The Good Universities Guide 2014

Spring 2014

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SPRING 2014

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THE GOOD UNIVERSITIES GUIDE

Over 600 Universities and Higher Education Colleges

Charlie Economics BSc with Philosophy & Politics (PPE) Rugby School

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Professor Vernon Bogdanor CBE BA, MA (Oxon), FBA Professor of Politics

Thomas Philosophy BA with Economics & Politics (PPE) Rugby School

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The Good Universities Guide spring 2014

Welcome to the first edition of The Good Universities Guide.

D

o you want to know which is the best university for your chosen career? In her article on page 5, Janita Clamp explores the institutions and courses that will pave the way to your future career.

Such is the competition for jobs these days, planning and thinking ahead is key.

To make the whole process easier for you, we have split our guide into sections. Career Countdown explores how to narrow down your course options. Choosing a Course guides you through the various routes to a profession, the different types of university and colleges of higher education, plus how to make the most of

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all that an open day has to offer.

We gathered top tips from those in the know in Expert Advice – from breezing through your interview for medical school to wowing them at Oxbridge. How to fund your time at university is explained in Financing Your Study. And in Making the Move, we help you loosen the apron strings with advice, reassurance and the skillset you’ll need for this next stage in your life.

We would also love your feedback, so please do email us with your thoughts so that we can make our next guide, out in September, even bigger and better!

Claudia Dudman Editor, The Good Universities Guide editor@independentschoolparent.com

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get ahead of the pack Anthony Stonar addresses some of the key questions posed by pupils and their parents

14 Fashion: not a soft option Jo Heywood champions the merits of studying fashion design 16 Capital couture Nigel Carrington says London is the place to be for creatives 21 Hitting all the right notes Christopher Masters discusses music scholarships

35 More than just medicine Healthcare training comes in a range of specialisms, writes Terri Hignett 38 Healing hands?

Kerstin Rolfe says osteopathy is a fulfilling career choice 40 stand out from the crowd Writing your personal statement takes time and thought, says James Durant 44 a case in point Discuss a wide range of topics for your medical school interview says Mike Kirby

48 Cut and dried

24 Degrees of choice It’s important to make an informed choice

Tara Twyman has top tips on applying to law school

eDitOriaL Editor Claudia Dudman Art Editor Ruth Ellis Contributing Editor Sally Coffey Commissioning Editor Charlotte Phillips

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pUBLisHing Publisher & Managing Director Paul Dobson Deputy Managing Director Steve Ross Commercial Director Vicki Gavin Publisher Simon Temlett Media Manager James Dobson Subscriptions Manager Will Delmont 020 7349 3710, will.delmont@ chelseamagazines.com Production www.allpointsmedia.co.uk Printed in England by Wyndeham Heron, Essex aDVertising Advertising Executive Andy Mabbitt

56 Funding your time at university Giulia Rhodes gives you the facts 62 a walk in the park Robyn Ekvall on Regent’s University, London 67 the exit door to school life St James’ Girls’ School talks life skills 75 step into student life The University of East Anglia shows you how 78 the power of three A tale of an inspiring schooling and postgraduate education, by Charlotte Avery

81 national directory of universities and higher education colleges Each chapter contains listings of universities and higher education colleges by region CoVER: © Rob JUDGES PhoToGRAPhy / oxFoRD UNIVERSITy IMAGES

THE GOOD UNIVERSITIES GUIDE

DistriBUtiOn The Good Universities Guide is a directory of universities and colleges of higher education brought to you by the publishers of Independent School Parent, the magazine for parents of children in prep and senior independent schools. Visit gooduniguide.co.uk for more information. © CNP Ltd 2014. All rights reserved. Text and pictures are copyright restricted and must not be reproduced without permission from the publisher.

The information contained in The Good Universities Guide has been published in good faith and every effort has been made to ensure its accuracy. All liability for loss, negligence or damage caused by reliance on the information contained within this publication is hereby excluded.

Over 600 Universities and Higher Education Colleges 001_GUG_coverV3.indd 1

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pack your bags The different stages you need to think about when considering higher education

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26 Don’t be blinded See past the glitz and glamour of open days, says Charlotte Phillips

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What is the best uni for your chosen career?

Janita Clamp gives the lowdown

52 the big step Choose the right accommodation at uni, writes Rebecca Murch

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5

when it comes to further education, writes Hilary French

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WHat’s insiDe?

17/04/2014 15:18

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Top 20 in the world The School of Arts & Humanities at King’s is one of the most prestigious in the UK, and this year celebrates its 25th anniversary. Specialising in all aspects of human culture and history from languages and literature to film studies, and from classics to digital humanities, our faculty is renowned the world over.

Perfectly located in the heart of London, with campuses next to the River Thames, the city becomes your extended campus. Connections with cultural institutions, museums, theatres and galleries make King’s an inspiring place to study. *King’s is in the top 20 in the world in the QS World University Rankings.

Find out about what’s on offer at www.kcl.ac.uk/artshums

Career Countdown

What is the best uni for your chosen career?

Education writer and commentator Janita Clamp gives the low-down on the universities and courses that will pave the way to that all-important first job

W

hat did you want to be when you grew up? An astronaut, the Queen, a train driver, or perhaps even the Very Hungry Caterpillar? For children, jobs are limited only by imagination and such whimsical ambitions charm family, friends and relatives. Fast-forward to the sixth form and the conundrum is all a bit more serious. However, most 17 year olds will have a few ideas about the careers they may (or may not) want to pursue after school and further education.

Sixth formers may find it hard enough to imagine life beyond their A levels, let alone post-graduation employment, but reality is waiting to bite. In three or four short years, finding a job will be their number one priority.

Over half of all graduate jobs do not specify a subject and for these a 2:1 or first-class degree from Oxbridge or a Russell Group university remains a huge advantage. History graduates in particular seem to appeal to a broad range of these employers. But what about the next generation of architects, graphic designers, sound engineers, journalists and animators? Which degree course will give them the best possible prospect of graduate employment?

Practical or vocational degrees stand or fall by the course’s record of graduate employment in the relevant field. Just as important are an individual department’s links with employers and the relevant industry because experience gained from work placements, a sandwich option or even a year abroad can give applicants the edge when applying for jobs. This information should be included in the course details and it pays to read it carefully. If, for instance, a communication and media studies degree course lists links with major employers such as the BBC, find out www.gooduniguide.co.uk

exactly what this means. Do they regularly place students on training courses or did one student get a job as a runner five years ago?

Hands on or hands off?

Janita Clamp is a senior reviewer and editor for The Good Schools Guide

A vocational degree might seem like the answer for those aiming to work in a specific industry but it’s advisable to consider all the options very carefully.

What if, on graduation, you decide you don’t want to work in your chosen field?

Will the specialist nature of your degree make it extra hard to find graduate level work in other areas? And, when it comes to the ‘creative industries’ do you need an industry-specific degree? While media studies courses are popular, it’s more likely that those tempting TV jobs are held by Russell Group graduates who studied core subjects such as English.

How to land that first job

While no degree course guarantees a job, subjects that combine high-level scientific and practical skills offer the best prospects. Accordingly, graduate employment is pretty secure for aspiring medics, vets, nurses, pharmacists, chemists and engineers. Catching up with scientists in the graduate job league tables are linguists – an unexpected benefit of the declining popularity of languages at A level perhaps.

Is it worth it?

Yes. According to the Higher Education Careers Services Unit (hecsu.ac.uk), six months after finishing university just under 70% of 2013 graduates were in some form of employment, while 8.5%

were unemployed. Of the remainder, 13% were either studying or training.

HECSU breaks down its statistics and the results are, inevitably, more complex than the headline numbers imply.

Nevertheless, the conclusion is that it is still, “better to be a graduate than not” when it comes to securing employment.

HECSU identifies the fields of science, construction, manufacturing and engineering as areas that will need increasing numbers of highly skilled graduates in the future.

Plan ahead

So, for any Machiavellis out there, here is a selection of university courses with some of the best graduate prospects: those wishing to thrive in agriculture and forestry should head to Queen’s University Belfast, Newcastle or Harper Adams. Aspiring town planners should aim for Cambridge or University College London. Want to major in marketing?

Then Reading, Lancaster and Plymouth are top choices. Sheffield comes out best not only for electrical engineering but also for communication and media studies. Archaeologists will unearth the best jobs if they go to University College London, Cambridge or Durham.

But according to HECSU, the best way to land a job in 2018, if you haven’t chosen your A levels yet and want to work backwards, could be to study engineering and French at a university offering a year in industry abroad. ■ Go online to: www.gooduniguide.co.uk

❝ While no course guarantees a job, subjects that hone scientific and practical skills offer good prospects ❞ SPRING 2014 the good universities guide 5

PACK YOUR

CAREER COUNTDOWN

CHOOSING A COURSE There are all sorts of courses available, but where you finally choose to study is as much down to your life outside the classroom as it is your subject choice.

Remember that different universities offer different routes into professions.

IMAGES: SHUTTERSTOCK

From Year 12 onwards you are likely to be inundated with advice on higher education: where to go, what to study and how to get on to your dream career path. This is the time to think about what you really want to do after school and how you might set about achieving it.

6 THE GOOD UNIVERSITIES GUIDE SPRING 2014

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TIMELINE OF PROCESS

BAGS…

EXPERT ADVICE Once you have selected a university, you’ll need to ensure that not only do you meet the course criteria but also that your personal statement helps to get you noticed – in the right way. Competition for places can be stiff, so make sure you listen to the wise words of people in the know.

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FINANCING YOUR STUDY A university education doesn’t come cheap, as anyone will tell you. Aside from tuition fees costing an average of £27,000, you’ll also need to consider living costs. There are various funding options, including bursaries and loans, so find out which ones are available to you.

With university now within your sights, here are the stepping stones to finally cutting those apron strings

MAKING THE MOVE You’ve secured a place, summer is coming to an end and now it’s time to pack up mum and dad’s car with all your worldly possessions and head out into the unknown. Before you hide beneath the duvet refusing to break cover, we’ve spoken to those who’ve already done it to soften the blow.

SPRING 2014 THE GOOD UNIVERSITIES GUIDE 7

WE ARE ESSEX. WE`RE ON THE SIDE OF PEOPLE WITH GUTS – REBELS WITH A CAUSE. WE`RE ABOUT PEOPLE WHO LOVE TO LEARN HOW, BUT WANT TO CHALLENGE WHY. AT ESSEX YOU`RE NOT JUST A STUDENT, YOU`RE A M EM BER, SOMEONE WITH G E N U I N E LICE NCE TO SHAPE WHAT GOES ON AROUND YOU. IT DOESN`T MATTER TO US WHERE YOU`VE COME FROM, WE`RE INTERESTED IN HOW YOU WANT TO GROW AND WHAT YOU WANT TO CHANGE.

Some rules are made to be broken.

Tell us which ones at an open day.

Visit: www.essex.ac.uk/challenge

Career Countdown

get ahead of the PaCk anthony Curtis of Stonar School, Wiltshire, addresses some of the frequently asked questions from post-16 students and their parents Plan your route to university

Make sure you fulfil each of the entry requirements that the course describes as essential. Post-16 subject choices can be critical and students need to check these carefully, including any specific GCSE requirements e.g. an A* in maths to study economics or psychology at the University of Bath. Although the grades outlined in prospectuses give a good indication of the type of offer a university might make, these grades may vary.

Universities may also change offers during the academic year if a course is over- or under-subscribed, so print out and keep offers made via email, so you can demonstrate the date and conditions of the offer made. In one case, a university changed its conditional offer for a highly popular psychology course to include A2 grades only. I was able to show them their www.gooduniguide.co.uk

Anthony Curtis is head of careers and psychology at Stonar School, Wiltshire, and an editor of Psychology Review, the leading A-level psychology magazine for students

original offer based on AS and A2 grades they were minded to “honour� their original offer.

For medicine, dentistry and veterinary science, students will ideally have achieved top GCSE grades, keeping their choice of institution open to them. Candidates need to demonstrate an understanding of such professions, normally through work experience, shadowing, volunteering, or a part-time job. Veterinary science courses can have specific work experience requirements, so find out what these are and organise your experience sooner rather than later.

Be aware of practice tests and book an appointment to sit the test. This is an ideal task to undertake after your summer exams in Year 12. Use university websites to find out if you are likely to be interviewed and if so, the type of

interview. Schedule practice interviews and try to second guess the types of questions you will be asked. See also advice on filling out your UCAS application (page 40). Planning, hard work and determination will get you to where you need to go. Try to come up with a plan B, in case you fail to gain a place on the course you want.

how vital are gCSe choices?

The subjects available to you and the number of subjects you can undertake will depend on what your school offers, and its policy on specific combinations.

If you are in the process of choosing schools for GCSE/A levels, ask each one what their provision is. In general, if a student has five GCSEs, including maths, English, science and two others at grade C or above, they will meet universal entry SPRING 2014 the good universities guide 9

cAreer countdown

advantage in the labour market. When asked whether they prefer any particular degree subject when recruiting graduates, half of employers responded that they prefer those with STEM degrees.”

A levels versus the IB

Choosing between A levels and the International Baccalaureate (IB) is a

❝ The highest importance is placed on

subjects and grades achieved post-16 ❞ will make the transition to A level easier than a double science award at GCSE for any student wishing to continue with science beyond GCSE, but it is not a requirement as many schools only offer double award science.

If you are interested in engineering, you should study maths and physics at A level. Further maths, design technology, chemistry and computing/computer science can also be useful. If you have studied design technology at GCSE, you will find it easier to study it at A level than if it is new to you; this can be said about most subjects at GCSE level. But there are some exceptions. GCSE psychology has low numbers compared with A-level psychology entrants, so most students who study psychology have not studied this subject at GCSE level. Get advice from your tutor or subject teachers.

SteM subjects and their uses

STEM refers to science, technology, engineering, and mathematics. This covers physics, chemistry, biology, maths, computing and design technology. A recent report found: “While four in five (80%) graduate jobs do not require a specific degree discipline, studying STEM subjects gives students a competitive 10 the good universities guide spring 2014

personal decision – one that is best made after considering your abilities, interests and thoughts about possible careers.

The biggest difference between the two courses is the number of subjects taken. Students taking the IB must study six subjects – three at Higher level and three at Standard level, to include English, maths, a science and a language, plus the “theory of knowledge” and an “extended essay”. Students must be able to cope with the extra breadth and maintain high standards in their Higher-level subjects as points achieved in the latter are often referred to in university offers, for competitive courses.

On the positive side, taking six subjects keeps more university options open for longer, but it is far harder to specialise within the IB than with A levels. A student determined to study engineering will study more maths if they choose A-level maths, further maths and physics.

An A-level student can avoid subjects in which they are weak. Conversely, if a student is particularly weak in a certain area when studying for the IB, it may also have an impact on their overall grades.

Universities mostly use the total score awarded (up to 45) for the IB, while at A level they tend to specify individual

Above, post-16 subject choices require plenty of careful planning

grades. This means that academically well-rounded students thrive at the IB, while those who are stronger in either the arts or the sciences can often suffer.

It is worth taking into account which type of career you want to pursue when deciding which qualification to study for – if you are not sure, the IB offers a greater range of options later on. If you are determined to be doctor, for example, choosing biology, chemistry and one other subject at A-level may be an easier and less risky route in. The IB is a two-year course and all parts must be completed to a minimum standard to achieve the IB Diploma. Students studying A levels will have the option of AS exams and a qualification after completing one year of the syllabus/ specification. They also have the option of picking up a new AS in Year 13. I hope the above advice helps steer you through the minefield that is options and choices. ■

useful websites Effective careers advice: inspiringfutures.org.uk Search for courses and weigh up your options post-16: getting-in.com The Future Morph website has resources for different age groups and teachers on possible career opportunities, with an emphasis on science and maths subjects: futuremorph.org The National Stem Centre has a large amount of information on all STEM subjects and related careers: nationalstemcentre.org.uk From options on where STEM subjects can take you go to: wherestemcantakeyou.co.uk/ signposting.html

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images: Corbis

requirements. But many courses specify minimum grade requirements and for medical courses a minimum number of GCSE A* grades may be required.

The highest importance is placed on subjects and grades achieved post-16, except for a few competitive subjects and courses where GCSE performance is also looked at. Universities will usually only look at the grades achieved in a student’s best six to eight subjects at GCSE, so that all students are treated fairly.

If you want to study medicine, you must select A-level chemistry and, ideally, biology to keep open most medical schools to you. If you choose chemistry, biology and maths or physics, you can apply to all UK medical schools.

Ultimately though, you’ll need As and A*s at A level to be in with a good chance of studying medicine, so it’s best to choose two subjects beside chemistry and biology that you are confident in achieving top grades in rather than maths because you think it will look better on your application. Increasingly, the grade gained in a 4th AS subject is taken into account, too. Currently, University College London is the only UK university to require a modern foreign language GCSE at grade C or above for all of its programmes. Three individual sciences

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Creative pathways A creative degree is a future-proof degree, advises Falmouth University

T

oday’s employment landscape is drastically different to that of recent decades.

Careers that were once considered unusual are now vital components of the modern economy. Advances in technology mean that many of the roles prospective students will take up after graduation haven’t been created yet and the increase in mobile infrastructure is altering the way in which we go about work. But why are creative degrees so essential in the current climate?

The UK’s creative economy produces more than 2.55 million jobs and is responsible for £15.5 billion in creative exports, figures from the Department for

When applying, be clear about the skills that you’ll gain while at university and how relevant they will be to your career. If in doubt, enquire – a good admissions department will have full course information and can put you in touch with the teaching staff.

It’s also wise to gain industry experience. This important currency shows potential employers you’ve already put your knowledge into practice, tested your skills and that you’re ready to work. A quality institution will integrate this within their syllabus via live briefs and compulsory work placements. They should offer you help, or have a placement coordinator, to ensure that you

❝ The UK’s creative economy

produces over 2.55 million jobs and is responsible for £15.5 billion in creative exports ❞ Culture, Media & Sport show. It’s a vibrant and dynamic sector, offering a diverse range of careers.

In fact, exhibiting an increase in employment that outstrips the national average almost eight-fold, and accounting for one in 12 jobs in the UK, the creative industry is thriving and in need of skilled, laterally minded graduates.

In a competitive workplace, the need to be industry-ready at graduation is imperative. Whether it’s a career in fashion, events, marketing or choreography, creative jobs demand high technical proficiencies, and with multiple graduates competing for the best roles, it’s vital that students attain a full armoury of skills. A good arts university will provide this through a well-structured course syllabus with quality contact time, whether in the studio or the lecture theatre. www.gooduniguide.co.uk www.gooduniguide.co.uk

secure the best opportunities.

At Falmouth we arrange placements with companies including Adidas, Burberry, the BBC, Nicole Farhi, Ogilvy & Mather, and Sky. The crucial element to securing your ideal role is guidance. While you’re pondering which course to take and where to study, take the chance to learn more about the teaching staff. Look at their profiles, find out if they’re active practitioners, who they’ve worked with and arrange to meet them at an open day. Their expertise will play a decisive role in shaping your future career. With this in mind, take a look at our graduate profiles and see where a creative education can lead you. ■ Go online to: www.falmouth.ac.uk

A specialist creative multi-arts institution Art Business Communication Design Fashion & Textiles

Film & Television Music & Theatre Arts Photography Writing & Journalism

falmouth.ac.uk 01326 213730

SPRING2014 2014 THE THE GOOD GOOD UNIVERSITIES UNIVERSITIES GUIDE GUIDE 13 13 SPRING

❝ In 2012 the creative

industries accounted for 1.68m jobs – 5.6 per cent of the total number of jobs in the UK ❞

Career Countdown

FasHion:

not a soFt option Jo Heywood, head of Heathfield School, Ascot, champions the merits of one of the UK’s economic success stories, which is all too often maligned

images: press association/heathfield school

o

ur school recently had a visit from an MP who came to talk to the girls about politics and life at Westminster. During his visit, we had a rather heated discussion about Education Secretary Michael Gove’s school reforms. The MP expressed some surprise that, as an independent school head, I was not wholeheartedly in favour of Mr Gove’s plans. While being broadly supportive of the need to bring rigour back into the state education system (as I have concerns about the lack of basic skills among school leavers), I have been worried about the apparent downgrading of creative subjects, in particular some of the avenues being taken to improve academic standards, and the subjects that are falling by the wayside.

For example, the A-level facilitator subjects apparently approved by the Russell Group of universities now form the basis of A-level league tables and creative subjects such as music, art and drama are suffering.

Some students have no doubt already been deterred from studying such subjects at A level after their status was downgraded in 2010, when the controversial English Baccalaureate (EBacc) marker was introduced, which didn’t include any creative subjects as key disciplines.

A 2012 survey by the Department for Education found that after the EBacc was introduced creative subjects disappeared at an alarming rate – 23% of those surveyed had withdrawn drama and performing arts, 17% had lost art, 14% were no longer teaching design or design technology and 11% had lost textiles. Between 2010 and 2013, the number of students taking arts GCSEs fell by 14%. These are worrying figures, and even though the government has abandoned the Ebacc, little is being done to actively encourage the study of the creative arts.

It’s crucial for schools to encourage and nurture academic excellence across the whole curriculum, and I say that as a chemist. I am hugely supportive of the sciences and other STEM subjects, but art, music and drama are a vital part of our curriculum. In fact, our school is a

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From top, alison Goody and Jo Heywood and centre, isabella Blow. above, Heathfield pupils engrossed in art

renowned centre of excellence for the creative arts and many former pupils have gone on to work in the creative industries, including co-founder of Jimmy Choo Tamara Mellon, interiors designer Nina Campbell and the late magazine editor Isabella Blow. Of course, as an independent school, we are able to nurture this talent and encourage it, whereas many state schools under pressure to perform well in the league tables may discourage pupils from studying what are often unfairly seen as soft subjects.

This is a tragedy for students with a flair for the creative arts.

Indeed, a study by the education think tank LKMco into the subject combinations most often accepted by leading universities found that students were often accepted on to law courses with drama as one of their A levels, and that students who studied music or art actually had a better chance of getting on to a top academic degree course.

The creative industries are vital to the British economy and I was delighted to read in the Financial Times recently that creative industries in the UK enjoyed an employment boom of 10 times the job growth rate in the UK economy as a whole in 2012. The report from the Department for Culture, Media & Sport recognised the growing importance of film, music and IT. In 2012 the creative industries accounted for 1.68m jobs – 5.6 per cent of all jobs in the UK. Just as we need to satisfy employers’ needs, we must also continue to nurture creative talent. Schools such as Heathfield are leading the way – we have just embarked on a ground-breaking partnership with the London College of Fashion – the first school in the UK that it has entered into a progression partnership with; testament to our students’ talent and hard work.

As Nigel Carrington, vice-chancellor of the University of the Arts London, (see page 16), told the Daily Telegraph: “Choice for young people in schools is narrowing, and the pipeline of talent for the creative industries is in danger of drying up. If we do not reverse this trend it will be a tragedy.”

Hear Hear. ■ spring 2014 the good universities guide 15

16 the good universities guide spring 2014

www.gooduniguide.co.uk

CAreer CouNTdowN

CApiTAl CouTure Nigel Carrington, of the University of the Arts (Central Saint Martins) says London is the place to be for creatives

“T

hat precious piece of time of being a student, those few years, are so crucial. For me, those few years were the battery that fuelled me.”

So said designer Thomas Heatherwick, creator of works ranging from the 2012 Olympic cauldron to the new London routemaster bus, when he spoke at the University of the Arts London’s (UAL) graduation ceremony last year to students about to go off and make their own mark on the world.

Over a packed week of graduation celebrations, UAL was joined by some of the creative industries’ most influential figures, from broadcaster Jon Snow and artist Richard Deacon to fashion designer Sarah Burton and milliner Stephen Jones. They were drawn by the opportunity to meet the next generation of creative talent, and each had the same message for our new graduates – the world is wide open to you.

“We’re so lucky,” said Stephen Jones, “to be able to do what we love.”

I would add – and I’m sure Stephen would agree – how lucky London is to attract such a diverse range of talent from around the world.

A creative powerhouse Creativity is the engine that powers London. One in every six jobs in the capital is in the creative and cultural sector, and its creative industries are www.gooduniguide.co.uk

worth £21.4 billion a year – eight out of 10 visitors to the capital cite London’s culture and heritage as the main reason for their visit.

So what makes London the world’s creative capital? If there was a simple answer, many other cities would be replicating our success, but it is possible to identify a few key ingredients.

London is supremely international, home to people from every country, culture and ethnicity. It is liberal and tolerant, a place that thrives on difference, where people can comfortably and confidently express themselves. And it can boast a critical mass of top cultural institutions – including its world-class arts schools.

