Category / COVID-19

HE Policy Update for the w/e 9th July 2020

A lot about skills and employment in the “mini-budget” this week.  There is quite a lot on the “poor quality courses” debate, and on the financial impact of the virus on young people and on universities.  Plus some regulatory changes that are starting to look ominous…

A Universities Minister who thinks people shouldn’t bother going to University?

Amidst ongoing rhetoric over allegedly poor quality courses and poor student outcomes (we reported on the Minister’s speech last week) and we report on the debate in the House of Lords below which included some strong lines, including this one from Lord Blencathra:

  • .. we have about 30 useless universities at the bottom end of the quality tables. They are taking fees from students for worthless courses which will not get them jobs, and the fees will never be repaid.”

This week Wonkhe have made it their mission to find these courses – they conclude the data doesn’t bear this out.  Not least because past performance isn’t necessarily any indication of future performance in the jobs market or at a university.  A course whose students may indeed have had poor outcomes 10 years ago might, or perhaps would almost certainly, have changed by now (or what have the QAA, OfS etc been doing all this time and where is the impact of the TEF?).  Of course, the rhetoric muddles institutional outcomes, subject outcomes and the outcomes of particular courses.  It ignores regional disparities in employment opportunities and he different demographic of the students who attend each university.  It also (my pet peeve, as you will know if you read this blog often) assumes that you can look at courses this way because the progression between courses and jobs is linear and therefore all social sciences students go on to have (potentially low earning) careers in community work, so it’s easy, just stop subsidising social sciences.  In fact some of them become Secretaries of State for Education – strange how they forget. Would it have made a difference to his career earnings if Gavin Williamson had studied engineering?  If you think that’s a silly question, that’s my point!

There have been numerous social media and newspaper blogs addressing Michelle’s unfavourable speech last week (delivered at a disadvantaged access conference too).  One does wonder if it was just the clumsiness of her speech writers but it’s probably unfair to blame them. Did she really intend to suggest universities were dumbing down so they could admit disadvantaged students – or was it a general ‘bums on seats’ dig gone wrong?

Wonkhe have long said that Whitehall dislike their Ministers cosying up to the sector – think Chris Skidmore, David Willetts, and even Sam Gyimah did try (though it didn’t really work for the self styled Minister for Students). Donelan is certainly keen to show herself to toe the party line, and we know the refocus on technical education and FE support is coming (and contrary to Augar’s recommendations) will likely result in some level of defunding of HE.

So where does this leave the widening participation agenda? If we listen to the Government or media it seems the sector is to blame, despite the new, stringent Access and Participation Plans rigorously overseen by the OfS (whose golden status also appears to be slipping). Shifting the focus away from the prospective students themselves and shoving them into a deficit model where universities must ‘do’ to correct the disadvantage in their lives. …  Are they planning to stop contextual admissions (note they are still allowed under the new OfS licence condition)?

Just one example,, of the sector push back against Donelan’s speech is found in the gently disappointed Guardian article penned by Chris Husbands (VC Sheffield Hallam)

  • My personal history, and my family’s experience, make me very worried when government ministers lose faithin the power of universities to transform lives.
  • When pushed, very few politicians or journalists can actually identify these courses which “do nothing” or are “low value”.
  • They are odd lines, because they contradict the government’s own ambitions. Michael Gove laid it out for them just a few days before: a future built around “big data, machine learning, artificial intelligence, robotics and further automation, 3D printing, quantum computing”, along with “genetic sequencing and screening, gene editing and other life science and biotech advances”.
  • The 21st century world is a knowledge-led world. Value is generated not through low- or mid-level skills but economic, social and technological transformation. It’s universities which are our best bet for the future because they produce advanced knowledge and research. That’s why all the world’s advanced economies are investing in higher education.

Wonkhe tell us that “Gavin Williamson is expected to give a speech designed to flesh out the government’s post-18 strategy. But don’t expect to like what you hear.” 

Budget

You’ll have read the analyses of the mini budget in the press.  Apart from stamp duty, green homes vouchers,  “eat out to help out” and the VAT cut for food and non-alcoholic drinks, it was mostly focussed on jobs – retaining and creating new ones, with a particular focus on young people.

It was not expected that there would be any announcements about HE, so we should not feel disappointed – this is all about skills and jobs for those who were not planning to go to university in September and face unemployment.

Apart from the headlines, the details are here.

  • Job Retention Bonus – The government will introduce a one-off payment of £1,000 to UK employers for every furloughed employee who remains continuously employed through to the end of January 2021. Employees must earn above the Lower Earnings Limit (£520 per month) on average between the end of the Coronavirus Job Retention Scheme and the end of January 2021. Payments will be made from February 2021. Further detail about the scheme will be announced by the end of July.
  • Kickstart Scheme – The government will introduce a new Kickstart Scheme in Great Britain, a £2 billion fund to create hundreds of thousands of high quality 6-month work placements aimed at those aged 16-24 who are on Universal Credit and are deemed to be at risk of long-term unemployment. Funding available for each job will cover 100% of the relevant National Minimum Wage for 25 hours a week, plus the associated employer National Insurance contributions and employer minimum automatic enrolment contributions.
  • New funding for National Careers Service – The government will provide an additional £32 million funding over the next 2 years for the National Careers Service so that 269,000 more people in England can receive personalised advice on training and work.
  • High quality traineeships for young people – The government will provide an additional £111 million this year for traineeships in England, to fund high quality work placements and training for 16-24 year olds. This funding is enough to triple participation in traineeships. For the first time ever, the government will fund employers who provide trainees with work experience, at a rate of £1,000 per trainee. The government will improve provision and expand eligibility for traineeships to those with Level 3 qualifications and below, to ensure that more young people have access to high quality training.
  • Payments for employers who hire new apprentices – The government will introduce a new payment of £2,000 to employers in England for each new apprentice they hire aged under 25, and a £1,500 payment for each new apprentice they hire aged 25 and over, from 1st August 2020 to 31st January 2021. These payments will be in addition to the existing £1,000 payment the government already provides for new 16-18 year-old apprentices, and those aged under 25 with an Education, Health and Care Plan – where that applies.
  • High value courses for school and college leavers – The government will provide £101 million for the 2020-21 academic year to give all 18-19 year olds in England the opportunity to study targeted high value Level 2 and 3 courses when there are not employment opportunities available to them.
  • Expanded Youth Offer – The government will expand and increase the intensive support offered by DWP in Great Britain to young jobseekers, to include all those aged 18-24 in the Intensive Work Search group in Universal Credit.
  • Enhanced work search support – The government will provide £895 million to enhance work search support by doubling the number of work coaches in Jobcentre Plus before the end of the financial year across Great Britain.
  • Expansion of the Work and Health Programme – The government will provide up to £95 million this year to expand the scope of the Work and Health Programme in Great Britain to introduce additional voluntary support in the autumn for those on benefits that have been unemployed for more than 3 months. This expansion will have no impact on the existing provision for those with illnesses or disabilities in England and Wales.
  • Job finding support service – The government will provide £40 million to fund private sector capacity to introduce a job finding support service in Great Britain in the autumn. This online, one-to-one service will help those who have been unemployed for less than three months increase their chances of finding employment.
  • Flexible Support Fund – The government will increase the funding for the Flexible Support Fund by £150 million in Great Britain, including to increase the capacity of the Rapid Response Service.1 It will also provide local support to claimants by removing barriers to work such as travel expenses for attending interviews. 2.21 New funding for sector-based work academies – The government will provide an additional £17 million this year to triple the number of sector-based work academy placements in England in order to provide vocational training and guaranteed interviews for more people, helping them gain the skills needed for the jobs available in their local area.

More detail is also provided on measures announced by the PM on 30th June.

There are some research-related announcements.

  • Office for Talent – The government will create a new Office for Talent based in No.10, with delivery teams across government departments. The Office will focus on attracting, retaining and developing top research and science talent across the UK and internationally.
  • Direct Air Capture – The government will provide £100 million of new funding for researching and developing Direct Air Capture, a new clean technology which captures CO2 from the air.
  • Automotive Transformation Fund – Building on the announcement last year of up to £1 billion of additional funding to develop and embed the next generation of cutting-edge automotive technologies, the government is making £10 million of funding available immediately for the first wave of innovative R&D projects to scale up manufacturing of the latest technology in batteries, motors, electronics and fuel cells. The government is also calling upon industry to put forward investment proposals for the UK’s first ‘gigafactory’ and supporting supply chains to mass manufacture cutting-edge batteries for the next generation of electric vehicles, as well as for other strategic electric vehicle technologies.
  • World-class laboratories – The government will provide a £300 million investment in 2020-21 to boost equipment and infrastructure across universities and institutes across the UK

Guardian report on the new Office for Talent.

NHS investment

  • NHS maintenance and A&E capacity – The government will provide £1.05 billion in 2020-21 to invest in NHS critical maintenance and A&E capacity across England.
  • Modernising the NHS mental health estate – The government will provide up to £250 million in 2020-21 to make progress on replacing outdated mental health dormitories with 1,300 single bedrooms across 25 mental health providers in England.
  • Health Infrastructure Plan – The government will provide a further £200 million for the Health Infrastructure Plan18 to accelerate a number of the 40 new hospital building projects across England.

And on the education estate (not HE):

  • Further Education (FE) estate funding – Building on the £1.5 billion commitment for FE capital funding made at Budget 2020, the government will bring forward £200 million to 2020-21 to support colleges to carry out urgent and essential maintenance projects. This will be the first step in the government’s commitment to bring the facilities of colleges everywhere in England up to a good level.
  • School estate funding – The government will provide additional funding of £560 million for schools in England to improve the condition of their buildings and estates in 2020-21. This is on top of the £1.4 billion already invested in school maintenance this year.
  • School rebuilding programme – The government has announced over £1 billion to fund the first 50 projects of a new, ten-year school rebuilding programme in England. These projects will be confirmed in the autumn, and further detail on future waves will be confirmed at the Comprehensive Spending Review. Construction on the first sites will begin in September 2021.

LEP funding for local infrastructure:

  • Local infrastructure projects – The government will provide £900 million for shovelready projects in England in 2020-21 and 2021-22 to drive local growth and jobs. This could include the development and regeneration of key local sites, investment to improve transport and digital connectivity, and innovation and technology centres. Funding will be provided to Mayoral Combined Authorities and Local Enterprise Partnerships.

Budget context

A slightly different response to a PQ about supporting graduates through the gloomy economic outlook from the Universities Minister:

Douglas Chapman: To ask the Secretary of State for Education, what plans he has to support graduates looking for employment (a) during and (b) after the covid-19 outbreak.

Michelle Donelan:

  • Our economic priority is to mitigate the impact of COVID-19 on our economy as far as possible. This is an incredibly difficult period for everyone, and we understand that graduates are likely to feel concerned as they enter a far tougher job market than those before them.
  • Some universities are going above and beyond to support those graduating this summer, providing extensive online careers advice, including webinars offering interview and CV-writing tips and skills and follow-up one-to-one calls. However, we need all universities to step up and play a key role to help graduates take the next step, whether into work or further study.
  • The recently announced National Tutoring Programme creates an opportunity for graduates to apply for tutoring roles providing support for pupils and schools in the most disadvantaged areas. More details of the programme will be available shortly.
  • We know that post-graduates often secure employment in higher skilled and higher paid employment than graduates and non-graduates. The government can support with the financial burden of accessing a master’s degree with a loan of up to £11,222. Where graduates are considering a career in teaching, tax-free postgraduate bursaries of up to £26,000 are available for trainee teachers starting initial teacher training in 2020/21, depending on the subject in which they train to tea

The Institute for Fiscal Studies have published COVID-19 and the career prospects of young people and a report on the ‘Prolonged cost’ to young people from COVID-19 career disruption.

The new IFS research, funded by the Turing Institute, shows that the COVID-19 pandemic threatens to severely disrupt the career progression of young workers, suggesting that negative economic impacts on this age group may last well beyond the easing of the lockdown. The new research finds that:

  • Over the last decade, young people starting out in the labour market have increasingly been working in relatively low-paid occupations, many of which are in sectors hardest hit by the COVID-19 crisis – for example, hospitality and non-food retail.
  • The growing importance of those ‘lockdown sectors’ as employers of workers at the start of their careers is primarily due to an expansion of the accommodation and food industry. The share of workers starting their careers in this sector increased by about 50%, from 6% to 9%, between 2007 and 2019.
  • As other sources of wage growth have dried up, young workers have become increasingly reliant on moving into higher-paying occupations as a source of early-career wage growth. Around 28% of wage growth over the first five years of the careers of workers born in the 1970s could be attributed to moving into a higher-paying occupation. This had risen to 50% or more among people born in the 1980s.
  • The pandemic threatens to have a prolonged negative economic impact on young people by reducing demand for the jobs that are typical among early-career workers and making it harder for workers to find better opportunities than their current jobs.
  • The government should have a particular focus on the challenges facing the young as it attempts to manage the labour market impacts of COVID-19 in the coming months.

IPPR, the Institute for Public Policy Research has published a report, Guaranteeing the Right Start, Preventing Youth Unemployment after COVID-19.

  • There is a strong case for bold policy interventions to prevent youth unemployment. Becoming NEET results in a ‘scarring effect’ that lowers long-term employment prospects and earning potential (Gregg and Tominey 2004). Furthermore, those from the poorest backgrounds and with the lowest qualifications are likely to be the worst affected (Henehan 2020). Each person that is out of work and education for six months or more costs on average £65,000 in direct lifetime costs to public finances and £120,000 in wider lifetime costs to the economy and community (Coles et al 2010). But ultimately becoming unemployed is a deep personal crisis with impacts on health, self-worth, identity and status.
  • We recommend the creation of a new ‘Opportunity Guarantee’ for young people: the government should ensure that every young person is either in education or work. The government’s main aim in the short term should be to prevent a rise in youth unemployment as a result of the Covid-19 crisis. But, looking beyond the crisis, they should be aiming even higher: to eliminate all but the most temporary experience of being NEET amongst all young people. This will require government to keep young people in education for longer – but more radically, it also demands a fundamental rethink of labour market policy in the UK (the focus of this paper). This programme should be spearheaded by the prime minster as part of a campaign to inspire businesses to ‘do their bit’, by hiring young people during the crisis as part of an ‘investment in the future of our nation’.
  • Fulfilling this promise will require a new, more active, approach to labour market policy. In recent decades, the UK has embraced a liberal welfare regime, meaning a flexible labour market with limited government intervention, and a welfare system designed to promote ‘work first’ through low replacement rates, conditionality and sanctions. This approach is always questionable, but it is particularly problematic in an environment of high and persistent unemployment. We must now take a more empathetic and interventionist approach, drawing on the Active Labour Market Policies (ALMPs) used more extensively elsewhere. If the UK spent the same proportion of GDP on these policies as other advanced European countries, we would invest £8.5 billion more a year in preventing unemployment. Some of these measures are outlined in this paper but government must also take action for older people as well, for example, through reforming and extending the Coronavirus Job Retention Scheme.

Financial sustainability

And continuing the financial theme, the Institute for Fiscal Studies has published a briefing entitled Will universities need a bailout to survive the COVID-19 crisis? The briefing note examines the resilience of university finances to the likely consequences of the COVID-19 outbreak and the public health response to it.

  • The total size of the university sector’s losses is highly uncertain: we estimate that long-run losses could come in anywhere between £3 billion and £19 billion, or between 7.5% and nearly half of the sector’s overall income in one year. Our central estimate of total long-run losses is £11 billion or more than a quarter of income in one year.
  • The biggest losses will likely stem from falls in international student enrolments (between £1.4 billion and £4.3 billion, with a central estimate of £2.8 billion) and increases in the deficits of university-sponsored pension schemes, which universities will eventually need to cover (up to £7.6 billion, with a central estimate of £3.8 billion). In addition, the sector faces lockdown-related losses of income from student accommodation and conference and catering operations, as well as financial losses on long-term investments.
  • Large sector-level losses mask substantial differences between institutions. In general, institutions with a large share of international students and those with substantial pension obligations are most affected. These tend to be higher-ranking institutions as well as postgraduate and music & arts institutions. Some of the least selective universities, which rely largely on domestic fee income, will also be badly hit if higher ranked universities admit more UK students to make up for the shortfall in their international enrolments. While recently introduced student number caps will constrain some of this behaviour, there are still likely to be falls in student numbers at the least selective institutions.
  • Universities are unlikely to be able to claw back a large portion of these losses through cost savings unless they make significant numbers of staff redundant. In our central scenario, we estimate that cost savings could reduce the overall bill by only £600 million or around 6% without redundancies. The potential for cost savings varies across universities: institutions with a larger proportion of temporary staff will likely be able to make larger savings, but this may impact teaching quality
  • For the university sector as a whole, net losses in our central scenario are only slightly larger than five years of surplus at the pre-crisis level. Assuming that the underlying profitability of universities remains unchanged, the total financial reserves of the higher education sector could still be roughly the same in 2024 as they were in 2019, even without a government bailout.
  • Whether COVID-related losses put a given institution at risk of insolvency largely depends on its profitability and its balance sheet position before the crisis, rather than on its predicted losses from COVID-19. The institutions with the highest predicted losses all have large financial buffers and are therefore at little risk of insolvency. The institutions at the greatest risk tend to have smaller predicted losses, but had already entered the crisis in poor financial shape.
  • In our central scenario, 13 universities educating around 5% of students would end up with negative reserves and thus may not be viable in the long run without a government bailout or debt restructuring. A very tightly targeted bailout aimed at keeping these institutions afloat could cost around £140 million. In comparison, a one-off increase in teaching grants of £1,000 per UK/EU student would cost £1.8 billion but in our central scenario would only push three institutions above the line of zero reserves.
  • There is considerable uncertainty over actual risks to institutions and a trade-off between highly targeted and more general support. And additional support might not be aimed purely at preventing insolvencies. But there is a big gap in cost between a very targeted bailout costing perhaps less than £200 million and the more generalised bailout proposed by Universities UK, which would cost £3.2 billion and at the same time provide very little support to most universities that appear to be most at risk of insolvency; according to our modelling, only two institutions would be pushed above the line of zero reserves by this proposed policy. Government will need to be very clear about the purpose of any bailout package and design it accordingly.
  • Lightly regulated Alternative Providers educate around 3% of all students in the higher education sector. Many of these providers have low reserves and rely almost exclusively on tuition fees for their income. Alternative Providers with a large share of international students are at a significant risk of insolvency, potentially leaving students unable to complete their degrees.

