The Project’s National Dialogical Conference held by Kingston University at Warren House on 14 and 15 July 2015 will be attended by policy makers, educationalists and representatives from business and industry.
This conference is a critical part of the methodology and the dissemination strategy of the Project in providing important links into the wider academic community.
The National Dialogical Conference will provide delegates with the opportunity to discuss:
• factors concerning participation and successful engagement at postgraduate taught level across the STEM subjects;
• whether there are distinct postgraduate taught student feedback characteristics, expectations and experiences across STEM subjects and if so, what they are;
• solutions concerning the barriers and negative experiences of postgraduate taught participants identified by the research;
• the impact of these findings on present and future institutional, national and international HE policies.
The dissemination process after the conference aims to:
• raise awareness of the issues of the postgraduate taught experience with senior policy makers within institutions and nationally;
• engage colleagues in HE who teach postgraduate taught students and inform them of the issues relating to the postgraduate taught academic student experience;
• support the development of student support policy at an institutional and national level.
The schedule can be found by clicking here: NDC 14 and 15 July 2015 FINAL
For information on the venue, conference costs, accommodation and travel, please click here:Conference information
PTES is the only national survey of postgraduate students in the UK. It allows institutions to collect feedback on the experiences of their taught postgraduate students. The survey collects feedback from postgraduate taught students in a systematic and user-friendly way, enabling you to pinpoint areas of teaching strength and identify areas for improvement. Results are anonymous, allowing comparison against the sector and within benchmarking clubs, with a focus on internal enhancement rather than league tables.
Leman, J, Turner, G. And Bennett,P. (2014) PTES 2013: Findings from the Postgraduate Taught Experience Survey, York: Higher Education AcademyPTES_Report_2013_Final
BIS commissioned this report to collate information on postgraduate applications from individual HEIs and to analyse it with a view to:
- Establish trends in PG applications over recent years and how these might be linked to HE policy changes;
- Set a benchmark against which the impact of future changes in HE education policy on PG study might be measured.
Department for Business Innovation and Skills (2013) Exploring Student Demand for Postgraduate Study (BIS Research Paper No.154), London: BISbis-13-1319-exploring-student-demand-for-postgraduate-study
This report, funded by the Higher Education Academy (HEA), investigates patterns of transition to postgraduate degrees in the UK and looks at differences in relation to three areas: the individual characteristics of graduates, such as gender and ethnic group; the type of higher education institution, and the four UK home nations. Its findings help to understand where further work is needed to ensure that the postgraduate cohort is more representative of our society as a whole.Transition_to_higher_degree_across_the_UK_Wakeling_and_Hampden-Thompson
This is the first report in a projected regular series providing information about the postgraduate sector in England and Northern Ireland. It sets out numbers and trends in postgraduate provision over the last 10 years, and summarises the work of HEFCE and others over the past year to enhance the evidence base for this part of the higher education sector.2013 07 Postgraduate education in England and Northern Ireland Overview report 2013
The Higher Education Commission is an independent body made up of leaders from the education sector, the business community and the three major political parties. This inquiry report focuses on an area of education which has been neglected in terms of policy debate and strategic thinking. Much attention has been directed towards schools and undergraduate education, but there has been almost no focus on postgraduate education. The recent higher education white paper, which ran to almost 80 pages, had only nine paragraphs devoted to postgraduate education. It identifies a number of areas where current practice and policy is out of step with the UK’s vision for this sector and for our economy. In these areas policy change is urgently required. The postgraduate sector needs to be brought in from the cold and fully embraced as part of an integrated education system.hec-postgraduateeducationreport