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December 10, 2020

HE Policy Update for the w/e 10th December 2020

COVID-19, ECR Network, innovation, international, NHS, open access, parliament, PG research, policy, Research news, Student Engagement jforster

We’re awash with experimental statistics this week! So far it looks as though Covid hasn’t resulted in mass (early) drop outs. There’s more detail on the Lifetime Skills Guarantee and the Education committee has been grilling the Minister on exams.

Sustainability

The Higher Education Policy Institute (HEPI) has published a report Beyond business as usual: Higher education in the era of climate change

The paper describes how four areas of activity for universities:

Redesigning the day-to-day operations of universities and colleges to reduce emissions, nurture biodiversity and adapt to the impacts of a changing climate;
Reinvigorating the civic role of institutions to build ecologically and socially resilient communities;
Reshaping the knowledge structures of the university to address the interdisciplinary complexity of climate change;
Refocusing the educational mission of the institution to support students to develop the emotional, intellectual and practical capacities to live well with each other and with the planet in the era of climate change

And the paper recommends that universities and colleges should:

reconfigure their day-to-day operations to achieve urgent, substantial and monitored climate change mitigation and biodiversity enhancement action in accordance with Paris climate commitments and the Aichi biodiversity targets.
develop a clear operational plan for implementing climate change adaptation measures developed in partnership with local communities.
develop an endowment, investment and procurement plan oriented towards ecological and economic sustainability.
develop a civic engagement strategy that identifies how to build stronger partnerships to create sustainable futures.
explore how they can rebalance their educational offerings to support older adults transitioning away from high-carbon forms of work.
examine the institutional barriers – historic, organisational, cultural – to building dialogue across disciplines and with knowledge traditions outside the university and establish the institutional structures and practices needed to address these barriers.
initiate an institution-wide process to bring together staff and students to develop programmes that are adequate to the emotional, intellectual and practical realities of living well with each other and with the planet in the era of climate change.

Three proposals are made for nationwide interventions that will actively support the proposals above:

The Business, Energy and Industrial Strategy Research Roadmap (in partnership with devolved administrations) should establish a ‘moonshot’ research programme oriented to ensuring that all university and college operations in the UK (including academic and student travel) have zero carbon emissions by 2035, with a 75 per cent reduction by 2030; www.hepi.ac.uk 11
A £3 billion New Green Livelihoods programme should be established to support educational activities that will enable debt-free mass transition of older adults from carbon-intensive employment towards creative sustainable livelihoods;
The year 2022 should be designated a year of ‘Sustainable Social Innovation’ involving a programme of mass public education, in partnership between the BBC, universities and colleges and the Department for Business, Energy and Industrial Strategy; this should engage over two million people in collective learning for the changing conditions of the climate change era.

Research Professional cover the story:

The Higher Education Statistics Agency publishes climate data and, as we covered earlier this year, there has been a steady reduction in university-created carbon emissions since 2017-18—although more than 20 higher education institutions have recorded an increase during that time (they are listed here, if you’re curious).
The People and Planet campaign group, which somewhat glibly ranks universities by how green they are, has also put pressure on universities—particularly with its work on fossil fuel divestment and its criticism of the recently announced (and no doubt well-intentioned) Climate Commission for UK Higher and Further Education Leaders.

Research

Innovation Catapults

The Lords Science and Technology Committee ran two sessions into their inquiry on The contribution of Innovation Catapults to delivering the R&D Roadmap. The second session also covered the performance of the Catapult network in the context of various performance reviews and how Catapults might evolve going forward. Dods have summarised the key discussions from the two sessions here.

Research Repository

Dods report that Jisc have launched

a new multi-content repository for storing research data and articles that will make it easier for university staff to manage the administration around open access publishing.
…it will allow institutions to meet all Plan S mandatory requirements and other funder and publisher mandates for open scholarship.
Developed with input from the research sector, the research repository allows institutions to manage open access articles, research data and theses in a single system.
The research repository is a fully managed ‘software-as-a-service’ provision, which is hosted on a secure cloud platform. Included in the service is an in-built ‘FAIR checker’ to make sure research data is ‘findable, accessible, interoperable and reusable’.
Jisc also offers research systems connect, a preservation service and research repository plus: a single service to manage, store, preserve and share digital research outputs.

Net Zero: The Royal Society has a new report on the planet and digital technologies. It finds that digital technologies such as smart metres, supercomputers, weather modelling and artificial intelligence could deliver nearly one third of the carbon emission reductions required by 2030. The report makes recommendations to help secure a digital-led transition to net zero, including establishing national and international frameworks for collecting, sharing and using data for net zero applications, as well as setting up a taskforce for digitalisation of the net zero transition

Tech industry warns of impact of Covid-19 on R&D activity: techUK have attracted attention through the written evidence they submitted to the House of Commons Science and Technology Committee inquiry on the role of technology, research and innovation in the Covid-19 recovery. techUK stated that technology, research and innovation organisations had to find new ways of interacting, engaging and working with its staff, customers, and partners during the pandemic. They also:

identified barriers to the commercial application of research that have emerged from the crisis, particularly in sectors where firms have had problems accessing study participants for clinical trials or market research
outlined a number of short-term measures the government’s R&D roadmap could take to support research and innovation, including long-term investment in key computing infrastructures and more adaptable and flexible funding support

Open Access Switchboard: Dods report that UKRI, Wellcome and Jisc are among the first organisations supporting the establishment of a new body called Open Access Switchboard. The switchboard will help the research community transition to full and immediate open access and simplify efforts to make open access (OA) the predominant model of publication of research.

PhD Students: UKRI have issued a response to the UCU open letter on treatment of UKRI funded PhD students. Full response letter here. UKRI state they tried to balance a range of factors in developing their policy of support but had to make difficult decisions in the circumstances. They reiterate the financial resources made available, and explain the rationale of their decisions.

Ageing: From Wonkhe: UK Research and Innovation has relaunched the Health Ageing Catalyst Awards, with help from venture capital firm Zinc, to help researchers commercialise work around the science of longevity and ageing. Researchers can apply for up to £62,500, as well as coaching and mentoring over a nine-month period, with a series of workshops beginning in January 2021.

REF Sub Panel: Research Professional write about the announcement of the REF sub-panel appointees.

More than 400 academics have been picked to sit on the Research Excellence Framework 2021 assessment sub-panels.
The sub-panels will assess submissions between May 2021 and February 2022, working under the four main panels that oversee the process and sign off the final recommendations from the sub-panels to be used in the REF.
The REF team said the new sub-panel members “include leading researchers from across a range of universities in the UK and beyond, and experts in the use and benefits of research who will play a key role in assessing the wider impact of research”.
The new appointments bring the total number of panellists, including observers, on the main and sub-panels to 1087. Some further appointments are still to be made, filling remaining gaps in expertise.
The sub panel is expected to recognise the calls for more diversity among panel members

Lifetime Skills Guarantee

Education Secretary Gavin Williamson has announced further detail on the Lifetime Skills Guarantee which will support adults aged 24+ to achieve their first full level 3 qualification (i.e. a technical certificate or diploma, or full A levels) from April 2021. The list of qualifications available under the Guarantee is here including engineering, healthcare and conservation and is expected to flex to meet labour market needs. Awarding organisations, Mayoral Combined Authorities and the Greater London Authority will be able to suggest additions to the list.

The Lifetime Skills Guarantee also includes the Lifelong Loan Entitlement which will provide set funding for people to take courses in both FE colleges and universities at their own pace across their lifetime. (I.e. if you use it all at once that was your bite of the cherry.) The Government say the funding will allow providers to increase the quality and provision of their own offer, as well as directly benefiting individual learners.

The Written Ministerial Statement on the Lifetime Skills Guarantee is here.

International

The Office for Students has updated advice on student visas for international students.

Admissions – Exams

Exams cancelled: Scotland have cancelled their 2021 Higher and Advanced Higher (A level equivalent) exams. Pupils will now receive grades based on teacher assessments of classroom work throughout the year. With Wales having cancelled their exams too renewed noise has erupted over the DfE’s stance for England to continue with exams in the revised format. Questions are raised over whether, with some nations shunning and some taking exams, whether it creates a level playing field for universities admissions. However, the minister for school standards rejected this in Tuesday’s Education Committee session stating that universities were experienced in managing different qualifications from across the world as well as the UK. And as such universities are well placed to ensure equitable decisions regarding places even with differing exam regimes across the UK.

During the first session of the Education Committee meetings on Tuesday Glenys Stacey (Ofqual) responded to the Committee’s concerns of exam grade hyperinflation stating that universities would be able to manage the rise in higher grades through their admissions processes and that the OfS would monitor for fairness.

Exam petitions: If you have a particular interest in following the exams news there was a Westminster Hall debate covering the covid-19 impact on schools and exams and it also considered all four petitions on the matter:

Education Committee: The Education Committee has released 3 letters. The first two are from Gavin Williamson responding to Committee requests on the 2020 exams issues (or rather maintaining his original position and not supplying further information). The third from Committee Chair Robert Halfon trying to obtain the requested information.

Sticking to his guns
Not sharing too much info
And the follow up from the Education Committee stating they still hadn’t received the requested paper

The issue of not sharing information was raised during Tuesday’s Education Committee session too – the Civil Service got the blame. Robert Halfon (Committee Chair) stated the Secretary of State for Education, and the Minister for School Standards, had undertaken to provide the committee with departmental documents pertaining to the school examinations matter and questioned why those documents had not yet been provided.

Nick Gibb, Minister for School Standards, responded that the department intended to be as open and transparent as possible, and had offered to provide summaries of the various meetings that had taken place over the summer and were relevant to the committee’s inquiry. The difficulty with providing further internal documentation, however, related to the privacy of civil servants and the principles of how the civil service operated.

Mearns (a Committee member) raised concerns that the department appeared to be hiding issues that they did not want the committee to know about – Gibb rejected this. He reiterated that the civil service operated on principles that had to be protected and that within those constraints the department would seek to meet the committee’s requests.

Dods have provided a summary of the Education Committee session here.

Grades: Wonkhe have a new blog: We’re used to arguments about how reliable predicted grades are, but how reliable are actual grades? Dennis Sherwood introduces the disturbing truth that in some A level subjects, grades are “correct” about half of the time.

Other Admissions methods: Wonkhe on A level exams:

The commonly cited idea that “everybody else does post-qualifications admissions” is a little misleading. What stands out for us is the absence of high stakes examinations in the years before university study. The dominant model is one that takes into account all of a person’s performance in the final years at school – centre assessed grades, in other words. Couple this with a less stratified higher education sector, and a dominant regionality, and things look very different from what we know in the UK.
The existence of the A level as a totemic “gold standard”, and the peculiarly British hang-up around comparative provider status, means that the UK will always be an outlier. But there is a lot we can take away from understanding how things work elsewhere, and there would be a case for lowering rather than raising the exam stakes in our existing system.

Last week the policy update showcased how Ireland and Australia do admissions. Here are the versions from Finland and Canada.

NSS Review

Wonkhe remind us that the OfS are due to report on the first phase of the review of the National Student Survey before January. Wonkhe say: The English regulator is hampered by the fact that the NSS is a UK-wide initiative, and the unique political pressures that drove the Department for Education to act do not apply in Wales, Scotland, and Northern Ireland. But the latter two nations are not represented on the NSS review group – neither are current students.

And they have a blog – Gwen van der Velden, who was on the group that reviewed the NSS in 2017, fears that this years’ expedited and politicised review could do lasting damage to a sector that is well aware of the value of the survey: A shortened review, done in difficult times, and without proper representation on the review panel will not improve the National Student Survey, says Gwen van der Velden.

Graduate Outcomes

Prospects & Jisc published What do Graduates do? It draws on the HESA Graduate Outcomes 2017/18 data which surveys first-degree graduates 15 months post-graduation. There is a wealth of information in the report which there isn’t the space to do justice to here, including individualised breakdowns for the major study groupings.

The majority of graduates were employed 15 months after graduating
5% were unemployed and looking for work
8% of employed graduates were in a professional-level job
66% went to work in their home region of the UK
12% of graduates were in further study
The average salary for graduates who went straight into full-time employment in the UK was £24,217

The report also includes insights from careers experts across a variety of sectors and subjects. And page 11 looks at understanding graduates feeling through data – and has some interesting insights at subject level. Below we cover OfS’ interpretation of the data generalised to the whole student population below. The value for money section is worth a read too (page 12), here’s a teaser:

The term ‘value for money’ hasn’t so much crept into higher education discourse in the past few years as waded right in and sat itself at the top table.
… So, it would appear at first glance that the graduate voice does start a new narrative to what has been arguably an over-metricised scrutiny of graduate destinations. It demonstrates a real opportunity to draw a subjective narrative of value and success to our understanding of what our graduates progress into. The question remains to what extent such rich information will be utilised across the sector to reinvent how we project the value of higher education for our prospective students. Building a true graduate voice of value and success has to count for something – and why shouldn’t it?

Wonkhe have a blog – Charlie Ball looks to the latest graduate outcome data to tell us whether graduates can expect improved prospects next year.

Graduate Wellbeing: OfS published a summary on the wellbeing of graduates 15-months post-graduation, as reported in the Graduate Outcomes survey, actual data available here. Here are some of the findings:

Graduates rated their life satisfaction and happiness less highly than the general population.
Graduates were more anxious than the general population, with those who had previously studied full-time reporting the most anxiety.
Out of all graduates, those who were unemployed were the least satisfied with their life, had the lowest level of feeling that the things they do in life are worthwhile, and were the least happy. Those who were unemployed were also the most anxious.
In general, older graduates were more likely to score highly for life satisfaction, the feeling that things done in life are worthwhile and happiness than younger ones.
Those graduates who had reported a mental health condition during their studies were more anxious than those who had not.
Female graduates reported higher life satisfaction, the feeling that things done in life areworthwhile and happiness than men, although women were more anxious.

Note – All findings are based on the proportion of graduates scoring ‘very high’ for life satisfaction, feeling the things done in life are worthwhile and happiness, and the proportion of graduates scoring ‘very low’ for anxiety.

Student Covid Insights Survey

The Office for National Statistics (ONS) published experimental statistics from a pilot of the Student Covid Insights Survey (conducted November 2020), which aimed to gather information on the behaviours, plans, opinions and wellbeing of HE students in the context of the pandemic. Key findings:

An estimated 56% of students, who live away from their home (usual non-term address), plan to return home for Christmas.
Of those who responded, more than half (57%) reported a worsening in their mental health and well-being between the beginning of the autumn term (September 2020) and being surveyed.
Students are significantly more anxious than the general population of Great Britain, with mean scores of 5.3 compared with 4.2 respectively, (where 0 is “not anxious at all” and 10 is “completely anxious”).
Student experience has changed because of the coronavirus; considering academic experience, 29% of students reported being dissatisfied or very dissatisfied with their experience in the autumn term.
Over half (53%) of students reported being dissatisfied or very dissatisfied with their social experience in the autumn term.

Access to the data is from this webpage. On Wonkhe: Jim Dickinson says “they were promised blended. They’re not getting it.”

Student Transfers

The OfS have released experimental statistics on student transfers (students transferring course or institution). When analysed by student characteristics some familiar themes emerge. You can read the full report here.

In 2017/18 full time first degree students:

5% transferred internally (same provider) with credit
5% transferred to a different provider with credit
Students tend to transfer (with credit) after their first year, less transfer at the end of year 2. However, of those that do 0.2% transfer externally, 0.1% internally.
Students who want to change course without credit may have to restart a course. For students studying at the same provider, there is more than triple the number of students who restart a different course without carrying credit (1.7%) than students who transfer to a different course with credit (0.5%).
Moreover, this gap has been increasing across time as the proportion of students who restart increases and the proportion of students who transfer decreases.
At a new provider 1% of students who studied the same subject did not carry credit, those with credit studying same subject area (0.4%).

Age group and underrepresented neighbourhoods (POLAR4): Students from the areas of lowest higher education participation (POLAR4 quintile 1) were the most likely to transfer without credit. The most underrepresented students studying at the same provider were more likely to restart their course (4.7 per cent) than more represented students (3.1 per cent of quintile 5 students).

Ethnicity: Black students are the ethnic group most likely to start again when studying the same course at the same provider or the same subject area at a different provider. 9.1 per cent of black students restart the same course, and 2.0 per cent repeat their year when moving to a different provider.

Entry qualifications: Students with BTECs as their main entry qualification are the group most likely to restart a course at the same provider (2.5 per cent on a different course and 7.2 per cent on the same course). They are also the least likely to transfer internally with credit (0.4 per cent).

Sex: Male students are more likely to transfer within a provider than female students. However, male students transferring to a different provider are more likely to carry credit in a different subject area, but less likely to do so in the same subject area.

Disability: Students with a reported disability studying at the same provider are more likely to change course than students with no reported disability. Similar proportions of students with and without a reported disability transfer to a different provider.

Sexual orientation: LGB students are more likely to restart in a different course without credit, and students with other sexual orientation are more likely to restart the same course without credit than heterosexual students.

Care experience: Students who have been in care are more likely to restart their original course or a different course at their provider than other students. For students studying at a different provider, a higher proportion of care experienced students have to start from the beginning, whether or not the subject area was different.

January return

iNews questions whether students will follow the guidelines to stay away from their accommodation until their later January return date without rent refunds. NUS president Larissa Kennedy said: If students are advised not to be in their accommodation from December – February, then the Government must put up more money to support student renters who will be paying hundreds or thousands of pounds for properties they are being told not to live in for months. Students are already struggling to make ends meet without having to line the pockets of landlords for properties they should not use on public health grounds.

Wales and Scotland have also announced the staggered return for students in January.

Student Withdrawals – no Covid effect…yet?

At the end of last week the Student Loans Company published ad hoc experimental statistics on early-in-year student withdrawal to meet the significant public interest in this data in order to contribute towards an understanding of how the COVID-19 pandemic may be impacting students. It covers withdrawals up to 29 November of each year.

SLC has not seen any increase in student withdrawal notifications for the purpose of student finance in this academic year, compared to the previous two years. SLC go on to note it was actually slightly lower in 2020 than in previous years.

However, a caveat:

The irregular start to AY 2020/21 caused by the COVID-19 pandemic has included a number of courses starting later than in previous years, some universities extending the ‘cooling off’ period before the student becomes liable for tuition fees and, more generally, an increase in the potential for administrative disruption. It is possible these irregularities may have resulted in HEPs providing withdrawal notifications to SLC later. Therefore, while the two previous years’ data has been provided for comparison, any conclusions should be made with caution noting the irregularities of this academic year and the early in-year nature of the data sets.

SLC’s analysis is available here. Wonkhe have two related blogs:

New data from SLC shows non-continuation for this term is in line with previous years. David Kernohan thinks there may be more.
In designing student engagement and retention strategies, don’t overlook the role students can play. Gary Guadagnolo breaks down the common attributes of effective peer support schemes.

Access & Participation

HEPI published a new blog – Widening participation for students with Speech, Language and Communication needs in higher education.

It is reasonable to ask why policy should fund widening participation for this group. One answer for this would be that there is a strong link between communication skills and social disadvantage. Factors such as being eligible for free school meals and living in a deprived neighbourhood mean children are 2.3 times more likely to be recognised as having an SLCN. In deprived areas 50 per cent of children start school with delayed language skills. Shockingly, the vocabulary level of children at age five is the best indicator of whether socially deprived children would be able to escape poverty in their later adult life.
Just 20 per cent of pupils with SLCN achieved 5+ GCSEs at grades A* to C including English and Mathematics. This compares to 70 per cent of pupils with no identified special educational needs (SEN) – an attainment gap of 50 per cent.
When asked about what higher education settings can do to widen participation, Nicole [a speech and language therapist] stated:
“When it comes to participation I would say that staff need to know their students’ needs. If they know how students respond and how best they work (need for repetition, visual support, verbal support, 1;1 support) then they can make education more accessible.
Training is important and so is advocacy. Even if universities know how to support students, they also need to advocate and speak up for them! They can’t always do that for themselves which often means that they don’t get what they need and end up in challenging situations.”
There is much that higher education institutions can do but they need to be properly supported by the Government to provide these early interventions that are necessary. Underfunding is a huge issue for those with SLCN and waiting lists ‘are now almost exceeding 18 months’.
With specialised funding into primary level institutions, participation is likely to widen in universities as more students will have been diagnosed and received crucial interventions at an early age when these are most effective. Support post-secondary will help bridge the gap between compulsory education and higher education. This will assist students with SLCN to still receive support in a new environment when facing different scenarios. Finally, awareness and training of staff in higher education will help induce an inclusive atmosphere – one in which some students no longer need to bend to fit an archaic system.

