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In the UK, the majority of university students specialise and study just one subject at bachelor degree level, commonly known in the UK as a single honours degree. However, nearly all British universities will permit students if they wish to study two or even three subjects, so-called joint or combined honours degrees, internationally known as a double major. The purpose of this paper is to explore the relationship between graduate employment, pre-university educational attainment and degree classification achieved. The study also explored student choice with respect to university prestige.

The authors analysed the complete data set provided from the Higher Education Statistics Agency Destination of Leavers from the Higher Education survey, and combined this with data from the POLAR4 quintiles, Universities and Colleges Admissions Service (UCAS) tariff points and degree classification. The data were analysed to establish whether there was a difference in the choices and highly skilled graduate employment of the joint honours students, focussing particularly on Russell Group and Post-92 Universities, in order to build on previous published work.

For any UCAS tariff band, the higher the POLAR4 quintile the higher the rate of highly skilled destination. Russell Group outperform the Post-92 graduates in their rates of highly skilled destinations, for any tariff band and for both joint and single honours degrees. Higher POLAR4 quintile graduates are more likely to study at the Russell Group, with this effect increasing the higher the UCAS tariff. With the exception of first class honours graduates from Post-92 universities, joint and single honours from the Russell Group have a higher rate of highly skilled destination than Post-92 in the next higher degree classification.

Low POLAR4 quintile students with high UCAS tariffs are “under-matching” and there is an impact on their graduate employment as a result.

This study adds new insights into joint honours degrees and also reinforces the literature around educational advantage and achievement prior to university, and the impact on graduate employment. Educational disadvantage persists over the course of a university degree education, from the perspective of gaining graduate employment. Higher quintile graduates are proportionately more likely to achieve the highest degree classifications, and proportionately less likely to achieve the lowest classifications, than graduates from the lower quintiles. Joint honours graduates are less likely to achieve a first class honours degree than single honours, and this will affect their rate of highly skilled destination.

The purpose of this paper is to investigate and understand whether students who complete a work placement as part of their degree course achieve a better classification of degree than those students who do not include a placement.

The study was conducted by extracting the profiles of computing students from the database of a UK based university. Data collected included the marks and academic performance throughout the course of the students’ degree, educational background, age and gender. In total, the profiles of 290 students were analysed to understand the impact of a work placement on their degree.

The results show that 58 per cent of those students who had been on a work placement achieved an upper second or first class degree, whereas only 37 per cent of non‐placement students achieved the same academic standards. Furthermore, this study also established that this result is not because work placement students are academically more capable to begin with, as originally believed by many researchers.

Direction for further research would involve investigating different cohorts of students and in different subject areas. However, the initial findings from this study could be used as a starting point in an attempt to encourage students to include a work placement as part of their degree.

Rather than simply performing a comparison of degree classifications between the placement and non‐placement students, this study goes further and investigates student performance during their entire three or four year degree course. Furthermore, this study also considers influences such as age, gender and educational background on the results.

This paper aims to report an ongoing investigation of library use at Huddersfield University that has identified a historical correlation between library usage and degree classification.

Three sets of data – use of electronic resources, book loans, and visits to the library – when represented graphically show consistent amounts of no and low use at campus, academic school, degree‐type and course level. Combining these findings with data showing academic achievement raises the question: is there a positive correlation between library use and attainment?

Understandably, library usage varies between academic schools and there are often pedagogic reasons for low usage, but it would appear that, in some subjects, students who “read” more, measured in terms of borrowing books and accessing electronic resources, achieve better grades.

Further work will focus on undergraduate, fulltime students at the main university campus.

It is intended to discover the reasons behind non/low use so as to develop then trial effective interventions for improving the grades of all students, from the bottom up, rather than just supporting those that are already high flyers. The results will inform both library service delivery and university goals concerning the quality of the student learning experience, improving retention and improving the level of final degree award.

The paper shows that there are implications for all subjects and all levels of achievement at the university.

