Category / innovation

TomorrowPorts conference for smart port innovators

SPEED, a European Interreg project, with Bournemouth University as one of its partners, is holding a conference in September aimed at those interested in new technologies (such as smart port applications), business models and ecosystems that can lead to smarter ports.

The TomorrowPorts conference takes place in Antwerp, Belgium from 23-24 September. During the event participants will learn from use cases from smart port pioneers, get inspired by state-of-the-art smart port technologies, find tech talent to fuel the digital transformation, and get in touch with the latest thinking and frameworks. More information and tickets for TomorrowPorts are available here.

SPEED – the Smart Ports Entrepreneurial Ecosystem Development – aims to build an ecosystem for smart port app development in Belgium, France, the Netherlands, and the UK, bridging the gap between the worlds of European ports and the nascent data science – IoT market.

The conference also provides the opportunity to nominate port solutions for an award to show that collaboration within port ecosystems is key to creating the Smart Ports of Tomorrow. The winner and two runners up are entitled to a money prize, exposure, networking opportunities, free co-working space, and access to the virtual development lab and specific toolkits. The award ceremony will be held at the TomorrowPorts Conference in Antwerp, on Friday September 24. Find out more about the award and on how to register your case here.

 

 

 

 

NIHR i4i Programme Webinar 13 July 2021

  

NIHR i4i Programme

The i4i team has a webinar coming up on 13 July for two new funding calls, including one around the theme of Children and Young People’s Mental Health. Please do share with anyone you think may be interested:

The NIHR i4i Programme is launching two new funding calls this August:

  1. i4i Connect 5 aimed at small to medium-sized enterprises (SMEs) in need of a funding boost to reach the next stage in the development pathway, addressing a clearly defined unmet clinical need.
  2. i4i – Digital Health Technologies for Children and Young People’s Mental Health– aimed at SMEs, NHS providers or higher education institutions (HEIs), this call encourages proposals addressing a range of children and young people’s mental health conditions particularly in regions that have been historically under-served by research activity or where there is high unmet mental health burden.

The i4i team would like to invite you to attend a webinar on the 13th of July, where you can hear more about the call specifications and application process. They will have two guest speakers, Professor Chris Hollis and Dr Charlotte Hall, who will talk about how evidence-based digital interventions can address an unmet clinical need in children and young people. You can register for the webinar here.

Your local branch of the NIHR RDS (Research Design Service) is based within the BU Clinical Research Unit (BUCRU) should you need help with your application. We advise on all aspects of developing an application and can review application drafts as well as put them to a mock funding panel (run by RDS South West) known as Project Review Committee, which is a fantastic opportunity for researchers to obtain a critical review of a proposed grant application before this is sent to a funding body.

Contact us as early as possible to benefit fully from the advice

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

HE Policy Update for the w/e 2nd July 2021

A slower news week. this week, in HE policy terms.  Make the most of the quiet while it lasts…

Contract Cheating

Wonkhe have a petite summary of the OfS blog on essay mills: It refers to growing concern about the use of essay mills, highlights that the consequences for using essay writing services can be severe, and notes that legislation to ban essay mills has been brought in in the Republic of Ireland and Australia.

However, two guest bloggers for Wonkhe argue the ban that Lord Storey hopes to bring in won’t work and to neutralise contract cheating universities need to understand the aspects of their marketing that appeal to students. The researchers looked at 95 essay mill websites and reveal some common themes. The short blog is worth a read. A couple of excerpts.

We analysed the promotional rhetoric on 95 essay mill websites. Unsurprisingly, they all stressed the quality, price, and fast turnaround of their service. Beyond that, most of them reinforced the importance of students succeeding on their course.

But around half of them went further – promoting a distinctly hostile view of higher education. It was characterised as letting students down. Critical commentary mainly focussed on assessment processes, including assignment design. Five distinct propositions recurred in the text and images projected on these sites. 

  • One common framing is that assignment tasks are typically irrelevant to personal ambitions. Tasks were described as not simply “boring”: they were unrelated to the interests and passions that had originally made higher education attractive:
  • Assignment tasks are also framed as a distraction from authentic learning. These tasks “take up invaluable study time and are often responsible for students getting behind”
  • The mills also frame the demands of academic communication as unreasonable.
  • They also like to suggest that tutors fail to support students’ assignment work. Assignment-setting tutors were characterised as disconnected from student experience, indifferent to their needs, imprecise in task specification, and often preoccupied with other matters
  • they frequently suggest that the delegation (of assignments) is a rational and an adaptive practice. In the outside world it is noted that:
  • The majority of successful people practice the delegating of huge and ineffective workloads to well-trained professionals”.

The article continues to discuss how universities can address the problem and highlights A&E style tutorial support during assignment periods. Read more here.

Parliamentary News: Bills

Skills and Post-16 Education Bill

Wonkhe: In the Lords, Jo Johnson has proposed an amendment to the Skills and Post-16 Education Bill. Under the former higher education minister’s plans, a note inserted after Clause 15 would make the Lifelong Learning Entitlement available to all regardless of prior qualification, subject of study, intensity of study, or student number restrictions – and forbid the Secretary of State to restrict access in future.

The Second Reading of the Higher Education (Freedom of Speech) Bill will take place on Monday 12 July.

Research

It’s all Quick News this week:

  • Dods tell us: Drafts of the UK’s upcoming Innovation Strategy suggest it will be a 10-point plan focusing on seven key areas including quantum, advanced materials, life sciences, genomics, robotics and artificial intelligence. This is according to a Financial Times storyon Friday citing unnamed government sources, which said the strategy will outline plans for new science-focused schools and better access to private funding for tech-focused companies. The strategy will also suggest new pro-innovation policies, seek to cut red tape and confirm plans to increase annual state investment in R&D to £22 billion and set up the new Advanced Research and Invention Agency, according to the story. A government spokesperson said: We do not comment on individual leaks, but it is no secret that we intend for the UK to stand as a world-leading centre for the development of brilliant ideas, innovation in industry, and jobs for the future. The government says the strategy will set out the steps it will take to boost innovation in the UK, including investing more money than ever before in core research, having pledged to increase investment in core UK Research and Innovation and National Academies funded research by more than £1 billion by 2023 to 2024.
  • The Commons Business, Energy, and Industrial Strategy Committee has releaseda report on the government’s industrial policy, while agreeing that there were problems with it.
  • The report is critical of the Government’s scrapping of the independent Industry Strategy Council (ISC), which had been chaired by chief economist of the Bank of England, Andy Haldane. The report calls the axing of the ISC a ‘retrograde step’, removing valuable independent scrutiny, insight, and expertise.
  • The report warns that the lack of industrial strategy and oversight risks widening the gap between Government and business at a time when delivering productivity improvements, economic growth and decarbonisation is urgent.
  • While acknowledging that many businesses found the 2017 Industrial Strategy inaccessible and remote from their day-to-day concerns, the report expresses fears that scrapping the strategy risks leaving a ‘fragmented’ and piecemeal approach to solving sectoral problems and enhancing growth opportunities.
  • Ensuring open access policy is as permissive as possible for researchers whilst also achieving public value and affordability, and taking account of the changing landscape in publishing agreements in the UK are all key considerations of the [Open Access Policy] review. The outcomes of the review are due to be published this summer… For peer-reviewed research articles the proposed policy start date will be 1 April 2022, while the policy for monographs is proposed to start from 1 January 2024. UKRI will work closely with stakeholders in the lead up to the policy start dates to ensure any questions or issues are addressed.
  • UK Research and Innovation has announceda new funding model for universities to help increase the impact of their research.
  • The new Impact Acceleration Account (IAA) model represents the start of a range of efforts to improve the effectiveness and influence of funding processes.
  • The IAA will offer a UKRI-wide model with a single application and centralised reporting and monitoring that aims to improve strategic planning.
  • The IAA model will incorporate funding through the following UKRI councils:
  • AHRC
  • Biotechnology and Biological Sciences Research Council (BBSRC)
  • Engineering and Physical Sciences Research Council (EPSRC)
  • Economic and Social Research Council (ESRC)
  • Medical Research Council (MRC)
  • Science and Technology Facilities Council (STFC).
  • The opportunity for applications opens on 6 July and will run for three months until 6 October. Following assessment and evaluation, the first of the new harmonised funding awards will then be made from April 2022.

Access & Participation

Care Leavers

The National Network for the Education of Care Leavers launched their new Quality Mark for the inclusion and success of care experienced students awarding it to the 17 institutions who completed the award during the pilot and trail phases. The award has been in production and testing since 2019 and the UPP Foundation funded the initial developmental pilot. Patricia Ambrose, NNECL Director, commented: Our new Quality Mark enables universities and colleges to demonstrate the effectiveness of their support for care experienced students from pre-application through to graduation and beyond.  Building on the excellent legacy of previous work by Buttle UK, the NNECL Quality Mark covers all aspects of the student lifecycle and has been informed by recent research findings and feedback from care experienced students on the types of support they value.

