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Academics from Nottingham University Business School (NUBS) have been recognised by the prestigious and globally renowned UN Principles for Responsible Management Education (PRME) for their contribution to innovation and impact in responsible management education.

Nottingham University Business School (NUBS) has been recognised for its societal impact and commitment to sustainability in its first entry in the Positive Impact Rating (PIR).

The International Society for Design and Development in Education (ISDDE) has awarded its prestigious prize for Excellence in Educational Design, to the º£½ÇºÚÁÏ’s Geoffrey Wake, Emeritus Professor of Education.

Chancellor Rachel Reeves is set to announce how much money each government department will get over the next few years in this week’s Spending Review. Dr Daniel Lomas, Assistant Professor in the School of Politics and International Relations, and an expert in intelligence and security services, looks at what he thinks may be announced on Wednesday…

A new study examining the British public’s trust in the UK’s intelligence agencies has found that organisations, such as MI5 and MI6, have more work to do in this area to maintain accountability and legitimacy through responsible and transparent actions.

With Intelligence and the º£½ÇºÚÁÏ have agreed an exclusive partnership for The Centre for Private Equity and MBO Research (CMBOR), to expand access to private equity deal data.

Research from a º£½ÇºÚÁÏ sociologist has revealed that ‘homosecular’ assumptions can influence and shape the credibility of asylum-claim assessments for LGBTIQ+ claimants who identify with a religious faith.

New research from a team of leading UK universities has revealed that over £3.77 billion in government contracts has been awarded to private companies since 2015 for managing border security and small boat crossings in the English Channel.

New research from the Observatory for Mathematical Education, based at the º£½ÇºÚÁÏ, indicates that key stage 3 (KS3) maths teachers are less experienced and less qualified in maths, than those who only teach older pupils (KS4/KS5).

A major new research report by education experts from the º£½ÇºÚÁÏ and Goldsmiths, University of London raises vital issues around the use of standardised curriculum packages (SCPs) in schools and the impact on teachers’ job satisfaction.