Category / Industry collaboration

*New* Full Economic Cost thresholds for research and knowledge exchange (RKE) activity

A review of BU’s research and knowledge exchange activity demonstrated that over the past three years BU’s RKE income met c. 80% of the full economic costs (fEC) of the projects. The review also looked at the fEC thresholds and found they were out of date and unrealistic, for example, a number of the thresholds did not match the funding models provided by funders.

The Research Performance and Management Committee (RPMC) have therefore approved changes to the fEC thresholds for RKE activities at BU. The new thresholds have been chosen to make it easier to work with organisations on RKE projects that will benefit society. Moreover, the new thresholds set realistic expectations for working with a range of funders so that research activity is sustainable at BU.

In addition to the thresholds, the RPMC has confirmed an expectation that all new costs to the project (Directly Incurred costs) must be covered by the income to be received from the funder. Ideally the income will be sufficient to also provide a contribution to the other costs to the project (i.e. existing staff time and overheads). This will enable BU to ensure RKE activities are financially viable and sustainable.

The new thresholds set a minimum fEC recovery rate by funder/activity type (see Table 1). They should be discussed with your Funding Development Officer at the start of the bidding process and before any conversations take place with external organisations/partners. All Principal Investigators will be asked to design their projects around meeting or exceeding these minimum thresholds and making sure the Directly Incurred costs will be covered. This may not be possible for all funding schemes. Where there is a strategic reason for applying to such a scheme and there is no alternative funder (such as some prestigious fellowship schemes) then this should be discussed with your Funding Development Officer who will advise on options.

If you have any queries about what this will mean for your research, please contact Ehren Milner (emilner@bournemouth.ac.uk).

HE Policy Update for the w/e 2nd October 2020

We’re in October already! This week has been busy in Parliament, and we had some Ministerial engagement too.  Boris unveiled a skills pledge and Gavin Williamson made a statement regarding students returning to universities (and was subsequently slammed for inaccuracies).  And angry parents have taken issue that their children might be prevented from returning home from university for Christmas if they are in isolation or caught in local lockdowns.

BU welcomes the Minister for Universities

Michelle Donelan MP paid a short virtual visit to BU this week.  You can read more here.  It is good that the Minister is making time to make these visits and the conversation was wide ranging and interesting.  Thanks to all involved, especially as these things are always short notice and subject to last-minute change.

Comprehensive Spending Review – and all its ramifications

No one knows quite what form (or if) the comprehensive spending review (CSR) will take. However, sector organisations continue to lobby the Government with their wish lists to be included within the CSR. The Association of Colleges have published their 37 pager much of which aligns with recent Government ambitions on skills spending, higher technical education, apprenticeships, levelling up and addressing disadvantage. Specifically they call for higher rates of FE funding, expanding provision to accommodate the 2024/25 young population surge (plus IT infrastructure investment), a 16+ pupil premium, and the favourite old chestnut – reducing oversight, bureaucracy and compliance costs.

The Institute for Fiscal Studies published Spending Review 2020: COVID-19, Brexit and beyond. Pages 3-5 summarise the key findings succinctly and ultimately the report advises the Chancellor not to plough ahead with a full Spending Review. It concludes:

  • Even if Mr Sunak makes the sensible decision to set only one year of spending plans, the process will be fraught with difficulty, with many delicate trade-offs. Perhaps the most important question is the extent to which the extraordinary funding increases provided in response to COVID-19 need to continue into future years.
  • [With Covid likely to] swallow up much of the increase in funding pencilled in between now and 2023−24. Whatever is left would likely be allocated to priority areas such as the NHS, schools, the police or the ‘levelling-up’ agenda. The Chancellor has rowed back from the spending envelope he committed to in March, but his emphasis on the need for ‘tough choices’ suggests that it could become less, not more, generous. Other public services could well be facing a further bout of austerity

No one is expecting good news. And the Government’s intentions following the Augar report are expected to be laid out as part of the CSR. Even HEPI warn of impending doom when they consider Augar in the context of recent events below.

Research

Chair of the Science and Technology Committee Greg Clark has written to the minister for Science, Amanda Solloway, relating to research and development investment.  The letter is available here. He asked for:

  • Further detail for example on the terms of support for higher education institutions announced by the Government.
  • The Government’s plans to address research funding & cross subsidisation in the long-term to ensure that university research funding is sustainable.
  • Further details on the R&D roadmap

Match funding change: On Thursday the Government suspended the 50:50 matched funding requirement for industrial research applications to the Aerospace Technology Institute programme. This is to mitigate the effects of Covid on the industry.

Research parliamentary questions

A selection of Wonkhe blogs relevant to research interests:

Off topic – but interesting – Sellafield have released a report in the name of sharing the importance of science. It highlights how R&D has transformed their organisation & safety. Short press release here, report here.

PM’s Lifetime Skills Guarantee

Boris announced the Lifetime Skills Guarantee scheme (full speech here, press release with stakeholder support here). Main points:

  • The Lifetime Skills Guarantee is a system where every student will have a flexible lifelong loan entitlement to four years of post-18 education. Boris stated this will promote real choice – at the moment many young people feel they have to go for the degree option. They feel they have only one chance to study, and to borrow. They might as well go for the maximum, and get a degree. It launches April 2021 in England and is paid for through the National Skills Fund.
  • Adults without an A-Level or equivalent (a level 3) will be offered a free, fully funded college course, to learn skills (those valuable to employers) and the opportunity to study at a time and location that suits them. The list of courses is expected to be released shortly.
  • The funding model will change with more flexibility to study in bursts (so an individual can spread it across their life period) and easy access to loans for higher technical as well as degree programmes. Politico state there will be a push to massively expand vocational courses. The government will provide finance for shorter-term studies in areas such as coding to help train workers for jobs of the future, rather than the typical three or four year university studies.
  • Alongside studying in segments students should be able to build up credits and transfer between different providers both colleges and universities. This in itself is expected to enable more part time study.
  • Boris pledged to:
    • invest in skills & FE (£1.5 billion for college capital works)
    • expand apprenticeships (as mentioned above) and make them more portable to move from company to company
    • expand digital boot camps (£8 million, programmes in four new locations)
    • from 2021 boot camps will also be available for construction and engineering – supporting the national Industrial Strategy
    • 62 additional courses will be added to the free online Skills Toolkit
    • end the pointless, nonsensical gulf… between the so-called academic and the so-called practical varieties of education… now is the time to end this bogus distinction between FE and HE. (Not all Conservatives agree with this – see this blog in Conservative Home.)

Boris also said:

  • The post-18 educational system is not working in such a way as to endow people with those skills…lab technicians, skilled construction workers, skilled mechanics, skilled engineers, and we are short of hundreds of thousands of IT experts
  • …And look I don’t for a second want to blame our universities. I love our universities, and it is one of this country’s great achievements massively to have expanded higher education.
  • But we also need to recognise that a significant and growing minority of young people leave university and work in a non-graduate job, and end up wondering whether they did the right thing.
  • Was it sensible to rack up that debt on that degree? Were they ever given the choice to look at the more practical options, the courses – just as stimulating – that lead more directly to well-paid jobs?
    We seem on the one hand to have too few of the right skills for the jobs our economy creates, and on the other hand too many graduates with degrees which don’t get them the jobs that they want.

Kate Green MP, Labour’s Shadow Education Secretary, commented:  A week ago Labour called for a National Retraining Strategy fit for the crisis Britain faces, but what the government proposes is simply a mix of reheated old policies and funding that won’t be available until April. By then many workers could have been out of work for nearly a year, and the Tories still think that they will need to take out loans to get the training they will need to get back in work. These measures will not reverse the devastating impact of a decade of cuts, and will not give workers the skills and support they need in the months ahead.

Association of Colleges responded to the PM’s speech:

  • We believe that colleges should play a bigger part in a more collaborative education and skills system that allows people to train and retrain throughout their lives. Today’s speech is a strong sign that this thinking will form much of the foundation for the upcoming FE white paper and develop a system that works for all adults and not just those fortunate enough to go to university. 
  • A new entitlement to a fully-funded Level 3 qualification and more flexibility built into L4 and L5 are important steps forward as the government begins to implement the Augar Review. There is a lot more to do to stimulate demand from adults and employers and to support colleges to have the capacity to meet needs.
  • We must get this right to ensure our education and skills system is fit for purpose – I hope the Prime Minister’s words are just the beginning on the road to a fairer and more accessible post-16 system for everyone who needs it.

The Institute of Economic Affairs is less convinced:

  • …The speech lacks specifics.
  • The Prime Minister has made a time-honoured distinction between ‘academic’ and ‘practical’ skills, although there is little here to explain how exactly this shift will occur. Successive governments have made the same noises.
  • Extra funding for people without A-levels may be sensible, but it is not clear that there will be a massive demand for lower-level qualifications from either students or employers.
  • The offer of more flexible support for higher education and spreading study over longer periods is welcome in principle, but again there is little to suggest how this will work in practice. There is no evidence of a more fundamental change, such as linking a university’s funding to the success of its graduates, which might incentivise new forms of provision.
  • This speech is worthy, but it amounts to neither a convincing response to rising unemployment nor to a radical change in adult education.

Skills Productivity Appointment

With the FE sector and skills focus holding significant traction within Government a new appointment is significant. Stephen van Rooyen will head up the Skills and Productivity Board. His Chairmanship will have an influential role in driving forward the Government’s FE reform programme. The Board is responsible for advising on the skills that employers need for the future and that will help grow our economy post C-19, alongside how to ensure the courses and qualifications are high-quality. Stephen’s background is here, including his support for apprenticeships.

Stephen stated: The work of the SPB will be carried out by a panel of five leading skills and labour market economists, supported by Department for Education officials. The panel will undertake independent research and analysis in response to questions set out by the Secretary of State and Chair. Applications for panel members closed earlier this month and appointments will be made in due course.

Education Committee session

Following Boris’ pledge the Education Committee session focussed on adult learning schemes and mechanisms questioning Gillian Keegan Parliamentary Under Secretary of State for Apprenticeships and Skills. Direct HE relevant content was limited to whether there would be any maintenance grant support for more disadvantaged students. Keegan replied that there were already discretionary funds to support disadvantaged students, or those facing additional barriers to learning.

Robert Halfon, Chair of the Education Committee pointed out there was nothing on community learning in Boris’ announcements. Keegan responded that the announcement was focused on economic outcomes for individuals, and, that the focus is on learners and helping them access more modular and flexible training. While this isn’t about HE it reveals the depth of emphasis the Government is placing on flexible learning at all levels and that adult and skills budgets aren’t altruistic – just like Government intent for HE – support focuses on the key skills needs for the country to support economic prosperity. So no fluffiness on the route to levelling up!

Keegan also showed interest in the concept of a skills tax credit to incentivise employers to provide training to low skilled employers, however, she conceded it hadn’t worked well in other countries.

On the social care sector the Government intend to professionalise this employment area initially through T-Levels and apprenticeships. Keegan felt this might be a route to higher pay in the sector.

Lifetime Skills Guarantee and Post-16 Education

On Thursday Gavin Williamson, Education Secretary, made another oral statement, this time on the Lifetime Skills Guarantee and Post-16 Education. There was much overlap with and reiteration of Boris’ Skills Guarantee speech with a little additional detail.

Here are the key points in brief:

  • A White Paper will be published later this year on how to re-balance further and higher education.
  • FE has been overlooked for decades resulting in lost opportunities and businesses with unfulfilled skills gaps.
  • Everyone must have the opportunity to upskill and retrain – both young people who do not want to attend university and those who are forced to retrain following redundancy.
  • Linking with Boris’ skills pledge speech from Tuesday he called for closer alignment of FE and HE and re-announced the lifetime skills guarantee and greater flexibility in the educational system for people of all ages. There will be a consultation on the flexibility and transferability of credits during 2021 and the Government will legislate as needed in this Parliamentary session.
  • Williamson stated that these announcements will support the country’s recovery from Covid, however, they are also a continuation of the commitment to levelling-up. He reminded that the skills guaranteed means adults without A levels can re-train. He also reiterated that there would be funding for alternatives to degrees e.g. loans for higher technical education.
  • The apprenticeships programme will be expanded and barriers that employers face in taking on apprentices addressed. This will include allowing larger businesses to transfer their unused levy to fund smaller employers and ensuring redundant apprentices have the opportunity to continue their education.
  • T-levels (equivalent to 3 a-levels) have now commenced (in autumn 2020).
  • Williamson also announced funding of £111 million for the expansion of traineeships, £32 million for recruiting careers advisers, and £17 million for work academies in England. He restated previous funding commitments of £170 million which intends to establish 12 Institutes of Technology (IoT), with £120 million following on to develop a further 8 IoTs. The funding competition for the next 8 IoTs will open shortly.

Skills Gaps

Incidentally The Migration Advisory Committee published a review of the shortage occupation list this week.   The key reasons given for wanting to be on the SOL were:

  • A lack of a suitably skilled workforce in the UK
  • An unwillingness of the UK workforce to consider certain roles due to: physical demands; unsocial hours; an unwillingness to relocate; or seasonality of these roles;
  • That training alone is not a viable solution due to the time it takes and lack of long term certainty.

The Committee also warned Ministers to urgently address low pay in the social care sector in order to avoid a staffing crisis in January.

Augar Review

Having detailed the rise and Government zeal for FE and technical skills alongside the announced flexibility in funding and the comprehensive spending review speculation we’d be remiss if we didn’t mention Augar, particularly the fees aspect. Fortunately HEPI covers the interpretation of Augar within the recent context in a discursive manner here. The blog is titled: As the Government begins implementing the more popular elements of the Augar report, we shouldn’t forget the rest of it (including what it said on fees)…

Excerpts:

  • …no one could have predicted how much change would happen between then and now. When the Augar report was published, Philip Augar said it was a take-it-or-leave-it package. In other words, he said it was a carefully calibrated model, not a pick-and-mix. I suspect the goal was to disincentivise policymakers from banking any proposed savings and then rejecting the counterbalancing proposed new spending. 
  • after the COVID crisis began…[Augar]… writing in the Financial Times that his most high-profile recommendation – reducing the headline full-time undergraduate fee cap from £9,250 to £7,500 – should perhaps be junked while others should still be implemented.
  • Now it has been confirmed by the Prime Minister that some of those other recommendations are indeed now to be implemented. For example, the Augar report’s first two recommendations were for ‘a single lifelong learning loan allowance’ and access to student finance ‘for modules of credit’, and these ideas have now been accepted. The devil will be in the detail…
  • But such tweaks cost money and, now that the Treasury is beginning to finalise its plans for the Spending Review, it is time to focus again on that most famous of all of the Augar report’s recommendations, the one on fees… In the COVID crisis, we may all have paid too little attention to the fact that the actual proposal for a lower fee cap remains on the table… There will be voices urging the Treasury in the run up to the Spending Review to cut spending on universities (either to reduce borrowing or to spend more on other priorities, including other educational priorities)… Cutting fees could play well in the culture war. It would be at one with some of the negative coverage of universities in recent times. And universities are typically in larger towns and cities that are less likely to be represented by a Conservative MP… But cutting the income of universities now is an objectively terrible idea… it nonetheless seems clear that severe cuts to the main income stream for universities in the midst of a crisis, while failing to replace the lost income, would make the Institute for Fiscal Studies’s dire warnings about the number of universities that could go bust during the pandemic much more likely to come true.

Student loans

In a week where there has been a constant focus speculating on the CSR and with the Government making announcements about flexibility in student loans and new spending pledges fresh attention has fallen on the student loan outlay figures which were published at the end of last week.

The Government changed the way it accounts for certain things, including the student loan, in the last Parliament and we now have the RAB – the Resource Accounting and Budgeting charge which predicts the proportion of loans that have been paid out to students that are expected to never be repaid back into the Treasury.

The RAB has now hit a whopping 53%, yet the DfE target for unpaid loans is much lower at 36%. Uncomfortable figures particularly with the Government’s claims that not enough students are accessing graduate level jobs at the end of their degree and that too many young people are choosing to go to university over other routes. And all within the landscape of unprecedented Government borrowing to fund the pandemic and economic needs (and dare I mention it – Brexit). In addition, there is also the forthcoming population boom to consider with 2030 expected to require a significant increase in availability of provision – all of which would have to be paid for. However, the Government may be hoping to redirect some of this boom demand into more technical or hop on – hop off higher level provision.

A current forecast suggests the Government will have a £20 billion outlay by 2024-25 for student loans.

The great annual migration

Gavin Williamson made a statement and responded to questions regarding students returning to universities. Below follows a summary of the main points in the full statement and questions session. For a shorter version you can read the press release which just covers Williamson’s statement here.

  • Students will be able to return home for Christmas should they wish to. The Government will work with universities to ensure this can occur safely. DfE Guidance will follow however it may include ceasing face-to-face contact two weeks early to provide time for students to self-isolate before returning home. Universities must ensure students who wish to remain within their university accommodation over the Christmas period are safe and well looked after. However, Williamson didn’t directly address a later question by Mark Harper MP who asked for reassurance students would not be trapped in their university accommodation for the period of self-isolation. [Many have pointed out that this ignores the fact that many students go home (or elsewhere) much more regularly than this….]
  • Labour (Yvette Cooper MP) asked if the Government was proposing all students self-isolate at the end of term to return home and pressed for mass testing Williamson stated that different cases, local circumstances and term end dates mean they envisage the self-isolation will cover only a very small number of universities. Later Hilary Benn pressed Williamson on whether students may go home to isolate again. He responded: We will be setting out clear guidance in terms of students and making sure that that fits within the broader guidance right across the country that is available for the wider population as well.
  • Blended learning should continue with face-to-face contact where possible. Teaching should not be solely online. The 11 September tiered approach guidance balancing learning requirements against the C-19 risk and local restrictions continues to apply.
  • Students who isolate must be properly cared for and the university should ensure they can access food, medical and cleaning supplies. Confirmed that universities are doing this. Students living outside of the campus or university housing should also have access to advice and support. Williamson was challenged during the questions by Sir Edward Leigh who was opposed to an enforced whole halls of residence lockdown. Williamson stated: Students follow the same rules as those in society and: We always want to ensure that there is a sensible and proportionate response to ensure that students are able to go about their business and continue their learning online and, importantly, face to face.
  • Universities need to provide additional mental health and practical support to students during these difficult times, particularly those new starters. The Minister stated he was pleased with universities efforts in this regard – Many universities have bolstered existing mental health services and offer alternatives to face-to-face consultations. Once again, I would like to thank staff at universities and colleges who have responded so quickly and creatively to the need to transform those essential services.
  • Later Damian Hinds MP planted a friendly question asking Williamson to talk about the great work done by universities and the likes of Student Minds – the support available and how it is being stepped up. Williamson responded: An amazing amount of work is done by every single university, but there has also been a recognition by the Office for Students that there may be gaps. That is why the Office for Students has stepped in to ensure that where students find that there is not that type of provision, something is provided for them, so that no student is in a position of not being supported. It is incredibly important that all students understand that support is available to them for them to be able to enjoy their time at university and succeed in their studies.
  • Acknowledged Universities hard work to make reopening as safe as possible. Feels both universities and students have followed the guidance. Students only subject to the same restrictions as the community in that area. Stated C-19 cases occurring in universities is inevitable, just as it is in the wider community, however, he believes universities are well prepared to handle outbreaks as they arise. Expressed that he was impressed with the way universities have worked with local authorities and local public health teams to safeguard students and staff.
  • The Department for Health and Social Care are working to make sure testing capacity is sufficient and appropriate for universities. They continue to make more tests available, more local testing sites and more processing laboratories. However, demand outstrips supply so staff and students should only request a test if they have symptoms or are advised to by an official.
  • Universities are also able to call on £256 million provided by the Government for hardship funding for students who have to isolate. Williamson also mentioned this money later in relation to chi Onwurah MP’s question which stated the only financial support the sector has received is to address the shortfall in scientific research funding, which is critical but does not have an impact on the learning experience. [The £256 million isn’t additional or new money and actually it was decreased in May from its original allocation so this has been criticised as misleading – see below]
  • The Government have taken a conscious decision to prioritise education…We will never be in a position where we can eliminate all risk, but we will not condemn a generation of young people by asking them to put their lives on hold for months or years ahead. We believe that universities are very well prepared to handle any outbreaks as they arise. 

Later in the discussion he stated that: We must not forget, however, that hundreds of thousands —almost a million—students have safely returned to university over the last few weeks. They will start their studies and benefit from a brilliant, world-class university education.

During the questions the Government was critiqued for:

  • Not doing things soonerwhy did it take the Secretary of State and the Health Secretary until last Wednesday to write to local directors of public health about the return of university students? (Kate Green). Answer: they were updating from the last advice SAGE produced, acting on the issues and suggestions made by SAGE.
  • Test & trace ineffective -self-isolating students live in particularly difficult circumstances (e.g. room size, no family support, living with a group that are practically strangers). (Kate Green). Later others used the shambolic privatised test and trace system to press for students to have access to tests to travel home safely (Tanmanjeet Singh Dhesi).
  • Remote learning – students without digital access or a device; and additional support for students with SEN. This is where Williamson got himself in hot water. He stated: The hon. Lady raises an important point about digital access. I am sorry that she missed the announcement that we have made £100 million available for universities to use to ensure that youngsters have digital access, including students from the most deprived backgrounds, who would perhaps not be in a position to access courses. It is vital that if we are in a situation where people will have blended learning, all students are able to access it. We are taking seriously some of the challenges that all students and universities will face, which is why we have made £256 million available to make sure that where students are facing real hardship, universities can access funding to help them. [However, the £100m for digital access was for schools, so he has been criticised for that too as well as the £256m claim]
  • Lilian Greenwood MP picked up on disabled students accessing equipment and support Williamson stated it was the universities responsibility: under equalities legislation there is a duty on universities to ensure that there is proper and fair provision for all students. That is what we would expect from all universities. He also mentioned the £100m fund again (which is for schools).
  • Williamson side stepped and didn’t respond directly to Carol Monaghan’s call to address the fee-paying structure of (English) higher education by reducing fees and increasing Government funding to universities. Williamson stated: I thank the hon. Lady for putting forward policy suggestions for future Conservative party manifestos. We want to ensure that universities are properly funded, so that they are able to have world-class facilities that can beat other universities anywhere in the world. Laura Trott MP also addressed fees –  in some cases students will be paying full fees for what are now only online courses – and she called on the Minister to advise and ask the OfS to confirm that university bonuses not be paid unless fees were lowered. Williamson stated: I will be asking the Office for Students to look at this and give very strong and clear steers on this matter to ensure that no bonuses are going out as a result of this crisis. [Incidentally if you can stomach more on the fee refund debate Wonkhe have an excellent article debating the latest here. ]
  • Dame Cheryl Gillan MP called on Williamson to champion two-year degree courses. Williamson sorted the accelerated offer and reiterated there were other routes apart from university, including apprenticeships.
  • And on white working class boys (following a question from Robert Halfon, Chair Education Select Committee) Williamson stated: On why not enough youngsters on free school meals or white working-class boys are going to university, that is a real issue. We need to see change. We need to look at different options to ensure that those youngsters realise that they can succeed as well at university as all the other youngsters who choose to go. We will ensure that we deliver it as we level up across the country over the coming years.
  • The session concluded with Williamson confirming if Covid student numbers rose substantially the Government would review its position – We will constantly work with the sector very closely to ensure that we adapt and support it if the pandemic means that we have to make changes.

Labour issued a press release after the statement: Williamson’s blunders in the chamber further evidence serial incompetence. It covers the £100 million digital mistake and a second – Williamson said: the “Student Loans Company also offers a system whereby extra maintenance support can be made available through individual assessment.” Labour have critiqued this stating Students can change their maintenance loan applications if there is a change in their household income, but this does not allow the Student Loans Company to provide additional maintenance support simply because of increased needs for students. Labour raised these aspects as a point of order and called for the record to be corrected. It was refused but the Deputy Speaker acknowledged that the opposition had successfully made the point on the record.

Wonkhe dissected the statement mistakes too and added:

  • That Williamson encouraged the Office for Students to forbid the payment of bonuses to university staff – the Office for Students does not directly have this power.
  • They also clarified what we mentioned above on the £256million boost to student hardship funds. Wonkhe state: These already existing funds were initially allocated to universities to support students from disadvantaged backgrounds as “student premium” funding, and were actually cut from £277m last year by Gavin Williamson back in May.

NSS to LEO

With the launch of the NSS review Emma Hardy, Shadow HE Minister, wrote for Research Professional to voice concerns on alternative judgements of university quality:

  • Ditching the NSS with no replacement would put greater emphasis on Longitudinal Education Outcomes data, which only tell us how much graduates earn. This appears to fit with this government’s notion of ‘value for money’ and ‘value to the taxpayer’, and this is no doubt how it will be presented. However, what it can’t be said to measure is ‘value to the country’ or even ‘value to the economy’.
  • Covid-19 has underlined the importance of key workers and there are many graduate jobs, including those of nurses and health workers, that do not carry big salaries. LEO data may be able to tell us which graduates go into the best-paid employment but, because wage levels are geographically influenced, they discriminate against universities in deprived areas that support local economies by training the graduates those economies need.
  • Worse, the data discriminate against higher education institutions that recruit more students from disadvantaged backgrounds, because a significant determiner of postgraduate income is still students’ socioeconomic background before they attend university. As the main measure for judging universities, LEO data can only embed inequalities—the exact opposite of ‘levelling up’.

Her article goes on to suggest that this definition of value looks like a proxy for an attack on the numbers going to university. And after noting past cuts to technical education Emma states:  the government has tried to blame the crisis in further education on the success of our universities. Universities should not allow this to continue unchecked… 

And the implications of the virus….

It’s unlikely that you’ve managed to escape the tug and thrust of student Covid news over the last week. We’ll cover it here as speedily and painlessly as we can.

Mass testing continues to be central to the Opposition’s calls. Earlier in the week Kate Green (Labour’s Education Secretary) pressurised the Government on Sunday’s BBC Breakfast calling for a commitment to test every HE student before they return home at the end of term. She also stated we should pause the student migration now until an “effective, efficient testing system” is put in place.

Next in the saga was Amanda Milling MP, Co-Chair of the Conservative Party, who stated: There are no plans to keep students at university over Christmas and Labour is deliberately creating unnecessary stress for young people to score political points.

Finally Williamson put us out of our misery on Tuesday when his speech confirmed the Government and universities would work together to save Christmas allowing students who wish to, to return home. The details surrounding isolation and plans for those with active Covid symptoms are to follow in DfE guidance. And in Thursday’s Covid briefing the PM paid tribute to students who were studying in these unprecedented times.

Kate Green also wrote a letter to Gavin Williamson which included students access to remote learning. She stated:

[On remote learning]…To do this, they must also have access to the right equipment, connectivity and environment. The “digital divide” has been raised with your department on numerous occasions, including in a recent report from the Office for Students which showed its impact on students from disadvantaged backgrounds. What urgent steps are you taking to bridge the digital divide…?

Leaving home to go to University should be a momentous and exciting step for young people and their families. It is deeply distressing that so many will now not get the university experience they deserve, and face the appalling prospect of being locked in their rooms with no chance to make new friends.

Universities have done all they can to prepare for students’ safe return to campus, but the government has failed to play its part. You let young people down with the exam fiasco over the summer, and now many of those same students are being let down again. These young people deserve better than your incompetence.

Previously she has stated that students should have the choice to remain in the family home:

We do think it is important that students have a choice. If they feel they are going to be safer at home then they should be able to stay at home and conduct their learning remotely.

OfS Edicts: The OfS have commented on the student situation as they return to university and expressing their expectations for the HE sector to meet:

  • Universities have worked hard to make campuses safe, and have developed programmes that mix face-to-face and online learning. However, our guidance says that is essential that they provide students with as much clarity as possible on what they can expect. Where the situation changes universities should provide regular information updates.
  • Where students need to go into isolation, universities have to be clear about how courses will continue to operate in these circumstances and what welfare, resources and support are available. Universities should provide information about how testing can be accessed where it is expected by the health authorities and ensure that such students can access food and other essential provisions. We will be following up with individual universities and colleges where we have concerns about the arrangements they are making for teaching and academic support. 
  • Students have a right to good quality higher education – whether that is taught online, in-person or a mixture of the two. Where they feel this is not happening they can raise concerns with their university, escalating complaints to the Office of the Independent Adjudicator where a resolution cannot be found. They can also inform the OfS, and we can and will investigate if we believe that universities have not taken all reasonable steps to protect standards or where quality is slipping for groups of students.

Finally, here is a small selection of this week’s coverage on students & Covid.

Scottish Pact: Scotland’s Universities have agreed a Consistent Core of Care – a package of 10 measures – to support student wellbeing for the first semester in response to C-19. Three measures specifically address students who are quarantined or isolating such as very regular check ins with the student/household.

Student Spread: The New Statesman has used Office for National Statistics local neighbourhood classifications (he granular output areas) of student areas to compare Covid cases.

They found:

  • 1.15 confirmed cases per student neighbourhood in England
  • compared to 0.36 cases per non-student area.
  • Student areas are also more likely to be represented among those recording the highest case rates.
  • The effect is greater within cities with substantial student districts and particularly in the north.
  • The number of cases is rising faster in student areas than non-student areas.

The article acknowledges that:

  • not all of the cases within the student classified areas will have been students
  • as a whole, there are still more Covid-19 cases outside of student neighbourhoods than within them
  • Also: cases were rising in workplaces across the country before students went back to university – indicating they were not the cause of the rise in cases, but rather accelerated a pre-existing trend.

The Times Red Box has a piece calling for immediate mass testing in every university town. They believe students and staff should be tested twice per week and look to Illinois which has a campus tracing team who support with tracking and immediate testing so no one isolates unnecessarily. They also suggest using the universities laboratory capacity to process the tests (40 in the UK have the facilities the article suggests, others could use a mobile facility on site). Acknowledging that rapid testing can be inaccurate in identifying a lower viral load makes the retesting a key part of the approach. The interesting aspect of this article is that it makes the case not just to stop the spread of the virus but for the mental health of students – it sees regular mass testing as unlocking an almost normal experience.

Research Professional have coverage of student mental health in Top priority – How serious are universities about student mental health?

LBC have a short piece on the human rights lawyer who has stated the Manchester residence lockdowns were legally dicey.

Parliamentary Questions

Access & Participation

The BBC published University entrance: The ‘taboo’ about who doesn’t go primarily looking at the barriers and alternate motivations of young white working class males.

The OfS has released TUNDRA data which measures the frequency with which people living in a more granular area have accessed HE over a series of years. Wonkhe have a very short blog with some charts utilising the new data.

UCAS have a new blog considering the aspects which may encourage care experienced students to disclose their care background in their application personal statement.

Lord Hunt championed several parliamentary questions on ensuring care leavers have access to the internet and a digital device this week – see here, here, here and here.

The Sutton Trust has published a report on school closures and lower social mobility

Exams cancelled?

The VC’s of Birmingham and Sheffield Hallam have a thoughtful piece in the Times calling on the Government to cancel the 2021 A level exams:

  • Decisions need to be made now to give teachers, universities and students certainty. The coming year will be unpredictable. Local lockdowns will have a differential effect on learners who have already faced massive disruption. Making that up would be tough anyway; making it up through further local disruptions to teaching will be almost impossible. The danger is that next summer’s results will be as chaotic as this year’s, with students having had much less time to learn.
  • There is a simple solution for assessment. This year, government rightly allowed teacher grades to stand. The problem was no effective grade moderation. Government should ask examination boards to use the time we now have to develop a robust moderation approach. It’s a method which works in almost every other advanced educational system.
  • Our approach would have huge benefits. It would give students certainty and remove the worry that learning would be interrupted by a local lockdown. It would give universities certainty about assessments. It would ease progression from school to university for learners whose education has been so interrupted. There is also another benefit: it would open up a route to more effective university admissions, fit for a post-Covid world. 

This parliamentary question confirms the Government does not intend to implement predicted grades in 2020/21. And this one questions the steps the Government are taking to ensure schools have clear guidance on exams in summer 2021 before students have to submit applications to UCAS.

NAHT also have grave concerns about the 2021 exam series, they’re particularly concerned about the impact of a compressed time period with back to back exam conditions:

  • we remain concerned about proposals that next year’s summer exams should be pushed back. While that initially sounds like it would help students have more time to learn and prepare, it could have a disastrous effect on students’ experience. Delaying the exam series, while still needing to generate results in time for university offer deadlines, would necessitate a compression of the exam series, meaning more exams for young people in a much shorter space of time. Given how high stakes these tests are, this could only add to the unfairness and inequity of the situation, could lead to further disadvantage for some students over others, and would certainly have a negative impact on students’ mental health and wellbeing.
  • Ongoing teacher assessments could end up being crucial this year – we should be looking at how we use a range of measures rather than assuming things can be fixed by simply delaying the exams. If 2020 has shown us nothing else, it is that relying solely on a series of high-stakes exams means that we are left with no other options if things go wrong…Unfortunately there are currently few signs that the authorities who presided over this year’s chaos have learned the right lessons or are acting quickly enough to avoid another mess.