Inquiries and Consultations

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

Other news

DfE: Susan Aclan-Hood has been confirmed as the Permanent Secretary for the DfE, after a short stint as the “acting” head of the Department in Whitehall.

Environment: Dame Glenys Stacey has been selected as the Government’s preferred candidate to become the Chair of the Office for Environmental Protection.

Nursing shortages: The Health Foundation has published a report on nursing shortages. Excerpts:

There has been some growth in the nursing workforce in recent months, in part as a result of rapid scaling up to meet COVID-19-related surge capacity, but concerns regarding shortages remain.
The current profile of the NHS nursing workforce is characterised by significant vacancies across the workforce. These vacancies are more noticeable in some specialties (eg learning disabilities and mental health) and some geographic regions (eg London).
The four domestic supply routes into UK nursing are markedly different in current volume, and in terms of scope for rapid scaling up.
The main route is the undergraduate entry to a university degree course. This inflow has grown significantly this year (by about 20%) but has a 3-year time lag between entry and qualification and has capacity constraints, along with concerns about clinical placement requirements.
The second route, via the 2-year graduate entry (accelerated) programme is smaller in number but has been identified as having scope for increase.
The third domestic route is the apprenticeship scheme, which is relatively new and reportedly has funding constraint issues, but is now receiving some additional funding. The nursing associate route is the most recent, is growing in numbers and has scope for bridging to an undergraduate nursing course.
The other source of new nurses is international recruitment… An examination of recent trends highlights a significant growth in recruitment from non-EEA countries, and an upward trajectory of active recruitment, with policy changes and NHS funding allocated to support further increases. It is apparent that international recruitment, currently constrained by COVID-19, and potentially facing change driven by the post-Brexit immigration system, will be a critical determinant in the NHS meeting the 50,000 target.

A parliamentary question confirms there are no plans to reintroduce paid contracts for student nurses on placements in NHS hospitals.

The House of Commons Library has published a research briefing on student loans. These are always interesting reminders and usually suggest a question or two from MPs and maybe an upcoming discussion.

Naughty or Nice? Finally, for a little light-hearted relief as we move closer to the Christmas break Opinium polling (page 8) tells us who the nation expects to be on Santa’s naughty and nice list:

Christmas closure

We’ll deliver a light touch policy update (key news only) a little early next week to help you remain up to date as the university moves towards the Christmas closure period.

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December 8, 2020

Dr. Anna Feigenbaum delivers keynotes on Data Storytelling and COVID-19

Awarded & submitted bids, BU research, conferences, COVID-19, ESRC, Featured academics afeigenbaum

Sketchnote illustration of Dr. Feigenbaum’s keynote address.

illustration by Alexandra Alberda (comic script by Anna Feigenbaum, Alexandra Alberda and Yazan Abbas)

On The 27th of November 2020, Dr. Anna Feigenbaum presented a keynote presentation at the Data Storytelling Symposium hosted by the Data Stories project at Kings College London. She delivered her keynote address on Humanising Data Stories to a webinar audience of over 400 registered participants. Arising from work co-created with colleagues and PhD candidate Alexandra Alberda, the presentation explored techniques for telling more empathetic and effective stories both with and about data. Highlighting the ‘statistical chaos’ of COVID-19, Dr. Feigenbaum’s presentation showcased both her own comics collaborations with research illustrator Alexandra Alberda, as well as work of other comics artists and illustrators, both amateur and professional. This keynote was part of a series of talks and workshop Dr. Feigenbaum and Alberda have given over the past few months, including participation in the ESRC Festival of Social Science and a keynote at BU’s EdD conference, as well as international conferences IGNCC and ISPIM and most recently the Coronavirus, statistical chaos and the news event co-hosted by Bournemouth University, the Royal Statistical Society and the Association of British Science Writers on December 4, 2020.

Part of the _coronadiary project on instagram. Illustrations of composite characters drawn from participant experiences.

Dr. Feigenbaum joined a prestigious line-up of science journalists and academic experts, sharing pilot research that forms part of her upcoming UKRI/AHRC COVID-19 Rapid Response grant project on ‘COVID-19 Comics’. This project aims to enhance the role that comics can play in public health messaging through an analysis of the content, circulation patterns and social media engagement of webcomics about COVID-19. Dr. Feigenbaum leads a team of BU colleagues and partners as PI, alongside Alexandra Alberda, Professor Julian McDougall, Dr. William Proctor and Dr. Sam Goodman. Project partners are Public Health Dorset, the Information Literacy Network and the Graphic Medicine Collective. To find out more about this work or about hosting a data storytelling workshop for your project team, contact afeigenbaum@bournemouth.ac.uk.

November 25, 2020

Virtual Coffee with IMSET

BU research, innovation, Research news Theresa

Thank you to those who attended the IMSET launch last week. We hope that you now have a better idea of who we are and what we are aiming to do.

As a follow-up, we will be holding a ‘virtual coffee with IMSET’ on Monday 30th November between 3.00pm and 4.00pm to enable more informal chat and discussion. We do hope you can make it.

Please contact SIA@bournemouth.ac.uk if you’d the meeting details.

June 26, 2020

InnovateUK Smart Grants – Internal Deadlines

Funding opportunities, Industry collaboration, innovation, pre-award Alice Brown

The next round of the Innovate UK Smart grant call currently has a submission deadline of 26 August 2020 at 12 pm noon. Innovate UK will officially open this round in August 2020. This early heads-up from us will give you more time to confirm your partnerships with potential Business Leads.

Due to the volume of bids that are received by RDS in every round, the internal deadlines will be strictly applied to ensure that the pre-award team can provide all interested academics with optimal support in a timely manner.

Innovate UK has provided generic guidance for applications to this call. Previous specific guidance for the last round will assist in preparing for the up-coming round.

Timeline

Currently, the call closes at 12.00 noon pm on 26 August 2020.

29 July: Intention to Bid forms and a draft application or project summary to be submitted to your Faculty Funding Development Officer (FDO) – this is 4 weeks before the deadline.

5 August: Costing to be finalised and an updated, complete draft application to be sent to FDO for internal approvals process.

19 August: PI to upload all required attachments and submit on Je-s.

19 – 26 August: PI and FDO to work on final checks of the Je-s application to get it submission-ready.

26 August: Latest time to submit is 12.00 noon on this date.

Where ITB forms are received after 29 July 2020, they will be moved automatically to the next round or alternatively, RDS will work with you to find another funding opportunity.

If you have any queries, please contact Ehren Milner, the Research Facilitator for Industrial Collaborations.
Note: If InnovateUK changes the publicised submission deadline, we will update our internal deadlines in this Blog.

June 10, 2020

Looking through the lens of Covid-19 at student risk management practice in HE

COVID-19, Student Engagement aeast

Earlier this year the International Journal for Creative Media Research (IJCMR) published a journal article by Annie East, Deputy Head of Media Production Department at BU, on ways students make meaning of the risk assessment process on their undergraduate filmmaking degree. Based on Annie’s doctoral pilot study findings, this article, whilst written in a pre-covid19 environment, has 5 areas for consideration of health and safety going forward in a Covid-19 student fieldwork context. Below Annie considers how we conceive health, safety and risk before outlining 5 points.

What is safe? The social construction of safety

Safety is a subjective, constructed and socially derived notion. The Health And Safety Executive literature does not define what safety is, leaving companies and organisations to interpret or translate how that applies to their practices. Similarly risks are ‘selected’ and ‘risk is only what people choose to say it is.’ As for health, we follow current advice in how to understand what is ‘good health’.

To give more clarity we could consider the terms ‘health’ and ‘safety’ from within the industrial context in which they are being used. Since my research is about filmmaking (in an HE context), when we refer to safety at work we can consider a film set in a studio; a lighting electrician may fall off a ladder that isn’t secure and this is a result of non-safety, or ‘unsafe-ness’. When we talk about health we can view the same studio where a set designer is carrying heavy props and as a result of that act, potentially, over time, this will create health problems, linked to heavy lifting, for that person. Safety is therefore constructed by us with an immediacy, whether perceived as safe or unsafe, and health is constructed as more removed from the act, alluding to future constructs of ailment/s within the body (or mind).

So with a socially constructed definition of health and safety the linked article can be read, taking into account the added consideration of working practice and Covid19 outlined in 5 points below.

1. VR Elicitation

In the article I propose a new research method; VR elicitation. A two-tier practice of placing a 360-degree camera into fieldwork (in this case a student film shoot) and then viewing it back as a way of deepening reflective and reflexive practice for both educator and student through an immersive environment. In response to innovation around education during Covid-19, VR elicitation could be utilised to enhance, learning for students who may not be able to engage as fully with fieldwork. This would be through remote learning ‘in the round’ with peers and educators taking advantage of the immersive environment. Working with apps that can download onto smartphones and be slotted into a £30 VR visor.

Image 1: Student film shoot

Image 2: Re-immersion back into film shoot; VR elicitation

2. The paradox within HE

The article highlights the paradoxical nature of working in a tripartite environment; education that teaches industry practice whilst complying with HE rules. With the extra layer of Covid-19 risk management incorporated into our health and safety practices, it is worth fully understanding the paradox presented within the article.

3. Risk as imagined, risk as performed

Following David Borys, I conceived the risk assessment in two steps; risk as imagined (the writing of a risk assessment) and risk as performed (the performance of the risk assessment in action). The literature acknowledges a lack of emphasis on risk as performed in scholarly research discoveries or, if it does, it discovers performance as being different to that as imagined.

4. Working beyond bureaucracy in risk management

The article posits holistic ways to approach risk management that involves engaging HE students more thoroughly. Moving us away from purely bureaucratic tick box exercises of writing a risk assessment towards a shared ownership of risk management strategy or otherwise referred to as ‘institutional magic’ by Patrick Brown. This holism is essential now that we are dealing with an invisible risk.

5. VR elicitation study findings

The pilot study teases out some of the ways students inherently keep themselves safe and are examples of where the imagined is very different to the performance. This reminds us of the importance of developing shared ownership of managing risk rather than staying purely with top-down implementation that is tied to institutional and legal power structures.

Moving forward it will be interesting to see if the increased scrutiny on Covid-19 health & safety risk management within HE results in safer student practice on a film location (or other generic fieldwork) or whether increased scrutiny on Covid-19 results in a lowering of the other health & safety practice principles.

Full linked article here.

Contact: Annie East, Deputy Head Media Production Department, Faculty of Media and Communication. aeast@bournemouth.ac.uk

Doctorate via Centre of Excellence for Media Practice (CEMP).

April 22, 2020

HE policy update for the w/e 22nd April 2020

Business Engagement, COVID-19, EU, Funding opportunities, HEIF, Impact, Industry collaboration, innovation, international, Knowledge Exchange, parliament, policy, Public engagement, Research assessment, Research news, Student Engagement jforster

Lots of MP commentary on universities this week including the (lack of) HE financial support measures. Virtual voting in the Commons wasn’t a great success, HEPI re-examine student experience across the 4 regions of the UK, concerns for graduate employment abound, and there is news on REF and KEF.

Most importantly, happy World Earth Day! Do try the google animation – it is particularly special (you get to control the bee!).

Parliamentary News

Virtual Commons – The House of Commons intends to follow a hybrid approach sitting Mon to Wed for approximately 2 hours (and with restrictions on volume of attendance and contact for those (up to 50) actually present in the chamber). These sessions will also be attended virtually to allow a fuller range of MPs and urgent business to take place. Question sessions will be facilitated online through Zoom (let’s hope the Treasury has stretched to procure the paid version otherwise debates may be shorter than usual – and are using passwords!). These sessions will mainly consist of parliamentary, departmental and urgent questions (30 minute sessions) and ministerial statements followed by the standard scheduled business. Operational detail for many aspects of parliamentary business hasn’t been worked out, e.g. how to manage voting and the legislative bills stages. However, a commitment has been made that any MP in the Chamber will be treated the same as one appearing virtually and would only be called to speak if scheduled to. And if a Member is called but cannot be heard or seen due to tech failure they’ll be given the chance to speak again later in the proceedings.

Speaker Sir Lindsay Hoyle said:

By initiating a hybrid solution, with steps towards an entirely virtual Parliament, we are enabling Members to stay close to their communities, while continuing their important work scrutinising the Government. I do not want Members and House staff putting themselves at risk. By working virtually, this is our contribution to the guidance of stay home, protect the NHS and save lives.”

Dods discuss challenges and how the virtual parliament could work here.

Tuesday saw a trial of the secure voting procedure in the Commons. It was unsuccessful with some entertainingly choice language and a lot of commentary online about MP’s living room backdrops. Work on a more secure solution is taking place and Parliament hopes to have a workable voting system live by ‘early next month’.

Staff changes

DfE Board: Theresa May’s close advisor and campaign leader Nick Timothy has been appointed to the DfE Board as a non-executive director. Research Professional (RP) note Nick is

a fierce critic of the higher education sector…In a statement issued on 16 April, a DfE spokeswoman said that Timothy would bring “a range of experience that will support our work as we continue to develop our world-leading education system”. Since then, he has been a columnist for the Daily Telegraph, a position he has used to criticise the higher education sector. In August 2017, he wrote in his column that England’s tuition fee system is an “unsustainable and ultimately pointless Ponzi scheme”. RP also point out that Nick is a former director of the New Schools Network—the free schools charity from which Toby Young, the controversial Spectator columnist, resigned in 2018 after criticism of his appointment to the board of the Office from Students, from which he also ultimately resigned.

BEIS select committee chair: Rachel Reeves, who was elected Chair of the prestigious Business Energy and Industrial Strategy select committee, has resigned the Chair role (as required) upon her appointment to the Labour Shadow Cabinet. Several Labour MPs are vying to take over the Chairmanship. Politics Home are running a series profiling each candidate and Research Professional have a short piece. Business presented today states voting will take place electronically to elect the Chair (when is still to be confirmed).

Brexit & Immigration

The EU and UK have agreed three new rounds of Brexit negotiations to take place via video link during the weeks commencing 20 April, 11 May and 1 June.

There is a new poll examining whether the public are supportive of a Brexit deadline extension (47% support, 23% opposed).

There is more information on the UK points based immigration system was released as the Home Office published an introductory employer guide for Post-Brexit immigration.

The Home Office has also further updated the Tier 4 guidance in light of C-19 stating that no one will have a negative outcome through the immigration system due to a circumstance that was beyond their control. It also confirmed that enforcement actions will not be taken against sponsors who are responsible for students absent from studies due to coronavirus and that absences don’t need to be reported when due to coronavirus (e.g. self-isolating or travel). The guidance goes into more detail on distance learning; attendance monitoring during the coronavirus pandemic; English language requirements and pre-sessional courses; ATAS studies; right to work check and child students. It covers extending visas – students whose leave would have expired between 24 January and 31 May, will be able to apply for further leave within the UK. Extended leave will also be provided if students haven’t been able to complete a course/meet all requirements due to other requirements. Other points:

Students who would normally be subject topolice registrations who are extending leave, and are unable to leave home, will not need to do so.
There is information regarding working hours and volunteeringfor NHS trusts in particular. Hours will not be restricted to 20 hours per week during term time. Where all study has been suspended, students will be considered on “vacation” and will be able to work full time.
Right to rent checkshave been adapted so that landlords can see documents over videocalls during this period.

Challenges for the sector

The House of Commons Library have published Coronavirus implications for the FE and HE sectors in England. Library briefings are a good basic introduction to the subject matter presented so if you missed the debate in previous policy updates this library briefing will catch you up on the concerns facing the HE sector.

Exams, offers and clearing

The Financial Times has a longer read on the international admissions crisis.

Education Minister, Gavin Williamson, confirmed A level results will be released on Thursday 13 August, and GCSE results on Thursday 20 August meaning the release dates will mirror all other years. What this means for the HE sector and clearing is still to be clarified. Earlier rumours suggested Government were considering a beefed up clearing with more students encouraged to enter the process than in previous years.

On this Wonkhe wrote: Last week brought news from the Department for Education (DfE) that grades for cancelled A level exams in England will now be published on their originally-planned day of 20 August. Those who have seen drafts of the government bailout package told us that it also included proposals for a “bolstered” Clearing period to encourage students to wait until August to make their final decisions. There’s also no consensus yet about the proposal for number controls next year, with some voices both in government and the sector concerned that it would still enable high-tariff universities to expand at the expense of others.

The ban on unconditional offer making has been extended for a further two weeks until 4 May. The OfS and Government remain vigilant and determined to crack down on providers who find ways to flout the ban. The Universities Minister wrote to Vice-Chancellors last Saturday stating that any new conditional offers to students that asked for lower grades than expected “must be in the best interests of the student and not an unconditional offer by the back door”. The UCAS decision making deadline has also been pushed back and applicants are not required to select their preferred institutions until 18 June.

Disadvantaged tech access: Gavin Williamson announced an online learning support package making laptops and tablets available to disadvantaged children across England to enable remote education for pupils staying at home during the coronavirus outbreak. The provision will be available for children in the most vital stages of their education, those who receive support from a social worker and care leavers. 4G routers will also be available for disadvantaged secondary school pupils and care leavers to access the internet – where those families do not already have mobile or broadband internet in the household.

Some Parliamentary questions in this area:

Q – Helen Hayes: To ask the Secretary of State for Education, what assessment his Department has made of the (a) accuracy of predicted grades for (i) GCSEs and (ii) A-Levels and (b) potential effect of unconscious bias on those predicted grades in terms of (A) gender and (B) race. [34386]

A – Nick Gibb: This is a matter for Ofqual, the Office of Qualifications and Examinations Regulation.

Q – Helen Hayes: To ask the Secretary of State for Education, what discussions his Department is having with universities and higher education providers to ensure that students who are unable to sit their exams for A-Levels and other qualifications as a result of school closures are able to access higher education in the next academic year. [33629]

A – Michelle Donelan:

The calculated grades awarded this year will be formal grades, with the same status as grades awarded in any other year. The higher education sector has recognised this and is working with us to ensure that this year’s cohort of A-Level students are at no disadvantage when it comes to progression to university because of these unprecedented circumstances.
Department officials are working closely with Ofqual, UCAS, Universities UK, the Office for Students and others to ensure that the admissions system functions as effectively and efficiently as possible during this unprecedented time.
The latest guidance for schools and other educational settings can be found here.

Financial sustainability

In last week’s policy update we described how UUK were lobbying the Secretary of State for Education to recognise the dangers and approve a range of stabilisation measures for the HE sector. Gavin Williamson appeared receptive to the requests but no announcements were forthcoming during the opportunities on Friday or Sunday among rumours that the Treasury squashed support spending. Wonkhe have this to say on the matter:

If the last few days have told us anything, it’s that the government bailout of higher education, when it does land, will be patchy, controversial in parts, arrive in fits and starts, and will likely never be able to deal with all of the gigantic consequences of the pandemic. But to say the conditions for good policy making are imperfect would be an understatement.
There’s a version of history where at last night’s government coronavirus press conference education secretary Gavin Williamson announced the first major steps of a wholesale bailout of higher education after urging from Universities UK. It would have been a remarkably quick turnaround for the Whitehall machine, and so it proved to be, falling foul of final approval from the Treasury in a joint ministerial meeting on Thursday. In the meantime, low-key announcements were made confirming that universities would have access to the Coronavirus Job Retention Scheme, the Coronavirus Business Interruption Loan Scheme, and the Covid Corporate Financing Facility.
The bailout was also due to be coming out against a backdrop of further data showing just how rocky things are likely to be over the next year. …Andy Westwood argues that the bailout will build bridges to the sort of sector the government hopes to see, potentially including linking research and development more closely to economic and industrial strategy, and a long-term vision for teaching and student numbers across post-compulsory education. In other words, anyone expecting a bailout to preserve the status quo is likely to be disappointed.

