Category / Business Engagement

HE policy update for the w/e 24th November 2017

Industrial Strategy

A little bit late this week, but that gave us the opportunity to include a reference to the Industrial Strategy, launched today. It has just been published and you can find it here. It sounds as if it hasn’t moved on much from the Green Paper – read our end of summer summary here.

Headlines, courtesy of Dods, are:

  • Industrial Strategy Challenge Fund will invest £725 million in new programmes to capture the value of innovation
  • first ‘Sector Deals’ – to help sectors grow and equip businesses for future opportunities
  • 4 ‘Grand Challenges’ which will take advantage of global trends to put the UK at the forefront of the industries of the future.

Sector Deals will include construction, life sciences, automotive and AI the first to benefit from these new strategic and long-term partnerships with government, backed by private sector co-investment. Work will continue with other sectors on transformative sector deals.

4 Grand Challenges; global trends that will shape our rapidly changing future and which the UK must embrace to ensure we harness all the opportunities they bring, they are:

  • artificial intelligence – we will put the UK at the forefront of the artificial intelligence and data revolution
  • clean growth – we will maximise the advantages for UK industry from the global shift to clean growth
  • ageing society – we will harness the power of innovation to help meet the needs of an ageing society
  • future of mobility – we will become a world leader in the way people, goods and services move

To ensure that the government is held to account on its progress in meeting the ambitions set out in the strategy, an Independent Industrial Strategy Council will be launched in 2018 to make recommendations to government on how it measures success.

Linked to this, ahead of the budget, the PM announced a boost to research funding. The Government will make an additional investment of £2.3 billion in 2021/22 (total R&D investment £12.5 billion in 2021/22). They will also work with industry to boost R&D spending to 2.4% of GDP by 2027 (possible increase of £80 billion over next 10 years).

The Business Secretary, Greg Clark said: “Through our Industrial Strategy we are committed to building a knowledge and innovation-led economy and this increase in R&D investment, to 2.4 per cent of GDP, is a landmark moment for the country. The UK is a world leader in science and innovation. By delivering this significant increase as part of our Industrial Strategy, we are building on our strengths and working with business to ensure that UK scientists and researchers continue to push the boundaries of innovation.”

Budget and the fees review

And having mentioned the budget – we were expecting an announcement about HE fees and funding, but there wasn’t one. There was a hint about post-study visas. As you will recall, if you have been following the “national debate” since May, a “major review” was promised by the PM at the Conservative Party conference in October with a freeze on fee increases in the meantime and nothing has been heard since. Fee increases for were put on hold – so that there are currently no planned increases for 2018/19 or beyond. Wonkhe have noticed that the “red book” that comes out with the budget has confirmed that this freeze is planned for 2 years but nothing is said beyond that. So the review may still be on the cards, but maybe the budget was too soon, or too risky, a forum for that announcement.

And with that in mind, note this bit from the summary of the Lords Select Committee proceedings below “Cross-subsidy is worth a major inquiry in its own right.

Parliamentary Questions

Following the Panorama programme disclosing alleged abuse of the student loan system, questions were asked in Parliament last week

Gordon Marsden: What safeguards her Department operates to prevent the abuse of student loan funding by private Higher Education providers. [113082]

Joseph Johnson:

  • Higher Education Institutions that are designated for student support must, on an annual basis, meet robust standards for quality, financial sustainability, and management and governance.
  • Designated Alternative Providers without their own Degree Awarding Powers are also subject to student number controls, limiting the number of students eligible for student support that they can recruit each year.
  • The Department can and does use sanctions where breaches of the conditions of designation are identified, including the suspension or removal of designation for student support where we have serious concerns about providers.
  • Following the passage of the Higher Education and Research Act, the Office for Students (OfS) will be established formally in January 2018. It will provide, for the first time, a single regulator for higher education providers regardless of how they are funded. The OfS will have powers to assess the quality of, and standards applied to all English Higher Education provision.
  • The OfS will place a focus on students and greater emphasis on ensuring value for money for students and taxpayers. There will continue to be tough and rigorous tests for providers who want to enter the system and enable students from all backgrounds to receive funding.

Angela Rayner: What additional funding allocation her Department will receive for each of the next three financial years to fund the increased RAB charge resulting from the increase to post-2012 loan repayment thresholds. [113058]

Joseph Johnson:

  • The Government has frozen tuition fees for academic year 2018/19 and for financial year 2018-19 has raised both the repayment threshold and the thresholds at which variable interest rates apply to borrowers in repayment.
  • The repayment threshold will rise from £21,000 to £25,000 for the 2018-19 financial year (from 6 April 2018). Following the threshold change, interest will be charged at RPI for those earning below £25,000 (compared to £21,000 before) and at RPI+3% for those earning above £45,000 (compared to £41,000 before), with interest applied on a sliding scale for those earning between those two thresholds.
  • The long-term cost of the student loan system is reflected in the Resource Accounting and Budgeting (RAB) Charge, which measures the proportion of loan outlay that we expect not to be repaid when future repayments are valued in present terms. In each of the financial years (a) 2017-18, (b) 2018-19 and (c) 2019-20, the RAB charge for higher education loans is expected to change from around 30% under the previous policy to between 40% and 45% under the new policy.
  • The allocated budget for RAB expenditure forms part of the total resource departmental expenditure limit. It is disclosed within the depreciation figure set out within the annual report and accounts. In the 2016-17 annual report and accounts, this was forecast to be £3.5bn for 2017-18, £3.9bn for 2018-19 and £4.3bn in 2019-20. As in prior years, the 2017-18 budget and future budgets will be reviewed as part of the annual Estimates process and confirmed in the published Estimates documents.
  • The cost of the system is a conscious investment in young people. It is the policy subsidy required to make higher and further education widely available, achieving the Government’s objectives of increasing the skills in the economy and ensuring access to university for all with the potential to benefit.