And the TES cover calls from Lord Baker to cancel the 2021 GCSE and A level exams.

Currently the media focus is on assessment methods and arrangements but over the academic year increasing focus is likely to build on universities admissions arrangements and timescales.

PQs

Inquiries and Consultations

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

Other news

Degree Apprenticeships: Ofsted are now solely responsible for the inspection of apprenticeship training provision at all levels – including degree apprenticeships delivered within HE providers and all level 6 & 7 provision. There is a partnership aspect in that the OfS will continue to provide Ofsted with relevant information to inform inspection judgements. Gavin Williamson’s letter to Amanda Spielman, HM Chief Inspector, is here. It also instructs Ofsted to build capacity and capability for the new responsibilities upskilling existing staff and:  the recruitment of additional inspectors with suitable expertise including knowledge and experience of higher educationOfsted should also work closely with [Government Education] officials and the Office for Students in preparing the apprenticeships sector for this change, particularly… those providers who are not already familiar with Ofsted inspection. I expect Ofsted to work collaboratively to ensure that the circumstances of the sector are fully understood.

Remote working within HE Sector: Wonkhe tell us about a new report from SUMS consultancy into higher education working practices during the pandemic finds that line management support, team cohesion and institutional communications were most important in supporting staff wellbeing during the initial stages of the pandemic.

SUMS consulting have published: Working well – during and beyond Covid-19: A report into staff health, general wellbeing and remote working enablement in the HE Sector

  • The HE sector is not on its own in having to adapt quickly to changes in work location and practice. Many of the observations set out in this report transcend industries. However, this research has specifically sought out the perspectives of those working in UK higher education…The resulting paper identified eight critical success factors to support good change management in the wake of the Covid-19 crisis; and learning points for the future… This study reflects on initiatives put in place driven by remote working during the Covid-19 pandemic and poses questions around the potential for these initiatives to be sustained and embedded in the long-term employee experience.

Wonkhe also covered the report and have highlighted: line management support, team cohesion and institutional communications were most important in supporting staff wellbeing during the initial stages of the pandemic.

Engineering Careers: a new digital platform for engineering outreach (online and in person) activities (aimed at schools) has been launched – Neon.

Levelling up: The UK2070 Commission have published Go big. Go local – a new deal for levelling up the UK. The blurb: There are deep-rooted inequalities across the UK. These are not inevitable. However, we lack the long-term thinking and spatial economic plan needed to tackle them. Included in the 10 point plan (page 2):

  • Creating New Global Centres of Excellence harnessing increased investment in research and development to create ‘hub and spoke’ networks of excellence and growth across the country comparable to the economic impact of the ‘golden triangle’ of London, Oxford and Cambridge
  • Future Skilling the UK tackling the historic under-performance of the UK on skills through national plans to raise attainment levels, especially in those skills needed to achieve the levels of the best performing places.
  • a powerful ministerially-led cross-government committee needs to be established with a dedicated team, to oversee delivery and embed levelling up, supported by spatial analysis, flexible funding and new measures of success…
  • Page 48 lists the top 24 most deprived Council areas in terms of access to services, skills and education & levels of social mobility.

You can read the full report here.

Travel & Transport Guidance: The updated guidance for higher education providers in England on when and how to reopen their campuses and buildings is available here. The updates relate to travel and transport.

International: Wonkhe report that The Foreign and Commonwealth Office will announce later today expanded vetting for overseas applicants to university courses relating to questions of national security. This comes amid concerns around students from China collecting information for the People Liberation Army. The Times has the story.

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External readers: Thank you to our external readers who enjoy our policy updates. Not all our content is accessible to external readers, but you can continue to read our updates which omit the restricted content on the policy pages of the BU Research Blog – here’s the link.

JANE FORSTER                                            |                       SARAH CARTER

Policy Advisor                                                                     Policy & Public Affairs Officer

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

HE policy update for the w/e 10th September 2020

We thought it might be a quiet week, this week, but we were wrong.  The DfE has started the new academic year with a bang, and the Ofs are going to be busy.

So we are back properly to our weekly schedule although with a bit of flexibility on days of the week.

International student visas

The Home Office have made an announcement about student visas.  The new international student immigration route is opening early, from 5th October to allow the “best and brightest” to apply for a visa under the new points based system.  That includes EU students.  This will mean that “as a result of coronavirus, some overseas students are choosing to defer their entry onto courses in the UK until the spring semester of 2021. Introducing these new routes now means that students will be able to benefit from the new streamlined process whilst still giving sponsors time to adapt after their autumn intake”.

The Secretary of State and the Minister for Universities speak

Gavin Williamson has been speaking to UUK.  He starts with a bouquet of praise and thanks for the sector and almost an apology for the extra work on admissions this year, although not quite.  There was always going to be a “but…”.

First he wanted to “land three key messages” related to the pandemic:

  • Keep going – and he looks forward to working with us all as the situation evolves over the autumn term
  • The importance of collaboration – specifically with local authorities.
  • And to stay alert, which includes comms to students and keeping them at uni rather than sending them home if there are local restrictions

And then the “but”.  It starts nicely:

  • Too often, there can be an implicit narrative that every university needs to measure itself against Oxbridge. That if a university isn’t winning Nobel prizes and taking in triple A students it is somehow second rate.
  • In reality, it is the diversity of our sector which will drive the levelling up agenda that is central to everything this Government does.

But…

  • There are still pockets of low quality. One only has to look at the Guardian subject league tables to see there are too many courses where well under 50% of students proceed to graduate employment.
  • But more fundamentally, in order to create a fairer, more prosperous and more productive country, we need to reverse the generational decline in higher technical education.
  • We have already announced that, over the next few years, we will be establishing a system of higher technical education where learners and employers can have confidence in high-quality courses that provide the skills they need to succeed in the workplace, whether they are taught in a further education college, a university or an independent training provider.
  • Of course, a large proportion of this will be delivered in our great further education colleges, but what I also want to see is for universities to end their preoccupation with three-year bachelors’ degrees and offer far more higher technical qualifications and apprenticeships. These would be more occupation focused and provide a better targeted route for some students, and benefit employers and the economy.

Again, none of this is new, he has been completely consistent.  It will be interesting to see how the sector responds.

Michelle Donelan

There was a double act at UUK this morning, as the Universities Minister also spoke.

Again, lots of thanks and different examples too.  I want to say a special thank you. Thank you for bending over backwards to unlock the dreams and opportunities of this year’s cohort.

Her speech is mostly about the bureaucracy reduction announcements set out below.  But in return for this her speech also has a “but”.  Her but is also consistent with what we have heard before.  She wants:

  • readily accessible bitesized learning for people looking to upskill and reskill…. and also foster a culture of lifelong learning”.

And it comes with a carrot – or a stick – hard to tell which:

  • You will remember that the Augar review looked in detail at flexible learning and argued for widespread changes to the organisation and funding of higher education to enable that flexibility. And we will respond in parallel with the Spending Review. Rest assured, the global pandemic has not and will not throw us off course.”

Her last point was about mental health, and the need for on-going support.

Bonfire of the metrics (and general reduction of bureaucracy)

The OfS were due to review the NSS this year, and of course we are also waiting (and have been waiting for ever, it seems) for the government response to the Pearce review of the TEF.  But the DfE have gone early.  In a move which confirms what we and everyone else has been saying all summer, the DFE have confirmed that they only really care about outcomes (and continuation) and asked the OfS to do a serious review of the NSS by the end of the year.

The announcement is here.  It is much broader than just the NSS, and there are some really interesting developments, so we will set them all out by area.

Starting with the Office for Students

The measures outlined below are a combination of decisions taken by the OfS to help achieve those aims, and changes that DfE would like the OfS to implement. DfE will be following up this policy document with strategic guidance to the OfS,”

  • Enhanced monitoring – the OfS intends to report to the DfE within 3 months on how it is reducing its use of enhanced monitoring
  • Data futures – OfS has agreed to review the proposed termly data collection to make sure it is proportionate – also looking at making data collection more timely. Due by end October with final decisions alongside an OfS data strategy in April.
  • Random sampling – the OfS has suspended this
  • No further regulatory action on student transfers – this was a “big issue” in the original Jo Johnson Green/White Paper – students were being prevented or discouraged from transferring, apparently. The OfS has decided to review their current requirements for monitoring and consult on changes – but the headline suggests they won’t get more onerous.
  • The announcement welcomes the already announced decision to make estates and non-academic data collected by HESA optional.
  • Review of TRAC (T). The Transparent Approach to Costing for Teaching.  This data was used by Augar to attack fees and the announcement recognises that the government have used it to look at efficiency.  The OfS have been asked to review it because the sector have said that it is “disproportionately burdensome”.  This year’s return has been cancelled.  A “way forward” for the review is due by October alongside the UKRI review of the other stream of TRAC (see below).
  • Review of the transparency condition – this is the monitoring data provided to the OfS relating to offers and acceptable, completion and outcomes, including by gender, ethnicity and background. The OfS have said that they will explore if the amount of information requested can be reduced and replaced by other sources, and the DfE are “pleased” with that.  Due by end October.
  • Reduction in OfS fees – the OfS have to review their own efficiency with a view to reducing fees, and to help them along the government’s review of fees (which are set by the Secretary of State) will take place this Autumn instead of next year. The QAA and HESA are expected to reduce their fees too.

So, the NSS.  Hold on to your hats – these statements are bold!

  • We have asked the OfS to undertake a radical, root and branch review of the National Student Survey (NSS)…..Since its inception in 2005, the NSS has exerted a downwards pressure on standards within our higher education system, and there have been consistent calls for it to be reformed. There is valid concern from some in the sector that good scores can more easily be achieved through dumbing down and spoon-feeding students, rather than pursuing high standards and embedding the subject knowledge and intellectual skills needed to succeed in the modern workplace. These concerns have been driven by both the survey’s current structure and its usage in developing sector league tables and rankings. While government acknowledges that the NSS can be a helpful tool for providers and regulators, we believe its benefits are currently outweighed by these concerns. Further, its results do not correlate well with other, more robust, measures of quality, with some of the worst courses in the country, in terms of drop-out rates and progression to highly skilled employment, receiving high NSS scores. Accordingly, the extensive use of the NSS in league tables may cause some students to choose courses that are easy and entertaining, rather than robust and rigorous.
  • The government shares concerns raised by some in the sector that, in its current form, the NSS is open to gaming, with reports of some institutions deliberately encouraging their final year students to answer positively with incentives or messaging about their future career prospects. Academics have also criticised the cost and bureaucracy the NSS creates, arguing that the level of activity it generates can be a distraction from more important teaching and research activities. There is a sense that the level of activity it drives in universities and colleges has become excessive and inefficient. For example, we are aware that some providers employ analysts to drill down into NSS performance, in some cases at module level, and investigate any sub-par performance.
  • Student perspectives do play a valuable role in boosting quality and value across the sector, but there is concern that the benefits of this survey are currently outweighed by the negative behaviours and inefficiencies it drives. Universities must be empowered to have the confidence to educate their students to high standards rather than simply to seek ‘satisfaction’.

Now, many people will agree with at least some of that.  The sector blows hot and cold on the NSS – heavily critiquing its use in the TEF, then worrying that there was no voice for students when it was diluted in later iterations.  Many have criticised it for being subjective and unhelpful (so not so much a criticism of the survey as a tool for driving improvements, as a criticism of its inclusion in the TEF and league tables) – but that was a case of the TEF using the metrics that they had, because there wasn’t anything else.  Lots of people have criticised the methodology, despite the reviews that have been carried out before.  Some universities have had consistent boycotts (Oxbridge).

But don’t think that abolishing it will mean that we can stop worrying about the underlying issues.  The OfS have been asked (by the end of the calendar year!) to:

…undertake a radical, root and branch review of the NSS, which:

  • reduces the bureaucratic burden it places on providers
  • ensures it does not drive the lowering of standards or grade inflation
  • provides reliable data on the student perspective at an appropriate level, without depending on a universal annual sample
  • examines the extent to which data from the NSS should be made public
  • ensures the OfS has the data it needs to regulate quality effectively
  • will stand the test of time and can be adapted and refined periodically to prevent gaming

Expectations are high.  No annual survey and yet reliable data….that reduces the bureaucratic burden, and prevents gaming and avoids lowering standards and grade inflation.  Notably there are no positive suggestions about what a new approach actually will achieve other than “reliable data on the student perspective”.  You might ask perspective on what?  Not satisfaction, it seems, or even experience, but “quality and value”.   It sounds like getting rid of it completely is on the table, replacing it with something else that isn’t a survey at all.  But what?  So this is your moment.  What is the best way to get “reliable data on the student perspective”.  We look forward to engaging with staff across BU on the inevitable OfS call for evidence.

Obviously the OfS have responded to all this.  They seem to think that they will be keeping the survey.  Maybe the requirement to avoid an annual universal sample means just that – not annual, not everyone, just a sample?

  • ‘On the NSS, our review will seek to reduce any unnecessary bureaucracy, prevent any unintended consequences and gaming of the survey, whilst ensuring that the NSS stands the test of time as an important indicator of students’ opinions and experiences at every level.

UKRI and BEIS

UKRI are being asked to make a lot of changes

Selection

  • simplify eligibility criteria for bidding
  • streamline grant schemes
  • streamlined two stage application process for grants – only necessary information provided at each stage
  • single format for CVs
  • “brand new, fully digital, user-designed, applicant-focused and streamlined grants application system with the first pilot launched in August”
  • single information document for a call rather than lots

Assurance and outcomes

  • harmonising reporting
  • reducing the number of questions and making it “minimally demanding”
  • enhance risk based funding assurance approach to reduce the burden and assure an organisation not individual projects
  • review end of award reporting

Other things

  • provide additional independent challenge (on costs and bureaucracy)
  • Stop multiple asks for information that already exists
  • review TRAC (as mentioned above)

NIHR

The NIHR are congratulated for already taking a number of steps to reduce the burden on researchers.  Now there are a set of new commitments to take this further.

  • Will consider ways of making peer review more proportionate
  • “will immediately delete clauses which place obligations on research institutions which add limited value to the general research endeavour and end user from the standard NIHR contract”
  • “review eligibility criteria for all funding streams including requirements for compliance with charters and concordats”
  • Will drop the requirement for Silver Athena Swan – but instead “We will expect organisations that apply for any NIHR funding to be able to demonstrate their commitment to tackling disadvantage and discrimination in respect of the nine protected characteristics set out in the Equality Act (2010). These are: age, disability, gender reassignment, marriage or civil partnership, pregnancy and maternity, race, religion or belief, sex, and sexual orientation” [that sounds like more not less bureaucracy….]
  • “NIHR currently obliges researchers, through a standard contractual provision, to notify DHSC of all publications associated with their research. ….This contractual clause will be deleted for almost all new contracts from 1st August 2020 “

Reductions in providers’ internal bureaucracy

What could this mean?  Well:

  • We …expect providers to ensure reductions in government or regulator imposed regulatory activity are not replaced with internal bureaucracy. In addition, we want them to go even further to enable academics to focus on front line teaching and research: stripping out their existing unnecessary internal bureaucracy, layers of management and management processes. [now that interesting, we flagged it a few weeks ago because it featured in the introduction to the financial restructuring document as an objective…but it is still unclear how this should be implemented – and one person’s internal bureaucracy is another person’s sensible internal control measure]
  • There are a wide variety of organisations which offer voluntary membership awards or other forms of recognition to support or validate an organisation’s performance in particular areas. …. Such schemes can be helpful but can also generate large volumes of bureaucracy and result in a high cumulative cost of subscriptions. Where a university believes that membership of such schemes are genuinely the best way of addressing a matter, it is of course free to do so, but in general universities should feel confident in their ability to address such matters themselves and not feel pressured to take part in such initiatives to demonstrate their support for the cause the scheme addresses. [from the points made above, that probably includes Athena Swan – what else?]
  • We will engage with the sector, and in partnership with research funding bodies across the UK, to tackle the broader issues that are often causes of unnecessary bureaucracy. [Like what?]
  • This is also an opportunity to shift the research sector to more modern methods of research, which will help cut red tape too. This means embracing modern methods of peer review and evaluation. It also means tackling the problematic uses of metrics in research and driving up the integrity and reproducibility of research. Crucially, we must embrace the potential of open research practices.

David Kernohan was quick to respond on Wonkhe.  One thing he points out is that the government are correct that the NSS does not correlate with highly skilled employment or outcomes.  But he points out that the government’s favourite two metrics don’t correlate with each other either  – and of course why would they.

Brexit

Have you missed it?

As you know, the trade deal with the EU has to be done by the end of the year because that is when the transitional period ends.  It could have been extended, but the deadline to request an extension was 30th June 2020 – and there was no way this government (with its large majority all signed up to a possible no deal Brexit) was going to ask for an extension.

The deadline for a deal has similarly been a bit flexible – of course, and despite all the talk of dates, the most real deadline is 31st December.  Originally it had been suggested that the deal needed to be done by July to allow for ratification – now both sides are saying that the EU leaders’ meeting on 15th October is the deadline.  But no-one will really be surprised if it carries on after that.  The withdrawal agreement was sorted in October last year, as you will remember and was then approved by Parliament in December 2020, receiving royal assent in January, just days before the UK left the EU on 31st January.  It was close.  The draft legislation wasn’t even published during all the backwards and forwards before the election, because it was such a hostage to fortune for the May government.  Then Boris negotiated changes to the withdrawal agreement and “got it done”, just in time.

So, the government are getting ahead.  Hence all the fuss about the new draft bill. Press coverage has been very excitable, especially as the NI Secretary confirmed in Parliament before it was published that the new law will “breach international law in a specific and limited way”.  As many are saying, that is not usually a defence (“sorry officer, but I only [insert criminal offence of choice here] in a specific and limited way”).  You can read the Hansard extracts here.

The Internal Markets Bill was published yesterday.  If you want to read it, it is here, which is where you will also find all the amendments etc. as it goes through.

The Institute for Government have a short blog here:

  • The bill would give ministers powers to make regulations about state aid and customs procedures for trade from Northern Ireland to Great Britain, and would allow ministers to make regulations inconsistent with the UK’s obligations under the Withdrawal Agreement.
  • The existence of those powers is a breach of Article 4 of the Withdrawal Agreement, which provides that the UK must use primary legislation to give full effect to the Withdrawal Agreement in domestic law.
  • However, unless the powers were actually used, the UK would not be in breach of the state aid and customs provisions of the Northern Ireland protocol.

So that answers that question.

And also:

  • Perhaps more extraordinary than the bill’s provisions on international law are those on domestic law. Under s45(4)(g) of the bill, regulations made by the minister on state aid or customs declarations would have legal effect notwithstanding their incompatibility with “any rule of international or domestic law whatsoever”.
  • This appears to be an attempt to oust the jurisdiction of the courts to review the legality of ministerial decisions under these powers at all.
  • Such clauses are rare, and they rarely work. The courts have repeatedly found ways of reviewing government decisions even where similar clauses have tried to keep them out of the picture.
  • That is because the judges consider them an affront both to the rule of law and to parliamentary sovereignty. “It is a necessary corollary of the sovereignty of Parliament,” the Supreme Court said in a case on this issue last year, “that there should exist an authoritative and independent body which can interpret and mediate legislation made by Parliament.”
  • Section 45 of this bill will make uncomfortable reading for anyone who believes in the principle that governments are subject to the law, at home and abroad. It requires careful scrutiny in parliament.

The other concerns are about timing.  We can look forward to the arguments being aired in full over the next two weeks.

So what is the issue?

From the BBC:

  • The UK and EU settled on the Northern Ireland Protocol. This would see Northern Ireland continue to follow some EU customs rules after the transition period – meaning customs declarations would be needed for goods moving from Northern Ireland to Great Britain, as well as some new checks on goods going from Great Britain into Northern Ireland.
  • It was unpopular with some sections of the Tory backbenches and Northern Ireland’s Democratic Unionist Party – which had been supporting the government until that point. But the agreement was passed through Parliament and the Northern Ireland Protocol became part of the international treaty.

You will remember all this, because the PM said there would be no checks, and then the government said well actually there would, etc…..

From the BBC again:

  • Downing Street said one thing it would do is allow ministers to unilaterally decide what particular goods were “at risk” of entering the EU when passing between Great Britain and Northern Ireland, and therefore subject to EU tariffs.
  • The law would also give ministers the powers to scrap export declarations on goods moving from Northern Ireland to Great Britain and would make it clear that EU state aid requirements – where governments give financial support to homegrown businesses – would only apply in Northern Ireland.
  • But the government insists the bill only introduces “limited and reasonable steps” to “remove ambiguity” – not “overriding” the withdrawal agreement, as government sources had suggested on Sunday.

We will see.  Maybe they are just making sure that there is time for proper Parliamentary scrutiny this time, by publishing something technical in good time rather than waiting for October when the deal is finalised and there is no time to discuss it properly.  Or maybe it is sabre rattling.  And why might they need to sabre-rattle?  Because, apart from the NI border issue, there are also a couple of (unsurprising) issues outstanding in the main trade deal negotiations with the EU.

One is fishing rights, which was always going to be tricky.  You will recall that at one point it nearly derailed the discussions last year when France and Spain demanded extra concessions at the last minute.  There is an Institute for Government article from March and a  Guardian article (from June).

And the other issue is state aid – the rules about supporting domestic businesses, which are seen as anti-competitive.  There is an FT article on that.

We can expect a lot more rhetoric, bitterness, and positioning over the next few weeks.  It is clear that the deal won’t be done until it is done, and also that all the other bits, like research collaboration and participation in Erasmus, are dependent on there being a deal at all.  So we’ll just have to wait and see.

Subscribe!

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

Did you know? You can catch up on previous versions of the policy update on BU’s intranet pages here. Some links require access to a BU account- BU staff not able to click through to an external link should contact eresourceshelp@bournemouth.ac.uk for further assistance.

External readers: Thank you to our external readers who enjoy our policy updates. Not all our content is accessible to external readers, but you can continue to read our updates which omit the restricted content on the policy pages of the BU Research Blog – here’s the link.

JANE FORSTER                                            |                       SARAH CARTER

Policy Advisor                                                                     Policy & Public Affairs Officer

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

HE Policy Update for the w/e 16th July 2020

This week we have more from the Universities Minister as the post-Covid policy direction becomes clearer, as well as that speech from the Secretary of State abandoning (again) the 50% target for HE participation , some Committee views on the impact of the virus and what to do about it, and in case you have forgotten about Brexit and the new points-based immigration system, we had more detail this week.  There is the NSS  and some other survey news too.  Brace yourself – it’s another bumper edition.

The Universities Minster speaks

A two-for-one offer this week.  Below we will talk about Gavin Williamson’s speech on FE (and related attack on HE).  But before we get to that, we want to share Michelle Donelan’s latest on 15th July when she was questioned by the Education Select Committee.

As we write this the transcript of the session isn’t available, but there is plenty of media coverage.

You should read the Research Professional article in full, but in case you don’t have time we offer some highlights:

  • Donelan was answering a question from Conservative committee member Caroline Johnson, who wanted to know which groups of young people were least likely to go to university, why that might be and what was being done to encourage them.
  • “First of all I want to say that we don’t necessarily want everyone to go to university—that was very much the essence of the secretary of state’s speech last week,” she said [see below for our summary of that]
  • …Whether you are advantaged or disadvantaged, higher education is not necessarily the best route to get to where you want to go in life,” Donelan said. “I really think we need to move away from this focus of how many students get to university because it is such a blunt instrument that isn’t actually very accurate in terms of social mobility,” she added. “If a student gets to university and drops out after year one and has a year’s debt, what does that achieve for their social mobility? Nothing. In fact, it sets them back in life. “It is about them completing high-quality, academically rigorous courses that then lead to graduate jobs—and that is the important measure we should be looking at.”
  • Johnson did not miss the fact that the universities minister had not really addressed her question, so she went back in for a second go. “The question was: Which groups are currently least likely to go to university and is there much talk about helping those groups…to consider it as a career [choice]?” she said.
  • Donelan trotted out the well-worn line about “record numbers of disadvantaged students going to university” (missing out the word “young”, which is crucial here given the decimation of the mature student body) but acknowledged that there were “still challenges within different sections of society, including white working-class students”. “But I actually don’t think it is a good measure to look at,” the minister continued. “It is the wrong question, if you don’t mind me saying, because it doesn’t matter about looking at which groups don’t get to university. It is about making sure that those groups that do go complete, that [their course will] lead to graduate jobs, but also looking at what is in that student’s best interests.”
  • …Donelan’s declaration that this “doesn’t matter” will be confusing for the great many people who work in widening participation. Johnson seemed taken aback, too. “Does that mean no university will be required to have a target of any particular demographic of student?” she asked.
  • Donelan’s response that universities were “individually accountable” for their access and participation plans, and that there were “different issues in terms of demographics” for different universities, will not do much to address that confusion. Nor will her repeated message that “access and participation is not just about getting the student in; it is about making sure they can complete their course” and then go on to get a graduate job.
  • “We need the sector to actually look at their offer…and their messages to prospective students, because they do tend to promote courses too much that don’t offer those graduate outcomes,” the minister concluded.

Jim Dickinson has also done a summary for Wonkhe and we pick out some different points although of course he includes the access and participation stuff too:

  • Remember all that stuff about bite-size, modular learning in Augar? It sounds like that will make it into the response in the Autumn. Donelan said: “Some of the work I’m doing at the moment is looking at potential for modular learning and how we can expand the part time offer as part of our response to Augar, which we will be responding to in line with the spending review.” Whether that Augar response will tackle the widespread disbelief this time last year that the SLC would be able to handle the complexity of loans for tuition and maintenance at module level remains to be seen.
  • That “other half” of the bailout – the “restructuring regime” yin to the research funding yang, if you will, is coming. And we got a preview of the length and thickness of the strings that will be attached here: “So I can’t obviously pre-empt a report that’s going to come out. But what I can say is the driving force behind all of my work and all of the department’s work in HE is to prioritize quality provision that is fit for purpose and that unlocks opportunities for individuals that are making, at the end of the day, a massive investment in their future and one that they do want to see pay off in some form or another. I think too long we’ve let far too many students down by pushing and promoting courses that don’t have that value, don’t lead to those graduate outcomes and jobs. But at the same time, get them into tens of thousands of debt, which I just don’t think is good enough.”  Any funding from DfE would surely have to come through OfS, which was already busy with a funding review and a look at its minimum thresholds for quality. 
  • Lots of people have been concerned about student hardship during the pandemic, and so were the committee. Here the minister stretched credibility beyond all usual limits in her framing of the ability to spend some student premium in a slightly different way – an issue we’ve picked Donelan up beforeon the site: “Students have been affected by the pandemic in terms of finances, that’s undeniable. So most institutions have their own hardship funds and assistance already. And then they receive money every month for access and participation, which we worked with the Office for Students to remove the restrictions around so that they could unlock twenty three million pounds per month for April, May, June and July.  So 23 million pounds each, which is a considerable amount of money that they were able to then access to top up their hardship funds. And we promoted the use of that for things like accommodation, technology costs, system connectivity costs, all of these things. And that’s had a really fantastic impact in terms of trying to direct that support. I think it was right that we channelled that through universities who had these relationships and could identify those students most in need.”  We’re very much looking forward to seeing the evidence for the claim for the “a really fantastic impact” line, which surely must be coming given how much we all like to focus on “what works” and “outcomes” these days.

Levelling up and higher technical education

On Thursday last week Gavin Williamson gave a speech with the Social Market Foundation and then on Tuesday this week, a press release with more of the detail.

The speech set out the Government’s intentions to refocus FE, raising its profile and establishing the higher technical route as a genuine alternative to a degree. The announcement was well trailed in advance as the sector anticipated that the government would abandon Tony Blair’s target for 50% attending university (of course this wasn’t actually the target and it had already been dropped – Blair’s target was not about universities and l technical education for people under 30, as explained by former Minister Chris Skidmore here ). Given we have had several weeks (months?) of anti-HE rhetoric we had an impending sense of doom as we waited for Williamson’s speech. However, while there are the usual digs, it focussed enough on FE to be balanced.  And there is an opportunity for universities. For years the Government has urged HE institutions to work with their local schools and FE provision and received a lukewarm response, and universities will be able to access the higher technical qualification funding in collaboration with FE providers.

There was lots of interesting content in the speech, browse through the below, summarised in places to shorten it:

  • There is so much right with our education system but when it comes to further education, too many people here don’t value it as much as they should.
  • It exasperates me that there is still an inbuilt snobbishness about higher being somehow better than further, when really, they are both just different paths to fulfilling and skilled employment. Especially when the evidence demonstrates that further education can open the doors to greater opportunity, better prospects and transform lives. We must never forget that the purpose of education is to give people the skills they need to get a good and meaningful job.

The Minister mentioned the following sources of financial support mentioned in the budget last week (read more in our update from last week).

  • When I first came into this job, I was firmly of the belief that there needed to be a major shift in how we treat further education. Not just because of its importance in levelling up. But because further education is vital if we want our country to grow economically and our productivity to improve. We need fundamental change, not just tinkering around the edges.
  • …Further education is central to our mission of levelling up the nation. Or quite simply, giving people the skills that they need to get the jobs that they want. If you want to transform many of our left-behind towns and regions, you don’t do it by investing more money solely in universities. You invest in the local college – the beating hearts of so many of our towns.
  • But unfortunately, we’ve not been providing as many of our young people with this opportunity as we should….Since becoming Education Secretary, I was shocked to discover that while the number of people going to university has increased, the total number of adults in education has actually fallen.
  • So what’s driven that fall?… There has been a systemic decline in higher technical qualifications… Within Higher Education Institutes, foundation degrees have declined from a high of 81,000, to approximately 30,000. Undergraduate part-time study in higher education has also fallen significantly, from nearly 250,000 in 2010 to under 100,000. Together, these more than outweigh the increase in young people going to university. And for those who haven’t achieved the equivalent of A-Levels by age 18, the chances of proceeding to higher levels of qualifications is, as Philip Augar’s report puts it, ‘virtually non-existent.’… Only 10% of all adults aged 18-65 hold a Higher Technical Qualification as their highest qualification. This compares to around 20% of adults in Germany and as much as 34% in Canada…We’re writing off people who have a tremendous potential to contribute to our society.
  • For decades, we have failed to give further education the investment it deserves. Of course, we know universities have an important role to play in our economy, society and culture. But it’s clear that there are limits to what can be achieved by sending ever more people to university, which is not always what the individual or our nation needs. 
  • In February I got sent a copy of the Oxford Review of Education’s special edition, about Higher Education and the labour market…Consistently across countries, there is evidence of filtering down in the labour market. That means that graduates are competing for jobs that used to be – and could still be – done by non-graduates. And a significant proportion of graduates fail to gain much advantage from going to university at all…It reinforces what we already know…that 34% of our graduates are in non-graduate jobs, more than any other countries in Europe except for Ireland and the Czech Republic. And employers say that too often, graduates don’t have the skills they need, whether that’s practical know-how or basic numeracy and literacy. [Here you may wish to read Wonkhe’s alternative take on the 34% underemployed.]
  • ….Skilled trade and professional occupations, in sectors such as manufacturing and construction, report some of the highest skills shortages. Many of these occupations require intermediate or higher technical qualifications – precisely the things that we are not teaching. Simply as a nation we seem to have given up on them when these are the skills we need most to have a chance of competing against other nations.
  • And let’s not pretend these qualifications are in any way inferior to a degree. The outcomes speak for themselves. Five years after completion, the average Higher Technical Apprentice earns more than the average graduate. I’d like to pause on that point just for a moment. A work-based, technical apprenticeship, lasting around 2 years, gives greater returns than the typical three year bachelor’s degree. For too long, we’ve been training people for jobs that don’t exist. We need to train them for the jobs that do exist and will exist in the future. We have to end the focus on qualifications for qualifications sake. We need fundamental reform: a wholesale rebalancing towards further and technical education. And across our entire post-16 sector, we need a much stronger alignment with the economic and societal needs of the nation.
  • My personal commitment is to put further and technical education at the heart of our post-16 education system. Like the Prime Minister, I believe that talent and genius are expressed as much by the hand and by the eye as they are in a spreadsheet or an essay.
  • We need to create and support opportunities for those who don’t want to go to university, not write them off – or drive them down a path that, can all too often, end with graduates not having the skills they need to find meaningful work.

