Category / EU

Welcome to the EU section of the blog! Emily Cieciura (BU’s Research Facilitator – EU and International), Jo Garrad (Funding Development Manager) and Dianne Goodman (Funding Development Co-ordinator) together try to take the pain out of finding and applying for EU funding by horizon scanning many sources and placing the most important information on this page.

We blog as often as possible on everything from calls for proposals and partner searches, to networking event opportunities, all the latest on Horizon 2020 and international funding. We also use the blog to disseminate information on EUADS (BU’s EU academic training initiative), how to write brilliant proposals, how to find partners and other top tips!

Preparing for Brexit – join in the discussion

It is just over a year until the official Brexit date. 

You are invited to attend an informal discussion group on Wednesday, 28th March 2018, to explore what is known about the impact on research and share ideas to mitigate this impact at BU.

During this session, we will consider the latest government updates, keeping up with announcements from UKRO and actions that can be taken now to plan for research activity in this changing environment.

Reserve your place now!

This session will be jointly hosted by Jane Forster (the Vice-Chancellor’s Policy Adviser) and Emily Cieciura (Research Facilitator)

HE Policy Update w/e 9th March 2018

While we’re all excited about Sam Gyimah’s visit to BU next week, policy continues to develop in HE.  If you haven’t booked your ticket for Sam’s audience yet, please do.  Here’s your weekly summary.

Universities Minister visiting BU!

On Thursday 15 March Sam Gyimah MP, Minister of State for Universities, Science, Research and Innovation will visit BU. During the evening he will host An Audience with Sam Gyimah MP. This is a rare opportunity for students and staff to quiz Sam through an interactive question and answer event. Sam will take questions from the audience on HE matters and wider political areas that are of interest to students. He will then invite the audience to discuss and engage with him on topics he will pose. There will be food and refreshments served after the event to enable networking and discussions to continue.

We are pleased to invite staff members to book onto this event – click here to book your place.

Doors open for the event at 17:30, the event will commence at 17:45 and finish for refreshments at 19:30. Colleagues and students must book a ticket to access the event and bring their ticket with them.  Please circulate the details of this event to your colleagues and the students you interact with – all BU staff and students welcome!   Please also encourage students to attend – Sam really wants to hear from and engage with students   – you will have seen he has described himself as the “Minister for Students”, so this is a chance to inform his thinking.

Earlier this week Sam gave an interview to The Student Room, it’s a lengthy 12 minutes, but very interesting to hear Sam’s responses to the student posed questions on a good range of topics. Last week Sam spoke at the Office for Students’ inaugural conference. The contents of his speech come under fire from Andrew McRae (Exeter) in Where’s the minister’s vision focused? The article implies the Minister is looking at  the obvious rather than getting to grips with complex HE issues. Come and find out for yourself when Sam comes to BU.

Sam was also criticised in the news this week because he declined to attend the Commons Science and Technology Committee research integrity inquiry. He did subsequently attend. Colleagues interested in the research integrity inquiry can read the proceedings here or watch the session on Parliament TV here.

Non-continuation rates

HESA released non-continuation performance indicator data this week. There are yearly fluctuations in the data, and in general there is a downtrend trend across the years. However, non-continuation has been increasing since 2012-13 and the most recent data published shows a further slight rise in the rates for young, full time first degree students. Part time mature students also have higher non-continuation rates than the part timers aged under 30.

View the HESA tables here.

WP student non-continuation rates dropped slightly. OFFA welcomed this but urged caution as it’s only a slight change (8.8% in 2014/15 to 8.6% for 2015/16). Press interest has mainly focussed on the Scottish Universities and their slightly lower drop out average (BBC, Times). Wales and Northern Ireland continue to perform better than Scotland and England.

HESA also released HE income and expenditure (16/17) details this week. In England tuition fees accounted for 52.2% of the sector’s total income. Across the whole of the UK 54.7% (£18.9 billion) was spent on staff costs. Read more in Research Professional. 

International Women’s Day

Wonkhe interview four leading HE women. Hear from: Clare Marchant, Valerie Amos, Maddalaine Ansell, and Alison Johns.  Jess Moody of the ECU blogs in a personal capacity encouraging us to Look again at International Women’s Day. And Shân Wareing (LSBU) reflects on the moment she became a feminist and what it means for the proportion of women in senior HE roles today.

U-Multirank announced a new ‘gender balance’ indicator on International Women’s Day. It notes that imbalances can be seen in the ratio of women to men studying in Europe across nine subjects. This gender gap widens as students move from bachelor and master studies to PhD. In all nine study subjects, women dominate at the bachelor/ master level at 60-80% (varies across the nine subjects) but at PhD level female representation is 39-63%. At PhD females within the fields of nursing, political science and social work all fall below 50%. In commitment to International Women’s Day U-Multirank pledged to press for women’s progress in HE by analysing the gender balance across all subject areas. They state:

“the new indicator on ‘gender balance’ in higher education will be a ranked indicator. It will measure the share of women studying in higher education across various study subjects, levels as well as the gender make-up of academic staff. It aims to give an insight into the university’s overall gender balance.”

National Apprenticeship Week

We’re all familiar with the Government’s stance on vocational alternatives to HE study, degree apprenticeships and shifting thinking away from a HE ‘default’. This week was national apprenticeship week and a plethora of case studies and articles have reinforced the Government’s messaging.

HEFCE have blogged Why degree apprenticeships are vital to the local economy

Anne Milton, the Skills Minister, speaks passionately of apprenticeships as a real alternative for students of all abilities.

Disappointingly the case studies tend to focus on FE level training. Adam Evenson, law graduate, talks of his apprenticeship with Gordon Marsden (shadow minister for apprenticeships) while he completes his level 3 in business administration. And Jack Brittain talks of his engineering apprenticeship.

Clamp down on Alternative Providers

The Public Accounts Committee published Alternative Higher Education Providers calling for improvements in the regulation of alternative providers. This is set within the regulatory context of the OfS removing the ‘Basic’ category from the HE register.   Here are the headlines and recommendations:

  • The Office for Students must prioritise action on malpractice and honour their commitment to protect students’ interests.
  • There are still too many students dropping out of their courses.
    Recommendation: The Office for Students should set out what more, beyond the existing approach to imposing sanctions, it will do to ensure that non-continuation rates reduce further year on year, and confirm by when it expects to reduce non-continuation rates for alternative providers to the same level as for the rest of the HE sector.
  • How, in practice, will the OfS protect and promote students’ interests at the centre of its regulatory system?
    Recommendation: As the OfS develops, we will be looking to see it demonstrate that protecting student interests is indeed central to its approach, effective representation for students on the Board, mechanisms for consulting students, and raising standards for students across the whole HE sector, irrespective of whether they study at traditional or alternative HE institutions. The OfS should set out a clear strategy, with timescales, on how it will promote student interests.
  • The Department isn’t producing sufficiently timely data to allow robust oversight of providers. It has also failed to recover student loan payments it made to ineligible students.
    Recommendation: By September 2018, the Department, the SLC and the OfS should develop a more ambitious plan for what data they will collect to monitor provider performance and to avoid further ineligible payments. This plan should set out how they will collect data including the development of better data systems akin to those used in other parts of government and in the private sector.
  • The Department doesn’t have sufficiently effective systems in place to identify promptly where it needs to intervene to address fraud or emerging issues.
    Recommendation: By the end of 2018, the Department and the OfS should develop a more systematic and proactive approach to identifying problems emerging in the sector so that it can take prompt action to deal with failing providers and protect the interests of learners.
  • By the end of 2018, the Department and the OfS should develop a more systematic and proactive approach to identifying problems emerging in the sector so that it can take prompt action to deal with failing providers and protect the interests of learners.
    Recommendation: By the end of 2018, the Department and the OfS should develop a more systematic and proactive approach to identifying problems emerging in the sector so that it can take prompt action to deal with failing providers and protect the interests of learners.
  • The alternative provider sector still presents too many opportunities to fraudsters.
    Recommendation: As one of its first tasks, the OfS should set out how it will investigate and clamp down on recruitment malpractice, faking attendance records and coursework, and opaque arrangements for validating degrees, and produce a robust plan for remedying these problems across the sector.

Parliamentary Questions

The pension strikes continue to be major news this week. Sam Gyimah responds to a strike related parliamentary question and a wide selection of other topics.


Q – Jo Swinson (Lib Dem): To ask the Secretary of State for Education, what assessment he has made of the effect on students of the loss of teaching hours as a result of the university lecturers’ pension strike.

A – Sam Gyimah (Con):

  • Universities are autonomous institutions and it is for them to assess the impact of the strike action on their provision. While the Department for Education has not made its own assessment, we remain concerned about any impact of the strikes on students and expect universities to put in place measures to maintain the quality of education that students should receive.
  • We note that the Universities and Colleges Employers Association, which represents UK higher education organisations as employers, polled the 56 universities, which were the focus of strikes on 22 and 23 February 2018. Results of this polling indicate that the overall impact in four out of five institutions was between ‘none’ and ‘low-medium’.

School leavers progressing to HE

Q – Douglas Chapman (SNP): To ask the Secretary of State for Education, what proportion of school leavers have participated in higher education in England in each year since 2010.

A – Sam Gyimah (Con):

  • The department has two principal sources showing participation in education and other activities by young people as they transition between ages 16 and 19. Destination measures show the activities of young people in the year following their completion of key stage 4 (GCSEs) and key stage 5 (A-levels and other Level 3). The 16-18 Participation Statistical First Release (SFR) shows snapshot estimates of participation in different activities at each of academic ages 16, 17 and 18.
  • Destination measures show the percentage of students with sustained participation in education or employment over six months following the end of their phase of study. Information on pupil destinations is published annually on GOV.UK at
  • The table in attachment one shows the proportion of students in sustained study at higher education institutions since 2010 following their completion of 16-18 study (state-funded mainstream schools and colleges in England). See table NA10 in the ‘Key stage 5 –national tables: SFR56/2017’ document for full breakdowns:
  • Estimates of national participation rates in England at academic ages 16, 17 and 18 are provided in the department’s SFR ‘Participation in education, training and employment: 2016’ published here These differ from the destination measures estimates provided, because they are not linked to previous study and provide estimates for the whole population, and they are based on a snapshot of activities at the end of the calendar year (rather than over a six-month period).
  • The table in attachment two shows estimates of the proportion of young people participating in full-time education, by institution type, at academic age 16 and 18, at the end of 2016.
  • Proportion of students in sustained study at HEIs (Word Document, 13.88 KB)
  • Participation in full-time education by age (Word Document, 12.8 KB)

Video game art & animation

Q – Justin Tomlinson: To ask the Secretary of State for Education, what estimate his Department has made of the number of students who have graduated with a degree in video game art and animation in each of the last three years.

