Category / Fusion

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.

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HE Policy Update w/e 10 November 2017

HE Policy Update

w/e 10 November 2017

A research funding crisis?

Follow this link to read the  A research funding crisis? summary with all the diagrams and charts.

Or read the summary below without the charts.

Ahead of the Autumn 2017 Budget the Higher Education Policy Institute (HEPI) has published How much is too much? Cross-subsidies from teaching to research in British Universities written by Russell Group PG Economics student Vicky Olive. The paper concludes that research within universities is reliant on subsidy by tuition fee funding. As international students pay higher fees more of their fees go towards research than home and EU students. The paper concludes that on average international students contribute £8,000 from their total fees towards research. While the figures vary between universities, in 2014/15 teaching income funded 14% of English university research (approx. £1 in every £7 spent).

The paper argues that although the UK has a leading global research performance (see diagram below) R&D expenditure is well below competitor nations and unsustainable in the long term.

The paper argues that In 2014/15 the UK HE sector had a sustainability gap of £1 billion. This is described as a looming crisis because of a number of factors:

  • the focus on value for money for students paying tuition fees
  • Brexit threats to EU research funding
  • the unwelcoming nature of current immigration policy
  • the improvement of HE education in countries where the UK traditionally recruits international students
  • the impact of UK austerity policy which has seen limited science and research budget growth.

The Conservative Government’s has a target to increase R&D spend to 3% of GDP. The paper suggests that to realise this target the following would need to occur:

  • the UK would need an additional 250,000 full fee-paying international students;
  • Research Councils and Funding Councils to spend an additional £3 billion on funding research;
  • industry to contribute an additional £700 million;
  • charities to contribute an additional £830 million;
  • government departments to contribute £760 million extra each year.

Current R&D expenditure is 1.7% of GDP (25% of which spend by HEIs, 66% of spend by industry). The Government has announced additional investment of £4.7 billion by 2020/21 for R&D, however, the paper argues this isn’t enough and that other sectors must also increase their investment. The paper summarises recent Government policy related to R&D budgets.

The paper considers, and discards, the notion of only providing QR funding for 4* research.

In addition to her calls to increase research investment the author states her aim is to bring together UKRI and OfS to facilitate a sensible research funding model which neither underfunds or jeopardises research sustainability nor exploits students. The paper also urges universities to push back and recover a greater proportion of full economic cost from industry funders, particularly when the research is not directly for the public good.

Nick Hillman, Director of HEPI, commented : ”Anyone who wants to end cross-subsidies must say how they would fund universities’ various roles properly. There are three pressing issues. First, those who fund university research – public and private funders as well as charities – do not cover anything like the full costs. Secondly, the cross-subsidy from tuition fees to research is probably not sustainable at current levels. Thirdly, the Government wants a near doubling in research and development spending as a share of GDP, yet recent funding injections are only enough to stand still.

Our conclusion is that the Chancellor needs to find another £1 billion for research in this year’s Budget, with some set aside for the work universities do with charities. But even this level of additional funding would mean stagnation relative to other countries. So we also need a strategy for increasing research spending to OECD levels over the next few years and German levels thereafter – as promised in the 2017 Conservative manifesto.

The Times covered the report in University research subsidised with £281m from tuition fees.

Separately but relevant to this debate:

  • THE have written about the latest OECD data stating it shows a levelling off in global numbers of mobile students after the exponential growth of late 1990s and 2000s – read Data bite: international student flows in focus.
  • As we near the Autumn 2017 Budget parliamentarians have been calling on the Government to support their campaigning interests. This week Vince Cable (Lib Dem Leader) covers education and research and development in his pre-budget speech: “Long term studies by the LSE have shown that the two main determinants of poor UK performance on productivity are lack of innovation (R&D as opposed to basic science where the UK is strong) and low levels of skills. The former problem is being addressed by R&D tax credits and by the work of Innovate UK, in particular the Catapult network, which Liberal Democrats launched in government as part of the Industrial Strategy.
  • The latter is a far less tractable problem and despite the progress we made in the Coalition in raising the number and quality of apprenticeships, especially Higher Apprenticeships, the programme is now slipping backwards largely because of clumsy implementation of the apprenticeship levy and the neglect of careers advice and guidance….a budget built around the industrial strategy, prioritising education and skills, R&D and infrastructure would, at the very least, send the right signals.