Further to this, the Higher Education Policy Institute has published a response to the report. Nick Hillman, the Director of the Higher Education Policy Institute (HEPI), said:

  • “The IfS report is as lucid and clear as we have come to expect from them. They are right that universities with more international students and bigger pension liabilities are more directly affected by Covid than others and also that institutions which were financially weak before the pandemic are the ones most at risk of actual insolvency. They are also right that the arguments for extra support for universities in the crisis are strong. But that doesn’t mean they’re right overall.
  • “There are three important points to note.
  • “First, the range of projected short-term financial losses for universities, which the IfS calculates at between £3 billion and £19 billion, is so enormous that it’s pretty meaningless in terms of planning ahead. It’s such a huge fan of uncertainty that it doesn’t help either universities or policymakers know where they stand.
  • “Secondly, there are too many reports around at the moment that take old opinion polls of how students might behave as the gospel truth. We know from when tuition fees in England went to £9k that polls which ask students how they might behave are a woeful guide to the future, and the IfS’s figures on student numbers should therefore be taken with a lorry load of salt.
  • “For example, the IfS are assuming there will be 10% fewer UK students, yet the latest UCAS figures show the opposite trend. Who would choose to have a gap year at the moment, when travel and job opportunities are so limited? The IfS are also predicting a 50% drop in EU students as a result of the pandemic, even though 2020 is the last year when they will be treated like home students. Unless there is a major second wave of Covid-19, the IfS’s “central” estimate for the short-term financial losses would be better labelled “pessimistic” and their “pessimistic” estimate would be better labelled “extreme”.
  • “Thirdly, the oddest feature of the IfS report is how very little it has to say on university research. When universities have less income and face big deficits, they can opt to stem the financial losses by doing less research as research generally loses money. Less research would be terrible for the UK as it would hamper the post-pandemic recovery. So the quantity of research that institutions can afford must be a bigger part of the wider conversation about university financing.
  • “There is a strong case for continuing government support for universities of all types because of the jobs they provide, the education they deliver and the support they provide to employers as well as the research they undertake.”

David Kernohan looks under the bonnet.

But it’s ok, because Lord Willetts says foreign investors will be keen to help out, as reported by Research Professional.

University Admissions

The Office for Students finally unveiled their new licence condition on admissions practices at the end of last week, after a very long delay. The consultation results can be found here.

They have changed the time frame from the original proposal so that it is no longer retrospective to 11th March. It is in place until September 2021 so covers next year’s admissions cycle. 

There is a general catch all:

  • This condition…. prohibits a provider from engaging in any form of Conduct which, in the reasonable opinion of the OfS, could be expected to have a material negative effect on the Stability and/or Integrity of the English Higher Education Sector

This is interesting because it doesn’t just mean things that any one university does that could on its own have a material negative effect – but takes into account the cumulative negative effect if lots of universities were to do the same thing.  Deciding what might be covered by this vague and subjective definition will be an interesting process for anyone planning creative recruitment strategies.

To help the sector they have clarified some things that are definitely banned, and some things that are definitely allowed.  As you will see, the gap in the middle is quite big.

Banned

  • They have banned all conditional unconditional offers.
  • They have banned “false or misleading” claims to persuade people from going to another university (surely this would have been subject to action by the ASA in any case).

Allowed

  • the use of an Unconditional Offer in respect of a prospective or existing student who has already attained particular academic achievementswhich are at, or equivalent to, level 3 or above of the Regulated Qualifications Framework;
  • the use of an Unconditional Offer in connection withadmissions policies and criteria which wholly or mainly require a prospective or existing student to demonstrate abilities in a practical way (including, but not limited, by any type of live performance or submission of evidence of abilities through videos, drawings, paintings, photographic pictures, audio recordings, or any other tangible object);
  • the use of an Unconditional Offer in respect of a prospective or existing student who has already accredited prior learning (APL), or prior experiential learning (APEL), that can be accredited under academic regulations that were made and brought into force by the provider before 1 September 2019;
  • the use of an Unconditional Offer in respect of a prospective or existing student who meets all of the following requirements: the student was a private candidate registered to take examinations for A-level qualifications(or other qualifications which are equivalent to level 3 qualifications for the purposes of the Regulated Qualifications Framework) in 2020; and  was unable to take examinations for such qualifications before 31 August 2020 due to the coronavirus pandemic or obtain grades for such qualifications on an alternative basis as a result of arrangements put in place by the Office of Qualifications and Examinations Regulation (or, as the case may be, the equivalent body in Scotland, Wales or Northern Ireland); and iii. is seeking admission to a higher education course which will commence before 1 September 2021;
  • the use of a Contextual Offer in connection with implementing any policy which could reasonably be considered as having the primary aim of promoting Equality of Opportunity.

It seems fairly clear that the OfS are intending to restrict unconditional offer-making in all but these cases, although they haven’t actually spelled that out.

Nicola Dandridge, Chief Executive of the OfS, said:

  • We have previously highlighted that unconditional offers which are conditional on students accepting a university or college as their first choice put pressure on students and distort their decision making. Widespread use of unconditional offers also risks destabilising the system. Our concerns are even more acute in these exceptional times with the shape of the next few months and years still very unpredictable, and information, advice and guidance less readily available than it may normally be.
  • ‘However, we have ensured that the condition explicitly permits unconditional and contextual offers that are clearly in students’ interests, and which support the transition into higher education for the most disadvantaged students.
  • ‘Students can also be reassured that they should not expect to have any offers that they have already received withdrawn, and where there are good reasons for them to receive an unconditional or contextual offer in future, there is no reason that this cannot go ahead.
  • ‘This condition is designed to avoid instability during the current uncertainty, and to protect students and the higher education sector in these extraordinary circumstances: it will not continue past September 2021. This should allay concerns that we wanted to extend our powers permanently, which we have no intention of doing.
  • ‘The condition is a necessary and proportionate means to ensure the stability and integrity of the English higher education sector, to protect students’ interests and to preserve a diversity of choice for students into the future.’

An anonymous senior figure in an English university has responded in a HEPI blog:

  • Conditional unconditional offers are explicitly ‘prohibited in all circumstances’ but the condition applies to: conduct … which, if repeated by other providers, is likely to have a material negative effect on the stability and/or integrity of the English Higher Education Sector (whether or not there is any form of express or tacit coordination, and whether or not a provider is able to anticipate the actions of other providers).’
  • Except for cases where applicants are required to ‘demonstrate abilities in a practical way’ – which are explicitly exempted – I think we can predict the end of all unconditional offer making.
  • As the OfS says, a ‘provider needs only to consider the possible negative effects on stability and integrity if other providers did follow suit.’ As the conceptual universe is overflowing with what is possible, it is unlikely that any university will argue that it is not possible that their unconditional offer-making will have negative effects.
  • Many within and outside the sector will not lament the passing of unconditional offer-making. Whatever your views on their relative merits, they had become a stick with which to beat us long before the pandemic hit. But hang on; that’s a problem. The original consultation stated that ‘the conduct that the condition seeks to address is specific to the circumstances of the coronavirus pandemic’.
  • No one can plausibly claim that the problem of unconditional offers is ‘specific’ to the pandemic. And while there have been worries about the alleged 30,000 unconditional offers made in the first few days of the pandemic, the OfS’s power will not be retrospective. So these will stand.
  • Indeed, given the current stage of the recruitment cycle, the new power will have marginal effect on 2020 recruitment. However, as it will last until 30 September 2021, it will apply through next year’s recruitment cycle. And, unless the OfS know something few others do, the new power will apply outside the pandemic.
  • One cannot help feeling that the bucket of ordure that was poured over the OfS in response to their original consultation so staggered them that it has taken this long to think of a face-saving way to rescue something from a poorly-argued consultation. Even with grade inflation, it would have warranted no more than a 3rd.
  • Still, one should not be ungenerous. The OfS may have done the sector a great favour. Unconditional offers are very much a collective action problem – if one university offers them, so must others. So a centrally-imposed rule is almost certainly the right approach.
  • However, one can still legitimately worry about the consultation outcome. The OfS was not consulting on the acceptability of unconditional offers; it was consulting on pandemic-specific conduct. The OfS seems to have used the exercise as cover to do something it has wanted to do for a long time.

Research

REF & Roadmap – Following last week’s announcement on the R&D roadmap which promises to investigate and reduce bureaucracy (and UKRI’s intention to consider overhauling REF after 2021) Wonkhe have a nice blog on how they do it in the Netherlands.

The roadmap also contained public funding pledges which intended to attract domestic and international private investment. BEIS have issued a report describing the ‘leverage’ that can be expected. They’ve also published the analysis of the economic modelling behind the 2.4% R&D target under the Industrial Strategy banner.

And the roadmap itself is still subject to much comment and articles continuing to analyse the nuance behind the words. Daniel Zeichner Co-Chair of the Universities APPG stated:

  • [the document was] a curious roadmap—much more of a ramble through a complicated landscape where everything gets a mention.
  • Measures to make the UK more attractive to international researchers are welcome, although whether they will undo the self-inflicted harm caused by leaving the European Union, and ill-considered immigration policies, remains to be seen.
  • Anyone following this roadmap will doubtless recognise much of what is described but will wonder about the destination—little surprise that at the end, we find that we have finally arrived at the start of a conversation.

Research Lottery – THE report on a consortium (including UKRI) who are experimenting to judge whether funding certain types of research project by random selection would reduce unconscious bias. Professor Wilsdon, Research on Research institute, stated:

  • When you are sitting on panels, you can often easily spot the really outstanding applications – or the stuff that isn’t much good – but there is also a middle level of proposals that will probably lead to valuable research where it is very hard to choose between candidates. The distinctions between them are so fine-grain that it is sometimes quite hard to defend why you chose one over another – it is this area where grant funders can be susceptible to implicit bias, whether that is linguistic, institutional or gender bias.
  • [Another]…big motivation is making the process more efficient and whether lotteries can be designed that make the application process faster and lighter touch.
  • However, the “killer question” about lottery-based funding systems is “whether they help to fund better research”. We have no idea about this so far, but we will begin to look at this in the study.

The consortium are also tackling whether grant application criteria lead to inequalities in research funding, whether new definitions or alternatives to excellence can be found, and a six-country study in how research cultures can be made more diverse and inclusive.

ECRs – HEPI has a new blog analysing the R&D Roadmap which draws out the 5 points most relevant and positive to the Early Career Researcher experience:

  • Focusing on the person and attributes (more than uncontrollable citations, grants won, publications achieved)
  • Addressing negative research culture
  • Improving diversity and inclusion within research
  • Addressing the instability of short term grants and contracts
  • ‘New Deal’ for PhD student funding

Of course, these are all intentions and it remains to be seen how to tackle the trickier aspects, particularly in a post-pandemic financially squeezed world, however it is a start.

Parliamentary questions:

Student Number Controls

The Lords debate of the regulations which will bring the student number control into being covered the usual topics, including the limits on the devolved nations recruitment of English students, impact on students from disadvantaged backgrounds,  whether there were other incentives that could support universities.

The Lords comments are interesting because we get some different viewpoints. Here’s a little selection.

Lord Blencathra’s comments were notable:

  • First, I am appalled that many universities are ripping off students by refusing to refund part of their fees for non-existent teaching. Over the last six months, university lecturers were on strike for five weeks—more than 1 million students got no teaching whatever. Now, there is no teaching because of Covid-19, and still universities are running the equivalent of Ponzi schemes, like Bernard Madoff racketeers, taking money for a non-existent product while paying themselves huge dividends. I am sorry, but they deserve to be lambasted. Any commercial company which failed to deliver on a contracted service would have to pay compensation. I hope my noble friend can compel our universities to behave honourably.
  • Secondly, I see that the department is considering changing to post-results applications and university courses starting in January. This change is long overdue, and I commend it. It is nonsense to offer conditional places based on predicted results. I hope that the Government will push on with that excellent initiative as soon as possible.
  • Finally, I know my noble friend will not say so, but we have about 30 useless universities at the bottom end of the quality tables. They are taking fees from students for worthless courses which will not get them jobs, and the fees will never be repaid. We desperately need more technical colleges and more skills training, as the Prime Minister said on Tuesday. Will my noble friend look to convert these back to good polytechnics which could do good for the country and real good for young people, rather than them playing at being poor-quality universities?

Lord Chidgey (LD): 

  • My Lords, in the context of this higher education SI on fee limits and student support, Michelle Donelan MP, the Universities Minister, said yesterday: “ higher education should be open to all … who are qualified by ability and attainment.”
  • True social mobility would put students, their needs and career ambitions first—be that in HE, FE or apprenticeships—and must be funded accordingly.

Lord Desai (Lab)

  • My Lords, I find this regulation a little strange. We have faced a surprising pandemic, and some universities have tried to defend themselves against possible losses by recruiting more people than they are supposed to. As far as I can understand these complex things, the universities which have offered more places than they are supposed to will be punished, not this year but next year. That is the kind of Stalinist rationing I do not understand.
  • If universities are taking the initiative to defend themselves against the adverse effects of the virus, they should be rewarded, because they are looking ahead. At least next year, if you are going to punish them for this, please punish them mildly, spread the punishment over more than one year and, if possible, do not punish them at all, because they are doing good work and we need good-quality higher education. Therefore, this is the time not to be harsh on universities but to be kind to higher education, just as the Government are very kind to companies that are going bust and banks which are failing, and so on. If you are being kind to everyone, why not be kind to higher education as well?

Lord  Blencathra  (Con)  said he was “appalled” that universities would not refund students for lost teaching as a result of strikes and then the pandemic. He supported changes to post-result  applications. Finally, he said there should be more technical colleges, and that the bottom 30 universities should be converted “back to good polytechnics.”

Baroness Altmann (Con) asked whether there would be an appeal process for institutions who felt they were treated unfairly by regulations; about the impact of the use of student loan data; and whether smaller specialist higher education institutions could be exempt from these controls.

Lord Parkinson of Whitley Bay:

  • Regarding the consultation period, that the Universities Minister had meetings with representatives across the sector, including Universities UK. The research package announced recently by the Government was UK wide.
  • With regards to devolution, Parkinson said the problem was acute in England; and there was not an intention to interfere with devolution. He said that the ” funding of English-domiciled students is not a devolved matter “; and that devolved nations would be able to continue setting their own fees.
  • On the point of disadvantaged students, Parkinson said the Government expected higher education providers to support such students; and that the Department of Education was seeing to identify steps to assist this.  Apprenticeships would be excluded from number controls.
  • Parkinson said that the issue of the quality of providers was a condition of registration with the Office for students. Appeals for providers regarding controls would be considered on a case-by-case basis.
  • For students from  migrants  families, Parkinson clarified that individuals who had spent the previous three years in the UK could access support equal to most other students.
  • The Government cared about the HE  sector  and the opportunities it provided to all whom use it.

The regulations were approved.

Post-pandemic recovery

The Department for Education published guidance entitled Higher education: reopening buildings and campuses.

This document is designed to help providers of higher education in England to understand how to minimise risk during the coronavirus (COVID-19) outbreak and provide services to students, keeping as many people as possible self-isolating and out of educational settings if they are symptomatic, practising good hand and respiratory hygiene and keeping 2 metres apart from those they do not live with wherever possible. From 4 July, where 2 metres is not viable, reducing the distance down to a minimum of 1 metre can be used but only if appropriate mitigation is in place.

The House of Commons Library have published Coronavirus: Easing lockdown restrictions in FE & HE in England exploring the student number controls, re-opening campuses, graduate employability and lack of catch up funding for FE colleges.

EU Students and Student Mobility

Student Mobility – The Times have an opinion piece discussing the building blocks that the UK alternative to Erasmus should incorporate.

EU Students – An Oxford academic is calling for a Government funded EU scholarship scheme to attract high quality European students into British universities. Research Professional report on a survey by a European student website (Study.eu) where 84%  of potential students said they would “definitely not” study in the UK if their fees roughly doubled to the same amount paid by non-EU international students. 60% of the respondents would have begun university in the 2021-22 academic year.  Study.eu Chief Executive Gerrit Bruno Blöss stated: It is unfortunate that the political process leads to such negative consequences for students and universities…UK’s universities have a lot to offer, but they are facing strong competition on the continent.

T levels

Ahead of the skills and training announcements set out above, Gillian Keegan, Minister for Skills and Apprenticeships had already announced a new package of support to help employers and FE providers deliver high-quality industry placements for T-levels.

  • T Levels – high-quality technical alternatives equivalent to three A Levels – have been created in collaboration with industry experts so students gain the skills they need to succeed in the workplace and so businesses can access the workforce they need to thrive.
  • A unique part of a T Level will be the completion of a high-quality industry placement – of at least 315 hours, or approximately 45 days – where students will build the knowledge and skills and develop the confidence they need in a workplace environment.

The package includes:

  • New guidance setting out the key roles and responsibilities for providers and employers, and a new guide for students to help them prepare for their placement, with hands on support and advice so everyone can get the best experience possible.
  • Additional delivery models for employers and providers including new models for the way industry placements can be delivered in the Construction and Engineering & Manufacturing routes, to reflect modern practices, and allowing Capacity and Delivery Fund placements to be delivered over two academic years, to bring them in line with T Levels, with a reduced delivery target of 25% for the 2020/21 academic year, to reflect the impact of the coronavirus on employers.
  • In recognition of the impact of coronavirus on employers, the government will extend the Employer Support Fund pilot, launched in September 2019, to offer financial support to employers in selected regions where funding is a barrier to them hosting high-quality industry placements. The Employer Support Package, a suite of online guidance, case studies and workshops to help employers to host high-quality industry placements, will also continue: and
  • The government will also procure an organisation with the appropriate expertise to support 2020, 2021 and 2022 providers to help them deliver high-quality placements in line with the delivery guidance.

Gillian Keegan, Minister for Apprenticeships and Skills said:

  • The first three T Levels in Design, Surveying and Planning for Construction, Digital Production, Design and Development and Education and Childcare will be taught from September 2020 with more rolled out gradually between 2021 and 2023. The new qualifications will play a key part in rebuilding the economy after the coronavirus outbreak, boosting access to high-quality technical education for thousands of young people so they can progress to the next level, whether that is getting a job, going on to further study or an apprenticeship.

Other Parliamentary questions

There were a lot of questions on tuition fees for healthcare/nursing students.

