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Portuguese academic staff and students in UK’s engineering higher education

Direito, I; Stella, F; (2019) Portuguese academic staff and students in UK’s engineering higher education. In: Proceedings of the Third International Conference of the Portuguese Society for Engineering Education (CISPEE 2018). Portuguese Society for Engineering Education (SPEE): Aveiro, Portugal. (In press). Green open access

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Abstract

Before the EU referendum in June 2016, the proportion of European nationals in engineering and technology in UK’s higher education was 19% for academic staff, 6% and 15% for students (undergraduate and postgraduate, respectively). This paper presents an overview of the number of Portuguese academic staff and students working and studying in the UK, from 2007/08 to 2015/16. For students, a breakdown by level of study, university type (member or not member of Russell Group), engineering discipline and gender are provided, as well as data of the first cohort of students starting their Engineering programs following the 2016 Brexit referendum.

Type: Proceedings paper
Title: Portuguese academic staff and students in UK’s engineering higher education
Event: Third International Conference of the Portuguese Society for Engineering Education (CISPEE 2018)
Location: University of Aveiro, Portugal
Dates: 27 June 2018 - 29 June 2018
Open access status: An open access version is available from UCL Discovery
Publisher version: http://see.web.ua.pt/cispee2018/
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: engineering students; engineering academic staff; level of study; gender; engineering discipline
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > UCL BEAMS
UCL > Provost and Vice Provost Offices > UCL BEAMS > Faculty of Engineering Science
UCL > Provost and Vice Provost Offices > UCL BEAMS > Faculty of Engineering Science > Engineering Science Faculty Office
URI: https://discovery.ucl.ac.uk/id/eprint/10053454
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