Interdisciplinary Research

HEFCE have opened sub-panel nominations for roles related to IDR within REF 2021 aiming to support and promote the fair and equitable assessment of IDR outputs and environment through:

  • the inclusion of Interdisciplinary Research advisers on each sub-panel
  • the continuation of the optional IDR flag
  • the inclusion of a specific IDR section in the environment template

In September HEFCE blogged on the importance of academics within interdisciplinary research culture in What creates a culture of interdisciplinary research? HEFCE described what the new IDR role may look like in Wednesday’s blog REF 2021: Where are we on interdisciplinary research?

Widening Participation and inclusivity

OFFA has commissioned a new evidence based research study: Understanding and overcoming the challenges of targeting students from under-represented and disadvantaged ethnic backgrounds.

HEA and Runnymede Trust will analyse existing practice across the sector and ‘produce a suite of practical guidance to support staff in a variety of different roles within universities and colleges in overcoming the challenges associated with this work’. The project is part of OFFA’s long-term aim to challenge and support universities and colleges to do more to address the differences in higher education participation, attainment and progression to further study or employment that persist between students from different ethnic groups.

Les Ebdon: “Black and minority ethnic (BME) students have been a key target group for OFFA for a number of years. But our research suggests that universities and colleges are struggling to target the activities they deliver through their access agreements where they are most needed…This project will help us understand how activities can be targeted appropriately and effectively towards students from disadvantaged and under-represented ethnic backgrounds, enabling OFFA to better support universities and colleges to accelerate progress in this crucial area.”

Principal Investigator, Jacqueline Stevenson, stated: “Our intention is not just to indicate the barriers institutions are facing, but also what they are able to do to address these entrenched and long-standing inequalities.”

 

 Scope call for inclusive workplaces: Scope has called on the Dept for Work and Pensions to develop universal, industry-standard information and best practice guidance for all businesses to support their employment and management of disabled people. Scope’s new research Let’s Talk found many disabled people struggle to share information about their impairment or condition in the workplace making it hard for them to access the support and adjustments they need to carry out their job.

 

Question to the Dept for Education: Office for Students

Andrew Percy (Con): Whether the remit of the Office for Students will include anti-discrimination on campus.

Jo Johnson (Con, Minister of State for Universities, Science, Research & Innovation): The government has published a consultation on behalf of the new Office for Students (OfS) regarding the regulation of the higher education sector. It proposes that, in its regulatory approach, the OfS will look to ensure that all students, from all backgrounds can access, succeed in, and progress from higher education.

Higher Education (HE) providers are autonomous organisations, independent from Government, and they already have responsibilities to ensure that they provide a safe, inclusive environment, including legal obligations under the Equality Act 2010 (the Act) to ensure that students do not face discrimination.

The OfS, like some HE providers, will also have obligations under the Public Sector Equality Duty in part 11 of the Act. This includes a requirement that the OfS, when exercising its functions, has due regard to the need to: eliminate unlawful discrimination, harassment and victimisation and any other unlawful conduct in the Act, advance equality of opportunity, and foster good relations in relation to protected characteristics.

In addition, in September 2015 the government asked Universities UK (UUK) to set up a Harassment Taskforce, composed of university leaders, student representatives and academic experts, to consider what more can be done to address harassment and hate crime on campus. The taskforce published its report, ‘Changing the Culture’, in October 2016, which sets out that universities should embed a zero-tolerance approach to sexual harassment and hate crime. This includes hate crime or harassment on the basis of religion or belief, such as antisemitism and Islamophobia. The Higher Education Funding Council for England is currently working with UUK to test the sector’s response to the Taskforce’s recommendations and the results of this will be published early in 2018.

 

House of Lord Questions – Disabled Student Allowance

Lord Addington (Lib Dem) has asked three parliamentary questions regarding the disabled students allowance.

Q1: Whether the evaluation of Disabled Students’ Allowances will include consideration of the need for third party advisers to have clarity of information about the respective responsibilities of higher education providers and claimants of those allowances.

Q2: Whether the evaluation of Disabled Students’ Allowances will include consideration of the benefits of issuing a guide to higher education providers about their responsibilities in relation to students claiming those allowances who fall into bands 1 and 2.

Q3: Whether the evaluation of Disabled Students’ Allowances will include consideration of the levels of information provided by higher education providers to students claiming those allowances about the respective responsibilities of those institutions and students.

The Earl of Courtown provided the same (non-)response to all three questions:

A: The evaluation of Disabled Students’ Allowances (DSA) will address a range of factors relating to the efficacy of support for disabled students, including the effect of recent changes to DSA policy.

 

Parliamentary Questions

 

Question to the Home Office – Visas: Overseas Students

Q -Jo Stevens (Labour): How much was accrued to the public purse from charging international students applying for Tier 4 student visas in each year since 2010.