Gordon Marsden: What monitoring and scrutiny of student recruitment agents for private Higher Education and Further Education providers her Department undertakes. [113080]

Joseph Johnson:

  • All higher and further education providers are accountable for their respective recruitment practices. If those breach the respective conditions for funding then a consequence may be regulatory sanctions or termination of their contract. Providers are subject to robust regular monitoring for standards for quality, financial sustainability and management and governance.
  • And in the meantime, the House of Lords Economic Affairs Select Committee investigation into the Economics of Higher, Further and Technical Education continues. This week’s update comes from the oral evidence heard on 14 November.

Q: To what extent do you think technical education can be delivered through higher education institutions?

  • Professor Patrick Bailey (DVC, London South Bank University): all the universities are delivering higher education courses that include enormous amounts of information directly relevant to workplaces. Most…ensure that all their students will have professional practice and some of the technical skills that are going to be required when they move into jobs afterwards. There is a move…to ensure that students are job-ready when they leave. There is a misconception that there are technical skills and pure academic subjects. Even those that would be defined as purely academic now have significant components that ensure that people are ready for a wide range of tasks. Many universities are also well directed towards developing the technical skills.
  • Pam Tatlow (Chief Executive, MillionPlus): If you want to deliver learning and qualifications that match what employers want and the reality of students’ lives, whatever their age, there is a very good case for a more flexible funding system where you fund by credit or module. That would reflect the reality of the lives of students, both the younger ones and the older ones already in the workplace…. However, it would not be for the Chancellor to introduce the primary legislation we need to create a more flexible funding system. The Government missed an opportunity to do that in both the Education Act 2011 and the Higher Education and Research Act 2017.
  • Professor Bailey: There is a subtlety here in that once students are enrolled on a three-year programme, universities are penalised in how they are judged if students do not progress through to that degree… across the sector overall we are losing the opportunity to upskill a wide range of people who could meet the needs of the industries around the UK, which are crying out for levels 4, 5 and 6 in particular.
  • Professor Bailey: The universities are extremely well placed to take level 4s and upwards. However…the ability to have a break and to exit at an early stage without a penalty increases the opportunity for many, particularly part-time and mature students who are challenged in other ways. There is a continuum: the idea that it is either FE or HE is wrong. FE does not have either the expertise or facilities to deliver at level 6 and rarely at level 5. Crucially, more and more universities like mine are working closely with FE to ensure that students feel they have a choice, as they come through level 3, either to go to level 4 at FE or move to a higher education degree at a university. It comes back to giving choice and ensuring that students have the chance to develop skills to their maximum potential.
  • Lord Burns: The same question has been on my mind. Are you saying that you can see a world in which universities are going to do both HE and FE work? I can see that FE cannot do the university work but over the years I have watched universities becoming involved in more and more different areas…with mergers, they are getting bigger and bigger. Is the end product here that universities will try to do everything over the age of 18?
  • Pam Tatlow: No.

  • Sir Anthony Seldon (VC, Buckingham University): I disagree…some universities will embrace FE. I think we will see a top tier—Oxford, Imperial et al−that becomes more research-focused, competing in the world tables and other, more regionally-based, universities that will come down to FE and even UTCs and academies and go all the way through. We do not know, but that is my sense: that the new binary divide will be between HE and FE but with less research and with high research at the top end. Who knows?

Is there a disparity in the available funding higher education and further technical education? If so, how would you address it?

  • Professor Mike Thomas (VC, University of Central Lancashire): Yes, there is a disparity. I can tell you how we are addressing it…We feel that when you do an undergraduate degree—four years for engineering or five years for medicine and so on—you should also be allowed the opportunity to do an apprenticeship at the same time, so that when you qualify and graduate you may be, say, a four-year engineering degree-holder but you may also be a trained fitter or plumber. If you are doing construction, you could do joinery or carpentry. We tested this model internally in the university. We have 1,000 student start-ups at the university, which is quite a large number for the economy of Lancashire, creating about 3,000 jobs over three years, with a turnover of about £500,000 on average. Many of them come from fashion and the arts, because when they get their degree they set up on their own. When we piloted this internally at the university, we found that our art students, particularly fashion students, wanted to do a certificate in accountancy because they were setting up their own businesses, but they were not allowed to do it because it involved different funding or different institution.
  • We are modelling a system in the university whereby students can do that. At the moment, we are picking up the fees. Engineers can train through a long-term apprenticeship levy. Arts and fashion students can train to get other types of qualifications. We do not take the hierarchical vertical view of learning; we take a horizontal model and work with 21 FE colleges so that our students can go there on Wednesday afternoons or spend four to six months in employment. The piloting with BAE involves them doing two years of a degree in the university, but in the final year they move to a levy and a degree apprenticeship, so that reduces their fee loans. They pick up an “Earn as you Learn” as they go along, and they graduate with a degree and an apprenticeship at the same time. We think that we meet the employer need.
  • The difficulty is the silo payment; you have to have an EFA or an ESF payment or a student loan. We think there should be one payment and that undergraduates should be allowed to do apprenticeships and respond to the lifelong learning. For me, it is self-evident that people need support, in relation to what Peter said. We are living longer and people are doing different jobs. Even if they stay in the same firms, the technologies in that firm will change so they will need to relearn anyway as they go along, but those opportunities are not there. We are very much modelling a horizontal model.
  • Lord Turnbull: I think you are telling us that we are going down a cul-de-sac in thinking of tertiary education as having these two divisions, HE and FE apprenticeships, and that we want to create something that is seen across this whole system… You heard in the previous session that you can go along the pathways and every time you hit a block there is some kind of regulatory funding decision to the effect that, “When you get here, you cannot get on to the next stage”.
    The committee then moved on to discuss the blockages and how it could be easier for people to move across different models.
  • Professor David Latchman: This emphasis on the student and the student outcome is the key, because we have a system that is basically like the school system: you leave school at 18 and you will never go back. Our system is predicated on you requiring an undergraduate degree, 18 to 21, and never needing that again. Somehow or another, within the funding envelope or in some other way, we have to get to this lifelong learning issue, because the world is changing. What you do at 21 is not going to be what you do at 51, and to assume that you will never need to get other qualifications between 21 and 61 or whatever is madness in today’s world.

