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Category / Research news
Gene editing to eradicate unwanted animal populations, deep water lasers for trawling the sea, radiation threats from next-generation mobile phone networks and how to protect the 44% of the Earth’s surface covered by no-mans-land oceans.
These are among the 15 environmental challenges and trends cited by a diverse group of 24 researchers and experts tasked with identifying the as yet little-understood issues that could have a big impact on our natural world in the coming year.
This was the ninth NERC-funded Horizon Scan of Emerging Issues for Global Conservation & Biological Diversity, led by William Sutherland, Professor of Conservation Biology at Cambridge University, and published in the journal Trends in Ecology & Evolution.
The annual report looks at new developments and threats that authors believe could present risks and opportunities in the coming year. The international team reviewed 117 potential emerging issues, whittling down to the 15 they believe may have the biggest impact – positive or negative – but are the least well-known.
Click here to see what the 15 emerging issues for 2018 were identified as.
When you include those centrally funded and locally delivered projects, this government is spending more per head on transport in the northwest than we are in the southeast.
Chris Grayling, Sectary of State for Transport, 21 September 2017
There is a widely held view, fuelled by the media, that the north of England is hard done by when it comes to transport spending. Over 70,000 people recently signed a petition to the transport secretary, Chris Grayling, calling for more investment in transport in the north. Grayling has responded by saying the figures used to make this assessment are misleading, and that the northwest region now receives more transport spending than the southeast.
The issue of transport spending is awash with statistics. A recent House of Commons document confirmed that public spending on transport in absolute, per person and modal average terms is higher in parts of the north than in the southeast region outside London but not in the capital itself. In the 2015/16 financial year, transport spending per person was £401 in the northwest, £380 in Yorkshire and the Humber, and £299 in the northeast. For the southeast, it was £365 per head, while for London it was £973.
The think tank IPPR North has estimated that from 2016/17 onwards, the figures will be £680 for the northwest, £190 for Yorkshire and Humber, and £220 for the northeast. The southeast will get £226 and London £1,040.
So Grayling is right to say the northwest is doing well right now compared to the southeast (not including London), which is receiving similar amounts to the other northern regions. But this ignores the fact that London still receives far more than any other part of the country.
The problem with these kind of figures for individual years is that they can skew the overall picture of spending. For example, money for large infrastructure projects such as Crossrail in London and the southeast, and Manchester’s Metrolink programme, tend to be allocated to the particular years when the projects are completed.
Looking at all the spending data over a longer period of time is a better indicator of the gap between north and south. In terms of total transport spending, the southeast has actually received 13% more than the northwest since 2011/12. And looking at bus and rail services, London has received over five times more public spending in the last five years than the northwest.
But the real picture is even more complicated than this. Transport infrastructure in London is not just for Londoners. Many people in the southeast benefit hugely from London transport spending, especially those who commute in every day. Yet people from elsewhere in Britain also benefit when they visit, as do millions of international tourists.
London is very different from the other English regions, with much greater population density and a more mobile workforce. Its transport serves a different, wider purpose and also benefits from local government funding because of devolution. So a like-for-like comparison is inherently misleading.
The government’s recent budget has also gone some way to further reducing the north-south divide. The northeast will receive £337m for new rolling stock on the 40-year-old Tyne and Wear Metro network. Greater Manchester has been promised £240m to ease road congestion. A £1.7 billion fund will improve links between city centres and suburbs across the country. But the lack of news about the much-needed modernisation of the Manchester to Leeds transPennine route put on hold earlier this year is very disappointing, and Leeds still desperately needs a new mass transit system.
It might come as a surprise for those in the northwest and Yorkshire to hear that they get about the same amount of transport spending (or more) than the southeast, but at the moment it is technically true. The northeast, meanwhile, remains the poor relation in every measurement of spending. But these simple facts don’t take account of the much higher spending in London or the very different circumstances by which this money is allocated.
Derek Robbins, Senior Lecturer in Transport and Tourism, Bournemouth University
This is a comprehensive review of current transport investment and expenditure, well illustrated by published data. It can be difficult to separate data from political spin and government PR, which have the unnerving tendency to portray funding that has already been allocated as if it were newly announced. But the underlying premise of this article that transport investment in the northwest and Yorkshire has increased is well made.
I take greater issue with the conclusion that recent announcements have gone some way to further reducing the north-south divide. As the article illustrates, long-term investment is a better indicator, and the north still has some considerable catching up to do. The new projects are only a first step. I would also describe the lack of progress towards a modernised and reliable transPennine rail route as more than disappointing, given that it is an essential investment for future economic growth in the north.
While I also accept that London is different, I think the benefits of the capital’s transport links to the other English regions can be easily overstated.
The KEF is coming
On 1st December, HEFCE launched a consultation on the new Knowledge Exchange Framework – the KEF – which was announced earlier in the Autumn by the Jo Johnson – as the “third leg” of the HE stool*. Putting aside the rather unflattering stool analogy, we prefer to think of this as the third side of the Fusion triangle. (For those of you who have not yet looked at the staff consultation on the BU2025 strategy, spoiler alert – the proposed new Fusion device is more of a vaguely triangular swirl. Much more inclusive and dynamic. And better colours than the red and yellow of the previous one.) But anyway, knowledge exchange is an important part of what we do at BU and this is important.
The consultation, which closes at the end of January, will give us a chance to contribute to the design of this framework. The HEFCE press release says “The KEF metrics system will provide more information for the public and businesses on the performance of universities in knowledge exchange – how they share knowledge, expertise and other assets for the benefit of the economy and society. The aim is to provide regularly updated data that enables fair comparison between institutions’ performance in knowledge exchange. This will help to support further improvements in universities and promote accountability, responsiveness to economic and societal needs and effective use of public funds.”
So much like the TEF this is being pitched as being about value for money and choice (for those interested in funding research or choosing where to work). And, like the REF (indirectly), and as with the TEF (at least as originally planned – more on this later), there are cash incentives for universities to do well in this new framework via HEIF funding.
“The KEF metrics will help support the Industrial Strategy, which includes the commitment announced on 27 November to increase Higher Education Innovation Funding to £250 million by 2020-21. This increase will allow Universities to work with businesses of all sizes to support the delivery of the Industrial Strategy in diverse ways.”
And of course, like the TEF, the key to all of it is the metrics. A metrics working group has been established – details of the people are below.
There are only 5 questions, as follows.
- What approaches and data need to be used to ensure a fair and meaningful comparison between different universities, taking into account factors that might impact individual institution’s knowledge exchange performance (such as research income, size or local economic conditions), whilst allowing identification of relative performance? How should benchmarking be used?
- Other than HE-BCI survey data, what other existing sources of data could be used to inform a framework, and how should it be used?
- What new (or not currently collected) data might be useful to such a framework?
- How should KEF metrics be visualised to ensure they are simple, transparent and useful to a non-specialist audience?
- Any other comments?
This is a bit of a concern. If it measures research income, there is a great risk of it being circular – and therefore not inclusive across the sector. This would conflict with the principles behind the Industrial Strategy – which are about focussing on areas of strength – wherever they are. We would prefer it not to be entirely metrics based (as we said for the TEF – where the written submission became a key part of the process and had a significant impact on the outcome in some cases).
Questions 2 and 3 are the opportunities to get into this debate – even through the questions are framed as questions about metrics. The letter from the Minister commissioning the work is a bit more helpful: “The design process should: …
- Consider whether additional metrics can be devised and collected to provide a more comprehensive view of the effectiveness of universities’ external engagement, whilst having regard to the burden and cost of collection.
- Take into account factors that might impact individual universities’ knowledge exchange performance, such as the university’s research income, size or local economic conditions, to ensure comparability between institutions …”
We will be working with RKEO to draft a BU response to this, so please contact email@example.com if you would like to contribute to this process.
The key people involved: “The technical group, chaired by Professor Richard Jones FRS, University of Sheffield, will advise HEFCE and later RE on the design and delivery of the new KEF metrics system. The group’s members have been chosen to provide expertise in knowledge exchange metrics and external insights on performance. The members of the KEF metrics technical advisory group are:
- Chair: Professor Richard Jones, FRS, Professor of Physics, University of Sheffield. EPSRC Council Member.
- Tomas Coates Ulrichsen, Research Associate, Centre for Science, Technology and Innovation, University of Cambridge.
- Alice Frost, Head of Knowledge Exchange policy, HEFCE / Research England.
- Alice Hu Wagner, Managing Director for Strategy, Economics and Markets, British Business Bank.
- Professor Graeme Reid, Professor of Science and Research Policy, University College London. Member of the Research England Council.
- Mr Peter Saraga CBE, FREng, Senior Independent Member on the Research England Council. Former Managing Director of Philips Research Laboratories UK, Chair of HEFCE’s UKRPIF panel, and formerly President of the Institute of Physics and Vice-President of the Royal Academy of Engineering.
- Stian Westlake, Policy Adviser to the Minister for State for Universities, Research and Innovation at Department for Business, Energy and Industrial Strategy (BEIS).
- BEIS observer: Carolyn Reeve / Thomas Crawley.
- HEFCE / Office for Students observers: Mario Ferelli, Richard Puttock
- Higher Educations Statistics Agency (HESA) observer: Andy Youell, Director of Data Policy and Governance, HESA.
