2014-2015 International Academic Excellence Scholarships at University of Bradford in UK

April 19, 2014
                  

Bradford University

University of Bradford is offering academic excellence scholarships for international students. Scholarships are available for pursuing all full-time undergraduate and postgraduate courses based at the University of Bradford (excluding MBA, distance learning and external). Scholarship is worth half of the tuition fees. If students are on a course lasting longer than one year then subsequent payments will depend on them getting an average of over 60%. The application deadline is 20 June 2014.

About Scholarship: These scholarships are to celebrate academic excellence in student population. Students can apply for one of Half-Fee Academic Excellence Scholarships, except for students from China, South Korea, Japan and the EU (students from these countries have separate scholarships schemes). Please do not apply for this scholarship until you’ve been offered a place to study at the University of Bradford. If you hold a firm offer to study with us in September 2014 and have already been awarded a £3,500 academic related fee scholarship (shown on your offer letter) then this is the scholarship for you. If you hold a conditional offer from us and believe that you will obtain the equivalent of AAB in A Levels (for undergraduate study) or a first-class honours degree (for postgraduate study) then please apply for this scholarship. You must be able to prove your results by the end of August 2014.

Study: Scholarships are awarded for all full-time courses based at the University of Bradford (excluding MBA, distance learning and external).
Course Level: Scholarships are available for pursuing undergraduate and postgraduate taught degree at University of Bradford in UK.
Scholarship Provider: University of Bradford, UK
Scholarship can be taken at: UK
Accreditation: The University of Bradford (informally Bradford University) is a public, plate glass university located in the city of Bradford, West Yorkshire, England. The university received its Royal Charter in 1966, making it the 40th university to be created in Britain, but its origins date back to the early 19th century. There are two campuses: the main campus located on Richmond Road and the School of Management, at Emm Lane.

Eligibility:
-You must be living overseas and not nationals of China, South Korea, Japan or the EU.
-You must apply for full-time study on any level of degree programme i.e. undergraduate or postgraduate taught (not research).
-You must have been made an offer to study at the University of Bradford and be in receipt of the £3,500 International Academic Excellence Scholarship.
-You must also be paying your own fees.
-External students are not eligible – only those based in Bradford.

Scholarship Open for: Students of all countries except EU, China, South Korea or Japan can apply for these academic excellence scholarships.

Number of awards: These academic excellence scholarships are available for all who meet eligibility criteria. Students on discounted partnership programmes are not entitled to this scholarship.

Value: The scholarship is worth half of the tuition fees. If you are on a course lasting longer than one year then subsequent payments will depend on you getting an average of over 60%.

Selection Criteria: The scholarships will be awarded on the basis of academic excellence.

Notification: Successful applicants will be notified by mid-July.

Apply: Applicants should apply by post or email.

Deadline: The application deadline is 20 June 2014.

Further Information: http://www.bradford.ac.uk/fees-and-financial-support/university-scholarships-and-support/2014-15/international-academic-excellence-scholarships/

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University of Guelph leads higher learning project

University of Guelph

By  Rob O’Flanagan

A post-secondary student may get a passing grade in an exam or course, but that doesn’t mean they learned the most crucial skills and knowledge needed to succeed at the next course level or in the world beyond the campus grounds.

A long-term, $6-million research project lead by the University of Guelph and using interactive and integrated technology developed by Kitchener-based Desire2Learn aims to revolutionize post-secondary education by better ensuring students learn and retain the essential stuff.

Officials say success of the research project will require a major cultural shift in how universities and colleges educate their students. The project, which could take up to 15 years to complete, will track, measure and report learning outcomes, all in an effort to improve those outcomes.

John Baker, CEO of Desire2Learn, and U of G associate VP academic Serge Desmarais said the research initiative could fundamentally change the way post-secondary education is delivered. U of G will lead a consortium including University of Waterloo, Wilfrid Laurier University, McMaster University and Mohawk College.

Baker said Desire2Learn’s integrated learning platform uses the various elements of digital technology — mobile devices, desktop computers, the internet, various digital learning tools, and data analytics — to create learning environments where students have better outcomes, better experiences and a better sense of engagement.

It’s a bit like learning by correspondence, only blending the latest digital technology with more traditional classroom-based learning.

