Tagged / skills

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

Cabinet Reshuffle

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

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

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

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

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

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

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

Strong and stable:

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

And also of interest:

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

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

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

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

Office for Students – Student Panel

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

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

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

OfS Board Membership

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

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

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

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

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

International Students

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

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

Key findings:

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

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

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

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

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

Sector mood music

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

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

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

Learning Gain

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

The key influencers:

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

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

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

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

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

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

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

Mature Students and Employer Skills Gaps

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

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

Other news

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

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JANE FORSTER                                            |                       SARAH CARTER

Policy Advisor                                                                     Policy & Public Affairs Officer

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HE policy update for the w/e 1st September 2017

We continue our series of summer updates focussing on themes rather than news with a look at learning gain.  We have updates on the Industrial Strategy Bell review of Life Sciences, and an update on the TEF from UUK.

Learning Gain

Learning gain has become a potential hot topic for universities over the last year – could it be the magic bullet for problems with TEF metrics?  Why is it a policy issue and what are the implications of the policy context for universities and students?  Wonkhe recently published a helpful summary in July by Dr Camille B. Kandiko Howson, from Kings College.

Background – TEF – The Teaching Excellence Framework (TEF) includes learning gain alongside student outcomes more generally as one of its three main criteria for assessing teaching excellence (the others are teaching quality and learning environment).  The relevant TEF criteria are:

Student Outcomes and Learning Gain  
Employment and Further Study (SO1) Students achieve their educational and professional goals, in particular progression to further study or highly skilled employment  
Employability and Transferrable Skills (SO2) Students acquire knowledge, skills and attributes that are valued by employers and that enhance their personal and/or professional lives
Positive Outcomes for All (SO3) Positive outcomes are achieved by its students from all backgrounds, in particular those from disadvantaged backgrounds or those who are at greater risk of not achieving positive outcomes

Further definition was given in the “Aspects of Quality” guidance (see the TEF guidance issued by HEFCE):

Student Outcomes and Learning Gain is focused on the achievement of positive outcomes. Positive outcomes are taken to include:

  • acquisition of attributes such as lifelong learning skills and others that allow a graduate to make a strong contribution to society, economy and the environment,
  • progression to further study, acquisition of knowledge, skills and attributes necessary to compete for a graduate level job that requires the high level of skills arising from higher education

The extent to which positive outcomes are achieved for all students, including those from disadvantaged backgrounds, is a key feature. The distance travelled by students (‘learning gain’) is included”.

And it goes on:

  • Work across the sector to develop new measures of learning gain is in progress. Until new measures become available and are robust and applicable for all types of providers and students, we anticipate providers will refer to their own approaches to identifying and assessing students’ learning gain – this aspect is not prescriptive about what those measures might be.”

The TEF guidance issued by HEFCE included examples of the sorts of evidence that universities might want to consider including (amongst a much longer list):

  • Learning gain and distance-travelled by all students including those entering higher education part-way through their professional lives
  • Evidence and impact of initiatives aimed at preparing students for further study and research
  • Use and effectiveness of initiatives used to help measure and record student progress, such as Grade Point Average (GPA)
  • Impact of initiatives aimed at closing gaps in development, attainment and progression for students from different backgrounds, in particular those from disadvantaged backgrounds or those who are at greater risk of not achieving positive outcomes.

TEF Assessment – If you have been following the debates about the TEF in Year 2 (results now published), you will be aware that the assessment of institutions against these criteria was done in two ways – by looking at metrics (with benchmarking and subdivision into various sub-sets), and by review of a written provider assessment.

  • The metrics that were used in TEF Year 2 for Student Outcomes and Learning Gain were from the Destination of Leavers from Higher Education survey (DLHE), specifically the DLHE declared activity 6 months after graduation – were they in employment of further study, and if in employment, was it “highly skilled” as defined by SOC groups 1-3 (managerial and professional).
  • So the metrics used in Year 2 of TEF do not cover learning gain at all. In fact they only really relate to SO1 above, are of limited use in terms of employability for SO2. DLHE doesn’t measure employability, only employment. Of course, DLHE is being replaced, after major consultations by HESA throughout 2016 and 2017 with the new Graduate Outcomes survey, which will take a longer-term view and look at a broader range of outcomes. (read more in our Policy Update of 30th June 2017).
  • So for the TEF year 2, any assessment of learning gain was done through the written submissions – and as noted above there are no measures for this, it was left to providers to “refer to their own approaches to identifying and assessing students’ learning gain”.