Other news

Skills: The EU have set out a 5-year Skills Agenda with policy priorities and targets bringing industry, education and employment agencies together. While this focuses only on EU states it is interesting to note the similarity to the UK context with the increased focus on skills and tackling employment gaps. Including a Council which will make recommendations on vocational education and training.

Force Majeure: If you like a short technical read there is a blog from Shakespeare Martineau on the force majeure clause which allows for extraordinary occurrences in relation to delivery of contracts. The blog takes apart the OfS expectation that it won’t apply to students commencing in 2020/21 questioning whether the OfS position is correct:

  • While all providers have been planning and making strenuous efforts to deliver programmes in the wake of the pandemic, the OIA’s view presupposes that they can simply now return to the status quo ante in September, any deviation from provision as originally promised being a matter of expedience or discretion for the provider and therefore subject to students’ consent.
  • Students who will enrol for the first time in September 2020 will have been made offers which reflected the delivery models of a pre-COVID world, and they will have accepted their offers on those terms. The pandemic nevertheless continues, the threat of transmission subsists, the spectre of a second peak looms larger with each easing of the lockdown, and there is no clear guidance on whether and how providers can resume delivery as promised and safely. Pubs and restaurants, which are permitted to re-open from July, are doing so but in a way that is significantly different from the services we all enjoyed consuming until March.  Why are HE providers different?
  • The OIA clearly believes that, given the passage of time since the outbreak, providers have had time to mitigate its effects.  That may well be the case, though some providers would argue otherwise.  Mitigating effects now for September enrolments, however, does not mean that providers can fulfil promises made pre-COVID without any changes from offers originally made and accepted.  The OIA’s dismissal of force majeure reliance is therefore hard to understand and unhelpful to providers facing an increase in student complaints.

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HE Policy Update 1st July 2020

There’s been so much news recently we had to delay our two most recent ‘tomes’ to bring you coverage of the full debate. With this policy update being issued two days after the last we were hoping you’d breeze through a light read. However, Parliament has other intentions. Apprenticeships and FE have been big mentions this week, so far UK students aren’t deferring in droves, there’s new LEO data, the PM’s big speech wasn’t just about buildings, and – much fanfare – the R&D investment roadmap has been published (scarily it almost seems as if the writers have been paying attention to sector reports and campaigners recently). And the Minister for Universities thinks first in family children shouldn’t bother, at a stroke undermining huge efforts to widen participation in HE.  Where next for that agenda, particularly given what the PM said?  Levelling up doesn’t mean what you might think, it seems, or at least, not for other people’s children.

Parliamentary News

Kate Green was appointed as Shadow Education Secretary, she was the Shadow Minister for Work and Pensions (Child Poverty Strategy) and had previous parliamentary roles related to equalities and disability. Pre-parliamentary career she was a magistrate and a professional campaigner for children and single parents.

Boris’ Speech: The PM’s big economy speech on Tuesday covered schools, FE and the new blue-sky research agency but with little mention of HE. Here are the excerpts most relevant to our sector:

  • We have umpteen fantastic, globally outstanding universities and yet too many degree courses are not now delivering value and for a century we have failed to invest enough in further education and give young people the practical training and further education they need.
  • [Levelling up]…this moment also gives us a much greater chance to be radical and to do things differently to build back better to build back bolder and so we will be doubling down on our strategy we will double down on levelling up
  • …to make this country – a Britain that is fully independent and self-governing for the first time in 45 years the most attractive place to live and to invest and to set up a company with the most motivated and highly skilled workforce and so we are investing massively now in education [schools details] and a vast £1.5 bn programme of refurbishing our dilapidated Further Education sector – dilapidated in many places, but not here of course because it is time the system recognised that talent and genius are expressed as much by hand and by eye as they are in a spreadsheet or an essay…
  • …so when I say unite and level up, when I say build up people and build up talent, I want to end the current injustice that means a pupil from a London state school is now 50 per cent more likely to go to a top university than a pupil from the west midlands and that is not only unjust it is such a waste of human talent
  • We will unleash the potential of the entire country and in those towns that feel left behind we have plans to invest in their centres and with new academy schools, new green buses, new broadband and we want to make them places where people have the confidence to stay, to raise their families and to start businesses and not to feel that the action is all in the cities or the metropolis
  • we know that [jobs] is our biggest and most immediate economic challenge that we face and so we will offer an Opportunity Guarantee so that every young person has the chance of apprenticeship or an in-work placement so that they maintain the skills and confidence they need to find the job that is right for them
  • this summer we will be creating a new science funding agency to back high risk, high reward projects because in the next 100 years the most successful societies will be the most innovative societies and we in this country have the knack of innovation we lead the world in quantum computing, in life sciences, in genomics, in AI, space satellites, net zero planes, and in the long term solutions to global warming wind, solar, hydrogen technology carbon capture and storage, nuclear and as part of our mission to reach Net Zero CO2 emissions by 2050, we should set ourselves the goal now of producing the world’s first zero emission long haul passenger plane – Jet Zero, let’s do it
  • and though we are no longer a military superpower we can be a science superpower but we must end the chasm between invention and application that means a brilliant British discovery disappears to California and becomes a billion dollar American company or a Chinese company and we need now a new dynamic commercial spirit to make the most of UK breakthroughs so that British ideas produce new British industries and British jobs

Greg Clark MP, ex-Secretary of State for BEIS, responded to the speech:

  • I welcome the prominence of science and innovation in today’s speech from the Prime Minister. My Committee’s ongoing work relating to the COVID-19 pandemic has demonstrated just how indispensable, and how world-leading, science, research and innovation are in the UK. Innovation across every scientific discipline will play a critical role in economic recovery, making its place at the centre of recovery plans more essential than ever.
  • My Committee has already launched an inquiry on the Government’s plans for a new science funding agency and we will hold oral hearings in the weeks ahead.

Research Professional comment on the speech: The BBC fact-checking service has looked at the prime minister’s speech in detail and has identified most of its spending pledges as either previously announced or inaccurate.

Value

Chris Skidmore wrote for Research Professional in his official capacity as a regular (monthly) columnist welcoming his co-Chair role of the Universities APPG and lamenting that universities still aren’t recognised for their value.

  • It seems a cruel irony that the institutions which are at the forefront of research into how we escape out of the Coronavirus crisis, are also the ones which will be most badly hit by its impact. That irony extends to how poorly sometimes it seems we value our universities: unlike workers in the NHS, university staff and teachers have gone unrecognised in the remarkable efforts that they have made over recent months and still face hostile stories in the press.

He calls on Government to be clear about universities valuable role in the future [whereas currently they are tinkering with the mechanisms]:

  • We cannot simply pay lip service to ‘our world-leading universities’ without setting out how they must play a role for the future, and without creating a financially sustainable model of funding teaching and research that ends once and for all the curate’s egg of university funding, split across departments, both in Whitehall and on campus. 
  • A long-term vision for what our universities are for, why they are needed, and what they can achieve for the future is essential.
  • That does not mean, however, that it should be the responsibility of government simply to bail out universities so that things can continue unchanged…We need a new settlement upon which both the sector and the government can agree.
  • Education will inevitably play an essential role in retraining and reskilling those who have lost their jobs in the economic downturn; the potential for higher education to create modular, step-on step-off, courses that blend with further education learning and to establish new forms of training is huge. But the wider importance of relationships and networks that universities bring together for the benefit of society, should be better explored. 
  • One obvious link is that between higher education and the NHS, which should be strengthened where possible. 
  • And the ‘civic university’ approach has massive potential to demonstrate and prove what universities can contribute to regenerating their local communities.
    Much of this work is already underway at an institutional level, which brings me to my plea to institutions: just because you know it is happening, don’t assume that everyone else does

Disadvantage

Universities Minister, Michelle Donelan, spoke at the NEON summit on widening access and social mobility. BU’s Schools Liaison & Partnerships team ‘attended’ the full summit and hope to bring you full coverage of the juicy details of the event in next week’s policy update. Meanwhile Michelle:

  • Praised the innovation the sector had shown in responding to the pandemic stating it was more important than ever to share good ideas and good practise
  • Highlighted UpReach’s virtual internships
  • On social mobility she said:
  • But today I want to send a strong message – that social mobility isn’t about getting more people into university.
  • For decades we have been recruiting too many young people on to courses that do nothing to improve their life chances or help with their career goals.
  • True social mobility is about getting people to choose the path that will lead to their desired destination and enabling them to complete that path.
  • True social mobility is when we put students and their needs and career ambitions first, be that in HE, FE or apprenticeships.
  • Whatever path taken, I want it to lead to skilled, meaningful jobs, that fulfil their ambitions and improve their life earnings
  • universities do need to do much, much more to ensure that all students – and particularly those from the most disadvantaged backgrounds – are recruited on to courses that will deliver good outcomes and that they have the confidence to apply and the information they need to make informed choices.

She goes over similar points later:

  • Since 2004, there has been too much focus on getting students through the door, and not enough focus on how many drop out, or how many go on to graduate jobs.
  • Too many have been misled by the expansion of popular sounding courses with no real demand from the labour market.
  • Quite frankly, our young people have been taken advantage of – particularly those without a family history of going to university. Instead some have been left with the debt of an investment that didn’t pay off in any sense.
  • And too many universities have felt pressured to dumb down – either when admitting students, or in the standards of their courses. We have seen this with grade inflation and it has to stop.
  • let’s be clear – we help disadvantaged students by driving up standards, not by levelling down.

And here reappears that old Theresa May chestnut of Universities ‘sponsoring/intervening’ in schools:

  • But the onus must also be on universities to go further too, not just admitting disadvantaged students with good grades, but focusing even more on helping them to achieve and complete courses. And going the extra mile to raise standards and aspirations in schools.
  • One of the most successful initiatives in this area has been specialist maths schools – which are sponsored by and attached to universities. 
  • Whether its science, languages, engineering or the humanities, universities should be doing all they can to raise attainment for the less fortunate and work with schools.
  • That can be sponsoring schools, supporting a robust curriculum or running summer camps, universities have the potential here to make a tremendous difference in opening up opportunities.
  • So, I want your access budgets not to be spent on marketing but on raising standards, providing the role models, the information, encouraging aspiration and highlighting the high quality opportunities available.

And just when you thought you’d hit the pinnacle of speech writers’ bingo we match a full house with the levelling up agenda and ‘transformation’ mention…

  • …this Government was elected on a mandate to level up Britain, to deliver greater opportunities to every person and every community in the UK.
  • Universities must play a vital role in helping to achieve this mission and helping to achieve the transformation of lives.
  • So, today I’m calling for change, to start a new era on access and participation. One that’s based on raising standards, not on dumbing down; on putting prospective students and their ambitions and their needs first; on results and impact, not on box ticking and marketing; and on delivering graduates into jobs that really will transform their lives.

This looks like a potential huge change to the regulatory agenda on access and participation as well as setting the context for the TEF/Augar updates to come.

FE & Apprenticeships

The weekend’s news emphasised building the FE sector and apprenticeships alongside the additional rescue research pot news. Robert Halfon (Education Committee Chair) called for changes to the focus and use of the apprenticeship levy, alongside pushing for a guaranteed apprenticeship offer:

  • Government should utilise the apprenticeship levy close the skills deficit primarily focused for young (16-24 years) apprenticeships from disadvantaged backgrounds and degree apprenticeships – not middle-managementMBA apprenticeships.
  • Where possible, all new recruits to the public sector should be offered an apprenticeship
  • The cost of the £3bn National Skills Fund should be redirected “towards the cost of funding the training of apprentices for non-levy payers. Alongside this, a wage subsidy for small and medium businesses — be that paying wages for the first year, or a lump sum upfront.”
  • Universities should work towards 50% of their students undertaking degree level apprenticeships, using the levy and wage subsidies. The £800bn they spend on access and participation should be allocated to universities and grow their degree apprentice student numbers.

Research Professional have a good write up speculating on Halfon’s position on apprenticeships (before he made the guarantee speech). Including a quote from Nick Hillman, Director of HEPI,

…many universities have stepped up to the plate to help deliver apprenticeships, and with difficult economic times to come, we need more good opportunities for raising skills and keeping people off the unemployment queues. But the common tendency to attack traditional higher education when lauding apprenticeships is very unhelpful he added, criticising Halfon’s quote. It wrongly implies that we need less of one and more of the other. In fact, we need more opportunities of all sorts if this generation of school leavers are not to be scarred for the long term.

And this Guardian article (on admissions reform which we covered in Monday’s policy update) contains FE content in its conclusion: The new post-18 education policy proposals came as Williamson wants to move beyond the coronavirus pandemic aftermath, with measures to improve the status and attractiveness of further education, which it regards as a more cost-effective means of meeting the UK labour market’s skills shortage.

There were two meaty Education Committee sessions examining the impact of C-19 focussed on FE and apprenticeships last week, with mention of the FE white paper. You can watch both sessions here, or read the transcript.

An interesting survey (pre-Covid) carried out by the Engineering Construction Industry Training Board on apprenticeship report found:

  • Mixed views towards the apprenticeship levy – 32% employers were positive; 19% negative.
  • Only 16% of those surveyed in England said the apprenticeship levy had increased the number of apprentices in their business.
  • SMEs surveyed had a more positive perception (45%) of the Apprenticeship Levy than large companies (29%).
  • Employers also identified a number of challenges facing apprenticeship recruitment, with a lack of suitable work and no current need for apprentices cited by 81%, and a preference to hire graduates or experienced staff over apprentices expressed by 18% of respondents.
  • Other barriers were lack of flexibility in off-the-job requirements (19%) and distance from training providers (29%).
  • Many of those interviewed saw apprenticeships as a way of ‘giving back’ and providing an alternative to those who were not suited to or interested in further academic study, favouring a more technical approach with real work experience.

They made several recommendations to improve apprenticeships:

  • Apprenticeships need better representation by Government, employers and in the mainstream media. Apprenticeships should be included as a destination at both 16 and 18 in school leaving measures and performance tables to bring them on par with further academic study and in media commentary as a destination at relevant school leaving ages.
  • Apprenticeships need to be more clearly defined because the current definition lacks detail and makes it difficult to distinguish between new entrants and apprenticeships used for upskilling and reskilling existing staff.
  • Apprenticeship delivery needs to be decentralised and led through collaborative, regional partnerships which include employers so the pipeline of new recruits aligns to local industrial strategies and skills shortages.
  • Apprenticeship recruitment needs to be more inclusive to improve the diversity of the workforce. Employers should actively reach out and appeal to a wider community rather than relying on traditional recruitment processes.
  • In England, more flexibility is needed around the requirement for 20% of training to take place off-the-job; more support is needed to allow courses to run with lower numbers of apprentices and to pay for apprentices to travel to and from both the employer and the training provider; and more alignment is needed with the upcoming T Levels to allow T level students to transfer into relevant level 3 apprenticeships.

And the APPG for Apprenticeships has called for evidence on how the sector has responded to the Covid-19 pandemic and what further work is required to improve apprenticeships policy for the future.

Student Survey

HEPI have a new survey of 1,000 undergraduates addressing their pandemic HE experience:

  • 1 in 5 students (19%) say they have had ‘very clear’ communications on Covid-19 from their higher education institutions (down from 31% in March);
  • 44% feel they have received clear communications about the next academic year from their HE provider
  • 63% are satisfied with the way their HE provider has handled their remaining assessments for this academic year
  • Fewer students are satisfied with the online learning replacement of face-to-face teaching than they when surveyed in March – 42% are satisfied, compared to 49% in March
  • 44% are satisfied with the delivery of support services, such as careers and mental health support, during lockdown
  • 57% are living away from their usual term-time residence. 30% have received a refund on accommodation costs or early release from a contract.
  • Thinking about measures implemented ready for next year HEPI highlight a hierarchy of expectations
    • 75% expect increased hygiene
    • 71% expect some learning online
    • 71% expect social distancing measures
    • 26% expect limitations to courses
    • 25% expect a delayed start to term
    • 18% expect all learning to be online

Rachel Hewitt, Director of Policy and Advocacy at the Higher Education Policy Institute, said:

  • The results show that students are realistic that the next academic year is likely to be radically different to the norm. They understand that some level of social distancing is likely to remain in place and blended teaching will combine online and face-to-face teaching. However, it is concerning that less than half feel they have had clear messaging from their university about the next academic year. While it is difficult to predict exactly where we will be by September, it is important universities are as clear as possible in their communications to students.
  • Staff are working their socks off to get their campuses ready for the new academic year and we hope these results will help them prepare.

Shadow Universities Minister Emma Hardy responded to the report:

  • These figures show that whilst universities have responded quickly and largely successfully to problems, there are still significant numbers of students not getting the support they need. Not all of this can be laid at the door of universities, which have had to meet the challenges with no meaningful help from government.
  • It is paramount that the government provides the support needed so universities can feel confident in dealing with students over the impact of COVID-19 during the next academic year. The government must also provide increased support to students regarding their mental health and wellbeing and providing well-sourced and sufficient hardship funds to universities so no student gets into further debt because of the pandemic.

Graduate Outcomes

The latest provider level LEO (longitudinal education outcomes) data highlighting graduate outcomes was released late last week. The exciting development in this release was for the first time the inclusion of graduates who moved overseas. This new tracking feature had little impact on the overall outcomes but it highlighted, unsurprisingly, that languages students were most likely to move overseas. Next most likely to work outside the UK were physics and astronomy graduates.

The chart below shows the median earnings distribution per subject studying 5 years post-graduation.

Business and management had the widest range of earnings variation – from £17,900 to £75,900. With law incomes also varying greatly.

If you scroll down to the charts on earnings by subject and sex you’ll spot that male salaries (their median earnings) are more than female earnings in the majority of institutions except for Veterinary Studies and Performing Arts.

Wonkhe’s data guru provides his interpretation and some interactive charts on the LEO data release in this blog.

Research

R&D Roadmap

On Wednesday Alok announced the R&D roadmap (with accompanying written ministerial statement). The roadmap aims to chart a course to science superpower status (which Research Professional argue the UK already is) through public investment (£22 billion by 2024/25) attracting private investment, making science and talent central to tackling the major challenges facing society whilst being green, closing the productivity gaps and harnessing technology to transform everything (work, health, people, process, services). The Minister says:  We can only make the most of the UK’s science superpower strengths by working with partners in government, academia, industry and charities across the UK. The roadmap marks the start of a conversation on what actions need to be taken and how to ensure our R&D system is fit for purpose now and for the future. We are engaging with the devolved administrations and other Government departments to ensure this is a cross Government and UK-wide discussion and will be undertaking a broader programme of engagement in the run up to the spending review this autumn.

