Category / Funding opportunities

HE policy update for the w/e 13th September 2019

Parliament has been prorogued, but did not go quietly and next week will see two court cases on whether it was lawful or not heard together in the Supreme Court.  There were cheers from the sector as Chris Skidmore returned to the University Minister role and Gavin Williamson as Education Secretary also seems to have adopted a more conciliatory role than his predecessor.

Next week sees the start of the party conference season with some interesting HE fringe events for us to report on.  With an election on the horizon, these events take on a heightened significance.

Post Study Work Visa

A Government announcement which outlined new genetics research project also served as the vehicle to announce revised post study work visa arrangements.

Under the scheme, international students to work in the UK for two-years post-graduation. A welcome announcement for the HE sector (although we are awaiting for the full details). The post study work visa was championed by Sajid Javid (in his previous Home Office role) and Jo Johnson.  With Jo Johnson having stepped down, the PM announced it, in a clear break from the approach of his predecessor.  He spoke about ensuring the UK is internationally welcoming and the wisdom of attracting the ‘brightest and best’ to work in the UK. The announcement (so far) overturns the recommendations of the Migration Advisory Committee. Currently overseas students must leave the UK four months after finishing their degree unless they get a separate work visa.

  • It applies to any subject
  • Apparently there is no restriction on type of work, i.e. it doesn’t have to be “graduate level” jobs.
  • There is no cap on the number
  • It talks about graduates from “trusted” providers – not defined but likely to mean those already approved for Tier 4 visas.
  • Initially the announcements said it would apply to students starting their courses in 2020/21, leading to fears of widespread deferrals, but it seems that it will apply to all students studying in the UK on a Tier 4 visa in 2020/21 – including students who start multi-year courses this September.

Chancellor, Sajid Javid tweeted “about time. Should have reserved this silly policy years ago. Britain should always be open to the best talent from across the world.”

  • BBC: Ministers reverse May-era student visa rules
  • Alistair Jarvis, Chief Exec Universities UK, welcomed the move, suggesting it would benefit the UK economy and reinstate the UK as a “first choice study destination. Evidence shows that international students bring significant positive social outcomes to the UK as well as £26bn in economic contributions, but for too long the lack of post-study work opportunities in the UK has put us at a competitive disadvantage in attracting those students“.
  • The Scottish Government have welcomed the announcement. Scottish Minister for FE & HE, Richard Lochhead: The Scottish Government has been consistent in arguing for the reintroduction of a post-study work visa following the decision by the UK Government to end the previous route in 2012. This is a welcome step forward but only one of many measures required. It should not have taken seven years for the UK Government to accept the arguments from partners across Scotland and reverse their decision. It is clearer by the day that Scotland urgently needs a migration policy tailored to our distinct needs and for the devolution of powers to develop, deliver and maintain policies that meet the needs of Scotland’s universities, communities, public services and economy.

Two for one – ministerial speeches

After Jo Johnson resigned and left UUK with a big gap in their annual conference programme, they fixed the problem by having both the Secretary of State for Education, Gavin Williamson MP, and the newly (re)appointed Minister for Universities, Chris Skidmore.  Chris Skidmore was welcomed back as Universities Minister on Wednesday after a brief Ministerial stint in the Department for Health (he called it a placement).

The sector is pretty relieved.  Jo Johnson was familiar, and had a positive agenda around international students and participation in EU programmes (see previous story for some of his handiwork), as well as his opposition to the proposed Augar reform of tuition fees but had become rather negative and critical towards the end of his last period in the role.  Chris Skidmore, on the other hand, was positive, constructive and engaging last time round.  Although he wasn’t in the role long he seemed to be genuinely committed to developing research and as a history graduate and former academic he had some credibility amongst those worried for the future of social sciences and humanities in a world where value for money has been paramount (although see below, it seemed to be less of a priority?)

So what did they have to say?

Gavin Williamson went first.

He called the sector as a national treasure

He spoke about “openness to the world”. See the previous section on post-study work visas

  • A recent report by the Higher Education Policy Institute found that after graduation, a single cohort of international students contributes almost £3.2billion in tax over 10 years and plays a key role in filling existing skills shortages in the UK economy. But they bring far more than that. They contribute to the diverse tapestry of our national life; they not only bring the best of the world in, they also help us to look out, and our entire economic and cultural spectrum is the richer for what they bring to our country.
  • In the months and years ahead, the partnerships we make through these international networks will be crucial. Partnerships which I know benefits many of our young people through the exchange of ideas and learning. Many of you are wondering about what’s going to happen to them after we leave the EU. I want to reassure you that my department is open to continuing to be part schemes like Erasmus+. But we have to prepare for every eventuality and it is sensible to consider all options. As such I have asked my officials to provide a truly ambitious scheme if necessary.

He challenged the sector on access and participation – a sign that despite changes of leadership, the big focus on this continues. It was a major part of the Johnson reforms (merging OFFA and HEFCE into the OfS) and key in Theresa May’s social mobility agenda (the current government don’t talk as much about social mobility, but they are still looking for an aspiration story).  The terminology is interesting.  It’s a deal and it isn’t just about access, it’s about working with schools as well.

  • When I took on this job, you told me that you wanted the post-study Graduate visas more than anything else. Indeed whenever I spoke to a vice chancellor the first thing I would hear is visas. Well, we listened and the Prime Minister and I have given you what you asked for, what you wanted most.
  • So I have to ask you for something in return. I see this as a deal. I expect you, in exchange, to drive greater access to your institutions. Young people from deprived backgrounds who have the ability, deserve to benefit from studying for a degree.
  • We cannot forget that ability is evenly spread across this country but opportunity – sadly – is not. We must continue to crusade to put that right.…
  • And I have another challenge for you: I want you to be ambitious in your engagement with the wider education landscape, with schools, colleges, and employers: share your resources and expertise, drive excellence across the sector more widely. You are world leaders but you need to share your expertise with everyone in the country. I’d like to thank those universities like Kings College and Exeter who have set up maths specialist free schools; and other universities that are in the process of doing so. What you are doing will change lives. I encourage others to rise to the challenge. I expect others to rise to the challenge.
  • I see this as a shared effort and I want to work with all of you in the sector to make sure all our children have access to this kind of excellence and expertise….
  • The sector plans to spend around £1billion this year alone on improving access. But we still don’t know enough about what’s working and what isn’t. This is taxpayers money. This is students’ money. This isn’t about virtue signalling. This is about one thing, and one thing only. And that is ensuring that talented young people, from Southend to South Shields, can get on.
  • It is your duty and our duty to make sure that happens. So as a priority, the OfS needs to ensure that evaluation programmes are in place to make sure these schemes are doing what they are supposed to do. I will be watching carefully to see how these are now delivered and I will support the OfS in any action it takes if universities are not delivering against their commitments.

Unconditional offers and grade inflation

  • Unconditional offers have shot up, going from under 3,000 in 2013 to nearly 76,000 this year.
  • Grade inflation has become even more entrenched. When I was at university, you could count the number of students on my course who got firsts on one hand. I am sad to say that I was not one of them. In 1997 – which is when I graduated – 50% of students gained a first or a 2:1; last year 80% of students did so.
  • I’m delighted that some universities have already scrapped making so-called ‘conditional unconditional’ offers and I hope that the rest will soon follow suit.
  • Universities UK and OfS reviews of admissions are an opportunity for the sector to get its house in order here, perhaps by agreeing a minimum predicted grade threshold, or a maximum proportion of students who may be offered one.

[HE Professional explain what that might mean: What he might have meant is that the UUK and OfS reviews on university admissions are looking at options on how to tackle the perceived scourge of conditional offers, and two of the options they are looking at are: reducing the number of unconditional offers made each year to a fixed percentage of total offers; and ensuring everyone is expected to obtain at least a minimum set of grades. The brightest and the best would still be able to get unconditional offers because they would do well in their A levels anyway. Everyone else should at least meet a minimum expectation. “We don’t want to do away with unconditional offers entirely but there is no justification for universities to offer conditional unconditional offers,” he said, looking to his civil servants for help and not finding any. So, in short, conditional unconditional offers are to be unconditionally banned, but unconditional offers are to be conditionally banned. Hope that’s clear.]

  • I want you to know that I will always speak up for your autonomy. I know it’s what helps foster the brilliance of our teaching and our research but I also need to safeguard our reputation, so that everyone knows that they can trust the system. So we need to work together on some of these issues.
  • If we don’t tackle them, your hard-won reputation for excellence will be undermined. Worse still, there is a risk that employers will begin to lose faith in grades and foreign students will think twice about investing their time and money in studying here.

He also mentioned mental health, Institutes of Technology, apprenticeships, civic engagement

Afterwards he told the press that a response on Augar would come “before the end of the winter” (THE article here).  That’s a long way off.

Chris Skidmore’s speech: (apparently he adlibbed a bit)

  • The benefits of the Arts and Humanities
  • Students’ Unions
  • Civic Universities

Research (he gave 4 speeches on this in his last stint in the role)

  • I’ve only been gone from this role less than fifty days, but already we have had key announcements on expanding the government guarantee to fund European Research Council grants, and a crucial restatement of our ambition to raise R&D spending to 2.4% of GDP by 2027…. After outlining my vision in a series of speeches before the summer, I am keenly looking forward to getting this detailed roadmap published this autumn. Let me just offer one early reflection, though. If we want to turn the UK into scientific superpower and achieve our ambition to reach 2.4%, then we need to ramp up capacity and capability in our universities. …
  • Connected to this, I am determined to see renewed focus given to basic research. Funding for blue-skies, curiosity-driven research has been dwindling as a proportion of our overall spend. This is a problem. … I want to see further increases to QR and a significant uplift to response-mode research council funding.  Don’t get me wrong. It is of course essential that we should continue to drive application and impact from our research investments – turning great ideas into real benefits for the UK in the form of better jobs, improved products and services, and real action on issues such as climate change. Let me reassure you that I remain firmly committed to the impact agenda and to knowledge exchange, including support via HEIF and implementation of the Knowledge Exchange Framework.
  • But if we want to succeed in the long term, the really long term, then we need to ensure we are doing everything we can to entice and empower our research community to undertake the most ground-breaking, cutting edge work, raising the UK’s international reputation even higher….
  • And as we approach leaving the European Union, I will continue to make the case loud and clear, that while we are leaving the EU, we are not leaving our European friends and research partners behind. We want to get a deal with the EU which will protect our continuation in Horizon 2020, and will continue our participation in Erasmus+. We will be fully exploring the option of participating in the next Erasmus programme, whilst also developing potential alternatives which are ambitious and truly global. We will protect our participation in Erasmus+ and will be working hard to secure full association with Horizon Europe – I personally will be doing everything in my power to achieve this.