That final point is incredibly important. As vice-chancellor of the world’s largest specialist arts, design, communication and media university, I’m in a great position to see how far our influence spreads. UAL graduates are leading the way in every part and at

FeeS (per yeAr)

£9,000 opposite, a snapshot of courses available at the university of the Arts london

❝ UAL graduates are leading

the way in every part and at every level of the creative and cultural sectors ❞

SPRING 2014 the good universities guide 17

Explore your creative potential Central Saint Martins Short Courses for under 19s

Easter and Summer 2014 courses at Central Saint Martins in London to introduce 16 to 18 year olds to new subjects, help with their course work or prepare their portfolios for future application to art college: Animation • Digital design • Drawing • Fashion • Fine art • Graphic design • Illustration • Interior design • Painting • Performance • Photography • Portfolio preparation • Textiles • Theatre design • Web design Plus these specially designed residential Summer Art, Design and Fashion holiday programmes: • 2-week Art and Design or Fashion and Styling Workshops for 13 to 17 year olds in Suffolk (July) • 3-week Art, Design or Fashion Summer Schools for 13 to 15 year olds in Berkshire (August)

www.arts.ac.uk /csm/shortcourses Short Course Office, Central Saint Martins, Granary Building, 1 Granary Square, King’s Cross, London N1C 4AA, UK. Email: shortcourse@csm.arts.ac.uk Sign up for special offers and updates by email: www.arts.ac.uk/csm/subscribe.

Telephone enquiries and Customer service: 020 7514 7015 (From overseas dial +44 20 7514 7015)

CAreer CoUntdown

every level of the creative and cultural sectors, from heads of global businesses to self-employed practitioners.

A plethora of opportunities

London Fashion Week is the perfect illustration of that fact – from Sarah Burton to Stella McCartney, Christopher Kane to Alexander McQueen, Jimmy Choo to JW Anderson, name any established or up-and-coming designer, and the chances are that they emerged from UAL. Without London’s arts and design schools, the multi-million pound fashion industry would struggle to exist.

A big reason for that is the opportunities we open up to collaborate across the creative disciplines, deepening our students insights, and sparking new ideas and ways of working.

Hussein Chalayan, another leading fashion designer, identifies this as a big part of the success of Central Saint Martins’ fashion graduates. “It was an art school where fashion happened to be a department,” he recalled of his time here. “There was a real cross-pollination.”

Up-and-coming writer/director Nathan Hughes-Berry found the same thing. “As a writer, you might only get to meet actors or directors a couple of times a year. On the Central Saint Martins course, however, you are able to develop work alongside both. It feeds more creativity and allows the piece to grow.”

A unique skillset

Our graduates’ place at the heart of the creative economy is further underlined by the award of a prestigious Queen’s Anniversary Prize to UAL recognising 75 years of product and industrial design education. Distinguished alumni of these courses include designer Sebastian Conran, Douglas Scott – who styled the original Routemaster bus – and Antony Joseph who, with his business graduate brother Richard, creates iconic kitchenware as Joseph Joseph.

So there can be no doubt that our graduates are the backbone of London’s creative sector. But that is only half the story – the unique skills of arts and design students are in demand by all industries.

❝ Without London’s arts and design schools, the multi-million

pound fashion industry would struggle to exist ❞ Above and left, fashion and design students at the University of the Arts London

Around four designers are employed outside the sector for every one employed within it, because all employers recognise that it is a discipline focused on much more than how a product simply looks and feels. Arts and design are problem-solving disciplines that link creativity and innovation in order to turn ideas into practical solutions.

Invention and innovation

All graduates are inventive and innovative, but creative graduates are even more so.

Our students and graduates are the game-changers – the people who give companies and nations their competitive edge through practical innovation and problem solving, make industries more ethical and sustainable, create jobs through new businesses and social enterprises, and lead the evolution of the way the world thinks, behaves and interacts. It is telling that 18% of UAL graduates are self-employed within three years of leaving the university, compared to the national average of five per cent. ■ Go online to: www.arts.ac.uk

SPRING 2014 the good universities guide 19

AdvertoriAl

Creativity abounds Plymouth College of Art graduates share their tips and advice on how you can secure work in the creative industries

W

ith the creative industries currently the fastest growing sector in the UK, annually pumping £71bn into the economy according to the Department for Culture, Media and Sport, there’s never been a better time to study at a specialist arts school.

Creativity surrounds us. From the magazines you read, the chairs you sit on, or the shoes you wear – they’ve all been imagined, designed, and made by someone.

Andy Ford is a student on our BA (Hons) photography degree who, now in his final year at the college, finds himself with regular commissions working for music magazine, the NME. In the past year, he’s photographed the likes of MGMT, Pulled Apart By Horses, and Beyoncé, as well a cover shoot with Biffy Clyro for the much-revered music title

Above, be a harsh critic of your own work and hold it up to a high standard

– on top of working with brands such as Vans and Atticus.

“Be a harsh critic of your own work and hold it up to a high standard,” he advises.

“Have a goal beyond ‘being a photographer’ or ‘being a film-maker’.

Knowing what you want to achieve makes it easier to just go out there and do it. And make the most of studio spaces at university while you have access to them.”

Alice Vandy graduated from our fashion BA (Hons) degree in 2008. Since then Alice has gone on to create unique ranges of digitally printed garments which have been garnering international acclaim – with her designs being been worn by celebrities such as Jessie J, Little Mix, Cher Lloyd and, Rita Ora. “The college was amazing, there were so many different characters there. It’s a very creative place,” says Alice. “Being ambitious and determined helped me to

❝ Knowing what you want to achieve makes

it easier to just go out there and do it ❞

20 the good universities guide spring 2014

get my foot in the door. It’s also important to build contacts and have confidence in what you are doing. But most of all, it’s important to just be nice!”

Tom Gordon, a recent graduate of our BA (Hons) graphic design course, now runs his own design agency. Specialising in high quality official band merchandise, album artwork, and tour posters, Tom’s recent clients include artists such as Paul McCartney, Queens of the Stone Age, and Katy Perry. “I came to the college because I wanted to be somewhere where the people are just as passionate about design as I was,” Tom says. “I learnt to be really be competitive here and I think that’s important because that’s how I got to where I am today.”

A creative degree at Plymouth College of Art, whether it be a BA (Hons) in fine art, fashion, film or more, gives you the opportunity to experiment with ideas, prepares you for industry, and allows you to mould your place in the world. ■ Go online to: www.plymouth.ac.uk

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Career Countdown

Hitting all tHe

rigHt noteS Music scholarships at Ashbourne College, London, are an option for talented, rigorous and well-rounded students, writes Christopher Masters

image: SHUTTeRSTOCK

I

t is self-evident that, as well as having prodigious talent, a successful musician should be exceptionally determined and hard-working. Although these qualities are essential, there is no single route that a classical performer should take in order to get to the top. (For other genres of music, there is an even greater variety of pathways, but a sound training is always invaluable.)

The classic route for a budding concert musician might involve attending one of the prestigious specialist music schools such as the Yehudi Menuhin School in Surrey or Chetham’s in Manchester, for which the state supplies generous means-tested bursaries. Alternatively, the student could apply for a music scholarship at a traditional public school.

This might be followed by study at a conservatoire, though there are plenty of successful musicians who choose to take an academic degree (in music or indeed another subject) before pursuing a career as a performer.

“Keeping your options open” is of course a sound general principle for success in life, which is one reason why studying at an independent sixth form college might be a good option for an ambitious musician. With their emphasis on individual attention and excellent results, such institutions can give students a broad academic education while also giving them the flexibility and personal freedom to develop their musical career.

At Ashbourne College, a private sixth form college in Kensington, rated as Outstanding by OFSTED, we encourage musicians to obtain a wide range of academic qualifications through our music scholarships. These range in value and include a few awards worth almost 100% of our fees. This support is available to talented performers who are studying Music A level, which we regard as a rigorous intellectual discipline in its own right as well as an essential complement to the students’ practical music making.

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Scholarship applicants need to demonstrate a charismatic personality and extra-curricular interests

As we wish to produce well-rounded musicians who will have a number of possibilities on leaving school, we also require that scholars should have excellent grades and reports in the other academic subjects that they will be taking.

They must also attend an interview, in which, to be successful, they should demonstrate a lively personality and a variety of reading and a range of extra-curricular interests.

Our main round of auditions, which also include students applying for drama scholarships, takes place in October but we award some scholarships later in the academic year. Students apply to us independently of the institution that they are currently attending, though some schools regularly refer students to us for the autumn auditions.

Scholars at Ashbourne are expected to work hard and perform well throughout their studies at the school. They must be role models and good ambassadors.

Above all, they should be able to benefit from the experience as individuals, as well as gaining qualifications that will give them the opportunity to pursue their favoured career, whatever that may be, after they leave school. We believe that society needs to encourage creative talents as well as those who are going to work in practical and remunerative professions, and our scholarship programme is designed to equip students to make extraordinary choices in later life. ■ Go online to: www.cife.org.uk

❝ Scholars at Ashbourne are expected to work

hard and perform well throughout their studies ❞ SPRiNg 2014 the good universities guide 21

Professionally focused courses placing your career at the heart of your study

Find out more www.winchester.ac.uk

CaReeR Countdown

Give a little, gain a lot Liz Bregazzi, head of careers at the university of Winchester, gives her views on the value of volunteering and how students can get involved

V

olunteering for students is no new thing but with increased pressure to stand out it adds value beyond academic qualifications and is becoming an increasingly important part of university life. Many students are choosing to take part in voluntary activities on top of study and paid work and research carried out recently by the NUS* showed that over 725,000 students currently volunteer, with 65 per cent volunteering at least once a week.

There is no doubt that volunteering looks great on a CV; it not only helps to improve job prospects but can develop new skills, boosts confidence and self-esteem and creates the opportunity to make new contacts and connections that could open the door to a future career path. To facilitate this further, the university of Winchester has recently partnered with a national charity to offer our students a more joined-up approach to community action, international volunteering and careers. Winchester Hub is part of the national charity Student Hubs – a network of student-led “Hubs” in nine UK universities that inspire, connect and support more

Right and below, the national charity Student Hubs encourages students to make a difference

❝ 40% of students would volunteer more if it

linked to their course or academic qualification ❞ students to make a difference both now and in the future.

With students taking the initiative, it is important that universities are putting measures in place to ensure that they feel supported and are encouraged to volunteer. Time can be a barrier, so institutions now have to think creatively about how they can help. As an institution with a long heritage and strong values, we wanted to ensure that a diverse range of students could get involved with voluntary activities and so we introduced an accredited volunteering module.

Undergraduate students are able to take placements with non-profit/ www.thegooduniversitiesguide.com

charitable organisations and gain academic credit; it has proved very successful, with students giving positive feedback on the impact that it has had both to themselves and the organisations they have been working with. Again the NUS survey reflects this positivity on a wider scale, with 40% of students saying they would volunteer more if it was linked to their course or academic qualification.

Our flexible approach means that the culture of volunteering is part of our institution and during 2012/13 nearly 1,000 students volunteered, either through the module, the SU or another route, getting involved in everything from working on NHS projects using skills from a psychology degree, to setting up a Rotaract through the SU, to raising awareness for Age UK by holding a “bobble” competition on campus.

It is sometimes easy to forget how volunteering helps students to personally grow, and that a main motivation for them is simply giving something back and wanting to make a difference. This means that the wider communities they come to live in benefit, especially those that need it the most and it goes a long way in building good relationships, where sometimes there can be tension and negative stereotypes of students.

As new students begin to look forward to starting university, I would always advise them to think about what they’re passionate about, and how this could translate into volunteering opportunities, or if they already undertake activities how this could be extended at university.

Careers and volunteering teams like ours are always on hand to provide advice and support and we constantly look to move forward and find innovative ways to encourage more students to volunteer.

Getting involved means that you are preparing for your future but also making a valuable contribution as a student in your local community – and that really is the true value of volunteering. ■ Go online to: www.winchester.ac.uk/careers

SPRING 2014 the good universities guide 23

University College Dublin

Maastricht

Cambridge

Harvard

Oxford

St Andrews

Utrecht

Exeter

Manchester

Durham

University of Melbourne

Columbia

choosing a course

Degrees of choice hilary French, vice-president of the Girls’ Schools Association, imparts her wisdom on making an informed choice when it comes to further education

IMAGES: UNIVERSITY OF ST ANDREWS/WIkIpEDIA

C

hoosing a university can be a complicated business and it demands a methodical approach. As with choosing a school, the final decision may well be based on gut reaction, but the preliminary steps that lead you to that point are best taken objectively.

First, it’s vital to be certain that university is the right step for you. Think about the careers you’re considering and investigate all the routes available.

Blue-chip companies are now offering more higher-level apprenticeships and these may be a viable alternative.

If you’re absolutely sure you want to invest in a university education, the next step is to consider the broad options before looking closely at the specifics of courses and particular institutions. There are many different types of university and each will give you a subtly different experience.

Do you want to stay in the UK or does the thought of studying abroad – in Europe or further afield – appeal to you?

Irish universities such as Dublin are relatively cheap compared with those in England, but they can be highly selective. Scotland is worth keeping an eye on, as depending on the result of the referendum, it could become extremely affordable. Elsewhere, an increasing number of universities offer courses in English, such as the international law courses at Utrecht or Maastricht in the Netherlands. Do your research, though, because entry into the first year does not guarantee entry to subsequent years.

Further afield, there are excellent courses at universities in the USA, Australia and New Zealand, and India now also delivers courses in English.

Remember to take on board the cultural implications of living and studying abroad – university can be a very different experience in another country.

Cost is likely to play an important part in your search. As well as tuition fees, the costs of living can vary significantly.

Tuition fees in England can be up to £27,000 for a three-year course, and you

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Hilary French is vice-president of the Girls’ Schools Association and head of Central Newcastle High School (GDST)

will have living expenses on top of this.

The fees can appear to be much cheaper elsewhere, but be sure to do your research carefully. At Maastricht there is an annual statutory fee of around €1,900 (£1,570)as well as the tuition fees, which begin at €8,500 (£7,040) and rise, depending on the course. You may think you’ve found a bargain but don’t forget to check the costs of living and what you’ll get for your pound.

Prestige and rankings

Once you’ve looked at the broader picture, think about what type of university you’d like to go to and your subject choice. Consider the reputation of the institutions and courses that appeal to you, as well as employability ratings. What’s their world ranking and the perceived worth of one of their degrees? UK Russell Group universities, for example, are considered particularly prestigious. The Sunday Times lists the international rankings of top universities, and research the quality of the teaching experience – the concept of the student as a ‘paying customer’ is in the spotlight at the moment. Find out how much contact time students on specific courses have with their tutors.

How many lectures will there be and who will deliver them? Use all this to narrow down your choice.

The social side

Some universities have strengths in specific subjects, e.g. pharmacy at Sunderland and law at Northumbria and Nottingham. At others – such as in Scotland, the USA and parts of Europe – there are options to do modules outside your main subject. Check out facilities for sport, music, drama, debating and so on. After all, you can’t spend all your time studying and indeed

you shouldn’t. Watch out for the costs though – there can be a huge difference in club fees from one university to the next. Don’t forget accommodation costs either, as these can vary widely.

Bright lights versus campus

The context in which you wish to study can make a palpable difference to your quality of life. Think about the type of city that attracts you and the location of the university. For bright lights, there’s Leeds or Newcastle and for big cities Manchester, Liverpool and London.

For somewhere more intimate, there’s Exeter or St Andrews or the Oxford and Cambridge colleges. Campus life can vary widely, too. Nottingham or York are in the city, whereas others, such as Lancaster or Sussex, are outside and form their own communities. Some students dream of studying at one of the old universities – Durham for instance – but there are also plenty of excellent newer establishments such as York, Buckingham, Bath and Leicester.

independent living

One of the big decisions is whether to move away – and if so, how far? If you move away, will you be lonely? Staying at home can save cash, but you may miss the independent living experience.

Perhaps you’d be happier far enough away to be self-sufficient, but close enough for the occasional weekend visit.

Some students take a car to university and need somewhere safe and affordable to park. Others may wish to earn money while they study, so work opportunities will be vital. It’s best to see for yourself, so visit as many universities as you can.

There’s a lot to think about, but university should be an exciting and enlivening experience, so keep a sense of fun as you go about your research. ■

❝ The costs can vary significantly: tuition fees can

be up to £27,000, and you’ll have living expenses ❞ SPRING 2014 the good universities guide 25

DON’T BE BLINDED See past the glitz and glamour of open days and think about your long-term goals, says education commentator Charlotte Phillips

“I

t’s so slick it’s like pyramid selling,” says a south-west London mother who is just coming to the end of the latest round of university open days with her daughter. “All I can compare it to is the time we looked at a timeshare in Florida – it was as good as that.”

Forget dreaming spires and cloistered, unworldly academics so inseparable from their mortar boards they probably wear them in bed. As tuition fees have shot northwards, higher education institutions have woken up to the fact that while would-be undergraduates may still look and sound like the same shambling, idle and often hungover riffraff they’ve always been, they’ve also evolved, courtesy of the student loans scheme, into that most desirable of all commodities – cash buyers.

As such, they need to be wooed. And while school tours are recognisably the same beast as a generation ago – there’s not much you can do to add all-singing, all-dancing magic to a head’s speech, short of setting it to music – university open days have undergone a transformation that makes Cinderella’s pumpkin to coach efforts look like an exercise in restraint.

Tweed jackets, avuncular chats and poorly photocopied hand outs are so over. In their place are events glitzy enough to turn any campus, however windswept or brutalist the architecture, from tumbleweed turnoff to Disneyland paradise – temporarily, at least.

Of course, not every department feels the need to reach out to potential students like needy Labrador puppies and urge them to feel the love. When it comes to the most over-subscribed subjects headed, inevitably, by medicine, there can be a distinct noli me tangere attitude that borders on the sadistic.

“We were told they’d need three As, minimum. That was fine, we expected that. Then they said they’d need Duke of

Charlotte Phillips writes for national newspapers, is a teacher and an editor for The Good Schools Guide

26 THE GOOD UNIVERSITIES GUIDE SPRING 2014

Edinburgh Gold and a minimum of six months working in a related area, which was fair enough. Then they said everyone needed to play a musical instrument as well,” says one outraged mother whose son, now a second-year medical student, went to a Surrey independent co-ed. “I stood up and asked if donating a kidney would secure him a place. It was absolutely ridiculous.

You felt next time round they’d decide to admit everyone who was wearing pink socks that day.”

But for the most part presentations are polished, media invariably multi and goody bags bulge with freebies. Even the tiniest of details aren’t neglected. At one east of England college, uniformed attendants are on hand to help you park

It’s at times like this that parents come into their own. Now a fixture on the college trawling circuit – around 50% of sixth formers bring at least one parent and some make it a family occasion with grannies and aunties in tow – their presence meets with a mixed reception.

Universities are fully aware of the need to boost parent appeal. Many these days arrange separate briefings. All, unexceptionally, cover off dull but essential topics like proximity to shops, medical centres and buses, and exactly how all those student loans are going to be repaid, if ever, together with a comprehensive low down on their ability to enhance future employment prospects by helping to arrange future internships and work placements.

❝ The staff room was full of maths maniacs,

long-haired, sandalled and guffawing. I saw my daughter flinch – we wrote it off on the spot ❞ your car; at Liverpool, they even lay on coach tours of the city.

Student guides, too, have had a Jack Wills-style makeover. These days, they’re all gorgeous, pouting specimens largely – though not exclusively – female and dressed, if not to kill, at least to distract.

“The girls were wearing these incredibly tight T-shirts saying ‘Here to help’. It was like a Club 18-30 holiday,” says one stunned mother. “I don’t think my son looked at anything else for the entire visit.”

Bring out the heavy marketing guns, add crowds of hundreds, half of them still in their teens, and it’s not surprising that the mood, at times, can be akin to a session with a leading evangelical preacher. Just as well students aren’t required to sign up then and there because they probably would, and in their own blood.

Others, meanwhile, can stray into too much information territory. One tour guide, keen to ensure that parents missed nothing in the halls of residence, opened up the cupboard doors in the kitchen to reveal litre upon litre of value vodka. “Alcohol’s really cheap here,” she intoned excitedly, apparently mistaking the older generation’s expressions of horror for wistful envy.

For Anna May Mangan, who achieved fame – and some notoriety – for putting her life on hold in order to focus single-mindedly on securing places for her twin daughters at medical school (she later wrote a book, Getting into Medical School – The Pushy Mother’s Guide about her experiences) anecdotes like this are nature’s way of telling parents that it’s time to let go. As young adults, she says, your children need to be making their own decisions. www.gooduniguide.co.uk

CHOOSING A COURSE

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SPRING 2014 THE GOOD UNIVERSITIES GUIDE 27

CHOOSING A COURSE

preferred campus not by the course – impressive though it was – but by the grounds. “From the campus, you could see this really quiet area with a lake. If you wanted to escape, you could go there,” she says.

And it’s those details miles away from the corporate presentations that will tell that you’ve found a place where you can feel at home, confirms Nicholas Spring, head of careers at Felsted School in Essex.

“If it’s the right course but in an unsympathetic setting I think it is going to be difficult for an 18-year-old,” he says. “Their success is determined by how happy they are, and their happiness is determined by their environment.” ■

DOS AND DON’TS

surroundings and atmosphere that will make or break the experience.

“We do talk about what to look for and try to say it is more about the subject than the place but of course we know that for many it is probably the other way around – or at least partly,” says Simon Armitage, part of the senior leadership team at the Stephen Perse Foundation in Cambridge.

For one family, the revelatory moment was seeing staff in their natural habitat.

“We went into the staff room and it was full of maths maniacs, long-haired, bearded, sandalled and guffawing. I saw my daughter flinch – and we wrote it off on the spot,” says mother Kathryn Hone.

Future medical student Sophy, on the other hand, was ultimately sold on her

28 THE GOOD UNIVERSITIES GUIDE SPRING 2014

Above, tutor talking to prospective students at Trinity College, Cambridge.

Below, student helpers from Queens’ College, Cambridge

✱ Do accept that you and your child may have very different ideas on the ideal university. A small county town might be your dream location, nurturing, safe and ideally with a strictly enforced dusk-to-dawn curfew. However, for your child, in search of somewhere with urban clout, it could be more like a living death. ✱ Do check out halls of residence as some have bizarre arrangements. One combines bang up-to-date design with catering arrangements that date back to the 1950s. Last serving for dinner, for example, is 6.30pm. This is fine if you plan nothing more daring than a brisk postprandial walk and early to bed, but disconcerting as a new student if you’re confronted with a yawningly empty evening that stretches ahead with no possibility of refreshment. ✱ Do take notes – a quick summary of top likes and dislikes on your way home will stand you in good stead when all those presentations have merged into one. ✱ Do cut out the bells and whistles by finding ‘ordinary’ students to talk to, rather than the hand-picked guides.

Some networking-savvy schools put current sixth formers in touch with old boys and girls at different universities who can report back on the realities of student life. ✱ Do take account of subjective factors.

Something as simple as the weather can significantly change your perceptions.

“Was it raining when you visited?” says Simon Armitage. “People are very influenced by whether it was a sunny day or not.” ✱ Don’t be blinkered by preconceptions.

“I would say don’t be put off by people who look different or sound different or behave differently – university learning should broaden horizons and make young people more mature and tolerant and independent,” says Anna May Mangan.

www.gooduniguide.co.uk

IMAGES: SHUTTERSTOCK/UNIVERSITY OF CAMBRIDGE

“Before my kids went to their open days we worked out a list of things they should see and questions to ask – both of the staff and of the helpers who were available to potential new students. But I also encouraged them to go ‘off piste’ and speak to other staff and students who were in and around the university.”

Dr Paul Redmond, head of careers and employability at the University of Liverpool and author of A Parent’s Guide to the Graduate Job Market, came up with the term ‘helicopter parent’.

Perhaps surprisingly, he doesn’t see the increased numbers of mums and dads turning up with their offspring as a sign of over-protectiveness but a reflection of better family relationships.

“Baby boomers and Generation Y identify with each other much more closely than previous generations.

They’re very happy to be with each other at our open days – it’s a nice generational shift. I think parents also realise it’s such a massive decision and like to be involved,” he says.

And the truth is that even in families where parents are a burden and embarrassment to their offspring, they have two significant advantages when it comes to university open days: access to a car, essential for reaching the more remote outposts of the country’s higher education system, and, even more importantly, experience.

“My daughter was totally taken in by it all because they sold it so well but I thought ‘you’re going to be bored out of your brain’,” says a London mother, of a razzmatazz-heavy session at an isolated teacher training centre. “It wasn’t until I got her to think about what it would be like in December, miles from anywhere and with almost no men around that she started to realise the disadvantages.”