Research Professional’s reports are interesting due to their sources on the inside. They write:

Whitehall insiders have suggested to Playbook that the extent of the challenge for universities is well understood by the government, but at this moment the feeling is that there is no need to rush out a solution that does not hit the target and merely creates perverse results. For example, UUK’s request that quality-related research funding be doubled from £2 billion to £4bn a year would see much of that cash land at the Universities of Oxford and Cambridge—two of the institutions most able to ride out this storm.
Playbook has been told by sources close to the discussions that there are three variables at play: first, the short-term loss of income for universities; second, the medium-term loss of demand for higher education; and third, the government’s long-term promises on R&D spending. It is not that the government is disinclined to help out universities—as science minister Amanda Solloway wrote early on in the crisis, it is a government priority that the research base be protected so that the UK has something to bounce back with when the country exits lockdown. Rather, any rescue package will come with expectations, i.e. strings attached. As it was put to Playbook, “something better is possible”.
With the government firefighting on an hourly basis to get personal protective equipment into hospitals, prop up a shrivelling economy and ramp up testing to a level that would enable any kind of exit from lockdown, universities may be about to learn a harsh lesson concerning their place in the national pecking order. This week, UUK will need to play its cards with care and no little skill.

The last minute news from RP on Wednesday (from a source they are unable to name, presumably at UUK) is that the Government have not told them to rethink their support measures request. Although it was indicated that such a deal will need to encompass a solution on “admissions restraint”, research spending and targeted support for vulnerable institutions.

And on Monday the Government issued guidance about the C-19 support measures universities can access. They also confirmed the Student Loans Company plans to make Term 3 tuition fee payments as scheduled; and we understand maintenance payments will be paid too.

Wonkhe have a blog on the scale of the financial risk for HE providers and whether the doubling of QR funding will be a drop in the ocean or help.

The opposition view

Shadow Minister for Universities, Emma Hardy, has written to the government calling on them to underwrite higher education funding to protect and prevent institutions from going bankrupt as a result of the coronavirus crisis. The letter argues that an over-reliance on international tuition fees and an unequal regional distribution of research grants mean higher education providers are vulnerable to closure or functioning at a reduced capacity, with a damaging effect for jobs and social mobility. Excerpts from the letter:

Labour is calling on the government to guarantee that no university will be allowed to go bankrupt. The coronavirus pandemic has exposed the failures and weaknesses within the government’s higher education policy. Our universities are not just businesses and should not be treated as such. Our higher education institutes provide value to our country every day, supplying final year medical students to fight on the frontline of our NHS, creating PPE, and providing accommodation for key workers.

The letter goes on to say:

My greatest concern is that a failure to provide timely and comprehensive support to our universities in the face of this crisis will create “cold spots” in the country for access to higher education to those who benefit from it the most. We know that students from disadvantaged backgrounds, and part-time and mature students, make up the large proportion of commuter students and they will suffer disproportionately if regional HE institutions close.
….It is essential therefore, that no institutions are allowed to fall. I welcome your comments that you are looking closely at the Universities UK proposals for comprehensive sectoral support and I would ask again for you to provide a clear message that the security and certainty our Universities are desperately looking for will be available.
….I welcome your comments that UK Universities are “open and accessible” and I would ask if you could speak to your colleagues in the Foreign and Commonwealth Office to have a joined up approach in promoting our UK universities and addressing some of the concerns held by some countries on the validity of ‘online degrees’, if only as a short-term measure. It would also be useful to have increased clarity from the Home Office about student visas too.
I would urge you to look again at convening representatives from institutions, examinations bodies, practitioner unions and students organisations to agree on the timing and character of teaching in the new academic year and ensure that this is communicated clearly to students.
I am also concerned that teacher assessment, an unequal home schooling experience and ‘digital poverty’ will result in a weaker performance of BAME groups and pupils from disadvantaged backgrounds and that this in turn could impact student admissions. I am keen to know what actions you are taking to ensure that the already disadvantaged are not further disadvantaged

Another perspective

Research Professional (RP) interviewed Daniel Zeichner, Labour MP for Cambridge and Chair of the Universities all party parliamentary group. The interview shows the human side of policies and politicians; the honesty around Labour’s tuition fee approach is refreshing too. Excerpts from comments in the RP interview:

“Universities are very different [from each other], and some of them are very, very vulnerable. Some rely very heavily on international student income and they must already be in a very difficult situation…the response from researchers and the whole academic community has been uplifting, with the wider public looking to expertise and knowledge for a route out of our difficulties.
Whether epidemiologists or clinicians, it has also shown the value of appreciating that there is no simple answer—evidence is patchy and has to be interpreted, questioned and contested. This is all part of the daily experience of the university and research community but is not always more widely understood.
As in so many parts of society, the crisis has highlighted longer-term problems that may now need to be addressed directly. Research funding was overly dependent on cross-subsidy from the lucrative international student market, while the unresolved long-term issues around student funding in general, and the market-based approach in particular, will have to be faced.”
Zeichner’s fear, he says, is that “some will use the crisis to try to reduce rather than widen access and participation—but that argument will be for when politics resumes as usual”.

When Daniel was pressed on whether Labour’s approach to no tuition fees was right he responded: “It seems that virtually every party has occupied every position on tuition fees at one point or another, which ought to allow us all off the hook slightly, because we’ve all been in all the various places,”

RP write:

He’s not far wrong—as this HEPI blogpost shows, in the past 16 years, the Labour Party has backed the tripling of undergraduate fees, supported a big cut in fees and is now backing the abolition of fees. The Conservative Party has shifted from opposing fees to tripling them while in power.
“Having said all that, you can’t start to pluck figures out of the air,” Zeichner says—adding that he was “never entirely convinced” that Labour’s 2015 pledge to cut tuition fees in England to £6,000 “was particularly evidence-based”.
“I think it was kind of splitting the difference. Once you start down that route, there comes a logic to say if you’re going to reduce fees a bit and replace them with extra public money, you might as well go the whole hog [and abolish fees altogether].”
Most important, he says, is not implementing a system that “goes back to universities being under-resourced”. “Given we are at the start of a four-and-a-half-year parliament, it may well be time to draw a line and, certainly for the Labour Party in opposition, to have another think about it…I would be perfectly happy to open it up again,” he adds.
“There does seem to be a growing sense that somehow too many people are going to university and it is not worth doing it. I really think that needs to be countered, because I still think the university experience in terms of social mobility is so incredibly powerful. In a rich country, we really ought not to be saying we can’t afford to do it anymore.”

Knowledge Exchange

Research England has confirmed that the KEF submission deadline has been delayed due to the disruption caused by the pandemic. Submissions are now expected to be made by Friday 16 October 2020. Research England blog on Wonkhe: Now is the time for knowledge exchange.

OfS and Research England have announced the 20 recipients of the £10 million knowledge exchange projects. The projects aim to identify the benefits to students who involve themselves in knowledge exchange activities and partnerships with businesses, engagement with communities, third sector organisations and professional training. Furthermore, to address issues of equality, diversity and inclusion within the KE activities. OfS say

students play a significant role in this [KE] activity by, for example, establishing start-ups and spin-off companies, and providing skills and expertise for businesses, public services and community groups through consultancy, internships and work placements.

The successful projects aim to explore a range of knowledge exchange activities, including free-to-access courses run in partnership with the NHS for mental health service users, start-ups in the creative industries, and pro bono, social impact-driven consultancy and venture capital services. Flexibility over the projects and timescales has been conferred to adjust for the impact of C-19.

Research

REF delays: UKRI have announced a short consultation on new deadlines for the REF. The consultation runs until 5^th May and at BU we will work with RDS on preparing a response. There are two key deadlines in play – the end of the impact assessment period (which may end up being 31^st December instead of 31^st July) and the submission deadline (which could be 31^st March next year).

Research funding

Meanwhile Chancellor Rishi Sunak continues to emphasise the Government’s focus on the levelling up agenda, and particularly how it might boost research and R&D spending levels.

“We remain very committed to the agenda that we set out before, which was about levelling up and spreading opportunity around this country,” he said. That agenda, including improvements in productivity and investing in infrastructure around the country “will only become more important as we exit from this crisis”.

The Research Professional article continues:

Graeme Reid, chair of science and research policy at University College London, said it should not be surprising if boosting R&D is high up in any post-Covid-19 budget. “After the banking crisis hit in 2008, the government protected research and innovation—while cutting many other areas of public spending—because it recognised that the UK had become a knowledge economy,” he said. “Now the levelling-up agenda depends on a combination of infrastructure investments that include the UK’s knowledge infrastructure.”
Diana Beech, a former adviser to three universities and science ministers, said: “It is noteworthy that we now have a government that is intent on being led by the science. Experts are not just back in fashion but at the front and centre of informing the direction of government policy. “For this public trust in experts to last, the science we need to be investing in now is a science which we know will deliver the tangible outcomes our society needs—in this case, vaccinations to fight the coronavirus and economic and social measures to minimise risk to people, supply chains, businesses and jobs.”

PhD students: UKRI have announced that UKRI funded PhD students who cannot continue their research due to C-19 will be allocated additional support funding to extend their study period by up to 6 months. UKRI have issued FAQs here.

R&D Tax Credits: HMRC has published statistics on Research and Development Tax Credits from Corporate Tax detailing the cost of tax credits and the type of companies claiming them.

Regional Inconsistencies in the Student Experience

HEPI published One for all or all four one? Does the UK have a single higher education sector?

The report draws on the Student Academic Experience Survey data from 2015 to 2019 comparing the experiences of students from England, Scotland, Wales and Northern Ireland on seven areas: value, finance, wellbeing, accommodation, pedagogy, workload and regrets. Devolution has resulted in different policies, priorities and funding regimes. As expected, there are both similarities and differences. HEPI conclude:

it is also fair to conclude that more continues to unite than to divide higher education in the different parts of the UK. In other words, the concept of a single UK higher education sector has sustained despite increasing devolution and increasingly divergent policies in Westminster, Edinburgh, Cardiff and Belfast. This is in line with the concept of higher education as an endeavour that crosses political boundaries.

Nick Hillman, Director of HEPI and the author of the report, said:

‘Students in England seem to work less hard than those elsewhere in the UK. Students in Scotland have more positive perceptions about the value of their course and are more likely to believe higher education should be free. Meanwhile, students in Wales tend to think more positively about their academics and students in Northern Ireland are more content, with higher levels of wellbeing. Many of our results are surprising. Policymakers in England have often tried to portray high tuition fees as offering more student choice and a better student experience. Policymakers in other parts of the UK have tended to regard lower student debts as a way to improve student wellbeing. Both these claims are pooh-poohed by the results from students themselves. Nonetheless, it is easy to exaggerate the scale of any differences. The most important finding overall is that any differences in the student experience in different parts of the UK are fairly modest. Despite increasing devolution and increasingly divergent policies, there is still more that unites higher education institutions across the UK than divides them. The current Covid-19 crisis is bringing this home, as higher education institutions across the UK are all facing the same new challenges.’

Social Mobility

The Sutton Trust published a report: Social mobility and covid-19 – Implications of the Covid-19 crisis for educational inequality examining the future challenges to the C-19 generation.

In their weekly newsletter NEON stated outreach projects are suffering as a result of the pandemic [with] The majority of organisations… trying to make the move to replace face to face activities with online resources and sessions.

HEPI have a guest blog: Navigating the aspiration trap: white working-class students and widening access to higher education. PhD Student Alex Blower, with a background in outreach, criticises the aspiration deficit model and argues for more nuance in tackling the white working class access gap.

Wonkhe report:

The UPP Foundation has invested £100,000 in five university-led projects to tackle pressing issues in access to and progression from higher education. Project commencement will be delayed during the lockdown, but projects were approved prior to the current emergency. Wonkhe have a blog on one of the 5 funded projects. Richard Brabner, Director of the UPP Foundation, said: “These projects to support and develop our communities are more important than ever in light of the developing Covid-19 crisis. We will be working closely with the grant recipients to support them during these exceptionally challenging times, and to help implement their projects once it becomes safe to do so.” Research Professional has a little more coverage

Youth unemployment: Impetus and the Youth Futures Foundation have published a report on youth unemployment and the profile of those young people struggling to access the labour market. It shows that those most likely to be out of work and education are some of the most vulnerable young people, and that the headline numbers overlook some pressing issues such as underemployment. The report also predicts that – even without the covid-19 pandemic – the numbers of young people affected were likely to rise, given economic, demographic and social changes. Excerpts:

Young people from disadvantaged backgrounds and particular ethnic minorities are disproportionately likely to be NEET or underemployed than their peers. The most common reasons given for not being able to look for work are caring responsibilities or health problems.
Having been eligible for Free School Meals in Year 11 increases a young person’s chances of being NEET later on by 50%.

Recommendations:

Effective engagement: Using magnets, including cultural magnets such as music, sports or arts; and financial magnets for example cash vouchers, to ensure that provision looks different to compulsory education and encourages take up
Delivery of personalised support packages: Including options for employability skills, job search skills, work experience

Graduate Employment

The likelihood of a squeezed job market and economic recession as a result of the worldwide pandemic has been regularly reported. Many parallels have been drawn to the 2008 graduation cohort who struggled to access graduate level employment, and often for a greater duration than other cohorts. Research Professional discuss a similar concern for the coronavirus cohorts. Here are the key points in relation to the call to provide tuition fee relief for the graduating cohort:

An analysis by the Institute for Fiscal Studies revealed that this year’s graduates are likely to face a squeezed job market as the coronavirus pandemic causes “a huge economic downturn”, leading graduate employers to shut their doors. But this does not mean that the government should cut the debt owed on graduation.
According to the IFS analysis, published on 18 April, those who graduate during recessions are more likely to end up in non-graduate work than those leaving university in better years, and they are more likely to earn less or be out of work in the first few years after graduation.
Due to the expected scale of this year’s downturn, the IFS said those graduating in 2020 might have “an especially hard time” and it could take up to 10 years for their earnings to recover. Although graduate earnings fell by around 20 per cent after the financial crash between 2008 and 2013, the IFS said those graduating this year would find it even harder to secure “well-paid employment” and that a hit to their earnings could last “for a considerable period of time”.
However, the financial think tank warned that that waiving or reducing some tuition fee debt for theses graduates would not be an “appropriate response” as repayment levels are linked to salaries, and a fee reduction would therefore benefit top earners the most. (Source: Research Professional.)

The Guardian has an article describing how large graduate employers are ceasing graduate recruitment programmes and internship opportunities.

NUS Student Safety Net call

The NUS are calling for a student hardship fund and the option for students to retake or be reimbursed for the academic year. A recent student survey conducted by the NUS found that 81% of students are worried about their future job prospects and 95% are concerned about the impact of Covid-19 on the economy.

33% of students are at critical risk of being unable to access their education;
74% are worried about the risk to their final qualifications;
Up to 85% of working students may need additional financial support as incomes drop;
71% worried about the impact the pandemic will have on their employability

NUS Recommendations:

A UK Government £60 million national hardship fund, accessible to all students who are currently in further and higher education. The Scottish government has led the way on this, NUS Scotland is calling for this support to be available to all students, including international students.
An economic package for those who complete their qualifications during the current pandemic, providing access to a grant which can be used for training, reskilling or development.
The option for every student, in every part of education, to redo this year at no further cost, with full maintenance support, while ensuring those returning to education next year receive high-quality education, training and support
Reimbursement of one year’s course, college or tuition fees for students who have paid upfront, or a write-off of one year’s debt for those who have paid through loans.

Speaking at NUS’ Student Safety Net campaign launch, Zamzam Ibrahim, NUS National President, said:

We urgently need a student safety net for all students across the UK. Coronavirus has hit thousands of students in the pocket and severely affected the quality of their learning. The current crisis has shown that students occupy the worst of all possible worlds – with the majority paying extortionate fees for their education and are treated as consumers but are left out in the cold when the product cannot be delivered as described. On top of this, thousands of trainee ‘key workers,’ such as healthcare students, are currently racking up debt whilst having their education disrupted or volunteering to fight coronavirus on the frontline. Student maintenance support is inadequate, and the government has failed to address the various cost of living crises for students in everything from housing to transport to course costs.
Face-to-face teaching and assessments have had to be hurriedly moved online, and placement and other practical activity has had to be cancelled. Students have lacked access to key resources, such as libraries and spaces, disabled students have been left unsupported, and students and staff have been struggling with other demands on their finances, welfare and wider lives as lockdown restrictions are enforced. The impact of this disruption will not be felt equally, with those on placements and disabled students feeling the impact particularly severely. Students are being forgotten during the Covid-19 pandemic. We are the future workforce that will have to help to rebuild our economy over the coming years. Students must not be forgotten. A Student Safety Net will demonstrate that this government cares about the students of today and recognises the role of all students in our future.

Media coverage: TES, BBC, Guardian

And a couple of relevant parliamentary questions:

Q – Catherine West: To ask the Secretary of State for Education, whether he has had discussions with the university sector on the potential for rent refunds for students leaving campuses following the suspension of teaching as a result of the covid-19 outbreak. [33720]

AND, similarly

Q – Rosie Duffield: To ask the Secretary of State for Education, if he will provide financial support to universities to establish hardship funds for students residing in (a) private rented and (b) university accommodation. [35031]

A – Michelle Donelan:

The Department for Education has indicated that it will not be possible to answer this question within the usual time period. An answer is being prepared and will be provided as soon as it is available. (Same ‘answer’ for both questions.)

Inquiries and Consultations

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

New consultations and inquiries this week:

Ofquallaunched a consultation on the proposed exceptional arrangements for GCSE, AS and A level exams.
The DCMS select committee have opened an inquiry into the Impact of COVID-19 on Digital, Culture, Media and Sport Sectors.

Other news

Nursing student debt: Over Easter 80+ Labour MPs petitioned Matt Hancock requesting that student nurse debts be cancelled. Media Coverage: Mail, Nursing Times, and ITV News. The Guardian has a more recent piece including student comment.

Home productivity: And in non-policy news Ipsos Mori have a poll highlighting how Britons are occupying themselves at home during lockdown.

Surveillance: In a new online survey by Ipsos MORI, a majority of the public say they would support the use of mobile phone roaming data for surveillance by the Government in a range of ways to help limit the effect of coronavirus.

65% of responders support tracking those diagnosed with Coronavirus and those they’ve been in close contact with (16% opposed).
58% support surveillance for the Government to track whether the public overall are following social distancing and lockdown rulings – as to penalise those who are not (29% opposed).
51% support tracking for the Government to determine how many British citizens are currently abroad to help bring them home (22% opposed).

Coronavirus cost: The Centre for Policy Studies has published The Costs of Coronavirus estimating that government borrowing could hit £301 billion this year as a result of the Covid-19 outbreak. Page 2 has a neat table of how this adds up. The estimated total is nearly double the cost of public expenditure on health (£153bn in 2018-19). The cost estimations do factor in any bailout figures for HE institutions.

OfS business plan delayed: The OfS is revising their 2020-21 business plan to adjust for the impact of C-19. They intend to continue activity that was already planned whilst prioritising work relating to the current crisis. The business plan was due to be published during April 2020 however OfS have confirmed they will release the revised plan once they have a better sense of the scale of the disruption caused by the outbreak, and the timeline for the pandemic to pass.

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JANE FORSTER | SARAH CARTER

Policy Advisor Policy & Public Affairs Officer

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March 9, 2020

HE Policy Update for the w/e 6th March 2020

EU, innovation, international, policy, Research news jforster

Pre-budget week has been as we’d typically expect with organisations releasing a hoard of reports, evidence and lobbying papers aiming to influence Government funding decisions. We’ve summarised the main reports and added links for the reports which say similar things. Graduate outcomes and apprenticeships& technical education were the loudest shouters, and this week also saw University Mental Health day and the beginning of British Science Week.