A – Brandon Lewis (Con, Minister of State for Immigration): Visa income is not differentiated between the various categories in which they are received. Visa volumes by broad category (study, work etc) are published in the data section of this webpage: LINK Fees and unit costs are also published, for example, for 2017/18: LINK

 

Private Providers

Lord Storey (Lib Dem) has tabled two questions about the quality of private providers:

Q1 – On how many occasions in the last three years the Quality Assurance Agency for Higher Education has (1) raised concerns, and (2) taken action, regarding private colleges and providers of degrees

Q2 – What measures they are taking to provide quality assurance for students studying degree courses at a private college whose degrees are validated by a university

These are due for answer on Tuesday 21 November.

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.

New consultations and inquiries this week:

  • Two Dept for Health consultations on nursing, and one on regulation and workforce development of the health services
  • Jo Johnson has announced the sector will be asked for their opinion on two year degrees in a forthcoming consultation

Other news

Student Engagement: Guild HE have written for Wonkhe censuring the limited nature of student consultation and engagement proposed through the new Quality Code and critiquing both the TEF and the Office for Students in Engaging students as partners: two steps forward, one step back.

HE Policy Briefings

Awareness of policy is integral to many roles at BU and with HE constantly in the news it can be hard to sort the wood from the trees to keep current. We’re running two short and sharp HE Policy Briefings during November and December; all are welcome so come along to learn more!

The briefings will:

  • present the latest policy developments for universities and how they may affect BU, our staff and students
  • cover the next steps for the Teaching Excellence Framework, including subject level TEF, and how this could impact BU
  • support you to consider actions you could take to prepare for change and challenges arising from these development.

Email organisational development to attend on: Wed 22 November 12-13:00 at Lansdowne or Thurs 7 December 12-13:00 at Talbot (mince pies included!)

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

 

 

BU Physiotherapy Programme Co-Creation Publication Success

Congratulations to Taylor Cooper (BU Physiotherapy Graduate 2017) and Dr Jonathan Williams for their successful publication in Physical Therapy Reviews.

Their article entitled ‘Does an exercise programme integrating the Nintendo Wii Fit Balance Board improve balance in ambulatory children with Cerebral Palsy?’ was accepted this week. This was based on work carried out through the Level 6 unit, Research for Physiotherapy Practice.

Well done to you both – it’s great to see our students publishing so early in their career.

Clare Killingback

 

FHSS Research Seminars 2017-2018

The Faculty of Health and Social Sciences Research Seminar Series will be starting again soon.

We noted that the best attended seminars last year were those involving a range of presentations in a one hour slot. These bite-size selections of research topics were great in attracting an audience from across disciplines and created a fun, friendly atmosphere.

To build on this we will be running monthly Research Seminars with 2-3 presenters at each session. These seminars are open to everyone, so whether this is your first venture into research or you are a veteran researcher please feel free to come along and share your experiences.

Seminars will be held between 1 and 2pm at the Lansdowne Campus on the following dates:

18th October 2017

15 November 2017

17 January 2018

21 February 2018

21 March 2018

18 April 2018

16 May 2018

20 June 2018

Details of presenters will be announced via the blog.

Any questions please feel free to email me at: ckillingback@bournemouth.ac.uk

Conference on the impact of complications and errors in surgery held at BU

Things can go wrong in surgery, and dealing with the consequences of complications and errors is part and parcel of a surgeon’s life. Last week a conference was held at BU’s Executive Business Centre which explored the impact that adverse events have on surgeons and examined how these effects can be ameliorated. Eminent presenters from across the UK shared insights from their surgical careers and personal experiences, presented the latest research in the area, and considered how better support and training could be provided for surgeons.

The conference was organised by the Bournemouth Adverse Events Research Team, a joint research venture between psychologists at BU and surgeons at Royal Bournemouth Hospital, who are currently researching the impact of complications and errors which inevitably arise during surgery on surgeons.  Professor Siné McDougall, one of the research team, said: “Today is about trying to think about what we can do to support surgeons. When things do go wrong, the focus is rightly on patients and their family. However, surgeons are also dealing with their own feelings, particularly if they have made a mistake which they deeply regret.”

It was clear that the conference had touched on a key issue for surgeons.  This was summed up by the keynote speaker, Professor Sir Miles Irving, Emeritus Professor of Surgery at Manchester University, who said “The proceedings were excellent and clearly demonstrated that you have latched on to a problem which has the potential to become even more significant if not addressed.”  The Bournemouth Adverse Events Team is looking forward to continuing research in this area which will address this issue.

