The consultation, which runs for 90 days, includes a proposed reduction of 400 (FTE) academic staff and the possibility of School and subject closures and School mergers.

Vice-Chancellor, Professor Wendy Larner said: “The precarious financial position of many universities, particularly in the context of declining international student applications and increasing cost pressures, and the need to adapt to survive are well documented.

“We know here at Cardiff University that it is no longer an option for us to continue as we are. Our new strategy, co-created with our community, lays out an ambitious future for our University where it is collaborative, innovative, and delivering value for Cardiff, Wales and the wider world.

“Securing that future, in the context of tightening finances, means we need to take difficult decisions to realise our ambitions to enhance our education and research, and improve the staff and student experience.

“We have worked diligently to create initial proposals for a slightly smaller University, refocused around our core and emerging strengths – a University ready to leverage new academic opportunities, prepare students for an adapting world and meet changing market demands as they arise.

“At the same time as putting forward these proposals to reshape our current activities, we will be working on a new model for flexible lifelong learning, new opportunities in transnational education, and new approaches to learning and teaching.

“Our proposals aim to create a more focused, higher quality research environment for staff and students that is world-leading with cynefin, place and co-creation at its heart.

“We also want to ensure a consistently excellent education experience for students of all backgrounds and experiences.

“I want to stress that these are proposals and our final plans will be shaped by our community – both internal and external – through formal consultation. The scale of the challenge will remain, but the way that we address it will certainly be refined and developed over the next 90 days.” ​

The proposed changes include:

• a reduction of academic headcount by c.400 FTE (7% of total workforce), using compulsory redundancy, only if absolutely necessary​
• ceasing subjects and programmes in Ancient History, Modern Languages and Translation, Music, Nursing, and Religion and Theology
• increasing student and staff ratios across the University, while at the same time revising our approaches to learning, teaching and assessment, and simplifying bureaucratic processes
• bringing complementary disciplines together through proposed school mergers. The creation of the School of Natural Sciences (merge Chemistry, Earth Sciences and Physics), School of Data Science, Computing and Mathematics (merge Computer Science and Maths), School of Human and Social Sciences (merge Social Sciences, Geography and Planning) and School of Global Humanities (merge English, Communication and Philosophy, Welsh, and remaining elements of History Archaeology and Religion and Modern Languages)​.
• Professor Larner said: “I know that these proposals impact some staff more than others and they will cause a great deal of uncertainty and anxiety for those potentially impacted.

“We have done everything that we can to avoid reaching this position, but ultimately we know that annual rounds of cuts demoralise our staff, affect our students, and limit our ability to retain and grow new partnerships with our community here in the UK and elsewhere. We need to act now to ensure that we are able to deliver on the aspirations of our new strategy and have a viable university for the future.

“These academically-led proposals aim to reverse our deficit trend and create headroom for new revenue-generating activities to be established,” she added.

A related process to reshape the professional and support services to support our academic aspirations has already begun. ​

Staff briefings were held on Tuesday 28th January and will continue throughout the week. The business cases for each School will be made available through the University’s staff intranet. Current students and other key external stakeholders will be updated on the proposals.

The consultation will run for three months and final plans for approval are expected to be considered by the University Council in June 2025.

The university will leverage TechnologyOne’s groundbreaking SaaS Plus offering, which sees TechnologyOne take full responsibility for delivering the complete solution including the implementation, operation and support for a single annual fee. It avoids the high initial outlay that usually comes with an ERP implementation and acts as a safety net for organisations embarking on major digital transformation journeys.

With the imperative to move to SaaS, the University of Chester looked for a solution offering genuine improvements in experience and security. TechnologyOne’s regular deployment of platform-wide security enhancements will also ensure optimal protection for the university.

The University of Chester is also planning to transition its on-premise TechnologyOne Timetabling & Scheduling solution to SaaS to further optimise timetabling, resource booking and exam scheduling.

Encompassing every stage of the student lifecycle, OneEducation provides a one-stop-shop for administrative services and a single view of student data from application to enrolment and graduation, enabling students, academics and administrators to access the platform from any device, anywhere, at any time.

Crucially, moving to OneEducation will enable the University of Chester to streamline operational costs while providing the flexibility to explore and offer different types of blended remote and in-person learning models in the future.

TechnologyOne recently entered into an agreement for the acquisition of the curriculum management software provider, CourseLoop, which is also used by the University of Chester. The acquisition will see TechnologyOne become the world’s first SaaS platform to encompass the entire student lifecycle into a single integrated ERP solution, providing universities with macro to granular data visibility across the entire student lifecycle, empowering them with competitive insights.