Universities UK have published their review of Year 2 of the TEF (see next section below) which includes a strong endorsement from UUK members for a comparative learning gain metric in future iterations of the TEF.

Measuring Learning Gain – As referred to above, there is a HEFCE project to look at ways of measuring learning gain.

They are running 13 pilot projects:

  • careers registration and employability initiatives – this  uses surveys and is linked most closely to SO2 – employability
  • critical-thinking ‘CLA+’ standardised assessment tool – also uses the UK Engagement Survey (UKES). CLA+ is a US assessment that is done on-line and asks students to assess data and evidence and decide on a course of action or propose a solution. As such, it measures general skills but is not subject specific.
  • self-efficacy across a range of disciplines
  • skills and self-assessment of confidence measures
  • a self-assessment skills audit and a situational judgement test
  • HE in FE
  • A multi-strand one: standardising entry and exit qualifications, new measures of critical skills and modelling change in learning outcomes
  • a project that will analyse the Affective-Behaviour-Cognition (ABC) model data for previous years
  • research skills in 6 disciplines
  • psychometric testing
  • learning gain from work-based learning and work placements
  • a project evaluating a range of methodologies including degree classifications, UKES, NSS, Student Wellbeing survey and CLA+
  • employability and subject specific learning across a range of methods – includes a project to understand the dimensions of learning gain and develop a way to measure them, one to look at R2 Strengths, one to look at career adaptability and one looking at international experience.

These are long term (3 year) projects – HEFCE published a year 1 report on 6th July 2017 – you can read more on our 14th July policy update – this flags a couple of challenges including how to get students to complete surveys and tests that are not relevant to their degree (a problem also encountered by the UKES). The report suggests embedding measurement “in the standard administrative procedures or formal curriculum” – which means a survey or test through enrolment and as part of our assessment programme.

To become a core TEF metric there would need to be a national standard measure that was implemented across the sector. That means that have to be mass testing (like SATs for university students) or another national survey alongside NSS and the new Graduate Outcomes survey (the replacement for DLHE) – with surveys on enrolment and at other points across the lifecycle.

Some BU staff are taking a different approach – instead of looking at generic measures for generic skills they have been looking at measuring specific learning gain against the defined learning outcomes for cohorts of students on a particular course. This is a much more customised approach but the team have set some basic parameters for the questions that they have asked which could be applied to other courses. The methodology was a survey. (Dr Martyn Polkinghorne, Dr Gelareh Roushan, Dr Julia Taylor) (see also a more detailed explanation, March 2017)

Pros, cons and alternatives

In January 2016, HEPI published a speech delivered in December 2015 by Andreas Schleicher, Director for Education and Skills, and Special Advisor on Education Policy to the Secretary-General at the Organisation for Economic Co-operation and Development (OECD) in Paris. In the speech, the author argues strongly for institutions worldwide to measure and use learning gain data. He supports the use of specific measures for disciplines although points out the difficulties with this – not least in getting comparable data. So he also focuses on generic skills – but he doesn’t suggest a specific methodology.

An HEA presentation from December 2016 mentions a number of inputs that “predict both student performance and learning gains” – including contact hours, class size (and a host of other things including the extent and timing of feedback on assignments).

It is worth looking quickly at GPA (Grade Point Average) as this is also mentioned in the TEF specification as noted above. The HEA are looking at degree standards for HEFCE now, having done a pilot project on GPA in 2013-14.  The report notes that “potential capacity to increase granularity of awards, transparency in award calculations, international recognition and student engagement in their programmes”. The summary says, “The importance to stakeholders of a nationally-agreed, common scale is a key finding of the pilot and is considered crucial for the acceptance and success of GPA in the UK”, and that “The pilot providers considered that the development of widespread stakeholder understanding and commitment would require clear communication to be sustained over a number of years.”