On funding

  • But a well-functioning university culture needs sustainable institutions. And when it comes to ensuring that we have a sustainable university landscape, while it is absolutely right that we focus on post-18 education for all, making investment in Further Education that is desperately needed, we must not lose sight of what we have in the HE sector.
  • We cannot afford as a society to pit FE against HE: as I have argued elsewhere, both are crucial to a unity of purpose in our post-18 landscape that needs to be more flexible, more portable, and one that meets the needs of the learner, not simply those of the provider.

And what didn’t really feature?

  • Update on the Pearce review promised “shortly”
  • Apart from unconditional offers and grade inflation, no mention of quality or student experience
  • Not a big focus on value for money

HEPI released a blog this week sweeping aside the political power plays and Brexit turmoil to refocus on the 6 (+3) key issues that will dominate HE this side of Christmas no matter what happens in national politics. The blog succinctly covers Augar, the SoS Education remit, FE (not) vs HE, OfS (and providers going bust), diversity in university governance, the 2.4% research spend targets, plus three bonus items.

Parliament

To extend or not to extend – that is the question

On Monday the bill aiming to prevent the Prime Minister from leaving the EU without a deal (European Union (Withdrawal) (No 6) Act) received royal assent and became law. The PM is currently refusing to consider asking for an extension, which the law requires him to do, so what are his options?

How the PM can wriggle out of asking for an extension:

  • Semantics – if the Government can find a tenable enough loophole in the badly worded, hastily constructed extension bill. Dominic Raab said: We will adhere to the law but also this is such a bad piece of legislation … we will also want to test to the limit what it does actually lawfully require. We will look very carefully at the implications and our interpretation of it.” In response MPs have threatened an emergency judicial review if the Government seek to contest or ignore elements of the Bill.
  • Send 2 letters – as discussed in the media (an unlikely scenario). The extension letter is sent, however, they append an additional letter making clear that the UK Government does not want the additional extension – making it less likely the EU would grant the extension. However, former supreme court judge, Lord Sumption, argued on the Radio 4 Today programme on Monday that that sending two letters – one requesting an extension and the other asking the EU to reject one – would not be legal.
  • Veto – it would be easier for the Government to block an extension via the back door by asking an EU sceptic ally, such as Hungary, to veto any request for extension. Also France are rumoured to have said they will veto an extension request.
  • Step down – if Boris resigned as PM on 19th October (so he wouldn’t personally request the extension) it is likely the Queen would ask the Opposition to try and form an alternative Government. If successful in forming a caretaker Government then they could request the extension. If not, Britain crashes out of Europe without a deal.
  • Get a deal that Parliament approves. Despite all the noise, this is still possible.

General Election: Boris’ motion for an early general election failed on Monday. However, a YouGov poll has ranked Prime Minister Boris as the most popular Conservative politician (31% positive opinion, 47% negative opinion) and the third most famous. Boris’ fans describe him as conservative, humorous, intelligent, charismatic and clever. The poll included: Theresa May (27%), John Major (23%), Ruth Davidson (22%), William Hague (21%), Kenneth Clarke (20%), Jacob Rees-Mogg (18%) and other prominent figures. Boris was most popular with Baby Boomers and Generation X; Millennials were less keen.

Parliament Prorogued

Parliament is prorogued until 14 October. This means Select Committee, APPGs and all other business will cease. MP’s will return to constituency matters and engage in the party conference during this period. Party conference dates:

  • 14 September – Liberal Democrats (at Bournemouth International Centre)
  • 21 September – Labour (Brighton)
  • 29 September – Conservatives (Manchester)
  • 4 October – Green Party (ICC, Wales)

Later this week Boris’ suspension of the UK Parliament was deemed unlawful by judges at the Scottish highest civil court, overturning an earlier ruling that the courts did not have the powers to interfere in the Prime Ministers political decision. The exact consequences of this are unclear. It is unlikely Parliament will be recalled, not least because it couldn’t take place before Conference Recess commences (today). The British government will appeal against the Scottish appeal court’s decision, particularly as it contradicts a decision in Johnson’s favour by senior English judges last week, at the supreme court. The supreme court will hear both Scottish and English cases on Tuesday 17 September, alongside a third challenge brought in the courts in Belfast. In practice, not much will change, unless Boris is found to have behaved unlawfully. iNews have an article in which Boris denies misleading the queen about Parliament’s prorogation (and another classic Boris photo pose).

House of Commons Speaker quits: John Bercow announced he would stand down as a Speaker and MP following a promise to his wife for more family time. He will stand down at close of business on Thursday October 31st, saying he doesn’t want to leave the Commons with an inexperience speaker during such a “lively” period.  A ballot for replacement Speaker will be held on 4th November.

Reshuffle

Chris Skidmore will not attend Cabinet, as Jo Johnson did. Instead Boris has given the ‘attends Cabinet’ seat to Zac Goldsmith (his Twitter acceptance) in his existing ministerial role across Environment and International Trade. Zac is a long term supporter of Boris and has experienced his share of controversy in the past – including accusations linking Sadiq Khan with Islamist extremists.

Edward Argar replaces Chris Skidmore as Minister of State at Department of Health and Social Care. Chris Philp moves to the Ministry of Justice and Helen Whately takes up a junior ministerial post at the Department for Digital, Culture, Media and Sport.

The DfE have issued a news story confirming ministerial portfolios on last and this week’s changes here. Last week we told you Michelle Donelan would become Children and Families Minister as maternity cover for Kemi Badenoch. She’ll hold both roles and retain her current position as a Government Whip (Children’s Minister will be additional unpaid role). Michelle was previously a member of the Education Select Committee between July 2015 and October 2018.

The announcement also explained that:

  • Minister of State for School Standards Nick Gibb will take on policy for early education and childcare including funding, support for the early years workforce, curriculum, quality and the early education entitlements. Plus PE, school sport, and the Pupil Premium to his existing portfolio.
  • Minister for the School System, Lord Agnew, will take on responsibility for the FE ‘provider market’, including quality and improvement. He will also lead on EU exit preparation, delivery of the Careers Strategy, the Opportunity Areas programme, school food and safeguarding in schools and post-16 settings, in addition to his existing brief.

Minister for Children and Families Michelle Donelan said:

  • I truly believe that a good education is the key to creating a fair society where everyone, no matter where they come from or their circumstances, has opportunities to succeed.
  • From the earliest years of children’s lives to the point at which they make decisions about their further education or training, I am proud to be joining a department that is focusing its efforts on the most disadvantaged in society.

Given his short stint in the Health Minister role alongside his keen HE interest Chris Skidmore’s response to a parliamentary question on recruiting more nurses is interesting. It sits within party lines, firmly avoids mentioning bursaries but has a different, more collaborative, tone than recent ministers talking of a forthcoming final NHS People Plan which sets out the immediate actions to grow the nursing workforce across the next 5 years.

Access and Success

OfS have published the first 41 approved Access Agreements under their new regime. Wonkhe note that 31 of these 41 are subject to enhance monitoring (but not the pesky B2 additional registration condition). However, this high rate is because these are the early deadline submitters – those with medical schools and conservatoires – so tend the have high entry requirements, and therefore many have poor rates of access by disadvantaged students. And the enhanced monitoring is really just a running check across the year to ensure the institution is delivering on its promises. The OfS announcement – Highly selective universities must follow through on promises to improve access, regulator warns provides more detail, albeit with a positive OfS spin:

 ‘These new plans prove that – following sustained challenge from the OfS – there is genuine ambition and drive among universities to address equality of opportunity. I am pleased they are rising to the challenge…” Chris Millward, Director for Fair Access and Participation at OfS.

Media coverage on this first tranche of new plans from the Independent, the Daily Mail, and the TES.

What’s the point of university?

Universities UK published polling research revealing that only 34% of students and recent graduates decided to go to university to get a higher salary. While 79% agreed that the government should do more to promote the broader benefits of a degree or university study, irrespective of potential salary.

  • Students and recent graduates say that they decided to go to university for a broad range of reasons, including their interest in their chosen degree subject (56%), enjoying studying and learning (48%) and as a first step in building a career (50%).
  • 84% agreed that their future salary was not the only factor they considered when deciding to go to university.
  • 86% of those surveyed agreed that they have met people from diverse backgrounds and with different views to them at university. Suggesting that university plays an important role in social cohesion in communities in the UK.
  • Future earnings are not the top motivation for choosing a career. Work-life balance was their top consideration (53%), followed by earning potential and financial benefits (42%), with the opportunity to take on a variety of interesting work (39%) coming a close third.
  • 84% would recommend university to others as a worthwhile experience.
  • 86% said university had given them the opportunity to think about what they want to achieve in the future and the same proportion said that university had helped them learn to be independent.

The findings are reported as suggesting a need for greater investment in student information – from better careers advice in schools and colleges, through to clearer, more accessible financial guidance.

  • better career information to help in their choice of subject (39%)
  • career experiences – not just salaries – of past graduates in their subject and institution (38%)
  • information on the cost of living while studying (37%)

The poll backs up UUK’s lobby line that earnings potential is an inappropriate tool for defining the value of university degrees, and making funding decisions. However, the TEF gold, silver, bronze classification and the use of LEO metrics (longitudinal education outcomes) which consider the proportion of graduates in sustained employment that are earning over the median salary for 25-29 year olds are currently key metrics institutions are benchmarked against with a view to quality and value for money. UUK are keen to point out that their findings suggest that a range of considerations are underpinning student motivations.

Professor Julia Buckingham, President of Universities UK and Vice-Chancellor of Brunel University London, said: “These results tell us loudly and clearly that policy makers and politicians have got it wrong when it comes to understanding what motivates today’s students and graduates. Students do not judge the value of universities on their future salaries and neither should policymakers. We should all be asking ourselves if we really want to live in a culture that identifies success by salary alone.  It is time to listen and take notice of what students, graduates and society really value about the university experience and consider how we can ensure prospective students have access to the information they want to inform their future decisions. Only then can we ensure that universities are valued by all.”

Nicola Marsh, Head of Social & Political Research at ComRes, said: “Our research demonstrates that university students and graduates recognise value in the range of benefits gained from attending university, including building independence and confidence, exposure to new experiences, and enjoyment of learning. Future earning potential is amongst the benefits considered by students and graduates, but it is not the most important. Quality of life – for example, work/life balance – is the top priority for students and recent graduates when considering what they look for in a career, suggesting that they take a more holistic approach to their careers.”

