# data[].attributes.body
Could visas prevent International students' transition and/or bringing course?

# data[].attributes.body
Consider a mentoring scheme where PG students mentor UG students.

# data[].attributes.body
Schools and faculties need to be less proprietary about students. It’s better to keep them at CU and have them move across schools of faculties than to lose them to another university who offer the same MSc as we do.

# data[].attributes.body
Online or VR type open days to allow international or working students to interact with us

# data[].attributes.headline
more support for 2 year master program and the placement, and flexibility in delivery

# data[].attributes.subject
more support for 2 year master program and the placement, and flexibility in delivery

# data[].attributes.headline
opportunities to interact through social media to build the mooc  - see what others are doing? 

# data[].attributes.subject
opportunities to interact through social media to build the mooc  - see what others are doing? 

# data[].attributes.headline
More integrated masters courses would improve UG to PGT. 

# data[].attributes.subject
More integrated masters courses would improve UG to PGT. 

# data[].attributes.body
Have a course designed to go right through to Masters so no need for bridge. Some evidence that many (30%) people now intend to do Masters even at UG on some course... Maybe

# data[].attributes.body
international students may benefit from a introduction to UK HE - could be generic

# data[].attributes.body
MA used to suggest a space for accomplishment on a personal level.

# data[].attributes.body
Lack of PG culture/social scene/community that also supports PT students who often get excluded from more informal activities due to work/personal commitments

# data[].attributes.body
Research already available in MEA about PG market and their motivations. Segmentation project in early stages of development

# data[].attributes.body
Transition, whether part of course or stand-alone, needs to cover the independence of PGT study.

# data[].attributes.body
Student testimonial and employer testimonial to show benefits of another year at Uni

# data[].attributes.headline
raise the awareness at UG about teaching and student experience at PG level

# data[].attributes.subject
raise the awareness at UG about teaching and student experience at PG level

# data[].attributes.body
Offer online conversations to discuss their options... Personalised advice.

# data[].attributes.body
change UG to 4 year PG programmes.
2 year degree, plus placement year, then PG year - end with a Masters with experience (Kai Peters/Mark Holton conversation)

# data[].attributes.body
Manage staff expectation. Some staff don’t fully appreciate the challenge international or mature students face.

# data[].attributes.headline
Can we make it accessible to all students?

# data[].attributes.subject
Can we make it accessible to all students?

# data[].attributes.body
Course Director's presentation to final year UG students

# data[].attributes.body
have a skills block on each moodle page. include list of skills that will be needed for that module that may not be taught. Link to range of resources, online and in person. Provides an individual approach. London does this
Contact Carole Still in London for more info

# data[].attributes.body
Need to research each group for what their fears and aspirations are as basis for designing

# data[].attributes.body
Study skills should include: academic culture & expectations such as academic writing, M-level research and appropriate sources, digital skills (excel, PowerPoint)

# data[].attributes.body
Subject specific taster sessions offered to Level 6 students

# data[].attributes.body
Clearer rules, opportunity and framework. meaning, what is possible and can be grown.

# data[].attributes.headline
Could it be a 0 credit module attached to PG course ensuring maximum take up

# data[].attributes.subject
Could it be a 0 credit module attached to PG course ensuring maximum take up

# data[].attributes.headline
There must be social stuff built into inductions

# data[].attributes.subject
There must be social stuff built into inductions

# data[].attributes.body
Help UG students make link between PG and aspirations.

# data[].attributes.body
A clear link should be established with clear explanation of benefits in terms of career opportunities and intellectual development

# data[].attributes.body
from where to where will depend on the individuals starting point:
UG to PG - same subject area, might not be needed, but understanding of committment
UG - PG - subject matter change - what do they need to know, pre- learning.
Individuals coming back into education - how do libraries work now a days! Expectations etc..Learning styles, how am I going to handle this?

# data[].attributes.headline
Students need to understand gulf between the two and, more importantly, we need to remove the gulf (UG and PG staff in one course team not separate course teams)

# data[].attributes.subject
Students need to understand gulf between the two and, more importantly, we need to remove the gulf (UG and PG staff in one course team not separate course teams)

# data[].attributes.body
if courses aim to cater for a range of students, then the course needs to demonstrate that induction caters for the transition that all students are making and not just e.g. for those coming straight from UG. At the moment, courses tend to be designed around a 'default' route - if we address this, there would be no need for a generic bridging course.

