Yes

Yes

The University of Bradford currently have a number of digital repositories within the University but it does not have an institutional repository. The partly JISC-funded project (Bradford University Repository Project - BURP!) aims to address the lack of a centrally managed repository for the University's research output. This article gives a brief update of the progress in the one-year project commenced in March 2009.

No / FP7

Yes / Bradford, like most British universities, carries out many school and college outreach events to accustom students to the idea of coming to university and to introduce them to the resources available here. Bradford’s student body includes many first generation students.

Yes / Human Resource Directorate

Yes

no / All universities have the capacity to embrace, embed or ignore sustainable development. Looking across the sector and reflecting on the past seven years and my own institutional experiences, the key finding is that change for campus and curriculum-based sustainability is clearly possible but unpredictable. For many years my own institution (University of Bradford) struggled to make progress in a number of key aspects of `campus greening¿ including recycling, green build, energy management, green travel, fair trade etc. It employed its first environmental manager as recently as 2003. Up until 2007, education for sustainable development (ESD) was largely found in one small academic department. Now, as this paper describes, it is a central feature of the learning and teaching strategy for the university and an overall institutional objective.

Yes / The central aim of the paper is to examine the nature and function of higher education in Africa, and to explore the potential for partnerships between institutions in the Global North and South to assist in meeting the current capacity challenge. The paper starts with a critical exploration of the contemporary shifts taking place in higher education around the world and how this is transforming academic and professional identities. Following this is an analysis of the rationales that drive the process of ¿internationalisation¿ of higher education. We argue that internationalisation and globalisation present both a challenge and an opportunity for the rapidly expanding systems of higher education in Africa. We then go on to consider how international partnerships might support the development of Higher Education institutions in Africa and we present a critical analysis of the pitfalls and potentials of such collaborations. We also reflect on a long-term collaborative relationship between the Universities of Bradford (UK) and Mzumbe (Tanzania). From this we take the view that robust and strategic long-term partnerships can avoid neo-colonial relationships and offer potential for both partners, but this requires institutional commitment at all levels. This literature review serves as a foundational study, which will feed into further papers reflecting on the evolution and practice of the partnerships in place between JEFCAS (University of Bradford) and HE institutions in Africa.

Sustainability and environmental responsibility is increasingly growing in importance. Solving the environmental problems of the planet will one day become the responsibility of future scientists. For this reason, and with the introduction of new chemical legislation (REACH) driving change it is essential that current students are given a broad introduction to sustainability and environmental responsibility in order to equip them as graduates for future practice in the chemical sciences. At the University of Bradford the aim is to teach sustainability and environmental responsibility by embedding it throughout the entire chemistry curriculum rather than teaching it in standalone lectures. Once this has been established within chemistry it is expected that this will potentially provide a template for other areas of laboratory science within the university. In order to achieve the aim of this project, students, staff and potential employers tookpart in surveys with a view to inform curriculum development. Examples of best practice were sought and used as guidance for the development of directed learning activities for use as post lab questions and utilisation of the twelve principles of green chemistry. Green chemistry metrics were applied to undergraduate experiments to test how well they would work in terms of ease of use, applicability and judging ¿greenness¿. It was found that these were not very effective for use within an undergraduate laboratory due to applicability and judging ¿greenness¿, however this work highlighted other areas for improvement. As a result of this work an environmental assessment metric system was developed for use within an undergraduate setting. / Ecoversity at the University of Bradford