Q: What kind of future do you see for degree apprenticeships?

  • Professor Bailey: I can see an engagement from business and industry more generally, which has picked up as they have had to pay the levy and have realised the financial implications and how it affects them, and that has been really positive.
  • Pam Tatlow: The Institute for Apprenticeships does not understand HE standards, which is a major issue…there is an inflexibility in the Government’s approach to the use of the apprenticeship levy. There could be some relaxation…. There is a bit of a numbers game going on when actually we need degree apprenticeships to be allied with programmes where it makes sense. We are dependent on the employers recruiting to degree apprenticeships; it is not our gig. We need the employers to be convinced that this is what is going to deliver for them.
  • Professor Bailey: The concern…is that a tranche of standards have been identified by the professions, which need to be superimposed on the qualification requirements that we have for degrees—in particular critical thinking, working in teams, synthesising information and taking complex problems.. there are high-level skills that would benefit anybody within a technical discipline, but how the technical part is defined is rather more specific within those particular disciplines. They can complement each other, but it makes it a very complicated process for us, because we have to run the whole degree programme and map that across a different set of standards that the apprenticeships require. However…I think it has provided an additional incentive for employers to become engaged in how we develop qualifications.

TEF

  • Professor Bailey: [we] were aware that we were using very weak proxies to identify the quality of education in the UK. We did our very best to combine the crude metrics that were used to identify which rating institutions should get with the provider statement that went alongside it. The thing that came across really strongly from the teaching excellence framework was how little difference there was in the quality of provision. At the beginning, it was assumed that there were outstanding institutions and others that were performing very poorly and it was important to identify those extremes. In the end, you obtained what I will call a black mark if you were 2% below the standard in an area being measured, such as the quality of the facilities. You got a gold star if you were 2% above that. That tells us that the differences across the sector were very much smaller than people outside higher education had perceived…As to how it has helped students, it is probably slightly limited because the range is smaller than had been perceived at the outset.

Cross-subsidisation of research

  • Lord Darling of Roulanish: Jo Johnson, the Universities Minister, said recently that he wanted to see a reduction in the cross-subsidy between courses. What is your view on that?
  • Professor Simon Marginson: Cross-subsidy is worth a major inquiry in its own right. It is a complex problem, and it is an information issue in part. The tendency has been for us to find every way and means we can to subsidise and build research, because research is not only integral to the role of universities but has become central to their national and global competition…Of course, teaching and research are integrally related. It is not as if, when you subsidise research, you do nothing but teaching. It becomes a more complicated problem. Some disciplines are cross-subsidised by others. In many institutions, I suspect that the relatively low-cost business programmes, which generate high volumes of students, with large numbers of international students paying full fees and so on, subsidise a lot of other activity.

OfS consultation (part 3)

We continue our series on the OfS consultation on the future regulatory framework with the 4th objective of the OfS on value for money for students and a look at how the OfS will regulate the HE market (as opposed to how they will regulate individual providers, which we will come back to in a future update).

Objective 4: that all students, from all backgrounds, receive value for money

  • “Providers have a responsibility to ensure that students are able to secure value for money for their investment in their education, just as students have a responsibility to engage with their own learning and take the opportunities higher education offers.”
  • “Transparency is also central to promoting value for money for students and protecting their rights, shining a light on provider activities and ensuring they are held to account. Students must be assured that the investment they are making in their future is worthwhile, and will be able to challenge institutions that do not deliver on their commitments.”
  • Under the management and governance condition (see the section on this below), providers in the Approved categories will be expected to be demonstrably responsible for operating openly, honestly, accountably and with integrity, and will be required to publish a statement on the steps they have taken to ensure value for money for students and taxpayers which provides transparency about their use of resources and income. Providers should design this statement to allow students to see how their money is spent, following examples from other sectors, such as Local Authorities publishing breakdowns of how Council Tax is spent. ….Where there are substantial concerns the OfS may carry out an efficiency study to scrutinise whether a provider is providing value for money to both its students and the taxpayer.”
  • “Higher education providers are autonomous institutions, and they are solely responsible for setting the salaries of their staff. However, the taxpayer is the sector’s most significant single funder and there is a legitimate public interest in their efficiency, including of senior staff pay. There will be a new ongoing registration condition requiring providers to publish the number of staff paid over £100,000 per annum, and to explain their justification for pay above £150,000.”
  • “Arrangements will be made for the publication of data on senior staff remuneration, including in relation to protected characteristics such as gender and ethnicity. Where issues with senior staff pay lead to substantiated concerns over governance, the OfS will be able to arrange for efficiency reviews into the providers.”
Consultation question: What more could the OfS do to ensure students receive value for money?

