Tagged / Stern review

HE policy update for the w/e 15th September 2017

policy, Research news

REF 2021

As we noted last week, on 1st September 2017 HEFCE published the initial decisions on REF 2021. This does not include decisions regarding submitting staff, output portability or the eligibility of institutions to participate in the REF. There is another consultation on those issues and BU’s response is being prepared by RKEO – please contact Julie Northam if you would like to be involved.  This week, the four UK funding bodies published a summary of the responses to the previous consultation. The document summarises the 388 formal responses to the consultation.

“Consultation responses welcomed an overall continuity of approach with REF 2014 and recognised that this would reduce the burden on institutions and panels. Broad support was expressed for the principles behind Lord Stern’s recommendations. There were mixed responses to some of the proposed approaches to implementing the changes, in particular:

  • all-staff submission
  • non-portability of outputs
  • institutional-level assessment
  • open access and data sharing.

Feedback on these areas included concern about their effects on different disciplines or types of institution, their impact on specific groups, in particular early career researchers and those with protected characteristics, and the burden of implementation.“

Some highlights:

  • Over a third of respondents suggested that the proposal might result in changes to contractual status, with some staff being moved to Teaching-only contracts. A small number of HEI respondents suggested that they would make such contract changes if the proposal is implemented.
  • “the predominant suggestion (by one-fifth of respondents addressing this issue) was that HEIs should retain a key role in identifying staff with significant responsibility for research”.
  • Many respondents stressed the importance of research independence as a criterion, especially for staff employed on Research-only contracts. The majority of respondents argued for a nuanced approach to the inclusion of research assistants where they could demonstrate research independence. There was some support for using the REF 2014 independence criteria, although many requested clearer guidance to limit the burden on HEIs.
  • Of those who commented on question 9c., asking for views on the minimum number of outputs per staff member, over half supported setting a minimum requirement of one output per person. Over one-third were in favour of no minimum at all. This support was often linked to the use of contracts to determine research-active status and concern about the ability to submit large numbers.
  • Of those who provided a clear view, around three-quarters did not support the introduction of non-portability rules.
  • Just over 50 per cent of respondents to Question 38 agreed in principle with the introduction of an institutional element to the environment template; this support came with a lot of caveats.
  • Almost half of the responses to Question 26 supported the principle of maintaining the volume of impact case studies overall. The majority recognised that this would affect the ratio of case studies required per FTE when applied alongside the submissions of all staff with significant responsibility for research. Respondents were keen to know the multiplier as soon as possible, to enable HEIs and submitting units to plan the number of case studies required.
  • A third of responses agreed that the minimum number of impact case studies per submission should be reduced to one. This was felt to be of particular benefit to smaller submitting units. However, a number of respondents discussed the risks associated with a minimum of one case study.
  • A small number of respondents drew attention to the Teaching Excellence Framework, which was mentioned in the context of incentivising research-led teaching and minimising burden on HEIs. It was stressed that an aligned approach is necessary to avoid creating a division between teaching and research

Office for Students

Higher Education Commission launched its report: ‘One size won’t fit all: the challenges facing the Office for Students’ The report makes recommendations for the OfS, following hot on the heels of those made by the Minister last week – it looks at alternative and niche provision. There’s a Wonkhe article here

Strategic challenges for the OfS:

  • The unintended consequences of policy reform and funding continue to favour the offer of certain modes of study and undermines choice for students
  • The balance between upholding quality and encouraging innovation is not achieved, either damaging the sector’s reputation or meaning the sector does not keep pace with changes in technology and the labour market
  • Innovation and growth in the sector does not effectively align with the industrial strategy or aspirations for regional growth
  • Price variation and two tier provision result in greater segregation across the system damaging social mobility
  • The student experience of higher education is undermined as some providers struggle with competition and funding challenges
  • Institutional decline, and ultimately failure, reduces choice and the quality of provision in certain areas, or damages the student experience or the perceived value of their qualification
  • The Office for Students in its new role as the champion of ‘choice for students’ and ‘value for the tax payer’ must address these challenges. It is hoped that the findings in this report and the recommendations outlined below will aid the new regulator in ensuring the continued success of the sector.