Value for money – what do students really think?
A guest blog from SUBU’s Sophie Bradfield

Value for money is a phrase we hear a lot in reference to Higher Education and it’s an important conversation point for students. Value for money should surely not be as crude as looking at graduate earning potential, yet TEF continues to use graduate earnings as a metric to measure student outcomes.

As part of the independent review of TEF earlier this year, SUBU responded to a question on student outcomes noting “the very simplistic measurement of Student Outcomes and the focus on graduate salaries does not foster a healthy approach for provider enhancement. Strategies to support employability such as alumni mentoring and specialist programmes for Widening Participation students to address progression enhance student outcomes for providers and recognise an important aspect for students.” (See SUBU’s full response).

Many voices in the Higher Education sector have shared the same concern and finally the Government has evidence from students themselves that future earning potential is not the first thing that comes to mind when thinking about the value of university. A report on the value of university published this week by ComRes on behalf of Universities UK [see above] surveyed students and recent graduates in the last 5-10 years. The report finds that 5 in 6 students or 84% of those surveyed agreed that “my potential future salary wasn’t the only factor I considered when deciding to go to university.” The report further shows that students and recent graduates decided to go to University for a range of different reasons, including 56% saying it was an interest in their chosen degree subject; 48% saying it was because they enjoyed studying and learning; and 50% saying it was the first step in building a career. Furthermore, future earning potential was not the top priority for students when choosing a career; it came second to students wanting a work-life balance.

Back in December 2017 SUBU hosted Nicola Dandridge, the Chief Executive of the Office for Students, for a roundtable discussion with BU students chaired by the Vice President Education (of the time). Nicola asked students who attended why they chose to go to University and many of the students present stated they felt University was an “expected” next step. Nicola further asked students what made their university experience ‘value for money’. The BU students present spoke of the additional opportunities on offer to them alongside studying, such as the opportunities to join a club or society or to take up a leadership position and gain experience. The conversations were around the opportunities available to build a life around their degree, yet they noted this information was not promoted when making decisions between institutions and instead it was something they realised upon going to University.

The ComRes UUK report expands on this. As noted in a summary of the report by Universities UK:

“The poll also reveals the following skills, facilities and other assets which students benefit from at university, including:

  • developing skills such as time management, social skills and teamwork
  • access to academic tutors and experts and libraries
  • improving levels of confidence and becoming more independent
  • making new friends and developing beneficial social networks
  • awareness of social issues and debates”

Providing students with the information they need to make an informed choice about whether to go to University and which one to pick, is something the Office of Students has taken responsibility for. This month they have launched a new student information website to do just that, called ‘Discover Uni’. This is in line with what students are asking for, with the ComRes UUK report findings suggesting a need for “greater investment in student information” (see UUK). However it was shown that this information should extend to careers advice in schools and colleges as well as clearer financial information and guidance.

That students need more information and guidance on finances was highlighted in a report on value for money back in 2018, which was commissioned by the Office for Students and led by a consortium of Students’ Unions in partnership with Trendence UK (see ‘Value for money: the student perspective’). A more recent poll by YouGov commissioned by the Office for Students also shows this is not just an issue for prospective students as 82% of parents in England and Wales are not sure how student loans work (see Research Professional).

The cost of living is a significant area of interest for prospective and current students as they might not be aware of all costs involved in being at University until arriving, especially if they are the first generation in their family to go to University. As many of us are aware, students often need to top up their finances by taking up part time work. The latest Government’s Student income and expenditure survey (SIES) 2014-2015 results showed that over half of full-time students did some form of paid work during the academic year to contribute to their income. (On average full time students were working just over 10 hours per week to account for 10% of their average total income). The more recent NUS Poverty Commission Report 2018 found a significant financial shortfall for students after comparing student loans with living costs (see NUS, page 67) showing that students need to find other ways to top up their finances, whether through part time work or borrowing from friends or relatives (which is not an option for all). Money Saving Expert by Martin Lewis remains the most comprehensive source of information for students and parents on this matter (see MSE) and it highlights how much more needs to be done by the Office for Students on providing information to students and parents about financing a University degree.

Despite all these findings, and as David Kernohan of Wonkhe notes, it is unclear if OfS’ new student information platform ‘Discover Uni’ will extend to providing students with information beyond finding a course and University. What we do know is that the Office for Students is commissioning a lot of research and is currently running an online consultation and going out to visit universities and colleges to see how they should be engaging students ahead of publishing an overall student engagement strategy early next year (see OfS).

Hopefully there will be further changes to come on information and support for students going into HE, driven by all these findings. Regardless, it seems difficult to have conversations about the value of University and whether future earning potential should have any part to play in decision-making, when reports are showing time and time again that students care more about immediate issues such as the cost of going to University.

Research

The Science and Technology Committee has published 43 recommendations to the Balance and effectiveness of research and innovation spending inquiry report.  The recommendations include the 2.4% target, a big data focus to evaluation, QR funding, central link point for all R&D funding streams and opportunities, the tax credit system, and to quickly action the FCA review of patient capital with a further update at Budget 2020.

The final version of the updated Concordat to Support the Career Development of Researchers has been launched.  The new one is here.

“It sets out three clear Principles of environment and culture, employment, and professional and career development. The principles are underpinned by obligations for the four key stakeholder groups, funders, institutions, researchers and managers of researchers, to realise the aims of the Concordat.”

In other news, Sir Mark Walport has announced he will stand down as CEO of UKRI in 2020.

Parliamentary Questions

Despite only one Parliamentary sitting day this week a whole tranche of HE relevant parliamentary questions were answered.

The Lords also raised a question on student accommodation rent levies by developers – this one was too late and couldn’t be answered before prorogation, however, it is interesting this angle has been picked up.

Consultations and Inquiries

Click here to view the updated inquiries and consultation tracker. As Parliament is prorogued Committee and APPG work ceases so over the coming weeks there will only be new content from sector bodies. Email us on policy@bournemouth.ac.uk if you’d like to contribute to any of the current consultations.

Other news

Joined up schooling: Scotland have announced phase one in a £1 billion replacement programme for 26 schools. Several of the replacement projects will bring together nurseries, schools (including specialist centres for pupils with additional support needs), colleges and universities in multi-purpose campuses for pupils aged from three to 18, with additional facilities that benefit surrounding communities. The first phase projects could open as early as 2022/23. First Minister, Nicola Sturgeon said: “Modern, state of the art buildings can make a real difference to the lives of pupils, teachers and parents, as well as the wider communities they serve. This investment continues our efforts to improve the condition of our entire learning estate, from early years through to schools and colleges.”

Mental Health: The Welsh Government has published guidance on responding to self-harm and suicidal thought in young people.

Children’s Manifesto: While Parliament hasn’t voted for a general election MPs are quietly lining up their campaign ducks and sector bodies are ramping up their lobbying. This week the Children’s Commissioner for England published ‘Guess How Much We Love You – A Manifesto for Children’ calling on Britain’s political parties to include a six-point plan in their election manifestos to transform the life chances for disadvantaged children and to help all of England’s 12 million children to thrive. The six key themes are: supporting stronger families, providing decent places for children to live, helping children to have healthy minds, keeping children active, providing SEND support for those who need it, and creating safer streets and play areas. The Manifesto is costed and argues that existing statutory services must be put on a sustainable financial footing. Contact Sarah for a summary of the key recommendations and estimated costs – or read the short 12 page document .

Discover Uni: the new OfS service for potential applicants launched this week to general hilarity because of the huge number of bugs and problems.  (The first search your intrepid policy team did said that there were no (as in zero) full time biology degrees on offer in England – some appeared when we re-ran it the search, but even so).  Despite the obvious problem (i.e. don’t actually use it to actually make any choices until it is more reliable), there are some more important points.  Research Professional note  “The UK’s new higher education information website will not include data on the proportion of firsts and 2:1s awarded by universities, because of concerns that doing so could fuel grade inflation”.

Lifelong learning: the Learning and Work Institute have published the findings from their adult (17+) participation survey which examines when they last learnt, their experience, and likelihood to do so again.  The survey shows adults who have not recently taken part in learning are unlikely to say they would be likely to do so in the future. Among adults who have not engaged in learning since leaving full time education, just 16% said they would take part in learning in the future. Among adults currently taking part in education, 77% expect to do so again. With participation at a record low, the analysis states that progress in improving the skills and qualification levels of the workforce has stalled, and that the UK is at risk of falling behind in skills post-Brexit. By 2030, out of the 17 PIAAC countries, the UK is predicted to fall from 10th to 14th for basic literacy, and from 11th to 14th for basic numeracy.

  • Social class – 48% of adults in higher social grades (AB) have taken part in learning in the last three years, compared to 20% of adults in lower social grades (DE). This participation gap has widened by 3 percentage points in the last year
  • Employment status – 40% of full time employees participated in learning in the last three years, compared to 17% of people out of work and not seeking employment

Graduate employment: The Institute of Student Employers published their 2019 annual graduate labour market survey.

  • Almost 22,000 graduate jobs were created. This was mainly driven by significant increases in finance and professional services as well as public sector employers who recruited 35% more graduates, particularly in policing and education.
  • However, employers are cautious and the short-term and temporary hire of graduates through internships or work placements has dropped by 4% and 7% respectively. Employers also anticipate that Brexit and/or a recession will reduce hiring over the next five years.
  • The energy and engineering, and legal industries made small reductions in the number of graduates they recruited, down 1% and 3% respectively (these were the only sectors to show a reduction).
  • The average graduate starting salary offered by ISE members remained competitive at £29,000. Up £750 on last year, however, when indexed to the Consumer Price Index, salaries have still not recovered to pre-recession levels in real terms.
  • The average ISE member is paying £1.225 million annually to the government through the apprenticeship levy. They reported starting 11,224 apprentices this year of which 52% were non-graduates, 25% graduates and 23% existing staff.

Stephen Isherwood, Chief Executive of ISE said:

  • “Although the drop in temporary opportunities is concerning as this offers students the opportunity to gain valuable work experience, employers are mainly resisting the urge to dial down their recruitment in the face of current and future challenges. 
  • Hiring is up, employers are receiving a healthy volume of applications and they are paying more. We hope that this continues and will do everything that we can to support firms as they manage the uncertainty that lies ahead.” 

Wonkhe blogger, Tristram Hooley, suggests that the skills shortage problem is more complicated than it appears

Student loan sale controversy: It’s been a while since the student loan book sale controversy resurfaced but this week Wonkhe report that The London Review of Books published a detailed analysis of government student loan book sales by Andrew McGettigan. He sets out how the government “skewed the test” that made a loss-making loan sale show value for money.

