1,800,290 research outputs found
The impact of the University of Strathclyde on the economy of Scotland and the City of Glasgow
No full textThe interest in the economic impact of higher education has led to the early studies of both Scottish and UK Higher Education being updated and extended. However it isnow 12 years since the very first study of Strathclyde University (which arguably set the core policy agenda for subsequent work)10 was undertaken. It is timely to take afresh look at the University of Strathclyde's impact on Scotland. The current study was undertaken in Spring 2004 and focuses primarily on those aspects of the University of Strathclyde's contribution to the economy that cancurrently be quantified and measured in conventional economic terms such as output, employment and export earnings. Modelled estimates are made of the economic activity generated in other sectors of the economy, both throughout Scotland and also within the City of Glasgow, through the secondary or 'knock-on' effects of the expenditure of the University, its staff and its students. Overall the study presents an up-to-date and detailed examination of the University of Strathclyde's quantifiable economic contribution to both the City of Glasgow and to Scotland as a whole. The study was conducted by Ursula Kelly and Donald McLellan of the Information Resources Directorate of the University of Strathclyde working with Emeritus Professor Iain McNicoll, who served as Technical Adviser on the study
Estimation of the carbon footprint of student halls of residence in the University of Strathclyde
No full textThere is a rapid increase in environmental awareness, which has led to legislative and governmental policy developments addressing the reduction in carbon emissions to the atmosphere. As an example of a local level response, the University of Strathclyde has developed its Environmental Management System. This paper presents the detailed estimation of the carbon footprint of one of the University halls of residence that will assist the University in assessing its environmental impact. The procedure adopted, and the sensitivity studies undertaken, will help to inform the extension of the carbon footprint study to the whole university campus
Integrated Workflow for Open Access publishing and Research Data Management at the University of Strathclyde
Full text linkA workflow diagram created by the Repositories, Open Access & Datasets (ROADS) team at the University of Strathclyde. The diagram provides a visual tool for researchers and academics to use to assist them in understanding of the Open Access (OA) and Research Data Management (RDM) timeline, critical actions and how both OA and RDM are interconnected. OpenDocument Drawing file (.odg) provided for reuse purposes
Scottish Draft Energy Strategy and Just Transition Plan Consultation : University of Strathclyde Response
Full text linkAn evidence-based response from experts across the University of Strathclyde to the Scottish Government’s Draft Energy Strategy and Just Transition Plan. The response draws on the latest analysis and insights from academics working across a range of disciplines to highlight the opportunities, challenges and trade-offs that Scottish Government will need to consider in refining and implementing its plans
Greening information management: final report
No full textAs the recent JISC report on ‘the ‘greening’ of ICT in education [1] highlights, the increasing reliance on ICT to underpin the business functions of higher education institutions has a heavy environmental impact, due mainly to the consumption of electricity to run computers and to cool data centres. While work is already under way to investigate how more energy efficient ICT can be introduced, to date there has been much less focus on the potential environmental benefits to be accrued from reducing the demand ‘at source’ through better data and information management. JISC thus commissioned the University of Strathclyde to undertake a study to gather evidence that establishes the efficacy of using information management options as components of Green ICT strategies within UK Higher Education environments, and to highlight existing practices which have the potential for wider replication
Online and Blended Teaching - the University of Strathclyde Experience
No full text"Blended learning, in which pupils spend as little as one day a week in class and the rest at home, could be the norm throughout the school year starting on August 11, the leader of Scotland’s biggest teaching union has warned." (The Times, June 14th 2020) The Covid-19 crisis has required teaching professionals in Scotland and the wider world to engage in online and blended learning. For many, this has been the first experience of this and has presented challenges. For many years, the University of Strathclyde has successfully run a range of undergraduate and postgraduate degrees online and using blended learning. Over this time, the institution has developed and understanding of the challenges, risks and rewards of these approaches. We would like to invite all those interested to join a one-hour live stream to learn about our experience. You will hear from two of Strathclyde's experts in this field
2014 Independent Review of the Implementation of the RCUK Policy on Open Access : University of Strathclyde RCUK Open Access Report
No full textThis report responds to Research Councils UK's (RCUK) call for evidence in support of the 2014 independent review of the RCUK Policy on Open Access (OA) . The report reviews the progress that the University of Strathclyde has made in implementing RCUK's policy and provides data on institutional compliance. The review period considered by this report is 01/04/2013 – 31/07/2014
New approaches to teaching and learning in engineering at the University of Strathclyde
No full textMathematics is perceived as a difficult subject within engineering or science degree courses. Traditional lectures, with students passively listening to the lecturer or transcribing notes, do little for the students' image of mathematics. This style of lecturing and its lack of feedback can also be very unsatisfactory for the lecturer.In an attempt to overcome these problems, an element of interaction has been introduced into lectures. This has been achieved by encouraging communication via the Personal Response System, part of the Interactive Classroom developed by the Department of Mechanical Engineering, University of Strathclyde. Lectures are problem-based, with students immediately given the opportunity to put the methods they have learnt into practice
Principles in Patterns (PiP) : Institutional Approaches to Curriculum Design Institutional Story
No full textThe principal outputs of the PiP Project surround the Course and Class Approval (C-CAP) system. This web-based system built on Microsoft SharePoint addresses and resolves many of the issues identified by the project. Generally well received by both academic and support staff, the system provides personalised views, adaptive forms and contextualised support for all phases of the approval process. Although the system deliberately encapsulates and facilitates existing approval processes thus achieving buy-in, it is already achieving significant improvements over the previous processes, not only in reducing the administrative overheads but also in supporting curriculum design and academic quality. The system is now embedded across three faculties and is now considered by the University of Strathclyde to be a "core institutional service". Alongside the C-CAP system the PiP Project also cultivated a suite of approaches: an incremental systems development methodology; a structured and replicable evaluation approach, and; Strathclyde's Lean Approach to Efficiencies in Education Kit (SLEEK) business process improvement methodology Each is based on recognised formal techniques, providing the basis for a rigorous approach. This is contextualised within and adapted to the HE institutional context thus building the foundation not only for the project but ultimately for institution wide process improvement. This "institutional story" report summarises the principal outcomes of the Project
More haste, less speed? : an evaluation of fast track policies to tackle persistent youth offending in Scotland
Full text linkIn 2003 the Scottish Executive introduced a new 'Fast Track' policy on a pilot basis, which was intended to speed up the processing of persistent youth offending cases and reduce rates of persistent offending. Additional resources were provided to promote access to dedicated programmes, as well as quicker assessment, report delivery and decision making. This paper, based on a multi-stranded comparative evaluation, describes how the policy was welcomed by a wide range of practitioners, decision makers and managers involved with children's hearings who mostly thought it was a positive innovation consistent with the hearing system's commitment to a welfare-based approach. 'Fast Track' cases were handled more quickly than others. After two years, however, the policy was discontinued, largely because of negative evidence about re-offending
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