are key to supporting the future prosperity of our towns and cities”.

The Race Equality Charter’s mission is to improve the representation, experience, progression and success of racially minoritised staff and students within higher education. It provides a rigorous and robust framework through which institutions work to critically reflect and act on institutional and cultural barriers standing in the way of the progression and success of racially minoritised staff and students. There are currently 101 Race Equality Charter members, holding 50 awards between them.

Anne Mwangi, Head of the Race Equality Charter, said: “The Race Equality Charter Bronze award is recognition of an institution’s robust foundation for eliminating racial inequalities, developing inclusive cultures and moving from commitment to sustainable and integrated bold and ambitious action. Advance HE looks forward to supporting the University of Aberdeen as it progresses its action plans to advance race equality”

Professor George Boyne, Principal and Vice-Chancellor commented: “I would like to extend my congratulations to the members of the University Race Equality Strategy Group as well as to colleagues in the central EDI Team for their contribution to this success. As a University which strives to be open and welcoming, diverse and inclusive, we recognise the reality of systemic racism.

“In the last five years, we have been building momentum around antiracism work, engaging with staff, students, and partners and across the sector, and have developed a progressive Antiracism Strategy, which presents our vision for creating an antiracist University. Our Antiracism Action Plan has been designed to target the areas where issues have been identified through the REC process. We will be working with our staff and students to ensure change is tangible and impactful.”

Professor Allmendinger will join the University on 1 July 2024, and brings a wealth of experience from across the higher education across the sector. During his 28 years in higher education Professor Allmendinger has held a host of senior leadership positions, including as a Deputy Vice-Chancellor and a Head of School (Dean) of the Humanities and Social Sciences at the University of Cambridge and Deputy Vice-Chancellor at the University of Bath. He has most recently been the Chief Academic Officer at Forward College, Paris, one of the University’s Recognised Teaching Centres.

In addition to senior leadership positions, Professor Allmendinger brings significant experience overseeing student experience, research strategy and support and fundraising. During his career, he has also been responsible for international strategy, portfolio development and digital transformation.

Vice-Chancellor Professor Wendy Thomson said: “I’m very pleased to welcome Phil to the role of Pro Vice-Chancellor (Education). He brings extensive leadership experience and skills in higher education to the University, as well as sector-wide knowledge of student experience, research strategy and support.

“I look forward to working with Phil as he takes forward our position as the UK’s leading provider of distance learning worldwide, collaborating closely with colleagues from across the federation to deliver cutting edge-programmes and opening up new opportunities to our students.’’

Professor Allmendinger said: “The University of London is world-renowned for its academic excellence and its vibrant, diverse community. It is a beacon of innovation and research in the higher education landscape across the world, and I am truly honoured and excited to be joining as the new Pro Vice-Chancellor (Education).

“My vision for the role is to not only continue its legacy of excellence but to expand on it by embracing new teaching methodologies, enhancing our digital learning platforms, and ensuring that our curricula reflect the global and diverse nature of our society today. As I know from personal experience, education is a powerful tool for change, and I look forward to working with the entire University community and our federation members to empower our students to meet the challenges of the future.”

Alongside his leadership roles, Professor Allmendinger remains active in research and teaching. His most recent book, The Forgotten City, was published in 2021 and he is updating his Planning Theory book for its fourth edition. He is the co-editor on a book called Planning Futures, with colleagues at UCL and the University of Cardiff, and holds honorary positions at both the universities of Cambridge and Bath. He also still teaches and supervises PhD students at the University of Cambridge.

The new role includes responsibility for the University’s educational strategy and student experience, including the University’s work with federation members to promote the contribution of distance education across global communities. Professor Allmendinger will also hold the position of Professor of Land Economy, which was his title at Cambridge, reflecting his ongoing research interests and teaching activities.

This is a new role which takes on many of the responsibilities previously held by Professor Mary Stiasny, who retires at the end of June.

With more than 38,000 students and 4000 staff members spread over two campuses, HAN is focused on educating aspiring students to help meet the continually changing needs of society. It works closely with industry partners in the region to help students become versatile working professionals.

As part of its 2022-2028 Institutional Plan, HAN wants to establish a hybrid learning environment which includes a blend of in-person and online learning as well as work-based or vocational training for all its students. By the end of 2027, students will have the opportunity to choose a student pathway that suits their own personal ambitions and development.

“Our goal has always been to provide robust Lifelong Development (LLD) options for all of our students and to establish ourselves as an LLD leader as a result,” said René Tönissen at HAN University of Applied Sciences. “However, our previous digital learning environment was holding us back, as it couldn’t deliver the flexible and modular education tools that we required. We needed a platform that could support our blended learning goals, allowing us to add certain functionalities or tailor applications depending on the course, across each of our academies.”

Prior to selecting Brightspace, HAN’s digital tools and applications were stored across various systems, which opposed HAN’s desire for uniformity and standardisation. Furthermore, the end-user experience was poor because students and lecturers found it hard to locate information or course content.

“At HAN, we value the end-user experience,” continued René Tönissen at HAN. “Following our extensive tender process, Brightspace came out on top, as it allows our content to be easily shared and accessed to address everyone’s learning or research needs. The fact that the platform integrates easily with so many applications enables us to tailor content for each of our academies. With Brightspace, I am confident that we can achieve our goal of creating the best blended learning experience.”