Brief points from the roadmap (including those already announced):

  • Increase R&D investment to 2.4% of GDP by 2027; public funding of R&D to £22 billion by 2024/25 – with the investment intended to leverage further domestic and international business investment into UK R&D.
  • Diversity features frequently throughout the roadmap– access, workforce, innovation, international outlook. Our mission is to inspire and enable people from all backgrounds and experiences to engage and contribute to research and innovation and show that science is for everyone.
  • Celebrate our successes far and wide, showcasing our strengths, and promoting the UK as a destination for talent and investment, and a partner of choice.
  • Checking on the system to ensure the structural barriers aren’t impeding progress:

World-class research and dynamic innovation are part of an interconnected system; they depend on talented people and teams working in a supportive and diverse culture across multiple sectors, with access to the right funding, infrastructure, data and connections – locally, nationally, internationally – to do their best work. We will examine how this system is working across government, academia, universities, research institutes and technology organisations, businesses, charities, domestic and international investors, global networks and partners…

…we will make the bold changes needed to ensure our system is fit for purpose now and for the future. This will require tackling fundamental and challenging questions about our R&D priorities and addressing long-term problems in the system. It seems the Government has taken note of recent publications such as access to and diversity in doctoral research and a potential research bullying culture.

There’s an indicator of timescale …We will not be afraid to make tough choices to achieve this ambition. Many of these are for the UK Government and we will address these as we prepare for the Spending Review.

There are two full pages entitled being honest about where we need to improve (p9-10) covering bureaucracy, unhealthy work culture, Golden Triangle, national security issues, third party funding dependencies.

Similarly, in relation to innovation, the Government intends to: review how we fund and assess discovery and applied research, to cut unnecessary bureaucracy, pursue ambitious “moonshots”, and ensure that institutional funding and international collaboration can support our ambitions. More from page 49 onwards on this.

  • An Innovation Expert Group will review and improve the system including strengthening the interactions between discovery research, applied research, innovation, commercialisation and deployment (and juggling the devolved elements).
  • Focus is key – We will exploit competitive and comparative advantage where the UK can lead the world in key industries, technologies and ideas. And we will ensure we have the best regulatory system to support research and development. This includes supporting start ups and entrepreneurs and their access to finance.
  • A new R&D People and Culture Strategywe will increase the attractiveness and sustainability of careers throughout the R&D workforce – not just for researchers, but also for technicians, innovators, entrepreneurs and practitioners.
  • Set up an Office for Talentwhich will take a new and proactive approach to attracting and retaining the most promising global science, research and innovation talent to the UK. Research Professional highlight that this will need to work with the points based immigration system.
  • The Global Talent Visa (launched in Feb 2020) will be extended to allow highly skilled scientists and researchers from across the globe to come to the UK without needing a job offer.
  • International PhD students will be eligible for a three year work visa (from summer 2021 onwards); undergraduates and maters students remain at the two year visa level (Government has been listening again – you’ll recall Jo Johnson called for a four year visa recently).
  • A new R&D Place Strategy – to unlock local growth and societal benefit from R&D across the UK (due later this year), which will likely involve building on the Strength in Places Fund. Page 32 onwards tackles Levelling up R&D across the UK. Commenting on this section of the report Research Professional state: But for all the noise the government makes on levelling up, there is nothing new in the roadmap about what this might mean in practice.
  • Interestingly, the Government plans to: Provide long-term flexible investment into infrastructure and institutions. This will allow us to develop and maintain cutting-edge research, development and innovation infrastructure, with agile and resilient institutions able to play their fullest role. We will build on the UK’s system of universities, public sector research establishments and other publicly funded laboratories, developing our large-scale infrastructure, facilities, resources and services to make them world-leading. (See more from page 47.)
  • A new funding offer for collaboration to ensure the UK can further benefit from the opportunities of international scientific partnerships. Be a partner of choice for other world-leading research and innovation nations, as well as strengthening R&D partnerships with emerging and developing countries. This will create new opportunities for collaboration, trade, growth and influence. We aim to maintain a close and friendly collaborative relationship with our European partners, seeking to agree a fair and balanced deal for participation in EU R&D schemes. If we do not associate to programmes such as Horizon Europe, we will meet any funding shortfalls and put in place alternative schemes.
  • Creating the ARPA style body (‘at least’ £800 million) to set up a unique and independent funding body for advanced research, modelled on the US’ Advanced Research Projects Agency (ARPA). This body will back breakthrough technologies and basic research by experimenting with new funding models across long-term time horizons. The new body will collaborate internationally, championing bold and transformative R&D. Research Professional (RP) note that Boris promised ARPA would be created during the summer, however, as the new body will require legislation to create it and there are only three sitting weeks of Parliament left it seems likely it’ll begin to form in the Autumn at the earliest. RP also state that there isn’t a firm commitment to joining the European Innovation Council, which under Horizon Europe will be an Arpa-inspired funder of deep-tech-based innovation and entrepreneurship.

Specifically on HE the roadmap states:

We will refresh our relationship with universities in England to ensure that their research activities are sustainable and delivering even greater impact, and that their diverse roles in innovation and regional growth are supported and strengthened. We will review how we fund university research, ensuring that we support the highest quality research areas to grow efficiently with the minimum of bureaucracy

We will work with the higher education sector in England to agree a set of reforms to support university research and knowledge exchange to become more resilient, more efficient and ensure better outcomes from public funding. A new ‘compact’ between government and universities in England could strengthen accountability for discretionary funding, potentially bringing together existing separate higher education research concordats, reducing bureaucracy for institutions and their staff. We will work with the devolved administrations to ensure coherence of approaches across the UK.

Alongside this, we will be reviewing the mechanisms which we use to support university research in England and the incentives that these create within the R&D system. This includes the core block grant funding known as Quality-related Research (QR), which is used at universities’ discretion to fund a broad range of activities, including the work which universities undertake with businesses and other partners, and the nurturing of higher risk and emerging areas of research – especially early career research. We will continue to work closely with UKRI and the devolved administrations to achieve a healthy balance between QR (and its devolved equivalents) and the more directed funding that we provide to projects and people, ensuring that we maintain a vibrant and diverse research base which can respond flexibly to economic and societal challenges. And when we evolve the Research Excellence Framework after the current exercise is complete, we should aspire to run a system which is fair, unbureaucratic and rewards improvement.

In addition, we will work with other funders to consider opportunities to fund a greater proportion of the full economic cost of research projects in universities. This includes asking whether government should fund at a higher rate, to safeguard the sustainability of the research we fund. We must balance this with the need for research funding to be efficient and to protect universities’ ability to deploy their own resources strategically on research issues of particular importance to them. (Has the Government been listening to the Russell Groups’ lobbying for full economic costing?)

The roadmap receives the expected criticism for lack of detail and is best viewed as a series of policy commitments with Treasure backing (it is similar in approach to the Industrial Strategy). It states This Roadmap is the start of a big conversation on what actions need to be taken and how…Over the coming months we will develop the proposals in this Roadmap in a comprehensive R&D plan working very closely with the devolved administrations where plans cover or impact on their devolved policy responsibilities. This plan will only be effective if it is developed with people and organisations across the UK. We welcome responses to the high-level questions (survey).

Research Professional dissect the Roadmap is their usual entertaining way and have an article introducing the Roadmap from Amanda Solloway (Science Minister).

Alistair Jarvis, Chief Exec UUK, stated:

  • We welcome recognition of the role that university-based research and innovation activities will play in driving the UK’s social and economic recovery post Covid-19 and the particular focus on tackling climate change, developing new medicines, attracting the best scientists and researchers from around the world and addressing longstanding challenges around the sustainability of research activity.
  • The news that the new Graduate Route will be extended for PhD students to allow them to remain in the UK for three years after study is a bold policy move which will increase the UK’s competitive edge in the global competition for talented research students. The announcement of the Graduate Route is already having a huge impact on the UK’s attractiveness as a destination. It will give a competitive offer to some of the brightest minds from across the world who bring huge benefits to university campuses and local communities and can help to build the economy. The commitment to excellent customer service across the immigration system, so that it is simple, easy and quick recognises the benefits of attracting international talent and students to the UK, is a positive and welcome move.

Strength in Places Projects Alok Sharma, Business Secretary, announced a £400 million boost to regional R&D projects across the UK by funding 7 projects across the UK through the Strength in Places Fund. The Government (£186m) and industry (£230m) supplied funding forms part of the commitment to invest 2.4% of GDP in R&D and the Fund itself aims to drive local economic growth. The projects include zero-emissions tech for maritime vessels, smart-packaging to cut food waste, understanding and addressing financial behaviours, selecting medicines based on a patient’s genetics, and new health products to combat infections.

Business Secretary Alok Sharma stated:

  • Today’s announcement will ensure some of our country’s most promising R&D projects get the investment they need to take off and thrive. Working with the private sector our world-class universities, we’re backing new and innovative ideas that will create jobs and boost skills in every part of the UK for years to come.

There was also an announcement on the extension of the Future Fund for businesses.

Letter Outgoing Chief Executive of UKRI, Sir Mark Walport, wrote an open letter to the research and innovation community setting out UKRI’s achievements during his tenure and praising how the research sector has been instrumental in responding to the C-19 pandemic.

REF 2021 The REF team ran a webinar and are consulting on further changes to REF 2021 to adapt to the pandemic disruption. Also the nomination window to sit on the sub-panels is now open.

C-19 Research Funding The NUS are concerned the Government’s additional research rescue proposals (contributing to the loss of international student fees which often subsidise research) will increase inequalities:

  • The concerns of university leaders are clearly being heard in government. However, we are extremely concerned that only a select group of universities will benefit from this package. To offer funding to the research intensive parts of our education system, while only offering restructuring for teaching intensive universities and colleges, threatens to intensify inequalities in our education. It is the institutions which have the largest proportions of disadvantaged students which could suffer the most, turning back the clock on access to higher education.
  • Students, graduates and their families will be deeply disappointed to see another government announcement of funding for universities with no thought given to money for students. Students have been left jobless. Many are reliant on food banks, without access to Universal Credit. We need hardship funding that every single person in need can access right now.

Parliamentary Questions

Disability

The OfS have been prolific publishers during the pandemic. Their latest briefing note addresses the impact of C-19 on disabled students and applicants.

  • Many disabled students already face challenges during their time in higher education that students without a known disability do not…disabled students are less likely to continue their degrees, graduate with a good degree, and progress onto a highly skilled job or further study.
  • …there is a risk that the pandemic may be exacerbating these challenges and creating new issues, particularly if students are unsure of how to access study support or financial aid. It is also particularly important that disabled prospective students can continue to access advice and guidance to help them to make informed decisions about their higher education options.

The briefing note responds to concerns directly raised by disabled students and highlights good practice from HE institutions. It also looks forward discussing – the potential for the current expansion of remote learning and inclusive assessment processes to benefit disabled students if incorporated into longer-term teaching approaches.

Graduate Internships

UUK have published We are together –  Supporting graduates in a Covid-19 economy calling for a one-year paid internships scheme to be on offer for 2020 graduates to help them get a foothold on the employment ladder. UUK believe the internships would support graduate employment prospects and help businesses get back on their feet post-lockdown. UUK see the LEP (local enterprise partnerships) as integral to the creation of the internships both targeting businesses most in need and channelling recent graduates into the local community. Key points:

  • Targeted support for universities and businesses to set-up paid internship opportunities for graduates.
  • Greater support to co-ordinate graduate internship opportunities including better communication of existing schemes.
  • An in-study interest break on the Postgraduate Master’s Loan to encourage more – including those from poorer backgrounds – to consider postgraduate study.
  • Policy change to support a growth in modular and bitesize learning opportunities to help meet immediate business needs.

Joint working with universities, LEPs and businesses with support from the UK government could create fair and meaningful opportunities for young people and ensure this crisis does not lead to a rise in unpaid internships – and reverse the hard-won progress the sector has begun to make on social mobility. UUK is happy to work with government, the Office for Students, and other relevant bodies on the different ways any additional support for this scheme could be provided and allocated.

Professor Julia Buckingham, UUK President and VC Brunel University, stated: Universities have been offering widespread support to help this year’s graduates find jobs and, while some employers are still running recruitment programmes online, the fact remains that there are thousands fewer jobs this year. Government support to incentivise and grow paid internships would benefit both graduates and employers, creating impactful opportunities for these young people and supporting the economic recovery.

Mark Bretton, LEP Network Chair, said: LEPs are already working with HE and FE partners on their LEP Boards to build the recovery and invest in the future lives of local young people. The graduate paid internship proposal from UUK is a logical extension of that work and would prove an effective way to support new graduates, help local businesses, boost the local economy, and contribute to the national recovery.

We look forward to discussing the design and details with UUK and the government, and hope to explore how we can widen the initiative to include other areas like the FE sector. Our partnership with UUK on the Graduate 2020 programme is a natural fit, ensuring funds are targeted based on the needs of local businesses, particularly SMEs, and the priorities identified by LEP Skills Advisory Panels and Growth Hubs as part of economic recovery planning. The partnership clearly demonstrates how LEPs and universities can work together, not only to support business, but to help young people build their lives in one of the most economically challenging periods of modern times.

Liam McCabe, President of NUS Scotland, said: We welcome these proposals from UUK and urge government to implement them. In particular, investment in widening access to postgraduate study and more modular and bitesize learning opportunities will be essential to graduates’ and the UK’s future.

Stephen Isherwood, Chief Executive of the Institute of Student Employers (ISE), commented: The current crisis is likely to have a long-term negative impact on the career prospects of the 2020 and 2021 graduating cohorts. Employers facing significant financial challenges, particularly small and medium sized enterprises, will struggle to provide internships and entry level jobs in sufficient quantities to meet students’ needs.

A government funded stimulus package that encourages businesses to invest in young people will boost both the employment prospects of students and the skills base of the UK economy.

Matthew Percival, People and Skills Director at the CBI, said: Graduates face a challenging labour market due to the impact of coronavirus. Businesses will do what they can to ensure that young people have opportunities as the economy restarts, but a new partnership between companies and government is needed. Financial incentives to create jobs and training opportunities earlier in recovery will be vital to reducing youth unemployment.

Admissions

UCAS have confirmed a rise in the number of students accepting places to start HE in September 2020 start. UK applicants accepting a place are up by 1% (2,200 more) compared to 2019. EU acceptances have fallen by 6% with UCAS stating this needs to be seen alongside the overall dwindling EU application numbers. Overall for UK applicants less have deferred their university place than in 2019. With 290 students less opting to defer (2% less overall). However, applicants from outside the EU have increased in number choosing to defer, up by 21% (200 more deferrals). UCAS suggest this deferral rate should also be set in the context of the increased volume (+15%) of non-EU applicants this year. While less UK applicants overall have chosen to defer unfortunately there is a disadvantaged element. UCAS have also examined the POLAR data showing a small increase in applicants from the most disadvantaged area (quintile 1) selecting to defer (+60 applicants, up by 6%)

Parliamentary Questions

Students

HE Sector The importance of good indoor ventilation.

Student Number Controls

Some parliamentary questions provide new content on the student number controls:

In case you missed it previously – confirmation that degree apprenticeships are not counted within the student number controls.

On the reasoning behind the thresholds set for the student number controls Donelan explains:

  • The intention is that it is simple, competitive and places minimal burden on higher education providers.
  • The Teaching Excellence Framework (TEF) Year Four data was used…It is publicly available and requires no additional aggregation or calculation, ensuring transparency. Other data sources are or will be available, but do not average across multiple years of data as is done in TEF.
  • The…minimum qualifying thresholds, ensures that the 5,000 places are awarded on a competitive basis, by restricting eligibility to only the top performing providers.

Deferring students – Donelan dials back on last week’s pro-student choice rhetoric stating: If students do want to defer, it is a matter for individual providers and not the government, so students should speak to their providers directly to determine what flexibility exists.

And the competition for the 5,000 extra healthcare places has been reopened (after institutions had already made their bids and after the original deadline closed). Nursing Times say this is because the Government are planning to free up further funds to increase the places above the 5,000 limit due to ‘significant demand’. It will also provide more time for universities to ensure there are enough clinical placements for increased numbers of new students. As reported last week UCAS have confirmed there are vacancies on all nursing specialism courses, despite applications being up by 6%.

Matt Hancock, Health and Social Care Secretary of State, said:

  • Following the fantastic news last Thursday that we have over 12,000 more nurses working in our NHS compared to last year, we have seen huge demand from universities for the additional places we’ve made available on nursing, midwifery or allied health courses.
  • This pandemic has demonstrated just how important our healthcare professionals are, and the demand for places shows that there are thousands of prospective students looking to train for rewarding careers in our NHS.

HE Sector Finances

Research Professional report on a [leaked] briefing note written by the Department for Business, Energy and Industrial Strategy, seen by Research Professional News, explains that several government departments are working together “to develop a process through which higher education providers at risk of closure will be able to apply to government to access a restructuring regime as a last resort”

There will be “attached conditions” wherever the government decides restructuring is needed, BEIS wrote, and the regime “will look to support teaching intensive institutions where there is a case to do so and where intervention is possible and appropriate.

There is nothing unexpected in this, the mood music throughout the pandemic is that the Government will not bail out providers who are financially insolvent. Although there has been suggestion they will step in and intervene ensuring changes relevant to the Government’s agenda are made in return for keeping the institution running (in the short term) – leading some to suggest institutions would be unrecognisable after intervention, including the sale of properties and land.

Lords Debate

The Lords debated the parliamentary question: To ask Her Majesty’s Government what support they are providing to universities to assist them in dealing with the impact of the COVID-19 pandemic. In essence the Government representative (Lord Parkinson of Whiley Bay) received quite a grilling whilst he maintained the party line of stating the range of support methods the Government has put in place for the HE sector. Just a few indulgent excerpts here to highlight that Lords are fighting the HE corner:

Baroness Randerson: My Lords, the Government’s recent announcement provides little new money, and 75% of that will be in loans. Universities’ research is heavily subsidised by international student fee income, which is predicted to drop by £2 billion this year. Many universities have made massive contributions of equipment, research and staffing to the fight against coronavirus. Does the Minister accept that they now need a much more ambitious package of support, because they are making research and staff cutbacks at this moment?