So by all means ask in forensic detail about exactly how the course is structured but bear in mind that it’s the

choosing a course

Your home from home Friendly and supportive staff are on hand to take the stress out of study, says Karen hinton, student recruitment manager at University Campus Suffolk

G

oing to university is a big decision. Knowing that it is the right decision for you is a good start, but there are many things to consider before you complete the UCAS form. You should feel inspired academically and feel that you are part of a community, but most importantly, the university environment should suit your own needs.

Some of the key issues are university size and its location, academic rigour, student life and facilities. Some students prefer small classes for more discussionbased teaching and learning, while others opt for more traditional lectures.

Most universities will have expertise in specific areas, which will inform your module options, and might affect your

Karen Hinton of University Campus Suffolk says the rewards of university life should be social and academic

own research as you take on a project towards the end of your studies.

Universities within commuting distance from home could give you the option to live at home while you study, or you might prefer a university as far away as possible from your hometown.

Some students will choose a citybased university so that they can enjoy the social experiences of a large city, while others will prefer a campus-based university where the academic and social facilities are within a few minutes’ walk of the accommodation and library.

If you are studying a subject that requires specialist facilities in the sciences, arts or health areas, it will be more important for you to consider the academic facilities than a student who

Find Your Course

will spend their time in lecture theatres and libraries. Whichever subject you choose, also consider what you want from the university experience.

UCS has a beautiful waterfront campus just 10 minutes from Ipswich town centre. Our academics get to know our students well, and will support them throughout their degree. Our campus is a friendly environment, where students can access all the facilities within a few minutes’ walk of their accommodation and social facilities. Going to university should be inspiring academically, and rewarding socially. Visit www.ucs.ac.uk to find out more about studying with us; everything we do is designed to help you do more to explore, provoke, engage, challenge and achieve. ■

A range of undergraduate degrees available in: Arts Business Health Humanities

Midwifery Nursing Science Social Sciences

UCS Ipswich Open Events Taking place every month in 2014/15

92%

of UCS graduates in work or study six months after finishing*

Register at www.ucs.ac.uk/openevents or call 01473 338000

* Destination of Leavers from Higher Education (DLHE) Survey 2012

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SPRING 2014 2014 THE good GOOD universities UNIVERSITIES guide GUIDE 29 SPRING

Chiropractic College

Become a leading healthcare professional Chiropractic offers a highly rewarding healthcare career in a growing profession with the opportunity to work within athletics, veterinary, paediatrics and geriatrics.

Study for a BSc-MSc chiropractic degree at one of the most renowned chiropractic colleges in the world.

The AECC offers you extenstive hands-on, real world clinical experience against the beautiful backdrop of cosmopolitan Bournemouth with its award winning beaches.

Book on to an Open Day now: www.aecc.ac.uk or call 01202 436 340

30 THE GOOD UNIVERSITIES GUIDE SPRING 2014

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AdvertOriAl

Dare to be different Andrew Osmond from the School of Oriental and African Studies (SOAS), University of London, says recruiters can be won over by a global outlook

A

s with every other aspect of modern life, education has an increasingly international focus, and our expanding cosmopolitan and globalised world is recognised and reflected in the best universities, with students often spending time abroad as an integral and rewarding part of a well-rounded modern education, before employment in a global workplace.

Creating a global academic resource also benefits the UK as a whole. It is vital for the UK that it stays at the forefront of nurturing future talent – for research; for economics; and to create a successful multicultural community. For students planning an international career, or with an interest in a subject that transcends national borders, SOAS, University of London, the world’s leading institution for the study of Asia, Africa and the Middle East, has advice on what to look out for.

The percentage of overseas students at an institution, plus the range of countries from which it recruits can reflect internationalisation within universities.

Look at the diversity of its faculty, the scope of different teaching methodologies and opportunities for overseas travel.

Exchange programmes with institutions in other countries, global research collaborations, and facilities for international student support are also worth investigating.

For some institutions, internationalism isn’t just one facet of life, but an integral part of the way it is set up. Students seeking an academic experience that brings the world to them, could do no better than seek out a course at SOAS. In the recent QS World University Rankings, SOAS was ranked eighth most cosmopolitan institution in the world, while London was voted the second-best city in which to be a student.

SOAS’s courses span an unparalleled range of non-European languages, while more than 40% of undergraduate degree programmes offer the opportunity to spend a year studying in another country.

In addition, it offers more than 350 undergraduate degree combinations and more than 200 postgraduate programmes www.gooduniguide.co.uk

Above, rounded learning helps students from SOAS go on to make an impact on the world

in social sciences, law, arts, and the humanities. Another key element of SOAS is the chance to learn from more than 40 African and Asian languages – either as the focus of degree study, or with another subject. This kind of learning provides a well-rounded experience that equips SOAS students with the tools they need to thrive in an increasingly global and interconnected world.

As an incentive to develop these key language skills, SOAS offers all its undergraduate students the opportunity to study at least one language course alongside their degree at no extra cost.

Language study, of course, is only part of the equation; what employers are really looking for are graduates with ‘cultural competence’. This refers to developing an ability to interact effectively with people from different cultures and backgrounds.

Having a grasp of language is part of this,

but it is also invaluable to understand the history and culture of other nationalities.

It is this kind of rounded learning that will provide graduates with the tools to go out and make a real impact on the world.

Many of the degrees at SOAS, such as the BA International Management (China) degree, offer students the chance to gain a detailed understanding of their subject, a specific culture, and a language. It also provides the opportunity to spend a year in China to further strengthen these skills. We aim to give students a thirst for intellectual enquiry and achievement – as well as a broad international outlook.

In a world of shrinking borders, SOAS, which has more than 5,000 students from 133 countries on its central London campus, plus an extra 3,600 students on distance-learning programmes, is perfectly positioned to analyse, understand and explain when differences and regionalism present themselves.

Some students will arrive with a clear idea of what they want to achieve in later life and we have many budding diplomats.

But many careers can benefit from internationally focused university study.

Unlike traditional programmes, SOAS’s BA English degree course brings the concept of ‘global English’ to the forefront, drawing on regional expertise in terms of non-European linguistic, literary and cultural understanding.

Universities such as SOAS are seeing more interest in courses with a contemporary slant, such as: BA International Relations; MSc Environment, Politics and Development; and LLM in Chinese Law. But as befits an organisation approaching its centenary, SOAS doesn’t neglect its traditional roots of advancing scholarship in the languages and cultures of Africa and Asia. SOAS has a special atmosphere – distinctive, quirky, passionate and critical. It is a place that dares to be a little different. ■

Contact SOAS Email: study@soas.ac.uk facebook.com/soasunioflondon twitter.com/SOAS

SPRING 2014 the good universities guide 31

advERToRIal

Forward thinking The British Institute of Technology & E-commerce looks at why a new sort of business course is required to meet the needs of the fast-paced world

T

he UK has always been good at doing business and, today, as the flow of inward investment shows, it continues to gain the vote of confidence, from global giants to high-tech start-ups.

Even as recently as 20 years ago, nobody could foresee the impact innovation would have on every aspect of business. In a constantly changing environment the world of business requires dynamic individuals who can see and think beyond their role.

It’s not surprising that business-related courses, too, have undergone a rapid period of expansion. They fulfil a vital function: blending theory and practice to ensure that new graduates enter the workplace with the skills and understanding to react quickly to the innovation and change that now characterises the business environment and maximise their potential.

Successful courses, such as those developed by the British Institute of Technology & E-commerce (BITE) – its BA in Business Management and its MBA in Strategic Management and Leadership – won’t just address the knowledge requirement but will also devote substantial time to ensuring students have an in-depth understanding of how to apply that knowledge.

But there’s more to it than that. Good business courses don’t just stick to what is currently out there at the moment but ensure that students develop the flexibility of mind to adapt as new technology comes on stream.

In-depth analysis shared by business professionals allows students to be kept informed of cutting-edge ideas and development at the same time as helping

Right, Barry Morris, a graduate of BITE, works on technologies behind the most advanced Mars rover, Curiosity

32 the good universities guide spring 2014

them develop business acumen.

While BITE recognises the importance of comprehensive subject knowledge, it is the application of this knowledge that is key to both individual and institutional success.

The aspirations of most graduates are to see their knowledge put to good use, with practical advice on how they can utilise their skills in the workplace. It’s important to choose a course where first-class relationships with businesses and industry professionals enable them to progress into their chosen fields, through either a work placement and/or a fixed-term period of shadowing.

BITE is one of the leading institutes in the UK and is the fifth top private institute, according to the Times Higher

Education. Its success lies in the partnerships it develops in industry and how these relationships are nurtured to build career opportunities for students.

Technology is driving the global economy, creating an ever increasing demand for trained and talented individuals. That is why BITE not only teaches skills needed for the future through its range of undergraduate and postgraduate degree programmes, it also champions the pioneering work of the best in the sector – the people who inspire others to follow their lead in creating the technologies that will transform the world. ■ Go online to: www.bite.ac.uk

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SPRING 2014 THE GOOD UNIVERSITIES GUIDE 33

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ChoosIng A CoursE

More than just medicine Healthcare training comes in a range of specialisms that offer first-class career prospects, says Terri hignett of the Anglo-European College of Chiropractic

I

f you’re a student who is interested in science subjects, you could be forgiven for thinking that your choice of degree might be limited to subjects such as medicine and physiotherapy.

However, that’s just the tip of the iceberg in terms of the possible careers available to you. There are many other professions from which to choose that enable you to be involved with patients, work with a range of conditions or even manage pain.

One such example is chiropractic.

Less well known than other branches of healthcare, chiropractic is a rewarding and dynamic career option, requiring intensive study for up to five years in order for you to complete your qualifications.

While this may require a big commitment on your part, the rewards at the end of your studies are certainly worth it, as many former students are able to testify.

As a healthcare professional in a growing area, working in chiropractic, your earning potential is competitive. But the real buzz comes from working in healthcare, which can be an exciting and continuously changing environment in which no two days are the same.

Working as a chiropractor can also allow you to have an incredibly positive impact on the lives of your patients.

Diversity of work

Above, sports science is one of the many health-related courses on offer.

Left, a tutor observes as an AECC student adjusts a patient

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SPRING 2014 the good universities guide 35

There is a wide variety of work available for qualified chiropractors in various healthcare settings, both in the UK and internationally. You also have the opportunity to develop your interests in specific fields, which may be as diverse as rehabilitation, sports, veterinary work, neurology, paediatrics, teaching and many more. Chiropractic is now also recognised by the NHS under the Any Qualified Provider (AQP) agreement.

As well as having plenty of employment opportunities with established companies, the profession also offers plenty of flexibility. Many

Choosing A CoursE

Above, AECC students discuss a practical session.

Far left, students learn in a friendly class setting

❝ For any student in healthcare, finding the correct balance

between theory and practical work is the key to effective learning ❞ students will set up their own businesses, allowing them to choose their own working hours, holidays and even give them more options on where to live.

“Chiropractic is a fantastic vocation,” says Dr Neil Osborne, who works as director of clinic at one of the UK’s best-known chiropractic colleges, the Anglo-European College of Chiropractic (AECC). “It is challenging on a daily basis as well as offering huge job satisfaction and competitive earning potential,” he says.

“For any student in the field of healthcare, finding the correct balance between theory and practical work is the key to effective learning, and that’s something to consider when choosing a course,” he adds. “It’s about offering a combination of education, research and clinical training.”

Practical experience

Top, AECC students give thousands of treatments in the clinic each year.

Above, courtyard at the AECC

Innovation is integral to the chiropractic course at the AECC; a five-year BSc-MSc – the first of its kind – with three years of BSc Human Sciences, followed by two years of MSc Chiropractic.

The final two years allow students to gain a wealth of practical experience working in the on-site teaching clinic.

As it is open to the general public, the astonishing 50,000 treatments performed by students and staff in the clinic every year provides a level of practical experience that hones skills, builds confidence and doesn’t do any harm when it comes to impressing those all-important future employers. ■

36 the good universities guide spring 2014

how i did it NAMe: Louise Treen CoUrSe: Graduate-entry medicine degree INSTITUTIoN: Swansea University

i

had wanted to study medicine since I was very young, but decided it would be interesting to take a broader approach to my studies. After taking biology, chemistry, French and mathematics A levels at Afon Taf High School, Merthyr Tydfil, I studied for a BSc in Medical Science and Humanities (MeSH), a course unique to Swansea University.

The MeSH course provided a good foundation for those who wanted to go on to study medicine. I found the course structure appealing, incorporating, anatomy and physiology, as well as health law, medical ethics and philosophy, sociology, history of medicine, public health and epidemiology. My hope was that the course would broaden my knowledge and skills in the medical field. I very much enjoyed studying MeSH at undergraduate level. Gaining

knowledge and skills in subject areas related to medicine enabled me to develop a holistic view of a patient and understand the importance of the modern bio-psycho-social approach to patient care.

The knowledge gained during my degree was consolidated through an opportunity to undertake clinical placements, and write a dissertation on dementia in young people. The course was challenging but rewarding and it led me to study for an MSc in Public Health and Health Promotion before embarking on my medical degree.

Go online to: www.aecc.co.uk for advice on a career in chiropractic or www.swansea.ac.uk for Swansea University

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healing hanDs?

Dr Kerstin Rolfe, of the British College of Osteopathic Medicine, says osteopathy is a fulfilling career choice left and below, a willingness to help people is vital, as are medical skills and the capacity to solve problems

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O

steopathy is an autonomous system of primary contact, patient-centred healthcare that focuses on the diagnosis, management, treatment and prevention of musculoskeletal and other related disorders. Osteopaths, in close collaboration with the patient, seek to identify the causes of impaired health and restore the optimum functioning of the body, aiding its own intrinsic ability to heal.

Diagnosis involves the use of a combination of specific osteopathic methods and conventional medical examination procedures. Treatment is based on the skilled application of osteopathic manipulative and manual techniques tailored to the individual.

These are reinforced by other self-help measures, such as guidance on diet, lifestyle and exercise. The approach emphasises the integration of the musculoskeletal system with other body systems and the influence that the impaired function of each has on the other, as well as the empowerment of patients in facilitating their own recovery to good health. Osteopaths can assist anyone suffering from both acute and long-standing chronic conditions.

It has been estimated that there are more than 7 million consultations every year with an osteopath. Osteopaths treat patients from all walks of life and all ages.

Many practitioners have areas of special interest, for example in sports, animal osteopathy, paediatrics, and pregnancy.

Dr Kerstin Rolfe is head of research at the British College of Osteopathic Medicine

The majority of medics working in this field are self-employed, though a number of osteopaths work in the private sector in multi-disciplinary environments, education, research, media, and also within the NHS. Osteopaths need good communication skills, sound medical knowledge, skills in diagnostic and problem-solving, empathy and a willingness to help people.

Osteopathic education attracts students that have completed A-level, access courses and a first degree. The profession attracts almost equal numbers of male and female practitioners, and some may already be qualified in another healthcare practice, such as medicine, nursing or physiotherapy.

In the United Kingdom law protects the title ‘osteopathy’ and osteopaths must be registered with the General Osteopathic Council (GOsC). To be able to register with GOsC the individual must have completed a degree course, which is recognised by GOsC. Example modules of the degree course includes anatomy, physiology, pathology, and pharmacology and all students are required to complete a minimum of 1,000 hours in supervised clinical training. Further, requirements for registration include an enhanced Disclosure and Barring Service (DBS) check and professional indemnity insurance. ■Go online to: www.bcom.ac.uk

SPRING 2014 the good universities guide 39

NURSERY

STAND OUT FROM THE CROWD

Taking a calm and considered approach when writing your personal statement is the first step to making it feel a lot less daunting, says James Durant of UCAS

S

ome course tutors believe that UCAS personal statements are crucial when making decisions on applicants, so it’s vitally important that you are able to make yours stand out. Along with writing about why you have applied for the course, universities also like to have an indication of the range of skills you have that will help you on the course, and in general at university. Linking volunteer work and examples of leadership in extra-curricular activities to your area of study can only strengthen your application.

There are several different deadlines at UCAS, depending upon which courses you are looking to apply to, but it’s never too early to start thinking about your personal statement. After all, this could be the only piece of written work that the admissions team sees before making a decision about your application.

Take time also to make it your best work. The UCAS application software is designed for you to log in multiple times before submitting your application, so

James Durant of UCAS believes that the time you invest in putting together your statement can reap dividends

40 THE GOOD UNIVERSITIES GUIDE SPRING 2014

there’s no need to rush. Start early, take your time and get feedback.

Personal statements help institutions identify suitable candidates, especially for the most competitive courses.

Rushing your statement will mean mistakes and you don’t want to be in a position where you don’t have enough time to have it checked properly by your parents or your teachers.

Deadlines are crucial. As long as you get you application submitted to UCAS by 15th October, 15th January or 24th March (depending on which courses you are applying for – check the UCAS website if you’re not sure), then the universities and colleges will consider your application alongside everyone else.

If you decide to apply after the relevant deadline for your courses, all is not lost.

You can still send in your application as UCAS continues to process them until 30th June in the intake year. If the university still has places, they will still consider your application.

Any application received later than this will automatically go into Clearing.

It’s never too early to start work on your first draft – that date that seems so far away soon creeps up. Please note: each personal statement is checked against a library of those previously submitted and other resources and any showing a similarity of 10% or more will be reviewed by UCAS so don’t be tempted to copy. Now, read on for advice on perfecting your personal statement from two universities. ■

UCAS DEADLINES 15th October 2014 for Oxbridge applicants and for those applying to study medicine, dentistry, veterinary science, and science 15th January 2015 for other applications 24th March 2015 for those pupils wishing to apply to study on art and design courses Visit ucas.com for a free checklist for writing your personal statement

EXPERT ADVICE

How to be the best applicant ever Admissions selectors from the University of Essex share their tips on how you can make your personal statement leap off the page

Y

our UCAS personal statement is your chance to impress us with your enthusiasm for your chosen subject, your experiences, and to explain why you’re so keen to study on the course, so read on for our top tips.

Get the basics right

We recommend that two thirds of your personal statement is about the subject you wish to study. Within this you can include extra reading you’ve done around the subject. The final third should be about any relevant work or voluntary experience you might have, and any extra-curricular activities, such as sport, music and leadership positions. You only get one personal statement, so if you’re applying for joint honours, or more than one subject, you should make sure it covers them both. Know your deadlines. Give yourself plenty of time to plan, revise, redraft and proofread.

Why do you want to study that subject?

Admissions selectors will be looking for applicants who are passionate about their subject. Be specific. Tell us what interests you about your chosen subject - your excitement for the course should shine through your personal statement.

❝

Why you above all others?

Blowing your own trumpet might not be something that you’re used to but we want to know why we should choose you. At Essex we’re after people who aren’t afraid to push boundaries.

The competition is tough, so don’t be shy. Think you’ve got what it takes? Put it down on paper.

If you mention musical, sporting skills or volunteer work be sure to make them relevant to the subject you’re applying for

✱ What are your best achievements?

Mention a couple and explain them in detail. This will have far more impact than a long list of everything you’ve ever done since you started school. ✱ How is your previous experience relevant to the course?

Ensure that everything you write in your statement relates to the main point – why you want to study that subject and why we should pick you. ✱ How would the course help you achieve your future goals?

If you know exactly what you want to do after university, include it in your statement. It’ll show us you’ve thought carefully about the steps to achieving your ambition. ✱ And remember…

You’ll need a killer opening sentence and a powerful closing line to leave your readers wowed. Our selectors will be going through hundreds of applications, so be bold.

You’ll need a killer opening sentence and a powerful closing line to leave your readers wowed ❞

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Things best avoided

✱ Jokes You might be eager to demonstrate your razor-sharp wit, but what you find hilarious, our admissions selectors may not. So, to avoid any awkward tumbleweed moments, it’s probably best to wait until you’ve joined the Comedy Society to unleash the wise cracks. ✱ Cheese Clichéd words such as ‘passionate’ and ‘team player’ are so overused that they’ve almost lost meaning. Instead, find examples of when you’ve demonstrated your ‘passion’ and ‘teamwork’ for far greater impact. ✱ Long words Stick to language you’re comfortable with – it stands out like a sore thumb if you don’t, and often the focus of your writing gets lost – plus, you’ve only got 4,000 characters on your UCAS form so use them wisely. ✱ Fibs If you stretch the truth you may get caught out at your interview. Copying your friend’s statement or one from the internet won’t go unnoticed, either. ✱ Spelling mistakes These create an impression of carelessness. Leave yourself plenty of time to edit and check , double check and triple check your statement and get someone else to proofread it, too. ✱ Get even more advice by downloading our detailed guide to writing your personal statement below. So come on, show us what you’ve got.

Go online to: www.essex.ac.uk

SPRING 2014 THE GOOD UNIVERSITIES GUIDE 41

expert Advice

Using your statement to unlock an offer Andrew Fleck, headmaster of Sedbergh School, Cumbria, says it’s important for applicants to match skills and activities to the course they are applying for

One step beyond

Start the writing process by drawing up a table. Write down all the things that you do and have achieved on one side, then write down how they might link to your degree course on the other. Saying you gained experience of teamwork by being on a charity dinner committee or by captaining the First XI is unlikely to impress on its own. Explain what skills, relevant to your course, you gained from being part of that team; you need to get into the nitty gritty. After all, how many thousands of applicants will be able to demonstrate that playing sports or in orchestras helped to build their teamwork skills?

Go one step further – what did you have to do in order to be a good team

characteristics so that it is clear that you have the skills, knowledge and interest that admissions tutors are looking for. Don’t tell the whole story, either – drop some hooks that will make the admissions tutor want to meet you in person.

This is a good time to build up phrases you want to use without the pressure of

Above, break down the task of writing a statement into manageable chunks

❝ Rank the points and phrases according to their

relevance to entry criteria so important information is presented early on ❞

player in that particular season or situation? Did you develop negotiation skills, empathy, and self-discipline or did you mentor someone in the team?

It’s easy to say that you gained experience of time management and working together by being in the swing band, but see further potential benefits.

The fine motor skills you gain by playing an instrument and the experience of performance are also valuable in medical applications; while backstage contribution to drama can be associated with teamwork; and charitable activities provide moral purpose.

Link your activities and achievement to the entry criteria and desirable

writing the statement itself. There’s nothing worse than writer’s block. Next, rank the points and phrases according to their relevance to entry criteria so that you make sure the most important information is presented early on in your statement.

If you do this after already determining what a model applicant for this course might look like, and you are clear about the selection criteria admissions tutors are looking for, you can pull this together. Approach the process with clarity and stop aiming for an offer or a place; start believing that you will be the best applicant admissions tutors have ever seen.

42 the good universities guide SpRing 2014

To know what that applicant looks like, research is key. Check your own application against a list of essential requirements for the course you are applying for – importantly, at every university you are applying to.

Inevitably, the best applications are those from pupils who know what they want to study well in advance, have looked at the admissions criteria and have matched their activities and skills accordingly. Read your application through the eyes of an admissions tutor for each university you are applying for, with their checklist to use as a reference.

But beware that the most focused personal statement can become a bit one-dimensional… and boring. It’s important to inject a bit of colour to ensure the reader will want to meet or teach you. Some subject areas regard a breadth of interests as an essential diversion from the intensity of the course or profession. By way of example, reference to sport may be an important adjunct to medical applications, albeit a brief one. A clear demonstration of how you have played out your passion for your subject above all other interests is key, too, though.

Keep it simple

Once you have the raw material for your personal statement, it becomes your chance to express yourself. Don’t be afraid to be yourself, admissions tutors can spot the parent-written personal statement a mile off. Avoid pompous and over-complicated language such as, “I, myself, consider…” there’s nothing wrong with “I believe…” and so on.

When you have finished, ask people whose judgement you value for their opinions, but don’t become slaves to them. And when you feel happy, don’t fuss about the most minute of details, press ‘send’, enjoy the relief and get on with life. It may seem like a lengthy process of research and preparation before writing, but this is necessary because the personal statement is critical to unlocking the offer from a university. If you take nothing else from this article, then take it as a gentle nudge to make sure you set plenty of time aside for the process at the end of Year 12, through the summer holidays and at the start of Year 13, so you don’t have to rush. ■ www.gooduniguide.co.uk

image: SHUTTeRSTOCK

S

ometime in September pupils all over the country are confronted with the need to complete their personal statement in the UCAS form. For some pupils there is the challenge of writing so much, while others wonder how to write so little.

Getting started without resorting to anodyne clichés is always difficult, but a key thing to remember is that it’s not enough to describe your achievements: saying you have experience of teamwork won’t cut it.

