CISI Educational Trust awards totalling £23,000 announced
The Chartered Institute for Securities & Investment (CISI) is delighted to announce the 20 student winners of its 2019 Educational Trust Awards. The CISI Educational Trust Awards annually celebrate achievement amongst students studying CISI accredited courses around the UK, at both undergraduate and postgraduate level. The winners received a combined total of £23,000. Each of the winners, 10 female and 10 male, were nominated by their university based on excellence in an item of work or examination. In addition to their nomination, each winner was invited to submit an essay of 400 words for the opportunity to attend an interview with the Educational Trust and a chance to achieve a further financial award based on interview performance, general knowledge test, and knowledge of the CISI. The essay title for 2019 was: “What is Green Finance? Discuss whether it is a passing trend or a fundamental change.” Following an intensive interview process, we are delighted to congratulate Akshat Vyas the top performing postgraduate who received an additional £3,000.00 and Luke Mulligan, top performing undergraduate, who received an additional award of £1,500.00. Josephat Loambo and Niccolò Carrara received £2,000.00 and £1,000.00 each in recognition of high interview standard. The top performing students were invited to attend the CISI Annual Awards Ceremony Tuesday 19th March at Mansion House to receive an Award. On receipt of his award Akshat Vyas ICMA Centre, University of Reading said: “It is a great honour to be CISI Educational Trust Award winner this year. Getting recognition from a premier professional body in the financial profession like CISI will certainly give me a competitive advantage in my future career. The entire process for Educational Trust Awards was very rewarding. The interview day provided me a great opportunity to interact with the Trustees and peers from other universities. The discussion on the essay topic of Green Finance and current events in finance was very enriching.” Luke Mulligan studying at University of Ulster said: “The CISI Educational Trust Award provided me with the opportunity to network with fellow students and to add a competitive edge to my professional portfolio.” Clare Gore Langton, Chartered FCSI(Hon), Chairman CISI Educational Trust, an investment director with over 25 years of experience of working with private client investment portfolios said: “This year’s essay topic was What is Green Finance? Discuss whether it is a passing trend or a fundamental change and the discussion subject was Tariffs and Trade Wars. The trustees enjoyed a thoroughly interesting morning of discussion with a strong group of candidates. The work submitted by both undergraduates and postgraduates was of a high calibre “Every year I say this, but the general knowledge area needs to improve significantly. The financial world does not exist in isolation, I think all future candidates should take this on board.” The following students, as CISI Educational Trust Award winners, each receive a financial award to support ambitions for a financial services career. Postgraduate winners receive £1,000 each and undergraduates £500 each. Aston University Raveer Mann £ 500.00 Bangor University Jesper Ipland £ 500.00 Birmingham City University Juliana Martika Binti Mansor £ 1,000.00 Coventry University Boglarka Dobas £ 500.00 De Montfort University Hao Chen £ 1,000.00 University of East London Ali Hassan £ 500.00 University of Exeter Abdulrahman Youssef £ 1,000.00 Glasgow Caledonian University Aoife Clifford £ 1,000.00 ICMA Centre, University of Reading Akshat Vyas £ 1,000.00 Liverpool John Moores University Josephat Loambo £ 1,000.00 University College London The Vinh Mai £ 1,000.00 Northumbria University Natalie Suchecki £ 500.00 University of Portsmouth Esther Msangi £ 1,000.00 Queen Mary University of London Han Bao £ 1,000.00 Sheffield Hallam University Michael Lofthouse £ 500.00 University of Sussex Molly Llewellyn £ 500.00 University of Sussex Natcha Kittiwongsophon £ 1,000.00 University of Ulster Luke Mulligan £ 500.00 University of Westminster Jamie Rasheed-Horsburgh £ 1,000.00 University of York Niccolò Carrara £ 500.00 For more information about the CISI Educational Awards click here
London School of Economics students win £15k corporate award at Duff & Phelps annual YOUniversity Deal Challenge
LONDON: A team of three students from the London School of Economics have won a £15,000 cash prize after competing in the final round of Duff & Phelps’ annual YOUniversity Deal Challenge, held in London. Duff & Phelps, the global advisor that protects, restores and maximizes value for clients, saw a pool of 23 university teams from across Europe prepare and pitch a financial transaction case study that involves a broad range of finance-focused skills, including aspects of Mergers and Acquisitions (M&A), Transaction Opinions, Valuation Services and Disputes. The students had to present to a specialist panel of Duff & Phelps industry experts and academics. The panel included Sharon Davies, Mathias Schumacher and Henry Wells, Managing Directors from Duff & Phelps’ Valuation Advisory and M&A teams, as well as Professor Martine Carre-Tallon from Dauphine University in Paris and Professor Laura Nuñez Letamendia from IE Business School in Madrid. Now in its 10th year, YOUniversity Deal Challenge provides students with a springboard for a career in the financial services industry. The runners-up from Nova Business School and Dauphine each received a £6,000 cash prize. This years’ success marks the continued evolution of Duff & Phelps’ national case study competition established in 2010. The 2019 event was the most internationally-focused yet, featuring further final events in New York, Mumbai and Hong Kong to encourage more participation from teams across the globe. Sharon Davies, Managing Director, Valuation Advisory at Duff & Phelps: “We are committed to identifying and investing in the next generation of finance leaders. We were very impressed by the quality and detail of the case studies presented at this year’s event and we are honoured to extend the opportunity to students around the world. “YOUniversity Deal Challenge offers students the unique opportunity to showcase their skills in a competition resembling the real challenges that finance professionals often face in their careers. By applying technical reasoning and critical thinking in teams, competitors gain an in-depth insight into the variety and complexity of the work involved in key stages of a financial transaction. “Congratulations to this year’s winners and to all our entrants for some exemplarily work.”