Wonkhe have a round up on the background to the GPA debate from June 2016,

Although the big focus for the TEF was on outputs not inputs, the Department for Education has announced that it will start to look at including some of the inputs. See our HE policy update for 21st July where we look at the new teaching intensity measure that will be part of the subject level TEF pilots. You can read more about this in a THE article from 2nd August:

  • The pilot “will measure teaching intensity using a method that weights the number of hours taught by the student-staff ratio of each taught hour,” explains the pilot’s specification, published by the Department for Education“. Put simply, this model would value each of these at the same level: two hours spent in a group of 10 students with one member of staff, two hours spent in a group of 20 with two members of staff, one hour spent in a group of five students with one member of staff,” it explains. Once contact hours are weighted by class sizes, and aggregated up to subject level, those running the pilot will be able to calculate a “gross teaching quotient” score, which would be an “easily interpretable number” and used as a “supplementary metric” to inform subject-level assessments”.

The contact hours debate is very political – tied up with concerns about value for money and linked to the very topical debate on fees (speech on 20th July by Jo Johnson .and see our HE Policy Update for 21st July 2017)

This is all very interesting when, as mentioned above, the TEF specification for year two put so much emphasis on measuring outcome and not just inputs: “The emphasis in the provider submission should be on demonstrating the impact and effectiveness of teaching on the student experience and outcomes they achieve. The submission should therefore avoid focusing on descriptions of strategies or approach but instead should focus on impact. Wherever possible, impact should be demonstrated empirically. “

Experts and evidence – There will be a real push from the sector for evidence that the new teaching intensity measure and reporting of contact hours and other things really does make a difference to students before it is included in the TEF. The HEA’s position on this (2016) is a helpful summary of the debate about contact hours.

There is an interesting article in the HEPI collection of responses to the Green Paper in January 2016  from Graham Gibbs, former Professor at the University of Winchester and Director of the Oxford Learning Institute, University of Oxford, and author of Dimensions of quality and Implications of ‘Dimensions of quality’ in a market environment. He supports the use of learning gain metrics as a useful tool. He points out that “cohort size is a strong negative predictor of both student performance and learning gains”. He also adds “Russell Group Universities have comparatively larger cohorts and larger class sizes, and their small group teaching is less likely to be undertaken by academics, all of which save money but reduce learning gains”. He does not accept that contact hours, or institutional reputation (linked to high tariff entry and research reputation) impact learning gain.

There is an interesting article on the Higher Education Policy Institute (HEPI) website here written by the authors of an article that looked at class size.

Impact so far – So what happened in the TEF – a very quick and incomplete look at TEF submissions suggests that not many institutions included much about learning gain (or GPA) and those that did seem to fall into two categories – those participating in the pilot who mention the pilot, and some who mention it in the context of the TEF core data – e.g. Birmingham mention their access project and learning gain (but don’t really evidence it except through employment and retention). Huddersfield talk about it in the context of placements and work experience but again linked to employment outcomes, although they also mention assessment improvement.

Teaching Excellence Framework (TEF) – year 2 review

Universities UK have published their review of Year 2 of the TEF following a survey that UUK did of their members.

The key findings from the report are:

  • There appears to be general confidence that overall process was fair, notwithstanding the outcomes of individual appeals. Judgements were the result of an intensive and discursive process of deliberation by the assessment panel. There was a slight correlation between TEF results, entry tariff and league table rankings.
  • It is estimated that the cost of participating in the TEF for 134 higher education institutions was approximately £4 million. This was driven by the volume of staff engagement, particularly senior staff.
  • Further consideration will need to be given to how the TEF accounts for the diversity of the student body, particularly part-time students, and how the TEF defines and measures excellence. [UUK also raises a concern about judgements possibly being skewed by prior attainment]
  • If subject-level TEF is to provide students with reliable information it must address the impact of increased metric suppression [this relates to metrics which could not be used because of small numbers, particularly for part-time students and for the ethnicity splits], how judgments are made in the absence of data [particularly an issue for those institutions affected by the NSS boycott], the comparability of subject groupings and the increase in cost and complexity of submissions and assessment.

