Category / COVID-19

The impact of COVID-19 on workforce stress and resilience – Parliamentary Health and Social Care Committee Publication

The COVID-19 pandemic has created major upheaval across the world, and for frontline practitioners in social work, this led to sudden changes in working practices alongside homeworking. In the summer of 2020, Parliament started to conduct an inquiry exploring workforce burnout and resilience in the NHS and social care as a result of the COVID-19 pandemic. As part of this they put out a call for evidence from interested parties, and were particularly interested into early research findings. Areas of interest to the inquiry included the impact of the COVID-19 pandemic on resilience, levels of workforce stress, and burnout across the NHS and social care sectors and the impacts of workforce burnout on service delivery, staff, patients and service users across the NHS and social care sectors.

At the beginning of the COVID-19 pandemic in March 2020 Professor Lee-Ann Fenge and Emily Rosenorn-Lanng from Bournemouth University developed a collaborative research project with Tilia Lenz from the Pan-Dorset and Wiltshire Teaching partnership (PDWTP) to explore the impact of COVID-19 on practitioners and managers, and to date this has been completed by 146 participants. We submitted evidence to this inquiry based on our preliminary findings, and this has now been published by the Health and Social Care Committee.

https://committees.parliament.uk/work/494/workforce-burnout-and-resilience-in-the-nhs-and-social-care/publications/written-evidence/?page=3

This publication recognises the importance of the research undertaken by BU and the PDWTP during COVID-19, and the contribution this makes to understanding how practitioners have responded to the unprecedented challenges created by the pandemic.

Implications of Covid-19 on researcher development | Survey

As part of our case study exploring the achievements, challenges and opportunities of Covid-19 on researcher development we are recruiting participants to complete our online survey sharing their experiences during this time.

Survey 1: For postgraduate researchers who have engaged in the Doctoral College: Researcher Development Programme over the past 12 months.

Survey 2: For Doctoral College: Researcher Development Programme workshop facilitators.

 

Closing date: Monday 30 November 2020.

 

If you have any questions about the research, please contact a member of the research team:

Natalie Stewart, Dr Martyn Polkinghorne, Dr Camila Devis-Rozental

 

 

 

 

 

 

 

HE policy update for the w/e 6th November 2020

To combat potential politics fatigue we’ve kept the news from the last couple of weeks short and sharp for you, and to combat lockdown fatigue this is also a COVID-light update.

Parliamentary News

On Wednesday there was a debate in the House of Commons on FE funding.

Research news

Post-Brexit Research Programme Association

Discontent has been growing that institutions sitting outside of the EU community still do not have a cost figure to subscribe to the 2021-27 Horizon Europe programme. Research Professional state:

  • Some of the 16 non-EU countries associated to Horizon Europe’s predecessor tried to probe the Commission during a video call on 19 October, but the Commission could not answer their questions.
  • UUK International estimates the cost will be about €3 billion more than its researchers are likely to win back and stated that the estimated cost “doesn’t look fair”.
  • However, Kurt Deketelaere, Secretary-General of the League of European Research Universities, suggested the Commission’s research department might be being silenced by colleagues negotiating on the EU’s relationship with the UK… But…the UK government might be briefing research organisations to expect higher costs than are really being sought, suggesting the government could be “abusing this situation and wants the university sector to give up on association”.

The details on the speculated calculation methodology are here.

Meanwhile the Guardian speculates on the £3 billion deficit which is shying the Government away from participation. Vivienne Stern, Director of UUK, breaks down the figures here and concludes:

  • “If we get to the end of December and there’s no negotiated outcome,”…the best thing would be to “try to get back to the table on research collaboration”. It was a bridge that could still be built…“with compromise on both sides on the cost question, it is a deal that could be done fairly quickly”.

And Research Professional talk about no deal implications:

  • A no-deal Brexit, or a deal so thin as to have the same practical effects as a no-deal Brexit, would make it harder for British universities to participate in Horizon Europe and Erasmus+ or to secure the mutual recognition of qualifications with European countries.

Parliamentary Questions

Q – Chi Onwurah: To ask the Secretary of State for Business, Energy and Industrial Strategy, whether the upcoming one year Spending Review will provide funding for
(a) a UK replacement for Horizon Europe,
(b) the new Office for Talent,
(c) the new Innovation Expert Group,
(d) schemes to promote diversity within STEM and
(e) implementing the findings from the R&D tax credits consultation; and what the timeframe is for publishing long term funding strategies for those projects.

Amanda Solloway:

  • At the 2020 Budget, my Rt. Hon. Friend Mr Chancellor of the Exchequer announced the Government’s ambitious commitment to increase public spending in research and development to £22 billion by 24/25, putting the UK on track to reach 2.4% of GDP being spent on research and development across the UK economy by 2027.
  • In order to prioritise the response to Covid-19, and our focus on supporting jobs, the Chancellor and my Rt. Hon. Friend the Prime Minister have decided to conduct a one-year Spending Review, setting departments’ resource and capital budgets for 2021-22, and Devolved Administrations’ block grants for the same period. This Spending Review will be delivered on 25th November. (Link)

At PMQs – Chris Skidmore (ex-Universities Minister) noted the importance of R&D, and asked the PM if he agreed that spending 2.4% of GDP by 2027 on R&D would be essential. Johnson said yes, and reiterated the commitment to the 2.4% figure, and an increase investment of £22bn by 2027.

KTP – Innovate UK and UKRI have announced a new Knowledge Transfer Partnership (KTP) scheme, which links the business with an academic/ research organisation and a graduate to help the business innovate and grow through a specific project. Projects can last 12-36 months. Details here.

Codes of Practice REF 2021  – The REF Equality and Diversity Advisory Panel has published a report on university codes of practice submitted in mid-2019 as part of REF2021. The majority of submissions adhered to official guidance and demonstrate the progress made since 2014, such as the appointment of equality and diversity-related roles, support and mentoring for staff, and engagement with Athena Swan and the Race Equality Charter.

Endorsed Funders – UKRI has welcomed input on which funders should be recognised as an endorsed funder under the Global Talent Visa immigration route. Any researcher or specialist who is named/whose role is named on a grant from an endorsed funder can apply for the Global Talent Visa, provided they meet certain conditions. Nominated funders will do additional due diligence, including questions about an organisation’s governance and internal controls, adherence to peer review principles and financial stability. Endorsed funders play no role in the visa process itself. Press release here, consultation here.

PRES

Advance HE have published their annual postgraduate research experience survey (PRES) findings.

  • 80% of PGRs are satisfied with their overall research degree experience
  • Top motivations for taking a research degree programme are interest in the subject (35%) and to improve academic career prospects (27%).
  • 80% of PGRs feel prepared for their future career.
  • Only three in five (60%) are satisfied with the research culture at their institution. Satisfaction dipped by 3% for research culture compared with 2019.
  • Respondents reported slightly higher satisfaction during the Covid-19 lockdown (82%) than those who responded to the survey before lockdown (77%)

Advance HE also state:

  • A significantly larger proportion of PGRs who responded to PRES during lockdown felt that their feedback was valued and acted upon, and comments reveal examples of supervisors going out of their way to engage with and support PGRs.
  • However, the disruptive impacts of the lockdown have clearly been felt with those responding after lockdown considerably less likely to have received formal training for their teaching, and less confident they would complete their research degree programme within their institutions’ expected timescale.

THE has an article suggesting the poor economic and employment outlook is swaying postgraduates away from industry and into an academic career. The data is taken from PRES.

  • 42 per cent of those in their fourth year or beyond who answered in lockdown wanted to stay in academia compared to 35 per cent who responded before lockdown – a difference of 7 percentage points, or 20 per cent.
  • Whereas academic jobs in higher education have been incredibly competitive in recent years, perhaps the reduction in available jobs outside of academia makes an academic career all the more appealing,” says the study, which also found students were far less likely to consider leaving their courses during lockdown than before it. Some 31 per cent of respondents admitted they had considered quitting their course prior to lockdown, which fell to 26 per cent during lockdown.