Universities Minister Michelle Donelan has mentioned care leavers in many speeches and letters.  She said: Improving the opportunities available to care leavers as they gain independence and enter adulthood, is a top priority of this government. This new Quality Mark will help ensure students with experience of being in care have the support they deserve, and the information they need to choose the universities or colleges that work best for them. I warmly welcome this evidence-based approach, and encourage all institutions to join this sector-wide effort to provide targeted support for these students, at every stage of their education.

Black Lives Matters and the student voice

A report from Advance HE examines a sample of statements and actions undertaken by UK universities in response to Black Lives Matter (BLM) protests that occurred in the UK and around the world from May 2020.

The report aims to ensure that momentum gathered during the summer of 2020 is not lost and that universities are “encouraged to evaluate their response to BLM and explore the need for further work in terms of anti-racist initiatives and their applicability to other types of intersectional injustice.”

This report does not answer criticisms about how universities responded to BLM nor does it evaluate which universities did what. Rather, it functions as an accessible introduction to how staff working in HE, whether as senior leaders or specifically as EDI practitioners, might ‘build on’ initiatives associated with BLM to advance structural change within their university. The examples identified are not intended as a comprehensive nor representative cut of the HE sector but as an illustrative launchpad for future work. The showcasing of particular initiatives is intended to highlight tactics, wedge points and themes that might inform the design and execution of future actions to address injustice in the sector more widely

It looks at 7 themes:

  • Culture and history
  • Listening and wellbeing
  • Training
  • Research funding, scholarships and internships
  • Tackling the awarding gap
  • Diversity and data
  • Race Equality Charter.

Employment Prospects: Second-general ethnic minority graduates: The Institute for Fiscal Studies has published a report on the educational and labour market outcomes of second-generation ethnic minorities in the UK. It finds:

  • The UK’s second-generation minority ethnic groups are performing well in education, especially in terms of attainment of degree-level education. This is striking because those from ethnic minority groups born or brought up in the UK are much more likely than those from white UK backgrounds to have been disadvantaged in childhood; and we know that childhood disadvantage is in general strongly associated with poorer educational outcomes. 
  • Employment disadvantage of minority ethnic groups still, however, persists.Men and women from most ethnic minority groups have lower employment rates among those economically active than their white majority counterparts. This disadvantage is reduced but not eliminated when we account for disadvantaged family origins. 
  • For those in work, education does offer a route to attaining a higher social class for some minority groups.Indian and Bangladeshi men and Indian and Caribbean women achieve considerably greater levels of occupational success than their disadvantaged family origins might suggest. But this is not the case for Pakistani and Bangladeshi women, despite the fact that they are successful in education

The Telegraph covers the report.

Parliamentary Questions:

Mental Health

The Department for Education has published the results of a study examining the differences in mental health among students and non-students.

The aim of our research project was to improve our understanding of common mental health problems in young people who attend higher education, compared with those who do not. We investigated:

  • whether there were differences in symptoms of common mental disorder between these groups;
  • how these differences changed over time and what might drive them; and
  • whether the mental health of higher education students compared with the general population has changed during the past decade.

We conducted analyses of two large nationally representative cohort studies: the Longitudinal Studies of Young People In England (LSYPE).

Jim Dickinson digs into the detail over on Wonk Corner.

The Department for Education has published a report “Student mental health and wellbeing Insights from higher education providers and sector experts”

Conclusions:

  • HE providers offer a wide range of services and are looking to further develop their services to support their students with their mental health and wellbeing needs and to promote positive mental health and wellbeing. These cover the spectrum from wellbeing initiatives through early intervention activities to targeted support for those with very specific support needs. …..it is clear that many providers view their services in a holistic or fluid manner, with considerable overlap between services to support wellbeing and those to support mental health needs.
  • For many, their work is backed by a clear strategy or policies which have evolved and will continue to evolve over time to address changing environments and emerging challenges. …. However more providers could develop strategies to guide and consolidate their work, following the lead of their peers. The new Mental Health Charter will help providers with this.
  • Providers collect data to try to understand the extent of the demand for support with mental health across their student population drawing on admin data, self-disclosure and in some cases clinical measures. Providers appear to struggle with assessing their students’ wellbeing needs but some use or are planning to introduce student surveys (either bespoke or utilising standardised measures of wellbeing). ….. However, independent external evaluation is rare, and there is a lack of understanding about the real effectiveness of wellbeing support. ….there is a desire to do more to improve evidence and understanding around the influence of HE on students’ mental health and wellbeing, potential mismatches in expectations for and experiences of support, those most at risk and least likely to seek support, and the prevalence and nature of mental health disorders and poor mental wellbeing in the student population.
  • Finally, the research highlights how definitions, language and terminology are still evolving and are sensitive and value-laden which can create challenges for understanding and describing what is happening in the sector and in developing any monitoring. The sector will need to work together – gathering perspectives of mental health experts, providers, and students – to agree a set of terms that will ensure a common understanding.

Sexual Harassment and Wellbeing

We’ve written about the OfS Statement of Expectations before.  Clearly all the pressure around “Everyone’s Invited” has made the Minister feel that she needs to be doing something, so a letter arrived on Friday afternoon.  It’s a combination of reminder and exhortation:

“I wanted to take the opportunity to state how seriously the Government takes this issue, following the recent letter to providers on this subject from the Office for Students (OfS), and meetings I have held with the founder of ‘Everyone’s Invited’ and Universities UK (UUK)”.

There is a threat of further legislation and action on the use of non-disclosure agreements and a reminder that the government considers the OfS document to be a “minimum”.

International

One of the most frequently challenged policies recently has been the Government’s unwavering policy not to permit international students to quarantine in their halls of residence. Instead they are required to pay for hotel quarantine (£1,750 – payment can be spread for those with demonstrated financial need) and there is no guarantee of the level of face to face learning they will received. Wonkhe report on comments by Sanam Arora, from the National Indian Students Union UK, who says that up to 55,000 Indian students are hoping to arrive – but – uncertainty means many are considering their optionsEveryone is deferring their decision till the very last minute… £1,750 on top of fees is quite a significant cost for them. A lot are still in that confused state of should we come, should we not come?

Below we included a parliamentary question on the hotel quarantine highlighting that the Government has not undertaken any special liaison with universities to ensure sufficient hotel quarantine places are available for the peak autumn influx. Instead the Government recommended that international arrivals booked their quarantine place ahead of time to secure a spot.

This week the Scottish Government has approved a trial for incoming international students to quarantine in their on-campus accommodation. The trial will need to demonstrate that the on campus quarantine will meet the stringent safety measures enforced at quarantine hotels. Wonkhe report: It’s not straightforward – some universities would be unable to meet the requirements necessary and there’s nothing similar on the cards for English universities – yet. UUKi’s Vivienne Stern welcomed the news but told the i news: “I think there are going to be questions about how the DHSC in the end feels about travel distance from port of entry to point of quarantine. So it’s not resolved, there’s no discussion of a pilot, it’s simply that we’re in that information sharing phase.” So Scotland’s on campus quarantine isn’t certain yet and the Government maintain that international students entering English universities will use the hotel quarantine system.

Immigration Minister, Kevin Foster, has announced flexibility for visa arrangements to account for the continued uncertainty over the autumn term teaching model. International students are not required to enter the UK until 6 April 2022 to retain their visa.

This concession will extend to cover the first two semesters of the 2021-2022 academic year, until 6 April 2022. This date is encouraged to be seen as a deadline, not a target, and will help avoid a surge in travel and the associated resources needed to comply with quarantining measures, and help manage the arrival of students….An extension to these concessions helps in protecting international students from being further disadvantaged due to circumstances outside their control and allows a greater element of flexibility to start and continue their studies safely. 

Research Professional also have a write up on the visa flexibility and cover other topics such as international students perception of online learning.

Graduate Work Visa: The two-year graduate visa route officially opened on Thursday, meaning graduate can stay for an additional two years without an employer sponsor or minimum salary. There are no limits on the number of graduates able to access this new immigration channel. The specifics are here. And in the face of continued Covid travel restrictions (and the online learning start to the year) the Government has confirmed that student who commenced courses in 2020 that wish to qualify for the visa must enter the UK by 27 September 2021. As mentioned above international students commencing the 2021/22 academic year online will need to enter the UK by 6 April 2022.