Market regulation – Chapter 2

“Effective competition compels providers to focus on students’ needs and aspirations, drives up outcomes that students care about, puts downward pressure on costs, leads to more efficient allocation of resources between providers, and catalyses innovation. The higher education sector in England is well suited to market mechanisms driving continuous improvement “

“It does not, however, follow from these features that an entirely laissez-faire approach is appropriate. Higher education is a service unlike any other:

  • there are almost never repeat “purchases” of the same type of higher educational courses by an individual student – the market is in most cases a one-shot game
  • many of the primary benefits to the student (for instance improved learning, knowledge, and skills, greater earnings and career prospects, and personal fulfilment) are not received immediately; they are spread out over their life time. This exposes the market to distortions such as time inconsistency (where students’ preferences change over time) and temporal discounting (where students value the benefits of higher education less because they occur in the future)
  • similarly, the cost of higher education is often not paid immediately, but rather paid for after through graduate repayments, which in most instances are subsidised by the state. This too, creates temporal distortions, and exposes the sector to moral hazard (where students may take greater risks because they do not necessarily bear the full cost of the degree)
  • there are (currently) significant information asymmetries, and prospective students often make decisions with limited reliable information
  • in the case of undergraduate degrees, there is a price cap in place for some providers. In practice, providers sometimes compete in terms of the grades they require to admit students, rather than on price
  • institutional failure has significant repercussions for current, past, and (in some cases) potential future students, as well as wider social and political consequences. This is why the OfS’s regulatory framework is designed to prevent sudden, unplanned market exit (in particular through its approach to early warning monitoring), and support students to continue their studies if their original provider can no longer deliver their course. The creative destruction witnessed in more traditional markets, though still a powerful and relevant tool, has the potential to carry greater costs
  • there are both private and non-profit organisation competing in the provision of similar services”

Student engagement: The OfS will engage with students to ensure the student voice is not only heard clearly, but that students actively shape the OfS and – by extension – the sector itself. Alongside the student representation on the Board and Student Panel, the OfS will seek the input of individual students and their representative bodies, including student unions.”

The Teaching Excellence and Student Outcomes Framework (TEF): “In accordance with the provisions set out in HERA, a statutory Independent Review of the TEF will likely take place in academic year 2018/19 and will report in time to influence the assessment framework for assessments taking place in academic year 2019/20 (TEF Year 5). Depending on the findings of the Independent Review and of the subject pilots, this will also be the first year of subject level TEF. The assessments taking place in academic year 2019/20 will therefore constitute the completion of the TEF development process. This will be a significant milestone for the TEF, which has the potential to evolve over time as the Research Excellence Framework (REF) has done.”

Proposed on-going condition:   Condition P: “The provider must participate in the Teaching Excellence and Student Outcomes Framework (TEF).”

Consultation question: Do you agree or disagree that participation in the TEF should be a general condition for providers in the Approved categories with 500 or more students?

Removing unnecessary barriers to entry (for new providers that meet a high bar): “The OfS and HERA will enable new providers in particular through the mechanisms below:

  • Simplification of the regulatory landscape:
  • No requirement for a track record
  • Increased options for market entry
  • Recognition of diversity
  • Reduction in burden
  • Grant funding and registration fees
  • Validation”

Accelerated courses: ”HERA includes powers for the Government (subject to approval by Parliament) to set the annual tuition fee cap – for accelerated courses only – at a higher level than their standard equivalent. This should incentivise more providers to offer accelerated courses, increasing choice for students. At the same time, the cost for a student taking an accelerated course which is subject to the new fee caps will be less than that of the same course over a longer time period. The Government will consult shortly on specific proposals for accelerated courses.”

Teaching grant: “The teaching grant is designed to support a range of activities and provision …The majority of the funding is used to support provision where the cost is greater than the amount received as tuition fee income either because the course is costly to provide, because the location brings about additional costs or additional opportunities, or the provision is highly specialised, as with the support provided to our world-leading specialist institutions. The teaching grant supports efforts to improve social mobility by widening access to under-represented or disadvantaged students and ensuring their continued participation and success in higher education. Funding also supports innovation and the national academic broadband infrastructure. The OfS will continue with this approach, but it will also wish to deploy the teaching grant strategically, taking into account Government priorities. This will enable it to influence sector level outcomes“

Widening Participation – Parliamentary question

Q – David Lammy (Lab): Whether she has made an assessment of the effectiveness of steps taken by Oxford and Cambridge Universities to improve access and widen participation from under-represented groups; and if she will make a statement.

  • A – Joseph Johnson (Con):. …the Director [of Fair Access (DfA)] negotiates with institutions to ensure that Access Agreements are stretching and appropriately demanding. Higher Education Institutions are independent from Government and autonomous – legislation specifically precludes Government from interfering with university admissions.
  • In our guidance to the DfA, published in February 2016, we asked for the most selective institutions, which include the University of Oxford and the University of Cambridge, to make faster progress on widening access, and to ensure their outreach is more effective. The guidance acknowledged that within this group of institutions there is wide variation, with some demonstrating little progress.
  • Access agreements for the 2018/19 academic year show that the University of Oxford and the University of Cambridge plan to spend over £22 million on measures to further improve access and student success for students from disadvantaged and under-represented backgrounds.
  • Following the introduction of the Higher Education and Research Act, from January 2018, the Office for Students (OfS), with a new Director for Fair Access and Participation appointed by my Rt Hon. Friend, the Secretary of State, will take on responsibility for widening participation in higher education. The OfS will have a statutory duty to promote equality of opportunity across the whole lifecycle for disadvantaged students, not just access. As a result, widening access and participation will be at the core of the OfS’ functions. In addition, our reforms will introduce a Transparency Duty requiring higher education providers to publish application, offer, acceptance, drop-out and attainment rates of students broken down by ethnicity, gender and socio-economic background. This will shine a spotlight on those higher education institutions that need to go further and faster to widen participation in higher education.

Consultations

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

Subscribe!

To subscribe to the weekly policy update simply email policy@bournemouth.ac.uk

JANE FORSTER                                            |                       SARAH CARTER

Policy Advisor                                                                     Policy & Public Affairs Officer

65111                                                                                 65070

Follow: @PolicyBU on Twitter                   |                       policy@bournemouth.ac.uk

Upcoming conference: Rethinking the Business to Business (B2B) label

B2B marketing is an important sector in social sciences and relevant to many academics and practitioners. The B2B label has become out-dated; lacks focus, clarity and accuracy as a descriptive classification; and fails to inspire interest and enthusiasm. This event calls on marketers to rethink the B2B label by engaging relevant stakeholders: researchers, practitioners and educators, in an in-depth conversation on what B2B means today.

