The University of Strathclyde is gathering information about how higher education practitioners demonstrate the success of their business improvement projects. The university’s business improvement manager Heather Lawrence explains how you can help.
A recent survey by the University of Strathclyde reveals that universities are not successfully evidencing the benefits of business process improvement. Strathclyde's Heather Lawrence introduces the findings of the research.
Higher education institutions should develop their own approach to becoming ‘intelligent customers’ of suppliers, which will involve investment in new skills, changes in culture...
The University of Lincoln is developing a programme to tackle the lack of professional development schemes tailored to the needs of postgraduate students interested in an academic career. Rebecca Sanderson explains the project funded by the Innovation and Transformation Fund that explores how to provide postgraduate students with more effective career development opportunities.
A sector-wide survey was launched in April by the University of Strathclyde's Business Improvement Team to capture feedback on how its Guide to Evidencing the Benefits of Business Process Improvement in Higher Education has enhanced their delivery of change initiatives and how the guide could be improved. Nicola Cairns shares her insight into some of the survey findings.
Senior managers involved in strategic sourcing decisions within UK higher education institutions are invited to participate in a HEFCE and Leadership Foundation funded research project....
Bournemouth University’s new career frameworks for academics are the subject of a longitudinal study funded by the Innovation and Transformation Fund. In this blogpost Matthew Bennett highlights some of the learning gathered to date.
When developing guidance on good practice to inform staff development, Brunel University asked academic and research leaders to reflect on their own experiences early on in their career. As part of a series of posts by the nine ITF-funded projects, Fiona Denney explains the work.
After taking part in workshops run by the Oxford Centre for Staff and Learning Development, teams in Oxford Brookes University have changed their practices to make them less complicated, more streamlined and more cost effective. As part of a series of posts by the nine ITF-funded projects, Ian Whiting explains the aims of the Participative Process Review programme.