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Applying to study in the UK presentation

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Everything you need to know about studying in the UK

Want to study abroad in the uk use this guide to understand the uk university system and how to apply to a uk university as an international student  .

• Student finance
• Accommodation

Key points for studying in the UK

How many universities are there in the uk.

• How does the British university system work?

How do you apply to study in the UK?

What kinds of universities are there in the uk.

• How is Oxbridge different to other universities?
• Do I need an English language test to study in the UK?

How much does it cost to study in the UK?

• What scholarships are available for international students in the UK?

How do I apply for a student visa in the UK?

What can i do after i graduate in the uk.

UK universities are among the oldest and most prestigious institutions in the world. The University of Oxford in England is almost 1,000 years old and is currently ranked the best university in the world, according to the   Times Higher Education  World University Rankings 2023 . A further 28 UK universities feature in the top 200.

It’s no wonder that the country is a top destination for international students.

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If you’re an international student, applications to UK universities can be a little confusing, but don’t let that put you off. Below is a rundown of everything you need to know if you’re thinking of applying to a UK university as an international student.

According to SI-UK, there are 166 universities in the UK.  Scroll to the bottom of this article to see an alphabetised list of all of the universities in the UK. Some 103 UK universities are included in the  Times Higher Education World University Rankings 2023 .  The  University of Oxford  and the  University of Cambridge  are ranked the top two British universities, while three of the best universities in London complete the top five.

How does the UK university system work?

Undergraduate courses in England, Wales and Northern Ireland are generally three years long and require you to study one subject only, which you will specify in your application. However, there are plenty of exceptions to this rule, such as joint honours courses that allow you to study two courses in tandem, longer courses such as medicine (which is typically five years in the UK) and courses that include three years’ teaching and one year abroad or in industry.

The Scottish system is different to the rest of the UK, and follows a model closer to the US college system. In Scotland, undergraduate courses tend to span four years, and cover several subjects in the first two years before students specialise in one subject in the final two years.

At the postgraduate level, courses in the UK are further specialised, but you can choose between taught masters courses with seminars and classes, and research masters courses where you will focus on your own project from the beginning.

PhDs vary in length depending on the kind of research you’re doing, and whether or not you are required to teach as part of your course.

Unlike in other countries, you do not apply directly to UK universities with separate applications. Instead, all university applications are done through one centralised system called Ucas, which involves a small fee of about £22. When applying through Ucas you have the option to apply to up to five universities.

On your Ucas application you will provide details of all your exams and qualifications, as well as a reference from one of your teachers and a personal statement. The personal statement is your opportunity to outline why you are interested in studying your chosen course, as well as describing any extracurricular activities you are interested in outside your studies, such as clubs, societies, extra subject research or sports.

The deadline to hand in your Ucas application is usually 15 January, but this may vary each year. 

There is an earlier deadline of 15 October for anyone applying to the Universities of Oxford and Cambridge and most courses in medicine, veterinary medicine/science and dentistry. You will usually hear back from the universities you applied to by June.

There are three possible outcomes to your Ucas application : a conditional offer, an unconditional offer, and an unsuccessful choice or rejection. A conditional offer and an unconditional offer are both good news.

The most common type of offer from UK universities is conditional offers, which means your offer will only be confirmed if you fulfil a number of requirements. The main requirement of a conditional offer is that you achieve a certain set of grades in your exams, or a certain number of Ucas points, which is a way of measuring your grades and making sure different kinds of exams from around the world are all treated equally.

Each university and course will expect different grades or Ucas scores. You can find the average grades for conditional offers for any course on the websites of the universities you’re interested in. 

If your exams results turn out worse or better than you expected and you either miss the conditions of your offers or greatly outperform them, you can go through a process called Ucas clearing  or adjustment in August. This is when you may be able to gain admission to a university you did not apply to that may have a spare place for you. The process is the same for domestic and international students.

THE International Student Seminar: what you need to know about studying in the UK

There are more than 160 higher education institutions in the UK. These include the prestigious Russell Group unniversities , an association of 24 leading research schools, including the University of Cambridge in East Anglia, the University of Edinburgh in Scotland, Durham University in North East England as well as UCL and the London School of Economics and Political Science  in central London. 

Many of the top institutions in London, such as SOAS University of London ,  UCL , Goldsmiths, University of London and Queen Mary University of London  are actually affiliate schools of the University of London. For most practical purposes, such as admissions and funding, the schools operate like independent universities. However, as a student of any of the affiliate schools you will often get access to services across the University of London, such as other schools’ libraries, the Senate House library, and exclusive student deals and discounts.

There are also many other universities across the country offering a range of courses, from regular undergraduate degrees to specialist foundation years and vocational programmes. 

Most universities will offer courses in both the arts and sciences, but a few universities teach in one particular area, such as Imperial College London , which focuses on science and technology, specialist drama schools such as the Royal Academy of Dramatic Art (RADA) and music and dance conservatoires.

How is Oxbridge different to other UK universities?

The universities of Oxford and Cambridge, together known as “Oxbridge”, consistently rank as the top two in the UK and are among the oldest higher education institutions in the world.

Along with their beautiful medieval campuses, what sets Oxford and Cambridge apart from other UK universities is their teaching style. As well as the usual lectures and labs, Oxbridge students get to discuss their work with a leading researcher in the field each week. This is known as the tutorial system at Oxford and the supervision system at Cambridge, and means students get personalised academic mentorship.