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11/04/2014 17:24 SPRING 2014 THE GOOD UNIVERSITIES GUIDE 43

A cAse in point If you plan to apply to medical school, you should be prepared to discuss a wide range of medical topics, says Mike Kirby, principal of Ashbourne College

A

pplying for medicine or any other degree course is easy – it is being successful that is difficult. First, you should have accumulated at least five A or A* grades (and preferably seven or eight) in your GCSEs, otherwise your application is likely to find its way quickly into the bin of the admission secretary’s office.

The secretaries are the gatekeepers in the admission process and winnow out applications not only for GCSE grades, but also for predicted A-level grades of less than AAB. Thus, if your academic referee is unwilling to recommend these grades (to be sure, you may ask to see the reference), you are out of luck. Naturally, you must thoroughly prepare yourself for

the UKCAT or BMAT aptitude tests required by medical schools, in particular the essay component of the latter, which is extremely important.

Next, comes the personal statement, which must be impressive and reflect your ambition to be a doctor, hopefully supported by evidence of significant work experience in a hospital or other relevant facility. If you have managed this, you should show off your acquaintance with diseases, treatments, the application of science to medicine, the teamwork and professionalism of the hospital ward, and the communication between doctor and patient. To organise this kind of experience is very difficult in the UK, but it is far easier for international

44 the good universities guide spring 2014

Mike Kirby is principal of Ashbourne College and chairman of the CIFE PR committee

students in their home countries.

Next best is to volunteer in hospices for the elderly or chronically ill, two demographics that will become increasingly important and already consume a large chunk of the budget for healthcare in the UK. Another good idea is simply to sit in the waiting-room of the emergency ward of any hospital for a few hours on a Friday or Saturday night – you will never have to watch ER again. Yet another good idea is to use the amazing resource of the internet, especially YouTube. The discussion of your hobbies, school activities, interests and even passions should show independence, confidence and resourcefulness. www.gooduniguide.co.uk

ImaGeS: aLamY/SHUTTeRSTOCK/CORBIS

ipsum expert Advice

The goal of your personal statement and work experience is to attract an interview (almost all medical schools in the UK insist upon this). You will have prepared for this by reading continuously about medical topics and should never come unstuck during interview because you are unfamiliar with a current hot topic such as obesity, senility, assisted suicides and so forth. You should also get interview practice with someone who has experience of the application process.

Finally, if at first you don’t succeed, don’t give up – you can take a degree in biomedical science, then apply for postgraduate admission to medical school. Taking a gap year and reapplying after gaining the requisite high grades shows perseverance and determination – qualities admissions tutors are looking for. I have never known a truly worthy candidate who did not eventually find their way to medical school. Just do it. ■

Above from left, get to know about hot topics such as obesity, have a look around a hospital waiting room or try volunteering at a care home

For more information on studying medicine and the qualifications required to apply go to: www.medschools.ac.uk

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SPRING 2014 the good universities guide 45

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46 THE GOOD UNIVERSITIES GUIDE SPRING 2014

21/3/14 12:48:55

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expeRT aDviCe

Getting selected Dr Richard Stevens an Oxford-educated GP and medical writer shares his thoughts on the rigours that those choosing to study medicine are put through

images: © Rob Judges PhotogRaPhy/oxfoRd univeRsity images

W

hat follows are my personal thoughts and cannot be read as having any official status.

I base them on having been through the process myself, teaching students, being a GP in Oxford and having had a brief contract as an interviewer.

I do not believe there is any prejudice or deliberate bias in the selection process – the tutors selecting applicants want to try to choose those that will do best in the Oxford system. Students who achieve good results reflect well on the teachers and this is what the tutors want to maximise.

This process requires judgment calls. The potential of a well-tutored and prepared, privately educated applicant has to be compared with that of a first-generation immigrant who took A levels at night school.

The degree of subjectivity is minimised by compulsory equality training for interviewers. My experience was of a process trying to be as fair as it could be and only concerned with candidates’ merits.

The medical course in Oxford is structured differently from many other universities and teaching hospitals.

Students spend three years doing a degree with almost no clinical contact or training.

The public examinations necessary to start to qualify as a doctor are subsumed into examinations at the end of the third and fifth terms. These equate to the preliminary, or first-year, examinations taken by students reading other subjects.

In fact, it is the living in a collegiate atmosphere with students from a range of science and arts subjects that particularly marks out studying medicine at Oxbridge.

Cross-fertilisation of ideas and approaches can be hugely stimulating. This, together with the tutorial system is hugely beneficial.

Terms are short but intense with the expectation that the vacation will be used, in part, for study. After three years of basic sciences and a degree, clinical training starts. At Oxford there is no automatic entry to the John Radcliffe teaching hospital.

Instead, there is another competitive interview. Some people prefer to apply to clinical school in London or Cambridge.

This chasm that separates the pre-clinical basic science and the clinical training is a www.gooduniguide.co.uk

Top and above, Students studying bones and cartilage.

Centre, Richard Doll Building, Oxford University

major feature of studying medicine at Oxford. More recently designed medical courses tend to be much more integrated with patient contact occurring much earlier.

Some are even topic-based throughout, so that for a given condition the science and clinical aspects are taught together.

Realising this was a potential weakness, the patient-doctor course was instituted a few years ago. Regular visits are made to general practices in the first five terms and provide an opportunity to interview patients and link what is being taught in the lecture theatre with how disorders affect people.

Communication skills are learnt, too.

When I was assisting in the interview process there were two interviews. The first aimed to assess whether someone would make a good student, the second if someone would make a good doctor. The first interview with the college (physiology) tutor attempted to assess knowledge and ability to apply that knowledge. In my own interview I was asked to speculate what anatomical and physiological changes you would make to a horse to give it the same ability to live in the desert that a camel has. In effect, to be the committee that designed the camel.

The second interview has a harder job in assessing communication skills, empathy and the like. The theoretical/practical split was apparent here, too. Candidates might be asked “if autonomy and beneficence are two principles of ethics what are the others?”

(Answer = non-maleficence and justice).

However, I prepared a scenario asking what were the issues if a neighbour informs a doctor that an elderly patient is leaving the gas on. This has the potential to explore areas of confidentiality, public interest, intellectual competence and patient choice.

How then, to prepare? The preparation is genuine enthusiasm for the subject, curiosity about everything and as much self-awareness as a teenager can have. Do subjects you enjoy, choose a career you really want, and go for it. ■

❝ Cross-fertilisation of ideas and

approaches can be hugely stimulating ❞ sPRing 2014 the good universities guide 47

cut and dried Applying for law school can be a daunting prospect, but with these top tips from Penny carey of the University of Hertfordshire, the process can be much simpler

L

aw is a fascinating subject to study at university and the University of Hertfordshire offers facilities and support that are second to none. While a law degree has clearly understood professional career outcomes, as a barrister or solicitor, there are many other career options open to a law graduates, making it a very popular choice for university applicants. So how can you make your application stand out and give yourself that competitive edge?

When making an application for your chosen law course, do ensure that your personal statement is tailored to applying for a law degree, that the spelling and grammar are accurate and that the statement highlights any relevant work experience that you may have had. It is vitally important to make

above, students at the university of Hertfordshire hone their legal skills in a replica courtroom

48 the good universities guide spring 2014

sure that it makes the right first impression – do explain what it is about studying law that interests you and why you think you have the right skills and aptitude for the subject but try to avoid clichÊs.

As for the application itself, make sure that your personal details are accurate, so that universities are able to contact you. Include all your qualifications (even if they are non-standard qualifications), as admissions tutors will look at these in order to assess your application and to make a decision as to whether or not it meets the entry requirements for your chosen course.

With regards to qualifications that may be suitable for law, subjects that have been studied previously will not necessarily be taken into account,

as your grades may be converted into tariff points (although some universities will make an offer based on A-level grades alone). Make sure you understand what a university is looking for in terms of grades or points and that you have a realistic prospect of achieving them, as offers will be based on your past performance and future potential. You will require grade C or above in mathematics and English (or an equivalent qualification) in order to meet the entry requirements for all our law degree courses.

As for work experience, it would be advantageous if you were able to gain some work experience in the law sector. Acquiring work experience demonstrates that you are committed to a career in law and that you are willing to go the extra mile to ensure www.gooduniguide.co.uk

ipsum expert advice

that your application is successful.

Getting on to a law degree course may seem like a daunting prospect, however, if you follow our tips you will find that the process is relatively straightforward.

What makes a good lawyer?

Lawyers can take many different forms – from the barrister, who presents a legal argument at the coal face; the corporate solicitor representing the needs of big business; the in-house solicitor, who works as a legal adviser to a company; and the high-street solicitor who represents the general public, to name but a few.

Although lawyers come in different shapes and sizes, there are certain qualities that all good lawyers must possess, including presentation skills, legal knowledge, critical thinking, pragmatism, business acumen, problem-solving and, crucially, the ability to get to know your client. ✱ presentation skills, legal knowledge and critical thinking At the University of Hertfordshire we have invested £10 million in the development of the Law Court Building, which houses a state-of-the-art replica crown courtroom, as seen on BBC drama Silks and EastEnders. The School of Law has embarked on an ambitious range of co-curricular courses, which

✱ pragmatism and business acumen It has often been said that neither pragmatism nor business acumen can be taught – either it comes naturally or not at all. At the School of Law, we believe that the more skills students are offered, the more employable they will become. By offering courses in negotiation, we are teaching vital skills and enabling future lawyers to understand the concept of making decisions, to recognise pragmatic issues and to gain a general understanding of business and the art of commercial negotiation. ✱ problem-solving and the ability to get to know your client Incorporated in the Law Court Building is the Hertfordshire Mediation Centre.

Working with InterResolve Mediation Services, the University of Hertfordshire facilitates mediations and trains the mediators of the future, by providing both certificates and diplomas in commercial and workplace mediation. The School of Law offers all students the opportunity to gain valuable skills in the art of mediation, which facilitates their understanding of helping parties to solve their issues.

It also offers the students the opportunity to see into the mind of a client and get to the heart of their issues.

❝ Our students learn how to

present a legal argument and how to examine facts and think critically as a lawyer ❞ enable every student to gain credits leading towards a diploma. Students are able to take part in both internal and external moots and mock trials. In these sessions and competitions our students learn how to present a legal argument and how to examine facts and think critically as a lawyer. Our students learn how to put their legal knowledge to use, along with the power of persuasive argument in a thoroughly professional setting. www.gooduniguide.co.uk

By embedding the co-curricular activities into our timetable, the School of Law is capable of giving students lawyer skills long before they undertake their practical stage of training on either the Legal Practice Course or the Bar Professional Training Course.

The School of Law’s investment in the co-curricular programme has set our students firmly on the path to be good lawyers. ■

how i did it NAME: Aaron McCausland COURSE: Graduate-entry law degree INSTITUTION: University of Bristol Law School

t

he reason I chose to study a law degree stems from many sources, such as where I’m from, Northern Ireland, which hasn’t had the best track record for peace over the past 40 years. I have been surrounded by reports of riots and terrorist activities from newspapers and television, which have sparked an interest in interpersonal relations and how people fall outside the law in regards to their actions. However, my main inspirations come from two people closer to home.

Firstly, my father is a policeman and he would talk to me about the law and the dos and don’ts of life in a legal context. Therefore, I was aware of the ins and outs of the law from an early age and was interested in why a law was the case or “what would happen to me if I did this”. Secondly, my best friend Peter’s father was a QC barrister and the murders and trials he was involved in seemed interesting and nail-biting.

I decided that when the time came to submit a UCAS application, being a lawyer was what I wanted to do.

It’s a career that’s exciting, adrenaline-fuelled and, because it concerns everything around us, affects us and shapes our lives. Who wouldn’t want to be involved in a profession that ticks these boxes? Once my decision was made I started to think of how I could achieve my ambition.

First, I secured some work experience. I completed a three-day shadowing of Peter’s father in his barrister’s chambers in Belfast, which included witnessing terrorism trials and bail applications. Next

I gained insight into the profession of a solicitor by working for three days at solicitor firm King & Gowdy in Belfast, overlooking insolvency and bankruptcy cases.

In terms of schoolwork, I worked hard, very hard.

I picked very demanding subjects in order to boost my application and to show I have the academic rigour for the course. It starts with GCSEs: I picked hard subjects such as Latin and additional mathematics to show that I was able. Law doesn’t need a certain type of subject, but it does need to be challenging.

In terms of A levels, I picked English literature, economics and philosophy/ethics; all these subjects require analysis in an essay format, which are essentially the skills you need as a lawyer. I also worked hard in the extra-curricular aspect of school, being appointed head of house and a prefect, which generally boosts your application to law school, showing that you can work in a team, are confident and can lead; all desirable skills.

Entry requirements are high for law, I had to achieve three As to get into Bristol and sit a law test called the LNAT. I succeeded in both, gaining A*AA and arrived in Bristol in September 2013 to start my degree, with an eye-watering £200 worth of law books.

For more on studying law at Hertfordshire go online to: www.herts.ac.uk/apply/schools-of-study/law

SPRING 2014 the good universities guide 49

Performance is rewarded Leeds College of Music argues that entrepreneurship is often undervalued

NUA scored higher than all other specialist higher education institutions providing arts, design and media focused degrees in the UK. National Student Survey 2013 (Student Satisfaction)

T

he British university system seems to churn out more courses than people have time to read about these days, or, if you believe what the papers are saying, have time to use. The £9,000 fee rise has everyone from students to professors asking whether degrees should teach practical, hands-on skills, or preserve more academic (potentially irrelevant) knowledge.

More than others, creative degrees seem to be the testing ground for this debate. Their very nature pushes self-study, encouraging you to put an original slant on work, rewarding flair, and making marking criteria more open than humanities or science degrees.

studying, building up marketing and brand campaigns, and networking with other artists and industry big-wigs are all elements of a learning experience that puts forward-thinking music graduates ahead of their contemporaries.

Studying music, at a university or a conservatoire, forces you to think beyond the theoretical application of the practical, and to physically develop skills that will be useful for your future employers and customers.

Even if music students decide not to continue their new businesses or enterprises when they leave higher education, it gives them confidence and a deep understanding of the network and field they’re aiming to

❝ The music degree: its focus on

Undergraduate courses BA Animation BA Architecture BA Design for Publishing BA Fashion BA Fine Art BA Film and Moving Image Production BA Games Art and Design BA Graphic Communication BA Graphic Design BA Illustration BA Photography BA Textile Design

Rated as the best specialist institution for arts and design subjects in the UK. The Complete University Guide

NORWICH UNIVERSITY OF THE ARTS www.nua.ac.uk/opendays

70THE THEGOOD GOODUNIVERSITIES UNIVERSITIESGUIDE GUIDESPRING SPRING2014 2014 50

performance, self-branding and creativity gives students a skillset vital for working life ❞ The flexibility, industry-closeness and the physical results from creative degrees (e.g. music performances, fine art sculptures and textiles), gives the impression that most creative degrees are practical. But when you compare them to working apprenticeships, how helpful is it studying “practice in theory” rather than executing “practice in practice”?

Enter the music degree: its focus on performance, self-branding and creativity gives students a skillset vital for working life. It’s not necessarily its practical nature that gives it this thrust however; it’s the practice of entrepreneurship within a music degree that opens the door of opportunity for those studying it.

This entrepreneurship comes centrally through the art of performance – the courage and dedication to make yourself into a professional musician while

work in, as well as the maturity to look directly at their ambitions and to articulate them into an achievable goal.

Examples of this include enterprising Leeds College of Music students Miranda Harmer and Ted Westwood, who launched a record label on the back of a first-year business module; and classical students Sam Sommerfeld and Faz Shah, who have set up tutoring businesses teaching piano and composition, and violin and beatboxing to school children. One of Leeds College of Music’s recent jazz graduates, Joe Cox, runs a drum restoration business, and his client list has gone from students and graduates to include current Who drummer Zak Starkey. ■ Go online to: www.lcm.ac.uk

www.gooduniguide.co.uk www.gooduniguide.co.uk

exPeRT ADvICe

Show and tell Preparing your portfolio can be a passport to a creative course. Lou Chiu of the Norwich University of the Arts, offers tips on how to create the right impression

F

or most arts, design and media courses, the portfolio is a key part of the application process and applicants may be expected to bring their creative work to the interview. Universities will inform the applicant of this when they are invited.

The portfolio is a window into an applicant’s personal practice and an opportunity to show their ability, creativity and passion for the subject they applied for, so it is vital that their time is spent creating a well-presented and thought-out portfolio. Each year, we see a diverse range of student work, either at our Preparing Your Portfolio workshops or during interviews.

Preparation is vital

images: norwich university

Here are our top 10 tips for anyone preparing a portfolio:

✱ Think carefully about what to include It is important to include a range of work, highlighting interests that demonstrate your suitability for the course, but not so much that you risk cluttering the portfolio with repetition and irrelevant pieces. ✱ Choose how best to present your work Portfolios are usually presented in folders with leaves or pull-outs (A3 to A1) or photography boxes. You can choose to be creative in how you present your work but take care that it is complementary and does not look clumsy. ✱ You may need to go digital It may be more appropriate to present your portfolio using a USB drive, DVD or website.

Film or animation reels should be two to five minutes long. ✱ Tell them a story The interview panel will be as equally interested in seeing your work’s development, via sketchbooks and notebooks, as they are the finished work. ✱ Consider the details Think about the user experience and how to best showcase your work. For example, using plastic wallets may be not ideal if your work is tactile. ✱ Remember the basics Your portfolio should be presented in a logical and ordered manner, labelled consistently and your name should be on it.

www.gooduniguide.co.uk

Above, do ensure that your portfolio is of a manageable size and can be carried on the day of the interview

✱ Think practically You will be travelling with your portfolio, so consider its size and weight. Large pieces of work or delicate items may be shown as photographs. ✱ Include written work You should include examples of your written work. Some courses specifically require evidence of essays or similar assignments. ✱ Get another opinion This should ideally be someone who has some knowledge and experience who can give you constructive criticism. ✱ Be prepared to talk about your interests The interview panel might talk to you about ideas, influences and techniques that you mention in your UCAS personal statement, portfolio and your written work.

Dates and deadlines

We realise that it can be daunting for you, too. Based on what we have observed at interviews and conversations with parents, guardians and relatives over the years, here are some suggestions:

In the beginning, help applicants to remember dates and deadlines. The UCAS process can unnerve newcomers, so noting key dates and understanding when things happen will help applicants plan their application and reassure them that things are progressing.

When doing research, go and see for yourself. It is vital for applicants to visit their choices; it is hard to translate atmosphere, facilities and personalities of staff and students into websites and prospectuses. It is also the most direct way of getting information and guidelines for preparing a portfolio. Take advantage of open days as you will have your own questions and need your own reassurance that the university and city is the right environment for a young person.

When they present their portfolio to you, be a fresh pair of eyes. Applicants pour their time and energy into their portfolios so it becomes very personal, so we advise them to seek constructive criticism from others. If they ask you for an opinion, be encouraging and honest; the portfolio should be structured in a clear story. If it does not make sense or feel right, tell them so they can improve it.

On the day of the interview, become their entourage. Help to carry portfolios and chat away to calm those nerves before they are called in. It is a busy day but applicants appreciate the extra pressure being diverted. Also, there will be waiting so bring a good book.

At the end, let them decide for themselves. Your input and opinion is invaluable, but the course, institution and city they choose will be their base for three years, so they need to feel that it is right for them. ■ For more information on Norwich University of the Arts. visit nua.ac.uk, email info@nua.ac.uk or call +44 (0)1603 610 561

❝ Be encouraging and honest – the portfolio

should be structured in a clear story ❞

sPring 2014 the good universities guide 51

The big sTep Where you choose to live in the first year can enhance your entire experience at university, so choose wisely and you’ll have a ball, writes Rebecca Murch of UNITE

T

he transition to university is always a significant step in the lives of young people and their parents. As well as being a rung up the educational ladder, it also represents the next phase of independence, moving away from school and the family home into student accommodation – and the right living environment can help you get the most out of university.

Where to start?

There are many accommodation choices available for students these days, from halls of residence to shared houses, lodgings with a family and, for some, the option for parents to buy a property for

their son or daughter and their friends to live in. The choices are endless, but the university itself is also a good place to start. All universities have an accommodation office that can give advice about the different options as well as allocating places in halls of residence.

Many universities still run traditional halls of residence, both catered and self-catering. Plus, most university towns and cities also have a range of private halls run by companies such as UNITE. These offer a wide range of choices from budget options through to a very high level of specification and service.

Students can choose from shared flats with several study bedrooms, usually en

52 the good universities guide spring 2014

There are many accommodation choices available and the university itself is a good place to start

suite, sharing a kitchen and common area, or self-contained studio flats.

Other options such as sharing a flat with a room mate, or a more traditional corridor of study bedrooms, are also available in some cities.

staying on campus Halls of residence are still the most popular choice for first years. In our recent Next Generation survey of applicants, more than 90% said they wanted to live in some kind of student halls because it would help them meet other students. In the same survey, current students told us they were surprised how easy it was to make close, www.gooduniguide.co.uk

UNIVERSITY FINaNcING YoUR STUdY

Top Tips on how To break The ice wiTh fellow sTudenTs

1

Personalise your door You will all arrive at university at different times, so sometimes it is hard to know who has, and hasn’t, moved in. Why not display a photo or something with your name or a nickname on your door to remind people who you are in the early days?

Be prepared Although it might feel a bit manufactured, having your ice-breaker conversation down to a tee is not a bad idea and can help prevent any initial awkwardness. When you first meet everyone try and have some quirky facts about yourself at the ready and asking people questions always help.

2

❝ Many university halls have a Facebook

page so that students can get to know one another before they arrive ❞ supportive friends in halls, which gave them a network to fall back on through all the ups and downs of student life.

Many halls now have a Facebook page so that applicants can get to know one another before they arrive. The ability to make friends easily is perhaps one of the biggest benefits of halls.

3

Play a game Cards, Monopoly, Jenga, you name it – games are often a great way of getting a new group of people interacting and being themselves.

Be social media savvy Have a look on social media sites for others in your building, course or university before you arrive.

Get involved The choice of events, clubs and societies at university is endless. Make the most of Freshers’ week and sign up to a range of activities.

Be adventurous; there are often new things to try and many clubs allow a trial session. It is a great way to meet new people.

4 5

Go online to: www.uniguide.co.uk

Getting your accommodation right is key to enjoying all that a university has to offer

Finding the best fit When it comes to living arrangements, everyone has different preferences, so it’s worth trying to match yours with the choices on offer. Some halls will organise social and sports events and even trips or volunteering opportunities, so it is worth looking in detail at each available option, not just the specification of the rooms but also how the community is run.

For the more independently minded student, a room in a shared house might be a better fit. If you want an independent opinion, the university accommodation office should be able to give advice.

IMAGes: IsToCk/sHuTTersToCk/CorBIs

When to begin the search...

You can start looking at options as soon as you start applying to universities, but until you receive confirmation of a place be wary about what you sign. Some accommodation providers – both universities and private companies, including UNITE – will offer rooms on a no-risk basis, whereas other landlords may hold you to a contract even if the university place falls through. ■ www.gooduniguide.co.uk

SPRING 2014 The good universiTies guide 53

Secure your future

uNDerGrADuAte

oPeN DAyS Nearly 4 out of 5 of our graduates entering the workplace start out in professional roles*.

ViSit our chelmSforD or cAmbriDGe cAmPuSeS oN

SAturDAy 28 JuNe SAturDAy 27 SePtember SAturDAy 18 october 10Am-2Pm See whAt our courSeS cAN offer you!

@angliaruskin

For further information and to register Visit: www.anglia.ac.uk/ucAS

www.facebook.com/angliaruskin *Source: Destination of Leavers Survey 2011/12

FINANCING YOUR STUDY

Money, money, money Help with funding your time at university is out there, you just have to think it through, plan ahead and be determined, writes Josie Campbell

W

hen it comes to choosing your university course, you may be a whizz at physics, silver-tongued when it comes to languages, or just an all-round brainbox. One thing’s for sure, however, whatever subject you opt for, you’re also going to have to start mugging up on money. A university education is highly sought after but it certainly doesn’t come cheap.

When the Government gave higher education institutions the go-ahead to up their tuition fees, the vast majority opted for the maximum – a cool £9,000 a year. On top of that, students have to pay their rent – and eat. However, bursaries and career or subject-specific funding are available if you know where to look for it. And as our financial lowdown shows, the key is to get planning sooner rather than later.