A – Sam Gyimah:

  • The Higher Education Statistics Agency (HESA) collects and publishes statistics on enrolments and qualifications obtained at UK Higher Education Institutions. The Latest statistics refer to the academic year 2016/17.
  • The table attached shows the numbers of first degree qualifiers in computer game design and graphics subjects.

Full-person-equivalent1 First degree qualifiers in computer game design and graphics – Academic years 2014/15 to 2016/17

Academic Year Number of qualifiers in computer game design2 Number of qualifiers in computer games graphics2 Total qualifiers in computer game design and graphics
2014/15 240 45 285
2015/16 430 60 485
2016/17 550 95 640
  • Counts are on the basis of full-person-equivalents. Where a student is studying more than one subject, they are apportioned between the subjects that make up their course.
  • We have included qualifiers in Computer game design (I620) and Computer games graphics (I630) as the most appropriate JACS codes for “video game art and animation”. More information on JACS codes can be found at the following link:


Mental Illness

Q – Richard Burden (Lab): To ask the Secretary of State for Education, what estimate he has made of the number of people who left their undergraduate degree course for mental health reasons in each of the last five years.

A – Sam Gyimah (Con):

  • Mental health is a priority for this government. The Children and Young People’s Mental Health green paper outlines the government’s plans to set up a new national strategic partnership focused on improving the mental health of 16-25 year olds, encouraging more coordinated action, innovation and robust evaluation of mental health services. One recommendation in the green paper is for the partnership to provide a systematic strategy to improve what we know about student mental health by encouraging improvements in data linkage and analytics. Data is available from the Higher Education Statistical Agency on the number of higher education students who leave their course early for health reasons, but the data does not make it possible to distinguish mental health reasons specifically.
  • The department is working closely with Universities UK on the programme of work on Mental Health in Higher Education, which has included work with the Institute for Public Policy Research to strengthen the evidence-base on mental health in higher education.

Brexit and Overseas (EU) Students

Q – Daniel Zeichner (Labour): To ask the Secretary of State for Education:
(Q1) whether the Government has undertaken an assessment of the potential effect of the UK leaving the EU on the ability of universities to attract EU students at (a) undergraduate and (b) postgraduate levels.

AND (Q2) whether EU students starting courses in English higher education institutions in 2019-20 and 2020-21 will be eligible for (a) home fee status and (b) student loans and grants under the current eligibility criteria.

A1 – Sam Gyimah (Conservative):

  • The government is undertaking a comprehensive and ongoing programme of analytical work across a range of scenarios for EU exit. As part of this, we are engaging closely with the higher education (HE) sector, including through my High Level Stakeholder Working Group on EU Exit, Universities, Research and Innovation.
  • The UK is a highly attractive destination for EU and international students, second only to the USA in the numbers we attract, and we recognise that student mobility is a key issue for our world-class HE sector. The government has commissioned the Migration Advisory Committee (MAC) to provide an objective assessment of the impact of EU and international students by September 2018. This provides an important opportunity for the sector to share evidence, and the MAC’s independent advice will help inform decisions on the future migration system.
  • To help provide certainty, we have also announced that EU students starting courses in England in the academic year 2018/19 or before will continue to be eligible for student loans and home fee status for the duration of their course, and will remain eligible for Research Council PhD studentships on the current basis. These students will also have a right to remain in the UK to complete their course.

A2 – Sam Gyimah:

  • The government has taken action to provide greater certainty about student funding for EU students. We have confirmed that current EU students and those starting courses at an English university or further education institution in the 2017/18 and 2018/19 academic years will continue to be eligible for student loans and home fee status for the duration of their course.
  • Future arrangements for EU students starting courses after 2018/19, and who are not settled in the UK or on a pathway to settled status by the specified date, will need to be considered as part of wider discussions about the UK’s relationship with the EU.
  • Applications for courses starting in 2019/20 do not open until September 2018, and we are working to ensure students applying have information well in advance of this date.

Sharia Compliant Student Finance

Q – Lyn Brown: To ask the Secretary of State for Education, whether a sharia-compliant alternative student finance system will be available for people beginning university courses in September 2018.

A – Sam Gyimah:

  • We understand the concern that some prospective students may be deterred from pursuing higher education because they are unable to use loans that bear interest.
  • We are therefore continuing to work on an alternative student finance product that would avoid using interest. We have appointed specialist advisors from the Islamic Finance Council to help design a new system that can make maintenance and tuition fee payments and collect repayment contributions in a way that is both equivalent to the current system and compliant with the requirements of Islamic finance.
  • This a complex area requiring careful consideration of a range of technical issues, including the nature of the accounting for the new arrangements, the degree of legal separation required for any fund, the treatment of cashflows, the nature of the commitments that a student will make under the new system, and the method for establishing equivalence of outcome, amongst others.
  • This work is being undertaken at pace and we will be in a good place to provide an update in the summer. I will set out our planned timetable at that time. I note that it typically takes two years to introduce a new student finance product, which would rule out launching for academic year 2018/19.

Post-study Work Visas

Q – Stuart C. McDonald: To ask the Secretary of State for the Home Department, what assessment her Department has made of the effect of ending the Tier 1 (Post-Study Work) visa on the ability of businesses to recruit people with the necessary skills.

A – Caroline Nokes:

  • The Tier 1 (Post Study Work) route was closed in April 2012.
  • A published assessment of Tier 1 migrants in October 2010 found that three in five users of this visa were in unskilled work and we also saw a large number of fraudulent applications. This undermined our work routes and damaged the reputation of our education system. We have no current plans to re-introduce a post study work route that does not lead to skilled work.
  • We already have a comprehensive offer for graduates seeking to undertake skilled work in the UK after their studies. Students studying courses lasting 12 months or more are given 4 months leave at the end of their course to look for a job and those with an offer of a graduate-level job, paying an appropriate salary, may take up sponsored employment through Tier 2. Many of the requirements for a Tier 2 skilled work visa are relaxed or waived for those applying to switch from the Tier 4 student route within the UK. This includes exempting switching students from the Tier 2 cap of 20,700 and allowing employers who wish to recruit them to not carry out the Resident Labour Market Test.

Widening Participation & Student Success

The All Party Parliamentary University Group met to discuss fair access this week. Chris Millward, the incoming Director for Fair Access and Participation at the Office for Students stated success in widening access to higher education would depend on how universities and colleges work with schools and employers, and how they support students “through all stages of the lifecycle”.

Scotland continues to be vocal on WP matters. Scottish Higher Education Minister Shirley-Anne Somerville launched a major speech on Tuesday expressing her support for contextualised admissions and bridging programmes and calling for systemic change:

  • “..for anyone in the sector who may be thinking that there is a short cut to achieving our targets through a drop in demand elsewhere then let me be very clear.
  • There is no short cut. .No silver bullet. Widening Access will require systemic change.”

Other news

STEM: The Guardian analyses the STEM gender gap. The article cites data to negate the biological and social/cultural answers instead looking at the influence of ‘social belongingness’ and childhood gender stereotypes.

EU Research News: Research Professional describes this week’s EU research news here.

Spring Statement: If you’re interested in the Chancellor’s Spring Statement that will be delivered on 13 March political monitors, Dods, have prepared an overview of what to expect. From their overview:

“There will be no red box, no official document, no spending increases, no tax changes,” a spokesman for the Treasury told the Financial Times last month. “The Chancellor will publish updated economic forecasts; we expect the speech to last between 15-20 minutes.” … Ministers have repeatedly stated that the Statement is not a “fiscal event” so few are expecting many policy announcements, however the Chancellor should set out some thinking about longer term economic priorities.

The statement is expected to focus predominantly on the economic outlook for the country, and the review panel on Land Use (chaired by local MP Sir Oliver Letwin) will report before the economic outlook is delivered.  Dods also note:

Public Sector Leadership Academy – The taskforce is due to provide an initial update with a full report on their remit and responsibilities due for the Autumn Budget 2018. The Cabinet Office have indicated a chair has been selected and will be formally announced shortly.

Grade inflation: The Conversation have a clear and balanced article setting out the reasons behind increased number of good degrees, explaining the Government criticism and considering the way forward.


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Brexit – UK Government position regarding access to Horizon 2020

The Department for Business, Energy and Industrial Strategy (BEIS) has released the report: UK Participation in Horizon 2020, based on the EU/UK Joint Report published on 8 December 2017.

The key message for UK-based researchers seeking to apply for Horizon 2020 funding is:

The UK Government encourages the UK research and innovation (R&I) community to continue applying for Horizon 2020 funding and participating in Horizon 2020 projects because:

● Until our departure from the EU, we remain a Member State, with all the rights and obligations that entails. This means that UK entities are eligible to participate in all aspects of the Horizon 2020 programme while we remain a member of the EU.

● The UK and the EU fully intend UK entities’ eligibility in Horizon 2020 to remain unchanged for the duration of the programme, as set out in the Joint Report. This includes eligibility to participate in all Horizon 2020 projects and to receive Horizon 2020 funding for the lifetime of projects.

● The Government’s underwrite guarantee remains in place in the event that commitments made in the Joint Report are not met.

This report also considers the UK’s involvement in the next Framework Programme, the Underwrite Guarantee and mobility of researchers in the Q&A section.

The UK Research Office (UKRO), to which BU subscribes, worked closely with BEIS in the preparation of this report and is updating their own FAQs and related documents. If you have not already registered to access their services and to receive UKRO announcements, you are encouraged to do so, to keep fully up to date with developments. UKRO also invites queries and comments from subscribers, as these are vital to inform the development of future guidance.

If you are considering developing your international research portfolio, please contact your faculty’s research facilitator.

Colloquium on European Research in Retailing (CERR) 2018

As members of the scientific committee, Dr Jason Sit and Prof. Juliet Memery would like to invite colleagues and PGR students to submit papers to CERR 2018 at the University of Surrey (Guildford). Please find more details on the CERR website.

The paper/abstract submission is only two weeks away (March 15 2018) so we (the scientific committee) would like to give you a quick update on the event.