Education Spending: The House of Commons Library has published a report on Education Spending in the UK. Key Points:

  • Education spending peaked in around 2010 at 5.7% of GDP or £104 billion (2018-19 prices).
  • The real level of public spending on education in the UK was static in the early 1980s.
    It increased gradually from the mid-1980s to the early 1990s.
    After then it increased to new record levels in each year to the peak in 2010-11.
    The Government has removed spending on the subsidy element of student loans from data from 2011-12 onwards.
    Despite this break in the series there was a clear decline in spending in the five years from 2012-13 onwards.
  • Education spending has fallen as a % of GDP in each year from 2011-12 to 2017‑18. This was the longest continuous period of decline in this measure
  • Almost 80% of education spending went on schools -primary and secondary education. The relatively low share going on tertiary (higher) education reflects the fact that the data exclude the subsidy element of student loans which forms the majority of higher education spending in England.
  • Public spending per head on education in 2017-18 was highest in Scotland at around £1,550, followed by £1,490 in London and £1,440 in Northern Ireland. It was lowest in the South East and South West of England at around £1,200.
  • OECD analysis puts UK public spending on education at 4.2% of GDP in 2016. This was 12th highest out of the 34 OECD members with data on this measure and higher than the OECD average of 4.0%.

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JANE FORSTER                                            |                       SARAH CARTER

Policy Advisor                                                                     Policy & Public Affairs Officer

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

[1] See above

[2] We also cover this in “other news” below

British Academy Visit to BU – great success!

We were delighted to welcome visitors from the British Academy on Tuesday, 10th September 2019.

With over 40 in attendance, BU academics heard updates on all the British Academy funding opportunities and guidance on how to increase their potential for success. Our visitors also met with 10 academics for one to one discussions of their funding aspirations. All found their meetings invaluable and colleagues in  Research Development and Support (RDS) look forward to supporting them with their future applications to a variety of British Academy funding schemes.

Presentations were given by five British Academy award holders at Bournemouth University:

  • Jayne Caudwell : Safe Swim: Supporting physical activity and wellbeing for transgender young people.
  • Janice Denegri-Knott : Digital Possessions in the Family.
  • Daisy Fan : Towards a Better Quality of Life: Value Co-Creation in Leisure with the Active Elderly.
  • Xun He : Judging overall mood of a crowd: how does the brain rapidly perceive an average emotion from multiple faces?
  • John Oliver : Investigating the culture of chronically under performing firms: past, present and future.

The slides from the visit are available to BU staff within the Research and Knowledge Exchange Development Framework (RKEDF) area on Brightspace.

If you would like to discuss an application to the British Academy, or any other funder, please contact your faculty’s RDS team.

There are many more RKEDF events planned for the coming year – find out more!

The ACORN Fund is now open for applications!

The ACORN Fund (Acceleration OResearch & Networking) for Early Career Researchers is now open for applications.

This  closing date is Wednesday, 30th October 2019 and all applications must be submitted to the email account: acorn@bournemouth.ac.uk.

This scheme will provide c. five awards, of up to £5,000 each, to support BU’s ECRs, with the most promising talent, to gain experience of managing and leading their own pilot research projects. These award support BU’s commitment to the Concordat to Support to Career Development of Researchers and is made possible by BU’s QR (Quality Research) allocation.

There is a strong link to BU’s ECR Network and the forthcoming  ECR Showcase event. In this way, those who do not benefit directly from the ACORN Fund scheme by receiving funding, will benefit indirectly though interaction with those ECRs who receive support via the scheme.

For eligibility, you must be able to comply with these:

  • All applicants must have completed their PhD
  • All applicants must have a post at BU (established or fixed term) for the full duration of the award and the post-award commitments or longer
  • All applicants should have held a 0.2 or above research contract from no more than six years in total, excluding periods where the applicant was involved in non-research employment or not at work (e.g. caring responsibilities)
  • ACORN award holders cannot hold more than one award concurrently

Within the Research > Pre-award area on the staff intranet, you can find out more by reading the updated ACORN Fund Policy and apply using the Application Form for this round. In addition, to assist with the budget section, please refer to the RKE Internal Funding Sample Costs . As this does not require Full Economic Costing, you should not contact your faculty’s Funding Development Officer to complete the costing for you. Please address any queries as below.

The closing date for applications is 30th October 2019. As these require faculty support, please start your application and obtain faculty approval as soon as possible. Applicants are responsible for obtaining faculty sign-off and for submitting the application to the email below.

Help and Support: There will be a one hour information session on 25th September 2019 and a two hour pre-application workshop on 21st October 2019. You must reserve your place by emailing acorn@bournemouth.ac.uk and specify which sessions you wish to attend. You are welcome to attend both but places are limited.

Please address any queries to Emily Cieciura, Research Development & Support lead for this scheme, via acorn@bournemouth.ac.uk


Putting the ACORN Fund into strategic context, under BU2025, the following funding panels operate to prioritise applications for funding and make recommendations to the Research Performance and Management Committee (RPMC).

There are eight funding panels:

  1. HEIF Funding Panel
  2. GCRF Funding Panel
  3. Research Impact Funding Panel
  4. Doctoral Studentship Funding Panel
  5. ACORN Funding Panel
  6. Research Fellowships Funding Panel
  7. Charity Support Funding Panel
  8. SIA Funding panel

Please see separate announcements regarding each initiative.

These panels align with the BU2025 focus on research, including BU’s Research Principles. Specifically, but not exclusively, regarding the ACORN Fund, please refer to:

  • Principle 5 – which sets of the context for such funding panels
  • Principle 6 and Outcome 9 – which recognises the need for interdisciplinarity and the importance of social science and humanities (SSH)
  • Outcomes 4 and 5 – where ECRs are provided with the mechanisms for support such as mentors and, through schemes including the ACORN fund, gain budgetary responsibility experience

HE policy update for the w/e 6th September 2019

The political to and fro this week has been whiplash-inducing and the Universities Minister job is vacant – again.

Brexit & Parliament

Unfortunately the Universities Minister job is beginning to resemble that of the Hogwarts Defence against the Dark Arts teacher – in a shock announcement on Thursday Jo Johnson resigned as Universities Minister and announced he would be stepping down as a MP in the next election.

Given his views on Brexit it wasn’t really a surprise (it was more of a surprise that he took the job at all) but the timing was dramatic. He said:

 “In recent weeks I’ve been torn between family loyalty and the national interest – it’s an unresolvable tension & time for others to take on my roles as MP & Minister”. He announced his resignation through Twitter and it received 17,000 likes (presumably as support for his principled decision) within hours.

Following Jo’s resignation the Spectator and Evening Standard published a 2013 older quote in which Boris criticised Ed Miliband for competing against his brother for the Labour leadership: ‘Only a socialist could do that to his brother, only a socialist could regard familial ties as being so trivial as to shaft his own brother.’ [Spectator]

UUK have said it is unlikely the government will appoint a replacement universities minister because of the likelihood of a general election in the near future. It is expected that Education Secretary Gavin Williamson and Children and Families Minister Kemi Badenoch will cover the brief in the immediate future.

NUS issued a statement responding to Jo’s resignation: “Jo Johnson’s resignation identifies the inability of our current governing structures in the higher education sector to improve the lives of students, as well as how disruptive Brexit negotiations have been to all parts of our society. The next Minister will be the fourth in under a year and these constant changes from Westminster do not provide the continuity that students need to get on and reform education in the UK. A no deal Brexit would be disastrous for students, who bear the burden of an education system that is in crisis. At the NUS, we will continue to critically engage with decision makers in Westminster to resist the damage that a no deal Brexit will have on our members and advocate for structural change to our entire education system.”

Jo’s departure creates a lot of uncertainty for the sector, as there are many live issues in HE, including subject level TEF and Dame Shirley’s review and the Augar Review. Of course we are wondering who will eventually take over the position and become the fifth HE minister in under two years.  There’s not a lot of experience of the role left in the Commons now – of all the HE minsters in the last 9 years only one remains as a Conservative MP.

Jo Johnson, alongside Nick Gibb (Minister for School Standards) were the only Education experienced Ministers within the Department for Education. We could of course be in for more changes in the next two months.

Ministers linked to education and HE have not had a good week: Justine Greening, Greg Clark, Sam Gyimah were all expelled from the Conservative Party for voting against the Government whip this week. Here is the list of all 21 ousted  MPs. Furthermore, 30 MPs have said they will stand down as MPs and not contest the next election (16 Conservative, 12 Labour, 2 Lib Dem) including some big names. See the list and their reasons for leaving politics here.

In other parliamentary news –

  • Michelle Donelan has been appointed as an unpaid Parliamentary Under-Secretary of State, Department for Education, as maternity cover for Kemi Badenoch MP (Minister for Children and Families).
  • Graham Brady has been reinstated as Chair of the 1922 Committee (until the start of the next parliamentary session).

What’s going to happen next

The House of Lords have finalised the Hilary Benn Bill that requires the PM to ask for an extension to Article 50 if he has not finalised a deal that Parliament can support by 19th October.  It was not amended and will now receive Royal Assent and become law.

The government will propose another motion under the Fixed Term Parliaments Act on Monday asking Parliament to agree to holding a general election.  The opposition parties have agreed to oppose it or abstain.  Under the Act, it needs 434 votes in support to be approved.  Unless the government tries a different route, this means that there cannot be an election in October.  The other possibility is that they try to pass a law allowing one, but given that they do not have a majority, it is unlikely that this would pass.

Parliament will be suspended (prorogued) for 5 weeks at some point next week.

At the time of writing this, the PM is still saying he will not ask for an extension to Article 50, despite the law that has been passed.  It is hard to see how he can avoid doing so unless he resigns.  Unless of course he negotiates a deal in the next few weeks and it is approved by Parliament.

If there is an extension, then there is likely to be an election after that, probably before Christmas.  And someone will then have to sort out what happens when the extension expires. It is of course very possible that lots of things will happen before the end of October and this could all change several times before then.

Spending Round 2019

Chancellor, Sajid Javid, announced departmental budges during a controversial parliamentary session where he was told off several times by the Speaker for electioneering. In short the spending announcement, termed an infrastructure revolution, covered a one year period and it seems the government are expecting to be awash with cash for police, health, social care, schools, prisons, and places of worship. Dods have produced a comprehensive briefing on it here including reaction from sector stakeholder bodies The Education and Skills section starts on pages 17-18. FE and apprenticeships are also mentioned under the Business section on pages 19-20.