University of Chester Vice-Chancellor Professor Eunice Simmons said: “By adopting TechnologyOne’s OneEducation SaaS solution, we are taking a further step in our digital transformation to better meet the needs of our students and support our future growth. Student Management will help reduce administrative burden for our team, allowing them to provide more personalised and responsive support to students. It will also give us access to dashboard and insights to empower administrators to make early interventions if a student is struggling through a particular course for example.”

TechnologyOne UK Executive Vice President, Leo Hanna, said: “The education sector is facing distinct challenges, with growing competition for a shrinking student base. We’re delighted that the University of Chester has chosen TechnologyOne as a trusted partner to enhance their student experience and ensure they remain responsive to the evolving demands of the sector.”

TechnologyOne partners with two thirds of the UK’s higher education institutions, including the London School of Economics and Political Science, University of Lincoln, Staffordshire University and York St John University.

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.

As the university has grown in recent years so has the number of devices being used across campuses, considerably adding to the IT team’s workload as the time spent on managing the ageing and disparate device estate grew. Coventry University Group looked for a more efficient solution.

Steve Rogers, CTO at Coventry University Group, explains: “Over the years, we had accumulated laptops and desktops from multiple vendors, with no standardised approach to device procurement or management. Our complex device universe was time-consuming to manage and costly to operate – and users had to hold onto their devices for up to seven years before we had the budget to replace them.”

Simplifying the group’s approach to devices

With further expansion expected in the coming years, it was vital that the group ensured its students, faculty and staff had reliable access to the tools needed for their work and studies. However, procurement decisions were often made on a departmental basis, leading to a situation where 188 distinct models from a range of manufacturers were in operation, with many being used beyond their suggested lifespan.

The challenges of managing these devices went further than the number of models. Users were located across the globe in both domestic and international locations, but the IT team needed to manually set devices up before they could be given to their new owners.

To simplify its approach to device procurement and management, Coventry University Group turned to Lenovo and its managed service provider partner CDW. Lenovo introduced the Group to Lenovo TruScale Device as a Service (DaaS), a consumption model that provides an extensive range of digital workplace solutions with flexible payment options, allowing organisations to easily scale and manage their IT estates.

Given the challenges faced in rolling out new devices, it was also vital to Rogers and his team that any new model came with more support options that would help free up time spent on manual processes. Rogers commented: “Lenovo and CDW were one of the only vendors we found that could integrate with Microsoft Intune. That integration is a key benefit for us, as it means our IT team doesn’t need to touch the machines at all – everything ships directly to the end user.”

High quality devices backed by robust support

Through Lenovo TruScale DaaS, Lenovo and CDW equipped Coventry University Group’s users with a suite of modern hardware and the ability to refresh laptops and notebooks in a highly cost-effective way. Devices provided include Lenovo ThinkPad T14s, X13 2-in-1, and X1 2-in-1 laptops, which are now all available at a single, predictable monthly price.

“Of all the DaaS options we considered, the Lenovo and CDW proposal gave us the best balance of price and performance,” recalls Rogers. “Lenovo and CDW also have a global distribution network, which enables us to deliver ready-to-go devices directly to our users anywhere in the world.”

The devices themselves are higher performing than those used previously, giving users a better experience and requiring less support from the IT team. All devices will be replaced after four years in service, minimising any reductions in performance and management time for older laptops.

“Lenovo TruScale Device as a Service offered Coventry University Group comprehensive solutions, optimising IT management and enhancing productivity,” comments Abdul Hakim, Executive Director, Digital Workplace Solutions at Lenovo. “The Group experienced reduced operational costs through flexible device deployment and lifecycle management. Additionally, they benefited from increased efficiency and scalability, tailored to their evolving business needs.”

As well as quality devices and a flexible pricing model, Coventry University Group also now benefits from Lenovo Premier Support. Previous approaches made it harder for users to access technical support when needed. Now, they have a single point of contact for all support requests, backed by 24/7/365 direct access to Lenovo engineers.

New faculty devices are now pre-configured by Lenovo and CDW, and then delivered directly to users’ preferred locations, where they are enrolled automatically on first use. “With Lenovo TruScale DaaS, our team has slashed the time spent on provisioning and managing devices,” confirms Rogers. “We’re saving approximately 40 hours a week with TruScale DaaS, which is time we can reinvest in supporting our staff, students, and faculty around the world.”