The Minister states these reforms as successes (!):

  • Apprenticeship level and move to employer-led standards
  • Introduction of T levels
  • But, we need to go further, we need to go further and we need to go faster: to remove qualifications that are just not fit for purpose; to tackle low quality higher education; and to give colleges the powers and resources that they need to truly drive change.

Germany…

  • This autumn I will be publishing a White Paper that will set out our plans to build a world-class, German-style further education system in Britain, and level up skills and opportunities. This will not be about incremental change, but a comprehensive plan to change the fundamentals of England’s further education landscape, inspired by the best models from around the world.
  • It will be centred upon two things. Firstly, high quality qualifications based on employer-led standards. All apprenticeships starts will be based on those standards from August this year and we will be looking to place such standards at the heart of our whole technical education system. Secondly, colleges playing a leading role in developing skills in their areas, driving an ambitious agenda that responds to local economic need and acting as centres for businesses and their development.

The Minister pledged to review the 12,000 level 3 qualifications simplifying the system into a consistently high-quality set of choices with a clear line of sight to study at higher levels.

  • …following our consultation last year we will be bringing forward plans to reverse the decline in higher technical education so that we can begin once more to train people for the jobs that the economy actually needs…And we want to do much more to open up more flexible ways of studying, including better support for modular learning.
  • Reforming and growing higher technical education will be a long-term endeavour. We want to see our great further education colleges expanding their higher technical provision. And although this speech is about further education, universities can be an important part of the solution, if they are willing to significantly step up their provision of higher technical qualifications.
  • Of course, qualifications are only half of the picture. Equally important is where they are taught…how our colleges should look in the future…They should be led by great leaders and governors who are drawn from local communities and businesses, and teaching staff who have already have experience working in and with industry…They should have industry-grade equipment and modern buildings which are great places to learn in and which act as centres for business development and innovation…They should deliver courses that are of the highest quality and which are tailored to the needs of employers and their local economies…They should work with small, local businesses to support the introduction of new technology and processes, and offer training in emerging skills….And there should be a robust system of governance so that every college is financially secure, flexible and dynamic. [That’ll keep the Government/ESFA busy then!]
  • We are also driving forward our network of Institutes of Technology. They will lead the way on delivering higher technical skills in science, technology, engineering, and maths – skills that will give this country a competitive edge not just in the industries of today, but, just as importantly, those of tomorrow. The first 12 are being rolled out across the country, ready to deliver the next generation of technicians and engineers, and more will follow soon. [Later this year the government plans to launch a competition to ensure that all of England is covered by an Institute of Technology.]

I think a lot of thought went into Williamson’s speech as he even attempts to change the rhetoric:

  • Some people say that further education and apprenticeships are for other people’s children. Let me be clear: I don’t. I’d be delighted if my children went to college or did an apprenticeship.
  • …No longer can we persist in the view that university is the silver bullet for everyone and everything. The revolution and need for change is long overdue. Education’s purpose is to unlock an individual’s potential so they can get the job and career that they crave. If it fails to do that then education itself has let them down. Today I have laid down a marker for change. A commitment to stand for the forgotten 50%. [You may recall that it was Ed Miliband who first coined the ‘forgotten 50%’ phrase in this context.]

Responses

The Guardian have an article from Berlin Bureau Chief – Philip Oltermann –  Importing Germany’s dual education system is easier said than done stating the German set up is fundamentally different to the UK (for a start it’s a federal nation, and a lot bigger) but also because it has the same ‘issue’ with HE being a preferred option. The Guardian states:

  • it involves complex coordination between the different actors, which the UK would at present struggle to reproduce, but also because it is threatened by the same cultural factors that have made universities so popular in the UK.  
  • ..the German dual system requires a high level of complex coordination between the employers who pay the trainee’s wages, the federal states that fund vocational training schools tailored to the needs of local industry, the unions that feed into the curriculum, and the chambers of trade and industry that carry out the exams at the end.
  • Previous British attempts to build up German-style dual systems – New Labour’s “14-19 Diplomas” and David Cameron’s ambitious apprenticeship targets – struggled to build up the educational infrastructure required to go with it.
  • Most British unions don’t have the capacity to feed expertise into training programmes… there isn’t an equivalent tradition of employers’ umbrella organisations developing training programmes for their entire sector.
  • In addition, not just Britain but Germany too is experiencing a gravitational pull that draws more and more young people towards universities rather than apprenticeships.

And the key point is this –

  • One reason for the trend, labour market experts speculate, is that academic degrees promise more flexibility, which is one of the downsides of the dual system.
  • While Germany’s dual training programmes produce highly specialised workers that can be perfectly matched to a sector’s current needs, they can struggle when digitalisation or globalisation throws that sector into crisis, as German printers, tailors or photo laboratory technicians have discovered in recent years.

Williamson’s speech is all about training young people to fit within specific fields of work, particularly addressing skills gaps – but those gaps will close and educational programmes take longer to respond. Flexibility really is the key here as people expect to need to change professions 5-7 times during their working span (Careers advice online, Financial Times, although this source takes issue with the ‘job hopping millennial’).

Before the Minister made his speech ex-Universities Minister Chris Skidmore wrote for Conservative Home agreeing with Williamson’s speech but also using his piece to remind about:

  • Step-on, step off, credit based learning, that allows for a personalised education for the 100 per cent, not one that seeks to divide between two systems.
  • we should not turn the clock back – but equally let’s make sure we give everyone, regardless of background, an equal chance to learn. More part-time, flexible learning for adults of every age can help achieve this.
  • My greatest objection to the 50 per cent headline grabbing figure is that it masks some of the truly horrifying, persistent divisions in our country. Still just nine per cent of white boys on free school meals living in the North East access higher education; only six per cent of pupils who have been in care will do so. These divisions are even more acute when the type of university institution is taken into account. In 2018, 17 per cent of students who were eligible for free school meals entered higher education in the UK. Yet only 2.7 per cent of them enrolled at high-tariff providers.
  • It is not acceptable for money to be handed over to institutions without delivering the necessary qualification. So called ‘non-completions’ are an unacceptable waste of talent and resource – which is why we need to create a learning system that prevents young people from dropping through the net.

In what will likely be an interesting summer for policy twists e should not dismiss Skidmore’s remarks simply because he is a backbencher. Currently Donelan is overshadowed by her two predecessors and their recent frequent media pieces…’ as if they are trying to influence from the side lines as they scent the change on the wind.

On the speech Wonkhe say: There are also serious doubts about the government’s capability and capacity to deliver meaningful reform in this area. It seems perennially confused about what it wants from higher education… And the fact that ministers can’t seem to support further education without attacking universities has left many on both sides of the old tertiary divide scratching their heads.

Wonkhe also sum up some of the media and sector responses for us: Greg Walker, CEO of MillionPlus said that some of the rhetoric in the speech missed the mark “as it appears to see HE and FE as alternatives, which they are clearly not”. University Alliance CEO Vanessa Wilson added that it was wrong to suggest that higher education “rarely offers technical qualifications and training”. The speech is covered by the BBC, the Times, the Financial Times, the Guardian, the Telegraph, the Independenti News, the Spectator, the Mirror, the Mail. The Spectator also runs an opinion piece from the Social Market Foundation’s Director, James Kirkup, on the “genuinely important” speech, while the Guardian’s Education editor muses on what might come of Williamson’s education “revolution”.

Writing before the speech was released Research Professional made some good points:

  • How the government will actually stop school leavers choosing “popular-sounding courses”, as Donelan put it, remains to be seen.
  • Scarcity of places and repurposing the course offer of universities that get into financial trouble are two tools available, but they are unlikely to have much impact in the short and medium term while the demographic of 18-year-olds in England is at its lowest for several decades and supply outstrips demand.
  • It would seem that not even the coronavirus can dim the desire of young people to go to university, or of their parents to see them there. So what makes the government think it can do what Covid-19 cannot?
  • Even after the government has trebled tuition fees, cut grants and created a market of alternative providers, young people still want to go to university in numbers that continue to grow. The expansion of university participation is driven by the desires of students and their parents, not by irresponsible vice-chancellors looking to put bums on seats, as a former universities minister once put it.
  • …Williamson may rail today against a previous emphasis on increased entry to university, while on the other hand this government might end up making good on New Labour’s 50 per cent participation pledge. That target … was always supposed to include students experiencing higher education on HND and HNC courses. An investment in further education, with a push on lower-level qualifications, might just result in the Conservatives finally realising the ambition of Tony Blair’s government.
  • A canny education secretary who wanted to get things done would incentivise higher education in a further education setting and enable partnerships between universities and local colleges. An education secretary hidebound by ideology will seek to erect obstacles to university attendance, which will prove to be ineffective and counterproductive in the long run.
  • How Williamson chooses to pivot in his speech today will tell us a lot about what the legacy of this government will be for universities. Will it be five years of lobbying against restrictive measures or will it be a period of contributing to national recovery through joined-up thinking across the education system?

Post-speech Research Professional focus on the poor state of the FE sector and suggest that the Government’s reforms are the reason for the numbers decline within the mature population.

Sir Peter Lampl, Chairman of The Sutton Trust, said:

  • Further educationandapprenticeshipshave a crucial role to play in widening opportunity … We would also like to see many more degree and degree-levelapprenticeshipsavailable to young people. They offer a powerful combination of on the job learning and academic work, enabling young people to earn while they learn, graduate with little or no debt and with the skills the marketplace wants. 

Tim Thomas, Make UK Director of Labour Market and Skills Policy said:

  • This is a welcome move to parity between academic and vocational education. For too long vocational education has been seen as the second class option for those who don’t make it to university. An employer-led vocational training system is the only way that we will meet the skills needs of the future and properly train the next generation with the future skills needed by business.
  • High quality engineering apprenticeships can offer better careers than university education and are often seen by employers as a better source of talent and supplying the right skills required by business. We look forward to working with government on their white paper and producing the fundamental changes need to our vocational trading system needed to make these objectives a reality for employers and learners alike.

So what does it all mean?

On Tuesday Gavin Williamson announced the detail of the plans.

Higher technical quals consist of HNCs (Higher National Certificates, level 4) and HND (Higher National Diplomas, level 5) effectively plugging the levels between A level (level 3) and Degree (level 6). Unlike A levels and degrees they usually have a technical focus and the Minister intends for them to focus on the skilled professions particular where the UK needs additional manpower to service industry gaps. The Government intend to:

  • Introduce new higher technical qualifications from as early as September 2022 [digital quals in Sept 2022, health science and construction in 2023] with a Government branded quality mark certifying the qualification as delivering the skills employers need (and using the same occupational standards as T levels and apprenticeships will sit within).
  • Work with Ofsted and the OfS to ensure the course quality is consistently high across HE and FE providers and building on the Institutes of Technology. Wonkhe speculate that the regulatory role will sit with the OfS as the original consultation highlighted an assurance role for the Office for Students that focused more on inputs than outputs – we’re expecting to see a move away from that level of active intervention to a reliance on existing OfS registration requirements in the full announcement.
  • Raise public awareness through a national campaign supported by employers and careers advisers to showcase the benefits and the wide range of opportunities that studying a higher technical qualification can open up and making sure students get the right information, advice and guidance to make informed choices. Also: we will raise the profile and understanding of the best higher technical education courses through a government-backed brand, a communications campaign and improvements to information, advice and guidance.

The written ministerial statement added some additional context.

The Government certainly means business with the speed they intend to introduce the new qualifications. Many complained that T levels are not ready, and they had a far longer lead time and are being introduced piecemeal. The higher technical qualifications will continue  the Government’s vocational and technical route after T levels, alongside the intended expansion of the Institutes of Technology.

It is expected that the new higher technical quals will focus on STEM and manufacturing at first. What haven’t been mentioned are degree apprenticeships nor topping up a HND to a full degree. It is somewhat conspicuous by its absence as this has always been the focus of previous Government efforts. However, given the current rhetoric about degrees and criticism of the cost of the degree apprenticeships, the absence isn’t surprising. Yet it does create a hole between the Government’s ideal for more applied research to take place in situ within businesses and industry, including PhDs, which need that top up to the full degree and the advanced research skills often learnt on the level 6 top up.

The biggest question is what fee regime the higher technical qualifications will be subject to.

Finally the Government’s press release states the measure announced today will complement the Government’s review of post-18 education to ensure the system is joined up, accessible and encourages the development of the skills the country needs. The Government did review the higher technical level 4 & 5 space last year (it bumbled along quietly against the tertiary education and funding review). The Augar review was Theresa May’s baby and the Government has delayed its response and forthcoming changes for an embarrassingly long while. The Government may also think the lure of the technical route will result in a drop in degree applications – that remains to be seen, particularly given points made earlier about young people wanting flexibility over career choices rather than being channelled into a particular skill set and there is the forthcoming young population boom to accommodate.

Wonkhe have an interactive chart showing where the existing higher technical courses are offered. It describes approximately 1,000 courses currently exist with FE colleges delivering slightly more than HE institutions. Sadly it doesn’t geographically map where these courses are to show national coverage or patchiness, although you can browse through the provider names to get a feel for the national distribution.

There was a parliamentary question on difficulty for young people travelling to their T level placements from rural areas. The Government responds on increased funding to sources that could support the individual.

Finally, Mary Curnock Cook (ex UCAS CEO) blogs for HEPI stating that the technical curriculum needs to be on offer at secondary level too. Excerpt:

  • while I support the government’s aims to overhaul tertiary education options I fear their current approach will further divide society, lethally levelling up the already privileged middle-classes while sorting off the less well off, lower-attaining rest into what will forever seem like poorer options in lesser occupations. If levelling up is the aim, then we need to create broader and meaningful technical and skills pathways for all students, not just for those that do less well at academic GCSEs.

Admissions – use of calculated grades

Much of this week’s education-related parliamentary chatter has been about the use of predicted grades to determine GCSE and A level results. It is slightly surprising it has taken until now – given one of the main reasons for considering an alternative to HE admissions are concerns over the inaccuracy of predicted grades, particularly that disadvantaged students may be underpredicted (reducing their chances of reaching a higher tariff provider), BAME bias may result in underprediction, and SEN children can perform higher than expected in final exams (and mocks may not have incorporated the adjustments they would expect in the finals).

The Education Committee’s latest report Getting the grades they’ve earned: Covid-19: the cancellation of exams and ‘calculated’ grades addresses the issue. 

  • We consider exams to be the fairest form of assessment, and any alternative will inevitably be an imperfect replacement. Ofqual has stepped up to the immense challenge of devising these exceptional arrangements,
  • We have concerns that the system described by Ofqual as the “fairest possible in the circumstances” could be unfair for groups including disadvantaged pupils, BAME pupils, children looked after, and pupils with SEND.
  • …We believe it is reasonable to remain aware that the potential for human bias in predicted grades may be replicated in the calculated grade system. We note that teachers and support staff themselves appear sceptical of the fairness of this year’s system of awarding grades
  • We are unconvinced that safeguards—such as additional guidance and practical recommendations—put in place by Ofqual will be sufficient to protect against bias and inaccuracy in calculated grades. In particular, given research evidence on unconscious bias, we are concerned that groups including pupils from low-income families, BAME pupils, pupils with SEND, and children looked after could be disadvantaged by calculated grades.
  • We raised our concerns about fairness for pupils with special educational needs to Ofqual, emphasising the importance of ensuring SEND specialists feed into calculated grades. We are pleased that Ofqual produced guidance on considering evidence from SEND specialists during the calculated grade process. We are concerned, however, that there was no accountability mechanism for ensuring this happened consistently
  • Given the potential risks of bias in calculated grades, it is clear that standardisation will be a crucial part of ensuring fairness. We are extremely concerned that Ofqual’s standardisation model does not appear to include any mechanism to identify whether groups such as BAME pupils, FSM eligible pupils, children looked after, and pupils with SEND have been systematically disadvantaged by calculated grades. Ofqual must identify whether there is evidence that groups…have been systematically disadvantaged by calculated grades. If this is the case, Ofqual’s standardisation model must adjust the grades of the pupils affected upwards.

On appeals the report says:

  • We took evidence on the system Ofqual has devised for appealing grades. Sally Collier assured us that Ofqual has “spent many hours with very many people trying to come up with the fairest possible appeal system in the circumstances”. Tom Bewick told us that given the circumstances, the 2020 system “is effectively the least worst option”.
  • We are extremely concerned that pupils will require evidence of bias or discrimination to raise a complaint about their grades. It is unrealistic and unfair to put the onus on pupils to have, or to be able to gather, evidence of bias or discrimination. Such a system also favours more affluent pupils and families with resources and knowledge of the system.

Recommendations:

  • We call on Ofqual to make a transparency guarantee—a commitment to publishing details of its standardisation model immediately to allow time for scrutiny. Ofqual should not be afraid of scrutiny or open debate over whether its model offers the fairest outcome for every pupil and provider
  • Ofqual must identify whether there is evidence that groups such as BAME pupils, pupils with SEND, children looked after, and FSM eligible pupils have been systematically disadvantaged by calculated grades. If this is the case, Ofqual’s standardisation model must adjust the grades of the pupils affected upwards. The Government must extend catch-up funding to include disadvantaged post-16 pupils to ensure this is not a lost generation. This should be done by doubling the disadvantage element in the 16–19 funding formula for pupils in Year 12, for at least the next year.
  • Ofqual’s evaluation must include comprehensive data on attainment, by characteristics including gender, ethnicity, SEND, children looked after, and FSM eligibility, providing full transparency on whether there are statistically significant differences between attainment this year compared with previous years.
  • It is right that pupils should be able to appeal their grade if they believe bias or discrimination has occurred, but Ofqual has not given enough thought on how to make this route accessible to all pupils. [The section within the report on appeals states The appeals process: a process for the well-heeled and sharp-elbowed?] …Without support, proving bias or discrimination would be an almost impossible threshold for any pupil to evidence. Disadvantaged pupils, and those without family resources or wider support, risk being shut out of this route. Ofqual must urgently publish the evidence thresholds for proving bias and discrimination, clearly setting out what evidence will be required. AND Ofqual must collect and publish anonymised data at the conclusion of the appeals process on where it received appeals from, including, as a minimum, type of school attended, region, gender, ethnicity, SEND status, children looked after (including children supported by virtual schools), and FSM eligibility
  • Ofqual must ensure gold-standard advice and support is easily accessible for all pupils unhappy with their grades. Both the helplines provided by Ofqual and the National Careers Service must be freephone lines. These must both be staffed by dedicated professionals with the training to provide sound and impartial step-by-step advice and support on options and appeals.

Paragraphs 30 onwards tackles calculated grades for vocational and technical qualifications.

A HEPI blog, Halfon is right: Ofqual has more to do, agrees with the Education Committee’s outcomes and urges for action to be taken. It make interesting points about the autumn exams too:

  • In the understandable rush to introduce a completely new system, after the Secretary of State’s announcement on 20 March, it probably seemed reasonable at first to invent a system in which dissatisfaction could be tackled by an opportunity to take an autumn examination. Over time this choice has unravelled. If initial results match the allowed national distribution and autumn exam candidates succeed in achieving higher grades, then grade inflation is bound to follow – unless other candidates are downgraded, which is unthinkable. Are autumn exam candidates being set up to fail? Or will the August results be scaled down to allow some headroom in the national distribution?
  • Furthermore, students sitting autumn exams face a compulsory gap year, because the exams will be too late for a 2020-2021 start. This in itself may be discriminatory, especially for disadvantaged students. The impact of autumn-awarded grades on admission prospects for 2021 is uncertain. Some universities are refusing deferred entry for 2021, others will honour offers but with added conditions. The competition for 2021 entry is likely to be much more intense as 2020 students reapply, a larger 2021 cohort apply for the first time, and international students from 2020 and 2021 return in much larger numbers.

Admissions – numbers up

UCAS announced a rise in application numbers last week – up 1.6% on last year and is the highest figure in four years. They state a record 40.5% of all UK 18 year olds have applied to HE (last year – 38.9%) despite there being 1.5% fewer in the population because of the birth dip. (And 2020 is the bottom point in the population dip.) Just over a quarter of young applicants were from disadvantaged backgrounds (25.4%) using the participation measure. There is a small drop in EU student applications (down 2%).  And UCAS highlight that nursing applications (between January and June only) was 63% higher than the same period last year. Universities will be keen to ensure these applicants convert into enrolments once the results are out.

Clare Marchant, UCAS’ Chief Executive, said: At this moment, we’re seeing an encouraging picture emerge out of national lockdown, with currently more applicants than last year keen to expand their mind, stretch themselves, and seize the opportunities that higher education can offer.

Research Professional comment: This is great news for universities because it suggests that in the teeth of a fierce recession and with the prospect of gap-year travel off the table, even the model of blended learning on offer in institutions next year is proving to be more appealing to young people than continuing to be locked down with mum and dad.

Nursing

Every week the Government receive several parliamentary questions urging for leniency on nursing tuition fees both to cut tuition moving forward and refunds as a response to the coronavirus support work they undertook in hospitals. The House of Commons Library have published a briefing paper exploring the current funding systems for healthcare students, plus medicine, dentistry and paramedics. The nursing section includes the recent impacts on applications to study and the September 2020 new bursary offers. The Government also issued a press release to celebrate that applications to nursing courses are up by 16% (at end of June) and that the NHS is currently employing a record number of nurses and midwives (the largest ever annual increase):

  • Around 18,370 more nurses, midwives and nursing associates are now on the Nursing and Midwifery Council’s permanent register to work in the UK compared to a year ago, bringing the total number to 716,607 by 31 March 2020. The number of people trained in the UK leaving the register has also fallen to a five-year low.

 On Studying nursing the press release states:

  • This is the second year in a row that applicant numbers have risen. In 2019 there was a 6.4% increase in people accepted onto nursing and midwifery courses in England compared to 2018.

However, the Royal College of Nursing responded to the increase in nursing applications stating a much larger increase is required if the government is to come anywhere close to its commitment of having 50,000 more nurses in the NHS in England by the end of this Parliament.

Mike Adams, RCN Director for England said:

  • “Application numbers for the nursing degree in England have reduced by 17.4% since 2016, the final year of the bursary. This means even if the all of the latest applications are turned into acceptances and ultimately registered nurses, the large workforce gap will still not close.
  • The COVID-19 pandemic has shone a light on the contribution that nurses, and in particular student nurses, make to the entire health and care system. The effort they have shown has to be met with investment in our future nurses.
  • The government must invest properly in our domestic nursing supply and ensure patient need is met in the long term. To achieve this, it must wipe the debt of those who’ve had to take this on to study, provide full tuition fee support for all students and ensure maintenance support reflects students’ actual living costs.
  • The government should aim for an oversupply of nurses to strengthen our profession and keep patients safe.

Tuition fee refunds

Remember that mass petition for tuition fee refunds that was reopened by the Petitions Committee in Parliament? The Committee heard oral evidence and engaged 28,000 students through a survey and online forum (wider inquiry details here). The Committee has reported (key findings here) concluding that there should not be a universal reimbursement but that individuals can claim refunds on an individual basis in certain circumstances. The Committee stated:

  • While students do have a right to seek a refund or to repeat part of their course if the service provided by their university is substandard, we do not believe that there should be a universal refund or reimbursement of tuition fees to all university students.

However, as the Guardian reports, Catherine McKinnell, the Labour MP who chairs the petitions committee, said:

  • “Despite the hard work of lecturers and support staff, some universities have been unable to provide courses in a way that students feel is good value for money. Therefore, while we do not consider that a blanket refund for all students is necessarily required, we believe that the government has a role in ensuring any student whose university experience has fallen short is compensated.”
  • The report calls for refund procedures to be streamlined and better publicised, saying the existing complaints process or use of the courts places too much of a burden on individual students and are likely to be overwhelmed by a flood of cases.
  • The MPs also said the government should pay for tuition fee refunds this year, “given the importance of the higher education sector to the UK economy, and the exceptional circumstances”.

Wonkhe have a blog it starts: Should students get a refund? Some should, says a committee – but they won’t. The House of Commons petitions committee is clueless on consumer law and student rights.

The Petitions Committee report recommends that the Government should:

  • work with universities, the Office for Students, and Office of the Independent Adjudicator for Higher Education to produce guidance on when current and future university students may be entitled to seek a refund or to repeat part of their course;
  • establish a new system which enables all students to easily seek a full or partial refund of their tuition fees, or to repeat part of their course;
  • ensure that all students are advised of their consumer rights and are given clear guidance on how to avail themselves of these if they feel their university has failed to provide an adequate standard of education;
  • consider providing additional funding to universities to enable them to pay any refunds university students are entitled to as a result of the Covid-19 outbreak;
  • consider alternative means for reimbursing students, where an independent process has found that they are entitled to a refund;
  • consider making additional funding available to students who might want to extend their education after the outbreak, and to provide ongoing employment advice and support beyond graduation in what is likely to be an extremely challenging employment market.

NUS responded to the Committee’s recommendations:

  • NUS has been calling for the Government to provide a Student Safety Net since the scale of the impact on students became clear. The Petitions Committee’s recommendations would go a long way in achieving this aim, with targeted fee reimbursements and debt write-offs. We also welcome the references to support for further study or to redo elements of the course.
  • Although the report highlights some of our key asks for education leavers, the recent Treasury announcements for graduates do not go far enough and we would like to see an extended economic support package put in place.
  • Covid-19 has exposed and exacerbated the cracks in a broken higher education system, and hit students from disadvantaged and underrepresented communities the hardest. It is critical that the Government acts on these suggestions, but they must also go further. We are calling for universal compensation, and for the Government to protect our education sector from the failed project of marketisation before they lose the faith of millions of students.

The Office of the Independent Adjudicator has been on the ball throughout this process and in light of this week’s announcement they have blogged for Wonkhe:

  • We think it’s reasonable to expect providers to try to agree any significant changes with students as this is in everyone’s best interests. Where this is not possible, it’s important to explain to students what their options are. From our perspective, we would not be prescriptive about what this looks like in practice but we would look at whether the provider has taken reasonable steps to consult with students and enable them to make informed decisions.
  • Now that providers have had some time to plan for the longer-term effects of the pandemic, it is in our view unlikely to be reasonable for providers to rely on exclusion clauses that allow the provider to make significant changes to what it has promised, or not to deliver it at all, in the new year.
  • Where it’s not possible to deliver something that is at least broadly equivalent to what was promised, or to meet an individual students’ needs, the provider will need to think about how to put that right. It’s best to do this proactively without waiting for formal complaints to be raised.
  • There are groups of students whose studies are particularly badly affected by Covid-19 disruption and where significant changes are needed to their courses. It’s important to identify those groups and try to address their issues.
  • Providers will also be aware of and looking out for students who are vulnerable or less able to access replacement provision. Some of these students too may feel unable to continue with their studies, for example because their personal circumstances have changed, or they are shielding or very anxious.
  • In such extraordinary times we think it’s reasonable for students to be considering deferring or interrupting their studies, although this may not be their best option. We think providers should be considering requests sympathetically, helping students to understand their options, and should be ready to depart from their normal policy where it is reasonable to do so.
  • We don’t think it’s reasonable to have blanket policies such as refusing to give tuition fee refunds in any circumstances or refusing all requests for deferral, or not engaging with individual students’ concerns. We have already seen a worrying example of this among the first coronavirus-related complaints that have reached us. 
  • When we review a student’s complaint we look at whether the provider has followed fair procedures, and whether it has acted reasonably in the circumstances. We always take into account relevant legislation and guidance… A student’s contractual terms and conditions are important but we look more widely than that, at what is fair.

Research Professional have a short article on the Petitions Committee decision mainly focusing on restitution for students such as a tuition fee loan refund.

International Students

The UK Council for International Student Affairs (UKCISA) published a roadmap for a world-class international student experience. It calls for further visa flexibility, delaying the immigration health surcharge, and aims to build a stronger evidence base of current international students’ experiences, to drive future policy development and support policy asks. UKCISA also hopes to develop an International Student Charter.

Research Professional report on a survey suggesting that a fifth of potential EU students who considered studying in the UK plan to start their course earlier than they originally intended because of the tuition fee changes (the removal of home status).

Pinsent Masons (legal firm) run through all the recent Visa status changes. The Tier 4 content is just below halfway on this link.

Scotland have confirmed they will also end the free tuition for EU students from 2021. HE Minister Richard Lochhead explained it as a Brexit decision made with a heavy heart. He stated the £19 million  (per year) EU fee saving would be retained within Scotland to support more Scottish residents to attend University. To support Scottish universities internationalisation he aims to put a scholarship programme in place to continue to attract EU talent.

Despite last week’s urging from ex-Universities Minister Jo Johnson and Shadow HE Minister Emma Hardy the Government’s response to the international students in the US (who will have their visa rescinded due to their institution offering online study only during the pandemic) will not take a proactive stance. Current Universities Minister Michelle Donelan simply reiterated all the ‘welcoming’ measures for international students that are already in place such as the online study visa exemption and the post study work visa system. No attractive marketing campaign will be launched. This isn’t surprising from the viewpoint of international relations with an America determined to take offence at slights, however, given how well the Government’s aides have been listening and responding to sector chatter recently a warmer response might have been anticipated.

The second half of this Research Professional article gives the perspective of a German student who is anticipating their visa will be cancelled. It reminds that there is more to it than an undergraduate student forced to choose between deferral or switching countries of study:

  • simply studying online at a US institution from Germany is not feasible for many who had plans to stay in the United States for an extended period of time and have made arrangements accordingly, including uprooting family. 
  • “Anyone who—sometimes accompanied by relatives—is completing or planning a stay of several years in the United States, and has temporarily given up his or her centre of life in Germany for this purpose, is faced with existential questions.”

Happily for those international students the point is now moot. Following immense pressure from the Harvard and MIT law suit (which was joined by the tech giants, e.g. Google, Facebook, Microsoft, and the US Chamber of Commerce) President Trump has dropped the visa cancellation.

Whether international students will be exempt from the mandatory C-19 quarantine period of 2 weeks.  Whereas this IDP Connect survey suggests 77% of international students would happily quarantine if it meant a quicker return to face to face on campus teaching.

Points-based Immigration System

A policy paper on the points-based immigration system was published this week with more detail on the Student, Graduate and Skilled Worker route. There are lots of items with a little more detail, however, the key points remain as we’ve mentioned in previous policy updates. For those with an interest you can read the main elements here. One key change is that universities will need to do more than just monitor attendance – they will need to confirm (keep records as evidence) that international students have fully engaged with the course. Research Professional have a short write up here.

Graduate Outcomes

HESA released the next set of Graduate Outcomes experimental statistics data, this time looking at graduates’ subjective wellbeing. They asked about how anxious/happy the respondent felt, whether they felt the things they do in their life are worthwhile, and whether they are satisfied with their life. The charts are here. The second set of charts examines the above questions by subject studied. Education and subjects allied to medicine stand out as happiest/most pleased with their life currently.

The third chart shows that there isn’t a lot of difference on the questions from students across the range of degree outcomes from pass to first. The fourth chart looks at gender differences – females stated more anxiety but also rate high on the worthwhileness of their life. You can also cut the data by domicile in the final chart.

Wonkhe’s data guru interprets the findings further in a specific blog.

Social Mobility Commission

Sandra Wallace (lawyer) and Steven Cooper (banking) have been appointed as interim chairs of the Social Mobility Commission on a job share basis. Both currently serve on the Commission and will fill the role temporarily until a substantive chair can be appointed. You can read more on the appointees background and the details of the appointments in the Government’s press release.

Bailout push

YouGov have undertaken a poll examining the 30 marginal constituencies (those which swing between parties at the election and aren’t a safe seat) which all have a (10%+) student population and a university within their catchment. The results of the poll aren’t publicly available (currently) so we rely on the reporting in the UCU press release for details. UCU report that voters in these constituencies support additional Government funding to protect their university from the financial insecurity caused by the pandemic. These constituencies MPs include PM Boris Johnson and Science Minister Amanda Solloway. The bottom of the press release contains a table detailing the constituencies and their elected MPs.

  • 76% felt their local university was important in creating local jobs
  • 79% felt the university was important to the local economy
  • 72% university is key in brining in outside investment to the local area
  • 75% the university supplies key skilled staff for local services such as schools and hospitals
  • 33% of those polled who were employed stated the university was important to their own job
  • 42% knew someone studying or working at the university
  • 66% believe there would be a negative impact on the local economy if student numbers dropped at their university due to C-19
  • 75% were concerned of a negative local impact if their university went bust
  • 55% supported a temporary increase in Government financial support for their university to maintain courses and jobs (20% opposed the idea). [Hardy overwhelming support for this question!]
  • 43% want their local MPs to campaign for increased support for universities

NSS Analysis

The OfS have issued a press release on the 2020 National Student Survey additional analysis which examined the impact of the coronavirus on the results. They state that student satisfaction is stable and students continue to be discontented with course organisation and communication of changes.

