Category / EU

Welcome to the EU section of the blog! Emily Cieciura (BU’s Research Facilitator – EU and International), Jo Garrad (Funding Development Manager) and Dianne Goodman (Funding Development Co-ordinator) together try to take the pain out of finding and applying for EU funding by horizon scanning many sources and placing the most important information on this page.

We blog as often as possible on everything from calls for proposals and partner searches, to networking event opportunities, all the latest on Horizon 2020 and international funding. We also use the blog to disseminate information on EUADS (BU’s EU academic training initiative), how to write brilliant proposals, how to find partners and other top tips!

3DPARE (3D Printing Artificial Reefs in the Atlantic)

Awarded & submitted bids, BU research, EU, international, Research news

Dr Roger Herbert, Dr Alice Hall, Dave Parham & Prof Rick Stafford

Department of Life & Environmental Sciences, Department of Archaeology, Anthropology and Forensic Science.

Marine scientists in the Faculty of Science & Technology have been awarded a multidisciplinary four year (2017-21) EU Interreg project to design Artificial Reefs optimised for Atlantic waters. The main objective is to deploy and monitor artificial reef blocks that have been designed and fabricated using innovative 3D printing technology and sustainable,  low-impact bio-receptive materials . Artificial Reefs (AR) in Europe have not been optimised for the Atlantic where they have potential application to mitigate for the loss of natural reef habitats and to enhance food production, coastal infrastructure and recreational amenity. 3D Printing technology offers considerable scope to increase the complexity of textures and voids and to create structures that could be replicated in large quantity.

The project is led by the University of Cantabria Department of Civil Engineering (Santander, Spain) who specialise in 3D Printing. The other main partners include Bournemouth University (Faculty of Science & Technology), CIIMAR (Interdisciplinary Centre of Marine and Environmental Research, University of Porto, Portugal), IPMA (Portuguese Institute of Sea and Atmosphere), ESITC Caen Institute for Civil Engineering and Construction (Caen, France).

BU expertise includes the survey and monitoring of biological communities on natural and artificial reefs and will be involved in supporting data analysis and mapping activities, small-scale experimental deployments of different materials and will co-ordinate the design, fabrication and deployment of larger reef blocks across the transnational partnership. BU will also develop protocols to monitor the reef blocks and the collection and identification of biota. This will involve regular surveys including the use of SCUBA and drop-down cameras, data analysis and the presentation and dissemination of results through publications, organising workshops and meetings.

 

HE policy update for the w/e 25th May 2018

BU Challenges, BU research, EU, Funding opportunities, innovation, international, policy, Research news, Student Engagement

Brexit

In the PM’s speech this week referred to below, she mentioned the implications of Brexit for research:

…. since 2010 the number of overseas students coming to study at UK universities has increased by almost a quarter. The UK will always be open to the brightest and the best researchers to come and make their valued contribution. And today over half of the UK’s resident researcher population were born overseas.

When we leave the European Union, I will ensure that does not change.

  • Indeed the Britain we build together in the decades ahead must be one in which scientific collaboration and the free exchange of ideas is increased and extended, both between the UK and the European Union and with partners around the world.
  • I know how deeply British scientists value their collaboration with colleagues in other countries through EU-organised programmes.  And the contribution which UK science makes to those programmes is immense.
  • I have already said that I want the UK to have a deep science partnership with the European Union, because this is in the interests of scientists and industry right across Europe.  And today I want to spell out that commitment even more clearly.
  • The United Kingdom would like the option to fully associate ourselves with the excellence-based European science and innovation programmes – including the successor to Horizon 2020 and Euratom R&T.  It is in the mutual interest of the UK and the EU that we should do so.
  • Of course such an association would involve an appropriate UK financial contribution, which we would willingly make.
  • In return, we would look to maintain a suitable level of influence in line with that contribution and the benefits we bring.

The UK is ready to discuss these details with the Commission as soon as possible.

Some more flesh was put on these bones by a policy paper from the Department for Existing the EU: Framework for the UK-EU partnership Science, research and innovation

AI, data and other Industrial Strategy news

The PM made a speech this week announcing 4 “missions” that sit below the Industrial Strategy with a  focus on AI and data, amongst other things– you can read my blog of the highlights here

In related news, Innovate UK published a report on the immersive economy

And the government issued 4 calls for ideas and evidence on the PM’s 4 missions.  They want new ideas here:

  • AI and data:  “we have one question:  Where can the use of AI and data transform our lives?”
  • Ageing society: “we would like to hear your thoughts on the following: How can we best support people to have extra years of being healthy and independent? 
  • Clean Growth: “we would like to hear your thoughts on the following:  How can our construction industry use its existing strengths to halve energy use in buildings?”
  • Future of mobility: “we have one question:  How can we ensure that future transport technologies and services are developed in an inclusive manner?.

If you’d like to contribute to any of these, please contact policy@bournemouth.ac.uk

Subject level TEF

You can read BU’s response to the subject level TEF consultation here.  We agree with the issues raised below and we advocated a new model because of serious problems with both Model A and Model B.  We also suggested a longer time frame (because of the volume of work involved, not complacency), and disagreed with both grade inflation and teaching intensity metrics.  And we challenged the awards at both institutional and subject level, proposing instead two awards (good and excellent/ excellent and outstanding) with stars for subjects.

Interesting developments for TEF (and more generally), the OfS have published their timetable for NSS and Unistats data for 2018:

  • The Office for Students (OfS) is applying the Code of Practice for Statistics to its data publication in anticipation of its designation as a producer of official statistics by July 2018. This has implications for the pre-publication access that we can grant to NSS outcomes and Unistats data, as these will now be treated as official statistics. As a consequence, we will now publish the NSS public dataset at the same time as providers are able to access their own data 2 on Friday 27 July 2018.
  • There will also be no provider preview as part of the annual Unistats data collection and publication process, and data available in system reports will be limited to that essential for quality processes associated with the Unistats return.
  • In June 2018, we will add earnings data from the Longitudinal Education Outcomes dataset for English providers to Unistats.
  • From September 2018, we will begin to use the Common Aggregation Hierarchy developed for the Higher Education Classification of Subjects to present data on Unistats in place of the current subject hierarchy.
  • The Unistats website will be updated in June 2018 to include Year three outcomes from the Teaching Excellence and Student Outcomes Framework.

And :

  •  Following consultation on the outcomes of the Review of Unistats in 2015, the funding bodies are working together on options for a replacement for the Unistats website. This new resource would draw on the findings from the review about decision-making behaviour and the information needs of different groups of prospective students. We will progress this work in stages – ensuring that it is developed in a way that meets the needs of prospective students across all countries of the UK – and will provide the sector with periodic updates, the first of which will be in summer 2018.

Research Professional have a neat summary of the sector response.

On Wonkhe:

  • panel chair Janice Kay of the University of Exeter reflects on progress made and the challenges – and opportunities – arising from the exercise.  “when breaking down the metrics into 35 subjects, cohort sizes can be small”  “ it is clear that the current format of the seven subject groupings poses challenges. For example, while it may reduce the writing load by asking institutions to describe its subjects in a summated way, it has sometimes limited what subjects can say about themselves, making it difficult to identify what happens in individual subjects. And we have heard that the format can increase writing effort, even if volume is reduced… It’s critical during this exercise that the written judgments can continue to do this, and that holistic judgments are not captured by metrics. There is therefore a question whether metric and written submission data can be better balanced in Model B.”  Plus some credibility issues with Model A
  • Melanie Rimmer, chief planner at Goldsmiths, University of London, ponders the likely outcomes of the subject-level TEF consultation.  “Model B best meets the primary intention of Subject-Level TEF – that being to provide greater information to students – since it allows for greater variation between outcomes for subjects. However, highlighting variation in provision will only be attractive to institutions where that differentiation is a better rating than the current provider-level rating. If you want to hide weaker performance, then opt for Model A.  The main argument in favour of Model A is that it will reduce the burden of submission and assessment. That will be attractive to institutions which, having been through the exercise once and established their credentials, perceive the requirements of TEF as an unnecessary additional imposition that will deliver minimal return. Solid Golds and Silvers are likely to prefer Model A for this reason. Those at the borders of the ratings, with an eye on how close they are to moving between them, are more likely to see value in the greater effort required by Model B.”  “Those which are unlikely to see their rating change, or indeed which might see their metrics moving in the wrong direction and worry about a lesser rating, will naturally support longer duration awards. Those hoping to gain a shinier medal as a result of improving performance will see value in more regular submissions.”  “There are, however, bound to be areas of common ground on the consultation proposals. Every institution I have spoken to has identified a problem with the subject classifications, highlighting why combining disciplines X and Y makes no sense in their institution. However, in each case the disciplines cited are different because the issues stem primarily from institutional structures.”
  • Stephanie Harris of Universities UK (UUK) looks ahead to the future of TEF and the forthcoming statutory review of the exercise.
  • Claire Taylor of Wrexham Glyndŵr University looks at TEF from a quality enhancement perspective and considers the options for institutions in devolved nations.  “perhaps the very act of putting together the written submission also provides an opportunity for us to engage with an enhancement agenda. By reflecting upon TEF metric performance within the written submission, providers have an opportunity to outline the qualitative evidence base in relation to enhancement, evaluation and impact, within the context of their own overall institutional strategic approach to improving the student experience”.  But: “the introduction of grade inflation metrics during TEF3 is of questionable value. Such a metric does not consider the contexts within which providers are operating. Providers have robust and detailed mechanisms for ensuring fair and equitable assessment of student work, including the use of external examiners to calibrate sector-wide, a system that contributes positively to the enhancement agenda and to which the grade inflation metric adds little value.”, and “The consultation asks for views around the introduction of a measure of teaching intensity. In my view, the proposed measure has no meaning and no connection to excellence, value or quality, let alone enhancement. There is the potential for the information to be misleading as it will need specialist and careful interpretation”
  • with an updated TEF diagram, “The Incredible Machine”, David Kernohan and Ant Bagshaw look at TEF3 and question its compatibility with the earlier versions of the exercise.  “So what – honestly – is TEF now for? It doesn’t adequately capture the student experience or the quality of teaching. It does not confer any benefit – other than a questionable marketing boost – to providers, and there is no evidence that students are making serious use of it to choose courses, universities, or colleges. Internationally, concerns have already been raised that the three-level ratings are confusing – it’s been widely reported that “Bronze” institutions are often not considered to meet the UK’s laudably stringent teaching quality thresholds. And it is not even a reliable time series – a TEF3 Gold is now achievable by an institution that would not have passed the test under TEF2 rules. Later iterations may well be built “ground up” from subject TEF assessments, once again changing the rules fundamentally. Let’s not even mention TEF1 (it’s OK, no-one ever does) in this context.”

From Dods: The Science and Technology Committee have published its report from the Algorithms in decision-making inquiry which acknowledges the huge opportunities presented by algorithms to the public sector and wider society, but also the potential for their decisions to disproportionately affect certain groups.

The report calls on the Centre for Data Ethics & Innovation – being set up by the Government – to examine algorithm biases and transparency tools, determine the scope for individuals to be able to challenge the results of all significant algorithmic decisions which affect them (such as mortgages and loans) and where appropriate to seek redress for the impacts of such decisions. Where algorithms significantly adversely affect the public or their rights, the Committee highlights that a combination of algorithmic explanation and as much transparency as possible is needed.

It also calls for the Government to provide better oversight of private sector algorithms which use public sector datasets, and look at how best to monetise these datasets to improve outcomes across Government. The Committee also recommends that the Government should:

  • Continue to make public sector datasets available for both ‘big data’ developers and algorithm developers through new ‘data trusts’, and make better use of its databases to improve public service delivery
  • Produce, maintain and publish a list of where algorithms are being used within Central Government, or are planned to be used, to aid transparency, and identify a ministerial champion with oversight of public sector algorithm use.
  • Commission a review from the Crown Commercial Service which sets out a model for private/public sector involvement in developing algorithms.

Social Mobility Commission

Under the 10 minute rule, the Chair of the Education Committee Robert Halfon introduced legislation to give greater powers and resources to the Social Mobility Commission (SMC), the body set up to promote social justice.  (Link here at 13.52.09pm).  It will have its second reading on 15th June.

The Committee published a draft Bill in March alongside its report.  In its report, the Committee called for the establishment of a new implementation body at the heart of Government to drive forward the social justice agenda.

And in the meantime, the Government have announced a recommendation for a new Chair.  Dame Martina Milburn has spent 14 years as Chief Executive of the Prince’s Trust, supporting more than 450,000 disadvantaged young people across the country in that time, with three in four of these going on to work, education or training. She is also a non-executive director of the National Citizen Service and the Capital City College Group, and was previously Chief Executive of BBC Children in Need and of the Association of Spinal Injury Research, Rehabilitation and Reintegration.

Immigration

From Dods: Last Friday the Science and Technology Committee announced that it intends to develop its own proposals for immigration and visa rules for scientists post-Brexit. This work follows the Government’s rejection of the Committee’s call for the conclusions of the Migration Advisory Committee (MAC) relating to science to be brought forward to form part of an ‘early deal’ for science and innovation.

The Committee published its report on “Brexit, Science and Innovation” in March, and has recently received the Government’s response. The report welcomed the Prime Minister’s call for a “far-reaching pact” with the EU on science and innovation and recommended that an early deal for science—including on the ‘people’ element—could set a positive tone for the rest of the trade negotiations, given the mutual benefits of cooperation on science and innovation for the UK and the EU.

The Committee will draw on the submissions to its previous Brexit inquiry and the sector’s submissions to the MAC to construct its proposals for the immigration system, but further input to this process is welcome on the following points:

  • If an early deal for science and innovation could be negotiated, what specifically should it to contain in relation to immigration rules and movement of people involved with science and innovation?
  • What are the specific career needs of scientists in relation to movement of people, both in terms of attracting and retaining the people the UK needs and supporting the research that they do?
  • What aspects of the ‘people’ element need to be negotiated with the EU-27, as opposed to being simply decided on by the Government?
  • On what timescale is clarity needed in relation to future immigration rules in order to support science and innovation in the UK?

Consultations

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

Subscribe!

To subscribe to the weekly policy update simply email policy@bournemouth.ac.uk

JANE FORSTER                                            |                       SARAH CARTER

Policy Advisor                                                                     Policy & Public Affairs Officer

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

 

 

HE policy update for the w/e 18th May 2018

BU research, EU, Funding opportunities, Impact, policy, Research communication, Research news, Research Training, RKE development framework, Training, Uncategorized

Summit on BME Leadership in HE

This event was hosted by AdvanceHE, the new agency that was formed recently to include the Leadership Foundation for Higher Education, the Higher Education Academy and the Equality Challenge Unit.

Wonkhe have pointed out that:

  • “So far only 45 out of 167 higher education institutions have signed the Advance HE Race Equality Charter’s principles [BU is one of them]. Of those 45, only nine have actually been formally recognised for demonstrating evidence of their commitment. The first wave of eight 2015 Charter award holders are reapplying for accreditation this summer.”

Baroness Valerie Amos spoke at this event on 16th May and also wrote in the Guardian. about leadership.

  • “There are deep-seated prejudices and stereotypes which need to be overcome. University leaders need to acknowledge that we are not doing enough. The UK has some of the best universities in the world – but what is the point of that if we are not offering real equality of opportunity?”

Also in the Guardian on Wednesday was an article by Shakira Martin, President of the NUS, who spoke at the same event.

  • “This year has also seen black students fighting back, rising up, taking to the streets, starting campaigns and writing powerful letters, like the three brave students from the University of Exeter, to say enough is enough. However, the onus should not be on them to tackle discrimination. The sector is pretty good at sharing best practice. This is one area where distinct, hardline initiatives are needed in abundance. Institutions must be bold. It only takes one or two to get serious about dealing with the issue head-on and others will follow suit.”

Launch of UKRI

UK research and Innovation have published its Strategic Prospectus which create a research and innovation system that is fit for the future and equipped to tackle the environmental, social and economic challenges of the 21st Century. As the press release outlines, the prospectus is the start of this process and over the next 12 months UKRI and its councils will continue to engage with their communities, the wider public, and undertake research, to further develop individual strategic delivery plans. Please see the following links for more information:

UKRI will work with its partners to push the frontiers of human knowledge, deliver economic prosperity, and create social and cultural impact. It describes four underpinning areas key to delivering this:

  • Leading talent – nurturing the pipeline of current and future talent
  • A trusted and diverse system – driving a culture of equality, diversity and inclusivity and promoting the highest standards of research, collaboration and integrity
  • Global Britain – identifying and supporting the best opportunities for international collaboration
  • Infrastructure –  delivering internationally-competitive infrastructure to ensure we have the best facilities to foster innovation and conduct research

Over the coming months, UKRI will be conducting research and consultation to further develop its approach to working with others and to answer a series of big questions. These include how to grow the economy across different regions of the UK whilst continuing to expand our existing world-leading excellence; how to reduce the gap in productivity and the best approaches to developing talent across the diverse population of the UK, providing the skills needs of the future.

UKRI Chief Executive Professor Sir Mark Walport said:

  • “Our Strategic Prospectus has been developed to ensure that everyone in society benefits from the knowledge, innovation, talent and ideas generated from our funding. UK Research and Innovation builds on the excellence of our individual councils. We will work collaboratively with researchers, innovators and entrepreneurs to develop the most exciting ideas and innovative technologies and bring these to fruition. Delivering this success will take commitment, a collective effort and new, ambitious ways of working.”