“At the core of it, it’s really taking what was traditionally happening in the classroom and allowing us to use the internet to turn that into online courses, or what we call blended learning, where they might be using traditional classrooms but a lot of the resources are being supported by digital sites,” Baker said.

He added that about 13 million learners around the world, affiliated with 1,100 clients in the education, business and government sectors, are using the company’s integrated learning platform.

“I think we are in a period of transition in universities,” said Desmarais. “Until not too long ago, the traditional approach to education was independent courses run by independent faculty members, where very few people thought about the collective enterprise. Discussions about how all these courses link together like a big curriculum mapping experience for students, was really not part of our regular discussions.”

That is beginning to change in a big way, and a debate is ongoing about the nature of learning outcomes, he indicated.

“Learning outcomes is a way to determine beyond content whether a student actually learns a certain set of skills that are actually transferable to the workplace, no matter what kind of work they do — things like critical thinking, research, and numeracy,” Desmarais added.

“Now the big question is, now that we have these learning outcomes how do we measure these things? This is where we’re at,” he said.

That is the impetus behind the learning outcomes research, which is funded through the Productivity and Innovation Fund of the Ontario Ministry of Training, Colleges and Universities.

U of G was the first Canadian university to implement across-the-board learning outcomes for all degree programs and specializations. They include critical/creative thinking, literacy, global understanding, strong communication skills, and professional/ethical behaviour.

“Unlike the old days where you would pass or fail a course,” Baker said, “we’re providing the universities the ability to define their learning objectives and outcomes they’re wanting students to achieve, and then to be able to map that through content and assessment so that you can actually demonstrate that the student has achieved their particular learning objective.”

He added that in a traditional education setting a student may pass a grade, but may have failed to acquire certain crucial skills needed for the next grade. It is the same at the university or college level.

Being able to identify those lapses in learning allows students to revisit the material, perhaps in a more creative or personal way, until it is actually learned. Such learning has a long term benefit to the student.

“What’s great about that is that downstream you can make improvements to the course, but also the student can understand what they’re not getting,” Baker said. “They have a roadmap in front of them for what they are supposed to be learning, and they can take it upon themselves to be able to find other activities or other experiences that will continue to develop those learning outcomes, giving them more responsibility for their own learning experience as well.”

Desmarais said the approach used to measure outcomes will not be rigid across all departments. Instead, it will allow for flexibility, taking into account that not all university disciplines think the same about outcomes or how to define them.

“We will give disciplines the capacity to measure these things in a way that seems appropriate for that discipline,” he said.

“This is such a cultural shift,” Desmarais added. “This is going to be a revolution.”

U of G, he added, engaged in a one-year pilot project with Desire2Learn prior to launching the new research project.

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Boise State University, University of Idaho tuition hikes trimmed

April 19, 2014
                  
University of Idaho

University of Idaho

BY BILL ROBERTS

Having big increases while state funding climbs could backfire, a board member warns. 

Boise State University students will pay $348 a year more to attend school beginning this fall.

That’s not as bad as it could have been.

The State Board of Eduction on Wednesday pared BSU’s 6.1 percent proposed increase, which would have cost students $384 more a year, to 5.5 percent.

Total tuition for Idaho students at Boise State will be $6,640 a year.

Tuition increases approved at Idaho’s three universities and Lewis-Clark State College are among the lowest in several years.

Still, college tuitions have continued to rise in Idaho nonstop for more than two decades.

The University of Idaho asked for a 4.7 increase; the board trimmed it to 4 percent. Students will pay $6,784 a year, up from $6,524.

Idaho State University received its requested 3.5 percent increase, which will raise tuition $222, to $6,566.

Lewis-Clark State College tuition will increase 2 percent as requested, up to $5,900 a year.

The trim to Boise State’s request wasn’t enough for Rod Lewis, a board member who insisted that large tuition hikes send a bad message to the Legislature. Lawmakers are constantly criticized that funding for higher education is slipping, forcing increased costs onto the backs of students.

If schools seek large increases while the state puts more money into colleges, lawmakers will say “you are just going to increase the fees the way you have in the past anyway,” Lewis said.

Relations between lawmakers and educators seemed to warm slightly this year, Lewis said. “I am approaching this from a very cautious perspective,” he said.