Select Committees

All but one of the select committees has now confirmed their MP membership. You can see the members and brief details on the role and future outlook of the committees most relevant to BU in our committee special edition here.

Immigration

The Immigration Bill has now been published. Dods report that the Office for Budget Responsibility is preparing to downgrade the UK’s economic growth prospects in next week’s budget because of the country’s proposed post-Brexit “points” based immigration model. The OBR will forecast that a smaller population will lead to lower economic growth and detriment public finances, restricting the new Chancellor’s abilities to spend more money on key public services such as the NHS as well as the Government’s wider programme to “level up” the economy.

The economic impact of the new immigration system has led to tensions between the Treasury and Number 10 Downing Street. The Treasury favours a looser migration regime, without a cliff edge at the end of 2020, when the Brexit transition period ends.

Importantly, a reduction in migration rates have little to no effect on living standards because while economic growth might slow overall, gross domestic product per person was remain unchanged. The Migration Advisory Committee estimated a rise in GDP per person but added that this was very uncertain.

Science

Gavin Williamson and Business SoS Alok Sharma announced £179 million funding package for science, maths and engineering on Friday (which is the first day of British Science Week):

£179 million for PhDs (up to 2,200 students) within the 40+ UK universities in Doctoral Training Partnership institutions. Students will commence 2020 and 2021 academic years within the subject areas of physical sciences, maths and engineering to develop the skills for ground-breaking research and high-tech industries like cyber security and chemical manufacturing. Part of the investment will go into pilots looking at how best to attract and support those from non-academic backgrounds to undertake this type of training.
Encourage more young people, particularly girls, to study STEM subjects at school and university, and pursue a STEM-related career.
£8.9 million to continue funding science education programmes including Science Learning Partnerships and Stimulating Physics Networks, which aim to improve science teaching and increase the take up of science at GCSE level and A level and ultimately encourage young people to pursue a STEM-related career.

And on Thursday the PM hosted the Council for Science and Technology at Downing Street. The Council is comprised of senior science civil servant officials, the VC of Manchester University and attended by the Science Minister (Amanda Solloway). It advises the PM on science and technology policy matters. The official account of the meeting states the PM set out his priorities for science, research and innovation; championed science as a key part of his levelling up agenda, and emphasised the role of scientists in tackling the policy challenges of the coming decades. He challenged the Council to define their “moon-shots” for UK science, their ideas for where the UK should aim high, for example across healthcare, transport, energy and robotics. He restated the government’s pledge to invest in science and significantly boost R&D funding.

Ex-Universities Minister Chris Skidmore has two articles in TES: UK Universities must embrace the future and Skidmore rejects ‘university-bashing’ and urges funding stability. The first looks at the Universities Minister role and Chris reflects on what he achieved and his approach to the role:

I arrived with a mission. Put simply, I felt that I had to try to steer the relationship between government and the sector into a better place. No more university-bashing for the sake of a few cheap headlines. What would be the point?
Of course, that still means challenging the sector to do even better, but with a change in approach and a change of tone, I knew that I was more likely to enact real change, to encourage reform and to work productively on actual solutions, rather than simply sending out press releases calling for them.
… So much good work is already taking place – one of my rules for every speech I made was to highlight best practice
I wish my successors, both in universities and science, the very best. They have an opportunity to fashion and lead an exciting agenda that is at the centre of the prime minister’s vision. Of course I would have loved to have been part of this, but I hope I have played my small part in helping to steer the sector through a difficult year and helping it recognise the huge opportunities that can lie ahead – if the initiative is seized, and university leaders are prepared to tell a positive, forward-facing narrative, rather than being always on the defensive.
Universities are not part of the problem, they are part of the solution. We need to hear more of that message, and I, for one, will continue to do everything I can to make sure that it is voiced – and heard.

Graduate Premium

The Institute for Fiscal Studies and DfE have published The impact of undergraduate degrees on lifetime earnings. It paints a mixed picture confirming and quantifying the graduate premium across the lifespan for today’s workforce. It also digs down into the variables highlighting the effects that current age/life stage, gender, programme choice, and institutional status have on pay levels. There has been lots of media interest alongside the Government’s keen focus on the value for money agenda. Plus some acknowledgement of the other personal benefits from studying at HE level, particularly in light of the headline grabber of male creative arts graduates who experience a negative financial return.

“while about 80% of students are likely to gain financially from attending university, we estimate that one in five students – or about 70,000 every year – would actually have been better off financially had they not gone to university.
… Other personal and social benefits may be as or more important. We also only consider the effect of each student’s choices on their ownearnings holding constant the choices of others”
Median earnings of male graduates grow strongly throughout their 30s, and this earnings growth far outstrips that of non-graduates. For male graduates who were 30 in 2016, we predict earnings to rise by £15k from age 30 to age 40, compared with a rise of just £5k in the median earnings of non-graduate men. The gap in median earnings between graduate and non-graduate men continues to grow strongly until individuals’ mid-40s.
Median earnings growth for female graduates in their 30s is moderate, but still higher than that of non-graduates. We predict median real earnings of female graduates who were 30 in 2016 to rise by around £5k from age 30 to age 40, compared with no growth for non-graduate women. Among degree subjects, law and medicine stand out in that their female graduates do see large growth in median earnings between ages 35 and 40.
Accordingly, the causal effect of undergraduate degrees on earnings grows after age 30 for both men and women, but much more strongly for men. Average pre-tax returns for men at a given age increase from around 5% on average at age 30 to more than 30% on average at age 40, after which they increase more slowly to reach around 35% from age 50. For women, average pre-tax returns increase from around 25% at age 30 to more than 40% at age 40, but then fall again to between 30% and 35% at ages 50 and 60.
The average lifetime earnings gain from undergraduate degrees is substantial for both men and women, but much smaller than the difference between the gross earnings of graduates and non-graduates. The discounted difference in lifetime earnings between graduates and non-graduates is £430k for men and £260k for women. Once we account for differences in characteristics between those who do and do not attend HE, we obtain a discounted lifetime increase in gross earnings of £240k for men and £ 140k for women as a result of attending HE.
The average gain in net lifetime earnings is even smaller due to the progressivity of the tax system. Once taxes and student loans have been taken into account, the earnings premium declines to around £130k for men and £100k for women (£350k and £230k with no discounting). In percentage terms, this represents a gain in average net lifetime earnings of around 20% for both men and women.
The subject studied at university is hugely important. Net discounted lifetime returns for women are close to zero on average for creative arts and languages graduates, but more than £250k for law, economics or medicine. Men studying creative arts have negative financial returns, while men studying medicine or economics have average returns of more than half a million pounds.
However, studying a subject with high average returns is no guarantee of high returns. While average returns to law and economics are high, many students will see much lower benefits from studying those subjects, and a few will see much higher returns. In contrast, subjects such as education and nursing do not have very high returns on average, but women who study these subjects almost universally achieve positive returns.
Overall, we expect 85% of women and around three-quarters of men to achieve positive net lifetime returns. This means that around one in five undergraduates would have been better off financially had they not gone to university. At the other end of the spectrum, the 10% of graduates with the highest returns will on average gain more than half a million pounds in discounted present value terms.
Financing undergraduate degrees is expensive for the taxpayer, but on average increased tax revenues more than make up for it. Overall, we estimate that the expected gain to the exchequer of an individual enrolling in an undergraduate course is around £110k per student for men and £30k per student for women.
However, these gains are driven mainly by the highest-earning graduates. We expect the exchequer to gain more than half a million pounds on average from the 10% of graduates with the highest exchequer returns, but to make a loss on the degrees of around 40% of men and half of women. This means that nearly half of all students receive a net government subsidy for their degrees, even after tax and National Insurance payments have been taken into account. The selectivity of the institution has an influence too:

Michelle Donelan (Universities Minister) writes for the Telegraph – Universities minister announces crackdown on ‘low quality’ courses. The below excerpts are interesting because they seem to suggest the Minister gets the point that earnings aren’t everything, and that low quality means poor teaching [measured somehow] AND relatively low returns for graduates (compared to other courses at other universities in the same subject that have higher earnings). Hopefully it also means ‘adjusted for background and prior attainment’!

We know that medicine and law, for example, will generally lead to higher earnings than languages but that does not mean to say that one degree is better than another. Its value extends far beyond what anyone is likely to earn during their lifetime and is merely one of the things to add to the mix when planning this stage of your life.
There will always be some courses which do not lead to increased earnings for graduates. Value is relative and for many people their degree will lead to an immensely rewarding career even though the financial returns may be lower and society as a whole is the better for it.
What concerns me most are those courses that deliver neither the high-quality teaching students deserve, nor the value for money that they and the taxpayer rightly expect. In some subjects there is a very high variability in returns depending on where that subject is studied, which students need to be aware of.
This is one of the reasons why we created a new regulator, the Office for Students, to make sure standards throughout the sector can stand comparison with the best in the world. I fully back the regulator to step in and use its powers where providers are falling short, and am determined to crack down on low-quality courses. They do nothing for the reputation of universities and they will do even less for students who sign up for them.
And for those universities who are providing a world-class education, I expect them to continue offering a world-class experience. The time spent at university will help shape an individual, adding layers to their character through independence, knowledge, experiences and friendships – and no amount of data crunching can put a figure on that.

HEPI – Careers Service view on Graduate Outcomes driving institutional change

The Higher Education Policy Institute has also published a graduate outcome related report although this one contemplates change from a different angle. Getting on: graduate employment and its influence on UK HE is a more discursive paper addressing whether recent years’ policy changes (TEF and the new Graduate Outcomes survey accompanied by the tracking of graduate salary data through LEO) has changed the nature of HE institutions. It examines the sector by drawing on the views of Heads of Careers Services via the Association of Graduate Careers Advisory Services survey. Key points:

76% of careers services have seen a change in student engagement with careers in the last three years (24% no change).
93% of careers services see the increased policy focus on graduate outcomes as positive (2% negative; 5% neither positive nor negative).
The new Graduate Outcomes survey and the OfS Access and Participation plans are having the greatest impact on how careers services operate, rather than graduate salary data.

69% say Graduate Outcomes has the most impact
19% say Access and Participation plans has the most impact.
2% say the LEO (Longitudinal Educational Outcomes data) has the greatest impact.

45% of careers services have seen an increase in funding to cover additional demand on their services; 55% haven’t.
The report also covers qualitative analysis of the views of careers services, including how they, their university and students classify a successful outcome from university.

Rachel Hewitt (report author), HEPI, said: ‘Policy changes in recent years have led to employability being a mainstream activity across all universities, rather than the specialism of a few. While some may rail against the ’employability agenda’, it is clear that universities are now better serving the interests of their students by supporting them through their transition into the workplace.’

Responding to the HEPI report NUS (Claire Sosienski Smith, NUS Vice President for HE) said:

“The focus on employability and graduate outcomes is not having a positive effect on students. We see this through the increased levels of stress and anxiety that they experience. Since the tripling of tuition fees, the burden of debt hangs heavily over students entering higher education and this explains why there is a greater focus among some on their future careers. As careers services have received more funding it is a natural step that they will see more use from students.
But this change in focus shifts attention from many of the most important benefits of studying and the transformative nature of education. Graduate outcomes is a reductive measure for whether someone has had a perceived ‘successful’ education and the report highlights the disparities between the measures institutions and students care most about.
It would be more insightful to look at the impact the focus on employability has had on students and their wellbeing.”

Part time study

Ahead of the budget UUK have written to ministers to urge them to reconsider the cut off points for part time learners to access student finance. The current restrictions are that students must study at least 25% of a full time equivalent per year and must commit to an approved qualification up front. Changes to these requirements would allow fractional learners to engage with HE level study in smaller bite sized chunks. UUK argue this would encourage more learners to engage or reskill, including those with commitments such as caring responsibilities or disabilities. Previous UUK publication Lost Learners (2018) highlights the three main reasons potential students chose not to enrol are:

44% unable to afford tuition fees
42% cannot afford the cost of living whilst studying
26% course is not flexible enough to fit alongside their other life commitments

The Augar Review also highlights that having to study at 25% intensity and follow a specified qualification has been a major factor in the decline of part-time adult study. The Learning and Work Institute state that adult learning participation is as a 23 year low point with participation fallen to a record low the last three years in a row.

UUK call on the Government to run a pilot scheme targeting funding at communities with skills shortages. Alistair Jarvis, Chief Executive of UUK, said:

We know this government is committed to investment in regional economies and to helping people of all ages and backgrounds to reskill and retrain. Universities have an important role to play in that, but the current system counts against many would-be learners by restricting access to the financial support they need to develop their skills. There should be more than one accepted path to progress in higher education, to recognise that aspiring students of all ages have different circumstances and different needs.
It is time for universities and government to work together on bold new ideas to resolve the long-term skills challenges of our changing economy. Breaking down barriers to studying shorter courses would not only help students to build-up qualifications over time but boost productivity across diverse regions, target local skills needs and support economic and social regeneration.

Technical Education

Degree Apprenticeships

Education Secretary of State, Gavin Williamson, has written to the Institute of Apprenticeships and Technical Education to ask them to review their approval for a level 7 apprenticeship which includes an MBA or other masters level qualification in management. The DfE state:

In his letter, the Secretary of State reiterated his determination to ensure levy funds are used to support the people that can benefit most from an apprenticeship, such as those starting out in their careers or those from disadvantaged backgrounds, rather than paying for staff who already have a degree and are highly qualified to receive an MBA.

You’ll recall when Theresa May’s Government set out to reinvent technical education there was a big push for degree apprenticeships. Universities were urged to embrace and offer the qualifications in areas which served local or national industrial and economic priorities. Meanwhile the Government’s introduction of the apprenticeship levy was unsuccessful and instead of improving quality and opportunity it resulted in declining levels of new starts, amid reports of some apprenticeship providers gaming the system. Overall the profile of apprenticeship provision changed as the higher and degree level apprenticeships took off. The Government became concerned that the cost of the higher level provision was significant alongside the reduction in availability or lower numbers of level 2 and 3 apprenticeship starts. Gavin’s letter represents the Government trying to regain control over the apprenticeship system. They still want degree level provision within the genuine apprenticeship form and we may see either Government or the Institute tightening control over the programme areas in the future. Requiring the qualification to be an essential regulatory or professional requirement also provides the Government with wriggle room. Here is an excerpt from Gavin’s letter:

I am absolutely determined to make sure levy funds are being used to support the people that can benefit most from an apprenticeship, such as those starting out in their careers or helping more people from disadvantaged backgrounds to get ahead, and that we ensure good value for money in the apprenticeships offer…In that context, [I] am unconvinced that having an apprenticeship standard that includes an MBA paid for by the levy is in the spirit of our reformed apprenticeships or provides value for money. I question whether an MBA is an essential regulatory or professional requirement to work in this field…I am of the view that we absolutely need to safeguard the integrity of the apprenticeship brand and value for money of the levy.

Investing in Higher Technical Education

Millionplus published Levelling up: investing in higher technical education at universities in England this week . Amongst the content it covers the same argument as UUK above – that the lack of financial support for part time students and the introduction of higher tuition fees have resulted in a reduction of Level 4 and 5 study. Dods go into detail on why level 4 and 5 technical education has declined:

In 2008 support for Equivalent and Lower Qualifications were withdrawn, barring students who had previously experienced higher education funding from studying programmes to support retraining or for re-entering the workforce
The long-term impact of the 2008 financial crash on the training budgets of public and private sector employers also contributed to the sharp decline in higher technical education.
The level of provision has been declining since 2008, with a sharp drop taking place after the 2012 university fee changes in England introduced by the then coalition government.
The government has, through the Sainsbury Review and the introduction of the 15 [T level, technical] routes, recognised that this area of education needs a new focus and targeted attention. However, those reforms are not going to be enough.

In Scotland, there is a much greater level of integration between bachelor and sub-bachelor levels of study than in England. In Scotland 14% of the whole of the HE system is made up of students studying HNCs and HNDs, in England it is 0.4%. However, a decline of 45% in the number of students engaged in “other sub-degree” mirrors English trends– provision has been shrinking in Scotland as well.

There is discussion on how students are categorised in England, i.e. undertaking a level 6 programme despite years 1 and 2 being level 4 and 5 study. They argue this misleads thinking when examining level 4 and 5 study in technical areas that only standalone level 4/5 provision is appropriate (rather than the same as provision on the level 6 journey). I.e. there is no “missing middle” of sub-degree qualifications in the English HE system. The report suggests that the Augar review understood this. Moreover:

This data should suggest to policymakers that the fundamental challenge is not a trade-off between progressing younger people either to level 4/5 or to level 6, but how we can best enable 16-25 year olds, and those later in life, to successfully complete level 3 study which can provide them with a gateway of opportunity for progression into higher education or directly into employment.

There are a host of report recommendations which we’ll avoid covering in detail. In short:

Level 4 and 5 (L4/5) should receive full maintenance grant support (to increase the take up of work-focused higher education).
All L4/5 providers to register with OfS to guarantee high quality provision and access to student finance.
Universities are as much a key players in the provision of higher technical education as colleges.
Sort the L4/5 data out to better understand nature and scope of technical education across college and university providers.
All level qualifications should enable progression at any life stage and financially support level 3 students to remove barriers to study.

The DfE consulted on higher technical education reform (July-Sept 2019). Like the Augar Review the Government’s response is notably late. Most likely technical changes will sit alongside however, the Government decide to implement elements of Augar, T levels will undoubtedly be of influence, and some thinkers suggest TEF changes could also be wrapped up within this surprise parcel.

Education Policy Institute (EPI)

The EPI has published a report questioning what England can learn from other nations in designing technical education funding systems. The report finds that T levels are a significant step in the direction of high performing countries, however, there is a way to before English upper secondary technical provision resembles the model and success of other nations. EPI suggest tackling the necessary issues would require substantial levels of additional government investment.

UK has historically funded upper secondary technical education at lower rates than academic education (23% less per student in 2016, lower than the OECD average) – this is not the case in most other countries.
In other countries subsidies are provided to employers to compensate for the time that an apprentice is training outside the job or to compensate for disadvantaged intakes that drive costs up. In England, subsidies are concentrated on small and medium companies.
More generous financial support is available in other countries. In England support funding to students has fallen by 71% per student in real terms between 2010/11 and 2018/19.
While over a half of students in England follow the technical pathway in upper secondary, only 16% do so through apprenticeship training. In EU its 27%.
English technical upper secondary education is a shorter duration (2 years, even 1 for some apprenticeships). In high performing countries it takes 3-4 years.
15% of English students are in the highest-cost groups of subjects (including engineering, manufacturing, and construction); in OECD countries its 34%.
The curriculum in England is relatively narrow. In the other countries many technical students continue to study their local language, a foreign language, maths and other general subjects to equip them with a sound knowledge base.

The introduction of T levels and other proposed reforms will bring England closer to technical provision in high performing countries:

Funding will be rebalanced towards more technical subjects and funding levels will increase compared to the status quo with a corresponding increase in teaching hours.
Students starting from lower levels will receive an additional funded year to prepare them for the T level study programme.
Industry placements will improve students’ readiness for entry to the labour market..
The requirement to pass English and maths at GCSE level will result in more young people studying these subjects.

However, important gaps will remain:

Most students will study T levels over just two years.
Only those not achieving the level expected at 16 will continue to study English and maths and the curriculum will remain narrower than in other countries.
Industry placements will remain less substantial than elsewhere.
These improvements largely only apply to those taking T levels, and it is still unclear how dominant these qualifications will become.