  • All preparations around the review process, the programme structure, rooming and accommodation have been completed and we look forward to receive exciting submissions.
  • We have three special sessions focused on developing research papers, contemporary research methodologies in retailing and engaging pedagogic approaches in retail education.
  • We are in the process of confirming an exciting keynote speaker.
  • We have also finalised the social programme. The pub night at the Weyside and the Colloquium Dinner at the Guildford County Club will create the perfect (and very British) environment to network, meet and catch up with colleagues and to reflect on the day’s discussions.
  • Lastly, consistent with the CERR vision concerning supporting the retail research community throughout Europe and beyond, we have kept the costs for delegates at an absolute minimum. With a full fee of GBP 250 and a PhD/Early Career researcher of GBP 180 (all inclusive) we make this not-for-profit event affordable for colleagues on a tight budget. We also offer accommodation on campus for as little as GBP 50 (B&B, per night).

Should you have any questions or queries please contact Jason at or on ext. 61888.

Himbasha and YouTube – field work with unaccompanied minor refugees

“Facebook! WhatsApp!” – shouts one of the Eritrean teenagers. “No, Viber!”  – contradicts his friend. The promt for this, was the question: what is your favourite app? I’m in a centre in the north of the Netherlands which accommodates 20 unaccompanied minor refugees. I’m here because we’re conducting an EU-funded Marie Curie project on how these displaced children (aged 14-18) use digital technology and (social) media.

I’m running the focus group in the mentors’ office, while in the kitchen some other boys are listening to Eritrean music. From one of the rooms, I can also hear Arabic music playing. Wherever I went during the two weeks field work in the Netherlands, music was the one constant. Most of the time YouTube was on auto play, and I watched some of the videos together with the teenagers.

“What is it about?” – I would ask. The girls would start laughing: “Ah it’s too complicated.” “Is it about love?” – I continued. “Yes!”- they’d reply and laugh even harder.

In the two weeks spent in the Netherlands, I interviewed 16 unaccompanied refugee children. In that time, I was lucky enough to be invited into their homes. Upon entering I was regularly offered tea, or in one house, a traditional Eritrean cake called Himbasha. Despite their struggles and constant waiting for their families to arrive from a different country, these teenagers were trying their best to live a fairly normal life.

I was also humbled by the work of their mentors. The mentors are employed by a Dutch non-governmental organisation, and have a very important role: to help young refugees adapt to their new country, help them understand the way Dutch society functions and to support them in their everyday life. From applying for a new bus card for the teenagers to asking them about school work, the mentors are basically a new family to them. Some of the mentors I’ve met, have themselves arrived as refugees to the Netherlands. Needless to say, their work is equally demanding and fulfilling.

The final aim of this project is to understand unaccompanied minor refugees’ lived media experiences in order to create media literacy educational materials for them. I hope that our work will be as beneficial as the work I’ve seen done by these mentors.


photo credits: Nidos, RedDishKitchen

I’m very grateful to the non-governmental organisations Nidos and Vitree for their support during this field work.


#researchermobility and #entrepreneurship @ Marie Curie research fellows event

Are you a current or a former Marie Curie research fellow?

Then join us for the Marie Curie Alumni Association-UK Chapter’s General Assembly 2018 on Saturday 24th March 2018 at University College London (UCL), London!

Are you interested in #Entrepreneurship, #PublicEngagement, #OpenResearch, #ResearchersMobility? Would you like to discuss about your MSCA fellowship ‘problems and fixes’?

The MCAA-UK General Assembly will be the perfect opportunity for all this… and much more!

Also… we’ll have a pub slam with amazing prizes for the winning pitch 😉

We look forward to meeting all current and former Marie Curie fellows in London!

Register your attendance for free here.

Facebook event here.

For more information, please contact Dr. Annamária Neag, Marie Curie Research Fellow,

HE Policy update for the w/e 9th February 2018

Parliament is now in recess, returning on Tuesday 20 February. There won’t be a policy update next week. We’ll bring you all the latest news on Thursday 22 February.

Technical v higher education

Robert Halfon MP, Chair of the Commons Education Committee gave the keynote speech at the Centre for Social Justice this week and called for an end to the UK’s obsession with academic degrees and demanded a dramatic increase in the delivery of basic skills and technical training by the Further and Higher Education sectors. Robert argued that rebalancing FE and HE were crucial to delivering social justice and eradicating skills gaps. He saw degree apprenticeships which blend technical and academic education as the jewel in the crown of a revamped FE/HE sector.

  • “We have become obsessed with full academic degrees in this country. We are creating a higher education system that overwhelmingly favours academic degrees, while intermediate and higher technical offerings are comparatively tiny. The labour market does not need an ever-growing supply of academic degrees. Between a fifth and a third of our graduates take non-graduate jobs. The graduate premium varies wildly according to subject and institution. For many, the returns are paltry.”

He proposed the following:

  • Fine-tuning the Apprenticeship Levy to help disadvantaged apprentices with a smaller contribution taper for employers employing disadvantaged apprentices addressing skills shortages.
  • Cutting grants to universities unless they offer degree apprenticeships. Ring-fencing a significant portion of the enormous public subsidy of universities so that it can only be accessed if the university offers degree apprenticeships.
  • Challenging the Russell Group’s reputation where they don’t deliver value for money. Particularly the sometimes undeserved reputation of Russell Group Universities where they rank highly because of their research (rather than employability skills, quality teaching, and value for money for undergraduate students).
  • Protecting and ring-fencing funding of flexible, online and part-time Higher Education by ring-fencing the Part-time Premium element of the Higher Education Funding Council’s Widening Participation funding allocation.
  • Closer integration of the FE and HE sectors on delivering higher level apprenticeships and offering flexible and local options for those who need it.

Halfon’s comments around the ‘enormous public subsidy’ and cutting grants are interesting. It’s unclear if he includes student fees within his public subsidy comment or if he is aware that the HEFCE funding elements are a mere drop in the ocean for most universities. For example, at BU the full HEFCE contribution for teaching, WP elements, and research was less than £11 million in 16/17. Nationally in 2017/18 across all universities HEFCE provided a total funding allocation of £1,320 million for teaching purposes. Halfon’s speech was covered in the Express.

International students

Parliamentary questions

Q – Robert Neill: To ask the Secretary of State for the Home Department, what plans her Department has to further expand the student visa pilot scheme [AND] what criteria universities were required to fulfil in order to take part in that pilot [AND] how many representations the Department has received from universities wanting to take part in the expanded student visa pilot scheme

A – Caroline Nokes:

  • The Tier 4 visa pilot, helps to streamline the visa process for international students looking to study on a Masters’ course, in the UK, of 13 months or less. The pilot also helps to support students who wish to switch into a work route and take up a graduate role, by extending the leave period following the end of their study to up to six months.
  • 23 additional institutions were selected to participate based on having the consistently lowest visa refusal rates for their region or country. The evaluation of the pilot is ongoing, with an interim report due to be published in the summer of 2018. The primary focus of the evaluation is to assess the impact of the Tier 4 visa pilot on UK education institutions’ competitiveness in terms of attracting international students and the ability of international students to switch into a work route. Engaging more sponsors to participate in the pilot will provide additional evidence for the evaluation to ensure it more accurately represents the diversity of the sector. Once evaluated, we will consider whether to introduce the offer being tested with the pilot into the Immigration Rules and make it policy.
  • We regularly engage with the education sector on student migration policy, including the Tier 4 visa pilot. We hold a quarterly Education Sector Forum with key representatives from the sector including the devolved administrations.

Q – Catherine West: To ask the Secretary of State for International Trade, what steps his Department is taking to support UK higher education exports.

A – Graham Stuart:

  • The Department for International Trade supports the international aspirations of the Higher Education sector through its Education team in a range of ways, including Government to Government engagement and support to Trade Missions. The team has recently helped, amongst others, the University of Birmingham in its plan to open a campus in Dubai. The UK Higher Education sector will also be a focus in the GREAT Festival of Innovation, to be held in Hong Kong in March.
  • The recently formed DIT Education Sector Advisory Group brings together relevant sector partners, including Universities UK and Independent Higher Education, to co-ordinate efforts to boost education exports.

HE funding review

Parliamentary question – Q – Layla Moran: To ask the Secretary of State for Education, what the reasons are for a review of funding across tertiary education that focuses on post-18 education rather than post-16 education.

A – Mr Sam Gyimah:

  • The internationally recognised understanding of the term tertiary education, in line with the International Standard Classification of Education, corresponds to English qualification levels 4 and above, which are typically taken by those aged 18 and over.
  • The government will conduct a major review of funding across tertiary education to ensure a joined-up system that works for everyone. As outlined in the Industrial Strategy, the review will consider a range of specific issues within post-18 education.
  • The government is already fundamentally reforming the post-16 education system to give all young people the opportunity to fulfil their potential and deliver a better future for our country. A key principle of the reform agenda is to improve the quality of technical education provision to deliver young people with the skills employers need both locally and nationally. New T-levels, with content designed by employers, will support them into skilled employment or progression to higher education. T-levels will be backed by over £500 million annually by the time the programme is rolled out fully, and we are implementing apprenticeship reforms to continue to improve the quality of apprenticeships for all. Our commitment to the 16 to 19 sector has contributed to the current record high proportion of 16 to 18 year olds who are participating in education or apprenticeships.
  • The government will set out further details on the review shortly.

The Lords Economic Affairs Committed continued their investigation this week. Overall there was quite a focus on FE. The witnesses were questioned on issues relating to disparities in the treatment of Higher Education (HE) and Further Education (FE), including funding and perception. The funding gap between FE and HE was discussed with FE as the poor relative, although it was noted that FE state funding provides more stability than HE sources. When questioned on how to reduce the disparity between FE and HE a witness expressed that there would have to be control on HE expansion. Some way of redistributing funding would have to be found however both private and public sectors would also have to change their attitudes towards recruitment.

Poor schooling was discussed and a witness highlighted how technical studies and ‘catch-up’ education can be conflated. Later witnesses described how schools were almost entirely incentivised to send people to university and how in some parts of the country young people who went to colleges were seen as failures.

On apprenticeships Lord Tugendhat (Conservative) asked how the quality and quantity of apprenticeships could be improved. Witness, Gravatt, stated there was a danger that the apprenticeship target and its levy would mean people may lost sight of what apprenticeships were for. Government and colleges needed to work with the system as it was and make sure colleges and employers were not using them in a short-term manner.

Lord Turnbull (Crossbench) questioned how FE and apprenticeships could be portrayed in a more positive light. Witness Milner stated FE needed to brand itself in the light of bridges to opportunity. She said the focus on the value of a university education had diminished the perception of HE. Witness Husband stated lots of employers were using apprenticeships as a way of widening participation.