Lord Parkinson Of Whitley Bay :The noble Baroness is absolutely right to point out the vital contribution that universities are making to solving the pandemic, which is putting pressures on them as well as on everybody else. She referred to the further package of support which the Government announced this weekend. In addition to bringing forward the tuition fee payments which I mentioned in my Answer, the Government are providing a package of support to universities to continue research and innovation. That includes £280 million of taxpayer funding available to sustain UK Research and Innovation and national academy grant-funded research, which is available immediately. From the autumn, there is a further package consisting of low-interest loans with long payback periods and supplemented by a further amount of government grants. I am therefore not sure that I accept what she says about the Government’s response being inadequate.

The Lord Bishop Of Winchester: My Lords, universities make a significant contribution to their local communities and economies, particularly smaller institutions that attract a larger proportion of students from disadvantaged backgrounds. These make a significant contribution to their local context, particularly in this pandemic…How will the Government work with higher education institutions to maintain the widening of access and retention of students, especially those preparing for key public service roles that have been so important during this pandemic crisis?

Lord Parkinson Of Whitley Bay: …I am pleased that higher education providers can draw on existing funding, which is worth around £23 million a month at the moment, to provide hardship funds and support for disadvantaged students who are particularly affected by Covid-19.

Lord Craig Of Radley: My Lords, many university students in England have been missing tuition and access to libraries, laboratories and other university facilities, and may face financial hardship. The Minister says that the Government will not cut the amount paid to universities in tuition fees, but will they reduce sums to be recovered from formerly affected students in later life?

Lord Parkinson Of Whitley Bay: The noble and gallant Lord is right to point out some of the many ways in which the university experience is being affected by this pandemic with regard to access to libraries, laboratories and so on. I am pleased that universities across the sector have responded swiftly and creatively to ensure that they remain open and that students can continue to avail themselves of high-quality education. Universities are autonomous and responsible for setting their own fees, and of course, as they approach the forthcoming academic year, if they decide to charge full fees, they will want to ensure that they can continue to deliver courses which are fit for purpose and which help students to progress their qualifications. However, any matter regarding the level of those fees and refunds is first and foremost for the providers and those who apply to them.

Vis Count Chandos (Lab): In the absence of more appropriate emergency grant funding to compensate for irrecoverable loss of revenues, the Government have encouraged universities to apply for business interruption loans. How does the Minister think these loans, designed for profit-making companies, can be repaid by non-profit HE institutions, other than at the expense of the quality of courses for future generations of students?

Lord Parkinson Of Whitley Bay:…he is also right to point out the wider societal benefits that universities bring, which is why the Government brought forward the additional package of measures which I outlined in my Answer.

Baroness Garden Of Frognal (LD): My Lords, what plans do the Government have to reform student and university funding to enable a greater number of people, especially mature learners, to undertake short higher education courses and build up to a full degree in a way that suits them? That will be increasingly important as individuals reskill post Covid.

Lord Parkinson Of Whitley Bay: The noble Baroness is absolutely right that many mature students and others may wish to consider courses of different lengths and varieties, and the Government are glad to see that wide range of courses offered. As she says, that will be particularly important over the coming months. The package of support which the Government have announced is of course available to providers irrespective of the length and format of the courses they offer.

Lord Norton Of Louth (Con):… Given how crucial that export is and that from next year EU students will no longer be subject to home fees, will the Government consider extending the new graduate route post-study work visa to three or four years to ensure that the United Kingdom has a competitive offer to international students?

Lord Parkinson Of Whitley Bay :My noble friend draws attention to the new graduate route which comes into effect from next summer, which allows people graduating from UK universities to stay here in work of any level and any remuneration for up to two years— an increased and very generous offer. That is part of the Government’s ambition to increase the number of international students coming to study here in the United Kingdom.

Inquiries and Consultations

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

Other news

Online: Open University VC Tim Blackman writes about digitally rendered online learning, how selectivity has become a misnomer for prestige, and their new thrust to attract young learners.

Easing lockdown: The House of Commons Library has published a briefing paper discussing the impact of the easing of lockdown restrictions on the FE and HE sectors in England.

EdTech: Articles on edtech are a dime a dozen during lockdown. This week’s offering is in a similar vein.

Lockdown placements: Wonkhe have a blog exploring how universities need to adapt content, assessments and requirements where placements have fallen during lockdown because the employer hasn’t offered a remote alternative.

Staying at home: The Guardian have an opinion piece on commuter students.

German HE: Research Professional report that private HE institutions have doubled their student numbers in the last decade in Germany. 8.5% of the student population attend a private university; they are particularly popular with part-time and already employed students. Of all German part time students nearly half (48%) chose a private provider and 41% of distance learners also opted for this type of provider. The most popular subjects were economics, law and social sciences.

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HE Policy Update for the w/e 29th June 2020

The government are apparently planning a radical overhaul of admissions (maybe), they have found some funding for research support, EU students will face higher fees in 2021/22, Education Questions in the Commons kept the Ministers on their toes, there’s the latest on student complaints, a brief mention of the B word and the sun has been shining.

University research support package

In coverage of the so called bailout deal announced earlier in the lockdown – which consisted of bringing the second instalment of student loan payments to universities forward by a few months and vaguely threatening proposals for a fund for restructuring universities that fail – it was made clear that no more would be forthcoming. But the government have reached down behind the sofa cushions and found a bit of extra money to support research, although like the additional student numbers (more on that later), it is limited and strings are attached. It was announced late on Friday night so made for a busy Saturday for pundits. You can read David Kernohan’s piece for Wonkhe here, Research Professional here, and THE cover it here.

There will be grant extensions to cover researchers’ salaries and other running costs for UKRI and some other grants, which will be very welcome, as there has been great concern about covering extensions to projects with no extra money. More details are still to be announced.

The main announcement, however, was of a new package of support for research-active universities. It looks odd on the face of it, to those outside the sector and unfamiliar with the weird cross subsidies that exist in the HE market:

  • low-interest loans with long pay-back periods, supplemented by a small amount of government grants. In sharing responsibility for the future of science and research with our world-leading university system the government will cover up to 80% of a university’s income losses from international students for the academic year 20/21, up to the value of non-publicly funded research activity in that university.

So if you have a lot of international students who aren’t coming this year, you can get a loan or a grant (maybe) to cover your income loss, capped by how much funding you normally get from sources other than the government, i.e. businesses and charities as well as the university itself. Complicated?  Yes.  Targeted at a very particular small number of universities, yes, indeed.  This sentence demonstrates the strangeness  “Support is also capped at the level of an institution’s non-publicly funded research to ensure that funds are being directed towards universities conducting research.”  What it is really saying is that there will be support for universities who fund their own research from the fees paid by international students, or from businesses or charities who won’t have any money this year.  That’s not quite the same thing as “universities who do research”.

  • So this: The international student metric when combined with the measure of ‘non-publicly funded research’ is a good proxy for overall Covid-19 losses to research revenue. In return for support, Government will be asking for universities to demonstrate how funds are being utilised to sustain research in areas typically funded by charities and business. We will also take into account the income HEIsreceive from business and charity research.
  • And there is a catch: Universities will be required to demonstrate that funds are being spent on research and on retaining research talent. Universities will be expected to show they are taking their own steps to make efficiencies, in line with the rest of the economy, to protect their research bases. Precise metrics and outputs/outcomes will be developed as we develop the details of the policy over the next few weeks. There will be separate requirements for grant extension proposals.

Some universities will have limits on their borrowing.

And for the institutions (that the information calls “teaching intensive”) who don’t qualify – we’re back to the vaguely threatening restricting fund:

  • The DfERestructuring Regime will look to support teaching intensive institutions where there is a case to do so and where intervention is possible and appropriate. The Government recognises the important role that higher education providers make to regional and local economies through the provision of high-quality courses aligned with local, regional and national economic and societal requirements. This will be within scope of the decision making process for intervention. Further detail on the Restructuring Regime will be announced in due course. 

Radical overhaul of admissions?

Saturday’s Guardian had a headline about a leaked draft report on admissions changes.  As the OfS have recently confirmed that they will be restarting their normal activity, presumably with the “paused” admissions review near the top of their list, it is not surprising that options are being considered.

The Guardian said: The models include:

  • Exams results published in August as is currently the case, but with university and college terms starting in January, allowing five months for processing applications.
  • Moving exam results forward into July and the start of the university term back into mid-October, allowing a 12-week window for students to apply.
  • An unchanged timetable, with only a five-week window for the application process to run between exam results in August and the start of the university term in September, as now.
  • University applications made before A-level results are received, but offers of places to students not released until after results are published, with no change to current timings.

Potential A level exam delay: Consistent with the story above in last Monday’s Oral Education Questions it was confirmed that the DfE is discussing moving A level exams to July 2021 to accommodate some of the C-19 disruption. The BBC and the Times covered the story. The Times noted:

  • some head teachers suggested that a delay risked creating more difficulties. “It would mean either exam boards having a narrower window in which to mark millions of scripts, or results being published later, which would potentially run into the autumn term,” Geoff Barton, general secretary of the ASCL union, said. “This would affect progression to further and higher education. It’s important that the approach to next year’s exams supports pupils without creating more problems than it solves…” 

The article goes on to note the Government have confirmed full funding for the virtual Oak National Academy suggesting that it is preparing for some disruption in the full return of pupils to ‘normal’ schooling. It also highlights that some of the support funding usually available has been cut (e.g. the year 7 catch up in English and Maths for weaker pupils). Alongside the announcements last week of the £1 billion funding programme to help schools support initiatives to bring children back on track after the home schooling disruption to their normal studies. There are likely to be implications for some disadvantaged children in the cuts alongside sharing the newly funded initiatives amongst a wider pool of pupils. It is raising further concerns for an access disadvantaged generation.

Admissions Report

Recently EDSK (a think tank) published Admitting Mistakes: creating a new model for university admissions calling for a fair, transparent and equitable admissions process. It takes issue with the current system:

  • This admissions system has remained almost unchanged for the past three decades, but this inertia should not necessarily be interpreted as an indication that the UCAS system is working well.
  • Politicians from both major parties have raised serious concerns in recent months about university admissions practices, while the Office for Students (OfS) has launched a review of the entire admissions process in its capacity as regulator of the Higher Education (HE) sector. Given this intense pressure, maintaining the status quo is no longer an option. The new rules on admissions proposed by the OfS last month to ensure that universities demonstrate a ‘socially responsible approach’ during the COVID-19 crisis shows that it is perfectly feasible to change the admissions system – even at short notice. It is now simply a question of which changes ministers and regulators wish to make once the crisis subsides.

It also takes issue with the current practices tackling the use of predicted grades for university applications; the growth of ‘unconditional offers’ from universities; and the barriers facing disadvantaged students.

It concludes:

  • In recent months, both the Education Secretary Gavin Williamson and the OfS have referred to the importance of ‘trust’ in the context of university admissions because they realise how crucial it is that students, parents and teachers trust the admissions process when so much money and so many hopes and aspirations rest on its shoulders. In light of this, it is deeply concerning how wealth and privilege continue to unduly influence who gets accepted onto university degrees, particularly at the most prestigious institutions. This inevitably results in an overwhelming sense of unfairness as well as risking a catastrophic loss of trust – not just in the admissions process, but in the education system as a whole.
  • The reduction in autonomy over admissions proposed by the OfS in response to the outbreak of COVID-19 is intended to prevent universities from undermining students’ interests and threatening the stability of the HE sector during the crisis, yet the protection of students and maintaining the stability of the sector should be permanent features of our admissions system rather than temporary measures. A fundamental change is therefore needed to make sure that the admissions system prioritises the interests of students, not universities, after the current crisis is over. To this end, it is necessary for universities to give up some of the autonomy they have in relation to how they attract and select applicants each year.

Finally it recommends that in return for the financial support that they are receiving from government to mitigate the impact of COVID-19…universities should be required to accept a new model for the whole admissions cycle. It seems the authors are under the impression that the C-19 financial support is a sufficiently worthwhile and substantial enticement.

While the aggressive language in the press release may rile some in the sector many of its recommendations such as a national contextual offer are already being discussed. The difficulty with such blanket policies is that some students still fall through the cracks as drawing thresholds always results in winners and losers. For example, the report’s recommendation 5 doesn’t include student carers within their definition of greatest disadvantage, and there is little mention of ethnicity throughout the report.

Nevertheless they proposed a nuanced version of post qualification admissions. No predicted grades will be submitted to institutions (although presumably level 3 teachers will still have to produce them) and prospective students instead chose 10 degrees ranked in preference order. On results day students achieving the required (fixed) grade level are automatically placed based on preference order. Where courses are oversubscribed all applicants who are eligible are entered into a lottery. Where courses are undersubscribed still only those who reach the level will be admitted. It sounds simple but when you sit quietly with the concept for a moment you begin to realise it the cracks, for example removing the choice for a student to change their mind – or trade up if they perform better than their teacher predicted (which itself has long been a disadvantage conundrum). There’s also the gaming of the system – if you want that place on that popular oversubscribed course and you’re certain of the grades there will be ways to maximise your likelihood of achieving it based on your preferences…and who will advise prospective students on the game – parents, social networks, teachers and careers staff (again resources which some disadvantaged students lack). The report isn’t to be dismissed and provides a welcome interjection on the admissions system which is due for overhaul in some shape or form, however, it doesn’t offer all the answers it claims to. Perhaps because there isn’t a system which is flawless and which can guarantee equity, particularly for those prospective students with the least support and resources.

Wonkhe have a good blog on the report considering it fairly and offering critique where they see holes. The comments at the end are worth a read too, while most establish serious points Sarah smiled at this one: Think tanks are supposed to think from outside the box.

Diversity in HE

UCAS have highlighted that

  • nursing and social work degrees have the most diverse pool of applicants compared to other major undergraduate subject areas. Health and social care courses are among the subjects attracting the highest proportion of applications and acceptances from black applicants, mature students, and young people from disadvantaged backgrounds.

Other key facts:

  • For all subjects allied to medicine, 16% of acceptances are from students from the black ethnic group (the highest proportion for any wider subject group), followed by social studies courses, with 13%.
  • 42% of students accepted onto social work courses are aged over 30, the highest proportion of any subject. Nursing courses are second, with 29% of acceptances from students in this age group.
  • Social work is the only subject (with more than 150 applicants) that has more students from disadvantaged backgrounds applying (1,055 applicants), than from the most advantaged backgrounds (1,000 applicants). This a ratio of just 0.94 applicants from advantaged backgrounds for each disadvantaged applicant – the lowest ratio of all subjects.
  • Nursing follows with a ratio of 1.12, with 2,100 applicants from disadvantaged backgrounds, alongside 2,350 from the most advantaged backgrounds. Both subjects have similar patterns of accepting students from a wide range of backgrounds.
  • While male applicants remain in the minority, the number of men applying for nursing grew by 8.5% to 5,370, with the number of acceptances also growing (by 7.1% to 2,700).

UCAS are using the welcome news on diversity to urge more prospective students to apply for autumn 2020 entry. They state Around 40% of adult nursing and social work courses are still accepting applications…with some universities having up to 50 places available. The vacancy level seems slightly surprising on several counts. First the Government are offering bursaries for specified courses, second they are employment gap areas (and the Government has an additional 5,000 places not yet allocated to institutions), third the positive and high profile PR generated for key services such as nursing through the pandemic was predicted to increase demand for nursing, finally demand from mature students (who make up a bigger proportion of the cohort) could be expected to increase if lockdown has prompted a career re-evaluation. UCAS do note that mature student apply later in the summer months than school leavers and that at January nursing applications were up by 6%.

Postgraduate BAME data: The UK Council for Graduate Education have published a policy briefing summarising the access and participation of Black, Asian and minority ethnicities in UK postgraduate research. Key points:

  • BAME students participate in postgraduate research at a lower level that those enrolled in undergraduate studies.
  • Between 2016/17 – 2018/19 the proportion of BAME postgraduate research students (PGRs) grew by 0.13% however, this rate of growth means it would take 51.8 years for BAME participation in postgraduate research to reach the equivalent proportion at undergraduate level.
  • 15% more white PGRs received financial contributions for their tuition fee than BAME PGRs
  • More white PGRs (19%) qualified in 2018/19 than BAME PGRs (16%)

Disadvantage:

Wonkhe have two blogs on access and disadvantage:

There is also the promised report from the Social Mobility Commission: Apprenticeships and social mobility: fulfilling potential. It raises concerns over the structural barriers within apprenticeships and concludes that they are not fulfilling their social climbing potential.

Key points:

the introduction of the (2017) apprenticeship levy led to a “collapse in overall apprenticeship starts that hit disadvantaged learners hardest”

  • a 36% decline in apprenticeship starts by people from disadvantaged backgrounds, compared with 23% for others
  • just 13% of degree-level apprenticeships, the fastest growing and most expensive apprenticeship option, goes to apprentices from disadvantaged backgrounds
  • more than 80% of apprenticeships undertaken by learners from disadvantaged backgrounds are in enterprises in the services, health, education or public administration sectors
  • on average, apprentices from disadvantaged backgrounds earn less than apprentices from more privileged backgrounds
  • there is a 16% boost to wages for learners from disadvantaged backgrounds who complete their training, compared with 10% for others

The report calls on the Government to address concerns and channel resources directly where it can have the greatest social benefit.

There was also a slight FE emphasis in one of Donelan’s PQ answers (reminding us the FE remains an underfunded sector and the Government has plans, even if they aren’t sharing them yet):

Q – Mohammad Yasin: In addition to maintaining current commitments to widen participation and extend bursaries for students from disadvantaged backgrounds, will the Minister make sure that the necessary extra funding is provided so that universities such as the University of Bedfordshire can play a key role in retraining and reskilling young and mature students to meet the serious employment challenges ahead?

A – Michelle Donelan:

  • The hon. Gentleman is quite right to say that access and participation are key priorities for this Government, and the Office for Students has launched access and participation measures for every institution. Higher education plays a key role in filling the skills needs of the economy, but so does further education, and our priority is to ensure quality provision and that students can make informed choices that are in the best interests of their career destinations.

EU Student Fees Decision

Very unsurprisingly, Michelle Donelan issued a written ministerial statement confirming that EU, EEA and Swiss national students will no longer be eligible for home fee status or Student Finance England financial support from 2021/22. The rules also apply to FE and apprenticeships. EU students starting in 2020/21 will continue to be classed as home students. Irish nationals will be preserved as home student status under the Common Travel Area arrangement.

The announcement may encourage some EU students to take up UK study in September (despite online blended provision being the main method on offer). Likewise the sector anticipates a drop in EU student numbers from 2021/22.