- Head of secretariat: Hamish McAlpine, HEFCE / Research England
Professor Trevor McMillan, Vice-Chancellor of Keele University, has been leading work on the principles and good practices of university knowledge exchange since 2015. He will continue to do so, including providing advice to UK Research and Innovation (UKRI). For the KEF metrics system, Professor McMillan and his university expert group will advise on the value of the exercise for good practice development within universities”.
*(with REF and TEF – we’re in TLA chaos. Even though the TEF is now TESOF (SO = student outcomes) but we’re not allowed to call it that). Arguably as has been noted elsewhere, the KEF should be KEEF – Knowledge Exchange Excellence Framework). As we have also noted before, many voices have suggested that the OfS should be the OfSHE (Office for Students and Higher Education). But TLAs are the thing, it seems).
And…the major review of fees and funding….
We have discussed the options for fees and funding a lot recently, as the “national debate” that followed the election was continued over the summer and the debate shifted to whether there would be a review or not after the Conservative Party Conference in October. The Minister told Wonkfest in early November to watch for it in the budget, but no…. The BBC reported on 1st December that it is actually happening – so please keep watching this space.
Future of skills and lifelong learning report
The Government Office for Science have issued the Future of Skills and Lifelong Learning report. In 112 pages it sets out a pathway to develop skills in the UK to support the Industrial Strategy, productivity and improve wages (and health and wellbeing along the way).
The focus on workplace learning, placements and work experience, and the role of extra-curricular activities are very interesting and consistent with the BU approach in many ways – so this is interesting for us. It also raises interesting questions about supply and demand and information flows.
To quote from the executive summary:
- “Young adults in the UK have relatively poor literacy and numeracy and there are signs that we are falling further behind international competitors. …Seven OECD countries have numeracy scores equal to or higher than the UK for all age groups, and the number of countries increases considerably if the UK’s high-performing 60-65 age group is excluded. Literacy for UK 16-19 year-olds is ahead of only Chile and Turkey among a group of 24 (mostly OECD) countries. Literacy and numeracy performance varies between UK regions, with London and the South East achieving the highest scores …There is also evidence of intergenerational effects, with poor parental attainment reflected in the educational outcomes of the child. Breaking out of this cycle may require interventions that target both the parent and child, for example family learning programmes. Improvements to literacy and numeracy continue beyond school and higher education into the early years of work, suggesting that workplace environments play an important role in developing these skills.
- Employers believe labour market entrants are not properly prepared for the workforce; again the UK compares poorly against other countries. Employers are looking not only for better literacy and numeracy, relevant qualifications and/or discipline-specific training but also for more positive attitudes towards work as well as ‘character’ attributes. Greater collaboration between employers and education providers may help to ensure that education-leavers are equipped with the skills that are in demand. Work placements and experience can help individuals gain the non-academic skills desired by employers. However, only around one-third of employers offer these opportunities and they are predominantly found in the South East of England. Informal learning also has a part to play, including participation in peer-to-peer learning or sports and other extra-curricular activities.
- The UK has relatively large mismatches between the supply of and the demand for skills. Skills underutilisation is particularly high in the UK, while at the same time there are shortages of some particular high-level skills. Such mismatches imply that education providers are not offering, or students are not selecting, the courses that match with employers’ skills needs, and that future skill needs are not being fully anticipated. Improving the quality of and access to labour market information may be able to help address this.
- Many places and sectors in the UK are in “low skills equilibrium”. A low skills equilibrium occurs when the availability of low-skilled jobs is matched by a low-skilled workforce, such that students have limited incentives to gain higher skills (or to remain in that place if they have them) and employers adapt to but are constrained by the skills supply. This is a stable equilibrium that can only be changed if supply and demand for skills are addressed together. If only the supply of skills improves, not the demand, it will create surplus and underutilisation or prompt migration to where those skills are in demand. This suggests that close partnerships between employers and providers of education and training are required to avoid mismatches, or improved infrastructure is needed to facilitate longer commuting distances.
- Participation in formal learning declines with age. Adult learning is in overall decline and is disproportionately taken up by wealthier, more highly skilled individuals. Formal workplace training has also declined over the last 15 years. This may in part be explained by the fact that learning by adults aged 55+ has shifted from formal to ‘informal’ channels in the last decade or so, with higher socio-economic groups more likely to engage in such self-directed or peer-driven learning, potentially because of positive prior experience of education. While cost and lack of time are reported as common barriers to adult learning for individuals of all skill levels, individuals with no qualifications are more likely to cite attitudinal barriers including lack of confidence, lack of interest, and feeling too old to learn. However, low skilled individuals or those from poor socio-economic backgrounds and minority groups, reap the greatest rewards from learning. If the former trend persists, it suggests that older and particularly lower skilled individuals will be especially vulnerable in a future labour market that is likely to place a premium on lifelong learning.
And one conclusion:
- “Analysis of the wage benefits associated with higher levels of education suggests that the returns on learning are substantial. A 2013 estimate found that an individual who has earned a bachelor’s degree will earn on average £210,000 more over the course of their lifetime, after taxes and loan costs, than someone with only A-levels. The benefit is greater for women, at £252,000 than for men, at £168,0006 (BIS, 2013b, p.5).”
As noted, this was published last week and we are still digesting it (another 100+ pages). However, at least the models are simplified from the Green Paper (10 pillars etc). Now it has 5 foundations: Ideas, People, Infrastructure, Business Environment and Places and 4 grand challenges. The paper says “Our focus on them responds to the detailed feedback to the Green Paper”.
To coincide with the publication of the Industrial Strategy White Paper, UUK has published new guidance for businesses on how best to involve and engage with universities when developing a sector deal.
So what is actually going to happen? There is more detail below – and some practical steps to implement it:
- “We will create an independent Industrial Strategy Council that will develop measures to assess and evaluate our Industrial Strategy and make recommendations to the government. The Council will have access to relevant government data and will be funded to commission specific evaluation projects as appropriate. It will be drawn from leading business men and women, investors, economists and academics from across the UK.”
- “Investing in R&D to transform our economy. For the UK to become the most innovative country in the world we need a generational increase in public and private R&D investment. In this strategy we commit to reach 2.4 per cent of GDP investment in R&D by 2027 and to reach 3 per cent of GDP in the longer term, placing us in the top quartile of OECD countries. If we meet this target we will transform our economy. It could increase public and private R&D investment by as much as £80bn over the next 10 years, with much wider benefits across the UK economy.”
To do this:
- As a first step we will invest an additional £2.3bn over what was previously planned in 2021/22, raising total public investment in R&D to approximately £12.5bn in that year alone.
- We will work with industry in the coming months to develop a roadmap for meeting this target. This will provide a framework to drive business investment in R&D and focus on key sectors, technologies and clusters, including by optimising government investment to drive private investment in R&D and considering further opportunities to improve the business environment, including access to finance, regulatory frameworks, and intellectual property. This will maximise the impact of public investment in science and innovation to support businesses to invest more and drive outputs to realise our commitment to invest 2.4 per cent of GDP in R&D.
- We will invest a further £725m in a second wave of the Industrial Strategy Challenge programme across the UK to respond to some of the greatest global challenges and opportunities – from climate change to automation….
- We will invest £300m over the next three years in world-class talent including in priority areas aligned with the Industrial Strategy, such as artificial intelligence, to enhance our skilled workforce and attract private sector R&D investment. This investment will focus on collaboration and the flow of people between industry and academia and interdisciplinary and cutting-edge research and innovation to support the Industrial Strategy programme and the Grand Challenges. Support will range from Knowledge Transfer Partnerships and PhD programmes, with strong and flexible links to industry, to prestigious awards that support rising stars and the top talent from both the UK and overseas.
- We will work with our leading universities, research institutes and UK Research and Innovation to increase global investors’ R&D activities taking place in the UK. Of the world’s 2,500 top R&D investors, just 50 businesses are responsible for 40 per cent of private sector investment globally. If we could attract an additional five per cent of R&D from these top 50, UK based R&D would increase by around a third.
- We will work with UKRI to develop a new competitive Strategic Priorities Fund…This will support high quality R&D priorities which would otherwise be missed – multidisciplinary and inter-disciplinary programmes identified by researchers and businesses at the cutting edge of research and innovation. …. UK Research and Innovation strategy will deliver a real-terms increase in council budgets of approximately 20 per cent between 2015/16 and 2019/20. We will also increase support for Quality-Related research through Research England. This recognises the vital importance of providing underpinning funding for our world-leading universities to invest in the excellence and impact of their research and ensure the sustainability of our research infrastructure.
- We will improve the UK tax system to support innovation. ….
- We will make it easier to finance innovation by increasing the resources for government agencies that promote and fund innovation like Innovate UK – our world leading innovation agency that supports businesses across the UK to collaborate and innovate – and the British Business Bank..