Advanced education is often thought to respond to the demands of the economy, market forces create new occupations, and then universities respond with new degrees and curricula aimed at training future workers with specific new skills. Presented here is comparative research on an underappreciated, yet growing, concurrent alternative process: universities, with their global growth in numbers and enrollments, in concert with expanding research capacity, create and privilege knowledge and skills, legitimate new degrees that then become monetized and even required in private and public sectors of economies. A process referred to as academization of occupations has far-reaching implications for understanding the transformation of capitalism, new dimensions of social inequality, and resulting stratification among occupations. Academization is also eclipsing the more limited professionalization processes in occupations. Additionally, it fuels further expansion of advanced education and contributes to a new culture of work in the 21st century. Commissioned detailed German and US case studies of the university origins and influence on workplace consequences of seven selected occupations and associated knowledge, skills, and degrees investigate the academization process. And to demonstrate how universal this could become, the cases contrast the more open and less-restrictive education and occupation system in the US with the centralized and state-controlled education system in Germany. With expected variation, both economies and their occupational systems show evidence of robust academization. Importantly too is evidence of academic transformations of understandings about approaches to job tasks and use of authoritative knowledge in occupational activities.

The number of people engaging in higher education (HE) has increased considerably over the past decade. However, there is a need to achieve a balance between increasing access and bearing down on rates of non‐completion. It has been argued that poor attainment and failure within the first year are significant contributors to the overall statistics for non‐progression and that, although research has concentrated on factors causative of student withdrawal, less attention has focused on students who fail academically. This study investigated the effects of a number of factors on the academic attainment of first‐year undergraduates within the Faculty of Humanities and Social Sciences at the University of Glamorgan. Results showed that gender and age had only minor impacts upon educational achievement, while place of residence, prior educational attainment and attendance emerged as significant predictors of attainment. Further analysis showed these three factors to be interrelated, with attendance correlating strongly with both entry points and place of residence. In turn, prior attainment was strongly linked to place of residence. Findings may be used to identify and proactively target students at risk of poor academic performance and dropout in order to improve rates of performance and progression.

The purpose of this paper is to study the alignment measurement in collaborative networks, using the fit concept and predictive performance measurement as its main enablers. A performance prediction approach is used in order to control a collaborative business network based not only in present and past performance measurements of each partner, but also taking into account the future behaviour of the intra‐ and inter‐organisational processes performance.

An exploratory case study was applied to a Brazilian collaborative network and mathematical approaches normally used in control theory were adopted to support alignment measurement.

The use of predictive measurements to manage the alignment between the results of inter‐organisational processes and performance targets set by the collaborative network.

This approach was applied in a specific supply chain network, based on three industrial companies. For other network typologies it will be necessary to evaluate the alignment that can be achieved.

This predictive approach makes it possible to manage performance pro‐actively using feedforward and feedback control. Therefore, tools that consider performance estimation are used based on a data fusion approach, with a proper combination of leading and lagging measurements, which make it possible to use forecasting methods and tools to achieve good predictions.

The paper introduces an approach to alignment measurement leveraged by the new paradigm of performance prediction and presents an alignment metric for collaborative networks.

This paper describes, with examples, the writing of aims and intended learning outcomes for a broad range of engineering degree programmes at various levels including undergraduate masters. The relevance and helpfulness, to this process, of the engineering benchmark statement are discussed in the context of the range of other attempts at setting out standards for engineering degrees over several decades, mainly by professional bodies. The discussion also includes the implications, for delivery and assessment, of setting threshold standards, and the importance of clear presentation of intended learning for the successful introduction of PDP.

Mr E. V. Smith, of Lanchester Polytechnic, discusses the problem of assessment in the industrial training period of sandwich courses. He concludes that an ‘assessment table’ can be designed to give a meaningful assessment of industrial training, and that this will be useful to employers in their personnel selection.

Based on the first‐hand experiences of two university lecturers who each spent a year lecturing at universities in the USA, starts with an overview of the US educational system including both high schools and universities and then concentrates on the differences in assessment strategies between UK and US higher educational institutions. Highlights the strengths and weaknesses of the two systems and assesses what the UK can learn.

The purpose of this paper is to establish a new evaluation system to assess the degree of integration between industry and the internet. And use the gray correlation matrix method to evaluate the “internet + industry” integration degree of China’s provinces.

This paper establishes a new evaluation system to assess the degree of integration between industry and the internet using the matrix gray relational analysis method.

The main indexes and its rankings of the provinces’ integration degree and the rankings of the provinces’ integration degree are obtained.

The ranking of the degree of integration of various provinces in the country has certain guiding significance in promoting the development of “internet +” and “industry 4.0.”

Establishing a new model for the quantitative assessment of the degree of fusion, this method has a positive impact on the quantitative assessment of “internet + industrial” integration.