The report includes an interesting overview of how we got to where we are now, and then moves on to look at some knotty issues facing the sector, including alternative models, and a number of themes that arise in that context (such as access, support for students and progression). They look at class and course size, which is interesting given the new TEF focus on “teaching intensity”, practitioner lecturers, industry experience, sandwich degrees and apprenticeships. There is a chapter on funding, costs and fees and of course the report looks at part-time and accelerated courses, also another hot topic for universities as well as alternative providers.   The report also examines some of the perceived barriers to innovation which were cited in government papers – validation (which is described a barrier to innovation rather than entry) and retention being a problematic measure for alternative providers.

The consequences lf all this start in chapter 4 (page 55) where the report turns to recommendations for the OfS as the regulator.

The recommendations are:

  • Universities should learn lessons from the further education sector to create an environment that feels more accessible to students from low participation backgrounds.
  • The OfS should work with HEIs and alternative providers to identify how personalised and industry-orientated provision can be scaled up and replicated across the system.
  • The OfS, as a principal funder and regulator of the HE sector, should develop ways of incentivising industry practitioner involvement in universities.
  • Universities should consider flexible models of placements for sandwich degrees in order to meet the needs of SMEs.
  • The OfS should closely monitor the impact of degree apprenticeships on sandwich courses and other work based learning provision.
  • The OfS should address cost issues around part-time study and accelerated degree programmes, so as to support wider provision of these non-standard modes.
  • We recommend that the OfS monitors the implications of different delivery costs between HE and FE, not least in terms of enabling entry to part-time and mature students.
  • Research should be commissioned by the OfS to better understand how students, especially from disadvantaged backgrounds, can be encouraged to use sources of information more critically in their HE choices.
  • The Office for Students should provide Parliament with an annual report mapping the diversity of provision across the higher education sector, commenting on trends and explanations for changing patterns of provision.
  • The DfE and the EFSA should consider the viability of allowing employers to use the apprenticeship levy to fund work-relevant part-time HE
  • The DfE should consider the extent to which accelerated and flexible programmes could be supported by changes to the funding based on credit.

Fees and funding

There was a debate in the House of Commons this week on an Opposition motion to reverse the legislation on tuition fees – these debates are non-binding and after the DUP said they would support them the government declined to have a formal vote – so they were passed. The same thing happened on a motion about the pay cap in the NHS.   As they were non-binding, this is largely symbolic, but much has been made about the “anti-democratic” implications of this..

Meanwhile, the Resolution Foundation hosted a lively debate on fees and funding – you can see the (very long) recording on YouTube, and the Times Higher did their own short version. Rumours persist that despite Jo Johnson’s staunch defence of the system, No. 10 may be getting cold feet, and the new fee cap for 2019/20 has still not been announced….

And Philip Hammond contributed to the speculation while giving evidence at the House of Lords Economic Affairs Committee (reported widely, here is the Telegraph link):

“I do think there’s a significant difference between a graduate who leaves university with a, perhaps, quite significant level of debt and a well-recognised degree in an area which is known to provide strong employment opportunities; and a graduate on the other hand who perhaps has a very similar level of debt but who may not have a degree that is going to enhance his or her employment opportunities in the same way..

“We need to look at…the information we provide to students to enable them to make value-for-money assessments about what they are buying and what it’s going to cost them.”

And to contribute to the debate, the Commons Education Committee have launched an inquiry into value for money in HE. They are inviting written submissions on the following issues by 23rd October 2017:

  • Graduate outcomes and the use of destination data
  • Social justice in higher education and support for disadvantaged students
  • Senior management pay in universities
  • Quality and effectiveness of teaching
  • The role of the Office for Students

JANE FORSTER                                            |                       SARAH CARTER

Policy Advisor                                                                     Policy & Public Affairs Officer

65111                                                                                 65070

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

I’m an academic at BU. Will I be submitted to REF 2021?