Just a few key points:

Health & Research

  • Increase to the Health Education England (HEE) budget, including
    • an additional £150 million for Continuing Professional Development
    • providing a £1,000 central training budget over three years for each nurse, midwife and allied health professional, as well as increased funding for wider education and training budgets to support delivery of the NHS Long Term Plan
  • The Government is committed to increasing levels of research and development (R&D) to at least 2.4% of GDP by 2027. In the autumn, the government will set out plans to significantly boost public R&D funding, provide greater long-term certainty to the scientific community, and accelerate its ambition to reach 2.4% of GDP
  • £250m of investment in artificial intelligence from 2020-21 and discovering preventative solutions to issues such as cancer.

Education

  • Schools got a three year funding settlement, however, this is situated within the changing face of the education sector:
    • These announcements come at a time of significant upheaval within the education system.
      The Government’s response to Augar and consultations on Level 3, 4&5 courses are all still outstanding.
      Whilst today’s announcements will go some way towards alleviating anxiety over school budgets, the Government have their work cut out in aligning and resourcing employer led standards across, apprenticeships, T-levels and Higher Technical Qualifications. Such efforts will be integral to assuaging broader concerns over skills shortages post-Brexit.
  • £400m investment in Further Education in 2020-21
    • includes £190m to increase core funding for 16-19- year-olds;
    • £210m of funding in targeted interventions such as high-cost programmes, English and Maths resits, T Levels, the Advanced Maths Premium and workforce investments.
  • No mention of HE.

Stakeholder reaction to Education announcements

  • The National Education Union commented that the Spending Review saw a “major shift in Government policy”. However, also warned that spending was still “significantly short of what is required”.
  • The NAHT has the Chancellor’s commitment to further education spending, claiming it as a “big win” and that it will go “some way to restoring the real-terms cuts”. But emphasised that “gaps still remain” and that “we need to work with the government to make sure the money goes where it is most needed”.
  • The Sixth Form Colleges Association has welcomed the £400million investment in 16 to 19 education and is a foundation upon which to build.
  • The Association of School and College Leaders has welcomed the money promised by the government, but noted that “even with this additional funding there will still be a shortfall” in education funding.

Student Voter Registration

Earlier this week the Government intended to push for 15 October general election, however political developments seem to have temporarily postponed this (for now, at least). Unless the EU wave a magic wand and a Brexit deal is reached in time for a 31 October exit then a general election at some point late in 2019 remains a very likely possibility.

In Theresa May’s snap 2017 election, there was a widely held belief that young voters had made a huge difference to the results (since largely discredited). In fact a Times article claims a source within Boris’ campaign team has admitted that an advantage of the proposed 15 October election date meant it would limit the numbers of students who register to vote (because the voting registration deadline would have be 27 September).

No matter when (if) the election is held it is important that BU and SUBU play a full role in ensuring  students register to vote at their new address. A staggering number of people have registered to vote recently – The Times report that 70,000 under 35’s registered to vote within the last two days.

No doubt, whatever the outcome and whenever the election takes place, the student vote will be closely analysed post-election. For example, in Northampton the Conservative majority is 807 and there are 900 students within new halls of residence.

This is the online link to register to vote.

Soft Power

HEPI have published The soft-power benefits of educating the world’s leaders  which details how the UK is falling behind the US in the soft power statistics. Soft power is the eventual influence experienced by educating a person from another country within the UK. The individual receives a positive UK HE experience and considers the UK favourably when they return to work in a leadership position within their own country. HEPI state:

Two years ago, the UK had educated one more serving world leader (58) than the US (57). Today, there is one more serving world leader educated in the UK (59) than back in 2017 but there are three more who were educated in the US (62). Over the same period, the number of world leaders who were educated in France has increased from 34 to 40. 

Nick Hillman, Director of HEPI and a co-author of the report, said:

  • “The soft power that the UK has historically accrued through educating so many of the world’s leaders is extraordinary. It is rivalled only by the US, which is of course far larger. But it cannot be taken for granted. In recent years, the UK has slipped behind the US while the third placed country, France, has made great strides. Moreover, as the UK struggles to find its new place in the world, it may need to rely on the potential benefits from soft power even more than in the past.
  • Given that the UK’s international student numbers have flatlined in recent years while countries like Australia have been forging ahead, this won’t be easy. Our survey of world leaders provides yet more evidence of the need for a more positive approach towards international students than has been taken over the last decade.”

Tom Huxley, the report researcher, said: “Britain’s higher education sector has, in the past, been the most attractive on the planet for those who go on to lead their own countries. But the growth of US influence in this ranking is striking. US institutions have educated more of today’s world leaders than we have. If recent trends continue, there is a risk that, over time, it could diminish the standing of our universities.”

Access and Success – white working class boys

THE ran an article suggesting digital technology could support universities’ diversity and help bridge the gap in attracting disenfranchised social groups: Reaching invisible students: white working-class boys.

  • Our work in this area has shown us the potential for digital technology to significantly encourage better student inclusivity, via a combination of effective information delivery and reducing psychosocial barriers to entry.
  • One of the key barriers for young white working-class men is their lack of confidence that university life is for them. With accents, clothing and lifestyles that may be very different from their more affluent peers, it is hard for them to imagine themselves fitting in.
  • This is where digital tech can be a great benefit. An online chat event set up by a university can specifically target this group while they are still at school, enabling them to see and hear from those a few years ahead of them and with a similar background. We know that during this key information-gathering stage, it can be a significant advantage to working-class young men to be able to ask questions anonymously and to listen to the questions of other people in the same position as them.
  • At the same time, this kind of online platform can address financial worries by including someone on the student finance team to explain any bursaries or scholarships available, or the availability of part-time jobs in the area – perhaps again drawing on the experience of other working-class students who have supported themselves financially.
  • Chatbots can also be useful here… Because chatbots are non-judgemental and unbiased, they can help teens at least familiarise themselves with the jargon, tackle some of their initial worries and gradually build their confidence.
  • There is potential for this group of men to be invited to online events throughout their university life, offering extra support and helping to minimise the risk of dropping out. These events could also help men to think about future careers and raise their confidence at tackling interviews, recruitment tests and the social aspects of networking.
  • Universities already plough large investments into outreach and support. But by embracing digital tech platforms, they are going where teenage boys spend time already, potentially attracting them into an academic environment that, although initially alien, could prove to be the making of them.

The article references NEON’s Working Class Heroes report from Feb 2019.

Catching up

You can catch up on our summer updates here.  Highlights include Sarah writing about the Impact of Post Qualification Admissions on WP students and a review of the responses to the KEF consultation (from page 5).

Parliamentary Questions

Mental Health

Q – Jo Stevens (Cardiff Central): To ask the Secretary of State for Education, what steps the Office for Students has taken since its establishment to assess the adequacy of provision of mental health services and student support at universities.

A – Joseph Johnson:

  • In our latest guidance to the Office for Students (OfS), we asked that it continue its work to support student experience, with a focus on wellbeing and mental health.
  • Where a provider has significant gaps in outcomes between students with a declared mental health condition and their peers, the OfS require providers to set out an ambitious strategy to narrow these gaps and promote equality of opportunity, as part of their access and participation plans.
  • The OfS also regulates at a sector level to share evidence and examples of effective and innovative practice. On 5 June 2019, the OfS announced the award of almost £6 million for 10 large-scale projects through a challenge competition, encouraging higher education providers to find new ways of combating student mental health issues. The OfS has commissioned a programme-level evaluation to gather what works most effectively and to disseminate learning across the sector.
  • On 17 June 2019, the government announced a £1 million fund for a further OfS challenge competition to find innovative proposals that drive improvements in mental health support for higher education students.

Student grants

Q – Angela Rayner: To ask the Secretary of State for Education, whether it is his policy to reintroduce maintenance grants for students from low and middle income backgrounds in higher education.

and

Q – Angela Rayner: if he will make it his policy to implement the recommendations of the Augar Review

A – Joseph Johnson:

  • As part of our ongoing review of Post-18 Education and Funding, the government will be considering Philip Augar’s recommendations carefully. The government has not yet taken decisions with regards to the recommendations put forward.
  • Students from the lowest-income families have access to the largest ever amounts of cash-in-hand support for their living costs. The government has announced a further 2.9% increase to maximum grants and loans for the 2020/21 academic year.
  • (Same answer to both questions.)

STEM

Q – Andrew Percy: To ask the Secretary of State for Education, what steps his Department is taking to encourage more working class young people to take up STEM subjects at university . [282286]

A – Joseph Johnson:

  • To maintain a dynamic and growing economy, the government is committed to tackling science, technology, engineering and mathematics (STEM) skills shortages. The department is encouraging more students into STEM education and training, at all stages, from primary school to higher education (HE).
  • To support more students to take STEM subjects at university, the government has increased investment in maths and digital subjects within schools, including a new post-16 maths premium and a new £84 million programme to improve the teaching of computing. Both of these initiatives aim to increase the number of young people taking these subjects, from all backgrounds.
  • This school-level investment programme is complemented by increasing efforts from the university sector to encourage more disadvantaged students to enter HE. The Office for Students (as the regulator for HE in England) has a duty to promote equality of opportunity in relation to access and participation in HE. In 2018, 18 year olds from disadvantaged backgrounds were proportionally 52% more likely to enter full-time HE than in 2009.

Q – Stephen Morgan: To ask the Secretary of State for Education, what assessment he has made of the effect on funding for STEM subjects at higher education institutions of the UK leaving the EU without a deal.

A – Gavin Williamson:

  • Part of the teaching grant funding that the government provides to eligible higher education (HE) providers, via the Office for Students, is allocated to support the provision of high-cost subjects, including science, technology, engineering and mathematics (STEM) subjects. We do not expect this funding arrangement to change as a result of Brexit .
  • We do not expect any significant short-term increase in the vulnerability of HE providers to financial failure as a result of no deal EU Exit. The income shock from EU exit, deal or otherwise, is expected to be ‘manageable’, and any effect will not lead to a cliff-edge.  
  • Department for Education officials engage regularly with HE institutions in relation to HE funding and the provision of high-priority courses such as STEM, as well as on EU Exit.

Universities: Apprentices

Q – Paul Farrelly: To ask the Secretary of State for Education, what steps his Department and the Education and Skills Funding Agency are taking to support universities to work closely with non-levy-paying small and medium-sized enterprises .

A – Kemi Badenoch:

  • The department and the Education and Skills Funding Agency continue to encourage universities to work with employers, including non-levy-paying small and medium-sized enterprises (SMEs).  The Degree Apprenticeship Development Fund (DADF) has focussed on building collaborative projects between providers and employers; including non-levy-paying SMEs . DADF has funded additional engagement activities to better understand their needs.
  • Birmingham City University, University of Greenwich and Aston University have actively engaged with SMEs as part of DADF-funded projects.
  • Over the course of the next year, all employers will be able to control how they pay for their apprenticeship training and assess and recruit their apprentices via the apprenticeship service. This will allow non-levy paying SMEs to work closely with a greater number of high-quality training providers, including universities.