Research Professional have a short write up on the graduate visa in their usual entertaining style:

  • the two-year graduate visa that was hard won, in the face of Home Office opposition, by a parliamentary amendment jointly sponsored by former universities minister Jo Johnson and Labour’s Paul Blomfield. It has been on the cards for some time, after the government was shamed into it during the last parliament.
  • As the Home Office put it, “international graduates must have completed an eligible course at a UK higher education provider, with a track record of compliance with the government’s immigration requirements, to apply to the graduate route”. That would be almost everyone.
  • The Home Office says: “Graduates on the route can work flexibly, switch jobs and develop their career as required.”
  • While universities will be celebrating a significant victory at a time when wins are hard to come by with this government, the truth is that the UK is facing a major skills shortage because of both a squeeze on immigration and the effects of Covid.

Careers & Placements

Here are some of this week’s blogs and publications

Digital Curriculum

Various media discussed digital content in the curriculum this week. Below are a selection of the blogs.

Wonkhe’s blogs:

THE blogs:

Higher Technical Qualifications – publications

The Education and Skills Funding Agency published information and guidance on reforms to higher technical education, and the Institute for Apprenticeships and Technical Education unveiled a new quality mark to accompany the Higher Technical Qualifications. The DfE published the Government’s response to the higher technical education consultation and details on their higher technical education reforms.

PQs

  • Universities are eligible for the Higher Technical Education Provider Growth Fund – as long as they meet the criteria.
  • Prevent – feedback from providers
  • Government pleased will the response and volume of applications to the Turing Scheme so far,
  • Study Abroad Programmes 2021-22
  • Students isolating but at the end of their accommodation tenancy agreement can move back home if there is no other choice – under The Health Protection (Coronavirus, Restrictions) (Self-Isolation) (England) if someone is legally obliged to move, they are allowed to do so even if isolating.

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

Finance: HESA published the HE Provider Finance Data. Research Professional pick out the elements they find interesting from the data for the unusual end to the financial year as the UK entered the Covid lockdown. You can read their analysis here. The very short version is: …the Hesa data for 2019-20 suggest that the bank balances of most universities were healthy enough, with decent surpluses reported from the Russell Group through to specialist institutions. Perhaps this does not reflect a hit taken in the final quarter of the financial year at a time when the final outcome for the 12-month period had been mostly set. We look forward to next year’s data as a clearer indication of how the pandemic has affected universities.

Exam feedback:  Wonkhe – Should students get individual feedback on exams? Andy Grayson thinks so, and he has ways of delivering it that aren’t onerous.

Student Support: Wonkhe – Post the pandemic, Ellen Buck argues that being more cognisant of the support that students need to transition between spaces, experiences and identities should be core.

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He policy update for the w/e 25th June 2021

We’re a little late this week, and the sector was firmly back in the fast lane – we’ve a host of reports and activity for you. Monday’s Education Questions provided parliamentarians with the chance to put Gavin Williamson and Michelle Donelan on the spot. The Secretary of State and the CEO of the OfS also spoke to the sector at a HEPI conference, after HEPI published their annual student academic experience survey.

Research news

New National Science and Technology Council: The PM has announced  a new National Science and Technology Council, to provide strategic direction for the use of science and technology to address national and global challenges. Boris will Chair the Council with Sir Patrick Vallance as National Technology Adviser (on top of his other roles!). Vallance will also be responsible for developing a new Office for Science and Technology Strategy, which will be based in the Cabinet Office. The Office will support the ministerial council to strengthen Government insight into science and technology, so it can be placed at the centre of policies and public services. Potential priorities identified for this unified work are “developing technology to reach net zero, curing cancer and not only treating it, and keeping our citizens safe at home and abroad.”

A few days later the Government announced a £50 million upgrade for specific infrastructure projects and scoping studies in line with the new ministerial Council and Office for Science and Technology Strategy. The investment will be delivered through grant funding through UKRI’s Infrastructure Roadmap programme.

Research Professional consider the PM’s leadership of the new Office, the Government’s interference in Science and Vallance’s juggling of the new role with his other significant appointments. Excerpt:

  • The reality of an Office for Science and Technology Strategy run out of the Cabinet Office is that the Department for Business, Energy and Industrial Strategy and UKRI are being sidelined in strategic decision-making. There now has to be an open question over how much of the planned increase in the science budget UKRI can expect to see.
  • That also leads us to ask how much of the budget increase will make its way to the quality-related pot that funds blue-sky research in universities. The appointment of Indro Mukerjee as chief executive of Innovate UK, and the choice of Andrew Mackenzie as preferred candidate for UKRI chair, alongside the emergence of the Advanced Research and Invention Agency, suggest that the strategic agenda for science is pivoting away from universities and towards subsidising inward investment and industrial capacity.
  • Is creating parallel offices for science and technology—and multiplying the number of scientific councils advising the prime minister—something we should be “incredibly positive” about? 

Research Professional also have an exclusive interview with UKRI Chief Executive, Ottoline Leyser. A snippet of the interview is here. Ottoline is supportive of the new Office.

It appears the focus on innovation may overlap with ARIA, although presumably the research will be monitored to a greater degree and perhaps less ‘blue-sky’. At this stage it appears a key benefit will be the connect between Government research priorities and policy development. This factor has been welcomed by the sector.

UKRI Chair: The Science and Technology Select Committee held a pre-appointment Hearing with the Government’s Preferred Candidate for the UKRI Chair – Sir Andrew Mackenzie. The committee questioned Mackenzie discussing his credentials for the role, his experience, potential for conflicts of interest, the climate emergency, aspirations for the role, the ongoings of the UKRI, the Asia-Pacific region, COVID-19, investments and incentives, funding priorities across research areas, co-funding, and the Government’s Levelling Up agenda in relation to UKRI.

Specifically on levelling up, Dods summarise:

  • The Chair asked Mackenzie about the Government’s objective to level-up performance across the country; and whether he believed there was over-investment in the Golden Triangle. Mackenzie said there was a placing strategy in UKRI which contributed to the Levelling Up agenda. As universities were evenly distributed in the UK, they could be a critical component to the wellbeing of towns outside of the Golden Triangle. Mackenzie said the UKRI should consider the fabric and health of these universities; and that more funding should go to Innovate UK to stimulate greater technological transfer with the view of levelling up.
  • The Chair asked whether it was a problem that research funding tended to be concentrated in certain geographical areas of the country rather than others. Mackenzie recognised that it should be an area of examination. There could be opportunities to create greater investment if researchers were attracted to certain geographical areas.

Strengthening Clinical Research Delivery: The Department for Health and Social Care has announced £64m funding to support UK-wide plans to strengthen clinical research delivery. A new implementation plan published today sets out the first year of activities to deliver a vision for the Future of UK Clinical Research Delivery.

Following the publication of Saving and Improving Lives: The Future of UK Clinical Research Delivery in March, the UK Government and devolved Administrations today set out the first phase of activity to ensure research will have better health outcomes and allow more patients to be involved in research of relevance to them.  The full policy paper on the Future of UK Clinical Research Delivery is available here.

Activity for the coming months will include:

  • the development and trial of new COVID-19 treatments and vaccines
  • making UK clinical research delivery easier through more rapid ethics reviews and faster approval processes
  • boosting clinical research capacity with more virtual and remote trials
  • increasing diversity and participation in research in communities traditionally under-served by research
  • digitising the clinical research process to allow researchers to find patients, offer them places in trials, and monitor health outcomes

The vision is underpinned by five key themes:

  • streamlined, efficient and innovative research– so the UK is seen as one of the best places in the world to conduct fast, efficient and cutting-edge clinical research
  • clinical research embedded in the NHS– to create a research-positive culture in which all health and care staff feel empowered to support and participate in clinical research as part of their job
  • patient-centred research– to make access to, and participation in, research as easy as possible for everyone across the UK, including rural, diverse and under-served populations
  • research enabled by data and digital tools– to ensure the UK has the most advanced and data-enabled clinical research environment in the world, which capitalises on our unique data assets to improve the health and care of patients across the UK and beyond
  • a sustainable and supported research workforce– which offers rewarding opportunities and exciting careers for all healthcare and research staff of all professional backgrounds – across the length and breadth of commercial and non-commercial research.

Key commitments within the plan include:

  • Continuing to deliver on existing commitments to make UK clinical research delivery easier, more efficient and more effective. This includes an offer of HRA Rapid Research Ethics Committee review as part of the roll-out of the Ethics Committee and MHRA combined review of clinical trials of medicines.
  • Reducing the variation and time spent negotiating costsfor commercial research through the National Contract Value Review, ensuring an aligned process for contracting of research across the whole UK.
  • Taking the first steps towards digitising the clinical research processto make it faster and cheaper by beginning to create a holistic data-enabled Find, Recruit and Follow-up service.
  • Expanding flexible workforce and delivery models, including increasing capacity for research in primary and community care.
  • Providing recognition for key groups of staff across the NHS who play a key role in delivering research, including through a new accreditation schemefor Clinical Research Practitioners.
  • Supporting and enabling the delivery and evaluation of innovative modelsof trial delivery such as hub and spoke models, decentralised models and remote participation.
  • As the pressures of the pandemic ease, manage the recovery of research across all phases, therapy areas and treatment types, with COVID-19 becoming one speciality among a diverse research portfolio.