Cambridge Regional College student organises consultation with local MP
Student Union President and Level 3 Sports Studies student, Sophie Day from Cambridge Regional College invited Daniel Zeichner, MP for Cambridge, to attend the college for a forum with students and staff about the importance of fair funding for further education (FE). Mr Zeichner, who recently referenced the region’s colleges during a parliamentary debate speech on FE funding, addressed a full room, fielding questions from both students and staff about the role of FE in local economies and college funding. On visiting Cambridge Regional College, he said, “I am a strong supporter of FE colleges and have recently called on the Government to reverse the “near invisibility of Further Education” in policy and Parliament. FE colleges are engines of growth and skill generators for the country’s regions. It was great to see such interest and drive from the CRC students campaigning for the sector during my recent visit. The Student Union representatives are clearly passionate about the cause and Sophie in particular was keen to tell me about her plans to get students and staff involved.” Following her attendance at the NUS FEstival conference in Sheffield late last year, where the impact of funding cuts to the sector was a prominent theme, Sophie felt passionately about raising awareness of issues affecting colleges across the country. One of the first steps she took with the Students’ Union was to encourage fellow students to sign the petition on fairer funding for FE colleges which Daniel took to and led a parliamentary debate on. Sophie was delighted to host Mr Zeichner’s visit, saying “FE Colleges do amazing things, providing the opportunities to transform people’s lives, so imagine what could be done if more funding was available. I was delighted and a little surprised when my invitation to Daniel was accepted, it just goes to show that students do have the power to make a difference. I would like to thank Daniel again for visiting as this was a great way to raise awareness and get more people involved in finding solutions.” www.camre.ac.uk
Identifying Dyslexia in Students
Clare Othman, Operations Director, Supply Desk, specialists in matching school staffing needs with the best available SEN staff – permanent, long-term and supply – gives her top tips on how to identify dyslexia in students Teachers who are able to identify dyslexia in affected students provide a wonderful benefit to those students. Identification helps enable children to access life-changing support. Dyslexic students learn very differently from other students, and really must be taught differently in order to help them maximise their potential. Why is it important to identify dyslexia? Children with dyslexia who are not identified during the early years of their schooling may develop coping strategies that disguise their dyslexia. While these coping strategies may be positive or negative, they can prevent accurate identification, and this leads to secondary effects. Low self esteem, frustration, loss of motivation for learning, as well as social and emotional issues, can all stem from unidentified dyslexia. On the flip side, dyslexic children who are identified early are more able to access effective instruction, learning support and other tools to help them with their learning difference. Dyslexia identification in children How do you tell if a student is dyslexic? The condition may affect boys or girls, from all backgrounds. One of the more frustrating issues for teachers attempting to identify dyslexia is that, often, dyslexic traits seem to be normal variations in childhood development milestones. Dyslexic traits start becoming more apparent around aged 3, and observant teachers will notice clusters of issues that stand out. Some signs are more obvious than others. Dyslexic children can have a wide range of difficulties, and don’t necessarily experience them all. Dyslexia is often suspected by teachers (or parents) of children who are struggling with speaking, writing, reading, or numeracy. Often the child does not progress as quickly as classmates, or may not seem to progress at all, yet they may also have areas of strong ability. Checklists There are numerous lists of symptoms available which describe specific dyslexic traits to look for at different ages. The British Dyslexia Association provides useful lists of indications for pre-school, primary and secondary students, from which teachers can look for a cluster of difficulties. While a checklist itself cannot provide enough information for a diagnostic assessment, it can certainly be used as a guide to whether further testing would be beneficial. It is important to point out that people who do not have dyslexia can still tick many of the boxes on the checklist. Therefore, checklists must be used with caution, and not in isolation. Diagnostic Assessment Diagnostic assessments should always be conducted by qualified, certified personnel, such as chartered psychologists or specialist teachers/assessors with an Assessment Practicing Certificate. Your local Association, or your school’s SEN Co-ordinator, may be able to recommend suitable practitioners. Identification is crucial Identifying dyslexia is a crucial step in the lives of affected students. Identification can be a catalyst to get the help and support they need. It is so often a ‘hidden disability’, but it is also the most common learning difficulty. Importantly, many schools don’t recognise dyslexia as a disability, simply a learning difficulty. This is because when, taught in an appropriate way, dyslexic students are able to achieve outstanding success in this modern world. Teachers and support staff play an important role in the early identification of dyslexia amongst students and can make a real difference in the lives of many. For further information on Supply Desk please visit http://www.supplydesk.co.uk/