  • The additional analysis acknowledges variations across the data but no evidence the results have been significantly impacted by the pandemic: The OfS used a statistical model to determine whether there is a significant difference between responses made before and after the 11 March (an ’11 March effect’) when other factors are taken into account. The model found that there is a difference for the majority of questions, but similar variations are also present in 2018 and 2019, so cannot be attributed solely to the pandemic.
  • 83% of students are satisfied with their course (2019 was 84%)
  • 67% feel their course is well organised and run smoothly (2019 = 70%; 2018 = 69%)
  • 62% felt students’ course feedback had been acted on (but only 49% of part time students did)
  • 2020 response levels were lower than in 2019 and 2018
  • Overall comparing against 2019 there is a small negative shift in the agreement rate for some questions.

Nicola Dandridge, OfS Chief Executive, said:

  • This academic year has come with unprecedented challenges for both universities and colleges, and their students. Notwithstanding the impact of both industrial action and the coronavirus pandemic on the students responding to the survey, the results remain remarkably positive.
  • However, for several years, students have reported comparatively lower satisfaction with the organisation and management of their courses, and how effectively changes are communicated. Now more than ever, the survey results demonstrate how important it is for universities to communicate changes effectively, run courses as smoothly as possible, and listen carefully to student feedback. This is even more important in the context of the coronavirus pandemic …

 Student Number Controls

This week Jo Johnson writes for the Evening Standard. The piece tackles how student number controls and, reading between the lines, possible changes to the funding of certain degree programmes that the Government might be considering (remember Jo himself was in favour of differential fees and tried to bring in through the HERA legislation linked to the quality of the TEF judgement – but the Lords protested) could negatively impact on arts programmes.

  • Up until the Coronavirus struck, they [the creative industries] were growing at five times the rate of the economy and generating around 15 per cent of national gross value-added. Enabling historic palaces, museums, galleries, live music and independent cinema to access emergency grants and loans while their doors are closed is a no-brainer.
  • For policy to be fully joined up, however, the Department for Education must take care over how it operates recently re-imposed domestic student number controls. This risks turning into a crude process to allocate places – and therefore funding – on the basis of flawed measures of graduate earnings. This would unfairly penalise creative arts courses already in the cross-hairs of higher education sceptics in Parliament fired up by Gavin Williamson’s denunciation of the Blair-era target for 50 per cent of young people to go to university. If we have learnt anything lately, it is to value socially useful but lower-earning professions.
  • It would be incoherent to open the door to international talent to work across our economy, while restricting opportunities for domestic students to prepare themselves for careers in the arts. An economic nonsense too: the creative industries were generating £13 million for the economy every hour before Covid-19 – enough to repay the subsidy to arts courses in the student loan book many times over.
  • Our creative industries will only recover if we supply them with the skills and talent vital for their success.

Research

  • A parliamentary question asking whether HE institutions can combine all the sources of Government support.
  • Covid-19 researchers will receive visa relaxation measures.
  • An answer to a parliamentary question we mentioned last week has revealed that UKRI administers 70% of the research public funding (UK sources).
  • Establishing an effective coordination and oversight mechanism to serve the R&D spectrum in the UK – a Science for the Justice System Advisory Group has been established working with UKRI to coordinate forensic science in the UK.
  • Direct air capture R&D funding
  • Institutions eligible for research funding (influence of REF award)
  • Wellcome have a new blog – How could COVID-19 change research culture for the better?
  • Research Professional (RP) report that participation in Horizon Europe is dead in all but name – there are concerns over the terms on which the UK could associate with the EU’s research funding schemes and the cost of the joining fee plus the operational contribution is described as eye-watering. Cost estimates range from 600 million Euros to 12 billion Euros – way beyond the costs UK researchers could win back in funding. The article states that Kurt Deketelaere, Secretary-General of the League of European Research Universities, said EU academia remains firmly behind UK association, and said British institutions must pile pressure on their government. If you’re not going to push anymore, nobody is. And that the European Commission has clearly indicated that this [terms/contribution] is still up for negotiation. Deketelaere implies it is the UK Government who are balking at joining Horizon Europe not the European Commission. However, there are question marks over the joining charge – the UK’s fee is being set out whereas it is unclear if the EU will charge other non-EU countries for association. RP report that the Treasury also expect the costs to come out of existing research budgets (previously it was going to be in addition to the science budget) because of the generous sums announced recently (and due to the cost of the pandemic for the Government). RP state:  Government sources now question whether the UK research community will be willing to blow a multibillion-pound hole in research budgets for the sake of access to the prestigious European Research Council and Marie Skłodowska-Curie Awards.

RP continue:

  • While there are now clouds on the horizon for the UK’s participation in EU research schemes, all of this is subject to the caveat that negotiations over both a Brexit trade deal and the terms of Horizon Europe are still ongoing. Everything could change, but all available evidence suggests that the UK government is now preparing an exit strategy and has its excuse lined up already.
  • Playbook suspects that as Brexit trade deal talks intensify after the summer, UK universities will be presented with a choice between paying over the odds to play in Europe or settling for beefed-up domestic schemes administered by UK Research and Innovation. For vice-chancellors, the wallet will say UKRI although the heart may say EU—is it a price worth paying?
  • But, in the end, this is not a decision that will be made in universities.

PQs

Inquiries and Consultations

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

Other news

Disadvantage: The OfS has published their latest briefing note which considers outreach to disadvantaged students during the coronavirus. It describes online outreach including two case studies of a blended summer school type model, and other approaches targeted towards BAME, Gypsy, Roma and Traveller families, mature learners, and other vulnerable or underrepresented groups.

HE Sector Financial Health: The House of Commons Library have published a briefing Coronavirus: Financial impact on HE. It covers the financial health of the sector, the impact of reduced international student numbers, the Government support packages (fee payments and research funding) and the R&D roadmap.

Student Loans: The SLC have launched a new online repayment service – it calculates a student’s up to date remaining loan balance. It aims to avoid over payments as students near the end of their repayments.

Prevent: Wonkhe report on the latest report reviewing Prevent. Wonkhe say:

  • The government’s Prevent strategy has led to the persistence of negative stereotypes of Muslims and “a culture of mutual suspicion and surveillance” on campus, according to a new reportled by Alison Scott-Bauman at the School of Oriental and African Studies (SOAS). “Islam and Muslims on UK University Campuses: perceptions and challenges” recommends that there is a “strong argument” for Prevent to be discontinued in its current form, having curbed freedoms of speech and expression on campus.
  • Though there is ample evidence of widespread tolerance for all forms of religious activity among staff and students (with 88.1 per cent of students agreeing that “The experience of university encourages respect and mutual understanding among people who have different perspectives on life”), the research found a close link between belief in a “narrative of suspicion” about Islam, support for Prevent, and patterns of Islamophobia. The report recommends building awareness of Islamophobia via training and development, consultation, representation, and the encouragement of interfaith dialogue via free and frank debate based on the principle of mutual respect. The report is covered by the Guardian(along with an opinion piece by the report’s author) and the Telegraph.

Research Professional also cover Prevent.

Chinese relations: HEPI published UK Universities and China a series of essays on the challenges and complexities of the relationship between UK universities and China. It includes self-censorship; the importance of UK-China scientific research; and the recruitment and integration of Chinese students

Separately there is a recent YouGov poll which asks about UK/Chineses relationships. The interactive version of the chart is here.

Not just Brexit: Nick Hillman (HEPI Director) writes for UKandEU.com –  Universities and Brexit: past, present and future. It doesn’t just cover Brexit, but highlights that UK students get far less out of Erasmus than the incoming EU students studying in the UK, it even mentions this week’s bingo winner – the Blair 50% target. A longer read and some interesting points.

Student Experience: Pearson and Wonkhe have collaborated to examine students’ experience of learning during C-19 and their expectations for next year (shorter blog here).

  • 41% struggled to manage their wellbeing without in person contact with friends and university staff.
  • 34% found the new ways of learning challenging.
  • 34% struggled to manage their time without an enforced timetable.
  • 29% found the isolation difficult.
  • 34% struggled with lack of space or a quiet enough environment to study within.
  • 49% felt less confident to progress to their next step in their education or career –
    • with 13% of the 49% attributing this to external (non-university) factors (economy, jobs, research funding).
    • The factors relating to university were loss of industry experience, loss of practical skills development, lack of academic contact time, a lower sense of quality of learning experience.
  • 43% (of current students) plan to defer the next academic year to take a year out or look for work experience
  • 20% plan to leave education entirely (its unclear whether these were already final year students)
  • Of those planning to defer/leave 28% was because they didn’t want another semester of online study or the loss of practical experience reduced the value of their degree or because the logistics of travel, accommodation and teaching were too uncertain.
  • 47% of those who felt they had missed out (e.g. lab or studio based work) believe they should receive a fee reduction or refund as compensation. However, a quarter want to make up the missed experience at a safer later date, and 15% were willing to experience online. 10% didn’t feel it was the university’s responsibility to atone for the loss of experience.
  • On welfare the blog states:

One key message from the survey is that while students are clear that their wellbeing is suffering, the action they want universities to take is in the teaching and learning domain, rather than the welfare domain. Responses throughout the survey suggest that wellbeing issues are not simply the result of students being at home and the concerns over Covid-19, but that the way that universities have managed interactions and online learning has increased their anxiety, and had a negative impact on their wellbeing. It’s not simply about putting support mechanisms in place to help students with their wellbeing; it’s about stopping the causes.

  • 59% want universities to offer high quality online teaching as their priority for September rather than social interaction, well being support or access to learning resources.

Graduate outlook: Wonkhe report that research from Adunza finds that the number of graduate jobs available this summer has fallen by 73 per cent since the start of the year. Because larger employers are delaying graduate schemes due to the pandemic just 3,993 jobs are currently available, meaning that 100 graduates could be competing for each available job. FE news has the story.

HE Student Numbers: The House of Commons Library have published a paper on HE student numbers. It states: Headline student numbers have increased to new record levels in recent years following a short dip related to the 2012 reforms in the sector. There have been continued increases in entry rates for different groups of students, including those from disadvantaged areas/backgrounds where rates have also hit new record levels. However, headline numbers tend to focus on full-time undergraduates and there are ongoing concerns about student numbers outside this group where trends have not been so positive. This includes part-time undergraduates, particularly those not studying first degrees, some postgraduates students, overseas students from some countries, especially Nigeria and Malaysia, mature students and some disadvantaged groups.

There is also considerable concern about the impact of the coronavirus pandemic and student numbers, particularly those from overseas and uncertainty about the impact of Brexit on EU student numbers

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HE Policy Update 1st July 2020

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

Parliamentary News

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

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

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

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

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

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

Value

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

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

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

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

Disadvantage

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

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

She goes over similar points later:

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

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

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

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

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

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

FE & Apprenticeships

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

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

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

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

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

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

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

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

They made several recommendations to improve apprenticeships:

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

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

Student Survey

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

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

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

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

Shadow Universities Minister Emma Hardy responded to the report:

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

Graduate Outcomes

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

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

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

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

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

Research

R&D Roadmap

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

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

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

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

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

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

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

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

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

Specifically on HE the roadmap states:

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

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

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

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

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

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

Alistair Jarvis, Chief Exec UUK, stated:

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

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

Business Secretary Alok Sharma stated:

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

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

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

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

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

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

Parliamentary Questions

Disability

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

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

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

Graduate Internships

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

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

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

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

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

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

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

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

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

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

Admissions

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

Parliamentary Questions

Students

HE Sector The importance of good indoor ventilation.

Student Number Controls

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

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

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

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

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

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

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

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

HE Sector Finances

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

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

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

Lords Debate

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

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

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

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

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

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

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

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

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

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

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

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

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

Inquiries and Consultations

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

Other news

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

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

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

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

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

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

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InnovateUK Smart Grants – Internal Deadlines

The next round of the Innovate UK Smart grant call currently has a submission deadline of 26 August 2020 at 12 pm noon. Innovate UK will officially open this round in August 2020. This early heads-up from us will give you more time to confirm your partnerships with potential Business Leads.

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.

Innovate UK has provided generic guidance for applications to this call. Previous specific guidance for the last round will assist in preparing for the up-coming round.

Timeline


Currently, the call closes at 12.00 noon pm on 26 August 2020.

29 July: Intention to Bid forms and a draft application or project summary to be submitted to your Faculty Funding Development Officer (FDO) – this is 4 weeks before the deadline.

5 August: Costing to be finalised and an updated, complete draft application to be sent to FDO for internal approvals process.

19 August: PI to upload all required attachments and submit on Je-s.

19 – 26 August: PI and FDO to work on final checks of the Je-s application to get it submission-ready.

26 August: Latest time to submit is 12.00 noon on this date.

Where ITB forms are received after 29 July 2020, they will be moved automatically to the next round or alternatively, RDS will work with you to find another funding opportunity.

If you have any queries, please contact Ehren Milner, the Research Facilitator for Industrial Collaborations.
Note: If InnovateUK changes the publicised submission deadline, we will update our internal deadlines in this Blog.

HE Policy Update for the w/e 20th May 2020

A bumper week (again) – here is your easy way to catch up on everything all in one place

Student support

Emma Hardy, the Shadow Universities Minister, has written to Michelle Donelan (Government’s Universities Minister) to highlight students facing significant hardship.

  • In our last meeting we discussed the fact that many university students needed urgent financial help to cope with the extraordinary circumstances they find themselves in. You assured me you were confident that every university would be in a position to help every student in genuine need through its hardship funds. However, after speaking to universities and the NUS I do not share your confidence.

She goes on to describe universities so overwhelmed by the demand for hardship funds they have begun crowdfunding and another university with tricky fund rules which Hardy says prevents those most at need from applying. She also explains that students without children are ineligible for Universal Credit, and few have been furloughed due to the nature of their part time work contracts.

  • I do not have to emphasise the fact that it will mostly be those students who have overcome the greatest barriers to get to university who will be affected the most. I have already heard concerns from those in the sector that the drop-out rate will be higher this year and the news I am hearing, about the failures of hardship funds to support all those who need help, adds to my worry… It cannot be right for their welfare to be considered the sole province of individual universities, which under current circumstances means consigning it to the luck of the draw—a lottery which has left some unable to manage…I would urge the Government to take a pro-active role and I would welcome any proposals for guaranteeing there is adequate financial provision for the young people who have been caught in this storm.

Research Professional say:

  • This is not a shouty letter venting outrage but one that begins by thanking the minister for listening to different points of view, before shining a light on an area of government failing.
  • There has been no mention so far of universities in the UK government’s strategy for national recovery after lockdown. This is something of an oversight and one that the opposition parties might want to start asking questions about as we all begin to emerge from our houses blinking into the early summer sunlight.

They also highlight that the Shadow letter doesn’t set out suggestions for how the Government should support students. Their daily email runs through some possibilities and effectively discounts them.

Student Petition: And if you’ve been wondering what happened to the student petition to have tuition fees reimbursed due to this year’s strike and the loss of face to face teaching due to C-19 the official word is – The Committee decided to take further oral evidence on this petition, from the relevant Government minister.

Parliamentary questions

Financial Stability

The Government listened to the measures UUK requested on behalf of the HE sector and issued their support package cherry picking the elements that fitted with the Government’s aims and doing little other than moving payments forward with the rest. Research Professional have an interesting article rethinking it all from Pam Tatlow (ex-MillionPlus Chief Executive).

  • The deal that universities need to support them through the coronavirus crisis is not the one that they asked for. Nor is it the one that was begrudgingly put on the table by the Westminster government, which is little more than a lend-lease agreement with strings.

The article critiques the UUK approach in compiling and launching their request to Government.

  • UUK’s first requests focused on research…Its proposals would undoubtedly have benefited the small group of universities that receive the lion’s share of taxpayer-funded research monies. In the event, only a very modest amount of quality-related funding (£100 million) has been brought forward.
  • Universities that have used international fees to subsidise their reputations as world leaders in research will undoubtedly claim that without additional funding they will no longer be financially viable. This may well be so, but if such a bailout is forthcoming there should be conditions attached. For example, these institutions could be required to demonstrate that they are financially viable within five years based on their UK activities.
  • UUK’s own estimates suggest that there may be up to 15 per cent fewer home and European Union students progressing to university in 2020. It is therefore difficult to understand its proposal that universities in England and Wales should be able to recruit up to 5 per cent more students than the numbers they forecast
  • Nor do the elaborate rules and stern warnings from the Office for Students about unconditional offers and admissions practices add up. All a university higher up the hierarchical food chain has to do is issue many more offers at lower grades in the first place, leaving the majority to keep afloat by reducing courses, student opportunities and staff.

Pam concludes:

  • The right deal for universities has to mean a return to collaboration and an end to the market that has bedevilled higher education for a decade. It has to mean a return to the idea (which students have never abandoned) that studying a subject that you love for its own sake is as good a rationale for higher education as the money that you will earn (or probably not earn to the same extent in a long recession).
  • It has got to mean more and not less funding for social justice, giving the students who study at the most socially inclusive institutions the same resources as those whose institutions are well endowed through decades of public funding, private endowments and capital investment.
  • And of course it must mean a return to the direct funding of universities, the restoration of maintenance grants and an end to the tuition fees that have restricted the ambitions of those who would have liked to study at university when they were older, or to return to study, including as postgraduates and part-time.
  • Universities, with all their talents and ideas, should be on the front line and on the front foot in arguing that the crisis should not be paid for through extra taxes and pay freezes but that the government should borrow to invest, especially in higher education as a right for all.

Parliamentary questions

Education Select Committee

The House of Commons Education Select Committee met virtually to explore the effect of the coronavirus on children and young people’s services (including HE). You can read a summary of the sessions compiled by Dods here, one by Research Professional here, Wonkhe’s version is here, or watch the full Committee sessions here. In brief it covered:

Session 1

  • 2020/21 recruitment ramifications will not be known until September.
  • The Government’s support package isn’t enough to support the HR sector. Criticism included that it simply brought forward payments rather than provided additional funds and that the student number cap benefitted the wealthier universities at the expense of locally based universities.
  • Students have lost their supplementary incomes and are struggling financially. Wellbeing, mental health and the option to redo the year without cost were mentioned. Concerns over PhD students were raised.
  • The increased workload on HE staff was a concern.
  • The student rent situation was discussed and calls were made for the Scottish move to release students from their private rental agreements to be adopted in England.
  • Quality of online tuition was discussed covering that it wasn’t what students had expected from their degree programme and online access and assessment issues. (The Financial Times has a nice counterpoint to this emphasising the positive benefits since the move online, and why is should continue to some degree.)
  • There was discussion on fees being revisited during the pandemic.
  • The importance of how UCAS ‘control clearing’ was mentioned.
  • UCU stated Government should indicate when universities should reopen their campuses rather than it being an individual decision taken by the university itself. Research Professional give this aspect a lot of coverage in their description of the Committee’s session. iNews specifically covered this aspect of the session, as did the Telegraph.

Session 2

  • Session 2 focussed on disadvantaged students. The OfS reiterated the importance of the access and participation targets, including discussion on degree apprenticeships. The access gap and unconscious bias faced by black and disadvantaged communities were mentioned. The OfS stated they believe the next 5 years will show the biggest step forward in social mobility and social justice for 2 generations.
  • On a return to ‘normal’ campus based learning in autumn 2020 OfS stated that they required universities to be as clear as possible in explaining students what to expect if they accepted an offer. They did not want any promises of a return to university life when it might not be possible. The Times and BBC covered this.
  • OfS stated there were not any HE institutions at immediate risk of collapse but they do expect the financial sustainability of the sector to be affected by the pandemic and C-19 poses serious risks to the sector. They also stated that international students were not being chased simply as cash cows. Research Professional disagree and name SOAS as teetering on the financial edge.
  • OfS stated they have disseminated good practice examples in student mental health and accommodation and that sharing good practice examples is a powerful way to influence the agenda.
  • OfS dodged an answer to whether student paying full tuition fees was justifiable if they were only receiving partial online learning stating it was a ‘live’ question and that it depended on the quality of the university provision. However, at present students should pay full fees and if the provision is inadequate take this up with the Office of the Independent Adjudicator.
  • Chair, Robert Halfon, followed up on how OfS judged quality to which they responded they measure through output indicators and student complaints. (Wonkhe give this a mention here.)

Research Professional cover the House of Commons Science and Technology Committee who have

  • issued a 19-page letter to prime minister Boris Johnson, setting out “10 key lessons the UK government should learn from its experience of handling the first months of the pandemic”. The Chair of the Science and Technology Committee is the ex-Secretary of State for BEIS, Greg Clark.

Virtual Parliament

Prospect Union, who represent staff working in the Houses of Parliament, will be resisting government plans to cancel the virtual parliament and bring MPs back to Westminster as early as next month over fears about safety and the practicality of social distancing. Prospect says it will work with government on restoring any essential functions but that the key elements of the system must be retained for now. Politics Home have an article on the return to parliament schism.

However, a survey by The House says only 23% of MPs believe the virtual ability to ask questions and take part in debates remotely via video link should be retained. Only 11% believed the right to vote remotely under any circumstances should be retained. Although 55% agreed that remote or proxy voting for MPs unable to attend due to ill health should be retained and there was some support for parental leave remote measures. MPs representing remote areas of the country (such as the Outer Hebrides) have called for online voting to continue and emphasised it would stop a huge amount of unnecessary journeys by MPs and 35% agreed MPs on overseas trips should be allowed to vote remotely. Yet only 19% of MPs agreed that MPs with constituencies over 4 hours travel away should be allowed to vote remotely. Some MPs are opposed to the remote working because it would restrict access to

  • get hold of government ministers in person. The fact that we can nab the chancellor of the Exchequer in the division lobby is worth an awful lot. I think that would be a huge mistake.

Another says

  • Though the temporary measures are working “reasonably well”, he fears that MPs could risk losing out “on reading the mood of the room and picking up water cooler chat” if they continue to work remotely in the future. He adds: “I am sceptical about this becoming the default. I don’t ever want to be the moaning voice on the screen and the wall that you can basically mute and ignore.”

Others point to gender equality and greater diversity measures that can be achieved through the technologies.

Conference Recess

The Labour Party has cancelled their annual September conference due to C-19. It remains to be seen if the other parties will follow suit and Parliament will continue to sit rather than take recess.

Autumn opening

The Financial Times talks of a blend of online and in-person education post pandemic, not just as a temporary measure but as a more accessible and comprehensive overall offer. It states it

  • could revolutionise universities, help them survive the economic crisis and bring higher education to tens of millions of people who have never set foot on campus…Many “left-behind” adults everywhere would love to learn from home, get qualifications and change their lives, especially if the pandemic has left them jobless…We need more adult learners. Their numbers in the UK almost halved between 2004 and 2016…As lifespans expand, and technology changes, we should top up our education over the decades, while keeping our jobs and families. University is wasted on the young…Blended teaching could help more students enter higher education, argues Chris Stone of Oxford University’s Blavatnik School of Government. He proposes a model in which some students spend a month on campus, then months studying from home, before returning to campus for the final weeks. That would allow universities to teach multiple cohorts a year, cutting tuition costs…Anita Pilgrim, who teaches at the UK’s Open University, which pioneered blended learning, cautions that remote learners need lots of support. Her university has educational advisers who help students find a study-life balance, apply for funding, access resources for dyslexia etc…Teaching online has shortcomings — but so does in-person teaching.

OfS, UUK, Advance HE and the QAA are all rumoured to be putting together guidance for the HE sector on autumn 2020 possible commencement. Whilst answering questions at the Covid-19 press conference Grant Shapps, Transport Secretary, stated that: The education secretary will be returning to the subject and providing guidance. Meanwhile more and more sector sources are acknowledging that the teaching model is likely to be a blended approach from the autumn.

Wonkhe have a blog ostensibly about student spirit with a nice slant looking at how online interaction and socialisation worked well during lockdown for a sporting tournament. Rather than the deficit approach of what has been lost during lockdown it illustrates new self-organised approaches which were different and positive.

On Tuesday evening Cambridge University stated it intended to conduct all teaching online possibly with some smaller in-person taught groups if social distancing could be achieved. Of course, they intend to adjust their model in-year should restrictions be relaxed or further curtail contact.  The University of Bolton takes a completely different approach – they intend to open for in-contact teaching: be able to study and engage in person regularly with other students and staff. With students allocated 12 hours on campus per week. Of course, the remaining time will be topped up by online and self-study.

Wonkhe cover both stories and provide media links:

  • Cambridge may be one of only a few universities that could still expect a full, or near-full cohort to start in the autumn with the year ahead expected to be online – as other providers that have struggled to recruit in the past may yet find it challenging to convince students to turn up to a fully online academic year. The position is complicated further by the fact that the college system may not be an easy point of comparison for others that rely more on large lectures.
  • The news was originallybroken by Varsity, was picked up last night by the BBC, and is covered this morning by the Times, the Mail, the Telegraph, the Express, the Evening Standard, the Guardian, the Independent, the Tab, the FT and is on the Press Association It’s also on several international news sites including Forbes.
  • Meanwhile, the University of Bolton has moveddecisively in the other direction, announcing a number of technical measures – from temperature sensors, to queueless catering, to bike loans – to support a return to campus in the autumn. Manchester Evening News has the story, and the university has released an animated video.

Here is the full list of Bolton’s intended changes to enable on campus teaching:

  • Providing regular socially distanced face-to-face tutorials, laboratory experience, access to arts studios and specialist facilities, etc
  • Implementing an effective scheduling system, limiting significantly the number of students on campus at any one time to keep you secure
  • Dividing sessions for access on campus into set times per day, for example, possibly between 8am-2pm and 2pm-8pm
  • Strictly observing recommended social distancing guidelines at all times
  • Installing sophisticated airport style walk through temperature scanners at every building entry
  • Making bicycles available for loan by students, enabling them to avoid crowded public transport
  • Providing on-campus bike parks as well as car parks
  • Ensuring there are adequate additional sanitiser stations
  • Providing and making the wearing of face coverings on campus compulsory for the foreseeable future to safeguard the safety of those around you. In exceptional circumstances, such as misplacing or forgetting face coverings, students will be issued with replacements
  • Carefully managed walking routes including one-way navigation
  • Multiple ‘learning zones’ being created across the campus, by identifying and transforming large spaces into areas featuring tables with plastic dividing screens to allow communication between people facing one another. (E.g. The ground floor of the National Centre for Motorsport Engineering will be cleared to become such a zone and other areas will also be repurposed)
  • Additional self-service, café-style takeaway food and drink stations to minimise queues
  • Instigating a rigorous cleansing programme throughout all university buildings.

On Bolton the Manchester Evening News says:

  • Students are currently using video calls to take classes virtually and the campus is unable to reopen until the government gives the all clear.
  • This will mean widespread changes to create a ‘new normal’ on campus and enable all students to physically attend the university campus safely at specified sessions.
  • During those sessions they will be able to work in laboratories, studios and workshops, attend tutorials, meet other students or converse with their tutor, on top of continuing their learning online.

This British Council article on how Chinese Universities are returning (in part) to face-to-face teaching contact is worth a quick skim through.

Parliamentary questions:

Access, Participation & Success

This week one of the main discussion topics has been access to university and disadvantaged success whilst at university. This isn’t surprising – as lockdown ‘eases’ and contemplation of what the autumn 2020 restart may consist of, alongside the constant recruitment conundrums – attention focuses more and more on how the national situation may play out for equalities.

Advance HE have a blog on the entrenched structural inequalities in HE. Looking through the lens of the student lifecycle in the UK, these have resulted in many challenges, including:

  • Underrepresentation of specific student groups: both generally, and in different disciplines, levels of study, and types of institution.
  • significant degree awarding gaps for different student groups – particularly relating to ethnicity (and gendered intersections) and disability.
  • differential experience of safety and harassment
  • unequal progression to highly skilled employment, and postgraduate study
  • teaching staff and senior academic staff who do not yet reflect the diversity of student cohorts.

OfS have relaxed the monitoring requirements of the Access and Participation Plans, whilst emphasising institutions should still do all they can to deliver the chosen goals. Advance HE continue:

  • all these external drivers – APPs (or equivalents), transparency returns, funded projects, Equality Charters – should ultimately be considered instruments collectively working to achieve a greater aim: a vision of an equitable student learning experience. The test of COVID-19 is how embedded that aim is in an institution’s vision of what sort of educational experience it can and wants to provide coming out of this crisis, and for whom.

The article concludes with 5 suggestions to keep student equity momentum going.

SRHE published the blog: Paid, unpaid and hidden internships: still a barrier to social mobility.

It explains the different sources of data from which to judge whether and how big an issue unpaid internships are. At the end of the article it puts the current data into perspective:

  • These findings show that, whilst unpaid internships appear to be declining in most sectors, they are still a key access route in some key industries and occupations and that this is likely to present a barrier to entry for less privileged graduates. The fact that graduates with better grades or from more prestigious institutions are more likely to do the paid internships reinforces findings from previous studies that suggest paid internships are more competitive and sought after. The findings also show that participation in graduate internships, paid or unpaid, is more commonplace in less vocational subjects, such as mass communication and documentation, historical and philosophical studies and creative arts and design. This may suggest that graduates of these subjects feel more need to supplement their educational qualifications with internships to ‘get ahead’ in an increasingly competitive graduate labour market.

The Wonkhe blog In this pandemic, admissions policy is being developed in real time urges organisations to work collaborative on the principles of admissions implying the Government will impose changes if the sector doesn’t move on its own consensus and practice first. It also states

  • Now is certainly the time to think about what to do if demand for places drops significantly in September. If selective courses start forecasting to under recruit in 2020 then maybe some of this demand can be absorbed by a greater focus on helping previously excluded WP students gain access to these programmes and a new way of thinking about how these courses recruit and select students.

Another Wonkhe blog, Delivering remote support for neurodiverse learners. this time by an assistive technology trainer, highlights the positive and negatives within an online learning environment for some students. The comments at the end that remind about autism are worth a read.

The admissions problem isn’t just about “prediction” takes a good gallop through why the use of predicted grades will double hit disadvantaged students, mentions other contributing factors, and gently calls for admissions reform.

Andrew Ross from University of Bath talks digital outreach.

A Bridge Group blog argues we should ensure that disadvantaged students are admitted to university at the same proportion as previous years so as not to lose progress on widening participation after the lockdown.

The OfS published a briefing note on the needs of students without family support during the pandemic. It covers all the main concerns and aims to share ideas, case studies, and signposting between universities to support these most vulnerable of students. Examples include:

  • offering personalised financial support in the form of hardship funds and graduate bursaries
  • tailoring mental health and wellbeing support and providing a buddy system to mitigate the isolating effects of lockdown
  • prioritising the provision of internet access, laptops and any other necessary course equipment for care experienced and estranged students.
  • The importance of addressing challenges faced by prospective students – whose access to information, advice and guidance to make informed choices for next year may have been affected by school closures.

And Wonkhe report that:  An open letter promoted by NUS and UCU is circulating regarding specific reasonable adjustments during the pandemic for disabled, chronically Ill and neurodivergent PhD students. It argues that many actions being taken by universities and funding bodies do not provide for the differentiated impacts and pressures experienced by disabled, chronically ill or neurodivergent students – or if they do, frame them entirely as matters of “health and wellbeing” rather than marginalisation, inequity, or structural discrimination.

It’s foster care fortnight and care leavers across the UK have amalgamated their definition of care into an online collaborative poem.

Wonkhe report that: New research from the Cardiff University’s Children’s Social Care Research and Development Centre finds that young people who were either in care or care-experienced at 13- or 14-years old, had significantly lower expectations of attending university than their peers. The report recommends that social workers, teachers, and higher education providers can all contribute to closing this gap.

Marginal prospective students

The Research Professional (RP) blog All being equal reports that TASO (Transforming Access and Student Outcomes in HE) met this week with RP stating that:

  • One worry is that Covid-19 will not only widen existing gaps but also make it harder to collect the evidence needed to find what works in reducing them. The group has already had to cancel plans to assess the effectiveness of summer schools, since none are happening this year. Given all this, the ambitious target set by the OfS to eliminate gaps in entry and dropout rates and degree outcomes between different groups of students in higher education within 20 yearslooks to be at risk.

However, they report that

  • Anna Vignoles, professor of education at the University of Cambridge, suggested Covid-19 could also potentially offer “a once-in-a-lifetime opportunity for a big widening participation intervention”.
  • While going to university just to hide from a difficult labour market is not ideal, the evidence still points to higher education generally benefiting young people both economically and psychologically, Vignoles said. The chances are that they will be better off if they go. And she suggested to Playbook that stronger communication from higher education institutions was needed to make this happen.
  • Her main concern is for the students “at the margins”—not those who have always assumed they will be going to university. It is these “marginal” students who will suffer most from a bad labour market, she says, including the many apprentices likely to see the firms they work for go under, leaving their qualifications up in the air. Higher and further education institutions need to work together to help this group, she argues—and by this, she means those higher education institutions with traditional roots in their communities, that are used to responding to local skills needs.

