Higher education institutions
Research Topic
Language: English
This is a research topic created to provide authors with a place to attach new problem publications.
Research problems linked to this topic
- • What are the drivers of UK and foreign students’ decisions about pathways into and out of Higher Education (HE)? How do perceptions of the UK student experience affect decisions to study in the UK?
- What are the likely effects of measures to increase quality in HE on applicant perceptions and graduate labour market outcomes?
- • Are the benefits of FE and HE shared equally or do some groups benefit more than others? • Do these benefits vary by the type of HE or FE study e.g. full degree or short courses, institution (university or FE college) or mode of study?
- How do AI and other digital technologies support existing ways of working in schools and colleges? What are the main opportunities for the future?
- What are the challenges and opportunities for the UK HE sector to remain internationally competitive?
- What are the potential impacts of AI, and how can new technologies be used safely and effectively within education?
- • What is the impact of funding and understanding of student finance on decisions to study, course type and mode of study (both for UK and foreign students? How are the debt, cost and value of student finance understood and experienced, by different social groups?
- • How effective have whole school/college approaches to improving student mental health and wellbeing been? What factors underpin the most effective whole school/college approaches? How can they effectively measure the impact of these approaches?
- How do wages of creative Higher Education graduates progress over time and what factors determine short and long-term wages? For example what factors can explain why arts and design graduates have some of the lowest earnings one and five years after graduation?
- • What works to support transitions (including to primary school, to secondary school, within secondary e.g. from year 7 to year 8) for different groups, including children with SEND (including transitioning between different types of settings)? (See also 'Every child achieving and thriving’).
- How can we best support and promote mental health and wellbeing in schools, colleges and higher education?
- • How can artificial intelligence (AI) and other emerging technologies be implemented in our settings so that they do not widen existing inequalities or create new inequalities?
- What works to get disadvantaged students onto the pathways that are proven to lead to upwards mobility and to stay on those pathways (including helping those who are not in education, employment, or training - NEET) and raising ambition where needed? At what age are interventions most effective?
- • What works best in the skills system to support underrepresented groups into higher-paid occupations, sectors, and levels of seniority?
- • How can digital and assistive technology support learners with SEND, including to participate in mainstream education settings?
- • How can we best ensure appropriate availability of educational opportunities to meet future needs? How do solutions vary over the short, medium, and long term?
- How can we ensure that technology (including Artificial Intelligence), supports child and adolescent development, learning and health at all stages, from early years to adult education?
- • When and how should targeted and specialist support – including SENCOs, other specialist professionals, specialist units and special schools – be employed [in education]? What is/should be the role of in-school support units in supporting children and inclusive education?
- What are the wider non-salary benefits of HE and FE for individuals, communities and society? • What are the benefits of HE and FE on individual wellbeing, physical and mental health, societal engagement, and long-term employment? • What are the wider societal benefits of HE and FE study and provision (including the local and national benefits generated by HE/FE providers)?
- How effective have whole school/college approaches to improving student mental health and wellbeing been? What factors underpin the most effective whole school/college approaches? How can schools/colleges effectively measure the impact of these approaches?
- What teaching approaches and learning environments are most effective in helping children to concentrate, grasp new ideas, develop skill (such as writing), retain knowledge, transfer knowledge, and be motivated to learn? • How do these things vary for different groups, such as students with SEND, disadvantaged children and for different age groups? Why are these approaches most effective and how can we scale them up?
- How has the increased accessibility of generative AI influenced HE and FE providers and students?
- What are the potential long-term opportunities and challenges of AI use in education at all stages?
- • What are the most cost-effective approaches to raise the performance of under-performing (educational) settings?
- What is the social and developmental impact of culture and creative education at schools and higher education?
- • What works best in mitigating the adverse impacts of serious or prolonged ill-health (including long-covid) on educational achievement? What educational support is offered to children who have serious or long-term ill-health and how effective is that support?
- How has the Lifelong Learning Entitlement (LLE) influenced the behaviour of students, providers and employers? To what extent has LLE promoted increased fluidity of study pathways between FE and HE?
- • What differences in support are needed across different educational settings (including early years, colleges, and Alternative Provision) to ensure the best support for learners with SEND to thrive and achieve? What support can be universal, and which support needs to be targeted?
- What are the most cost-effective ways to recruit and retain our workforces? How does this vary across the education and children’s social care workforces (including relevant local authority staff such as educational psychologists), and at all stages of their careers (including recruitment into initial teacher training courses and late career recruitment)?
- How do we design and implement systems that promote understanding, and support the best decisions, by learners (of all ages) and parents (where appropriate) regarding the options and pathways available?
- What are the organisational challenges and opportunities facing HE and FE institutions?
- • How has the increased accessibility of generative AI influenced our sectors (including schools, colleges etc)?
- What are the drivers of UK and foreign students’ decisions about pathways into and out of HE, including impact of funding, finance and experience?
- • What works in driving successful HE participation and positive destinations post HE, for disadvantaged groups (including care experienced students), and other groups such as those with SEND?
- What is the extent of regulatory burden and data supply in the HE sector, and how could the regulatory approach be more effective and efficient?
- "• How can we help the UK HE sector to be internationally competitive and financially secure while meeting key domestic needs?"
- • How can the wider benefits (of HE and FE) be more effectively conveyed to different groups early on in education to raise aspirations?
- What are the best ways to ensure that AI is used safely, ethically, and in ways that protect the data and interests of children, young people, teachers, and schools and colleges? What forms of regulation and enforcement may be appropriate?
- • What mitigations are needed in our buildings, and what mitigations are used, to minimise the spread of infectious diseases and contribute towards a healthy and resilient environment?
- • How can we improve outcomes for those [pupils/students] who need a specialist placement, preparing them to be as independent and prepared for adulthood as possible? What do the best special schools do that could be replicated elsewhere, including in mainstream provision?
- • How can we create a culture of lifelong learning? What would an optimally designed lifelong learning entitlement look like to enable adults to drop in and out of ongoing training without compromising their financial stability? What incentives might change the national culture (for employers and employees) about lifelong learning?
- What is the impact of under-attainment for disadvantaged students on future skills needs and participation in HE?