Recommendations:

Funding for technical pathways: The government should provide the 16-19 phase with a more enduring financial settlement to sustain quality provision in the long term.
Increase the number of starts for younger apprentices: The government should consider the options to increase apprenticeship uptake among young people, including further redistribution of levy funding towards younger apprentices, or other incentives for employers to hire younger learners.
Government should review the adequacy of student support, particularly whether recent changes have left disadvantaged students worse off.
Review curriculum breadth and programme length: The government should commission an independent review to consider whether the breadth of upper secondary study, for all students, is properly providing the basic and technical skills that young people need for the labour market and for progression to further study. Where this leads to increased provision, this must be matched by appropriate funding rates.

Working life longevity

The Social Market Foundation has published Work, education, skills and the 100-year life exploring the policy changes needed to ‘ensure the workforce is ready for extreme longevity.’ It touches on the need to retrain for an extended working period during an individual’s lifetime.

As life expectancy continues to rise, the number of years spent working is likely to increase.
The 50-year career will become the norm.
The career chosen at 18 or 21 is not likely to be the career of the individual when they retire. Changes to the labour market, technology and the wider environment could mean that at various points in a person’s working life they need to change careers and retrain. [So would the restrictions on studying another equivalent level qualification place graduates at a disadvantage? Currently the rules bar access to fees and finance funding (in all but priority areas), this would prevent retraining at an equivalent high level in a different subject for existing graduates.]
EPI estimate people should plan for five careers in their lifetime. Yet 40% of 34-54 year olds are unwilling to change careers.
Longer working lives will affect employers too. Employers are concerned about increased pension contributions, time out of the workforce due illness. Needing to reskill and train staff was split but overall employers were less worried about this factor.

EPI lobby for the following to address working life longevity:

Individual Learning Accounts (they suggest Singapore as an example)
Modular learning and an inquiry into the fall of mature and part-time students.
Reallocate the money earmarked for the National Skills Fund for retraining those aged over 40 particularly in industries where there is a risk of automation or industrial decline.
Reduce Employer National Insurance contributions for certain workers over 50.
Clinical Commissioning Groups (CCGs) and GPs should proactively enable people to work for longer through advice, support, and social prescribing of workplace health support.
Create a Minister for Lifelong Learning and Training who has responsibility over longer lives, work and skills, positioned between DfE, BEIS and DWP.

Access and Participation

Social Mobility effect of school admissions: The Sutton Trust released their fairer school admissions report at the end of February. In it they raise social mobility questions by highlighting that there is a wealth divide between low and middle income families accessing state comprehensive schools. They state that the best performing comprehensives only take half the number of disadvantaged pupils as an average state school would. And that it costs £45,700 more to buy a house in the catchment area serving a top comprehensive. The Sutton Trust wants to see a fairer system where access to schools is not as closely linked to income stating it would have benefits in terms of overall attainment, teacher recruitment and retention and social cohesion. They are calling for more balanced intakes overall, with every high-performing school committed to admitting more poorer pupils. They state comprehensives should pledge to prioritise applicants eligible for the pupil premium, to create more socially balanced intakes. Schools who are responsible for their own admissions should introduce ballots, with an inner catchment area based on proximity and the remainder of places allocated by ballot. On grammar schools they would like to give priority to applicants eligible for the pupil premium who meet the entrance criteria. They should provide a minimum ten hours test preparation for all pupils to provide a level playing field for the 11-plus and improve their outreach work to families from disadvantaged backgrounds. More details in the second Sutton Trust report: School Places: A Fair Choice?

Lords Debate – Working Classes Educational Opportunities

Baroness Morris lead a debate within Lords to take note of the educational opportunities available to children and young people from working class backgrounds. It critiqued Government initiatives including catch up clubs and the abolition of Sure Start. The Baroness said that the working class and middle class were generally pursuing different post-16 routes, with disadvantaged children entering a sector that had experienced a 20% reduction in funding.

Lord Woolley commented on disparities in outcomes between students, stating white working-class students outside big cities experienced a bottom-up lack of investment in good jobs, or in schools, contributing to communities having low expectations. Conversely, education, for the BAME community was often seen as a route out of disadvantage. However, BAME working-class students face the race penalty disadvantage that their white counterparts do not. (This comes from UCL data highlighting that BAME young people were 58% more likely to be unemployed and 47% more likely to have a zero-hours contract.)

Lord Knight of Weymouth asserted that that could be no change in working class communities without regeneration through education:

“that system must be designed for a long life of continuous reskilling—one that prepares people for a working life of 60 years, multiple careers, being great at interacting with machines as well as humans, but also out-competing machines at being human. It must be one that accepts that analytics will replace qualifications and that universities will have to innovate to deliver lifelong learning rather than a debt-loaded rite of passage, as at present”.

Baroness Wilcox: Those on free school meals and receiving the pupil premium are 27% less likely to achieve five or more GCSEs at grades A* to C (grades 9 to 6).

Lord Livermore said that getting a degree from a leading university was one of the surest paths to social mobility. She was concerned that working class students receive a lack of advice, guidance and support in navigating the university application process. She lamented that this lack of support seemed to be permeating the HE sector, with disadvantaged students disproportionately more likely to not return as second year students. Concluding, she endorsed the Sutton Trust’s proposed policies of; contextual admissions, post-qualification applications, greater evaluation of university outreach activities, increased numbers of degree and higher-level apprenticeships, and the restoration of maintenance grants for students to reduce the debt burden on the least well off.

Lord Storey (Lib Dem Education spokesperson) spoke of post- 16 education stating that there should be clear signposting about the best vocational opportunities and apprenticeship schemes available: “This would help to increase parity of esteem with academic routes”.

Lord Bassam (Opposition spokesperson for FE &HE) highlighted the Sutton Trust tuition fee research which suggests that student debt may be having an impact on the aspirations of children before they even take their GCSEs and asserts that the removal of maintenance grants in favour of loans was deterring working-class young people. He also criticised the impact of predicted grades and conditional offers on students from disadvantaged backgrounds, insisting that, “poor predictions can blight young people’s life chances, often becoming a self-fulfilling prophecy. Moreover, young people with huge potential but low predictions stand little chance of proper consideration from the top universities”.

He also raised concerns over UCAS personal statements and references as a method in assessing an individual’s aptitude and ability, and intimated that was following the OfS university admissions review closely. On admissions diversity he said: “At present, half of all children in receipt of free school meals are educated in just a fifth of all schools, and more than half of universities in England have a white working-class student intake of less than 5%, despite the fact that 75% of universities, including the Russell Group institutions, claim to use “contextual information” to admit students from disadvantaged backgrounds”.

Baroness Berridge spoke for the Government and praised the role of the OfS in ensuring that universities produced ambitious access and participation plans. On contextual admissions she said that the Government “will look in appropriate circumstances at the background of students”, whilst stating that post-qualification applications could cut disadvantaged young people.

Admissions Review: Research Professional has a thoughtful article delving into contextual admissions which is well worth the quick read.

HE stats

HESA (Higher Education Statistics Agency) published income and expenditure data for HE institutions.

Income

Tuition fees and education contracts: £18,875bn in 2017/18, up from 15,541bn in 2014/15
Funding body grants: £5,112bn in 2017/18, down from £5,345bn in 2014/15
Research Grants and Contracts: £6,225bn, up from £5,968bn in 2014/15
Other income: £7,203bn in 2017/18 up from £5,902bn in 2014/15

Expenditure

Staff costs: £20,071bn in 2017/18, up from £18,210bn in 2014/15
Other operating expenses: £13.8bn in 2017/18, up from £11,770bn in 2014/15
Depreciation: £2,467bn in 2017/18, up from £1,986bn in 2014/15

Mental Health

Thursday was University Mental Health Day. Universities Minister, Michelle Donelan, – in conjunction with the DfE and the Department of Health and Social Care – announced a funding competition: £1million for innovative student mental health projects.

Students identified as being at high risk of poor mental health will benefit from a £1m funding boost. Research has identified such groups as including black/ethnic minority students, those from disadvantaged backgrounds, those with disabilities, and those identifying as LGBTQ+.
Successful projects will also target groups of students who might face barriers in accessing support, like carers, part-time and international students and those on placements as part of their course.
The projects will also be judged on how they use innovative and technological approaches to addressing mental health issues, in line with the new NHS drive for improvement in digital support.

OfS will hold the money and approve proposals.

Chris Millward, Director for Fair Access and Participation at the OfS, said:

“All students deserve the opportunity to thrive at university and college, but for too many mental ill-health remains a significant barrier. We know that there are many factors which can impact the wellbeing of students and situations where students may be or feel more vulnerable. Through this funding we want to support innovative and strategic solutions that can help ensure that all students, regardless of their background or how they study, get the support they need.
By working together with partners including the NHS and charities, universities and colleges have the power to address the complex issues associated with student mental ill-health. We will be sharing the effective practice that comes from this funding and driving improved mental health support for all students.”

Universities Minister Michelle Donelan said: “Going to university can be a really challenging time, especially if you face added pressures or if you are balancing studies alongside other commitments like carers and mature students. It is vital no student is put at risk by not getting the help they need. Universities must step up to this challenge, and this funding will help them and the sector by looking at ways support can be better targeted and improved.”

Despite the fresh announcement the funds are the same as those announced in June 2019, the change is that the bidding is now open. Research Professional cover the announcement here.

The NUS spoke out on University Mental Health Day. Eva Crossan Jory, NUS Vice President Welfare commented:

“Through my two years as Vice President Welfare I have seen the incredible work students and student’s unions have done to lobby for better mental health care on our campuses, but it shouldn’t be this way: we shouldn’t have to campaign for colleges and universities to do this work.
Universities need to acknowledge the structural barriers they create that lead to poor mental health. Our poor mental health cannot be separated from the intense pressure and competition that is deemed as a necessary aspect of our educational experience. From the spiralling costs of accommodation to the need for a better system of student funding, the student mental health crisis won’t be stopped until the problems are tackled at the root.
There is also intense pressure put on staff, from precarious contracts to over work, we cannot demand better mental health support for students without also fighting for better mental health care for staff in our universities.
Although we have seen significant movement in the sector on student mental health we must ensure that signing up to charters is not where this work stops. We need real investment made into both university services but also the NHS which is being criminally underfunded. We must also ensure the services we campaign for and win are culturally competent. That they acknowledge the structural inequalities that exist. We need a support system that understands students are not one homogeneous group.
We’re urging our members and students to have those hard conversations with senior leaders and challenge them, to start talking honestly and openly about the whole of student mental health. Only that way can we reach the goals of a truly mentally healthy whole university.”

Research

There were a series of research focussed oral questions in Parliament this week. Here’s the edited version:

Julian Sturdy: What steps he is taking to increase investment in research and development.

Alok Sharma (SoS BEIS):The Government are already increasing public spending on research and development by £7 billion over five years, the biggest increase in public funding for R&D on record. Every pound of public expenditure on R&D leverages a further £1.40 of additional private investment, generating even greater returns for the UK.

Julian Sturdy: Given that nearly 50% of the core science budget currently goes to just three cities in southern England, can the Secretary of State assure me that the increase in R&D funding will do more to favour the regions outside the south, so that in future both my city…and other regional hubs across Yorkshire…will receive their fair share for the purposes of research and innovation?

Alok Sharma: I absolutely agree that that is part of our levelling-up agenda. We want to support centres of excellence across the country… we will set out our ambitious play strategy for R&D in the second half of this year.

Bim Afolami: [Mentions agritech start ups and incubators – asks Minister to endorse Rothamsted Research and visit].

Alok Sharma:[Agrees to] meet him to discuss how the Government can support his proposals.

Mrs Drummond: .. what further action is being taken on the proposal for a UK advanced research projects agency, following the departmental meeting last year?

Alok Sharma: The UK is ranked fifth in the global innovation index, and our strengths in R&D mean that we are well placed to develop a new funding body to specialise in high-risk, high-reward projects. … I am absolutely determined that the UK should be a global science superpower, and my Department is making good progress on a UK advanced research projects agency. We are engaging with a wide range of researchers and innovators, and we will set out further plans in due course.

Chi Onwurah (Lab) (Newcastle upon Tyne Central):…European research programme.. For every £1 we put into the European Union programme, we got £1.30 back, and such funding is essential if we are to retain our place as a global science superpower, so will the Secretary of State boost UK science by confirming that we will be going for full associate membership?

Alok Sharma: Of course I want the UK to be a science superpower, and we have set out our views on expanding the R&D budget. On Europe, our EU negotiating objectives are very clear: the UK will consider participation in Horizon Europe and Euratom, but this will be part of the wider negotiations.

Geraint Davies (Lab/Co-op) (Swansea West): [Unclean air and electric cars, subsidies]

Alok Sharma: ..We currently have 460,000 green jobs in this country, and we want to push that to 2 million. I would be happy to meet him to discuss the specific point that he has raised.

Jim Shannon (DUP) (Strangford):Across the whole of the United Kingdom of Great Britain and Northern Ireland, universities have played a critical role in research and development. [Requests specific help for two local institutions.]

Alok Sharma: Of course, UKRI provides funding for a whole range of universities. Again, if the hon. Gentleman has specific ideas for projects, perhaps he would come forward with them.

Mr Richard Bacon (Con) (South Norfolk): It is possible to build a house that costs nothing to heat, but that is not happening at scale at the moment. Does my right hon. Friend consider it part of his Department’s responsibilities to support research into making this more widespread, which would be hugely beneficial for the planet?

Alok Sharma: I know that my hon. Friend is an authority on the house building sector..he raises an important point. We know that 15% of emissions are from housing, and we are looking to see how we can bring that down as part of the net zero target.

And a written question on levelling up:

Q – Neil O’Brien (Harborough): What steps he is taking with UK Research and Innovation to increase funding allocated to projects in regions of lower productivity.

A – Amanda Solloway (Derby North): We will publish an ambitious place strategy for R&D in the next few months. This will build on existing and emerging research and innovation capabilities across the country, enabling areas to ‘level up’ and reach their economic potential. This is an important part of our ambition to increase R&D investment across the economy.

Research Professional have an article how Greg Clark (Chair) is keen to incorporate social sciences, arts and humanities within the remit of the Commons Science and Technology select committee. RP also have a piece covering Germany’s statistics announcing they have hit 3% R&D spending target. And an article on the importance of metrics and measuring impact within research.

HE focussed Parliamentary Questions

PG Fees

Q – Dr Rupa Huq: what assessment he has made of the potential merits of abolishing application fees for postgraduate students; and if he will make a statement.

A – Michelle Donelan: Higher education providers in England are autonomous bodies and therefore have discretion over the application fees they charge for postgraduate courses.

Strikes

A question asking what guidance the Department has issued on tuition fee refunds as a result of cancelled lectures during industrial action.

Apprenticeships

Q – Sir David Evennett: What steps his Department is taking to promote apprenticeships as an alternative to university.

The full answer is here. Excerpts below:

A – Gillian Keegan:… We are continuing to promote all apprenticeships as a genuine, high-quality alternative to traditional academic only study for people of all ages and from all backgrounds. We launched the third phase of our apprenticeships marketing campaign, Fire it Up, in January, which promotes how apprenticeships can provide opportunities for ambitious young people.

… In January 2018 we introduced a legal requirement for schools to give training providers the opportunity to talk to pupils about technical qualifications and apprenticeships, so that young people hear about the alternatives to academic routes. We also offer a free service to schools through the Apprenticeship Support and Knowledge (ASK) project to ensure that teachers have the knowledge and support they need to enable them to promote apprenticeships, including higher and degree apprenticeships, to their students.

…We have also worked with the Universities and Colleges Admissions Service (UCAS) to support employers to raise awareness of their apprenticeship opportunities to prospective employees through an online higher and degree apprenticeship vacancy listing.

Inquiries and Consultations

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

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JANE FORSTER | SARAH CARTER

Policy Advisor Policy & Public Affairs Officer

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

February 24, 2020

See your spine move in real-time motion at the AECC

BU research, innovation, Research communication, Research news Alex Breen

The Centre for Biomechanics Research (CBR) of the AECC University College, Bournemouth are seeking volunteers for their latest research study, investigating spine biomechanics in near real time.

CBR are currently looking for volunteers to help us with our latest piece of research into understanding the back in motion. We need over 100 volunteers to come forward to take part to ensure the project is a success so we can establish a database of spine mechanics in healthy adults. This is the biggest study of its kind and those who volunteer for this research study will get the chance to see their spine move in real-time.

Currently we focusing our recruitment for a sub-study comparing a commonly used skin based marker system, for measuring the spine in motion, to the gold standard of bone tracking using low dose video x-rays. For this study 15 females volunteers are needed to take part.

To find out more about this study please visit the study web-page here.

Who are we looking for?

For this research study, we are looking for people who:

Are over 30 and under 70 years of age
Have not had low back pain that has prevented normal activity for at least 1 day in the past year
Have not had an abdominal/pelvic/lumbar spine surgery in the past 2 years
Have not had any medical radiation exposure in the past year or exposure in the past 2 years with a
dose of greater than 8mSv (defined as CT scan of Chest, Abdomen or Pelvis or Interventional procedures under radiological control i.e. angiography).
Have a body mass index (BMI) of less than 30
Are not pregnant
Willing to participate and able to freely give informed consent.

Next steps

If you are interested in being involved in this project please visit the study web-page here or you can also learn more about this project through the participant information booklet here.
If you would like to register your interest please download the pre-study form here.
For any questions, or to send us your completed pre-study form, please contact us at cbrstudies@aecc.ac.uk

This study has received a favourable ethical opinion from HRA South West - Central Bristol Research Ethics Committee. 
REC reference: 10/H0106/65.

February 5, 2020

New BU paper published on Plos One

Uncategorized Francesco Ferraro

Congratulation to Dr Francesco Ferraro, who published his latest paper on Plos One.

The paper “Comparison of balance changes after inspiratory muscle or Otago exercise training” comes from Dr Ferraro`s PhD where, under the supervision of Professor McConnell, Dr Gavin and Associate Professor Wainwright, he looked at the effects of inspiratory muscle training on balance and physical performance with older adults.

This latest paper looks at the potential benefit of inspiratory muscle training as an alternative to standard balance training intervention. The findings of this pragmatic parallel study support the hypothesis that 8 weeks of unsupervised, individual, home-based inspiratory muscle training, improves balance ability to a similar extent to supervised, group-based balance training in healthy older adults.

The article is now fully available as open access here

https://doi.org/10.1371/journal.pone.0227379

–

Dr Ferraro.

fferraro@bournemouth.ac.uk

www.ferrarotrainer.com

December 4, 2019

CoPMRE Visiting Faculty bi-annual event

BU research, Events, Impact, Knowledge Exchange, nhs, NHS, Research Centres, Research news adixon

Yesterday CoPMRE welcomed 30 colleagues to our Visiting Faculty bi-annual event showcasing the exciting medical developments at BU from the new Bournemouth Gateway Building to the Institute of Medical Imaging and Visualisation. The key priorities to support delivery of BU2025 were presented by Dr Clare Wedderburn, Interim Head of Department of Medicine & Public Health presented. Juan Campos-Perez, Clinical Research Co-ordinator, BUCRU spoke about Biobanks which were highlighted in Professor Emma King’s research presentation on immunotherapy. Professor Jeffrey Wale, Lecturer in Law encouraged innovative medical cross faculty collaboration demonstrated by his recent research collaboration with Professor Sam Rowlands, Visiting Professor resulting in four co-authored papers. The main focus of the meeting centred around Visiting Faculty engagement in research and education to help us achieve our aims. The audience reported that they were ‘very excited’ about these new developments at BU and were keen to support this vision.

October 8, 2019

Colloquium is on the Way! Discussion forum with Global Connections- 11th December 2019😇 From 10:00 –12:00 at EB602

BU research, BU2025, ECR Network, innovation, international, Knowledge Exchange, PG research Hiroko Oe

This discussion forum is a ‘spin-out’ event following the Conference ‘Deep Transformations and the Future of Organisations’ (6-7 December). It would be the very first event aiming to bridge UK-Japan researchers who are specialised in the research field of the B2B and business transformation in the globalised era.

Two presenters are invited to this colloquial from Japan, Professor Takemoto (Innovation & Management Laboratory, Fukui University) and Mr Ikematsu, (Consultant/Researcher, ex strategist for Fujitsu).