Teachers on social media – the dos and don’ts
2018 – everyone is online students, teachers and parents In light of recent news that one in three teachers have reported derogatory comments posted about them on social media from parents and children, the discussion around student and teacher communication practices is becoming increasingly vital. The interaction with teachers on social media raises a lot of questions: Is there a need for out-of-school hours communication? If so, what channels should they be using? Do teachers need to be more careful about revealing their identities on social media? First and foremost, we need to be clear that teachers are just as at risk from cyberbullying as anyone else in a public facing role. People can be surprised that teachers fall victim to online hate but, as students (and parents) become more and more social media savvy, some can feel empowered to make negative comments about their teachers online under the guise of anonymity. How to get the right balance Context rather than content Every school has a policy, but sometimes it can be difficult to follow especially when social media is such a natural habitat and part of everyday communication. Students in particular see social media as their communication channel of choice and recognise few boundaries in the nature and purpose of messages used on these platforms. A student with a question about their homework may think they’ll get a quicker response sending you a DM, but anything deemed to be personal (i.e. outside official school channels such as work email addresses for example) takes the conversation away from a safe transparent place; regardless of the topic of conversation, it is the channel that makes it inappropriate. Ideally, your school should have a communication platform that allows appropriate and transparent communication, so students and parents don’t feel the need to approach you on social media, and you have somewhere to drive the conversation towards if they do. If you do find yourself being contacted on your social channels, let them know about the school policy and how it would be best to speak to you. That way, they will understand it’s not you being unfriendly, but a matter of protocol. Fake names and pictures Although everyone has the right to their own personal profile, if you use your full name and have a photo of you on your profile it will make it easy for students and parents to find you. Consider using an anagram of your name and a scenic photo for your main picture. Check your Facebook settings – you are sometimes searchable by your email address or phone number. Facebook regularly change their algorithms so stay on top of your privacy settings and visibility. It is important that you have a clear separation between your personal and professional digital footprints. Your profile Before you feel overwhelmed at having to watch your every move on social media, most professions now warn of the dangers of showing too much online as being harmful to job applications or promotions. As a teacher you are a source of fascination for students who only ever know you in your teacher role. Your public profile should show minimal information. If there’s nothing to look at, there’s nothing for students to gossip about, and there’s less incentive to add you as a friend. New social media When we think of teachers and social media, the problem traditionally lies with Facebook. Not any more. Snapchat, the darling social platform of Generation Z, is a huge no-no when it comes to interacting with students – with messages and images that disappear, it can look suspicious to parents and senior staff that any communication has taken place at all. It’s the same with WhatsApp, with its encrypted messaging system, allowing complete privacy of conversation. Ignore any messages from students on these platforms and bring it back to real-world communication. Good communication Despite the risks, controversy and sensitivities, it’s important to remember the advantages to developing good communication with your students and their parents when done so appropriately. Respecting the feedback loop between parents, students and teachers is not only a good idea, it’s essential to the happy and successful progress of the student’s education – just as long as it’s done in the right way and using the right channels. “If you invest the time earlier to create structure and process around communication, planning, and goal-setting, you can prevent missteps before they occur.” Christine Tsai By Rob Eastment, Head of Learning, Firefly
Virtual Reality Learning