- We are also allocating a further £44m of grant funding to enable Innovate UK to fund £150m of responsive grant competitions in 2017/18. This will allow it to support hundreds more high-growth businesses, collaborations and industries to innovate and compete in future global markets. In addition, Innovate UK will pilot new ways of financing innovation: – £50m Innovation Loans pilot over the next two years to target the most promising projects in viable businesses on the cusp of commercialisation, but not yet ready to access loans from commercial lenders; and – an Investment Accelerator pilot to bring in seed equity alongside grant funding by matching the most innovative early stage businesses with investors. …
- We will develop an agile approach to regulation that promotes innovation, the growth of new sectors, and innovative market entrants while ensuring effective protections for citizens and the environment. An example is establishing a clear framework for autonomous vehicles and, through our Digital Charter, building agreement on the ethical and effective use of new technologies and data. …
- We will improve public procurement as an important source of finance for innovative businesses that does not dilute their equity and gives an endorsement for others to invest. …. we will refocus the [Small Business Research Initiative] SBRI programme to increase its impact for innovative businesses, aligning it with Grand Challenges and building capability in the public sector to drive productivity by adopting SBRI solutions. As a first step, this month we announced a new GovTech Catalyst with a GovTech Fund of up to £20m over three years, which will use SBRI to support tech firms to provide the government with innovative solutions for more efficient public services
- raise total research and development(R&D) investment to 2.4 per cent of GDP by 2027;
- increase the rate of R&D tax credit to 12 per cent;
- invest £725m in new Industrial Strategy Challenge Fund programmes to capture the value of innovation;
- establish a technical education system that rivals the best in the world to stand alongside our world-class higher education system;
- invest an additional £406m in maths, digital and technical education, helping to address the shortage of science, technology, engineering and maths (STEM) skills;
- create a new National Retraining Scheme that supports people to re-skill, beginning with a £64m investment for digital and construction training;
- increase the National Productivity Investment Fund to £31bn, supporting investments in transport, housing and digital infrastructure;
- support electric vehicles through £400m charging infrastructure investment and an extra £100m to extend the plug-in car grant;
- boost our digital infrastructure with over £1bn of public investment, including £176m for 5G and £200m for local areas to encourage roll out of full-fibre networks;
- launch and roll-out Sector Deals – partnerships between government and industry aiming to increase sector productivity. The first Sector Deals are in life sciences, construction, artificial intelligence and the automotive sector;
- drive over £20bn of investment in innovative and high potential businesses, including through establishing a new £2.5bn Investment Fund, incubated in the British Business Bank;
- launch a review of the actions that could be most effective in improving the productivity and growth of small and medium-sized businesses, including how to address what has been called the ‘long tail’ of lower productivity firms;
- agree Local Industrial Strategies that build on local strengths and deliver on economic opportunities;
- create a new Transforming Cities fund that will provide £1.7bn for intra-city transport. This will fund projects that drive productivity by improving connections within city regions; and
- provide £42m to pilot a Teacher Development Premium. This will test the impact of a £1000 budget for high-quality professional development for teachers working in areas that have fallen behind.
- These policies, alongside the many others set out in this document, are the first strategic actions of a long-term approach to transform our levels of productivity and our earning power as a nation, as businesses, as places, and as individuals. We are ready to be judged on our performance in implementing them.
The data relating to study found in the year ending September 2017:
- An increase of 8 per cent in Short-term student visas
- A 6 per cent increase in University sponsored study visa application
- Increases of 9 per cent for Russell Group universities to 87,362,
- A decrease of 4 per cent in applications for the Further education sector
Nationalities data for the year ending September 2017 (top 5):
- China: +15 per cent
- United States: +6 per cent
- India: +27 per cent
- Hong Kong: +5 per cent
- Saudi Arabia: -2 per cent
The lead story is the rise in visa applications for Indian students, with the first annual rise in applications since 2010: THE Article. [thanks to Dods for the summary].
Jo Johnson has tweeted about this.
Two parliamentary committees on issues of key importance to the higher education sector are now taking written evidence.
The Joint Committee on Human Rights inquiry into freedom of speech in universities has a deadline for written evidence of 15 December, while the Treasury Committee’s inquiry into student loans will accept submissions until 31 December.
Earlier this week Professor Julia Buckingham, Vice-Chancellor of Brunel University London, represented UUK before the House of Lords Economic Affairs Committee in relation to its ongoing inquiry into the economics of higher, further and technical education.
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The Centre for Qualitative Research invites you to its continuing series of lunchtime seminars this Wednesday at 1 pm in RLH 201 for “Poetry as Research” “In Conversation” with Lee-Ann Fenge and Wendy Cutts.
This year’s theme is “LISTEN MAKE SHARE”. Each month two CQR members present their experiences to the audience ‘in conversation’ with either Narrative Methods (listening to stories), Arts-based Research methods (making stories), or Dissemination methods (sharing stories).
The seminars will involve two conversants and plenty of opportunity for audience participation in listening, making, and sharing. Not lectures, the seminars consist of two presenters ‘In Conversation” about a topic or method. There will be no PPT, but plenty of time for audience interaction and feedback!
Come along and join ‘In Conversation’!
Wed. 1 pm RLH 201 “Poetry as Research” with Lee-Ann Fenge & Wendy Cutts
- Bournemouth University and Baringa selected to deliver data analysis and algorithm development to the Energy Technologies Institute (ETI).
- The High Frequency Appliance Disaggregation Analysis project will analyse real world data from the ETI’s Home Energy Management System (HEMS) in five homes to gather detailed energy data from water, gas and electricity use.
- This data will help develop algorithms to forecast domestic energy needs of the future and provide industry with valuable insight into consumer energy use to develop efficient energy services.
Bournemouth University, under the lead on Professor Hamid Bouchachia, and specialist energy advisors Baringa Partners have both been selected by the Energy Technologies Institute (ETI) to undertake data analysis in a new knowledge building smart energy project that will investigate domestic energy use.
The High Frequency Appliance Disaggregation Analysis (HFADA) project builds upon work undertaken in the Smart Systems and Heat (SSH) programme delivered by the Energy Systems Catapult for the ETI, to refine intelligence and gain detailed smart home energy data.
The project will analyse in depth data from five homes that have been trialling the SSH programme’s Home Energy Management System (HEMS) to identify which appliances are present within a building and when they are in operation. The main goal of the HFADA project is to detect human behaviour patterns in order to forecast the home energy needs of people in the future. In particular the project will deliver a detailed set of data mining algorithms top help identify patterns of building occupancy and energy use within domestic homes from water, gas and electricity data.
Bournemouth University and Baringa, working in partnership with ASI Data Science, will work independently to provide information derived from the water, gas and electricity use in these UK homes, from the end of 2017 to middle of 2018.
Should anyone be interested in further details, please contact Prof Hamid Bouchachia at firstname.lastname@example.org.
A new digital artwork created by two animation lecturers from Bournemouth University, Paul Smith and Vicky Isley, has been featured as part of Paisley’s 2021 City of Culture bid. The project linked together Paisley’s history, cultural and natural environment through the creation of a digital Paisley Pearl for each resident of the town. The project was commissioned by the University of the West of Scotland, as one of a number of cultural activities taking place in Paisley during its application for the City of Culture 2021.
The duo, known as boredomresearch, developed an art project which created a new Paisley form for each resident of the town via a digital loom. The loom and creative software have the potential to create a Paisley Pearl for each of the 7.4 billion people on earth at the time of the artwork’s launch. The unique forms were based on both the Paisley pattern and the freshwater pearl mussel, once indigenous to the area.
“We wanted to produce an art project which reflected Paisley’s industrial past, natural biodiversity and show how creativity can make a difference to its future,” explains Paul, “Paisley is famous for its connections with the textile industry, but its natural history is much less well known. The White Cart River was once a thriving habitat for the freshwater pearl mussel, which is now extinct in the area, partly because of the success of the local textile industry damaging its natural habitats.”
A key part of the project for Vicky and Paul was this link between science and art. By working with researchers from the University of Glasgow, they developed a better understanding of the ecological importance of the fresh water pearl mussel, which they reflected in their art.
“Over half of the world’s fresh water pearl mussels are found in Scotland’s waters, so it’s an important location for a now critically endangered species,” says Vicky, “We worked with researchers who are trying to better understand the species and local staff from Pearls in Peril a conservation project who are trying to protect the mussel’s river habitat. The mussel’s pearls inspired our Paisley Pearl exhibition and the community workshops we delivered as part of the project.”
As part of their digital art commission, Paul and Vicky led three workshops in the local area, with very different groups of people. The first saw undergraduate animation and game students from the University of the West of Scotland dissecting common mussels to learn more about the shapes and textures that could be used to form part of the new Paisley inspired forms.
“The session took them very much outside of their comfort zone,” says Paul, “Dissection doesn’t often take place in animation classes! We felt it was an important session to do, as it highlighted the interdisciplinary nature of our research and gave our students a much better understanding of the kinds of shapes and textures they could work with.”
“Once they’d dissected the mussels, we asked them to take digital images of the different parts and textures that they’d discovered. These fed into the kinds of shapes and patterns that we later used to form our unique Paisley Pearls.”
Two further workshops saw the team teaching programming to local secondary school children at Johnstone High School and working with Roar: Connections for Life (a community group of retired residents) to explore the lifecycle of the freshwater pearl mussel, in relation to their own lives.
“The group of retired residents, learnt how environmental changes are recorded in the growth rings of the mussel shell,” says Vicky, “These can tell you something about the age of the mussel and their environment; whether it was nutrient rich or not. We ask participants to map their own life experiences, marking out significant events on their own growth ring drawings. This helped us to facilitate in-depth conversations about the ecological significance of the mussel.”
“It was important for us to work with the local community as part of our commission,” continues Vicky, “Through the process of creating our final artwork, we wanted to work with local people to link Paisley’s past with its future.”
The decision about which city will become the 2021 City of Culture is expected in December.
Karen Thompson, Lecturer in the Faculty of Management, recently attended the annual Awards Ceremony of the Chartered Body for the Project Profession, the Association for Project Management. TV icon and renowned editor John Pienaar was our host for the evening. The venue was Old Billingsgate, a lovely old building that was formerly the London fish market.
