The future of Higher Education Institutions (HEI) depend on their ability to attract and retain students, increase recognition and prestige. In order to respond to the 'customers' increasingly demanding, HEI need to identify the key factors that influence the satisfaction of a 'customers', thereby creating competitive advantages. These determinants of satisfaction are important elements that gu...

Higher Education (HE) in the UK has experienced a series of remarkable changes over the last thirty years as successive governments have sought to make the sector more efficient and more accountable for investment of public funds. Rapid expansion in student numbers and pressures to widen participation amongst non-traditional students are key challenges facing HE. Learning outcomes can act as a ...

L4All is a system that records and shares learning trails through educational offerings with the aim of facilitating progression of lifelong learners from Secondary Education, through to Further Education and on to Higher Education (HE). The focus is on helping those post-16 learners who have traditionally not participated in HE. L4All allows learners to access information and resources registe...

This article explores the recent development of new spheres of public engagement within UK higher education through an analysis of the foundation degree qualification. These, according to the Higher Education Funding Council for England (HEFCE), were designed to equip students with the combination of technical skills, academic knowledge, and transferable skills increasingly being demanded by em...

Although formal educational institutions in the UK, and particularly in Higher Education (HE), have begun to include aspects of dance music and Hip-hop styles of music in their curricula, there is still a notable lack of research into the relationship between popular electronic music-making practices, such as performance, and formal education. This study explores some of the experiences, percep...

This article explores the recent development of new spheres of public engagement within UK higher education through an analysis of the foundation degree qualification. These, according to the Higher Education Funding Council for England (HEFCE), were designed to equip students with the combination of technical skills, academic knowledge, and transferable skills increasingly being demanded by em...