Virtual Reality Learning: A Technological Innovation for Education When it comes to classroom study, learning processes are constantly evolving and new developments in technology means that many education practices can be eased through these new innovations. One particular technology which has been changing the face of education and improving learning methods lately is Virtual Reality technology. Having progressed significantly since it first came into existence in 2015, Virtual Reality technology within the classroom is helping to enhance interactive learning, encourage more visualisation, as well as promoting self-learning methods and group interaction. Amongst other technological innovations, VR in education has proved to be one of the most effective learning tools within the classroom. With the development of Virtual Reality, then came along Augmented Reality which created a whole range of new opportunities within the classroom and exciting learning possibilities for both students and teachers. AR in education helps to bridge the real and digital world – it helps to encourage the students to actually become part of the information, as well as letting them literally see what they’re learning right in front of them. There’s VR learning and AR learning, and then there’s the VLE (Virtual Learning Environment) which essentially combines both Virtual Reality technology and Augmented Reality technology. This programme and type of learning specifically focuses on cognitive development for students. This includes – language development, numerical understanding, comprehensive improvement, strengthening concept development and engagement within the classroom. If you’ve not heard of the Virtual Learning Environment, or Virtual Reality technology for that matter, then you’re probably wondering what it involves and how it compares to the traditional classroom. The traditional classroom focuses on textbook reading and instructional method of study which results in less comprehension and less engagement within the classroom. The virtual classroom is much more engaging and helps to keep students more interested with simulated people, objects and environments which appear very life-like. With VR headsets and a 360 degree view, the students get to experience the events as they are happening. Modern education really hones in on the element of interactive learning and device-based learning. The Virtual Learning Environment really helps with this, as well as promoting more visualisation and engagement within the classroom. To help you visualise the benefits of VR and Realtime Virtuality, the guys over at Essay Writing Service UK have designed an animated infographic below. The gifographic pinpoints the benefits of the Virtual Classroom, the main differences between the traditional classroom and the virtual classroom, as well as lots of information around the Virtual Learning Environment – a programme which many schools are now thinking of implementing within their curriculum or have already started to implement it. Are you a student? Are you a teacher? We’d love to get your thoughts on technology in education and whether you think that Virtual Reality technology is a great learning tool…
Keep calm and seek advice says leading college
With just a week to go before thousands of students across Staffordshire receive their A-level results, Newcastle-under-Lyme College (NULC), the highest performing further education institution in the region, is reassuring students that whatever their results, there are options and support available. Liz Wyman, Head of Learning Resources and Guidance at Newcastle-under-Lyme College said: “Understandably, students can get nervous in the run up to results day, even though the vast majority get into university, an apprenticeship or employment without a hitch. These results are the culmination of two years hard work and there is often a lot riding on the outcome. We would urge students to stay calm and seek advice if things don’t go to plan.” “As a caring college, we want to ensure that students have the best support available, whether they have out-performed expectations, undershot or are simply having doubts about the choices they have made. It is important that students, including those from other colleges, are reassured that whatever their results, there will be options available.” On Thursday 18th August, NULC will open its doors to students collecting results and will have knowledgeable staff on hand throughout the day to give advice and guidance. NULC’s support team will be joined by advisors from local universities and Entrust, who will be available to provide independent career advice. In 2015 NULC celebrated record results, with an overall A-level pass rate of 99.2%. 173 students achieved A* or A grades and 31 subjects achieved a 100% pass rate. For several consecutive years NULC has been the biggest provider of students to higher education in Staffordshire, with 860 students progressing to 91 different universities last year. For those students choosing to stay closer to home, NULC offers progression opportunities through a range of university-level programmes including Foundation Years, Foundation degrees, Higher National Certificates (HNCs) and Diplomas (HNDs). These courses are a perfect option for those wanting to study in a dedicated University Centre within a smaller institution that boasts first class facilities and fantastic student support. It is not too late to apply for courses starting in September; there are a range of course options available, including HNC/Ds in Business, Sport, Performing Arts, and Health and Social Care. NULC also promotes a broad apprenticeship offering with equally strong success rates, standing 11% ahead of the national average. Currently there are around 70 local apprenticeship vacancies available through ‘The Workshop’, a dedicated apprenticeship hub, housed within the main reception area at the College’s Knutton Lane campus. Giovanni Neglia, 19 from Burslem took AS levels, however, instead of going to university, he chose to step directly on the career ladder, undertaking a higher apprenticeship in business administration with Hanley Economic Building Society. He said: “University is not the only option, being an apprentice means that I’m not building debts, I’m getting my qualifications paid for and I am progressing towards university-level qualifications whilst earning and gaining experience.” Principal and Chief Executive of Newcastle-under-Lyme College, Karen Dobson said: “This is an exciting time of year as students across the country receive their all-important exam results. For many, a university place will be calling, but for an increasing number of young people apprenticeships are becoming an attractive choice. An apprenticeship gives you the opportunity to gain practical skills and knowledge in your chosen field, with the ability to study to degree-level, whilst earning a wage.” To find out more about apprenticeships at NULC visit www.nulc.ac.uk/apprenticeships or contact the Work Shop on 01782 254287 or theworkshop@nulc.ac.uk