Canada-UK research collaboration

The UK’s Science and Technology Facilities Council (STFC) has signed a letter of understanding with Canada Foundation for Innovation (CFI) for the two organisations to work together to find new ways to improve each respective nation’s infrastructure for supporting research.

Through this partnership, the CFI and STFC will share information on their online infrastructure portals — the CFI’s Research Facilities Navigator and the UKRI Research and Innovation Infrastructure Portal.

The partners will also explore new opportunities for international collaboration between their researchers and research institutions and pursue joint funding of research infrastructure and support for access to these infrastructures in the UK and Canada, and in other countries where the two partners have shared interests. UKRI press release here.

Skills

The Government envisaged a marketized HE sector with healthy competition. However, on the skills front competition for delivering higher level technical education has not been welcomed by all parties.

Wonkhe cover:

  • new essay for Policy Exchange [a right leaning think tank], Technical breakthrough: delivering Britain’s higher level skills, sees Nottingham Trent vice chancellor Edward Peck, along with co-authors Rich Pickford and Will Rossiter, argue that universities are better positioned than colleges to deliver the government’s agenda on higher level skills due to their established expertise, greater resource and organisational capacity and recognition from employers. The essay argues that FE colleges should not be granted taught degree awarding powers except where there is local need, and should concentrate on skills gaps at level three and below. Other recommendations include the piloting of the lifelong learning loan entitlement on a grant basis in areas of greatest need, and the recalibration of the government’s restructuring regime for higher education to include focusing on higher level technical skills and closer alliances with local FE colleges.
  • FE Week has an opinion piece from David Hughes, chief executive of the Association of Colleges, arguing that there is no need for colleges and universities to compete on providing higher skills training.
  • Debbie McVitty explores the moral and economic arguments fuelling the skills debate.

Research Professional cover the aspects of the report that appear to wish to reinvigorate the old polytechnics:

  • The…co-writers argue that there is “a golden opportunity” to use the expansion of funding for level 4 and 5 qualifications to “move the focus of a significant segment of the higher education sector back towards a broader offer that characterised them before they became universities, whilst also bearing down on costs”. Is this the old ‘bring back the polytechnics’ call but coming from the head of a new university? Not quite. Degrees and research would still be undertaken.
  • “In short, government should seek to pivot the post-1992 ‘applied universities’—and those created since—more towards technical and vocational courses rather than expand or continue further education colleges in an area in which they have very limited experience and expertise,”…“This would not require these universities to stop delivering traditional degrees in a broad range of subjects or undertaking research; indeed it is important to their continued reputation that they do both…However, it would mean that universities would be deploying their considerable resources, organisational capacity and employer links to the benefit of many of the 50 per cent that do not enrol for a full-time university degree at 18. This would be the next step in developing their role to drive social mobility.”
  • Peck was a member of Philip Augar’s review of post-18 funding, so perhaps it is not surprising that his proximity to government thinking has made him wary of pre-empting such a move towards vocational education for post-92s before it is “done to” certain universities.

Lords on Skills – The Lords had a short but very topical discussion on rationalising the number of available qualifications this week. It touched on technical education, how employers value higher level apprenticeships over lower level (therefore are upskilling staff rather than employing new lower level staff), and that the Government’s commitment to a lifetime skills guarantee will not cover 75% to 80% of non-graduate workers who lose their jobs in the aftermath of the coronavirus pandemic. That is because many non-graduates want higher-level training, rather than just a new level 3 qualification… which led on to call for a flexible HE loan system to access this higher level training.

Education Spending

The Institute for Fiscal Studies released the latest in their series of annual reports on education spending across the learning life cycle with analysis on the major issues facing different sectors.

FE

  • FE colleges and sixth forms have seen the largest falls in per-pupil funding of any sector of the education system since 2010/11, falling by 12%in the past decade – funding per student in school sixth forms fell by 23%
  • In the last academic year, funding per student was £4,600 in sixth-form colleges, £5,000 in school sixth forms and £6,100 in FE colleges
  • Spending on adult education is nearly two-thirds lowerthan in 2003/04 and about 50% lower than in 2009/10
  • Total spending on adult education and apprenticeships combined is still about 35% downon 2009/10
  • There has been a large rise in the number of adults(aged 19+) participating in apprenticeships – from 460,000 in 2010/11 to 580,000 in 2018/19
  • There could be a sharp increase in student numbersin colleges and sixth forms in 2020, due to population growth and the economic downturn
  • Government has provided an extra £400mfor 16-18 education in 2020/21, implying growth in per-pupil spending of 2%, but growth in student numbers could erode much of this increase

HE

  • Estimate the government contribution to HE for this year’s cohort could increase by around 20%, or £1.6bn, around a quarter of which is due to there being around 15,000 extra UK students
  • Costs are higher as we take into account the effects of Covid-19 on previous cohorts’ ability to make student loan repayments
  • Universities face several financial risks, including pension deficits and reduced incomefrom accommodation, conferences and catering, although student number appear to have held up for now

You can view the full list of key findings here (including schools and early years), and the full IFS report here.

Access & Participation

The Institute of Education has a blog on why including first generation HE students is relevant today. They set out to explore whether ‘first in family’ (FiF) is a good indicator for widening participation programmes. How does it compare to the other indicators? Does it capture more or less advantaged individuals and can it be used accurately and reliably?

They found:

  • parental education is a key indicator of disadvantage and that this disadvantage operates through early educational attainment.
  • Our research points to the need to get serious about contextualised admissions
  • The disadvantage that FiF individuals face clearly runs through their schooling career. This WP indicator should be prioritised by universities in the admissions process…The UCAS form should be updated so that applicants have to provide the specific level of education of each parent (for instance, via a dropdown menu)…The goal is to give every university the same, reliable information at the beginning of the application process. Going forward, this self-reported information could be checked against administrative data making the measure verifiable.

They conclude: Calls to change the university application system have been especially strong this year. If we are going to make meaningful, systemic changes, let’s not forget about the goal of widening participation.

The OfS have a new blog: Support for disadvantaged students crucial as selective university numbers rise.

Research Professional covered a HEPI webinar roundtable on the long-term impact of Covid-19 on HE in which Mary Curnock Cook identified the cost of student accommodation and the lack of part-time jobs for students as barriers to access that have been highlighted by the Covid-19 pandemic. Students are now likely to be suspicious of committing to a three-year residential experience when online learning is an inescapable part of the new normal.

Spending Review

The CBI have called for the spending review to invest in human capital to create a workforce ready for the future, including

  • Transform the Apprenticeship Levy into a Skills and Training Levy that will support business to invest more in their people.
  • Introduce a single lifelong learning loan allowance for individuals to help individuals fund training throughout their career.
  • Upskill and retrain by giving all adults in England free access to their first level 2 and 3 qualification.
  • Reinvent job centres as ‘skills centres’ to deliver digital skills, advice and support.

HERR board appointed

Last Friday the DfE announced the newly appointed members of the higher education restructuring regime (HERR) advisory board. The HERR is a scheme for higher education providers in England facing financial difficulties as a result of Covid-19. Appointments last for a fixed two-year period. Sir Simon Burns, former Transport Minister and former Conservative MP for Chelmsford, was appointed by the Education Secretary as the HERR chair. Other board members appointed:

  • Richard Atkins, currently Further Education Commissioner for England and member of the Council at the University of Exeter
  • John Cunningham, former finance director in a range of HE providers

HERR board members appointed to provide accountancy expertise are:

  • Amanda Blackhall O’Sullivan, partner at Ernst & Young
  • Colin Haig, president of R3, a restructuring and insolvency trade body

Events

The Institute for Fiscal Studies are hosting a series of events as part of the ESRC Festival of Social Science. If you are interested (see  list) click the links to register for the online session.

