David Hollow

Bravo to the International Higher Education Commission (IHEC) Oxford International Education Group Rt Hon Chris Skidmore & all those involved in this report. It is worth noting that there has been no, Non-EU #graduateoutcomes data from HESA: Higher Education Statistics Agency since 2019, & at that point knowing how critical this data would be to the sector Asia Careers Group SDN BHD stepped in immediately to fill this significant data gap. Since then ACG has collected over 70,000 UK international graduate’s #career journeys, for over 60 UK universities & has undertaken this work unfunded by government &/or sector bodies. This data is now readily available to all UK #universities committed to “investing in international #futures” & data can be collected retrospectively for institutions if needed. The annual institution subscription cost is £9,950. Alternatively a report on the entire data set 70,000+ UK Non-EU graduates, could be made available to government &/or sector bodies for £350,000, if there is in fact a appetite to invest on behalf of a UK #highereducation sector under significant financial pressure at the present time. As one can imagine this has been a significant financial undertaking & one #hesa has been unwilling to take on. Let us hope the UK sector is now truly committed to understanding Non-EU #graduateoutcomes & supporting the transition of their #overseasstudents to the workforce both in the UK & even more importantly back in their home countries. Data also exists for all 40 #Australian universities should governments & or sector bodies wish to benchmark UK graduate outcomes against another English speaking study destination. “Graduate outcomes data was also a big part of the report – or the lack of it, which has been highlighted before by other organisations. “HESA stopped calling international students to save costs; the UK government mandated a 10% efficiency saving for HESA, & telephone follow-up… was a significant expense,” the report said, adding that such a decision was a concern for institutions & student bodies. Low response rates also mean a lack of evidence of the #employability of the UK’s #internationalstudents, – a critical decision-making factor for #students who are looking to the UK as a #study destination.” A Universities UK International report found just 3% of international student’s said they’re university #careersservice helped them find a job, up from just 2% in 2019. We all have to do a far better job in making good on our promise to international students & their successful transition to the workforce. Asia Careers Group SDN BHD AGCAS AUIDF British Council BUILA Education New Zealand | Manapou ki te Ao International Education Association of Australia (IEAA) Jisc Office for Students National Association of Graduate Careers Advisory Services (NAGCAS) Russell Group of Universities UCAS UKCISA Universities Australia Universities Scotland Universities UK

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Does grant aiding transformation and innovation in higher education work? Have we had too many innovation projects that cannot achieve financial sustainability beyond the end of the projects? Do evaluators consider this when scoring institutions for further grants? This article reflects my own experience that when you don't have money you can be more innovative. "It was the lack of available resource to spend (or waste) on large projects and the absence of complex transformation bureaucracy which enabled this approach. We unconsciously adopted the Lean Model"

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Let’s come together to share insights as innovation becomes central to our nurturing strategies in Higher Education Institutions (HEIs). Are our tertiary institutions prepared to foster innovations that drive sustainable impact and growth? How agile are our systems and structures in adapting to this crucial need?

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International Education — ITECA is leveraging its strong working relationship with state and territory skills ministers to protect the future of quality #InternationalEducation providers and jobs in the sector. Read more: https://ow.ly/C4UH50TpBBm

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International Education — ITECA is leveraging its strong working relationship with state and territory skills ministers to protect the future of quality #InternationalEducation providers and jobs in the sector. Read more: https://ow.ly/C4UH50TpBBm

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International Education — ITECA is leveraging its strong working relationship with state and territory skills ministers to protect the future of quality #InternationalEducation providers and jobs in the sector. Read more: https://ow.ly/C4UH50TpBBm

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International Education — ITECA is leveraging its strong working relationship with state and territory skills ministers to protect the future of quality #InternationalEducation providers and jobs in the sector. Read more: https://ow.ly/C4UH50TpBBm

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International Education — ITECA is leveraging its strong working relationship with state and territory skills ministers to protect the future of quality #InternationalEducation providers and jobs in the sector. Read more: https://ow.ly/C4UH50TpBBm

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🌍 Exploring the Power of Story Skills 🌍 Thank you, Allan, for sharing my latest blog, "Connecting through Story Skills: An Introduction to StoryArcs." In it, I look at how Story Skills—capturing, crafting, and sharing stories—can help us build connections, foster empathy, and inspire meaningful change across sectors, from culture to healthcare. Through StoryArcs, we’re committed to using evidence-based research to explore how these skills can bridge divides and empower communities. We’re also currently hiring nine Story Fellow positions, where individuals passionate about storytelling and research can apply their skills to real-world challenges. If you value story as a transferable skill, in either your personal or professional life, I’d love for you to read the blog and share your thoughts—or tell me about your own experiences with Story Skills. Please feel free to pass this along to anyone who might be interested in joining our community or applying for one of our nine new, career-changing Story Fellow roles. #AHRC #StoryArcs. 