Loans, bursaries, scholarships

✱ Student Loans Once accepted by your selected institution, your student fees are automatically paid by The Student Loans Company, a non-profit making governmentowned organisation that administers loans and grants to students in universities and colleges in the UK. ✱ Bursaries Universities charging above the basic fee level (£6,000 for full-time students, £4,500 for part-time students) have to provide help to people from lower income backgrounds and most offer bursaries as part of their package of assistance. ✱ Scholarships Some universities offer scholarships providing you achieve certain grades and make the awarding university your first choice. They may also be awarded to applicants who achieve high marks in an exam set by the university. ✱ The National Scholarship Programme (NSP) Helps students with a family income of £25,000 or less. NSP awards are in addition to any other grants you might apply for. Awards might include help with tuition fees and help with accommodation. ✱ Sport Most universities are keen to help students reach their full sporting potential with scholarships. Competition is fierce but very worthwhile as they include a range of perks such as complimentary membership of sports centres, free coaching and

www.gooduniguide.co.uk

Josie Campbell is head of careers at Ampleforth College, Yorkshire

physiotherapy. A number of universities are members of the Talented Athlete Scholarship Scheme (Winning Students in Scotland). These are government-funded sports scholarship programmes delivered through a partnership between universities and national governing bodies of sport.

All university websites contain copious amounts of information on university and departmental funding, including choral and organ scholarships.

The Armed Forces

✱ The Army Undergraduate Bursary is worth between £6,000 and £8,000, depending on the length of your university course. You’ll have to pass the Army’s officer selection process to be offered the bursary, and if successful you will be given a provisional place at the Royal Military Academy Sandhurst, serving as a Regular Officer for at least three years. ✱ Music Bursary The Corps of Army Music offer a scheme for aspiring musicians who are enrolled or hope to enrol on a performance-based music course at a college of Higher Education or university.

The scheme offers an annual bursary of £1,500 for a period of three years for courses, which lead to a nationally recognised diploma or degree. ✱ In the Army If you’re studying medicine, nursing, dentistry or veterinary science then you might be eligible for generous payments to help you earn your degree. ✱ In the Navy If you’re planning to go to university, or you’re already at university, you can apply for one of their bursary schemes. You’ll then be known as a bursar, during which time you will still be a civilian while studying. You’ll need to spend part of your summer holidays training with them and getting to know the Navy or Royal Marines. ✱ In the RAF Undergraduates who are RAF-sponsored are awarded a bursary to help support them through their studies.

But that’s not all. As part of your sponsorship package, you’ll join your nearest University Air Squadron (UAS).

NHS

If you are studying in the NHS full time, you can apply for a bursary from the NHS, a grant from the NHS or a Maintenance Loan from Student Finance England.

Industry

A large number of companies offer different types and levels of sponsorship, ranging from support throughout the duration of your course, to sponsorship for your final year after completing an industrial placement. ✱ Engineering Companies include: AMEC Construction, Balfour Beatty Construction, Bovis Lend Lease Ltd, Costain Group Plc, Defence Engineering and Science Group (DESG), Faber Maunsell, Frazer Nash Consultancy, Hoare Lea, JCB, Kier Group, Mott MacDonald, Sir Robert McAlpine. ✱ Nuclear Since 2010, graduates have been sponsored by major players in the nuclear industry who recognise the benefit of developing graduates with an awareness of the political and commercial aspects of the industry as well as developing technical depth in your subject area.

Accountancy

Thousands of school leavers applied last year for new corporate-sponsored degree courses or apprenticeship schemes that offer a direct route into a graduate level job.

A new KPMG accountancy programme aimed at school-leavers in which the firm pays fees for sponsored students at Durham or Exeter is popular. Similar schemes are operated by all the major accounting firms, and many of the smaller ones. ■

USEFUL WEBSITES Look at these links for financial routes to university ✱ thescholarshiphub.org.uk ✱ scholarship-search.org.uk ✱ slc.co.uk ✱ tass.co.uk ✱ winningstudents-scotland.ac.uk. ✱ army.mod.uk/join/20137.aspx ✱ royalnavy.mod.uk/Careers How-toJoin/Funding-and-Scholarships ✱ raf. mod.uk/universityairsquadrons ✱ studentfinanceengland. gov.uk/ ✱ nhs-bursaries/what-youll-get ✱ nucleargraduates.com/introduction/ our-sponsor-organisations

SPRING 2014 THE GOOD UNIVERSITIES GUIDE 55

FActs on

Funding

Funding your child through university needs planning and research. giulia Rhodes navigates tuition fees, loans and grants to help guide you through the process

mAncHesteR

£8,885

dundee

£5,000

(living costs away from home per academic year)

(living costs away from home per academic year)

london

£11,076 (living costs away from home per academic year)

A

s school days draw to a close, university beckons. It is – for young people and their parents – an important and exciting step. It is also one, which, now more than ever, requires careful financial planning. Yet while money management may not be the most thrilling part of this new adventure, neither need it be the most daunting.

The cost of your child’s university experience, and how this will be met,

will depend on the university and subject chosen, where you live and your family’s income. So it pays to begin the research as soon as possible.

Universities and colleges in England and Wales can set their tuition fees up to a maximum determined by the Government – currently £9,000 (the fee, selected by the majority of institutions). Charges for each course are shown on university websites. In most cases, fees will be covered through

56 the good universities guide spring 2014

Above, students need to take into account how much living away from home will cost

a repayable loan (see later for more information about variations around the country), which is paid directly to the institution. In addition, students can apply for a loan towards their living costs. The current maximum for students starting in 2014 is £5,555 for students living away from home outside London – 65% of which is non-means tested. This is paid to the student in installments once they arrive at university.

Families with low incomes may qualify for some additional non-repayable support. In addition, institutions may offer their own grants and bursaries for some students. Details of these can be found on university websites.

Scottish domiciled students studying for their first degree in Scotland are eligible for non-means tested, nonrepayable grants to cover the cost of their fees. Those who live in Wales are also able to apply for a tuition fee grant to cover a portion of their fees, wherever they choose to study in the UK. There are also means-tested maintenance grants payable to those who meet the criteria. Reduced tuition fees also apply to students from Northern Ireland choosing to study there.

How to apply for student finance Student loans and grants are assessed www.gooduniguide.co.uk

ipsum FiNANciNg youR sTudy

and administered by the Student Loans Company. The student must apply to the student finance provider in their home country: ✱ student Finance England sfengland.slc.co.uk ✱ student Awards Agency for scotland saas.gov.uk ✱ student Finance Wales studentfinancewales.co.uk ✱ student Finance Northern ireland studentfinanceni.co.uk

Applications should be made on the basis of the most likely course and university, and details can be adjusted later. The student will also need to provide their passport number, National Insurance number and bank account details. If applying for any additional funding based on household income, parents will also need to provide evidence of their income.

Once the application has been processed – usually within four to six weeks – the student will be informed of what they are eligible to receive.

Living costs “The issue of how much the student will need to live on is really more complicated than the fees,” says Mo Oynett, Secretary of the National Association of Student Money Advisers, nasma.org.uk. “The fees are clear but www.gooduniguide.co.uk

the cost of living varies a great deal around the country, and families really have to think about all the specific costs and expenses. There are different kinds of accommodation on offer – private accommodation may involve bigger deposits and charges through the summer – travel costs, socialising, insurance and so on.”

Information about living costs is available on the websites of individual universities and also through unistats. direct.gov.uk. For example, Imperial College, London, suggests a budget of around £11, 076 for the academic year.

Cambridge University estimates costs of around £7,850. Manchester University advises students to budget around £8,885, while Dundee University students expect to spend around £5,000.

Oynett suggests that even parents, for whom funding a child through university is financially comfortable, should think about their choices. “Some parents may prefer to apply for the maintenance loan, with a view to saving to support their children through post-graduate study, which is usually unfunded or to help them into the housing market.” Maintenance loans and grants are paid directly into the students’ nominated UK bank account.

The money is delivered in three installments each year, the first being paid after students have enrolled.

maintenance grants and loans are paid directly into a student’s bank account

Daunting as it may seem, Oynett says that parents and students should be able to navigate the system well.

Teaching your child to budget Sharon Sweeney, head of student funding at the University of Dundee, advises students and parents to have detailed conversations about managing money before starting the university application process. “In many cases children have never really been involved with these issues before, but it does really help them to know what things cost and how much money is available.

Break the costs down – accommodation, travel, phone contracts, food and so on.

It is new territory for everyone but it needs to be done.”

Repaying the loan Repayments are only begun once the student has graduated and is earning over £21,000 a year (though early repayments can be made and incur no charge).

Once this threshold has been reached, your child will be required to pay back 9% of any income over £21,000.

In most cases, this will be taken from their salary by their employer, along with tax payments. However, if income drops below this amount payments are stopped. ■ SPRING 2014 the good universities guide 57

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BSc in architecture with a focus on industry ❞ 58 the good universities guide spring 2014

Studying architecture within the School of the Built Environment ensures that the course stays close to the heart of the construction industry and will incorporate advanced construction techniques such as digital fabrication (3D printing). The Architect of the future is focused on working within a multidisciplinary environment, with a strong understanding of the full design and build process. Architecture students at Salford will benefit from working with fellow students studying Building Surveying, Construction Project Management and Quantity Surveying, while also interacting with staff and students from our School of Arts & Media. ■ To find out more about Architecture at the University of Salford and our other courses in the Built Environment, please contact Programme Leader Ricardo Codinhoto on r.codinhoto@ salford.ac.uk or the Course Enquiries Team on enquiries@ salford.ac.uk or 0161 295 4545.

www.gooduniguide.co.uk

making the move

did you make

the grade?

The anticipation of exam results day is nerve-racking, but whatever grades you get there are always options available to you, says Jane Phelps

S

ummer is coming to a close, your hotly awaited results are here and whether you are about to realise all your dreams, or you need to adjust your expectations, our guide to navigating the post-results wilderness will ensure you make informed decisions.

made the grade?

Take up the firm UCAS choice. Do verify that this is still the best option for you, that the university and course offer exactly what you want when it comes to contact hours, who does the teaching, the level of academic support – remember, 35% of students say they are unhappy with the provision provided by their course. Check with current students through social media.

exceeded expectations?

If your grades are better than expected, you can upgrade through “adjustment”.

You can hold your firm offer for five days while you talk to other universities about courses where there might be vacancies.

Highly competitive choices in Russell Group universities are usually oversubscribed but you can spend the day on the phone just checking. Be warned though, accommodation can be a challenge: students who agree accommodation as firm candidates are ahead in the pecking order over those joining universities through insurance and adjustment offers.

But even in the case of adjustment, checking on contact time and how the course will be taught is crucial; you can do this by checking what existing students say on social media. Research is key when it comes to ensuring you receive the type of student experience you are expecting.

Also, do check results on the National Student Survey website.

not made the grade?

Don’t panic. Ask your school if the result was fair or should it be remarked. Check www.gooduniguide.co.uk

Jane Phelps is director of external relations at the New College of the Humanities

TRACK to see if you have been accepted by your first or insurance choice anyway.

If not, you can contact either of these universities to ask about a “changed course offer”. Your next option is to see what is available in clearing. But there is absolutely no need for rash decisions. It may be that a course is in clearing only because it could not fill its places through the application period, for which there must be a reason.

Another option is considering a gap year to take stock, then reapply or change direction during that time. In my view, taking a gap year is a great idea under any circumstances; around 17% of students

nationwide take gaps, although this figure is higher in independent schools. Don’t just see it as merely a gap year, but rather 15 months in which to accomplish a great deal. Take time when you have no responsibilities to try new experiences and to do things that you may never have the chance to do again: as you will all have to work till you are 75 there is no need to hurry into the work place.

An ideal gap year would include some work to fund travel and create a financial buffer for university costs; work experience (many well-known organisations have great gap schemes, such as Accenture, Deloitte, IBM, a Year SPRING 2014 THE Good univErsiTiEs GuidE 59

LONDON IS OUR CAMPUS Release your career potential with a degree from the University of Westminster

westminster.ac.uk

MAkinG ThE MoVE

Left, relaxing under the Eiffel Tower in Paris, a Latitude Global Volunteering project in Fiji, Tomatina festival in Valencia, studying for an art foundation diploma at Weston College, Somerset, Michaelangalo’s David, learning Guitar at the London Guitar Academy

in Industry; and some charity work.

Again, organisations such as Project Trust, Raleigh International, TEFL, Projects Abroad, the Leap, African & Asia Venture and Latitude Global Volunteering provide well-supported and worthwhile opportunities and help create a new perspective on the world and its challenges. And there are funds that can be applied for through organisations like the Bulkeley Evans Scholarship Fund.

But most of all use this gap year to travel. The sheer enjoyment and discovery of new places, new cultures and experiences is a fantastic way to grow up after the protective environment of school – it can also teach you how to cope with budgets and managing life in general.

Consider learning a new skill or following a passion – such as history of art in Florence, or contemporary music in London or Bristol. If you are particularly disappointed with your grades then consider a foundation year; with direct access to a degree discipline on successful completion, this may be a viable option for you.

if at first you don’t succeed…

Re-apply. It is perfectly possible that having completed the sixth-form course, you will want to study something different. As first applications to UCAS are made after only a few weeks of A2, it is not impossible that you would prefer to study another course now you have completed the sixth-form programme. So knowing your grades, you can reapply early through UCAS with carefully targeted applications and you can consider all the other options – the broad education offered by institutions in the US, the big classes in Europe, or even other options within the UK itself. The New College of the Humanities for example, is not part of UCAS – if you would like to study one of the humanities and have an interest in studying your degree within a broader, deeper liberal arts programme, then find out more at nchum.org.

Finally, check with your school

ImaGeS: alamy, wIkIPedIa

School HE Advisers keep themselves very up to date with what is available, so do consult and discuss. Good luck – I hope everything will go as desired but if it does not, all is not lost – and hopefully you will be well prepared. ■

❝ Take time when you have no responsibilities

to try new experiences and to do things that you may never have the chance to do again ❞

www.gooduniguide.co.uk

Get online to: National Student Survey www.thestudentsurvey.com Bulkeley Evans Scholarship Fund www.gapyear-bulkeley-evanshmc.co.uk/Bulkeley/home.html

SPRING 2014 THE Good univErsiTiEs GuidE 61

A WALK IN THE PARK Robyn Ekvall of Regent’s University, London, says you don’t need an out-of-town campus to feel at home

62 THE GOOD UNIVERSITIES GUIDE SPRING 2014

MAKING THE MOVE

K

nowing where to start your university search and how to find an institution that ticks all the right boxes is certainly no easy feat. Most importantly, when choosing a university, you will want to ensure that the environment in which you will be learning and socialising is safe and supportive, like a home away from home.

It’s no surprise that, in general, location can be a key factor when it comes to university selection. If you and your family have already embarked on a search for the perfect university, you’ve probably given serious thought to study settings. You may have even generated a list of institutions based on the comfortable size and appeal of their campuses, the proximity to home, and the presence of a supportive collegiate community, attributes many would only expect to find in a smaller, rural setting. If this resonates, it may be that you have already disregarded city-centre universities altogether.

Country or city campus?

City universities often have a reputation for being overcrowded, lonely and dispersed, the campuses as fragmented as the student body, with no discernible community or support structures in place. If your child’s youth and education has been spent out of town or in the countryside, the notion of sending them to a concrete jungle to fend for themselves without the much accustomed-to support of friends and family is disconcerting to say the least.

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Left, an aerial shot of Regent’s College and the surrounding area shows just how leafy city-centre campuses can be

When I began my university search, not many city universities made it on to my initial list. Born and raised in a small town in the US, and privately educated in the countryside at a well-respected preparatory college, I was being steered towards a similar setting for my higher education. My college counsellor and my parents seemed disinclined to discuss city universities as an option. Perhaps because they thought I would feel lost without the support of a close-knit community and a tailored learning environment, and possibly, because they weren’t sure how I would cope with the stresses and unknowns of city life.

While I shared many of their fears, I struggled to find a rural university that felt like a good fit. I enrolled at a reputable university in the New England countryside, and made it only as far as orientation weekend before realising that I had made the wrong decision.

Ultimately, I felt disconnected from the students, many of whom had never ventured out of the state and, being from local areas, had already formed their impenetrable circle of friends.

I could also sense that I was going to feel stuck on campus with limited opportunity to explore – even with the shuttle bus service – the nearest town was miles away, so a change of scenery, albeit beautiful scenery, would not come that often.

So, I began my search again with a fresh approach, and decided to look for universities in London, a destination that had always appealed to me. I knew

SPRING 2014 THE GOOD UNIVERSITIES GUIDE 63

Your world of difference

We’re independent and we’re not-for-profit This means our sole focus is on ensuring that the standard of teaching, the quality of the environment and the student experience are outstanding.

We offer dynamic British and American undergraduate programmes in: › Business and Management › Psychology › Drama, Film and Media › Arts and Social Sciences › Fashion and Design

Visit our beautiful campus in Regent’s Park, London.

Register for one of our undergraduate open days regents.ac.uk/opendays

T 020 7487 7505

E exrel@regents.ac.uk

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MAkINg THe Move

there was much to be gained by stepping out of my comfort zone and opening myself up to new experiences – the good, the bad and the unknown.

Community and accessibility

FeeS

(PeR yeAR)

£9,000

Top to bottom, a warm welcome awaits students at Regent’s Centre, the college offers a quiet environment for learning and leisure activities

I was soon overjoyed as the best of both worlds presented itself to me in the form of Regent’s College, now Regent’s University London, offering the comfort and community of a rural campus with the opportunities, excitement, and accessibility of the big city.

Arguably, Regent’s has one of the most enviable study settings of any institution in the UK. Located right in the centre of Regent’s Park, the main campus is incredibly serene, surrounded by lush greenery, and worlds apart from the fast-paced city.

Regent’s newly acquired second campus couldn’t be in a more fitting location and feels as if it is a natural extension of the university. Just a short stroll from the Park campus, Regent’s School of Fashion and Design provides access to, and all the inspiration of, the upmarket boutiques and independent retailers of Marylebone village.

Atypical of city-centre universities, you won’t find yourself rushing to get to classes across the city or getting lost between one concrete block and the next. What you will find is a quiet escapism for your studies and leisure activities, an oasis you’d never believe was located only minutes away from a bustling metropolis.

For students choosing to live on campus, you don’t have to step foot off the grounds for any of your basic needs.

Tucked neatly into four adjacent redbrick buildings, the Park campus is familiar, comfortable and secure. It has everything close to hand – a refectory, restaurant, student bar, library, study centre, student support services, gymnasium, coffee shops, bookshops, and private tennis courts. There is also a 24-hour reception and security on campus, should students require support at any time.

Support network

images: regent’s university/wikipedia

Of course, students will want to explore what London has to offer. And, conveniently, Regent’s University absorbs some of the best parts of the city integrating them into the student experience. With the social outings organised by student services and the student union, and the field trips arranged by academics, students receive a gradual introduction to the city and are able to settle into their new surroundings safely with a network of support.

The intimate study environment and easy access to London make learning at Regent’s practical and real. London is www.gooduniguide.co.uk

and opportunities you and your child are looking for have led you to narrow down your search to out-of-town postcodes, I would encourage you to reconsider and investigate further into what city universities are able to offer – and if possible, visit at least one or two.

Not all city institutions are created equal, but some are able to provide a wealth of resources, opportunities and experiences you won’t find elsewhere.

If you look closely enough, you never know what hidden gems you may discover in the nooks and crannies of the urban jungle. You may begin to think of the university search as a walk in the park. ■

an international hub for business and culture. What better way to learn about business, drama, history or art than by getting involved at companies, theatres, galleries and museums? Not only do students in the city centre have access to innumerable internships, but academic staff can remain involved in industry more easily, and this feeds back into the classroom by keeping content relevant, gaining students access to industry events, attracting experts to give talks on campus, and amplifying student networking and career opportunities.

International atmosphere

The most enriching aspect of a university such as Regent’s is not necessarily the stunning campus, but the people it attracts from around the world who want to take advantage of the

Go online to: www.regents.ac.uk

❝ What better way to learn about

business, drama, history or art than by getting involved at companies, theatres, galleries and museums? ❞ unparalleled location. Something I did not encounter at any of the other universities I visited was a truly international vibe. Yes, there were students studying who had come from overseas, but my interactions at Regent’s were often with third culture individuals. Many students had lived in various countries and studied at international schools, had parents of different nationalities, spoke a minimum of three foreign languages, and were very open to meeting new people, and sharing and learning from their perspectives.

Though our life experiences may have been entirely different, everyone was open to expanding their horizons and creating new connections. Such an atmosphere fosters your personal and academic development and, importantly, enhances the communication skills and global outlook needed to build a career and compete successfully at the international level. It’s an added bonus that I now have access to a global alumni network, and I am never lonely or unsupported wherever I venture.

Wealth of resources

Of course, there are a number of important factors to consider when choosing a university. Ultimately, to ensure the best student experience, an institution has to be a good fit for the individual. However, if the key benefits

Above, visits to the nearby Tate Modern and Natural History museum enrich the learning experience

spring 2014 the good universities guide 65

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• £2,000 scholarship to all students achieving AAA at A level or specified equivalents • 5th in the UK for student satisfaction (NSS 2013) • Ranked 20th in the UK (Guardian 2014) • Our Canterbury campus has fantastic facilities including a nightclub, cinema and sports centre all set in 300 acres of parkland.

• Our Medway campus has high-tech facilities, a great riverside location and is only 30 miles from London.

To find out more come along to an Open Day www.kent.ac.uk/opendays

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66 THE GOOD UNIVERSITIES GUIDE SPRING 2014

www.gooduniguide.co.uk

maKing the move

the exit door of school life St James Senior Girls’ School, London, prepares its pupils for life beyond school – Kate Bayes, head of sixth form, explains how

A

ll students will have to operate in a very competitive environment once they have left university, so we advise that from Year 11 onwards most school breaks should contain an element of work experience or activity to assist in the development of some of the following important skills: ✱ self-reliance – this can be developed by taking a Duke of Edinburgh or Young Enterprise Award, playing competitive sport or being part of a band or dramatic group. ✱ People skills – such as team-working, communication and leadership are also important; they can be nurtured by having a weekend job, doing voluntary work or by being a member of an orchestra or team. ✱ general employment skills such as

www.gooduniguide.co.uk

Kate Bayes is head of sixth form at St James Senior Girls’ School, London

problem solving, flexibility, taking initiative and computer literacy – these may be developed by running a school event or by being the editor of a school magazine. ✱ a good grounding in science and maths – numeracy skills are particularly important. ✱ a knowledge of current affairs – students are encouraged to read a quality newspaper regularly. ✱ other specific skills that might be relevant to a student’s future career – these could include learning to drive, first aid skills, cookery and web design – the list is almost endless!

deeper understanding

To be a responsible adult, young people need to have developed good character.

Throughout the teenage years and particularly during the first few months

at university our students will inevitably be making decisions and choices alone, without their parents or teachers advising them on the correct course of action.

Their intelligence will need to have been awakened to the real and long-term issues involved when they are pressed to say “yes” or “no” to a particular course of action. This requires a deeper education, which enriches a student’s understanding with wisdom.

Stillness and meditation have always been cornerstones of our school’s approach to education. All pupils have regular periods of quietude, which we believe provide them with an inner strength which allows them to think more clearly, enhancing personal judgement and the ability to make good decisions.

As well as fostering these philosophical SPRING 2014 the good universities guide 67

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makinG the move

Left, pupils from St James Girls’ School are thoroughly prepared for university life

presentational skills, leadership, organisation, time management, team building, interview technique and writing a CV. Students in Years 12 and 13 follow a Survive & Thrive course, which provides information and practical advice on nutrition and how to cook on a budget, financial planning, as well as essential health and medical advice.

All students are fully supported in the university application process and are encouraged to research their options early – there is a strong correlation between the drop-out rate for university and lack of research.

All pupils in Year 12 have the opportunity to work towards the Extended Project Qualification, an independent research project, which is well regarded by universities, as it helps students to develop outstanding abilities in research.

In the sixth form at St James, students start preparing for the next stage of their lives from the moment they step into Year 12.

We aim to cover everything our pupils need to know – we do not simply take them to the exit door of school life, but also guide them through the entry door of university. ■

six gems of wisdom for surviving the first few weeks of university

1

❝ A financial literacy course aims to

ImaGeS: Getty

ensure girls leave school with the skills to take part fully in society ❞

principles, we offer a number of practical initiatives to prepare our girls for life after school. We offer a full careers programme for all pupils from Year Eight and a careers forum is held every two years (for Years Nine-13) which provides information and, equally importantly, inspiration from professionals currently engaged in a wide variety of careers.

Pupils follow a financial literacy course from Year Nine, which aims to ensure that girls leave school with the confidence, www..gooduniguide.co.uk

skills and knowledge to take part fully in society. The course includes information on the role of banks, the importance of budgeting and saving, and the rights and responsibilities of consumers, employers and employees. In Years 12 and 13, students are fully informed on how to apply for student finance.