Levelling Up & Civic Agenda

The UPP Foundation have three new offerings on universities’ roles in levelling up and building back better. Their report finds that the Government commitment to a “lifetime skills guarantee” won’t cover 75-80% percent of non-graduate work that is at risk

  • Their analysis of towns and cities suggested that a total of 5m jobs are at risk from the areas most affected by Covid – 3m of which are non-graduate jobs, and 2.4-2.5m of which are not covered by retraining commitments
  • Polling for the report showed that many non-graduates want higher level training, rather than just a new Level 3 qualification, and not motivated to retrain in areas of shortage skill in the economy

In addition, Core Cities UK and 24 universities have called for the establishment of new City Innovation Partnerships (CIPs). They also said that local leaders need greater local flexibility in the delivery of skills, employment and job creation programmes. You can read the full declaration here, and Bristol University’s ‘Unleashing Urban Innovation’ study here, which helped inform the groups work.

Ex Universities Minister Chris Skidmore wrote for Research Professional on how universities can support their local communities and aid recovery from the pandemic:

  • universities should lead the charge in supporting people to gain new skills and new jobs…
  • Beyond coronavirus, there’s another set of political challenges to which universities must respond: Conservatives’ commitment to “levelling up” in deprived communities across the country. At a time when jobs are being lost, we cannot afford for universities to fail in areas such as Teesside, the Midlands, and other regions across the country. Instead, we need them to step up and ask not what the government can do for them, but what they can do for their community.
  • …universities working to raise standards in schools, help the NHS, and support the modernisation of the high street and town centres… 
  • In turn, we should recognise the place-based value of universities as regional institutions, many of which employ thousands of local people in Red Wall seats, and which can continue to regenerate towns, as they have cities. It means thinking about what universities can do for towns near them where they don’t have a campus but which need support…
  • It is fashionable in some quarters to attack universities at the moment. But if they can help tackle the impending unemployment crisis, support retraining and become central to the lives of ordinary people across all our communities, they can lead a long-overdue civic renaissance.

Chris Skidmore will also chair the Higher Education Commission’s inquiry into university research and regional inequalities. The inquiry will explore how research funding might be used by universities to contribute to the government’s ‘levelling-up’ agenda.

Student Complaints

The Office for the Independent Adjudicator is consulting on an approach to respond to large group complaints. They say:

  • In recent years there have been events affecting the higher education sector that have had the potential to lead to large numbers of complaints to us, including the impact of Covid-19 and the unprecedented disruption it is causing. While such events don’t necessarily lead to large groups of students complaining to us, it’s important that we are properly prepared and that we can handle large group complaints in a way that works for everyone involved
  • Wonkhe disagree: Students dissatisfied with their academic experience this term are significantly less likely to make a complaint than others, according to new findings published in our non-continuation survey. Despite the use of complaints procedures being promoted by ministers and regulators as a way for students to resolve concerns, just 40 per cent of dissatisfied students say they are aware of their rights and entitlements and how to complain, compared to 72 per cent of those satisfied.
  • Students considering dropping out are also significantly less likely to complain – with students citing a lack of understanding about their rights, a fear of reprisals in assessment, not understanding the process and not believing that doing so would make any difference to their concerns.

Wonkhe have a blog on what regulators should do to ensure that students can have their concerns heard and addressed.

 PQs

Inquiries and Consultations

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

New consultations and inquiries:

The Office for the Independent Adjudicator is consulting on an approach to respond to large group complaints. They say: In recent years there have been events affecting the higher education sector that have had the potential to lead to large numbers of complaints to us, including the impact of Covid-19 and the unprecedented disruption it is causing. While such events don’t necessarily lead to large groups of students complaining to us, it’s important that we are properly prepared and that we can handle large group complaints in a way that works for everyone involved.

Other news

Online learning – The future is specialised: Wonkhe asks whether the rapid move to online and forced digital upskilling created by C-19 means  HE’s future will be a more balanced mix of online and face to face learning. David Kernohan thinks strategic specialisation, not technology, will drive the future.

Jisc published ‘Learning and teaching reimagined: a new dawn for higher education?’ suggesting the future is the blended learning model.

Covid cost: iNews tots up the cost of the extra Covid safety precautions in some universities.

Equity Analysis: The DfE released an equality analysis of HE student finance for the academic year 2021/22. It considers the below policy proposals concerning changes to student finance arrangements:

  • Increases in grants that act as a contribution towards the cost of living for students starting full-time undergraduate courses before 1 September 2016 by 3.1%
  • Increases in dependants’ grants for full-time undergraduate courses by 3.1%
  • Increases in loans for living costs for undergraduate courses by 3.1%
  • Increases in loans for students starting postgraduate master’s degree courses and doctoral degree courses in 2021/22 by 3.1%

It concludes that the proposed changes will have a marginally positive impact for those with and without protected characteristics…Although student loan debt may rise, this is largely due to increases in loans for living costs for undergraduate courses and loans towards the costs of postgraduate courses, which if not implemented would make higher education less affordable, and consequently potentially less accessible, for students from lower income backgrounds.

UCAS: Trudy Norris-Grey appointed as Independent Chair of UCAS.

Mental Health: The OfS have extended their mental health platform, Student Space, to run until June 2021. And Research Professional report that OfS is also running a competition for higher education providers, with £1m from the Department of Health and Social Care, to develop and implement projects involving innovative approaches to improving student mental health.

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Implications of Covid-19 on researcher development | Survey

As part of our case study exploring the achievements, challenges and opportunities of Covid-19 on researcher development we are recruiting participants to complete our online survey sharing their experiences during this time.

Survey 1: For postgraduate researchers who have engaged in the Doctoral College: Researcher Development Programme over the past 12 months.

Survey 2: For Doctoral College: Researcher Development Programme workshop facilitators.

 

Closing date: Monday 30 November 2020.

 

If you have any questions about the research, please contact a member of the research team:

Natalie Stewart, Dr Martyn Polkinghorne, Dr Camila Devis-Rozental

 

 

 

 

 

 

 

Recording of Dr. Pirtle’s talk on COVID-19 and Racial Capitalism now available

On October 27th we were honoured to host Dr. Whitney Pirtle, whose ground-breaking work on health inequalities and COVID-19 has helped set the agenda for debate and discussion on the impacts of the pandemic on BAME communities. In her presentation Dr. Pirtle introduced key concepts for better addressing health inequities in both our research and practice. Insights from this talk will be brought forward into our research activity discussion around Health, Science and Data Communications, being coordinated by Dr. Lyle Skains here at BU.

You can listen to Dr. Pirtle’s presentation recorded on zoom.

To learn more about Dr. Pirtle and her work you can visit her website and read a copy of her paper on which this presentation is based.

HRA UPDATE: guidance on undergraduate and master’s research projects

At the beginning of August an update was released by the Health Research Authority with regard to the review of clinical research by undergraduate and master’s students.

The HRA have released a further update – please see below. If you have any queries or concerns please contact Suzy Wignall, Clinical Governance Advisor in Research Development & Support.

Back in March the Health Research Authority and devolved administrations announced the decision to stop reviewing applications for individual undergraduate and master’s student projects until further notice while we prioritised the urgent review of COVID-19 studies. This was also due to the significant pressure on the NHS/HSC, limiting its ability to participate in research studies unrelated to COVID-19.

The pause on health and social care research projects for educational purposes has now been extended until September 2021. This decision is in line with national priorities for NHS/HSC to support COVID-19 studies and the restart of clinical trials and studies as well as the continuing pressure of the COVID-19 pandemic. This decision has been taken in collaboration with partners in the devolved administrations.

We are not reviewing applications for individual undergraduate and master’s student research projects until September 2021.

Any students with approved studies are reminded to check with the relevant NHS/HSC organisations locally about whether or not their projects may continue.

We have published information about other ways in which students can gain experience of health and social care research and have tips on our website.