Q – Paul Farrelly: To ask the Secretary of State for Education, what steps the Government is taking to ensure that degree apprenticeships support (a) social mobility and (b) lifelong learning among underrepresented groups.

A – Kemi Badenoch:

  • Apprenticeships benefit people of all ages and backgrounds, offering high quality on and off-the-job training. Level 6+ and degree apprenticeships offer people an alternative to full time university, as well as the opportunity to upskill or re-train throughout their lives.
  • The Degree Apprenticeship Development Fund (DADF) aims to enable and encourage greater social mobility and widen participation. The DADF has supported 103 higher education (HE) providers and has resulted in 4,464 degree apprentice starts. The Office for Students has published an evaluation of the fund.
  • HE providers, such as universities, can include degree apprenticeships in their Access and Participation Plans; these set out how they will support underrepresented groups and help individuals from disadvantaged backgrounds access and succeed in HE. The National Apprenticeship Service works with local partners to ensure that apprenticeships at all levels are available in disadvantaged areas.
  • We are running an employer engagement campaign, ‘Opportunities through Apprenticeships ’, working with partners in Portsmouth, Nottingham, South Tyneside and Torbay. It aims to support social mobility by creating opportunities for more apprentices from disadvantaged areas to undertake high value apprenticeships with higher earnings potential and progression, such as degree apprenticeships

Electoral Register: Students

Q – Chris Ruane: To ask the Minister for the Cabinet Office, what assessment he has made of the potential merits of (a) the University of Sheffield ‘s initiative on voter registration for students and (b) mandating universities to promote students to register to vote.

A – Kevin Foster:

  • The Government is encouraged by the University of Sheffield ’s experience but has no plans to mandate a single approach across the country.
  • The Government is, however, committed to ensuring the electoral registration system is responsive to the needs of students. Ministerial Guidance was issued to the Office for Students (OfS) in February 2018 acting on a commitment made in Parliament during the passage of the Higher Education and Research Act (2017), directing that they require Higher Education providers to comply with Electoral Registration Officer (ERO) requests for data and they be encouraged to work with Local Authorities to promote electoral registration amongst their student populations. The merits of working closely with EROs have been demonstrated by a number of Higher Education providers across the country.
  • Yet, the Government does not believe that one size fits all and instead favours an approach which allows innovation.
  • The Ministerial Guidance has since been used by the OfS to produce their own guidance to Higher Education providers, which advises them how they might best implement, and abide by, the requirements placed on them. The OfS guidance came into force in August. The Government is committed to ensuring everyone who is eligible to register to vote is able to do so and, in 2014, introduced online registration for the first time. Statistics show young people aged between 14 and 24 are more likely than average to use this as a means of registering to vote.
  • The Government believes these measures will drive up the number of applications to register from students – improving both the completeness and accuracy of the electoral register – as well as further improve the relationships between Higher Education provider and Local Authorities.

Nursing: Training

Q – Graham P Jones: To ask the Secretary of State for Health and Social Care, whether the additional funding for the NHS announced by the Prime Minister will be used to increase the number of nursing bursaries.

A – Chris Skidmore:

  • The education funding reforms announced in the 2015 Spending Review started to take effect from August 2017 and pre-registration nursing students began to access student loans rather than receiving a National Health Service bursary.  
  • In January 2019, the NHS published its Long Term Plan which sets out a 10 year vision for healthcare in England . The NHS Interim People Plan, published on 3 June, sets out the immediate actions needed to grow the nursing workforce across all settings by over 40,000 in the next five years.
  • We will work with the NHS and the Higher Education Institution sector to improve awareness of the financial support packages available to all undergraduate and postgraduate healthcare students and how they can be accessed.

Students: Disadvantaged

Q – Angela Rayner: To ask the Secretary of State for Education, what assessment he has made of the potential merits of a student premium for funding (a) further and (b) higher education.

A – Kemi Badenoch:

  • The government is determined to ensure disadvantaged students are supported in their post-16 education. The national funding formula for 16-19-year olds and the funding through the Adult Education Budget both include a disadvantage uplift. This provides extra funding for disadvantaged students and learners, specifically for those with low prior attainment, or those who live in the most disadvantaged areas.
  • The government teaching grant funding to the higher education (HE) sector includes 3 student premium allocations that support: full-time students deemed to be at risk of discontinuing their studies; part-time students; and disabled students. All HE providers in the approved (fee cap) category of the Office for Students register are eligible to receive these student premium allocations, including further education college ’s offering HE.

Q – Cat Smith: To ask the Secretary of State for Digital, Culture, Media and Sport, with reference to the announcement of 27 February 2019 that new youth voice projects will be launched to encourage young people to participate in making national policy, what policies will be prioritised for youth participation; and what steps she will take to ensure the work and influence of the projects is transparent.

A – Nicky Morgan:

Three new youth voice projects were announced in February to encourage young people to participate in making national policy:

– Youth Steering Group

– Young Inspectors Group

– Digital Youth engagement research

The Youth Steering Group has already been involved in discussing the Government’s future offer for young people and the review of the guidance which sets out the statutory duty placed on local authorities to provide appropriate local youth services. The Department for the Environment Food and Rural Affairs and the Department for Business, Energy and Industrial Strategy invited the Youth Steering Group to conduct a review of environment and climate policy. Young people are also contributing to policy development on serious violence through the Government’s Youth Advisory Forum on Serious Violence .

The Young Inspectors Group are participating in the monitoring and evaluation of national programmes affecting young people.

The Digital Youth Engagement research explored how new digital solutions can enable large numbers of young people to play a role in consultations and policy design across government.

We will make further announcements on these pioneering Youth Voice projects in due course

Research

UK Research and Innovation has published its vision for how it will promote world-leading research and innovation that is built on the knowledge and values of society and open to people from all backgrounds. Its four goals are to:

  • Focus on under-represented communities and places
  • Actively involve people in their work
  • Inspire and empower young people
  • Listen to and understand public concerns and aspirations

The goals will be delivered through funding calls, commissioning research and analysis, and piloting new approaches.  The vision was launched in conjunction with UKRI’s first public engagement funding call for universities and community partners to test new ways to collaborate on research and innovation with under-represented communities.

Special Educational Needs

The Government have announced a ‘major review’ into support for children with special educational needs, seeking to build on the 2014 reforms. The review comes a week after the Government announced a funding boost of £700m in 2020/21 for pupils with the most complex needs.

Education, Health and Care Plans, launched in 2014, were designed to deliver tailored support to children and young people aged 0-25 with the most complex special education needs. The new review will look at how the system has evolved since then, how it can be optimised for families, and how to ensure quality provision is delivered across the country. It will also explore the role of health care in SEND in collaboration with the DHSC.

The review will look at and put forward new actions on:

  • The evidence on how the system can provide the highest quality support that enables children and young people with SEND to thrive and prepare for adulthood, including employment
  • Helping parents to make decisions about what kind of support will be best for their child
  • Making sure support in different local areas is consistent, joined up across health, care and education services, and that high-quality health and education support is available across the country
  • How to strike the right balance of state-funded provision across inclusive mainstream and specialist places
  • Aligning incentives and accountability for schools, colleges and local authorities to make sure they provide the best possible support for children and young people with SEND
  • Understanding what is behind the rise in education, health and care (EHC) plans and the role of specific health conditions in driving demand
  • Ensuring that public money is spent in an efficient, effective and sustainable manner, placing a premium on securing high quality outcomes for those children and young people who need additional support the most.

Education Secretary Gavin Williamson said: Our reforms in 2014 gave vital support to more children, but we know there have been problems in delivering the changes that we all want to see. So it’s the right time to take stock of our system and make sure the excellence we want to see as a result of our changes is the norm for every child and their families.

Minister for Care Caroline Dinenage said: The support and care for people with special educational needs and disabilities is one of my top priorities. The SEND review will be crucial in widening our knowledge of the parts of the system which are working well and the areas which need improvement. The Department for Health and Social Care will play a key role in the review so we can ensure that high quality healthcare support is available for all throughout the country.

Secretary of State for Work and Pensions Amber Rudd said: Children with special needs and disabilities need to get the right educational support and health care so they can thrive. This review will help make sure all families get the support they need so every child, young person and their parents feel extremely positive about their future.

MPs have repeatedly raised concerns over the number of timeliness of completed EHCPs, with it being reported that only 24% were completed in the statutory time limit in the Secretary of State’s own constituency. Nationally, only 3% of children in England have SEND statements or EHCPs. The Government contend that, owing to the introduction of EHCPs more than 350,000 children and young people aged 0-25 with the most complex special educational needs are receiving the tailored support they need to thrive and receive a world-class education. Of those in schools around half (130,000) are continuing in mainstream education.

T-levels

The DfE have published a policy update as a compendium to their T-level action plan.  Key Points:

Grading and Certification:

The T Level Certificate will include:

  • an overall grade for the T Level, shown as Pass, Merit, Distinction or Distinction
  • a separate grade for the core component, using A* to E
  • a separate grade for each occupational specialism studied, shown as Pass, Merit or Distinction
  • confirmation that the minimum requirements for maths and English qualifications have been met
  • confirmation that the industry placement has been successfully completed
  • confirmation that any additional mandatory requirements have been met

A T Level Distinction grade is only awarded to students who, as well as meeting the other T Level requirements, have achieved an A* in the core and a Distinction in their occupational specialism (or Distinction on aggregate if more than one occupational specialism is studied).

UCAS Tariff Points:

  • To support progression into higher education, UCAS tariff points will be allocated to T Levels. Points will be allocated to overall T Level grades, not to separate elements of the T Level. This is to recognise the value of the T Level programme as a whole. Students must achieve at least an overall Pass grade or higher in order to receive UCAS points.
  • The size and rigour of a T Level programme is comparable to a 3 A Level programme. Therefore, T Levels will attract UCAS points in line with those allocated to 3 A Levels.
  • Although the T Level programme is broadly the same size as a 3 A level programme, the qualifications have different purposes. The T Level programme is intended to help students develop the knowledge and technical skills required for skilled employment. T Levels and A Levels therefore measure different abilities, using different grading scales.
  • A T Level Pass grade is allocated a tariff score of either 72 or 96 points: where a student has obtained an overall Pass by achieving a Pass in the occupational specialism and a B or C in the core, a tariff of 96 UCAS points. Where a student has obtained an overall Pass by achieving a Pass in the occupational specialism and a D or E in the core, a tariff of 72 UCAS points.
  • The tariff points allocated to overall Merit and Distinction T Level grades represent even increments between the points allocated to an overall Pass (with a C or above in the core component) and Distinction* grade.

