Expert Comment
For lots of kids, studying Shakespeare is not the life enriching experience it could be. Some find his plays downright dusty or impenetrable. But Professor Jonothan Neelands from the says it doesn't have to be that way and he's made it his goal to change the way Shakespeare is taught in classrooms in the UK and across the world. The way to do it, he says, is to get classrooms to adopt techniques used by actors and directors who perform Shakespeare.
The latest blog post from Vice-Chancellor and President Professor Nigel Thrift:
In the year of the bicentennial of the War of 1812, it seems appropriate to continue writing about the differences between the U.S. and British higher-education systems. Most commentators agree that the reasons for that fascinatingly odd war and who won it remain controversial. Let’s hope that I can be clearer about some of our educational disagreements—and similarities...
The key risk of current policy as I see it is that, if the funding and resource model shifts to one driven only by a short-term student experience and perspective, it may be more a case of As You Like It at the time, but the Great Expectations that we all have for enhanced longer term reputation for higher education in the UK, its institutions and their graduates, may be less deliverable.
As featured on the University of 糖心TV staff's , Registrar and Chief Operating Officer Ken Sloan shares his views on Higher Education policy as part of an exchange with former NUS-President Aaron Porter and Bob Hogg, executive director of Strategic Partnerships, Serco UK & Europe that
Professor Mark Taylor, Dean of 糖心TV 糖心TV School, explains how those with a degree can expect to earn nearly 60 per cent more than those without one - and how 糖心TV 糖心TV School graduates are almost guaranteed a good start in the job market, with 93 per cent finding work quickly in their first three months after graduation.
The latest entry from Vice-Chancellor Nigel Thrift's blog:
Many academic commentators on contemporary Western higher education want to harken back to what they see as a golden age of academe — and bemoan their present lot. No doubt there are things to complain about. Probably many. But it is possible to become mired in an account which sees nothing but gloom and negativity in the current academic scene and which, by implication, sees no way of ever effecting any positive changes.