[To address the issue with suppression, the report noted that the splits for ethnicity will be reduced from 6 to 3 for subject level TEF (p35)]

These findings also suggest that if the TEF is to make an effective contribution to the ongoing success of the whole UK sector, the following issues would merit consideration as part of the independent review:

  • How the TEF defines and measures excellence in a diverse sector and supports development of teaching and learning practice.
  • The role that the TEF plays across the student decision-making process and the relationship with the wider student information landscape.
  • The process for the future development of the TEF and the role of the sector, including students and devolved nations.
  • The relationship between the TEF and quality assessment, including regulatory baselines and the Quality Code.

Figure 4 shows the data benchmarking flags received by providers at each award level – these two charts are interesting because they show that providers with negative flags still received gold (and silver).

The survey also asked about future developments for the TEF with learning gain being a clear leader – ahead of teaching intensity. HEFCE is running learning gain pilots, as discussed above, and teaching intensity will be the subject of a pilot alongside subject level TEF. Interestingly, on p 33 a chart shows that nearly 70% of respondents believed that “there is no proportionate approach for producing a robust subject level TEF judgement which will be useful for students”.

Industrial Strategy

Following our update on the Industrial Strategy last week there are a couple of updates. Innovate UK has announced funding for businesses to work on innovative technologies, future products and services. The categories link closely to the Industrial Strategy priorities including digital technologies, robotics, creative economy and design and space applications as well as emerging technologies and electronics.

There was also an announcement about funding for innovative medicines manufacturing solutions.

Sir John Bell has published his report for the government on Life Sciences and the Industrial Strategy. There are seven main recommendations under 4 themes, which are summarised below. You can read a longer summary on the BU Research Blog.

Some interesting comments:

  • The key UK attribute driving success in life sciences is the great strength in university-based research. Strong research-based universities underpin most of the public sector research success in the UK, as they do in the USA and in Scandinavia. National research systems based around institutes rather than universities, as seen in Germany, France and China, do not achieve the same productivity in life sciences as seen in university-focussed systems.” (p22)
  • “The decline in funding of indirect costs for charity research is coupled to an increasing tendency for Research Councils to construct approaches that avoid paying indirect Full Economic Costs (FEC). Together, these are having a significant impact on the viability of research in universities and have led to the institutions raising industrial overhead costs to fill the gap. This is unhelpful.” (p24)
  • “It is also recommended, that the funding agencies, in partnership with major charities, create a high-level recruitment fund that would pay the real cost of bringing successful scientists from abroad to work in major UK university institutions.” (see the proposal to attract international scientists below).
  • On clusters “Life sciences clusters are nearly always located around a university or other research institute and in the UK include elements of NHS infrastructure. However, evidence and experience suggests that governments cannot seed technology clusters and their success is usually driven by the underpinning assets of universities and companies, and also by the cultural features of networking and recycling of entrepreneurs and capital.” And “Regions should make the most of existing opportunities locally to grow clusters and build resilience by working in partnership across local Government, LEPs (in England), universities and research institutes, NHS, AHSNs, local businesses and support organisations, to identify and coalesce the local vision for life sciences. Science & Innovation Audits, Local Growth Funds and Growth Hubs (in England), Enterprise Zones and local rates and planning flexibilities can all be utilised to support a vision for life sciences. “ (see the proposal on clusters under “Growth and Infrastructure” – this was a big theme in the Industrial strategy and something we also covered in our Green Paper response)
  • On skills: “ The flow of multidisciplinary students at Masters and PhD level should be increased by providing incentives through the Higher Education Funding Council for England.2 and  “Universities and research funders should embed core competencies at degree and PhD level, for example data, statistical and analytical skills, commercial acumen and translational skills, and management and entrepreneurship training (which could be delivered in partnership with business schools). They should support exposure to, and collaboration with, strategically important disciplines including computer and data science, engineering, chemistry, physics, mathematics and material science.”

Health Advanced Research Programme (HARP) proposal – with the goal to create 2-3 entirely new industries over the next 10 years.