Despite the allocation of UCAS points to T-levels, the policy paper twice emphasises that the qualifications are predominantly designed to deliver a direct route into skilled employment, given the industry placement inherent in the qualification. It also lacks detail how the qualifications will feed into Level 4 & 5 Higher Technical Education (HTE), currently under review by the Government. In the HTE consultation the Government emphasise the importance aligning of employer-led standards across apprenticeships, T Levels and HTQs. They also state their desire that HTE be a prestigious choice for those completing T-levels.

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 responses this week:

Other news

New Towns Fund: Bournemouth is on a (short) list of 100 towns eligible to receive funding if they successfully work with Government to develop innovative regeneration plans. The Government announcement states:

  • The towns eligible for support from the £3.6 billion Towns Fund include places with proud industrial and economic heritage but have not always benefitted from economic growth in the same way as more prosperous areas.
  • Communities, businesses and local leaders will now join forces to draw up ambitious plans to transform their town’s economic growth prospects with a focus on improved transport, broadband connectivity, skills and culture.
  • Today’s announcement follows the Prime Minister’s confirmation in July of an additional £1.325 billion to support towns as part of a renewed vision to level up our regions, which took the total value of the Towns Fund to £3.6 billion.
  • The government will soon publish a prospectus to guide towns through the process and set eligibility criteria for funding.
  • Once approved, new Town Deals will improve connectivity, provide vital social and cultural infrastructure and boost growth – with communities having a say on how the money is spent. 

Here is the full list of eligible towns.

Migration: Research Professional report on the Office for National Statistics who have announced inaccuracies in their non-EU migration figures (overestimation) due to inaccurate international student data.

Student Loans: The SLC has issued top tips for actions students should take to ensure they receive their maintenance loans on time. Meanwhile £28 million pounds worth of overpaid student loan contributions still hasn’t been able to be returned to the students who are due a refund. The SLC has written to the students who overpaid but £28 million remains unclaimed. Research Professional have the detail here.

Commuting: A Government news story highlights how the gender pay gap is exacerbated by reluctance to undertake a longer commute despite a higher salary.

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JANE FORSTER                                            |                       SARAH CARTER

Policy Advisor                                                                     Policy & Public Affairs Officer

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

British Academy Small Grants – Internal Deadlines

The call for the next round of BA/Leverhulme Small Research Grants will open on 4 September and close at 5.00 pm on 6 November 2019.

We welcome Intention to Bid (ITB) forms from Early Career Researchers and/or for bids that deliver pump priming / seed corn funding purposes.

Due to the volume of bids that are received by RDS in every round, the internal deadlines will be strictly applied to ensure that the pre-award team can provide all interested academics with optimal support in a timely manner.

Where ITB forms are received after 18 September 2019, they will be moved automatically to the next round.

The British Academy will be visiting BU on 10 September from 11.00 am to 2.00 pm – this has been organised in place of a workshop; it is highly recommended that you attend this to hear them and ask any questions.

The British Academy has provided guidance and FAQs.They have stipulated that all applicants must read the documentation carefully before starting their application.

Timeline

The call closes at 5.00 pm on 6 November 2019.

Date Action
4 September Call opens – start reading guidance and FAQs.
10 September British Academy’s visit to BU.
18 September Intention to Bid forms to be submitted to your Faculty Funding Development Officer.

 

At this date, advise your referee that you will be sending them your completed application on FlexiGrant and they will need to provide their supporting statement by 22 October.

 

25 September If you are Grade 8 or below and you wish to use the support of an External Application Reviewer (EAR), you must submit a first draft of the application to RDS by this date.

 

An EAR will not be allocated to you if you send a draft to RDS after this date.

 

21 October Latest date for you to fully complete your application on FlexiGrant, so it is ready for your referee to complete the supporting statement via FlexiGrant.

 

Note that the earlier you complete you application on FlexiGrant, the more time the referee will have to review your bid and provide the supporting statement by 22 October.

 

22 October Latest date for referee to complete the supporting statement via FlexiGrant.

 

23 October Click ‘submit’ and the form will be sent to BU’s account for RDS checks.

 

23 October – 5 November Institutional checking process – RDS will work with you to ensure compliance with all funder’s requirements.

 

6 November Submission deadline – latest date to formally submit on FlexiGrant.

 

 

If you have any queries, please contact your Research Facilitator or Funding Development Officer.

Last chance to book – GCRF Best Practice Workshop

The Global Challenges Research Fund (GCRF) Panel invites academics involved, or wishing to be involved, in Official Development Assistance (ODA) related research projects to a one–day workshop on Thursday 12th September 2019 from 09:30 – 16:30 on the Talbot Campus.

You must book by 16:00 on Monday, 9th September to secure your place. Please book via this link.

The workshop will review best practice, identify future synergies and will highlight common issues and challenges confronting GCRF projects at the University.

At present, BU staff are leading and/or contributing to a wide range of GCRF eligible projects at various stages of development. Since there are many notable issues and challenges associated with acquiring and delivering the distinctive nature of GCRF related projects, the proposed workshop will bring together existing GCRF participants at the University to share conceptual designs, best practice, common implementation issues and solutions as well as notable work arounds. The workshops will thus enable participants:

  • To discuss the challenges in designing effective GCRF related projects that must maintain Development Assistance Committee (DAC) and GCRF eligibility;
  • To explore possibilities for existing and future synergies between GCRF projects at the University;
  • To identify common implementation challenges presented in transforming a GCRF project into reality;
  • To share best practice in dealing with local and/or international partners and/or partnerships;
  • To discuss issues relating to maximising deliverables and impact;
  • To inform existing and future monitoring and reporting processes of the projects and the University in relation to the GCRF;
  • To provide insights into effective ways that the University can further enhance effective support for GCRF related projects;
  • To identify potential future ‘quick wins’ and ‘take away’ that can inform and improve ongoing GCRF projects;
  • To provide a foundation for future activities of the GCRF panel including a future workshop looking at future bidding for projects beyond the GCRF.

 

NERC standard grants (January 2020 deadline) – internal competition launched

NERC introduced demand management measures in 2012. These were revised in 2015 to reduce the number and size of applications from research organisations for NERC’s discovery science standard grant scheme. Full details can be found in the BU policy document for NERC demand management measures available here.

As at January 2019, BU has been capped at one application per standard grant round. The measures only apply to NERC standard grants (including new investigators). An application counts towards an organisation, where the organisation is applying as the grant holding organisation (of the lead or component grant). This will be the organisation of the Principal Investigator of the lead or component grant.

BU process

As a result, BU has introduced a process for determining which application will be submitted to each NERC Standard Grant round. This will take the form of an internal competition, which will include peer review. The next available standard grant round is 14th January 2020. The deadline for internal Expressions of Interest (EoI) which will be used to determine which application will be submitted is 27th September 2019.  The EoI form, BU policy for NERC Demand Management Measures and process for selecting an application can be found here: I:\RDS\Public\NERC Demand Management 2020.

NERC have advised that where a research organisation submits more applications to any round than allowed under the cap, NERC will office-reject any excess applications, based purely on the time of submission through the Je-S system (last submitted = first rejected). However, as RDS submit applications through Je-S on behalf of applicants, RDS will not submit any applications that do not have prior agreement from the internal competition.

Following the internal competition, the Principal Investigator will have access to support from RDS, and will work closely with Research Facilitators and Funding Development Officers to develop the application. Access to external bid writers will also be available.

Appeals process

If an EoI is not selected to be submitted as an application, the Principal Investigator can appeal to Professor Tim McIntyre-Bhatty, Deputy Vice-Chancellor. Any appeals must be submitted within ten working days of the original decision. All appeals will be considered within ten working days of receipt.

RDS Contacts

Please contact Lisa Andrews, RDS Research Facilitator – andrewsl@bournemouth.ac.uk or Jo Garrad, RDS Funding Development Manager – jgarrad@bournemouth.ac.uk if you wish to submit an expression of interest.

Research Professional – all you need to know

Every BU academic has a Research Professional account which delivers weekly emails detailing funding opportunities in their broad subject area. To really make the most of your Research Professional account, you should tailor it further by establishing additional alerts based on your specific area of expertise. The Funding Development Team Officers can assist you with this, if required.

Research Professional have created several guides to help introduce users to Research Professional. These can be downloaded here.

Quick Start Guide: Explains to users their first steps with the website, from creating an account to searching for content and setting up email alerts, all in the space of a single page.

User Guide: More detailed information covering all the key aspects of using Research Professional.

Administrator Guide: A detailed description of the administrator functionality.

In addition to the above, there are a set of 2-3 minute videos online, designed to take a user through all the key features of Research Professional. To access the videos, please use the following link: http://www.youtube.com/researchprofessional

Research Professional are running a series of online training broadcasts aimed at introducing users to the basics of creating and configuring their accounts on Research Professional. They are holding monthly sessions, covering everything you need to get started with Research Professional. The broadcast sessions will run for no more than 60 minutes, with the opportunity to ask questions via text chat. Each session will cover:

  • Self registration and logging in
  • Building searches
  • Setting personalised alerts
  • Saving and bookmarking items
  • Subscribing to news alerts
  • Configuring your personal profile

Each session will run between 10.00am and 11.00am (UK) on the fourth Tuesday of each month. You can register here for your preferred date:

10th September 2019

12th November 2019

These are free and comprehensive training sessions and so this is a good opportunity to get to grips with how Research Professional can work for you.

Have you noticed the pink box on the BU Research Blog homepage?

By clicking on this box, on the left of the Research Blog home page just under the text ‘Funding Opportunities‘, you access a Research Professional real-time search of the calls announced by the Major UK Funders. Use this feature to stay up to date with funding calls. Please note that you will have to be on campus or connecting to your desktop via our VPN to fully access this service.

RKEDF: Research Training and Events in September 2019

We have some great events coming up over the next few weeks to help support you in your research activities. These events are delivered as part of the overarching Research and Knowledge Exchange Development Framework –  RKEDF.

Wednesday 4th September:

Introduction to Research Data Management and Open Data,

11:00 – 13:00 on the Talbot Campus

For any academic or PGR who wishes to develop their Research Data Management (RDM) best practice.

Booking and more information.

 

Thursday 5th September:

Research Output Writing Day

09:00 – 17:00 at a Bournemouth venue

For BU authors to work on their research outputs, free from everyday distractions and with a collaborative focus on productive writing with other BU authors.

Booking and more information.

 

Tuesday 10th September:

British Academy Visit

11:00 – 14:00, Talbot Campus, Fusion Building, FG04

Members from the British Academy will provide an overview of the British Academy, the type of funding offered, their grant-awarding processes, key considerations and short presentations from current award holders.