Board member Milford Terrell, who wanted the full 6.1 percent for BSU to help keep good faculty, said students have financial aid to help them with college costs.

“Financial aid is alive,” Lewis said. “It comes in the form of debt.”

BSU sought the increase to help cover raises for that portion of campus staff not covered by pay increases coming from the state’s general fund. The school also wanted money to cover costs associated with hiring faculty to meet the state goal of getting postsecondary degrees and certificates for 60 percent of Idahoans age 25 to 34 by 2020.

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New wave of tuition hikes proposed for California universities

university of southern california

By Marko Leone and Clodomiro Puentes

Over the past several weeks, the University of California Board of Regents has proposed tuition hikes in light of projected budget shortfalls. Despite California Governor Jerry Brown’s 5 percent increase in funding, the budget proposed by the UC Regents in November was short $124 million.

Rejecting Brown’s 2014-15 budget proposal, which included no funding for UC’s Retirement Plan, the state Legislative Analyst’s Office (LAO) has recommended a further shifting of the burden of budgetary woes onto students through $78 million in tuition increases. It also proceeds from the false premise that there is some fundamental antagonism between maintaining UC workers’ pensions and affordable tuition.

Meanwhile, the California State University (CSU) Board of Trustees has already moved to implement so-called “student success fees,” essentially tuition increases in all but name. The LAO has also recommended $84 million in tuition increases for the CSU campuses. As of this writing, 11 of 23 CSU campuses have already adopted these fees, which range from $200 to $630 per semester. Across the CSU campuses in question, the fees are ostensibly meant to facilitate technology upgrades, expanded library hours, increased course availability and improvements to athletics facilities.

In 2012, Democratic Governor Brown campaigned vigorously for the Proposition 30 ballot measure, titled “Temporary Taxes to Fund Education.” Under the pretext of “saving education,” Brown sought the assurances of the CSU and UC managements that tuition would not be raised if the measure were to pass.

The measure would provide some temporary funding for education. But rather than invest the necessary long term public resources in such an essential service, it effectively placed a band-aid on the budget problem, which in any case was largely paid for by working people in the form of a regressive sales tax aid. Brown also effectively held California’s education system hostage by means of a catastrophic $6 billion in “trigger cuts” threatened in case Prop 30 did not pass.

There was never any serious attempt on the Brown administration’s part to actually enforce a tuition freeze. The fact that tuition increases are now in various stages of implementation constitutes a damning exposure of the political fraud behind the passage of Proposition 30. California’s ruling elite and its political representatives have reneged upon whatever promises were made during campaign season. As the WSWS reported in 2012, “When next year’s deficit arrives, public education would once again be on the chopping block.”

Brown, the Democrats and their pseudo-left and trade union coterie cynically sought to paint Proposition 30 in populist colors on the basis that it included a meager tax increase on incomes over $250,000. This was a sop to the growing popular anger over billions of dollars in draconian austerity measures to social programs, layoffs, the spiraling cost of higher education and student debt, and the growth of social inequality.

The trade unions played a leading role in the reactionary swindle of the “Yes on 30” campaign by supplying the bulk of campaign contributions. In total, about $67.1 million was raised, including $11.5 million by the California Teachers Association, the California State Council of Service Employees ($10.7 million), as well as the American Federation of Teachers ($4.7 million) and California Federation of Teachers ($4.2 million).

Prop 30’s 1 to 3 percent tax on annual incomes over $250,000 does nothing to fundamentally alter the reality that California ranks seventh highest in income inequality across the 50 states. Even after Prop 30, the top 1 percent of California households only pay approximately 8.8 percent of their income to state and local taxes, while the poorest fifth of California’s families pay approximately 10.6 percent. Of the additional $6.6 billion from the tax measure flowing into the state’s coffers, only $3.1 billion—that is, less than half—would actually end up funding education. The actual course of events since 2012 laid bare the refusal by the Brown administration to address California’s essentially regressive tax structure or the spiraling cost of education.

For 15 years, university students in California have faced an unremitting growth in the cost of education. Adjusting for inflation, in 2001 the average cost of tuitions and fees for a UC undergraduate totaled just over $5,000. In 2013, that financial burden ballooned to $12,000. The trend is similar for students throughout the CSU system. In 2001, a full-time undergraduate student paid a tuition fee of $1,428; by 2011, the figure had grown to $5,472.