4th B2B colloquium – welcome talk by Dr Kaouther Kooli

Led by Dr Kaouther Kooli academics from the Department of Marketing, Faculty of Management (BU) and Professor Merlin Stone from St Mary’s University are co-organising a conference aimed at rethinking the Business to Business label. This event calls on marketers to rethink the B2B label by engaging relevant stakeholders: researchers, practitioners and educators, in an in-depth conversation on what B2B means today.

4th B2B colloquium – parallel session

The conference is taking place on 18thDecember 2017 at St Mary’s University Twickenham. The half day event will engage the B2B community (researchers, practitioners and educators) in an in-depth conversation on B2B marketing with the aim to define what B2B is and exchange new ideas about how to advance academic and practitioner thinking in this area.

Guest speakers include Professor Merlin Stone, Professor Len Tiu Wright (University of Huddersfield) and a senior B2B practitioner.

Round tables will be facilitated by Dr Kaouther Kooli, Dr Julie Robson and Dr Elvira Bolat, all of Bournemouth University and specialists in B2B marketing. A detailed programme can be downloaded in here.

Attendance is free. We are welcoming all academics, PhD candidates, UG and PG students as well as practitioners.

If you wish to attend, please confirm your attendance via email at merlin.stone@stmarys.ac.uk

Location: St Mary’s University, Twickenham, London. For instructions about getting to St Mary’s, see https://www.stmarys.ac.uk/contact/directions.aspx.

In that past three years, the B2B SIG (Academy of Marketing) has published two special issues in Journal of Customer Behaviour and Journal of Business and Industrial Marketing, featuring academic and practitioners’ research. At the moment Dr Kaouther Kooli is preparing new special issue for the Journal of Business to Business Marketing. If you wish to benefit from such amazing publishing and networking opportunities, do become a member of the SIG by emailing at kkooli@bournemouth.ac.uk or ebolat@bournemouth.ac.uk.

Increased funding for KTP – now is a great time to apply

Yesterday, Jo Johnson announced a further £30m investment in to Knowledge Transfer Partnerships to to help grow UK businesses.

This is expected to fund an additional 200 KTP projects above and beyond the usual 300 KTP projects funded per year.

For further information on KTP or to talk through project ideas, please contact Rachel Clarke, KE Adviser.

 

 

HE policy update w/e 3rd November 2017

Influencing factors – where to work and study

UPP have released Skills to Pay the Bills: How students pick where to study and where to work. In the report they consider decision making at application stage, the relative importance of employability and which factors drive graduation retention in the area.

  • 70% of students said they would have been influenced by a university’s TEF score when selecting where to study (last year 84% said they would have been influenced by TEF – UPP suggest the decrease is that students have lost confidence in the TEF as a tool to help them differentiate between institutions). 58% of students declared they would not pay more fees to study at a gold or silver institution, however, applicants to Russell Group providers were more willing to pay an increased fee
  • More students (+6%) were aware of apprenticeships than in previous years. 30% say that they genuinely considered undertaking an apprenticeship before committing to their undergraduate degree. However, many decided against an apprenticeship because they thought it would limit their future career choices.
  • 40% of students were prepared to pay more (£2,000+ more) in fees if their degree guaranteed them a job with a salary minimum above £24,000 upon graduation. Students prioritised investment in employability programmes and work experience over research investment spend in institutions. Across all responses it was clear students feel vulnerable and are seeking future security – they are carefully weighing up whether they will benefit from the graduate premium
  • Students relocate after graduating for economic reasons – the perception of prosperity and sufficient graduate opportunities were the most significant factor to retain graduates within the area. The report recommends universities that aim to retain more graduate talent should work to increase the amount of graduate employment locally and effectively communicate these opportunities. For example, pairing students and recent graduates with local businesses.
    The second most influential factor was the availability of affordable accommodation. The golden handcuffs are areas which combine good graduate employment, affordable accommodation, and an attractive ‘look and feel’ to the local area (see map diagram on following page)

Read the concluding remarks and the recommendations for universities on page 15.

Universities must be careful to ensure that they act in ways that cement the personal, institutional and civic bargain embodied by higher education. Focusing on employability, opportunity and retention is a vital part of that bargain.

The above report was compiled from data collected in the UPP Annual Student Experience Survey. Click here for a deeper dive into the wider survey’s data and infometrics.

HE trends, facts and figures

UUK have published Higher Education in Facts and Figures 2017 which provides headline data on students, staff and finances. UUK describe their highlights:

  • In 2017 overall student satisfaction at UK HE institutions was 84%
  • University applications from 18 year olds in areas of England with lower HE participation rates have increased to record levels (part time students continue to decline)
  • Employment rates and median salaries continue to be higher for graduates than for non-graduates
  • Just under a quarter of total university income comes from direct UK government sources
  • 16% of research income comes from sources outside of the UK
  • The report stresses the diversity of students, the UK is the second most popular destination behind America and 14% of undergraduates, 38% of postgraduates, and 29% of academic staff are from outside the UK (of which 17% EU). Almost a quarter of senior lecturers and 18% of professors are non-UK nationals. 45% of the academic workforce are female.

Industrial Strategy

The Industrial Strategy Commission published their Final Report recommending a complete overhaul of the Government’s initial plans. They recommended the Industrial Strategy be owned by all and be “rethought as a broad, long-term and non-partisan commitment to strategic management of the economy… [it] must be an ambitious long-term plan with a positive vision for the UK.

Dr Craig Berry (Sheffield Political Economy research Institute): “Industrial strategy isn’t just about supporting a small number of sectors. It should focus on big strategic challenges like decarbonisation and population ageing – and ultimately it should aim to make material differences to people’s everyday lives. This will mean rethinking how government makes policies and chooses its investments.”