Both universities operate a collegiate system. Separate from your subject department, your college provides accommodation, learning support and pastoral care. Each college has its own character and history and provides students with a sense of community. When applying to Oxbridge you can either choose which college to apply to or submit an open application where a college will be randomly selected for you. Neither option changes the likelihood on whether or not you will get in, so it is worth choosing a college that you like the look of or have visited before. The same applies for Durham University , which is also collegiate.

Like all other UK universities, you apply to Oxford and Cambridge through Ucas , but there are a few important differences, including the earlier deadline. Furthermore, you cannot apply to both Oxford and Cambridge so you must decide between them.

On top of your Ucas application, the two universities have their own specific admissions requirements, which involve entrance exams and an interview with admissions tutors, either face to face or online. Applying to Oxbridge is highly competitive so it is crucial you do your research and have achieved or are predicted to achieve the high grades expected from all applicants.

Do I need to take a language test to study in the UK?

If you want to study in the UK and English isn’t your first language, it’s very likely you’ll be required to take an English language test to prove you have sufficient proficiency to excel academically.

Universities will usually state which test they prefer, the minimum overall grade they expect, and the grades they require in writing, speaking, listening and reading components. Areas such as law and medicine and more competitive universities such as those in the Russell Group will usually expect high scores. We recommend getting in touch with the international offices of your chosen universities if you are unsure on the exact requirements.

The IELTS Academic , TOEFL , PTE Academic and Cambridge English Advanced are the most widely accepted English tests, with the IELTS Academic being the most commonly recommended by UK universities.

You do not need to have completed a test before you apply to a UK university through Ucas, but if you have not, completing a test to a given minimum score will probably form one of the conditions of your offer. If you have already taken a test, you can simply include this information on your Ucas application alongside your other exam scores.

Universities in the UK charge students tuition fees, and international students are usually charged a higher rate than their domestic peers. Tuition fees will depend on the course you choose and which country you are from .

International students include any students that do not live in the UK. 

In 2023, international students can expect to pay between £10,000 and £32,000 annually for lecture-based undergraduate degrees. An undergraduate medical degree can cost overseas students up to £64,000 per year. 

There is no upper limit on postgraduate degree charges for international students, but they tend to be more expensive than most undergraduate courses and the fee varies depending on the university.

Accommodation is another factor to consider when you’re calculating study costs. The price will depend on where in the UK you’re based and which kind of accommodation you opt for.

In 2021, the average student rent in the UK was £126 per week, or £547 a month, however, students in London can expect to pay an average of £182 a week, or £640 a month. The average annual cost for students is £4,914 (based on a 39-week contract). Most rents include bills of some kind, although one-third of students will pay bills on top of rent.

Students typically stay in university accommodation for the first year and then move to private housing for the second and third years.

However, accommodation and tuition are not the only costs, and students should research and budget for their individual lifestyle costs.

What scholarships are there for international students in the UK?

If you are an international student, there are a number of scholarships that can help to cover the cost of tuition fees, maintenance costs, relocation and sometimes even flights between your home country and the UK.

Scholarships come in many shapes and forms, so it is worth doing some research to find the one that works best for you. Contrary to popular belief, scholarships are not just available to students who are academically gifted. There are also scholarships based on your country of origin, financial need, or for achievements including entrepreneurship and athletics.

Most universities will offer some kind of financial aid and scholarships for international students , so your institution of choice should be the first place to look. Lots of these scholarships take the form of private donations to individual universities set up to help fund students from a specific country or studying a particular subject.

However, many governments provide grants, including the Commonwealth Scholarships for students from Commonwealth countries applying to master’s and PhD programmes in the UK.

All international students on degree courses need a visa, including those from Europe.

You can apply for your student visa online on the gov.uk website or through a visa application centre near you.

Applying for this visa will cost £363 if you apply from outside the UK, or £490 if you apply while already in the UK. There is also a priority service that will give a faster decision but includes a higher fee. As well as the visa application fees, you will need to pay the immigration health surcharge. This is £490 for each year of the visa for which you are applying. For example, if your course is three years, you’ll pay £1,470.

You can apply for the student visa from three months before the start date of your course if you’re already in the UK, and from six months if you’re outside the UK.

Once you have proved to your university that you have a sufficient grasp of English to study there, they will usually vouch for your English-speaking ability to UK immigration on your CAS (Confirmation of Acceptance for Studies) form.

This means that you would then be exempt from having to take another English language test as part of your student visa application. This remains the case even if the test your university accepted is not on the official UK Home Office SELT (Secure English Language Tests) list, although most tests universities ask for will be listed on the SELT anyway.

With the post-work study visa, international students at UK universities will have the opportunity to stay in the country to work for two years post-graduation. The UK has a great array of job opportunities, and its multicultural capital city of London is a centre for media and business.

Given that it’s home to so many prestigious universities, the UK is also a great place to kick off an academic career, and you can use the to search for current academic vacancies.

Most UK universities have careers advice centres, many of which you will have access to for life as a graduate. There is ample opportunity to network at UK universities through various clubs, societies and alumni events. Employers around the world recognise the prestige of degrees from the UK and are even known to headhunt graduates from the highest ranked universities.

Full list of universities in the UK

Please note all costs and conversion rates were correct at the time of publication. These may vary over time.