We are committed to engaging our stakeholders as part of the development of ongoing guidelines for student research.

To receive updates about student research, please email communications@hra.nhs.uk to sign up.

Guest Talk: Racial Capitalism & COVID-19

We are delighted to host Dr. Whitney Pirtle whose ground-breaking work on health inequalities and COVID-19 has helped set the agenda for debate and discussion on the impacts of the pandemic on BAME communities.

TUESDAY OCT 27th 4:00-5:00PM

Register to join us on eventbrite

Health sociologists have long explained how socioeconomic status, and later racism, are basic root causes of health disparities. Dr. Pirtle extends this work to argue that racial capitalism, or the idea that idea that racialized exploitation and capital accumulation are mutually reinformed systems, structure health inequities. Furthermore, these intersecting systems are exacerbated in the face of additional forms of oppression and in times of health crises. Synthesizing early reports and preliminary empirical studies, In this presentation, Dr. Pirtle will demonstrate how such multiple, overlapping mechanisms shape the excess deaths in COVID-19 across racial lines. This analysis demonstrates that health inequities will continue to be replicated unless we can fundamentally change our unequal system.

Whitney N. L. Pirtle is award winning author, research, teacher, and mentor. She received her B.A. from Grand Valley State University in MI, and earned her M.A. and Ph.D. from Vanderbilt University in Nashville, TN. Dr. Pirtle joined the faculty at the University of California Merced in 2014 and is currently an Assistant Professor of Sociology. She has affiliations with Public Health and Critical Race and Ethnic Studies departments and directs the Sociology of Health and Equity (SHE) Lab. Her research explores issues relating to race, identity, inequality, and health equity. Her work has been published in academic journals such as Ethnic and Racial Studies and Social Science & Medicine, as well as media websites such as Huffington Post and The Atlantic. Supported by funding from the Ford Foundation she is currently completing a book manuscript that explores the formation and transformation of the “coloured” racial group in post-apartheid South Africa. In addition, her edited volume on black feminist sociology is forthcoming with Routledge Spring 2021. She recently won the 2020 A. Wade Smith Award for Teaching, Mentoring, and Service.

Conversation article: What 16,000 missing coronavirus cases tell us about how the UK is handling the pandemic

The temporary loss of data relating to 16,000 positive cases of COVID-19 has raised serious concerns about the operation of the UK’s test and trace system. The NHS body responsible, Public Health England, blamed a technical glitch and said cases were added to the system immediately after the problem was spotted. Despite this quick action, many thousands of people have been affected because they were not warned about their contact with an infected person as soon as they could have been.

Most of us would agree that human life is sacred and that COVID-19 deaths should be minimised, if not eradicated. On this basis, we could argue that the Test and Trace system has, until now, shown some serious flaws. However, we are living in a time of great social, medical and personal uncertainty and this must be taken into account.

Across the globe, all governments have faced the same problem: no one is sure what we are dealing with in terms of severity, spread, impact, solutions, and a whole range of previously unencountered problems. In response, we can say that no government has the correct answer because everything is so uncertain.

A crowd of people enters Oxford Circus underground station next to a sign warning them to maintain a social distance of 2 metres.
16,000 cases of coronvairus were left out of official figures for England. Kirsty O’Connor/PA

Managing uncertainty

Uncertainty is a concept familiar to scientists and the medical profession, but less popular with governments and voters. At the beginning of the pandemic, everyone was uncertain of the total number of COVID-19 deaths that would happen across the globe. Even today, no one knows. So governments face the challenge of trying to make popular decisions when the true facts are not known. In turn, the desire for certainty affects policy decisions, which impacts voter opinions and election outcomes.

Systems like the UK’s Test and Trace programme are designed to reduce uncertainty by collecting more information, analysing the growing dataset and helping the government, the NHS and the public better understand the risks. When the system failed to include 16,000 known cases, an opportunity to reduce uncertainty was missed. If the affected individuals had been given the information that they had been in contact with an infected person, then they would have better information about their own probability of catching the virus.

COVID-19 has stimulated a range of different policy choices across the globe. At one extreme, New Zealand is pursuing a policy of complete certainty: the goal is zero COVID-19 cases. At the other extreme, Sweden’s lax approach leaves many citizens unsure if they will become ill. In between, UK policy is like a pendulum, swinging back and forth between more controls and more freedom, trying to respond to the inevitable balance between certainty and uncertainty that all countries face.

People on a street in Stockholm.
Sweden has taken a remarkably lax approach to the virus. Fredrik Sandberg/EPA

While the general perception is that governments are trying to fight the pandemic with differing degrees of success, from an analytic perspective the truth is different: politicians are focusing on trying to create policy certainties during a time of immeasurable medical uncertainty. In this situation, there will always be errors, mistakes, unforeseen consequences, bunglings, confusions and wrong steps.

Because no one really knows what will happen with COVID-19 in the coming months and years, the UK Test and Trace system was a political compromise. Like the idea of total eradication from a new vaccine, the system will never give the population complete certainty in terms of risks, cases and personal health status. COVID-19 is just too complex to be managed by an information system alone. But if reports are correct, analysts in the NHS should have known that their Test and Trace system was too data-rich to rely upon the manual use of Excel to record patient COVID-19 data. On this ground, the NHS has failed to manage its system properly.

Worrying times

The Test and Trace system will never work with the certainty that politicians promise. The virus is too chaotic when it travels through society; managing health services effectively is notoriously difficult and information systems are famed for failing to deliver as promised. Instead, perhaps the message should be that the situation is complex and messy, but an imperfect system is better than nothing. Therefore, the 16,000 cases are not a failure of the system, but an expected uncertainty that is just a sign of worrying times.

Although we must be realistic about what is possible in the current pandemic, there are definite lessons to be learnt from the Test and Trace fiasco. First, the government should manage expectations and explain that systems fail, especially when they are new. Next, the government is clearly working outside its comfort zone in dealing with the pandemic and urgent action should be taken on what policy is trying to achieve. Finally, it’s clear that the NHS doesn’t have enough people with the right analytical skills to run a modern health system in these troubling times.

Whilst there may be many different opinions on what to do next, there is one thing we must face: the uncertainties created by COVID-19 are real and no policy, however well designed, will make them go way any time in the foreseeable future.

Professor of Health Economics, Bournemouth University

This article is republished from The Conversation under a Creative Commons license. Read the original article.

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

The virtual Conservative Party Conference took place – we’ve coverage of the relevant fringe events below; the Science and Technology Committee ran an interesting session on ARPA, and university adoption of the definition of anti-semitism is back on the agenda.

What next for HE policy?

Jonathan Simons of Public First writes Ambitious Minds for Research Professional aiming to provide insight into the Government’s thought processes behind their HE agenda. The quick read is illuminating (even if you aren’t a policy geek).

Technical education

The Lords debated the Lifetime Skills Guarantee and Post-16 Education on Tuesday (we mentioned Boris and Gavin’s announcements for this in the policy update last week). Debate followed similar lines as last week plus University Technical Colleges and parity of esteem were discussed.

Lord Storey triggered a chuckle in his enthusiasm for extra funding for FE colleges:  My Lords, this is very good news. I do not have to sit on the Bishops’ Bench to say hallelujah. Later he raises: There is no mention of university technical colleges, which have done an excellent job. Does the Minister see an enhanced role for them?

Lord Baker of Dorking echoed this:  I am very grateful for the mention of the colleges that I support, the university technical colleges. At the moment, they are by far the most able and successful technical schools in the country. We are having a record year in recruitment and we have incredible destinations. Last year, one of our colleges on the north-west coast of England produced 90% apprentices, which is absolutely incredible when the national average is 6%.

He continued: The trouble is that, since 1945, there has been a huge drive to send people to universities, which is good for social mobility but it means that graduates have had disproportionate esteem, disproportionate political influence and disproportionate reward compared with those who make things with their hands. This is the time when we have to elevate the intelligent hand: to train not only the brain but the hand as well.