Research assessment

Good question and, although no firm decisions have yet been announced by HEFCE, it is looking increasingly likely that all academic staff at BU will be included in the REF 2021 submission, each with at least one output published between 2014-2020.

In the midst of the sector waiting with baited breath for the initial decisions from the UK funding bodies on this, and other REF questions, HEFCE held a webinar in July. During this webinar they shared some possible decisions with the sector (the webinar and the slides are available here on the HEFCE website). The key suggestions were:

  • 100% of academics with a “significant responsibility” to undertake research are likely to be included. It is unclear at this stage what “significant responsibility” means in practice, although it is anticipated this will be based on there being an expectation for an academic member of staff to undertake research.
  • Staff without a significant responsibility for research may be exempt from inclusion but auditable documentation would be required. This would need to explicitly evidence there is not an expectation of the individual to undertake research (examples given were workload models or career frameworks linked to the individual).
  • Everyone submitted is likely to need a minimum of 1 output. The average and maximum outputs per FTE are to be determined – in the consultation it was proposed these were an average of 2 outputs per submitted FTE and a maximum of six outputs per person.
  • There is likely to be a hybrid model for output portability (i.e. which HEI can submit the outputs authored by a member of academic staff who moves from one institution to another during the REF period) – HEFCE proposed two options:
    • Simple model whereby both old and new institutions can submit the outputs produced by the academic member of staff when he/she was employed at the old institution (this would, some might say unfortunately, result in double counting of outputs but this can probably be tolerated as it happens already in some cases, for example, where co-authors at different HEIs submit the same output).
    • Complex model whereby a census date and employment range date are used to determine which outputs can be submitted by which institution.

Whilst these are not yet firm decisions (these are expected in two communications – one on staff and outputs in the autumn and one on everything else later this month), these are the clearest indications yet that all academic staff at BU will be included in REF 2021, each with at least one output.

For further information on REF 2021, see BU’s REF 2021 webpage. If you have any queries, please contact Julie Northam or Shelly Anne Stringer.

HE policy update w/e17th March 2017

EU, policy, Research assessment, Research news, Research Training, RKE development framework

Brexit:

  • Research Professional illustrates the Brexit threats to research positioning and job losses by highlighting the difficulties facing an EU astronomy consortium. The consortium represents seven countries, led by the UK, but will move headquarters to an EU member state from January 2021. The move means the UK will lose the project’s leadership and the 12 UK universities may not continue post-Brexit. Research Professional notes that while access to research infrastructures is available to non-EU states, the EU membership plays a significant role in decisions on where to locate facilities. Gerry Gilmore (the consortium leader, from University of Cambridge) stated:
    “The UK will lose substantial scientific leadership and influence in the EU. There is going to be bad news all around. I don’t think people realise how many new jobs and new opportunities have just been destroyed.”
  • The EU (Notification of Withdrawal) Bill has survived the parliamentary process and received Royal Assent on 16th March (BBC). This bill allows the Prime Minister to notify the EU of the UK’s intention to withdraw from the EU. The Lords made two amendments to the Bill – one relating to Parliament having a “meaningful vote” on the final arrangements and one requiring a guarantee for EU citizens to remain in the UK. The bill was approved by the House of Commons, which rejected the Lords bill and then went back to the Lords under what is called “ping-pong”. The Lords voted again on both issues but the House of Lords majority backed down and the bill was passed. The PM is expected to trigger article 50 later in March.
  • 2018/19 EU student and staff guarantees: During oral questions in the Lords Baroness Royall of Blaisdon pressed the government spokesperson (Viscount Younger of Leckie) when announcements would be made regarding fees and access to loans for 2018/19 EU student starters. Leckie gave a side stepping response: “The noble Baroness makes the important point that there are uncertainties arising from Brexit, but the Government have moved rapidly to give assurances to this sector… “We have also provided similar assurances that EU nationals starting courses in 2016-17 and 2017-18 remain eligible for Research Council postgraduate support. As I have said, we will ensure that students starting in 2018-19 have the information well in advance”