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Study in the UK in 2022.

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Presentation Skills

Why present, planning your presentation, structure and formatting, formatting and notes, coping with nerves, group presentation tips, further actions and resources.

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Learn effective techniques for engaging your audience, crafting compelling content and delivering confident presentations. 

Looking for sessions and tutorials on this topic? Find out more about our session types and how to register to book for sessions. You can view our full and up-to-date availability in UniHub  Appointments and Events . 

Not sure where to start developing your academic skills? Take the  SkillsCheck for personalised recommendations on how to build your academic writing and study skills alongside your course.

Presentations are a feature of many courses and can form part or all of an assessment. Presentation skills broadly falls into two key areas - the writing of material and the verbal presentation of this material. It is extremely common, almost universal, to find speaking in front of others a challenge. Part of coping with the anxiety of speaking in front of others is about managing nerves but proper preparation also makes a significant difference to the likely success of any presentation. 

Why are you asked to present?

Sometimes it might feel like a punishment being asked to verbally present you work to your tutor(s) and potentially your course mates but it is included for very good reason. Presentations:

• can be easier for some people as it allows them to articulate their ideas and arguments in a different way.
• allow you to bring your argument to life by delivering it in a more passionate and engaging format.
• give you the opportunity to practise your public speaking skills required for interviews and in many different professions.
• can boost your overall confidence in social and speaking situations.
• give tutors the opportunity to ask you questions about your work/ your understanding of a topic in a way that written work doesn't

There is a saying that states "proper planning and preparation prevents poor performance" and this is very much the case with presentations!  

Understand the purpose of your presentation

It is crucial to understand your assessment brief and whether the aim of your presentation is to inform or persuade. A good way to look at this is by asking the question "so what?" After listening to your presentation, your audience need to feel like they have a greater understanding your subject or have been persuaded by your argument and are not left thinking "so what?" to what you have said.  

Knowing who your audience is and their level of prior knowledge

Knowing who your audience is helps set the level of formality and the language you should be using. Understanding the audience’s prior knowledge of a topic helps to determine how much you need to explain terminology or concepts, and what key contextual information they will already be aware of.  

The content of your presentation The first step is to fully understand the brief, the task you have been set and the assessment criteria. Generating questions from your criteria that you will answer in your presentation can help give direction to your reading and research. As with any other assignment, it is crucial note down your sources so these can be properly referenced.

Creating a mindmap of what you already know and what areas you need to research can help focus your thinking:  

Once you have created your mindmap you will be able to see which points you have more knowledge/arguments to support and which you need to research in more detail. Sometimes you will have been given a list of topics, processes or sections that you must cover but if you are responsible for choosing what to cover and how to structure your argument, you may choose to focus on the points or themes you already have a greater understanding of, or that you feel more passionate about.

Structuring your presentation

One of the biggest mistakes made when delivering a presentation is failing to properly introduce and conclude what you are saying. When presenting:

• Tell them what you are going to tell them (and why it is interesting).
• Tell them (bring the subject to life).
• Tell them what you’ve told them (remind them of the key points and your conclusion).

This might sound incredibly simple but this makes a profound difference to the impact of your presentation and how likely your audience are to engage with the content and remember what you have said.  

The Rule of Three

Splitting stories and concepts into three parts is an ancient convention which still works with audiences today, and is a format we are trained to be receptive to. This can incorporated into presentations by:

having three key sections in your presentation

splitting sections into three sub sections

having three bullet points per page

using three part statements: "what happened, why it happened and what we can learn from it"

The percentages at the bottom of the structure indicate the length of each section. The introduction and conclusion should be more than 5% of your total time (each), saving 90% for your content. For a 10 minute presentation this would mean 30 seconds for your introduction, 30 seconds for your conclusion and 9 minutes (1 minute per sub point/section) for your content.

Opening and closing statements

Opening and closing statements tend to be the parts of your presentation the audience remember the best. Because of this, it is important to plan these carefully and even consider having them written out in full sentences as part of your notes.

Your opening statement should hook your audience in and given them a reason to continue listening. Your closing statement should refer back to your opening statement and should provide a conclusion to your argument or what the next steps are in the research/discussion/project.

Formatting tips

Often, formatting your presentation can be a welcome distraction when you are not sure what to write. A nicely formatted presentation can help your audience take in the information you are delivering but can also distract and confuse. Always ensure that you:

• Use a consistent layout and style on slides of the same type.
• Avoid cluttering slides - only add wording or images that support/illustrate your point.
• Use a typeface and font size that is easy to read and ensure background colours effectively contrast with your text - i.e. white on black or dark on light.
• Have no more than one slide per minute you have to present, ideally less than this. This excludes title slides, references slides and any other that you will not spend time on but are needed for formatting.

Should I use notes?

This is down to the individual: some people will find it easier to present with notes, others prefer a more unrehearsed and informal delivery style. If you are using notes, it is recommended that you condense your points down to well-spaced bullet points on small cue cards or pieces of paper. It is also helpful to have one card or piece of paper per presentation slide. This allows you to mentally break the presentation down into a number of small presentations and should you lose your place or get nervous, it is easier to recover your composure and move on if your notes are in small chunks.

What is a viva examination?

If you are required to undertake a viva examination during your studies, you will be expected to give a verbal defence of your written dissertation.