Professor Takemoto will talk about the revitalisation projects with entrepreneurial movements in Fukui area, referring to the concepts of ‘Creative destruction’ and ‘Planned Happenstance Theory’.

Mr Ikematsu will talk about his experiences from the marketing and economical points of view, presenting the ‘straggles’ to change Fujitsu from the B2B model firm to the B2C model firm. His presentation will be also a good case of innovation dilemma and network externalities.

The colloquial will be carried out via the Skype conference method. Dr Hiroko Oe will act as a facilitator for this colloquial and Dr Kaouther Kooli will perform as a supervisor for this event who liaises the outcome from the main Conference the week before.

BU ECRs and the PG students will be invited to the colloquial, too. Dr. Ediz Akcay (Lecturer in Digital Marketing) and Dr Yan Liang (Lecturer in Strategy) will be there as discussants.

This colloquial will provide unique and interesting views from the different cultural context of Japanese cases, including some key topics of the UN SDGs (e.g., Goal 9 ‘Industry, innovation and infrastructure’, Goal 11 ‘Sustainable cities and communities’, and Goal 17 ‘Partnerships for the goals’).

August 28, 2019

STEM for Britain 2020 – Call for Posters

BU research, Doctoral College, ECR Network Lisa Andrews

STEM for Britain, hosted by the Parliamentary and Scientific Committee, is a poster competition for early-career researchers, and will take place in the Houses of Parliament on Monday 9^th March 2020.

Applications for posters will open on Monday 23^rd September 2019 to early career research scientists, engineers, technologists and mathematicians to exhibit posters in one of the following five areas:

Biological and Biomedical Sciences
Chemistry
Engineering
Mathematical Sciences
Physics

Prizes will be awarded for the posters presented in each discipline which best communicate high level science, engineering or mathematics to a lay audience.

BU is inviting expressions of interest from those who would like to apply. Please email Lisa Andrews, RDS Research Facilitator with two sentences on what your poster would cover.

Full details of the competition and exhibition, including the application form will be made available on www.stemforbritain.org.uk from 23^rd September.

August 6, 2019

BU CILVRS Project presented at Parliament

BU research, Centre for Excellence in Learning, Events, Featured academics, Fusion, international, NHS, Public engagement, Research news Edwin van Teijlingen

Denyse King from the Centre of Midwifery, Maternal & Perinatal (CMMPH) recently presented her CILVRS Project at a Parliamentary event. The CILVRS Project is a Virtual Reality Learning Environment (VRLE) to improve healthcare education. Denyse presented this at the Further Education for Leadership symposium on Ed-Tech at Parliament on July 17^th 2019. She introduced a VRLE on ‘safeguarding’ to share with delegates there who then experienced the VRLE through immersion with Oculus Quest headsets. The response from symposium delegates to the VRLE was overwhelmingly positive and with excellent discussions regarding the possible content of future VRLEs. Denyse has written this VRLE content as part of her role as a lecturer in midwifery. This was subsequently built to her specifications by a company called Daden Ltd. The VRLE are designed to be profession generic and topic specific, which ensures that the majority of healthcare students can use each VRLE. Denyse King is sitting on the far right of the table of experts for the Further Education Trust for Leadership (photo).

VRLEs offer healthcare students access learning materials in ways which enhance their student experience. Use of VRLE mean Bournemouth University can offer students clinical experiences which cannot otherwise be guaranteed as routine part of their healthcare education. In addition to this, Continuous Practice Development (CPD) is a requirement of the Nursing and Midwifery Council [1-2] and the World Health Organization (WHO) [3] have highlighted that learners globally have limited access to Higher Education. The WHO also state that educators internationally lack skills and necessary equipment as well as a lack of access to practical skills teaching. Therefore, VRLE also have a place in offering realistic clinical experiences for CPD nationally and internationally. One example of the latter would be through Bournemouth University a close working relationships in Nepal: (1) where midwifery students can also benefit; or (2) in the development of CPD in nursing and midwifery in Nepal as recently presented on the BU Research Blog (click here).

The CILVRS Project is another excellent example of the BU FUSION with Research resulting in improvements in Education, which in turn are leading to better Practice.

The response from symposium delegates to the VRLE was overwhelmingly positive and with excellent discussions regarding the possible content of future VRLEs. Denyse is very active in this field. She has created a VRLE for urinalysis training as well as three VRLE related to safeguarding (which are nearly complete) as part of the CILVRS Project. She is developing further VRLEs I: two for perinatal mental health which I am creating in collaboration with University of Newcastle (Australia), Solent NHS Trust and Portsmouth Hospitals NHS Trust. Some of this is being trialled within the BU midwifery programme in the forth coming year 2019/2020, and this exciting work is part of her doctorate research: Towards more holistic clinical practice: exploring the impact of virtual reality learning environments on healthcare education.

Congratulations!

Prof. Edwin van Teijlingen

CMMPH

References:

NMC 2018a. Standards for competence for registered midwives. London: NMC
NMC 2018b. Future Nurse: Standards of proficiency for registered nurses. London: NMC
World Health Organization (WHO), United Nations Population Fund (UNPF), UNICEF, and International Confederation of Midwives (ICM). 2019. Framework for Action: Strengthening Quality Midwifery Education for Universal Health Coverage 2030. Geneva: WHO.

July 24, 2019

STEM for Britain 2020 – Call for Posters

BU research, Doctoral College, ECR Network Lisa Andrews

Biological and Biomedical Sciences
Chemistry
Engineering
Mathematical Sciences
Physics

Prizes will be awarded for the posters presented in each discipline which best communicate high level science, engineering or mathematics to a lay audience.

BU is inviting expressions of interest from those who would like to apply by Thursday 12^th September. Please email Lisa Andrews, RDS Research Facilitator with two sentences on what your poster would cover. Applicants will be shortlisted on Monday 16^th September. Those chosen to apply, will be supported to do so ahead of the Parliamentary and Scientific Committee’s external deadline of 2^nd December.

Full details of the competition and exhibition, including the application form will be made available on www.stemforbritain.org.uk from 23^rd September.

July 23, 2019

CoPMRE Sixteenth Annual Symposium Frailty: Enhancing Lives 9.10.19

BU research, BU2025, conferences, Events, Fusion, Impact, innovation, Knowledge Exchange, Knowledge Transfer, NHS, PG research, Public engagement, Research Centres, Research communication adixon

Following the government’s industrial strategy grand challenge on Ageing Society, this year’s conference will be exploring the theme of frailty. The key areas will be:

Current health needs – the demographic and societal challenge
Predicting transition to frailty
The role of digital technology in maintaining independence

Keynote Speakers

Professor Martin Vernon, National Director for Older People, NHS England

Professor Mark Hawley, Professor of Health Services Research (ScHARR), Director Centre for Assistive Technology and Connected Care (CATCH), University of Sheffield

Event Information

Sixteenth Annual Symposium, Frailty: Enhancing Lives, Wednesday 9 October, Bournemouth University, Executive Business Centre (EBC), Lansdowne, Bournemouth.

Audrey Dixon

CoPMRE Manager

June 17, 2019

HE Policy Update for the w/e 14th June 2019

Business Engagement, EU, Global engagement, HEIF, Impact, Industry collaboration, innovation, international, policy, Research news, Student Engagement jforster

Another busy week in national politics and also in HE policy. The government may be having a slightly quieter time while they elect a new leader but that gives us time for plenty of speculation….

Research Communications

BU is running a Research Communication Day on Thursday 20 June. The morning (from 10:30) will share tips and hints on successful communication through talks from the Editor of The Conversation and a BU academic colleague experienced in research communication. The afternoon provides choice in a series of 50 minute sessions covering everything from broadcast training, developing the impact of your research, sharing research through social media and – saving the best for last – the BU policy team will be there to talk colleagues through how to engage with policy makers from 14:30. See this intranet page to book. Please share with colleagues!

Student Academic Experience Survey

The Higher Education Policy Institute published their annual student academic experience survey with AdvanceHE. The lead press story was about disclosure of mental health concerns to parents:

The Radio 4 Today programme (Thursday) covered this story. Nick Hillman (HEPI) gave his personal view that the decision to share mental health status should be opt out rather than opt in to consent –– because it is more efficient to run a system on opt out where the majority (over 50%) of the student body consents.

Chris Skidmore answered a Parliamentary question: Q – Dr Matthew Offord: To ask the Secretary of State for Education, what guidance his Department has published on suicide prevention strategies for universities.

A – Chris Skidmore:

Mental health is a priority for the government, which is why we have worked with Universities UK, the Office for Students, and other stakeholders in the higher education sector to develop guidance on measures to help prevent suicide. This guidance was published in September 2018, ahead of the 2018/19 academic year.
In addition, the government has published the first cross-government suicide prevention plan for wider society. The plan, led by my hon. Friend, the Parliamentary Under Secretary of State for Mental Health and Suicide Prevention, sets out actions for local government, the NHS, the criminal justice system and the Department for Education in relation to universities. The plan focuses on how social media and the latest technology, such as predictive analytics and artificial intelligence, can identify those at risk of suicide.

There was also a parliamentary question on mental (and physical) ill health research spending.

The key findings of the report include:

41% of students perceive ‘good’ or ‘very good’ value from their course – this is the second consecutive year with a three percentage point improvement; 29% of students perceive ‘poor’ or ‘very poor’ value, which is a drop of three percentage points since last year and five percentage points since 2017.
Value-for-money perceptions differ according to the characteristics of students. Those from Scotland have relatively high positive perceptions (63%) while non-EU international students have relatively low positive perceptions (37%). Recent funding changes for students from Wales have not yet had any material impact on perceptions of value for money.
Teaching quality is the main factor for students who perceive positive value (64%) and tuition fees are the main factor for students who perceive poorer value (62%).
Among students who say their experience surpasses their prior expectations, 59% cite the ‘right level of challenge’ as the key factor. Where students report a worse experience than expected, around one-third (35%) blame themselves for not putting in enough effort. This rises to 42% among BME students.
A new question shows most students feel they were ‘very prepared’ (16%) or ‘slightly prepared’ (44%) for university, compared to under one-quarter who were ‘slightly prepared’ (14%) or ‘very unprepared’ (9%).
Two-thirds of students (64%) would choose the same course and same university if they were applying again. Only 4% would opt to ‘do an apprenticeship’ and even fewer would not enter higher education to ‘get a job’ (3%) or not enter higher education to ‘do something else’ (2%).
There have been small changes to average contact hours and workload in recent years. Since 2015, there has been a decline in independent study (15.2 hours a week to 13.8) and an increase in timetabled contact hours (13.4 hours to 13.9 hours).
Given relatively low scores for student satisfaction with feedback in this and other surveys, a new question for 2019 asked how this might be improved. The most popular option, supported by 63% of students, was ‘more detail on why the mark was awarded’.
Students are significantly more anxious than other young people: just 16% of students surveyed report feeling ‘low anxiety’, against 37% for all those aged 20 to 24.
- A new question on disclosing mental health issues to students’ parents or guardians finds high levels of support. Two-thirds (66%) of students support disclosure ‘under extreme circumstances’ and a further 15% support it ‘under any circumstances’.
- The results confirm students want more support from taxpayers for the costs of teaching undergraduates: 22% say Government should pay all the costs and 43% say Government should pay more than half the costs. This is out of line with the recent Review of Post-18 Education and Funding (the Augar report) on England, which says taxpayers should continue to pay half.
- For the first time, students were asked about their views on two-year degrees. While over four-in-ten students were ‘very positive’ (19%) or ‘positive’ (24%), three-in-ten were ‘negative’ (19%) or ‘very negative’ (10%) and the rest were either neutral (24%) or did not know (4%).

Policy recommendations

A notable increase in value-for-money perceptions shows last year’s comparable increase was not just a quirk or a blip. …The most effective ways for higher education institutions to continue improving value-for-money perceptions may be to make faster progress in telling students where their fees go and further improving the quality of teaching and learning….Given the big drop in value-for money perceptions after fees increased in England from 2012, any significant reduction in fees could improve value-for-money perceptions further.
…our results suggest schools, colleges and universities could all do more to help prepare potential students, especially in the context of a growing number of students from non-traditional backgrounds (such as first-in-family students). …The notable contrast between the idea of higher education as a time when you can be true to yourself and the specific groups that feel least well prepared, such as LGB+ students, suggest targeted interventions could also help raise preparedness.
….The big expansion in apprenticeships that many want to see could depend more on finding new learners rather than persuading people who are already on course for a more traditional university experience to change direction – or else, we need to convey the perceived benefits of apprenticeships more persuasively
…the results pose a challenge to the overall idea that levels of preparedness for higher education should always be high in all respects – at least, to the extent that learning gain seems to correlate inversely with preparedness. [this is interesting – it might suggest instead that these courses need to be more stretching?]
The Survey suggests the optimal total student workload – for example, in relation to overall student satisfaction and satisfaction with course and institution – is in the 30–39 hours category. This chimes with the evidence on the best work–life balance for people in the labour market. This level of commitment leaves more time for student activities – such as involvement in clubs and societies, part-time employment and socialising – than is available to those students with the longest working hours (such as those preparing to work in the health sector). Students with the lowest workloads of all, of under 10 hours a week, in contrast face a range of challenges that affect their quality of life and their quality of learning. Regulators may well wish to ask whether any student can secure the full benefits of higher education at such a minimal level.
The Survey provides evidence to help explain the already well-documented BME attainment gap – for instance, there are notable differences by ethnicity in perceptions of teaching quality. It remains controversial in some quarters to suggest curricula, the make-up of academic staff and the provision of support services should reflect the changing demographics of students, but the evidence base for doing this is strong.
The Survey adds to the growing evidence on the relationship between students’ living arrangements and their quality of life. While some students will always choose to live at home for a variety of reasons, any attempt by policymakers to reduce students’ costs by encouraging more students to live at home risks encouraging less good outcomes – unless accompanied by specific, and potentially quite costly, actions to address the challenge.
The Student Academic Experience Survey began in early 2006 as a way of measuring how the academic experience of students changes in response to funding reforms. However, despite the big shifts in funding, most obviously for students from England and Wales, the workload of students has only changed marginally – the most notable shift being the number of timetabled hours moving from being slightly behind the number of independent learning hours to slightly ahead. Advocates and opponents of so-called ‘neo-liberal’ student funding systems may well have over-exaggerated the effect that changes to student funding have on the way students and institutions approach teaching and learning.
For many years, one of the lowest-scoring areas in a number of student surveys, including the official National Student Survey, has been assessment and feedback on academic work. While our Survey shows modest improvements on this issue, the responses to one of the new questions could help drive greater improvements. …
A new question on disclosure of mental health issues to a student’s parents or guardian finds high levels of support, with two-thirds of students supporting disclosure ‘in extreme circumstances’ and a further 15% supporting it ‘in any circumstances’. These results are similar to those provided by university applicants in another survey back in 2017, suggesting that views have not changed much since enrolment. Some higher education staff have, rightly, pointed out the legal and practical difficulties in disclosing mental health issues experienced by their (adult) students to others, although some have recently changed practice in this area. Our results provide support to politicians, the families of students who have taken their own lives and others, such as some university staff, who have sought to encourage debate on current disclosure practices.
A majority of students across all four parts of the UK continue to believe the costs of higher education tuition should be covered entirely or mainly by taxpayers via the government. …
…Nearly twice as many full-time undergraduates say they would feel ‘very positive’ about such accelerated learning if they were applying to university now as say they would be ‘very negative’ about it (19% versus 10%). There are somewhat higher levels of support among students aged over 25, who might particularly appreciate the option of taking less time out of the labour market in order to secure a degree. …

The Minister speaks

Chris Skidmore was at the launch of the HEPI survey and took a very different approach from his predecessors. Unlike Sam Gyimah and Jo Johnson, who arrived with a flock of minders and gave big speeches from the podium, notably in Sam Gyimah’s case attacking the sector for focussing on putting “bums on seats” at the expense of student outcomes, the Minister took part in a fireside chat with Nick Hillman in which he came across pretty well. He was necessarily a bit vague on policy – Augar being a question for the new PM and the spending review – but repeated his message on a 3D threshold (something he was prepared to “die on a hill” over. And he said that the “bums on seats” line should be banned, because no institution was doing that. He also failed to attack the sector on unconditional offers and grade inflation – unlike Nicola Dandridge, who spoke later and claimed credit for the OfS on progress made in the sector on both issues.

He was most animated on Research – in his role as Minister for the 2.4% [investment in R&D], being very clear that he is campaigning ahead of the spending review. And he trailed his speech on Thursday evening, the third of 4, with a focus on working with industry and IP, and commercialisation. Research Professional have reviewed that speech, so we don’t have to.

He talked about investment in research [we’ve included the RP commentary]:

Investing in new technologies is inherently risky. If it weren’t, we could comfortably leave it to the market. But so long as the UK has R&D excellence on which we can build and so long as there is an international business case and we base our decisions firmly in expert advice, we should seek to continue to invest in emerging technologies. This is a fair risk to ask the taxpayer to bear given the enormous economic opportunities on offer.
[This is a bold move, politically. Has anyone asked the mythical taxpayer if they are happy to pile in on this investment? If the Augar review tells us anything, it is that there is not enough public support to justify the expenditure on undergraduate teaching in England. An expensive industrial strategy requires similar levels of public sign-off. That’s why Corbyn’s question about Scunthorpe is important—that’s what most people hear when you use the phrase “industrial strategy”. Just as government and universities did not explain the student finance system enough to the public, there is a big communication job to do over the investment in the industrial strategy.]
…we need to spell out a clear strategy for our future investment. This is crucial for the government’s commitment to spending 2.4 per cent of GDP, both public and private, on R&D by 2027—the OECD average. For we need to not only raise our investment but decide the direction of this investment and what we are aiming for.
[Your periodic reminder of what the 2.4 per cent target really amounts to as a commitment of government spending. Figures released yesterday by the Office for National Statistics show that government spending on R&D as a percentage of GDP barely changed between 2012 and 2017, accounting for 0.59 per cent of GDP by the end of that period.]

The Minister also spoke about the Government’s recently published white paper on Regulation for the Fourth Industrial Revolution, which sets out plans to transform the UK’s regulatory system, to support innovation while protecting citizens and the environment. This followed concerns raised by industry that overzealous regulation would stifle innovation.

In related news, University Alliance members have been awarded £76m to fund the establishment of 13, new innovative research institutes and centres. Their research will be funded by a grant from the Expanding Excellence in England Fund. This is part of the government’s modern Industrial Strategy aimed at maintaining the UK’s position at the forefront of innovative scientific research.

Student Mobility

UUK published their annual student mobility report – Gone International: rising aspirations. It finds 18,510 respondents to the DLHE survey have undertaken a period abroad during their undergraduate study. This equates to 7.8% of all undergraduates with almost half of all mobility funded through Erasmus+ (49.2%).

Language graduates had the highest mobility rate of 34%, rising to 87% if linguistics students were excluded. The next highest mobility rates were for combined subjects (33%), medicine and dentistry (31%) and veterinary science (17%). Social work, computer science, sport science and nursing students are still least likely to undertake time overseas. English students were less mobile (7.2%) than the other nations.

UUK note an increase in more students from ‘underrepresented demographics’ studying abroad (including students from lower socio-economic backgrounds, black and minority ethnic (BME) students and disabled students). 5.6% of mobile students were from socio-economically disadvantaged backgrounds (9.6% of advantaged students were mobile). White students (8.3%) were more mobile than Asian (5.5%) or black (5.1%) students. Care leavers participation was 4.5%. Page 4/5 has more statistics on the other disadvantaged categories.

Most mobility was for study (75%), followed by work (22%) and volunteering (4%).

Duration:

64% long-term mobilities of 14 weeks or more
15% of instances were medium term mobilities (5−13 weeks)
21% were short-term mobilities of less than four weeks

50.8% of mobility activities were in Europe, with 18.5% in North America and 12.3% in Asia.