Science Outreach for School Pupils

UKRI is funding to I’m a Scientist, Stay at Home! a school-age outreach platform for pupils to engage with STEM research during the school closures. UKRI say it is a unique programme where students can engage with scientists over fast-paced online text-based chats. Pupils can ask them anything they want such as: What’s the nearest meteorite to us? What’s your favourite thing about being a scientist? These chats are complemented with lesson plans for teachers to engage their students and at the end students vote for their favourite scientist. Part of the UKRI’s vision for public engagement is to nurture a future generation passionate about research and innovation and they state that I’m a Scientist provides a safe, moderated space for students to be inspired by science through conversations with active research staff.

UKRI state that with limited opportunities for practical science classes and engagement with research, I’m a Scientist provides a unique opportunity for classes to reconvene and explore cutting-edge scientific research together. Taking part in I’m a Scientist has been shown to help students get a better understanding of research and gain confidence in asking questions about science, technology, engineering and maths (STEM). It also supports researchers to improve their communication skills and enables them to engage with young people from regions across the UK.

Medical Research Council (MRC) has funded the Medical Research Zone with around 30 MRC-funded researchers and technicians engaging in conversations with school pupils.

Tom Saunders, UKRI Head of Public Engagement, said:

  • “This is a great opportunity for us to support STEM teaching during this difficult time for everyone. I’m a Scientist, Stay at Home! will inspire young people about research and the role it plays in our lives as well as provide a great way for UKRI researchers and technical staff to engage with young people,”

Parliamentary questions

Postgraduate Education

HEPI and the British Library have published a 154 page report: Postgraduate Education in the UK. It considers the changing postgraduate landscape over the last decade. It takes a pre C-19 perspective, however, it does tackle how postgraduate education was affected by 2008 recession – when students sought out additional education to help surmount the economic challenges and when those who already had postgraduate qualifications fared better than others in the labour market.

The 8 page executive summary is a quicker read for those with only a passing interest.

Some key Points taken mainly from HEPI’s press release:

  • There were 566,555 postgraduate students in 2017/18, of which 356,996 (63%) were in their first year – up by 16% since 2008/09
  • Two-thirds (65%) of new postgraduates are studying for Master’s degrees, 10% are taking doctorates or other research degrees, 7% are doing teacher training and the rest (18%) a range of diplomas, certificates, professional qualifications and modules
  • The most popular discipline is Business & Administrative Studies (20%), followed by Education (14%) and Subjects Allied to Medicine (12%). Research postgraduates (64%) are more likely to study STEM (Science, Technology, Engineering and Mathematics) but most taught postgraduates (68%) take non- STEM subjects
  • Just over half of new UK-domiciled postgraduates (53%) study full-time, reversing past trends favouring part-time study – back in 2008/09, most postgraduates (59%) were part-time students
  • More than half (60%) of new postgraduate students at UK institutions come from the UK, while one-third (32%) come from outside the EU and 8% come from EU countries. The majority of Master’s students (53%) come from outside the UK
  • The female:male ratio among new postgraduates is 60:40, or 62:38 among UK-domiciled students alone. This reflects greater female participation over time – in 2008/09, the overall female:male ratio was 55:45
  • The gender ratio varies considerably by discipline: women are in a big majority in Subjects Allied to Medicine (77%), Veterinary Sciences (72%) and Education (70%) and men are in a big majority in Engineering & Technology (78%), Computer Science (76%) and Mathematics (71%). Males outnumber females among PhD researchers (51%)
  • White men, particularly disadvantaged White men, are less likely to undertake postgraduate study than others. Among UK-domiciled postgraduate entrants from the poorest areas, 64% are women and 36% are men
  • The proportion of postgraduate students aged under 30 has grown from 52% to 57% since 2008/09, reflecting a broader decline in people accessing lifelong learning opportunities
  • The introduction of £10,000 Master’s loans for home / EU students in 2016 has had a big positive impact: UK-domiciled student numbers grew by 29% in one year and by 59% among those from the most disadvantaged areas. The loans have also encouraged above-inflation fee increases
  • The number of people taking Taught Master’s courses grew by 30% from 2008/09 to 2017/18, but the total has been volatile, particularly among UK students. Among all new postgraduates, just over half (51%) were full-time Taught Master’s students in 2017/18 (Table 3.1 and p.23).
  • Between 2008/09 and 2017/18, UK-domiciled postgraduate entrants increased by 10% but students from overseas grew faster: EU-domiciled student numbers increased by 11% and non-EU international students grew by 33%
  • Chinese students formed 38% of the non-EU postgraduate cohort by 2017/18. Such heavy reliance on a single country exposes universities to greater risk from geo-political events
  • Since the referendum on the UK’s membership of the European Union, the number of new postgraduate students from EU countries has fallen (by 2% in 2017/18 and another 2% in 2018/19), but the reduction in the value of the pound contributed to a 10% increase in non-EU postgraduate starters in 2017/18
  • The great recession following the 2007/08 financial crash witnessed a marked rise in Master’s take-up, as employment opportunities were restricted and people brought forward their plans to study
  • The abolition of post-study work visas (announced in 2011 and implemented in 2012) had a negative impact on demand for postgraduate study, most notably within India. The announcement that this policy is to be reversed is welcome but needs communicating quickly and clearly
  • Women have a bigger boost to their earnings from postgraduate study, earning 28% more than women with only undergraduate degrees – the comparable figure for men is 12%. But women with postgraduate qualifications still earn 14% less on average than men with the same level of qualifications
  • In the last crash, employment among those with postgraduate qualifications was slower to fall and faster to recover than for those with only a first degree, which may signal how the labour market will respond to the current Covid-19 crisis
  • Demand for postgraduate education is likely to grow over the long term: there could be an additional 22,750 undergraduates moving directly to postgraduate study by 2030 in England alone. While Brexit could mean a drop of around 11,500 EU postgraduates, successful implementation of the UK Government’s International Education Strategy could see an increase of 53,000 in other overseas postgraduates by 2030, although this partly depends on how the world recovers from the current Covid-19 crisis
  • Transnational education, where people take UK qualifications abroad, has seen substantial growth, more than doubling since 2007/08 to 127,825 postgraduates in 2017/18 and overtaking the number of overseas postgraduate students in the UK. Students studying in this way are excluded from the other figures in the report.

Dr Ginevra House, report author, describes her concerns for fair access to postgraduate study:

  • Despite a tumultuous decade, including the 2008 financial crash, restrictive changes to visas and Brexit, the UK’s postgraduate sector has emerged bigger and more diverse than ever before. However, the gains in fair access to postgraduate education – and by extension the professions – delivered by the introduction of Master’s loans may yet stall as rising fees consume most of the funds, leaving little or nothing for living costs. Other challenges to fair access remain, with under-participation by males, by White British students, and by those from less advantaged backgrounds. When writing this report, the Covid-19 pandemic had yet to reach its current height, but the risk posed by universities’ increasing reliance on international students was evident. The crisis is providing a timely reminder of the importance of a diverse and balanced student body to weather future shocks to the system, supported by government policies that foster international co-operation and mobility of the world’s brightest. With the shadow of a new recession ahead, combined with a rapidly changing, more automated job market, postgraduate education has never been more important, to build the highly skilled, knowledgeable, flexible and independent workforce needed to tackle the challenges of the future.

Nick Hillman, Director of HEPI, said:

  • ‘A proper study of UK postgraduate education is long overdue, given the growth it has enjoyed in recent years and the changing demographics of postgraduates. Postgraduate qualifications are increasingly expected by employers and more people want to achieve them. In some respects, postgraduate education now more closely resembles undergraduate study, with today’s postgraduate students more likely to be women, full-time and young. A higher proportion of postgraduate students are also from overseas. The higher education sector is in the midst of an horrendous and unprecedented crisis that is pulling the rug from under our institutions. But the story in this report is a positive one, showing the power of higher education to do good, extending people’s options, delivering the skills employers need and pushing forward the boundaries of knowledge. Another big positive in this report is the power of public policy to help individuals. The introduction of taxpayer-supported loans for postgraduate study has opened doors that were previously locked for many people who wanted to continue studying. If international postgraduate numbers fall, some courses will become unviable – this is true even if there are more home postgraduates because of the higher fee levels for international students.

Wonkhe describe the media sources covering the report:

The report is covered in the Times, the Telegraph, and ITV. HEPI also has a response to the report from Diana Beech, Head of Government Affairs at the University of Warwick [and who used to write for HEPI]. And Research Professional also describe the report in: Avoid ‘shocks’ by diversifying postgrad intake, says think tank.

Following on, some days later, Wonkhe state:

  • What that [HEPI] report didn’t set out to cover was what it’s like to study at postgraduate level, especially if you’re doing so with a view of trying to enter academia. And so today’s publication of initial findings of a survey by the Student Mental Health Research Network and Vitae exploring the impact of Covid-19 on doctoral and early career researchers provides a complementary and concerning picture.
  • Of the early career researchers whose contracts end in 2020, only 10 per cent report their funding has been extended. Only 12 per cent of doctoral researchers said their institution has provided an option to extend their doctoral studies. The impacts on research progress are largely negative, ranging from reduced access to essential software and reduced ability to collect and analyse data, disseminate findings, and maintain contact with colleagues to widespread stress about work, future plans, and finances. Four-fifths of doctoral researchers are showing some level of mental distress.
  • For many students, postgraduate study and early career research are a high-stakes endeavour, whether because of the investment of time and money, or because they’re trying to accrue enough academic capital to take the next step in a hugely competitive career path. It’s not entirely surprising, then, that a crisis like Covid-19 is causing serious distress – many of these people were walking on a knife edge before the pandemic hit.

Research

Research Professional have been on a reporting mission to find out all they can about the University Research Taskforce. They describe the run around they got trying to obtain the names of the taskforce members. The membership list is here and on the membership RP say: That is a lot of know-how in the room: the people who know the right questions to ask but also have their hands on the levers that might actually lead to solutions.

On the group’s purpose RP state:

  • The terms of reference for the group have not been released, but Playbook understands that this membership will be flexible—waxing and waning—depending on the topic under discussion. The taskforce certainly has some firepower and no shortage of issues to discuss.
  • However, it is clear from this membership that universities are very much outnumbered by politicians and civil servants. The purpose of this group is not to receive future requests for a bailout from higher education.
  • Rather, it is there to gather evidence on the state of university research during the Covid-19 pandemic, to look at possible policy solutions and to present all this in a coherent way to the big bosses who really matter: the UK Treasury, the prime minister’s office and the leaders of the devolved nations (in that order).
  • There is no union representation, nor are there multiple voices from the mission groups that represent smaller but no less important research efforts in higher education. There is a strong sense that this is a task and finish group that will put something of substance on the table, even if it is not necessarily something that universities have a casting vote over.
  • It is to be hoped that, when the need arises, the taskforce will take soundings from independent voices in university research—such as a Graeme Reid, a Richard Jones or an Athene Donald—because it is always wise to consult those you are about to do something to before doing it to them.

PG Research Degrees – The UK Council for Graduate Education released a guidance note on the potential impacts of Covid-19 on the delivery of postgraduate research degrees and the institutional support doctoral candidates should expect to receive, including possible mitigation strategies. And as mentioned earlier there is an open letter circulating which request reasonable adjustments and time extensions for chronically ill and neurodivergent PhD students as a result of C-19.

New UKRI Head – Professor Ottoline Leyser has been appointed as the new CEO of UK Research and Innovation (UKRI) and will replace Sir Mark Walport on 29 June. One of her key functions will be to guide the delivery of the government’s ambition to increase investment in R&D to 2.4% of GDP by 2027, establishing the UK as a global hub for science and technology.

Professor Ottoline Leyser commented:

  • UKRI has a unique opportunity to make a profound contribution to tackling the many challenges facing the world. During my career, I have seen the power of genuinely collaborative cultures to catalyse the transformative thinking needed to create effective solutions. I look forward to working with the UKRI team to ensure that the UK’s superb research and innovation system continues to work for everyone, by pioneering new partnerships, developing innovative funding models and strengthening international collaboration.

You can read UKRI’s press release on the appointment here, the Government’s press release here and Research Professional’s coverage here. Research Professional have also dug two articles by Ottoline out on UKRI (written in 2018 as UKRI was about to begin official operations) and the REF.

UKRI also published their preventing harm policy for safe research and innovation environments this week.

The British Academy have published a comment ahead of their formal response to the UKRI Open Access Review Consultation.

Other Research News

Mental Health

UUK have updated their mental health framework in Stepchange Mentally Healthy Universities. The framework calls on universities to take a whole university approach, meaning that mental health and wellbeing is considered across every aspect of the university and is part of all practices, policies, courses and cultures. The four areas cited in the framework are: Learn; Support; Work; Live. These map onto the University Mental Health Charter, developed by Student Minds.

Recommended actions within the new framework include:

  • demonstrating visible leadership and senior ownership of mental health as a priority to promote open conversations and sustain change
  • working closely with students and staff to develop mental health strategies and services
  • ensuring accessible and appropriately resourced support for mental health and wellbeing for all students and all staff
  • focusing on staff mental health; inclusion of mental health in staff performance discussions and provision of appropriate training for line managers and supervisors
  • clarification of the key role of academic staff in supporting the mental health of students through appropriate training and development
  • commitment to assessments and course work that stretch and test learning without imposing unnecessary stress

The Guardian have an article looking at the value and changes to Nightline mental health support on its 50 year anniversary.

Admissions – offer making

The sector is (almost) over talking about OfS’ intention to obtain temporary powers to prevent what OfS consider unscrupulous admissions behaviour that is not in the student interest. There is a consultation currently open on the topic. However, HEPI have a new blog written by Dean Machin (Jane’s equivalent over in Portsmouth) – The Office for Students’ new power: a ‘necessary and proportionate’ response to the pandemic, or not wasting a crisis? – challenging the OfS thought process on the student interest. The blog concludes by calling on the OfS to address 6 concerns:

  1. Will the OfS publish its evidence that the proposed non-compliant conduct has systematically and non-trivially increased since 11 March?
  2. Given the Government’s prompt action on 23 March, why has the OfS taken so much longer to act?
  3. Will the OfS publish the criteria it will use to form its opinion on whether the new condition is violated and what constitutes a material negative effect?
  4. Will the OfS explain how it understands the ‘student interest’ in this area and what steps it has taken to get students’ views on the student interest in the pandemic?
  5. Has the OfS considered the effect on students’ interests of fining universities potentially millions of pounds just at the time they are expecting a significant decline in income? This question should be viewed in light of the fact that the Government support package for universities includes no extra funding.
  6. Finally, if the problems the condition seeks to solve are pandemic-specific and created by the conduct of a small number of universities, why is the condition ‘broad and onerous‘ and why will it be in force until at least the middle of 2021?

In fact the OfS have published frequently asked questions including covering the time-limited condition of registration and other topics (although the regulatory answers are a bit hard to navigate).

Degree Apprenticeships and Social Mobility

The Sutton Trust have published COVID-19 and Social Mobility Impact Brief #3: Apprenticeships. Here I include detail only on the aspects most relevant to HE.

Many young people from disadvantaged backgrounds undertake apprenticeships. They are more likely to be concentrated in apprenticeships at lower levels, be paid lower salaries, and work at smaller companies. At early April, employers surveyed reported that on average just 39% of apprenticeships were continuing as normal, with 36% having been furloughed and 8% made redundant. 17% of apprentices had their off-the-job learning suspended.

The Sutton Trust has previously raised concerns over degree apprenticeships and the prioritisation of spending in the levy. Degree Apprenticeships (level 6 and 7) are dominated by those from less deprived areas – there are twice as many degree level apprentices from the wealthiest areas as there are from the poorest.

The number of degree apprenticeships has grown rapidly, from 756 in 2015/16 to 13,587 in 2018/19.

  • Since 2017, there has also been a big rise in other degree-level apprenticeships, award qualifications equivalent to a degree but not from a university, from just 19 four years ago, to 8,892 last year.
  • Much of this growth has not benefitted young people, with more than half of degree apprenticeships taken up by people over 30
  • Senior leadership courses – equivalent to an MBA – have expanded significantly, growing six-fold from 552 to 3,410 in 2018/19
  • Conversely, the proportion of young apprentices from deprived communities taking degree level apprenticeships up has fallen (from 9% in 2016 to 6% last year).
  • The number of older apprentices from well-off areas has more than doubled (from 5% to 11%), leading to a growing access gap for those under 25.
  • Senior leadership and chartered management courses alone now make up almost half (46%) of the entire degree apprentice cohort as employers look to put their senior staff through these courses rather than train younger, less affluent employees.

Recommendations

  • At a time of economic downturn and limited resources, apprenticeship levy funding should not be spent subsidising senior executives taking MBA-style qualifications, but should instead be focused on providing new opportunities for young people facing a challenging labour market. The Government should consider a maximum salary ceiling for levy-funded apprentices to avoid it being spent on highly paid and well qualified senior staff. Employers could also be required to top up level funding for certain categories of apprentice or conversely incentivise apprenticeships to increase opportunities for groups who need it most.
  • The priority for current apprentices should be to continue training where possible, even when on furlough or if redeployed within a company
  • In order for apprenticeships to deliver on the social mobility agenda as we come out of the coronavirus crisis, social mobility and widening opportunity should be an explicit criterion in the government’s review of the apprenticeships levy.

FE Week covers the brief with good volume of content on degree apprenticeships.

International Students

The surveys and speculation on international students’ intention to commence UK universities in autumn 2020 disagree. Some predict dire impacts with low recruitment, others suggest there will only be a smaller reduction. Wonkhe round up two news points from this week:

A new survey from QS suggests that seventy two per cent of prospective international students are interested in starting their UK course online this autumn. This breaks down to 46 per cent being definitely committed to the idea, and 26 per cent being unsure. Sixty-two per cent of international students have had their plans to study abroad affected by Covid-19.

The Russell Group has set out proposals to support international recruitment, which includes further improvements to visa conditions and a new international marketing campaign. PIE news has the story.

Research Professional also cover the Russell Group’s proposals in Big Ask and talk of the Group distancing themselves from UUK after the Government snubbed their bailout proposals. Excerpts:

  • The government is being asked to continue “reforms to ensure Britain remains a globally attractive destination for students”. What this means in practice is passing “the two-year post-study work visa through emergency immigration rules (secondary legislation) immediately”. The Jo Johnson-Paul Blomfield amendment has yet to pass into law and surveys suggest it is not well known among prospective international students.
  • The Russell Group also wants: international students to be prioritised in visa applications once travel restrictions are lifted; the government to increase the visa to 30 months to give UK universities a competitive edge; students to be allowed to apply for their visa six months in advance rather than three, to avoid those taking online classes facing the prospect of starting courses and then potentially being refused a visa; visas to be extended for current students affected by the pandemic; rules to be relaxed on monitoring students in the UK, such as reporting to police stations; European Union students to be allowed to apply to the EU settled status scheme; and universities to be allowed to conduct their own language capacity assessments.
  • The problem is that “many overseas governments do not recognise degrees which are comprised of significant amounts of distance learning. This lack of recognition could deter students from studying in the UK where they fear their qualifications will not be recognised.” This is a particular concern in China, the UK’s primary market for international students… Accordingly, the Russell Group is calling on the government to work with the international community to agree reciprocal recognition of online classes following the impact of Covid-19. The problem is also that international cooperation is in short supply at the moment, especially where popular nationalism encourages both protectionism and undercutting of rivals.
  • Recently, one forlorn international recruitment expert in the north of England told Playbook that if the student cohorts did not return to Leeds, Sheffield, Manchester, Nottingham and Durham, the economic impact would be like closing the mines all over again. That might be an argument worth making to those still aspiring to level up.

Graduate prospects and student employment

The Resolution Foundation published a report on young workers in the coronavirus crisis using evidence from a survey they conducted. The report finds that younger and older workers have experienced the brunt of the hit to jobs and pay, with the very youngest in the most challenging position.

  • A third of 18-24-year-old employees (excluding students) have lost jobs or been furloughed, compared to 1 in 6 prime-age adults.
  • Similarly, 35% of non-full-time student 18-24-year-old employees are earning less than they did prior to the outbreak, compared to 23% of 25-49-year-olds.
  • The proportion of 18-24-year-old non-fulltime students who have lost their main job since the coronavirus outbreak began (9%) is three times as large as the figure across all employees
  • Young people are more likely than other age groups to work in atypical jobs. Recent analysis shows that people in atypical work are concentrated in ‘shutdown sectors’ directly affected by lockdown measures, such as hospitality and non-food retail.
  • Those aged 25-39 are most likely to be working from home during the crisis, and most likely to expect to do more of this in the future. Conversely, the youngest employees and those aged 55 and older are the most limited in what they can do from home.

Maja Gustafsson, report author said:

  • Our findings show the disproportionate impact of the coronavirus crisis on the youngest and oldest earners. These employees are more likely to have lost work or been furloughed due to the crisis than those of prime age, and have experienced the biggest pay swings with large proportions losing earnings. Government support through the Coronavirus Job Retention Scheme is helping many of these affected workers get through the crisis. As the crisis continues to unfold, comprehensive support across ages and targeted support for the very youngest workers will be essential to minimise the damage done, and especially to minimise long-term employment and pay scarring for the young.

The Institute of Student Employers has issued a report on the graduate labour market and Chief Executive, Stephen Isherwood, writes for the Guardian. He explains there are still glimmers of hope for graduate employment – although overall volume is down (12% cut in graduate jobs and 40% cut in placements) many employers are still recruiting or delaying induction programmes until later in the Autumn. Furthermore, certain sectors are not anticipating a downturn and this alongside vacancies in key sectors (STEM and digital) offers many opportunities. The article states interviews, assessments, and seeking out recruitment talent have been online for some time, but C-19 has increased the overall volume of virtual activity and that we can expect this increased practice to continue post-virus:

  • Many of these practices are long-term trends accelerated by coronavirus. Even though broadband can falter, interviews and assessments are delivered faster and more economically online. Employers won’t revert to labour intensive methods as business returns to normal. Finally, Stephen warns about the lure of a Masters. Stating There is absolutely nothing wrong with the pursuit of postgraduate study for the love of learning, if students are making an informed investment decision. And warning that some employment sectors did not value a Masters above an undergraduate degree.

The Financial Times has an article which begins with the doom and gloom outlook (worst economy since the Depression, UK hiring intentions at their lowest level in 15 years). However, it goes on to highlight how some larger firms are running their summer programmes online with almost-guaranteed jobs at the end to fill their need for ‘fresh blood’.

  • … the onus on companies that can work virtually to step up and prevent this generation from paying a disproportionate price. We’ve had a lot of talk during this crisis about stakeholder capitalism and the need to prevent economic scarring. This is one of those moments where push comes to shove.
  • …the big Wall Street banks, including Goldman Sachs, Citigroup and JPMorgan Chase, are pushing ahead with online summer programmes and will bring in thousands of new trainees on schedule in the autumn. “We want to be there for our communities. We need new blood to make sure that we can forge ahead,” says Ryland McClendon, who runs career development programmes for JPMorgan. Citi has also guaranteed that participants in its abbreviated summer intern programmes will be offered full-time jobs in 2021, as long as they meet minimum requirements. “We saw an opportunity to relieve some of the stress and uncertainty so many young adults are feeling right now, especially those preparing to enter a job market in the midst of great economic uncertainty,” bank executives explained in a
  • That is not only admirable but good business. Recovery from Covid-19 may come slowly. But, when it does, some companies will have well-trained young staff ready to get to work. Others will only have a string of disappointed youngsters with bitter memories. 

Wonkhe have new blogs:

Inquiries and Consultations

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

Other news

New loans: The Guardian have an explainer article on loan application following the Student Loan Company who have urged prospective students to apply for their 2020/21 loans early to ensure they don’t face delays.

Devolved consequences: Both Wales and Scotland are reporting significant consequences of C-19 on universities finance, recruitment and stability. If you are interested in the devolved position Wales Fiscal Analysis has issued a paper.

Home School: The Institute for Fiscal Studies has published a report on learning during the lockdown focusing on the experience of children.

Immigration: With the Immigration Bill passing the vote Wonkhe talk about the Impact Assessment: The Impact Assessment for the Immigration and Social Security Co-ordination (EU Withdrawal) Bill suggests that 20 per cent of EU/EEA students would be deterred by newly applicable visa requirements – around 15,000 per annum during the first five years of the policy, an estimate of up to 25,000 fewer EU higher education students in the UK by academic year 2024-25 relative to the baseline.

However the projections of an increase in non-EU/EEA international students following the implementation of the Post-Study Work Visa dwarf these changes – a 10 per cent increase in enrolments would mean an estimated annual increase of around 25,000 over the first five years of the policy. The projected increase in international tuition fee income would be between £1 billion and £2 billion over the first five years.

Behavioural changes and migration flows are notoriously difficult to predict, so the document cautions that these figures are indicative only.

Home working: in non-policy news the CMI have found that many managers have found working from home a largely positive experience and intend to incorporate it into their regular working week post-virus. And New Zealand’s prime minister Jacinda Ardern urged employers to  consider flexible working options, including a four-day week , as part of efforts to rebuild the economy after the pandemic.

Online graduation: Wonkhe have a comedy round up of the latest (mainly American) virtual graduation antics.

Post Covid Society: Politics Home cover a survey by The House (parliament) on MPs expectations of a post Covid society.

  • Three quarters of MPs believe taxes will increase to fund public services in the wake of the coronavirus crisis.
  • Almost two-thirds of MPs believe pay for NHS and care workers should be higher, while 56% say the pay packets of key workers such as bus drivers should also increase
  • 72% of MPs agree that “taxes will increase to fund public services”, while 83% agree that “the state will play a greater role in the economy”
  • 73% agree that “tough spending choices will have to be made” – but just four in ten would back cuts to public services to rein in spending
  • Freezing public sector pay was opposed by the majority of MPs
  • 90% believe that unemployment will be higher
  • 65% agree that “people will be kinder to each other” after the pandemic – but just 10% say politics will “be less partisan”
  • Just 8% believe the public will have more trust in politicians
  • 51% of MPs support a further extension to the Brexit transition period (49% don’t)
  • On handling coronavirus 9 in 10 MPs believed the NHS had performed very well, with half of those selecting performed ‘very well’. 60% of MPs surveyed believed the police had performed well. 63% of MPs felt the British media had performed poorly (10% felt had performed well).
  • Conservative opinion on the debt is split. Some warn against increasing taxes to pay off the debt accumulated from tackling the virus. However, a number of Conservative backbenchers would prefer Sunak to pursue economic growth and pay off the obligations over time.

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HE Policy Update for the w/e 1st May 2020

Hi all – we are bit late against our Wednesday deadline this week, we’re sure you’ll understand.  Still lots going on and some of it doesn’t even relate to the crisis – KEF concordat high on your priority list, anyone?

Students in the lockdown

Minister under the spotlight: Universities Minister Michelle Donelan has responded to several parliamentary questions this week, and come under fire for some, perhaps unintentionally misleading, answers during interviews. Most widely reported in the media was her statement responding to a question on supporting student rent costs that students had not been told to return to the family home (as a C-19 distancing safety measure) – “I can assure you that we never instructed students to return to their permanent addresses.” Also causing raised eyebrows were the implications within some of the Minister’s responses putting the onus on universities for certain decisions and support measures – such as blanket hardship support and IT funding (see the parliamentary questions below).

Q – Richard Holden: To ask the Secretary of State for Education, what steps he is taking to ensure that university students in their final year receive the support they need during the covid-19 outbreak.

A – Michelle Donelan:

  • The government is doing all it can to keep staff and students at our universities safe in this unprecedented situation, while mitigating the impact on education. I have written to students to outline the support available and we continue to work closely with the sector, putting student wellbeing at the heart of these discussions…
  • My clear expectation is that universities should make all reasonable efforts to enable students to continue and complete their studies; for their achievements to be reliably assessed; and for qualifications to be awarded securely…The Office for Students has also recently confirmed that providers are able to use the student premium to support students to access IT equipment and internet connectivity where needed. Students will continue to receive scheduled payments of loans towards their living costs for 2019/20. Both tuition and living costs payments will continue irrespective of closures or whether learning has moved online. Many students will be feeling uncertain and anxious and it is vital that students can still access the mental health support that they need. Many providers are bolstering their existing mental health services and adapting the delivery of these services to means other than face-to-face. These services are likely to be an important source of support to students during this period of isolation.

And:

Q – Peter Kyle: To ask the Secretary of State for Education, what steps he is taking to support online learning for disadvantaged university students.

A – Michelle Donelan:

  • As my right hon. Friends the Prime Minister and Chancellor of the Exchequer have both made clear, the government will do whatever it takes to support people affected by COVID-19. Despite the significant disruption being felt across the higher education (HE) sector, students rightly deserve the appropriate support and recognition for their hard work and dedication. HE providers take their responsibilities seriously and are best placed to identify the needs of their student body as well as how to develop the services needed to support it. Many HE providers have moved rapidly to develop new ways of delivering courses through online teaching and alternatives to traditional end-of-course exams. When making changes to the delivery of their courses, HE providers need to consider how they support all students, particularly the most vulnerable. This includes students suffering from COVID-19, students who need to self-isolate, international students and students who are either unable or less able to access remote learning for whatever reason, as well as care leavers, students who are estranged from their families and students with disabilities. The Office for Students (OfS) has recently published guidance setting out the actions that it will take to support providers to maintain standards and teaching quality. It highlights flexible models for teaching, learning and assessment that will most likely satisfy OfS quality and standard conditions. On 23 March, the Quality Assurance Agency for Higher Education published the first in a series of good practice guidance notes that are available to all UK HE providers.
  • HE providers should make all reasonable efforts to enable students to complete their studies, for achievement to be reliably assessed and for qualifications to be awarded securely. Many HE providers will have hardship funds to support students in times of need, including emergencies. The expectation is that where any student requires additional support, such as access to the Internet, providers will support them through their own hardship funds. The OfS have stated that providers are permitted to divert more of their student premium funding to their hardship funds to support students, including through the purchase of IT equipment. Providers should particularly ensure that students in the most vulnerable groups are able to access this support where needed.

On Friday Wonkhe reported that Paul Blomfield, Chair of the All Party Parliamentary Group for Students, blasted Universities Minister Michelle Donelan for “failing to acknowledge” concerns raised by 110 MPs from across Parliament – arguing in a fresh letter that the issues “have only become more pressing” over the last three weeks. Reflecting concerns about some institutions’ refusal to adopt “no detriment” policies, Blomfield argues that plans on exams “vary widely” and, for that reason, “create a sense of unfairness” among students.

Student connectivity : HE organisations have called on the Government to provide parity of online access for HE learners during the current crisis. Chief Executives from JISC, the Association of Colleges, Universities UK and UCISA ask the Minister to work with telecoms providers and Ofcom to make all relevant online education sites free for access for UK further education and higher education students and that they be considered a priority group of vulnerable consumers in discussions with telecoms providers. The letter states:

  •  ‘With campuses closed, thousands of students are now learning online at home, where both broadband and access to mobile devices is prohibited by availability, connectivity and cost. The further education (FE) and higher education (HE) sectors have worked very hard to successfully ensure the continual provision of teaching and learning online but, put simply, this is unaffordable and inaccessible for many learners. Not only does this prohibit their education, but it is damaging for their overall wellbeing.’

MPs calling for support for students who usually work throughout their degree and are ineligible for universal credit continues – see this Guardian article. There is another Guardian feature giving the student perspective on hardship (including university hardship funding).

Accommodation: Last Wednesday the Office for Students published a briefing note for universities on how to help students with accommodation problems during the coronavirus pandemic, including worries over rent, access to kitchens and bathrooms shared with self-isolators, and signposting to sources of information. Research Professional cover the guidance here.

Student Loans: The Student Loan Company updated their FAQs with COVID19 content.

More parliamentary questions:

Q – Barry Sheerman: To ask the Secretary of State for Education, what representations he has received from disabled students on access to assistive technology via the disabled students’ allowance due to the economic effect of the covid-19 outbreak; and if will make a statement. [37453]

A – Michelle Donelan:

  • Disabled Students’ Allowances (DSAs) provide for the additional costs that disabled students may face in higher education because of their disability. A basic computer is a mainstream cost of study and students are therefore expected to make a £200 contribution towards the cost of any computer recommended as part of their needs assessment. The contribution is for computer hardware only; students are not expected to fund recommended specialist software or training in how to use it.
  • There are currently no plans to suspend the requirement for disabled students to contribute £200 towards the purchase of a computer. The department has not received any representations from disabled students on access to assistive technology through DSA support in relation to the economic effect of the Covid-19 outbreak. It is too early to assess the effect of the Covid-19 outbreak on the employment opportunities for disabled students. These are rapidly developing circumstances; we continue to keep the situation under review and will keep Parliament updated accordingly.