Recommendations:

  • A powerful industrial strategy division should be established within the Treasury to catalyse all other departments to devise and implement policies consistent with the industrial strategy. The ambition should be to achieve positive outcomes and make a material difference to people’s everyday lives. They propose overhauling current decision making on large strategic projects to take into account the effect on people’s lives. In the trade-off between economic efficiency and the equitable treatment of communities it is right for fairness to communities take priority in some cases
  • The new UK Research and Innovation agency (UKRI) should inform, and be informed by, the proposed new industrial strategy division. The UKRI board should have a high-level advisory committee including representatives from all three Devolved Administrations, and from key local authorities with devolution deals.
  • A new independent expert body – The Office for Strategic Economic Management – was proposed to monitor and measure the long-term success of the new strategy. It should be created on the model of the Office for Budgetary Responsibility
  • The new strategy should commit to providing what they call “Universal Basic Infrastructure”. All citizens in all places should be served by a good standard of physical infrastructure and have access to high quality and universal health and education services.
  • The report says that skills policy has suffered decades of damaging instability, and so policy makers and institutions should provide stability, including a cross-party consensus. Closer working and co-operation is required between the Department for Education and BEIS, national and local authorities, and the higher and further education funding and regulatory systems. Read section 2.4 The skills system from page 37 for more detail on this.
  • A long-term commitment to raise the R&D intensity of the economy, measured as the ratio of R&D spend, should be accompanied by a more detailed understanding of the whole innovation system. This will require intermediate milestones for both business and government/HE R&D intensity, supported by proposals for concrete interventions at a material scale, and with a new emphasis on demand-led initiatives to supplement the supply-side approach characteristic of the last 15 years of science and innovation policy. The new strategy should be designed with a comprehensive understanding of the whole R&D landscape and the relationships between its different parts. New institutions must have clarity of mission and be judged by the appropriate metrics. More on research and development on page 41, section 2.5 The research and innovation landscape.
  • The UK should seek to maintain and enhance the international character of its research system, including through future participation in EU Framework Programmes, for example through associate country status.
  • Health and social care must be central to the new industrial strategy. As well as offering potential for productivity gains and new markets, achieving better outcomes for people’s wellbeing must be placed at the centre of the strategy.
  • The new strategy should be organised around meeting the long-term strategic goals of the state. These include decarbonisation of the economy, investing in infrastructure and increasing export capacity.
  • Innovation policy should focus on using the state’s purchasing power to create new markets and drive demand for innovation in areas such as healthcare and low carbon energy. Harness the UK’s current world-class innovation by re-linking excellence in basic and applied research.
  • Place continues to remain central to the new strategy – an industrial strategy should not try to do everything everywhere, but it should seek to do something for everywhere. In 5 or 10 years’ time we should be able to pick anywhere in the UK and say how the strategy has helped that place, its people and industries. As most places perform below the UK average the strategy should push further and faster devolution. LEP boundaries should coincide with the appropriate economic geography.

Health and social care at the centre of industrial strategy

An effective, efficient and financially viable health and social care system, in the context of an ageing demography, is a key strategic goal for the UK. The new strategy must incorporate social care, public health, the NHS (as a market as well as a service), and the UK’s strong industrial sectors in pharma/life sciences and medical technology, as one whole system.

Future increases in public spending on health should come with the strict expectation that investment should be used to raise productivity. The provision of health and social care in all places means that even small productivity increases could have a significant impact.

The new industrial strategy should aim to achieve higher productivity and better health outcomes by ensuring more skilled and satisfying jobs in the health and social care sector. An urgent focus on redesigning training and education should aim to both raise the skills of existing employees and attract new people to the sector.

Health and social care services should be integrated, but this should be steered by the goal of achieving better outcomes for people’s wellbeing and not purely by reducing costs. This will lead to savings but not on a sufficient scale to meet the spending pressures of an ageing population. Lessons must be learned from the places which are now experimenting with health and social care integration to build the evidence base for how to achieve better outcomes.

Read more on Health & Social Care from page 64.

Goals

The report outlines what the UK’s 2017 goals should be:

  • Ensuring adequate investment in infrastructure
  • Decarbonisation of the energy economy
  • Developing a sustainable health and social care system.
  • Unlocking long-term investment
  • Supporting high-value industries and building export capacity
  • Enabling growth in all parts of the UK

Other news

Apprenticeships: DfE confirmed they will review level 4 and 5 technical education to ensure it better addresses the needs of learners and employers. This includes progression from the new T level which will be taught from 2020. Anne Milton (Apprenticeships and Skills Minister) said: “High quality technical education helps young people and adults get into new, fulfilling and better paid careers. That’s good for them and good for our economy. This is the way we build a better, higher skilled workforce.”

Getting your research into parliament: A new How to guide has been released. Here are there 10 top tips:

Making connections

  • Be seen online or at events, so it’s easy for us to find you
  • Blog your research so we know what you are working on
  • Follow what we are doing on the Parliament website and via Twitter
  • Sign up to POST, Commons and Lords Library, and Select Committee Alerts
  • Invite parliamentary staff to your events

Presenting research

  • Don’t just send your journal articles: send us a brief and include your sources
  • Be relevant: start with a summary and focus on how your research impacts people
  • Use visuals: a picture can paint a thousand words (and save time and space)
  • Be clear and accurate: be explicit about all limitations and caveats
  • Don’t forget the essentials: include your contact details and date your briefing

Subscribe!

To subscribe to the weekly policy update simply email policy@bournemouth.ac.uk

JANE FORSTER                                            |                       SARAH CARTER

Policy Advisor                                                                     Policy & Public Affairs Officer

65111                                                                                 65070

Follow: @PolicyBU on Twitter                   |                       policy@bournemouth.ac.uk

 

 

 

*Last chance to book* The BU Protocol of academics engaging with business- 18/10/17

If you are interested in working with local industry stakeholders, and don’t know how best to approach communication, please attend “The BU Protocol of academics engaging with business” on 18/10/17.