Alistair Jarvis, Chief Executive of Universities UK, responded to the announcement:

  • Universities would have preferred the certainty of current arrangements for EU students in England being extended for those starting courses in 2021/22. However, it is important to note that EU students starting courses in autumn 2020 will continue to pay home fees for the duration of their course and be eligible for the UK’s EU settlement scheme if they arrived before the end of this year.
  • The government’s new Graduate Route – starting next summer – also means that students who are not eligible for the settlement scheme will have the opportunity to stay and work in the UK for two years after completing their studies. This will apply to those who initially have to study by distance or blended learning because they are unable to travel to the UK to start in autumn due to Covid-19. Universities are committed to working with government on further measures to support international students to study at UK universities.
  • Our message to international students is that UK universities are ready to welcome and support you through your studies. Whether you choose to study in the UK this year, or in the future, you will receive a high-quality education and learn skills that will benefit you for years to come.

Nick Hillman, Director of HEPI, puts it plainly:

  • Today’s announcement will be seen as bad news inside universities. To date, EU students have benefited from lower fees and access to student loans that are subsidised by UK taxpayers. Together, these have lowered the financial obstacles to studying in the UK. My message to any EU citizen wishing to benefit from the current arrangements is that it is not too late to apply for entry in 2020, before the new rules come into force next year.
  • In the past, we have shown that higher fees and no more access to student loans could risk a decline of around 60% in the number of EU students coming to the UK to study. If that happens, our universities will be less diverse and less open to influences from other countries.
  • However, it is morally and legally difficult to continue charging lower fees to EU citizens than we already charge to people from the rest of the world once Brexit has taken full effect. So today’s decision is not a huge surprise. Moreover, history suggests that the education on offer in our universities is something people are willing to pay for. So, if we adopt sensible post-Brexit migration rules and if universities work very hard to recruit from other EU nations, it is likely that many of our fellow Europeans will still wish to study here.
  • Above all, we need to make it abundantly clear to people from the EU and beyond that our universities remain open to all.

Research Professional have a write up on the fee changes.

Michelle Donelan also answered oral questions specifically on international students describing her

  • two-tier covid response to attract international students: first, by working across government to remove and reduce the logistical barriers faced by students, including visa issues; and secondly, by communicating that the UK is open for business via advertising and open letters to international students, our embassies, and international media.

She also reminded Parliament about the International Education Champion appointment.

Since the parliamentary question session Donelan (and her devolved counterparts) have composed a 6 page letter to international students. It sings the praises of a British education, urges them to apply for the 2020/21 recruitment round (for which visas will be ready in time) and reminds them of their eligibility for the 2-year graduate visa. Excerpts:

  • Although admissions processes and modes of teaching might look slightly different this year, the UK’s world-class universities are continuing to recruit international students and you are encouraged to apply even if you are unable to travel to the UK to meet usual timelines. Universities will be flexible in accommodating your circumstances where possible, including if you are unable to travel to the UK in time for the start of the academic year. We have seen some fantastic and innovative examples of high-quality online learning being delivered by institutions across the UK, and the sector is already working hard to prepare learning materials for the summer and autumn terms.
  • The UK cares immensely about the health and wellbeing of international students, and ensuring they are safe is our number one priority… To keep number of transmissions in the UK as low as possible, and to protect UK residents and international students in the UK, all international arrivals are now required to supply their contact and accommodation information and self-isolate in their accommodation for fourteen days on arrival into the UK. We have been clear that universities are responsible for, and must support their students on arrival to the UK. We are proud that UK universities are already demonstrating how seriously they are taking this responsibility, in ensuring that their students are safe and well cared for both upon arrival and for the duration of their stay.
  • In addition to support from their universities, NHS services are available to both domestic and international students. International students will always be able to access treatment that clinicians consider is immediately necessary or urgent at no upfront cost. No charges apply to testing for coronavirus…

Graduate Outcomes

The second batch of data from the 2017/18 Graduate Outcomes survey has been released, there is even more to come on 9 July. The tables are interactive allowing you to look at employment rates for different qualification levels (e.g. undergraduates, foundation degrees, doctoral research, taught masters and all the others) at HE or FE, full or part time.

There are also salary bands that are adjustable to look at the characteristics of the students within them. For example the below looks at pay levels by subject studied in HE institutions. It shows a clear salary gain in the high skilled roles but little difference in pay between low and medium skilled jobs.

The pay bands can be examined by age, ethnicity, gender, and disability. Below demonstrates the impact of gender for undergraduates, the postgraduate picture shows more clustering at the higher pay bands. No matter which level of qualification is selected males always number more than females earning the highest pay band.

There is a chart illustrating the proportions of students who are satisfied with their current activity, its fit with their future plans, and whether they are using what they learnt. It varies greatly when you adjust for low medium or high skilled roles, with the low skilled employees feeling least satisfied. And this page breaks down the three elements of satisfaction (meaningful, fit future, useful) even further looking at it by degree subject area, degree classification, salary and by provider.

And at the bottom of the page you can view BU’s student opinion on meaningful, fit for future plans, and useful (it is too large to display here). BU had a response rate of 51%, with higher numbers of postgraduate research students responding.

All the tables are interactive and able to be cut by different parameters – go ahead and have a play!

Wonkhe have a good blog digging into and interpreting meaning from the latest data.

In Parliamentary Questions, Graduate outcomes also received a mention with the stock answer referring to T levels and promoting technical routes. Also:

Q – Neil O’Brien: The Institute for Fiscal Studies found that for 30% of students, the economic return on their degree was negative both for them and for taxpayers. Surely with such clear economic evidence that so many young people would be better off if they took a different route, it is time to rebalance from just higher education to a stronger technical education system?

A – Michelle Donelan:

  • It is important that students make as informed choices as possible from a range of high-quality courses, and university is not the only or the best route for certain careers. Some students may be better placed if they do higher technical qualifications or apprenticeships. That is why the Secretary of State is spearheading a revolution in further education in this country, including the introduction of T-levels.

Research

HEPI have published PhD Life: The UK student experience. It highlights that for UK students:

  • the average PhD student works 47 hours per week, which is over 50% more than the average undergraduate and three hours less than the average academic
  • meaning PhD students earn less than the minimum wage (if they are on the basic Research Council stipend)
  • 78% of PhD students are satisfied with their degree of independence
  • 63% of PhD students see their supervisor for less than one hour per-week
  • 23% of PhD students would change their supervisor if they were starting their PhD again now
  • 80% of PhD students believe a career in research can be lonely and isolating
  • over one-third (37%) of PhD students have sought help for anxiety or depression caused by PhD study
  • one-quarter (25%) of PhD students feel they have been bullied and 47% believe they have witnessed bullying, and
  • one-fifth (20%) of PhD students feel they have been discriminated against and 34% believe they have witnessed discrimination.

The data informing the report is based on two surveys taking place between June and November 2019 by the Wellcome trust and Nature.

The report includes testimonials capturing PhD students’ perspectives on their situation:

  • Due to being [funded] by a stipend and not through student finance, and not technically being employed by the university means that I am not eligible for childcare funding. The cost of childcare is around £11,000 per year, my stipend is £14,200.
  • ..almost all the staff I meet from different universities are “pals from [insert elitist uni here]”. As such they have very little understanding of the challenges someone from a “normal” or disadvantaged background faces, especially financially, giving the overwhelming impression that your skills are secondary to your class.
  • The higher up you go, the more male and white-dominated the environment becomes. There’s only one full female professor in my whole institute, and I have genuinely never met a black PI [Principal Investigator] or professor since starting my PhD.

Nick Hillman, HEPI Director, commented:

  • Too often, people taking PhDs are regarded as neither one thing nor the other. They are not seen as students the way undergraduates are and they are not seen as staff the way academics are. Sometimes, PhD students receive excellent support but, too often, they fall through the cracks, making them demoralised and unhappy. When that happens, we all lose because the world desperately needs people who push forward the frontiers of knowledge.
  • We know far more about undergraduates than we used to and we now need similar levels of research on the student experience of postgraduates to help policymakers, regulators and funders improve their lives.

In the Foreword to the new report, Dr Katie Wheat, Head of Engagement and Policy at Vitae, said:

  • This report makes an important contribution to current debates on research culture by presenting the views of doctoral researchers in the UK extracted from the recent Wellcome Trust and Nature reports. It highlights several areas of concern, including working conditions, wellbeing, supervision and incidents of bullying and harassment…The findings chime with growing recognition of the need to improve research culture.

Student Numbers Cap

The deadline for universities to apply for additional places expired on Friday.

Emma Hardy questions the reasoning behind the threshold levels set for continuation and graduate outcome rates which determine whether a provider can bid for some of the 5,000 non-healthcare course additional places for the 2020/21 recruitment round. She also asks why these indicators were chosen rather than using the TEF, whether an equalities impact assessment was undertaken, and if the DfE considered a HEIs social intake and the communities served when setting the rates (because they appear to discriminate against certain types of provider).

The additional 5,000 biddable places within the student numbers cap restrictions allow the Government to exert a small measure of control over which courses they wish to see more (or less) of within the UK. In this vein Research Professional had an interesting narrative on Monday covering Australia who intend to more than double tuition fees for some arts subjects, raise fees for business and law, and lowered fees for some in-demand courses which contribute to national gap and growth needs. The reforms will be implemented in 2021 – if they pass the parliamentary hurdles.

The increase/decreases:

  • +28% law and commerce studies
  • +113% arts and humanities (making a three year degree roughly £24,150 in UK terms)
  • -62% maths and agriculture
  • -46% teaching, nursing, clinical psychology, and languages (including English)
  • -20% science, health, architecture, environmental science, IT and engineering
  • 0% (no change) for medicine, dental and veterinary

The price rises are per unit of study so it encourages students who might study history to also consider teaching too, or to add in a language.

The changes are designed to incentive students to follow the career growth areas that Australia needs. They aiming to get 39,000 students on skills shortage courses by 2023 and 100,000 by 2030 to produce the ‘job ready graduates’ that Australia needs.

The Australian Government also intends to increase support for rural and indigenous students through the reforms. They will direct fund universities to run bespoke programmes with local significance to attract indigenous students from the lowest participation rate areas and guarantee a place at public universities. Other reforms include a $48.8m research grants programme for regional universities to collaborate with industry, and $21m to set up more regional university study centres to provide tutoring and IT support for students in remote areas.

Research Professional highlight that the UK Government could utilise the LEO data to set price variation in the levels of student loan that would be offered to priority and non-priority courses. Also that if more students took courses with higher salaries the repayment levels of loans would be higher – ultimately saving the public purse. Although one does wonder whether so many of these high paid roles are standing vacant or whether such a policy increasing the volume of graduates following some programmes would simply displace the current holders of such posts. Nethertheless, it is food for thought for the Government who love a decent worked example from elsewhere. Particularly with the response to the Augar report (which advocated cutting humanities tuition fee/loans down to £7,500) not due until the spending review.

Ant Bagshaw (ex-Wonkhe, now working in Australia) has a blog on the proposals and what this might mean for UK HE. As ever there are some interesting comments to the blog. And the Guardian have an opinion piece taking issue with the Australian proposal for job ready graduates.

Returning to the UK student numbers cap there is an interesting piece from a specialist institution explaining how the student number controls will reduce access for those from certain disadvantaged backgrounds.

The Government has also released the latest information on how the student number cap will be run. Wonkhe summarise it:

  • It suggests that the controls will apply to fee-loan and self-funded full time undergraduates, with exemptions for new providers and students retaking A levels in the autumn. Franchised provision will count towards the cap of the registering institution, and this will not change if the agreement is terminated. It appears that number restrictions will apply to providers that do not recruit via UCAS, though we get little information as to how this will work in practice.
  • According to the same document, the list of specified subjects for additional places will not be changed, and includes subjects which relate to skills or professions at risk of shortage in the economy, or that “generate positive economic returns for the individual and the taxpayer”. This marks the first time longitudinal salary data has been used in higher education policymaking.

Student Complaints

The Office of the Independent Adjudicator has published a second briefing note on their approach to complaints arising from C-19. These excerpts make their approach to complaints clear:

  • Consumer protection legislation has not been suspended for students. This means that providers still need to deliver learning and other services that are consistent with students’ reasonable expectations. 
  • What students can reasonably expect, and what providers can reasonably be expected to deliver, is likely to change and evolve as circumstances change and evolve, especially if restrictions are tightened again. But providers should be planning to deliver what was promised – or something at least broadly equivalent to it – and to ensure that learning outcomes can be met. It’s unlikely to be reasonable not to do that, especially now the initial crisis period has passed.
  • Where providers have not or decide they cannot deliver what was promised they will need to consider how to put that right. A blanket refusal to consider tuition fee refunds in any circumstances is not reasonable. There may be groups of students that are particularly affected, and providers should take steps to identify those groups and address their issues. But they also need to consider concerns raised by students about their individual circumstances.
  • Some students may feel unable to continue with their studies because the way their course will be delivered has changed materially, their personal circumstances have changed, or they are shielding or are very anxious. Providers should consider requests for deferrals sympathetically and should be ready to depart from their normal policy where it is reasonable to do so. [This is interesting in light of recent media reports that second or third year students wish to defer for a year rather than continue with online teaching in subjects such as theatre studies.]
  • We can look at complaints about what was promised and what was delivered, but we can’t look at concerns that involve academic judgment such as the quality of academic provision.
  • We can consider (for example) a complaint that a provider did not cover subject areas that it said it would; that a student’s supervisor was unavailable; that a student didn’t benefit from teaching because they could not access it, or the delivery method did not work for them; that a provider did not support its students adequately; or that the provider did not follow a reasonable assessment process.
  • But an assessment of the quality of what has been delivered is likely to involve academic judgment, which we can’t look at…This means that we can’t look at a complaint that teaching was not of an adequate academic standard; that an online teaching session was just not as good as it would have been face to face; that the student’s work was worth a higher mark; or that a postgraduate student did not get the right academic guidance from their supervisor.
  • We will look at whether what the provider has done is reasonable in the circumstances – so reasonable delivery in the middle of lockdown is likely to look different to reasonable delivery in a more managed and planned environment.

The lack of judgement over quality of academic delivery slams the door on the Universities Minister’s claims to contact the ombudsmen if students aren’t able to resolve concerns directly with their provider.

There is also clear emphasis on individual student differences:

  • Some students are more seriously affected than others…Arrangements that might work well for many students may not work for all and providers should be proactive about identifying and supporting students who may need additional help. Students are likely to encounter all sorts of accessibility issues. Online teaching arrangements may not work for some students with learning or processing differences. Some students will be shielding or have caring responsibilities that continue even after lockdown restrictions are eased. Some will have poor internet connection – some will not have access to IT equipment at all. Some will simply not be able to work effectively from the space they are living in.
  • Careful thought and planning is needed to address these issues in advance, whenever possible. Planning that starts with meeting the needs of those likely to have accessibility issues is more likely to result in arrangements that work for everyone.

And a pro-active approach is urged:

  • Providers also need to seek out students who are not engaging with online delivery, and those whom they know may find it difficult because of their individual circumstances.
  • Some students such as those who had planned to study abroad or take up industry placements may be facing additional uncertainties. Providers may need to give those students more support and advice, for example on accommodation and financial issues.
  • A rigid adherence to regulations and processes is unlikely to be fair: empathy and flexibility are key.

Mass Action

Meanwhile the NHS is encouraging students to join their mass action complaint chain to win the chance to REDO, REIMBURSE, WRITE-OFF  (compensation funding for reimbursements, a debt write-off, or the chance to redo the year at no extra cost). Research Professional report that

  • the NUS estimates that around 20 per cent of students have been unable to access their learning at all during the pandemic and 33 per cent do not believe it to have been good quality. Particularly badly affected, the union says, are the many disabled students who have not received reasonable adjustments remotely, those who have lost access to studio, lab or workshop space, and students on placements.

Claire Sosienski Smith, VP HE at NUS, stated:

  • We know the scale of the disruption has been so vast that we need a national sector-wide response from government for this, including funding from Westminster… even if students complain to their individual institutions, how will universities afford it when the UK government haven’t announced a single penny of additional funding to support them? Our plea to the UK government is clear: you must offer tangible help to students who can’t access their education right now.

On the Government’s insistence that students individually take up their complaint with the Office of the Independent Adjudicator Zamzam Ibrahim, NUS President, said:

  • We were told students were going to be ‘empowered consumers’ but actually, when something like this happens, we feel we’ve got less rights than if we’d booked an Airbnb. The UK government are desperate to reduce this to a series of individual problems. It’s a total betrayal of trust to the thousands of students who are now facing lifelong debts for a once-in-a-lifetime education they haven’t received.

Online learning

HEPI have a guest blog – Learning from lockdown: harnessing tech to improve the student experience. It begins:

  • The recent transition to online learning has been as rapidas it has been impressive. Many universities have put very large elements of their curricula and assessments online in just a few short weeks.
  • Things that would previously have taken years to plan and execute have been designed, developed and implemented with alacrity. In short, there has been a huge amount of digital acceleration in universities since the advent of the pandemic.
  • However, let’s not kid ourselves; what has been achieved recently is mostly basicand will be largely ephemeral. I’ve heard it said that the transition is more about remote learning than online learning – about adding new tools to old pedagogy, rather than digitally enabling education across the board.

Next it considers the levels at which universities engage most fully with online learning. It concludes with a plug for Jisc and states:

  • The big effort that many universities are embarking on this summer is to develop more extensive, robust and higher quality online learning experiences for their students. Those that created a digital strategy a few years ago and invested in digital infrastructure, skills, content and applications must be feeling a little smug – and relieved. But it’s never too late to start on technology enablement and now is an ‘opportune’ time.
  • I suggest that there is more than enough technology and written experience out there about what works well. Universities need to harness both to capitalise on the newfound energy and goodwill among staff and students.

OfS

It has been a season of high-profile step downs. The latest is Sir Michael Barber who will not seek a second term as Chair of the OfS, meaning he will step down in March 2021. Like most of those relinquishing roles he still has a parliamentary to do list before he can return to his garden and long walks – he has agreed to lead a review into digital learning. The review will consider how universities and other higher education providers can continue to enhance online teaching and learning for the new academic year, and explore longer term opportunities for digital teaching and learning.

The Education Secretary, Gavin Williamson, commented on Sir Michael’s decision to step down:

  • I have hugely valued Sir Michael’s leadership, insight and advice during his time as Chair and I have enjoyed our working relationship.
  • I am very thankful to him for his work leading the set up and transformation of the OfS, and particularly for his work tackling unconditional offers, senior executive pay and grade inflation.
  • As the higher education sector emerges from the pandemic, I look forward to the findings of the review into ways of enhancing the quality of online learning and driving innovation, which will be critical for the future of the sector.