Reinforcing the UK science offer 

  • Sustain and increase funding for basic science to match our international competition – the goal is that the UK should attract 2000 new discovery scientists from around the globe
    • The UK should aim to be in the upper quartile of OECD R&D spending and sustain and increase the funding for basic science, to match our international competitors, particularly in university settings, encouraging discovery science to co-locate.
    • Capitalise on UKRI to increase interdisciplinary research, work more effectively with industry and support high-risk science.
    • Use Government and charitable funding to attract up to 100 world-class scientists to the UK, with support for their recruitment and their science over the next ten years.
  • Further improve UK clinical trial capabilities to support a 50% increase in the number of clinical trials over the next 5 years and a growing proportion of change of practice and trials with novel methodology over the next 5 years.

Growth and infrastructure – the goal is to create four UK companies valued at >£20 billion market cap in the next ten years.

NHS collaboration – the Accelerated Access Review should be adopted with national routes to market streamlined and clarified, including for digital products. There are two stated goals:

  • NHS should engage in fifty collaborative programmes in the next 5 years in late-stage clinical trials, real world data collection, or in the evaluation of diagnostics or devices.
  • The UK should be in the top quartile of comparator countries, both for the speed of adoption and the overall uptake of innovative, cost-effective products, to the benefit of all UK patients by the end of 2023.

Data – Establish two to five Digital Innovation Hubs providing data across regions of three to five million people.

  • Create a forum for researchers across academia, charities and industry to engage with all national health data programmes.
  • Establish a new regulatory, Health Technology Assessment and commercial framework to capture for the UK the value in algorithms generated using NHS data.
  • Two to five digital innovation hubs providing data across regions of three to five million people should be set up as part of a national approach and building towards full population coverage, to rapidly enable researchers to engage with a meaningful dataset. One or more of these should focus on medtech.
  • The UK could host 4-6 centres of excellence that provide support for specific medtech themes, focussing on research capability in a single medtech domain such as orthopaedics, cardiac, digital health or molecular diagnostics.
  • National registries of therapy-area-specific data across the whole of the NHS in England should be created and aligned with the relevant charity.

Skills

  • A migration system should be established that allows recruitment and retention of highly skilled workers from the EU and beyond, and does not impede intra-company transfers.
  • Develop and deliver a reinforced skills action plan across the NHS, commercial and third sectors based on a gap analysis of key skills for science.
    • Create an apprenticeship scheme that focuses on data sciences, as well as skills across the life sciences sector, and trains an entirely new cadre of technologists, healthcare workers and scientists at the cutting-edge of digital health.
    • Establish Institutes of Technology that would provide opportunity for technical training, particularly in digital and advanced manufacturing areas.
    • There should be support for entrepreneur training at all levels, incentivising varied careers and migration of academic scientists into industry and back to academia.
    • A fund should be established supporting convergent science activities including cross-disciplinary sabbaticals, joint appointments, funding for cross-sectoral partnerships and exchanges across industry and the NHS, including for management trainees.
    • High quality STEM education should be provided for all, and the government should evaluate and implement additional steps to increase the number of students studying maths to level 3 and beyond.

JANE FORSTER                                                             |                               SARAH CARTER

Policy Advisor                                                                                               Policy & Public Affairs Officer

65111                                                                                                              65070

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

 

Special Edition Policy Update: Sir John Bell report on Life Sciences and the Industrial Strategy

Following our Industrial Strategy update last week, as expected Sir John Bell has published his report for the government on Life Sciences and the Industrial Strategy. There are 7 main recommendations under 4 themes, which are summarised below.

Some interesting comments:

  • The key UK attribute driving success in life sciences is the great strength in university-based research. Strong research-based universities underpin most of the public sector research success in the UK, as they do in the USA and in Scandinavia. National research systems based around institutes rather than universities, as seen in Germany, France and China, do not achieve the same productivity in life sciences as seen in university-focussed systems.” (p22)
  • “The decline in funding of indirect costs for charity research is coupled to an increasing tendency for Research Councils to construct approaches that avoid paying indirect Full Economic Costs (FEC). Together, these are having a significant impact on the viability of research in universities and have led to the institutions raising industrial overhead costs to fill the gap. This is unhelpful.” (p24 and see the recommendation about charitable contributions under “reinforcing the UK science offer” below)
  • “It is also recommended, that the funding agencies, in partnership with major charities, create a high-level recruitment fund that would pay the real cost of bringing successful scientists from abroad to work in major UK university institutions.” (see the proposal to attract international scientists below).
  • On clusters “Life sciences clusters are nearly always located around a university or other research institute and in the UK include elements of NHS infrastructure. However, evidence and experience suggests that governments cannot seed technology clusters28 and their success is usually driven by the underpinning assets of universities and companies, and also by the cultural features of networking and recycling of entrepreneurs and capital.” And “Regions should make the most of existing opportunities locally to grow clusters and build resilience by working in partnership across local Government, LEPs (in England), universities and research institutes, NHS, AHSNs, local businesses and support organisations, to identify and coalesce the local vision for life sciences. Science & Innovation Audits, Local Growth Funds and Growth Hubs (in England), Enterprise Zones and local rates and planning flexibilities can all be utilised to support a vision for life sciences. “ (see the proposal on clusters under “Growth and Infrastructure” – this was a big theme in the Industrial strategy and something we also covered in our Green Paper response)
  • On skills: “ The flow of multidisciplinary students at Masters and PhD level should be increased by providing incentives through the Higher Education Funding Council for England.2 and “Universities and research funders should embed core competencies at degree and PhD level, for example data, statistical and analytical skills, commercial acumen and translational skills, and management and entrepreneurship training (which could be delivered in partnership with business schools). They should support exposure to, and collaboration with, strategically important disciplines including computer and data science, engineering, chemistry, physics, mathematics and material science.”

Health Advanced Research Programme (HARP) proposal – with the goal to create 2-3 entirely new industries over the next 10 years.

  • Establish a coalition of funders to create the Health Advanced Research Programme to undertake large research infrastructure projects and high risk ‘moonshot programmes’, that will help create entirely new industries in healthcare
  • Create a platform for developing effective diagnostics for early, asymptomatic chronic disease.
  • Digitalisation and AI to transform pathology and imaging.
  • Support projects around healthy ageing.

Reinforcing the UK science offer

  • Sustain and increase funding for basic science to match our international competition – the goal is that the UK should attract 2000 new discovery scientists from around the globe
    • The UK should aim to be in the upper quartile of OECD R&D spending and sustain and increase the funding for basic science, to match our international competitors, particularly in university settings, encouraging discovery science to co-locate.
    • NIHR should be supported, with funding increases in line with Research Councils
    • Ensure the environment remains supportive of charitable contributions through enhancing the Charity Research Support Fund (see above for the context for this).
    • Capitalise on UKRI to increase interdisciplinary research, work more effectively with industry and support high-risk science.
    • Use Government and charitable funding to attract up to 100 world-class scientists to the UK, with support for their recruitment and their science over the next ten years.
  • Further improve UK clinical trial capabilities to support a 50% increase in the number of clinical trials over the next 5 years and a growing proportion of change of practice and trials with novel methodology over the next 5 years.
    • Establish a working group to evaluate the use of digital health care data and health systems; to evaluate the safety and efficacy of new interventions; and to help ICH modernise its GCP regulations.
    • Improve the UK’s clinical trial capabilities so that the UK can best compete globally in our support for industry and academic studies at all phases.
    • Design a translational fund to support the pre-commercial creation of clinically-useable molecules and devices.

Growth and infrastructure – the goal is to create four UK companies valued at >£20 billion market cap in the next ten years.