BU has many partnerships and established relationships with local and national stakeholders. This short session, run by Ian Jones, Head Of Regional Community Partnerships within the Office of the Vice-Chancellor, will cover the route of communication and protocol for approaching and working with these stakeholders. Examples of best practice will be presented along with details on how to understand when institutional commitments are being made.

The intended learning outcomes of this session are:
•Attendees will learn who they need to speak to before contacting some of our partners
•Attendees will learn the protocols expected by some stakeholders
•Attendees will gain insight into when they are making “institutional commitments”

You book through the link here. For any questions about how this course may be useful to you, please contact Ehren Milner (emilner@bournemouth.ac.uk)

RKEDF Event Reminder – Engaging with a Business Audience – 22nd June

We have three spaces left for the next RKEDF Working with Business pathway event.

Join us next week on Thursday 22nd June for an event dedicated to colleagues who are interested in working with business audiences.

Held off-site at the Marriott Hotel in Bournemouth, this event aims to focus on developing your personal skills where key learning outcomes are: communication, persuasion, influence within a business engagement context.

This event is ideal for colleagues who wish to work with industry on projects such as contract research or KTP.

To find out more, please contact Rachel Clarke, KE Adviser on 01202 961347 or email clarker@bournemouth.ac.uk

To book your place, please email od@bournemouth.ac.uk

RKEDF – Working with Business Pathway – Influencing and Persuading

As part of the Research and Knowledge Exchange Development Framework, RKEO are hosting a one-day workshop for academics who are interested in working with business audiences.

Held off-site in Bournemouth from 9am-4.30pm on Thursday 22nd June, this workshop aims to focus on developing your personal skills where key learning outcomes are: communication, persuasion, influence and engaging with business.

This workshop is ideal for academics who wish to work with industry on projects such as contract research or KTP.

To find out more, please contact Rachel Clarke, KE Adviser (KTP and Student Projects) on 01202 961347 or email clarker@bournemouth.ac.uk

To book your place, please email od@bournemouth.ac.uk

BU Research on Event Evaluation featured at the Meeting and Events Australia National Conference

Dr Nicole Ferdinand, Senior Academic in the Department of Events and Leisure recently presented at a three-day conference (April 30th – May 2nd 2017) at the International Convention Centre in Sydney hosted by Meeting and Events Australia (MEA). She was one of twelve plenary speakers who were part of the association’s national conference which featured the theme “Reboot” as delegates were treated to a number of presentations and workshops which were geared towards pushing the boundaries and challenging delegates to open their minds to the possibilities to improve the delivery of events. The conference celebrated its 40th year this year and is considered Australia’s “ultimate conference” for the events industry.

MEA Conference Opening Ceremony Featuring Australian Dance Troupe

Dr Ferdinand’s plenary session was entitled 360 Degree Post-event Evaluation and featured cutting-edge research developed with fellow BU researcher Dr Nigel Williams on using social media data in evaluating events.

Dr Nicole Ferdinand on the main stage at the MEA National Conference

She followed her plenary session with a hands-on workshop. Feedback from both sessions was extremely positive as event evaluation is considered crucial for event success.

“Hands-on” Post-event Evaluation Workshop Led by Dr Nicole Ferdinand

For more information on the conference and the other speakers featured at the event, have a look at the conference website.

Book your place on our AI & Robotics Sandpit: 24/5/17 – 14:30-17:00

A Sandpit focused on “AI & Robotics”  will take place immediately following the Royal Society visit to BU on 24/5/17 – 14:30-17:00. Don’t delay spaces are limited – book in today!

Speakers will include Vicky Isley and Paul Smith (boredomresearch). They will present a new vision for technological innovation, one that embraces emotion in a-life systems and recognises the fragility of their sustaining environment. boredomresearch will discuss their collaboration with the Artificial Life Lab (Karl Franzens University, Graz Austria), who are employing bio-inspired robots to provide solutions operating in human polluted environments.

So, is this just networking?

Definitely not! It is a facilitated session with the primary intention of developing innovative research ideas, which also enables the development of networks. It gives you the opportunity to explore research ideas which you may develop over time, together with the chance to find common ground with academics from across BU and beyond.

Which means…?

We’re seeking to come up with novel research that could part of a proposal to funding streams such as the Royal Society or the Industrial Challenge Fund that will focus on “AI” and/or “Robotics”.

So, who should attend?

We want anyone who thinks they might have something to contribute. We will also be inviting relevant external attendees to contribute to the day.

What do I need to prepare in advance? What will the programme entail?

Absolutely nothing in advance. During the session, you’ll be guided through a process which results in the development of research ideas. The process facilitates creativity, potentially leading to innovative and interdisciplinary research ideas. These ideas will be explored with other attendees, and further developed based on the feedback received.

What if I don’t have time to think about ideas in advance?

You don’t need to do this but it will help. Attendees will come from a range of backgrounds so we expect that there will be lively conversations resulting from these different perspectives.

What about afterwards? Do I need to go away and do loads of work?

Well… that depends! This interactive day will result in some novel research ideas. Some of these may be progressed immediately; others might need more time to develop. You may find common ground with other attendees which you choose to take forward in other ways, such as writing a paper or developing a new placement opportuntity.

What if my topic area is really specific, such as health and AI/Robotics?

Your contribution will be very welcome! One of the main benefits of this type of event is to bring together individuals with a range of backgrounds and specialisms who are able to see things just that bit differently to one another.

 

So, how do I book onto this event?

This event will take place on Wednesday, 24th May 2017. To book, please contact Dianne Goodman by end Wednesday, 10th May 2017 with your Name, Organisation and Research Interest(s).  All spaces will be confirmed by Monday 15th of May 2017.

This event is part of the new Research Knowledge Exchange Development Framework.

AI & Robotics Sandpit: 24/5/17 – 14:30-17:00

A Sandpit focused on “AI & Robotics”  will take place immediately following the Royal Society visit to BU on 24/5/17 – 14:30-17:00.