At the end of Year 10, pupils attend a residential Skills for Life week, which supports the move towards adulthood by providing workshops on social and

Get reading Studying at university will require you to have a more proactive and independent approach.

Do some additional reading around your A-level subjects and the subject you plan to study at university, as well as the books that are on your initial reading list.

Count your pennies Learning to budget is vital.

Start by noting down your monthly expenses and take into account the items that you probably don’t currently pay for, such as washing powder and food. Ask for help to put together a budget with your likely spending and income (student loan, part-time salary etc.).

Learn to cook Ask friends and relatives for basic healthy recipes, try them out

2

3

and note them down.

Wash your own clothes Start washing your own clothes and learn how to iron properly.

Familiarise yourself with your new university town Look at a map to get your bearings and do some research on where the local supermarket, GP’s surgery and bars are located.

Don’t be shy If you are the shy and retiring type, practise meeting new people by joining a club and try to move out of your “comfort zone” occasionally. Also, remember that starting university, an environment where you are likely to not know anyone, is a great opportunity to have a new start and even re-invent yourself!

4

5

6

Go online to: www.stjamesgirls.co.uk

SPRING 2014 the good universities guide 69

“Degrees that make a difference” Founded in 1495, the University of Aberdeen has a student population of over 15,000 and a large international community of students drawn from 120 countries. The University has an excellent reputation for teaching quality and research, and gives students a unique learning experience through a reformed curriculum, modern campus facilities, and a wide range of student support services.

On the King’s College campus in Old Aberdeen, modern facilities sit seamlessly within the history and heritage of Scotland’s third oldest university. Just a stone’s throw from the iconic King’s College Chapel is the striking, sharp cube of the Sir Duncan Rice Library. Its dramatic, twisting interior provides an inspiring study environment with outstanding collections of ancient manuscripts, books and other treasures on show in regular exhibitions.

On the Foresterhill health campus, the Suttie Centre for Teaching and Learning in Healthcare ensures that northeast Scotland is at the forefront of medical teaching and clinical training, while the existing research facilities will be complemented in 2015 by a new building dedicated to world-leading research in nutrition and health.

91% of Aberdeen graduates walk into graduate employment, research posts or further study within six months of graduating, whilst 93% of our graduates enjoy some of the best starting salaries in the UK. In addition to study options tailored to your academic interests, the University offers over 170 different clubs and societies, with something to fit almost everyone’s interests. The University’s Clubs and Societies were recently ranked No1 in Scotland and No 5 in the UK, whilst the nearby the Aberdeen Sports Village provides state of the art indoor and outdoor facilities for a wide range of sports at all levels and abilities. The University even sits right by the newly opened Olympic-standard Aberdeen Aquatic Centre,which recently hosted the 2014 Commonwealth Water Polo Championships.

The University of Aberdeen – Come here, go anywhere

For more information on the University of Aberdeen, visit our website: http://www.abdn.ac.uk/study/

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SPRING THEGOOD GOODUNIVERSITIES UNIVERSITIESGUIDE GUIDE71 71 SPRING2014 2014THE THE GOOD UNIVERSITIES GUIDE 71

culture club Its connections wiith prestigious arts organisations make King’s College London, a unique destination for students, writes professor russell Goulbourne

A

s one of the top 20 universities in the world (2013/14 QS World University rankings), King’s College London has an excellent reputation for its teaching and facilities as well as for innovation and employability.

Fiamma, a recent King’s graduate in European studies comments: “At King’s I was encouraged by my lecturers to think broadly about the issues discussed in class and strengthen my thinking abilities.”

She adds that her decision to study at King’s, “was informed by its international reputation among the country’s top-tier universities and its location at the centre of the political and cultural life of the city.”

London presents students with boundless opportunities to explore their interests inside and outside the classroom and to tackle issues in creative ways so the college’s location in the heart of London makes it an ideal choice for students.

Amy, a classical studies BA student, commented: “I am not just a student but am a part of London and at the centre of the country’s political, economic and cultural life.”

Arts and humanities The School of Arts & Humanities at King’s is one of the country’s most prestigious faculties and specialises in all aspects of human culture and history from languages (French, German, Spanish, Portuguese and Latin American studies) to film studies, from classics to digital humanities. And this year it proudly celebrates its 25th anniversary.

Uniquely positioned on the banks of the river Thames, the Strand Campus is located between Trafalgar Square and St Paul’s Cathedral, surrounded by theatres, galleries, music venues and museums. It has a long tradition of teaching and research partnerships with London’s cultural organisations, including the National Gallery, Shakespeare’s Globe, 72 the good universities guide spring 2014

www.gooduniguide.co.uk

ipsum mAKiNG the mOve

❝ I am not just a student but I am part of

London and at the centre of the country’s political, economic and cultural life ❞ Tate Modern and the British Library, among others.

ImaGeS: kINGS colleGe loNdoN

Working with the cultural and creative sectors Unlike its competitors, King’s has taken its engagement with the arts sector to a new level – forging partnerships that enrich the experience, supporting their academic work, providing unique life experiences and, ultimately, enhancing their employment opportunities.

Rather than studying arts and culture from a distance, students from the School of Arts & Humanities and across the college are given direct experience of the cultural sector through unrivalled internships and learning opportunities with sector experts brokered by the Cultural Institute at King’s.

Whether it’s an internship at the Royal Opera House, the Royal Shakespeare Company, Southbank Centre, the Victoria & Albert Museum or the opportunity to work closely with contemporary theatre makers like Headlong, King’s connects their students with the some of the most inspiring and creative minds across www.gooduniguide.co.uk

academia, arts and culture.

Deborah Bull, director of cultural partnerships at King’s comments: “For students of arts and humanities there’s never been a better time to come to King’s – the university’s partnerships with some of the most prestigious arts organisations in the country promise to create a really unique student experience.”

Two months into her internship at the Royal Opera House, Mimi, a music undergraduate said: “I’ve learnt things I couldn’t even comprehend before I started.”

Erin, an English MA student, who spent four months with innovative theatre company Headlong, says: “Working with Headlong as part of the cultural institute’s intern programme was an invaluable experience for developing my career.”

Fees

(per yeAr)

£9,000

Above from left, the library at the british museum, shakespeare’s Globe and the National theatre Opposite, inspiring buildings on the King’s college london campus

the last word Ana, an ancient history BA student, sums up her thoughts on King’s: “There are many renowned universities in the world but King’s has something that makes it special – a spirit. Its location and history along with the skilled teachers, made me choose to study here.” ■

Go online to: www.kcl.ac.uk/artshums

SPRING 2014 the good universities guide 73

Shaping your future Our courses offer access to a huge range of work experience opportunities with household names such as Microsoft, Nissan, the NHS, Game Republic, Jaguar Land Rover and Johnson & Johnson.

100% of our students gain exposure to the world of work

Some interesting information, and in particular very useful for us to know about internships and opportunities for doing a placement abroad.

ATTENDEE AT A SCHOOL OF SOCIAL AND INTERNATIONAL STUDIES TALK

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mAking tHE movE

Step into student life You’ve been building up to this moment for the past year and now the time has come to make the move. Here are some top tips to help you on your way...

F

or student Jafar Orja, it was the combination of courses, facilities and fellow students that sold him on the University of East Anglia.

“I fell in love with the atmosphere,” he says. And, as David Giles, head of admissions points out, “you should always consider the whole university experience and take into account student satisfaction as an equally important consideration when making your choice.”

Choosing what to study is just the start.

“With more options now than ever before it’s a crucial decision and one which you need to get right. Choosing the right university can have a massive impact on your happiness during your time at university, and ultimately the whole experience you leave with,” he says.

Built on 200 hectares of parkland on the outskirts of Norwich, the University of East Anglia, a top 20 university, consistently scores highly for student satisfaction, backed up by being named number one in the Times Higher Education Student Experience Survey 2013. First-class facilities on site include a £30 million sports complex; 24-hour library, mix of shops and a careers and employability service offering mentoring; internship and advice on student enterprise. Students who love it really love it, positively revelling in its architecture, designed by Sir Denys Lasdun who also created the Royal National Theatre on London’s Southbank.

Fittingly, the arts are a big feature of UEA, from its creative writing courses to its art gallery designed by Lord Norman Foster containing works by Henry Moore, Francis Bacon and Pablo Picasso.

How to make the most of it

But however good the facilities, making the most of student life does require a bit of preparation. “Going to university is a big change in any person’s life,” says David Giles. His advice is to find out what prospective universities have put in place to ensure that support from day one is there to get new students off on the right foot. “At UEA, we have ambassadors on hand to help new arrivals settle in when www.gooduniguide.co.uk

Above, real emphasis is placed on maximising the student experience at the University of East Anglia

they arrive,” he says. He also suggests finding out what activities are on offer.

“Here, our student union arranges a jam-packed first week of activities where you have the opportunity to join as many clubs and societies as you feel like – as long as you also manage to keep up with your studies!”

And while open days are an unbeatable way of getting a feel for the atmosphere, size and facilities, don’t neglect the website, either. A well-designed section for new students, as at UEA, will answer

any questions and help you prepare for your arrival day to make those first few days as simple as possible.

There’s no doubt that even for the savviest of new students, the start of university life can seem daunting. While living in residences is an experience not to be missed – and with 3,500 fully furnished rooms, UEA’s accommodation is some of the best in the country – for many students it will be their first time living away from home. The main thing to do during those first few weeks is to get SPRING 2014 the good universities guide 75

involved in everything and give new things a go at least once. Don’t languish in your room is the bottom line.

Students at campus-based universities effectively get two bites of the cherry, with a feast of on-site activity coupled with a cornucopia of action down the road.

UEA, for example, hosts a huge amount of bands, from the up-and-coming group to established performers, ranging from Alt-J, Haim and Wiley to Ed Sheeran and Coldplay. The University of East Anglia is also close to the blossoming arts city of Norwich, named England’s first UNESCO city of literature in 2012 and nominated as the UK’s City of Culture 2013.

“With museums, art galleries and live music venues on your doorstep, once you get into the swing of things, you will never be short of things to see and do between your studies,” says David Giles. The key to getting the most out of student life, say the experts, is doing the research in advance to make sure that you find out just what’s on offer, from sport to music.

Right, don’t be tempted to overpack and bring things you really don’t need

Taking the long view However wonderful the campus and facilities, and however good the teaching (one of UEA’s senior science bods, chemistry lecturer Dr Simon Lancaster even got an award for his innovative use of technology to engage and challenge his students), your degree will only be as good as the amount of effort you put into it.

Another way of gauging whether a university is the right one for you is to check out not just what student life is like while you are there but what happens after you leave.

UEA’s employment rate, for example, is no accident. All degrees include elements designed to develop transferable skills like teamwork, giving presentations, and problem solving, as well as offering a number of placements and opportunities to gain experience abroad or in industry.

With a busy careers service running events designed to support students in their university life as well as assisting them in finding work after graduation, UEA is an excellent example of a university that takes the long view. No wonder students rate their experiences so highly. ■ Go online to: www.uea.ac.uk

Top tips for starting uni...

The University of Kent shares some of its top tips for new students including what to bring and what to leave behind Before you arrive

Accommodation

You may have to complete some essential administrative steps before you arrive, so make sure you understand how your university’s enrolment and registration process works. Your university will send you details of what you need to do. At Kent, our new students complete an online process and we email them a link to our Getting Started at Kent booklet, which guides them through each step of the way.

If you’re planning to move away from home you’ll need to apply for university accommodation, if you haven’t already done so. Your university should have sent you information about the types of accommodation available and the application process, including any relevant deadlines.

If you will be living in university accommodation, your rent will probably

76 the good universities guide spring 2014

www.gooduniguide.co.uk

MAKING THE MOVE

❝ You’ll need your own TV Licence if you’re watching or recording

television programmes – your student TV Licence won’t cover you ❞ include contents insurance to cover your personal belongings for fire, floods or theft. Make sure you check this is definitely the case and that the amount is high enough to cover the value of your belongings and that it covers high-value items such as laptops and smart phones.

If not, you can arrange additional cover or, if you are going to be living in alternative accommodation, you should arrange your own insurance.

students make the most of all the facilities and our Students’ Union organise some fantastic activities and events including the Freshers’ Ball. We also have a great team of Welcome Helpers who are on hand to assist you move in and answer any questions.

Most universities have their own online communities. Once the exam results are out and places are confirmed, Kent’s Facebook pages are full of new first years chatting about their accommodation and what course they’ll be doing.

TV Licence You’ll need your own TV Licence if you’re watching or recording television programmes as they’re being shown on TV – your student accommodation TV Licence won’t cover you. This applies whatever device you’re watching on – a TV, laptop, tablet, mobile phone or games console, and however you’re receiving the programmes – via an aerial, satellite, cable or streaming through the internet.

If you only ever watch catch-up TV services such as iPlayer, 4oD and ITV Player, or only watch Blu-rays, DVDs or downloaded videos, you don’t need a TV Licence.

Settling in Starting university, even if you’re local and know the area, is a big transition and it’s perfectly normal to feel a bit apprehensive. Universities carefully plan the first few weeks to help new students feel immediately part of their new community. There’s usually a Welcome Week (often known as Freshers’ Week), which is a great opportunity to meet new students. At Kent, we have academic inductions, orientation events to help

Above, get out and about to meet new people and broaden your horizons

Get involved!

Find societies and clubs that interest you.

Be passionate about what you are studying and do as much as you can to make your time at university the most enjoyable of your life,” says Claire Beaumont, second-year German student at the University of Kent ■ Go online to: www.kent.ac.uk

Immunisations Starting university with thousands of others can bring on the dreaded “Freshers’ Flu” and, in rare cases, more serious illnesses. Ensure you are fully immunised and talk to your doctor about the vaccinations available. At Kent, we advise all new students to be immunised against Measles, Mumps and Rubella (MMR) and Meningococcal Group C before they arrive. Some universities, like Kent, have their own Medical Centre and Pharmacy on campus but you should also ensure that you have plenty of supplies of any medications you need. If your university doesn’t have these facilities, they will advise you of local GP services and where you can register. Don’t forget to also register with a dentist.

IMAGES: CORBIS/GETTY

International students If you are an international student, then check you have the appropriate visa required for you to study in the UK. If you intend to work as you study, be aware that this will affect the type of visa you require. You may also need to bring specific documentation with you for when you arrive in the UK. The key here is to be well prepared! www.gooduniguide.co.uk

PACKING CHECKLIST What to pack

And don’t forget…

✱ Alarm clock ✱ Blu-tac and pins ✱ Clothes airer ✱ Coat hangers ✱ Computer/laptop ✱ Duvet/pillows/sheets ✱ Extension lead (there are never enough plugs) ✱ Laundry bag ✱ Posters/ photos of friends and family ✱ Towels ✱ Bin bags ✱ Scissors ✱ Kitchen essentials ✱ Kettle ✱ Tea, coffee and biscuits (essential on moving-in day!) ✱ Mugs and glasses ✱ Plates, cutlery, couple of saucepans ✱ Tin/bottle opener

✱ Camera ✱ ID – Driving Licence or passport ✱ Memory sticks/blank CDs ✱ Passport photos ✱ Qualification certificates ✱ Rail card/coach card ✱ School uniform – for the School Disco and fancy dress! ✱ Something smart for the Freshers’ ball

What not to bring ✱ Don’t be tempted to bring unnecessary IT equipment like printers or scanners. Your university will have excellent facilities and will send you lots of information about these. At Kent, we have induction sessions for Library and IT services during Welcome Week and a one-stopshop IT and library website

✱ Storage space especially in university accommodation, will be limited – do you really need that rice cooker? Many universities will also have rules against equipment such as mini-fridges in rooms so check with the student accommodation office before you bring anything. ✱ Pets: most universities will have a no-pet rule but even if they don’t, pets and student life are pretty incompatible. ✱ Candles/fireworks: both are serious fire hazards. ✱ Anything illegal/dangerous: it’s common sense, but don’t bring anything like drugs or weapons.

SPRING 2014 THE GOOD UNIVERSITIES GUIDE 77

thE PowER of

thREE

An inspiring school life and undergraduate education at St Paul’s and Oxbridge led to high-flying careers for triplet Charlotte Avery and her two sisters

Charlotte Avery is headmistress of St Mary’s School Cambridge, a part boarding and day school for girls from four–18

A childhood destiny

There is a saying that children either compete, conflict or concede with their parents and to an extent this was played out in our respective destinies. Vicky, being the eldest, had staked her claim early on to a career in art history, like our dad – who had only ever attempted to give us one piece of careers advice, which was 78 the good universities guide spring 2014

to not follow him into art history (since the pay was so bad and the options rather limited, so his theory was that as girls of the same age we might well end up competing for the same job).

Vicky ended up, in effect, competing with him: his niche being Florentine Renaissance sculpture and Vicky’s becoming Venetian baroque sculpture – not a lot of manoeuvre room there: so “Avery Senior” and “Avery Junior” would often find themselves addressing the same audiences at academic conferences, which our American friends used to think was “real neat”! Vicky’s Cambridge PhD specialism was cannily a Venetian sculptor, Alessandro Vittoria, which justified her spending much time during the PhD and about a decade afterwards in Venice, in the State Archive, drinking lots of Prosecco with a wonderfully eclectic mix of international post-docs.

Languages and the Courtauld

Susie, being “the baby” (by all of 12 minutes) listened – temporarily – to our dad and let Vicky become the art historian but cleverly read the two languages which are needed for art history: Italian, because all the best art is Italian, and German, because all the best art history is written by Germans! Then, in an act of rebellion, post Cambridge, she undertook an MA at the Courtauld, ahead of cunningly securing a private scholarship to return to Cambridge, this time to Emmanuel, to study 19th century colour printing techniques and the colourful life of Henry Cole, first Director of the National Gallery.

A PGCE and the River Cam

And so to me! I suppose that I conflicted with my pa – sort of – bearing in mind that he and his father before him had been Johnians and all other family members and consequently family friends

who had been to Oxbridge had all been to Cambridge, I decided to push out my elbows since Oxford appealed as much for the temptation of a two E grade offer in return for churning out three English essays as for its gleaming spires.

This combination appeared too good a deal to pass up! I also decided to imbibe my art history by osmosis (most families talk about politics around the supper table, it was always art, and art alone, at ours) and take up the noble profession of school teaching, thereby following my mother’s family in the art of school mastery. So, I undertook a PGCE at Cambridge for the sheer fun of seeing how “the other half” did things. Having enjoyed rowing on the Thames at SPGS and the Isis at Oxford, I enjoyed the Cam in yet another ladies’ VIII.

And so to school

Speeding along the years, with an MA in education management and the NPQH to my name, I have worked my way through a series of state and independent schools including South Hampstead High School and Highgate in a variety of positions including head of English & drama, head of sixth form and deputy head. I am now in my seventh year as a headmistress.

Susanna spent her career loyally at the National Gallery! Currently she is research curator in the History of Collecting. She is editor of The Travel Notebooks of Sir Charles Eastlake and co-author of Art for the Nation: The Eastlakes and the Victorian Art World (both 2011). She has also written numerous articles on the history of taste and the Victorian art world.

Not to be outdone, Vicky was recently awarded the Premio Salimbeni for her book, Vulcan’s Forge in Venus’ City: The Story of Bronze in Renaissance Venice, published by OUP in 2011. Indeed, after her “Student Days’ in Venice”, she www.gooduniguide.co.uk

images: victoria & albert museum/wikipedia

w

e attended St Paul’s Girls’ School in London in the 1980s under the auspices of the late Dame Heather Brigstocke from 1981-1988. Being triplets we were, unsurprisingly, very similar academically both in terms of our proclivities (words) and weaknesses (numbers) as well as our exam results.

With regards to our A levels, we all took history: Victoria and Susanna studied Italian and German and I took English literature. We managed to feature in the Daily Telegraph under an article that was headlined something along the lines of Triplets Attain Oxbridge Success, which went down a storm with our parents’ friends. The article which appeared around about the same time in Tatler magazine, however, gained slightly more street cred with our school chums!

The breadth of imaginative and creative vision and superb teaching with which we had been blessed at St Paul’s Girls’ School continued at Oxbridge. I read English at St Anne’s; Vicky tolerated her archaeology & anthropology Part One by playing football – and every other team ball sport available to her for St John’s – before reading her beloved art history, which, at the time, was only available as a Part Two. Susie, down the road at Peterhouse, read modern languages and ditched German at almost the first opportunity to concentrate on Italian, the language she took up ab initio (which means in the beginning) on arrival in Cambridge.

LIFE SKILLS

decided to try out the teaching lark (whether or not influenced by me I don’t know) and she taught history of art for five years at Warwick University as an associate professor – and indeed taught at least two of the girls who had been in one of my A level classes! Three years ago she became keeper of the Applied Arts department at The Fitzwilliam Museum in Cambridge.

Back to the start....

Susie and I have the theory that Vicky was missing us and our joint lives in Cambridge and wanted to join in the fun!

She is a brilliant aunt to her three nephews: Susie has two boys aged 12 and 10 and I adopted a little boy a couple of years ago who is now aged eight. We all remain very close and see each other frequently. We were highly amused and greatly honoured to be invited back to St Paul’s, where it all started of course, to give a joint lecture in honour of the school’s 110th anniversary in January.

So, just be warned as to where an inspiring schooling and higher education can take you! ■

www.gooduniguide.co.uk

Above, triplets Victoria, Charlotte and Susanna at the 110th anniversary celebration of St Paul’s Girls’ School, London

SPRING 2014 THE GOOD UNIVERSITIES GUIDE 79

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The Good Universities Guide This map illustrates the location of some of the universities advertising in our guide.

Turn over for a full directory of universities and higher education colleges.