HE Policy update w/e 25th August 2017

Immigration, International Students and Brexit

The government have commissioned a series of assessments and reviews of the impact of immigration policy and Brexit via the Migration Advisory Committee:

  • Call for evidence and briefing note: EEA-workers in the UK labour market – we will be responding on the HE questions via UCEA and UUK and we are considering a regional response, please let Sarah or I know if you have evidence that would be relevant to this – it is looking at EEA migration trends, recruitment practices and economic and social impacts.
  • a detailed assessment of the social and economic impact of international students in the UK. We would expect a call for evidence for this to follow. Looking at both EU and non-EU students, the MAC will be asked to consider:
  • the impact of tuition fees and other spending by international students on the national, regional, and local economy and on the education sector
  • the role students play in contributing to local economic growth
  • the impact their recruitment has on the provision and quality of education provided to domestic students.

The Commissioning Letter from Amber Rudd says: “The Digital Economy Act provides a unique opportunity to improve understanding of the migration data and as part of this work the Home Office will be working with the ONS and other Government departments to improve the use of administrative data. This will lead to a greater understanding of how many migrants are in the UK, how long they stay for, and what they are currently doing. The ONS will be publishing an article in September setting out this fuller work plan and the timetable for moving towards this landscape for administrative data usage”

As well as the post-Brexit future of students, the letter also makes reference to the Tier 4 visa pilot which was launched last year and included a handful of universities. Amber Rudd says “the pilot is being carefully evaluated and, if successful, could be rolled out more widely”.

The pilot covered masters courses at 4 universities:

  • Masters course for 13 months or less at the University of Oxford, University of Cambridge, University of Bath or Imperial College London.
  • Participating in the pilot allowed students to:
    • stay for six months after the end of the course;
    • submit fewer evidential documents with their applications – e.g. previous qualifications and documents relating to maintenance requirements

A deluge of other data and reports gave also been published:

  • The Home Office has published its second report on statistics being collected under the exit checks programme – Exit checks data.
    • For the 1.34m visas granted to non-EEA nationals and which expired in 2016/17, where individuals did not obtain a further extension to stay longer in the UK, 96.3% departed in time (that is before their visa expired)
  • A National Statistics update has been published which gives a breakdown of all the data
  • Additional analysis by Office for National Statistics (ONS) on international students, has been published
  • The Centre for Population Change has published the findings of a survey it carried out in March 2017 in partnership with the ONS and UUK. The survey looked at the intentions of graduating overseas students and found:
  • The majority of students do not intend to stay in the UK for more than a year after finishing their studies (and those that stated they intended to stay were not certain of their post-study plans, particularly non-EU students).
  • Fewer than one in ten international students plan to stay in the UK indefinitely and find a job.

According to UUK:

  • Exit checks data shows that student overstaying is at worst 3% and much of the 3% of undetermined outcomes may be due to individuals leaving via routes where there are no exit checks currently (such as via the Common Travel Area). This means student visa compliance is at least 97%, far higher than previous (incorrect) claims.
  • The Home Office exit checks data provides a more accurate picture (than the International Passenger Survey – IPS) of what non-EU students do after their initial period of leave to study
  • The ONS report suggest that the IPS is likely to underestimate student emigration – therefore any implied student net migration figure is likely to be an overestimate
  • The ONS also commits to working with colleagues across the government statistics service to utilise all available administrative systems to further improve migration statistics. They have also asked for UUK’s input to this work.

Widening Participation

A survey of access agreements has been published this week by the Office for Fair Access. In their press release OFFA note that every university has committed to working with schools to help increase access to HE. The report also notes that universities will focus on improved evaluation of the impact of financial support and an evidence based approach more generally, a specific focus on White working class males and BME attainment, and more support for mental health issues.  The amount universities spend on widening access will rise.

Responding to the survey, UUK Chief Executive, Alistair Jarvis, said: “The enhancements in support provided by universities has helped to increase the entry rate for disadvantaged young people to record levels. All UK universities work hard to widen participation and support disadvantaged students throughout their time at university. It is right to expect a continued focus on support for disadvantaged students to make further progress in closing the gap between different student groups.”

Industrial Strategy

The formal outcome of the Industrial Strategy consultation is still pending. However, there has been a reasonable amount of activity in the meantime and we thought it might be helpful to do a round up.

Clusters – The Arts and Humanities Research Council (AHRC) have set up a Creative Industries Clusters Programme, starting in 2018, to facilitate collaboration between the industry and universities. The pre-call announcement sets out the plan for at least 8 research and development partnerships, each led by an HEI, and a Policy and Evidence Centre. Calls will apparently open in October 2018.

Sector deals – As part of the Industrial strategy green paper, the government announced that there were 5 sector reviews taking place and suggested that they would welcome more.

