Graduate Outcomes Sample Clauses

Graduate Outcomes. 3.9.1 Our exemplary retention rates are evident across multiple demographic cohorts (such as WP, gender-based or mature students). The University is absolutely committed to maintaining this success through support for individual students and through its policy of admitting students who have real potential to succeed. Working across Admissions, Student Services, the Scholarships team and our Student Development Team (in CAPOD), we maintain engagement and support throughout the student journey at St Xxxxxxx for applicants who have attended outreach programmes and those who have come through our contextualised Admissions process. This allows for a strategic, proactive and highly effective approach to supporting students, both in financial terms and with study skills, leading to excellent retention rates for those most vulnerable to dropping out.
Sample 1
Graduate Outcomes. The development of the strategy is nearing completion and will be submitted to Academic Council in February 2019. DkIT’s two Institutional Strategic Priorities under this System Objective in improving the equality of opportunity are: ■ Continued commitment to strategic alliances with DCU, MEND Cluster, FET2HE and XXXXXX; ■ Widen participation from targeted under-represented groups. Institutional Strategic Objective 7: Continued commitment to strategic alliances with DCU, MEND Cluster, FET2HE and XXXXXX to support the equal access agenda. Strategic Initiative: Enhancement of Cluster Alliances to include Northern Ireland DkIT’s Strategic Plan 2017-2019 outlines DkIT’s continued commitment to widen participation, having due regard to the on-going policy priorities as outlined in the National Plan for Equity for Access to Higher Education 2015-2019 and Supporting Progression from FET to HE – Making it Happen 2016. DkIT recognises that equal access and participation initiatives are best progressed in collaboration with its regional partners. This move away from a fragmented, institutionally- focused approach to a collaborative approach is in line with Goal 5 of HEA’s National Equity of Access Plan 2015-2019. As detailed above, the Network of Alliances plays a key role in enhancing participation and equal access within our region through NEFHEA and the MEND Cluster. The work of the MEND Cluster to date has directly supported DkIT in achieving its access and participation objectives in addressing issues related to Access, Transfer and Progression. Progression pathways have been identified to ensure a more inclusive approach to progression and to promote equal access The MEND Cluster has continued to demonstrate its commitment to the on-going development of the cluster and collaborative achievements of the cluster within access and participation to date include: ■ Cluster collaboration with All-Island Research Observatory (AIRO) to develop FE-HE portal ■ Establishment of FET2HE cluster network and strategy ■ Development of a Regional Access Network to share and develop good practice and to progress shared approaches and innovation to broaden access to higher education across the region. The objectives for the MEND Cluster 2018-2023 include: ■ Academic planning: MEND has prepared a shared enrolment analysis. This was a useful exercise in demonstrating shared awareness of enrolment and projected enrolment. The main task going forward is the updating of the enrolment...
Sample 1

Related to Graduate Outcomes

  • Outcomes Secondary: Career pathway students will: have career goals designated on SEOP, earn concurrent college credit while in high school, achieve a state competency certificate and while completing high school graduation requirements.

  • Graduation 2. Student teaching outside of a reasonable commuting distance

  • SB GRADUATE 4600 RESERVED CLIN (supply) Noun: OTHER DIRECT COSTS (ODCS) - SB GRADUATE PSC: NSN: N - Not Applicable

  • Population The Population shall be defined as all Paid Claims during the 12-month period covered by the Claims Review.

  • Study An application for leave of absence for professional study must be supported by a written statement indicating what study or research is to be undertaken, or, if applicable, what subjects are to be studied and at what institutions.

  • Study Population ‌ Infants who underwent creation of an enterostomy receiving postoperative care and awaiting enterostomy closure: to be assessed for eligibility: n = 201 to be assigned to the study: n = 106 to be analysed: n = 106 Duration of intervention per patient of the intervention group: 6 weeks between enterostomy creation and enterostomy closure Follow-up per patient: 3 months, 6 months and 12 months post enterostomy closure, following enterostomy closure (12-month follow-up only applicable for patients that are recruited early enough to complete this follow-up within the 48 month of overall study duration).

  • CULTURAL DIVERSITY The Cultural Diversity Requirement generally does not add units to a student's program. Rather, it is intended to be fulfilled by choosing courses from the approved list that also satisfy requirements in other areas of the student’s program; the exception is that Cultural Diversity courses may not satisfy Culture and Language Requirements for B.S. students. For example, Ethnic Studies 134 can fulfill (3) units of the Behavioral Science requirement and (3) units of the Cultural Diversity requirement. This double counting of a class may only be done with the Cultural Diversity requirement. Courses in Cultural Diversity may be taken at the lower-division or upper-division level. U . S . H I S T O R Y I N S T I T U T I O N A L R E Q U I R E M E N T HIS 100, 201

  • Supplier Diversity Seller shall comply with Xxxxx’s Supplier Diversity Program in accordance with Appendix V.

  • Feedback 14.1 You may, at Your sole discretion, provide Your input regarding the Services, products, services, business or technology plans, including, without limitation, comments or suggestions regarding the possible creation, modification, correction, improvement or enhancement of the Services, products and/or services, or input as to whether You believe Our development direction is consistent with Your own business and IT needs (collectively “Feedback”). We shall be entitled to use Feedback for any purpose without notice, restriction or remuneration of any kind to You and/or Your Representatives.

  • RECOGNITION OUTCOMES The receiving institution commits to provide the sending institution and the student with a Transcript of Records within a period stipulated in the inter-institutional agreement and normally not longer than five weeks after publication/proclamation of the student’s results at the receiving institution. The Transcript of Records from the receiving institution will contain at least the minimum information requested in this Learning Agreement template. Table E (or the representation that the institution makes of it) will include all the educational components agreed in table A and, if there were changes to the study programme abroad, in table C. In addition, grade distribution information should be included in the Transcript of Records or attached to it (a web link where this information can be found is enough). The actual start and end dates of the study period will be included according to the following definitions: The start date of the study period is the first day the student has been present at the receiving institution, for example, for the first course, for a welcoming event organised by the host institution or for language and intercultural courses. The end date of the study period is the last day the student has been present at the receiving institution and not his actual date of departure. This is, for example, the end of exams period, courses or mandatory sitting period. Following the receipt of the Transcript of Records from the receiving institution, the sending institution commits to provide to the student a Transcript of Records, without further requirements from the student, and normally within five weeks. The sending institution's Transcript of Records must include at least the information listed in table F (the recognition outcomes) and attach the receiving institution's Transcript of Record. In case of mobility windows, table F may be completed as follows: Component code (if any) Title of recognised component (as indicated in the course catalogue) at the sending institution Number of ECTS credits Sending institution grade, if applicable Mobility window Total: 30 ….. Where applicable, the sending institution will translate the grades received by the student abroad, taking into account the grade distribution information from the receiving institution (see the methodology described in the ECTS Users' Guide). In addition, all the educational components will appear as well in the student's Diploma Supplement. The exact titles from the receiving institution will also be included in the Transcript of Records that is attached to the Diploma Supplement. Steps to fill in the Learning Agreement for Studies P Additional educational components above the number of ECTS credits required in his/her curriculum are listed in the LA and if the sending institution will not recognise them as counting towards their degree, this has to be agreed by all parties concerned and annexed to the LA

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