Vision: • We will push the frontiers of human knowledge and understanding. • We will deliver economic impact • We will create social and cultural impact by supporting society to become enriched, healthier, more resilient and sustainable.

Values: Collaboration, Excellence, Innovation, Integrity

  • On talent: We will:
    • Seek to increase skills at all levels, to maintain a broad disciplinary skills base, and work with partners to identify key skills gaps and build capacity. We will support vocational education and apprenticeships alongside more traditional pathways through higher education. • Support individuals to move between business and research careers, creating opportunities to develop careers in ways that stimulate creativity and innovation.
    • Back universities to develop vibrant research environments which act as magnets to attract and nurture talent.
    • Support multidisciplinary teams when these are needed to conduct research and innovation. This will require the creation of more highly valued roles for technologists, data scientists and others for the teams that are needed to tackle tough challenges.
    • Promote continuing professional development, accompanied by lifelong learning and training throughout the careers of researchers and innovators.
  • On the system: We will:
    • Drive change, both as an employer and through our research and innovation funding. • Embed equality, diversity and inclusion at all levels and in all that we do.
    • Seek to create a culture that facilitates and safeguards the opportunities for all to be respected and treated fairly.
    • Take an evidence-based approach, commissioning and funding research and evaluations to understand the issues, what interventions work – and what does not work. • Collaborate and engage with partners nationally and internationally, to gather evidence and ideas, to help catalyse and facilitate change.
  • On Research culture: We will prioritise four related areas:
    • Research and innovation ethics – norms that define acceptable behaviour and practice
    • Conduct – the use of honest and verifiable methods in proposing, performing, and evaluating research
    • Reproducibility – the ability to achieve commensurate results when an experiment is conducted by an independent researcher under similar conditions
    • Analysis of funding mechanisms and metrics and their impact on culture
  • On transparency: We will:
    • Identify the highest value areas where UKRI can drive improvements to the open research system in the near to mid-term.
    • Build on the expertise in Councils and the wider community to identify technological innovations that could transform open research.
    • Engage with Government and external groups to ensure the UK continues to play a leading role in the international open research movement

Haldane Principle:

  • “(page 9): 3 In engaging with UKRI, BEIS will have regard to the Haldane principle …..The HER Act defines more precisely how the Haldane principle will apply with respect to UKRI.  For the science and humanities councils…. section 103 sets out that the Haldane principle is the principle that decisions on individual research proposals are best taken following an evaluation of the quality and likely impact of the proposals (such as a peer review process).  Section 97 provides equivalent measures for the activities of Research England. Strategic, long term decision making requires input from both subject matter experts and central government, as explained in the written ministerial statement. This includes investment in large capital infrastructure and research treaties.  The Haldane principle does not apply to the government’s funding of innovation and the activities of Innovate UK.”

Immigration

From Dods, referring to an article in Politico: May intervenes to speed up new UK immigration plan.  The Government have purportedly brought forward plans to publish the Immigration White Paper before the summer recess. This new timetable, if accurate, means the White Paper will be published before the long-awaited Migration Advisory Committee’s report into the economics of immigration, due to be published in September. Formerly, Home Office officials had said this report would inform Government immigration policy, justifying the long delay in publishing the White Paper.

More definitely, the Commons Science and Technology Select Committee have announced a new inquiry into “an immigration system that works for science and innovation”.

  • “The Committee published its report on “Brexit, Science and Innovation” in March, and has recently received the Government’s response. The report welcomed the Prime Minister’s call for a “far-reaching pact” with the EU on science and innovation. We had recommended that an early deal for science—including on the ‘people’ element—could set a positive tone for the rest of the trade negotiations, given the mutual benefits of cooperation on science and innovation for the UK and the EU. The Committee now intends to produce its own proposals for an immigration system that works for science and innovation, with the aim of completing this in advance of the MAC’s report later this year.”

The Committee Chair, Rt Hon Norman Lamb MP, said:

  • “It was disappointing that the Government doesn’t see the need to secure an early science pact, and assumes that scientists are happy to just wait and see what’s in the Immigration Bill next year. We’re going to roll up our sleeves now and set out our proposals for an immigration system that works for the science and innovation sector.”
  • “Today’s revelation that more than 1,600 IT specialists and engineers offered jobs in the UK were denied visas between December and March sends the message that the UK is not interested in welcoming science talent at the moment. The Government needs to work quickly to correct that impression.

The Committee will draw on the submissions to its previous Brexit inquiry and the sector’s submissions to the MAC to construct its proposals for the immigration system, but further input to this process is welcome on the following points:

  • If an early deal for science and innovation could be negotiated, what specifically should it to contain in relation to immigration rules and movement of people involved with science and innovation?
  • What are the specific career needs of scientists in relation to movement of people, both in terms of attracting and retaining the people the UK needs and supporting the research that they do?
  • What aspects of the ‘people’ element need to be negotiated with the EU-27, as opposed to being simply decided on by the Government?
  • On what timescale is clarity needed in relation to future immigration rules in order to support science and innovation in the UK?

The deadline for submissions is Wednesday 6 June 2018 – please contact policy@bournemouth.ac.uk if you would like to submit evidence to this inquiry.

Post-18 review

The Secretary of State for Education has written to the Chair of the Education Committee about the HE review:

  • “You asked for clarification on how the Review of Post-18 Education and Funding will inform my department’s preparations for the next spending review, particularly with regard to further education. The Spending Review 2019 will provide an opportunity to set budgets and fund government priorities across the whole DfE remit from 2020-21 onwards. The Department’s preparation for the Spending Review will include consideration of any recommendations from the Review of Post-18 Education and Funding.”

Policy impact

I presented this week on engaging with policy makers, part of a regular series of workshops that we run at BU for academic and professional support staff.  Read my blog here.

And while we’re talking about the “what”…did you know that government departments publish their areas of research interest?  This is a guide to where research funds might go, and is useful if you are thinking about policy impact. The collection is here, and four new ones were added on Thursday:

The DCMS one says “It is designed to encourage researchers and academics to explore those topics that could be of benefit to DCMS and our sectors and act as a starting point for future collaboration.”

Digital Health, Life Sciences

The government have published the annual report from the Bioscience and health technology sector database for 2017 – there are some interesting graphics and context for the strategic investment areas:

There is scope for an argument about focus on place for the industrial strategy here – the detailed maps in the main report  highlight the weakness in the South West but opportunity for Bournemouth given our location almost in the South East and close to London.

And out on Monday, this report from the National Centre for Universities and Business:

  • “To compete, the UK must ensure that its universities are as embedded into the digital health knowledge exchange process as those in California and Massachusetts. Furthermore, as the UK cannot outspend the US, our systems for procurement and deployment into the NHS, and the high quality of research in UK universities, must be connected more effectively in the ecosystem. We noted earlier that patients and consumers are willing to share their data for research – although there is a sensible debate about opt-in versus opt-out, and patient control over what might be shared – but there remain significant standardisation challenges across primary and secondary care systems that must be overcome to drive research excellence.”

Postgraduate loans and numbers

New data from the Office for Students shows an increase in postgraduate masters’ student numbers since the introduction of the postgraduate masters’ loan.  ·        Read the news item in full on the Office for Students website.

The effect of postgraduate loans data – key findings (the survey uses HESA data)

  • In 2016-17 postgraduate masters’ loans of up to £10,000 were introduced to assist students with tuition fees and living costs.
  • In 2016-17 there was an overall increase in entrant numbers but only for students to eligible courses. The number for non-eligible courses decreased. Single-year transition rates straight from undergraduate degree to postgraduate study saw a similar increase in students to eligible courses.
  • Age: The largest increase in entrant numbers on eligible courses and increase in transition rates have been for students aged 25 and under. Overall, the age profile of entrants to postgraduate study has changed slightly, with a larger proportion of younger students than in previous years.
  • Gender: Male and female entrant numbers on eligible courses both show an increase. Similarly, there has been no difference between the genders in transition rates or loan take-up.
  • Ethnicity: There has been a larger increase in entrant numbers on eligible courses for black students than for white students, which has resulted in a change in the ethnic composition of the postgraduate entrant population. The proportion of postgraduate entrants on eligible courses who are black has increased from 8 per cent in 2015-16 to 11 per cent in 2016-17.
  • Disability: Disabled students comprised 12 per cent of the entrant population on eligible courses in 2015-16. However this has increased to 15 per cent in 2016-17.
  • Educational disadvantage: The proportional increase in entrant numbers on eligible courses, and increases in one-year transition rates, has been greatest for students from the lowest-participation areas. This means that those from the lowest undergraduate participation areas are now more likely to enter postgraduate study immediately after undergraduate study than those from the highest participation areas.
  • The proportion of students who were eligible for a loan and took one out was greatest among:
    • students aged 25 and under on entry
    • black students
    • students who declared a disability
    • students from lowest-participation areas.
  • For all student groups, the proportion of graduates able to realise their intention to continue postgraduate studies has increased. However, the increase was greatest among:
    • students aged 26 and over
    • black students
    • students who declared a disability
    • students from lowest-participation areas.

The Intentions After Graduation Survey data., key points:

Between January and April 2017 final year undergraduates on first degree courses were invited to answer the survey about their intentions after graduation. Overall, nearly 83,000 final year students from 268 UK higher education providers that take part in the National Student Survey (NSS) responded to the Intentions After Graduation Survey. This analysis focuses on almost 70,000 students at 238 English providers.

While the students’ most frequent intention within six months from graduation is to ‘look for a job’ (around 50 per cent of respondents each year), there is a clear upward trend in the percentage of students who intend to undertake postgraduate (PG) study. Among 2016-17 respondents, more than one student out of five selected ‘further study’ as their intention after graduation.

For all students, the intention to continue studying becomes greater further in the future (i.e. more than six months after graduation). Of students who are certain or likely to study at PG level in the future, 55 per cent intend to look for a job or have already been offered a job when surveyed.

In terms of motivation, almost 70 per cent of the students who intend or are likely to continue studying selected ‘interest in the subject’ as a reason for their intention. Only 35 per cent of the students would continue to study, among other reasons, to get a better job or to open up more career choices.

Female students are more likely to intend to continue to study than male students, as are black students relative to other ethnic groups. Also, young students from the lowest-participation areas are more likely to state an intention to continue study relative to those from higher-participation areas

Other news

The Office for Students is recruiting for its committees – provider risk, quality assessment and risk and audit.

Care leavers will be boosted by a new £1,000 bursary payment if they choose to do an apprenticeship from August 2018, the Government announced on 17 May

Subscribe!

To subscribe to the weekly policy update simply email policy@bournemouth.ac.uk

JANE FORSTER                                            |                       SARAH CARTER

Policy Advisor                                                                     Policy & Public Affairs Officer

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

Political Updates

EU, Funding opportunities, Guidance, innovation, international, policy, Research news, Uncategorized

 A smorgasbord of content for you this week – rifle through to find the topics most of interest to you. We’ve got: pollinators, research integrity, mental health, nursing news, plastic waste, several new funded competitions from the Government, praise for the arts and creative sectors, smart energy systems, immersive technologies, the Industrial Strategy’s Grand Challenges, tackling social challenges, Guidance from Innovate UK and on Horizon 2020, an important survey on international students, new Royal Society Fellows, an article on the AI brain drain, and the forthcoming Environmental Principles and Governance Bill. Enjoy!

 

Pollinators

On Tuesday Ben Bradley (Conservative, Mansfield) made his case for a Private Members’ Bill to make provision about the protection of pollinators. Permission to progress the Bill was granted and our regional MP Oliver Letwin will take part in presenting the bill.

 

Research Integrity

Sam Gyimah was interviewed for the Commons Science and Technology Select Committee investigation into research integrity. The committee heard that universities should be held responsible for the full compliance of upholding standards of research integrity but the Minister for Universities, Science, Research and Innovation declined to assert that funding should be dependent on this. Other topics covered included concordant sign up, self-assessment and disclosure in clinical trials. Read the full summary of the session provided by Dods Consultants here.

 

Mental Health

The Commons Education, Health and Social Care Committees have published their response to the inquiry on young people’s mental health: The Government’s Green Paper on mental health: failing a generation.   An oral parliamentary question was also asked on the topic on Tuesday:

Q – Helen Whately: I welcome the Green Paper on mental health in schools, which was published earlier this year, but it does prompt a question about the mental health of students in further and higher education. Does my right hon. Friend have any plans to look into that issue? If he does not, may I urge him to do so?

A – Jackie Doyle-Price: I thank my hon. Friend for her question and her continued industry on these matters. As she mentioned, the Green Paper outlined plans to set up a new national strategic partnership focused on improving the mental health of 16 to 25-year-olds. That partnership is likely to support and build on sector-led initiatives in higher education, such as Universities UK’s #stepchange project, whose launch I attended in September. The strategy calls on higher education leaders to adopt mental health as a strategic priority, to take a whole-university approach to mental health and to embed it across policies, courses and practices.

 

Nursing Places

Nursing has been in the news again this week. A series of oral parliamentary questions reveal the Government’s unwavering approach towards nurse training and on Wednesday there was a debate on the Government’s plans to remove funding from post-graduate converters into nursing (announced in February). The removal affects the two-year course for those who hold degrees in other subjects. It is controversial as this is the fastest way to train a registered nurse and there is currently a shortage of 40,000 nurses in England. The change brings the post-graduate courses in line with the undergraduate nurse training which has already lost the NUS bursary and now falls under the student loan system.

The Commons debate was secured as a result of opposition pressure, following a report by the Lords Secondary Legislation Scrutiny Committee, which referenced evidence submitted by the Royal College of Nursing (RCN). The RCN arranged for a number of student nurses, who currently receive post-graduate funding, to visit parliament during April to meet MPs and peers and explain what financial support has meant for them.

 

Michael Lawton, who received the NHS post-graduate bursary and is currently working as a registered nurse, said: “Without the bursary I couldn’t have applied and I wouldn’t be in a career I love, giving patients the great care they deserve. I know I make a difference every day.

MPs I’ve spoken to are shocked at how many hours we do in clinical placement. By removing the bursary, the Government is asking people to pay to work on placements to keep the NHS afloat and that isn’t right.

Current post-graduate nursing student Georgie Ellmore-Jones said:

“After my undergraduate degree I was already in a lot of debt. When I looked at pursuing a career in nursing and saw it was funded, it made it more certain in my mind that I wanted to do it. At post-graduate level many of the students have families and children to look after so adding more debt will only discourage potential students.”

 

On Tuesday there were a series of oral questions on nursing to the Minister for Health (Stephen Barclay), his answers reveal the Government’s thinking towards nurse training.

Q – Gill Furniss (Sheffield, Brightside and Hillsborough) & (Lab) Stella Creasy (Walthamstow) (Lab/Co-op) & Stella Creasy (Walthamstow) (Lab/Co-op): What assessment he has made of the effect of the withdrawal of NHS bursaries on applications for nursing degrees.

A – The Minister for Health (Stephen Barclay): Nursing remains a strong career choice, with more than 22,500 students placed during the 2017 UCAS application cycle. Demand for nursing places continues to outstrip the available training places.

Q – Gill Furniss: Figures from the Royal College of Nursing show that applications have fallen by 33% since the withdrawal of bursaries. At the same time, the Government’s Brexit shambles has led to a drastic decline in EU nursing applications. How many years of such decline do we have to see before the Secretary of State and the Minister will intervene?

A – Stephen Barclay: What matters is not the number of rejected applicants, but the increase in places—the number of people actually training to be a nurse. The reality is that 5,000 more nurses will be training each year up to 2020 as a result of the changes.

Q – Stella Creasy: The NHS already has 34,000 nursing vacancies. Given that there has been a 97% drop in nursing applications from the EU and that studies show that nearly half of all hospital shifts include agency nurses, will the Minister at least admit that cutting the bursary scheme has been a false economy for our NHS?

A – Stephen Barclay: It is not a false economy to increase the supply of nurses, which is what the changes have done. Indeed, they form part of a wider package of measures, including “Agenda for Change”, pay rises and the return to practice scheme, which has seen 4,355 starters returning to the profession. More and more nurses are being trained, which is why we now have over 13,000 more nurses than in 2010.

Q – Grahame Morris: I respectfully remind the Minister that this is about recruitment and retention. The RCN says that we can train a postgraduate nurse within 18 months, which is a significant untapped resource, so why are the Government planning to withdraw support from postgraduate nurses training, too?

A – Stephen Barclay: We have a debate involving postgraduate nursing tomorrow, but the intention is to increase the number of such nurses by removing the current cap, which means that many who want to apply for postgraduate courses cannot find the clinical places to do so. That is the nature of tomorrow’s debate, and I look forward to seeing the hon. Gentleman in the Chamber.

Q – Robert Halfon (Harlow) (Con):  Will my hon. Friend, on top of the degree nursing apprenticeships, rapidly increase the nursing apprenticeship programme so nurses can earn while they learn, have no debt and get a skill that they and our country need?

A – Stephen Barclay: My right hon. Friend is absolutely right to signpost this as one of a suite of ways to increase the number of nurses in the profession. As he alludes to, there will be 5,000 nursing apprenticeships this year, and we are expanding the programme, with 7,500 starting next year.

Q – Stephen Lloyd (Eastbourne) (LD): With every reputable independent body showing very clearly that we have a staffing crisis in the NHS nursing profession, can the Minister explain how cutting bursaries actually improves the situation?

