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Marketisation has directed higher education institutions and policies to focus on student support and provisions that promote better experience and value. By contrast, expectations of university students are under-researched and understated, with less attention placed on what and how students should perform in higher education. This paper further develops the concept of the "ideal student" at university, which aims to promote transparency and explicitness about what is expected of students, and potentially alleviate inequalities driven by implicit and unspoken rules of higher education. We report on the development and findings of the ideal student survey, conducted with 1,043 university students and staff in the UK. Factor analysis revealed eight dimensions of the ideal student, which we have tentatively described as "Diligence & Engagement," "Organisation & Discipline," "Reflection & Innovation," "Positive & Confident Outlook," "Supportive of Others," "Academic Skills," "Employability Skills" and "Intelligence & Strategic Approach." Each factor is discussed with a focus on the differences between the views of staff and students. We conclude with a discussion of how the concept of the ideal student has the potential to promote better equality and opportunities for student success, by making explicit what is expected of university students.

This paper draws upon in-depth interviews with 89 students from two UK universities to explore how students from Science, Technology, Engineering and Mathematics (STEM) degrees describe the ideal as well as the typical student in their respective disciplines. We provide a comparative insight into the similarities and differences between disciplinary identities based on student perceptions. More specifically, we consider how undergraduates from biology, engineering, mathematics and physics construct the ideal and the typical student in their degree, highlighting the popular discourses and desirable traits that appear to characterise students in these disciplines. In addition to a masculinised construction of students in engineering, mathematics and physics, we found a social hierarchy within STEM degrees where biology was perceived as the easier STEM subject. We conclude with a discussion of the impact of such hierarchies on student identities in STEM, and potential implications for equality, diversity and inclusion.

The higher education market has prompted universities to justify their value and worth, especially to students. In Australia, New Zealand and the UK, it is increasingly common for universities to advertise their vision to prospective students, through Graduate Attributes, and showcase the sets of skills and competencies their graduates would develop throughout a degree. Whilst there are extensive studies in Australasia, research in the UK context is limited. This paper presents what we believe is the first national mapping of graduate attributes proposed by UK universities. Our analysis suggests four discourses that characterise the overarching qualities that UK students can expect to embody by graduation: "self-awareness & lifelong learning," "employability & professional development," "global citizenship & engagement" and "academic & research literacy." These discourses are discussed in relation to the concept of the 'ideal graduate' as we highlight what can be expected from students who complete a UK higher education.

Background: The analogy of the leaky pipeline has been used to describe STEM education, with lower student diversity from compulsory to post-compulsory education and beyond. Although extensive research has explored the views and experiences of school-aged children about STEM, fewer studies have examined the career intentions of STEM students at university, especially those from under-represented backgrounds (e.g., racial/ethnic minority, women and working class students). This paper draws on a large qualitative study that interviewed 110 under-represented STEM undergraduates in the UK. We focus on students' STEM career intentions and the likely directions of their post-degree trajectories, drawing on the lenses of science identity and Social Cognitive Career Theory. Results: Three pathways were identified. The first group plans to pursue a career in or from STEM. While social inequalities may persist, the potential impact of these challenges may be neutralised by the personal drive and passion of STEM career-oriented students, who seem committed to "drive into an STEM future." The second group stated intentions for non-STEM-related careers, leaving the STEM pipeline. The reasons students gave for their imminent departure from STEM are the better financial reward on offer in some non-STEM sectors, especially in finance and business, as well as wider social inequalities and stereotypes. The third group was undecided, those who are uncertain or unclear about their futures. Students described a general lack of direction or clear career pathway, from a complete lack of career ideas to an overload of options. Conclusions: We conclude with a reminder that the STEM pipeline is far from secured or equitable, despite apparent progress in participation and representation. We reiterate the importance of fostering a diverse, inclusive and supportive learning environment that maximises the participation, strengths and potential of all students, especially those from under-represented backgrounds. While it is not uncommon for STEM students to pursue careers outside of STEM, we need to be wary that those who exit the STEM pipeline are not "forced off the road" by social inequalities and exclusions.

This paper contributes to our understanding of the 'ideal' university student -- a working concept that promotes a more transparent conversation about the explicit, implicit and idealistic expectations of students in higher education. Drawing on Weber's theory of "ideal types," we explore university staff and students' conceptualisation of the 'ideal' student. Informed by 20 focus groups with 75 university staff and students, we focus on how the concept of 'ideal' student is perceived, challenged and negotiated. We argue that the 'ideal' student has important conceptual and practical implications for higher education, especially the importance of explicitness and the dangers of presumptions. The concept has the potential to bridge differences and manage expectations between lecturers and students, which have been stretched due to consumerism, by offering a platform where expectations of university students are elaborated. We present a working definition of 'ideal' university student, which, we argue, encompasses desirability, imperfection and realism.