Consistent with findings from previous years the report confirms that graduates who had undertaken time abroad were more likely to be in graduate employment or further study, have a higher average starting salary and less likely to be unemployed than their non-mobile peers. Here are the stats:

Mobile graduates were more likely to obtain first-class honours or an upper second-class degree (91.6%) than non-mobile graduates (80%).
Six months after graduating only 3.1% of mobile graduates were unemployed, compared to 4.2% of non-mobile graduates.
Mobile graduates who were working in full-time, paid employment had an average salary of £23,482, compared to an average salary of £22,256 for non-graduates (a difference of 5.5%) six months after graduating.
Of all working, mobile graduates in the 2016−17 cohort, 78.3% secured a ‘graduate-level’ job within six months of graduating, compared to 73.2% of non-mobile graduates

You can explore more of the detail in the report here.

Research

Research England has published a delivery plan outlining how it will fund and support universities to deliver world-leading research and knowledge exchange. It sets out the research and knowledge exchange priorities and describes how Research England will work in partnership with other organisations such as the Office for Students. It’s one of 10 delivery plans published this week by UK Research and Innovation (UKRI), outlining how UKRI will work with its partners to ensure that world-leading research and innovation continues to flourish in the UK. The 2019-20 plans highlight the areas of focus and key activities of UKRI’s nine constituent councils and its cross-cutting themes. The plans also detail UKRI’s approach to delivering the government’s target of 2.4% GDP spend on research and innovation by 2027.

Research England Executive Chair, David Sweeney, said: I’m delighted to set out in full, for the first time, the wide range of activity that Research England delivers as part of UK Research & Innovation, and our plans for the near future. The partnership between universities and UKRI is at the heart of the UK’s research and innovation success. Our Delivery Plan describes how Research England will have a key role, along with the other three devolved administration funding bodies, in supporting and building that partnership.

UK Research and Innovation Chief Executive, Professor Sir Mark Walport, said: The delivery plans announced today are the blueprints for UKRI’s ambition to deliver the future of research and innovation. They outline how we will address the major global and societal challenges of our time, catalyse collaboration and contribute to meeting the government’s ambitious 2.4% target. UKRI has had a strong first year – the Future Leaders Fellowships programme, the Strength in Places Fund and the Industrial Strategy Challenge Fund are all examples of the difference we can make working together as one organisation.

Student Loans

The Student Loans Company have published stats on student loans in England. Key Findings:

The amount lent to HE borrowers increased by 8.4% to reach £16.2 billion in financial year 2018-19. The amount lent to FE borrowers decreased by 5.7% to reach £209.5m in financial year 2018-19.
Net repayments posted to customer accounts within HE increased by 8.0% to reach £2.5 billion in the financial year 2018-19.
The balance outstanding for HE loans increased by 16.6% to reach £121.8 billion at the end of the financial year 2018-19.
The average loan balance for HE borrowers in the 2019 repayment cohort on entry to repayment was £35,950.
The total number of borrowers still owing Higher Education loans increased by 6.0% reaching 5.3 million at the end of April 2019 compared to 5.0 million at the end of April 2018.

There was a parliamentary question on tuition fees (in light of Augar report) this week – the expected answer was given.

Q – Faisal Rashid: To ask the Secretary of State for Education, if the Government will bring forward plans to reduce university tuition fees to £7,500.

A – Chris Skidmore: The independent panel’s report to government forms an important step in the Review of Post-18 Education and Funding. The government will consider the panel’s recommendations carefully and will conclude the review at the Spending Review. The government has not yet taken decisions with regards to the recommendations put forward.

Hate Crime and Sexual Harassment

Advance HE have evaluated the £4.7 million Catalyst funding which supported 119 projects (71 HEIs including BU) to tackle hate crime and sexual violence on campus. The OfS also published a news story publicising the evaluation and highlighted the following positive outcomes:

an increase in the reporting of incidents and evidence of a reduction in tolerance of hate crime
the positive impact of hiring specialist staff to support students facing harassment or violence
greater evidence of partnership working – with both students and external organisations – to tackle these issues.

Jim Dickinson blogged for Wonkhe to explore how concern for an institution’s reputation and other hindrances can stall initiatives to tackle hate crime, sexual misconduct and harassment.

Consultations and Inquiries

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

Equality and Diversity student data

The OfS published equality and diversity data on 1^st June. Findings include:

The proportion of full-time students aged 21 to 25 entering postgraduate study has been increasing (63.2 per cent in 2010-11 to 68.8 per cent in 2017-18), while those aged 26 to 40 have been decreasing.
Reporting of mental health conditions has seen a bigger increase than reporting of any other type of disability. The proportion of undergraduate entrants reporting a mental health condition has increased from 0.6 per cent in 2010-11 to 3.1 per cent in 2017-18.
During the last seven years, black students had the biggest increase in postgraduate entrance, rising from 5.7 per cent of postgraduate entrants in 2010-11 to 8.3 per cent in 2017-18.
Undergraduate entrants to STEM subjects (biological and sport sciences, physical sciences, mathematical sciences, engineering and technology, and computing) continue to be more commonly male than female. This is especially the case for engineering and technology (85.4 percent of students in 2017-18 were male) and computing (85.3 per cent).
In 2016-17 and 2017-18, less than 1 per cent of undergraduate entrants had a gender different from assigned at birth
The proportion of undergraduate entrants who have a parent with a higher education qualification is slowly increasing (41.9 per cent in 2015-16, 43 per cent in 2017-18). (0.9 per cent and 0.8 per cent, respectively).
In the academic year 2017-18, for undergraduate entrants, the most common religion or belief response was no religion (44.5 per cent) followed by Christianity (29.1 per cent). Information refused was the third most common response (10.4 per cent) followed by Muslim (9.3 per cent).
The proportion of students identifying as bisexual, gay man or gay woman/lesbian has been increasing slowly and in 2017-18, 5.4 per cent of undergraduate entrants identified as one of these sexual orientations.

Other news

Immigration: Last week we briefly mentioned Sajid Javid wants restrictions on international students’ visas lifted to enable them to work in the UK for two years post-graduation. Here is the Financial Times article if you would like to read more on this.

Senior staff pay restraint: Chris Skidmore answers a parliamentary question on VC pay restraint this week – and gives similar answers to his predecessor Universities Minister colleagues.

Carers Innovation Fund: the Government launched the Carers Innovation Fund competition which aims to support accessible, carer-friendly communities and public services and provides evidence on effective interventions to support carers. The Government is looking for creative and innovative models that look beyond statutory services to ensure that carers are:

better recognised and connected
better able to juggle working and caring
better able to look after their own health and wellbeing

Proofreading: The Times explore how paid for proofreading services are likely to blur boundaries into contract cheating by providing a similar service to essay mills. Of course the reader comments on the article are as entertaining as the text itself.

Environment: Greg Clark spoke about his proposed legislation which aims to reduce Britain’s contribution to global warming. The statutory instrument aims to amend the Climate Change Act 2008 with a legally binding net zero emission target by 2050. (The Committee on Climate Change have confirmed the target is feasible and deliverable). Greg also confirmed the Government would lead a Treasury review into the costs of decarbonisation. The Minister went on to call for international action from global partners and said that whilst the UK “retain the ability in the Act to use international carbon credits that contribute to actions in other countries” the Government want them to take their own actions and do not intend to use those credits. Many members across the House echoed the sentiments of welcoming the legislation wholly but pushed the government to do more to ensure targets were met across all areas. Greg Clark was pushed to ban onshore wind, however, he said this strategy was off limits and it allowed the UK to become a world leader in this area.

Local: Local MP Simon Hoare was elected as the Chair of the Northern Ireland Affairs Committee.

Social mobility: Justine Greening attacked the Treasury this week stating system change is needed to achieve social mobility outcomes. After eight years in government, overwhelmingly as a Cabinet Minister and running three different Departments, my conclusion is that we effectively need to abolish the Treasury in its current form. What we have right now is dysfunctional and not fit for purpose. It does not achieve the transformation in opportunity and social mobility that Britain needs. Greening went on to state the budget statement held up “the best ideas” so that the Chancellor could personally announce them through the Budget. She described the spending review as ‘dysfunctional’ and isn’t a fan of Augar which she said: “managed to waste well over a year coming up with obvious conclusions about additional funding for further education, but no doubt the Treasury is delighted that it can kick the issue into the long grass for another 12 to 18 months.” She spoke passionately about different ways the Treasury has failed on policy ideas, before suggesting “breaking up the Treasury, perhaps splitting it into a Ministry of Finance and an Economics Ministry, while merging the former with some elements of the Cabinet Office and having it report properly to the Prime Minister, so that it genuinely delivers a Prime Minister’s strategy for our country.”

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May 28, 2019

CoPMRE Spring Visiting Faculty morning – Surgical Futures

BU research, conferences, Fusion, Global engagement, Impact, international, Knowledge Exchange, NHS, Research communication, Research news, Uncategorized adixon

CoPMRE held its Spring Visiting Faculty Morning at the EBC with a theme of Surgical Futures. One of our guest speakers was Dr Jason Moore, Associate Professor in Mechanical Engineering, The Pennsylvania State University (USA) who presented his research on how robotics can enhance the training of future surgeons. He discussed the mechanical development of an advanced robotic medical simulation training system which allows the user to virtually practice on a diverse number of human anatomies whilst offering guided feedback. . A full report for this event can be found here VF Report Spring 2019

The next event will be held on 3rd December 2019.

May 15, 2019

HE Policy Update for the w/e 17th May 2019 (a bit early)

Business Engagement, EU, Impact, Industry collaboration, innovation, international, Knowledge Exchange, Knowledge Transfer, policy, Public engagement, Research news, Student Engagement jforster

This week’s policy update is an early (almost) mid-week treat. There will be a bumper edition next week.

The Minister defends universities

Chris Skidmore was in front of Education Committee on Wednesday at an accountability hearing. You can watch it here. In the parts we watched, he answered questions on encouraging apprenticeships, and while he agreed, he also countered by talking about placements and sandwich years as another way to support employability. He also defended “post 92s” as being world class and criticised those who leap to conclusions based on whether universities are in the Russell Group or not. And he said that teaching was important and a focus only on research (and negative press about institutions) was not helpful.

On the Augar review his advisor said it is not finalised yet and the Minister said he hasn’t seen a draft. He expects there will be changes “within the financial envelope that has been set”. He also says the terms of reference remain the same for the review. That’s important because (set before the ONS decision on the deficit) they said:

The Review recommendations will be consistent with the Government’s fiscal policies to reduce the deficit and will not place a cap on the number of students who can benefit from post-18 education. Student contributions towards the cost of their studies, including the level, terms and duration of their contribution will be considered.

Separately he has given his second speech on research, which we cover in the next section, but he also delivered a speech on ‘going global’ in higher education, outlining his vision for the sector. In this speech he repeated a lot from other recent speeches and announcements, but also talked about TNE (trans national education) with enthusiasm and international research collaboration. He spoke of UK students becoming truly global citizens (and he didn’t say that they were citizens of nowhere). I think international student loneliness and mental health will be picked up increasingly alongside the other mental health stories. He mentioned “Step Change” and the University Mental Health Charter.

I was particularly shocked to learn, when I gave a speech at a Wonkhe conference on the ‘secret lives of students’ earlier this year, that over 15% of students said they felt lonely on a daily basis. And the figures were worse for international students. In fact, 20% of international students said they do not consider themselves to have any true friends at university. So, they can lack support networks and be more likely to have concerns over their mental health. That is why we are working closely with UK universities to embed the ‘Step Change’ programme within the sector, which calls on higher education leaders to adopt the mental health of students and staff as a strategic priority.

We remain open to exploring participation in the successor scheme to the current Erasmus+ Programme. But, as a responsible Government, we are also considering a wide range of options with regards to the future of international exchange and collaboration in education and training. This includes a potential domestic alternative to the Erasmus+ Programme. The potential benefits of the UK establishing its own international mobility scheme would include the ability to have a truly global exchange programme. And I will be driving forward this work in the coming months.

Research and research funding

New Research and Innovation Strategy: The Minister gave the second of his four planned speeches on research as the “Minister for the 2.4% [GDP investment in research and innocation]”. We reported last week’s in our update. This week’s was a little bit repetitive, if we’re honest [you can read the annotated version by HE for Research Professional here], but he did launch the International Research and Innovation Strategy which was trailed last week. As with all such documents it is long on images and rhetoric (and case studies) and short on specifics.

Some fun facts:

UK Global Research and Innovation – 6 per cent of global research publications are produced by the UK.

15 per cent of the world’s most highly cited articles come from the UK.

£23.7bn invested in R&I by UK businesses in 2017.

Top four in the Global Innovation Index.

Three universities ranked in the top ten globally.

Top ten in World Bank ease of doing business rankings.

There are seven themes each with a set of commitments:

A global partner: a partner for open, excellent and entrepreneurial research and innovation.

Our commitments:

One of our core objectives is to continue to collaborate with European partners on major science, research, and technology initiatives. We want to explore association to EU research and innovation programmes, including Horizon Europe and Euratom Research and Training, networks and infrastructure.

The new strategic partnership approach with Africa announced by the Prime Minister in 2018 is underpinned by a coherent cross government science, technology and innovation approach. …

We are creating a long-term research and innovation infrastructure roadmap, incorporating leading UK and international facilities as a cornerstone, to develop an effective strategy for future requirements and investment priorities.

We will use our extensive diplomatic networks, led by our Science and Innovation Network teams …. to enhance international cooperation, build partnerships and deliver this strategy.

We will work with our universities, research institutes, the academic and business communities to promote and facilitate international collaboration and use their networks and influence to build new partnerships that produce excellent research and innovation.

Bringing together the best talent from around the world

Our commitments

We are committed to funding research talent, including:

£1.3bn to attract and retain world class talent, through UKRI’s Future Leadership Fellowship and from the UK’s National Academies …
A new AI skills and talent package supported by industry funding and up to £110m government investment including: up to 200 new AI Masters places at UK universities; new PhDs for 1,000 students at 16 dedicated UKRI AI Centres for Doctoral Training; up to five AI research Fellowships created in collaboration with The Alan Turing Institute.

We are ensuring our visa arrangements support international researchers, innovators, their teams and their families.

A suite of UK based Fellowships for promising global researchers….

Commitments to build research capacity in partner countries and create a global network of promising early career researchers with links to the UK, including FLAIR Fellowships for African researchers.

Our Knowledge Exchange Framework will support closer working between industry and academia promoting a culture of continuous improvement in knowledge exchange.

Regional DFID technology acceleration platforms working with Innovate UK Knowledge Transfer Network …

The £900m UK Research Partnership Investment Fund.

A global hub for innovation

Our commitments

In the UK’s Industrial Strategy we have set out the goal of making the UK the most innovative country in the world by 2030.

We have established hubs of tech innovation throughout the UK that are world-leading. …

We are working towards a global digital marketplace supporting greater transparency in public procurement…

We have an extensive Catapult network …

We are extending Innovate UK’s Global Expert Missions and Business Innovation programmes …

Through the UK Chairmanship of and participation in EUREKA we are working with members to develop a global framework for business-led R&D and innovation collaboration, and have committed a further £20m to support international collaboration through EUREKA

Incentives and financial support

Our commitments

A £20bn, 10-year Patient Capital Action Plan, including £2.5bn for British Patient Capital to drive £7.5 bn of investment into innovative high-growth potential SMEs.

The upper limits on the Enterprise Investment Schemes and Venture Capital Trust investment reliefs were doubled from April 2018 for knowledge-intensive companies.

British Business Bank’s Enterprise Capital Funds programme …

We will work with businesses, our leading universities, research institutes and UK Research & Innovation to make the UK an even more attractive location for R&D activity. …

Global Entrepreneur Programme helps overseas entrepreneurs and early stage technology businesses that want to relocate to the UK.

R&D Tax Credit relief for SMEs and R&D Expenditure Credit …

A global platform for the technologies of tomorrow

Our commitments

We are bringing forward plans to transform the UK’s regulatory system to enable innovation…. including through a Regulators’ Pioneer Fund to support regulator-led initiatives.

We will work with other countries to develop a balanced and fit for purpose international intellectual property framework that maximises the benefits of innovation and creativity. We are establishing a new partnership with the World Economic Forum Centre for the Fourth Industrial Revolution to develop regulation ….

We will promote better governance frameworks around the globe through the FCO‘s network of overseas posts, and BSI’s leadership role in European and international standards.

We will provide a safe and secure environment for research and innovation through physical and cyber protection.

A partner for a sustainable future

Our commitments

The Industrial Strategy Challenge Fund …

The UK’s commitment in law of 0.7 per cent of our Gross National Income to Official Development Assistance ….

We have invested across government in targeted programmes for international research and innovation for sustainability and the Sustainable Development Goals.

We are committed to bring a whole of government approach to maximise the impact of international collaborative programmes…..

An advocate for better research governance, ethics and impact

Our commitments

The UK will play a full and active role in the global governance of scientific research and innovation organisations through critical global fora [there’s a huge list]

New Inquiry into Research Funding: The Science and Technology Committee have launched a new inquiry to assess the impact of potential changes in funding on the ability of UK universities to conduct high-quality research.

The committee will begin taking oral evidence on 21^st May 2019 and will likely cover;

What proportion of England and Wales’ overall science research is done in universities? How much of that is funded directly by universities?
Has the establishment of UKRI affected the way in which universities apply for funding for research? Have the changes been beneficial?
The Government have committed to a target of 2.4% of GDP to be invested in research and development by 2027. What will be the balance between investment in research-active universities and industry? What are the expected changes to research funding in universities?
Would the reduction or abolition of tuition fees impact funding in such a way as to affect the ability of universities to conduct high-quality scientific research?
If Brexit led to a reduction in EU students studying in England and Wales, would that affect science research capabilities in universities?

CBI report on R&D: The Confederation of British Industry has published a report on the ‘Changing Nature of R&D’, which highlights that despite the Government’s aim of raising R&D investment to 2.4% of GDP by 2027, it is not expected to reach this level until at least 2053. As part of this, the CBI has called on the Government to commit to making a number of commitments to enhancing the UK’s research and innovation ecosystem:

The Government should agree to setting out a comprehensive and future focused road underpinned by commitment to increasing public funding,
The Government should include measures to increase the number of businesses utilising the potential of data and analytics to at least 3%
This can be achieved by delivering a ‘competency building’ package to support businesses to understand and unlock value from their data.
The CBI calls on the Government to simplify the process behind businesses ability to navigate innovation and support productive partnerships.
This can be achieved by establishing a new ‘business advisory group’ for UKRI.
Implementing a business development and outreach for Innovate UK
Increase visibility and simplicity of government and university innovation support.
The CBI added that the UK should consolidate its position as a global leader in data-driven R&D by setting out ‘ambitious and creative policy’
As part of this, the Government should deliver the world’s most ‘competitive R&D tax credit by ensuring that it recognises the growing importance of data-driven R&D’
The Government should also help businesses embrace experimental policy approaches.

Knowledge Exchange

Last week we mentioned that UUK and GuildHE consultation on the draft Knowledge Exchange Concordat, linked to the KEF. RDS will be leading on preparation of a BU response.

A joint UUK/Research England working group has developed a Knowledge Exchange Concordat for universities and colleges in England. UUK are doing the consultation with GuildHE for Research England. The PDF consultation document is here

The Concordat aims to:

help higher education institutions and their staff and students enhance clarity of mission
give partners an accurate representation of the approaches and strengths of individual higher education institutions
provide clear indicators of their approaches to developing and improving performance
give governing bodies and government broad confidence in the activity that is taking place in higher education institutions

Principles – The eight guiding principles are:

Mission: Knowledge exchange is a recognised part of the overall university strategy. We have a clear understanding of the institutional role and the purpose of KE and whom the intended beneficiaries are.
Policies: We have clear policies on all the types of KE that we undertake and we ensure they are understood by staff, students, collaborators and beneficiaries.
Engagement: We have clear access points, engagement mechanisms and policies developed to suit the needs of a wide range of beneficiaries working with institutions as publicly funded bodies.
Working effectively: We make sure that our partners and beneficiaries understand the ethical and charitable regulatory environments in which our institution operates and we take steps to maximise the benefit to them within that context.
Capacity building: We ensure that our staff and students are developed and trained appropriately to understand and undertake their roles and responsibilities in the delivery of successful KE.
Recognition and rewards: We recognise the achievements of our staff and students who perform high-quality KE activities.
Continuous improvement: We proactively strive to share best practice with our peers and have established processes for learning from this.
Evaluating success: We undertake regular institutional and collective monitoring and review of our strengthening KE performance using this concordat and through regional, national or international benchmarks to inform the development and execution of a programme of continuous improvement.