A – Stephen Barclay: I am very happy to do so. We are removing the cap on the number of places covered by the bursaries and increasing the number of student places by 25%, which means that there will be 5,000 more nurses in training as a result of these changes.

Q – Dr Philippa Whitford (Central Ayrshire) (SNP): The Secretary of State’s removal of the nursing bursary and introduction of tuition fees have resulted in a 33% drop in applications in England. In Scotland, we have kept the bursary, a carer’s allowance and free tuition, which means that student nurses are up to £18,000 a year better off, and indeed they also earn more once they graduate. Does the Minister recognise that that is why applications in Scotland have remained stable while in England they have dropped by a third?

A- Stephen Barclay: The hon. Lady speaks with great authority on health matters, but, again, she misses the distinction between the number of applicants and the number of nurses in training. It is about how many places are available, and we are increasing by 25% the number of nurses in training. That is what will address the supply and address some of the vacancies in the profession.

Q – Dr Whitford: Workforce is a challenge for all four national health services across the UK, but, according to NHS Improvement, there are 36,000 nursing vacancies in England, more than twice the rate in Scotland. The Minister claims that more nurse students are training, but in fact there were 700 fewer in training in England last year, compared with an 8% increase in Scotland. The key difference is that in Scotland we are supporting the finances of student nurses, so will the Government accept that removing the nursing bursary was a mistake and reintroduce it?

A – Stephen Barclay: The distinction the hon. Lady fails to make is that in England we are increasing the number of nurses in training by 25%; we are ensuring that nurses who have left the profession can return through the return-to-work programme; and we are introducing significant additional pay through “Agenda for Change”. As my right hon. Friend the Member for Harlow (Robert Halfon) said, we are also creating new routes so that those who come into the NHS through other routes, such as by joining as a healthcare assistant, are not trapped in those roles but are able to progress, because the Conservative party backs people who want to progress in their careers. Healthcare assistants who want to progress into nursing should have that opportunity.

Q – Justin Madders (Ellesmere Port and Neston) (Lab): When defending the decision to scrap bursaries, the Secretary of State said that, if done right, it could provide up to 20,000 extra nursing posts by 2020. Well, that figure now looks wildly optimistic, with applications down two years in a row. Is it not time that Ministers admitted they have got this one wrong and joined the Opposition in the Lobby tomorrow to vote against any further extensions to this failed policy?

A – Stephen Barclay: If Members vote against the policy tomorrow, the reality is that they will be voting for a cap on the number of postgraduate nurses going into the system, and therefore they will be saying that more people should be rejected—more people should lose the opportunity to become nurses—because they want to have a cap that restricts the supply of teaching places.

 

Plastics

The Government have announced a new research and innovation hub to tackle plastic waste in the oceans.

 

Arts Projects Support for the North

The PM spoke on Tuesday to praise Britain’s arts sector:

But of course, the value of culture and creativity lies not only in its economic strength. Just as important is the less tangible contribution that it makes to our national life. The work you do brings joy to millions. It fosters unity, gives us a common currency. It helps to define and build our sense of national character.

“Without culture […] society is but a jungle”. Your work is a vital part of our national life and our national economy, and I am absolutely committed to supporting it.

Our ambitious sector deal for the creative industries, announced just before Easter, will see a further £150 million invested by government and industry, spreading success and making the sector fit to face the future.

She also announced a £3 million fund of new money to support creative projects within the Northern Powerhouse region on Tuesday. Offering a mix of grants and loans, the social investment fund will be open to non-profit, community-based organisations that deliver a positive social impact.

Full speech here.

 

Smart Energy Systems

The Government announced £41.5 million funds for design and trial of of new business models that intelligently link supply, storage and demand in heating, power and transport. Thee Innovate UK competition has two elements: up to £40 million is available for 3 smart energy system demonstrators, while up to £1.5 million is available for studies into new, smarter approaches to local energy.

 

Audiences of the Future – Commercial opportunities in the creative industries

The Government has announced a funding competition – Audience of the future: demonstrators opening Monday 21 May. £16 million will be invested in 4 large scale creative industries demonstrator projects (£5-£10 million each) through the Industrial Strategy Challenge Fund. It aims to explore future global, mass market, commercial opportunities in the creative industries. Primarily this will be through pre-commercial collaboration at scale. Projects should significantly improve the current state of art in their field. The projects must explore new ways of communication with mass audiences (100,000+) using new immersive technologies and experiences that are a significant advancement on the state of art in the chosen area. The high level of innovation and scale should be capable of transforming the sector and replicable across the creative industries. The project should generate audience and consumer information that could be used to test the viability of new business models. The Government suggests that areas with strong potential could include moving images, access to live sporting events, visitor experiences in museums and galleries, and music and theatre performance.  See here for more information.

A further £1 million is available for early-stage projects (£20-60k) that seek to understand customer needs for immersive experiences and the tools needed to deliver them. Early-stage projects should use human-centered design and look at audience behaviour to develop ideas for new products and services. Particular areas could include:

  • advancing the state-of-the-art with immersive experiences that are desirable and fit-for-purpose
  • producing high-quality immersive content cheaper, faster and in a way that is more accessible
  • improving physical devices such as eyewear and controllers, or haptic feedback
  • new digital platforms and services to deliver immersive content

See here for more information on the early-stage projects.

Resolving Social Challenges

On Thursday Oliver Dowden (Minister for Implementation) announced a series of competitions for tech firms to develop solutions tackling current social challenges.  While the initiatives focus on the business sector some of the topics are interesting. Each contributes to the Government’s Grand Challenges – the data economy; clean growth; reducing plastic waster, tackling loneliness and healthy ageing and the future of mobility – the competition is designed to incentivise Britain’s tech firms to come up with innovative solutions to improve public services.

The forthcoming challenges:

  • Identifying terrorist still imagery (Home Office). Home Office research shows that more than two-thirds of terrorist propaganda disseminated online is still imagery. This project will support both Government analysis of, and broader efforts to remove, this harmful material.
  • Tracking waste through the waste chain, submitted by Department for Environment, Food and Rural Affairs (DEFRA). A new technological approach could help record, check and track waste, helping boost productivity, reduce costs, and protect both human health and the environment.
  • Tackling loneliness and rural isolation, submitted by Monmouthshire Council. The government recognises that rural transport is vital to local communities, and businesses. A technological solution, exploiting vehicles with spare capacity could support rural economies.
  • Cutting traffic congestion, submitted by Department for Transport (DfT). Greater collection and new analysis of data could help target interventions to cut congestion.
  • Local authorities have large numbers of council vehicles crossing their areas every day. If they can be equipped with innovative data capture systems, they could understand potholes, litter, recycling, parking, air quality and more in real-time, every day, for no added cost. This could mean reduced service delivery costs and better local services.

The first of these competitions opens on Monday 14 May and runs for six weeks, with the remaining competitions being launched in subsequent months. Tech firms bidding to the fund will have free rein to create truly innovative fixes. Winning companies will be awarded up to £50,000 to develop their ideas.

 

Guidance

Innovate UK have released general guidance for grant applicants, including applying for a business innovation grant, funding rules and participation levels.

The Government have released guidance on Horizon 2020: what it is and how to apply for funding.

International Students

The Migration Advisory Committee (MAC) has been tasked by the Government to assess the impact of international students. Previously they asked for evidence of impact from the HE sector with much response from HE institutions but little response from international students themselves. To redress this evidence gap the MAC have issued a survey directly to students. Universities have been asked to disseminate this survey and encourage their students to complete it. Here is the link.

Environmental Principles and Governance Bill

Michael Gove has announced the introduction of the Environmental Principles and Governance Bill, which will “ensure environmental protections will not be weakened as we leave the EU.” It will introduce a new body to hold the Government to account for environmental outcomes. Subject to consultation, the new body could specifically be responsible for:

  • providing independent scrutiny and advice on existing and future government environmental law and policy;
  • responding to complaints about government’s delivery of environmental law; and
  • holding government to account publicly over its delivery of environmental law and exercising enforcement powers where necessary.The Government is also consulting on an intention to require minister to produce a “statutory and comprehensive policy statement setting out how they will apply core environmental principles as they develop policy and discharge their responsibilities”. The new Bill will also ensure Government’s continue to have to regard environmental principlesRoyal SocietyArtificial Intelligence
  • The Financial Times has an article: UK universities alarmed by poaching of top computer science brains.
  • Wonkhe report that: 50 new Royal Society Fellows and Foreign Members have been elected to join the existing c.1,600. They are all scientists, engineers, and technologists who are from, or living and working in, the UK and the Commonwealth. New additions include Jim Al-Khalili, Michelle Simmons and Elon Musk, with David Willetts the Honorary Fellow,. Of the 50 12 are women.
  • The consultation will run for 12 weeks, closing on Thursday 2 August. The draft will be published in the Autumn, and the Bill will be introduced in the second session of this parliament.

Best wishes,

Sarah

HE Policy Update for the w/e 4th May 2018

EU, innovation, policy

A bumper policy update for you packed full of political changes and arguments, and BU gets a mention in the House of Commons. Enjoy the sunny bank holiday weekend!

Political News

Amber Rudd resigned on Sunday. Replacing her are Penny Mordaunt and Sajid Javid.

Penny Mordaunt (Secretary of State for International Development) will replace her as Women and Equalities Minister. Penny’s pre-UK political career is varied ranging from magician’s assistant, working in Romanian hospitals and orphanages, and as Head of Foreign Press for George W Bush. Previously she was the Minister of State for Disabled People, Work and Health. Her political interests are care and quality of life for the elderly, healthcare, defence, the arts, and space.

Sajid Javid will replace Amber as Home Secretary. (James Brokenshire will replace Sajid as Housing, Communities and Local Government Secretary). Sajid’s political interests are civil liberties, free enterprise, defence, and welfare policy. Sajid has held a string of parliamentary roles including  Economic Secretary 2012-13, Financial Secretary 2013-14; Secretary of State for Culture, Media and Sport 2014-15; Minister for Equalities 2014; Secretary of State for: Business, Innovation and Skills and President of the Board of Trade 2015-16, and Communities, Local Government and Housing Secretary 2016-18. Times Higher took to Twitter to remind the HE world that Sajid believes international students shouldn’t stay on to work in Britain post-graduation.

#BUProud – Sam Gyimah praised BU in a recent Education select committee meeting. Questioned on whether the three year full time degree is an outdated dinosaur and whether accelerated or non-standard degrees are the future Sam replied:

  • I will start off, before saying what I think the answer is, by saying that there is some good practice in the sector that is often not acknowledged. For example, 42% of degrees are currently vocational. If you look at what some universities are doing, Bournemouth University, where I was a few weeks ago, is a most effective place at training people for media and film studies. Most people would dismiss some of these things, but if you want to work at Universal Studios, one of the best universities in this country to go to is Bournemouth. They have a focused university curriculum.  

Office for Students (OfS) Strategy and Business Plan

The OfS have published their strategy and business plan.  They set out their familar 4 objectives ( participation, experience, outcomes and value for money). The OfS will deliver their strategy by:

  • Ensuring providers meet the quality threshold (the 24 conditions of registration)
  • Supporting informed student choice about courses and careers
  • Taking action to ‘ensure that the sector is working effectively in the interests of students, employers, and society’.
  • The OfS will publish key performance indicators in the summer to measure the business plan.
  • Being an efficient and effective regulator

The OfS will also measure contributory progress against these cross cutting strategic outcomes:

  • Public trust and confidence in HE
  • National social mobility
  • Equality & diversity within HE and beyond
  • A dynamic national workforce

There is more detail in the Business Plan 2018-19, including:

  • The intention to evaluate the return on investment on access and participation plans and impact work; develop, address cold spots and evaluate IAG; and increase transparency data in relation to access and participation.
  • New providers – address barriers to entry; facilitate alternative forms of provision and develop measures of diversity of provision and innovation (including a work placement measure beyond sandwich placements and the ‘Higher education – business and community interaction’ survey data; also to support growth in technical routes.
  • Deliver NSS and explore new measures and monitoring tools.
  • Develop the OfS approach to student welfare and wellbeing.
  • Remove barriers to student transfer.
  • Continue the TEF, KEF and REF.
  • Develop strategy and processes surrounding student protection and managing market exit.

And much more!

The Knowledge Exchange Framework

Research Professional published a mock Knowledge Exchange rankings table  based on three years of data from the Higher Education Business and Community Interaction surveys.  Hamish McAlpine, senior policy adviser for knowledge exchange at Research England, has written a progress report on work towards the real KEF.  We have been a bit sceptical about the KEF at BU – because something with great potential to measure something of great benefit (going beyond REF impact) looks like being a way to channel more money to those who make money already from commercialisation….

The article is interesting because it is clear that thinking is still evolving – this sentence gives some hope about the value of the framework:

  • “To this end we are looking at creating clusters of institutions with similar capabilities. These include not just staff numbers, but also things such as disciplinary mix, research strengths and intensity, income, student numbers and capital investments.” 

And they haven’t yet decided on the link to funding…..but it still looks as if income is the driver:

  • “Income is only a proxy for impact, but it is the best measure we have at present. Income is also robust and relatively easy to audit. It is not in anyone’s interest to distribute lots of public money based on unsound metrics”

Income is a very unreliable proxy for impact outside STEM.  In her previous role at BU Jane supported a number of projects with HSS that have limited potential to make money (because they help the NHS) but have potential to make a real difference to care and outcomes.  And what about all the work in social sciences – and knowledge exchange projects in FoM and FMC?  So we’re still sceptical about the KEF – but it might be a bit less pointless than it was looking a few months ago.  I’ve added a comment to the article – we’ll see what the response is.

Major review of post-18 education (fees and funding)

We have submitted BU’s response to the HE review and you can read it here.  SUBU’s response is here.

There is a useful article by Gordon McKenzie of GuildHE on Wonkhe.

The Higher Education Policy Institute (HEPI) published their 10 points for the HE review – a useful round up of some of the issues based on HEPI’s own research over the last few years.  Their 10 points relate to:

  • Part-time learners
  • Differential fees
  • Maintenance grants
  • Mixed funding model
  • Uses of tuition fees
  • Misunderstanding among applicants
  • Outreach versus spending on bursaries
  • Accounting treatment of student loans
  • Level 4 and Level 5 qualifications
  • Student number controls

UUK have blogged on their response to the review calling for the review to address confusion about the tuition fees system. UUK note that while the funding system hasn’t deterred young people from full time study (and is beneficial in creating stability for universities) ‘there is a lack of public confidence and understanding of how it delivers value for money for students’. They note those wishing to study flexibly, or part time, or young students who wish to earn whilst they learn aren’t serviced adequately by the existing funding system. They also call for maintenance grants to be restored.

The Universities UK submission makes a number of recommendations, including:​

  • government should, in partnership with universities, provide more targeted information to prospective students on the costs and benefits of higher education
  • universities could develop their value for money statements, to better explain how pricing decisions for undergraduate courses are arrived at. These should explain how the university uses income from tuition fees, and other sources of income, to fund the student experience and other activities such as research
  • to deal with students’ concerns about living costs, new funding should be introduced to restore maintenance grants for those most in need
  • to help address students’ fears of debt, government should remove the interest rate that starts building from the start date of the course, and deliver better financial advice, especially on the difference between student loan debt and conventional debt
  • greater exploration of ways that learners can study more flexibly and piloting preferential loan repayment terms for subjects that address national skills shortages

You can read Baroness Wolf in the TES on what the review is about (not just HE).

From March – the OfS report on student perceptions of value for money: – not providing a definition but see below 

  • “Funded by OfS, our SUs led some research into what students think. The purpose was not to definitively answer the question of what ‘value for money’ means in higher education but, rather, to explore value for money from the student perspective. Do students feel they are receiving value for money? Do student perceptions of value for money evolve as they go from school to higher education, and then into the world of work? What can higher education providers – and the OfS – do to help improve the value students perceive they are getting from the considerable investment they have made in higher education?”

Factors that demonstrate value for money:

Maintenance Grant Raid – David Morris wrote for the Guardian this week stating: The government has hinted it will reintroduce maintenance grants, but that there will be no extra money to pay for it. David believes this will take the political pressure out of the tuition fee conundrum because ‘expensive rent is probably far more of a barrier to widening access than expensive fees, since students don’t repay these until after graduation.’ David believes the Government might solve the issue of funding maintenance grants by utilising the current teaching grant. He states: ‘This time around, universities will have to convince government to find additional spending, or it will be their pockets that are raided.’

Political Battles – Martin Lewis (MoneySavingExpert) tackles Chi Onwurah (Labour MP) in BBC Question Time. In essence his fiery response blames both Government and Opposition for making Fees and Student Loans a political battlefield – serving only their own political ends and leaving prospective students bewildered about affordability. He states in itself this is what is putting off even more students because they believe they can’t afford to attend University.

  • Martin: “Look politicians do this all the time and you’re making your political points and you’re doing it and you put off young people from underprivileged backgrounds going to university with a fear of debt by framing it as debt when you know it doesn’t work like that.”
  • “Politicians need to take responsibility, your political football that you and all the parties have used student finance to be has miseducated a generation about how student finance works and it is an abomination you should all hang your heads in shame.
  • Chi comes back to argue that fees are a psychological barrier:  “It is psychological but a lot of the world is psychological Martin, how things are perceived is what informs peoples choices.”
  • Martin: “Then let’s re-educate.”

Watch the short (1 minute) clip here, the Express also covered the argument.

Higher Earning Graduates – Sam Gyimah avoided responding to a parliamentary question on higher earning graduates this week.