Quick News

  • Brush up on the ARIA Bill in this Lords Library briefing.
    Section 3 is most interesting as it summarises the amendments, critique, and response to the Bill to date. Such as:

    • Following its introduction, many organisations and stakeholders in research, science and technology have welcomed the bill. Some concerns have been raised about the agency’s mandate and whether the Government will fund the agency in the long-term.
    • Greg Clark, Chair of Commons Science and Technology Committee, stated – There remains much that is unclear about what ARIA is meant to be. It’s not clear if it is a new institution that will conduct its own research and attract global scientific talent, or if it is another funding agency for researchers in existing organisations.
    • Stephen Flynn (SNP) had concerns. Describing the bill as “incredibly vague on details”, Mr Flynn queried what the wider mission of the bill would be, as he was unsure whether the bill was trying to achieve better outcomes for health, defence or transport
    • Labour oppose the ARIA Bill’s exemption from the Freedom of Information Act 2000. Ed Miliband highlighted that DARPA in the US had 47 requests for information last year, contending that it is “hardly an obstacle to getting on with the day job
  • The public (78-79%) are supportive of providing equitable access to medicines for sufferers of rare diseases even if it costs the NHS more. 46% also agreed to raise the cost threshold for medicines to enable their use.

Two PQs:

The Secretary of State speaks (several times)

The Secretary of State gave the opening speech at the HEPI conference last week [we discuss the main report discussed at the conference below]  You can read the speech here. There wasn’t much that was new, but some things are worth pulling out.

GW seemed to suggest that the minimum entry requirements might include a requirement for a pass in Maths and English at GCSE.  Possibly as well, or instead of the 3 Ds, he didn’t go into that.  He also said that the cost to the government of media studies shouldn’t be less than maths.

GW pulled out as “unacceptable” the Proceed data for some institutions (not named but mostly identifiable from the OfS data) who were below 40%.  The Proceed metric is a combined metric looking at completion as well as outcomes – except in a very small number of cases very few universities have employment outcomes anywhere near as low as he was talking about.

  • In a very clear signal to universities about a baseline for future quality standards, he said;
  • And while higher education remains a good investment for most, at 25 higher education institutions, fewer than half the students who begin a degree will go on to graduate employment or further study.
  • I want to be clear that this is not an attack on the arts. Many of our arts institutions are world leaders and every subject can be taught well, and so many universities do teach it well, and every subject can lead to good outcomes. But this is not always the case.
  • For example, while there are many are many good psychology courses, at one university only 39% of those who enrol in psychology go on to graduate employment or further study. This is not good enough.
  • While there are many good bio-science courses, at one university only 38% of those who enrol in bioscience go on to graduate employment or further study. This is not good enough.
  • While there are many good computing courses, at one university only 35% of those who enrol in computing go on to graduate employment or further study. Again, this is just not good enough.

GW mentioned the OfS review of assessment practices in response to media stories about “dumbing down” assessments in the name of inclusivity.  This was announced last week with very little detail.  The OfS say that the review is part of a range of activities to drive up the quality of higher education courses and ensure that standards are maintained. Commenting on the announcement on Twitter, WonkHE’s Jim Dickinson said “A cooked up (and for most of the day it ran) incorrect moral panic story in the MoS now becomes major project work for OfS,” citing the review as an example of the OfS priorities having no relation to the priorities of students, and “everything to do with Ministers and newspapers.”

The CEO of the OfS, Nicola Dandridge, also spoke.  Her most interesting point made a clear link between plans for funding and quality.  This is one of the possible “top up” grant options we have been suggesting if there is a headline fee cut.  A version of her speech has made it onto the OfS website as a blog here.

Research Professional have a summary of the event.

Education Committee: GW was questioned by the Education Committee during the regular accountability hearing. Dods summarise the content most of interest to the HE sector.

  • White working-class children: Chair Robert Halfon noted the committee’s recent report on poor educational outcomes for white working-class children when compared to other cohorts. In response, Williamson said the report was right to highlight that there were a variety of problems with WWC children progressing in the post-16 environment, including university entry. When Halfon asked if there should be target solutions for this group alone, Williamson said he favoured targeted solutions but based on the status of any child left behind. Williamson said any change in the terms of reference for the Pupil Premium with regard to additional funding for this cohort could not be done without another spending review. [See the section below on this report.]
  • Baker clause: Halfon asked for comment on the Baker Clause, which stipulated that schools allow colleges and training providers access to all students in years 8- 13 to discuss non-academic routes. In response, Williamson said he supported all schools adhering to the Baker clause. He said most schools were open to this and hoped parents did not have to resort to legal action to force this to happen. Williamson said in the summer the government would be consulting on proposals to strengthen the legislation and that Ofsted should be enforcing it. He said government schools funding could be made conditional on compliance.
  • Undergraduate degree apprenticeships: Asked by Halfon to comment on the idea of a teaching undergraduate degree apprenticeship, Williamson said there was a compelling case for this.
  • University funding: Anderson said in the last financial year universities had lost out on £790m from various problems caused by Covid such as reduce funding for conferences and lack of foreign students. She also suggested the DfE was biased against funding arts and humanities provision. In response Williamson said there had been strong growth in foreign students last year, with more students coming from outsider the EU (though EU students were down). He said the DfE had no bias against arts and humanities funding.
  • Free speech in higher education; antisemitism in universities: Hunt asked whether new free speech legislation might mean people with hateful views could potentially claim compensation if blocked form speaking on university campuses. In response, Williamson said this would not be the case. He said the new legislation was only intended to enforce existing laws and would not permit activities such as holocaust denial. Gullis asked what action was being taken to penalise universities which did not subscribe to the IHRA definition of antisemitism. In response, Williamson said he had been working with Lord Mann to ensure all universities signed up to the IHRA definition. He said if they did not take it up voluntarily the government was looking at a broad range of actions related to funding constriction.

Education questions in the House of Commons

Education Secretary, Gavin Williamson, and Universities Minister, Michelle Donelan, responded to Education questions in the House of Commons. From Education Topical Questions:

Q – Andrew Bridgen: Could the Secretary of State update the House on progress on changing A-levels to enable students to apply with known grades rather than predicted grades?

A – Gavin Williamson: I thank my hon. Friend for that question. The consultation closed on 13 May and we are looking at the response very closely. We really want to bring post-qualification admissions forward as rapidly as possible. We would like to do so without legislation and in co-operation with the sector, but if we are not able to have that co-operation, we will drive this forward. All the evidence, from the Sutton Trust and from so many others, is clear that PQA helps children from the most disadvantaged families more than any others. That is why we will make it happen.

So, the Government signals intent to push ahead with post-qualification admissions no matter what the consultation says or evidence provided by the sector to the contrary.

Q – Rachael Maskell: Will the Secretary of State ensure that, instead of experiencing disruption to a third academic year, universities are able to determine their own return of students in September this year? The University of York and York St John University have advanced plans in place and they do not want to see further delays, including staggered starts. Can they now also have the ability to allow international students to quarantine at their local university?

A: The Minister for Universities (Michelle Donelan): We have every expectation that by the autumn term we will be able to move forward beyond step 4, meaning that there will be no further restrictions on the provision of in-person teaching and learning. During the pandemic, many providers have developed a digital offering and, as autonomous institutions, they might choose to retain elements of that approach, as well as undertaking risk assessments, but our expectation is clear that universities should maintain the quality, quantity and accessibility of provision. In terms of international students, we have been one of the world’s leaders in our visa concessions and flexibilities. I shall continue to work closely with the Home Office and the Department of Health to ensure that the best interests of students are always maintained, as well as public health.

So, no change and no firm answer. The Government will continue to intervene if they feel the national situation warrants it.

The Lords questioned compulsory redundancies in the university sector and their potential impact on teaching and research.

Graduate outcomes

With Gavin Williamson focussing on graduate employment (as presented via the Proceed metric) in his speech, there may have been less focus on salaries recently.  However, the latest version of the LEO data has come out and David Kernohan has a blog on Wonkhe, pointing out all the challenges, including the big problem about part-time work for example, 25% of creative arts graduates and more women than men work part-time, and LEO doesn’t adjust for this.  There are all sorts of interactive graphs if you want to play.

