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Joint Institutions are created from two different universities joining together to create a collaborative research and education effort. Compared to traditional universities, several unique challenges present themselves from this arrangement. We are especially interested in the student experience at UK-China Joint Institutes. We therefore organized a conference with the UK-China Joint Institute Alliance to aggregate knowledge on this issue. This paper summarizes the topics presented and discussed at the conference including: student learning and methods with which to measure and improve it, monitoring and incentivizing student engagement, the transition period from high school to university, teaching evaluations of staff, and lastly, learning and teaching during the COVID-19 pandemic.

Abstract In this note we consider boundary point principles for partial differential inequalities of elliptic type. First, we highlight the difference between the conditions required to establish classical strong maximum principles and classical boundary point lemmas for second-order linear elliptic partial differential inequalities. We highlight this difference by introducing a singular set in the domain where the coefficients of the partial differential inequality need not be defined and, in a neighborhood of which, can blow-up. Secondly, as a consequence, we establish a comparison-type boundary point lemma for classical elliptic solutions to quasilinear partial differential inequalities. Thirdly, we consider tangency principles, for C 1 $C^{1}$ elliptic weak solutions to quasilinear divergence structure partial differential inequalities. We highlight the necessity of certain hypotheses in the aforementioned results via simple examples.

This paper describes the collaborative development of an agenda for research on e-assessment in undergraduate mathematics. We built on an established approach to develop the agenda from the contributions of 22 mathematics education researchers, university teachers and learning technologists interested in this topic. The resulting set of 55 research questions are grouped into 5 broad themes: errors and feedback, student interactions with e-assessment, design and implementation choices, affordances offered by e-assessment tools, and mathematical skills. This agenda gives a framework for a programme of research aligned with practical concerns that will contribute to both theoretical and practical development.