Support for sustainability goals

Another driver for change was the desire to advance Coventry University Group’s sustainability goals, with its commitment to net zero emissions by 2030 for scope 1 and 2, with a 30% reduction for scope 3. Working with Lenovo, to date, the Group has been able to offset 223 tons of carbon emissions through Lenovo CO₂ Offset Services, which estimates CO₂ emissions across the average lifecycle of the customer device(s), and helps offset them by purchasing credits to support verified United Nations Clean Development Mechanism (CDM), Climate Action Reserve, and Gold Standard® climate action projects aimed to help reduce CO atmosphere. Plans are also underway to leverage Lenovo Asset Recovery Services, which will allow devices to be recycled, supporting a circular economy and unlocking additional cost savings.

Taking DaaS across the organisation

Working with Lenovo means Coventry University Group can take a more strategic and sustainable approach to its hardware. It has been able to move from a more traditional procurement model to one that provides high quality devices, transparent and predictable pricing and support in reaching emissions targets.

Inspired by the time saved in provisioning new devices and ease of support, the Group is now considering expanding its use of Lenovo TruScale DaaS for its on-campus workstation environment. “TruScale DaaS is the ideal fit for our organization,” concludes Rogers.

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 a key operational partner in India, OIEG will provide the investment and professional services needed to establish the campus in Delhi, working jointly with the University to deliver the same outstanding learning and employability outcomes as in the UK.  The campus, based in Gurgaon, Delhi will be powered by both domestic and international faculty, reflecting a significant investment in India by both the University and OIEG. The first intake is planned for August 2025, launching with four undergraduate and two graduate degrees. Research and reach out activities will also begin with the launch of the campus.

This partnership highlights the shared commitment of OIEG and the University to developing transnational education (TNE) as a major strategic initiative. It supports OIEG’s strategy for expansion and diversification, while also aligning with national education policies by providing top quality international education tailored to the India context.

Andrew Atherton, Vice-President International and Engagement at the University of Southampton, commented: “This landmark launch is the next chapter in our international strategy, which emphasises global engagement and positive social impact. Our Delhi campus is a significant investment in India and reinforces our commitment to making a global contribution through fair and sustainable partnerships. It also provides Indian and international students the opportunity to gain a world-class University of Southampton degree, without leaving their country, positioning our University as a gateway to the world.”

Lil Bremermann-Richard, CEO at OIEG, said, “Establishing a campus in India with the University of Southampton is a crucial part of fulfilling our vision of enabling access to high-quality education on a global basis. The student perspective is clear; many wish to pursue studies overseas but there is also a rapidly increasingly student population that rightly believe they can realise their full potential without the need to leave their home country. We look forward to bringing the best of the UK and Indian educational systems to this community of students, and in parallel to establish new and innovative ways of undertaking research and reach out to industry in ways that assist social and economic development. Public-private partnerships like this will be an increasingly crucial part of the development of higher education in the UK and globally, with a redrawing of the line of what gets executed in universities and what they look to partners to deliver.”

Through the partnership with the University of Liverpool Maths School, Inversity will provide AI education, real-world skill development challenges, and hiring opportunities to local students aged 14-19. The project will culminate in students tackling three Liverpool-themed challenges set by local organisational leaders through the Inversity platform using their AI expertise, with top performers eligible for awards. Inversity will also offer heavily subsidised AI masterclasses for local teachers until March 2025, and hold a hackathon centred around AI’s role in education for students on 9th November at the University of Liverpool.

“AI is a powerful tool for addressing society’s most pressing challenges. By equipping Liverpool’s youth with the skills to harness AI responsibly, we’re not just educating students – we’re empowering the next generation of problem-solvers. Our partnership with the University of Liverpool Maths School is a crucial step in democratising AI education and unlocking the technological potential of the Liverpool City Region,” said Dr James Kuht MBE, CEO and co-founder of Inversity.

“I was born and bred in Liverpool and was very fortunate to get an education that allowed me to take part in the personal, mobile and cloud computing revolutions. Today we see significant corporate investment in computing power and algorithms, fuelling an AI revolution and importantly giving young people access to many powerful AI tools for free.

I am delighted to work with Inversity and the University of Liverpool Maths School to bring the latest training in AI to talented, deserving Liverpool students and their teachers who want to be part of this exciting new wave,” said Dr Steve Garnett, Inversity investor.

Inversity was launched by Dr James Kuht MBE in September 2023. Kuht served as a Doctor in the Royal Air Force before transitioning to pioneer AI applications at No.10 Downing Street and becoming the first-ever Chief Technology Officer (CTO) of a specialist military unit. Realising AI’s potential to solve real-world problems, James Kuht founded Inversity to provide knowledge workers and students across the UK with engaging, practical AI education that goes beyond textbook theory.