You may be asked to take a viva examination either during or upon completion of your research, depending on your course.

The purpose of a viva examination is to:

Demonstrate a knowledge and understanding of the dissertation in question.

Determine a solid understanding as to where the dissertation sits in relation to existing research and subject field.

Explore and clarify any points of ambiguity within the theories proposed in dissertation.

A viva panel will typically be formed of two or three examiners, including an appointed chairperson from your faculty/college. The chairperson should have some background knowledge of your research field but must not be directly involved in your work. Additionally, there will be an external examiner present for your viva and in some cases, your supervisor will also be present, though they will not be able to participate in the proceedings.

There are no guidelines concerning the length of time a viva will take . The panel will use their discretion to conclude the Viva when they feel is necessary. 

How to prepare for your viva examination

The most important thing you can do to prepare for a viva examination is to familiarise yourself with your dissertation. So read, read and re-read your work!

You should make summary notes as you read through your work. Try to be as concise with your notes as possible and avoid rewriting chunks of your thesis. Brief, summarising notes are much more effective and easier to learn.

Try to identify strengths and weaknesses throughout your dissertation and integrate these into your summarising notes.

Do not panic if you notice any mistakes in your work! If you do recognise any errors in your work, you will be able to make corrections accordingly before your final submission.

Identifying weaknesses will give you time to prepare appropriate responses in case the panel make reference to these during the Viva examination.

In addition to your summary notes, you may consider alternative ways to revise your dissertation. Here are some ways which you could do this:

Using your list of contents, write out a brief summary of the content below each heading

Practice telling the story of your research within a given time limit. You could practice rehearsing individual chapters or your work as a whole.

Record yourself reading your notes and listen back to them.

The infographic below summarises some of the strategies you can use to prepare for your viva examination.

Although specific questions during the viva examination will vary depending on your research field, you are likely to be asked a mix of questions in relation to the following areas of your work :

Research context

Research methods

Findings and analysis

Conclusion and implications

We recommend you spend some time thinking about any potential questions the examination panel may want to ask you and consider how you will respond to these questions.

You should also consider your thesis within a broader context as you may be asked to comment on the wider implications of your research. Think about how your thesis ties in with existing research and your work could be followed up on in the future.

• University of Birmingham This guide helps you to understand how the Viva works and gives some insight into best practice for preparation.
• University College London: Viva Examinations: Guidance This guidance explains the viva process, how to prepare, what will happen on the day and what the possible outcomes are.
• Viva survivors Blog and podcast with daily viva guidance.

Tips for staying calm

Preparing and practising your presentation will help you to feel more confident, but there are also practical steps that you can take to manage stress related to public speaking and looking more confidence than you might feel:

• Arrive early to familiarise yourself with the room and the technology you will be using. If this is not possible on the day then try to visit the room in advance.
• Wear comfortable and breathable clothing to avoid overheating or feeling more uncomfortable than you might already be feeling.
• Have a bottle of water with you as you are likely to get thirsty. It also provides a natural pause in your presentation for you to gather your thoughts.
• Avoid fidgeting by holding something in your hand such as a pen, PowerPoint clicker, water bottle or your notes. If your hands are occupied you are far less likely to put them in your pockets, play with your hair etc.
• If you find eye contact challenging then look at the tops of your audiences' heads. This gives the impression that you are making eye contact but feels a lot less intense.
• Talk more slowly than you think you need to. It is important that your audience can understand you so you need to speak slower than you would in normal conversation.
• Before your presentation, take deep breaths, breathing out for longer than you breath in. This helps to calm your body. To do this, count to four when you breathe in and then count to six or seven as you breath out, pursing your lips together to allow the air to flow slowly.
• In your head, repeat the words "I am excited". This helps "trick" your brain into thinking that the nerves you are feeling are actually those of excitement. This will not take away your nerves but does help reduce them.

Presenting with other people can often feel even more of a challenge but, as with presenting on your own, proper preparation and organisation is the key to success.

How to work effectively together

• Meet as soon after being set the task as possible in order to agree how the work is going to be allocated and when tasks need to be completed by.
• Share the presentation out by topic/sub topic not time.
• Schedule rehearsals that everyone can attend and time yourselves.
• Introduce everyone who will be speaking and what sections they will be covering at the beginning of the presentation.
• Listen to each other during the presentation. This helps people feel supported and makes your audience more likely to listen.
• Ensure handovers are smooth and courteous. Tell the audience who you are handing over to and what they are going to cover.

Further actions

• Book onto a Presentation Skills Workshop at the Skills Centre to learn more.
• Practice your presentation with someone you know and time yourself so you know if your presentation is too long/short/just right.
• Think about what questions your tutor might ask you after your presentation and how you might respond to these.

Further links

• TEDTalk on presentation conventions.

• Next: New! Online module >>
• Last Updated: Jun 18, 2024 3:19 PM
• URL: https://libguides.shu.ac.uk/presentations

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Self-harm is everyone’s business, NICE says in new draft guideline

All professionals working across the health and social care system have a role to play in supporting people who self-harm and the issue should not just be seen as the responsibility of those with mental health expertise, NICE has said in a new draft guideline.

In the first new guideline for 11 years looking at self-harm, the independent NICE committee has drawn up new recommendations for people working in settings from primary care to psychiatry.

The assessment, management and preventing recurrence of self-harm guideline provides information, for the first time, for people working in education and criminal justice settings.