Degree apprenticeships – Lord Burns noted Treasury announcements of a proposed four-year degree-level apprenticeship program, which he said did not appear to be what apprenticeships were about. In response, Husband said the core of an apprenticeship was to have a job where they gained knowledge and skills to become competent. She said there were skills gaps at Level 4 and above, and such apprenticeships were meeting the needs of employers.

Mature students – Lord Darling asked how responsive the FE sector had been to those who lost their jobs or needed skills training later in life. Witness Francis said the main problem was that those people were not eligible for funding provision in colleges. Witness Atkins said funding for adults was now simpler from the supply side, but from the demand side rules for eligibility were very complex and required a learner to have additional funding.

In the later session it was noted how maintenance loans are not provided for all FE students as in HE. Instead FE colleges are expected to provide discretionary support.

T-levels: Lord Burns (Crossbench) queried T-Levels and Institutes of Technology. Witness, Gravatt, said they were a good opportunity but were still at an early stage. He said he had concerns they had been ‘done on the cheap’ and that unrealistic expectations had been put on them.

Tertiary Education Review – no new news: Mucklow stated he could not provide further details than what had already been set out in the industrial strategy. He said the review was likely to be announced soon. He said the Government was beginning to recognise there was a gap in provision. A cohesive all-tertiary funding system was questioned. Witness Eileen Milner recalled that 30 years ago some parts of FE and HE were funded in the same place but she didn’t feel this was a joined-up system from the perspective of FE. No real answers were given to the question of a combined system.

FE Week covered the evidence session and noted the FE Commissioner’s statement that Funding for Institutes of Technology is too modest.

Widening Participation

The OU called for the OfS to lead the way in improving the chances of people from disadvantaged backgrounds going to university. They set out five steps to reverse the student number decline in some disadvantaged groups attending university.

The five point plan calls for:

  • National targets for access, participation and student outcomes, supported by regulation and funding decisions. To promote fairness for all, targets should include students of all ages and take in other factors such as ethnicity and disability.
  • Collaboration between universities to ensure that the UK Government’s social justice objectives are met, encouraging the sector to work together to improve success rates among the most disadvantaged groups.
  • Funding and results to be aligned so that students who need the most support are offered it and that fewer are put off by the thought of high fees and debt.
  • Informed choice for students offered through a single portal that gives them comprehensive advice, guidance and information covering all their options for a higher education.
  • Flexibility for students to be able, if they wish, to pick and mix courses, take study breaks, transfer between universities or learn in bite-sized chunks.

OU Vice-Chancellor Peter Horrocks calls on universities to work together to improve the success rates of students from disadvantaged areas.

Parliamentary question – Q – David Evennett: To ask the Secretary of State for Education, what steps his Department is taking to close the attainment gap between boys and girls.

A – Nadhim Zahawi:

  • This government is determined that all children and young people, regardless of their gender or background, have the opportunity to go as far as their talents and hard work will take them. Rather than implementing policies that focus specifically on the educational performance of boys, the government has introduced far-reaching education reforms that set the highest expectations for what all pupils will achieve. The department has put in place a stretching national curriculum and world-class qualifications, so that more pupils study to age 16 those academic subjects that most enable progress to higher education.
  • The latest statistics show that between 2016 and 2017, the proportion of boys achieving the expected standard in GCSE English and maths rose by 1.2 percentage points (to 60.3%), compared to a 0.5 percentage point increase amongst girls (to 67.6%).

Q – Baroness Hussein-Ece: To ask Her Majesty’s Government what plans they have to address the findings of the University Partnerships Programme Foundation and Social Market Foundation report “On course for success”. Student retention at university with particular reference to the conclusion that students from ethnic minority and disadvantaged backgrounds are more likely to drop out.

A – Viscount Younger of Leckie:

  • The government is committed to ensuring that everyone with the potential has the opportunity to benefit from higher education (HE), irrespective of their background. Entry rates to full-time HE for 18 year olds from all ethnic groups increased in 2017, reaching the highest recorded numbers.
  • There is, however, more to do to ensure that students, including disadvantaged and black and minority ethnic students, are supported both to access higher education and also to participate and succeed. That is why we have taken a number of actions on this.
  • From April 2018, Access Agreements will be extended and become Access and Participation Plans. This recognises the importance of HE providers supporting both access and participation, including non-continuation and non-completion of courses, and student success for disadvantaged groups. Additionally, the Teaching Excellence and Student Outcomes Framework will use non-continuation rates as a core metric when ascribing Gold, Silver or Bronze status to individual universities. This can be found at: Furthermore, the new Transparency Condition created by the Higher Education and Research Act will require many HE providers to publish their completion rates broken down by gender, ethnicity and socio-economic background. Making this data public will expose those providers who are underperforming in this area.
  • The new regulator for HE, the Office for Students, will also have a statutory duty to have regard to the need to promote equality of opportunity in relation to the whole student lifecycle for disadvantaged and traditionally under-represented groups, not just access.


UUK is partnering with the Confederation of British Industry (CBI) to consider whether HE can introduce more flexible methods of learning to meet the changing needs of students and employers with a weather eye on the part time student number decline. Part time students have dropped by a third since 2012 and the UUK project will consider which sectors have been most affected by the part time decline and which have the greatest future need of high level skills. The project will identify the main issues and develop policy recommendations that will feed into the government’s planned review of university funding and student finance in England.

Neil Carberry, MD of CBI, stated:

  • “Speak to any business and before long the conversation turns to skills challenges. With the world of work changing, developing additional and alternative routes to higher skills will matter more than ever. That is why the decline in part-time students is so alarming…for many prospective students, other commitments, such as work or caring responsibilities, mean that being able to have a flexible approach to studying is essential and university provision will increasingly need to be tailored to meet people’s needs.”

Julie Lydon (VC, University of South Wales) writes a blog post on disappearing part-time and mature students for UUK.


The House of Commons Science and Technology Committee have ratified Sir John Kingman’s chairmanship. You can read the full report here. Here’s the relevant excerpt:

  • “We were fully satisfied that Sir John Kingman is a suitable candidate to be Chair of UKRI. We are pleased to recommend that the Science minister proceeds with the appointment. We wish Sir John well as he transitions from interim chair to permanent chair, and we look forward to working with him in the future.”

Freedom of Speech

On Saturday the Conservative party called for the public to support free speech after disruption at a university event: “Last night, Momentum-supporting thugs broke into a university event and tried to silence Conservatives. Wearing balaclavas, they tried through violence and intimidation to stop the ideas that they disagreed with from being heard. Help us back free speech by signing our petition today. Momentum, the left-wing campaign group, was set up after Mr Corbyn’s initial victory as Labour leader to keep the spirit and politics of his campaign alive. Young people have a right to hear all sides of the political debate. So we’ll protect free speech by stepping up our speaker programme – making sure Conservative voices are heard in universities across the country.”

The Independent and iNews have coverage.

On Wednesday the Human Rights Committee reconvened to continue their discussion of freedom of speech in universities. The witnesses giving evidence were Ben Wallace MP (Minister of State for Security and Economic Crime), Sam Gyimah MP (Minister of State for Universities, Science, Research and Innovation), Jacob Rees-Mogg MP and four representatives from the University of the West England, Bristol.  At the time of writing we haven’t seen the transcript, but it will be tweeted by the Human Rights Committee, and you can get a flavour of the debate from their twitter feed (@HumanRightsCttee).

And Wonkhe notes the Prime Minister slipped the free speech campaign into her attendance commemorating the 100th anniversary of women’s votes. She said:

  • In our universities, which should be bastions of free thought and expression, we have seen the efforts of politicians and academics to engage in open debate frustrated by an aggressive and intolerant minority”.

Admissions high

Last week’s UCAS news continues to be discussed. Key points:

  • Application rates from English 18 year olds have reached a record high, increasing by 0.4 percentage points to 37.4 per cent. The picture varied in the devolved nations, however, across the UK as a whole, 18 year olds are more likely than ever before to apply to higher education by the January deadline, 1 per cent more likely than in 2017.
  • However, the overall application rate shows a 0.9 per cent reduction in the total number of people applying to higher education, to 559,000, compared to the same figure in 2017. This figure reflects a 2.5 per cent fall in the 18 year old population in the UK, and falling demand from 19 year olds and the 25+ age groups.
  • The differences in application rates between 18 year old men and women in 2018 remain high across the UK, with young women more likely to apply than young men. In England, young women are 36 per cent more likely than young men to apply to higher education, a small increase from last year.
  • The number of applicants from the EU increased by 3.4 per cent to 43,510, and the number of international applicants increased to its highest ever number, by 11 per cent to 58,450.
  • Applications from all age groups to nursing courses in England has fallen by 13%. UCAS started reporting on these figures following a switch from NHS bursaries to tuition fees for nursing subjects at English universities and colleges in 2017.


Click here to view the updated consultation tracker. Email us on if you’d like to contribute to any of the current consultations.

Other news

  • OfS Student Panel: Nicola Dandridge (CE of OfS) blogs for Wonkhe on how the OfS student panel is taking shape
  • Trust and accountability: Wonkhe also have two guest bloggers who explore the current political inter-relation of the erosion of public trust in HE and the changing landscape of public accountability requirements.
  • Student mobility: UUK International have joined forces with the UPP Foundation on a student mobility project – details here
  • Student mental health training: The Student Minds (16/17) annual report details delivery of training sessions on student mental health to 1,248 students, supervisors and staff across the sector.


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Brexit Impact – Creative industries, tourism and digital single market

The House of Commons Digital, Culture , Media and Sport Committee has published a report on the potential impact of Brexit on the creative industries, tourism, and the digital single market – click here for the full report.

Here are excerpts from the Conclusions and Recommendations

The UK creative, tech and tourism industries need sufficient access to talent to continue as world leaders. That is self evidently in the nature of being a global centre of excellence in these areas. The then Secretary of State, Rt Hon Karen Bradley MP, said that Brexit is an opportunity to think about “how we can upskill our native workforce”, but this alone will not address the challenges that businesses face today particularly in an increasingly globalised and international sector. Brexit will place a greater urgency on developing the skills of the domestic workforce, but we cannot allow a skills gap to occur which could create shortages of essential workers for businesses in the UK as a result of our departure from the EU. (Paragraph 32)

The then Secretary of State’s assertion that analysis of the workforce must be completed on a sector–by–sector basis is a sensible approach. However, the lack of detail regarding precise numbers is problematic. There is a lack of clarity about reliance on EU workers. For instance, figures cited to us for the number of people working in tourism ranged from 3 million to 4.5 million. (Paragraph 33) It is imperative that any analysis examines regional demand for staff and the operational requirements of businesses and organisations, ranging from very small start-ups to international corporations.