Skills and Post-16 Education Bill – amendments

The Skills and Post-16 Education Bill continues its way through the House of Lords (it started there and will go to the Commons later).  Committee stage, the detailed review, starts on 6th July 2021. As of 28th June the running list of proposed amendments is here.

Lord Storey has continued his campaign against essay mills by proposing a new Clause as an amendment to the Skills and Post-16 Education Bill to make it an offence to provide or advertise cheating services. It is in line with his current private Members’ Bill (PMB). The Bill will be considered at the Committee Stage on 6 July 2021, it is unclear whether Lord Storey’s amendment will be addressed. However, his PMB is due for second reading this Friday. At the Education Committee Gavin Williamson said that the government would seek a way to support the PMB (which they would presumably prefer to an amendment to the Skills Bill.

Wonkhe described the amendment from Lord Lucas which proposes a mental health monitoring role for the Office for Students (OfS) that would require the regulator to assess the extent to which the mental health and wellbeing of students are sustained and improved while attending the institution, the quality improvement and response to mental health crises, and the pastoral and academic care of students attending the institution. While the government may seek to reject the amendment on the basis of the focus of the bill, it will face pressure to explain whether and how OfS does oversee that agenda.

Lord Lucas has also proposed other additions that would ensure that the interests of local potential students and an assessment of national skills needs are represented in Local Skills Improvement Plans (LSIPs), and Lord Lingfield has suggested a regular review of how these plans support learners with special educational needs.

Gordon Marsden continues to press the Government to thoroughly think through the modular approach to funding and learning proposed by the Bill. He writes in Research Professional’s Sunday Reading: The arguments over skills, modules and devolved initiatives this summer need to define the outcomes for transformation, not just the rhetoric around it. It’s a decent short article if you want to read more on the importance of getting the modular aspect right.

Other amendments include a requirements to review provision for special educational needs in a local area, reviewing how the apprenticeship levy is being used in the context of local skills plans, a proposal to remove the limits on prior qualifications and restrictions on student numbers (eg for medicine), and a proposal about access to universal credit.  We can expect the list to grow before 6th July.

White working class

The Education Committee has published its final report following its inquiry into left behind white pupils from disadvantaged backgrounds, which originally opened in April 2020. They say:

  • Early years: In 2018/19, just 53% of FSM-eligible White British pupils met the expected standard of development at the end of the early years foundation stage, one of the lowest percentages for any disadvantaged ethnic group.
  • GCSE performance: In 2019 just 17.7% of FSM-eligible White British pupils achieved grade 5 or above in English and maths, compared with 22.5% of all FSM-eligible pupils. This means that around 39,000 children in the group did not achieve two strong passes.
  • Access to higher education: The proportion of White British pupils who were FSM-eligible starting higher education by the age of 19 in 2018/19 was 16%, the lowest of any ethnic group other than traveller of Irish heritage and Gypsy/Roma.

Among the many factors that may combine to put white working-class pupils at a disadvantage are:

  1. Persistent and multigenerational disadvantage
  2. Placed-based factors, including regional economics and underinvestment
  3. Family experience of education
  4. A lack of social capital (for example the absence of community organisations and youth groups)
  5. Disengagement from the curriculum
  6. A failure to address low participation in higher education

They set out the following solutions:

  1. Funding needs to be tailor-made at a local level to level up educational opportunity. (page 45) A better understanding of disadvantage and better tools to tackle it is needed – starting with reforming the Pupil Premium.
  2. Support parental engagement & tackle multi-generational disadvantage. (page 33) To boost parental engagement and mitigate the effects of multi-generational disadvantage, a strong network of Family Hubs for all families is needed. These should offer integrated services and build trusting relationships with families and work closely with schools to provide support throughout a child’s educational journey.
  3. Ensure the value of vocational training and apprenticeship options while boosting access to higher education. (page 49) Reform the Ebacc to include a greater variety of subjects, including Design & Technology. Ofsted must be stronger in enforcing schools’ compliance with the Baker Clause, to ensure they allow vocational training and apprenticeship providers to advertise their courses to pupils. Where there is non-compliance, schools should be limited to a ‘Requires Improvement’ rating.
  4. Attract good teachers to challenging areas. (page 43) Good teaching is one of the most powerful levers for improving outcomes. Introducing teaching degree apprenticeships and investing in local teacher training centres may support getting good teachers to the pupils who need them most.
  5. Find a better way to talk about racial disparities. (page 14) The Committee agreed with the Commission on Race and Ethnic Disparities that discourse around the term ‘White Privilege’ can be divisive, and that disadvantage should be discussed without pitting different groups against each other. Schools should consider whether the promotion of politically controversial terminology, including White Privilege, is consistent with their duties under the Equality Act 2010. The Department should issue clear guidance for schools and other Department-affiliated organisations receiving grants from the Department on how to deliver teaching on these complex issues in a balanced, impartial and age-appropriate way.

Education Committee member Kim Johnson (Lab, Liverpool Riverside) has sought to distance herself from the report, saying on Twitter it was “deeply depressing that we are seeing a Government that has presided over deep cuts to education diverting attention from that onto a fake culture war.”

Rt Hon Robert Halfon MP, Chair of the Education Committee, said:

  • “For decades now White working-class pupils have been let down and neglected by an education system that condemns them to falling behind their peers every step of the way. White working-class pupils underperform significantly compared to other ethnic groups, but there has been muddled thinking from all governments and a lack of attention and care to help these disadvantaged White pupils in towns across our country.
  • “If the Government is serious about closing the overall attainment gap, then the problems faced by the biggest group of disadvantaged pupils can no longer be swept under the carpet. Never again should we lazily put the gap down to poverty alone, given that we know free school meal eligible pupils from other ethnic groups consistently out perform their White British peers. In 2019, less than 18% of free school meal eligible White British pupils achieved a strong pass in English and Maths GCSEs, compared with 22.5% of all similarly disadvantaged pupils. This equates to nearly 39,000 White working-class children missing out.
  • “So far, the Department for Education has been reluctant to recognise the specific challenges faced by the White working class, let alone do anything to tackle this chronic social injustice. This must stop now.
  • “Economic and cultural factors are having a stifling effect on the life chances of many White disadvantaged pupils with low educational outcomes persisting from one generation to the next. The Government needs to tackle intergenerational disadvantage, inbuilt disadvantages based on where people live and disengagement from the curriculum.
  • “What is needed is a tailor-made approach to local funding and investment in early years and family hubs. This should be alongside more vocational opportunities, a skills-based curriculum and a commitment to addressing low participation in higher education.
  • “We also desperately need to move away from dealing with racial disparity by using divisive concepts like White Privilege that pits one group against another. Disadvantaged White children feel anything but privileged when it comes to education.
  • “Privilege is the very opposite to what disadvantaged white children enjoy or benefit from in an education system which is now leaving far too many behind.”

Wonkhe:

The Social Mobility Commission (SMC) have responded to the Education Committee’s latest report, The forgotten: how White working-class pupils have been let down, and how to change it, which found “White working class underachievement in education is real and persistent”. The Committee has called on the government to take steps to ensure disadvantaged White students fulfil their potential:

  • Educational underachievement is only part of the picture. Our report, The Long Shadow of Deprivation, shows that even if students beat the odds and get good qualifications, in the least socially mobile areas of the country they still face a wage gap at age 28 of up to a third. The answer to these issues is about thinking about investment in jobs, transport, housing, welfare and wider opportunities as well as in schools.

Access & Participation

Care duration: Research Professional report on LEO data released at the end of last week which highlights that students who have been in care for more than a year are marginally more likely to take part in higher education than those who have been in care for shorter periods of time. Read more here.  

Disadvantaged pupils’ confidence in A level grade awarding system: The Social Mobility Foundation published new findings which identified how confident disadvantaged students are about the grade-awarding system that will be used in place of exams for this summer’s GCSEs, AS and A Levels. It concludes that disadvantaged young people are not confident they will receive grades that reflect their ability under the teacher assessment system introduced this summer and do not have faith in the appeals process. The majority of the survey respondents were on free school meals.

  • 43% are not confident that they personally will receive fair grades reflective of their ability
  • 52% are not confident that they will be able to appeal grades that they do not think are a fair reflection of their ability
  • 36% of young people who plan to go to university this September are not confident they will receive the grades they need to secure their place.
  • 28% of participants who are sitting GCSE, A-Level or equivalent exams this summer reported that their teachers had not made it clear what pieces of work will be used to determine their final grades.
  • 35% of participants did not have access to reliable broadband during lockdown.
  • 74% of participants agree that: “Every student in Year 12 or S5 or above should have the option to take up a fully funded education recovery year to make up for learning time lost during the Covid-19 pandemic”.
  • 74% of participants felt that not all parts of the country had suffered equally because of the Covid-19 pandemic; highlighting geographical inequality which is a key focus of the government’s levelling-up agenda.