Baroness Berridge (Minister for Schools): My Lords, I assure the noble Lord that there is no snobbery in the Department for Education; we want to promote parity of esteem for vocational and technical qualifications across our sector. The Prime Minister and the Secretary of State are behind this.

Maintenance Support

Meanwhile the Centre for Progressive Policy has published Beyond hard hats – What it will take to level up the UK and some of the recommendations chime with delivering the Lifetime Skills Guarantee. The report calls for a Learners’ Living Allowance to support those undertaking part- or full-time training, as an equivalent to maintenance loans available for higher education students, to be paid back under the same conditions upon employment.

HE at the Conservative Fringe

There was a Conservative Party fringe event: Back in business: what can modern universities do to support Britain’s recovery? (sponsored by HEPI and MillionPlus). Universities Minister, Michelle Donelan, was on the panel. The event discussed changes within the FE and HE, the recent Lifetime Skills Guarantee announcement, and how universities can provide quality education in a post-Covid world. Also: technical qualifications, up-skilling and re-skilling, the Augar review, and institutions’ roles within their local community.

The Education Policy Institute (and Sheffield Hallam University) ran Higher and further education in post Covid recovery: Competitors or Collaborators?  Former HE minister Jo Johnson was on the panel along with the CEO of the Association of Colleges (David Hughes), the public policy editor of the Financial Times (FT), Sheffield Hallam university, Sheffield College and EPI.

The level 4 & 5 ‘regulatory jungle’ was discussed, FE & HE working collaboratively, the FT pointed out that the forthcoming demographic bulge meant there was no shortage of students to go around, and suggested that ensuring a blend of FE and HE was the best way to meet the rising need. Skills were discussed with Jo stating he’d pushed for both credit transfer and modular funding during his HE Minster tenure, but neither are easy to achieve nor implement well. He also called for the removal of the ELQ rule across all subject areas. You can read the rest of the session coverage in this summary.

Wonkhe report specifically on Jo Johnson’s speech: Speaking on an Education Policy Institute panel yesterday, former minister Jo Johnson reported that snobbery about further education was an “artefact”, and there was currently an “aggression” towards higher education in the media. He also noted he had experienced “push back” from some more established universities in developing a national credit transfer framework. TES has the story. The recognition of the media aggression was a welcome acknowledgement from a former minister.

There was also an event on engineering.

Education Committee – HE Minister

The Education Committee held two accountability sessions this week (these are a regular occurrence and question a Minister or senior public figure on the handling of current business). Colleagues interested in disadvantaged school children, catch up, county lines, and educational inequalities will be interested in the summary of the first session here (prepared by Dods).

The second session questioned Michelle Donelan, sadly it was more watery than juicy. She stated that she did not know how many students were currently under lockdown at universities in England instead highlighting that C-19 rates were still relatively low at universities. Donelan said that most students were abiding by the guidelines but that a minority were socialising in a way that was driving spikes in infection. She confirmed the Government was committed that all students could return home at Christmas and various measures were under consideration as to how this would be achieved. Recent sector press has speculated that the DfE were completely unprepared for the guidance the Secretary of State promised would be issued to the sector guiding institutions on how to achieve this. And Wonkhe have confirmed the DfE will launch a Covid-19 helpline for both institutions and students. Donelan was unclear if this would be an automated system or a real person on the end of the line. On the guidance Research Professional report that Donelan was reticent, stating it was being drawn up and will contain a “robust” Q&A session, but it is not quite ready for publication yet….but that one approach being looked at was the quarantining of students in the two weeks before the end of the winter term

Donelan also commented on the perennial fee refund topic stating it was a matter for individual universities, rather than the government, to determine whether students should receive refunds, however she stated that online and blended learning was working well. She also took a strong stance and stated that universities that had not yet adopted the IHRA definition of anti-Semitism would ultimately be forced to do so by Government (more on this below).

Wonkhe have a blog covering the Committee session and considering some of the aspects arising within a sector context. David Kernohan writes: the hearing was just more evidence that DfE is not on top of the situation when it comes to keeping students safe. Guitarists will find fine resonance with the beginning of the blog.

Drop the boo boo

Labour didn’t want to drop the Secretary of State’s mistaken statement last week (that £100 million was available to universities for digital access – it isn’t, it’s for schools) and raised a Point of Order because the mistake hadn’t been corrected in Hansard. Gavin Williamson managed to weasel out of outright confirming he’d got it wrong instead he said: As the House will know, the Government have made available more than £100 million for electronic devices. Those youngsters who are in care and going on to university can access that funding to enable them to have the right type of devices, whether that is a laptop or a router. If a student’s family circumstances change while they are at university, they can go to the Student Loans Company to have their maintenance grant re-assessed. Although the original record hasn’t been amended Kate Green has raised this enough now to have made her point about Gavin’s mistake.

Anti-Semitism Definition

The House of Commons debated universities (not) adopting the IHRA definition of anti-Semitism on Tuesday. Ahead of the debate the Telegraph reported that only one fifth of universities have adopted the IHRA definition of antisemitism.

Sarah has added some key snippets from the full debate below. You’ll spot from the summary that parliament were disdainful of the reasons the sector has given for not adopting the definition.

  • …in January this year, the Secretary of State for Housing, Communities and Local …(Robert Jenrick) wrote to all universities demanding that they adopt the IHRA definition of antisemitism or face funding cuts…. This debate—and, indeed, previous requests by Members to universities—is intended not to be a stick with which to beat the higher education sector… (Christian Wakeford)
  • I am disgusted that we stand here today, in 2020, to condemn the ways in which universities have not only refused to engage with or listen to students…The institutional hijacking of freedom of speech that is currently being used as a façade for universities and professors to scurry behind is appalling. (Jonathan Gullis)

Vicky Ford (Parliamentary Under-Secretary of State) stood in for Michelle Donelan to give the ministerial perspective on the debate:

  • Universities have a big role to play. We expect them to be welcoming and inclusive to students of all backgrounds, and the Government continue strongly to encourage all higher education providers to adopt the IHRA definition, which would send a strong signal that higher education providers take those issues seriously. However, they are autonomous institutions and that is also set out in law. As such, the decision on whether to adopt the definition rests with individual providers… The Government will continue to call on providers to adopt that important definition. It is a decision for vice-chancellors, but I urge them all to listen to their staff and students, as well as to the wider community and, indeed, our proceedings.
  • Without doubt, the university experience of many Jewish students is overwhelmingly positive. However, the number of antisemitic incidents in the UK remains a cause for concern…in the first six months of this year, the number of incidents of antisemitism involving universities rose by an alarming 34%…That is absolutely unacceptable and shows how much further the sector has to go to tackle the issue.
  • Our universities should be inclusive and tolerant environments. They have such potential to change lives and society for the better. I am sure that our universities are serious in their commitment to tackle racism and hatred, but much more work remains to be done

At the end of this week’s Education Committee session Chair, Robert Halfon, stated:

  • It was “strange”, Halfon said, that so many universities had not adopted the definition when they were so quick to “pull down statues” that were deemed offensive. He posited that many institutions “seem to turn a blind eye” to antisemitism. 
  • There was no lack of clarity in Donelan’s response to this. “I want every university to adopt this definition. So did my predecessors, who have written several times to universities on this matter.” Williamson had also written, she said, but it had “not shifted the dial”.
  • “We are not seeing enough…universities adopting the definition and it is simply not good enough,” Donelan continued, adding that she and her department were looking at “other measures…to make it happen”.
  • “I urge universities to do this,” she said, or the Department for Education will find ways “to ensure that you do so”.

Research news

ARPA – The Science and Technology Committee held a particularly juicy session on the potential new ARPA style research funding agency. A summary of the two sessions is here and the full session content will shortly be available here.