  • Ensure the tax environment supports growth and is internationally competitive in supporting long-term and deeper investment.
    • Address market failures through Social Impact Bonds and encourage AMR research.
    • Consider how UK-based public markets can be used more effectively in the sector.
  • Support the growth of Life Sciences clusters.
    • Government, local partners and industry should work together to ensure the right infrastructure is in place to support the growth of life sciences clusters and networks.
    • UK’s existing clusters should work together and with government to promote a ‘single front door’ to the UK for research collaboration, partnership and investment.
  • Attract substantial investment to manufacture and export high value life science products of the future. – the goal is to attract ten large (£50-250m capital investment) and 10 smaller (£10-50m capital investments) in life science manufacturing facilities in the next five years.
    • Accept in full the recommendations of the Advanced Therapies Manufacturing Action Plan and apply its principles to other life science manufacturing sectors.
    • A programme in partnership with industry to develop cutting-edge manufacturing technologies that will address scale-up challenges and drive up productivity.
    • Optimise the fiscal environment to drive investment in industrial buildings, equipment and infrastructure for manufacturing and late-stage R&D.
    • Consider nationally available financial incentives – grants and loans, or capital allowances combined with regional incentives – to support capital investment in scale-up, and prepare for manufacturing and related export activity.
    • Make support and incentives for manufacturing investment and exporting available to business through a single front door, provide a senior national account manager accountable for delivery and simplify the customer journey.

NHS collaboration – the Accelerated Access Review should be adopted with national routes to market streamlined and clarified, including for digital products. There are two stated goals:

  • The NHS should engage in fifty collaborative programmes in the next 5 years in late-stage clinical trials, real world data collection, or in the evaluation of diagnostics or devices.
  • The UK should be in the top quartile of comparator countries, both for the speed of adoption and the overall uptake of innovative, cost-effective products, to the benefit of all UK patients by the end of 2023.

The recommended actions are

  • Utilise and broaden the Accelerated Access Review to encourage UK investment in clinical and real-world studies. Deliver a conditional reimbursement approval, for implementation as soon as licensing and value milestones are delivered.
  • Create a forum for early engagement between industry, NHS and arms-length bodies (e.g. NICE, MHRA) to agree commercial access agreements.
  • Use the recommendations from the AAR to streamline the processes and methods of assessment for all new products.
  • Value assessments should be evolved in the long-term with improved patient outcome measures, affordability and cost management data beyond one year timeframes.
  • NICE’s funding model for technology evaluation should be set up in a way that does not stifle SME engagement

Data – Establish two to five Digital Innovation Hubs providing data across regions of three to five million people.

  • The health and care system should set out a vision and a plan to deliver a national approach with the capability to rapidly and effectively establish studies for the generation of real world data, which can be appropriately accessed by researchers.
  • ePrescribing should be mandatory for hospitals.
  • NHS Digital and NHS England should set out clear and consistent national approaches to data and interoperability standards and requirements for data access agreements.
  • Accelerate access to currently available national datasets by streamlining legal and ethical approvals.
  • Create a forum for researchers across academia, charities and industry to engage with all national health data programmes.
  • Establish a new regulatory, Health Technology Assessment and commercial framework to capture for the UK the value in algorithms generated using NHS data. A working group should be established to take this forward
  • Two to five digital innovation hubs providing data across regions of three to five million people should be set up as part of a national approach and building towards full population coverage, to rapidly enable researchers to engage with a meaningful dataset. These regional hubs should also have the capability to accelerate and streamline CTA and HRA approvals. One or more of these should focus on medtech.
  • The UK could host 4-6 centres of excellence that provide support for specific medtech themes, focussing on research capability in a single medtech domain such as orthopaedics, cardiac, digital health or molecular diagnostics.
  • National registries of therapy-area-specific data across the whole of the NHS in England should be created and aligned with the relevant charity.

Skills

  • A migration system should be established that allows recruitment and retention of highly skilled workers from the EU and beyond, and does not impede intra-company transfers.
  • Develop and deliver a reinforced skills action plan across the NHS, commercial and third sectors based on a gap analysis of key skills for science.
    • Create an apprenticeship scheme that focuses on data sciences, as well as skills across the life sciences sector, and trains an entirely new cadre of technologists, healthcare workers and scientists at the cutting-edge of digital health.
    • Establish Institutes of Technology that would provide opportunity for technical training, particularly in digital and advanced manufacturing areas.
    • There should be support for entrepreneur training at all levels, incentivising varied careers and migration of academic scientists into industry and back to academia.
    • A fund should be established supporting convergent science activities including cross-disciplinary sabbaticals, joint appointments, funding for cross-sectoral partnerships and exchanges across industry and the NHS, including for management trainees.
    • High quality STEM education should be provided for all, and the government should evaluate and implement additional steps to increase the number of students studying maths to level 3 and beyond

Developing an Effective Search Strategy Workshop on 22/02/17 – Places still available

research toolsPlaces are still available at the Research & Knowledge Exchange Development Framework workshop – Developing an Effective Search Strategy on 22nd February 2017 from 10:00 – 12:00 at the Lansdowne campus.