Irrespective of Brexit, the Government should overhaul the existing visa system for non-EU nationals, who also make a valuable contribution to the UK economy, including our creative, technology and tourism industries. These industries rely on EU workers, and their commercial success is built on having a diverse workforce. The Government must heed warnings that SMEs across creative industries and tourism will not have the capacity to manage a new system that foists additional bureaucracy upon them. (Paragraph 52) We believe that salary levels are a crude proxy for value and fail to recognise the central role that workers from the EU and beyond play in making British businesses successful. We recommend that the Government explores ways in which commercial value, and value to specific sectors of the economy, can be factored into the UK’s post-Brexit immigration system. (Paragraph 53)

Simplicity should be a key feature of the future migration arrangements that the UK will agree with the EU. In particular, the creative industries and performing arts need a system which complements the spontaneity that defines live performance. (Paragraph 54)

The ability to utilise Creative Europe to secure additional sources of funding, combined with the freedom it gives to British organisations to lead projects with partners from across the EU (and outside the EU), means that there are clear incentives to maintain our participation. (Paragraph 67.) If the UK were to depart Creative Europe, this would represent a significant blow to the performing arts, museums, galleries, publishing and many other sectors in the creative industries. The limitations of participation experienced by other non-EU members illustrates that reaching agreement may not be straightforward but, equally, neither the UK nor EU member states will benefit from the UK’s departure. (Paragraph 68)

The Government should publish a map of all EU funding streams that support tourism and creative projects, whether dedicated to this specific purpose or not. This mapping exercise should:
– spell out where previous EU funding has, directly or indirectly, benefitted these sectors;
– indicate those streams that will need to be replaced;
– provide an overview of the total sum of funding that the UK government will provide to cover these costs; and
– clarify the role of the devolved administrations in the present arrangements and their proposed role in the future in the eyes of the UK Government.
In addition, the Treasury and DDCMS should illustrate how ‘value for money’ will be measured in any assessment of those EU funds that will be honoured by the Government’s guarantee. (Paragraph 79)

Some businesses, in the fashion and textiles sector, for instance, do see opportunities to improve trade links beyond the EU post-Brexit, and to develop strategies to support more UK-based production.(Paragraph 88)

The success of the UK’s digital economy is underpinned by ongoing data transfer across the globe and particularly within the EU. In order to preserve the UK’s policing and security arrangements, and to maintain commercial confidence, the Government must aim to deliver certainty from March 2019 onwards. (Paragraph 117) It is important to recognise that Brexit creates a potential risk that the UK’s ability to transfer data across borders will be limited.

The conclusions of the House of Lords Committee expose two key concerns.
Firstly, leaving the EU may not give the UK the flexibility to develop data protection law in the manner called for by witnesses such as Dell EMC.
Secondly, once we leave the EU, our influence over the development of the legal framework that will guide UK law will be reduced, undermining our ability to agree structures and exemptions for the UK, and diminishing our role as a world leader in data protection law. (Paragraph 119)

Brexit puts at risk the UK’s position as a world leader in developing and implementing the regulatory system for data protection. To address this concern, the Government should lay before Parliament an action plan which describes how, post-Brexit, the UK will be able to develop policy on data protection to support businesses and protect consumers, in order to keep pace with the demands of fast moving and developing technologies. (Paragraph 120)

It is very encouraging that the tourism and aviation sectors believe that existing aviation arrangements will be replicated once the UK has left the EU. Unfortunately, the then Secretary of State could provide very little detail as to the nature of the discussions, potential stumbling blocks and, crucially, the timing associated with reaching an agreement. The Government should recognise that it needs to provide certainty to an industry that is already marketing holidays for summer 2019, and for the consumers who will purchase them. (Paragraph 132) We believe reaching an early agreement in relation to aviation is a key priority for the Government. Nevertheless, the Government must provide an assurance that contingency plans are being made in the event of no deal being agreed and provide more information as to what any contingency arrangements would mean for businesses and travellers. (Paragraph 133) The development of a new system of entry to the UK for EEA visitors will be a key aspect of the UK’s relationship with the EU after Brexit. In its consideration of the implications of altering the principle of free movement, the Government must be aware of the detrimental impact this could have for the UK as a tourist destination. Businesses and organisations within the tourist industry are understandably concerned and we believe that the Government should be cautious about taking any steps which could harm the ‘welcome’ the UK provides to tourists. (Paragraph 138) Given the potential benefits to the British tourist industry, while the Government is grappling with the challenges posed by Brexit, it would be wise to design a new system also to encourage more tourism from non-EU markets. We recommend that the Government publishes an analysis of how the visa system could be developed to boost inbound tourism by visitors from beyond the EU. (Paragraph 139)

Preserving a strong, robust Intellectual Property framework is crucial for the continued success of the creative industries after Brexit. As such, the Government should clarify its position on whether EU Intellectual Property transposed into UK law (via secondary legislation or otherwise) will continue to apply after Brexit, and if not, what contingency plans the Government has in place to ensure that the current level of Intellectual Property protection remains following the UK’s departure from the EU. At the very least, the Government should commit to ensuring that the current level of Intellectual Property protections offered by EU and UK law, including those that are vital to the success of the Creative industries, will remain unchanged. (Paragraph 158.) Equally, the Government should clarify how it intends Intellectual Property enforcement to operate after the UK has left the EU. The Government should lay out its plan for cooperation with EU states after Brexit on Intellectual Enforcement Property matters, and outline what improvements, if any, it intends to make to the current enforcement framework. (Paragraph 159)

If Country of Origin rules cease to apply after Brexit then we must expect this will have an impact on the broadcasting industry within the UK. The Government must set out the steps it is taking to avoid that outcome, explaining its negotiating objectives and the timescale for such negotiation. The Government should provide an update to the Committee on progress made in securing a deal by the end of May 2018. (Paragraph 184.) The Government should also confirm as soon as possible that it intends for the United Kingdom to remain members of the European Single Market and under the terms of the current Country of Origin rules, for a transitional period after Brexit, until the end of 2020. (Paragraph 185)

The concerns of audio-visual sector, including broadcasters, producer and rights holders, over terms of the Draft Digital Single Market Directive which would affect territorial licensing are just one example as why it is crucially important that the UK needs to preserve its influence while Brexit proceeds. The Government should clearly spell out its strategy for doing so and how it proposes to embed its future participation in the widening of the digital single market in any Withdrawal Agreement. (Paragraph 191)


ERASMUS 2017: Promoting autonomy for people with dementia using ICT applications

The end of 2017 brought about the start of the second successful ERASMUS funded project for Dr Ben Hicks (psychology lecturer and member of ADRC) and Professor Wen Tang (Head of Creative Technology Department). Working alongside European partners from Slovenia (Alzheimer’s Slovenia), Greece (Aristotle University of Thessaloniki), Spain (Alzheimer’s Castellon and the University of Valencia) and Turkey (Alzheimer’s Turkey), the two year project aims to develop an e-platform that raises awareness and promotes the use of Information and Communication Technology (ICT) to enhance the autonomy of people with dementia and their care partners.

The first meeting was held in Castellon, Spain, at the Universitat Jaume 1 on the 18-19th December 2017 and was attended by Ben and Natalia Adamczewska (ADRC). Over the course of two days, the proposed research plan and outcomes of the project were discussed in more detail and tasks were assigned to each of the European partners. This included establishing an Advisory Group of people with dementia, care partners and practitioners to inform the development of the project as well as conducting a review of best practice within this field.

Although it is only early days, there was a real buzz around the meeting, as the partners discussed the project and the potential beneficial impact it could have for people living with dementia across Europe. The second meeting for the project team is planned for April/May 2018.

If you would like further information on the research please contact Ben on


HE policy update for the w/e 19th January 2018

A quieter week policy-wise following the cabinet reshuffle.

New minister – new set of priorities?

Our new minister has been fairly quiet as he settles in and thinks about the many priorities – we expect that the PM wants him to focus on the “major review” – and despite pressure he has refused to get drawn into a discussion of details. He gave a formal response to a parliamentary question earlier this week:

Q – Wes Streeting (Labour): To ask the Secretary of State for Education, if he will publish the (a) scope, (b) timetable and (c) membership the review panel for the review of university funding and student financing announced by the Prime Minister in her speech to the Conservative Party Conference in October 2017.

A – Sam Gyimah (Conservative, new Universities Minister):

As stated in the Industrial Strategy white paper published on 27 November 2017, the government is committed to conducting a major review of funding across tertiary education to ensure a joined-up system that works for everyone.

As current and significant reforms move into implementation, this review will look at how we can ensure that the education system for those aged 18 years and over is:

  • accessible to all;
  • supported by a funding system that provides value for money and works for both students and taxpayers;
  • incentivises choice and competition across the sector;
  • and encourages the development of the skills that we need as a country.

The government will set out further details on the review in due course.

And the minister spoke at Queen Mary University of London this week in a date agreed while he was still at the Ministry of Justice – clearly the subject matter had moved on given his new appointment. The discussion was covered by Wonkhe – it seems to have been a balanced and reasonable set of responses from someone who is thinking carefully before leaping into the fray.

Of course there has been plenty of advice for the new minister – from calls for him to get stuck into Brexit discussions to defend research funding, mobility etc. (he did vote remain, after all), to questions about the freedom of speech agenda and BME students at Oxbridge (he was one).


John Kingman has been named as the permanent chair of UK Research and Innovation, officially taking the role in April. He has been acting as the interim chair to date to support the shadow running and new set up of the organisation. The Commons Science and Technology Committee are required to ratify his appointment. Also reported in Times Higher.

Freedom of speech

The debate over free speech continued in the Parliamentary Joint Human Rights Committee this week. NUS VP Doku has called for the number of events with freedom of speech issues to be published to quantify if the ‘issue’ is government rhetoric or genuinely needs tackling. Wes Streeting (MP Ilford North and former NUS President) claims the challenges are “overstated” and that Prevent has had the greatest impact on freedom of speech. He continued that no platforming, under NUS policy, was only used to prevent racism and fascism.