Other organisations are setting up consultations and other reviews to respond to the Industrial Strategy, such as:

The interim findings of the industrial digitalisation review are interesting – they are working on a final report for the autumn of 2017:

  • It highlights a need for more leadership – with “much stronger marketing and messaging” and proposed the establishment of a Digital Technology Institute and Digital Technology Networks
  • It discusses issues with adoption rates for technology, particularly among SMEs and suggests better support for businesses via LEPs and other organisations, work on skills through interventions such as an Institute of Digital Engineering
  • Innovation – the interim review suggests looking at additive manufacturing and AI – and creating new industries in autonomous operations, but also providing kite marked content for businesses.

Industrial Strategy Challenge Fund – Innovate UK are running the Industrial strategy Challenge Fund – in April 2017 they identified 6 “core industrial challenges”:

Interesting reading

JANE FORSTER                                            |                       SARAH CARTER

Policy Advisor                                                                     Policy & Public Affairs Officer

65111                                                                                 65070

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

Fair Access Research project (FAR) webpages are launched

The FAR project webpages have now been published.

BU’s pioneering Fair Access Research project has brought together students, SUBU, professional, service and academic staff from across the university to develop and expand expertise and reflexive practice in the field of fair access to higher education.

Each member of the team has brought different knowledge and experiences to a series of innovative research projects exploring what it means to be a ‘non-traditional’ student in the 21st century. FAR has inspired new ways of thinking about fair access and widening participation through this ‘whole institution approach’,

The team has explored all the different stages in the student lifecycle developing an understanding of the challenges some students face in accessing or succeeding at university, how university is experienced by diverse groups of students and how the university can support them in the optimum way when they are here.

Explore the five themes of the FAR programme on the webpages at https://research.bournemouth.ac.uk/project/fair-access-research-and-practice-far/

 

Outreach

Admissions

Experience 

Continuation 

Ways of Working

 

 

Contact principal investigators Dr Vanessa Heaslip or Dr Clive Hunt for further information

Santander Staff Mobility project – Research capacity building and networking to tackle the issues of food waste management and poverty alleviation in Latin America

I have recently returned from a BU Santander Staff Mobility sponsored trip to Lima (Peru) where I visited Pontificia Universidad Catolica de Peru (PUCP). PUCP is one of the oldest, largest and most prestigious private institutions of higher education in Peru which offers circa 50 undergraduate and over 70 postgraduate degrees with the total student population of around 22,000 (Figure 1). The purpose of the visit was to enhance existing and establish new contacts with Peruvian academics whose interests revolve around the remits of sustainable urban development, food waste management, and poverty alleviation.

As part of my visit, I delivered a series of guest lectures to the student and academic staff communities at PUCP. The content of these lectures was shaped around the topic of food waste management as applied in the context of household consumption, grocery retail, and hospitality. The lectures highlighted the outcome of the case studies that have recently been carried out by academics in the Faculty of Management at BU in the UK sectors of interest. The lectures were well attended and attracted numerous questions given the growing magnitude of food waste generation in Lima which is in part due to inefficient managerial practices adopted by the local hospitality and grocery retail operators alongside irresponsible consumer behaviour.

A research seminar was also organised for members of the CONURB (Urban Development, Governance and Social Housing) research group at PUCP where the issues of urban poverty and food security as applied to the realm of Lima, a large and rapidly growing metro area in Latin America with substantial levels of societal inequality, were discussed. The research seminar was supplemented with a study visit to one of the largest slum areas of Lima. These are usually located on the city slopes (Figure 2), poorly regulated and characterised by the prevalence of severe issues of socio-economic (for example, malnutrition, poor hygiene and limited access to education) and environmental (for instance, restricted water supply) nature. A number of research contacts were made and a number of promising research directions were identified during the visit and it is envisaged that these will be sustained and explored in more detail in the future.

The visit has enhanced research capacity and research reputation of BU in Peru and outlined a number of potential collaborative opportunities to pursue with academics at PUCP / CONURB. Furthermore, the visit has already generated some tangible outcome as a joint application for seed research funding has been submitted to Ecoinvent, a Switzerland-based consultancy which collates environmental impact related data on various industrial and societal processes, both in developed and developing economies, and subsequently approved (total value of the grant is £35,823). Another application for research funding with academics from CONURB has been submitted to Ecoinvent and is currently awaiting a decision.

For more information about this project, please contact Dr Viachaslau Filimonau, Senior Lecturer in Hospitality Management in Faculty of Management, at vfilimonau@bournemouth.ac.uk

Figure 1                                                                  Figure 2