The new guideline sets out the responsibilities of non-mental health specialists when caring for people who self-harm.  This includes health and social care professionals working in primary care, non-mental health emergency department professionals, those working in general hospital settings and in social care. There are also recommendations for ambulance staff and paramedics.

The guideline calls for non-specialists who have provided initial care to organise a comprehensive psychosocial assessment, at the earliest opportunity after an episode of self-harm, and that this should be carried out by a specialist mental health professional.

The aim of the comprehensive psychosocial assessment is to:

develop a relationship with the person

begin to understand why the person has self-harmed

ensure that the person receives the care they need

gives the person and their family members or carers information about their condition and diagnosis.

Self-harm is defined as intentional self-poisoning or injury irrespective of the apparent purpose of the act.

Only a minority of people who have self-harmed present to hospital services, but it remains one of the commonest reasons for hospital attendance. Some estimates suggest upwards of 200,000 presentations in England every year, the majority for self-poisoning.

While prevalence statistics are unreliable because it is a problem that is sometimes hidden, a recent national study reported that 7.3% of girls, and 3.6% of boys, aged 11 to 16, had self-harmed or attempted suicide at some point. The figures for 17- to 19-year-olds were 21.5% for girls and 9.7% for boys.

Self-harm can occur at any age, but there is evidence that there has been a recent increase in self-harm among young people in England.

For some people, self-harm is a one-off episode but repetition is also common, with 20% of people repeating self-harm within a year.

People who have self-harmed are at greatly increased risk of suicide, with a 30- to 50-fold increase in risk in the year after hospital presentation.

Self-harm is a growing problem and should be everyone’s business to tackle – not just those working in the mental health sector. It is important that our committee has made recommendations for education and criminal justice settings as data in the past few years has shown that people working within these sectors would benefit from clear guidance about how they should help someone who is self-harming. These guidelines set out a way for every person who self-harms to be able to get the support and treatment they need. Dr Paul Chrisp, director of the centre for guidelines at NICE

The guideline recommends offering a cognitive behavioural therapy (CBT)-based psychological intervention that is specifically structured for adults who self-harm.

For children and young people with significant emotional dysregulation difficulties who have frequent episodes of self-harm, mental health professionals should consider treating them with a dialectical behaviour therapy adapted for adolescents (DBT-A).

Self-harm can occur at any age and present to any setting.  Historically, people who have harmed themselves have had a highly variable experience of services.  This new guideline is an opportunity to make things better, particularly from the point of view of assessment and aftercare. Professor Nav Kapur, topic advisor for the self-harm guideline and professor of psychiatry and population health at the University of Manchester

A public consultation has now begun on the recommendations via  nice.org.uk until Tuesday 1 March.

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Public perspectives on trust in news

Almost all news reporting implicitly asks the public to trust it. At a basic level, it asks people to trust that ‘we really did talk to the sources we mention, they really said what we have quoted them on, and the data we cite is reliable’. And in a more expansive sense, ‘our editorial judgement on what to cover, who to talk to, and what data to rely on is sound, so is our presentation of what we found, and our motivations’. 

But across the world, much of the public does not trust most news most of the time. While there is significant variation from country to country and from brand to brand, in this year’s report, just 40% of our respondents across all 47 markets say they trust most news. 

Public trust is not the same as trustworthiness. Sometimes people trust individuals and institutions that are not, in fact, trustworthy. Sometimes they do not trust – or even distrust – those that they might, on closer inspection, see are trustworthy (or that journalists or others think they ought to see as trustworthy). 

But whether well-founded or not, trust in news is, from the perspective of journalists and news media who face an often sceptical public, what sociologists call a ‘social fact’, famously defined as ‘manners of acting, thinking and feeling external to the individual, which are invested with a coercive power by virtue of which they exercise control’ (Durkheim 1982: 52). 

This means that trust, both at the brand level and at the general level, influences the role news can and does play in society. Journalists and media organisations have both pragmatic reasons to care – ‘trust can be a key to unlocking user revenue’ as Agnes Stenbom, the head of IN/LAB at Schibsted puts it 1 – and more principled reasons to care, as years of research has documented how people who trust the news less are less likely to believe in the information it presents and learn from it (see Altay et al. 2023 for an overview). 

Individual reporters and editors will not necessarily agree with – let alone like – how they, their colleagues, and their competitors are seen by members of the public. And trust is not, in itself, a measure of the value of what journalists do, just as earning it is not always the most important thing journalists can or should aspire to. But public perceptions of trust are important in themselves. In people’s relations with journalism and the news media, as in their relations with politics and much else, perception is a consequential part of reality. 

Much of the public has a similar view on trust in news media 

Because we know that many journalists and editors care whether people trust the news or not, we have long tracked this at a general level by asking people whether they feel they can trust most news most of the time. While there is significant variation by country – and in some countries significant variation by, for example, political orientation – overall trust in news in many cases varies less by gender, age, income, and education (as well as by political orientation, as we will discuss in more detail in the last part of this chapter) than one might assume.  

Generally, younger people, people with low income, and people with lower levels of formal education tend to trust the news less. These are also groups that are often less well served by the news media, and generally less likely to think that the media cover people like them fairly, as we showed in our Digital News Report 2021. 