Let’s hope Sir Michael’s review receives ministerial attention quicker than that of the TEF or the Augar reports.

Brexit

We haven’t mentioned the ‘B’ word more than in passing recently. However, we’re halfway through the transition period and the Government is adamant it will end without extension on 31 December. Little progress has been made in talks and businesses are fearful of no deal particularly following the economic downturn associated with the pandemic. Dods have a Brexit briefing examining the key areas of contention in the talks, the possibility of an extension, and the implementation hurdles that need to be overcome before the end of the year.

Easing Lockdown

The House of Commons Library have issued a briefing paper on the impact of easing lockdown restrictions within the FE & HE sectors (in England). The paper covers the expected issues including re-opening campuses, prospective student numbers (2020/21), and temporary student number controls.

Parliamentary Updates

APPG Universities: Ex-universities minister Chris Skidmore has been appointed co-chair of the All Party Parliamentary interest group for Universities. Daniel Zeichner continues to also co-chair the APPG.  Chris states: I look forward to continuing to make the case for why our world leading UK universities can drive innovation, lift social mobility and regenerate local economies- and why they deserve support. Chris has also committed to a monthly spot writing for Research Professional too. Between Chris and Jo Johnson it seems Michelle Donelan’s time in the spotlight will be harried by two ex-Ministers who are willing to speak out. This is likely good news for the sector (for now) as Donelan has been keen to stick closely to the party line to date.

Parliamentary Questions

Contract Cheating; If you’ve been following this topic in the policy update for a while you’ll be aware that Lord Storey continues his campaign to stamp out essay mills and academic cheat services. He often asks nuanced parliamentary questions on the topic and this week he got an encouraging answer. Here it is in full:

Q – Lord Storey: Her Majesty’s Government what assessment they have made of the impact on academic performance in those countries who have banned contract cheating services; and what plans they have, if any, to adopt similar policies. [HL5328]

A – Baroness Berridge:

  • The government is aware that legislation has been introduced in several countries to ban contract cheating services, including in New Zealand, several states in the USA and, most recently, Ireland. It should also be noted that a bill was introduced in Australia in December which, if passed, would make it an offence to provide or advertise academic ‘contract cheating’ services in higher education.
  • We would be willing to consider supporting any legislation, including a Private Members’ Bill, that is workable and that contains measures that would eliminate essay mills in ways that cannot be delivered through other means, provided that the Parliamentary time permitted.
  • Ministers have called on universities, sector bodies, educational technology companies and online platforms to do everything in their power to help eradicate academic cheating of any kind from our world-class higher education sector. We have set a clear expectation that the Office for Students (OfS) should take a visible lead in challenging the sector to eliminate the use of essay mills. We expect the OfS to work with the members of the UK Standing Committee for Quality Assessment to ensure that the sector has the support it needs and that it is taking firm and robust action to ensure that this threat to the integrity of the higher education system is being tackled.

Other Questions

  • Financial and educational support for postgraduate students whose education is now online.
  • This question is about schools rather than HE but it reminds us that young/student carers may be more disadvantaged as they may have had to self-isolate throughout lockdown to protect the vulnerable condition of those they care for.

Oral questions in the House of Commons on Further and Higher Education covered a range of topics this week (no new news). Some are covered in other sections.  The student number cap, international students, support for students and the economy all featured.

Research Professional cover all the major HE oral questions and add a little entertainment value in their descriptions.

Inquiries and Consultations

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

There aren’t any new HE consultations or inquiries this week. However, if you are interested in the bigger picture you may like to be aware that:

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JANE FORSTER                                            |                       SARAH CARTER

Policy Advisor                                                                     Policy & Public Affairs Officer

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

 

 

Health and Science Mis/Disinformation Thematic Issue, with a Covid-19 Flavour

The top-tier open-access journal, Media and Communication, has released a timely bumper thematic issue on heath and science controversies in the digital world, edited by Associate Professor An Nguyen of BU and Dr Daniel Catalan of University Carlos III of Madrid.

In addition to nine full research articles covering a range of health and science controversies (e.g. anti-vaccine movements, climate change denial, Flat Earth doctrine, anti-5G vandalism, nanotechnology, green energy), the issue features ten rapid-response commentaries on the Covid-19 infodemic from Africa, China, Japan, Vietnam, Italy, Spain, Germany and the US.

“Digital media, especially online social networks, open a vast array of avenues for lay people to engage with news, information and debates about important science and health issues,” said Dr Nguyen.

“But, as the Covid-19 infodemic shows, they have also become a fertile land for various stakeholders to spread misinformation and disinformation, stimulate uncivil discussions and engender ill-informed, dangerous public health and science decisions.” 

(more…)

RDS advice to academics during Covid

Three months ago, RDS created a static blog page to give advice to academics during Covid-19. This rapidly grew and so to help you navigate through the information, we created a main page and then links to the following sections for further information:

  • UK Funder news
  • International Funder (mainly European) news
  • Funding Development Team Guidance to applicants to external funding
  • Project Delivery Team Guidance for Principal Investigators (PIs) of Research and Knowledge Exchange Projects + Ethics Approval
  • Research Excellence Framework (REF) 2021
  • Guidance for clinical researchers – amendments to existing projects

These pages have been updated every time there is an update available from the various funders or when RDS advice changes. This tends to be ~twice a week. This weeks’ advice (22/6/20) has been amended as follows:

  • UKRI have created a ‘UKRI Coronavirus Hub‘, which covers everything you need to know and more; we are expecting new advice on funding call deadlines next week
  • Wellcome Trust continue to update advice for their grant holders
  • UKRO continue to provide daily updates on all EU activities, including access to Covid related webinars
  • RDS Funding Development Team are almost back to ‘normal’ working levels and you can see changes to our service here
  • RDS Project Delivery Team are organising the ‘resume to research’ for awarded projects. The most up-to-date advice can be found on the BU staff intranet
  • And last, but definitely not least, there is an important update on the Research Excellence Framework!

Please visit the main Covid-19 page for all your advice needs.

Supporting the Global Society Restart Tourism

Supporting the Global Society Restart Tourism

Academia is not just about teaching students or writing papers. It is about engaging with the widest range of stakeholders, creating and disseminating knowledge and create solutions for the global society. It is all about RELEVANCE and IMPACT, especially at the time of CRISIS. JOIN US ON THESE WEBINARS in the next few days where ever you are and engage in the conversations towards #RestartTourism #ReigniteTourism

GREECE Thursday 18 June 14:15 LondonTime / 16:15 Greek EMEA.gr time IN GREEK

Η πανδημία του COVID-19 και ο ελληνικός τουρισμός

Dimitris Basiliou, Michalis Toanoglou, Dimitrios Buhalis

BRAZIL Thursday 18 June 16:00 Brazil time / 20:00 London time BRAZIL on LiveTur DATASHOW BRASIL IN PORTUGUESE

Impactos do uso das tecnologias de informação na atividade turística durante e pós pandemia

Professor Dimitrios Buhalis with Dr. Luiz Mendes Filho and Dr. Alexandre Augusto Biz

IRAN Sunday 21 June London time 18:30 pm – 20:30pm / Tehran, Iran 10:00pm – 12:00am (GMT+430)

Mohammad Shirkavand discussion – Connecting Cultures & Preserving Heritage: Create Future by Connecting Minds

Professor Dimitrios Buhalis to talk about ”How eTourism could help the industry to survive after the crisis

NEW ZEALAND Wednesday 24th June 21:30-22:30 London Time / Thursday June 25th, 8.30-9.30AM NZ time

Professor Dimitrios Buhalis Smart Tourism in the New Era of Tourism

Te Herenga Waka—Victoria University of Wellington, Wellington School of Business and Government | Ōrauariki

The Parliamentary Office of Science and Technology publishes all 15 reports based on its Covid-19 Expert Survey

In March, POST launched the Covid-19 outbreak expert database, inviting anyone who wanted to support Parliament in its work, and had expertise in COVID-19 and/or its impacts to sign up. In April, more than 1,100 experts on this database – including a number of BU researchers – responded to POST’s survey, asking for their immediate, short, medium and long term concerns relating to COVID-19 and its impacts.

All 15 reports arising from this survey have now been published, and you can read them here:

  1. Economy and finance
  2. Business and trade
  3. Work and employment
  4. Virology, immunology and epidemiology
  5. Research and innovation
  6. Health and social care system
  7. Public health
  8. International affairs
  9. Law and human rights
  10. Society and community
  11. Media and communications
  12. Crime, justice and policing
  13. Education
  14. Infrastructure
  15. Environment

POST will also be publishing a report summarising what data or information the experts want to see the UK Government release relating to the COVID-19 outbreak.

The following BU researchers were among those responding to the survey: Professor Katherine Appleton; Dr Emily Arden-Close; Professor Christopher Hartwell; Professor Ann Hemingway; Dr Sarah Hodge; Dr John Oliver; Dr Karen Thompson; Dr John McAlaney; Professor Lee Miles; Dr Andy Pulman and Professor Barry Richards.

Student experience news, more guidance on reopening, OfS share analysis, and Wonkhe highlight some uncomfortable exclusions within the additional student number place bidding requirements.

Reopening campus

The OfS has published Guidance for providers about student and consumer protection during the coronavirus (COVID-19) pandemic. It includes

  • Protecting student interest by providing clear and timely information (current and prospective students)
  • Ensuring T&Cs and complaints processes are accessible and fair
  • Providing alternative teaching and support that is broadly equivalent to the usual arrangements
  • Projecting and considering the students most vulnerable to disruption (unwell, self-isolating, international students, those struggling to engage with remote learning, care leavers, estranged students and students with disabilities).
  • Engagement with student unions
  • Prospective students should understand what the institution plans to deliver during the disrupted period and plans in place should matters change. Enough information is required for the student to make an informed decision about whether to commence the course with the adjustments in place or whether to defer or go elsewhere. As the plan can be a moving feast providers should be clear what is definite and what is fluid. Including the differing scenarios, i.e. as restrictions ease and what can be expected from any face-to-face teaching in each scenario version.
  • When students can change their mind about the offer is also set out.
  • Fee levels should be clear including if reductions will be made as a result of the disruption and, if so, when students can expect fee levels to return to normal.

Nicola Dandridge, Chief Executive of the OfS stated:

  • These are exceptionally challenging times for both students and universities, but students must be told clearly how their courses will be taught next year.
  • While many universities and colleges have responded to the crisis with innovation and ingenuity, all current students have had their studies disrupted. Any adjustments that continue into next year must be clearly communicated, and students must have access to a transparent and flexible complaints process should they feel that suitable changes have not been made.

Research Professional cover the guidance here.

Wonkhe have four offerings:

The DfE published HE Reopening Buildings and Campuses – just after UUK and others issued their guidance (and some time after universities have already made and publicised decisions). The guidance restates all the sensible common sense approaches the sector is already adopting. It also mentions the OfS quality and standards guidance.

On the curriculum the guidance states:

  • We recognise that, for many courses, online teaching and learning is working effectively and has a high degree of learner engagement (while it will also benefit those who are not able to physically attend, for example those with family members who are shielding). You should identify the appropriate mix of online and face-to-face content for each subject, reflecting what will maximise learning as well as supporting more vulnerable learners, and enabling the provider as a whole to minimise transmission risk.
  • Certain types of course, for example in the performing arts, have involved a degree of practical face-to-face teaching and assessment…You might consider how to encourage new ways of delivering in-person teaching and assessment that adhere to guidelines on social distancing, so that all students can receive a high-quality educational experience in a way that protects both students and staff.

On international students the government warns universities to make provision to support the 14 day self-isolation and requirement to adhere to safe travel between arrival in UK and the self-isolating accommodation destination. Furthermore, to ensure students are safe and well looked after during the 14 day self-isolation period. The guidance states:

  • While it is for institutions to decide how they support international students, we believe it is important that you make every effort to welcome them to the UK and your responsibilities should start as soon as a student lands, if not before. And: You should also consider the needs of students, including international students, who may be suffering hardship or be without the ability to travel as a result of the outbreak.

There are also the expected reminders around duty of care, student and staff wellbeing and suicide prevention (both of which are Governmental priorities).

Wonkhe report on Life interrupted! Report 4 stating that

  • students are unhappy about “full fees” because of perceptions that their learning experience, or the wider student experience, will be compromised.
  • Prospective students are willing to accept limitations on learning in September provided that additional academic support is readily available, and that contingency plans are made for practical aspects. They are also concerned about the social aspects they will be missing out on – and are hoping that universities and/or students’ unions will help to provide alternative arrangements including delayed freshers events, online societies and a virtual introduction to their peers. Students are most keen to meet those with a shared choice in subject, societies and accommodation.

The Times published this ‘advice’ in a student’s opinion piece: Without free-range socialising, university life will be barren: are you planning to start university in September? My advice is run for the hills and defer. The first year of university is too important to be conducted in a socially-distanced manner, and not worth the £9,250 it will cost you. Not quite as drastic as it seems it goes on to mention all the life learning that students fear missing out on: Conversations at all hours of the day and night are where ideas are exchanged, opinions formed, and insights shared across subjects. It is interesting as a young undergraduate perspective but also for demonstrating affluent privilege and not recognising all the commuter students, carers, and online students who do not have access to this experience throughout their HE journey.

Deferrals: A Guardian article highlights the on-course students who are not being permitted to defer their studies due to C-19. Meanwhile Wonkhe report:

The Telegraph covers worries among major student landlords that Covid-19 might lead large numbers of students to defer, disrupting their reliable revenue streams; and has advice for students considering deferring their place at university, including reasons why that might be a bad idea.

The BBC also has advice for students considering deferring the start of their academic studies due to Covid-19.

The BBC look at the gap year as a choice forced by the pandemic.

Students Parliamentary Questions

Student Academic Experience Survey

The Higher Education Policy Institute (HEPI) and Advance HE published the results of the 2020 Student Academic Experience survey.  Jane attended the launch webinar which was different from the last few – no big ministerial speech and a reflective approach on the experience of under-represented and disadvantaged groups in the pandemic and more generally, including an excellent panel presentation from the President of Bath University’s student union. There are differences in the results too, and they have analysed some of the responses into before and after lockdown. It will be interesting to see if the same approach is used in presenting the NSS results, which are due on 15th July now (a delay from the original 1st July date).

It is worth reading the report in full but here are some headlines:

  • Value for money perceptions have fallen again, after a rise over a couple of years – possibly linked to the pandemic as students were interviewed before and after lockdown and those interviewed after lockdown gave a lower response.
  • The decline was most keenly felt by students in England and Scotland (which may not be where they are studying). Students from outside the EU showed an increase in their perception of value for money.
  • Cost is always a factor driving negative perceptions. This year 7% said “another reason” which is unusual for this survey and they mentioned contact hours linked to strikes and the pandemic.
  • There are interesting charts on the impact of paid employment – which is increasing, which raises concerns about financial hardship next year when job may be harder to find.
  • There is an uptick in people saying that their experience has been better than expected.
  • Different ethnic groups have very different perceptions of their experience
  • There is also a set of challenges around clearing students. AS the government is trying to encourage more students into clearing this year to change their choices it will be interesting to see what impact this has. There is a challenge for universities here to address these issues.
  • A real challenge around student wellbeing – linked to concern about the future and students who feel that they have learned a lot may be better prepared.
  • New question – why did you go to university – focus on career and skills in terms of what will determine their future success.
  • There is growing support for university spend on areas that are not student facing – including research, management and financial support. There is an increase in support for spend on student support.
  • Technology results are interesting especially given the impact of the pandemic– better technology has a good correlation with good experience.

Continuation, participation and attainment

The OfS published Differences in student outcomes: further characteristics examining the impacts of care experience, free school meal eligibility, parental higher education, sexual orientation and socio-economic background on outcomes in higher education. It is an experimental release ‘ad hoc statistical report’. It looks for answers on the differences in continuation rates, attainment and progression but other factors are omitted, there is no weighting or statistical modelling and – sadly – they do not look at the interaction of factors (which limits its usefulness).  It really is a first stab at considering additional factors. The definition of continuation, attainment and progression is explained in point 10 on page 4. The definitions of care, free school meals, etc, can be seen on page 6. The OfS also looked at gender identity and religion/belief but the data integrity wasn’t high enough to include these factors within the report.

The report aims to look at the differences in by the below five additional outcomes which are not usually included within the OfS access and participation sector-level summary because identifying differences in outcomes is a key part of the OfS approach to access and participation and allows the OfS and higher education providers to make targeted decisions to reduce and remove these differences.

Effect of Care

Care experienced students have lower continuation and attainment rates than non-care students (5.6% lower continuation; 12% lower attainment). However, their progression rate is 0.4% higher than non-care students.

The continuation rates of students who have not been in care have changed little between 2014-15 and 2017-18 but during this time the continuation rates of care experienced students increased. This means the difference in continuation rates has been shrinking.

Effect of Free School Meals

Students who were eligible for free school meals (FSM) have lower continuation (5.4% lower), attainment (13% lower) and progression rates (5%) than students who did not receive them when at school. Students who receive free school meals are also less likely to access HE in the first place (26% of FSM pupils versus 45% of non FSM pupils). So FSM correlates highly with the POLAR measure which measures how likely people living within a certain geographical area are to progress to HE. There is a slight widening in the attainment rate gap. And as outlined above there is a big gap in progression to highly skilled employment/

Effect of Parental HE experience

A student who attends HE when their parents didn’t is one of the social mobility markers – access to HE is broadly the same between those whose parents did and didn’t not attend HE. However, students whose parents did not attend HE have lower rates across all 3 categories – continuation 3% lower; attainment 6% lower; 2.6% lower progression. The continuation rate gap is slowly increasing over time for this group.

Effect of Sexual Orientation

Continuation rate of LGB (lesbian, gay and bisexual) students was 1% lower than heterosexual students; those classed as not heterosexual or LGB was 5.6% lower than heterosexual. The attainment rate of LGB was 2.4% higher than heterosexual, but those not heterosexual or LGB was 7% lower than heterosexual students. There isn’t data for progression to lack of data collected in earlier years.

The difference in continuation rates between heterosexual students and LGB students has been shrinking while the difference between heterosexual students and students who are not heterosexual or LGB has been growing.

