Practice highlights

Staffordshire University

• The consideration of the pedagogic aspects of the provision by external advisers (Learning Consultants) as part of the programme validation process.

University of Southampton

• Effective input from the Industrial Advisory Board

University of Salford

• The Salford HackCamp offers an opportunity for students to work in teams on an intensive software development project with a live client.

Royal Holloway, University of London

• Innovative internal software development company Code Groovers

Teesside University

• The portfolio of activities with industry partners, particularly the Memorandum of Understanding

Aston University

• Employment of a professional team coach and the transfer of those skills via training for staff

University of Bath

• The process and procedures for the promotion, management, and assessment of the work placement
• The mechanisms the department uses to develop an active community of staff and students

University of Nottingham

• The School’s integration of industrial input to the curriculum
• The Nottingham Advantage Award scheme which offers undergraduates at all campuses vocationally-related modules for personal and professional learning

University of Cape Town

• The integrated approach into the Information Technology programmes of global citizenship and outreach combined with legal, social, ethical and professional issues

University of Central Lancashire

• The Peer-Assisted Study Sessions (PASS), which encourages cross-year interaction

Imperial College London

• The ILB support and involvement which provides students with numerous opportunities to benefit from the commercial and industrial experience
• The embedded nature of peer mentoring, peer review, real world context, industrial involvement and teamwork within the courses, the challenging and inspiring content, and the opportunity to engage with a range of academic disciplines and broader customer contexts

University of Johannesburg

• Cyber security which permeates both the course and supports external links and opportunities for students

Kings College London

• The mechanism for placing students in groups in the Level 5 group project allows students to experience a group activity which is close to that they will experience in an employment situation. It is also perceived by the students as a fair and equitable way of creating the group

Solent University

• Working in multi-skilled project teams through the one-week digital business start-up challenge (Genesis). These teams including branding, marketing, designers, developers, film promotions and pitching to potential investors

University of the West of Scotland

• ‘My Journey’, a ‘fitbit’ style tool which monitors attendance and student engagement, allowing students visibility of their own efforts against their peer group and for early intervention from staff