This workshop will be delivered by Chris Wentzell, Faculty Librarian for HSS, with the following aims and objectives:

  • Begin to develop a systematic search strategy
  • Use and access library resources; Know about visiting other libraries
  • Know how to make Inter Library Requests
  • Be able to set up citation alerts
  • Use citations smartly

Please register for this event via Oganisational Development. Once you have reserved your space,  the location will be confirmed via a meeting request. Tea and coffee will be provided.

The Research and Knowledge Exchange (RKE) Development Framework: Skills

dev_frameworkThe Research and Knowledge Exchange (RKE) Development Framework,  ‘Skills‘ pathway targets academics, experienced or new to a wide range of skills which are needed to enhance your research activities at BU. Workshop titles include ‘Meet BRIAN’  (Bournemouth Research Information And Networking)- BU’s publication management system, ‘Searching for research funding using Research Professional’, ‘Developing an effective search strategy’, and ‘Managing your citations using Endnote Desktop and Online’.

 

More topics are to be added as awareness and demand grows.

We’ll be populating the the OD website with more information and the booking link over the coming weeks. We’ll also be providing a timetable of all events as soon as possible. In the meantime, updates will be posted on the BU Research Blog and the Faculty blogs.

The value of university-business collaborations to the UK economy

 

Technology in the hands

 

As organisations make submissions to the government’s Comprehensive Spending Review 2015, Director for Employment & Skills at CBI, Neil Carberry, outlines the case for investment in universities.

Productivity levels and skills are considered  two of the greatest challenges. This is where universities and their graduates – and their relationship with UK business – come in.

The latest CBI/Pearson Education and Skills Survey, Inspiring Growth, illustrates the magnitude of the skills emergency. Two out of three businesses surveyed expect their need for staff with higher level skills to grow in the years ahead, but more than half of them fear that they will not be able to access enough workers with the required skills. Even more disturbingly, it is the high-growth, high-value, high-potential sectors which are under most pressure – including construction, manufacturing, science, engineering and technology.

UK productivity has for a long time lagged behind most other developed countries. There are a number of causes, including low skills levels in many sectors, but a fundamental driver of productivity growth is innovation, where the UK is held back by low levels of public and private investment and an unbalanced ecosystem in which the infrastructure for supporting commercial innovation does not match the world-class research base.

Click here to read the full blog post.

http://blog.universitiesuk.ac.uk/2015/09/22/the-value-of-university-business-collaborations-to-uk-economy/

 

Changes to MRC strategic skills priorities

Following completion of a review of MRC’s strategic skills priorities, the revised priority list has now been published on their website along with a report of the skills survey outcomes.

The review has brought a refocus of the early career Skills Development Fellowships (previously Strategic Skills Fellowships) and will support training in two main areas:

– Development of Quantitative Expertise: covering mathematics, statistics, computation and informatics applicable to any biomedical or health related data sources, from molecular to population level.

– Development of Expertise at the Social Science interface: with a focus on areas of health economics and/or mixed methods research.

Applicants can either be seeking to move from a quantitative/economics/mixed methods background to biomedical research or can have a background in biomedical sciences and be seeking to develop skills in one of the priority areas.  All proposals must include development of new expertise and skills in the areas described above.  Eligible applicants would normally be in the early years of post-doctoral research or seeking a clear change of discipline to one of the priority areas.  Pre-doctoral applicants or those ready to transition to independence will be redirected to other MRC support mechanisms.

The next deadline for this competition is 16th June 2015.  For further details, deadlines and how to apply, please visit the pages here: http://www.mrc.ac.uk/skills-careers/fellowships/skills-development-fellowships/ .  If you have any specific MRC queries, please contact the team at fellows@headoffice.mrc.ac.uk

If you wish to apply to this scheme then please contact the RKEO Funding Development Team in the first instance.