  • Q – Jim Cunningham: What estimate he has made of the number of graduate students who are earning over £50k and have begun repaying their student loan since 2010.
  • A – Sam Gyimah: This is a matter for the Student Loans Company (SLC). I have asked the SLC’s Interim Chief Executive, Peter Lauener, to write to the hon. Member for Coventry South and a copy of his reply will be placed in the Libraries of both Houses.

Student Loan Overpayments  –Another parliamentary question revealed that 55% of the nursing, midwifery and allied health professions students who were overpaid by SLC (leading to concerns about how the money would be clawed back), were overpaid by more than £1,000. And the non-repayable support has been confirmed

  • Q – Baroness Thornton: Whether, given that the Student Loans Company (SLC) has accepted responsibility for overpayments to healthcare students and that the SLC told students that they were not being overpaid, the SLC will write off overpayments to physiotherapy and other healthcare students.
  • A – Viscount Younger Of Leckie: The government announced on 18 April 2018 that the Student Loans Company (SLC) will provide support to ensure that none of the students affected by the error suffer hardship. Students affected by this will be eligible to apply for additional, non-repayable, support of up to £1,000 for the remainder of this academic year, and should contact the SLC. In addition, repayment of overpaid maintenance support will be deferred for all students affected until they have finished their courses and can afford to repay. Repayment of overpaid maintenance loans will happen via HM Revenue and Customs in the normal way, which is how students will have expected to repay their loans when they took them out.

Loan Terms – Another week, another student loan parliamentary question – this time Sam’s answer fails to confirm whether the Government will change the loan terms for the post-2012 students, leading to worry over how students may be affected if the post-2012 loans are sold off.

  • Q – Caroline Lucas: To ask the Secretary of State for Education, whether he retains the legal power to revise the terms and conditions of student loans, including those sold to the Student Loans Company; and whether his Department has any plans to standardise those terms and conditions irrespective of the higher education start date of those loans.
  • A – Sam Gyimah: Key student loan repayment terms are set out in legislation, and can therefore be amended through the applicable parliamentary processes. It is important that, subject to this Parliamentary scrutiny, the government retains the power to adjust the terms and conditions of student loans. However, the government has no plans to change, or to consider changing, the terms of pre-2012 loans, including those sold recently.Student loans are subsidised by the taxpayer, and we must ensure that the interests of both borrowers and taxpayers continue to be protected. The review of post-18 education and funding will look at how we can ensure a joined-up education system that works for everyone.

Paramedic Student Loans – A parliamentary question on reclassifying paramedic degrees for existing graduates to access the student loan whilst retraining:

  • Q – Peter Kyle: To ask the Secretary of State for Health and Social Care, pursuant to the Answer of 19 April 2018 to Question 135158, if he will classify paramedic science as an exception course to allow those who study it as a second degree to obtain a student loan.
  • A – Stephen Barclay: Since the decision taken by the Health and Care Professions Council on 21 March 2018 to move paramedic programmes to a degree level, the Department of Health and Social Care has been working with Health Education England and the Department for Education to actively review the position of students wishing to study a paramedic programme. This review will consider aligning paramedic courses with other healthcare courses reviewed during the recent healthcare education funding reforms.

Freedom of Speech

The Universities Minister gave a speech on Thursday at a free speech summit calling for new guidance for organisations and students on freedom of speech. Covered by The Times Sam is portrayed as championing free speech way beyond his predecessor (Jo Johnson’s) intent to ‘enforce existing measures’. Sam plans for the OfS to name and shame or fine institutions for failing to uphold his view of free speech. He has announced the intention to create a single set of guidelines ‘to clarify the rules and regulations around speakers and events to prevent bureaucrats or wreckers on campus from exploiting gaps for their own ends’. The NUS is permitted to input into the new rules. See the Government’s press release here.

  • UUK commented:  “Tens of thousands of speaking events are put on every year across the country. The majority pass without incident. A small number of flashpoints do occasionally occur, on contentious or controversial issues, but universities do all they can to protect free speech so events continue.”
  • Sector press has noted that the Joint Committee on Human Rights report (March 2018) did not believe there to be a problem with free speech at universities: we did not find the wholesale censorship of debate in universities which media coverage has suggested. And on the ‘chilling’ (deterrent) effect ‘which is hard to measure’: A much broader survey of students’ opinion would be needed to assess levels of confidence amongst the student body as a whole. Source
  • Free Speech does get a (very limited) mention in the OfS’ new Business Plan – one mention (page 7) ‘Incentivise positive student experiences beyond the conditions of registration – Define and begin to deliver the OfS’ role to promote and protect free speech.’
  • THE also reported on Sam’s speech, ironically noting it was delivered at a ‘behind-closed-doors’ event.
  • Sam wrote for The Times Red Box on Thursday: The time I was almost censored on campus. There is an entertaining range of reader comments following Sam’s piece, only overshadowed by the Twitter glee that the quote Sam opens his article with is misattributed. Whoops.

HEPI Free Speech blog

On Tuesday HEPI got the last word in on Free Speech ahead of Sam’s speech. See their blog Six points about free speech at universities. Nick Hillman commenced with HEPI’s survey statistics on free speech. Most of his six points are familiar:

  1. The current law is ‘in about the right place’ on free speech issues – and notes the need for legitimate limits (terrorism influence, inciting violence, risking safety of others)
  2. Universities have the expertise, the time and resources to debate issues freely
  3. Debate and expose bad ideas to defeat them (not hide away)
  4. HEPI refer to their detailed study of free speech. The blog suggests a quarter of students are illiberal wanting to ban some extreme positions, and HEPI interpret mixed results as confusion amongst students (saying yes to almost any question on free speech, whether supporting free speech, backing trigger warnings or supporting Prevent). It could be confusion, it could be students repeating back the social ideal they may not genuinely sign up to, or it could be poor questionnaire design! But on the confusion the blog goes on to recommend…
  5. Universities need to help students through the complexities of free speech issues (and avoid too much red tape when putting on events)
  6. HEPI don’t believe the situation is as bad as the media portray, however, they note if the sector continues to provide contentious ‘juicy’ examples of threats to free speech then the media will seize on them and further blow the debate out of proportion.

International Students

False Deportation – On Tuesday the Financial Times broke the news of 7,000 international students falsely deported in: Home Office told thousands of foreign students to leave UK in error.  Wonkhe have provided a summary:

  • The Financial Times reports that the Home Office may have ordered up to 7,000 international students to leave the country on the basis of false accusations that they “faked” their proficiency in English. The error allegedly occurred when US-based organisation Educational Testing Services (ETS) carried out an investigation on behalf of the Home Office into cheating in their Test of English for International Communication (TOEIC) in 2014. The investigation results led the Home Office to revoke the Tier 4 visas of around 35,870 students studying in the UK who were suspected to have used proxies to sit the test.  An immigration tribunal heard in 2016 that the computer analysis used to identify fraud had been correct in only 80% of cases, meaning that 7,000 students had been deported in error.  The Home Office told us “the Government took immediate robust action, which has been measured and proportionate and so far 21 people have received criminal convictions for their role in this deception” and noted that courts had consistently found in their favour that evidence in these cases was enough to act on. However, the FT cites a judgement published in 2017 that said that the Home Office’s behaviour was “so unfair and unreasonable as to amount to an abuse of power”.

The Guardian also has the story, noting that new Home Secretary Sajid Javid has been urged to conduct a review.

International Post-Doc Researchers – Earlier in the year HEPI released their report The costs and benefits of international students ahead of the Migration Advisory Committee’s consultation on international students (outcomes expected autumn 2018). At the HEPI launch event there was strong argument for the sectors which need international talent to fulfil economic and business needs but which have low graduate starting salaries. An oral question this week extended this debate to cover post-doc employment:

  • Q – Jeremy Lefroy (Stafford) (Con): I declare an interest as a trustee of the Liverpool School of Tropical Medicine. Post-doctoral research fellows are a vital part of this country’s research base, and they come from all over the world, including from the EU. What discussions are my right hon. and hon. Friends having with the Home Office to ensure that our future immigration policy is based not on salaries—post-docs often receive pretty miserly salaries compared with their qualifications—but on the skills that we really need in this country.
  • A – Robin Walker: I regularly attend the higher education and science working group chaired by my hon. Friend the Minister for Universities, Science, Research and Innovation, where we discuss these issues, and we have been feeding into the work being done by the Migration Advisory Committee and the Home Office on that front. The Prime Minister made clear that we will want to continue to attract key talent from around the world, and Britain will want to continue to be a scientific superpower in the years to come. It is essential that we get our policies right on this.

Widening Participation & Achievement

New Fair Access Tsar, Chris Millward, blogs for UUK on the ‘OpportUNIty for everyone’ campaign aiming to promote the work done by universities on social mobility. Chris’ entry into the sector as Director for Fair Access and Participation has had WP buffs pondering whether there will be an entirely different fair access landscape with new directives. Perhaps unintentionally Chris’ blog continues to repeat Les Ebdon’s constant calls for ‘faster change’:  ‘Opportunity for everyone’ shows how universities are opening their doors, but they must build on this for faster change. It perhaps favours a focusing of the WP target groups by specifically mentioning:

  • Young people from identified low participation neighbourhoods (LPN) – concern: access and successful completion
  • White boys from low income families (also within LPN and in receipt of free school meals) – concern: access
  • Mature students – concern: falling numbers accessing HE
  • Black and Asian, and Disabled students – concern: parity of numbers receiving good degree and/or successfully securing a graduate level job
  • Students reporting mental health concerns – concern: better support to complete degree

It notes all universities are expected to narrow their gaps in all these areas. Chris promises the OfS will ‘develop evidence and effective practice guidance, and create opportunities to promote its use’ through a national Evidence and Impact Exchange. You can follow the Opportunity for everyone campaign on Twitter via: #YesUniCan

Brexit – Science & Innovation

The House of Commons Science and Technology Committee have published Brexit, science and innovation (fifth special report of session 2017-19). This gives the Government’s response to the Committee’s previous paper. Here are excerpts from the introduction:

  • The Government welcomes the Science and Technology Select Committee’s report ‘Brexit, Science and Innovation’, and is grateful for the Committee’s positive view on the Government’s input to the EU’s consultation on the shape of Framework Programme 9 (FP9). The Committee’s report highlights key issues that will need to be considered as we leave the European Union and continuing to build the broadest and deepest possible partnership with the EU on Science and Innovations remains a top priority.
  • As made clear in the UK’s position paper on Framework Programme 9, a continued focus on excellence is essential, and the EU and its Member States should facilitate and strengthen collaborative working with other countries on shared priorities for mutual benefit. The principles of excellence and competitiveness that underpin European collaboration drive up the quality of research outputs and contribute to higher skills levels.
  • The Government’s commitment to underwrite Horizon 2020 funding has provided clarity and assurance to UK businesses and universities.
  •  The Government has been consistently clear that the UK is, and will continue to be, a place that welcomes talented scientists and researchers from across the globe to work or study here.
  • We value the strong collaborative partnerships that we have across the EU in the areas of science, research and innovation and recognise the important contribution they make to the UK.

Read the Government’s response to the four recommendations here.

Life Sciences

And just in case you missed it last week here is the House of Lords Science and Technology Committee report – Life Sciences Industrial Strategy: Who’s driving the bus?

Mental Health

OfS blog on the HE partnership who are trialling new strategic methods to support good mental health through the Catalyst funding. The approach is based on UUK’s Step Change framework. Student suicides were in the news this week and there is a parliamentary question asking about national student suicide figures due for answer next week.

Strike law suits

Wonkhe report that some students intend to sue their universities over the strike action. In line with the wishes of the self-appointed “Minister for Students”, some students are now seeking compensation for teaching time lost at the 65 institutions affected by the 14 days of recent USS pension strikes.

Over 100,000 students have signed petitions to complain about the issue and request refunds. However, widespread media coverage has focused on Tel-Aviv/London-based English law firm Asserson, a “disputes” specialist, which has set up a website encouraging UK, EU, and non-EU students to sign up to a class action lawsuit to potentially claim “hundreds of pounds each”. Apparently, it now has over 1,000 signatures, enough to apply for a group litigation order. If the firm can secure funding from a specialist litigation funder for the no-win-no-fee claim, get insurance against a failed claim, and work out how to distribute claimants across institutions, we may see a landmark case. Shimon Goldwater of the firm said this could cost universities “millions of pounds”.

Some institutions have put unspent pay in hardship funds, and those with student contracts will be checking the wording carefully. At the time, Universities UK (UUK) advised students to start with institutional complaints procedures, then if necessary escalate them to the Office of the Independent Adjudicator (OIA) in England and Wales. The OIA’s annual report came out on Thursday, showing a slight increase in complaints in 2017 – 1,635 compared to 1,517 the previous year. The student-as-consumer trend continues.

Wonkhe’s website also explains how group litigation works and a blogger warns that calls for money back could result in them becoming victims of another compensation scam.

No pause for Purdah

Research Professional explores how a Purdah period needn’t be a gag order. They confirmed that scientists are permitted to make public statements during election campaigns. On 11 April, the Cabinet Office issued revised election guidance for civil servants permitting scientists to continue with their work in the run up to an election.  During the 2017 general election, the UK Research Councils “strongly” advised against issuing press releases about new research. Jeremy Heywood, Head of the Civil Service, stated: the [purdah] principles are not, and have never been about restricting commentary from independent academics.

Fiona Fox (Chief Executive of the Science Media Centre) writes in Research Professional to urge all to get the message out:

This is an important moment for the scientific community, but only if we shout about it. We must make sure that the new guidance is to hand the next time someone tries to use purdah as a reason to restrict scientists from speaking publicly about their research during election time.

UK Research and Innovation in particular has an important role here to ensure that all the academics it funds know about and understand these positive changes. The multiple sets of guidance on guidance, which emphasises what scientists cannot say in elections, should be replaced with a simple statement of what academics should continue to do as normal.

Purdah was never intended to silence scientists, but in the absence of real clarity, some allowed that to happen. Now that we have the clarity there is no excuse to let it happen again.

Consultations

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

New consultations and inquiries this week:

  • The House of Commons Education Committee has launched an inquiry into the challenges posed and opportunities presented by the Fourth Industrial Revolution. As outlined in the inquiry press release, the Fourth Industrial Revolution is characterised by the emergence of a range of new technologies including artificial intelligence, robotics and the internet of things. The changes are likely to have a major impact on both productivity and the labour market, with low and medium skilled jobs most at risk.  The inquiry will examine how best to prepare young people to take advantage of future opportunities by looking at the suitability of the school curriculum. It will also look at the role of lifelong learning and how best to help people climb the ladder of opportunity in the future. Please see further details and links below:

Interesting news

  • If you’re a bit rusty on the different elements of parliament this 1 minute You Tube Video may be for you: Why does the House of Commons Chamber look empty?
  • Trans experience: Wonkhe bloggers examine the experience of trans and gender diverse staff in HE and how matters can move forward more positively.
  • Alumni & data protection: BU’s own Fiona Cowrie writes for Research Professional on how the imminent data protection changes will affect universities’ relationships with their alumni.
  • Personal statements: A role for school’s to supplement second-hand cultural capital by supporting students through tailored super-curricular experiences. A simple read setting out what makes the difference in successful UCAS personal statements.
  • Influencing policy through research: We’ve mentioned this previously and Wonkhe have a new blog post on getting parliament to pick up research and translate it into policy. It lists 10 simple steps to make connections and present your research effectively for policy makers.
  • Useful complaints: A blogger from the Office of the Independent Adjudicator blogs on the impact listening to and acting on complaints can have in: Complaints – student engagement in its rickets form?
  • BTEC students: BTEC students are more likely to fail and not progress to their second year, although the non-continuation rate varies with subject choice. Overall patterns of progression show more BTEC students fail the end of first year examination as compared to entrants with other qualifications. One possible explanation for this is that they are at a different starting point in terms of academic preparedness and understanding assessment expectations in HE. Interventions may therefore need to target support around learning and progression of BTEC students during first year in HE or even earlier to encourage transferable learning.  Subject-wise patterns of progressions for BTEC students show they are less successful in Computer Science and Business Studies as compared to Sports. Interventions and academic support in HE need to be tailored across subject-areas in line with course structure and programme requirements to help BTEC students achieve better educational outcomes. It might be the case that not just inclusive pedagogies across universities, but a collaborative approach between higher education providers and FE colleges, can support the progression of these students better. This is all the more important as BTEC qualifications are acknowledged as contributing to widening HE access.   Read How successful are BTEC students at university? for more detail and interactive charts.

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 JANE FORSTER                                            |                       SARAH CARTER

Policy Advisor                                                                     Policy & Public Affairs Officer

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

Beyond Snapchat: unaccompanied refugee children’s media experiences in Sweden

EU

Sweden in March: snow, wind and temperatures of 2-3 °C. The perfect time for doing field work. “How do you cope with this weather?” – I asked the president of the Ensomkommandes Förbund organisation, a 23-year old young woman from Afghanistan. „Well, if one has to choose between being safe or being cold, I’m sure that most people will choose this freezing weather”- she replied with a smile. I couldn’t have agreed more.

We met at the community center of her NGO that was opened for unaccompanied refugee youth in Southern Sweden. The center is managed mostly by unaccompanied young refugees, and it offers a range of courses, from Swedish to photography or modern dances. It is also a popular place to meet with friends after school.