Q – Tommy Sheppard: To ask the Secretary of State for Work and Pensions, when she plans to respond to Question 30815 of 17 March 2020 from the hon. Member for Edinburgh East. [38568]

A – Will Quince:

  • Students who do not ordinarily have entitlement to Universal Credit (UC) and who receive a maintenance loan or grant through the student finance system, will continue to be able to draw upon this financial support until the end of this academic year.
  • Those who do not receive student finance and who would ordinarily not have entitlement to UC, such as those undertaking a part-time course which would otherwise not be considered as compatible with the requirements for them to look for and be available for work, will have entitlement to UC. We have disapplied UC and both legacy and new style JSA work preparation, work search and availability requirements and related sanctions. This will initially be for a three-month period. After three months, consideration will be given as to whether a further extension is required.

Q – Emma Hardy: To ask the Secretary of State for Education, what recent discussions he has had with the Secretary of State for Work and Pensions on enabling students that are unable to (a) work and (b) be furloughed to claim universal credit during the covid-19 pandemic. (37820)

A – Michelle Donelan:

  • Students with a part time employment contract should speak to their employer about the Coronavirus Job Retention Scheme which has been set up to help pay staff wages and keep people in employment. HMRC are working urgently to get the scheme up and running and we expect the first grants to be paid within weeks.
  • Students suffering hardship should in the first instance contact their provider. Many universities have hardship funds to support students most in need and contact details are available on university websites. Undergraduate students studying on full-time courses will continue to receive their maintenance loan payments as planned for the remainder of this academic year, 2019/20. Eligible students who need to undertake additional weeks of study on their course in the current academic year may qualify for additional long courses loan to help with their living costs.
  • Certain groups of students eligible for benefits such as lone parents will continue to qualify for Universal Credit in addition to their maintenance loans.

Universities and the crisis

Student number controls: you will recall that this is part of the UUK package of measures – a cap on forecast numbers plus 5% (which doesn’t sound like much of a cap anyway given that the OfS keep saying that the forecasts are unreasonably high and suggest a problem with financial sustainability because they won’t be achieved…) –Wonkhe have a blog by Mark Corver suggesting they would cause more problems than they would solve.  Some extracts below:

  • The case for quotas is that by restricting student choice they can divvy up fee income across universities in a way that can offer financial stability. But quotas make a fundamental mistake in placing little value on what students want, assuming that their personal aspirations can be redirected around the system as required. This could well lead to many students opting not to go to university, making quotas of very limited use in helping stability this cycle.
  • The best response to uncertainty is flexibility. Imposing quotas strips both students and universities of the ability to respond to events.
  • A more reliable approach to securing stability is the same as what government is considering across the economy. If a large, but likely temporary, change risks destroying productive capacity then the government considers support until the temporary conditions abate.
  • For some transport operating companies they have done this through partially compensating for the loss of passengers their finances reasonably assumed. They have not proposed offering potential passengers a take-it-or-leave-it offer to buy tickets for journeys they don’t want make to places they do not want to go. Because it would not work.

Remember that UUK bailout package? UUK and Millionplus came out with an additional specific one for the key worker sectors this week.  Working with universities, the government could take a major stride towards mitigating against future capacity shortfalls with a simple three-pronged approach:

  • Supporting students and graduates to become key workers in public services, by offering a maintenance grant of up to £10,000 for all students in training, removing any recruitment caps, and providing fee-loan forgiveness for those remaining in the relevant professions for at least five years.
  • Strengthening and enhancing key public service HE capacity in universities by increasing the funding to the Office for Students to reflect the added costs while creating a new Public Services in Higher Education Capital Fund to enable universities to invest in simulation equipment, additional staff costs and other infrastructure.
  • Retaining and developing key workers in public services, by increasing general staffing budgets and creating a new professional development programme focused on enhancing skills of current key workers in public services and the new NHS volunteer reserve.

Flexible Learning: Advance HE published guidance on flexible learning accompanied by a blog stressing the importance of flexibility: Flexible learning comes of age.

Ex-Ministers speak: Research Professional cover an excellent session in which three past university ministers (Willets, Johnson, Skidmore) discuss the dangers of allowing a Government imposed temporary student numbers cap and instead urge the sector to agree its own self restraint version. International students are also mentioned. The Express also cover Willetts’ comments.

Discussion and speculation over Government’s thinking on university bail out/support measures continued this week.

HEPI have published the blog: Don’t panic…yet? Explaining their perspective as to why Ministers wouldn’t immediately jump to support the HE sector. It contains a couple of fresh perspectives alongside reiterating reasons already stated. In essence the statement:  “Frustrating though it is, it is not unreasonable for officials to want to see this play out a little before making firm decisions that could cost billions of pounds” sums the blog up.

The Guardian ran Ministers split over bailout package for universities.

The Times have a piece explaining that Universities that would benefit well from a rescue package based on research funding are also some of the richest universities. The article reiterates familiar messages including Ministers wanting to wait to find out what the real situation is in September rather than jumping the gun unnecessarily. Excerpt:

  • Smaller, newer institutions are getting the scraps from the table. Yet they can reasonably argue that they will be the ones to spearhead an economic recovery, being in many cases the biggest employers in their areas. They are now doing their own lobbying.
  • “Frustrating though it is, it is not unreasonable for Whitehall officials to want to see this play out a little before making firm decisions that could cost billions of pounds,” Nick Hillman, director of the Higher Education Policy Institute and a former government adviser, said.
  • The danger is the Treasury, where officials are not short of self-belief, think they know more about the sector than everyone else and can direct any bailouts to, for example, universities already in financial trouble to make sure they do not go under, rather than seeing the bigger picture of protecting Britain’s research prowess and global reputation.

New Normal

Wonkhe have a lot to say on the ‘new normal’:

  • We’re being asked to consider what living with Covid-19 in the medium to long term might mean.
  • Most universities now think they have this term under control, but it’s September that poses the biggest headache. Universities have done their best to shift the rest of this year’s teaching and assessment online – but it’s starting to become clear that this hasn’t worked for some students and some courses. A big debate about adequacy is coming, as is one about which emergency adaptations, both to teaching and to assessment, will be scrapped or retained (and when). Some of the compromises made mid-crisis may be harder to justify – and charge full fees for – in the autumn.
  • Learning and teaching teams are working around the clock to plan for a full or mostly online student experience from September. This will require much more careful thinking about remote student engagement, and in many cases a full redesign of existing courses…But delivering change on this scale at pace is bound to tax universities to the very limits.
  • If the institutional approach to dealing with this tension is truly in the student interest, then students will at the very least need to be involved in the debate. At the moment, they, like the rest of us, would love to return to a normal that isn’t on offer.

And Wonkhe offer a plethora of new blogs on the topic of what change is to come:

Parliamentary Business/Updates

Select Committee Chair elections – 6 May: The process for election to the coveted BEIS chair has been confirmed. Nominations will open (by email) on 17 April and close on May 4 and must be accompanied by 15 letters of support. Select committee membership is representative of the proportion of MPs elected at the beginning of the Parliament and a balance of Conservative, Labour and members of other parties are agreed in advance of the Committees reforming. This includes which party will chair which select committee. BEIS is chaired by Labour so only Labour MPs will be nominated to stand. The (outsourced) online ballot will elect the chair on 6 May. Chair of the Standards Committee (to replace Kate Green who was appointed Shadow Minister for Child Poverty Strategy) will also take place on 6 May 2020 again only members of the Labour Party may be candidates.

Employability after the crisis

HEPI continue to talk about new graduate career anxiety although the latest offering suggests students feel confident they will find work in Open for business? Students’ views on entering the labour market. This publication was based on a survey of 1,000 full time undergraduate students. HEPI highlight:

  • 79% of graduates feel confident of getting a graduate level job once they graduate
  • However, when asked about their feelings towards entering the labour market:
    • 28% cite anxiety, ahead of confidence (23%), uncertainty (16%) and feeling overwhelmed (16%)
    • 14% selected excitement as their primary emotion, 3% felt relaxed
  • 29% say the Coronavirus pandemic has altered their feelings (71% no feeling change)
  • Almost two-thirds (64%) have a specific career in mind for when they graduate, compared to 18% who do not and 17% who are unsure.
    • 72% intend to go into a career directly related to their degree subject
    • Work experience is seen as important (61%)
  • Students think there are four main factors that make for a successful career: doing something they are interested in (49%), being happy and fulfilled (48%), having stability (47%) and having a high salary (41%).
  • 35% of graduates to be intend to spend up to 2 years in their first role; 24% plan on staying for over three years (19% pumped for 2-3 years; 18% intend to stay less than a year and 3% intend to spend less than six months!

Rachel Hewitt, HEPI’s Director of Policy and Advocacy, said:

  • ‘These results show students feel confident about finding work, but anxious about starting their career. This anxiety has been there since before the current pandemic for many students, but for almost a third the current circumstances have exacerbated these feelings. Universities need to provide as much support as they can for students who are entering the labour market in such uncertain times and employers need to be mindful of these results in their hiring processes.
  • The polling also shows a number of misconceptions that students have about the labour market. Most expect to go into a career directly related to their degree subject, while employers tend to see subject of study as less important than the skills they have gained. Students expect to only spend a short time in their first graduate job, when research shows that many stay in their first role for longer than expected. University careers guidance should seek to tackle these misconceptions, so students are better informed about their future careers.’

In the Foreword to the report, Jonathan Black, Director of Oxford University Careers Service, writes:

  • Students graduating this year could, perhaps, be forgiven for thinking they have lived against a backdrop of uncertain and threatening events: the 9/11 terrorist attacks and subsequent wars, the 2008 financial crisis, the turmoil and division of Brexit, and throughout the period, an increasingly obvious climate crisis. Now, along comes a global pandemic that is beginning to make the previous environment look almost benign and limited.
  • This HEPI report confirms that students’ familiarity with uncertainty is measurable by the fact that the majority of respondents say their perceptions haven’t changed solely because of the Covid-19 pandemic. They remain generally positive about their future – perhaps the optimism of youth who either don’t know or don’t believe the predictions or maybe they see opportunities in the changes to come.
  • ‘This report forms a useful benchmark of how much the pandemic is changing students’ views of their career. The extent, scale, and life of this pandemic and its accompanying economic shock are only just emerging, and there could be a very long way to go before we return to a “new normal”’

Nicola Dandridge, Chief Executive, Office for Students responded to the HEPI paper:

  • Coronavirus will clearly have a profound impact on the economy, so it is unsurprising that students are anxious as they enter the next stage of their lives after graduation. However, the skills and experiences of graduates will be crucial to the economy as we rebuild, and there will be many opportunities for well qualified graduates to embark on rewarding careers.
  • The careers services that universities and colleges provide have a crucial role to play in helping to equip students with the confidence and skills they need to find professional employment. Their expertise will be particularly important during these difficult and uncertain times.’

Research

REF: The REF team have published a set of FAQs covering adjustments to the REF (timetable still under discussion) following last week’s webinar discussing the changes needed to adapt for C-19.

Academic Travel: HEPI have a blog considering how conducting PhD vivas online would be a forward step in reducing emissions and make a positive impact on carbon reduction supporting both universities environmental policies and national goals – Conducting PhD vivas online is working fine: there will be no need to return to excessive flying habits. It was inspired by the change in practices forced by lockdown.

Similarly HEPI have another blog on universities achieving carbon neutral status and what this means for academic travel.

Research Professional published Alarm as Covid-19 recovery plan neglects to mention R&D discussing how research and education has been left out of EU roadmap just two days before discussions were due.

Knowledge Exchange Concordat

The Knowledge Exchange Concordat was published on Friday. Research Professional covered the publication announcement here. It was a slight surprise to the sector as originally it was anticipated to be delayed and launched alongside a process allowing providers to explicitly sign up to the Concordat high level implementation plan (which won’t happen until later in 2020). And as Ivory Tower (tongue-in-cheek Friday comedy HE column) so eloquently imagine, lockdown seems a strange time to be launching an outward focussed process – excerpt from Ivory Tower imagined diary of Trevor McMillan, vice-chancellor Keele University:

  • This is definitely the right moment to release the knowledge exchange concordat. I’ve been working on this for a decade.
  • Now is the time to find out how staff in universities are getting out into their communities and interacting with people. Oh, hold on… can I start this again?

(Trevor McMillan is the Chair of the Concordat Committee on real life.)

Wonkhe have a short blog from Trevor McMillian himself  The Knowledge Exchange Concordat: published but not yet activated explaining a little on the concordat and timing:

  • Universities all have different strengths and we are committed to applying them to maximise their impact. When we are through the acute stages of the Covid-19 pandemic there will be the need for an enormous recovery programme to turn around the social and economic deficits that will be left by the current crisis. Universities will have a critical role in this, by engaging staff from right across our disciplinary base.
  • Hopefully, the Knowledge Exchange Concordat will provide a framework in which we can, as universities, ensure that we have the approaches in place to facilitate our staff and students to continue to have a major impact.

Dods explain the basics on knowledge exchange for those less familiar with the purpose of the concordat:

  • Knowledge exchange includes a set of activities, processes and skills that enable close collaboration between universities and partner organisations to deliver commercial, environmental, cultural and place-based benefits, opportunities for students and increased prosperity. This KE concordat therefore seeks to provide a mechanism by which universities can consider their performance in KE and make a commitment to improvement in those areas that are consistent with their priorities and expertise.
  • UK universities received £4.9 billion from knowledge exchange activities in 2018-19, helping fund activities to boost scientific, technological, medical and cultural breakthroughs. More effective knowledge sharing between universities and businesses will be essential in underpinning the Government’s target spend of 2.4% of GDP on research and development by 2027.

David Sweeney, Executive Chair of Research England, said: I am pleased to see the publication of the KE concordat and very much welcome that its development has been sector-led. The concordat provides the means to continuously improve institutional KE performance and I see it as critical in assurance of our funding, especially driving efficiency and effectiveness.”

Joe Marshall, CEO of the National Centre for Universities and Business, said: “Universities’ knowledge exchange activities play an incredibly important role in attracting, supporting and enhancing businesses and other organisations. The Concordat is an important vehicle for universities to proactively show their commitment to collaboration with others and demonstrate to external partners that through self-improvement they want to build better and deeper partnerships.”

And our view: it doesn’t look to have changed much from the version that was consulted on. It still includes aim 3 “to provide clear indicators of their approaches to performance improvement”. They have added more language to the guiding principles. “Working effectively” has become “working transparently and ethically” but the language underneath it is the same. It still includes “continuous improvement” and “evaluating success” as principles. The list of examples is hedged about with more “could” language but we still under the final commitment have to commit to producing an action plan for improvement and consider and respond to feedback from their panel. It still feels more like a regulatory framework than anything else.

Social Mobility and Widening Participation

Care Leavers and Estranged Students: The Care Leavers Progression Project shared several links aiming to support the vulnerable community of care leavers who are disproportionately affected by the crisis:

Disadvantaged school pupils: Education Select Committee Chair, Robert Halfon, is reported in iNews as suggesting retired teachers, graduates and underemployed Ofsted inspectors could support the reduction of the gap in the attainment of disadvantaged children by volunteering to tutor them post-lockdown. Halfon suggests they could be assigned to their local school. TES also covers Halfon’s volunteer army plan, excerpt:

  • “I’m really worried that the left behind pupils get left further behind because they aren’t able to learn during lockdown. So I’ve been proposing a catch-up premium and also a nationwide army of volunteers – including graduates and retired teachers – going in and helping the schools…The research shows if you have half an hour of mentoring three times a week you can advance by about five months.”

The Nuffield Foundation and Bristol University have also published a report highlighting how children in England who have been supported by a social worker at any point during their schooling fall behind educationally by at least 30% by the age of 16. Other findings include:

  • Young children, who needed a social worker before the age of seven, achieved better GCSEs if they had experienced a long-term stay in care than those who had not.
  • Children in need and children in care were more affected by other forms of disadvantage, such as poverty, socio-economic status, special educational needs, and disabilities, which led to lower educational attainment
  • Absence, temporary or permanent exclusions, and changing schools at the age of 15 or 16 were other factors shown to worsen academic performance.
  • A quarter of all children who had ever needed a social worker were still receiving a social work service in the final year of their GCSE exams.

Many parents of children in need interviewed as part of the study said they were living in poverty and struggled to pay for their child’s school needs, such as uniform, computers and internet access. Older children interviewed indicated they liked primary school but regarded secondary schools less favourably, due to their size, complexity and difficulties with teachers.

Recommendations:

  • Make support available for children in care applicable to children in need, such as Pupil Premium Plus payments provided to schools and Virtual Schools which oversee their education.
  • Teacher training for pupils’ well-being.
  • Measures to address the affordability of schooling are cited as other necessary changes.

The report has led to a national call to action, appealing for more comprehensive and coordinated support.

Anne Longfield, Children’s Commissioner for England, said: “Too many children in this country are growing up in disadvantage, struggling at home and at school. The educational prospects for many thousands of children in need are, frankly, terrible. Many leave the education system without even the basic qualifications. The government has promised to ‘level up’ across the country, and this must include properly-resourced, cross-departmental strategies for tackling the issues that blight the life chances of the most vulnerable children. The response to the coronavirus shows that coordinated action and political will on funding can have a transformative impact. The ‘new normal’, post-coronavirus, is an opportunity for similar brave action which gives help and support to vulnerable children from their early years and throughout their childhood and tackles the generational problems that have held back so many.”

Brexit

Dods report that the EU’s Chief Brexit Negotiator, Michel Barnier has stated that there has been a “disappointing” amount of progress made between the UK and EU in post Brexit talks. Speaking after talks with his UK counterpart David Frost, Bernier said that the “clock was ticking” and warned that “genuine progress” was needed by June if there was to be an agreement reached on the UK/EU future relationship by the end of the year. Despite talks stalling, and having to be reduced due to Coronavirus, the UK Government is still insisting that it will not request or accept an extension to the transition period beyond 31st December 2020. Under the Withdrawal Agreement, the transition period can be extended by up to two years if both sides agree by 1 July 2020. Barmier told the press conference a joint decision would be taken on 30 June about whether to extend the transition period. “The UK cannot refuse to extend transition and at the same time slow down discussions on important areas,” he said. The UK and EU are failing to make progress primarily on the areas of level playing field arrangements, fisheries and justice. The next round of talks are due to be held the w/c 11 May and 1 June.

Inquiries and Consultations

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

Other news

People News: Stian Westlake has been appointed as Chief Executive of the Royal Statistical Society (RSS). Stian was previously policy advisor to Universities Ministers – David Willetts, Jo Johnson and Sam Gyimah. RSS describe Stian’s previous roles:

  • As an executive director at Nesta from 2009 to 2017, Stian ran the organisation’s think tank. Under his leadership, the team launched a range of initiatives on data and evidence, including the Alliance for Useful Evidence, the Innovation Growth Lab and the Innovation Index (in partnership with ONS), as well as significantly increasing its external income. After this, Stian served as policy advisor to three successive ministers for universities and science. He is co-author of Capitalism Without Capital, a book about intangible investment and the economy. He is also a governor of the National Institute for Economic and Social Research and advisory board member of the Institute for Community Studies.
  • At the RSS, Stian will lead on a programme of activities that take forward its strategic goals, including the Society’s Covid-19 Task Force, Data Manifesto and National Lottery-funded initiative, Statisticians for Society.

Skills Toolkit: The DfE have launched a Skills Toolkit for the public. SoS for Education Gavin Williamson describes it in his written ministerial statement: a new online platform giving people access to free, top-quality digital and numeracy courses to help build up their skills, progress in work and boost their job prospects.

NHS Visas: The Home Affairs Committee has written to Home Secretary Priti Patel seeking further clarification on issues relating to NHS visa extensions.

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HE Policy Update for the w/e 8th April 2020

Well, what a week! Lockdown hasn’t reduced the volume of content, analysis and comment out there (although there is a bit of a theme). Welcome to your fully stuffed policy update which contains more goodies than the average panic buyer’s larder (we know, that is such an outdated concept already). Exams, grades and admissions remain a key focus for the sector, Parliament plan to embrace virtual working, there are some fab opportunities for researchers and we’ve a new Labour leader and Shadow Cabinet.

Good news

One good thing to come out of all this is that the role that universities can play in contributing to wider societal issues is being highlighted – not that it will make much difference to perceptions long term, but it’s nice to share good news.  Take a look at the UUK website for more information on their #wearetogether campaign.  There’s more on the BU website about our own efforts, and the BU news team are looking for more stories so let them know what you are up to.

Parliamentary Business

Virtual Parliament – There is a push for Parliament to operate virtually in a formal capacity during the Coronavirus lockdown. This is challenging because, as we mentioned in the policy update two weeks ago, Parliament has terrible facilities for this. However, Labour’s shadow minister for innovation, Chi Onwurah, sums it up: “People up and down the country have made huge behavioural changes in a matter of days and we must show we are capable of it too”.

Commons Speaker Lindsay Hoyle and Commons Leader Jacob Rees-Mogg have both given their backing to the virtual Parliament proposals from 21 April (the end of recess). The plan is for certain types of important business to be conducted virtually. Lindsay Hoyle writes:

  • Parliament’s role of scrutinising government, authorising spending and making laws must be fulfilled and in these unprecedented times that means considering every technological solution available. We are exploring options with the parliamentary authorities in readiness for parliament’s return… Once the house returns, if we are still in the grip of the crisis where the physical presence of members, or too many members, in the palace is not appropriate, I am keen that they should be able to participate in key parliamentary proceedings virtually, for example oral questions, urgent questions, statements.

Some select Committees are already operating virtually (you can read the key points from the Education Committee’s session later in this policy update).

In addition, the Speaker is urging the Government to set up a forum of Ministers and senior Government representatives during recess for MPs to ask questions at set times on different days ‘about how things work and how they can be improved’. Hoyle writes: MPs are being swamped right now with questions and case work from distressed constituents who need answers…Responses cannot wait for the House to sit again.

Acting leader of the Liberal Democrats Ed Davey is calling for a specialist select committee focusing on Covid-19. He stated:

  • If it wasn’t a dangerous infectious virus but a major emergency, parliament would have been recalled. We wouldn’t have gone on recess. …We think scrutiny is good for government policy. We’ve shown opposition parties are prepared to behave responsibly. I think we can find a way to get things cracking and get an online virtual parliament to serve the nation.

The Guardian report on the virtual parliament here.

PM powers – ICYMI Prime Minister Boris is in hospital and has designated Dominic Raab (Foreign Secretary and First Secretary of State) to deputise “where necessary”. The UK’s unwritten constitution does not provide a clear outline of what the situation now allows, but as Cabinet takes collective decisions it is understood that Raab will be the first amongst equals. It is unlikely Raab will be afforded the prerogative powers of the Prime Minister, such as the ability to conduct reshuffles or take significant security decisions. However, there isn’t a clear outline of Raab’s new responsibilities nor the limits he has been given by the Government. The decision on whether or not to extend or end the lockdown is due to be taken next week, but it is likely this will be deferred or made by Cabinet collectively if the Prime Minister is incapacitated. In extreme circumstances, it would be expected that the Queen would ask Raab to form a government on a permanent or interim basis.

On Raab Dr Catherine Haddon, from the Institute for Government, said  the situation remains uncertain and that some powers could be distributed to a number of Cabinet ministers – “the power would derive from the prime minister saying who he wants ministries to respond to“.

Labour Leader & Shadow Cabinet – Keir Starmer was elected the leader of the Labour Party in the first round, of voting. He won 56.2% of first preference vote (more actual votes than Jeremy Corbyn in 2015, although a smaller overall percentage of the total). He also won the majority of votes across all three groups – MPs, affiliates and party members. Rebecca Long-Bailey took 27.6% of the vote share and Lisa Nandy 16.2%. On Keir Research Professional say: His grass-roots mandate is significant—and is coupled with a shift away from Corbyn loyalists on the party’s national executive committee.

The new leader pledged to work constructively with the Government whilst holding them to account:

  • Under my leadership we will engage constructively with the government, not opposition for opposition’s sake. Not scoring party political points or making impossible demands. But with the courage to support where that’s the right thing to do…We will shine a torch on critical issues and where we see mistakes or faltering government or things not happening as quickly as they should we’ll challenge that and call that out.

Here is the full Shadow Cabinet Line up:

  • Leader of the Opposition: Keir Starmer
  • Deputy Leader and Chair of the Labour Party: Angela Rayner, elected in the third round of voting with 52.6% of the vote.
  • Shadow Chancellor: Anneliese Dodds
  • Shadow Education: Rebecca Long-Bailey
  • Shadow Home Secretary: Nick Thomas-Symonds
  • Shadow Secretary of State for Health and Social Care: Jonathan Ashworth (incumbent)
  • Shadow Foreign Secretary: Lisa Nandy
  • Shadow Chancellor of the Duchy of Lancaster: Rachel Reeves
  • Chief Whip: Nick Brown
  • Shadow Justice: David Lammy
  • Shadow Defence: John Healey
  • Shadow Business, Energy & Industrial Strategy: Ed Miliband
  • Shadow International Trade: Emily Thornberry
  • Shadow Work and Pensions: Jonathan Reynolds
  • Shadow Digital, Culture, Media and Sport: Jo Stevens
  • Shadow Chief Secretary to the Treasury: Bridget Philipson
  • Shadow DEFRA (Environment, Food & Rural Affairs): Luke Pollard
  • Shadow Communities and Local Government: Steve Reed
  • Shadow Housing: Thangam Debbonaire
  • Shadow Transport: Jim McMahon
  • Shadow International Development: Preet Kaur Gill
  • Shadow Women and Equalities: Marsha de Cordova
  • Shadow Employment Rights and Protections Secretary: Andy McDonald
  • Shadow Minister for Mental Health: Rosena Allin-Khan
  • Shadow Minister for Young People and Voter Engagement: Cat Smith
  • Shadow Attorney General: Lord Falconer
  • Shadow Leader of the House: Valerie Vaz
  • Shadow Northern Ireland (interim): Louise Haigh
  • Shadow Scotland: Ian Murray
  • Shadow Wales: Nia Griffith Shadow
  • Leader of the Lords: Baroness Angela Smith (incumbent)
  • Lords’ Opposition Chief Whip: Lord McAvoy

Shadow Secretary of State for Education – Rebecca Long Bailey has the Shadow Secretary of State for Education brief replacing Angela Rayner. Rebecca has held Shadow Ministerial posts for almost all of her parliamentary tenure. This gives us little evidence from which to judge her opinions and intents for Education. Dods have pulled together snippets from her parliamentary career when she has spoken out on Education matters.

Universities: That brings me to local industrial policy. Labour has been clear on the need for a national industrial strategy, but we are also clear about the need to be regionally powerful and distinctive, with the resources to match, and to build on the already world-class universities and businesses in our regions and nations (2018)

Further Education: Businesses also need a highly skilled workforce, but the Government have cut real-terms school funding, scrapped the education maintenance allowance and imposed huge cuts to further education funding over the past seven years (2017)

Schools: We have rampant regional inequality, hunger in schools and public services pushed to breaking point by a policy that even the Chancellor now admits was a political choice all along—the choice of austerity (2020)

Technical and Adult Education: Key policies include establishing a technical education system, investing £406 million in maths, digital and technical education, and creating a national retraining scheme with an investment of £64 million. Again, the intent is good, but let us remember that the Government cut £1.15 billion from the adult skills budget from 2010 to 2015. Similarly, on first analysis the £406 million appears to be the sum of the amounts the Government have already spent on maths, computing and digital skills (2017 budget debate)

T levels: Some of the Government’s commitments are welcome, including the national retraining scheme and the T-levels that she has just mentioned, but sadly they are meaningless in the context of the cuts that we have faced over recent years (2018)

Research Professional have this to say on Rebecca’s expected approach to the universities brief:

  • …for the foreseeable future Long-Bailey will double down on the Corbynite legacy of the National Education Service. Starmer committed during the election campaign to retaining the party’s pledge on the abolition of university tuition fees.
  • With Angela Rayner—former shadow education secretary—as chair of the Labour Party and now having a considerable say in policy formation, the National Education Service is probably safe for now. The problem with it as a policy is that it manages to be simultaneously expensive and vague, without cutting through to the public.
  • The appointment of Long-Bailey as shadow education spokesperson is perhaps indicative of how Starmer views the brief. It is not a priority for now and is a safe holding pen for the thwarted aspirations of those still loyal to the Corbyn project.
  • Long-Bailey will find an appreciative audience among many within the University and College Union, which Corbyn’s Labour Party leaned on heavily to outsource thinking about universities. However, others in the union will regret that the choice of shadow education secretary will make it harder, not easier, to move on from past impasses.
  • Playbook would be very surprised if Long-Bailey made it to the next election still in the education role. It is standard practice for a party leader to appoint their recent rivals to sit around their first cabinet table, only to rotate them out in the fullness of time.

HE Connections – Labour does have substantial academic and HE connections within its elected representatives. The shadow chancellor, Anneliese Dodds, was a lecturer in public policy at King’s College London and Aston University before becoming an MP. Shadow Home Secretary, Nick Thomas-Symonds, was a history and politics lecturer at Oxford. Rupa Huq was a lecturer at Kingston University. Shadow Justice Secretary, David Lammy, was the Universities Minister under Gordon Brown’s Government. Robert Zeichner, who doesn’t have a ministerial brief in the reshuffle, is the Chair of the All-Party Parliamentary Group for Universities. Lastly, Paul Blomfield worked with then Universities Minister Jo Johnson to amend the post-work visa system for international students.

Exams, Grades & Admissions

GCSE & A Level – The Government released their grading system for GCSE and A level exams at the end of last week. Alistair Jarvis, UUK Chief Executive, commented:

  • No aspiring student should be disadvantaged because of the current Covid-19 outbreak and this is welcome progress towards ensuring students and universities alike can take confidence in the way A-levels are awarded this year. It is clear that a robust process will be in place that takes account of a wide range of information about a student and their performance throughout the course of their current study, and that standardised judgements and an agreed methodology will ensure consistency and fairness. We are committed to supporting Ofqual as they continue to develop their precise methodology.
  • To provide additional reassurance to students, it is important to note that universities will also have the power to be flexible in taking an applicants’ context into account as part of the admissions process.

On students dissatisfied with their grades who will opt to take the autumn exam Independent Schools Council Chairman, Barnaby Lenon, said: We hope that universities will show flexibility to ensure that students who take this option are able to begin their course with a delayed start time.

Clare Marchant, UCAS’ Chief Executive, said:

  • It’s essential for their future education and careers that students receive a set of fair and justifiable examination results. The processes outlined by Ofqual today will do exactly that. The best available evidence in the extraordinary circumstances we are all in will be used to calculate regulated grades that will stay with students for years to come. For those applying to higher education, we expect them to be treated fairly and consistently, and universities and colleges to consider these grades in the same way as any qualifications from previous years.

On Tuesday Wonkhe reported that A poll by the Student Room found that nearly two-thirds of GCSE and A level students in the 700-person sample answered “no” to the question “Do you think you will be given a fair grade this summer?”. Tes has the story.

Wonkhe discuss HE uncertainties for admissions colleagues from the proposed grading:

  • we don’t know when the 2020 A level results will be available, which is a big deal for universities and those applying to them. This year’s grades will be predicted by teachers and normalised by a nationally applied formula – meaning that taken together, results will look very similar to those from previous years. While this feels fair, there are risks that high-achieving students in historically low-achieving schools may be disadvantaged.
  • A level grades are predicted every year, of course, as a part of the UCAS application process. We are familiar with the weaknesses of those predictions and, in many ways, compensate with these in offer-making and admissions behaviour. With offer-making still furloughed for the time being, it remains to be seen if these same mitigations will work against newer, normalised, predications as the end point – or how many students will want to take the opportunity to sit an exam later in the year.
  • Universities will understandably want to think through how to proceed with admissions in the way that supports good decision making, and is as fair as possible.

 The blog We can make admissions work without A levels explores:

  • a model that dataHE has developed to support admissions on the basis of predicted grades. Though predicted grades are less accurate than exam results, this matters less this year, because there won’t be any exam results. Importantly, since predicted grades were assigned before exams were cancelled, they have roughly the same amount of bias baked in as in any normal year. That makes it possible to use them – carefully, and in an evidenced way – to build a model of exam-awarded grades on which to base admissions decisions.

Wonkhe’s data expert David Kernohan has a blog setting the current situation in context with the wider practice of predicting grades.