Banish homework horrors: how to make homework meaningful and deepen learning
Plenty has been written about the horrors of homework. A negative impact on leisure time is high on the list of concerns, as is an uneven playing field, where some students benefit from more parental help or access to learning resources than others. Many students also find the marking process problematic as they are often left with little or no feedback on their work, or get a mark they don’t fully understand. But homework can no longer be seen a much maligned ‘add on’ to the school day. More complex curricula combined with new pedagogy like the flipped classroom, where rote material can be ingested at home, means that the work students do away from the classroom is crucial to their success. Homework also provides opportunities for reinforcement of work learned during school time and for children to develop their research skills. Students need to seek information for themselves and so are helped along the path to becoming independent learners, and the responsibility of meeting deadlines instills the discipline needed not just in the classroom, but all the way through life. Sam Blyth is director of schools at Canvas New technologies like Virtual Learning Environments have enabled a smooth transition between in-school and out-of-school work, and made homework more interactive, collaborative and fun. But technology alone won’t mitigate the stress and pressure that homework can bring. Online tools and access to technology must be coupled with a commitment from teachers to make homework as interesting and engaging as the work students complete in the classroom. By prioritising homework, students will feel more motivated working from home without a teacher’s supervision, and teachers will benefit from more engaged students who drive their own learning journey. As a result of countless conversations with teachers and parents, I’ve found that there are some basic things for schools to do to make homework more appealing and meaningful. These are: 1. Put kids in control of their learning Empowering students to learn independently, in a way that suits them, is motivational and inspiring. It’s crucial to give children the autonomy to influence their own path to knowledge, creating as much flexibility as possible within the constraints of curricula. Giving control to students isn’t the same as abdicating control of the classroom – but offering choices can motivate students to succeed. Give them a page of maths problems, but let them choose any ten to complete. If they usually do written book reports, allow students to write a traditional report, film a book review, or create a comic-book-style summary of the major events or themes. It can’t be done for every assignment, but why not try it occasionally? 2. Promote the use of digital tools and resources Banish the ‘dog ate my homework’ excuse forever by moving assignment delivery online. For students, Virtual Learning Environments facilitate access to engaging and compelling content. Using cloud-based solutions also means that students can access work from multiple devices, such as phones, tablets and laptops. For teachers the ability to track progress, or measure peer performance, in a centralised manner, allows them to spot trends or issues quickly and adapt teaching to fit students’ needs. Tracking progress is just as important for students as it is for teachers, seeing how they’re building knowledge shows children that the work they’re doing is paying off. Similarly, knowing what’s coming up builds interest and anticipation. Using self marking quizzes is another simple way to bring a fun ‘gamification’ element to the tuition. Going beyond the traditional curricula, and giving students the possibility to engage with each other in ways that are not associated with homework, often has a positive impact on students’ learning motivation. 3. Enable fast feedback and encourage sharing and teamwork By acknowledging and feeding back as quickly as possible, you’re telling the students you’ve seen their effort, which means their stress wasn’t all for nothing. Online forums enable two-way conversations with students and are a great way to give concrete feedback in an easy and accessible way. With Canvas, you can also give feedback via audio or video, which is a great way to personalise communication with students. Peer feedback is equally important. Teachers must enable a collaborative approach to learning by encouraging the sharing of work, feedback and ideas. When children feel that that what they are learning and producing will be shared and likely appreciated by others, they work hard to impress. Lastly, and too often ignored, is the process of self-evaluation. Encouraging children to ask ‘what did I learn here?’ and ‘how has this improved my knowledge?’ is key to ensuring they feel that the activities they have undertaken are worthwhile and part of a wider learning process. So three simple steps, but important ones. Following these methods will help to tackle the negative view of studying at home – promoting homework as both instructional and engaging; a crucial part of a student’s learning, leading to better outcomes for students and schools. https://www.canvasvle.co.uk/ Written by Sam Blyth the director of schools at Canvas.