I was in Sweden for the second phase of the EU-funded Marie Curie project on how displaced children (aged 14-18) use digital technology and (social) media. If during my first trip to the Netherlands, I got to know the work of guardians/mentors and Eritrean music and cuisine, in Sweden I could pinpoint better the impact national and local policies have on asylum-seeking young refugees. Sweden has been in the spotlight recently as it was criticised by international organisations for not enhancing enough the protection of asylum seekers. Moreover, its Finance minister recently declared that she regrets her government’s decision to let more than 160,000 refugees into Sweden, as integration is not working. While the migration debate is quite heated, one has to acknowledge the type of support given to unaccompanied refugee children. From access to digital technologies, private and public housing and a myriad of services/programmes offered by NGOs and volunteers, probably many other EU countries would have a lot to learn from this Nordic country.

As in the case of the Netherlands, I was overcome by the dedication of the mentors and the volunteers who work tirelessly for these children. I also learned a lot from the young people themselves: about ambition, hope and hard work in trying to build up a new life. We talked about apps and social media, and meanwhile we shared stories about food and home and sometimes, struggles.

The next phase of the research will take place in Italy, the country with the biggest share of unaccompanied asylum-seeking children.

I am much indebted to Patrik and his team, Mahboba and Malmö municipality for their support.

Photo credit: the author and Ensomkommandes Förbund.

Apply for LIFE funding

EU, Funding opportunities, Info Days, international

The LIFE programme is the EU’s funding instrument for the environment and climate action. The general objective of LIFE is to contribute to the implementation, updating and development of EU environmental and climate policy and legislation by co-financing projects with European added value.

In April 2018, The LIFE programme has launched its 2018 call for project proposals. This year, they are investing close to €400 million in nature conservation, environmental protection and climate action. They are also introducing a streamlined application process to make it easier to request LIFE funds.

As a bottom-up funding instrument, LIFE provides applicants with flexibility to truly innovate. The LIFE Programme supports projects that are either tackling climate change, or protecting nature and the environment.

See more funding information – “Traditional Projects” under the LIFE sub-programme for Environment and the LIFE sub-programme for Climate Action – various calls with concept note closing dates of 12th / 14th June and 12th September, depending on the call guidance.

LIFE are also hosting an Information Day in Brussels on 4/5/18, with registrations open until 2/45/18.

For the UK perspective, please go to the UK LIFE website.

BU staff wishing to apply should contact the relevant member of RKEO for their faculty.

HE Policy Update (w/e 20 April 2018)

EU, innovation, policy, Uncategorized

A week of intense debate over fees, artificial intelligence, student nurses and the decline of part time provision. Enjoy!

Fees, fees, fees…and the HE Review

HEPI’s Free and Comprehensive University

HEPI have published a new blog The Comprehensive and Free University by Professor Tim Blackman (VC Middlesex, but writing personally). In essence it argues for free fees and a greater focus on the comprehensive university model (institutions that service their regional community with less focus on entrance requirements, generally less research intensive too).

Blackman commences by tackling the current HE Review. He highlights that because the Government have informed the ‘independent’ panel conducting the HE Review that abolishing tuition fees isn’t an option there is already a political bias. He addresses the arguments against abolishing fees (unfair – non-graduate taxpayers footing bill for those that will become higher earners and unaffordable to the public purse) and raises cross-generational fairness (older graduates had no fees and maintenance grants). Instead he feels the simple solution is to raise income rates within the higher and additional tax bands (effectively raising the repayment threshold to £45,000). He notes approx. 66% of graduates are within these tax bands (so 34% are non-graduate high earners that would contribute). He states the cost of abolishing fees is £7.5 billion per year and that increasing the higher rate tax from 40% to 45% (and the additional rate from 45% to 65%) would fully cover the £7.5 billion.

This approach would see the Treasury holding these taxation purse strings. So a pertinent question is – how much of this funding would actually reach universities and who would be the winners and losers from the Government’s allocation method? Currently the funding going direct from students to Universities is a neater, perhaps fairer, system from the University prospective and one that many within Government appear keen to retain. As the tax would be retrospective we could question whether student number controls be reintroduced, at least until the Treasury was confident the public purse would be repaid. And surely there would be even more focus on graduate outcome earnings?

Returning to Blackman, he isn’t a fan of writing off the loans of existing graduates, despite the unfairness of their being the only paying meat within the chronological free tuition sandwich. He feels those paying off their loans will “know that new cohorts paying no fees will still contribute if and when they become higher earners”. He also doesn’t propose the re-introduction of maintenance grants (as the tax income wouldn’t cover this) and states its right for students who chose to move away from home to study to take out a loan to do so. Blackman believes far more students should study locally and the costs commuter students incur to study at their nearest university could be partly met by public transport discounts funded by reducing the subsidy away from the over-60’s away free travel. Note, adjustments for rurality or areas without public transport aren’t adequately addressed.

At first Blackman’s suggestions that only students that are willing to take loans and pay fees should attend a distant institution appears socially regressive. After all it seems to close down student choice – preventing selection of an institution dependent on whether the course content best fits their interest, selection for the perceived quality of the institution, or attending a prestigious institution for the reported employment outcome boost. There is a clear hit to social mobility in expecting those in the poorest areas, who may be most debt adverse to only attend their nearest institution. What if their local institution doesn’t deliver their programme, e.g. medicine. Is Blackman suggesting the choice would be loans and fees or abandon their career aspirations? Blackman defends his localism by explaining that moving away to attend university residentially is a colonial legacy, and happens less in other countries (America, Australia). He sees moving away as a perk which would only continue via the loan system. He states:

A policy of encouraging local study has many benefits. It is less costly to students and taxpayers, greener in transport terms and would take pressure off many local housing markets. It also offers an option for phasing in free higher education. Just as going to university ‘in state’ in the United States means considerably lower fees than studying out of state, free higher education in England could at least initially be restricted to studying ‘in region’, based on the Government Office regions abolished in 2011. Studying out of region would mean paying a regulated fee, at a level to be decided, but similar in principle to how students from Scotland pay fees to attend English universities.

He does go on to address the social mobility elements:

…of course, [its] potentially an argument against this idea if local study becomes the only choice for many people from low income households because they cannot afford the out-of-region fee or lack the resources to maintain themselves away from home. This would only really be an issue of educational disadvantage if the effect was to narrow the choice of types of university or course, but this choice is already narrowed by ‘top’ universities using academic selection in a way that excludes many such people, whose prior attainment tends to be significantly lower than those from better-off households.

Blackman feels the answer lies within requiring all universities to have more diverse intakes – socially, ethnically and by ability: Institutional quotas incorporating a required balance across entry grades and social background – basically an elaboration of current access benchmarks – would provide a basis for the diversification I advocate even without initially confining free higher education to local study. But it would enable such a policy to be managed so that there are enough free local places for the range of prior attainment in any region.

Above all, at a time when young people are under pressure from so many directions, and the number of part-time adult learners is collapsing, abolishing fees and using higher rate tax bands to pay for it would be an important statement about those who are successful in their careers and businesses investing in young people and adult learning.

Blackman pushes back against HE sector criticism that it is seen as the only way and discredits other vocational routes by weaving in the Government push for more flexible methods of degree delivery:

It also seems possible that with this review we will see the progressiveness of student loans for degree study being criticised as a market distortion, tempting students who would be better opting for shorter vocational courses or apprenticeships. Not only does that threaten to undo the progress made so far with widening access to degree study, but it fails to address far more important issues about what we are teaching and how, such as replacing outmoded academic years and credit with more flexible competency-based learning and assessment.

Blackman does believe there is a risk that student number controls could be reintroduced, even with the current fee loan system by noting that the Treasury’s purse isn’t unlimited. The expected future rise in the number of young people aspiring to enter higher education (as outlined in HEPI report 105) will challenge any funding system, but loans no longer mean that student number controls are off the agenda given the level of taxpayer contribution to settle unpaid debt and support high-cost subjects. The idea that fees and loans would guarantee university autonomy and funding has also worn thin with the Office for Students’ new regulatory regime and a further fees freeze.

Loan Interest Rates

The RPI inflation rise created renewed criticism this week as it means student loan interest rates will increase to 6.3% in September (up from 6.1%). Much of the controversy stems from the use of RPI which has been denounced as inappropriate method for student loans (RPI is no longer used as a national statistic). The Government now uses the consumer price index for many calculations and there have been calls for it to be applied to student loans.  The Guardian ran with the story: Ministers under fire as student loan interest hits 6.3% on Wednesday. To put this into context re-read Martin Lewis’ explanatory article for his clear explanation of why (for 83% of students) the interest rate rise won’t mean they ever pay more. Here’s an excerpt:

The interest doesn’t change what you repay each year

You become eligible to repay your student loan in the April after you leave University.

From this point, students must repay loans at a rate of 9% of everything they earn above £25,000 each year (or more technically £2,083 a month). So if you earn £30,000, as that’s £5,000 more than the threshold, you repay 9% of it – which is £450 a year.

This means the amount you owe (the borrowing plus interest) never has an impact on what you repay each year. I know people really struggle with this, so let’s pick out of the air a current salary of £35,000 (purely done for maths ease as it’s £10,000 above the threshold) and look at how different levels of borrowing impact your repayments – though the same principle applies whatever you earn.

  • Student loan & interest: £20,000. Your earnings: £35,000.
    As you repay 9% of everything above £25,000 your annual repayment is £900.

 

  • Student loan & interest: £50,000. Your earnings: £35,000. 
    As you repay 9% of everything above £25,000 your annual repayment is £900.

 

  • To get silly to prove a point: student loan & interest: £1 billion. Your earnings: £35,000. 
    As you repay 9% of everything above £25,000 your annual repayment is £900.

 

As you can see, changing what you owe – even to the absurd level of £1 billion – simply doesn’t impact your repayments (you may find it easier to listen to my BBC Radio 5 Live student finance podcast to understand this).

 

HE Review and Fees

At UUK’s Political Affairs in HE Forum on Thursday HE fees received frequent mention. A wide range of personal views were stated: Conference Chair Stephen Bush (New Statesman) opened by declaring the days of £12,000 fees are gone. Katie Perrior (previous Director of Comms at No 10) highlighted how if the Government can only make a measly concession on fees its better ’not to go there’ with the nuance the review should focus on wider issues instead. Her take was that the review outcome would tackle loan interest rates and perhaps address maintenance grants. Speaking officially in the session on the Review of Post-18 Education and Funding Philip Augar (Chair of the HE Review panel) set out to bring the audience ‘up to date’ and provide an ‘inking into the panel’s current thinking’. The official word on the HE Review is that it will be much broader than a review of fees, covering far more ground. The review has to fit with the Government’s objectives to reduce the deficit and the national debt, and decisions must be taken based on evidence.

The panel are approaching the review based on two questions:

  1. What should the tertiary education system be doing for the country (what are its objectives)?
  2. How does the current system match up to this?

The panel are subdividing the evidence between economic and social objectives.

Economic requirements for tertiary system:

  • Skills
  • Innovation (expectation for the tertiary system to create innovation)
  • The assertion that FE and HE is crucial for economic dynamism
  • Value for money (one of the biggest issues)
  • The premise that all must be done transparently and in the most official manner
  • There must be a balance of contributions between state and employers

Social elements:

  • Improving life chances
  • Accessible education and training
  • Cultural issues – education fostering good citizenships and interaction
  • Excellence – any changes must not risk the sector’s academic excellence

Philip confirmed workstreams matching and measuring against these criteria were currently in progress, including reference and focus groups across the range of students, employers and providers. He stated he felt there was ‘room to improve value and coherence’, and then promptly left the conference for a pressing parliamentary engagement before questions could be asked.

Other members of the panel were:

Rt Hon Lord Willetts, former Universities and Science Minister​ (Conservative)

Professor John Denham, Professor, University of Winchester and former government minister (Labour)

Each went on to give their opinion of the HE Review.

Willetts presented a supportive stance for Universities and felt the problems and challenges within tertiary education mainly lay outside of the University sector. He felt the review should tackle:

  • The underfunding of FE
  • Strengthening non-university routes
  • Part time and mature HE opportunities

He felt the current fees model was the best way (for young, full time, undergraduates) – but that the grievances over the interest rate should be addressed. He was clear that fees were over-debated and echoed the need to move away from fees to tackle the more pressing above three issues he described. On part time and mature he felt an entirely different funding model (non-loan) is needed.

An interesting point he highlighted is that public spending on apprenticeships now exceeds public spending on Universities.

 

John Denham presented a range of more complicated messages questioning whether the HE system is actually producing what the UK economy and students need, specifically on graduate underemployment. He felt how an institution responds to the funding system is pivotal – more than what the funding system is.

Although Denham is a Labour party member, and while he conceded that abolishing fees is attractive, he doesn’t feel it’s the answer. He noted if fees are abolished but everything else stays the same the result will be a costly system that delivers exactly as it does already (and doesn’t tackle any of the systemic problems – widening participation, achievement gaps, graduate outcomes). Denham’s argument was that the HE system can be made cheaper. He also noted that the investment in FE is ‘pathetically low’ and requires addressing [although presumably not at the expense of the HE sector – which the current system of direct fee payments from student to institution provides a limited safeguard against].

Quality of Apprenticeships & Skills

On Tuesday the House of Commons Education Select Committee met to consider the quality of apprenticeships and skills training. Witnesses called to provide evidence were:

  • Mark Dawe, Chief Executive, Association of Employment and Learning Providers
  • Lady Andrée Deane Barron, Group Education and Central Skills Director, Central YMCA
  • Petra Wilton, Director of Strategy and External Affairs, Chartered Management Institute

The session focused on apprenticeships and what support could be offered to apprentices who were struggling. There was discussion about entry level requirements to apprenticeships and whether they would be able to recruit the kind of able candidate who could not suit or afford university.

Dawe was sceptical of the idea that everyone should be a level 3 or level 4 apprentice. He stated there was a lack of level 2 apprentices and the UK really needed more of these.

Degree-level apprenticeships were discussed with Lucy Powell (Lab/Co-op, Manchester Central) explaining that the committee had met a lot of degree-level apprentices, and despite the impressive quality of candidate, many had needed an A grade in their maths exam to win a place. She questioned what this meant for social mobility.

Dawe responded that high grades did not necessarily differentiate between different social classes. However, many organisations were considering different ways of assessing potential candidates, e.g.  Dyson has an “amazing programme” full of “incredible applications“. Dawe argued the more high-grade students who moved in, the more tertiary education would transform. Petra Wilton presented statistics to argue that apprenticeships were supporting social mobility: 49% of apprentices were aged 30, 52.5% were female, and 51% were from disadvantaged regions. She went on to say the all age process means that those that did not get a degree the first time round, had access now and ‘failed graduates’ found it opened their career prospects in ways “they had never imagined“.

It was also noted that travel cost support for apprentices would particularly benefit those living in rural areas and could improve attendance at face to face delivery sessions.

More generally it was argued that the external evaluation of apprenticeship quality requires improvement to support employer deliver and stronger progression pathways are needed.

Other apprenticeship news

DfE’s Apprenticeship and levy statistics note a drop in apprenticeship starts – down by 31% (25,400 starts in Jan 2018 compared to 36,700 in Jan 2017). The Independent covered the story noting ‘the structure and implementation of the apprenticeship levy has acted as a barrier and brake to skills development’.

Artificial Intelligence

The House of Lords Select Committee on Artificial Intelligence has published AI in the UK: ready, willing and able? following their recent inquiry. The inquiry concluded the UK is capable of being an AI world leader and a great opportunity for the British economy. Excerpts:

As soon as it works, no one calls it AI anymore …

Artificial intelligence has been developing for years, but it is entering a crucial stage in its development and adoption. The last decade has seen a confluence of factors—in particular, improved techniques such as deep learning, and the growth in available data and computer processing power—enable this technology to be deployed far more extensively. This brings with it a host of opportunities, but also risks and challenges, and how the UK chooses to respond to these, will have widespread implications for many years to come.

‘Access to large quantities of data is one of the factors fuelling the current AI boom.’  The report describes how balancing data gathering and access with personal privacy needs careful change. To do this means not only using established concepts, such as open data and data protection legislation, but also the development of new frameworks and mechanisms, such as data portability and data trusts.  A nod is made to safeguarding amid the recent scandal too: ‘Large companies which have control over vast quantities of data must be prevented from becoming overly powerful within this landscape’.

The report calls for:

  • Government and the Competition and Markets Authority to proactively review use and monopolisation of data by big technology companies
  • To ensure use of AI does not inadvertently prejudice the treatment of particular groups in society. Government to incentivise the development of new approaches to the auditing of datasets used in AI, and to encourage greater diversity in the training and recruitment of AI specialists.
  • Create a growth fund for UK SMEs working with AI to scale their businesses; a PhD matching scheme (costs shared with private sector) and standardisation of a mechanism for spinning out AI start-ups (based on University research).
  • Increasing visas for overseas workers with valuable skills in AI.
  • An AI Council is formed to rationalise the hopes and fears associated with AI and to inform consumers when artificial intelligence is being used to make significant or sensitive decisions.
  • Government investment in skills and training to mitigate the digital disruption to the jobs market that AI is likely to exacerbate. The National Retraining Scheme may be vital, needs to be developed in partnership with industry taking on board lessons learnt from the apprenticeships scheme. More AI in children’s curriculum. Conversion courses (3-6 months) to meet needs of researchers and industry.
  • The Presenti-Hall Review (intellectual property management in AI) recommendations be endorsed and the government commit to underwriting, and where necessary replacing, funding for European research and innovation programmes.
  • Law Commission should provide clarity regarding the adequacy of existing legislation should AI systems malfunction, underperform or otherwise make erroneous decisions which cause harm.
  • AI developers to be alive to the potential ethical implications of their work and the risk of their work being used for malicious purposes. (This was discussed on Monday 16th’s Today programme on Radio 4). Funding applications should demonstrate consequential understanding of how the research might be misused. 5 principles were proposed to form a shared ethical AI framework.