Karen was delighted to receive the Herbert Walton Award for her research. This award, “awarded at the discretion of the judges, recognises an excellent PhD dissertation submitted during the year at Doctorate level”, and the criteria reflect relevance to the practice of the profession.
In the photo with Karen is Russel Jamieson, co-chair of the APM People SIG and past Chairman of the Wessex Branch, who has been pivotal to collaboration between BU and the APM. Long may the fusion of project management professional practice, education and research continue!
Dr Samuel Nyman, Psychology Dept and Ageing and Dementia Research Centre, is currently an NIHR Career Development Fellow. He was recently invited to present at the NIHR’s annual meeting for the NIHR faculty in
Leeds (14-15/11/2017). The focus of the meeting this year was, ‘Future Training for Future Health’.
Samuel was invited to present on his own personal career journey to date, and then join the discussion panel to discuss future challenges alongside Professor Chris Whitty (Chief Scientific Adviser, Department of Health), Dr Louise Wood (Director of Science, Research and Evidence, Department of Health), Professor Dave Jones (NIHR Dean for Faculty Trainees), Professor Ashley Adamson (NIHR Professor in Public Health Nutrition, Newcastle University), and Dr Katherine Sleeman (NIHR Clinician Scientist, King’s College London). It was great to network with other NIHR fellows, and to have stimulating discussions around what aspects facilitate career development and the future challenges and opportunities ahead for health research including Brexit.
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.”
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. 
- 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. 
- 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. 
- 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.
- 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
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.
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ADRC Post-doctoral Research Fellow Dr. Mike Bracher presents INSCCOPe baseline findings at the 2017 BAPEN Annual Conference Poster session.
The Ageing and Dementia Research Centre (ADRC)’s Dr. Mike Bracher presented initial findings from baseline data collection for the INSCCOPe (Implementing Nutrition Screening in Community Care for Older People) project, at the poster session of the 2017 BAPEN Annual Conference (22nd November 2017).
Led by ADRC co-lead Professor Jane Murphy, the project aims to improve screening and treatment of malnutrition for older people in the community, by exploring how best to implement service improvements for nutrition screening and treatment for malnutrition in older people.
The aim is to maximise scalability and cost effectiveness of a new procedure for screening and treatment of malnutrition in the community, by providing an evidence base to support implementation across wider settings within the health service.
ADRC co-lead Prof. Jane Murphy (left), Wessex AHSN Senior Programme Manager Kathy Wallis (centre), and Wessex AHSN Teaching and Research Fellow Dr. Emma Parsons (right) showcase INSCCOPe and other projects within the AHSN’s Nutrition in Older People Programme at the 2017 BAPEN Annual Conference.
At baseline (T0), the project (using a combination of questionnaires and telephone interviews) demonstrated:
- strong support for, and value placed upon, nutrition screening and treatment activity by participants;
- ambivalence / doubt with respect to current logistical and organisational support for screening and treatment related activity.
Work is currently underway to implement suggested changes to implementation of the procedure identified from data collected at T1 (two months following implementation of the new procedure through training sessions with staff).
Following this, the third and final data collection point (T2 – 8 months following completion of training) will take place, after which the project will be evaluated. If successful, findings from the INSCCOPe project will inform rollout of the new procedure across Southern Health NHS Foundation Trust.
Click here to view/download the poster
Click here to go to the INSCCOPe project page
Two days ago saw the publication of the latest paper on migration research here at Bournemouth University. The journal Health Prospect published ‘Risky work: Accidents among Nepalese migrant workers in Malaysia, Qatar and Saudi’ . This new paper is based on the PhD research project conducted by Dr. Pratik Adhikary. Health Prospect is a peer-reviewed Open Access journal, part of Nepal Journals Online (NepJOL) which offers free access to research on and/or from Nepal. The paper is co-authored by former FHSS staff Dr. Zoe Sheppard and Dr. Steve Keen as well as Prof. Edwin van Teijlingen of the Centre for Midwifery, Maternal & Perinatal Health (CMMPH).
Previous academic papers by BU scholars included, amongst others, work on migrant workers from Nepal [2-6], relatives of migrant workers , migrant health workers [8-9], migration and tourism [10-11], migrant workers from Eastern Europe [11-13], migration and the media  as well as migration in the past . The various strands of work link very well to BU’s application for Leverhulme Doctoral Scholarships.
- Adhikary, P., Sheppard, Z., Keen, S., van Teijlingen, E. (2017) Risky work: Accidents among Nepalese migrant workers in Malaysia, Qatar and Saudi, Health Prospect 16(2): 3-10.
- Adhikary, P., Simkhada, P.P., van Teijlingen E., Raja, AE. (2008) Health & Lifestyle of Nepalese Migrants in the UK BMC International Health & Human Rights 8(6). Web address: www.biomedcentral.com/1472-698X/8/6.
- van Teijlingen E, Simkhada, P., Adhikary, P. (2009) Alcohol use among the Nepalese in the UK BMJ Rapid Response: www.bmj.com/cgi/eletters/339/oct20_1/b4028#223451
- Adhikary P., Keen S., van Teijlingen, E. (2011) Health Issues among Nepalese migrant workers in Middle East. Health Science Journal 5: 169-175. www.hsj.gr/volume5/issue3/532.pdf
- Aryal, N., Regmi, PR., van Teijlingen, E., Simkhada, P., Adhikary, P., Bhatta, YKD., Mann, S. (2016) Injury and Mortality in Young Nepalese Migrant Workers: A Call for Public Health Action. Asian-Pacific Journal of Public Health 28(8): 703-705.
- Simkhada, PP., Regmi, PR., van Teijlingen, E., Aryal, N. (2017) Identifying the gaps in Nepalese migrant workers’ health & well-being: A review of the literature, Journal of Travel Medicine 24 (4): 1-9.
- Aryal, N., Regmi, PR., van Teijlingen, E., Dhungel, D., Ghale, G., Bhatta, GK. (2016) Knowing is not enough: Migrant workers’ spouses vulnerability to HIV SAARC Journal of Tuberculosis, Lung Diseases & HIV/AIDS 8(1):9-15.
- Scammell, J., 2016. Nurse migration and the EU: how are UK nurses prepared? British Journal of Nursing, 25 (13), p. 764.
- Sapkota, T., Simkhada, P., van Teijlingen, E. (2014) Nepalese health workers’ migration to United Kingdom: A qualitative study. Health Science Journal 8(1):57-74.
- Dwyer, L., Seetaram, N., Forsyth, P., Brian, K. (2014) Is the Migration-Tourism Relationship only about VFR? Annals of Tourism Research, 46: 130-143.
- Filimonau, V., Mika, M. (2017) Return labour migration: an exploratory study of Polish migrant workers from the UK hospitality industry. Current Issues in Tourism, 1-22.
- Janta, H., Ladkin, A., Brown, L., Lugosi, P., 2011. Employment experiences of Polish migrant workers in the UK hospitality sector. Tourism Management, 32 (5): 1006-1019.
- Mai, N., Schwandner-Sievers, S. (2003) Albanian migration and new transnationalisms, Journal of Ethnic & Migration Studies 29(6): 939-948.
- Marino, S., Dawes, S., 2016. Fortress Europe: Media, Migration and Borders. Networking Knowledge, 9 (4).
- Parker Pearson, M., Richards, C., Allen, M., Payne, A. & Welham, K. (2004) The Stonehenge Riverside project Research design and initial results Journal of Nordic Archaeological Science 14: 45–60
There’s a veritable feast of HE policy for you to enjoy this week – lots on the budget and fees and funding, another section of the OfS consultation including quality, consumer protection, student protection plans and student transfers, and an update on engagement with schools.
Fees, loans, funding – and the Budget
Philip Hammond’s imminent delivery of the Budget on Wednesday 22 November has caused a mini flurry of organisations releasing reports and evidence aimed to influence. Here’s UUK’s.
It may be too late. Speaking at Wonkfest on 6 November Jo Johnson’s tone of certainty suggested plans were already ready. Of course it wouldn’t be the first time Johnson’s opinion has diverged from the government on expected policy, nor the first time the Prime Minister makes a last minute policy changing decision….
A Budget snippet that Johnson trailed at Wonkfest, to the consternation of the audience, was the suggestion that universities may pick up the tab for the repayment threshold reduction in the student loan repayment rate. While it may be unwise to speculate, your fearless Policy team will once again have a go:
Option 1: The Government could cut all tuition fees down to a lower level without replacing the lost income universities receive.
- This reduces the Government’s subsidy for student loans, however it is socially regressive, because it mostly helps those students who go on to earn most. .
- However, that is a purely economic analysis – there are many in the sector and politicians who believe that the impact of loans is not purely financial but has effect on behaviour, discouraging those from poorer backgrounds or who don’t expect to have high earnings from applying at all. That argument is of course countered by those who rely on the data that shows that student participation from low income backgrounds is going up steadily – and that at least until last year, there was a strong upward trend in applications overall (which may now have stalled). Note that OFFA do not support direct financial help as a method for increasing participation (they are usually talking about bursaries but the same may hold true for grants)
Option 2: The Government could reduce or abolish tuition fees for a specific group, such as students most in financial need.
- This would reduce the Government’s subsidy for student loans
- It is a socially progressive policy which supports the Government’s social mobility aims by tackling the debt adversity of the most disadvantaged students. It would help them to attack Labour’s (regressive) 2017 general election promise to abolish tuition fees – and winning back lost voters is of paramount importance to the Conservatives.
- It would be easy for the Government to implement this change quickly – as soon as the 2018/19 intake.
