ACEC Research Institute’s Post

A new NCSES InfoBrief provides details on federal obligations for science and engineering (S&E) support by type of activity and by federal agency for selected sets of minority-serving institutions, specifically, high-Hispanic-enrollment institutions (HHEs), high-American Indian-enrollment institutions (HAIEs), tribal colleges and universities (TCUs), historically Black colleges and universities (HBCUs), and women’s colleges and universities (WCUs). These data come from the FY 2022 Survey of Federal Science and Engineering Support to Universities, Colleges, and Nonprofit Institutions. View the InfoBrief here: https://bit.ly/3ycSBHR

We’re proud to announce that UTS has achieved another ranking milestone! In the most recent US News Best Global Universities Rankings (2024-5), UTS is ranked 85th in the world, and 6th in Australia/New Zealand. The US News rankings are calculated on 13 indicators of excellence, including global research reputation, regional research reputation and international collaboration. UTS performed particularly well in regional research reputation (#12) and the percentage of total publications that are among the 10% most cited (#93). UTS also achieved a strong performance in the Best Global Universities Subject Rankings (2024-5), which is measured by academic research performance at a subject level. We are ranked Number 1 University in the World for Water Resources and Number 1 University in Australia for Artificial Intelligence, Electrical and Electronic Engineering and Civil Engineering: https://lnkd.in/gfz9DpqB #iamparthi

https://lnkd.in/dtn37Qri For the sustenance of the university system, administrators must strategise on how to make it interesting by ensuring that students start earning while in school or atleast, immediately they graduate. NBTE seem to have aligned well with the 2024 mandate of *1 Student, 2 Skills Initiative* for graduates of polytechnics which is aimed at institutionalising the practice of skills. Universities should develop their own strategies. One key argument that has been sustained is that the rationale for creating Universities is different from that of Polytechnics. How many university graduates end up as policy makers, administrators and leaders in their chosen fields? How many researches are developed and commercialised for national development? It has become a common practice to see people acquire first, masters and doctorate degrees without working, not because they do not want to work but they are either unemployable or there's absence of job. As the world rapidly changes and tilts towards skills, it is not too early to rethink the university educational system. Dr. Christopher C. Belonwu

Title: The lives of class 11-12 science students - Challenges Class 11-12, particularly in the science stream, marks a crucial phase in the lives of students. It's a period characterised by academic rigor, personal growth, and aspirations for the future. Despite the excitement of learning and exploration, class 11-12 science students face various challenges. One of the primary challenges is the sheer volume of the syllabus. Balancing multiple subjects while maintaining a high level of understanding in each can be daunting. Consequently, students often experience stress and pressure to perform well academically. Moreover the competitive nature of entrance examinations for prestigious institutions adds another level of pressure. Students aspire to excel not only in board exams but also in competitive exams like JEE, NEET or AIIMS. The preparation for these exams requires intensive studying, attending coaching classes, and solving numerous practice papers. Furthermore, the transition from school to higher education can be overwhelming. Students must make informed decisions regarding their career paths, choosing between engineering, medicine, research or other fields. This decision making process often involves navigating parental expectations, societal norms and personal interests. The lives of class 11-12 science students are characterised by academic rigor, challenges, and aspirations. Despite facing various obstacles, they exhibit resilience, determination and a thirst for knowledge. As they navigate through this transformative phase, they are not merely preparing for examinations but laying the foundation for their future careers and contributing to the scientific and technological achievements of tomorrow.