In the first session the witnesses thought it right that Government should set broad strategic goals and research direction for the agency, particularly those centred on specific challenges (such as health, energy and defence policies). A witness suggested there was no need to wait for consultation outcome on ARPA – that set up could run parallel. Neither witness felt UKRI should run ARPA – that it should sit at a high Government cross-sector level, and that UKRI don’t currently have a challenge-setting role. Walport railed against this statement in the second session stating UKRI could be guided towards a more ARPA-like model without the need for a new body by giving UKRI more freedom and money to work on specific challenges.

The second session witnesses were Sir Mark Walport (UKRI’s previous CEO) and Jo Johnson (previous Universities Minister). Both were responsible for setting up UKRI and both were concerned that an ARPA body would be beneficial. Johnson stated a new body could work but it would have to complement the existing organisations. Furthermore, that there was still no clarity over what purpose a UK ARPA would serve and a new green or white paper should establish this. Overall, he was in favour of ARPA becoming a part of UKRI. Hosting ARPA outside UKRI could fragment the coherence and oversight of the UK research sector. The geographical location of where to locate ARPA was discussed.

Do read the summary here as the above only touches on part of the discussion.

Life Sciences – Two Conservative party fringe events touched on Life Sciences. Here are the summaries:

The Future of Life Sciences – panellists spoke on levelling up in the context of life sciences and the future impact that the sector could have the on the health and wealth of the UK. Data access within the NHS and speeding up access to new and innovative medicines were also mentioned.

Healthy Boost: Putting Life Sciences innovation at the heart of Levelling Up – panellists discussed the need to effectively integrate the life sciences in any future plans to rebuild the UK economy. The unequal effect of Covid on areas was discussed, alongside improving health outcomes and living healthier lives through prevention and Government investment. Manufacturing within the life sciences was mentioned alongside maintaining progress with medicines and medical devices. Universities were mentioned as anchor institutions.

Research Professional also cover the Life Sciences sessions.

REF Review – UKRI have publicised the REF Review which will consider researcher’s perceptions and experience in preparing and submitting to REF 2021. It aims to understand attitudes towards REF 2021 and the affect it has on the academic environment. It also intends to capture views on the challenges and opportunities; whether REF is a driver of research behaviours and culture; and reflection on the practical preparations for REF 2021 at the institution, including lessons learned and changes from REF 2014.

REF Modifications Survey – During lockdown REF was put on hold while new dates were agreed and a survey proposed modifications to the REF exercise. REF have published the summary of the 164 responses to the survey which examined the appropriateness of the modifications for outputs, impact and the environment. A majority of respondents were happy with the modifications although many felt further detail was needed.

REF have also updated information on:

Global Research – Wonkhe tell us about the Wellcome Trust’s Global Research report:

  • The Wellcome Trust has released a new report – “The UK’s role in global research”. Among 24 recommendations to government, it calls for the full implementation of the BEIS R&D Roadmap, an increase in QR and other funding that promotes research flexibility, and measures to improve the experience of international researchers and collaborators in working with and in the UK.
  • Research Professional also covered the report (from half way down this link): The terms ‘science superpower’ and ‘Global Britain’ are now used frequently by the government as a shorthand for its ambitions for research.
  • International collaboration is not restricted to universities…and must also hold for industries with a strong research focus, such as the pharmaceuticals and aerospace. This is how Global Britain will stay competitive.
  • The UK must also be strategic and not waste resources on duplicating infrastructure that is available elsewhere. The country should use its reputation in science “for good”, combining research and diplomatic strengths to work with multinational organisations such as the UN, the World Health Organization and the G7.
  • To put it bluntly, if not upfront because the reference appears 10 pages into the report: “Full association to the EU’s Horizon Europe research programme must therefore be at the heart of the research strategy for Global Britain.” However, the country should also forge partnerships beyond Europe, says Wellcome, and this could be financed out of quality-related funding dedicated to international collaboration.
  • The research funder wants to see the government “commission an ‘international’ equivalent of the Department for Business, Energy and Industrial Strategy’s R&D Roadmap that sets the overall vision for Britain’s place in the world for research. This should become the ‘North Star’ for government decision-making, based around clear goals.”
  • There is a lot to unpack in the Wellcome report, including the idea of a “single front door” for investment in UK science; bilateral funding schemes; and making the UK a champion of “regulatory diplomacy”. The funder wants to see the cost of visas reduced for researchers and provision for research collaboration written into free trade agreements.

Postgraduate Research Students – UUK, OfS, UKRI and Vitae have published their collaboration – Supporting mental health and wellbeing for postgraduate research students which consider the 17 projects addressing PGR wellbeing that were supported by Catalyst funding. They describe the programme reach: The 17 successful projects covered a wide range of activities targeted at PGRs and supervisors, including workshops, mentoring programmes, peer networks and training embedded into induction events. Co-production was a positive theme, with 171 PGRs directly involved across 11 projects… A variety of resources have been developed for use by the sector available on the OfS website: these range from training materials to wellbeing apps, blogs, online hubs and videos… Fifteen projects have provided case studies that outline their activities, impact and challenges.

Two-thirds of the projects reported improved mental health from their PGRs involved including that PGRs were more aware of how to support and improve their own mental health, and had improved knowledge of where to get help and support. You can read more on the projects here, and the recommendations are on pages 8-9. The report concludes that while the quality of the supervisory relationship is key, all university and college staff have a part to play in supporting the mental health and wellbeing of PGR students.

This week’s research related parliamentary question:

Areas of Research Interest to policy makers

The Parliamentary Office of Science and Technology (POST) have released a new opportunity for research colleagues:

In April POST ran a survey of experts on the COVID-19 outbreak expert database that resulted in the publication of syntheses about the future effects of COVID-19 in different policy areas. From this survey POST developed Parliament’s first Areas of Research Interest (ARIs) which are lists of policy issues or questions that policymakers are particularly interested in.

Currently only the ARIs which are linked in some way to Covid have been released. However, they are not all health based and touch on a range of themes from Crime, economics, inequalities, trade, supply chains, mental health, education, sustainability across several sectors, and so on.  Do take the time to look through the full question list to see if it touches upon your research area. Non-researcher colleagues can share the list with academic colleagues within their faculty.

Alongside the publication of the ARIs is an invitation to experts to add current or future research relevant to the topics to a repository that Parliament may use to inform future policy making and Parliamentary work. Research with relevant research across any of the disciplines are invited to submit their work.

BU colleagues are strongly encouraged to take advantage of this rare opportunity to present their research to policy makers The Policy team is here if you need any help.

R&D Place Advisory Group

The Government have announced the R&D Place Advisory Group that will advise Ministers on the R&D places strategy which will build upon the R&D Roadmap and deliver the levelling up strategy across the public, private and voluntary sectors. The press release states that the aim is to build on local potential so that all regions and nations of the UK benefit from a R&D intensive economy. The Place Advisory Group support this by:

  • proposing, challenging & testing potential policy options to make the most of R&D potential to support local economic impact in areas across the UK, including how best to increase the place focus in public R&D investment, factor place into decision-making across the R&D system, and foster greater local and national co-creation and collaboration to make better decisions on R&D
  • contributing to the evidence base, including identifying priorities for long-term development
  • exploring other relevant issues as requested by the Minister

The press release also states the group will advise the ministers in confidence. So proceedings may be hard to come by.

The group will be chaired by Amanda Solloway as Minister for Science, Research and Innovation. You can read her speech launching the group here. The secretariat function will also be provided by her department – BEIS.  The group is expected to meet monthly while the Government develops the place strategy.

Admissions – Level 2/3 Exams

In Scotland the National 5 exams are to be cancelled for 2021 and replaced with teacher assessments and coursework. Higher and Advanced Higher exams will go ahead but will commence 2 weeks later than usual on 13 May. The BBC explain it as: like using coursework and tests for GCSEs while carrying on with slightly later exams for A-levels.