The rise of the cost of higher education prices out many working class families that would otherwise send their children to school. For those who take on the massive debts, averaging $29,000 in student loans, the situation is perversely compounded as they graduate into a bleak job market where full-time employment is increasingly scarce.

The attack on higher education—and on public education more generally—is of a piece with a broader dismantling of health care and social welfare programs that has assumed a frenzied tempo in California since the onset of the 2008 economic crisis. Among the combined cuts by the Arnold Schwarzenegger and Brown administrations are a $1.4 billion reduction in funding to CalWorks (a welfare program that gives cash aid and services to eligible California families), $750 million from Department of Developmental Services for state-subsidized child health care, as well as $1.7 billion from Medi-Cal.

The constant refrain that “there is not enough money” rings doubly hollow in light of the fact that the wealthiest Californian, Lawrence Ellison, CEO of the software firm Oracle Corporation, would have enough wealth to cover the entire budget deficit, let alone that of the state university system, and still have well over $10 billion in net worth.

In January 2013, Brown announced that California finally had a budget surplus for the first time in over 10 years, and cited this fact as proof of the need for repeated austerity measures for the state to continue “living within its means.” For Brown and the capitalist ruling class on whose behalf he speaks, such appeals can only mean rolling back the clock on the historic gains of the working class of a century and more.

Funding for education is now at its lowest since the 1970s. Since 2008, about $18 billion has been taken away from K-12 education as a direct result of Brown’s drive for austerity.

Education is increasingly seen less as a social right and more as a privilege reserved for wealthier social layers. The return of the aristocratic principle in education and culture is entirely in keeping with the general shift towards authoritarian and antidemocratic forms of rule needed to maintain such unprecedented levels of social inequality overseen by Democrats and Republicans alike.

Students have already organized protests against the new fees in the CSU system at the San Diego State, Dominguez Hills, Long Beach, and Fullerton campuses. Thus far, the scope of the demonstrations remains within the bounds of attempting to exert pressure on their respective campus boards of trustees.

However, the rising cost of tuition cannot be fought by appealing to the good graces of this or that university administrator, or either of the two parties of big business. Such was the underlying perspective that typified the larger student protest movement in late 2009 and March 2010 against massive budget cuts, furloughs and hikes.

The difficulties facing students and working families in California do not occur in a vacuum. Rather, they constitute one facet of the broader crisis of capitalism since 2008, which has thus far meant only ruthless austerity for workers and students across the world. To the extent that student anger is limited to campus protests, it will be easily isolated and diffused along safe political channels. Such a political impasse is not unique—it presents itself to student struggles around the world, including those in Chile, Mexico, Quebec and Britain.

A viable struggle for the defense of public education as a social right can be carried out solely on the basis of a principled international socialist program. Students must broaden and deepen their struggle by turning to the working class and linking their struggles together. To this end, a new political leadership must be built. Students and workers are encouraged to contact the Socialist Equality Party and establish chapters of the International Youth and Students for Social Equality.

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2014-2015 Princess Royal Pan Am Scholarship for Athletes in Canada

April 19, 2014
                  

Sports Scholarship

Sport Manitoba is offering scholarship for Manitoba’s high performance athletes. The scholarships will allow the recipient athletes to concentrate more completely on their training, preparation and competitions. Two (2) scholarships per year valued up to $3,000 each will be awarded. Scholarships will be awarded to one male and one female high performance athlete enrolled in a post- secondary institution in Manitoba. The application deadline is April 30, 2014.

About Scholarship: The Princess Royal Pan Am Scholarship endowment fund has been established to provide financial support for Manitoba’s high performance athletes. In addition to supporting athletes in training the scholarship will serve as a tribute to commemorate the Manitoba visit of Her Royal Highness the Princess Royal in 1999.

Study: Scholarships will allow the recipient athletes to concentrate more completely on their training, preparation and competitions.
Course Level: Scholarships are available for high performance athlete enrolled in a post-secondary institution in Manitoba. Scholarships will enable the recipient athletes to excel in both their academic and athletic pursuits.
Scholarship Provider: Sport Manitoba
Scholarship can be taken at: Canada (Manitoba)
Accreditation: Organized sport in Manitoba, which combines the talents of dedicated volunteers and trained professionals and is supported by government and the corporate sector, can trace its roots back to 1961. It is the lead planning, programming and funding agency for the development of amateur sport in Manitoba.