1

University of Aberdeen – Scotland

2

Anglia Ruskin University – Essex

3

Anglo European College of Chiropractic – Bournemouth

4

Arts University Bournemouth – Bournemouth

5

Bradford College – Bradford

6

University of Bradford – Bradford

7

British College of Osteopathic Medicine – London

8

British Institute Of Technology & E-Commerce – London

9

Colchester Institute – Colchester

1

10 Conde Nast College – London 11 University of East Anglia – Norwich 12 University of Essex – Colchester 13 Falmouth University – Falmouth 14 University of Hertfordshire – Hatfield 15 University of Kent – Canterbury 16 King’s College London – London 17 Leeds College of Music – Leeds 18 University of Liverpool – Liverpool

5

19 London Artscom – London 18

20 New College of the Humanities – London

17 6

26

21 Norwich University of the Arts – Norwich 22 Oxford Media & Business School – Oxford

21 11

23 Plymouth College of Art – Plymouth 24 Ravensbourne – London

2

22

29

25 Regent’s College – London

28

26 University of Salford – Salford

14

27 School of Oriental and African Studies – London

30

25 19 7 2724 8 20 16 32 10

28 University Campus Suffolk – Ipswich 29 Stratford Upon Avon College – Warwickshire

12 9

15

31

30 Swansea University – Swansea 3 4

31 University of Winchester – Winchester 32 University of Westminster – London

23 13

www.gooduniguide.co.uk

SPRING 2014 THE GOOD UNIVERSITIES GUIDE 81

DIRECTORY

London

Greater London 360 GSP College

Wembley, HA9 6DE www.360gsp.com 0208 672 4151

Higher education college

5E College of London

British School of Osteopathy

EC London

www.bso.ac.uk 020 7407 0222

www.ecenglish.com 020 7242 3787

London, SE1 1JE

Higher education college

www.central-college.org.uk 020 7729 9755

Higher education college

Higher education college

www.scienceofacting.com 020 7272 0027 Higher education college

London, SE5 8UF University

CECOS London College London, N1 2YT www.cecos.co.uk 020 7359 3316

Higher education college

Active Learning

Royal Central School Of Speech & Drama

www.active-learning.co.uk 020 7370 4755

www.cssd.ac.uk 020 7722 8183

London, SW5 9RD

Higher education college

Alchemea College of Audio Engineering London, N1 8QG

www.alchemea.com 020 7359 3986 Higher education college

American Intercontinental University London, W1U 4RY

www.aiulondon.ac.uk 020 7467 5600 University

Birkbeck, University of London London, WC1E 7HX www.bbk.ac.uk 020 7631 6000 University

Blake Hall College

London, SE16 2XU

www.heythrop.ac.uk 020 7795 6600

020 7514 2350

London, N19 4AG

www.camberwell.arts.ac.uk 020 7514 6302

London, N19 4AJ

Higher education college

eCollege London

London, N17 8JL

Academy of the Science of Acting and Directing

Heythrop College (University of London)

Byam Shaw School of Art

Camberwell College of Arts

www.5ecollege.net 0208 885 9446

London, NW1 1AD

London, E3 4PB

Higher education college

EF International Language Schools London, SE1 8SS

08707 200708

City University London London, EC1V 0HB www.city.ac.uk 020 7040 5060 University

The College of Teachers London, WC1H 0AL

www.els-london.com 020 7976 1066

Higher education college

London, SW4 0JY

Higher education college

EThames Graduate School London, E14 9SG etgs.org.uk 020 7531 7320

Higher education college

European College for Higher Education London, N15 4EY www.eche.co.uk 0208 800 1200

Higher education college

Higher education college

Frances King School of English

Condé Nast College

www.francesking.co.uk 020 7870 6533

www.collegeofteachers.ac.uk 020 7911 5536

London, W1D 4DR

www.condenastcollege.co.uk 020 71 52 34 35 Higher education college • See Advertisement

www.hult.edu 020 7636 5667

Higher education college

Imperial College London University

London, WC2H 0QX

Higher education college

University

London, WC1B 4JP

ELS Language Centres

www.elt-online.co.uk 020 7622 7254

www.chelsea.arts.ac.uk 020 7514 7751

HULT International Business School

London, SW7 2AZ

London, NW3 3HY

London, SW1P 4JU

University

Higher education college

English Language Training

Chelsea College of Art and Design

London, W8 5HN

London, SW7 4SS

Higher education college

Goldsmiths College (University of London)

www3.imperial.ac.uk 020 7589 5111

Institute of Education, London London, WC1H 0AL www.ioe.ac.uk 020 7612 6000

Higher education college

Institute of Historical Research London, WC1E 7HU www.history.ac.uk 020 7862 8740 University

UCL Institute of Neurology London, WC1N 3BG www.ion.ucl.ac.uk 020 3456 7890 University

International House London, WC2B 5LQ www.ihlondon.com 020 7611 2400

Higher education college

Islamic College

London, NW10 2SW

www.islamic-college.ac.uk 020 8451 9993 Higher education college

London, SE14 6NW

Kaplan Holborn College

London, WC1H 9JJ

University

www.holborncollege.ac.uk 020 3411 3968

London, NW3 5HR

Higher education college

Greenwich School of Management

Higher education college • See Advertisement

London, WC2R 0RN

www.blakehallcollege.com 0207 252 2033 Higher education college

British College of Osteopathic Medicine www.bcom.ac.uk 020 7435 7830

British Institute of Technology and E-commerce London, E7 9HZ www.bite.ac.uk 020 8552 3071

Higher education college • See Advertisement

Conservatoire for Dance and Drama www.cdd.ac.uk 020 7387 5101

The Courtauld Institute of Art www.courtauld.ac.uk 020 7872 0220 University

www.goldsmiths.ac.uk 020 7919 7171

Kensington College of Business

Higher education college

www.kensingtoncoll.ac.uk 020 7404 6330

www.greenwich-college.ac.uk 0208 516 7800

Discovery Summer www.discoverysummer.co.uk 020 7937 1199

www.gsmd.ac.uk 020 7628 2571

Higher education college

82 THE GOOD UNIVERSITIES GUIDE SPRING 2014

Higher education college

London, SE10 8RD

Guildhall School of Music & Drama

London, W8 5EA

London, SE1 1HR

London, EC2Y 8DT

Higher education college

London, WC2B 4AU

Higher education college

King’s College London London, WC2R 2LS www.kcl.ac.uk 020 7836 5454

University • See Advertisement

www.gooduniguide.co.uk

DIRECTORY Language Link School of English

London South Bank University

www.languagelink.co.uk 020 7225 1065

www.lsbu.ac.uk 0207 928 8989

London, SW7 3EU

London, SE1 0AA

Regent’s Business School

School of Oriental And African Studies University of London

London, NW1 4NS

www.rbslondon.ac.uk 020 7477 2990

London, WC1H 0XG

Higher education college

University

Higher education college • See Advertisement

Language Studies International

London Studio Centre

University of Roehampton

www.london-studio-centre.co.uk 020 7837 7741

www.roehampton.ac.uk 020 8392 3000

London, WC1E 7AH www.lsi.edu 020 7467 6500

Higher education college

Leicester Square School of English

London, N12 0GA

Higher education college

Malvern House

London, WC1A 2RA

www.malvernhouse.com 020 7520 0470

www.soaslanguagecentre.com 020 7898 4888

London, SW15 5PU

Higher education college • See Advertisement

School of Pharmacy University of London London, WC1N 1AX

University

www.pharmacy.ac.uk 020 7753 5800

Royal Academy Of Dramatic Art

Higher education college

London, WC2H 7LE

Higher education college

London, WC1E 6ED

Higher education college

Maritime Greenwich College London, SE8 3NU

Higher education college

School of Slavonic & East European Studies University College London

Higher education college

Royal Academy of Music

www.ssees.ucl.ac.uk 020 7679 8700

Middlesex University

www.ram.ac.uk 0207 873 7373

www.lsse.ac.uk 020 7839 7772

London Business School London, NW1 4SA www.london.edu 020 7000 7000 University

London College of Communications London, SE1 6SB

www.lcc.arts.ac.uk 020 7514 6500 Higher education college

London College of Fashion

020 8305 8508

London, N14 4YZ www.mdx.ac.uk 020 8411 5000 University

Milner School of English London, SW19 1RY

www.milnerschool.co.uk 020 8545 0300 Higher education college

London, W1G 0BJ

New College of the Humanities

Higher education college

www.nchum.org 020 7291 1385

www.fashion.arts.ac.uk 020 7514 7400

London, WC1B 3HH

London Contemporary Dance School

Higher education college • See Advertisement

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London, W1D 1AU

London, WC1H 9PY

Oxford House College

Higher education college

www.oxfordhousecollege.co.uk 020 7580 9785

London Institute of Technology

Higher education college

www.litr.ac.uk 020 8863 1555

London, E1 4NS

Harrow, HA3 5TE

Higher education college

Queen Mary University of London www.qmul.ac.uk 020 7975 5555

www.rada.org 020 7636 7076

London, WC1E 6BT

London, NW1 5HT

Higher education college

Higher education college

School of Technology and Management

Royal College of Art

020 7378 9061

www.rca.ac.uk 020 7590 4444

Slade School of Fine Art

London, SE1 6TE

Higher education college

London, SW7 2EU

London, WC1E 6BT

Higher education college

www.ucl.ac.uk/slade 020 7679 2313

Royal College of Music

Higher education college

London, SW7 2BS www.rcm.ac.uk 020 7591 4300 University

South East London College of English

Royal College of Nursing

www.sels.co.uk 020 8944 8393

London, WC2E 9SX

London, W1G 0RN

Higher education college

www.rcn.org.uk 020 7409 3333

Higher education college

020 7525 5005

www.rcslt.org 020 7378 1200

Higher education college

St George’s University of London www.sgul.ac.uk 020 8672 9944

London, SE1 1NX

University

www.meridiancollege.co.uk 020 7317 9028

Quest Professional

London, SW1W 0BD

www.rcseng.ac.uk 020 7405 3474

London Metropolitan University London, N7 8DB

www.londonmet.ac.uk 020 7133 4200 University

London School of Hygiene & Tropical Medicine London, WC1E 7HT www.lshtm.ac.uk 020 7636 8636

Higher education college

www.gooduniguide.co.uk

www.questcollege.co.uk 020 7233 5957 Higher education college

Ravensbourne

London, SE10 0EW

www.ravensbourne.ac.uk 020 3040 3500 Higher education college • See Advertisement

Higher education college

London, SW17 0RE

London Meridian College Higher education college

London, SE15 6AA

Royal College of Speech & Language Therapists

Royal College of Surgeons

London, N19 5SS

Southwark City Learning Centre

London, WC2A 3PE

University

St Giles International London, WC1B 5JX

Higher education college

www.stgiles-international.com 020 7837 0404

Royal Veterinary College University of London

Higher education college

London, NW1 0TU

Stratford College London

www.rvc.ac.uk 020 7468 5000

London, N1 2PB

www.sclondon.co.uk 020 7704 8497

Higher education college

Higher education college

Regent London

School of Advanced Study University of London

www.regent.org.uk 020 7872 6620

www.sas.ac.uk 020 7862 8736

www.burlingtonschool.co.uk 020 7736 9621

London, WC2N 6DF Higher education college

London, WC1E 7HU

Higher education college

Burlington School London, SW6 5AA

Higher education college

SPRING 2014 THE GOOD UNIVERSITIES GUIDE 83

DIRECTORY The City College

University of East London

www.citycollege.ac.uk 020 7253 1133

www.uel.ac.uk 020 8223 3333

London, N1 6AH

Higher education college

The City Law School London, WC1R 5DX www.city.ac.uk 020 7404 5787 University

The Institute

London, E16 2RD University

University of Greenwich London, SE10 9LS www2.gre.ac.uk 020 8331 8000 University

London, N2 0SQ

University of Notre Dame

Higher education college

www.nd.edu 020 7484 7800

www.hgsi.ac.uk 0208 829 4229

The Institute of Cancer Research University of London London, SW7 3RP www.icr.ac.uk 020 7352 8133 University

London College of Communication London, SE1 6SB

www.lcc.arts.ac.uk 020 7514 6500

Higher education college

The London School of Economics and Political Science London, WC2A 2AE www.lse.ac.uk 020 7405 7686 University

UCL Institute of Child Health

London, WC1N 1EH

London, SW1Y 4HG

London, N1 4AA

www.arts.ac.uk/csm 020 7514 7444

Higher education college • See Advertisement

Sussex Downs College Newhaven Campus Newhaven, BN9 9BN

www.park-college.ac.uk 01273 511400 Higher education college

Sussex Downs College Park Campus Eastbourne, BN21 2UN

www.sussexdowns.ac.uk 01323 637111 Higher education college

University of Brighton

University

www.bton.ac.uk 01273 600900

www.henley.reading.ac.uk 0118 378 5044

Brighton, BN2 4AT University

University

www.sussex.ac.uk 01273 606755

University of West London

Buckinghamshire

London, W5 5RF www.uwl.ac.uk 020 8579 5000 University

University of Westminster London, W1B 2UW www.wmin.ac.uk 020 7911 5000

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London, EC1R 4RP

Higher education college

London, SW1W 8JH

bucks.ac.uk 01494 601 636

Southampton, SO14 1LL

High Wycombe, HP11 2JZ University

The Open University

Milton Keynes, MK7 6AA www.open.ac.uk 01908 274066 University

University of Buckingham

London, SW19 3QA

Higher education college

Institute of Continuing Education www.ice.cam.ac.uk 01223 746222

East Sussex

Brighton School of Business and Management Brighton, BN1 9SB

www.brightonsbm.com 01273 704463 Higher education college

www.wimbledon-school.ac.uk 020 8947 1921

www.ccb.ac.uk 01273 667788

84 THE GOOD UNIVERSITIES GUIDE SPRING 2014

LSI Portsmouth (Language Specialists International) Portsmouth, PO1 2AH

www.lsi-portsmouth.co.uk 0239 2291811

Southampton Solent University

City College Brighton and Hove

Higher education college

Higher education college

University

Wimbledon School of English London, SW19 4JZ

www.lewis-school.co.uk 023 8022 8203

Higher education college

www.buckingham.ac.uk 01280 814080

Higher education college

Higher education College

Lewis School of English

Buckingham, MK18 1EG

Waltham Forest College www.waltham.ac.uk 020 8501 8000

University

Hampshire

Cambridge, CB23 8AQ

London, E17 4JB

Brighton, BN1 9RH

Bucks New University

Higher education college

University

University

Higher education college

University

www.wimbledon.arts.ac.uk 020 7514 9641

www.cumbria.ac.uk 0207 364 6334

www.regent.org.uk 01273 731684

Reading,RG6 6UD

www.arts.ac.uk 020 7514 6000

Wimbledon College of Art

London, E3 4TA

Berkshire

Hove, BN3 3EW

University of Sussex

London, WC1E 6BT

University of Cumbria (English Street Campus)

Higher education college

www.reading.ac.uk 0118 987 5123

www.victoriaschool.com 020 7730 1333

www.ucl.ac.uk 020 7679 2000

www.smuc.ac.uk 0208 240 4000

Regent Brighton

Reading, RG6 6AH

London, WC1V 7EY

Higher education college

University College London

Twickenham, TW1 4SX

University of the Arts London

Victoria School of English

University

St Mary’s University

University of Reading

London, SE10 9JF

www.eastman.ucl.ac.uk 020 3456 7899

University

Henley Business School University of Reading

www.theurdangacademy.com 020 7713 7710

London, WC1X 8LD

www.brunel.ac.uk 01895 274000

University of the Arts Central Saint Martins

University

Eastman Dental Institute University College London

Uxbridge, UB8 3PH

South East

Urdang Academy

www.trinitylaban.ac.uk 020 8305 4444

Brunel University

University

www.ich.ucl.ac.uk 020 7242 9789

Trinity Laban Conservatoire of Music and Dance

Middlesex

Brighton, BN1 4FA

Higher education college

Southampton, SO14 0YN www.solent.ac.uk 02380 319000 University

University of Portsmouth Portsmouth, PO1 2UP www.port.ac.uk 023 9284 8484 University

University of Southampton Southampton, SO17 1BJ www.soton.ac.uk 02380 595000 University

University of Winchester Winchester, SO22 4NR www.winchester.ac.uk 01962 841515 University • See Advertisement

www.gooduniguide.co.uk

DIRECTORY Wessex Institute

Balliol College Oxford

Kellogg College Oxford Oxford, OX2 6PN

Oxford Centre for Mission Studies

www.wessex.ac.uk 0238 029 3223

www.balliol.ox.ac.uk 01865 277777

www.kellogg.ox.ac.uk 01865 612000

University

University

www.ocms.ac.uk 01865 556 071

Winchester School of English

Blackfriars College Oxford

Lady Margaret Hall Oxford

www.winchester-english.co.uk 01962 851844

www.bfriars.ox.ac.uk 01865 278400

www.lmh.ox.ac.uk 01865 274300

Southampton, SO40 7AA Higher education college

Winchester, SO23 7DX Higher education college

Kent

Canterbury Christ Church University

Canterbury, CT1 1QU www.canterbury.ac.uk 01227 767700 University

Cicero Languages International

Tunbridge Wells, TN1 2ET

Oxford, OX1 3BJ

Oxford, OX1 3LY University

www.bnc.ox.ac.uk 01865 277830

www.linacre.ox.ac.uk 01865 271650

Kent Institute of Art and Design

Maidstone, ME16 8AG www.kiad.ac.uk 01622 757286

Higher education college

Rose Bruford College of Theatre & Performance Sidcup, DA15 9DF www.bruford.ac.uk 020 8308 2600

Higher education college

University for the Creative Arts

Canterbury, CT1 3AN www.ucreative.ac.uk 01227 817302 University

University of Kent Tonbridge, TN9 1TG www.kent.ac.uk 01732 352316

University • See Advertisement

Oxfordshire

Lincoln College Oxford

www.ox.ac.uk 01865 270000

www.campion.ox.ac.uk 01865 286100

www.linc.ox.ac.uk 01865 279800

Oxford, OX1 1QS University

Oxford, OX1 1DP University

Corpus Christi College Oxford Oxford, OX1 4JF

www.ccc.ox.ac.uk 01865 276700 University

Pembroke College Oxford

Magdalen College Oxford

www.pmb.ox.ac.uk 01865 276444

Oxford, OX1 4AU

www.magd.ox.ac.uk 01865 276000

Green Templeton College Oxford Oxford, OX2 6HG www.gtc.ox.ac.uk 01865 274770 University

Harris Manchester College Oxford Oxford, OX1 3TD www.hmc.ox.ac.uk 01865 271006 University

Hertford College Oxford, OX1 3BW

www.hertford.ox.ac.uk 01865 279400 University

Jesus College Oxford

www.all-souls.ox.ac.uk 01865 279379

www.jesus.ox.ac.uk 01865 279700

Oxford, OX1 3DW

www.regent.org.uk 01865 515 566

Oxford, OX1 3TF

www.mansfield.ox.ac.uk 01865 270999

Higher education college

Regent’s Park College Oxford

University

Oxford, OX1 2LB

Oxford, OX1 4JD

www.rpc.ox.ac.uk 01865 288120 University

University

Oxford, OX1 3BN

School of Education (Oxford Brookes University)

University

www.brookes.ac.uk 01865 488600

New College Oxford

Oxford, OX2 9AT

www.new.ox.ac.uk 01865 279555

Higher education college

Nuffield College Oxford Oxford, OX1 1NF

Somerville College

University

www.some.ox.ac.uk 01865 270600

Oxford, OX2 6HD

www.nuffield.ox.ac.uk 01865 278500

University

Oriel College Oxford Oxford, OX1 4EW

St Anne’s College Oxford

University

www.st-annes.ox.ac.uk 01865 274800

Oxford, OX2 6HS

www.oriel.ox.ac.uk 01865 276555

Oxford Brookes University

St Antony’s College Oxford

University

www.sant.ox.ac.uk 01865 284700

Oxford, OX2 6JF

www.brookes.ac.uk 01865 741111

University

Aspect College Oxford

Keble College Oxford

Oxford Brookes University School of Law

www.studystay.com 020 8727 3550

www.keble.ox.ac.uk 01865 272727

www.law.brookes.ac.uk 01865 488750

Higher education college

www.gooduniguide.co.uk

Oxford, OX1 3PG University

University

Oxford, OX3 0BP

University

Oxford, OX2 6JU

University

Oxford, OX2 6JT

Mansfield College Oxford

www.exeter.ox.ac.uk 01865 279600

Oxford, OX1 1DW

Regent English Language Training Oxford

University

www.merton.ox.ac.uk 01865 276310

University

University

University

Merton College Oxford

Oxford, OX1 3DP

Oxford, OX1 2JD

Oxford, OX1 3DR

Exeter College Oxford

All Souls College Oxford Oxford, OX1 4AL

Higher education college • See Advertisement

Oxford, OX1 3JA

Campion Hall Oxford

www.chch.ox.ac.uk 01865 276150

Higher education college

www.oxfordbusiness.co.uk 01865 240963

University of Oxford

Higher education college

www.eso.ac.uk 01622 671558

Oxford Media & Business School

University

University

Christ Church College Oxford

Maidstone, ME14 3DZ

Higher education college

Oxford, OX1 1RR

University

Linacre College Oxford

www.cicero.co.uk 01892 547077

European School of Osteopathy

Oxford, OX2 6QA

Brasenose College Oxford Oxford, OX1 4AJ

Oxford, OX2 6HR

Oxford, OX3 0BP

Higher education college

University

St Benet’s Hall Oxford Oxford, OX1 3LN

www.st-benets.ox.ac.uk 01865 280556 University

SPRING 2014 THE GOOD UNIVERSITIES GUIDE 85

DIRECTORY St Catherine’s College Oxford

Wolfson College Oxford

University of Surrey

Cornwall College

www.stcatz.ox.ac.uk 01865 271700

www.wolfson.ox.ac.uk 01865 274100

www.surrey.ac.uk 01483 300800

www.cornwall.ac.uk 01326 310310

Oxford, OX1 3UJ University

St Edmund Hall Oxford Oxford, OX1 4AR www.seh.ox.ac.uk 01865 279000 University

St Hilda’s College Oxford Oxford, OX4 1DY

www.sthildas.ox.ac.uk 01865 276884 University

St Hugh’s College Oxford Oxford, OX2 6LE

www.st-hughs.ox.ac.uk 01865 274900 University

Oxford, OX2 6UD University

Worcester College Oxford Oxford, OX1 2HB

www.worc.ox.ac.uk 01865 278300

Guildford, GU2 7XH University

West Sussex

Cornwall College

Higher education college

Redruth, TR15 3RD

Chichester College of Art

www.cornwall.ac.uk 01209 616161

Higher education college

www.wycliffe.ox.ac.uk 01865 274200 University

Chichester, PO19 1SB www.chichester.ac.uk 01243 786321

Carshalton College

Higher education college

Carshalton, SM5 2EJ

www.carshalton.ac.uk 020 8544 4444

Crawley College

Crawley, RH10 1NR

www.cornwall.ac.uk 01752 850250

Higher education college

www.crawley-college.ac.uk 01293 442200

Haywards Heath, RH16 1LT

University

St Stephen’s House Oxford Oxford, OX4 1JX

www.ssho.ox.ac.uk 01865 247874 University

Oxford Princeton Programme Oxford, OX1 1ST

www.oxfordprinceton.com 01865 250521 Higher education college

The Queen’s College Oxford Oxford, OX1 4AW

www.queens.ox.ac.uk 01865 279120 University

Trinity College Oxford Oxford, OX1 3BH

www.trinity.ox.ac.uk 01865 279900 University

University College Oxford Oxford, OX1 4BH www.univ.ox.ac.uk 01865 276602 University

Redhill, RH1 2JX

Haywards Heath College

Higher education college

www.hhc.ac.uk 01444 456281

Guildford College

Higher education college

www.guildford.ac.uk 01483 448585

Horsham, RH12 2EJ

Guildford, GU1 1EZ

The College of Richard Collyer

Higher education college

www.collyers.ac.uk 01403 210822

Kingston University

Higher education college

www.kingston.ac.uk 020 8417 9000

Chichester, PO19 6PE

Kingston Upon Thames, KT1 1LQ

University of Chichester

University

www.chi.ac.uk 01243 816000

Nescot College

Epsom, KT17 3DS Higher education college

South West

Phoenix College Morden

Guernsey College

Morden, SM4 5SE 020 8648 4993

Higher education college

Royal Holloway University of London Egham, TW20 0EX www.rhul.ac.uk 01784 434455 University

Channel Islands

www.wadham.ox.ac.uk 01865 277900

www.law.ac.uk 01483 460 200 University

86 THE GOOD UNIVERSITIES GUIDE SPRING 2014

St. Austell, PL25 4DJ www.cornwall.ac.uk 01726 226626

Higher education college

Cornwall College Trevenson Redruth, TR15 3RD www.cornwall.ac.uk 01209 611611

Higher education college

Duchy College Roseware Camborne, TR14 0AB www.duchy.ac.uk 01209 722100

Higher education college

Falmouth College of the Arts Falmouth, TR11 4RH www.falmouth.ac.uk 01326 211077

Higher education college

www.cornwall.ac.uk 01752 850250

Saltash, PL12 4AE

Guernsey College of Further Education

Higher education college

01481 737500

www.st-austell.ac.uk 01726 226626

Guernsey GY1 2TT

Higher education college

Higher education college

Guildford, GU3 1HA

Cornwall College St Austell Campus

Higher education college

www.richmond.ac.uk 0208 332 9000 University

Higher education college

Cornwall College Saltash

www.cfe.edu.gg 01481 737500

Highlands College

Richmond, TW10 6JP

Saltash PL12, 4AE

Guernsey GY1 2TT

Richmond The American International University in London

The University of Law

University

University

www.nescot.ac.uk 020 8394 3038

Wadham College Oxford Oxford, OX1 3PN

Higher education college

Cornwall College Saltash Campus

Surrey

www.esc.ac.uk 01737 772611

www.spc.ox.ac.uk 01865 278900

www.cornwall.ac.uk 01637 857957

www.chichester.ac.uk 01243 786321

Oxford, OX2 6PW

www.sjc.ox.ac.uk 01865 277300

Oxford, OX1 2DL

Newquay, TR7 2LZ

Wycliffe Hall Oxford

Pulborough, RH20 1DL

Higher education college

St Peter’s College Oxford

Cornwall College

University

East Surrey College

University

Higher education college

Brinsbury Campus Chichester College

St John’s College Oxford Oxford, OX1 3JP

Falmouth, TR11 3QS

Jersey JE4 9QA

www.highlands.ac.uk 01534 608608

Cornwall

St Austell College

St. Austell, PL25 4DJ Higher education college

Truro and Penwith College Penzance, TR18 2SA www.penwith.ac.uk 01736 335000

Higher education college

Camborne School of Mines

Truro College

www.ex.ac.uk/csm/ 01209 714866

www.trurocollege.ac.uk 01872 267000

Penryn,TR10 9EZ

Higher education college

Penzance, TR18 3XX

Higher education college

www.gooduniguide.co.uk

DIRECTORY Truro College

Plymouth College of Art

Collegerocentre Bournemouth

Launchpad

www.trurocollege.ac.uk 01872 267000

www.pcad.ac.uk 01752 203434

01202 554426

www.gloscat.ac.uk 01684 273999

Truro, TR1 3XX

Plymouth, PL4 8AT

Higher education college

Higher education college • See Advertisement

Falmouth University

Plymouth Language School

Falmouth, TR11 4RA www.falmouth.ac.uk 01326 211077

University • See Advertisement

Devon

Aspect College

Plymouth, PL4 6AL

www.sparrow.co.uk 01752 222700

Higher education college

Plymouth University Plymouth, PL4 8AA www.plym.ac.uk 01752 600600

Bournemouth, BH1 1HZ Higher education college

Kingston Maurward College

National Star College

Higher education college

www.natstar.ac.uk 01242 527631

Christchurch, BH23 5QL

Royal Agricultural College www.royagcol.ac.uk 01285 652531

Bicton College

Schumacher College Totnes, TQ9 6EA

www.schumachercollege.org.uk 01803 865934

www.weymouth.ac.uk 01305 761100

Higher education college

Torbay Language Centre

Devon School of English

Higher education college

Paignton, TQ3 2AF

www.devonschool.co.uk 01803 666499 Higher education college

Exeter College Exeter, EX4 4JS

www.exe-coll.ac.uk 01392 205222 Higher education college

University of Exeter Exeter, EX4 4QJ www.ex.ac.uk 01392 263263 University

International House Torquay Torquay, TQ1 3BB

www.ihwelsgroup.com 01803 299691

Paignton, TQ4 5LH 01803 213420

Torquay International School Torquay, TQ1 3HY www.tisltd.co.uk 01803 295576

Higher education college

University College of St Mark and St John Plymouth, PL6 8BH www.marjon.ac.uk 01752 636700