And there is another on Changing student recruitment in light of Covid-19.

HE Exams – Wonkhe report that QAA will publish new guidance this week:

  • on academic standards and student achievement alongside a section on practice and lab-based assessment during the Covid-19 crisis. These materials offer examples from providers around the sector alongside principles-based planning – there are detailed proposals for digital assessment alongside suggestions for student support.
  • The general guidance covers modifications to academic regulations (emergency academic regulations), gathering details of local circumstances from students and applying mitigations accordingly, arrangements for progression with reduced academic credit (apparently OfS guidance is on the way here), and assessment boards.

As many universities have already worked out, or made good progress in working out what they are going to do in this area, this is a bit late, really.

There is also a blog by Douglas Blackstock, Chief Executive of QAA, on Wonkhe describing how QAA is helping universities and PSRBs (Professional, Statutory and Regulatory Bodies) accredit students as meeting the requirements to practice within their field.

Surveys – It was inevitable that potential HE students would be surveyed to death and asked about their concerns and whether they intend to continue with their plans to commence HE. The UCAS poll (sample size – 500 students) states the 86% intend to continue on to HE despite the pandemic disruption. 60% have selected their first choice place. 27% are waiting before they confirm their firm choice of institution. UCAS also report that over half (51%) of respondents feel supported at the moment, but want more help. While 37% said felt fully supported now, this is higher amongst white applicants (40%) and lower amongst BAME applicants (29%).

Research Professional (RP) cover the survey and mention the uncertainty surrounding when the next academic year will commence. Humorously, RP remind us that After months cooped up at home with their parents, it’s understandable—and their hopes [to attend HE] might be the only thing keeping us all going.

TES also cover the UCAS poll results.

HEPI have a wider poll, we’ve covered this separately below due to the volume of detail. However, they find that a third of applicants feel less confident they will get into their chosen university since the pandemic.

The Times reports on a QS survey in Universities face crushing blow as overseas students stay away. QS surveyed 11,000 prospective international students (only 4,600 intended to study in UK). 55% stated their plans to commence study in the UK in September 2020 had changed. 32% were still deciding and 14% were determined to go ahead despite disruption and potentially online learning. The Times article states: Our higher education sector will be crucial to the post-crisis recovery, so it is vital that the UK remains a welcoming place for people from across the world, including from China.

International Admissions – HESA released HE sector finance data on Friday and Wonkhe have produced a series of tableau tables showing where institutions sit against the variables. There is an interesting table highlighting the providers with the highest international student incomes (those who may be hit hardest if the predicted downturn in international students for September 2020 intake is realised). Predictably UCL and other London institutions congregate at the top. However, the table can be filtered down to other regions and exclude PG or UG or full/part time provision. You may also be interested in the key financial indicators table, again filterable by different measures of financial health and stability.

The Times and the Telegraph also cover the data release.

Unconditional Offers – Moratorium Extended

Universities Minister Michelle Donelan has extended the moratorium preventing universities from making unconditional offers until 20 April.

Research Professional (RP) say: The Department for Education seems to have rejected the argument that making unconditional offers to prospective students following the cancellation of A levels would be in the interest of stressed and concerned applicants.

RP report in the same piece that Donelan states: I know many students will be anxious at this unprecedented time and worried about what it means for their future..My top priorities are to both reassure students and protect our world-leading higher education sector. That is why I am calling for an extension to the pause on changes to university offers, and I urge universities to adhere to this so we ensure long-term stability across the admissions system.

The OfS are supporting the Minister by exploring the use of regulatory powers to take enforcement action against universities and colleges not acting in the best interests of students or undermining the stability and integrity of the higher education sector—including – considering options for enforcement during the moratorium period. And: Universities and colleges must also ensure that their admissions processes work effectively to identify applicants with the potential to succeed, particularly where those applicants have experienced barriers and disruption on their route to higher education.

RP conclude: The Department for Education has been rattling its sabre over admissions and the regulator has threatened fines. But autonomous university admissions are guaranteed by the Higher Education and Research Act 2017. When push comes to shove, the government might find that there is not much more it can do beyond expressing censure.

Fighting talk certainly, but a later RP blog with content from HE Legal expert Smita Jamdar and Nick Hillman (HEPI) considers the grey areas. The blog is well worth the quick read.

The Times has a related article: Fines for universities using low offers to ‘poach’ students from rivals. In the article they report the OfS as stating it would be looking closely at the financial stability of universities over the next few weeks: “Clearly coronavirus will have a significant impact on universities. One of our main areas of focus in the coming months will be to support the financial sustainability of the higher education sector in England.”

RP were quick to point out The Office for Students has always insisted that it will not bail out universities that are failing. The next few years could test that to the limit. There is also a RP piece on the reduced regulatory load the OfS is requiring of HE institutions during the current crisis: OfS freezes normal regulatory requirements during pandemic and here are the details of the suspended requirements from the OfS website.

OfS

The OfS has been busy. First, they supported the Minister in the extension of the moratorium (above) and pledged to crack down on any wizard wheezes that universities had found around the request. They’ve also reduced the standard regulatory requirements so universities can focus on the most pressing operational issues caused by C-19.

Next they issued guidance for universities on quality and standards of learning and academic assessment during the pandemic. And accompanied it by an introductory descriptive blog: Maintain good courses and credible qualifications for students during pandemic, says regulator urging flexibility, reasonable adjustments, teaching and support on a relative par to ‘normal’, clear communications to students to keep them informed and setting out what the OfS considers examples of effective practice from across the higher education sector.

HEPI Student Survey

HEPI polled 1,000 full-time UG students and 500 HE applicants to explore how the Covid-19 pandemic is affecting them.

Current Students on Assessment

  • 70% of students feel the messaging from their HEI on Coronavirus has been either ‘clear’ or ‘very clear’
  • 36% think the current crisis should lead to their assessments for the rest of the year being cancelled
  • 42% expect universities to continue assessments online but 17% would prefer for the assessments to be postponed until after the crisis.
  • A greater proportion of first year students (44%) thought assessments should be cancelled, compared to second year students (32%) or students in their third year (31%).
  • Just under half of students (49%) are satisfied with the online learning that has replaced their face-to-face teaching; 23% of students are dissatisfied.
  • The majority (55%) of students are living away from their normal term-time residence as a result of the Coronavirus crisis. However, another 45% of respondents said they are still living in their term-time residence.

Applicants

  • 29% of applicants are concerned about whether they’ll get a place at their chosen university (the overall picture is interesting – see later chart).
  • 46% expect their predicted grades to reflect their final grade, whereas 27% think their predicted grades are worse than their final grades would have been.
  • 79% of applicants stated the pandemic has not had any impact on which university will be their first choice. Only 7% plan to change their first-choice university and another 14% are undecided.
  • 53% of applicants feel the messaging they have received on Coronavirus from their prospective universities has been clear.

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

  • These results show universities are supporting students and applicants well through these challenging times. Despite having to scale up online provision very quickly, few students are dissatisfied with the offering from their institution. Both applicants and students feel they have had clear information around the pandemic. On admissions, it is clear applicants need greater certainty about what will happen to their university places. It is essential this group, who have already lost out on the end of their school experience, are not disadvantaged from getting into the university of their choice. The data shows this is a concern for a significant minority of applicants. Despite all the uncertainty, much remains the same. Two-thirds of students still want the opportunity to complete their assessments from afar. The majority of applicants still intend to go to the same university as before the crisis. What’s more, many students are still living in their term-time residence, meaning they may be reliant on the support of their university and accommodation providers.

Dods say:

  • Whilst the poll suggests that the pandemic has had a limited impact on students consideration of their first choice institution, there is concern that the combination of cancelled exams, the absence of university open days and the potential that the UK could still be moving in and out of phased social distancing measures, could have an impact on the number of students choosing to defer their entry to higher education by twelve months. For universities, the financial impact of a decline in international students, coupled with the cancellation of potentially lucrative conferencing opportunities over the summer, could be further exacerbated by a fall in domestic uptake. Given the lack of control over how students are distributed across institutions and subjects, a decline could result in some providers significantly under recruiting. As such, calls have emerged for the Government to mitigate against volatility in the market by exercising control over student numbers. This could be achieved via statutory instrument under the emergency Coronavirus Bill.

Education Committee – Disadvantage

The Education Committee has published a summary of their 25 March private meeting (with the DfE as part of the inquiry investigating the impact of COVID-19 on education and children’s services). The meeting tackled the impact of school closures on the attainment gap between disadvantaged pupils and their wealthier peers.

  • DfE expects schools to do all they can to ensure lessons continue online or via other means, and that learning should continue. Schools to remain open for the most vulnerable but acknowledged that the effect of school closures on vulnerable and disadvantaged pupils was a concern.
  • DfE expect the system to act flexibly to support vulnerable children. Local Authorities should work with schools and the sector to ensure children with an education, health and care (EHC) plan or social worker are supported and there is appropriate oversight of children remaining at home.
  • Children’s services, already under significant financial pressures, will be given additional resources – an additional non-ringfenced £1.6 billion has been allocated to support councils on areas including social care. The Department said that Clause 5 of the Coronavirus Bill would allow the emergency registration of social workers, to tackle the strain on social care.
  • On concerns where the key worker status is being interpreted differently by schools, parents and employers – DfE stated that if a school refuses to take a child of a key worker as defined by the Department, the parent should raise this with their local authority in the first instance. Initial feedback from schools is that the number of key workers sending children to school is lower than expected.
  • On whether the DfE will undertake longer-term work on the public health implications of exam cancellations on young people (for example, the possibility of increased rates of drug and alcohol abuse). They answer was no, that the DfE expect young people not at school to continue their education at home and would not commit to undertaking work on public health implications.
  • Support for further education (FE) colleges and their students – The number of eligible students taking advantage of provision is very low, and there was already substantial online learning in place for 16-18-year-olds. The DfE said it was working with exam boards on advice and guidance on qualifications. They said this was complicated because of the number of types of qualifications there are for this phase.
  • Support for independent training providers – the DfE stated that as ITPs operate as businesses, they can access the support for businesses that the Treasury has announced. The Department explained that they will not pay for training activity that is not taking place, and encouraged providers to consider greater use of online and remote learning to allow their business activities to continue.

Access & Participation

Graeme Atherton, Director of NEON, writes for Research Professional, No closed doors, summarising the threats facing disadvantaged access to HE as a result of the current Covid-19 crisis. Graeme points to the cancellation of the Aim Higher outreach programme after the 2008 financial crash and issues a plea for the recent progress reducing the access gap and the new, stretching, access and participation targets set by universities with the OfS not to be lost.

Jonathan Simons, Director of Education at Public First, blogs for Wonkhe: We must not abandon widening participation this year following a similar line to Graeme and urging the section to retreat on equality work.

The Telegraph has an article suggesting that undergraduates should be drafted into a national service to boost social mobility by acting as English and Maths tutors for underprivileged children at local schools.

The OfS has a provider guide to coronavirus with a Q&A section. Commenting on the Q&A content Wonkhe suggest that providers are expected to deliver their full access and participation plans. In assessment the regulator will take into account the efforts and suitable modifications each university has made.

There is a HEPI blog tackling concerns over How to square widening participation with student number caps: Student number caps are normally a bad idea. But we don’t live in normal times. If needs must, a one-off cap might be a necessary measure to whack a particularly problematic mole. But we need to make sure that, in implementing it, we don’t hit disadvantaged applicants too.

The Sutton Trust has a report on this too looking at the implications for social mobility and setting out priority areas:

  • Widening access to private and online tuition, both during and after the school closures, in order to minimise the impact on the attainment gap.
  • Ensuring access to technology and online resources for pupils from disadvantaged backgrounds while schools are closed.
  • Fair access to higher education, and making sure this year’s changes to A levels and the admissions process do not impact negatively on the prospects of young people from less welloff backgrounds
  • Protecting apprenticeships, making sure that current apprentices are protected financially, and trying to ensure that the apprenticeship system is ready to bounce back when restrictions are lifted.

Allied Health Profession students – paid jobs during COVID-19 outbreak.

Health Education England (HEE) is asking universities to contact their eligible Allied Health Professional (AHP) students to discuss their options for using their education programme to help with the response to the COVID-19 pandemic. I.e. if they would like to opt-in to undertake a paid NHS role.

HEE state the options vary depending on the student’s stage of study and that HEE has worked collaboratively with the HCPC, professional bodies, Royal Colleges, Council of Deans of Health, Government departments of the four nations, NHS Employers and staff side representatives to consider how best to support AHP students to continue their studies and where appropriate use their skills and expertise to support the health and care system during this time of emergency in the safest possible way.

Emergency legislation was also passed by the UK Government earlier in March, giving the Health and Care Professions Council (HCPC) powers to automatically register former Allied Health Professionals (AHPs) who had de-registered in the last three years and final year AHP students on UK approved programmes who have successfully completed their final clinical placements.

Beverley Harden, Associate Director for Education & Quality at Health Education England, said;

  • We are continuing to develop proposals to provide safe and beneficial opportunities for our AHP students that allows them to keep developing their skills while supporting the NHS at this difficult time. I would like all students to read Suzanne’s and my letter to them, and for those eligible to consider voluntary opting-in to help in the COVID-19 response alongside their registered AHP colleagues.
  • AHP students, during the course of their education and training all spend a large percentage of their time working in clinical environments, learning alongside qualified staff to develop into the outstanding professionals we need.
  • You will be given the option to opt-in to a voluntary revised programme structure whereby students can spend, for example, a maximum of 60% of their time in a support worker role, which would be remunerated, and a minimum of 40% of their time in academic study. The exact nature of the role to be undertaken and the level of supervision will be agreed between you, your university and the organisation in which you will be working in. These roles may be able to be used to support achievement of required practice hours; your university will determine if this is the case.

Research

REF – Kim Hackett, REF Director at Research England writes for Wonkhe on the uncertainty surrounding the REF submission deadlines. The blog reiterates when the clock does start again that institutions will have at least 8 months notice to submit, that they are keen to discussion options with Universities as soon as possible when the disruption associated with the C-19 timescales are better understood.

  • Unless we’re looking at a very considerable delay, the funding bodies do not intend to alter significantly the period being assessed in REF 2021. So the issue around the existing deadlines is really one around determining what the best approach will be to ensuring the exercise can take account of affected areas of submissions.

On consulting with the sector:

  • We’ve paused the REF because universities have other priorities right now. So we can’t fill that with lengthy consultation documents and expectations of similarly lengthy responses. We’ll also need to approach the issues in a phased way, balancing the urgency of the question with how well it can be answered in the current context. That means we’ll be looking to get input on the deadline for impact and environment first.
  • The overarching timetable for developing the revised framework is not fixed – and it has to be this way, so that we can stay responsive while so much is still unknown. But our aim will be to ensure the exercise remains a level playing field, is fair in recognising the extent of impact this period has had, and is also able to capture the tremendous contribution UK research is making to this fight.

On the REF2021 site there is a blog by Anna Grey, York University – Stopping the REF clock – highlighting the changes within an institution and particularly how professional services are reducing the burden on academic colleagues and recognising fears relating to fixed term contracts roles.

Statistics – The Office for National Statistics published estimates of research and development performed and funded by business enterprise, higher education, government, research councils, and private non-profit organisations, for 2018. This is set within the Industrial Strategy target to increase Research & Development investment to 2.4% of GDP by 2027. Key figures:

  • Research and development (R&D) expenditure rose by £2.3 billion to £37.1 billion in 2018; this is an increase of 6.6%, which was larger than the 4.8% growth in 2017 and the largest annual rise since 2013.
  • Total R&D expenditure in the UK in 2018 represented 1.71% of GDP; this is up from 1.67% in 2017, but it remains below the EU (EU-28) provisional estimate of 2.12%.
  • Funding of UK R&D from overseas increased by 1.4% to £5.1 billion in 2018 compared with 2017, but this was 8.4% lower than the peak in 2014 of £5.5 billion.
  • The UK spent £558 per head of population on R&D in 2018; this is up from £527 in 2017.

Contribution of Each Sector: 

  • In 2018, the business enterprise sector spent £25.0 billion on performing R&D, accounting for 68% of total UK expenditure. The sector grew by 5.8% from £23.7 billion in 2017, which was larger than the growth between 2016 and 2017 of 4.8%.
  • The product groups with the largest R&D expenditure in 2018 were: pharmaceuticals (£4.5 billion), motor vehicles and parts (£3.8 billion), computer programming and information service activities (excluding software development) (£1.9 billion), aerospace (£1.7 billion)
  • The higher education sector had the second highest R&D expenditure of £8.7 billion in 2018. This accounted for 24% of total UK R&D expenditure in 2018. However, this was up one percentage point from 23% in 2017.
  • Government (including UKRI) R&D increased by 11.5% to £2.5 billion. This accounted for 7% of total expenditure on R&D carried out in the UK in 2018.
  • UKRI R&D expenditure (excluding Research England) grew by 11.1% from £866 million reported by the seven research councils in 2017 to £962 million in 2018. This jump is in part a result of the new reporting structure established in 2018, which is inclusive of Innovate UK.
  • The Private-Not-For-Profit sector, (including, for example,several cancer charities that carry out extensive research, from cancer prevention to drug development and clinical trials), spent £0.8 billion, up 9.2% from 2017. This contributed 2% to total UK-performed R&D expenditure

Academics – POST

The Parliamentary Office of Science and Technology launched a Covid-19 Outbreak Expert Database as the lockdown began. It provides parliamentarians and civil servants with information on academic colleagues’ research specialisms to help them find the experts throughout the country whose wide-ranging work can be applied beneficially to the national context during these changed times. It is a fantastic opportunity for colleagues to obtain greater reach with their research and connect into networks that in the past relied on a ‘who you already know’ system. The database is live and accepting new entries. Please share this information with any academic colleagues you have contact with and encourage them to sign up – the categories are much wider than the Covid-19 context because the pandemic is touching on every aspect of life.

Survey Opportunity – POST also offer the opportunity for colleagues fill in a 15 minute survey sharing expert insights around the short, medium and long-term concerns and issues you perceive relating to COVID-19 and its impacts. The insights derived from the survey will be shared within Parliament and will be used to help inform the work of the POST. POST expect to publish anonymised responses and/or a public synthesis of these insights with a list of acknowledgements to experts who have contributed (no responses will be directly attributed to individuals). POST intend to analyse the first set of responses Tuesday 14 April. They may do a further round of analysis after this initial deadline if the responses warrant it. Colleagues need to be signed up to the Expert Database before they complete the survey.

Learn more – As colleagues will be aware policy impact can be an influential factor within REF gradings. POST support Parliament’s evidence base decision making agenda and aim to maximise engagement with academic research. MPs, Peers and parliamentary staff all use research in their work carrying out the functions of Parliament; scrutinising Government, debating important issues, passing legislation and representing the people. There is a video describing how Parliament uses expert research. And resources and general advice and information on how you can work with Parliament as a researcher here.

Best of all is that POST will be running free 90-minute webinars – Parliament for COVID-19 outbreak experts. The webinars will cover a brief overview of what Parliament is and does, and how it uses research. It will explore the different ways you might engage with Parliament through your research over the coming weeks and months – both in the context of COVID-19 and its impacts, and regarding other areas of research. And share tips around communicating with Parliamentarians and those who work to support them. Don’t be put off by the Covid-19 mention – the majority of the content is usually offered through a paid for traditional training session. This is an opportunity for colleagues to access the training for free and without travelling! Please do share and encourage research colleagues to sign up. We’ll let you know as soon as registration is open.

NUS

Wonkhe tell us about the new NUS executive team that was elected last Wednesday:

The National Union of Students (NUS) has published the results of its full-time officer elections, the first election held since last year’s reform. Only three full-time roles were available – national president, and vice presidents for further and higher education – and each officer will hold their role for two years, starting this July.

Larissa Kennedy, a former officer at Warwick SU and member of NUS’ National Executive Council, has won the election for NUS national president, promising to “build a movement that stretches across the whole of the UK, across students’ and trade unions across the world”. Kennedy is profiled in the Times.

Hillary Gyebi-Ababio, undergraduate education officer at Bristol SU and Wonkhe contributor, has been elected vice president for higher education, advancing the view that “students should be at the centre of their education, not simply viewed as metrics in a market”.

The role of vice president for further education has gone to Salsabeel Elmegri, vice president of Bradford College SU, who says she will “ensure that tackling climate change, fighting for better mental health provisions and tackling harassment all top the agenda”. Elmegri has a profile in TES.

Student Concerns

Wonkhe report that MPs and Peers from every party in Parliament have called for action from the Government to address concerns of students on exams, accommodation costs and financial difficulties caused through the loss of earnings from casual employment. 110 MPs have signed a letter to Universities Minister Michelle Donelan calling for a flexible approach to assessment, refunds of rents on unoccupied accommodation, and a temporary suspension of the rule preventing students claiming universal credit. They argue that students should have the option to resit the year without further fees and with additional financial support. i News covers the letter to Donelan, and the Mail also reports the story. 

And…yes you guessed it…yet another Wonkhe blog – Students need strong leadership and practical solutions from Government sets out practical advice to the Government on changes which would reduce the student struggle. The blog has some refreshing ideas.

The Guardian has an article where 5 students from A level to PhD make sense of the sudden change in their education.

Student Rent – In the Scottish parliament a proposed amendment to the Coronavirus (Scotland) Bill that would have allowed students to bring their tenancies to an immediate end without having to fulfil notice requirements was defeated.

Disability

The Government has a news story announcing that the Cabinet Office’s Disability Unit is working with government colleagues, disabled people, disabled people’s organisations, charities and businesses to achieve practical changes that will remove barriers and increase participation. This work is tied to the National Strategy for Disabled People and is planned work rather than a response to C-19.

The Strategy aims to put fairness at the heart of government work, to level up opportunity so everyone can fully participate in the life of this country. The strategy will build on evidence and data, and critically on insights from the lived experience of disabled people. It will include existing commitments, such as to increase special educational needs and disability funding and support pupils, students and adults to get careers advice, internships and transition into work, whilst identifying further opportunities to improve things.

The press release sets out the following objectives for the National Strategy for Disabled People:

  • develop a positive and clear vision on disability which is owned right across government
  • make practical changes to policies which strengthen disabled people’s ability to participate fully in society
  • ensure lived experience underpins policies by identifying what matters most to disabled people
  • strengthen the ways in which we listen to disabled people and disabled people’s organisations, using these insights to drive real change
  • improve the quality of evidence and data and use it to support policies and how we deliver them

The strategy development has been delayed by the Coronavirus and the press release states we want to ensure we have enough time to get this right and undertake a full and appropriate programme of stakeholder engagement.

Parliamentary Questions

Q – Dan Jarvis: To ask the Secretary of State for Education, what steps his Department is taking to support universities during the covid-19 outbreak. [32182]

A – Michelle Donelan:

  • The higher education (HE) sector is facing challenges during these unprecedented times. The government’s priority is the safety and wellbeing of students and staff. On Friday 20 March, I wrote to HE providers to thank them for the huge amount of work they have done to mitigate the impact of COVID-19 and to outline the steps that the department is taking to support them. On Thursday 26 March, I wrote a second letter to HE providers, giving further government advice on key issues.
  • We are ensuring that information-flows between the department and providers are as strong as possible. We are actively supporting the Universities UK-led Sector Coordination Group and providing guidance on GOV.UK relating to all educational settings. Working with the Office for Students (OfS), as the regulator in England, we will supplement this general guidance with more HE-specific information and have suspended a number of regulatory reporting requirements for the duration of the crisis, so providers can focus on doing their best for students.
  • We will do all we can to support our HE system. The department is working closely with the Home Office, the Student Loans Company, UCAS and Ofqual, as well as equivalent bodies in the devolved administrations, on measures designed to mitigate the impact of COVID-19 on the HE sector. We are also working closely with the OfS to ensure that we understand the potential financial implications of COVID-19 on the sector and to keep abreast of developments.
  • The latest guidance for schools and other educational settings can be found here.

Q – Angela Eagle: To ask the Secretary of State for Education, what his policy is on universities charging accommodation fees for students while they are closed as a result of the covid-19 outbreak. [33432]

A – Michelle Donelan: We expect universities to communicate clearly with residential students on rents for this period and administer accommodation provision in a fair manner. I have written to vice-chancellors and set out this expectation to them.

Inquiries and Consultations

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

There are a number of inquiries which focus on the coronavirus context:

These inquiries will be placed on the tracker if colleagues indicate they intend to submit a response.

Next Week

The Policy team are taking a few days off over the Easter break. We’ll return with the standard policy update on Wednesday 22 April. In the meantime if there is big news we’ll issue a short email to keep you abreast of developments.

Other news

Online Graduation: The Daily Mail describes how four students used robots to cross the stage and ‘attend’ their graduation ceremony in Tokyo.

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

JANE FORSTER                                         |                       SARAH CARTER

Policy Advisor                                                                   Policy & Public Affairs Officer

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

BU policy update for the w/e 1st April 2020

HE news in the media has been dominated by talk of student number controls while the sector wrestles with decisions over student exams.

Parliamentary Business

Appointments

Alex Chisholm has been announced as the new Permanent Secretary at the Cabinet Office and Chief Operating Officer for the Civil Service. Alex is currently serving as Permanent Secretary at the Department of Business, Energy & Industrial Strategy, and was previously Chief Executive of the Competition & Markets Authority. He has also held senior executive positions in the media, technology and e-commerce industries, with Pearson plc, Financial Times Group, eCountries Inc and Ecceleration Ltd.

Minister for the Cabinet Office, Michael Gove, said:

  • In the medium term, much of Alex’s work will necessarily be coronavirus response related. But Alex will be responsible for supporting ministers to develop and then drive forward a reform programme for the Civil Service, building on the Government’s existing efficiency programme. He will also supervise all the Cabinet Office’s various work programmes including on preparing for the end of the transition period, strengthening the union, and defending our democracy.

Jeremy Pocklington has been appointed as the new Permanent Secretary at the Ministry of Housing, Communities and Local Government.

Health Education England has announced that current interim Chief Nurse Mark Radford has been permanently appointed.

Student Number Controls

The major news since the last policy update is speculation over the potential return of student number controls to limit recruitment. It is suggested that capping numbers (limiting the number of students a university can take for a particular programme) would help stabilise the sector by preventing some universities from taking a higher number of UK students to fill places that would have been filled by international students, who may not come because of the virus.

Alongside the domestic young population dip hitting the lowest point this year (increasing competition between providers) Coronavirus also threatens the international student recruitment. With Government intimating that lockdown or lighter restrictions last between 3 and 6 months the concern is that the much-needed funds from international students won’t be forthcoming if the students cannot enter the country or undertake face to face tuition. EU student numbers would fall too if lockdown continues to prohibit travelling.

Since the removal of student number controls in 2015 there have been regular stories about financial stability as the higher tariff or ‘prestigious’ universities recruited increased numbers of students – leaving the mid or lower tariff providers with less demand for their places, especially as the UK approached the bottom of its demographic dip in the number of 18 year olds.

The flip side is that capping student numbers means some students are unable to get a place on a programme or at their preferred provider. The government wants all students to aspire to the “higher tariff” institutions and to have a choice of providers. Of most concern in this scenario is the risk that disadvantaged students are the least likely to achieve the place at the provider they wished for due to a combination of lack of careers support, guidance, lower predicted grades, parental support and intervention and access to relevant (unpaid) work experience or social networks. And the government has said, for some time, that it does not want to cap the number of students attending university, with the social mobility benefits that this has.  So the government doesn’t like student number controls.

The coronavirus pandemic has destabilised business, education, the whole economy, and this may be one way for Ministers to prevent some HE providers becoming big winners from the disruption whilst the losers collapse. The lower tariff providers are most at risk and these are the institutions that often sit at the heart of communities that have no one local or regional HE institutions, and that take higher numbers of disadvantaged students. If these institutions collapse it is a big fail for social mobility, affecting the lives of these students and future generations.

So far the Government has moved to prevent new unconditional offers being made or converting conditional offers already made to unconditional while they are finalising the exam grade awarding strategy. The Government has not spoken out on the return of student number control (yet). Although the media and HE blogging organisations seem to be doing the job for them! Here are some of the sources:

The Guardian has been at the centre of the debate from the outset:

  • Strict limits on the number of students that each university in England can recruit are set to be imposed by the government in an effort to avoid a free-for-all on admissions, with institutions plunged into financial turmoil as a result of the coronavirus pandemic, the Guardian has learned.
  • A government source said each university would face limits on the number of UK and EU undergraduates it could admit for the academic year starting in September, in a move backed by higher education leaders.

As the Guardian article mentions UUK’s response to the proposal has also been at the forefront.  The Guardian article states the board of UUK approved the return of student number caps and an edited article quotes Alistair Jarvis (Chief Exec UUK) as saying

  • “The UUK board discussed a range of measures needed to promote financial stability of the sector in these tough times. Foremost was the need for government financial support for universities. Student number controls were discussed and it was agreed that further consideration of the pros and cons were needed, with further input from members.” (Alistair tweeted to state the Board had not approved student numbers after the original Guardian article was published, hence ‘student number controls were discussed’ and RP cover the backtrack here).

The offers for students – Research Professional (RP) analyse whether degree outcomes vary based on unconditional offers (including conditional unconditional offers).

The Mail Online is convinced that student number controls are back and write as if the Government has already announced this – Government will place strict limit on student numbers in bid to avoid admissions free-for-all at universities hit by coronavirus

RP also ask in Aftershock if number controls are reintroduced then…: The Guardian’s article is well sourced but lacks detail. Are students who have had their A levels cancelled now going to be told that they cannot go to the university of their choice? That could have a significant impact on recruitment across the board come September.

The Guardian followed up their original article with Concern for A-level students over chaos on university admissions which covers exactly what RP raise above – that students holding offers may no longer have a place to attend. It also includes comment from David Willetts:

  • David Willetts removed student number controls from 2015 when he was minister for universities and science. Writing for the Higher Education Policy Institute in a blog due to be published on Tuesday, he said: “University is a safe haven for young people in these tough times. We can expect many more 18-year-olds to try to get to university now as the alternatives are so poor at the moment. If the government does reintroduce number controls (which I would regret), it must not do so in a way that reduces opportunities for young people to go to university.”

The Guardian also publish an opinion piece – Covid-19 is our best chance to change universities for good.

HEPI have much to say on student number controls. Nick Hillman, Director of HEPI, worked for David Willets ex-Universities Minister and recalls that the abolishing of student number controls was announced on his last day in the job. Elsewhere on HEPI there is a blog Eight interventions for mitigating the impact of Covid-19 on higher education; number 1 is the re-imposition of student number controls to ensure that institutions have a viable first year student population. They suggest that – Realistically, given the damage to school students’ education and examination preparation, this will not be a one-year exercise. There are a number of ways this could happen, either by setting institution by institution limits on admissions (as was the case until 2011) or by limiting variance to +/-5 per cent for any institution against a three year average of admissions (from 2017 to 2019 inclusively). In the longer term, there should be a fundamental review of the operation of the market.  The blog is worth a full read covering other topical elements such as impact on current student retention and progression rates, rent support, contextual admissions, ditching the NSS (national student survey for 2020), increasing quality-related research funding to stabilise the research base and establishing a digital learning leadership fund.

Nick Hillman (HEPI) is also quoted in the Guardian article:

  • …there are people who have long wanted to restrict access to higher education who might see this as the chance to do it. Yet when there are fewer jobs to go around, education becomes more important, not less. And: Reintroducing number caps would protect those universities that have grown the most in recent years by locking down the number of home students that they educate and stopping others from growing at their expense. Older, more prestigious universities would be the biggest losers, as they had hoped to be able to replace lost international students with more home students.

Other HEPI blogs:

Other sources:

There may be more news on this soon.

Exams

The NUS has called for all non-essential (year 1 and 2) exams to be cancelled to reduce anxiety for these students and allow HEIs to focus on facilitating the best possible assessment experience for the final year students. Coverage in the Guardian states that NUS say: disabled, international and poorer students would be significantly disadvantaged if universities go through with plans to hold online exams and assessments next term. [Because accessibility has been lost or left behind in the swift move to online teaching and assessment.]… final-year students should be given a choice of how to complete their degrees, such as receiving an estimated grade based on prior attainment, doing an open book online exam, or taking their finals at the university at a later date.

Claire Sosienski-Smith, the NUS vice-president (Higher Education): “In the current climate, student welfare must come first…It is vital that there are no compulsory exams this year.”

NUS also call for PG students to have a 6-month extension on their submission deadlines.