Read the report in full here.

The report has been heavily criticised by the Institute of Economic Affairs (see their press release) who state: The recommendations on how the UK can become a global leader in Artificial Intelligence are off the mark. While the report contains numerous uncontroversial and welcome suggestions on such topics as increased use of AI in the National Health Service, more visas for talented technologists, and the need to make public sector data sets available to the private sector, many of the recommendations would hamper the development of AI domestically and antagonise foreign innovators.

The report acknowledges the need to make it easier for universities to form “spin-out companies,” which are effectively startups with university ownership of intellectual property. Reform of the current spin-out procedure is necessary, though that is only a small part of the large amount of regulatory barriers for startups in the UK. It is not enough to care only about university research when the large American companies criticized for being too large were not university spin-outs themselves. 

 

It is helpful that the UK’s Parliament is examining the opportunities that artificial intelligence creates. However, it would do better to focus on removing the barriers currently in place, rather than developing new ones.

 

Do read the short press release for critique on other elements of the Lords report if you have an interest in this area.

UKRI – Interim Executive Chair

UK Research and Innovation have appointed Dr Ian Campbell as the new interim executive chair of Innovate UK. Campbell will take over from 4 May until a permanent Executive Chair is appointed. His background is within aging, life sciences, medical devices and diagnostics.

Dr Ian Campbell said: “I am absolutely delighted to be appointed as interim Executive Chair of Innovate UK. Our role as the business-facing arm of UK Research and Innovation is more important than ever as we seek to meet the target of spending 2.4% of our GDP on research and development. Innovate UK, working together with all the research councils has a key role to play in realising that ambition through flagship programmes such as the Industrial Strategy Challenge Fund. I am really looking forward to working with and leading our fantastic team to make sure that businesses have the support they need.”

Here is the press release on the interim appointment.

 

Widening Participation & Achievement

HE’s influence on life and death

Nora Ann Colton (UCL) blogs for Wonkhe to explore the link between lack of HE provision and high rates of mortality within cold spot areas. Excerpt: In 2014, HEFCE published maps that revealed “cold spots” in higher education provision across England. These maps revealed gaps in subject provision, student mobility, and graduate employment. Though this work was significant in providing useful information for higher education providers and local authorities, there is more to the question of educational “cold spots”. There has always been an understanding that a lack of employment opportunities, poverty, and deprivation lead to higher mortality rates, but recent research suggests a link between a lack of higher education provision and high rates of mortality.

Nora highlights Blackpool as an example of ‘death by no higher education’ where demand for professional occupations is increasing and fewer and fewer jobs are available for lower skilled workers. Nora discusses the research demonstrating that better-educated people live in less-polluted areas, tend to be less obese, are more physically active, are less likely to smoke, and do not as frequently engage in risky behaviours. She argues against an economically focussed reductionist approach to HE:  A reductionist approach to higher education, its mission, and its impact fails to recognise the profound effect that it can have on an individual in terms of shaping their quality of life, health and life expectancy. Nora calls for the sector to re-consider their messaging:

If a university education is the best signifier of future good health and high earnings, the higher education sector needs to get its messaging right. This approach requires that we recognise that higher education and the missions of universities are more than simply getting a student a job. Institutions must work with the government and the health sector to ensure these life changing outcomes. The higher education sector needs to start adopting this approach to fulfil its role in ensuring that we not only have a better-educated working population, but a healthier one as well.

 

PARLIAMENTARY QUESTIONS

Disabled Students

Q – Sir Mark Hendrick: To ask the Secretary of State for Education, what assessment his Department has made of the effect of the introduction of the £200 self-contribution for disabled students who are in receipt of disabled student allowances on (a) the take-up of the equipment needed to study independently and (b) trends in the level of participation of disabled students; and if he will make a statement.

A – Sam Gyimah: The most recent data show that, for full-time undergraduate students domiciled in England, 4,600 fewer students were in receipt of equipment Disabled Students Allowances (DSAs) in 2015/16 than in 2014/15. The main reason for this fall is that the £200 student contribution to the costs of computer hardware took effect from September 2015.

This government remains committed to supporting disabled students in higher education, both through DSAs and through supporting higher education providers’ efforts to improve the support they offer their disabled students. Alongside this commitment, we are keen to better understand the impact of DSAs on eligible students, including that of recent DSAs reforms. We have commissioned a research project to explore this – we will respond to the research findings when they are available in spring 2018.

WP Statistics

HESA have released their statistical UK performance indicators for 2016-17 using the Polar 4 measures. This link gives a good summary, or for a brief insight Wonkhe note:

6.6% of UK-domiciled full-time first-degree students received Disabled Students’ Allowance (DSA).

On the non-continuation rates of part-time first-degree entrants, and rates of resumption of study after a year out – of the 31,155 full-time, first-degree entrants who did not continue into their second year in 2015/16 10% resumed study at the same provider the following year. The release also shows that, two years after entering higher education, around a third (33.5%) of part-time students had terminated their studies. The Open University accounted for 83% of these students.

Lifelong Learning (House of Lords)

On Tuesday the House of Lords debated Lifelong Learning. Baroness Garden of Frognal (Lib Dem) opened the debate by discussing the huge decline in part time degree uptake and stated the higher fee system was “undoubtedly one of the major factors that prevents adults from upskilling or reskilling” She asked the minister to comment on fee changes and its impact on disadvantaged groups. Shadow spokesperson for education, Lord Watson of Invergowrie, agreed that fees were a cause of decline and raised questions on the Government’s target for apprenticeship starts.

The impact of technology creating changes within employment and employment opportunities was raised and the Baroness called on the minister to comment on the Made Smarter review (proposes to digitally upskill 1m people over the next five years through an online platform). Lord Knight of Weymouth (Labour) stated a lifelong learning culture was vital as technology will force multiple career changes within an individual’s life. He concluded that radical reform was needed and “not just tinkering with a redundant system“.

The Baroness stated craft and creativity had “been squeezed out” of the school curriculum in favour of academic content and she asked the Government to discuss their engagement on this topic, along with how the Government were encouraging adults to learn languages.

She said that Government should recognise that lifelong learning was critical and explicitly give the recommendation that all universities should “consider how best to support this educational provision, either through developing a more flexible curriculum or producing open educational resources.” Lord Addington (Lib Dem) added the importance of lifelong learning and skills for those with dyslexia and other hidden disabilities.

Baroness Bakewell (Lab), a member of the Artificial Intelligence Committee, asked if the post-18 review of funding would confront the fourth industrial revolution.

Lords Spokesperson for Higher Education, Viscount Younger of Leckie, discussed the points made throughout the debate and stated that ‘lifelong learning was becoming increasingly important due to a number of trends and challenges that are shaping the future of work in the UK.”

He outlined the various Government schemes and initiatives that aided in the development of skills throughout life which included the national retraining scheme, career learning pilots, the flexible learning fund and the outreach and cost pilots. He stated that the response to the T-level consultation would be released “very soon.”

On barriers to part-time learning he said that the review of the post-18 education-plus funding would look at how we can encourage flexible and part-time learning to allow people to study throughout their lives.

Nursing Students

Earlier in the academic year some nursing students were overpaid on their student loan.

Helen Jones asked a parliamentary question to follow this up:

Q – Helen Jones: what estimate he has made of the number of nursing students who have received incorrect payments from the Student Loans Company and who have been told that money will as a result be deducted from their future payments.

While the parliamentary question hasn’t been answered yet (due on Monday) the Government have responded on how they intend to recover the funds from nursing students who have been overpaid on their student loan. Additional payments of up to £1,000 and a deferred re-payment scheme have been set up. The Government says affected students can apply for this additional, non-repayable, maintenance support for the rest of this academic year if they are facing hardship. The Student Loan Company will also defer the recovery of the overpaid funds until affected students have finished their courses and can afford to repay. Overpaid students will be eligible for normal support as per usual in the next academic year.

Sam Gyimah stated: “My priority has been to ensure none of the affected student nurses should suffer hardship as a result of an administrative error. These short-term, practical steps will provide immediate help for those who need it so they can concentrate on their studies and their future careers without concern.”

The Royal College of Nursing have responded:

“This is a small but welcome recognition of the problem. But it does not go anything like far enough. Student nurses will still struggle to pay bills and childcare costs and they must not be forced to turn to loan sharks or even quit their studies as a result. 

“This was not a problem of their making and we will not let them pay the price. The overpayment mistakes must be written off and they need money this month without a bureaucratic nightmare.

“This announcement lacks detail and we will keep asking the difficult questions until students have the answers.”

Parliamentary Questions

Student Loans – Appointment

Q – Gordon Marsden: To ask the Secretary of State for Education when he plans to appoint a new permanent chief executive of the Student Loans Company.

A- Sam Gyimah: The Student Loan Company’s (SLC’s) Shareholding Administrations (the Department for Education, the Welsh Government, the Scottish Government and the Northern Irish Executive) are working closely with the SLC Board on the appointment of a new permanent CEO. This appointment will take place as soon as possible.

TEF

Q – Gordon Marsden: To ask the Secretary of State for Education when he plans to appoint the independent chair of the review into the Teaching Excellence Framework.

A – Sam Gyimah: My right hon. Friend, the Secretary of State is planning to appoint a suitable independent person to report on the operation of the Teaching Excellence and Student Outcomes Framework by autumn 2018. The department is currently engaged in a process for identifying people who have both the required experience and can command the confidence of the sector.

 

STEM

Q – Gordon Marsden: what discussions he has had with the (a) Home Secretary and (b) Secretary of State for the Department for Exiting the European Union on universities being able to continue to recruit academics to teach STEM subjects after the UK leaves the EU.

A– Sam Gyimah: The government recognises that the ability to continue to attract Science, Technology, Engineering and Mathematics (STEM) academics from across the EU post-exit is a priority for the higher education (HE) sector. That is why departments are working to ensure the interests of the HE sector are represented in EU exit planning, and the government has been clear that the UK will remain open to academic staff and researchers from Europe and beyond.

To help provide certainty to current and prospective EU academics, in December 2017 we reached an agreement with the EU that EU citizens living in the UK when we exit will be able to get on with their lives broadly as now, and enjoy rights such as access to healthcare, benefits, and education. We will extend the December deal to those that arrive during the implementation period, but EU citizens who arrive here during this period must register with the Home Office after three months residence in the UK.

We are considering the options for our future migration system and a crucial part of this work is the government commissioning the Migration Advisory Committee to assess the impact of EU exit on the UK labour market. Their report in September will help to inform our thinking.

Elsewhere, the government is taking steps to increase the supply of important STEM skills, including by supporting new institutions such as the New Model in Technology and Engineering and the Institute of Coding, where a consortium of employers and universities will ensure HE courses meet the needs of the economy.

Contract Cheating

Q – Stephen Timms: what assessment he has made of the prevalence of fraudulent dissertation-writing services for university students; and what plans he has to address that practice.

A- Sam Gyimah: Higher education providers, as autonomous organisations, are responsible for handling matters of this nature, including developing and implementing policies to detect and discourage plagiarism. To help providers tackle the issue, we asked the Quality Assurance Agency, Universities UK and the National Union of Students to produce new guidance, which was published in October 2017.

This guidance is the first set of comprehensive advice for providers and students on the subject. It makes clear that where providers are working with others to deliver programmes, such as through validation, care should be taken to ensure that partner organisations are taking the risks of academic misconduct seriously. Providers are also encouraged to consider steps to scrutinise potential partners’ processes and regulations when developing validation arrangements. This is in line with the wider expectations set out in the UK Quality Code for Higher Education which all providers must meet. The code establishes the fundamental principle that degree awarding bodies have ultimate responsibility for academic standards and the quality of learning opportunities, regardless of where these opportunities are delivered and who provides them.

Going forward, I expect the Office for Students to encourage and support the sector to implement strong policies and sanctions to address this important issue in the most robust way possible.

2019/20 EU student fee levels

Q – Hilary Benn: To ask the Secretary of State for Education, whether non-UK EU students starting university courses in the UK in academic year 2019-20 will be charged home student fees for the full duration of their course.

A – Sam Gyimah: Applications for courses starting in 2019/20 do not open until September 2018, and we will ensure EU students starting courses at English Institutions in that academic year have information well in advance of this date.

 

Consultations

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

Other news

Social Media: a new All Party Parliamentary Group has launched on Social Media and Young People’s Mental Health and Wellbeing. It will be chaired by Chris Elmore MP (Labour).

Disadvantage: An Education Policy Institute report comparing educationally disadvantaged pupils within England with other nations has concluded England needs to double the number of disadvantaged pupils achieving the top GCSE grades to match the performance of the best nations.

Industrial Strategy: Ministers have announced £8 million for innovation to tackle global climate change and prepare for natural disasters as part of the Industrial Strategy for Commonwealth countries.

Transition to work: Stephen Isherwood writes about the stark differences between academic and working life in Communicating the university-to-work transition to students.

He states we underestimate the difficulties of the transition that students have to make when they start full-time work. That it’s a myth that employers expect fully work-ready hires who don’t require any development, but the spectrum of experience ranges from the student who hasn’t even had a bar job, to those with a one-year placement and more. The biggest development need is found in the complex areas of working with others. “Teamwork” is vague – a term used to describe managing up, dealing with conflicts, and working across complex team structures – University group exercises don’t match up to this. Real on the job experience is valued most and graduates with meaningful work experience are more employable. Isherwood states employers think that interns are much more likely to have the skills they seek than those without work experience:

But not all work experience has to be gained via a city internship in a gleaming Canary Wharf skyscraper. Work experience comes in many forms. Pulling shifts in a restaurant often involves dealing with demanding people. A student on a supermarket till can see around them the business decisions that companies make on a day-to-day basis. The fact that fewer and fewer young people are now working part-time during their school years is a problem.

Students who interview well demonstrate how they proactively developed relevant skills. A problem with course-related group work examples is that everyone has them. Employers are more likely to hire the student who has done more than they were told to, and can explain how they overcame difficulties and got stuff done.

He concludes:

It’s in the interests of employers, universities, and the students themselves to improve transitions into work. The more students gain meaningful experiences to develop the skills that will get them started in their career, the deeper their understanding of their strengths, and the easier and quicker they will transition to the world of work.

The Guardian ran a related article this week: Working while you study: a means to an end or a career opportunity.

Subscribe!

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JANE FORSTER                                            |                       SARAH CARTER

Policy Advisor                                                                     Policy & Public Affairs Officer

65111                                                                                 65070

 

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

 

Interreg – Find out about the new calls in webinar

EU, Funding opportunities, international

Do you want to know more about our fourth call for project proposals?
Are you looking for project partners or do you have a project idea to share?
Would you like to network and build new contacts?

Then join the Interreg Europe team on Friday 13 April 2018 at 10am (Paris time) a two-hour online event dedicated to networking, partner search, and information about their new project call.

During #europecooperates online, you will:

  • Hear the latest news about the fourth call and ask any questions you might have;
  • Get tips for project development and learn about the already ongoing projects;
  • Have a chance to network, find partners and share inspiration in an online chat.

The event is fully online, so you can participate from wherever you are. The event will be streamed live on the #europecooperates website as well as on Facebook.

Furthermore, you can start sharing your ideas and send them your questions already before the event. To help you connect with the other participants, they will open the online chat rooms on Wednesday 11 April, two days ahead of the live stream.

See the programme for more information, register now and get ready to network!

The Interreg Europe team is looking forward to seeing you online!

If you wish to apply for this call or other European funding calls, please contact your Faculty’s Research Facilitator – FMC & FM: Alex Pekalski or for FHSS and FST: Rachel Clarke

 

 

HE Policy update for the w/e 23rd March 2018

EU, policy, Student Engagement

HE Review

The major review of HE was announced in late February (see policy update 23 Feb 2018 for our analysis). It’s a Department for Education review supported by an independent panel with an advisory role. The independent panel, led by Philip Augar, have opened a consultation and evidence gathering exercise inviting responses from the education sector and students, industry, professional representative groups and the wider public. The principles of the consultation are:

  • An education system that is accessible to all
  • An education funding system that provides value for money and works for both students and taxpayers
  • A system that incentives choice and competition across the post-18 education sector
  • A system that provides the skills development that the country needs to function productively

Chair of the review panel Philip Augar said:

  • “This is an ambitious and wide-ranging review. We begin with no preconceptions. Our priority is to undertake a thorough examination of the evidence and to hear from a broad range of stakeholders who like us are committed to ensuring the system works for everyone.”

This consultation will feed into the independent panel’s interim report. The full HE Review will conclude early in 2019 when the Government will publish their findings and announce policy changes. To inform our BU response to the HE Review all staff and students are invited to consider the issues in this (anonymous) 5-minute survey. Please take a look at the survey questions as we’d like to hear from as many staff and students as possible. You don’t have to answer all the questions! The major review of HE will shape the HE system, including how universities are funded for years to come. The survey will be available to staff until Friday 20th April –but don’t wait until after Easter!