An illustration of how mobile journalism is an enabling tool for story telling. More so, it’s how Communication meets Marketing; through short relatable videos. Hands Down, this is the favorite part of my job! #storyselling #communicationevolution

Exciting news for PhD aspirants! The University Grants Commission (UGC) has announced that starting from the academic year 2024-2025, candidates can use their National Eligibility Test (NET) score for PhD admissions. This means that students will no longer have to give multiple entrance exams for admissions to different universities. The UGC's decision to replace university-specific entrance tests with the NET score will not only reduce the burden on students but also streamline the admission process. It will ensure that candidates are selected based on a unified criterion, making the process more transparent and efficient. This move will help students save time, effort, and money while also providing them with equal opportunities to pursue their academic goals. Hope that this initiative will encourage more students to pursue their PhD dreams and contribute to the growth of the nation. #PhDadmissions #UGC #NETscore #education #academia

These new programmes have been designed in accordance with the National Education Policy (NEP) 2020. Full report: https://bit.ly/3zESsNS #Delhi #DelhiTechnologicalUniversity #MTech #BsC #MsC #campusnews #educationnews

Prof Charlie Jeffrey, Vice-Chancellor of the University of York, has endorsed the pressing financial challenges facing UK universities. These institutions, renowned globally for their quality, find themselves hampered by a funding model that has not kept pace with economic realities. A significant component of university income has traditionally come from international student fees. However, this reliance is becoming increasingly precarious due to factors such as tighter visa regulations and a decline in international student recruitment. The funding received from domestic undergraduate programmes has remained largely stagnant over the past decade, failing to match the rate of inflation. This stagnation diminishes the real value of income, which is critical for maintaining the quality and scope of university offerings. As the cost of operation rises, the financial sustainability of relying heavily on international student fees is called into question. The decrease in international student numbers is potentially creating a big hole many institutions wallet facing deficits, highlighting the need for a more resilient and sustainable funding strategy. This strategy should not only mitigate the risks associated with volatile international markets but also address the underfunding of domestic programs. The call to action is clear: universities, government, and stakeholders must collaborate to overhaul the funding framework. The model should support the sector's long-term viability, enabling it to continue its role in driving economic and social progress both domestically and internationally. As professionals in education and related sectors, we must advocate for policies that ensure the financial health of our higher education institutions, recognising their critical contribution to society and the global economy. This is not just about securing funds but about securing the future of education in the UK.

Worth very careful consideration, simply as understanding the complexities of the financial terrain is key to future sustainability.

There is no other way of saying it: the UK #highereducation system is in crisis. The way it is funded just doesn’t work any more! Looking to the #future, how universities are funded needs to change. According to the Times Higher Education 92% of UK university Vice Chancellors think the tax payer should foot the bill! Despite VC’s protestations we think it is highly unlikely any more funding will be forthcoming from the government, with many demands on the public purse & universities at the bottom of the list when it comes to priorities. It is hard to argue that compulsory #education & health should not be prioritised over #highereducation post-pandemic, with #highered having received a significant windfall in overseas tuition revenue over the last three years. What if we shifted the narrative? Far too often students are referred to by the public, government, & even universities themselves as a cost – the cost of teaching them! See our article “Students costs or assets?” in Wonkhe in comments. We could instead see students as a #university “asset” not a cost. If universities are to fulfil their social contract, there should be a direct link between those graduating from university progressing into #employment, raising productivity, & therefore driving economic growth. In truth universities should be seen as economic growth engines, not education cost centres. “Our #students rack up some of the highest levels of debt in the world. And recent government changes have made repayment terms longer & more regressive, so nurses will end up paying more for their #degrees than doctors, teachers more than bankers, women more than men.” They said rising costs & limits on #internationalstudents – which have become increasingly important to finances – created a serious risk to universities. Professor Chris Husbands, vice-chancellor of Sheffield Hallam University told & The Guardian raising #tuition fees – which have been capped at around £9,000 for the last decade – was “not the way go for students”. According to Universities UK, funding for #highered is forecast to reach its lowest real-terms levels since the 1990s with 32% of English #universities reporting a deficit in 2019-20. University of York, vice-chancellor Professor Charlie Jeffery told the paper: “Inflation is driving up costs in a way that frankly we haven’t seen. Most universities will now be losing money on #teaching. Asia Careers Group SDN BHD - Investing in International Futures AGCAS British Council BUILA Department for Education Department for Business and Trade Jisc Office for Students UCAS UKCISA Universities Scotland Universities UK Universities UK International