INTRODUCTION The World Health Organization recommends banning all forms of e-cigarette advertising, promotion, and sponsorship. The aims of the present study were to: 1) examine young people's exposure to e-cigarette advertising across a wide range of media in four diverse countries; and 2) identify any association between the number of different types of media exposures and e-cigarette use. METHODS A cross-sectional online survey was administered to approximately 1000 people aged 15-30 years in Australia, China, India, and the United Kingdom (n=4107). The survey assessed demographic characteristics, e-cigarette and tobacco use, numbers of friends and family members who vape, and exposure to multiple forms of e-cigarette advertising (e.g. television, radio, print, and various types of social media). Descriptive analyses were conducted on those who had heard of e-cigarettes (n=3095, significance threshold p<0.001) and a logistic regression analysis was used to identify factors associated with e-cigarette ever use (significance threshold p<0.05). RESULTS The majority (85%) of respondents who had heard of e-cigarettes reported being exposed to e-cigarette advertising on at least one type of media, and the average number of types of media to which respondents were exposed was 5 (range: 0-17). The number of media types was significantly associated with ever use of e-cigarettes (OR=1.05; 95% CI: 1.02-1.08, p=0.001). CONCLUSIONS Despite advertising restrictions in place in all four countries, large majorities of young people reported being exposed to e-cigarette advertising. Social media and advertising on/around vape shops and other retailers appear to be key exposure locations. Urgent attention is needed to address these forms of exposure given their apparent association with e-cigarette use. [ABSTRACT FROM AUTHOR]

This article aims to show how Higher Education Institutions (HEIs) can recognise and best respond to a disruptive innovation. A disruptive innovation creates a new business model using a new process and usually a new technology to offer a product or service with new features and/or lower cost and initially addresses a group of people who are either unserved or overserved by existing offerings. By contrast, a sustaining innovation may use the same technology, but enhance an existing business model. To illustrate this, we set out two case studies that each implement the same innovative model of work-focussed learning differently: one in an autonomous sub-unit of an HEI, while the other sought to embed the same model in existing faculty activities in another HEI. The theory of disruptive innovation (Bower and Christensen 1995) is set out and used to understand types of innovation, from sustaining to disruptive, and to identify the model of work-focussed learning as a disruptive innovation. We then used this to analyse the subsequent trajectories and different outcomes of the two case studies. Our aims then were (1) to show how disruptive innovation theory can be used to recognise different types of innovation and (2) to suggest the appropriate way to organisationally structure disruptive educational innovations as semi-autonomous enterprises. We also note potential constraints that government policy may place on HEIs attempting to respond to disruptive innovations.

Background: The analogy of the leaky pipeline has been used to describe STEM education, with lower student diversity from compulsory to post-compulsory education and beyond. Although extensive research has explored the views and experiences of school-aged children about STEM, fewer studies have examined the career intentions of STEM students at university, especially those from under-represented backgrounds (e.g., racial/ethnic minority, women and working class students). This paper draws on a large qualitative study that interviewed 110 under-represented STEM undergraduates in the UK. We focus on students' STEM career intentions and the likely directions of their post-degree trajectories, drawing on the lenses of science identity and Social Cognitive Career Theory. Results: Three pathways were identified. The first group plans to pursue a career in or from STEM. While social inequalities may persist, the potential impact of these challenges may be neutralised by the personal drive and passion of STEM career-oriented students, who seem committed to drive into an STEM future. The second group stated intentions for non-STEM-related careers, leaving the STEM pipeline. The reasons students gave for their imminent departure from STEM are the better financial reward on offer in some non-STEM sectors, especially in finance and business, as well as wider social inequalities and stereotypes. The third group was undecided, those who are uncertain or unclear about their futures. Students described a general lack of direction or clear career pathway, from a complete lack of career ideas to an overload of options. Conclusions: We conclude with a reminder that the STEM pipeline is far from secured or equitable, despite apparent progress in participation and representation. We reiterate the importance of fostering a diverse, inclusive and supportive learning environment that maximises the participation, strengths and potential of all students, especially those from under-represented backgrounds. While it is not uncommon for STEM students to pursue careers outside of STEM, we need to be wary that those who exit the STEM pipeline are not forced off the road by social inequalities and exclusions. [ABSTRACT FROM AUTHOR]

Background: Irbesartan, a long acting selective angiotensin-1 receptor inhibitor, in Marfan syndrome might reduce aortic dilatation, which is associated with dissection and rupture. We aimed to determine the effects of irbesartan on the rate of aortic dilatation in children and adults with Marfan syndrome.Methods: We did a placebo-controlled, double-blind randomised trial at 22 centres in the UK. Individuals aged 6-40 years with clinically confirmed Marfan syndrome were eligible for inclusion. Study participants were all given 75 mg open label irbesartan once daily, then randomly assigned to 150 mg of irbesartan (increased to 300 mg as tolerated) or matching placebo. Aortic diameter was measured by echocardiography at baseline and then annually. All images were analysed by a core laboratory blinded to treatment allocation. The primary endpoint was the rate of aortic root dilatation. This trial is registered with ISRCTN, number ISRCTN90011794.Findings: Between March 14, 2012, and May 1, 2015, 192 participants were recruited and randomly assigned to irbesartan (n=104) or placebo (n=88), and all were followed for up to 5 years. Median age at recruitment was 18 years (IQR 12-28), 99 (52%) were female, mean blood pressure was 110/65 mm Hg (SDs 16 and 12), and 108 (56%) were taking β blockers. Mean baseline aortic root diameter was 34·4 mm in the irbesartan group (SD 5·8) and placebo group (5·5). The mean rate of aortic root dilatation was 0·53 mm per year (95% CI 0·39 to 0·67) in the irbesartan group compared with 0·74 mm per year (0·60 to 0·89) in the placebo group, with a difference in means of -0·22 mm per year (-0·41 to -0·02, p=0·030). The rate of change in aortic Z score was also reduced by irbesartan (difference in means -0·10 per year, 95% CI -0·19 to -0·01, p=0·035). Irbesartan was well tolerated with no observed differences in rates of serious adverse events.Interpretation: Irbesartan is associated with a reduction in the rate of aortic dilatation in children and young adults with Marfan syndrome and could reduce the incidence of aortic complications.Funding: British Heart Foundation, the UK Marfan Trust, the UK Marfan Association. [ABSTRACT FROM AUTHOR]