Under this scenario it would unlikely that the Government would replace the lost income to universities – so the impact of this would be to force efficiencies within the sector (Johnson is renowned for saying that HE institutions haven’t experienced austerity and have ‘had it good’ for a long time).
In effect, the fees from richer students would be subsiding the poorer students. Universities with the largest number of low income students would be most affected (with the Russell Group relatively unscathed).
This may be a well-planned long game – the Office for Students will have increased power to interrogate and publish admissions statistics to highlight “gaming” and the new Director of Access and Participation can sanction universities through the TEF for a fall in recruitment of low income students. The use of contextual admissions has also been debated widely in the media in recent weeks.
Option 3: The Government could decide to differentiate tuition fees based on subject, allowing subjects with the highest graduate earnings, employment rates and value added to charge the highest fees. The subject level TEF pilots have recently commenced (over 2 years), so such a decision would seem to be premature. However, a consultation in conjunction with the subject-level TEF outcomes ready for swift implementation in 2019 seems plausible. This approach might also mean that high cost subjects (e.g. STEMM) could remain at the highest chargeable fee, but the government could remove the current funding top ups and so reduce the overall cost (and reduce university income still further). See this Sunday Times article on differentiated fees per subject and institution.
Option 4: There have been suggestions of controlling the number of places for certain subjects based on the jobs needed by the economy. The Lords’ Economic Affairs Select Committee has been conducting a series of oral evidence sessions to investigate The Economics of Higher, Further and Technical Education. There is much more from this debate in the section below but this exchange is interesting:
- Willetts: Essentially, there is a group of high-earning courses: law, economics and management. There is a group of middle-earning courses, mainly STEM subjects. There are less well-paid graduates. The worst paid are in the performing arts. That is another reason why it proves very difficult to get into differential fees. We could charge more for graduates doing courses with high pay but how then would we exempt fees or justify charging higher fees for skills shortage areas such as STEM or medicine.
- Adonis: Tiered fees of that kind are precisely what the Australians have.
- Willetts: Yes, and it is not satisfactory. Australia is in a mess; it has static levels.
Option 5: Continuing in this vein the Government may reconsider the original TEF proposal to set limits on which institutions can charge the higher tier of fees. You will recall that the TEF proposal was to let Gold and Silver rated institutions raise their fees each year- linked to a percentage of the inflation cap, but this idea was postponed in response to feedback from the House of Lords. Using new employability and earnings data (to be included in the TEF from this year) the argument may now be that students studying at an institution likely to result in a highly paid job could reasonably be expected to pay more upfront. And a recent student opinion surveys suggest students would be willing buy into such a ‘guarantee’ (see UPP, page 17). Earlier in the term some institutions within the Russell Group were lobbying for this. However, given that far fewer WP students currently apply or are admitted into the Russell Group institutions this would negatively impact the Government’s social mobility agenda. Of course the government may believe that the OfS provisions on WP will address this.
Option 6: And of course other options that do not hit tuition fees are also available. The Sutton Trust (see later in this Policy Update) would like to see a return to grants. The IFS have published a paper on “options for reducing the interest rate on student loans and introducing maintenance grants” – as two key options for the government, which are being called for – including by UUK. they conclude that both of these options could be done at a reasonable cost in some circumstances but that both would benefit high earning graduates most and make very little difference to the rest. As with an across the board reduction in fees (see above) this would therefore be regressive, but might have a beneficial effect in terms of increasing participation.
Option 7: The current Office for Students regulatory consultation (see below) considers the future use of the teaching grant (the grant to universities topping up high cost subjects, specialist support and innovation). It states the OfS will continue the current 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…” Could this mean government inadvertently pushing institutions to conform to a similar set of ideals (to attract the money) at a time when institutions need to differentiate themselves to compete successfully for students in a squeezed market? If so it could also be contrary to the regional specialities (responding to place) within the industrial strategy.
And more: Differentiated caps and varying loans might seem unattractive to Government due to its complexities to both administer and communicate to the electorate. It is also poor timing given the significant press covering Steve Lamey’s dismissal from the Student Loans Company after claiming it was a “mess” and badly run.
In last week’s policy update we wrote about HEPI’s paper which revealed the extent to which it can be argued that tuition fees from all students, but particularly international students, subsidise research costs. Jo Johnson has long been rumoured to be vexed at the cross-subsidisation that exists within the sector. So will we see a shake-up aimed at research funding too? Given the instability associated with Brexit, the Government’s focus on industrial strategy to boost the economy, in particular their aim to capitalise on innovation and the commercialisation of research, and the recent cash injections announced for R&D might research survived unscathed? It is not a stretch to imagine that this would disproportionately benefit some institutions more than others given the current rhetoric around outcomes (outputs) and institutional status.
Lastly, Conservative think tank Bright Blue have proposed that universities themselves should contribute financially to the sustainability of the student-loans system by repaying the Government subsidy for student loans. This subsidy is currently estimated as 20-30p for each £1 lent. Bright Blue is quick to remind that the cost of such a subsidy wouldn’t be so high if universities didn’t all charge the highest fee. Bright Blue continues:
- “Certainly, there are an awful lot of expensive institutions producing graduates with earnings that mean their student loans must be subsidised, costing the taxpayer a lot of money…Thanks to the new Longitudinal Educational Outcomes (LEO) dataset., which uses HMRC and Student Loans Company data to accurately link nearly all graduate salaries to institutions attended, it is now possible to expose such universities. Institutions producing a disproportionate number of graduates who will need their student loans subsidised should contribute a levy to government.”
They go on to suggest that should universities charge less/contribute financially to the write-off subsidy this would enable the Government to better fund lower (FE) qualifications or more modular methods of study.
Delve into the detailed background and some other options in Jane’s blog on the Lighthouse Policy Group: Fees, loans and debt – an Autumn update.
In retrospect, after our dark musings on the Budget, Jo Johnson’s repeated reminder that the sector should not clamour for May’s announced review of HE (as it risks a less advantageous settlement than present) seem like wise words.
IFS – student loans and maintenance grants
As mentioned above, The IFS have published a paper on “options for reducing the interest rate on student loans and introducing maintenance grants” . Key findings are (our emphasis added):
- Positive real interest rates on student loans increase the debt levels of all graduates but only increase the lifetime repayments of higher-earning graduates. Removing them does not affect up-front government spending on HE, but it does slightly increase the deficit (due to the slightly confusing treatment of interest accrued on student debt in the government finances). More significantly, it also increases the long-run costs of HE due to the associated reduction in graduate repayments.
- Reducing the interest rates to RPI + 0% for everyone would reduce the debt levels of all graduates. Debt on graduation would be around £3,000 lower on average, while average debt at age 40 would be £13,000 lower. However, because of the link between income and interest in the current system, this cut would reduce the debts of the highest-earning graduates the most: the richest 20% of graduates would hold around £20,000 less debt at age 40 as a result of this policy, while the lowest-earning 20% of graduates would be just £5,500 better off in terms of debt held at the same age. This policy of switching to RPI + 0% would have no impact on up-front government spending on HE, but would cost the taxpayer £1.3 billion per year in the long run. It would be a significant giveaway to high-earning graduates, saving the richest 20% more than £23,000 over their lifetimes.
- A less costly policy would be to reduce interest rates to RPI + 0% while studying and leave rates unchanged after graduation. This would reduce the debt levels of all graduates at age 40 by around £5,000. It would be a significantly cheaper reform, costing around £250 million per year in the long run. Again, there is little impact on the repayments of low- and middle-earning graduates, while the highest-earning graduates would be around £5,000 better off over their lifetimes.
- Reintroducing maintenance grants in place of loans also has no impact on up-front government spending on HE, but it results in a large increase in the government cost of HE as measured by the current deficit, due to the differential treatment of loans and grants in government accounting. The long-run cost of this type of policy is typically much lower as a large proportion of the loans that grants would replace are not expected to be repaid anyway.
- Reintroducing grants of £3,500 under a similar system to that before 2016 would increase deficit spending by around £1.7 billion, but the long-run cost is only around £350 million. This reform would reduce the debt on graduation of students from low-income backgrounds taking a three-year degree by around £11,000.
- The beneficiaries from this change in terms of actual lifetime loan repayments are students from low-income backgrounds who go on to have high earnings. We estimate that students eligible for the full maintenance grant who are in the lowest-earning 60%of graduates would experience little or no change in lifetime repayments, while those who have earnings in the top 10% of graduates would save around £22,000.
Sutton trust – fairer fees
In contrast to the IFS paper above, The Sutton Trust, a social mobility foundation, has released Fairer Fees which proposes using a sliding scale of means-tested fees and the reintroduction of maintenance grants. This focuses not on the economic effect of changing the structure (which the IFS says is regressive) but on the psychological impact of reducing debt.
They state that implementing these measures would cost the Treasury the same amount as October’s reduction to the student loan repayment threshold. The benefits of the approach are that they would cut average student debt by 50% (psychological benefit encouraging the debt adverse to reconsider HE) but with the greatest beneficial effects on students from low household income backgrounds “it would slash debt among the 40% poorest students by 75%, from £51,600 down to £12,700, and mean those from the poorest backgrounds emerged with two thirds less debt than their better-off counterparts”. The report claims changing to the proposed fee policy would also benefit the Treasury as it would reduce the proportion of graduates never repaying their full loans from 81% to 56% with the overall proportion of debt not paid back to 35%. However, the Treasury may consider these figures in a different light as there would be fewer graduates required to repay their loans because of the reintroduction of maintenance grants. The report makes the following five recommendations:
- The government should implement its promised review of higher education funding. While the October reforms were welcome, there needs to be a thorough review of deeper reforms to the system. In particular, the crisis in part-time numbers should be addressed and bespoke solutions explored.