Lecturers and students at HAN can now access course content through one portal. With the added applications, Brightspace can help support each academy’s specific learning goals.

“We are honoured to work with HAN University of Applied Sciences as it strives to set the standard for blended learning courses in the region,” said Stewart Watts, Managing Director EMEA, D2L. “It’s great to work with a customer that’s looking to create something new, especially when that customer also recognises the role technology can play when it comes to establishing first-class learning experiences. We look forward to supporting HAN on this exciting journey ahead.”

Implementation of D2L Brightspace began in August 2023, and the full rollout is expected by September 2025 across both campuses.

Ahead of mayoral elections on 2 May 2024, in South Yorkshire and West Yorkshire, and, for the first time, York and North Yorkshire, candidates are urged to work with the universities as part of a collective commitment “to widen and deepen the contribution of higher education the region’s growth, well-being and prosperity”.

Those who are successful at the ballot box are urged to adopt the five key asks ranging from creating “a new culture of business, enterprise and entrepreneurialism” to improving students’ experiences of the region.

The letter, which can be read in full here, has been penned by Chair of Yorkshire Universities (YU), Professor Karen Bryan OBE (left), on behalf of YU members Leeds Arts University; Leeds Conservatoire; Leeds Beckett University; Leeds Trinity University; Sheffield Hallam University; University of Bradford; University of Huddersfield; University of Hull; University of Leeds; University of Sheffield; University of York; and York St John University – who collectively have 220,000 students enrolled, with 75,000 graduating each year.

In the letter, Professor Bryan states that YU is a firm supporter of devolution and that it will “work strategically in partnership with local government, including Mayors and Combined Authorities, within and across the region.”

She adds: “In Yorkshire, we have one of the largest and most diverse regional HE eco-systems outside London. The sector contributes £8 billion per annum in output to Yorkshire’s economy, and it sustains 63,700 people in employment.

“In this open letter, on behalf of the Yorkshire Universities Board of Vice-Chancellors and Principals, we outline Five Key ‘Asks’ of candidates standing in this year’s three Mayoral elections in Yorkshire. We would encourage you to support these, and to feature them in your programmes should you be elected.”

The five headline asks are:

1. Champion Yorkshire as the region to invest, to live, to work, and to learn – including bringing Yorkshire’s HE sector directly into the heart of strategies; using “our world-class cultural assets and creative industries” to promote Yorkshire and attract more jobs; and joining YU’s campaign to make Yorkshire the preferred destination for UK and international students to study, predicated on national policy that encourages international students to study in the region.
2. Lead the efforts to create more sustainable and inclusive growth, attracting more well-paid and secure jobs into the region, including increasing and sustaining investment into the region’s physical and social infrastructure, especially health, and including better transport connections.
3. Support the contribution of Yorkshire’s universities to the regional skills, education, and training landscape – including the value of graduate talent, a focal point of YU’s ongoing work, and using devolved and national funding and stronger collaboration between Higher Education (HE) and further education to tackle skills gaps.
4. Create a new culture of business, enterprise and entrepreneurialism – this would involve building on the Investment Zones and Freeports programmes, to expand clusters, and using funding to drive a step-change in entrepreneurial innovation, including support for groups and individuals currently under-represented in enterprise.
5. Improve students’ experiences of living and studying in Yorkshire – this would include supporting the case for a fair and sustainable funding system for HE, and helping to improve students access to affordable, good quality housing and transport services.

Whether looking through a microscope, up at the stars, or exploring societal issues, a group of University of Warwick students are set to draw back the curtain on their research projects as part of the University’s Resonate programme.

Meet Warwick’s Student Researchers, which will take place at The Oculus on the University of Warwick campus from 7pm until 8.30pm on Wednesday, September 28, will allow potential students, local residents, as well as friends and families of current students to explore the research that is being done at Warwick and chat to undergraduates about their projects.

The event will bring together a range of research topics and fields of study from life sciences and astronomy to politics and international studies, presented in a fun and informal setting with interactive displays and complimentary refreshments.

Resonate is a year-round programme of inspiring and interactive events that aims to spark ideas, curiosity and creativity across Coventry and Warwickshire.

Life Sciences student Adele Morgan is looking into how dietary and reproductive restriction can extend life span in the microscopic worm C.elegans. She hopes that the findings can be used to influence human ageing therapies in the future.

She said: “I’m taking part because I’d really like to get involved in communicating scientific research to as many people as possible and the Meet Warwick’s Student Researchers event is a brilliant opportunity to do that.

“At my stand people will be invited to take a deeper look at how ageing research is done and get to see some of our little model organisms – nematode worms.”

Other research topics include the use of statistics to rank cricketers and using light patterns to catalogue exploded stars in the Fireworks galaxy.

The Research Excellence Framework 2021 deemed 92% of Warwick’s research to be ‘world leading or international excellent’.

Prof Michael Scott, of the University of Warwick and presenter of BBC TV’s Invisible Cities series, said: “We welcome everyone to come along and enjoy learning about the amazing research being conducted by students at the University of Warwick.

“Be wowed by some science demonstrations, find out new ways of thinking about common problems, and discuss how we can move forward with some of the greatest challenges facing our world today. No previous experience or knowledge necessary: this is an event for everyone.”

For more information about Meet Warwick’s Student Researchers, part of the University of Warwick’s Resonate Festival, visit www.resonatefestival.co.uk/events/meet-warwicks-student-researchers