International Students

The Home Affairs Committee published Immigration policy: basis for building consensus calling on the Government to make it a clear and stated objective of public policy to build greater consensus and trust on immigration as part of major overhaul of immigration policy making. Read the short summary.  The report does not consider specific policy options for EU migration. The Committee will examine these once the Government publishes its forthcoming White Paper on immigration.

Chair of the Home Affairs Committee, Rt Hon Yvette Cooper MP commented:

  • “The Government has a responsibility to build consensus and confidence on immigration rather than allowing this to be a divisive debate. But that requires a transformation in the way that immigration policy is made as too often the current approach has undermined trust in the system.
  • The net migration target isn’t working to build confidence and it treats all migration as the same. That’s why it should be replaced by a different framework of targets and controls. And frankly the system needs to work effectively. As long as there are so many errors and so many problems with enforcement, people won’t have confidence that the system is either fair or robust.”

The Report recommends:

  • An Annual Migration Report setting out a three-year, rolling plan for migration.
  • Clearer and simpler immigration rules, underpinned by principles and values – including the contributory principle, supporting family life and safeguarding security
  • Replacing the net migration target with an evidence-based framework for different types of immigration that takes into account the UK’s needs. There should be no national target to restrict the numbers of students coming to the UK, and at a minimum the Government should immediately remove students from the current net migration target.
  • An immigration system which treats different skills differently. There is clear public support for the continued arrival of high-skilled (not just highly paid) workers who are needed in the economy. Immigration rules should allow UK businesses and organisations easily to attract top talent, with restrictions and controls focused more on low-skilled migration.
  • Immigration plans should be linked with training plans to increase domestic skills in sectors and regions where there are skills gaps that need to be filled through migration.
  • A national integration strategy and local authority led local integration strategies

The report also notes:

  • “In calling for more international students to come and study in the UK, universities must be mindful of local impacts of large numbers of students and work with local authorities to help manage pressures on housing and public services. Universities should be expected to consult local authorities on future student numbers in their area.”

Mayoral pressure

The Financial Times ran an article noting how seven cross-party metro mayors have united to press the Prime Minster to provide a ”more open and welcoming message” to overseas students. The mayors have also written to the Migration Advisory Committee. The FT quotes the letter:

  • As the UK prepares to leave the EU, it is important that any future immigration system acknowledges the vital contribution international students make to regional jobs and growth. This includes projecting a more open and welcoming message for international students.

The letter combines last week’s HEPI report showing the huge net financial benefits international students bring with HESA data illustrating a downturn in international student numbers. The FT critiques the letter which uses 2016/17 data stating most students would have applied for their courses before the Brexit result was not known. What the FT fails to consider is that a lower conversion rate between application and enrolment does support the premise that Brexit has caused a fall in student numbers.

The Migration Advisory Committee is due to report to Government in September 2018, however, think tank HEPI is campaigning for an earlier response.

Widening Participation

Grammar Schools- A Financial Times article More grammar schools and lower tuition fees are not the answer covers the cabinet reshuffle (the widely reported demise of Justine Greening for blocking the PM’s school agenda) and draws on Education Policy Institute research:

  • On grammar schools, EPI analysis is very clear — more selective schools might deliver a small exam grade benefit to those who gain entry, but at a cost to those (poorer) children who do not pass the entry test. More grammar schools are therefore likely to worsen the country’s social mobility problem.

Meanwhile A Guardian article aiming to criticise Damian Hinds suggests that Theresa May is still determined to push grammar schools through

BME withdrawal – The Guardian considers the influence of social cultural and structural factors in Why do black students quit university more often than their white peers? The article quotes the Runnymede Trust (think tank) 2015 report: “University institutions have proved remarkably resilient to change in terms of curriculum, culture and staffing, remaining for the most part ‘ivory towers’ − with the emphasis on ‘ivory’.”

Admissions – In Robin hood and the America dream a Dorset born educator and careers advisor compares the HE admissions differences between Finland, America and the UK, and contemplates their social mobility implications.


A National Audit Office report: Delivering STEM skills for the economy has been published this week. It suggests Government initiative to improve the quality of STEM provision and take up of these subjects and rectifying the skills mismatch has met with some success. However, it pushes for Government departments to create a joined up vision sharing their aims, and a co-ordinated cross departmental plan, the delivery of which can then be examined for value for money. The report notes that the STEM gender gap continues.

Technical education

The House of Lords Economic Affairs Committee continued its examination of the economics of higher, further and technical education across two sessions. The first session considered the differences between UK education provision and comparable economically advanced countries (e.g. Germany). The panel discussed how FE could be enhanced, which countries integrated FE and HE effectively, and methods of encouraging lifelong learning. The narrowing of subjects after GCSE was also criticised. The following session address whether HE was currently prioritised over technical education, and whether this produces individuals with the necessary skills. Apprenticeships and T-levels were discussed in detail.

Enterprise and Entrepreneurship

The QAA has published Enterprise and Entrepreneurship Education: Guidance for UK HE Providers. The guidance says

  • all students should have an opportunity to engage with Enterprise and Entrepreneurship, and to align it with their subject(s) of choice. This will enable them to identify and seek out new opportunities; have higher aspirations in their careers; be resilient; and better adapt to change”.
  • Learning about and experiencing Enterprise and Entrepreneurship while at university can have several benefits. It gives students alternative perspectives on their career options and ultimately, the confidence to set up their own business or social enterprise.”

The guidance aims to inform, enhance and promote the development of Enterprise and Entrepreneurship Education and includes description of good practice.


Click here to view the updated consultation tracker. Email us on if you’d like to contribute to any of the current consultations.

Other news

Full on: In the brave new world of accelerated degrees and intensified courses a Wonkhe blogger talks about working and studying (MSc) full time. She says universities can make studying more accessible to employees and employers by:

  • Teach modules in intensive blocks, e.g. 3 days, rather than spreading across a whole term
  • Provide assignment information well in advance of deadlines, ensuring no deadline clashes between other modules on the same programme
  • Sharing reading lists, presentations and essay topics well in advance of a module beginning – so the employed student can start reading and have an overall understanding of the subject area before attending lectures.
  • Careful structuring of the courses are important, as is the option to switch to part time study
  • Access to robust pastoral care and academic check ins

On the employer side the blogger notes that planning a balanced workload with her managers and knowing when key work deadlines fall within her academic calendar. She also recommends employers take a personalised approach to their employees study/work balance. For some this could me changing their hours or work pattern for all or part of their course.

  • “Studying is challenging. Working is challenging. Doing both at the same time certainly isn’t a walk in the park. However, employers and universities can help employed students to make it work.”

The Smart Machine Age: A Financial Times article describes the changes associated with the smart machines age and the skills graduates will need to develop.

  • Smart technology is already moving beyond manufacturing into the service industries and the professions, such as medicine, finance, accounting, management consulting and law. Businesses will reduce their headcount, because humans will only be needed for jobs that technology will not be able to do well: involving higher order critical, creative, and innovative thinking and/or emotional and social intelligence.
  • When they graduate, a student’s multidisciplinary skills should contain at least the following: scientific method; root cause analysis; unpacking assumptions; critical thinking purposes and questions; insight processes; design thinking; premortems; and after-action reviews .They ought to have emotional and social intelligence; the ability to collaborate and to know how to learn and develop their cognitive and emotional capabilities.

Graduate Recruitment: High Fliers have published The Graduate Market in 2018 noting a 4.9% decrease in the number of jobs available for 2017 graduates. They state this is the first drop in 5 years. The decrease was sharpest in the financial and banking sectors. Part of the blame was, of course, attributed to Brexit effects. Press coverage: The Times, The Guardian and The Telegraph (who note supermarket Aldi is now offering graduate salaries comparable with law and investment banking starter salaries).

Political inventions: It cannot be disputed how often HE has featured in the news in the last year. A Times Higher article reports on a (PA Consulting) Vice-Chancellor survey which reality checks the press, suggesting that some of the furore was politically motivated and often without genuine substance.

Woodgates, PA’s head of education, sums up that university leaders felt under siege.

  • Before the [2017 general] election, universities were still seen as one of the jewels in the crown of UK plc, and suddenly we seem to have moved to a world where nothing is different but the political narrative is that universities are a bit of a problem: they don’t provide value for money, their teaching quality is not very good, and vice-chancellors are overpaid.
  • Most of our respondents felt that this is fundamentally politically driven by the fact that Labour did well courting the youth vote and the Tories have responded to that, but there was also a feeling that the sector hasn’t done a very good job of responding to that and needs to be more proactive.
  • The sector has got locked into a position of responding to a political narrative rather than asserting their own narrative about the value they add: in relation to research, but also in relation in education, [and] the fact that they are very important players in social and economic development.”

What students want: The Guardian ask students what they would like the Office for Students to focus upon

Antisemitism on campus: Communities Secretary Sajid Javid announces £144,261 of funding for a new programme to support universities in tackling antisemitism on campus. The programme will be delivered by the Holocaust Educational Trust and the Union of Jewish Students and will involve 200 students and university leaders from across the country visiting the former Nazi concentration camps at Auschwitz-Birkenau. It is expected that the 200 university student leaders who visit Auschwitz-Birkenau will then go on to deliver activity that engages a further 7,500 university students.

Communities Secretary Sajid Javid said:

  • “We all have a duty to speak out in the memory of those who were murdered during the Holocaust and all those, today, who are the subject of hatred and antisemitism. Holocaust education remains one of the most powerful tools we have to fight bigotry. The Holocaust Educational Trust has been hugely successful in teaching school children about where hatred, intolerance and misinformation can lead. That’s why I am proud that the government will fund this new programme to tackle antisemitism, prejudice and intolerance on university campuses.”

Josh Holt, President of the Union of Jewish Students (UJS) said:

  • “ UJS are very grateful that our partnership with HET is being recognised and supported by the Ministry of Housing, Communities and Local Government. The resources committed today will enable a substantial expansion of student and university leaders receiving the education and training needed to combat antisemitism and prejudice on campus. Sadly we have seen a distressing increase in swastika graffiti, Holocaust denial literature and politicisation of the Holocaust on some UK campuses. We are determined to combat this and welcome this significant contribution to our longstanding work bringing students of all faiths and backgrounds together to create cohesive campus communities.”

The new programme will be jointly funded by the Ministry for Housing, Communities and Local Government and the Department for Education, building on the Holocaust Educational Trust’s highly successful ‘Lessons from Auschwitz’ programme for school students.