- Our proposed solution would be to introduce a system of means-tested fees which waives fees entirely for those from low income backgrounds, and increases in steps for those from higher income households. Significant ‘cliff edges’ between income bands should be avoided as much as possible.
- Maintenance grants, abolished in 2016, should be restored, providing support for those who need it most and reducing the debt burden of the least well-off, so that they graduate with lower debt than those from better-off backgrounds.
- Losses to higher education institutions through lower fee income should be replaced by increased teaching grants. While this involves greater upfront costs to the Exchequer, it also provides a lever by which government could promote the provision of courses in certain areas such as STEM. This teaching grant compensation would be adjusted to ensure that universities admitting intakes with lower average fee levels would not suffer any drop in income.
- Reducing access gaps to university, especially top universities, should be at the heart of government higher education policy. There needs to be a joined-up effort to tackle the persistent access gap for those from lower socio-economic backgrounds across all aspects of higher education, from student finance to the UCAS application process to the use of contextual data by universities in admissions.
Returning to the Sutton Trust’s recommendations it is interesting to note that it doesn’t tackle Lord Willetts’ (ex-Universities and Science Minister) calls for a differentiated loan system for mature and part time students. Willett believes an alternative loan scheme coupled with more diverse degree models would tackle the part time and mature falling student number crisis by ruling out both psychological and financial deterrents. We’ll await the Budget with baited breath to find out if the Sutton Trust (and their accompanying press attention: Huff Post, Independent, Metro) will influence Government spending.
The Economics of Higher, Further and Technical Education
The Lords’ Economic Affairs Select Committee has been conducting a series of oral evidence sessions to investigate The Economics of Higher, Further and Technical Education. The aim of the investigation is to consider whether the funding of post-school education is focused sufficiently on the skills the British economy needs. The transcripts of a particularly interesting session held on 10 October were released this week revealing a stimulating debate. The witnesses were Lord Willetts, Lord Adonis and Paul Johnson (Director of the Institute of Fiscal Studies). Some interesting bits are below:
One third of graduates won’t end up in a graduate job.
- Willetts: while they may not be in graduate employment when young they have a higher chance of securing graduate employment eventually.. Jobs considered non-graduate in the official standard occupational classifications are becoming more demanding, furthermore graduates seem to change the nature of the work they do just by virtue of their additional skills
Does what the HE system is trying to achieve match labour market outcomes, and how does it relate to other routes people could take?
- Adonis: due to high fee levels some careers that previously required graduates are now moving to take non-graduates. [Examples given were big accountancy firms and the Civil Service who are recruiting high-level apprentices into graduate roles]. Graduates who previously would have gone to university are “now seizing prestigious high-level apprenticeship opportunities as a way of going straight into careers without having to take degrees and take on debt. I see no reason in principle why that could not go a lot further.” “I see no reason in principle why accountancy, and even the law, which, if you go back two generations, were not graduate careers for many of those participating in them, could not once again become much more vocational careers, where people can train on the job, get qualifications that are recognised in their profession and not have to take on high levels of debt. That is much more the case in German-style economies where the number of graduates is much lower to start with.”
Is student debt discouraging people from attending university and will our economy suffer?
- Adonis: If you talk to sixth formers and those making decisions at 18 or 19, it is undoubtedly true that they are looking at alternatives to university in a way they were not a few years ago. As the number of high level apprenticeships increases they will become increasingly attractive. I suspect that we will see trends in both directions over the next few years. It will not by any means be just a trend towards more graduates.
- Paul Johnson: there is no evidence in the data that the fee system has had much effect on the numbers of people going into higher education. There may be an effect later on, and a group of young people may be making different choices, but overall, as far as we can tell, the numbers have not been affected.
Given that many graduates will not repay debt is there any argument to forgive debt in public sector shortages areas (teachers, doctors, nurses)?
- Adonis: “I tried hard to persuade the Treasury of the virtues of that argument. I did not get very far because it was convinced that… it would be left with almost no debt to collect.”
- Baroness Kingsmill: In the US debt is forgiven relative to the number of years worked in the dearth sector – for 5 years work you’re forgiven half the debt; for 10 years, you are forgiven the whole lot.
- Paul Johnson: rather than forgiving debt it’s more effective just to pay them more. Why do it in a roundabout way by forgiving debt?
On technical and vocational training – see the apprenticeships section below for more on this
University – seen as the only option
- The discussion turned to suggesting young people choose university because it’s the most obvious and easiest to understand route, that there is limited information or advice to support young people who might choose an alternative route.
- Willets responded: I agree with your point that other routes need to be clearly signalled, but I expect that in a modern western economy the managed transition to adulthood via three years of higher education is the mainstream route people will take. The danger of some people going down the alternative route is that I know who they will be. Eton will not be sending 25% of its kids on apprenticeships. You will reopen the social divide in participation by advantaged and disadvantaged groups.
Discussion of university place number controls was peppered through the committee hearing.
- Adonis argued against controlling numbers based on the jobs needed by the economy (referencing Robbins): How should we think of universities? Should we try to predict the jobs that people are going to do in 20 or 30 years’ time and allocate places at university in accordance with our predictions? He said, “No, we cannot know”. Instead, he wanted an open, flexible system, heavily influenced by the number of people with the capacity to benefit from higher education.
Decline in part time students – a different loan system needed
- Willets stated the decline in part time students was one of his greatest regrets in his time as Minister. He continued: The lesson I learn from it is that, rather than the seductive idea that you can have a single pot per person to pay for their education, you need different models for different groups. We extended loans to part-time students thinking it would have the same beneficial effect on them as the loans for full-time students, and all would be fine. The evidence is that the loans for part-time students have not worked. There has been low take up and people have been put off. We need new mechanisms for helping adults to study part-time, and I accept that the loan model has not delivered for them… If at any point we were looking at how to spend limited public money and what public spending would do, rather than spending it on compensating universities for a general reduction in fees, I have a list of things where I think there is a need. Certainly, a public spending package for adult learners, including helping mature students with the cost of tertiary education, be it university or not, would be a high priority.
International Students Fees/Cross-subsidisation
- Discussion on whether it was right to charge international students a greater fee took place -asking whether the international students were getting value for money.
- Adonis: if we were overcharging international students they would quite rapidly start to go elsewhere. We seem to be pretty price competitive with other major international education providers, and less expensive than many of the providers in the United States.
Charging differential fees – see the fees section above for this bit
On sandwich courses:
- Baroness Bowles of Berkhamsted: We often hear from companies that the graduates they recruit are not job-ready…do we have the right approach in what we are looking for from university education? Is it delivering?
- Willetts: I have a sneaking regard for…the extra year sandwich course. We should remember that, now, about half of all university students are doing vocational technical training courses that include time with an employer. We could have taken a different route, but Britain has ended up with a large amount of our professional and technical education now happening in a university context, and that is why university students are absolutely entitled to know which of those routes lead to good, well-paid jobs.
Flexible Degree Models
- Baroness Harding of Winscombe: How do we get more flexible university education. It feels better with one year or two-year courses and courses you can dip into through a decade, not just three years. That seems to me, from a business perspective, to be a more effective means of building the skills we might need in the modern economy than assuming that all institutions doing three-year courses from the age of 18 to 21 is the right answer.
- Lord Adonis: The failure to offer two-year degrees is a serious one on the part of universities. One of the effects of stuffing their mouths with money, which is what we have done over the last five years, has been to reduce significantly the incentives on them to do so. The Minister for higher education, in what I think was a very surprising change in the rules, is now allowing universities to charge the equivalent of three years’ worth of fees, taking out state loans over two years, as a way of encouraging them to offer two-year degrees when, surely, the rationale for two-year degrees ought to be that they should be at lower cost and at lower fees for the students.
Evolution of Apprenticeships
Wonkhe have published the blog: How apprenticeships can help productivity and social mobility which considers the evolution of apprenticeship policy. The article favours current government apprenticeship policy and on social mobility states: we have a unique once-in-a-generation opportunity to develop exciting work-based apprenticeship routes for new and underrepresented cohorts of learners. This will call for new patterns of apprenticeship delivery, new partnerships and new thinking.
There was some debate at the Economic Affairs Select Committee on this (see above for the rest);
- Willets: Sometimes the higher education debate is just the lightning rod for a debate about what kind of structure we think the British economy should have. The German educational and industrial models are closely linked. In a highly regulated labour market, with a large amount of licence to practise that you need to secure to do a whole range of jobs, and apprenticeship routes into those jobs, and provincial banks funding the companies that protect those jobs—in other words, a much more corporatist model—you can also have a whole series of regulated training routes into specific types of vocational employment.
- Adonis: “…if you are pretty clear what you want to do and which direction you want to go in and it is a commercial occupation, it is better to learn on the job and not accumulate between £60,000 and £100,000 of debt and be less work-ready at the age of 21 than you would be if you started at 18.”
And later on:
- Lord Layard: I should declare that I work in a university, and I know that the rate of return for university education is reasonable, but the rate of return for apprenticeship and further education is generally found to be a lot higher. Is it not peculiar that we have not put more resources and effort into developing that side of it?…Failure to develop the non-university vocational education route, both at lower and higher levels, is a major cause of the inequality of wages in our country. What is being done about the alternative?