Eligibility: The Princess Royal Pan Am Scholarships are open to any male or female athlete who:
-Is a Canadian citizen or landed immigrant residing in Manitoba and enrolled at a university, college or technical institute in Manitoba.
- Is a current or former member of a national team: or
-Is a member of a provincial or national training program conducted or endorsed by the provincial or national sport organization; or
-Is a member of a provincial or national disabled athletic team or actively pursuing a disabled sport training program
-Has received the endorsement of their respective Provincial Sport Organization.
- Is competing at the national level (as a representative of Manitoba) or international level of competition within their sport.
-Has been a resident of Manitoba for a minimum period of one year (defined as being registered with Manitoba Health Insured Benefits Branch).
-Is a full or part-time student (as defined by the institution of attendance) and maintains a satisfactory academic standing.
- Note: Part time students will be considered provided they can verify that a full course load has been completed within a 12-month period (September to August).  

Scholarship Open for: Canadian citizen or landed immigrant residing in Manitoba can apply for these scholarships.

Number of awards: Two scholarships for athletes are offered. The scholarships will be awarded to one male and one female high performance athlete enrolled in a post- secondary institution in Manitoba.

Value: The Princess Royal Pan Am Scholarship will award two (2) scholarships per year valued up to $3,000 each.

Apply: Please complete the application form (photocopies will be accepted) and return along with all supporting materials by post. Your application must include the following:
-A complete Princess Royal Pan Am Scholarship Fund 2014-2015 Application Form. Attach additional sheets of information where needed.
-A letter detailing your interest in receiving the scholarship, which discusses how the scholarship will assist in the pursuit of your academic and athletic goals. Information can also include any other subject that merits consideration by the Selection Committee and indicates suitability for the scholarship.
-A letter of endorsement from the respective Provincial Sport Organization.
-A letter of support from the coach.
-A transcript of your most recent marks. For high school applicants transcripts must include the second semester mid-term grade 12 marks (April 2014) and university applicant’s transcripts should include the April 2014 marks.
-Confirmation of registration in a post-secondary institution in Manitoba will be required if successful prior to the release of scholarship funds.

Deadline: The application deadline is April 30, 2014.

Further Information: http://www.sportmanitoba.ca/uploads/SMB/2014-15%20Princess%20Pan%20Am%20Scholarship%20Application%20Form%281%29.pdf

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New dean for university’s School of Science and Technology

April 19, 2014
                  

Nottingham-Trent-University

A new dean has been appointed for Nottingham Trent University’s School of Science and Technology. Professor Martin McGinnity has joined from the University of Ulster, where he was Professor of Intelligent Systems Engineering within the Faculty of Computing and Engineering.

The School of Science and Technology – based at the university’s Clifton Campus – is a multidisciplinary environment for learning, teaching and research. It specialises in physics, mathematics, biosciences, chemistry, forensic science, sports science and computing and technology.

While at Ulster Professor McGinnity led the establishment of the School of Computing and Intelligent Systems and oversaw its development into one of the most research-intensive schools in the university. He also founded the Intelligent Systems Research Centre, of which he was director, and ensured its progression into a leading, multidisciplinary research unit.

His own research focuses on computational intelligence and computational systems – specifically in relation to cognitive robotics and computation neuroscience. He has a strong interest in innovations in teaching, and has previously attracted substantial funding to support implementation of technology assisted learning in higher education. He has authored or co-authored about 300 academic papers.

Professor McGinnity has been awarded both a Senior Distinguished Research Fellowship and a Distinguished Learning Support Fellowship in recognition of his contribution to research and teaching.  He is also a Fellow of the Institution of Engineering and Technology, a Senior Member of the Institute of Electrical and Electronics Engineers and a Chartered Engineer.

He received a first class honours degree in physics in 1975 and a PhD four years later.

The science and technology facilities at Nottingham Trent University’s Clifton campus have seen millions of pounds of investment over the last few years, including the development of a Natural Science Research facility, the Trent Astronomical Observatory and the new Rosalind Franklin Laboratory.