Inversity’s work in Liverpool is supported by Dr Steve Garnett, who has moved into angel investment and philanthropic projects following his leadership roles in enterprise software. He is also the founder of the Garnett Foundation.

This partnership builds on the University of Liverpool Maths School’s ongoing relationship with Inversity, as its students have won the last two Inversity challenges and one has completed a summer internship with the startup.

“We are thrilled to be working more closely with Inversity, a collaboration that continues to provide our students with invaluable exposure to cutting-edge AI education.” said Damian Haigh, Headteacher at University of Liverpool Maths School. “We’re trying to prepare our young people with the skills to solve some of society’s biggest challenges. AI is becoming the fundamental tool for solving these challenges, so working with Inversity to upskill our students in AI is our major focus for this year. We’re excited to see pupils participating in our outreach programme from schools across the city region.”

The number of food technology teachers has steadily declined, with only 3,745 teachers recorded for the 2022-23 academic year—a 4% drop from the previous year and part of a concerning decade-long trend. In March 2024, over 170 Food Technology teaching vacancies were listed on TES, highlighting the demand this new initiative seeks to address.

“This collaboration comes at a critical moment for food education,” said Maria Dunbar, Director of Education at Leiths “By combining Leiths’ culinary and food teaching expertise with Roehampton’s established leadership in teacher training, we are providing new educators with the skills necessary to deliver engaging and accessible food education to students.”

Launching in September 2025, the new PGCE in Food and Nutrition is tailored for degree holders looking to attain Qualified Teacher Status (QTS) and specialise in food and nutrition. In addition, the Level 7 Advanced Certificate, available from September 2024, offers a fast-track option for individuals with relevant qualifications or experience, allowing them to gain specialist skills without immediately needing QTS. Both courses feature a blend of practical and theoretical learning through a combination of online and in-person sessions.

“We’re excited to partner with Leiths Education on this initiative,” said Peter Flew, Associate Pro Vice-Chancellor and Dean of the School of Education: “Food education plays a crucial role in building life skills and promoting health among young people. These qualifications will help ensure that schools have access to well-trained, passionate food teachers, addressing a significant gap in the sector.”

Louise Davies, founder of the Food Teachers Centre: “Our #TeachFood campaign has highlighted the need for more flexible routes for non-specialist teachers and a direct route for Food and Nutrition teachers, who do not want to teach Design and Technology, to become qualified. This programme supports our campaign enormously.”

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.

Computing at Higher Education is increasingly seen as a good choice by students – particularly by women – according to data from university admissions service, UCAS released today. This year, 2,940 UK-domiciled 18-year-old women have accepted a place to study the subject, up 8% from 2023/24 (out of 15,530 18-year-old UK-domiciled acceptances for Computing).

The male to female ratio in this area is also continuing to close slowly – with an ongoing trend towards increased participation by female students (below 4:1). However, the difference remains wide and there is still a long way to go in terms of closing the gender gap – according to according to BCS analysis.

Overall entries at A level are up 12% with 29% growth in the number of females in England taking Computer Science at A level and a 9% increase in the number of males studying the subject. The gender ratio continues to move in right direction (now below 5:1) in this area too – BCS added. Meanwhile, females are outperforming males at all grades for A levels – this is similar across all nations.

There was an increase in the number of students taking digital A levels in Northern Ireland. Entrants for the Software Systems Development A level have grown by 12%, while those for Digital Technology have improved by 9%.

In Wales, the number of students taking Computer Science A level was broadly similar to the previous year, with almost 400 taking the new Digital Technology qualification.

In England, T level results reveal that almost 1,400 students have taken one of the three digital pathways, and a 40%-plus increase in those gaining a pass or better in Digital Production, Design and Development and Digital Support Services

Julia Adamson MBE Managing Director for Education and Public Benefit at BCS, The Chartered Institute for IT said: “Congratulations to all the A level and T level students receiving their exam results today. The overall number of students as well as the increase in the number of women opting to study computer science at degree level is great news.

More young people are recognising that this qualification can lead to a range of exciting careers – roles that can potentially help tackle some of the hugely important issues that impact our society such as AI, climate change and cyber security.

It’s fantastic that the overall numbers of people taking computer science is increasing, but there remains a huge demand for more skilled people to meet the needs of our digital future. The growth in the numbers and the diversity of qualified technologists needs to continue to accelerate – not only to help close the gender gap, but also to meet future needs of the UK economy.

At schools and colleges, we are seeing a more diverse range of pathways in computing and digital skills appearing. These will contribute to steps being taken to ensure an increasing number of diverse entrants to the computing professions, and help to draw more people towards digitally focused study in both higher education and progression to the workforce.”