But looking across respondents who identify as being politically on the left, in the centre, or on the right, at the aggregate, there is little difference when looking at data from all our respondents (though there are partisan differences in some individual countries). 

Much of the public highlights similar factors underpinning trust in news 

In this year’s Digital News Report , we add further nuance to the work we have done over the years on trust in news by exploring what factors different members of the public say matter the most to them when it comes to deciding which news outlets to trust.  

This is another step that builds on years of research documenting how trust in news is often highly dependent on political context, correlated with interpersonal trust and trust in other institutions in society. In some countries and at the level of individual brands, trust is often intertwined with political partisanship. It also sometimes in part reflects the volume of media criticism people see, often strategically targeted at independent news media and individual journalists by political actors who use social media and other channels to try to undermine those they see as challenges to their agenda. 2

As part of our survey, we ask all respondents about eight different possible factors that we have derived from qualitative research we have done in the past, from existing academic work, and from input from journalists keen to better understand the drivers of trust in news. (They are not exhaustive, but cover several different factors known to influence people’s relationship with news.) 

Trust factors included in our survey

How important or unimportant are the following to you when it comes to deciding which news outlets to trust?  Whether:   

they have a long history 

they have high journalistic standards  

they are too negative  

they are biassed  

they exaggerate or sensationalise  

they are transparent about how the news is made  

their values are the same as mine 

they represent people like me fairly

The eight factors include some that many journalists associate with trustworthiness – such as high journalistic standards, transparency, freedom from bias, avoiding exaggeration and sensationalism, and representing people fairly.  

They also include factors that are not necessarily associated with trustworthiness from an editorial point of view, but that previous research suggests nonetheless are important in influencing whether people trust news – including whether news outlets have a long history, are seen as too negative, or have the same values as the respondent.  

All these factors are in the eye of the beholder, often necessarily so (there are limits to what people can realistically learn about, e.g., the journalistic standards of specific outlets). What matters when it comes to trust is whether people perceive someone as trustworthy. The ‘coercive power’ these beliefs exercise over journalists – as per the sociological notion of ‘social facts’ – rests on people’s perceptions having real-world consequences, including for which news media they give credence to, engage with, and rely on. 

While there is important variation from country to country, two things stand out looking at our data across all markets. First, while all these factors are important for many respondents (underlining the complexity of what engenders trust), several of those that are most frequently highlighted by respondents as important for how they think about trust are also central to how many journalists think about trustworthiness – in particular transparency, high journalistic standards, and a freedom from bias. Fairness, also often identified as central to trustworthy news reporting, is, in our survey, specifically concerned with whether respondents believe that people like themselves are being represented fairly, and this too is among the factors most frequently underlined as important.  

With data from 47 markets, there is necessarily a lot of important detail and variation, but it is worth highlighting that there is less cross-country variation when it comes to the emphasis on transparency, high standards, and representing people like me fairly than there is on the other factors. And while other factors are also important, they rarely rival these core values. Take the question of whether a news outlet’s values are ‘the same as mine’ – in none of the markets we cover do significantly more respondents identify this as an important factor in deciding which outlets to trust than identify transparency, high standards, and representing people fairly. 

Second, while it is sometimes assumed that different generations and different parts of the political spectrum think very differently about news, our data suggest that this is not actually the case when it comes to factors related to trust. 

If, for example, we compare younger respondents (aged under 35) with older ones (35 and over), the differences are quite small, and not always as one might expect – journalists and editors may associate concerns over social justice and perceived unfairness with younger people, but actually older people are more likely to say this is important for how they think about trust in news.  

Looking more closely at smaller subgroups, people who are more affluent, more highly educated, older, and more on the right politically are more likely to insist on the importance of people like them being represented fairly – our data thus provide quite a different picture from the impression some seem to have of discontent driven by younger, aggrieved lefties. 

With some minor differences, the pattern we see when looking at different generations also holds for education, income, and, as shown in the chart, for gender.  

This relative lack of variation is in itself a striking finding. Almost everything about how people use and think about news is deeply shaped by basic socio-economic factors such as age, income, and education, and people’s relations with media are often influenced by political orientation. But this is not the case for how people think about trust in news overall.  

Thus, our research suggests that much of the public has much in common in terms of what they want from news, and what they want is at least somewhat aligned with what many journalists and media would like to offer them. What varies is not so much which factors people highlight. They are strikingly similar. What varies are the conclusions they come to, reflecting often very different experiences with the news. 

When trust in news is low, the issue is thus generally not that people do not know what to look for. It is that many do not feel they are getting it. If they are right, news has a product problem. If they are wrong, news has a communications problem. 

‘The other divide’ – how political orientation and interest in politics intersects with trust in news  

While our data challenge the idea that younger people think very differently about trust in news from how older people think about it, and suggest education, income, and gender matter less than they do in some other respects, they do underline the importance of people’s relationship with politics – but not in the way that is often assumed. 

Many journalists operate in polarised political environments. Given that many of the most engaged news users – and of the most aggressively expressive voices on social media – are highly partisan, and given that some prominent politicians on the right (e.g., Donald Trump) and sometimes on the left (e.g., Andrés Manuel López Obrador) routinely attack the media, it is often presumed that people on the right think very differently about trust in news from those on the left or in the political centre.  

Certainly they often do when it comes to individual news media brands, and in some countries when it comes to trust in news overall. But they do not when it comes to what factors matter for them in deciding which news outlets to trust. 