Scotland’s Education Secretary John Swinney stated that going ahead with all exams during the continuing Covid pandemic was “too big a risk”…it couldn’t be “business as usual” for exams but also “there will be no algorithm”. And if Highers cannot be taken, there would be a contingency plan to use grades “based on teacher judgement”.

There are rumours the Government is less certain that exams will go ahead in England. This week they stated universities could start later in Autumn 2021 to accommodate a delay to A level exams. An announcement from the Government on exams is expected later in October. This was confirmed in response to a Parliamentary Question calling for clarity before students submit their UCAS applications.  Donelan also confirmed a statement was forthcoming. During her Education Select Committee hearing when she commented that it would be inappropriate if she were to pre-empt and “steal his [Williamson’s] thunder” by making any announcement. And on potential disruption to the start dates for the 2021-22 academic year, the minister added that “if term time needs to be moved slightly to accommodate any potential change in examinations, that is something that can be done quite straightforwardly”. (Source.)

In their article the BBC pose the two key questions:

  • How can exams be run fairly when so much teaching time has been lost because of the pandemic?
  • And how do you make a definite plan for such an indefinite situation – where it’s impossible to know how much more disruption might lie ahead?

Concluding that the Government really does need to get its skates on!

International

Wonkhe report that: Government information on sponsoring an international student has been updated to reflect the new student visa route. There’s also detailed technical guidance on the new route, and a guide for sponsors with material on English language requirementscertificates of sponsorship and record keeping provisions.

UUK also blogged on the topic: Government must act now or risk losing European students for years to come outlining 5 steps they want policymakers to adopt to stabilise demand for UK HE:

  1. Continuing to promote the new student route so that all international students are aware of the changes being introduced. This is particularly important for EU / EEA students.
  2. Improving and extending the Study UK campaign into key markets in Europe by coordinating existing campaigns currently in European markets and increasing investment in Study UK to £20 million a year.
  3. Providing targeted financial support for EU students such as through an expanded or newly developed EU scholarship offer.
  4. Lowering immigration route application costs so they are in line with the UK’s international competitors.
  5. Committing to continually reviewing immigration requirements in light of the Covid-19 pandemic

Disability

The Higher Education Commission convened by Policy Connect have published Arriving at Thriving – Learning from disabled students to ensure access for all. It highlights that despite higher numbers of disabled students accessing HE the barriers they face when they get here are still numerous and unacceptable in today’s inclusive society. The report makes 12 recommendations to improve disabled students’ experience of HE and have a positive knock on effect on their attainment, continuation and graduate outcomes. The report states:

  • Many of our findings make hard reading, and we cannot shy away from the fact that our evidence demonstrates an unhappy situation for many disabled students. Much progress has been made over the past few decades… However, our findings make clear that the road to progress has not ended, and it is vitally important to continue to call attention to the needs and experiences of disabled students.
  • There are numerous practical changes that HEPs can and are implementing themselves to improve disabled students’ experiences…the focus of the majority of our recommendations is on what the government and the Office for Students can do to create and ensure improvement across the HE sector.

In setting out the key information here we focus on what is lacking, however, the report contains case studies and examples of success too aiming to share and spread good practice throughout the sector.

Key findings:

  • Teaching and learning isn’t accessible enough – e.g. regularly being physically unable to get to or sit in lecture theatres or other academic spaces; unable to access learning materials; not receiving lecture capture where it has been promised; and not receiving other reasonable adjustments set out in their support plans, including adjustments to assessments. Student support services professionals are frustrated at the lack of change and adjustments they can enact within their institution – and not for lack of trying. Some students reported they felt there was no accountability, including at senior level, for ensuring access to learning.
  • The bureaucratic burden of applying for funding and support is too much – the Disabled Students’ Allowance admin and timeliness was particularly criticised. Complaints processes were also seen as working against some disabled students. Funding doesn’t cover enough of the additional costs a disability entails when studying at HE level.
  • The lack of accessibility occurs across social activities, clubs and societies too. The report finds there is a widespread lack of awareness or care among the wider student cohort for the existence of disabled students and their needs. Although some Students Unions are recognised for their awareness and culture changing work.
  • Disclosing the disability to the HE institution remains a barrier which impedes the transition to HE.

The report concludes:

All of our twelve recommendations – and we could have made many more – require implementing in their own right if we are to achieve lasting change. The ideal would be for this to take place as part of the system transformation we set out in recommendation five – for the government to create a new system to support disabled people from the classroom to the workplace.

Former HE Minister Chris Skidmore, who set up the Disabled Students Commission in 2019, blogs for Wonkhe to launch the HE Commission’s report. He states:

  • This report provides welcome evidence for the Disabled Students’ Commission’s work, not just by illuminating the obstacles that exist, but also by promoting the wealth of good practice already taking place in the sector. During this time when it has become necessary to rethink modes of higher education delivery, the sector must harness the opportunity to embed accessibility into course design, and to make consideration of disabled students’ needs the norm.
  • I know that many of us share a vision for disabled students to have a positive experience in higher education, able to expand the horizons of their knowledge and to develop social capital which will support them to succeed in life. To achieve this, we must break down the barriers which have been uncovered by this inquiry, and work to create a future of equal access and inclusion for all students. I hope that this report will help to provide the momentum needed to carry us into that future.

Professor Geoff Layer, Chair of the Disabled Students’ Commission, praised the report. He stated:

  • The Disabled Students’ Commission welcomes the findings of this report. The issues and challenges raised in the Disabled Students’ Inquiry report are consistent with the work of the Commission and highlight the need to improve access to higher education and the experience of disabled students.
  • The Commission will be using the findings of the report to move forward with plans to inform and advise higher education providers about improving support for disabled students.

Students

Hillary Gyebi-Ababio, NUS Vice President for Higher Education spoke at the All-Party Parliamentary Group for Students on Tuesday warning MPs not to repeat previous mistakes by ignoring students during this pandemic. She raised the safety of students returning to campus, being locked into tenancy contracts and a lack of access to online learning. She called on the Government to give students the right to leave their course or accommodation without financial detriment and address the financial pressures within the education system (see this). Hillary said:

  • Students have been ignored time and time again during this pandemic, whether it was not providing them with hardship funding when they were in financial need or denying them the A-Level grades they deserved because this government were more concerned with grade inflation than social justice.
  • And now we are in the worst of all scenarios. Students are being forced en masse to return to campuses across the UK, without adequate procedures in place to keep them safe and coronavirus infection rates rising. It seems like every day we hear a new report of a mass outbreak on a university campus. But this is not the fault of students, who have been following the advice they have been given and abiding by the rules. This is the failure of government and university leadership to keep us safe.
  • I want you as MPs, and even those of us that are student leaders and students here to reflect on 2010, for a moment. Students were outside parliament marching together because they felt let down and betrayed by the government of that day. They were a generation who felt unheard, unseen and uncared for. Students today are feeling the same. They are fed up of being ignored, but now, just like in 2010, they are unmistakably fired up. Students are more politically engaged than ever and they are willing to take action to fight for the education they deserve. Students deserve better.

The APPG for Students Twitter feed highlights the other issues that were raised including digital poverty and the shift to online learning, Muslim students concerned about Test and Trace, and quality of teaching on courses which don’t suit digital delivery.

Student Fees

Research Professional talk of the continued policy intent to not charge HE fees or a graduate contribution in Scotland.

On calls for fee refunds due to Covid teaching changes the Office of the Independent Adjudicator has published an update. The key message that a blanket ban on fee refunds is unacceptable continues and the site has FAQs for students on whether a partial refund might be appropriate or not.

Also making news this week was the decision by the University of St Andrews which means first-year students can leave at any point before December without paying any course fees (accommodation fees are still accumulated). Research Professional speculate the decision could lead to a string of similar demands at other UK universities.

Governance

Advance HE published Diversity of Governors in HE. (Press release here.)