The findings come as the Department for Education and Education Policy Institute published their own research which found further evidence that restrictions to in-person teaching following the pandemic have led to a widening of the disadvantage gap – the gap in school attainment between disadvantaged pupils and their peers. These results received widespread national media coverage yesterday, from print news to television, and you can view a short clip of Social Mobility Foundation Chair, Alan Milburn, chatting to Sky News about the data here.

As a results of these findings, SMF are calling for the appeals process to be re-designed this year, for year 13 to have the right to repeat the year (cost £180 million in England), and for young people opting to take exams in the autumn instead of accepting teacher-assessed grades to do so free of charge.

Universal Credit & Reasonable Adjustment: Wonkhe report on a psychology student that has been granted permission to challenge regulations that prevent him and thousands of other disabled students from claiming universal credit while they are full-time students. Flinn Kays claims that new regulations that stop disabled students having a work capability assessment (WCA) and thus claiming universal credit are unlawful – and is asking the court to quash 2020 regulations on the grounds that the Secretary of State unlawfully failed to consult, that they are discriminatory and that they breach the public sector equality duty.

Meanwhile students with vision impairments experience failure from institutions to put agreed reasonable adjustments for exams and assessments into place, and a lack of expertise in accessibility, according to new research into the post-school experiences of young people with vision impairments from the Vision Impairment Centre for Teaching and Research at the University of Birmingham and the Thomas Pocklington Trust.

Lost in Transition? also found limited understanding of vision impairment by some staff at institutions at the time of application, difficulties with the accessibility of the UCAS admissions system, and various issues with the Disabled Students’ Allowance (DSA), including assessors not having the necessary expertise to assess students, delays in the processing of assessments and equipment being provided that did not meet students’ needs.

Wonkhe blogs:

Access to postgraduate study: The Sutton Trust published a new report on access to postgraduate education in the UK, looking at the level of financial support available across the nations, the impact of the introduction of postgraduate loans on access in England, the growing cost of postgraduate degrees, and the likely impact of those costs on access.

  • Rates of progression from an undergraduate degree to a postgraduate master’s have increased for graduates of all backgrounds since loans were introduced, but they have increased the most for those from socio-economically disadvantaged groups. In 2013/14, just 6% of first-degree holders from working class backgrounds in England progressed to a taught higher degree (i.e. master’s), compared to 8.6% for those from managerial and professional backgrounds. By 2017/18, rates for both groups had risen considerably, and the gap in participation had reduced, with 12.9% for those from working class backgrounds and 14.2% from managerial and professional backgrounds going onto this type of study.
  • But graduates from less privileged backgrounds still appear to be less likely to progress than their better-off counterparts. This is true whether looking at parental occupation (with 18.4% of graduates from professional and managerial backgrounds going onto a taught or research higher degree within 15 months of graduating, compared to 14.4% of graduates from routine or semi routine backgrounds), and education (13.9% for those with at least one parent with a higher education qualification vs 11.6% for those with none), neighbourhood (13.2% for those from high participation areas vs 12.6% for low participation areas) or type of school attended prior to higher education (14.6% for private schools vs 12.5% for state schools).
  • Tuition fee levels at UK higher education institutions for taught postgraduate courses have increased in the past 14 years, well beyond inflation. For example, while average tuition fees for a classroom-based taught postgraduate programme in 2011 were £5,435 at a Golden Triangle university and £4,408 in the other Russell Group universities, by 2020 they had risen to £10,898 (an increase of 101 percent) and £8,744 (a 98 percent increase) respectively.
  • The price differences between the UK’s most prestigious institutions and the rest of the sector have also widened within the same time period. In 2006/07 for classroom-based courses, the difference between the most expensive group of institutions (in the Golden Triangle) and the least costly (interestingly, these were other Russell Group universities) was just £1,404. But in 2020/21, the difference between the most and the least expensive group of institutions, this time between Golden Triangle universities and post-1992 institutions, was 2.5 times higher: £3,532.

Recommendations:

  1. The funding system at postgraduate level in England should be reformed, to remove financial barriers to postgraduate study. …. Instead of being a contribution, the government’s postgraduate financial support system should cover full maintenance costs for students, and the full course fee cost for all but the most expensive courses. This should ideally be through a mix of loans as well as grants for students from lower income backgrounds.
  2. Universities should extend their widening access work to postgraduate level, especially at high-status institutions. This should include efforts to improve the attainment of disadvantaged undergraduate students to allow them to progress to postgraduate level. High status universities especially should look at recruiting students for postgraduate level from a range of different institutions, as well as exploring other ways to widen access, for example running postgraduate summer schools aimed at potential students from lower socio-economic backgrounds. Universities should also make use of contextual admissions at postgraduate level, taking into account the potential as well as the prior attainment of applicants.
  3. Data on widening participation to postgraduate study should be regularly published by the Office for Students and/or the Department for Education (for England) and the devolved governments. As is the case at undergraduate level, universities should be required to provide data on access and outcomes, with data regularly published as an official statistical release. ….
  4. In England, The Office for Students should be given strengthened responsibility to ensure fair access to postgraduate study, as it does at undergraduate level. …..
  5. Universities should ensure course fees are fair and appropriate, and they should avoid charging application fees for postgraduate courses. If universities are charging course fees above the increased level of government support outlined above, they should provide adequate financial support themselves to ensure there are no financial barriers to participation. Ideally, universities should not be charging application fees at postgraduate level, but if application fees are charged, they should be as low as possible, with waivers easily accessible to any applicants who are unable to afford them. Oversight from the Office for Students should include looking at both course and application fees, with action taken where these costs are acting as barriers to lower-income students.
  6. The application process for postgraduate courses should be clear and easy to navigate, with information about courses easy to find and the application process simplified where possible. In the short term, all universities should consistently provide information on their postgraduate courses to UCAS, so that it is quick and easy to find for applicants. …..

Access to HE – insecure/unresolved immigration status: King’s College London, has published a new report on access to the higher education for young people with insecure or unresolved immigration status. Higher Education on Hold explores the barriers to HE for young people who:

  • Have refugee status
  • Are seeking asylum
  • Have limited leave to remain or indefinite leave to remain
  • Are undocumented

As well as legal barriers, they find that young people with insecure immigration status are more likely to face a combination of the following additional barriers which limit HE access:

  • A lack of support in school.
  • Increased likelihood of living in poverty.
  • Poor language proficiency and difficulties attaining qualifications.
  • High incidence of mental health issues
  • A lack of high-quality support from HE institutions

As well as campaigning for policy change, the report says universities should review and improve their admissions practices, widening participation programmes and scholarship provision in order to better support young people with insecure immigration status. Specifically, they say institutions should:

  • Provide specialist admissions support.
  • Adopt a flexible approach to language qualifications and provide pre-sessional English language courses.
  • Include young people with insecure immigration status in Information, Advice and Guidance (IAG) activities and widening participation programmes.
  • Provide targeted advice and support for young people with insecure status in relation to immigration status and student finance eligibility.
  • Broaden scholarships to include all young people who are not currently eligible for student finance due to their immigration status.
  • Ensure that scholarship application processes do not create additional barriers for young people.
  • Provide ongoing support once young people with insecure status progress to HE, including mental health support and support with debt if a student’s loan application is rejected.

HEPI – Student Academic Experience Survey

The annual Student Academic Experience Survey was published. The data and conclusions from in this report are always worth a detailed read.  The last report showed “no material impact” from the start of the pandemic and lockdown restrictions.  That has not carried through to this year, where there is a dramatic change in some of the results compared to the trends over previous years.  The data is therefore not really comparable in terms of longer term analysis of progress in the sector, but of course it will inform the discussion about how the sector can adapt and change for next year.  We will have to wait for next year, and probably also the year after, to see whether for this survey 2021 is a “blip” or a reset.

The main lesson that the authors draw, in the executive summary is that students want in-person, and not online learning.  As many institutions look at blended learning, and the benefits of that for students  (accessibility, flexibility), it is important to consider that, while many students may appreciate those benefits in the longer term, for now they just want to be with people, not in their rooms.  As one student described it to me “I want to have a reason to get up and out, to have somewhere to go and somewhere to be, and to see people”.