Higher education college

Dorset

Anglo European College of Chiropractic Bournemouth, BH5 2DF www.aecc.ac.uk 01202 436200

Higher education college • See Advertisement

Higher education college

Aspect College Bournemouth

Language in Totnes

www.aspectworld.com

Totnes, TQ9 5RZ

www.languageingroup.com 01803 865722 Higher education college

Mayflower College Plymouth, PL1 3BY www.maycoll.co.uk 01752 673784

Higher education college

Meridian School of English Plymouth, PL4 6LF

www.meridianenglish.com 0845 673 3007 Higher education college

City College Plymouth Plymouth, PL1 5QG www.pcfe.ac.uk 01752 305300

Higher education college

www.gooduniguide.co.uk

Bournemouth, BH4 9EF

Coleford, GL16 7JT www.gloscol.ac.uk 01594 833416

Higher education college

Gloucestershire

Royal Forest of Dean College Five Acres Campus

Cirencester College Fosses Way Campus

Coleford, GL16 7JT www.gloscol.ac.uk 01594 833416

Cirencester, GL7 1XA www.cirencester.ac.uk 01285 640994

Higher education college

Higher education college

Cirencester, GL7 1XA

South Gloucestershire and Stroud College (Stroud Campus)

Higher education college

www.stroud.ac.uk 01453 763424

Gloucestershire College Cheltenham Campus

The Business Hub

Cirencester Tertiary College

Stroud, GL5 4AH

www.cirencester.ac.uk 01285 640994

Higher education college

Gloucester, GL1 2LG

Cheltenham, GL51 7SJ

gcbusinesshub.gloscol.ac.uk 01452 563400

www.gloscol.ac.uk 01242 532000

Higher education college

Higher education college

University of Gloucestershire (Hardwick Centre for Art & Photography)

Gloucestershire College Cheltenham Construction School

Cheltenham, GL50 4BS

Cheltenham, GL51 9NB

www.glos.ac.uk 0844 801 0 001

www.gloscol.ac.uk 01242 532180

Arts University Bournemouth

Gloucestershire College Gloucester Campus

University • See Advertisement

Royal Forest of Dean College

Higher education college

Higher education college

01202 533011 www.aub.ac.uk

Higher education college

Weymouth, DT4 7LQ

Higher education college

Poole, BH12 5HH

Cirencester, GL7 6JS

01425 276161 www.mri.ac.uk

Weymouth College

Higher education college

Higher education college

Music Research Institute

University

www.bicton.ac.uk 01395 562400

Cheltenham, GL53 9QU

01305 215000 www.kmc.ac.uk

Paignton, TQ4 5LH

Budleigh salterton, EX9 7BY

University

University of Gloucestershire Francis Close Hall Campus Cheltenham, GL50 4AZ

Gloucester, GL2 5JQ

www.glos.ac.uk 01242 714551

www.gloscol.ac.uk 0845 155 2020

University

Higher education college

Bournemouth and Poole College

Gloucestershire College of Arts and Technology

01202 205205 www.thecollege.co.uk

www.gloscat.ac.uk 01452 426505

Poole, BH14 0LS

Higher education college

Higher education college

Dorchester, DT2 8PY

Higher education college

Higher education college

Tewkesbury, GL20 8UQ

Gloucester, GL1 1HU

Higher education college

University of Gloucestershire Oxstalls Campus Gloucester, GL2 9HW www.glos.ac.uk 01242 715200 University

Bournemouth University

Hartpury College

University of Gloucestershire The Park Campus

01202 524111 www.bournemouth.ac.uk

www.hartpury.ac.uk 01452 702132

www.glos.ac.uk 01242 532700

Poole, BH12 5BB University

Gloucester, GL19 3BE Higher education college

Cheltenham, GL50 2RH University

SPRING 2014 THE GOOD UNIVERSITIES GUIDE 87

DIRECTORY

Somerset

Bath Spa University College Bath, BA2 9BN

www.bathspa.ac.uk 01225 875875 University

Bristol Baptist College Bristol, BS8 3NJ

www.bristol-baptist.ac.uk 0117 946 7050 Higher education college

University of Bristol Bristol, BS8 1TH www.bris.ac.uk 0117 928 9000 University

Cannington College Bridgwater, TA5 2LS

www.cannington.ac.uk 01278 655000 Higher education college

City of Bath College Bath, BA1 1UP

www.citybathcoll.ac.uk 01225 312191 Higher education college

Filton College

Bristol, BS34 7AT

www.filton-college.ac.uk 0117 9312121 Higher education college

Norton Radstock College Radstock, BA3 3RW www.nortcoll.ac.uk 01761 433161

Higher education college

Somerset College of Arts and Technology Taunton, TA1 5AX

www.somerset.ac.uk 01823 366366 Higher education college

Strode College

Street, BA16 0AB

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90 THE GOOD UNIVERSITIES GUIDE SPRING 2014

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92 THE GOOD UNIVERSITIES GUIDE SPRING 2014

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Glasgow College of Nautical Studies

Higher education college

www.glasgow-nautical.ac.uk 0141 565 2500

Glasgow, G5 9XB

Higher education college

Edinburgh, EH3 9DF

Fife College (Stenton Campus

Dumfries and Galloway College

Higher education college

www.fife.ac.uk 01592 223000

www.dumgal.ac.uk 01387 261261

www.napier.ac.uk 08452 60 60 40

Higher education college

Dumfries, DG1 3QZ

Higher education college

University of the West of Scotland Dumfries, DG1 4ZN www.uws.ac.uk 01387 345 800

www.eca.ac.uk 0131 221 6000

Edinburgh Napier University Edinburgh, EH14 1DJ University

Edinburgh University Edinburgh, EH8 9YL www.ed.ac.uk 0131 650 1000

Higher education college

Higher education college

Lauder College

International Christian College

Inverkeithing, KY11 8DY www.lauder.ac.uk 01383 845000

Glasgow, G4 0PS www.icc.ac.uk 0141 552 4040

Higher education college

The University of St Andrews

Higher education college

University

www.jwheatley.ac.uk 0141 778 2426

University

Glasgow

www.hw.ac.uk 0131 449 5111

Higher education college

www.gsa.ac.uk 0141 353 4500

Edinburgh, EH14 8AQ

Dundee

www.dundeecoll.ac.uk 01382 834834

Glasgow, G3 6RN

John Wheatley College

Heriot Watt University

Dundee, DD3 8LE

Glasgow School of Art

St. Andrews, KY16 9AJ

University

University

Dundee College

Glenrothes, KY6 2RA

Napier University

Edinburgh, EH14 1DJ www.napier.ac.uk 0131 444 2266

www.st-andrews.ac.uk 01334 476161

Glasgow, G31 3SR

Higher education college

North Glasgow College

Anniesland College

Glasgow, G21 4BX

Glasgow, G12 0YE

www.north-gla.ac.uk 0141 558 9001

www.anniesland.ac.uk 0141 357 3969

Higher education college

University of Abertay

University

Higher education college

Dundee, DD1 1HG www.abertay.ac.uk 01382 308000

Queen Margaret University Musselburgh, EH21 6UU

Cardonald College

Royal Conservatoire of Scotland

University

www.qmu.ac.uk 0131 474 0000

www.cardonald.ac.uk 0141 272 3333

www.rcs.ac.uk 0141 332 4101

University of Dundee Dundee, DD1 4HN www.dundee.ac.uk 01382 344000 University

University

Regent Edinburgh

Edinburgh, EH2 4NA www.regent.org.uk 0131 225 9888

Higher education college

East Ayrshire

The Scottish Agricultural College

Ayr, KA8 0FE

www.sac.ac.uk 0131 535 4000

Ayr College

www.ayrcoll.ac.uk 01292 265184 Higher education college

Kilmarnock College Kilmarnock, KA3 7AT www.kilmarnock.ac.uk 01563 523501 Higher education college

www.gooduniguide.co.uk

Edinburgh, EH9 3JG

Higher education college

Fife

Glasgow, G52 3AY

Higher education college

Higher education college

Central College of Commerce

Stow College

www.centralcollege.ac.uk 0141 552 3941

www.stow.ac.uk 0141 332 1786

Glasgow, G1 2TA

Higher education college

Cumbernauld College Glasgow, G67 1HU

The Royal College of Physicians and Surgeons

Higher education college

www.rcpsg.ac.uk 0141 221 6072

www.cumbernauld.ac.uk 01236 731811

Elmwood College www.elmwood.ac.uk 01334 658800

www.gcu.ac.uk 0141 331 3000

Higher education college

Glasgow, G4 9LD

Higher education college

Glasgow Caledonian University

Cupar, KY15 4JB

Glasgow, G2 3DB

Glasgow, G4 0BA University

Glasgow, G2 5RJ

Higher education college

University of Glasgow Glasgow, G12 8QQ www.gla.ac.uk 0141 330 2000 University

SPRING 2014 THE GOOD UNIVERSITIES GUIDE 93

dIRectoRy University of Strathclyde John Anderson Campus Glasgow, G1 1XQ www.strath.ac.uk 0141 552 4400 University

Highland

Highland Theological College Dingwall, IV15 9HA www.htc.uhi.ac.uk 01349 780000

Higher education college

Moray College

Shetland College

Castlereagh College

www.moray.ac.uk 01343 576000

www.shetland.uhi.ac.uk 01595 771000

www.castlereagh.ac.uk 028 9079 7144

Elgin, IV30 1JJ

Higher education college

North Lanarkshire Coatbridge College Coatbridge, ML5 3LS

www.coatbridge.ac.uk 01236 422316 Higher education college

Inverness College UHI

Motherwell College

www.inverness.uhi.ac.uk 01463 273000

www.motherwell.ac.uk 01698 232323

Inverness, IV1 1SA

Higher education college

Lews Castle College Isle of Lewis, HS2 0XR www.lews.uhi.ac.uk 01851 770000

Higher education college

North Highland College Thurso, KW14 7EE

www.nhcscotland.com 01847 889000 Higher education college

Sabhal Mor Ostaig

Isle of Skye, IV44 8RQ www.smo.uhi.ac.uk 01471 888000

Higher education college

UHI Millennium Institute Inverness, IV3 5SQ www.uhi.ac.uk 01463 279000 University

Jewel and Esk Valley College Dalkeith, EH22 3AE www.jevc.ac.uk 0131 660 1010

Higher education college

Newbattle Abbey College Dalkeith, EH22 3LL

www.newbattleabbeycollege.ac.uk 0131 6631921 Higher education college

Moray

Orkney Islands Orkney College UHI Kirkwall, KW15 1LX

www.orkney.uhi.ac.uk 01856 569000

University

South Lanarkshire Hamilton, ML3 0JB University

Stirling

Stirling University Stirling, FK9 4LA www.stir.ac.uk 01786 473171

Higher education college

Northern Regional College (Ballymena Campus) Ballymena, BT43 7DF www.nrc.ac.uk 028 2565 2871

Higher education college

Northern Regional College (Ballymoney Campus) Ballymoney, BT53 6BP www.nrc.ac.uk 028 2766 0401

Higher education college

Northern Regional College (Coleraine Campus) Coleraine, BT52 1QA www.nrc.ac.uk 028 7035 4717

Higher education college

Northern Regional College

Perth, PH1 2NX

West Dunbartonshire

Larne, BT40 1SQ

Higher education college

Clydebank, G81 1NX

Higher education vollege

Perth College

www.perth.ac.uk 01738 877000

Renfrewshire

University of the West of Scotland Paisley, PA1 2BE www.uws.ac.uk 0141 848 3000 University

Clydebank College www.clydebank.ac.uk 0141 952 7771 Higher education college

Clydebank College Dunbarton Campus Clydebank, G81 1BF

www.clydebank.ac.uk Higher education college

West Lothian

(Larne Campus)

www.nrc.ac.uk 028 9085 5066

Northern Regional College (Newtownabbey Campus Newtonabbey, BT37 9RS www.nrc.ac.uk 028 9085 5000

Higher education vollege

Queen’s University Belfast Belfast, BT7 1NN

Paisley, PA3 4DR

Institute for System Level Integration

Higher education college

www.isli.ac.uk 131 510 0670

Scottish Borders

University

Belfast, BT12 6FE

Oatridge College

Broxburn, EH52 6NH

Higher education college

Higher education college

Belfast, BT9 5DY

Heriot Watt University Galashiels, TD1 3HF www.hw.ac.uk/sbc 01896 753351 University

The Borders College Galashiels, TD1 2AF

www.borderscollege.ac.uk 08700 50 51 52 Higher education college

Shetland

North Atlantic Fisheries College

www.findhorncollege.org 01309 690806

www.nafc.ac.uk 01595 880328

Higher education college

www.uws.ac.uk 01292 886 000

Belfast, BT6 9JD

University

Higher education college

Findhorn Foundation College Forres, IV36 3TZ

Ayr, KA8 0SX

www.uws.ac.uk 01698 283 100

www.reidkerr.ac.uk 0141 581 2222

Mid Lothian

University of the West of Scotland

Higher education college

Greenock, PA16 8HF

Higher education college

South Ayrshire

University of the West of Scotland

Reid Kerr College

www.jameswatt.ac.uk 01475 724433

Higher education college

Motherwell, ML1 2DD

Inverclyde

James Watt College

Shetland, ZE1 OYB

Shetland, ZE1 0UN

Higher education college

94 THE GOOD UNIVERSITIES GUIDE SPRING 2014

Glasgow, G12 8QQ

www.oatridge.ac.uk 01506 864800

West Lothian College

www.qub.ac.uk 02890 245133 University

St Mary’s University College www.stmarys-belfast.ac.uk 02890 327 678

Stranmillis University College www.stran.ac.uk 02890 381271

Livingston, EH54 7EP

University

Higher education college

Belfast, BT7 1JT

www.west-lothian.ac.uk 01506 418181

Northern Island

The Union Theological College www.union.ac.uk 028 9020 5080

County Antrim

Higher education college

Belfast, BT1 6DJ

Belfast, BT15 1ED

Belfast Institute of Further Education

University of Ulster Belfast Campus

www.belfastinstitute.ac.uk 028 9026 5000

www.ulster.ac.uk 028 700 400 700

Higher education college

University

www.gooduniguide.co.uk

dIRectoRy University of Ulster Jordanstown Campus

South Regional College Armagh Campus

Fermanagh College Fairview Campus

University of Wales Aberystwyth

www.ulster.ac.uk 028 700 400 700

www.nkifhe.ac.uk 028 3751 2820

www.fermanaghcoll.ac.uk 028 6632 2431

www.aber.ac.uk 01970 623111

Newtownabbey, BT37 0QB

Armagh, BT61 7HF

University

Higher education college

County Armagh

South Regional College Portadown Campus Craigavon, BT63 5BL www.nkifhe.ac.uk 028 3839 7777

Higher education college

County Derry Limavady College

Limavady, BT49 0EX www.limavady.ac.uk 028 777 62334

Higher education college

North West Institute

Londonderry, BT48 7AL www.nwifhe.ac.uk 028 7127 6000

Higher education college

Northern Regional College (Magherafelt Campus) Magherafelt, BT45 6AE www.nrc.ac.uk 028 7963 2462

Higher education college

University of Ulster Coleraine Campus Coleraine, BT52 1SA www.ulster.ac.uk 028 7034 4141 University

University of Ulster Magee Campus Londonderry, BT48 7JL www.ulster.ac.uk 028 700 400 700 University

County Down Armagh College

Armagh, BT61 7HN www.src.ac.uk 028 3751 2205

Higher education college

College of Agriculture and Horticulture Antrim, BT41 4PS www.cafre.ac.uk 028 94426666

Higher education college

Aberystwyth, SY23 2AX

Enniskillen, BT74 6AE Higher education college

University

South Regional College Armagh Station Campus

Fermanagh College Skills Centre

Denbighshire

www.nkifhe.ac.uk 028 3752 5094

www.fermanaghcoll.ac.uk 028 6632 2072

www.newi.ac.uk 01978 290666

Armagh, BT61 7NP

Higher education college

South Regional College Banbridge Campus Banbridge, BT32 4AY www.nkifhe.ac.uk 028 3839 7700

Higher education college

South Regional College Kilkeel Campus Newry, BT34 4BH www.nkifhe.ac.uk 028 4176 2582

Higher education college

South Regional College Lurgan Campus Craigavon, BT66 6AZ www.nkifhe.ac.uk 028 3839 7800

Higher education college

South Regional College Newry Campus Newry, BT34 2QX

www.nkifhe.ac.uk 028 3026 1071

Higher education college

South Regional College Newry East/West Campus Newry, BT35 8DN www.nkifhe.ac.uk 028 3026 1071

Higher education college

South Regional College Newry Model Campus Newry, BT34 6JG www.nkifhe.ac.uk 028 3026 1071

Wrexham, LL12 7AB

www.yale-wrexham.co.uk 01978 311794 Higher education college

Cookstown, BT80 9AA

Coleg Llandrillo

Higher education college

www.llandrillo.ac.uk 01492 546666

Colwyn Bay, LL28 4HZ

www.cafre.ac.uk 028 86768101

Higher education college

South West College (Dungannon Campus)

Llandrillo College

Colwyn Bay, LL28 4HZ

Dungannon, BT71 6BQ

www.llandrillo.ac.uk 01492 546666

www.swc.ac.uk 0845 603 1881

Higher education college

Higher education college

Llysfasi College

South West College (Omagh Campus)

Ruthin, LL15 2LB www.llysfasi.ac.uk 01978 790263

Omagh, BT79 7AH www.swc.ac.uk 0845 603 1881

Higher education college

Deeside College

Higher education college

Deeside, CH5 4BR

Wales

www.deeside.ac.uk 01244 831531

Higher education college

Carmarthenshire

Welsh College of Horticulture

Carmarthenshire College Llanelli, SA15 4DN

Mold, CH7 6AA

www.colegsirgar.ac.uk 01554 748000

www.wcoh.ac.uk 01352 841000

Higher education college

Higher education college

Trinity College Carmarthen Carmarthen, SA31 3EP

Glyndwr University Wrexham, LL11 2AW

www.trinity-cm.ac.uk 01267 676767

Ceredigion

Higher education college

Yale College

CAFRE (College of Agriculture, Food & Rural Enterprise)

County Fermanagh

028 6634 4853

Higher education college

County Tyrone

Higher education college

Enniskillen, BT74 4GF

Wrexham, LL11 2AW

Higher education college

Higher education college

College of Agriculture

North East Wales Institute

Enniskillen, BT74 4EJ

www.newi.ac.uk 01978 290666 University

Monmouthshire

Coleg Ceredigion

Cardiff Metropolitan University

www.ceredigion.ac.uk 01239 612032

www3.cardiffmet.ac.uk 029 2041 6015

Cardigan, SA43 1AB

Cardiff, CF5 2YB

Fermanagh College East Bridge Street Campus

Higher education college

University of Wales Lampeter

Cardiff University

028 44 615815

www.fermanaghcoll.ac.uk 028 6632 2556

www.lamp.ac.uk 01570 422351

www.cf.ac.uk 029 2087 4000

Higher education college

Higher education college

East Down Institute of Further Education Downpatrick, BT30 6ND

www.gooduniguide.co.uk

Enniskillen, BT74 7BT

Lampeter, SA48 7ED University

University

Cardiff, CF10 3XQ University

SPRING 2014 THE GOOD UNIVERSITIES GUIDE 95

dIRectoRy Cardiff and Vale College Barry, CF62 8YJ

Royal Welsh College of Music and Drama

Higher education college

www.rwcmd.ac.uk 029 20 342854

www.barry.ac.uk 01446 725000

Coleg Morgannwg (Aberdare Campus) Aberdare, CF44 8ST

www.morgannwg.ac.uk 01685 887500

Cardiff, CF10 3ER

Higher education college

www.pontypridd.ac.uk 01443 662800

www.uwcm.ac.uk 029 20747 747

Cardiff, CF14 4XN

Higher education college

University

Coleg Morgannwg (Rhondda Campus)

University of Wales Swansea

Merthyr Tydfil College Merthyr Tydfil, CF48 1AR www.merthyr.ac.uk 01685 726000

Higher education college

Neath and Port Talbot Building Crafts Centre Swansea, SA6 8QT www.nptc.ac.uk 01639 648120

Higher education college

Neath and Port Talbot College Afan Campus Port Talbot, SA13 2AL www.nptc.ac.uk 01639 882107

Higher education college

Hengoed, CF82 7XR

www.ystrad-mynach.ac.uk 01443 816888 Higher education college

Gwent Tertiary College Usk, NP15 1XJ

www.gwent-tertiary.ac.uk 01495 333333 Higher education college

Wales Evangelical School of Theology Bridgend, CF31 4DX www.west.org.uk 01656 645411

www.nptc.ac.uk 01639 648100

Higher education college

Higher education college

Coleg Menai Llangefni Campus Llangefni, LL77 7HY www.menai.ac.uk 01248 383348

Higher education college

Coleg Menai Parc Menai Campus Bangor, LL57 4BN www.menai.ac.uk 01248 370125

Higher education college

University of Wales Bangor

University

Pontypridd, CF37 1DL www.southwales.ac.uk 08455 76 01 01

University of Wales, Newport Newport, NP18 3QT University

Gwynedd

Coleg Harlech

Harlech, LL46m 2PU www.harlech.ac.uk 01766 780363

Higher education college

Coleg Meirion Dwyfor

www.nptc.ac.uk 01639 648000

www.meirion-dwyfor.ac.uk 01341 422827

Higher education college

Holyhead, LL65 1UW

University of South Wales

Neath Port Talbot College Neath, SA10 7RF

Higher education college

Bangor, LL57 2DG

www.newport.ac.uk 01633 430088

Swansea, SA8 4EN

www.menai.ac.uk 01248 370125

Higher education college

www.nptc.ac.uk 01639 648720

Neath and Port Talbot College Pontardawe Centre

Bangor, LL57 2TP

www.menai.ac.uk 01407 765755

Neath and Port Talbot College Llandarcy Campus

Higher education college

Coleg Menai Friars Campus

University

Ystrad Mynach College

Dolgellau, LL40 2SW

Higher education college

96 THE GOOD UNIVERSITIES GUIDE SPRING 2014

University • See Advertisement

Higher education college

Swansea, SA2 8PP www.swan.ac.uk 01792 205678

Swansea, SA2 8PP

Caernarfon, LL55 2NN

Coleg Menai Holyhead Campus

University

Neath, SA10 6JD

Higher education college

www.menai.ac.uk 01286 673450

University of Wales College of Medicine

Higher education college

www.swansea.ac.uk 01792 205678

www.wales.ac.uk 029 2038 2656

Cardiff, CF10 3NS

Coleg Morgannwg (Nantgarw Campus)

www.morgannwg.ac.uk 01443 663202

www.menai.ac.uk 01248 370125

Coleg Menai Caernarfon Campus

University

Tonypandy, CF40 2TQ

Swansea University

Bangor, LL57 2TP

University of Wales

Higher education college

Cardiff, CF15 7QY

Coleg Menai Bangor Campus

www.bangor.ac.uk 01248 351151

Pembrokeshire

Pembrokeshire College Haverfordwest, SA61 1SZ

www.pembrokeshire.ac.uk 01437 765 247 Higher education college

Powys

Regent Trebinshun Brecon, LD3 7PX

trebinshunhouse.co.uk 01874 730653 Higher education college

Swansea

University of Wales Trinity Saint David Swansea, SA1 6ED www.tsd.ac.uk 01792 481000

Higher education college

www.gooduniguide.co.uk

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