Differences between often highly engaged partisans on the right and on the left, or for that matter those with more centrist political orientations, are very small in our data. Instead, the most important political divide in how people think about what factors shape their trust in news is what political scientists call ‘the other divide’, the far less immediately obvious divide between those people who make politics a central part of their lives and those who do not (Krupnikov and Ryan 2022). 

One way to capture this is to break down our respondents by political orientation. Across all markets covered, 15% of our respondents identify as very or fairly left-wing, 14% as very or fairly right-wing, and 50% centre or slightly to the left- or right-of-centre. The remaining 20% answer ‘don’t know’ when asked about their political orientation.  

In discussions often focused on partisan division, this latter, large group is sometimes overlooked. Younger people, people with limited formal education, and people with lower incomes are more likely to be part of it. (Just as they are likely to trust the news less than the public at large.) It is also a group that is over-represented among consistent news avoiders and casual users, so often these are people who have a tenuous connection not only with conventional party politics, but also with the news. 

Just 28% of the respondents who answer ‘don’t know’ when asked about their political orientation say they think they can trust most news most of the time – compared to 43% of those on the left, 42% in the centre, and 45% on the right. And, as the next chart shows, they are far less likely to name any of the eight factors included in our survey as important for how they decide which (if any) news outlets to trust. This often overlooked large minority not only trusts the news less, they are also less sure about how to make up their minds about whom to trust. 

Further illustrating this point, we can shift from political position to political interest. If we compare, across 47 markets, those who say they are interested in politics (27% of the sample) with those who say they are not interested in politics (35%) we find very different levels of trust. Around half (50%) of those interested in politics say they trust most news most of the time compared to 32% of those not interested.  

The gaps in terms of which factors, if any, people identify as important are aligned with those outlined earlier in this chapter. Our qualitative research suggests that those that are not interested in politics are also much less sure about how to even begin to make up their mind about news media that many see as completely intertwined with, even indistinguishable from, political institutions that they often feel distant or even alienated from. 

Securing trust in news calls for different approaches for different parts of the public 

Across the world, our data thus capture two important things. First, most people think in broadly similar terms about what are the most important factors when it comes to deciding which news outlets to trust – transparency, high standards, freedom from bias, and treating people fairly. These are things many journalists aspire to live up to, and for these journalists, it is encouraging to see that there is such an overlap between how many reporters and much of the public think about what makes news worth trusting. The challenge for news media when it comes to winning and maintaining trust is to show that they live up to these expectations. 

In some countries, trust in news is heavily influenced by politics, and people’s trust in individual news brands is often influenced by whether they perceive the outlet in question as editorially aligned with their own political values (or at least not antithetical to them). 

But generally, across differences in age, gender, and to a large extent across differences in education, income, and political orientation in terms of left, centre, and right, most people think in very similar terms about what matters for trust in news – even though they sometimes come to different conclusions both about news in general and particular news outlets. Many might appreciate that some outlets have values that are the same as their own. But when it comes to what people say is decisive for which outlets they trust, this factor is far less frequently mentioned than core issues around transparency, standards, bias, and fairness.  

Second, however, for a large minority of the public with a distant relation to politics – a fifth of our respondents don’t know where they stand in conventional political terms – trust in news is much lower, many of them are less clear about what might help engender trust, and their connection with news is generally more precarious. The same goes for the overlapping group of respondents who are not interested in politics – more than a third. 

The challenge for news media with this part of the public is to overcome the distance and convince them that news is engaging, interesting, and valuable enough to spend time with – and on that basis perhaps over time earn their trust as well. 

1 Our own work includes the three-year Trust in News-project with extensive research across Brazil, India, the UK, and the US (details here ), and last year’s Digital News Report data on media criticism and the relationship between press freedom and public trust in news (More here ).

2 See Schibsted .

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• Perspectives on trust in news
• The use of AI in journalism
• Audiences and user needs
• How much people pay for news
• The rise of news influencers
• Lee en español
• Country and market data
• Methodology

Study in UK

Mar 20, 2024

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Studying in the UK promises Indian students a blend of academic excellence, cultural diversity, and career opportunities. Renowned universities offer diverse programs in a dynamic learning environment. With access to cutting-edge research, vibrant student life, and global networking, the UK stands as a top destination for quality education and personal growth.<br><br>Read for more info: https://www.msmunify.com/study-in-uk/

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Study in Uk for indian students Pursue your dream to study in the UK. Browse through MSM Unify to know how you can jumpstart your education. www.msmunify.com/study-in-uk

Why Study in the UK? "Graduation is one of the most memorable events in life. Congratulations on your graduation" World-Renowned Academic Reputation. Universities in the United Kingdom are well known for their high-caliber education system, and excellent instruction, matched with cutting- edge facilities. Top-Notch Education Providers. The UK is home to some of the best higher education institutions in the world, four of which belong to the top 10 list of 2023 QS World University Rankings.