  • With all that in mind, it is not surprising that the recent more positive trend of the (in)famous value for money chart has reversed sharply.  Perceptions of value for money for students from Scotland (where students don’t pay fees) have been higher than all the others since 2012, and are still higher, but they are still the lowest (at 50%) than they have ever been.  So it’s not just the fees.
  • There are many reasons given for poor perceptions of value for money, but unsurprisingly, the highest scoring are tuition fees, the volume of in person contact hours, access to in person teaching, and teaching quality.  After that the volume of online contact hours, and cost of living,  as well as one to one tuition time are all 30% or over.
  • There has also been an impact on experience compared to expectations, the proportion saying “better in some ways and worse in others” is stable at 48%, but those saying “better” has flipped (to 13%) with those saying it was “worse” (27%).   These were almost exactly the other way around last year.
  • There are some interesting differences in the questions about making choices.  11% said they would, with hindsight, have deferred.  As we know, deferrals were very low last year. One in three had considered leaving, with 34% of them citing mental/emotional health as the reason.

Wonkhe have a blog by Jim Dickinson.

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

A new report from Accenture and Cibyl, University: The Best Time of Our Lives? Is considered on Wonkhe: Jim Dickinson reviews the new report on student mental health which includes some clear and actionable recommendations.

Prevent: The DfE published new guidance on implementing the Prevent Duty in HE. It consists of training materials on the Prevent duty of care and the wellbeing of staff and students.  Also training materials on assessing risk when implementing the Prevent Duty.

Awards: Whatuni Student Choice Awards 2021: the winners.

Virtual: Times Higher talks about how institutions can work towards effective new teaching models, such as hybrid flexible classes, and how to support and train staff to deliver an increasingly tech-enhanced education. Also Christopher Brighton of Xi’an Jiaotong-Liverpool University presents a model of a global virtual exchange that could be easily replicated by any institution wishing to improve students’ intercultural knowledge.

AI & Healthcare: The Health Foundation published Switched on How do we get the best out of automation and AI in health care?

Turning the oil tanker: Successive UK Governments have been pushing at the edges of the UK HE sector for changes in quality/value for money, freedom of speech, and demonstrating value for money. In this vein it is interesting to note Research Professional’s article with the European Commission stating how the European HEIs are slow to change and adapt.

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BU research influences new UK Govt. Innovation Strategy

As mentioned previously on the BU Research Blog, Dr John Oliver’s (FMC) research into the effects of crisis events on corporate innovation and performance was published in a Business, Energy, Industrial Strategy (BEIS)Committee pre-budget report (February 2021) on The Impact of Coronavirus on Business and Workers.

The Govts. response to this inquiry demonstrates the instrumental impact of Dr Oliver’s research and the role it has played in helping shape the new ‘Build Back Better: our plan for growth’ and the ‘BEIS Innovation Strategy’. Both of these plans aim to incorporate long-term strategies that centre on business investment that drives innovation in the UK economy.

Dr Oliver would like to thank Sarah Carter, Policy and Public Affairs Officer (OVC) who advised on the written evidence submission and helped with checking the impact audit trail.

Dr Oliver’s research can be accessed at: Oliver, J.J. (2020). Corporate turnaround failure: is the proper diagnosis transgenerational response? Strategy & Leadership, Vol. 48, No. 3, pp. 3-9.

HE policy update for the w/e 18th June 2021

We’re still in the mid-June lull before the July storm we mentioned last week, however, the Skills and Post-16 Bill was debated at length in the Lords with disgruntlement over the lack of substance and missing details. Lord Storey’s Essay Mills Bill has a twin introduced by Chris Skidmore in the Commons. TEF awards have been extended, but are so out of date for some (most) institutions that the OfS has told the HE sector to stop promoting their awards. And Horizon Europe opened for business alongside Committee concern that the Government’s Horizon commitment is more mothballs than moolah.

Skills and Post-16 Education Bill

We have a summary of the Second Reading debate within Parliament on the Skills and Post-16 Education Bill here. It was a long (6 hour) session so look out for the bold type in the summary where we highlight the most interesting points. In brief influential points were made in relation to:

  • Questions about the role of local skills plans within the Bill and their interaction with a wider range of training providers other than FE colleges
  • Loan funding (and funding cuts) being part of the reason for the decline in adult learning
  • The Bill shouldn’t separate creative subjects and the humanities from technical subjects and the sciences.
  • Caution about how modular learning connects together in practice.
  • Careers advice and support including regular face to face support. It was also noted that careers hubs were included in the White Paper but do not feature in the Bill.
  • Calls for the lifetime skills guarantee to be made law with automatic funding rights.
  • Calls to limit apprenticeship funding for those aged over 25 to a quarter of the total pot.
  • Criticism that while the Bill was aspirational, the Government have not provided detail on the funding, nor long term commitments.

Wonkhe contemplate the discussion in this blog: Peers wanted to discuss policy, but had to debate a skeletal bill. The blog highlights some important points:

  • David Willetts [former Universities minister] referred to an “artificial conflict” between vocational and academic sectors, noting that there were many universities that have more than 70 per cent of their students studying work-linked courses that met standards and requirements set by professional bodies and employers.
  • Jo Johnson [former Universities minister]… cautioned against the likely attempts to limit access to creative courses – which would “starve the supply of talent” to a range of economically and socially important employment sectors because of a preference for other sectors that offered higher salaries.
  • …Tellingly, Johnson described the Treasury habit of assessing educational value by loan repayment rates as “reductive”, but few expected him to take aim at a “bewildering” range of regulatory bodies with responsibilities in post-16 education. Having given life to the beleaguered Office for Students, he seemed surprisingly keen to bring about a single – joined up – regulator.
  • On the crucial ‘local’ aspect: What’s curious (especially post-Covid when we are all statistical and administrative geography nerds…) is that “local” will be self-defined – the vision seems to be that groups will spontaneously form and apply to the Secretary of State for approval. The expectation is that bodies active in that local area (mayoral authorities, councils, LEPs…) would be involved.

Wonkhe summarise the overall feel of the outcome well: It is clear that we shall see a number of amendments at committee – Mike Watson noted these might include bringing other stakeholders into the “employer centred” LSIP process, and limiting some of the powers given to central government to control what is taught and where. Aims were welcomed, detail was sought.

Wonkhe also commented that pushback can be expected at further stages of the parliamentary process on the sheer scale of powers over provision centralised around the Secretary of State. They also tell us that Politics.co.uk has an opinion piece arguing that inconsistencies and exceptions in the Higher Education (Freedom of Speech) Bill could grant space for extremists to thrive.

The debate triggered several media pieces on highlighting the Government’s key messaging around the Bill.  A Prospects opinion piece is anti-HE expansion, pro-apprenticeship, and argues that successful arts graduates have failed as they could have earned more studying something else. The article continues along the current Government party line:

  • the rapid expansion of creative courses in recent decades is one of the main reasons why more than three-quarters of students will now never fully pay back their student loans, leaving the Treasury with an expected write off of taxpayer liabilities worth £28.8bn in 2049-50, according to current forecasts.
  • Of course, higher earnings are not the only reason why people study and creative arts courses offer society much more than just an economic dividend. This is particularly true in a place like Falmouth… that produced some of the best British artists of the last century. But it did so well before it converted to university status and sextupled the size of its student body compared to 1990s levels. The mistake is to think that artistic endeavour, or a whole other panoply of vocational pursuits, are best served through university expansion and funded by debt.

One wonders if the same arguments about value for money will be made once degree apprenticeships attract the same debt as a standard undergraduate degree.

THE also covered this angle in Local peopleIn the UK, Conservative MPs’ backing for new universities in their areas, despite Tory criticism of expansion at national level, has been seen as affirming that higher education must stress its local economic impact if it wants to build a “common dialogue” with the governing party.

Funding: Last Friday Gavin Williamson announced funding aimed for adults to access more, high-quality alternatives to university degrees under new measures to boost the nation’s skills and job prospects.  He confirmed £18 million new Growth Funding for FE & HE – providers bid for funding for equipment and to develop business links leading to skills training in certain sectors.

Tied in with the announcement are the previously announced £10 million for Institutes of Technology and £2 million of modular training aimed at future skills gaps. Overall the three funds try to jump start higher technical skills training for adults. Some of the sector rhetoric around the announcements talk of diverting students away from degrees and into higher technical provision, however, Nick Hillman, Director of HEPI, suggests the Government needs to focus on the capable adults that did not progress beyond level 3.

UUK said: Expanding higher technical courses is a positive move which will increase choice for learners of all ages and help employers meet their skills needs as the nation looks to rebuild from the impact of COVID-19. Universities have been involved with developing these qualifications and many universities are ready to scale up their alternatives to the traditional three-year degree. UUK is working closely with government, employers and local partners to help make these qualifications a success.

Engineering Recommendations for local agenda: The Institution of Engineering and Technology have published Addressing the STEM skills shortage challenge exploring the ways local authorities can help train and equip people with the skills their region needs.