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JANE FORSTER                                            |                       SARAH CARTER

Policy Advisor                                                                     Policy & Public Affairs Officer

Follow: @PolicyBU on Twitter                   |             

HE policy update for the w/e 12th January 2018

Cabinet Reshuffle

Out with the old and in with the new…the cabinet reshuffle this week brings changes for HE. Goodbye to Jo Johnson as he departs from the Universities Minister role to become Minister of State for Transport and Minister for London. Nick Hillman, Director of HEPI, reflects on Johnson’s legacy in the Times Higher, and Wonkhe present a more mixed picture in Jexit leaves a mixed legacy in HE.

Sam Gyimah has been appointed as Universities Minister. The role remains under both Department for Education (DfE) and Department for Business, Energy and Industrial Strategy. Sam has been a consistent front bencher within the Commons since 2010 in his role as PPS to the Prime Minister, since then he has undertaken roles as a party whip, within the cabinet office, childcare and education (DfE) and prison and probation (Ministry of Justice). Sam voted to remain in the European referendum (his interesting 2016 blog sets out his remain mind set and his identification with the “easyjet generation”) although he has stated he believe Britain will thrive outside of the EU.  A party loyalist, Sam’s education voting record mirrors Government aims. He voted for greater autonomy for schools, establishing more academies and raising undergraduate tuition fees to £9,000. On the tuition fee cap its reported that originally Sam believed the HE system should change so fewer people went to university with grants or lower costs. However, he changed opinion deciding participation was the right way forward stating “we must therefore work out how we can continue to fund that” and voting with the fee rise. Gyimah was also involved in the filibustering to prevent the Opposition’s Compulsory Emergency First Aid Education Bill in 2015. Sam’s political interests are HE, small business and international development.

The title of the role appears to no longer include science, research and innovation. This may just be a product of short form reporting in the breaking news; the below tweet suggests he still expects the same responsibilities as Jo Johnson enjoyed, we’ll be watching closely to see how the job develops!  A 2014 Independent interview with Sam describes his family background, state schooling, and struggles to pay rent whilst at Oxford. A Wonkhe article What’s in Sam Gyimah’s in-tray? speculates about the new Minister’s role within the sector.

Damian Hinds has been appointed as the Secretary of State for Education. His responsibilities cover the full Education remit from early years to HE, apprenticeships, skills and free schools. Damian has a background in social mobility; he previously chaired the APPG on social mobility and was a Member of the Education Select Committee (2010-12). Whilst chairing the APPG in 2012 the committee published Seven Key Truths about Social Mobility – the key messages of which still prevail today. Hinds is known to have criticised how social mobility has stalled within the UK. His political interests are welfare, affordable credit, social mobility, education and financial inclusion. Damian’s previous roles span defence, party whip, the Treasury (Exchequer Secretary, 2015-16), and Minster for State within the Dept for Work and Pensions 2016-18). Sam Gyimah reports to Damian. Hinds is a loyalist and has consistently voted with the Government on education reforms and believes in greater autonomy for schools and establishing more academies. He is a regular speaker within the Commons. He voted to raise the undergraduate tuition fee cap to £9,000 in 2010, he voted against reducing fees to £6,000 in 2012, and voted to end financial support (16-19 year olds in training/FE). In 2014 he led a debate calling on the Government to lift the faith cap preventing the Catholic Church from opening free schools. Interestingly he will now be responsible for the Government’s response to the consultation on lifting the cap. Damian attended a Catholic grammar school before studying his degree at Oxford. Damian campaigned to remain in the European referendum, stating while he saw good points on both sides it was important for economic growth to have more negotiating weight. His constituency is East Hampshire. He supported Theresa May in the Conservative leadership contest.

So the PM has two loyalists in control of the HE sector, already the speculation over the much heralded major review of HE has begun: – a succinct Times Higher article Reshuffle paves way for bold review of English HE funding concurred with this and speculated that the planned knowledge exchange framework may also be doomed?

DfE: The remainder of the DfE roles are: Nick Gibb, Anne Milton, Lord Theodore Agnew, Lord Nash, all of whom remain in post. They’ll be joined by previous backbencher Nadhim Zahawi as DfE Parliamentary Under-Secretary of State.

Education Secretary Justine Greening declined the offered post (Work and Pensions) and has departed from Government. She said: social mobility matters more than a ministerial career.

Strong and stable:

  • Amber Rudd remains the Home Secretary, and will also be the Minister for Women and Equalities.
  • Greg Clarke remains as Secretary of State for Business, Energy and Industrial Strategy (BEIS). Greg is Sam Gyimah’s second boss.
  • Michael Gove remains as the Secretary of State for Environment, Food and Rural Affairs
  • Penny Mordaunt remains as the Secretary of State for International Development
  • Minister of State for Agriculture, Fisheries and Food (DEFRA) remains as George Eustice
  • Therese Coffey remains as Parliamentary Under-secretary of State for Environment and Rural Life Opportunities (DEFRA).

And also of interest:

  • Conservative Vice Chair for Training and Development is James Morris (previously a backbencher working as PPS to Damian Green).
  • The Minister of State for Immigration within the Home Office is now Caroline Nokes, and she will attend Cabinet.
  • Minister of State for Digital and Culture (DCMS) is Margot James (previously Margot was Parliamentary Under-Secretary of State to the Minister for Small Business, Consumers, and Corporate Responsibility within BEIS).
  • Changes to the Minister of State for Health (2 posts) are Caroline Dineage (previously focused on families) and Stephen Barclay (Treasury).

Locally: Tobias Ellwood (Bournemouth East) remains within the Ministry of Defence retaining his role as the Parliamentary Under-Secretary of State (Defence, People and Veterans).

On the reshuffle PM Theresa May stated: [this reshuffle brings] fresh talent into government, boosting delivery in key policy areas like housing, health and social care, and ensuring the government looks more like the country it serves.

The reshuffle provides fresh opportunity for BU staff to engage with the parliamentarians now responsible for their expertise area to impact on policy. Contact the policy team if you need support to begin building relationships with parliamentarians.

Office for Students – Student Panel

The 13 strong OfS student panel members were announced on Monday (see below) with members drawn from under and postgraduate provision, part time study, an international student, a recent graduate, prospective students (at sixth form level and a GCSE student) and the NUS President.  The OfS explain that the student panel will ensure the new regulator’s work “properly engages with, and is relevant to, students from all backgrounds…[acting as] a critical friend” by providing advice to the board and examining the regulator’s relationships with students. Research Professional inform that the Student Panel will also produce research on important issues affecting students. The student panel will first meet later in January. Research Professional

  • Alice Richardson , 6th Form student from the North West of England
  • Benjamin Hunt, President of King’s College London Students’ Union 2016-17
  • Chad Allen, a PHD student at the University of Cambridge, and former President of the Cambridge University Graduate Union
  • Lizzie Pace, a part-time mature student at Birkbeck, University of London, and a former soldier in the British Army.
  • Luke Renwick, President of Sheffield Hallam Students’ Union
  • Megan Dunn, Senior Policy Adviser at the Equality Challenge Unit and President of the Nation Union of Students in 2015-16
  • Ruth Carlson, Civil Engineering student at the University of Surrey. Ruth has also joined the Board of the Office for Students on an interim basis.
  • Shakira Martin, President of the National Union of Students
  • Shraddha Chaudhary, international student, and President, Director and Chair of the Trustee Board at University of Exeter Students’ Guild
  • Sinead Brown, GCSE student from London
  • Stuart Cannell, a part-time postgraduate student at Manchester Metropolitan University and a Student Reviewer for the Quality Assurance Agency
  • Xenia Levantis, President of Norwich University of the Arts Students’ Union
  • Zahra Choudhry, Vice President of Education at University of West London Students’ Union

Panel member, Luke Renwick, stated that “given recent controversies, the OfS has a long way to go to instil faith that it will truly work ‘in the student’s interest’”.

OfS Board Membership

This week saw a barrage of parliamentary questions focused on Toby Young’s appointment to the OfS Board, several MPs were also outspoken in their opposition. An urgent oral parliamentary question by Dawn Butler (Labour) on Tuesday brought the issue to prominence and required Jo Johnson to defend Young’s appointment.  Dawn began by quoting a past Justine Greening speech: “Violent, sexist and homophobic language must have no place in our society, and parliamentarians of all parties have a duty to stamp out this sort of behaviour wherever we encounter it, and condemn it in the strongest possible terms.”  And concluded by stating: “I find it hard to comprehend the appointment; I believe that it leaves the credibility of the Office for Students in tatters.”

Johnson’s defence, while balanced, was met with continued challenge from across the house – on process, suitable and merit grounds. The criticism for Young turned into a mini debate including, criticising the tweets and Young’s “dark and dangerous…progressive eugenics” (Halfon, Conservative), questioning standards at Young’s free school (Powell, Labour/Co-op), querying the due diligence of the appointment panel (Jenkin, Conservative; and Diana Johnson, Labour), and the implication for Muslims (Khan).

Later that day Toby Young resigned from the OfS Board. On his resignation Sir Michael Barber (OfS Chair) stated: “Many of his previous tweets and articles were offensive… he was correct to say that his continuation in the role would have distracted from our important work.” You can also read the Guardian – Toby Young: how barrage of nudges made OfS position untenable which suggests the remaining OfS Board members were gathering forces and Vice-Chancellor pressure brought to bear on Nicola Dandridge through prior UUK connections.  Toby has the final word on his resignation in The Spectator.

It will be interesting to see who replaces Young on the OfS Board, whether they will also be drawn from the alternative provider sector. Although after the controversy Young created on the first official day of the OfS I think we can expect the new appointment to have a squeaky clean background!

Read the Wonkhe article: A beginner’s guide to the Office for Students.

International Students

HEPI and Kaplan have released The costs and benefits of international students by parliamentary constituency. The report uses economic modelling to identify the monetary value international students generate for the UK (after deducting a myriad of costs associated with hosting the student). It quantifies these economic benefits at a national, regional and local constituency level. The report acknowledges the wider positive cultural, societal and soft power impacts that international students bring but does not include these aspects in the value calculations.

In the report both EU and non-EU students are described under the umbrella term ‘international’. The report uses the 2015/16 cohort entry year but adjusts costs and considers the changed HE systems and context to ensure the figures are relevant for today. It takes a conservative approach to the calculations by including every kind of hosting cost to the public purse that is possible. For example, deductions are made for healthcare, housing, community amenities, education and care of dependents, social security, public order and safety, local resources, defence, economic affairs, recreation and culture, religious provision, environmental protection, student non-continuation, non-repayment of EU student loan post-graduation, and so on right up to the nuclear deterrent submarine that circles the UK. This conservative approach means the net value calculation of the income an international student brings is actually an underestimation ensuring its validity for policy making. To understand more on the methodology read the full report pages 10-28.