- Adonis: I do not think that, somehow, we have a weak apprenticeship stream because we have a strong graduate stream. We have a weak apprenticeship stream because the state has not devoted resources, energy and commitment to creating a strong apprenticeship stream. Many of the countries that have them also have very strong universities. It is not a question of regulation; it is a question of proper funding streams, proper qualification systems and a commitment by employers to foster skills among their workforce, which historically has not happened here.
- Willetts: It is absolutely right that we should promote technical education; we find it in universities, and, by and large, around the world the places that do it well tend to seek university title in the end.
- Paul Johnson: We still do a very poor job for too many young people in vocational education. We need to focus more on apprenticeships. A serious issue is that Governments have tried, to some extent in the past, and have continually failed serially to make changes happen in an effective way. The serious question is why. Is it about political focus? Is it about resource? We certainly put a lot less resource into apprenticeships than we do into the university system.
Widening Participation – Schools
UUK have published Raising attainment through university-school partnerships, a good practice booklet of case studies detailing successful collaborative partnerships between universities and schools to raise pupil attainment and appetite for HE. The case studies are diverse and the booklet concludes that preserving flexibility of arrangements is a key aspect of the sector’s drive to raise standards in schools and remove the attainment gap between advantaged and disadvantaged pupils. Two recommendations are made:
- focus should be on ends rather than means, with great flexibility over how HE can support schools based on local context and need whilst meeting the Government’s objectives
- universities and their school partners need access to information on ‘what works’ – the Evidence & Impact Exchange (proposed by the Social Mobility Advisory Group) would support this by evaluating and promoting the evidence on social mobility, and assisting the direction of future partnerships to support attainment, access and student success
At the UUK Access and Student Success summit on Tuesday a Government representative made clear that broader (and effective) forms of partnership working are welcome but that they expect more universities to be involved in a school sponsorship style model.
Background: In December 2016 the Government made clear that they expected universities to be more interventionist proposing that all universities sponsor or set up a school in exchange for charging higher HE tuition fees. The Schools that work for everyone consultation garnered responses to the Government’s aim to harness universities’ expertise and resources to drive up attainment through direct involvement. (Note: the Government has not yet published a response to the consultation feedback.) When the snap election was announced the school sponsorship agenda featured in the Conservative’s manifesto. However, recently there has been little additional push from Government.
Working quietly in the wings throughout this period, OFFA have been urging institutions to make progress against a more diluted version of the Government’s aim – that universities take measures to support school pupils’ attainment and increase school collaboration through the Fair Access Agreements. In this they are acting on the strategic priorities the Government set out for them (originally in February 2016). While the push from OFFA has been to consider school sponsorship they appear to concur with the sector that this ‘one size fits all’ approach is not appropriate. Furthermore, it may run counter to social mobility objectives as encouraging an institution to focus the majority of its required WP spend on just one local school disadvantages pupils in other schools who will no longer receive the university’s support. This approach has faced much criticism from the education sector and from some MPs.
OFFA’s 2018-19 strategic guidance to institutions: It is now imperative to progress and scale up work with schools and colleges to accelerate the sector’s progress….[we are] asking you to increase the pace and scope of your work with schools to raise attainment, so that the teaching and learning outcomes for schools that work with universities are enhanced. The guidance went on to request detailed information on the specific attainment-focused cohorts, success criteria, and how the work is planned to grow over time.
What will the New Year bring? It seems unlikely that Government intend to drop the school sponsorship agenda. In spring/summer 2018 the Office for Students will come into its full powers, with a new Director, Chris Millward, at the Fair Access helm. We’ll see of this is a priority then.
Office for Students regulatory consultation
Continuing our series of updates on the OfS consultation – three weeks ago we looked at widening participation, this week we look at quality and standards, and protecting students as consumers. This section includes extensive quotes from the consultation document, reordered and edited to make it easier to follow. BU will be preparing an institutional response to this consultation. Policy@bournemouth.ac.uk will work with colleagues across BU and collate our response. (Wonkhe have helpfully grouped them all on one web page)
- Objective 2: all students, from all backgrounds, receive a high quality academic experience, and their qualifications hold their value over time in line with sector-recognised standards
|Consultation question:: Do you agree or disagree that a new Quality Review system should focus on securing outcomes for students to an expected standard, rather than focusing on how outcomes are achieved?
Consultation question:: Would exploring alternative methods of assessment, including Grade Point Average (GPA), be something that the OfS should consider, alongside the work the sector is undertaking itself to agree sector-recognised standards?
The quality conditions are:
- B1: The provider must deliver well-designed courses that provide a high quality academic experience and enable a student’s achievement to be reliably assessed.
- B2: The provider must support students, including through the admissions system, to successfully complete and benefit from a high quality academic experience.
- B3: The provider must deliver successful outcomes for its students, which are recognised and valued by employers, and/or enable further study.
Quality code: “In parallel to this consultation, the UK wide Standing Committee for Quality Assessment (UKSCQA) has issued a consultation on revised expectations for the Quality Code.. The UKSCQA is working to conclude its consultation, and to finalise a revised set of expectations during Spring 2018. ….The new Quality Review system will provide a sound basis for the assessment of the quality and standards conditions, and be able to evolve with the increasing diversity of providers.”
New providers: “To facilitate greater diversity in provision and student experience, the OfS will make it easier for high quality providers to enter the sector. ….The OfS will also reduce the emphasis on a provider’s track record, which risks shutting out high quality and credible new providers.”
Grade inflation: “The OfS will annually analyse and arrange for the publication of information on grade inflation, directly challenging the sector where there is clear evidence of grade inflation”.
It was recently announced that the TEF will also include a new grade inflation metric on the proportion of students awarded different classifications over time. ….The TEF will therefore provider a counterweight to traditional ranking systems, some of which inadvertently encourage grade inflation by giving providers credit for the number of high-class degrees they award without further scrutiny.
A new condition will address this: C1: The provider must ensure the value of qualifications awarded to students at the point of qualification and over time, in line with sector-recognised standards.
Freedom of speech: Much heralded in the press around the launch of the consultation, there is actually very little about this (and it is not mentioned at all in the student summary). There is a lot more detail about the public interest proposal (see the section on the Public Interest Principles below), but this bit is relevant in this context:
- the provider has set up a code of practice to ensure compliance with the statutory duty in section 43 of the Education (No.2) Act 1986 and compliance with any other applicable obligations in relation to freedom of speech
- the provider ensures that its governing documents consider its obligations in relation to freedom of speech, and do not contain any provisions which contradict these obligations
- the governing body abides by its governing documents in practice with respect to any issues around freedom of speech
Objective 3: that all students, from all backgrounds, have their interests as consumers protected while they study, including in the event of provider, campus, or course closure
“Consumer rights are not limited to protecting students from the very worst situations where their provider or course closes entirely. It is also important that students understand what they can expect of their providers in terms of issues such as teaching hours and support available.”
- Condition D: “The provider must be financially viable and financially sustainable and must have appropriate resources to provide and fully deliver the higher education courses as advertised ….and enable the provider to continue to comply with all conditions of its registration.”
- Condition E4: “Providers must demonstrate in developing their policies and procedures governing their contractual and other relationships with students that they have given due regard to relevant guidance as to how to comply with consumer law.”
- Condition G: “The provider must cooperate with the requirements of the student complaints scheme run by the Office of the Independent Adjudicator for Higher Education including the subscription requirements and make students aware of their ability to use the scheme.”
Consumer law: “The provider is expected to submit a short self-assessment, describing how, in developing its policies and procedures governing their contractual and other relationships with prospective students (and relationships once those students have become current students), it has given due regard to relevant guidance about how to comply with consumer law.”
“In terms of the initial students’ contracts and consumer rights registration condition, the OfS will look at steps taken by providers in relation to prospective students i.e. it will look at policies and procedures governing contractual and other relationships with students who are commencing their studies from the academic year 2019/20, ensuring the policies and procedures are sound to govern the contractual and other relationships with those students once they have become current students.”
“The provider’s self-assessment should be accompanied by supporting evidence, demonstrating how it meets the condition. “
“In order to determine whether or not a provider is complying with the students’ contracts and consumer rights registration condition on an ongoing basis, the OfS’s judgement will be informed by the provider’s behaviour, information submitted by the provider, and any other information available to the OfS, such as whistleblowing / public interest disclosure reports submitted to OfS, or information from other relevant bodies, such as OIA, CMA or Trading Standards.”
|Consultation question: Do you agree or disagree that a student contracts condition should apply to providers in the Approved categories, to address the lack of consistency in providers’ adherence to consumer protection law?|
Student transfer: “Students should have, and be aware of, the option to transfer. For individual students, like the new parent changing to a part-time course so they can spend more time with family, or the carer who needs to move to another part of the country, but doesn’t want to give up their studies, transfer has the potential to improve their lives dramatically. For students collectively, the availability of student transfer empowers choice and helps drive competition. The OfS will work to ensure students are able to transfer fluidly within and between providers wherever it best meets their needs and aspirations.”
Condition H: “The provider must publish information about its arrangements for a student to transfer. If the provider lacks such arrangements, it must explain how it facilitates the transfer of a student.”