# data[].attributes.body
Help student self assessment themselves as to what they need... Help them decide if it's for them.

# data[].attributes.body
Map UG to PG courses across faculties then provide opportunities for those students to test the range of appropriate PG courses via courses talks or joining PG classes

# data[].attributes.body
Is this more an enhanced induction rather than bridging course?

# data[].attributes.body
Recruitment - right audiences - taking recruitment outward (UK) I think already better covered inernationally.

PG tutors to take time to teach into UG to help embed awareness and journey

# data[].attributes.body
What are employers saying about PG qualifications?

# data[].attributes.body
If bridging course is generic, then we need to ensure that all courses have features in common, otherwise will be a waste of time. At the moment, PGT courses vary hugely in terms of pedagogy, so little in common.

# data[].attributes.headline
Whatever is designed has to be structured for Sep/Jan/May intake

# data[].attributes.subject
Whatever is designed has to be structured for Sep/Jan/May intake

# data[].attributes.headline
PGT Students Mentoring Level 6 students...

# data[].attributes.subject
PGT Students Mentoring Level 6 students...

# data[].attributes.body
Video testimonials from PG alumni

# data[].attributes.headline
Level 6 A+V Module focussed on PGT opportunities (and study skills)

# data[].attributes.subject
Level 6 A+V Module focussed on PGT opportunities (and study skills)

# data[].attributes.headline
For UG to PG, need a clearer sense of the journey to PG from the beginning of the course so that it isn't introduced late (i.e. in third year). If we do intro in the third year, it looks like marketing or desperation

# data[].attributes.subject
For UG to PG, need a clearer sense of the journey to PG from the beginning of the course so that it isn't introduced late (i.e. in third year). If we do intro in the third year, it looks like marketing or desperation

# data[].attributes.body
should be an emphasis on what PG study actually means - the difference between PG and UG  learning.

# data[].attributes.body
Someone to introduce the PG to UG in the latter part of year 3.

# data[].attributes.headline
academic practice led transition/bridging programme - also include commitment to study - short and intense?

# data[].attributes.subject
academic practice led transition/bridging programme - also include commitment to study - short and intense?

# data[].attributes.body
Clear purpose in terms of what they wish to achieve and where their starting point is and where they need to be

The idea of reflection, drafting and adapting to refine original outcomes.

UGs used to having and working in sprints, as opposed to long and skinny - growing into the PG study and allowing oneself to answer ones own questions through progression

# data[].attributes.body
Have we established what the gaps are, student consultation

# data[].attributes.headline
Needs to have confidence-building, team building, interpersonal stuff

# data[].attributes.subject
Needs to have confidence-building, team building, interpersonal stuff

# data[].attributes.body
APT sessions for PG student that cover academic and research skills

# data[].attributes.body
Help students to understand the added value for their career (Investment in your career

# data[].attributes.body
pre-orientation and language stkills important to make a comfortable step. Online activities and blended when arrive.

What kind of credits/values etc. Pass/Fail zero credits

Talks orientation days definitely needed to raise awareness from undergraduate

UG courses are fully aware of whole journey to PG.

# data[].attributes.body
activities to identified needs, followed by advice on how to improve.

# data[].attributes.headline
Like the idea of online 'Future Learn' course

# data[].attributes.subject
Like the idea of online 'Future Learn' course

# data[].attributes.body
should be free as students may not want to pay additional fees

# data[].attributes.body
of the different categories, what is the proportional representation

# data[].attributes.body
What should a “bridging course” look like?
Stand alone or embedded?
Duration, mode, assessment, cost, intensity.
What should a “course” contain?
Study skills? If so what?, English language, subject specific pre - learning, UK/Uni orientation/pre - orientation?
What are the advantages?
What are the barriers and disadvantages?

# data[].attributes.body
Is it realistic that courses are designed to cater for diverse groups e.g. those straight out of UG as well as those with extensive work experience? If courses are designed with specific students in mind, no need for a 'bridging course'.