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The Minister of Education...has announced that degrees obtained via Open and Distance Learning (ODL) system of education in Nigeria from accredited institutions have same and equal value with the ones issued at regular/conventional university system" https://buff.ly/3Ld7Tit #onlinelearning #onlineeducation #distancelearning #distanceeducation #elearning #highereducation #highered #universities

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This post highlights critical challenges for universities, particularly around risk aversion and inefficiencies. While many institutions hesitate to take bold steps, especially when it comes to policy changes or modernising digital infrastructure, there are examples of transformation programmes underway. That said, these efforts often fall short. Fear of disrupting student numbers in the short term or the sheer scale of change required can lead to half-measures, leaving inefficiencies untouched. But the truth is, when a university is run well, focus shifts to what truly drives competitiveness: curriculum and teaching and research output quality. Efforts that merely preserve the status quo for professional service teams and service operations end up costing the institution dearly in the long run. Back-end systems and processes might not attract students, but their poor performance can seriously impact the student experience and tarnish a university’s reputation. A slow, outdated, and frustrating digital environment affects both students and staff alike. For universities to remain globally competitive, they must address these internal challenges with as much ambition as they devote to student recruitment. Bold, holistic reform, spanning policies, processes, and culture, is essential. I’d be interested to hear where people in HE have encountered bold changes leading to a positive impact in their universities… #CultureChange #HigherEducation #Transformation #Dataqubed

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Check out these roles!

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Explore the transformative trends reshaping the landscape of higher education with Professor Martin Bean CBE at #INSTCon24! 💡 In this session, you will learn the importance of a connected education system that integrates education, work, and skills. 👉 Watch now: https://lnkd.in/eh3rHSjG

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Interestingly, those who responded to this question of why schools are adopting an ICFP curriculum analysis have indicated that the drive is predominantly about budget position and the need to economise rather than a simple government requirement. My position has moved from compliance toward shaping curriculum methodology as more schools are now on budget and not facing such huge in-year deficits. The case I would make is that curriculum analytics provides a deep, insightful understanding of current practice and evaluates implementation against intent. The question will always remain: Is the impact of our behaviour and practices as significant as we need them to be? ICFP and the government's SRMA process will be with us until a potential new government changes its priorities. Curriculum analytics is a mindset that has grown from deeper scrutiny of how we build schools. How can we build the analytics approach that is not predicated on government-led requirements but deeply held as a valuable contribution to the education system? #edtech #educationreform #educationpolicy #schoolleadership #headteacher #principal

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Some useful resources for schools aspiring to narrow the gender gap in computing education and achieving NCCE I Belong certification: https://lnkd.in/diTAEe5E https://lnkd.in/dmAFUbUq   

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📅 School Development Planning: Setting a Long-Term Strategy for Your School 📅 A course for senior school leaders involved in the creation and implementation of School Development Plans (SDPs). Join us online on 12th November 2024 for a course designed to support leaders in developing a clear, strategic vision for your school’s future. You’ll gain valuable insights into how SDPs are linked to your school’s values, vision, and long-term goals. What You’ll Learn: - The purpose and significance of a strategic development plan Key differences between SDPs and SIPs (School Improvement Plans) - How to ensure your SDP is aligned with your school’s core values and vision - Best practices for overcoming common implementation challenges - How to ensure your SDP remains effective and adaptable over time Who Should Attend? This course is ideal for senior leaders responsible for the development, implementation, and ongoing monitoring of SDPs. Course Details: 🗓 Date: 12th November 2024 ⏰ Time: 9:30 AM – 3:00 PM (GMT) 💼 Delegate Rates: £130 (ISA Members) £160 (Non-Members) This is an opportunity for school leaders to ensure their strategic plans are robust, forward-thinking, and aligned with the evolving needs of their students and community. 🔗 Click the link below to book: #SchoolLeadership #StrategicPlanning #EducationLeadership #SchoolDevelopment #SchoolImprovement #LeadershipTraining #LongTermSuccess #EducationStrategy

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