“The OfS will monitor whether providers have procedures in place to facilitate student transfer, along with information about students transferring into courses delivered by their institution …The OfS will use this reporting to raise the profile of student transfer for students, and highlighting successes, best practice, and areas where further work is needed for providers. If necessary, the OfS will go further to promote student transfer and raise awareness among students to help individuals make the choices that are right for them, or even commission research into the means by which transfer could be most effectively encouraged.”
|Consultation question: Do you agree or disagree with the proposed general ongoing registration condition requiring the publication of information on student transfer arrangements? How might the OfS best facilitate, encourage or promote the provision of student transfer arrangements?|
Student protection plans
“The OfS will be a market regulator, and as such it should not have to be in the business of having to prop up failing institutions, and neither should Government. The possibility of exit is a crucial part of a healthy, competitive and well-functioning market, and such exits happen already – although not frequently – in the higher education sector.”
“However, the OfS’ regulatory framework, and in particular the financial viability and sustainability condition and the OfS’s early warning approach to monitoring, are designed to prevent sudden and unexpected closures. This does not mean departmental, campus or even institutional closures will never occur. Higher education providers are autonomous institutions, and as such are entitled to make their own decisions about any future business model or viability of any particular course or subject.”
“The OfS’ interest is in ensuring that such changes and closures do not adversely affect students and their ability to conclude their studies and obtain a degree. This is why it will be a registration condition for all providers in the Approved categories to have an agreed student protection plan in place (see condition F) – the core purpose of which will be ensuring continuity of study.”
Condition F: “The provider must have in force a student protection plan which has been approved by the OfS (which sets out what actions they will take to minimise any impact on the students’ continuation of study should the provider discontinue the course, subject, discipline or exit the market completely) and the provider commits to taking all reasonable steps to comply with the provisions of that plan.”
“Student protection plans will set out what students can expect to happen in the event of course, campus or department closure, or if an institution exits the market. The plans must be approved by the OfS, and be easily available to current and prospective students. Providers with a low risk of unplanned closure would be required to have light-touch plan “
“Any measures must be feasible and practicable, and be backed up by clear implementation plans. When agreeing SPPs with the OfS the provider may be expected to provide some sort of reassurance on the financial position, which may include additional measures such as financial guarantees, or escrow type arrangements where a higher risk of market exit specifically is identified.”
Electoral registration – The HERA included a provision that the OfS could require providers to take steps to facilitate electoral registration. This is a provider level requirement that does not fit easily under the headings. The consultation says that:
“A healthy democratic society is one which has social justice at its heart. It is also dependent on the active participation of its citizens. The Government is, therefore, committed to helping ensure that everyone who is eligible to vote is able to do so, including students. However, people cannot vote until they have registered to vote and higher education providers have a major part to play in achieving this.“
“The condition will require higher education providers to cooperate with EROs, in accordance with such steps as the OfS considers appropriate. The Secretary of State will issue guidance under section 2(3) of HERA…subject to the outcome of this consultation, we expect this Ministerial Guidance is likely to:
- reinforce the requirement for higher education providers to co-operate with EROs’ requests under Regulation 23 of the Representation of the People (England and Wales) Regulations 2001 for information on students for the purposes for electoral registration. We want providers to understand that they have a legal obligation to co-operate with these requests
- include a direction for higher education providers to work in partnership with their local electoral services team to actively promote electoral registration amongst their student populations”
“The Government proposes to review and evaluate the overall effectiveness of this condition, once it has been implemented over a sufficient period to facilitate the gathering of appropriate data in terms of numbers of students who have registered. The evaluation will examine how effective the condition has been at helping increase successful applications from students to join the electoral register. “
More to follow on other aspects of the consultation
Brexit – Parliamentary Question
Q – Dr Matthew Offord: What assessment he has made of the capacity within UK universities and research institutes to continue to investigate the European geo-political area after the UK leaves the EU.
A – George Eustice: The Department has made no such assessment but the Prime Minister explained in her Florence Speech that the UK will continue to take part in those specific policies and programmes which are greatly to the UK and the EU’s joint advantage, such as those that promote science, education and culture.
Advertising Standards: The Advertising Standards Authority (ASA) has upheld disputes with six universities claiming to be top or within a top percentage for student satisfaction, graduate prospects, academic discipline, and global or national ranking. Leicester, East Anglia, Strathclyde, Falmouth, Teesside and the University of West London have all been instructed to remove their misleading content. The ASA has stated universities should substantiate such comparative statements by ensuring that the data behind the claim is sufficiently robust and can stand up to impartial interrogation. New guidance for universities on the required standards has been published here.
Wonkhe have a guest blogger, Charles Heymann, who argues for universities to radically rethink their marketing straplines focusing on the institution’s values.
It remains to be seen if the ASA decisions, which threaten all top claims, will affect the sector’s preoccupation with rankings or influence student and parental opinion of the validity of such rankings.
Undergraduate employment: The Office for National Statistics has been researching undergraduate students’ employment whilst studying. In 2014/15 72.7% of students were in paid employment. Interestingly the South West had the highest employment percentage (77.6%) and London the lowest. Particularly notable for BU is that in East Dorset 9 out of 10 students were counted within the employment figures.
Konfer: This week saw the official launch of phase 2 of Konfer – a collaborative initiative from the National Centre for Universities and Business, the Research Councils, and HEFCE. It aims to open up research, researchers, and services within UK universities to businesses and other organisations looking for collaboration or new ideas, and to translate the research into jobs, innovation and economic growth. Described as ‘Google meets LinkedIn for university collaboration’ it utilises a search facility (search for an expert, a paper, a piece of equipment, a business or charity partner) to connect with the supplier.
David Sweeney, Director of Research and Knowledge Exchange at HEFCE and Executive Chair Designate of Research England, said: “konfer promotes stronger commercialisation, business and policy links and wider societal engagement with publicly funded research. It opens out what universities and research institutes do to a wider audience and I’m delighted to see it reaching full launch stage following development work with universities and businesses of all sizes.”
BU’s Research and Knowledge Exchange Office engaged with Konfer during its early development and continue to develop our involvement.
Immigration: The Home Office has doubled the number of Tier 1 visas, available to those with exceptional talent or promise in the technology, arts, creative and sciences industries. Two thousand visas will now be made available for those endorsed by Tech City UK, the Arts Council of England, the British Academy, the Royal Society or the Royal Academy of Engineering. (WONKHE)
Policy Research Principles: The National Audit Office (NAO) has published their review Cross-government funding of research and development concluding that a more joined up approach is needed for some science based cross-departmental research areas within leadership, research principles and coordinated, prioritised funding arrangements. It concludes that BEIS and UKRI will play leading roles.
“Government needs a coherent view of the UK’s research strengths relative to other nations and analysis of funding in key areas of research, so that it can prioritise areas where activity is lagging behind and ensure the UK is investing in the right areas…there is a risk that funders do not have coherent data across research areas on capability, funding gaps, or outcomes of research and development to inform decisions on national priorities and strategic direction..” (Amyas Morse Head of NAO)
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JANE FORSTER | SARAH CARTER
Policy Advisor Policy & Public Affairs Officer
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We know that public health works and thinks long-term. We’ll typically see the population benefits of reducing health risks such as tobacco use, obesity and high alcohol intake in ten or twenty years’ time. But we often forget that preceding public health research into the determinants of ill health and the possible public health solutions is also slow working. Evidence-based public health solutions can be unpopular with voters, politicians or commercial companies (or all). Hence these take time to get accepted by the various stakeholders and make their way into policies.
I was, therefore, glad to see that Scotland won the Supreme Court case today in favour of a minimum price for a unit of alcohol. As we know from the media, the court case took five years. Before that the preparation and drafting of the legislation took years, and some of the original research took place long before that. Together with colleagues at the Health Economic Research Unit at the University of Aberdeen, the University of York and Health Education Board for Scotland, we conducted a literature review on Effective & Cost-Effective Measures to Reduce Alcohol Misuse in Scotland as early as 2001 . Some of the initial research was so long ago it was conducted for the Scottish Executive, before it was even renamed the Scottish Government.
Prof. Edwin van Teijlingen
Research started years ago! Ludbrook et al.(2002) Effective & Cost-Effective Measures to Reduce Alcohol Misuse in Scotland: Lit Review, HERU, Univ. of Aberdeen. [ISBN: 0755932803] http://www.gov.scot/Resource/Doc/1124/0052548.pdf
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.
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.
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.
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 firstname.lastname@example.org
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 email@example.com or firstname.lastname@example.org.
The Ageing & Dementia Research Centre (ADRC)’s Prof Jane Murphy and Joanne Holmes presented their research impact findings on Nutrition and Dementia Care at the National 12th UK Dementia Congress on 8th and 9th November 2017. The outputs of the research are a toolkit of education and training for nursing and care staff (http://www.bournemouth.ac.uk/nutrition-dementia). To date the research evaluation (using a combination of questionnaire and interviews) has demonstrated highly positive feedback that includes ways to change practice to improve person-centred nutritional care. At the conference there were a wide range of presentations with focus on topics including aspects of training, delivery of care, seldom heard voices, design and technology, human rights aimed at carers and across care homes, hospitals, home care and migrant communities. Health Education England (HEE) also had a poster presentation that highlighted the work the ADRC have undertaken using DEALTS 2 (Dementia Education And Learning Through Simulation 2) programme as a train the trainer programme to all 13 HEE regions across England.
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.”
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.
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
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.
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
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!)
To subscribe to the weekly policy update simply email email@example.com
JANE FORSTER | SARAH CARTER
Policy Advisor Policy & Public Affairs Officer
Follow: @PolicyBU on Twitter | firstname.lastname@example.org