RANDSTAD STUDENT SUPPORT PUTS SHROPSHIRE STUDENTS IN POLE POSITION
Randstad Student Support, a leading provider of learning support staff, has taken a group of 15 budding Formula 1 racing engineers to the Williams Martini Racing F1 Factory for a day of innovation, excitement and engineering insight. The lucky group from North Shropshire College included 14 students who fought off tough competition to win the trip, managing to take home the trophy in a competition hosted by Randstad Student Support at the Association of Colleges conference held in November. Randstad Student Support worked with 65 further education colleges and 93 universities around the UK last year, providing vital support for 28,000 students, helping them to achieve their potential. All the students on the tour are currently studying either engineering or mechanics at the college and were given a glimpse into the inner working of the Williams garages. Also attending from Randstad was Victoria Short, Managing Director, Sadie Besley, Operations Director and Karen Guthrie, Further Education Development Manager. Students visited the advanced engineering section of the factory, learning how engineers at Williams use their high-tech, scientific knowledge to solve everyday problems. For example, students discovered that Williams’ pioneering work in cooling down race car engines had been transferred to reducing energy bills in the frozen aisles of supermarkets – creating vast energy savings. This revealed the wide range of professional options available to the students and the versatility of engineering as a career choice. With 431 engineering jobs currently available on Randstad’s website there’s high hopes the visit will have inspired a new generation of expertise.[1] Students also got the chance to prove their racing credentials and try to beat the best of F1 drivers on a BATAK reaction machine. Unfortunately the chequered flag was out of reach – with most posting scores half those of professional drivers. And the final pit stop was to the Williams museum, to check out the trophy collection and see F1 mementos up close. Sadie Besley, Operations Director, Randstad Student Support comments: “This competition was all about inspiring innovation in students – and giving them a glimpse into a potential career in engineering. F1 is the pinnacle of professional racing – and we want North Shropshire students to be at the top of their game. It was fantastic to see the students engage with the experience and fully embrace all the elements that create a successful F1 team. A practical and hands-on opportunity can give students the motivation to further their careers and something to aim for in the future. The skills picked up on the tour are highly applicable and will act as a real motivator for these budding engineers.” A real highlight of the trip was a chance to speak to Williams engineers and learn more about their career paths. Students had the opportunity to ask questions and find out more about future career prospects on offer at Williams. There are a wide variety of ways for students to improve their skills, with many apprenticeships on offer throughout the industry. Sadie Besley, Operations Director, Randstad Student Support concludes: “The best way to get ahead and give yourself the best career opportunities in the engineering sector is to get some hands-on experience. It doesn’t have to be paid work, any time that can be spent learning on the job, gaining practical skills and boosting your experience can give you a great advantage as a candidate. It’s hard to find the right person for the right job and experience and enthusiasm are key for outpacing other applicants. “For further education colleges looking to encourage students to pursue their interests in engineering and technology, the best way is to provide opportunities to see engineers in action. This doesn’t have to be a grand trip to a F1 Factory, it can simply be arranging for engineers to visit and speak to students. Practical advice is particularly important. And nothing is as inspiring as seeing a true professional in action.” https://www.randstad.co.uk/employers/areas-of-expertise/student-support/