Professor McGinnity said: “I am delighted to be joining the School of Science and Technology at Nottingham Trent University. I have been attracted and impressed by its strong commitment to excellence in multidisciplinary teaching and research and I look forward to assisting it as it strives for the next phase of its exciting developments.

“There are tremendous opportunities for the School to extend its portfolio of high quality courses and to deliver further research recognised as excellent on the international stage.”

Professor Nasser Sherkat, the associate dean of the School of Science and Technology, was previously Acting Dean.

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Missouri universities raise funding concerns

April 19, 2014
                  
University of Missouri

University of Missouri

Officials from Missouri’s public universities are raising concerns about reduced revenues for education as state lawmakers consider an income tax cut.

A statement signed by the governing board presidents of nine state universities cites concerns that legislation could limit the money available for education.

Although the letter does not specifically mention the proposed income tax cut, the executive director of the Council on Public Higher Education said that is the subject of the concerns.

The Republican-led House could vote as soon as Wednesday on whether to give final approval to a bill that would eventually cut more than $600 million of income taxes for individuals and businesses.

Democratic Gov. Jay Nixon has said the bill could harm education funding. He vetoed a tax cut last year.

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University of Nottingham’s new marine technology Academy is set to make a “tremendous impact” in China

April 19, 2014
                  

Ningbo container port

The Ningbo Nottingham International Academy for Marine Economy and Technology (IAMET) has been officially launched at a ceremony at The University of Nottingham Ningbo China (UNNC).

A partnership between The University of Nottingham, Wanli Education Group and Ningbo Municipal Government, the Academy will build on Ningbo’s already strong reputation for marine-related activities and support the city’s 12-year plan, a major focus of which is the marine economy.

The marine economy is one of China’s key strategic development areas. It has seen an annual growth rate of 13.5 per cent since 2001 and is widely regarded as the next key economic growth area for the country. In 2011, the gross production of marine-related industries was 4.56 trillion Yuan, which accounts for around 10 per cent of GDP, and this is expected to reach 15 per cent in 2015.

The IAMET, which will be based at a purpose-built, state-of-the-art facility at UNNC, will provide ground-breaking applied research and will work with local, national and international companies to train talent, exchange knowledge and commercialise research. It will leverage The University of Nottingham’s global experience in various areas of research including port services and logistics, marine advanced materials, biological products and environmental management. It will also draw on the input and advice of independent world-leading academic and industry experts to deliver innovative programmes.

During the launch event, which was held at UNNC, the Academy was officially opened by Professor David Greenaway, Vice-Chancellor of The University of Nottingham, and Zhongchao Chen, Vice Mayor of Ningbo Municipal Government. Agreements were also signed with various local companies who were interested in collaborating with the IAMET.

Addressing the distinguished audience of representatives from regional and international businesses, local government and the British Consulate, Professor David Greenaway acknowledged the role Ningbo’s port had played in UNNC’s history and future. The University, he said, could contribute to the vision of the region, by “translating research into impact in Ningbo” and expressed his belief that the centre would have a “tremendous impact” on Ningbo’s economy over the next decade.

Professor Greenaway said: “Ningbo’s 12-year plan acknowledges the extraordinary role which Ningbo’s port has played in its long history, but there is also recognition that it could play an even greater part in its future and the social and economic development of this great city, in this great region. Today we’ve launched something that I think will have tremendous impact on the University, tremendous impact on the local and regional economy over the next 10 years. I think the Ningbo 12-year plan has great vision and I’m absolutely delighted that we will have a role in trying to realise that vision.”

Zhongchao Chen, Vice Mayor, Ningbo Municipal People’s Government, spoke of the importance of the marine economy as a national government priority and the need to take advantage of the University’s expertise to enhance the region’s capabilities in science and technology innovation.

Matthew Forbes OBE, Deputy Consul General, British Consulate General in Shanghai, described UNNC as “a real pioneer” and an example of what the UK can offer China. He said that China is committed to developing deeper links with the UK in science and technology and added that “the marine economy is a key strategic development area, with Ningbo the perfect environment to develop the academy.”

Professor Hai-Sui Yu, Pro-Vice-Chancellor (International) at The University of Nottingham added that IAMET would be a “major flagship partnership” as the marine economy is regarded as “a vital component of China’s long-term economic strategy.”