International students:

  • The debate over the inclusion of international students in the long-term migrant numbers continues. Even senior ministers are rebelling – Boris Johnson, Phillip Hammond and Liam Fox have all protested, although Jo Johnson continues to toe the party line backing the PM’s stance to include international students within the original immigration statistics. Liam Fox spoke out this week about the value of overseas campuses.
  • On Monday the House of Lords defeated the government on the Higher Education and Research Bill (HERB), approving an amendment to prevent international students being counted as long-term migrants. The government have responded that “the proposed amendment would create a situation where we were potentially unable to apply basic visa checks, or impose conditions on a student visa. It would also mean that fresh primary legislation were needed just to make minor, technical changes to immigration rules.” (Wonkhe)
  • HERB is scheduled to have its third reading in the Lords on 22 March 2017 and then will go back to the Commons. The PM’s stance on international students seems rock solid (Financial Times) and Theresa May is not expected to waiver – the parliamentary ping pong regarding international students will surely make headlines over the coming weeks.
  • Meanwhile there are worries about student recruitment. Politics Home quotes an Office for National Statistics release stating the number of students coming to the UK dropped by 41,000 in 2016.

Higher Education and Research Bill:

  • The HE and Research Bill has finished its third reading in the House of Lords (although it will have to go back if the House of Commons makes any changes, as seems likely).  The report stage in the Lords is on 22nd March – usually only technical or minor amendments are made at this stage.  The current version of the bill as amended by the Lords is here.
  • The surprise amendment on international students is referred to above.
  • The government won the final vote on the proposed amendment that would have required UKRI and OfS to jointly revoke research degree awarding powers, the amendment was defeated. Wonkhe report that Lord Mackay made an impassioned speech noting that it was “extraordinary” that the OfS was not required to have any expertise or experience regarding research, and yet had the unilateral power to revoke research degree awarding powers, but to no avail. The Bill continues to say that research degree-awarding powers should be made by the OfS with advice from UKRI.

With long debates, late nights and a large number of amendments, it is fair to say that HERB has received an excellent level of scrutiny within the Lords. Lord Prior of Brampton notes: “Everyone who has contributed [to the Bill debates] can take some credit for having improved it considerably. For me, it is a good example of the value this House can bring to a Bill of this kind.”

HEFCE 2017/18 funding to universities: The grant letter details the overall funding to the sector for 2017/18. It includes doubled funding for the National Collaborative Outreach Programme (£60m pa), an additional £17m increase for mainstream quality-related research, a reduction of £40m for teaching (including a reduction in PGT FTE funding rate), maintaining the disabled students premium at the 2016/17 level, the inclusion of nursing, midwifery and allied health professions (£32m), cuts to the student premium budget for full time UG of £20m (part time UG funding remains static). Institutions will receive individual allocations in April although with a publication embargo in force until May. Capital allocations will be announced in March.

Student Loans Sale: A parliamentary question tabled by Steve McCabe requested publication of the ‘in-depth market testing exercise associated with the same of the student loan book. Jo Johnson has responded: “The Government ran a market testing process with a cross-section of potential investors in the student loan book from the end of September into November 2016. This sought feedback on potential sale structures and key features of the transaction and informed the design of the sale. This was a commercial rather than a public process and was conducted under non-disclosure agreements. We do not intend to publish a report of the details. Protecting the details of the conclusions of market testing will help the ongoing sale process achieve value for money for taxpayers.”

Student Fees: On Thursday 16th the Petitions Committee released its latest decisions regarding recent petitions with a high number of signatures. This included a petition to government to change the University fees from £9250 back to the £3000 fee. The Committee agreed to wait for the Higher Education and Research Bill to complete its passage through Parliament before deciding whether to schedule a debate – effectively this was a dismissal of the petition.