Key findings:

  • In 2015/16 there were 438,000 international (EU and non-EU) students studying at HE levels across the UK (19% of all students). The most students come from China (1 in every 4 international students came from China), next were the US and India. From the EU Germany came top, closely followed by France and Italy.

Note: recruitment of international students has plateaued since 2009/10

  • International students were roughly evenly split between under and post graduate studies.
  • International students study at institutions throughout the UK. Higher concentrations study in London and the South East, followed by the West Midlands. The South West region has the second lowest concentration (of the English regions) totalling 12,770 international students.
  • The average economic contribution each international student (across their full duration of study) makes to the UK economy is £87,000 (EU students) and £102,000 (non-EU). Aggregating these figures to the national level the UK economy receives £22.6 billion from international students (£5.1bn EU, £17.5bn non-EU).
  • Using the conservative ‘include every cost imaginable’ approach the cost of hosting the international students is £2.3 billion. So each student costs the UK taxpayer £19,000 (EU) and £7,000 (non-EU) over the full duration of their studies. The majority of this cost is their use of public services.
  • This means the 2015/16 starters resulted in a total net economic benefit of £20.3 billion (£4bn EU, £16.3bn non-EU). The value to the economy per student is £68,000 (EU) and £95,000 (non-EU). For every 11 non-EU students the UK economy received £1 million. This means the benefit of hosting non-EU HE students is 14.8 times greater than the total cost. For the South West this equates to £1.21 net impact. As we would expect the highest spending from international students is clustered around the immediate university area, however lower levels of spend ripple out into surrounding areas, meaning the positive impact is experience everywhere (just to a lesser degree).
  • The report takes a sensible methodological approach, however, because aggregate figures are used the values, when translated into parliamentary constituencies, will vary slightly from the average aggregate values applied due to the local context (cost of housing and so on) and because international students were apportioned to a constituency on the basis of UK student residency location census data. Overall, this doesn’t detract from the validity of the values because they are so high and already an underestimation. In the majority of cases, if it were possible to calculate every student precisely it would actually increase the net economic benefit each international student brings. (Read pages 19 and 38 of the full report for a more in depth explanation.)
  • The constituency areas that benefit most from international students are Sheffield, Newcastle, Nottingham, Oxford and Manchester. The top earning constituency within the South West is Bristol West (14th out of the top 20). An intriguing political quirk of the top 20 areas that obtain the greatest net income from students is that all but one are Labour seats.
  • Here are the local net impact values:
Parliamentary Constituency Net impact
Bournemouth East £35.0m
Bournemouth West £65.1m
Christchurch £9.1m
Mid Dorset and North Poole £9.6m
North Dorset £9.4m
Poole £14.0m
South Dorset £10.2m

See pages 69-70 of the full report for the values associated with other South West constituencies

  • International students attract friends and relatives to visit the UK. This additional income is included in the figures quoted above. In 2015/16 international students attracted a further 330,000 visitors to the UK (averaged at 3 visitors per EU student, 0.9 per non-EU student). The average EU visitor spent £296, whereas the non-EU on average spent more (£822) per visit. Across the full period of study the value is in the region of £3,000 (per EU student) and £2,000 (non-EU). Totalling £0.6 billion to the UK economy overall (£0.2bn EU, £0.4bn non-EU).
  • The report concludes the costs of educating and hosting international students are modest and far outweighed by the benefits.

Sector mood music

While they are not ‘new’ providers there is increasing news this year of movement within specialist and alternative provision. The sector is hearing the mood music of gradual diversification and extended remits as specialist providers commence a wider offer, mainstream, or join sector bodies. These forward steps for previous fringe dwellers is all part of the current HE atmosphere of change, such as the push for accelerated provision as more standard and universal offer and the OfS registration changes to incorporate and strongly encourage alternative providers.

The Government and civil service are stridently pushing for a diversification of HE providers. Jo Johnson spearheaded the charge through the Higher Education and Research Act and stridently supported the alternative, but ill-fated, appointment of Toby Young for the OfS Board.

Two moves in this direction this week come from specialist providers KPMG and the University College of Estate Management. In recent months KPMG have been particularly noticeable on the university policy circuit and they have just launched a new Digital Degree apprenticeship in conjunction with BPP University. And the University College of Estate Management which provides online education for the Built Environment (apprenticeships, UG and PG provision) has joined GuildHE. On the join Guild HE CEO stated: “Like other GuildHE members UCEM offer vocationally relevant higher education, industry connections and a focus on the student. They help produce the highly skilled workers that industries and professions need – the skills essential to increase productivity and help realise the aspiration to see growth and prosperity in all regions across the UK.”

Learning Gain

Learning Gain is the latest movement in HE but still developing in terms of consensus, measurement and agreed metrics. A HEPI policy note What affects how much students learn? published on Monday utilised statistical analysis of the HEPI Student Academic Experience Survey (2017) question where students self-report their perception of their own personal learning gain. The analysis combined influencing variables from elsewhere in the survey to determine the top factors which had the greatest effects for students to report they’d ‘learnt a lot: and three surprising variables that didn’t influence learning gain.

The key influencers:

  1. Access to high quality teaching (as judged by combining the 10 survey questions relevant to teaching quality) was highly statistically significant. This included aspects such as helpful and supportive staff, useful feedback, how effective staff were in explaining concepts. This was significant across the whole range of student prior attainment (judged by UCAS entry points).
  2. The volume of independent study – students reporting 20+ hours of independent study were significantly more likely to report ‘learnt a lot’
  3. Personal wellbeing was a significant threshold effect – students reporting low wellbeing were negatively associated with having ‘learnt a lot’
  4. More than 17 hours of paid work per week had a negative effect
  5. Students entering with 144+ UCAS points were more likely to report having ‘learnt a lot’
  6. Whether the student hailed from a gold TEF rated institution had a significant independent effect and increased the likelihood the student reported learning a lot. Interestingly there were no step level effects – only a gold rating produced this effect,  silver didn’t result in higher ‘learnt a lot’ ratings than from a bronze level provider.
  7. There were also London effects (negative influence) and coming from a non-graduate family background (negative influence)

“Being at a London institution, at an institution that did not achieve a Gold in the TEF, and having non-graduate parents all appear to depress the odds of reporting having learnt a lot.”

Three factors did not have a significant effect on student’s self-reporting of how much they had learnt: timetabled taught hours (contact time), ethnicity and whether or not students live at home.

The report goes on to speculate what the findings mean for the current Government vogue for accelerated degrees:

  • The findings have implications for the Government’s proposals for more two-year degree programmes as a ‘cheaper’ option to three-year programmes. Currently an undergraduate degree is 360 credits, each credit based on 10 hours of study. Students on accelerated degrees are expected to study for 1,800 hours a year, in excess of the 1,600 hours of many full-time jobs. If they undertake paid part-time work as well, as most students do, the pressure on them is likely to be considerable, with a risk of putting in too few independent study hours and their wellbeing suffering, both potentially leading to doing less well in their degree than pacing their study over three years.
  • So there is a danger that many students will do less well than their potential taking two-year degrees, and that it will be students from less affluent backgrounds who are tempted by the offer. Indeed, if it is more affluent students who choose this route, and who may do so because their higher prior attainment means they can cope with the intensity, that will leave their less affluent peers with the greater debt and loss of earnings from a year less in the labour market.

Nick Hillman, the Director of the Higher Education Policy Institute, said on the report:

  • We do not know anything like enough about how students learn or how much they are learning. We need a more scientific approach to this issue, which our new report helps deliver.
  • Asking students how much they are learning and cross-referencing this with their personal circumstances is innovative, illuminating and important. Some of the results are intuitive. Good quality teaching matters as does lots of independent study, while low well-being and many hours of paid work have a negative impact. But some of the results are surprising. Contact hours, ethnicity and whether or not students live at home make less difference.
  • Learning gain is likely to be one of the top concepts in higher education in 2018 and beyond. No one can pretend they have all the answers, but this work shows beyond doubt where we should focus.

Mature Students and Employer Skills Gaps

In a blog post Maddalaine Ansell links the drop in mature student numbers with the struggles of employers to fill their skill needs and calls for cooperation, dropping ELQs, and the potential for a more blended learning model:

  • In relation to mature learners, we saw a further drop of 40% in applications this year. As many mature students used to study at Levels 4 and 5, there has been a decline in demand for these courses and an increase in complaints from employers that they cannot recruit sufficient people at this level. In some industries where the current workforce is approaching retirement, this is becoming critical. The government is trying to tackle this through the creation of a small number of Institutes of Technology. While these may turn out to play a useful role in some areas, fundamentally they are solving the wrong problem.
  • We are not short of institutions that are capable of delivering qualifications at this level rather we are short of students who want to study them within the current system. This is likely to be linked to debt-aversion in older learners who are reluctant to take out loans…, lack of careers advice, particularly for people who left school long ago, and insufficient flexibility of provision.
  • if we are serious about offering students genuine opportunity and choice, we should promote collaboration between different institutions. Mature students are likely to be far less mobile than their younger counterparts so it is the local offer that will matter to them.
  • Local industrial strategies could provide a vehicle for other areas to think about how best to use all the resources already in their area more strategically to meet the needs of local people and industry.
  • While we recognise that there has to be some system of rationing the amount of education that is supported by the taxpayer, the time may have come to jettison the principle that people shouldn’t be funded a second time to study at an equivalent or lower level. It is no longer helpful. Higher education funding should be as flexible as possible, allowing for people to study for both academic and technical qualifications and to study at different levels at different times – or even concurrently.
  • Some degree students would benefit from doing a lower level apprenticeship alongside their degree as it would teach them complementary skills and enable them to earn a little money while they learn – but currently, the funding system does not allow for a blended model.
  • The sector has undergone a lot of reform in recent years. If we are going to have a major review of funding, let’s tackle the real problems.

Other news

Pedagogic innovation: HEFCE blog part-way through the catalyst projects to highlight the positives and some pitfalls of engaging students in the pedagogic innovation projects.


To subscribe to the weekly policy update simply email

JANE FORSTER                                            |                       SARAH CARTER

Policy Advisor                                                                     Policy & Public Affairs Officer

Follow: @PolicyBU on Twitte