The IAMET was launched amid celebrations of UNNC’s 10 year anniversary celebrations, marking a decade since The University of Nottingham established its campus in Ningbo.

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2014 Graduate Business School Merit Scholarships in UK

April 19, 2014
                  

University of Aberdeen

University of Aberdeen offers 50 merit scholarships for across all Masters programmes within the Graduate Business School, with the exception of the MBA Energy Management. Applicants who have already achieved UK equivalent First Class (Hons) in their undergraduate degree are eligible to for these scholarships. Scholarships are valued at £5000 each to cover more than 25% of their tuition fee of the Masters programme for entry in September 2014. The application deadline is 30th June 2014.

About Scholarship: Students of the highest merit and potential will be eligible for our Graduate Business School Merit Scholarship, valued at £5000 each. Worth more than 25% of your tuition fee of the Masters programme you take with university, the University of Aberdeen has an impressive 50 of these prestigious merit scholarships to award for Masters Entry in September 2014.

Study: Scholarships are awarded for all Masters programmes within the Graduate Business School, with the exception of the MBA Energy Management.
Course Level: Scholarships are available for pursuing master degree at University of Aberdeen in UK.
Scholarship Provider: University of Aberdeen, UK
Scholarship can be taken at: 
UK
Accreditation: 
The University of Aberdeen is an accredited university. University of Aberdeen is accredited by Association of Commonwealth Universities.

Eligibility: have already achieved UK equivalent First Class (Hons) in your undergraduate degree and looking for a first-rate scholarship. Examples of equivalencies are:
-Azerbaijan: A four-year Bachelors degree (Bakalavr) with  marks > 4.5 out of 5 or > 85%, or a  five-year specialist diploma with marks  > 4 out of 5 or > 80% from a recognised Azerbaijan University.
-Canada: A four-year Bachelors degree with Honours  with marks between 4.00-4.30
-China:  A four-year Bachelors degree with marks > 85% from a Recognised University and >80% from a Prestigious University
-Ghana: A Bachelors degree with a GPA > 3.50
-India: A first class degree with distinction
-Nigeria: A first class degree with marks > 90% or a GPA > than 4.75
-Thailand: A Bachelors degree with a GPA > than 3.50
-Uganda: A Bachelors degree with Top Honours,  a GPA > 4.4
-USA: A four-year Bachelors degree with Grade A, GPA 3.50 or marks > 90%

Scholarship Open for: International students can apply for theses merit scholarships.

Number of awards: 50 merit scholarships are offered.

Value: These merit scholarships are valued at £5000 each to cover more than 25% of their tuition fee of the Masters programme.

Selection Criteria: Scholarships will be awarded on the basis of merit.

Notification: At the very latest, University can confirm that successful applicants will receive notification within 7 working days of the application deadline which is 30th June. Successful applicants will be notified of the decision by email as early as possible after their application is submitted.

Apply: There are no additional forms or paperwork. Applicants do not have to apply for these Scholarships. If you are eligible the university will contact you. Simply complete a postgraduate application to study. The University would recommend that you make your personal statement as personal as possible in order to highlight their strengths and academic achievements.

Deadline: The application deadline is 30th June 2014.

Further Information: http://www.abdn.ac.uk/study/international/business-scholarships.php

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UH offers equal amenities to Ivy League universities

university of houston

By Megan Kallus

The higher education system in the U.S. is undergoing a painful transformation.

The New York Times reported that nationwide college enrollment numbers have dropped for the first time in decades as the system undergoes a contraction. Some smaller private colleges and universities are being forced to close their doors.

However, at the same time, elite universities are posting record application numbers and all-time-low acceptance rates.

Stanford University accepted just 5.1 percent of applicants this admissions season from a pool of 42,167 applicants. Acceptance rates of similarly ranked universities fall within a few percentage points of Stanford’s numbers. Harvard and Yale accepted about 6 percent of applicants, and MIT accepted around 8 percent.

The University of Chicago has witnessed one of the steepest drops in admission rates. Just a few years ago, the school had an acceptance rate of 40 percent. This admissions season, the University of Chicago accepted only 8.1 percent of applicants.