Research Excellence Framework  The responses to the REF2021 consultation were due in by midday on 17th March.

  • There has been a lot of focus on one area, the definition of “research active staff” for the returns – there are some interesting views:
  • HEFCE blog (and BU’s reply) – HEFCE are proposing a negotiated definition for each university, BU is proposing all staff should be returned, including teaching only
  • Royal Society blog on Research Professional – they say staff shouldn’t be returned at all, it should be institutional
  • The PVC (Research and Enterprise) from Hertfordshire says on Times Higher Education that the solution is flawed and that clarity is needed

There are many other issues in the REF consultation, including the portability of outputs, which will have important consequences for institutions and their staff. The HEFCE REF consultation on the implementation of the REF 2021 closed on 17 March 2017.  You can read BU’s response here.

Stern review of the REF – what next?

BU research, Guidance, Knowledge Exchange and Impact Team, policy, REF Subjects, Research news

ref-logoThe Stern review of the REF was published in July 2016. The government have accepted the main recommendations, and we are expecting in November a HEFCE technical consultation on implementation – to affect the next REF exercise (probably in 2021). It is expected that the new arrangements will be settled by the summer of 2017.

So what did Stern recommend – and what is likely to be in the consultation?

  1. The main thing that Stern might have done, but did not do – following widespread concern in the sector – was move to a metrics-based approach for the REF. Peer review and case studies will remain and there will be an opportunity to celebrate success wherever it is found in the REF – not a metrics based ranking. There may be new metrics, and a new Forum for Responsible Research Metrics has been launched, but the key is that these metrics should be used responsibly and carefully.
  2. All research active staff should be returned in the REF (and allocated to a unit of assessment).
  3. Outputs should be submitted at Unit of Assessment level with a set average number per FTE, but with flexibility for some faculty members to submit more and others less than the average. A total cap should be set based upon two outputs on average per FTE with an individual cap (e.g. six) and a minimum per FTE (potentially 0).
    There has been some concern expressed about these changes – Maddalaine Ansell (University Alliance) via Wonkhe and James Wilsdon in The Guardian, 29th July 2016. At BU, our strategy is that all academic staff should be active in research as part of Fusion, so we will not be moving towards teaching only contracts. We hope the sector will not do so either – we will consider pressing for all staff to be included and remove any risks around the definition of “research active” to avoid this
  1. The total number of outputs per UoA should be adjusted so that it does not significantly exceed the 190,000 reviewed in REF2014. This may require the average number of outputs submitted per faculty member to be below two.
  2. Outputs should not be portable. The review proposes that outputs should be submitted by the HEI where the output was demonstrably generated and that work should be allocated to the HEI where they were based when work accepted for publication. There may be some flexibility around maximum numbers when staff have moved- e.g. maximum three outputs from those who have left.
    Concern has been expressed that this will restrict employment options for early career researchers, e.g. Paul Kirby. James Wilsdon again “the broader move to reduce output numbers and decouple them from individuals should reduce pressure on those at the start of their career, or who take time out of research because of childcare, illness or caring responsibilities” Other views: – it might be fairer to early career researchers who will be recruited on potential not previous publications
  1. Institutions should be given more flexibility to showcase their interdisciplinary and collaborative impacts by submitting institutional level impact case studies
  2. Impact should be based on research of demonstrable quality. However, case studies could be linked to a research activity and a body of work as well as to a broad range of research outputs
  3. Guidance on the REF should make it clear that impact case studies should not be narrowly interpreted, need not solely focus on socioeconomic impacts but should also include impact on government policy, public engagement and understanding, cultural life, academic impacts outside the field and impacts on teaching – the report recommends that research leading to impact on curricula and/ or pedagogy should be included. BU welcomes these changes and we look forward to seeing more details of these plans.

So watch this space – once the consultation is launched the Research and Knowledge Exchange team will be working with the policy team to prepare a BU response. You can read more about BU’s policy and public affairs work on our intranet pages.