For each principle, a set of possible enablers is proposed. These are examples of good practice and give an indication of the sort of activities that could contribute towards the achievement of the aims of the concordat. They should not be considered as a prescribed set of activities and they do not represent a checklist against which universities can be judged.

Universities that sign up commit to:

Making it clear to staff, students and partners what they will do, what they expect within universities and how they expect to work with partners
The regular evaluation of approaches and processes to ensure continuous improvement in what is done
Adopting the principles outlined in the KE concordat as a framework for effective knowledge exchange
Publicly committing to the KE concordat
Conducting an evaluation of their KE strategy and practice, using the KE concordat
Producing and publishing a short action plan that identifies priorities, good and innovative practice and areas where improvement is needed
Considering and responding to feedback and advice from the Independent Panel.

Graduate Outcomes

The Resolution Foundation published Growing Pains – the impact of leaving education during a recession on earnings and employment. It explores the severe effect experienced by those leaving education during the 2008-09 recession and highlights that the negative effects were enduring – around 6% less hourly pay for graduates (20% less for sub-HE qualification) with these effects continuing for 6 years and the likelihood of graduates to be in a low paying occupation rose by 30% (and continued for 7 years). The report says:

…we find that people ‘trading down’ in terms of the occupations they enter after leaving education, coupled with pay restraint in mid-paid roles, are main drivers of poor pay outcomes for those entering the labour market in a recession.
Students graduating during the 2008 financial crisis aftermath experienced higher unemployment and poorer job prospects than their slightly younger peers. The report also highlighted that those who opted to taker a lower paid job (rather than unemployment) during their early career were blighted by poor future earnings trajectories and their job prospects to break into higher skilled more lucrative employment were damaged.

Inequality – a report and a new review

The Institute for Fiscal Studies and Nuffield Foundation have launched a report into Inequalities in the twenty-first century: introducing the IFS Deaton Review.

You can read the report here. It is only 34 pages long and an interesting read. Some points here:

Income inequality in the UK is high by international standards. Of other major economies, only the US has higher income inequality. However, Inequality in total net household income has changed little since rising sharply in the 1980s. The UK system of state transfers – especially tax credits – has been very successful at mitigating rising inequality.
Deaths from suicide, drug overdoses and alcohol-related liver disease have been rising among middle-aged people in England – similar to (though on a smaller scale than) what has happened in the US since the turn of the century, where the trend has been shown to be concentrated heavily among the lower-educated population. In the UK, this new trend has contributed to a small rise in middle-age mortality overall in the last few years, bringing to an end decades of continual improvement.
Women’s employment has risen dramatically from 57% in 1975 to 78% in 2017. But whilst white British women have nearly closed the employment gap with men, Pakistani and Bangladeshi women are half as likely to work as men of the same ethnic group.
The gender hourly wage gap is strongly associated with childbirth and rises from less than 10% at the point of childbirth to 30% 12 years after the first child is born. This reflects an extraordinary lack of earnings progression for mothers, particularly those who work part-time.
There are stark geographical inequalities in the UK. Average weekly earnings in London are 66% higher than those in the North East. Men in the most affluent areas can expect to live nearly 10 years longer than those in the most deprived areas, and this gap is widening.
Inequalities in different dimensions – income, work, mental and physical health, families and relationships – are likely to reinforce one another. Inequality cannot be reduced to one dimension and is instead the culmination of various forms of privilege and disadvantage stemming across wealth, politics, social networks and cultural capital.
The last few decades have seen profound changes in the labour market. Earnings growth at the top has vastly outpaced growth in the middle, whilst real earnings have actually fallen for lowpaid men (Blundell et al., 2018).
Globalisation may have further exacerbated inequalities in earnings: competition for internationally mobile executives drove up top incomes, whilst import competition and offshoring put pressure on working-class jobs.
Union membership has declined dramatically over the last few decades. At the peak of union density in the 1980s, every other British worker belonged to a union; today, only one in four British workers do. In the private sector, that figure is less than one in seven. Falling union membership may have removed constraints on wage dispersion, increased the share of surplus going to executives, or more generally reduced the political clout of ordinary workers against other dominant groups
The share of all turnover captured by the largest 100 firms in the UK has risen by more than a third since the late 1990s. The average chief executive of a FTSE 100 company is now earning 145 times the average salary, up from 47 times in 1998.
Many of the sources of the divide are indeed global, but levels of inequalities vary greatly between countries. Government policies can play an important role in responding to structural forces and mediating their damaging effects on inequality. In some cases, government policies may themselves be the culprits for rising inequalities. Differences in tax and benefit systems will lead to different patterns of inequality. Education policy also plays a role. The vast inequalities by education in the US – in health, deaths of despair, marriage and life satisfaction – may partly reflect a large gap in earnings between high- and low-educated people, which has been rising since the 1980s.
High-quality vocational education can improve prospects for those who choose not to go down an academic path, and retraining can help workers displaced by globalisation and technological change.
Stronger trade unions can tip power back towards employees – in the Nordic countries, between 52% and 86% of all employees belong to a trade union
The report sets the stage for a 5 year review be chaired by Nobel Prize-winning economist Prof Sir Angus Deaton and is expected to be the UK’s biggest analysis of inequality.

A brief Brexit mention

Over last weekend Kier Starmer, Shadow Brexit SoS said no deal would be passed by Labour MPs without a confirmatory Brexit referendum. Deputy Labour leader Tom Watson spoke on Radio 4’s Today programme on Monday to reiterate this message (although in a toned down version). Starmer said on Sunday that cross-party talks would end this week unless an offer or breakthrough occurred.

On Saturday Tony Blair took to the Guardian stating Labour should never have put itself in such a position of destructive indecision. His article aimed to encourage everyone to vote (against Brexit extremism), arguing that the final decisions in Westminster on the Brexit deal will be influenced by the European election results.

Damien Hinds appeared on Sunday’s Andrew Marr show and said that the European elections could be an ultimate protest vote opportunity.

Theresa May is expected to set out the timescale for her departure when she meets the 1922 Committee (Conservative backbenchers) on Thursday.

And as we go to press [early this week] the government is saying that they will put the EU withdrawal legislation before Parliament in early June, by-passing the meaningful vote. They have said that before. A helpful summary from Dods:

Labour has confirmed it would not back this deal without a cross-party deal agreed, and ERG Whip Steve Baker said bringing the Bill back would “eradicate the Government’s majority” by alienating the DUP and Brexiteers: “Unless she can demonstrate something new that addresses the problem of the backstop, then it is highly likely her deal will go down to defeat once again.”

The UK needs to pass the Withdrawal Agreement Bill in order to move onto the next steps of the Brexit phase and to take the UK out of the EU in UK law. The legislation would make the citizens’ rights part of the agreement directly enforceable in UK courts, and set their relationship with the EU’s Court of Justice, as well “divorce payments”, and give effect to the so-called backstop plan for the Irish border.
The Bill will be amendable and without substantial changes or cross party breakthrough then it is very unlikely that the Bill will pass. The rationale behind the move by May might be that the deadline for a new vote could inject a sense of urgency into cross-party talks, or it could be an attempt to fend off calls for her to immediately stand down as PM. She is due to appear before the 1922 executive committee tomorrow and was expected to set out a timeframe for her resignation.
If the Government loses the vote in June then it will make May’s premiership as Prime Minister increasingly untenable. Downing Street have confirmed that if the vote is lost again then the UK is either set for a no deal on the 31 October or a revocation of Article 50.

Access and Foundation courses

The OfS have published a report on these courses.

For the past few years the number of students studying Access to Higher Education Diplomas… has been declining, while the number on integrated foundation years has been increasing. This means that in 2017-18, the number of entrants to Access courses was approximately equal to the number of entrants to integrated foundation year courses. The number of entrants to Access courses declined by 18 per cent between 2012-13 and 2017-18, from 36,880 to 30,410, while the number of integrated foundation year entrants almost tripled from 10,430 to 30,030.
This report shows that there are similarities between Access to Higher Education Diplomas and integrated foundation year courses, but also important differences. In particular, the wider geographical spread of Access courses means they may be suitable for a wider range of potential higher education students and enable progress on to many different courses, whereas foundation years may be more likely to attract students with a higher level of commitment to taking degree-level study at a specific provider.

The key findings of this report are as follows:

Two-fifths of Access students held a qualification equivalent to A-levels before taking the course, compared with four-fifths of foundation year students.
Most Access course entrants were over 21, whereas the majority of those starting foundation years were 20 or younger.
Access courses were almost entirely taught at further education colleges, while integrated foundation years were predominantly taught at higher education institutions.
This means that students usually had to travel further to take a foundation year than an Access course.
Subjects allied to medicine were the most common subject area for entrants to Access courses, whereas business and administrative studies were the most common for integrated foundation years.
The proportion of students who progressed to a degree programme in the four years following an Access course (62 per cent) was lower than the proportion who progressed after a foundation year (79 per cent).
Students from both courses sometimes went on to a degree course after two or more years, rather than immediately.
The proportion of entrants who progressed to degree-level study has remained broadly stable over time for both types of course.
Students who started without A-level or equivalent qualifications had a lower rate of progression to degree-level study (55 per cent for Access courses, 61 per cent for foundation years), than those with A-levels (71 and 89 per cent respectively).
Those who progressed to full-time degree-level study after a foundation year were more likely to complete their degree within four years (63 per cent) than those on a degree after an Access course (53 per cent).
Of those who qualified with a degree, a slightly higher proportion of Access course students achieved first or upper second class degrees(70 per cent) than those who studied a foundation year (67 per cent).

FE funding

The Education Policy Institute published a report on 16-19 education funding trends and implications. Some highlights are below. It is relevant to the Post-18 review because of the funding pressures and also to the debate on university admissions and access and participation.

Funding trends in sixth forms and colleges

Between 2010/11 and 2018/19, real terms funding per student in school sixth forms, sixth form colleges, and further education (FE) colleges declined substantially, by 16 per cent, from £5,900 to £4,960. This is twice the rate that the overall schools budget fell by between 2009/10 and 2017/18 (8 per cent).

Funding in school sixth forms declined by 26 per cent per full time student from 2010/11 to 2018/19. In the further education sector (sixth form colleges and FE colleges), funding declined by 18 per cent per full time student. Within this, funding for sixth form colleges fell faster than in FE colleges.

Despite funding being shifted towards disadvantaged students over this period, students in all institutions have experienced real terms funding cuts.

16-19 education has been the biggest real terms loser of any phase of education since 2010/11, but it has also suffered from a long run squeeze in funding: 30 years ago, 16-19 funding was far higher (almost 1.5 times) than secondary school funding, but is now lower.

Provision in sixth forms and colleges

Students in 16-19 education are receiving fewer hours of learning: learning hours with a teacher for students in all institutions fell by 9 per cent between 2012/13 and 2016/17. The deterioration of 16-19 institutions’ finances may exacerbate these trends further.

This fall in taught hours is particularly prominent in academic subjects: level 3 subjects (A level or equivalent) have seen a sharp decline in hours by 21 per cent between 2012/13 and 2016/17.

For academic subjects, there has been a large decline in AS provision, which has not been offset by rises in the number of hours elsewhere. This may raise concerns about the curriculum becoming even narrower: upper secondary education in England is already narrow compared to leading education nations in the OECD.

Policy recommendations

The government should urgently review the adequacy of 16-19 funding, to understand whether current funding rates are jeopardising the sector’s financial sustainability.

The government should assess the impact of 16-19 funding changes on curriculum breadth, ensuring that young people have a good choice of high quality post-16 academic and vocational qualifications.

The government should review the impact of funding changes on disadvantaged students and consider whether funding is supporting the government’s aim of narrowing the attainment gap.

Rethinking student loan communications

Martin Lewis, MoneySavingExpert.com, has been a vocal contributor to the student loans debate calling for both reform, greater understanding (e.g. of parental contribution) and for the way student loans are talked about to be changed to aid understanding. Martin Lewis is concerned that the word ‘debt’ is described puts off those from lower income backgrounds from considering university – stalling their chances at climbing the social mobility latter. He has collaborated with the Russell Group to pilot a new student loan statement named the Graduate Contribution Statement. He says the current student loan statement is not fit for purpose and the new statement aims to inform people of their personal situation whilst using this information to illustrate how student loan repayments really work over the short and long-term – cutting through the confusion. The report describes the features of the new statement:

Focuses on repayments to be made, more than the debt. For the majority of university leavers, their outstanding ‘debt’ is a mostly meaningless figure that bears only a loose resemblance to what they need to repay. However, this figure, and the interest added, is the primary data given on the current statement – leaving many unnecessarily scared.
Details how the repayments actually work. (The 9% above the threshold, currently £25,725 (in England & Wales) for 30 years, unless they clear the debt before that.) One of Martin Lewis campaigning points is to ensure this is well understood. He says:… whether you owe £10,000, £50,000 or £3 million – with a £30,000 salary, you repay £385 a year. The only impact the size of the ‘debt’ has is whether you’ll clear what you owe before it wipes.
Explains what contributions are made each month, and over the year. It shows how much graduates are actually repaying now on a monthly basis, instead of a long list of figures.
Predicts the total cost of higher education. As it’s predicted that 83% of university leavers will keep paying for the full 30 years, the total cost is often not related to the debt. The statement estimates the total amount they will repay within the 30 years, both in cash terms and real terms while factoring in inflation – based on their earnings trajectory.

The Graduate Contribution Statement was tested in an online survey of 5,796 students, former students and parents, some institutions (such as students unions) as well as in a series of student focus groups.

96% of respondents said the new information is clear
90% said the statement helped them understand the student finance system
91% success rate achieved when respondents were tested to ensure they really did understand the more complex information correctly

Here is an example of the new statement.

The report from the pilot statement will be presented to the Government, and to Philip Augar (Post-18 HE Education and funding review).

Martin Lewis said:

“The current student loan statement is a blunt, misleading tool that is financially dangerous. It prompts often-unnecessary fear and distress from some of the millions who receive it. And worse, as it’s a gateway document, this reverberates across society, and therefore risks wrongly deterring many from a future of higher education.
For the majority of university leavers, their outstanding ‘debt’ is a mostly meaningless figure that bears only a loose resemblance to what they need to repay. However, this figure, and the interest added, is the prime data covered on the current statement.
In fact, a more accurate name for the student loan system would be a ‘graduate contribution’, as what counts most isn’t what’s owed but what’s repaid, which depends almost entirely on earnings. Yet the last year’s annual repayment is only mentioned in passing, and there’s no attempt to explain total repayments over the life of the loan.
Focusing on the wrong info can have damaging consequences for individuals. One woman told me how the fear of the growing interest on her statement meant she used an inheritance to overpay thousands. But as she was in a low-earning profession, with little likelihood of ever clearing much, her overpayment wouldn’t have any impact on what she’d repay in future – so she’d simply flushed the cash away.
Therefore, with the Augar report on further and higher education due, we are urgently calling on it and the Government to look at using our statement as a basis to redesign the official statement. This would improve understanding and decision-making for past, present and future students alike.”

David Thompson, Senior Policy Analyst at the Russell Group, added:

“The feedback it [the new statement] received through both our online survey and the focus groups we conducted was overwhelmingly positive. Respondents praised the new, expected lifetime repayments feature and the improved information about the 30-year forgiveness period as particularly helpful. I hope that the Department for Education and the Student Loans Company can act swiftly to adopt the best features of our proposed new statement. Doing so would not only be in the clear interest of graduates currently receiving statements, but may also help reassure both current and prospective students about the way student finance really works.”

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Funding: Late last week the OfS announced the £1.24 billion recurrent grant funding for HE providers which supports high quality teaching and learning. The budget has increased by 1.5% (+£19 million) from the 2018-19 level. Notable is the increase (4.7%) to £713 million for the high cost medicine, science, technology and engineering programmes. £337 million for boosting equality of opportunity and promoting greater choice in HE, of this £60 million is dedicated to the National Collaborative Outreach Programme (NCOP). It is stated that the OfS will be reviewing the funding method in the future to ensure the post-19 education and funding review outcomes are addressed.

Wonkhe report on the for-profit providers that will receive the direct grant in 2019-20. that £10 million has been allocated to 25 providers that are being funded directly by the OfS for the first time in 2019-20. These include the British and Irish Modern Music Institute (BIMM), a music college owned by Sovereign Capital; Arden University and the University of Law, both owned by for-profit group Global University Systems; SAE Education; and Pearson College – all of which were previously able to access student loans but were not previously in receipt of direct grants.

FE/HE Collaboration?: New Chief Exec of the University Alliance, Vanessa Wilson, previously Commercial Director at UK Sport, blogs for Wonkhe drawing parallels between elite sports and the HE sector:

I see a close alignment with universities’ and colleges’ shared mission to fight for equality of opportunity and social justice, along with a collective goal to give universal access to great teaching, training and opportunities, regardless of gender, background, age, ethnicity, ability or disability.
We need a coherent, cohesive and integrated system, with long-term investment across early years, schools, colleges, adult education and our universities. And on tertiary education, we need cross-party consensus, a joined-up strategy and commitment on the way forward, not continually chopping and changing policy direction – another reason why the long delay in Augar being published is so frustrating.
On the divide between FE and HE she says: I am genuinely surprised by the extent the two sectors allow ourselves to be played off against one another, getting into a bidding war rather than arguing for sustained funding across the board. People, whether doing a college course or university degree, have the same aspirations, ambitions and ability to succeed.

Immigration: Ex-HE Minister, Sam Gyimah, spoke in defence of Universities in the Financial Times: I know from my time as a minister that no one in government ever took a decision deliberately to undermine the competitive position of our universities. Speaking of how the immigration policy is detrimental to universities Sam continued: you get a barely noticeable process of de-prioritisation, in which strategic decisions follow the path of least resistance. And in the current anti-elitist climate it is unfashionable to defend universities… Even in a successful sector you need to keep swimming to stay afloat — we assume our universities will continue to do well because they have always done so. This is alarming.

Gyimah highlights how the Netherlands will have the most English speaking universities in the European block and that others, worldwide, will seek to exploit the gaps we open as Brexit concludes. He says ‘we’ (presumably the Government and universities) have to be become more adept at global outreach and play the long game. Sam urges Government to bring together migration policy with export opportunities, the potential for young Britons to live and study abroad and moves to make it easier for our universities to expand overseas. Our reputation as an educational superpower is based on attracting the talented and the entrepreneurial...if we are to succeed as a country that lives by its wits and stands at the forefront of science, technology and learning, then a world class university sector must lie at the heart of a positive vision of Britain’s future.

OfS Pilot Postgraduate survey: A Wonkhe blog highlights a pilot OfS survey on the postgraduate experience outside of the standard NSS realm. It includes new questions on pre-course information and expectations, how cutting edge the programme offer is, whether there is engagement with experts in the field but from outside the HE sector (fitting with a key message in last week’s Universities Minister’s speech – which wanted to see more PhD graduates pursing a research career in industry), plus mental health questions. In the blog Jim Dickinson speculates what it could mean for the future of the NSS and concludes: The morphing of NSS into a tool that can test things that OfS thinks are important like VFM or student wellbeing is well under way. And whilst to date it’s mainly been used by OfS within the TEF, it’s starting to become clear that NSS will soon be a much more wide ranging tool for testing OfS’ success at meeting its objectives.

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