Strengthening MSc programmes by embedding sustainability in a shared core module

Integrating sustainability into university education is vital for preparing students to address global challenges, enhance their competitiveness and employability, and promote ethical decision-making. By integrating sustainability across disciplines, universities play a pivotal role in shaping a more sustainable future. In this blog, we illustrate how sustainability elements are incorporated into a core MSc finance module, Principles of Finance, shared among several MSc programmes in the School of Accounting, Finance, and Economics at the University of Greenwich. Shared modules enable students from various academic disciplines to study a common subject together. According to Lyall et al. (2015), successfully embedding interdisciplinary learning and teaching into a shared curriculum is driven by university strategy. By prioritizing shared curricula as a strategic goal, universities seek to cultivate a learning environment that prepares students with the interdisciplinary skills and perspectives necessary for addressing complex real-world challenges. Similarly, Bovill and Woolmer (2019) believe that shared modules offer a practical avenue for enacting university strategies concerning curriculum development, student engagement, and interdisciplinary learning. According to University of Greenwich Strategy 2030, sustainability is a crucial strategy. Therefore, the integration of sustainability content into this shared module facilitates the implementation of university strategies across these programmes

Fostering the success of direct entry Chinese students through cross-cultural awareness, creativity and enterprise, and scholarship and autonomy

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Using early feedback to start a conversation with students

Theme 5. You belong here: Strategies and practices to support all students in feeling they truly belong - Student voice approaches to ensure all voices are heard. Almost every student in HE will have experienced dissatisfaction with assessment outcomes during their degree. Arguably, this is an encouraging sign as it suggests learners are keen to perform well and, by extension, to learn. Nevertheless, a poor outcome can feed students’ feeling of inadequacy and of not belonging. We propose that when students are better equipped with assessment and feedback literacy, their learning experience remains a positive and inclusive one, independently from undesirable assessment outcomes. Our approach is to involve learners in the feedback cycle, provide opportunities to deliver, discuss and apply feedback, making sure their voice is heard

Funds transfer pricing and performance evaluation

EThOS - Electronic Theses Online ServiceGBUnited Kingdo

Mastering the transition: induction activities for Chinese students to facilitate adaption to the UK learning environment

Student induction, a key element of transition to university, is of great importance because it marks the initial face-to-face interaction between students and university staff and their introduction to learning in higher education. In the School of Accounting, Finance and Economics at the University of Greenwich, a tailored induction approach is used for incoming Chinese Direct Entry (CDE) students. The goal of this induction is to familiarise CDE students with the United Kingdom (UK) learning environment to counter the academic culture shock which international students can experience. CDE induction begins with sessions which explain UK teaching, learning and assessment approaches, followed by an introduction to the university’s library resources. Students then collaborate in small groups, applying the techniques and knowledge they have gained to analyse case studies. This immediate engagement with student-centred learning jumpstarts independent study skills, collaboration and friendships among CDE students

ILKAP Binding to and Dephosphorylating HIF-1α is Essential for Apoptosis Induced by Severe Hypoxia

Background/Aims: Integrin-linked kinase-associated phosphatase (ILKAP), a serine/threonine phosphatase that belongs to the protein phosphatase 2C family, has a role in cell survival and apoptosis. Hypoxia-inducible factor 1α (HIF-1α) is the key transcription factor in the response to oxygen deficiency in mammals. Direct phosphorylation and dephosphorylation of HIF-1α affect its function. The present study investigated the role of ILKAP on HIF-1α dephosphorylation and cell behavior. Methods: HIF-1α was induced by hypoxia. Physical binding between ILKAP and HIF-1α was demonstrated by a co-immunoprecipitation assay. HIF-1α transcriptional activity was investigated using a hypoxia-response element-containing luciferase reporter plasmid. Cell viability was evaluated by a trypan blue dye exclusion assay. ILKAP function was explored by a gain and loss assay with an overexpression plasmid and shRNA infection. Results: ILKAP physically interacted with HIF-1α and induced its dephosphorylation. Both the HIF-1α-p53 interaction and apoptosis relied on ILKAP. Conclusion: The results indicated that the ILKAP directly binds and dephosphorylates HIF-1α and responsible for severe hypoxia-induced cell apoptosis

Rational speculative bubbles in the Asian stock markets: tests on deterministic explosive bubbles and stochastic explosive root bubbles

The standard theory of asset pricing, in which a long-run relationship should exist between stock prices and dividends if there are no deterministic explosive bubbles, assumes the constancy of expected returns. However, the investor’s expected returns are more likely to be time varying, which have led to the modification for the tests of rational bubble. One modification is that the tests should be applied to the log levels of stock price and dividend for allowing the detection of the stochastic explosive root bubble, which incorporates the possibility of time-varying expected returns. Accordingly, we test the existence or otherwise of both types of rational bubbles in the Asian stock markets by applying the unit root tests and the cointegration analyses. The empirical results suggest that the rational bubbles exist in the stock markets of Japan, Singapore, Korea, Taiwan, Thailand, Malaysia, Indonesia and Philippine, whereas Hong Kong is found to have no rational bubbles