Effect of Socio-economic background

Continuation and attainment rates reduce as socio-economic background (measured by NS-SEC) becomes less advantaged. Comparisons were made against the students with parents in higher level professions. Those with parents in intermediate occupation have a 2% lower continuation rate, 5% lower attainment rate. With bigger differences for students whose parents work in routine and manual occupations or are unemployed. There isn’t data for progression due to lack of data availability.

Continuation rates dropped slightly between 2015-16 and 2017-18 for all socio-economic backgrounds but this drop was larger for students whose parents do not work in higher occupations, meaning the differences in continuation grew between 2015-16 and 2017-18.

Students with parents classified in the unemployed category also fare worst in the attainment rates.

While this national picture provides some interesting, and unsurprising, benchmarks the lack of intersectionality of the data highlighting the overlaps between the categories considered limits its overall use. However, institutions are already looking at combination of characteristics and their APP plans address the gaps identified. It does provide fair warning that the OfS is more willing to tackle wider factors and the report states that OfS plan to take a similar first look at estranged students, household residual income and children from military families in the future.

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

  • The biggest equality gaps – access to the most selective universities and the black attainment gap – are still our top priorities. But there are important new insights in this data which universities and colleges can use to improve their support for students during the courses. Students who have overcome barriers to get into higher education may need more support once they arrive to ensure that they unlock their potential, but we know that when this happens they do succeed.
  • Care experienced students are already severely underrepresented in higher education, so it is particularly important that universities and colleges improve their support for this group to ensure that they stand to benefit from the experience when they get in.
  • The current crisis has revealed different experiences and outcomes across our educational system, so it is more important than ever to maintain our focus on tackling inequality in higher education. We have been clear throughout the pandemic that we still expect universities and colleges to meet their financial commitments to support the most disadvantaged students on course, and we have given them the flexibility to put more funding into this for crisis support.
  • As the country begins to move out of lockdown, we will now be working closely with universities and colleges to get their plans to tackle equality gaps back on track.

The attainment gap in primary and secondary schools narrowed between 2011-19. However, at the Education Select Committee session (3 June) concerns were expressed that C-19 would wipe out this narrowing. The Educational Endowment Foundation representative stated the primary gap would widen from 111 to 75% between March and September 2020. The Sutton Trust agreed the gap would widen. This may have a future knock on effect for HE provision gap reduction measurements. Alongside this it was noted that C-19 would lead to significant numbers of newly-disadvantaged pupils, particularly in already geographically deprived areas.

Admissions and student number controls

Student Number Controls

Wonkhe highlight that analysis of the criteria for bidding for the 5,000 non-healthcare additional student numbers excludes every institutional member of Million Plus and includes every member of the Russell Group. The eligibility criteria, based on absolute (non-benchmarked) values for highly skilled graduate employment and student continuation as used in the Teaching Excellence Framework (TEF), work to exclude providers who recruit large numbers of students from disadvantaged backgrounds.

  • Greg Walker, chief executive of Million Plus told us: “It is not clear why the government used the particular exclusion criteria they did, when their own published TEF ratings were available to them. Even better would be to use criteria that related to the quality of the programmes themselves, rather than metrics directly linked to the socio-economic background of the student body and the academic selectivity employed by the university.”

The detail and examples are in this Wonkhe blog; it concludes:

  • we have an emergency growth policy that primarily supports well-off applicants attending established universities. And we deserve better.

The comments responding to the article are worth a read too (e.g. All this will do is create a further layer of privilege, for both students and institutions, in an already uncertain time).

International Student Outlook

Research Professional cover the latest survey, this time from the British Council, examining 8 East Asian regions. They draw on the survey results to predict:

  • UK universities face at least a £463 million shortfall in the coming academic year as a result of decreased international student recruitment from these regions and the associated loss of fee income. In fact, there will be “nearly 14,000 fewer new enrolments from east Asia in 2020-21 compared to the 2018-19 academic year”, the analysis suggests—a 12 per cent decrease. The figure of £463m is roughly equivalent to the annual income of a large UK university.
  • the British Council estimates that there could be a 61 per cent decrease in new enrolments from the eight territories, meaning more than 68,000 fewer students than in 2018-19. This would mean a £2.3 billion decline in tuition fee income for UK universities. And that is before you consider whether current students opt to continue their studies.
  • The British Council says that prospective postgraduate students “overwhelmingly prefer to delay plans for a face-to-face start in January 2021”. Indeed, 63 per cent of would-be postgrads favour a face-to-face start to their course in January 2021, compared with just 15 per cent who would like to kick things off online this September.
  • Since most postgrads are heading to the UK to study one-year masters courses, they have the most to lose if there is significant disruption to their first term

British Council report author, Matt Durnin, said:

  • Prospective international students are facing a lot of uncertainty, but many are clearly trying to find a way to keep their overseas study plans. There is a window of opportunity over the next two months to create a greater sense of certainty about the upcoming academic year. If responses are clear and quickly communicated to prospective students, UK higher education will face a much more manageable scenario.
  • The potential short-term shock to the system caused by the recruitment dip may take three or four years to recalibrate.

Media coverage in The Times, Telegraph, Guardian, ITV news.  UUK also write for Research Professional (and their own blog) urging for comms and clarify so that international students understand they quality for the post study work visa despite an online start to their course. They also call for the visa window to be lengthened to accommodation the indecision surrounding the ongoing C-19 pandemic.

On Friday the Universities Minister announced the appointment of an International Education Champion, Sir Steve Smith (ex VC Exeter University), at the British Council’s launch event. The Government’s press release describes the Champion’s role: to work with organisations across the breadth of the education sector, including universities, schools, the EdTech industry, vocational training, and early years schooling providers. The Champion will also target priority regions worldwide to build networks and promote the UK as the international education partner of choice…spearhead overseas activity and address a number of market access barriers on behalf of the whole education sector, including concerns over the global recognition of UK degrees.

Donellan also spoke of international student visa flexibility and stated: International students are an integral part of our society, culture and economy… I want to stress to overseas students at this unprecedented time that they will always be welcome in this country. Supporting international students is one of our top priorities and we are working hard to make sure we are as flexible as possible and make processes as easy as they can be, including around current visa regulations. Now, more than ever, it is critical we work together internationally, sharing our knowledge to mitigate the challenges we all face.

The press release continues: A letter from the Universities Minister to international students last month detailed a number of measures designed to safeguard students from the impacts of Covid-19 and enable them to continue their studies as planned.

These include temporary concessions to mitigate the impact of Covid-19 and ensure the immigration system is as flexible as possible, the launch of the new points-based Student route later this year and the new Graduate Route in the summer of 2021, which will enable international students who have been awarded their degree to stay and work in the UK at any skill level for two years.

The Minister’s response to this parliamentary question contained similar content to the above too.

UUK’s point is to ensure the Minister is closing loopholes and confirm online post graduate starters will be eligible for the post study work visa. Here is a parliamentary question on one such loophole: International students studying less than 11 months and starting online – eligibility for graduate visa route.

Admissions PQs

Widening Participation

HEPI have published a new blog: A call to action on widening participation in the era of Covid-19.The authors are concerned that C-19 has swept away the access gains of the last few years and call for prioritisation to mitigate the pandemic’s impact in the short term. This includes positioning work to widen participation within the Government’s levelling up agenda for each of access (pastoral support, tutoring and mentoring for year 12 and 13), student success (belonging and engagement focus for new starters, with variations for years 2 and 3) and progression (work experience – Government support for SME placements with University signposting and support). On Progression placements the authors also state:

  • The Office for Students (OfS) should further relax the conditions of use for Access and Participation Plan (APP) funds to allow expenditure shortly after graduation, to facilitate APP funds to support paid internships / jobs for target graduates, rather than limiting this to current students. Evidence based approaches are emphasised throughout.

Research

Research Professional ran an article urging for a doctoral training rethink within the context of the ESRC review into the social science PhD.

UKRI Chair Sir Mark Walport published an open letter to the research community outlining UKRI’s actions and response to the pandemic.

Parliamentary Academic Fellowship Scheme – Open call

The Parliamentary Academic Fellowship scheme open call is inviting expressions of interest from colleagues with the minimum of a PhD to compile and submit a project of interest to parliament to work on as a Fellow from January 2021. These are the research blog posts providing you with the details here and here. This is the full document providing lots of lovely detail and helpful advice – in particular it highlights which elements of Parliament would welcome an approach. All Select Committees are welcoming projects plus the Commons and Lords library teams, POST and a range of other offices (see pages 10-12). This is the original website announcing the call and providing other links. Your faculty impact officer and the BU policy team are here to assist colleagues to pull together their expression of interest. The deadline to apply is Friday 26 June. The Fellowships are competitive and funding will need to be provided by BU (unless the colleague has access to an external grant that may support some costs). It is important you speak to your Faculty Dean in advance of the expression of interest. Faculties are considering support on a case by case basis. Successful projects will be asked to progress to the full application phase in September. The Fellowships are prestigious and provide unparalleled access to Parliament, allowing you to understand the inner workings of policy, establish contact networks and working relations, and likely provide a big impact and exposure boost for your research. Please share this information with all colleagues who may be interested in applying.

Research PQs

Nursing

The Education Select Committee published the follow-up correspondence from the Secretary of State for Education on tuition fees for nursing students. The letter states:

  • Nursing students who volunteer as part of the COVID-19 response will receive a salary and automatic NHS pension entitlement at the appropriate band. They will continue to be required to pay fees for their final term and will continue to receive their student maintenance loan and Learning Support Fund payments as normal. Universities will continue to provide support to students. The time that students spend in clinical practice will count towards the number of practice hours that they need to qualify

Public Perception of Universities

A Public First survey conducted for the University Alliance mission group (professional & technical universities) in May demonstrates public support for HE institutions and acknowledges their role as important for the UK’s recovery from C-19. It also recognised their role in supporting the NHS during the crisis.

  • 71% people think universities will play an important role in supporting the UK’s economic and social recovery post Covid, by:
    • improving scientific research for innovation and development (74%),
    • training public sector workers (52%)
    • providing practical support at times of national crisis (52%)

19% disagreed that universities would play an important role.

  • The respondents believe universities should prioritise the supply of professionally qualified graduates – for example nurses, social workers and doctors – above all other subjects
  • 62% believe it’s “very important” that universities teach applied subjects (for example nursing, medicine or engineering) as the country tries to rebuild after the Covid19 crisis overall other subjects. However,
    • 50% support STEM subjects
    • 24% social sciences
    • 13% languages
    • 12% the arts.
  • 61% believe nurses and other medical professionals such as midwives, should be educated at university, and that more funding should be made available to ramp up the number of places.
  • Voters identified contributing to research around a vaccine (71%), sharing laboratories and other facilities (56%) and accelerating training of nurses and other medical professionals

iNews cover the survey.

HE funding

Emma Hardy, Shadow Universities Minister, writes for Research Professional how the C-19 crisis could result in a redesign of the HE funding system to draw mature, commuter and part time students back into HE study.

Inquiries and Consultations

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

Other news

Virtual future: Jisc have a blog on UUK looking at how future changes (post crisis) could take the elements of online learning that worked well in the rapid change to virtual study. The blog also links to an online webinar on 17 June on the topic. Excerpts:

  • Let’s use this knowledge and new-found technological confidence to identify the methods that are working best, and expand and build on them for 2021–22 and beyond.  
  • those that get left behind will find it harder to compete in a system where student choice is ever more important.
  • other subjects could be covered completely online, appealing to those students who might find a campus existence difficult because of a disability, mental health issue, or financial reasons.
  • By developing a strategic plan to embed technological practice effectively and sustainably at scale, universities can build a solid base to thrive in future.

Plagiarism: Research Professional report on the ending of the WriteCheck service which plagiarism companies were misusing to ensure their essay mill productions slipped past the checks.  Lord Story continues his campaign against contract cheating with a parliamentary question asking about the impact on academic performance in countries which have banned the cheating services.

Mergers: HEPI examine lessons learnt from private sector business mergers as the current outlook exacerbates HE institutions on the financial brink. It concludes: we need to ask if mergers are really the appropriate solution. If the underlying financial position of an institution is not sound, then a merger is definitely not the answer. In other cases, where potential changes of ownership or management are more likely to be cosmetic – to justify, for example, a financial bailout or a write-off of previous ‘debt’, rather than something that will change the underlying financial situation of an institution – then it is still unlikely that a merger can significantly improve financial performance on its own. The only exception to this rule would be if the acquiring institution changed the business model somehow, such as by moving away from research to a teaching-based model of provision. While that may offer a perceived silver lining, it hardly supports the UK’s ability to lead worldwide in higher education in the decade to come. All in all, mergers are not the magic bullet they may appear to be, and we should tread cautiously into any post-pandemic future where the pressure may be high to cutback, downsize or rescale.

OfS Student Panel: The application process for students to join the OfS Student Panel is now live with a blog on the role of the student panel here.  The OfS are particularly seeking applications from:

  • Pre-HE students (GCSE/A-Level, BTEC, Apprentices)
  • Disabled students
  • International students
  • Black, Asian and minority ethnic students, students of colour and students from traveller communities
  • Estranged students
  • Care experienced students
  • LGBTQ+ students
  • Postgraduate research students

Graduate jobs: With the fallout from the C-19 pandemic compared to the 2008 financial recession the BBC have three case studies of 2008 graduates’ journey through the recession to find satisfying employment and their words of advice.

Student Complaints: The office of the Independent Adjudicator write for Research Professional to advise providers on how to support and work with students to avoid complaints.

Virtual Internships: The Times reports  on the major companies who have launched a three day intensive high quality virtual internship scheme for 800,000 graduates and school leavers to replace cancelled programs due to happen over the summer.

Technical Education: The House of Commons Public Accounts Committee  published a report on University Technical Colleges and its impact on Britain’s economy and job prospects, it finds that UTCs have performed less well than other secondary schools against key measures of educational performance.

BAME: Research Professional examine BAME representation at the highest levels of university management.

University Mental Health Charter: A Student Minds press release details three universities piloting the university mental health charter award – Derby, Glasgow Caledonian, and Hartpury University.

International Squeeze: Earlier in the week the Times ran an article suggesting that international students were squeezing out UK students from HE by taking up the places they could attend. Three prominent figures have written to the Times to refute this including Jo Johnson (ex-Universities Minister), Nick Hillman (director of HEPI) and Alastair Jarvis (Chief Exec of UUK).

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New COVID-19 publication by FHSS academics

Congratulations to Dr. Preeti Mahato, Dr. Nirmal Aryal and Dr. Pramod Regmi  in the Faculty of Health & Social Sciences on their latest COVID-19 publication.  Yesterday the Europasian Journal of Medical Sciences informed us of its acceptance of the article ‘Effects of COVID-19 during lockdown in Nepal’ [1].  The Europasian Journal of Medical Sciences is a peer-reviewed Open-Accessed journal which is published biannually online as well as in print version. It is an official publication of the Nirvana Psychosocial Care Center & Research Institute.

This is the fifth COVID-19 publication by our team since lock down began (in both the UK and Nepal).  Previous publications with colleagues based in the UK and elsewhere across the globe focused on maternity care, public health, Nepal and the apparent effect of COVID-19 on people from ethnic minorities int he UK [2-5].

 

Prof. Edwin van Teijlingen

CMMPH (Centre for Midwifery, Maternal & Perinatal Health)

 

References:

  1. Mahato, P., Tamang, P., Shahi, P., Aryal, N., Regmi, P., van Teijlingen, E., Simkhada, P. (2020) Effects of COVID-19 during lockdown in Nepal, Europasian Journal of Medical Sciences (accepted).
  2. Sathian, B., Asim, M., Mekkodathil, A., van Teijlingen, E., Subramanya, S.H., Simkhada, S.,Marahatta, S.B., Shrestha, U.M. (2020) Impact of COVID-19 on community health: A systematic review of a population of 82 million, Journal of Advanced Internal Medicine 9(1): 4-11https://www.nepjol.info/index.php/JAIM/article/view/29159
  3. Tamang, P., Mahato, P., van Teijlingen E, Simkhada, P. (2020) Pregnancy and COVID-19: Lessons so far, Healthy Newborn Network [14 April] healthynewbornnetwork.org/blog/pregnancy-and-covid-19-lessons-so-far/
  4. Asim, M., Sathian, B., van Teijlingen, E.R., Mekkodathil, A., Subramanya, S.H., Simkhada, P. (2020) COVID-19 Pandemic: Public Health Implications in Nepal, Nepal Journal of Epidemiology 10 (1): 817-820. https://www.nepjol.info/index.php/NJE/article/view/28269
  5. Alloh, F.T., Regmi, P., van Teijlingen, E. (2020) Is ethnicity linked to incidence or outcomes of Covid-19? (Rapid Response) BMJ (14 May) 369:m1548

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

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

What is safe? The social construction of safety

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

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

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

1. VR Elicitation

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

Image 1: Student film shoot

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

2. The paradox within HE

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

3. Risk as imagined, risk as performed

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

4. Working beyond bureaucracy in risk management

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

5. VR elicitation study findings

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

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

Full linked article here.

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

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

 

Government Survey of UK Researchers working under Covid-19

All researchers are invited to respond to this government survey.

BEIS has commissioned Vitae, supported by UKRI and Universities UK, to gather evidence to understand the implications of the Covid-19 pandemic on the activities of researchers and research groups. This evidence will inform BEIS’s consideration and design of potential interventions to help protect researchers, research institutions and facilities, and in the longer term reinforce the research base and sustain research and innovation activity in the UK.  All researchers employed in UK universities, research institutes, charities and companies are invited to respond to the survey. They are particularly interested to hear from principal investigators and leaders of research groups.

The survey will be open until Tuesday 9 June.

Please to respond to help inform the Government’s thinking.

UKRO Webinar – COVID-19 Impact on EU Projects: Update

Tuesday 9th June 10:30 – 11:30

UKRO is pleased to announce the latest in its series of webinars on the topic of COVID-19 impact update. The webinar is intended to provide an update of the current situation regarding COVID-19 and will cover (in brief) areas such as:

  • Known call updates and changes to call deadlines;
  • Project implementation issues;
  • COVID 19 measures within the latest EU budget proposal;
  • Opportunity for Q&A.

The webinar is intended for researchers and support staff currently engaged in projects, or applying to forthcoming calls, to make them aware of the latest information on COVID 19 in respect to proposal development and project delivery.

The webinar will be delivered using the ‘Zoom’ online conference facility. No prior purchasing of software is necessary but registration via the event page is mandatory.

If you have any queries, please contact RKEDF@bournemouth.ac.uk