While the New York Daily News reported that Long Island high school student Kwasi Enin was accepted into all eight Ivy League universities, his admissions case is an extreme outlier. As acceptance rates at private, highly selective universities continue to plummet, the college admissions process is becoming more expensive, complicated and unpredictable.

Applications to private universities can cost anywhere from $65 to $85 without fee waivers, and students are applying to more schools.

Isaac Madrid — a California prep school student profiled in the New York Times — said he applied to 11 colleges. Madrid was rejected at Stanford but accepted to Yale, which boasts nearly identical rankings and acceptance rates. His approach reflects that of many high-achieving students.

This makes one wonder why the admission process has become more competitive.

Popular rankings like the U.S. News & World Report’s annual “Best College Rankings” plays a major role. Factors such as admissions selectivity and peer reputation are weighted heavily in the rankings. Elite universities began to push harder to attract a larger pool of applicants in order to improve their standings.

The University of Chicago provides an interesting example of the recent competitive trend. In 2009, UC hired a new admissions officer with the hopes of improving its rankings.

UC doubled its admissions staff and embarked on a massive publicity campaign. The admissions team sent out mailings to a huge pool of students and switched to widely accessible online application systems like the Common Application. UC received so many applications that its acceptance rate dropped 26 percent in six years. UC ranks at number five on the U.S. News and World Report list.

These tumbling admissions rates are feeding a vicious cycle of competitive admissions.

According to The New York Times, admissions directors at many elite institutions claim that they receive a high volume of qualified applicants that causes them to turn down candidates virtually indistinguishable from those who are accepted.

Bruce Poch, a former admissions dean at Claremont College, spoke to The New York Times about this growing problem.

“Kids see that admit rates are brutal and dropping, and it looks more like a crapshoot,” Poch said. “So they send more apps, which forces colleges to lower their admit rates, which spurs the kids next year to send even more apps.”

Fortunately, there is some good news for students intimidated by the increasingly cutthroat college admissions process.

The quality of education offered at large public universities has steadily improved during the years. Public colleges like UH offer an attractive alternative to the cutthroat admissions process at private, elite universities.

Director of Student Recruitment at the UH Office of Admissions Jeffrey Fuller suggests why the admission process at UH has been successful.

“The University of Houston admission process is transparent, and that helps students, families and educators in their navigation,” Fuller said.

The University’s admissions practices run counter to increasingly opaque and confusing college admissions practices.

“Our process is straight-forth and encourages students to apply and complete their admission early to benefit from priorities essential in the enrollment process  — such as new student orientation, housing, enrollment and scholarships and financial aid,” Fuller said.

Biology sophomore Patricia de Guzman agrees with Fuller’s assessment.

“The UH admissions process was really easy,” de Guzman said. “I was able to use ApplyTexas system to submit my application, and it was never stressful.”

Fuller said UH’s admissions philosophy is to attract “academically prepared students” who are interested in “preparing for global opportunities.”

UH accepts about 56.2 percent of applicants and hosts top-ranked programs ranging from hotel and restaurant management to entrepreneurship.

Another selling point may be the financial edge. PolicyMic ranked UH a top “Bang for your buck” college. UH’s strengths shine with low student debt, high average starting salaries and top programs.

In addition, UH offers prospective students the amenities of both STEM-focused research universities and small liberal arts colleges.

Compared to UH, elite liberal arts colleges have experienced admission trends more similar to those at Stanford and UC. Pomona, Amherst, Williams and other private liberal arts colleges reported acceptance rates between 10 to 20 percent.

UH has its own Honors College, which is similar structurally to liberal arts schools. The Honors College practices a holistic admissions process, offers a variety of humanities courses and seminars and fosters a tight-knit academic community.

Pre-nursing sophomore Miriam Acosta recognizes the amenities UH has to offer.

“UH is a large public school, but that means that I’ve had the freedom to challenge myself academically and the opportunity to pursue all kinds of activities,” Acosta said.

Prospective applicants should not have to feel intimidated by the college application process. The admissions cycle at Ivy League universities might seem frightening, but there are far more than eight worthwhile colleges in the U.S.

“While much attention is often given to who gets in and where,” Fuller said, “the message that continues to ring true is that there is a space for every student ready to transition to college.” (The New York Times)

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