This week HEPI have a guest blogger who discusses his thoughts on the HE review.

Part Time Students

The Government spokesperson, Viscount Younger of Leckie, showed remarkable resilience and adherence to the party line during a challenging House of Lords oral questioning session this week. The charge was led by Baroness Bakewell who called for action and pushed the Government to find further methods to promote part time study following the publication of The Lost Part-Timers (see below). Other members called for maintenance grants to be restored and for a focus on the barriers that part-time students commonly encounter and failings within the new apprenticeships scheme. Viscount Younger’s response was that the HE review focus on flexibility, the duty on the OfS to address this variety of methods to access study, and the incoming (2018-19) part-time maintenance loans would address the questioner’s concerns.  The full text of the Part Time debate is a quick read – you can access it here.

The Lost Part-Timers

On Sunday the Sutton Trust published The Lost Part-Timers which considers the last decade’s decline in UG part-time student numbers in England. Unsurprisingly the 2012/13 higher fee reforms feature heavily. Here are the key findings:

  • Since 2010 part time UG entrants have fallen annually. By 2015 numbers nationally had decreased by 51% – this was most keenly felt at the Open University (OU) whose numbers declined by 63%, whereas other UK universities and FE colleges only declined by 45%. This difference between the OU and the rest of the sector features throughout the data in the report.
  • Colleagues with a particular interest in part time provision will want to reference the full report and access a number of charts which illustrate the level of change in part time numbers for other institutions more clearly – see the difference in degree decline rates in figures 4 (OU) and 5 (others).
  • Using the OU decline data combined with the fee increases (English student increase in fees of 247%, compared to 2% for those from Scotland and Wales) at 2015, numbers in England were down by 63%. The Sutton Trust conclude that this indicates that a decline in the English numbers would likely have occurred regardless of the 2012 changes, but that it is much higher as a result of the fees increase. They attribute 40% of the numbers decline to the fee changes.
  • The biggest drops have been among mature students over-35, those pursuing sub-degree qualifications, such as courses leading to institutional credit, and low intensity courses (lower than 25% full-time equivalent).
  • The decline in part-time study has significant knock-on effects for widening participation, particularly as young part-time students tend to be less well-off than those studying full-time. Using the POLAR measure of disadvantage, 17% of young part-time students are from the most disadvantaged group, compared to just 12% of full-time.
  • Interestingly, the drop in numbers between 2010 and 2015 has been highest for the most advantaged group of young entrants – 59% compared to 42% for the most disadvantaged group. Nevertheless, the Sutton Trust note that the 42% drop is extremely significant for a group that need greater access to higher education.

Her are the Sutton Trust’s Recommendations (verbatim):

  1. The government’s Review of Post-18 Education should recognise that the costs of tuition for part time and mature students need to be tackled to reduce barriers to entry. The review should acknowledge the end of a ‘one size fits all’ approach to student finance, and recognise that the mature and part-time sector requires tailored solutions. One option, which calculations for this report show would come at a low or zero additional cost per student, would be to give students who are eligible for the new part-time maintenance loan the option of a tuition fee grant for the first two years of their course instead of having to take out a maintenance loan.
  2. In the longer term, government should consider the most effective use of additional resources to combat the decline in mature and part-time study. Options include widening eligibility for student support (in terms of means-testing and relaxing equivalent qualification conditions), or increased teaching grants to universities through a ‘part-time premium’. The latter option could particularly help to alleviate declines in the supply of part-time courses.
  3. Information on fees and loan eligibility should be much clearer for prospective students. Providing accurate, up-to-date data on fees and ‘fees per full-time equivalent student’ in an easily accessible form should be a priority for the Office for Students. Eligibility criteria should be streamlined to make them less complex and easier to understand.
  4. Resources should be invested in reinvigorating lifelong learning, particularly for the less well-off. In a rapidly changing economy, the need to upskill is likely to become greater and greater. It is essential that this doesn’t lead to a two tier-workforce. Additional resources for supporting lifelong learning should be directed at those with lower levels of education and from low socio-economic backgrounds who would benefit the most.
  5. Data collection that can inform future policy should be improved. There are four sets of information which, if they were available more systematically, would make future analysis much more effective: part-time tuition fees, loan eligibility and loan take up, and means to measure the impact on social mobility of mature entry to higher education.

Widening Participation and Social Mobility

Social Mobility Commission – The Commons Education select committee has concluded that the Social Mobility Commission ‘needs greater powers and ‘should be complemented by a new delivery body to drive forward social justice initiatives across Government and the country’. Among the enhanced powers proposed is greater resource for the Commission to publish social justice impact assessments on Government policies and to proactively advise Ministers on social justice issues in an independent capacity (currently they can only advise Ministers when requested to do so). The Committee also expressed regret that the Commission’s membership had to operate at a reduced capacity and now recommends a minimum membership of seven members in addition to the Chair.

Rt Hon Robert Halfon MP for Harlow, Chair of the Education Committee, stated:

  • “Without stronger powers the Social Mobility Commission will do little to tackle social injustices and give the most vulnerable in society the chance they deserve to climb the ladder of opportunity. The Government needs to co-ordinate the social justice agenda from the centre and should give a Minister in the Cabinet Office specific responsibility to lead on this work and to ensure that the policies deliver in improving opportunities for all.
  • It’s crucial that a new body is created inside Government with the levers and powers to co-ordinate and drive forward initiatives across Whitehall and ensure social justice is delivered across the country. We need a Commission which has the teeth to undertake objective assessments of the implications for social justice of Government policies and is properly equipped to hold Ministers’ feet to the fire on social mobility.”

The Education Committee has recommended the ‘revamped’ Social Mobility Commission should be paired with a body inside Government to coordinate action and implement solutions. It also recommended that as the Commission should seek to offer all people equal access to opportunities the name should be changed to the Social Justice Commission. The Education Committee has published a draft Bill to enact the recommended changes.

Displaced People – UUK report that there are more than 65 million displaced people in the world (almost 1% of the global population). Of these:

  • 61% are under 26 – therefore almost 40 million young people are estimated as likely to be missing out on education at all levels, and
  • only 1% of displaced people are in higher education. UUK state this loss of individual opportunity and human potential is immense.

UUK has launched a guide for institutions outlining how they can support refugees and displaced people.

Three relevant parliamentary questions this week:

Education maintenance allowance – Q – John Cryer (Lab): Did the abolition of the education maintenance allowance contribute to or hinder social mobility?

  • A – Damian Hinds (Con): With the alternative funding that was put in place, it was possible for sixth-form colleges to do other things to ensure that they were attracting the full range of students. More disadvantaged youngsters are going on to university than ever before.

Improving participation – Q – Ms Marie Rimmer: To ask the Secretary of State for Education, what steps his Department is taking to improve participation of students from under-represented areas in further or higher education.

  • A – Sam Gyimah: Widening participation in further and higher education is a priority for this government and we want to continue to ensure that everyone has the opportunity to benefit from it, regardless of background or where they grew up. ‘Unlocking Talent, Fulfilling Potential’ published in December 2017 set out our plan for improving social mobility through education.
  • Whilst more disadvantaged 18 year olds are going to university than ever before we have, through our first guidance to the Office for Students (OfS), asked the OfS to encourage higher education (HE) providers to undertake outreach work with schools, and to focus particularly in those parts of the country with the greatest challenges, including in opportunity areas. These areas have been identified as those weakest in both the 2016 Social Mobility Commission’s index and the Department for Education’s data on school standards and capacity to improve.
  • In addition, the National Collaborative Outreach Programme run by the Higher Education Funding Council for England is supporting 29 consortia (including HE providers, further education (FE) colleges, schools, employers and others) to undertake outreach activities in geographical areas where the HE participation of young people is both low and much lower than expected based on GCSE-level attainment.
  • FE providers already fulfil a crucial role in driving social mobility by equipping or reskilling individuals with relevant labour market skills, providing routes into further study and often acting as a second chance at a basic education.
  • FE providers will play a key role in our reforms to technical education, leading to more and better opportunities for young people, whatever their background and ensuring that they are on a high quality route to employment.
  • A thriving careers system, that is accessible to everyone, is at the heart of our focus on social mobility. Our recently published careers strategy will support everyone, whatever their background, to go as far as their talents will take them and have a rewarding career.

Commuter students and Maintenance Grants – Q – Baroness Deech: What assessment they have made of (1) the impact of the abolition of maintenance grants on university students from disadvantaged backgrounds, and (2) the report from the Sutton Trust, Home and Away, which found that students who cannot afford to live away from home while at university are disadvantaged in terms of social mobility.

  • A – Viscount Younger Of Leckie: The government published an equality analysis in November 2015 which sets out the impact of the abolition of maintenance grants on protected and disadvantaged groups of students. We are seeing record rates of 18 year olds, including those from disadvantaged backgrounds, entering full-time higher education. Our new reforms to higher education will go further to ensure the system is offering more choice and value for money for all students.
  • We have increased support for full-time students’ living costs by 2.8% in 2017/18 to £8,430 a year for eligible full-time students from households with low incomes who live away from home and study outside London – the highest ever amount.
  • The Sutton Trust’s report provides helpful insight into the experience of students who choose not to relocate for study. This is why government’s review of post-18 education and funding will consider how we can encourage and support learning that is more flexible for students, including commuter study options.
  • The review will also consider what more can be done through the financial support available to widen access to university for disadvantaged students, including making sure that the right maintenance support is available.

Parliamentary Questions

Student Electoral Registration – Q – Cat Smith: What steps he is taking with the Department for Education to implement the student electoral registration provision of the Higher Education and Research Act 2017.

  • A – Chloe Smith: The Cabinet Office and Department for Education worked together on the public consultation that led to the issuing of Ministerial Guidance to the Office for Students (OfS) on electoral registration. The OfS is now in the process of drafting guidance to HE providers which will be made available later this year.

Non-Continuation – Q – Gordon Marsden: With reference to the Higher Education Statistics Agency’s non-continuation performance indicators, published on 8 March, what steps he is taking to tackle the increase in non-continuation rates for mature students.

  • A – Sam Gyimah: The data published by the Higher Education Statistics Agency (HESA) on 8 March 2018 shows that the non-continuation rate for mature students has remained broadly similar over recent years, regardless of course type or mode of delivery. The vast majority of higher education students complete their courses and achieve their chosen qualification. However, we are not complacent. We want everyone with the potential to benefit from higher education to be able to do so but we recognise that some students are at a higher risk of ‘dropping out’.
  • The Teaching Excellence and Student Outcomes Framework includes a metric that measures continuation rates. Institutions with below average retention rates will receive a negative flag, which may affect their overall award. This will incentivise institutions to take measures to improve retention rates.
  • Within the first access and participation guidance to the Office for Students (OfS), my right hon. Friend, the Secretary of State has asked the OfS to encourage higher education providers, when developing their access and participation plans, to build on work already underway aimed at improving student retention. This guidance also asks the OfS to encourage providers to consider the recruitment and support of mature learners.

TEF for private providers – Q – Lord Storey: (a) Whether the rating of degree courses as gold, silver or bronze will also apply to those private colleges offering higher education degrees.
(b) Whether the rating of degree courses as gold, silver or bronze will apply to overseas universities established by UK universities.

  • A – Viscount Younger Of Leckie: (a) Private colleges offering higher education degrees can participate in the Teaching Excellence and Student Outcomes Framework (TEF) if they meet the eligibility requirements. From the 2019-20 academic year, TEF will be a condition of registration for providers with more than 500 students on higher education courses. Smaller providers, for whom the cost of participation might be disproportionate, may participate on a voluntary basis if they meet the eligibility criteria.(b) The delivery of UK ratings or awards to overseas campuses of UK providers is outside the scope of the Teaching Excellence and Student Outcomes Framework (TEF).

Revisiting older discussions on impact of EU student decline – Q – Lord Fox: What estimate they have made of the possible reduction in the number of EU students registering for UK universities in the event of those students having to pay international fees following Brexit.

  • A – Viscount Younger Of Leckie: EU students, staff and researchers make an important contribution to our universities. We want that contribution to continue and are confident – given the quality of our higher education sector – that it will.Analysis of Higher Education Statistics Agency finance data shows that in 2015/16, EU tuition fee income accounted for around 2.3% of total higher education institution sector income in the UK. However, some institutions are more dependent on the EU tuition fee income meaning the impact of leaving the EU may be greater for some institutions than others. The precise impact will depend on the outcome of the UK’s negotiations with the EU and the subsequent response of universities.

Strikes – compensation for students – Q – Laurence Robertson: To ask the Secretary of State for Education, whether he is taking steps to secure compensation for students affected by strike action by university lecturers; and if he will make a statement.

  • A- Sam Gyimah: Universities are autonomous institutions and it is for them to ensure that they meet their obligations to their students. We remain concerned about any impact of strike action on students and expect universities to put in place measures to maintain the quality of education that students should receive. I am aware that during this period universities are putting in place measures to mitigate the impact of the industrial action on students, and that some are putting withheld salaries into student support funds. I would expect universities to offer financial compensation where the quality of a student’s experience has been seriously affected. I am pleased that some have already said they will consider this and I would urge others to do so.

Cyber Crime – Q – Gordon Marsden: How many cyber security related incidents affected (a) further education colleges and (b) higher education institutions in 2017.

  • A – Anne Milton: Jisc, who provide ICT infrastructure services to further education (FE) colleges and higher education (HE) institutions, reported that in 2017 the Jisc Security Operations Centre responded to 5,023 security incidents or queries from HE and FE in England. These include malware, phishing, copyright infringements, compromise, denial of service and RIPA requests. The impact of an incident varies greatly from minimal to significant. Of these 1,389 incidents or queries were from FE institutions in England and 3,634 from HE institutes.

And there’s more…

You may also be interested in the responses to the following parliamentary questions and debates:

Consultations

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

Other news

Contract Cheating: The Advertising Standards Agency has upheld two complaints (originating from the QAA) against an essay mill company. The complaints focussed on the semantics within an advert and led to the ruling preventing similar advertising within the essay mill organisation. QAA states the ruling represents: the first successful challenge to their claims of legitimacy, exposing their cynical use of anti-plagiarism disclaimers and exploitative media referencing. The Telegraph covers the ruling in Essay mill website must warn students about risks of submitting fake work, advertising watchdog rules.

Health & Social Care: The House of Commons Treasure Committee tackled health and social care on Tuesday discussing what would be required in the 2019 spending review to address pressures on social care. A spokesperson for the Office for Budget Responsibility, Chote, confirmed it was a choice between recalibrating policy in the area or reducing spending in other areas to spend additional money in social care. Chote noted tackling the social care issue would make it more difficult to meet deficit reduction targets by the mid-2020s. He also spoke about uncertainties related to the impact of migration on social care need in the future and possible effects on immigration policy changes.

HE Sector Financial Health: HEFCE reported on the (16/17) financial health of the HE sector this week concluding that overall the sector is sound and generally outperformed financial forecasts. However, there was considerable variability in the financial performance and position of individual institutions. In general there has been a rise in borrowing and reductions in surplus and cash levels. Facing the future the uncertainties of Brexit, global competition, and UK education policy instability were all noted as significant factors for sustainability moving forward.

HEFCE’s Chief Executive, Professor Madeleine Atkins, said:

As the higher education landscape evolves, institutions will need to be alert to emerging risks and opportunities. The sector has risen to these sorts of challenges in the past, forecasting prudently and showing itself to be adaptable to a more competitive and uncertain environment. However, any risks will need careful monitoring and mitigation to ensure long-term sustainability.

Student Housing: Early in his role HE Minister Sam Gyimah championed unreasonable student rent prices. This week Student Co-op Homes issued the press release: New national body launched to fix “broken” student housing market. The organisation aims to provide value for money in student accommodation and promotes the three student housing co-operatives (accommodation owned and managed by students) that have been established nationally. Currently the three housing co-operatives manage 150 beds (aiming to expand to 10,000 beds by 2023), have lowered rents by 10-30%, reinvesting rental income to improve the quality of the accommodation. The Financial Times covered the story here.

Advance HE: The Advance HE website has gone live, view it here.

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JANE FORSTER                                            |                       SARAH CARTER

Policy Advisor                                                                     Policy & Public Affairs Officer

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

Preparing for Brexit – join in the discussion

EU, Events, international, policy

It is just over a year until the official Brexit date. 

You are invited to attend an informal discussion group on Wednesday, 28th March 2018, to explore what is known about the impact on research and share ideas to mitigate this impact at BU.

During this session, we will consider the latest government updates, keeping up with announcements from UKRO and actions that can be taken now to plan for research activity in this changing environment.

Reserve your place now!

This session will be jointly hosted by Jane Forster (the Vice-Chancellor’s Policy Adviser) and Emily Cieciura (Research Facilitator)

HE Policy Update w/e 9th March 2018

EU, Events, innovation, policy

While we’re all excited about Sam Gyimah’s visit to BU next week, policy continues to develop in HE.  If you haven’t booked your ticket for Sam’s audience yet, please do.  Here’s your weekly summary.

Universities Minister visiting BU!

On Thursday 15 March Sam Gyimah MP, Minister of State for Universities, Science, Research and Innovation will visit BU. During the evening he will host An Audience with Sam Gyimah MP. This is a rare opportunity for students and staff to quiz Sam through an interactive question and answer event. Sam will take questions from the audience on HE matters and wider political areas that are of interest to students. He will then invite the audience to discuss and engage with him on topics he will pose. There will be food and refreshments served after the event to enable networking and discussions to continue.

