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£1.2 million donation to boost social mobility for engineering students at City St George’s, University of London
The George Daniels' Educational Trust generously provides bursaries to break down barriers and inspire future engineers
The George Daniels' Educational Trust has made an extraordinary donation of £1.2 million to support engineering students from disadvantaged backgrounds at City St George’s, University of London.
This remarkable gift aims to champion social mobility by funding bursaries that will transform lives and provide new opportunities for those facing financial challenges.
Empowering social mobility through education
Since 2012, The George Daniels' Educational Trust has donated an astounding £2.6 million to support scholarships and bursaries for engineering students at all levels – undergraduate, postgraduate, and PhD – within the University’s School of Science & Technology. The Trust also funded two academic posts at the School.
The Trust was established by the illustrious Dr George Daniels to help students with talent and initiative but lacking resources to achieve their dreams in engineering, horology (the study of clocks and watches), medicine, and construction.
The Trust's unwavering commitment to supporting students in financial hardship aligns perfectly with City St George’s mission. The university is not only ‘the University of business, practice, and professions’, but also proudly ranked 1st for social mobility in London by The English Social Mobility Index.
A new era of opportunity
Now, the Trust has signed a new four-year £1.2 million agreement to promote education and enable students to reach their potential. This funding will support multi-year and one-off bursaries, and contribute to a hardship fund each year until 2027/28.
Professor Sir Anthony Finkelstein, President, City St George’s, University of London, expressed his heartfelt gratitude:
“I am incredibly grateful to the Trustees of The George Daniels' Educational Tr ust for their continued support of City St George’s. This incredible donation to our university stems from the generosity of Dr George Daniels himself, horologist, some would say artist, and philanthropist.
“It is thanks to people like George, and the trustees of his Trust, that City St George’s can continue to offer an education in business, practice and the professions based on a student’s ability to do the work, not their ability to afford the course. I am delighted by this gift which will remove the financial barriers for our engineering students.”
Bursaries will take the form of multi-year or one-off awards and will be granted to students studying for a BEng (three year) or MEng (four-year) course in various engineering disciplines.
Applicants must have home fee status and demonstrate financial need based on a low-income household (as assessed by Student Finance England), and priority will be given to students who are the first in their family to attend university.
Applications for The George Daniels' Undergraduate Bursary can be made via The Future Fund Undergraduate Bursaries page on the City St George’s website.
In response to the donation, Professor Rajkumar Roy, Executive Dean of the School of Science & Technology, City St George’s, University of London, said:
“As both the Executive Dean of the School of Science & Technology, and as an engineer, it gives me great pleasure to be launching this next tranche of scholars supported by The George Daniels' Educational Trust.
“The Trustees share our goals of promoting social mobility for our students and this donation of £1.2 million will help us ensure that our future engineers have the opportunity to study at City St George’s with less worry about how to make their finances work.
“We recently celebrated 10 years of support from the Trust and 10 years of George Daniels Scholars. I am very much excited to see what this next group of scholars will go on to achieve, thanks to the Trust’s support. Thank you.”
Dr George Daniels (1926-2011), a celebrated horologist and master of his craft, credited his success to evening horology classes at City St George’s, then known as the Northampton Institute
In 2013, the iconic clock of City St George’s College Building was renamed the George Daniels Clock in recognition of the support from Dr George Daniels to the university.
City St George’s further hosts an annual lecture in memory of Dr Daniels. Highlights from the latest two lectures:
• George Daniels Lecture, 2024: watches and cars, the perils of progress
• George Daniels Lecture, 2023: Abraham Louis Breguet, the original tick-tock influencer
Health care students and clinicians support integrated care education
A multidisciplinary, team approach to health care delivery education is valued by health sciences students and faculty, according to a Rutgers Health study
Rutgers University
Integrated care – a coordinated approach that addresses patients’ physical, mental and social health needs – has been shown to improve patient outcomes, reduce health care costs and address health disparities.
Since 2019, the Rutgers University Behavioral Health Care’s Center for Integrated Care has served as a hub for integrated care education and training at Rutgers Health while providing clinical services with partners throughout New Jersey.
Researchers at the center have published one of the first studies to assesses perceptions and barriers to integrated care training and practice across multiple health professions.
In the study, published in the Journal of Integrated Care, researchers surveyed 220 Rutgers faculty, clinicians and students from a multidisciplinary perspective – including the university’s schools of medicine, pharmacy, psychology, dental medicine, health professions, nursing, social work and clinicians at University Behavioral Health Care – about their experience in collaborative care education and obstacles to training.
Researchers found 97% of the respondents reported that activities promoting integrated care occur often, such as consultation with other professions in patient care settings, incorporation of integrated care concepts into teachings and interprofessional learning opportunities. Respondents also said they saw the benefits in patient care and expressed interest in continuing to practice integrated care.
“Rutgers is a pioneer in integrated care education,” said Stephanie Marcello, chief psychologist pf the University Behavioral Health Care and an author of the study. “Although interprofessional education and experiential training in integrated care is limited, we are seeing more universities training in this model. The study uncovered some challenges to this type of program’s growth, such as not having enough mentors and faculty trained in integrated care and curriculum development and health care providers that work in this model to provide experiential education and eventual employment.”
The report showed that students value learning how other disciplines approach health care delivery and how to interact with other professions as an important part of their health care education.
Holistic care practices are, at their core, prevention programs, Marcello said. “When health care professionals – pharmacists, behavioral health care professionals, nurses, social workers – work as a team to provide care, they improve patient satisfaction, lower health care costs and reduce employee absenteeism and turnover,” she said.
In addition, when a person can receive mental and physical health care in one location, they are more likely to take advantage of that access to behavioral health. “Patients are screened for depression, anxiety and substance use just as taking blood pressure and height and weight is standard practice,” Marcello said. “General practitioners can then consult with an on-site behavioral health specialist on how a patient’s physical health might be affected by their mental health and provide interventions right there in the room.”
Researchers found that engaging more providers and primary care offices where students can work in future practice is key to education.
“We want to build these academic standards where integrated care training is embedded in health profession curricula,” Marcello said. “We want to ensure that the next generation is learning team-based collaborative skills, so patients can receive this coordinated treatment that not only address their physical needs, but their behavioral health needs as well.”
Journal
Journal of Integrated Care
Method of Research
Survey
Subject of Research
People
Article Title
Examining integrated care training and practice implementation within academic medical settings: perceptions, attitudes and barriers
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