Speakers will include Vicky Isley and Paul Smith (boredomresearch). They will present a new vision for technological innovation, one that embraces emotion in a-life systems and recognises the fragility of their sustaining environment. boredomresearch will discuss their collaboration with the Artificial Life Lab (Karl Franzens University, Graz Austria), who are employing bio-inspired robots to provide solutions operating in human polluted environments.

So, is this just networking?

Definitely not! It is a facilitated session with the primary intention of developing innovative research ideas, which also enables the development of networks. It gives you the opportunity to explore research ideas which you may develop over time, together with the chance to find common ground with academics from across BU and beyond.

Which means…?

We’re seeking to come up with novel research that could part of a proposal to funding streams such as the Royal Society or the Industrial Challenge Fund that will focus on “AI” and/or “Robotics”.

So, who should attend?

We want anyone who thinks they might have something to contribute. We will also be inviting relevant external attendees to contribute to the day.

What do I need to prepare in advance? What will the programme entail?

Absolutely nothing in advance. During the session, you’ll be guided through a process which results in the development of research ideas. The process facilitates creativity, potentially leading to innovative and interdisciplinary research ideas. These ideas will be explored with other attendees, and further developed based on the feedback received.

What if I don’t have time to think about ideas in advance?

You don’t need to do this but it will help. Attendees will come from a range of backgrounds so we expect that there will be lively conversations resulting from these different perspectives.

What about afterwards? Do I need to go away and do loads of work?

Well… that depends! This interactive day will result in some novel research ideas. Some of these may be progressed immediately; others might need more time to develop. You may find common ground with other attendees which you choose to take forward in other ways, such as writing a paper or developing a new placement opportuntity.

What if my topic area is really specific, such as health and AI/Robotics?

Your contribution will be very welcome! One of the main benefits of this type of event is to bring together individuals with a range of backgrounds and specialisms who are able to see things just that bit differently to one another.

 

So, how do I book onto this event?

This event will take place on Wednesday, 24th May 2017. To book, please contact Dianne Goodman by end Wednesday, 10th May 2017 with your Name, Organisation and Research Interest(s).  All spaces will be confirmed by Monday 15th of May 2017.

This event is part of the new Research Knowledge Exchange Development Framework.

The Compound Eye of Calliphora Vomitoria (Bluebottle fly)

“Blood feeding activity of flies at crime scenes can be confounding. Experiments were conducted to investigate the blood feeding activity, and blood artefact patterns created by flies following a blood meal. The trials were undertaken in a staged environment where over 500 flies were exposed to 500ml of horse blood in a sealed gazebo for a period of 72 hours. The resulting patterns, a total of 539,507 fly blood artefacts, were then compared to recreated bloodstain patterns commonly encountered during instances of violent assault. These comparisons focused on overall pattern shape, total stain numbers, stain density per cm2 and the zone where they were deposited. Informal observations and recordings were also made of individual stain colour and stain alignment, but were not measured.”

This was the abstract submitted to accompany Christopher’s recent submission to the Research Photography Competition, where he won second prize.

Christopher Dwen  is currently working as a Research Assistant on an innovation funded (HEIF) project called: “Sherlock’s Window”. This  HEIF-funded project at BU  aims to produce an odourless growth medium that can be rolled out internationally for use in forensic investigation. Find out more about the project in the latest edition of the Bournemouth Research Chronicle featured in the section:  “Innovation in industry:how researchers and the wider community are working together.”
Follow HEIF on Instagram to find out more about the innovation projects taking place at BU: https://www.instagram.com/heif_at_bu/

 

 

 

Research Drove Me to Murder

“As reported by National Policing Improving Agency, the most frequently encountered evidence at the scenes of a crime is footwear impressions and marks. Unfortunately, recovery and usage of this kind of evidence has not achieved its full potential. Due to the cost benefit ratio (time consuming casting procedures, expensive scanners) footprints are often neglected evidence. As technology changes, the capabilities of forensic science should continue to evolve. By translating academic research and technical ‘know-how’ into software (www.digtrace.co.uk) the authors have placed 3D imaging of footwear evidence in the hands of every police force in the UK and overseas.”

This was the abstract submitted to accompany Dominika’s recent submission to the Research Photography Competition.

Dominika Budka is currently working on an innovation funded (HEIF) project called: “Dinosaurs to Forensic Science: Digital, Tracks and Traces”. BU alumni, Dominika,  graduated last year  (2016) having completed an MSc Forensic and Neuropsychological Perspectives in Face-Processing.  Find our more about her role on the HEIF project.
Follow HEIF on Instagram to find out more about the innovation projects taking place at BU: https://www.instagram.com/heif_at_bu/

 

 

Sherlock’s Window: In search of an odourless growth medium

“A key aspect of forensic investigation is the assessment of the ‘window of opportunity’ during which death took place. Estimations using insects (e.g. blowflies) increase accuracy. Using blowflies to determine post-mortem period requires an understanding of the temperature dependent growth patterns that they develop through their life cycle. In order to understand this, blowfly larvae are reared on growth media in the laboratory.

Sherlock’s Window is a HEIF-funded project at BU which aims to produce an odourless growth medium that can be rolled out internationally for use in forensic investigation. Illustrated here is the head of a third instar blowfly larva. Maggots have no eyes, but the protrusions at the tip of the mouth area are palps, used for feeling and manipulating food particles. The rows of black barbs that are visible are used to pull the maggot forward through the food substrate.”

This was the abstract submitted to accompany Dr Andrew Whittington’s recent submission to the Research Photography Competition.

Find out more about the project in the latest edition of the Bournemouth Research Chronicle featured in the section:  “Innovation in industry:how researchers and the wider community are working together.”

Follow HEIF on Instagram to find out more about the innovation projects taking place at BU: https://www.instagram.com/heif_at_bu/