We are pleased to invite staff members to book onto this event – click here to book your place.

Doors open for the event at 17:30, the event will commence at 17:45 and finish for refreshments at 19:30. Colleagues and students must book a ticket to access the event and bring their ticket with them.  Please circulate the details of this event to your colleagues and the students you interact with – all BU staff and students welcome!   Please also encourage students to attend – Sam really wants to hear from and engage with students   – you will have seen he has described himself as the “Minister for Students”, so this is a chance to inform his thinking.

Earlier this week Sam gave an interview to The Student Room, it’s a lengthy 12 minutes, but very interesting to hear Sam’s responses to the student posed questions on a good range of topics. Last week Sam spoke at the Office for Students’ inaugural conference. The contents of his speech come under fire from Andrew McRae (Exeter) in Where’s the minister’s vision focused? The article implies the Minister is looking at  the obvious rather than getting to grips with complex HE issues. Come and find out for yourself when Sam comes to BU.

Sam was also criticised in the news this week because he declined to attend the Commons Science and Technology Committee research integrity inquiry. He did subsequently attend. Colleagues interested in the research integrity inquiry can read the proceedings here or watch the session on Parliament TV here.

Non-continuation rates

HESA released non-continuation performance indicator data this week. There are yearly fluctuations in the data, and in general there is a downtrend trend across the years. However, non-continuation has been increasing since 2012-13 and the most recent data published shows a further slight rise in the rates for young, full time first degree students. Part time mature students also have higher non-continuation rates than the part timers aged under 30.

View the HESA tables here.

WP student non-continuation rates dropped slightly. OFFA welcomed this but urged caution as it’s only a slight change (8.8% in 2014/15 to 8.6% for 2015/16). Press interest has mainly focussed on the Scottish Universities and their slightly lower drop out average (BBC, Times). Wales and Northern Ireland continue to perform better than Scotland and England.

HESA also released HE income and expenditure (16/17) details this week. In England tuition fees accounted for 52.2% of the sector’s total income. Across the whole of the UK 54.7% (£18.9 billion) was spent on staff costs. Read more in Research Professional. 

International Women’s Day

Wonkhe interview four leading HE women. Hear from: Clare Marchant, Valerie Amos, Maddalaine Ansell, and Alison Johns.  Jess Moody of the ECU blogs in a personal capacity encouraging us to Look again at International Women’s Day. And Shân Wareing (LSBU) reflects on the moment she became a feminist and what it means for the proportion of women in senior HE roles today.

U-Multirank announced a new ‘gender balance’ indicator on International Women’s Day. It notes that imbalances can be seen in the ratio of women to men studying in Europe across nine subjects. This gender gap widens as students move from bachelor and master studies to PhD. In all nine study subjects, women dominate at the bachelor/ master level at 60-80% (varies across the nine subjects) but at PhD level female representation is 39-63%. At PhD females within the fields of nursing, political science and social work all fall below 50%. In commitment to International Women’s Day U-Multirank pledged to press for women’s progress in HE by analysing the gender balance across all subject areas. They state:

“the new indicator on ‘gender balance’ in higher education will be a ranked indicator. It will measure the share of women studying in higher education across various study subjects, levels as well as the gender make-up of academic staff. It aims to give an insight into the university’s overall gender balance.”

National Apprenticeship Week

We’re all familiar with the Government’s stance on vocational alternatives to HE study, degree apprenticeships and shifting thinking away from a HE ‘default’. This week was national apprenticeship week and a plethora of case studies and articles have reinforced the Government’s messaging.

HEFCE have blogged Why degree apprenticeships are vital to the local economy

Anne Milton, the Skills Minister, speaks passionately of apprenticeships as a real alternative for students of all abilities.

Disappointingly the case studies tend to focus on FE level training. Adam Evenson, law graduate, talks of his apprenticeship with Gordon Marsden (shadow minister for apprenticeships) while he completes his level 3 in business administration. And Jack Brittain talks of his engineering apprenticeship.

Clamp down on Alternative Providers

The Public Accounts Committee published Alternative Higher Education Providers calling for improvements in the regulation of alternative providers. This is set within the regulatory context of the OfS removing the ‘Basic’ category from the HE register.   Here are the headlines and recommendations:

  • The Office for Students must prioritise action on malpractice and honour their commitment to protect students’ interests.
  • There are still too many students dropping out of their courses.
    Recommendation: The Office for Students should set out what more, beyond the existing approach to imposing sanctions, it will do to ensure that non-continuation rates reduce further year on year, and confirm by when it expects to reduce non-continuation rates for alternative providers to the same level as for the rest of the HE sector.
  • How, in practice, will the OfS protect and promote students’ interests at the centre of its regulatory system?
    Recommendation: As the OfS develops, we will be looking to see it demonstrate that protecting student interests is indeed central to its approach, effective representation for students on the Board, mechanisms for consulting students, and raising standards for students across the whole HE sector, irrespective of whether they study at traditional or alternative HE institutions. The OfS should set out a clear strategy, with timescales, on how it will promote student interests.
  • The Department isn’t producing sufficiently timely data to allow robust oversight of providers. It has also failed to recover student loan payments it made to ineligible students.
    Recommendation: By September 2018, the Department, the SLC and the OfS should develop a more ambitious plan for what data they will collect to monitor provider performance and to avoid further ineligible payments. This plan should set out how they will collect data including the development of better data systems akin to those used in other parts of government and in the private sector.
  • The Department doesn’t have sufficiently effective systems in place to identify promptly where it needs to intervene to address fraud or emerging issues.
    Recommendation: By the end of 2018, the Department and the OfS should develop a more systematic and proactive approach to identifying problems emerging in the sector so that it can take prompt action to deal with failing providers and protect the interests of learners.
  • By the end of 2018, the Department and the OfS should develop a more systematic and proactive approach to identifying problems emerging in the sector so that it can take prompt action to deal with failing providers and protect the interests of learners.
    Recommendation: By the end of 2018, the Department and the OfS should develop a more systematic and proactive approach to identifying problems emerging in the sector so that it can take prompt action to deal with failing providers and protect the interests of learners.
  • The alternative provider sector still presents too many opportunities to fraudsters.
    Recommendation: As one of its first tasks, the OfS should set out how it will investigate and clamp down on recruitment malpractice, faking attendance records and coursework, and opaque arrangements for validating degrees, and produce a robust plan for remedying these problems across the sector.

Parliamentary Questions

The pension strikes continue to be major news this week. Sam Gyimah responds to a strike related parliamentary question and a wide selection of other topics.

Strikes

Q – Jo Swinson (Lib Dem): To ask the Secretary of State for Education, what assessment he has made of the effect on students of the loss of teaching hours as a result of the university lecturers’ pension strike.

A – Sam Gyimah (Con):

  • Universities are autonomous institutions and it is for them to assess the impact of the strike action on their provision. While the Department for Education has not made its own assessment, we remain concerned about any impact of the strikes on students and expect universities to put in place measures to maintain the quality of education that students should receive.
  • We note that the Universities and Colleges Employers Association, which represents UK higher education organisations as employers, polled the 56 universities, which were the focus of strikes on 22 and 23 February 2018. Results of this polling indicate that the overall impact in four out of five institutions was between ‘none’ and ‘low-medium’.

School leavers progressing to HE

Q – Douglas Chapman (SNP): To ask the Secretary of State for Education, what proportion of school leavers have participated in higher education in England in each year since 2010.

A – Sam Gyimah (Con):

  • The department has two principal sources showing participation in education and other activities by young people as they transition between ages 16 and 19. Destination measures show the activities of young people in the year following their completion of key stage 4 (GCSEs) and key stage 5 (A-levels and other Level 3). The 16-18 Participation Statistical First Release (SFR) shows snapshot estimates of participation in different activities at each of academic ages 16, 17 and 18.
  • Destination measures show the percentage of students with sustained participation in education or employment over six months following the end of their phase of study. Information on pupil destinations is published annually on GOV.UK at https://www.gov.uk/government/collections/statistics-destinations.
  • The table in attachment one shows the proportion of students in sustained study at higher education institutions since 2010 following their completion of 16-18 study (state-funded mainstream schools and colleges in England). See table NA10 in the ‘Key stage 5 –national tables: SFR56/2017’ document for full breakdowns: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/652777/SFR56_2017_KS5_National_Tables_1516.ods.
  • Estimates of national participation rates in England at academic ages 16, 17 and 18 are provided in the department’s SFR ‘Participation in education, training and employment: 2016’ published here https://www.gov.uk/government/statistics/participation-in-education-training-and-employment-2016. These differ from the destination measures estimates provided, because they are not linked to previous study and provide estimates for the whole population, and they are based on a snapshot of activities at the end of the calendar year (rather than over a six-month period).
  • The table in attachment two shows estimates of the proportion of young people participating in full-time education, by institution type, at academic age 16 and 18, at the end of 2016.
  • Proportion of students in sustained study at HEIs (Word Document, 13.88 KB)
  • Participation in full-time education by age (Word Document, 12.8 KB)

Video game art & animation

Q – Justin Tomlinson: To ask the Secretary of State for Education, what estimate his Department has made of the number of students who have graduated with a degree in video game art and animation in each of the last three years.

A – Sam Gyimah:

  • The Higher Education Statistics Agency (HESA) collects and publishes statistics on enrolments and qualifications obtained at UK Higher Education Institutions. The Latest statistics refer to the academic year 2016/17.
  • The table attached shows the numbers of first degree qualifiers in computer game design and graphics subjects.

Full-person-equivalent1 First degree qualifiers in computer game design and graphics – Academic years 2014/15 to 2016/17

Academic Year Number of qualifiers in computer game design2 Number of qualifiers in computer games graphics2 Total qualifiers in computer game design and graphics
2014/15 240 45 285
2015/16 430 60 485
2016/17 550 95 640
  • Counts are on the basis of full-person-equivalents. Where a student is studying more than one subject, they are apportioned between the subjects that make up their course.
  • We have included qualifiers in Computer game design (I620) and Computer games graphics (I630) as the most appropriate JACS codes for “video game art and animation”. More information on JACS codes can be found at the following link: https://www.hesa.ac.uk/support/documentation/jacs.

 

Mental Illness

Q – Richard Burden (Lab): To ask the Secretary of State for Education, what estimate he has made of the number of people who left their undergraduate degree course for mental health reasons in each of the last five years.

A – Sam Gyimah (Con):

  • Mental health is a priority for this government. The Children and Young People’s Mental Health green paper outlines the government’s plans to set up a new national strategic partnership focused on improving the mental health of 16-25 year olds, encouraging more coordinated action, innovation and robust evaluation of mental health services. One recommendation in the green paper is for the partnership to provide a systematic strategy to improve what we know about student mental health by encouraging improvements in data linkage and analytics. Data is available from the Higher Education Statistical Agency on the number of higher education students who leave their course early for health reasons, but the data does not make it possible to distinguish mental health reasons specifically.
  • The department is working closely with Universities UK on the programme of work on Mental Health in Higher Education, which has included work with the Institute for Public Policy Research to strengthen the evidence-base on mental health in higher education.

Brexit and Overseas (EU) Students

Q – Daniel Zeichner (Labour): To ask the Secretary of State for Education:
(Q1) whether the Government has undertaken an assessment of the potential effect of the UK leaving the EU on the ability of universities to attract EU students at (a) undergraduate and (b) postgraduate levels.

AND (Q2) whether EU students starting courses in English higher education institutions in 2019-20 and 2020-21 will be eligible for (a) home fee status and (b) student loans and grants under the current eligibility criteria.

A1 – Sam Gyimah (Conservative):

  • The government is undertaking a comprehensive and ongoing programme of analytical work across a range of scenarios for EU exit. As part of this, we are engaging closely with the higher education (HE) sector, including through my High Level Stakeholder Working Group on EU Exit, Universities, Research and Innovation.
  • The UK is a highly attractive destination for EU and international students, second only to the USA in the numbers we attract, and we recognise that student mobility is a key issue for our world-class HE sector. The government has commissioned the Migration Advisory Committee (MAC) to provide an objective assessment of the impact of EU and international students by September 2018. This provides an important opportunity for the sector to share evidence, and the MAC’s independent advice will help inform decisions on the future migration system.
  • To help provide certainty, we have also announced that EU students starting courses in England in the academic year 2018/19 or before will continue to be eligible for student loans and home fee status for the duration of their course, and will remain eligible for Research Council PhD studentships on the current basis. These students will also have a right to remain in the UK to complete their course.

A2 – Sam Gyimah:

  • The government has taken action to provide greater certainty about student funding for EU students. We have confirmed that current EU students and those starting courses at an English university or further education institution in the 2017/18 and 2018/19 academic years will continue to be eligible for student loans and home fee status for the duration of their course.
  • Future arrangements for EU students starting courses after 2018/19, and who are not settled in the UK or on a pathway to settled status by the specified date, will need to be considered as part of wider discussions about the UK’s relationship with the EU.
  • Applications for courses starting in 2019/20 do not open until September 2018, and we are working to ensure students applying have information well in advance of this date.

Sharia Compliant Student Finance

Q – Lyn Brown: To ask the Secretary of State for Education, whether a sharia-compliant alternative student finance system will be available for people beginning university courses in September 2018.

A – Sam Gyimah:

  • We understand the concern that some prospective students may be deterred from pursuing higher education because they are unable to use loans that bear interest.
  • We are therefore continuing to work on an alternative student finance product that would avoid using interest. We have appointed specialist advisors from the Islamic Finance Council to help design a new system that can make maintenance and tuition fee payments and collect repayment contributions in a way that is both equivalent to the current system and compliant with the requirements of Islamic finance.
  • This a complex area requiring careful consideration of a range of technical issues, including the nature of the accounting for the new arrangements, the degree of legal separation required for any fund, the treatment of cashflows, the nature of the commitments that a student will make under the new system, and the method for establishing equivalence of outcome, amongst others.
  • This work is being undertaken at pace and we will be in a good place to provide an update in the summer. I will set out our planned timetable at that time. I note that it typically takes two years to introduce a new student finance product, which would rule out launching for academic year 2018/19.

Post-study Work Visas

Q – Stuart C. McDonald: To ask the Secretary of State for the Home Department, what assessment her Department has made of the effect of ending the Tier 1 (Post-Study Work) visa on the ability of businesses to recruit people with the necessary skills.

A – Caroline Nokes:

  • The Tier 1 (Post Study Work) route was closed in April 2012.
  • A published assessment of Tier 1 migrants in October 2010 found that three in five users of this visa were in unskilled work and we also saw a large number of fraudulent applications. This undermined our work routes and damaged the reputation of our education system. We have no current plans to re-introduce a post study work route that does not lead to skilled work.
  • We already have a comprehensive offer for graduates seeking to undertake skilled work in the UK after their studies. Students studying courses lasting 12 months or more are given 4 months leave at the end of their course to look for a job and those with an offer of a graduate-level job, paying an appropriate salary, may take up sponsored employment through Tier 2. Many of the requirements for a Tier 2 skilled work visa are relaxed or waived for those applying to switch from the Tier 4 student route within the UK. This includes exempting switching students from the Tier 2 cap of 20,700 and allowing employers who wish to recruit them to not carry out the Resident Labour Market Test.

Widening Participation & Student Success

The All Party Parliamentary University Group met to discuss fair access this week. Chris Millward, the incoming Director for Fair Access and Participation at the Office for Students stated success in widening access to higher education would depend on how universities and colleges work with schools and employers, and how they support students “through all stages of the lifecycle”.

Scotland continues to be vocal on WP matters. Scottish Higher Education Minister Shirley-Anne Somerville launched a major speech on Tuesday expressing her support for contextualised admissions and bridging programmes and calling for systemic change:

  • “..for anyone in the sector who may be thinking that there is a short cut to achieving our targets through a drop in demand elsewhere then let me be very clear.
  • There is no short cut. .No silver bullet. Widening Access will require systemic change.”

Other news

STEM: The Guardian analyses the STEM gender gap. The article cites data to negate the biological and social/cultural answers instead looking at the influence of ‘social belongingness’ and childhood gender stereotypes.

EU Research News: Research Professional describes this week’s EU research news here.

Spring Statement: If you’re interested in the Chancellor’s Spring Statement that will be delivered on 13 March political monitors, Dods, have prepared an overview of what to expect. From their overview:

“There will be no red box, no official document, no spending increases, no tax changes,” a spokesman for the Treasury told the Financial Times last month. “The Chancellor will publish updated economic forecasts; we expect the speech to last between 15-20 minutes.” … Ministers have repeatedly stated that the Statement is not a “fiscal event” so few are expecting many policy announcements, however the Chancellor should set out some thinking about longer term economic priorities.

The statement is expected to focus predominantly on the economic outlook for the country, and the review panel on Land Use (chaired by local MP Sir Oliver Letwin) will report before the economic outlook is delivered.  Dods also note:

Public Sector Leadership Academy – The taskforce is due to provide an initial update with a full report on their remit and responsibilities due for the Autumn Budget 2018. The Cabinet Office have indicated a chair has been selected and will be formally announced shortly.

Grade inflation: The Conversation have a clear and balanced article setting out the reasons behind increased number of good degrees, explaining the Government criticism and considering the way forward.

Subscribe!

To subscribe to the weekly policy update simply email policy@bournemouth.ac.uk

JANE FORSTER                                                            |                              SARAH CARTER

Policy Advisor                                                                                             Policy & Public Affairs Officer

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