  • 9% of governing board members were women, compared to 54.6% of staff members overall.
  • Around nine in ten governors were white (89.2%), 5.3% were Asian and 2.6% were Black.
  • 4% HE governors were disabled, and a long-standing illness or health condition was the most commonly reported impairment among disabled governing board members.
  • In general, the age profile of governors was higher than for staff overall, but a higher proportion of governors were age 25 and under (reflecting the inclusion of student members on the majority of HEI boards).
  • A higher proportion of HE governors were UK nationals compared to staff overall (93.2% compared to 79.0%), and nearly 1 in 5 BAME governors (18.9%) were non-UK nationals.
  • A fifth (21.7%) of boards had 50% women members or more. In over two in five, 41.6%, women made up fewer than 40% of governors.
  • A fifth (21.1%) of governing boards had no BAME members, and over a third (35.6%) of boards had no disabled members

 PQs

Please note – several parliamentary questions haven’t been answered within the required Parliamentary. If a link is not showing an answer check it again in 3 working days. The link is good, the Government are just slow in responding this week.

Students

Covid

And from Prime Minister’s questions this week:

Matt Western (Lab, Warwick and Leamington) said that universities were struggling to contain the coronavirus, with 5,000 cases reported in recent weeks. More local and immediate access for communities was needed, he said. In Leamington, he was told that Deloitte would not deliver testing facilities until the end of this month, weeks after students would have arrived in the town. He asked the PM if the Government was not expecting students to return to universities.

The PM responded it was important that students returned to universities and praised students for complying with the new regulations. There were particular problems in certain areas and the Government would be pursuing measures to bring the virus down, he added.

HE Sector

  • The affordability and availability of academic ebooks
  • Potential merits of introducing an immigration checking service for Student Finance to check student eligibility similar to that of the employer checking service.
  • Whether funding is available for new applications from students or education institutions for support with digital access. (Emma Hardy, Shadow Universities Minister, asked this one so it is probably just a political point score after the Secretary of States gaffe on the tech funding last week.) And a similar one here.
  • If you’re interested in the number of study visas granted in 2020 the answer is given as a link within this parliamentary question.
  • The Government will present the TEF report (and their response will be published at the same time) in due course.

On social mobility from Prime Minister’s Questions this week: David Johnston (Con, Wantage) said that just 12% of journalists and chief execs came from a working class background and  just  6% of  doctors and barristers.  He called for a renewed focus on social mobility to make better use of all of the country’s talent.

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 are no new consultations and inquiries relevant to HE this week.

Other news

Midwifery: The Royal College of Midwives has published a report on supporting midwifery students through a global pandemic and beyond.

Mental Health Nursing: Despite 1 in 4 people experiencing a mental or neurological condition at some point during their life mental health nursing remains an unpopular profession (despite making up one third of the UK mental health workforce). A new research report Laying foundations Attitudes and access to mental health nurse education by the Nuffield Trust considers how to attract more people to study mental health nursing and the reasons behind why numbers are currently limited.

C-19 student test results: The BBC raises the issue whereby new students C-19 test results are going to their home GP rather than the university area in which they now reside. This topic has been mentioned several times in Parliament this week with the Opposition pushing the Government to respond.

Dyslexia: The Data & Marketing Association (DMA) has published an employer guide to inclusivity in the workplace. They highlight that dyslexia in the workplace remains misunderstood and the guide aims to help employers support a diverse workforce. They state:

  • Our Dyslexia Employer Guide is the latest instalment in our neurodiversity guidance series, offering organisations free advice on how to create a positive, supportive, and flexible workplace culture that permeates all levels of the business.
  • The guide provides comprehensive guidance and recommendations on reasonable adjustments that employers can make to recruitment processes, the workplace environment, support networks, and most importantly, how to treat employees as individuals.
  • In addition, it features case studies offering advice for dyslexic people written by dyslexic professionals, from junior marketing executives all the way to managing director level, on useful coping mechanisms they apply on potentially problematic areas and how their skillsets have helped them to thrive in the creative industries.

Balance: Wonkhe report that The Women’s Higher Education Network has published research into the experiences of parents working in higher education professional services during the lockdown. Drawn from a survey of 1074 parents, the report found that traditional gender roles still influence the division of domestic responsibilities. The report recommends that employers provide guidance to parents on workloads and expectations, and encourage them to work flexibly.

Similarly, HEPI has a piece on the difficulties student parents face studying at home during the pandemic.

Teaching via social media: Wonkhe have a blog about the wins and pitfalls of utilising the tech that students prefer and teaching through sites such as WhatsApp with notifications through Twitter. The comments are a must read for both sides of the discussion.  There are also two other blogs on the adjustment HE lecturers underwent to teach online during Covid – one from a healthcare educator and one charting the human experience.

DfE: The Information Commissioner’s Office reviewed the DfE (who cooperated fully) and have found them in direct breach of data protection law. A DfE spokesperson said:

  • We treat the handling of personal data – particularly data relating to schools and other education settings – extremely seriously and we thank the ICO for its report, which will help us further improve in this area.
  • Since the ICO completed its audit, we’ve taken a number of steps to address the findings and recommendations, including a review of all processes for the use of personal data and significantly increasing the number of staff dedicated to the effective management of it.

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JANE FORSTER                                            |                       SARAH CARTER

Policy Advisor                                                                     Policy & Public Affairs Officer

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

NIHR Grant Applications Seminar ONLINE

  

Dear colleagues

– Do you have a great idea for research in health, social care or public health?
– Are you planning to submit a grant application to NIHR?

Our popular seminar has now moved online and will take place on Tuesday 24th November 2020 from 10.00am – 12.30pm.

The seminar provides an overview of NIHR funding opportunities and research programme remits, requirements and application processes. We will give you top tips for your application and answer specific questions with experienced RDS South West advisers.

Find out more and book a place.

Your local branch of the NIHR RDS (Research Design Service) is based within the BU Clinical Research Unit (BUCRU)

We can help with your application. We advise on all aspects of developing an application and can review application drafts as well as put them to a mock funding panel (run by RDS South West) known as Project Review Committee, which is a fantastic opportunity for researchers to obtain a critical review of a proposed grant application before this is sent to a funding body.

Come as early as possible to benefit fully from the advice

Feel free to call us on 01202 961939 or send us an email.

 

COVID-19 affects research into other diseases

A systematic review published late last week assesses the impact of the COVID-19 pandemic on on-going and new clinical trials and research on a range of diseases [1]. The COVID-19 pandemic has resulted in a series of public health policies, including lock down, that have crippled the healthcare systems of many countries. These measures hugely impact on study participants, care providers, researchers, trial sponsors, and research organizations conducting clinical trials. This pandemic has a substantial impact on the trial sites as they experience difficulty in the continuation of trial activities which eventually hampers the progress of the trial and delays study timelines. Most sites are struggling due to delayed subject enrolment, shortfalls in monitoring, and risks of compromised data integrity, and this situation also has a negative impact on the start of future. Researchers are also concerned regarding the delay or cancellations of trials in the pandemic, which will have financial consequences for research organizations/human resources.

According to one survey, about two-thirds of the respondents have stopped or will soon halt subject enrolment in ongoing clinical trials, one-third halted randomization, and fifty percent of respondents are delaying or planning to delay the studies.  Adopting new approaches and understanding the key risk indicators will help managers support trial sites with flexibility and ingenuity. For instance, switching patient site visits to new-trial virtualization, and telemedicine to interact with patients will help manage current clinical trials also beneficial for the post-pandemic era.

 

Reference:

  1. Sathian B, Asim M,  Banerjee I, Pizarro AB, Roy B, van Teijlingen ER, Borges do Nascimento IJ, Alhamad HK.  Impact of COVID-19 on clinical trials and clinical research: A systematic review. Nepal J Epidemiol. 2020;10(3); 878-887