Similar to student number controls there is a wealth of media attention and material on exams this week. There are nationwide reports of petitions and students campaigning on a range of factors, including ‘no detriment’ policies. No detriment means the average grade the student has already earned from previous assessments is taken as a given and any further assessments can only build to increase the overall grade awarded (not decrease). However, the devil is in the detail and the application.  For example, how can students demonstrate they have met professional registration or statutory regulatory requirements? And in some approaches students have to pass this year’s assessment – if they do better their grade goes up, if worse their grade remains at previous average, if they don’t pass the assessment then their average grade may be in question. No doubt at some point a bright spark will point out that a no detriment policy when going into a final exam is much the same motivation as entering A levels with an unconditional university offer. Brace yourself for headlines not only about grade inflation but about final exam underachievement.

BU readers should know that BU has also announced a “no detriment” policy with the details being worked out on a programme by programme basis.

The Tab summarises a range of approaches and highlights which details universities are following that approach. It covers final and earlier year exams, graded assessments versus pass and fail marking, and dissertation extensions.

Other media:

Horizon Scanning

To catch up on wider regular policy issues –  you can read our BU policy horizon scan.

Research & KEF

On Tuesday Wonkhe reported that the Knowledge Exchange Concordat has been postponed.

A research related parliamentary question:

Q – Dr Lisa Cameron: To ask the Chancellor of the Exchequer, with reference to Budget 2020, what proportion of the £22 billion investment in R&D he plans to allocate to (a) performing and (b) funding R&D. [33613]

A – Jesse Norman: The Government is committed to supporting the UK’s leadership in science and innovation, and set out an ambition to increase economy-wide investment in R&D to 2.4% of GDP by 2027. At the 2020 Budget, the Government announced that it would increase public investment in R&D to £22bn by 2024-25, the largest ever increase in support for R&D. This will support innovators and researchers across the UK to develop their brilliant ideas, cutting edge technologies and ground breaking research. The majority of this uplift will be allocated at the Spending Review, including support for various R&D programmes. The Government will set out further details in due course

Mental Health

The Department of Health and Social Care released new public guidance regarding mental health support during the coronavirus outbreak covering areas from medication, to managing wellbeing, medication and coping mechanisms. There is easy read guidance for those that need this. The Government have also announced £5 million for leading mental health charities, administered by Mind. And NHS Mental Health Providers are establishing 24/7 helplines.

Paul Farmer, Mind Chief Executive, stated:

  • We are facing one of the toughest ever times for our mental wellbeing as a nation. It is absolutely vital that people pull together and do all they can to look after themselves and their loved ones, when we are all facing a huge amount of change and uncertainty…Charities like Mind have a role to play in helping people cope not only with the initial emergency but coming to terms with how this will affect us well into the future. Whether we have an existing mental health problem or not, we are all going to need extra help to deal with the consequences of this unprecedented set of circumstances.

Claire Murdoch, NHS mental health director, said:

  • The NHS is stepping up to offer people help when and how they need it, including by phone, facetime, skype or digitally enabled therapy packages and we also have accelerated plans for crisis response service 24/7…We are determined to respond to people’s needs during this challenging time and working with our partners across the health sector and in the community, NHS mental health services will be there through what is undoubtedly one of the greatest healthcare challenges the NHS has ever faced.

The Times has an article on student mental health focusing on anxiety caused by uncertainties such as exams: Panic and anxiety after education is plunged into limbo.

Brexit & immigration

Withdrawal Agreement

The Government has published a press release outlining that the Withdrawal Agreement Joint Committee met virtually on Monday 30 March to discuss the application and interpretation of the Withdrawal Agreement. There is a factsheet about the Withdrawal Agreement Joint Committee here.

EU Settlement Scheme

The EU settlement scheme continues. However, the Home Office has clarified that while applications continue to be processed, during this challenging time they will take longer than usual. And the resolution centre will only respond to email inquiries, not telephone; all the ID document scanner locations have been suspended as is the postal route to submit identity evidence. The Home Office reminds: there are still 15 months before the deadline of 30 June 2021 for applications to the EU Settlement Scheme, and there is plenty of support available online to support those looking to apply. This includes translated communications materials and alternative formats being made available.

Visas

The Government has announced visa extensions until 31st May for all foreign nationals in the UK. Individuals who are in the UK and whose visa expired after 24th January are being urged to contact the Home Office to be issued with the May extension. The Government have confirmed they will continue to kept the timescales under review in case further extension is needed.

A dedicated Covid-19 immigration team has been set up within the Home Office to make the process as “straightforward as possible” for visa holders. To help those who want to apply for visas to stay in the UK long-term, the Home Office is also temporarily expanding the in-country switching provisions. In light of the current advice on self-isolation and social distancing, the Home Office is also waiving a number of requirements on visa sponsors, such as allowing non-EU nationals here under work or study routes to undertake their work or study from home.

Priti Patel, Home Secretary, stated: The UK continues to put the health and wellbeing of people first and nobody will be punished for circumstances outside of their control. By extending people’s visas, we are giving people peace of mind and also ensuring that those in vital services can continue their work.

NHS Visas – 1 year extension & Student Nurses

The Home Office have announced that doctors, nurses and paramedics will automatically have their visas extended for one year, free of charge. The extension also covers family members. This measure will also help bolster the number of NHS staff able to work during the coronavirus situation.

Restrictions limiting the number of hours that student nurses and doctors can work in the NHS have also been lifted.

Priti Patel said:

  • Doctors, nurses and paramedics from all over the world are playing a leading role in the NHS’s efforts to tackle coronavirus and save lives. We owe them a great deal of gratitude for all that they do. I don’t want them distracted by the visa process. That is why I have automatically extended their visas – free of charge – for a further year.

NUS

NUS ran its hustings and voting for the election of the presidential and executive officers online for the first time ever. Hillary Gyebi-Ababio has been elected NUS UK’s Vice-President Higher Education for a two-year term receiving 85% of the vote. Hillary is currently the Undergraduate Education Officer at University of Bristol Students’ Union. She states she believes that education should be free, accessible and open to all, with students from all backgrounds and identities being able to engage with and shape the education they deserve. She wants students to be at the centre of their education, not viewed as metrics in a market. She will be fighting for an education system that puts students first. Hillary commented:

  • “It is an honour to be elected as the new Vice President Higher Education of our new and reformed NUS. The fact that students all over the country have trusted me with this role is a sign of how much there is a need for a NUS that puts students at the heart of all it does. I am committed to ensuring that every student, regardless of background, circumstance or identity is heard, seen and cared for. This is going to be an exciting time for the student movement, and the beginning of a new and revitalised NUS.”

Student Experience

Lawyer Smita Jamdar blogs on the consequences of the changes to teaching, assessment and student services as a result of Covid-19 and what universities should be considering to ensure they stay on the right side of the Consumer Rights Act.

Accessibility & Mitigation

Wonkhe write: Is online teaching accessible to all? The sector has (mostly) shifted teaching online – but this has been the very opposite of the kind of planned migration that would be considered best practice by digital delivery experts. In the rush to ensure that students could continue their studies it is very likely that the needs of some students – specific learning needs, disabilities, and external factors – have been forgotten. The next phase of the great leap online will be unpicking where mitigations and alternatives need to be put in place to ensure every student can continue their education during the Covid-19 lockdown.

Wonkhe have one blog on the ethics sitting behind it all: The sudden shift to online provision has failed to consider the needs of all students, and may have been built on tools of uncertain provenance.

And a further blog from Martin McLean from the National Deaf Children’s Society on the mitigations required for deaf students to succeed in online teaching and assessment.

Parliamentary Questions

Student Enrolment/Employment

Q – Dr Luke Evans: To ask the Secretary of State for Education, what discussions he has had with universities on ensuring that students remain enrolled at their institution in the event (a) that they lose their part-time employment and (b) of another change in their financial situation as a result of the covid-19 outbreak. [33725]

A – Michelle Donelan: The government is working closely with the sector on a wide range of issues, and student wellbeing is at the heart of those discussions. It will be for universities to deal with individual students’ situations. Universities know how best to provide support and maintain hardship funds, which can be deployed where necessary, which is especially important for students who are estranged from their families, disabled or have health vulnerabilities.

Students will continue to receive scheduled payments of loans towards their living costs for the remainder of the current, 2019/20, academic year. If they are employed or self-employed, they may also be able to benefit from the wider measures of support announced by the Chancellor of the Exchequer. If agreed with their employer, their employer might be able to keep them on the payroll if they’re unable to operate or have no work for them to do because of coronavirus (COVID-19). This is known as being ‘on furlough’. They could get paid 80% of their wages, up to a monthly cap of £2,500.

Loans

Q – Preet Kaur Gill: To ask the Secretary of State for Education, what discussions he has had with the chief executive of the student loans company on the potential merits of refunding loans for the third term of this academic year. [33730]

A – Michelle Donelan: The Student Loans Company (SLC) will continue to make scheduled tuition and maintenance payments to both students and providers. Both tuition and maintenance payments will continue irrespective of whether learning has moved online. This has been communicated via the SLC website. We are continuing to monitor the position.

Inquiries and Consultations

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

New consultations and inquiries this week:

  • The Commons Education select committee is running an inquiry into the impact of COVID-19 on education and children’s services – how the outbreak of COVID-19 is affecting all aspects of the education sector and children’s social care system and will scrutinise how the Department for Education is dealing with the situation. It will examine both short term impacts, such as the effects of school closures and exam cancellations, as well as longer-term implications particularly for the most vulnerable children. Closes: 30 September 2020
  • The House of Commons Women and Equalities Committee has launched an inquiry to hear about the different and disproportionate impact that the Coronavirus – and measures to tackle it – is having on people with protected characteristics under the Equality Act. Closes: 30 April 2020

Other news

  • Data Futures: HESA have published the latest data futures guidance. Wonkhe write on the release: The release of version 1.0.0 of the HESA Data Futures manual offers a welcome indication that, Data Futures, the long-planned overhaul of student data collection will be going ahead. The new materials suggest three data collection points (one per “reference point”) each year, confirming the move away from continuous collection. Also from HESA, a detailed methodology statement (in two parts) on Graduate Outcomes.
  • Student rent: The BBC has an article on the Bristol students staging rent strikes. They are campaigning about the lack of flexibility or forgiveness from landlords. In particular students who have lost their part time jobs or are unable to work because they are self-isolating are detailed. And Wonkhe report that Shadow Secretaries of State John Healey and Angela Rayner have written to government ministers to raise concerns about student accommodation fees for the summer term – requesting action for students living in halls and for those in the private rented accommodation sector.

Subscribe!

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

JANE FORSTER                                            |                       SARAH CARTER

Policy Advisor                                                                     Policy & Public Affairs Officer

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

HE Policy Update as at 25th March 2020

Welcome to your new mid-week update! If you missed our admissions special last week, you will also not have seen that we are moving away from Friday afternoon e-mails because we want to support your wellbeing. Nothing much has changed on admissions yet, by the way, so that one is still worth reading.

 Government Updates

Parliament is commencing recess early today (at close of business on Wed 25 March). This will allow MPs to return to their homes and self-isolate with their families. In normal circumstances, recess would end and parliamentarians would return on Tuesday 21 April, however they are not expected to return this year. The Houses of Parliament are ill-equipped to continue normal business remotely. The beautiful, old buildings are crumbling and do not have the high-tech infrastructure to manage remote voting systems. There was much talk of a need for electronic voting in the tight votes over Brexit (with MPs coming in from hospital in wheelchairs or appearing a very few days after having babies) but they haven’t found a way yet. Select committees may be able continue remotely via video link. Home broadband is so much more reliable than trying to get a Wifi signal in Parliament!

The Coronavirus Bill 2019-20 has completed its stages in the House of Lords (just after 4pm on 25th March) and has gone for Royal Assent. The Coronavirus Bill gives the executive wide ranging and unprecedented powers, which will allow them to continue to govern without Parliament over the next few months if necessary.

The House of Commons Library has published a research briefing covering the education provisions in the Coronavirus bill in more detail. The Explanatory Notes and Impact Assessment explain more on the financial implications of the Government’s powers to close educational institutions. Should the government decide to compensate providers, it may be able to provide funds to “approved (fee cap)” institutions using powers under s39 of the Higher Education and Research Act (“Financial support for registered higher education providers”). For “approved” providers these powers could not be used – it is assumed that wider powers for the government to deploy public funds would apply, but this is not certain.

The impact assessment also suggests that, should a provider be sued for breach of contract or under customer protection rules regarding the provision of accommodation or education, force majeure is believed to apply. The Bill also gives the Office for Students a specific power to disregard its conditions of registration for providers.

Research Professional report that the Government’s response to the Augar review:  “has been kicked even further down the path after chancellor Rishi Sunak told cabinet that the 2020 comprehensive spending review, due this summer, would be delayed because of the pandemic. The Augar response is expected to be published alongside the review.

University education in the pandemic

Monday night announced the lockdown for the UK population, meanwhile three Ministerial letters winged their way to English HE and FE institutions and apprenticeship providers. The Universities Minister wrote (link on Wonkhe here):

  • to curtail the practice of unconditional offers
  • to offer DfE support as institutions move towards online provision
  • clarification on Tier 4 visa issues which will arise from shifting to online provision
  • mitigation for enrolment difficulties (with support from the Home Office, the British Council, UCAS, and Ofqual)
  • student residences and support services particularly for students who are unable to return ‘home’ such as care leavers, estranged students, and international students.

Within the FAQs it was stated that DfE will be working closely with the HE sector and OfS, as regulator, to ensure that we understand the potential financial implications of the issues and risks Covid-19 is bringing to bear on the sector, and to keep abreast of developments.

Summer Exams

The Minister issued a Written Ministerial Statement on the impact of Covid-19 on summer exams. Below is the sector stakeholder reaction to the impact of summer exam cancellations: 

The heads of University Alliance, the Russell Group, GuildHE, and MillionPlus  put out a joint statement confirming that universities will do all they can to support students and ensure they can progress to university:

  • We know many students are anxious about what the cancellation of exams and assessments might mean. Our message to students is: we understand and universities are here for you. Universities are committed to doing all they can to support students and applicants and ensure they can progress to university. This will involve being flexible and responsive in their admissions processes. We want to reassure students who have applied to university, or are thinking of doing so through clearing, that every effort will be made to ensure they are not disadvantaged in any way by the decision not to go ahead with exams this summer.

Association of Colleges (AoC), Chief Executive, David Hughes said:

  • “The cancellation of the 2020 summer exam series is the right decision. However, it will have unsettled the many thousands of students who were preparing for exams and assessments in the full range of qualifications and they will need reassurance about alternative arrangements which support their progression plans. The whole education system will need to work together to ensure that no young person is disadvantaged as a result of the cancellation. There are many challenges to overcome to achieve that, but this is also an opportunity to reconsider some aspects of our high-stakes exam regime. We are working with the Department for Education and Ofqual to ensure that the particular challenges faced by colleges and students are understood. Any decisions about assessment and accreditation for the students affected need to take into account the college context because nearly two thirds of all 16-19 year old students study in colleges. Colleges are determined to play their part in helping to safeguard the educational and progression opportunities of every student affected.”

The AoC also made the following recommendations:

  • The guarantee of a place in post-16 education for every student affected by the cancellation of the 2020 summer exam series.
  • Additional resources to increase teaching time for all 16-19 year olds in 2020/21, make up for the lost teaching time in 2019/20 and support catch-up classes and skills development.
  • A national record of achievement and reference system for recording students’ capabilities and achievements in a common and comprehensible way as they transfer between institutions.
  • The development of national online tests in English, maths and other subjects, to support receiving post-16 institutions in advising and guiding students to make appropriate choices for 2020/21.
  • A revision of the English and maths condition of funding in light of the cancellation of GCSEs this summer.
  • Employer agreed skills standards and accreditation requirements for entry-level employment in various sectors and the use of nationally approved skills tests to provide the evidence of students’ skills that employers need.

Teach First wrote to the Secretary of State for Education, calling for:

Support for disadvantaged children to learn at home

  • Internet providers to lift data caps for vulnerable households.
  • Technology firms to provide safe devices for children most in need to be able to study.
  • Energy companies to provide electricity for disadvantaged pupils to learn from home.

Fair exam grades

  • Many young people face uncertainty about their exam grades and futures. We must ensure that steps are taken to award grades fairly and prevent further increases in inequality. Marks linked to past performance could disadvantage hard working pupils, teachers and improving ‘turnaround’ schools.

Long-term support to recover

  • When schools return support must be weighted towards those serving disadvantaged communities. This must be a priority to prevent the attainment gap between rich and poor pupils from growing.

Finally HEPI have a blog – School performance tables are cancelled – should university league tables be cancelled too?

Unconditional offers

On unconditional offers, the Minister’s letter on 20th March followed our update last Friday and, as predicted, criticised those providers who had switched offers to unconditional in reaction to the news about exams.  It was followed by a request on 23rd March to put a two week moratorium on any unconditional offers.

As Research Professional report the Government was unprepared for this quick response from some within the sector. During the pause period the DfE will continue to develop the methodology of how grades will be awarded to students not sitting exams and consider how the application process should be run. The Minister has threatened that any institutions not complying with the ban will undergo regulatory interventionWe will use any powers available to us to prevent such offer making on the grounds that it is damaging to students and not in their interests.  UUK have supported the intervention.

On practical matters UCAS have extended the admissions deadline. Students usually have to decide which university offers to accept by early May. UCAS have confirmed the deadline will be extended by two weeks. UCAS states: Universities and colleges will also have additional time to assess applications and adjust their processes in these unprecedented times… We will email students this week with information on their new May decision deadline, and ensure they understand they have additional time over the coming weeks to make their decisions.

Research Professional (RP):

  • The government is clearly not on top of the situation. On 18 March, rather than mandate the closure of universities, Williamson said that he would support the decisions of vice-chancellors. Less than a week later, universities are being threatened with regulatory action… Vice-chancellors will have acted not out of malice but with the best of intentions to offer comfort to anxious applicants—that’s what comes of sending mixed messages.
  • Donelan says that switching offers to unconditional “risks destabilising the admissions system, increasing financial uncertainty and volatility for all institutions at a time when universities are already facing significant pressures”. The minister wants universities to “avoid actions which might not be in students’ best interests simply to maximise their intake over other universities”.
  • That was probably not the idea behind the switch to unconditional offers, but in a sign of how quickly the world is changing…

The Government’s edict that no new unconditional offers can be made has stimulated debate. Some speculate they may capitalise on the pause to take future action banning all or most unconditional offers (the OfS Admissions consultation has been understandably paused for now). Many lament the impact of the ban on the disadvantaged students who were always intended to be the main recipients of unconditional offers to alleviate some of the turbulence in their lives.

Meanwhile the DfE has reminded students and parents that they are not obliged to accept an unconditional offer and even if they have they can release themselves to explore other options during clearing. DfE state that the release process was introduced last year to support student choice and promote flexibility, and nearly 30,000 students used this functionality.

The OfS press release language is very interesting – they have assumed right up front that NO unconditional offer is in the best interest of a students – they may relax that when they come up with their guidance, but we shall see.

  • ‘Universities and colleges must stop making offers that are not in the best interests of students. They should not make any unconditional offer or amend existing offers for at least two weeks while Ofqual develops the details of the new system.
  • ‘Many universities and colleges have been responding to the enormous challenges of coronavirus with innovation and ingenuity. But it is critical that every university and college puts the student’s interest first in these difficult times. 
  • ‘So, I want to make it very clear to any university or college – and its leaders and governors – that if any university or college makes unconditional offers or adjusts any offer to students during this two week moratorium we will use any powers available to us to prevent such offer making on the grounds that it is damaging to students and not in their interests.

So although they have not done anything about it yet, except issue a review and now a short-term suspension – you could read this as them having already made up their mind and expecting to judge the sector retrospectively against the outcome.

We will let RP have the final word: As higher education pauses admissions activity, it is time now for the government to come up with a workable solution. No more mixed messages: some clarity is needed. As the government has realised on the economy and social distancing, a laissez-faire approach will not see us out the other side of this crisis.

Media coverage: The BBC, The Times and FE Week.

Research in the pandemic

The Under-Secretary of State for Science, Amanda Solloway issued a letter thanking the HE sector for the Covid-19 research and urging institutions to prioritise supporting colleagues (employment terms and conditions) who are working on mitigating this crisis. Skills Minister Gillian Keegan wrote to colleges and training providers and Scottish HE minister Richard Lochhead also issued a letter.

REF 2021 will be pushed back to adjust for the effects of Coronavirus. Currently, the 31 July 2020 census date will be retained. However, the final submission deadline will be delayed. No date for the submission has yet been set but universities have been told they can expect an 8 month notice period when the new date is announced. BU is continuing with the mock REF exercise but will review future timelines as appropriate.

Student Loans

The Student Loans Company has confirmed third term payments will be made as normal even with most teaching moving online.

Zamzam Ibrahim, NUS National President, commented:

  • NUSis pleased that the Department for Education and the Student Loans Company have responded to the strong concerns that we and our member students’ unions have raised in the last week by confirming third term payments will be made as normal, despite the many changes to teaching arrangements made by universities in response to the pandemic. We will continue to work with them to ensure clear communication to students and to ensure students are treated fairly. 
  • Where a students’ family income falls significantly in the year of study, they can ask for a reassessment of their student finance if they are not already receiving the maximum levels of support, and so students should contact the relevant student finance agency as they may be able to receive more support.
  • Students’ income will already be affected as many rely on part-time jobs in hospitality and retail – while we welcome the Chancellor’s commitment to support those who lose employment income we are concerned that those students who are self-employed or who work in the gig economy will not be supported, and most full-time students cannot claim benefits. We need to ensure a safety net is in place for these students, either by extending the wage protections or ensuring access to hardship funding in universities and colleges.

Several parliamentary questions relating to student loans repayments were asked this week. Most have already been superseded in the Government’s announcement that repayments will continue as normal but be reassessed and cease if an individual’s income drops below the repayment threshold.

Last, Peter Lauener was appointed as Chair of the Student Loans company. He replaces Andrew Wathey who was in the role on an interim basis.

The Student Loans Company has announced the temporary closure their contact centre. They state:

  • [We are] closing our customer contact centres temporarily for new and existing students, and for any customer in repayment.
  • The closure of our customer contact centres will not impact summer term maintenance payments to students or tuition fee payments to education providers. These payments will be made as normal. New and existing students in England and Wales can continue to apply for student finance and we will continue to process any applications that have been received as quickly as we can.
  • We are working to restore service at our contact centres as soon as we can and we will provide further information on this over the coming days.

Brexit

A poll on Coronavirus set out to measure the public’s support for the Government’s actions to limit the spread of the virus. It shows favour for a practical potential policy U turn on extending the Brexit end of transition phase. You Gov say: despite it being one of the most dramatic debates in British politics just weeks ago, a majority of the public (55%) would now support extending the Brexit transition period as negotiations have now had to be delayed. A quarter (24%) are still opposed, while 21% say they don’t know.

You can read the full poll analysis here.  An interesting further point is made about the need for the Government to appeal to the young to ensure they understand the seriousness of the crisis and follow social distancing (and now lockdown) requirements. You Gov say: While Boris is still divisive, the public are warming to Rishi Sunak and Chris Witty. Because of this, the Government needs think carefully about its messengers to make sure they are best cutting through with the public.

Parliamentary Questions

Covid-19 Support for Universities

Q – Dan Jarvis: To ask the Secretary of State for Education, what steps his Department is taking to support universities during the covid-19 outbreak. [32182]

A – Michelle Donelan: The Department for Education has indicated that it will not be possible to answer this question within the usual time period. An answer is being prepared and will be provided as soon as it is available.

Covid-19 – Student Accommodation/Online Learning (both due for answer on Thursday)

Q – Rosie Duffield: To ask the Secretary of State for Education, if he will take steps to ensure that universities allow students to terminate their accommodation contracts early without incurring financial penalties during the covid-19 outbreak.

This is due for answer on Thursday – here is the link to follow the response. If you have trouble accessing the response (sometimes they change the link when they add the answer) contact us and we’ll locate it and send it over to you

Q – Stuart Anderson: To ask the Secretary of State for Education, whether he is taking steps to ensure that online access to learning is put in place for pupils and students at schools and higher education institutions that have not developed online resources; and if he will make a statement. [34409]

Disability: Q – Sharon Hodgson: To ask the Secretary of State for Education, what assessment his Department has made of the effect on the health and wellbeing of students in higher education with visual stress of the removal of colorimetry funding for those students.

A  – Michelle Donelan: The department is in discussion with the Association of Dyslexia Specialists in Higher Education as to whether any additional types of assistance would be appropriate for students with a diagnosis of visual stress.

And there is one on brain injuries disability funding.

Access: Q – Baroness Royall of Blaisdon: To ask Her Majesty’s Government, further to the Written Answer by Viscount Younger of Leckie on 6 November 2018 (HL10959), whether they are now in a position to ensure that higher education providers have access to free school meals data at the start of the undergraduate admissions cycle as part of measures to widen access to higher education.

A – Baroness Berridge:

  • Everyone with the talent and capability to succeed in higher education should have the opportunity to benefit from a high-quality university education, regardless of age, background or where they grew up.
  • So that providers are identifying talent in areas of disadvantage, they need to use good-quality and meaningful data. We encourage higher education providers to use a range of measures including individual-level indicators, area data (such as Participation of Local Areas, Index of Multiple Deprivation or postcode classification from ACORN), school data, intersectional data such as Universities and Colleges Admissions Service’s (UCAS) Multiple Equality Measure, and participation in outreach activities.
  • We are actively considering how we can make available free school meals data, taking in to account relevant data protection legislation, and will continue to work closely with UCAS and the Office for Students to this end. In general, we are looking to make data as illuminating as possible.
  • The government believes that every young person with the potential should have the opportunity to access higher education, if it is right for them. A person’s background or start in life should not determine their future.

Disability Employment Gap: Q – Marco Longhi: To ask the Secretary of State for Work and Pensions, what steps she is taking to support people with mental disabilities (a) into and (b) to remain in employment. [30042]

A – Justin Tomlinson:

  • The Government is committed to reducing the disability employment gap and seeing a million more disabled people in work by 2027.We help disabled people, including those with mental health conditions and learning disabilities, return to and stay in work through programmes including the Work and Health Programme, the new Intensive Personalised Employment Support Programme, Access to Work and Disability Confident.

Mental Health: Q – Preet Kaur Gill (Birmingham, Edgbaston): To ask the Secretary of State for Education, pursuant to the oral statement of 18 March 2020, what steps he is taking to ensure that children and young people whose educational institution is closed are able to access mental health services provided through those institutions. [32157]

A – Vicky Ford (Chelmsford):

  • The department is working with NHS England and Public Health England who are providing guidance on seeking mental health support, including guidance for parents and carers of children and young people on addressing mental health and wellbeing concerns during the COVID-19 outbreak. Where in place, mental health support teams are also actively considering how they continue to deliver a service to support children and young people.

Industrial Strategy: Q – Alex Cunningham: To ask the Secretary of State for Health and Social Care, what progress has been made on meeting the objective in the Ageing Society Grand Challenge to ensure that people can enjoy at least 5 extra healthy, independent years of life by 2035. [29943]

A – Helen Whately:

  • Delivering the Ageing Society Grand Challenge (ASGC) mission will require complex systems thinking across a number of areas and we are already working closely across Government, industry, academia and the voluntary sector to do this.
  • We have invested £98 million through the Industrial Strategy Challenge Fund Healthy Ageing programme to enable businesses, including social enterprises, to develop and deliver services and products to support people as they age. We have also announced Andy Briggs as the ASGC Business Champion and our plans to establish the UK Longevity Council.
  • In 2019, the Department published the consultation document ‘Advancing our Health: Prevention in the 2020s’, which has the ASGC mission at its core and sets out the commitments to contribute towards achieving it.

Skills Gaps: A question on skills gap vacancies and whether qualifications and apprenticeships can fill the gaps.

Free Speech: Q – Marco Longhi (Dudley North): To ask the Secretary of State for Education, what steps he is taking to protect freedom of speech and promote diverse debate within universities. [30031]

A – Michelle Donelan (Chippenham):

  • This government has committed to strengthen free speech and academic freedom and ensure our universities are places where debate can thrive. My right hon. Friend, the Secretary of State for Education has made it clear that if required he will look at changing the underpinning legal framework. We have made it clear that if universities do not uphold free speech, the government will.

Student Accommodation

Safely managing student accommodation through the crisis is a tricky process for the HE sector. Thorny issues include: ensuring adequate safeguards where students are self-isolating and moving back to the family home is not possible or inappropriate; requirements for students to continue paying for accommodation or pay retainers whilst not in residence; student evictions as providers close down student residences; concerns over 2021-22 contract pressures. Here are two blogs on student accommodation. On Research Professional Fiona McIntyre reports that universities have been told to pressure firms in charge of private halls of residence to make sure no student is left without a place to stay during the coronavirus epidemic, while the Student Loans Company has said that third-term payments will proceed as planned.

And on Wonkhe Eva Crossan Jory from NUS describes the crisis facing student rents resulting from coronavirus, and what universities, private halls operators and government should do to avert it.

Wonkhe also report that: Student accommodation providers Unite and Liberty Living have promised not to charge students for accommodation for term three if email notification is received before 10 April. Arrangements will be made to support students who need to stay on in accommodation through term three and beyond.

Student Trust

HEPI have a blog from Mary Curnock Cook on Connectedness, Trust and Student Engagement. Excerpts:

  • A new report from Enlitened, part of the Student Room Group, looks at how ‘connected, engaged and supported’ undergraduate students are in the UK. In a classic virtuous circle, the report suggests that feeling connected is highly correlated with trust, and trust increases with awareness of and confidence in university resources. Addressing these areas quite directly could help universities significantly improve theirstudents’ overall experience, as well as helping prepare them better for the world of work. It goes without saying that in the current coronavirus crisis, universities resorting to remote working and online learning will soon feel the pinch if they don’t have some connectedness-credit in the bank.
  • The research suggests that only just over half of students feel ‘connected’ to their university. Connectedness is a wider and more nuanced concept than student experience because it signals a whole range of propensities from supporting the university more generally, being prepared to help it out or give it the benefit of doubt when things go wrong, to getting actively involved in the university’s success. But it goes further than this because this new research indicates that connected students are more likely to trust their university, and when they trust their university, they will be more likely to seek support with emotional and wellbeing issues as well as more prosaic issues such as academic or financial support. 
  • Feeling connected and trusting the university will also help overcome the lack of confidence and shyness that respondents cited as some of the key barriers that stop them from accessing support. This is important as 63 per cent of respondents reported to have kept their mental wellbeing concerns to themselves in the last year, without seeking help from their university. With the findings showing that third year respondents are more likely than both second and first year students to keep concerns around anxiety, stress, depression, and academic and financial issues to themselves, trust and self-confidence seems to erode rather than deepen as students progress through their courses. Unsurprisingly, students with disabilities are even more likely to hold back from asking for help.

Also buried in the report is an astonishingly low engagement level with student unions (which also score relatively poorly on the National Student Survey). Given that peer support is often the first port of call for students in distress, it’s worrying that only 12 per cent of respondents said they trusted their student union and only 3 per cent would go to them for information and support.

Friends and family remain the most trusted source of support for students for a range of anxieties and concerns but it’s worth noting that students are also likely to turn to online resources. The anonymity of online help is often a draw for students shy or lacking in confidence to seek face to face help… With universities across the sector reporting huge increases in demand for student support services, online resources and apps can be vital in making sure that students know about and connect with their university services when they need help.

BU has two 24/7 anonymous online platforms and support services – the Employee Assistance Programme for staff and Big White Wall which supports staff and students. There is also a wellbeing section on the staff intranet.

Inquiries and Consultations

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

New consultations and inquiries this week:

Other news

Student Nurses: Next week student nurses will join the ‘front line’ to support the NHS as the nation battles Covid-19. The Times covers whether they should be paid.

Home Working: As the majority of the nation converts to home working on a more regular basis than usual the Office of National Statistics have published their research which investigates to what extent different people within the labour market work at home, either on a regular or occasional basis (pre-crisis).

Of the 32.6 million in employment, around 1.7 million people reported working mainly from home, with around 4.0 million working from home in the week prior to being interviewed for the survey.

  • Around 8.7 million people said that they have worked from home; this is less than 30% of the workforce.
  • Some industrial sectors, such as transportation and storage, accommodation and food services, and wholesale, retail and repair provide relatively few opportunities for people to work from home.
  • Other industrial sectors, such as information and communication, professional, scientific and technical activities, financial and insurance activities, and real estate activities, provide far more homeworking opportunities.
  • Occupations requiring higher qualifications and experience are more likely to provide homeworking opportunities than elementary and manual occupations.
  • Younger workers are the least likely to be working from home, whereas those who continue to work beyond State Pension age are increasingly likely to be working from home.

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JANE FORSTER                                            |                       SARAH CARTER

Policy Advisor                                                                     Policy & Public Affairs Officer

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