Top Education Providers in the UK University of Oxford University of Cambridge Imperial College London University College London (UCL) The University of Edinburgh

Scholarships in the UK Here are some government-funded scholarships available for international students: Securing a university-specific scholarship is also an option. Here are some you can choose from: Chevening Scholarship Commonwealth Scholarships GREAT Scholarships Scotland’s Saltire Scholarships Gates Cambridge Scholarship Edinburgh Global Scholarships Rhodes Scholarship at Oxford University University of Bristol Scholarships

Documents Required to Study in the UK? To be able to study in the UK, there are requirements needed to comply. These are the following: Transcript of grades Certificate of completion of studies UK Student Visa A valid passport and IDs Confirmation of Acceptance for Studies Recommendation letter Statement of Purpose English proficiency test results Bank Statements

If You Want to Use Our Services Contact Us Now My Website www.msmunify.com/study-in-uk

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Study in the UK

Studying in the united kingdom (uk) is truly an international experience. it is one of the most popular destinations for study abroad over the planet. for its excellent higher education system and worldwide acceptability, hundreds of thousands of international students opt the uk as their preferred overseas study destination. some of the reasons behind these are presented in the presentation – powerpoint ppt presentation.

• Studying in the United Kingdom (UK) is truly an international experience. It is one of the most popular destinations for study abroad over the planet. For its excellent higher education system and worldwide acceptability, hundreds of thousands of international students opt the UK as their preferred overseas study destination. Some of the reasons behind these are
• UK universities are the home of some of the world-renowned universities including Oxford Universities, Cambridge Universities, Imperial College London.
• UK universities are among the bests in the world. According to QS World ranking, four of the top nine universities are from the UK.
• Qualifications obtained from UK universities are internationally recognized and highly valued around the Globe.
• UK Universities are highly ranked for Industry-University collaboration
• The UK is the world leader in research with 114 Nobel Prize Winner. Still today the UK has produced 860 Nobel Laureates and 38 Nobel Laureates have studied in the UK. According to the world economic forum Global Competitiveness Report, the UK ranks is second in the world for the quality of scientific research.
• The international Student satisfaction rate in the UK is very high.
• UK Universities are one of the preferred destinations for abroad study by Indian students for decades.
• UK Universities will provide world-class teaching from the worlds leading academician and experts
• i) Several Scholarship, bursaries, grants are available for Indian students

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New photos of armed & dangerous fugitive released

SCOTT COUNTY, Ky. (WKYT) - The Georgetown Police Department has released new photos of the armed & dangerous fugitive last seen in Kentucky.

U.S. Marshals, as well as multiple other agencies, are still searching for the two suspects.

43-year-old Nathan Ginter is wanted out of South Carolina on charges including abuse of a child and failure to appear in court.

Officials are also searching for 32-year-old Riley Pearson, also from South Carolina, who is believed to be with Ginter and helping him.

The Georgetown Police Department is asking residents in the area of Finnell Pike to check game cameras, ring cameras and any other surveillance devices on their property for persons matching the description.

Ginter is believed to be armed.

Multiple agencies, including U.S. Marshals, Kentucky State Police, Georgetown Police, Lexington Police, Paris Police, and Cynthiana Police, have been involved in this search.

The reward for information leading to Ginter’s arrest has increased from up to $5,000 to up to $10,000.

Police say if you see Ginter or Pearson, do not approach them, and call 911 instead.

Anyone with information is asked to call U.S. Marshalls at 887-926-8332.

Copyright 2024 WKYT. All rights reserved.

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Nearly half of American EV owners likely to switch to gas-powered cars, study finds

by RAY LEWIS | The National Desk

WASHINGTON (TND) — Nearly half of Americans who currently own an electric vehicle will likely switch to a gas-powered car, according to a McKinsey & Company study published this month.

Forty-six percent of electric vehicle owners told the consulting firm they would likely switch back to a more traditional car. Of the nine countries surveyed, which include Australia, Brazil, China, Germany, Norway, France, Italy and Japan, the U.S. had the second-highest percentage.

Thirty-five percent of the global respondents cited inadequate charging infrastructure as a reason to switch back. Meanwhile, 4 in 10 global participants in the survey said chargers were missing along highways and other main roads. They also picked a range of other reasons for not wanting to buy an electric car, including low familiarity with them, technology skepticism and cost of ownership.

The Biden administration has aimed to create a reliable and convenient network of 500,000 chargers across the U.S., investing $7.5 billion into it.

However, the likeliness to buy electric vehicles has grown over the past three years. In 2021, 14% of gas-powered car owners said their next vehicle would be electric, compared to 18% in February, according to the study.

READ MORE | Virginia is latest state to cancel mandate requiring sale of only EVs by 2035

The Biden administration has said more people will buy electric cars at a quicker rate if infrastructure improves and vehicle prices decrease, with Transportation Secretary Pete Buttegieg telling CBS News last month the U.S. needs to have a central role in growing the market.

Just making sure we invest in America's capacity, making sure that we are on-shoring or friend-shoring the materials and the processing of what goes into these EVs, making sure that America masters these processes,” he said. “Because look, there's no way that we're gonna get to the middle of this century with the technology that we counted on a century ago.”

Former President Donald Trump has criticized the current administration’s push toward electric vehicles, claiming the public doesn’t want them.

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He's trying to save the electrical vehicle, but not the gas powered, which is the vehicle that everybody wants. They're going crazy with the electric car, costing us a fortune,” Trump said in May. “We're spending hundreds of billions of dollars subsidizing a car that nobody wants and nobody's ever gonna buy.”

Buttigieg has resisted this argument, telling CBS News that every year more Americans buy electric cars than the year prior.

Have questions, concerns or tips? Send them to Ray at [email protected] .