Booking and more information.

 

Thursday 12th September:

GCRF Best Practice Workshop

09:30 – 16:00, Talbot Campus, Fusion Building, FG04

The GCRF Panel invites academics involved, or wishing to be involved in ODA related research projects to a one–day workshop/’wash-up’ to review best practice, identify future synergies and to highlight common issues and challenges confronting GCRF projects at the University.

For booking and more information contact RKEDF.

 

On the RKEDF intranet page, training events have been grouped around your needs, so if, for example, you are an Early Career Researcher or need to know about external funding, you can click on the link to find a tailored list of all the RKEDF sessions that may assist you. You can also find related events by using the link on each session’s page.

You can also see all the Organisational Development and RKEDF events in one place on the handy calendar of events.

Please note that all sessions are now targeted, so look closely at the event page to ensure that the event is suitable for you. In addition, many RKEDF events now require the approval of your Head of Department (or other nominated approver). Please follow the instructions given on the event page and the template email for you to initiate the booking request.

If you have any queries, please get in touch!

 

 

NIHR RDS Grant Applications – seminar & support event, Truro, Cornwall – 8th October 2019

Are you planning to submit a grant application to NIHR?

We are holding a one-day event at the Knowledge Spa, Truro, Cornwall on Tuesday 8 October that is aimed at helping you to improve your chances of success..

The morning seminar session is open to anyone to come and hear RDS advisers give presentations on what makes a good grant proposal. Topics covered will include:

  • what does the NIHR look for?
  • the application as a marketing document: selling the topic, selling the method, and selling the team
  • the team
  • clarity of description and explanation
  • feasibility issues
  • identifying and avoiding potential pitfalls.

The afternoon support session of one-to-one appointments is for those who would like to discuss their own proposal with an RDS adviser.

This event is FREE and refreshments and lunch will be provided. Places are limited and will be allocated on a ‘first come, first served’ basis. In order to secure your place please register using our online form by 1pm, 25 September 2019Find out more.

And don’t forget, your local branch of the NIHR RDS (Research Design Service) is based within the BU Clinical Research Unit (BUCRU) on the 5th floor of Royal London House. Feel free to pop in and see us, call us on 61939 or send us an email.

Save the date – 18 November 2019 – UKRO Annual Visit to BU

As usual, RDS will host annual UK Research Office visit to BU in 2019. This year’s event has been scheduled for November; the reason is obvious – Brexit. All academic staff interested in EU funding are invited to attend the event starting from noon.

Provisionally, the event will take place in FG04 seminar room; sessions will be delivered by Dr Andreas Kontogeorgos, European Advisor of the UK Research Office.
Agenda will include such topics as post-Brexit situation, remaining Horizon 2020 calls available for UK’s researchers in 2020 and development of the next EU framework programme Horizon Europe.

More information on agenda will be provided in early November. Academics are welcome to submit any other EU funding related topics for discussion to Ainar Blaudums at RDS Funding Development Team by the end of October.

UKRO delivers subscription-based advisory service for research organisations and provides MSCA and ERC National Contact Point services in the UK. As part of UKRO services, BU members of staff may sign up to receive personalised email alerts and get early access to EU funding related publications on UKRO portal.

The second wave of UKRI Fund for International Collaboration launched

The second wave of UK Research and Innovation’s (UKRI) Fund for International Collaboration (FIC) has been announced on Friday 9 August 2019. The Fund for International Collaboration aims to enhance the UK’s excellence in research and innovation through global engagement, forging new bilateral and multilateral research and innovation programmes with global partners.

The thirteen partnerships, supported with £60 million from UKRI and at least £45 million in matched partner funding with additional in-kind support, will see UK researchers working with collaborators in ten countries, including the USA, Canada, Japan and India.

Announcement and summaries of programmes are available on UKRI web portal; research topics include:

  • The Changing North Atlantic Ocean and its Impact on Climate (partner country – USA; lead/partner UKRI council – NERC)
  • Understanding and adapting to a changing environment (Canada; NERC)
  • Next generation transdisciplinary international research collaborations in Ecology and Evolution of Infectious Diseases (USA, Israel, China; BBSRC)
  • Diabetes Partnership Initiative (Canada; MRC)
  • Healthy Ageing Flagship Challenge (China; ESRC, Innovate UK)
  • Built Environment and Prevention Research Scheme (Australia; MRC)
  • Joint Call on Artificial Intelligence and Society (Japan; ESRC, AHRC)
  • Collaboration on Artificial Intelligence: Building competitive, resilient economies and societies (Canada; ESRC, AHRC, EPSRC, MRC)
  • Globalink Doctoral Exchange Scheme (Canada; NERC on behalf of seven UKRI councils)
  • Digital transformation in humanities research (Ireland; AHRC)  and a few other topics

Specific calls are announced and more details provided by dedicated Research Councils. Announcement also contains summaries of the FIC Wave 1 projects funded through the UKRI-JSPS call.

For further support and assistance please refer to your RDS research facilitator.

Newton and GCRF funding opportunities

The UUKi International Partnerships team have recently launched a new GCRF funding bulletin which sits alongside the existing Newton Funding bulletin.

If you haven’t already signed up to receive the GCRF funding bulletin, you can do so here: GCRF bulletin sign up.

Please also feel free to share the link to subscribe with your collaborators and partners in GCRF countries of focus too.

UUKi sub-Saharan Africa Policy Network update

UUKi sub-Saharan Africa Policy Network

The next UUKi sub-Saharan Policy Network will take place at Woburn House, London on Wednesday 18 September, 1400 – 1630. The meeting will include a focus upon student recruitment in the region and will also include an update from the HMG cross Whitehall Africa Strategy team. Other speakers will be confirmed over the next couple of weeks. If you haven’t already, please do sign up via Eventbrite. https://www.eventbrite.co.uk/e/uuki-sub-saharan-africa-network-tickets-63104694841

 

RDS Research for Social Care Roadshow

The NIHR will be investing in future social care research with annual funding calls via the Research for Patient Benefit (RfPB) programme.  The next call is planned to launch in September and will follow a similar format to the first call, however to give it a clearer social care identity it will be launched as Research for Social Care (RfSC). The RfSC call will have a budget of £3m and further information will be released shortly.

The Research Design Service (RDS) is running an event in Bristol on 30th September which offers an opportunity to gain a greater understanding of RfSC funding. Attendance at these events is FREE and refreshments will be provided.

More details can be found on the NIHR website or on our RDS South West website.

And don’t forget, your local branch of the NIHR RDS (Research Design Service) is based within the BU Clinical Research Unit (BUCRU) on the 5th floor of Royal London House. Feel free to pop in and see us, call us on 61939 or send us an email.

Research Professional – all you need to know

Every BU academic has a Research Professional account which delivers weekly emails detailing funding opportunities in their broad subject area. To really make the most of your Research Professional account, you should tailor it further by establishing additional alerts based on your specific area of expertise. The Funding Development Team Officers can assist you with this, if required.

Research Professional have created several guides to help introduce users to Research Professional. These can be downloaded here.

Quick Start Guide: Explains to users their first steps with the website, from creating an account to searching for content and setting up email alerts, all in the space of a single page.

User Guide: More detailed information covering all the key aspects of using Research Professional.

Administrator Guide: A detailed description of the administrator functionality.

In addition to the above, there are a set of 2-3 minute videos online, designed to take a user through all the key features of Research Professional. To access the videos, please use the following link: http://www.youtube.com/researchprofessional

Research Professional are running a series of online training broadcasts aimed at introducing users to the basics of creating and configuring their accounts on Research Professional. They are holding monthly sessions, covering everything you need to get started with Research Professional. The broadcast sessions will run for no more than 60 minutes, with the opportunity to ask questions via text chat. Each session will cover:

  • Self registration and logging in
  • Building searches
  • Setting personalised alerts
  • Saving and bookmarking items
  • Subscribing to news alerts
  • Configuring your personal profile

Each session will run between 10.00am and 11.00am (UK) on the fourth Tuesday of each month. You can register here for your preferred date:

27th August 2019

10th September 2019

12th November 2019

These are free and comprehensive training sessions and so this is a good opportunity to get to grips with how Research Professional can work for you.

Have you noticed the pink box on the BU Research Blog homepage?

By clicking on this box, on the left of the Research Blog home page just under the text ‘Funding Opportunities‘, you access a Research Professional real-time search of the calls announced by the Major UK Funders. Use this feature to stay up to date with funding calls. Please note that you will have to be on campus or connecting to your desktop via our VPN to fully access this service.

Next wave of industry and society challenges announced!

The next wave of major industrial and societal challenges to receive investment through the government’s modern Industrial Strategy have been confirmed.

The Industrial Strategy Challenge Fund brings together the UK’s world-leading research base with our best businesses to transform how we live, work and move around. It will put the UK in the best position to take advantage of future market opportunities.

The fund is delivered by UK Research and Innovation and is part of government’s £4.7 billion investment in R&D over 4 years that will support the delivery of its modern Industrial Strategy.

The details of the next wave of challenges are confirmed as below:

In addition last month the Government confirmed an investment in Quantum Technologies  – a £153 million Industrial Strategy Challenge Fund which will be matched by industry with over £200 million of investment expected from the private sector.

Please see this link for more information.

Funding Call: Knowledge Frontiers – International Interdisciplinary Research

The British Academy has opened Funding Call: Knowledge Frontiers – International Interdisciplinary Research 2020, funded by the UK’s Department for Business, Energy and Industrial Strategy. The deadline for submissions and UK institutional approval is 23 October 2019 at 17.00 (UK time), awards up to £200,000 for duration of 24 months, projects must begin on 1 April 2020.

The British Academy is inviting proposals from UK-based researchers in the humanities and social sciences wishing to develop international interdisciplinary projects in collaboration with colleagues from the natural, engineering and/or medical sciences. The Academy is looking to fund applications that break new ground in the collaborations – international and interdisciplinary. The purpose of each project will be to develop new international research ideas.

The Academy encourages partnerships with researchers in low-income countries, however applications focused on any country are welcome.

Applications must demonstrate an innovative and interdisciplinary approach yielding new conceptual understandings, developing ground-breaking research and energising innovative collaborations between the humanities and social sciences on the one hand, and the natural, engineering and/or medical sciences on the other, related to one or more of the following themes:

  • Hazard and Risk
  • Cultures of Forecasting
  • Meaning of Resilience

RDS is currently working with cross-disciplinary group of BU academics to develop a proposal. If you are interested either to join the existing group or willing to lead/create a new group, please contact Research Facilitator Ainar Blaudums for further details by the middle of August.