This chapter explains ways in which ratio analysis can be of assistance in long‐range planning, budgeting, and asset management to strengthen financial performance and help avoid financial difficulties.

This new approach to financial self‐assessment focuses on changes in resources as the indicators of the institution's flexibility to respond to changes in the environment in which it operates.

Student engagement is understood as the interaction that a student has with their learning environment and the resources in terms of time, effort and degree of involvement on the part of students, teachers and institutions which can support or hinder their learning (Bryson & Hand, 2007; Schuetz, 2008; Solomonides, 2013). Positive engagement is seen as essential for enhancing the student experience, supporting successful outcomes for the student and enhanced reputation for the institution (Bryson & Hand, 2007; Thomas, 2012). Research interest in this area has grown considerably, prompted by widening access to higher education for students from non-traditional backgrounds who are the first in their family to go to university (

There has been much discussion of the massification of higher education and its impact on contemporary universities in terms of increased demands on academic staff in the context of neoliberal managerialism, and the power regimes which govern the sector. Less is written about the pedagogies used under neoliberalism. Many academics view tertiary education as both an individually and socially transformative process, and there is a sense that the current discursive environment engenders an inertia wherein this commitment is lost. This paper focusses on a small qualitative study of staff working in two universities at the bottom of the league tables. Their perceptions of pedagogical work and their views of their transformative potential under neoliberalism is discussed. The argument is made that there is the potential for building a space for critical education in contemporary universities. This article explores these issues, arguing that the use of transition pedagogies can create a transformative education.

This report presents the findings of a regulatory impact survey of nuclear materials licensees of the United States Nuclear Regulatory Commission (NRC). Commissioners of the NRC directed staff to provide the Commission with first hand information from licensees that could be used to improve the overall regulatory program. A self-administered, mail-out survey questionnaire was used to collect data from a sample of licensees who had an interaction with the NRC during the previous 12 months. A total of 371 respondents of the 589 who were sent questionnaires returned completed surveys, for a response rate of 63%. The body of the report presents the findings of the survey including a brief introduction to the approach used, followed by survey findings regarding regulations, policies and regulatory guidance; experience with licensing applications, renewals and amendments; inspections; reporting requirements; and enforcement actions. The appendices of the report include a copy of the survey as administered to licensees, a fuller description of the survey design and data collection methods, and detailed graphic material describing survey responses. ...