Their recommendations which are most relevant to HE are:

  1. UK Government should work more closely with the higher education sector and training providers to ensure funding is allocated on the quality of courses available, not the quantity of students on each course.
  2. Local authorities should initiate discussions between academic institutions and industry to ensure the right skills and training are available for adoption of new technologies as they emerge.
  3. Local authorities should take a lead in encouraging a diverse mix of people into the profession through locally targeted schemes.
  4. Professional engineering institutions (PEIs) and industry bodies should work with local government to ensure there’s a wider and updated provision of careers advice, particularly around engineering. This should include information on the variety of routes into engineering, such as vocational study.

Parliamentary Question: STEM skills shortages

Research and knowledge exchange

Business value and performance: At the end of last week HESA published data showing how HEIs interacted with business and the wider community in 2019/20. Including:

  • business and community services
  • social, community and cultural engagement
  • intellectual property, start-ups and spin offs
  • regeneration and development
  • strategies, approaches and infrastructures

You can see how BU performed compared nationally and within the south west region.

And this week the National centre for Universities and Business found that universities’ interaction and engagement with business and external partners grew despite the pandemic (Aug 2019 to Jul 2020).

  • UK university income from interactions rose compared to the previous year, totalling £5.2 billion
  • 3067 patents were granted – up by 14.6% from 2018-19
  • 16505 licenses were granted – up by 29.8% from 2018-19
  • 174 newly registered spinouts – up by 4.2% from 2018-19

However, University income from knowledge exchange activities with businesses fell compared to the previous year to £909m

Dr Joe Marshall, Chief Executive of NCUB, said:

  • The new HE-BCI survey results released today show that despite the challenges caused by the Covid-19 pandemic, universities’ have put significant effort into supporting and maintaining their partnerships with their communities and businesses. They have also continued to boost their research commercialisation activities. Across a range of indicators, universities have ramped up activity and engagement in a clear sign of their centrality in combatting the crisis and leading recovery.
  • Though the survey results showcase the resilience shown by universities and their important contribution to the economy and society, there are still challenges ahead. Universities did report declines in their interaction with both large businesses and SME’s in 2019-20, almost certainly driven by the pandemic. This is concerning, as university-business interaction is key to economy recovery, to keeping the UK competitive in global markets and to meeting decarbonisation and health-related goals. Experience from the 2008 recession shows that nations that invest in R&D are able to boost productivity, improve livelihoods, and drive forward economic recovery. To help build back better, now is the time for Government, businesses and universities to invest in, not away from, collaboration, research and innovation.

Quick News

KEF: UKRI presented at a recent Universities Policy Engagement Network event on KEF: What next? If you missed the event you can view the slide deck here.

Horizon Europe applications opened. Meanwhile the Commons European Scrutiny Committee has highlighted a £14 billion gap in funding for the UK’s contribution to the Horizon Europe research funding programme. Questions had been raised by the Committee to Amanda Solloway[who] estimates…the up-front cost of the pan-European fund to the Treasury to be £15bn over the seven-year programme. The programme will then invest the majority of this back into UK science projects. However, the report found that just £1bn of this has so far been committed following correspondence with Ms Solloway.

At the G7 the UK and America agreed to strengthen collaboration in science and technology through a new partnerships and a new era of strategic cooperation in the field:

  • The partnership will explore a number of areas for cooperation including research, innovation and commercialisation; defence, security, law enforcement and intelligence; and making sure technology is used as a force for good around the world. Officials from both countries will work to develop the partnership over the course of the next year.
  • It aims to strengthen cooperation in areas such as the resilience and security of critical supply chains, battery technologies, and emerging technologies including artificial intelligence (AI) and to improve the accessibility and flow of data to support economic growth, public safety and scientific and technological progress.
  • It will see the countries work towards a new statement of intent to help realise the full potential of quantum technologies, which use the properties of quantum physics to dramatically improve the functionality and performance of devices, develop proposals on future technology such as 6G and strengthen collaboration on digital technical standards.
  • The two nations have also committed to continue to broaden collaboration on science and technology to help facilitate world-class research and influence the rules, norms and standards governing technology and the digital economy.

Former universities minister, Chris Skidmore, writes for conservative home: To keep up with our G7 colleagues, we must increase our spending on innovation and research. The success of “Global Britain” now depends on matching countries that have transformed their economies towards innovation and research. I would now go further— and suggest if we wish to keep up with our G7 colleagues, the forthcoming Innovation Strategy should set a definite timetable for three per cent, and beyond to 3.5 per cent of GDP being spent on R&D. To fail to achieve this in contrast to the other major world economies be setting ourselves up to fail.

Cutting the aid budget is still news. Polling company Savanta ComRes reveal public perception showing support for the cuts.

Click into this link to view the chart more easily.

Parliamentary Questions

Admissions

Research Professional’s Sunday reading discusses tracking the CAG cohort. The CAG cohort are the subgroup of home undergraduate applicants for 2020 entry who only secured places at their firm choice institutions after the algorithmic adjustment (which originally had them missing their grades) was removed.

  • …tracking the CAG cohort might help inform future debates about merit and fair admissions. We believe that the CAG cohort provides a unique opportunity to test the robustness of algorithmically adjusted grades versus those determined through centre assessments and, consequently, to provide insights into higher education’s admissions practices and decisions.
  • institutions are well positioned to monitor the CAG cohort relative to the ‘mainstream’ cohort, to enable a better understanding of the extent to which A-level grades—both the initial algorithmically adjusted and subsequent CAG-only ones—are proving to be a good predictor of students’ ability to succeed and thrive in their ‘firm choice’ institution.
  • We should also gain insights into the impact that these late admissions decisions had on applicants’ emotional connection to the institutions to which they had applied, visited and perhaps prepared to attend and, ultimately, how this might have affected their sense of belonging. And we will develop a better understanding of what additional support—if any—has been or will be required for this cohort to succeed.
  • As always—and particularly during the pandemic and beyond—a multitude of factors will contribute to the student experience, retention and success, but might it be possible to isolate the impact of factors associated with entry grades and context? While the complexities involved may mean that any conclusions are tentative and nuanced, tracking the experience and outcomes of the CAG cohort has the potential to inform the evolution of fair admissions to higher education.
  • Should the prospect of a minimum tariff entry standard re-emerge…then there is an even greater imperative to assure ourselves, our applicants and the wider public that, in the light of emerging evidence, these well-established practices remain fit for purpose.

Contract Cheating – Essay Mills

You’ll be aware that Lord Storey continues his crusade to ban essay mills in his latest Private Member’s Bill on the Lords. His Bill is scheduled for a second reading (a debate) next week.  Chris Skidmore (former universities minister) has introduced his own private members bill on the topic. It has raised the profile of the issue but the Bill is last in a very long queue for parliamentary time (and PMBs in the either the Lords or the Commons rarely make it into law).

The volume of PMBs on this topic over the years is interesting as they have provided several opportunities for the Government to support the ban on essay mills. Moreover, the Higher Education and Research Act was an ideal opportunity to change the law incorporating it within the wider changes for the HE sector and legislative amendments were proposed to this effect. However the Government repeatedly stated they’d prefer a non-legislative route (tasking QAA and NUS to tackle it including providing guidance). Given the Government’s focus on quality of teaching and education and on value for money it is a little surprising they don’t seem willing to take a stronger stance. The House of Lords Library have produced a briefing note on essay mills to inform the debate. It is an excellent paper and contains the history and key points in short form. Give it a read if you want to understand or catch up on this topic.

We remind you in this context of a Paul Greatrix blog from March for Wonkhe on banning essay mills – it’s time to act and has interesting content on how the legal ban in Australia has worked. It is a good quick read, and the comments to the article are a must.

Times Higher Education has an article – Monopoly fears: The UK’s competition regulator is to investigate Turnitin’s proposal to buy out its last major rival in global academic integrity services.

Access & Participation

Outreach: NEON published The outlook for outreach stating that from 2022-23 the total invested in activities to support those from disadvantaged backgrounds to enter HE will fall unless there is continued funding provided for the national Uni-Connect programme. They also highlight few HE institution’s APP contain specific targets for certain underrepresented groups and comments on the lack of collaboration between providers for shared targets. The NEON press release contains a short summary.

Social disadvantage impact on educational outcomes: The Centre for Progressive Policy published Re-examination Expanding educational opportunities for every child stating it maps the ways in which social disadvantage affects educational outcomes among children and young people, impacting their progression through the education system and ultimately their employment prospects.

  • Students from disadvantaged backgrounds are nearly twice as likely to fail to achieve a level 4 in their maths and/or English GCSE compared to students from non-disadvantaged backgrounds.
  • 38% of those from non-disadvantaged backgrounds continue into higher education (HE), while only 25% of those from disadvantaged backgrounds will do the same.
  • 58% of students with low prior attainment at GCSE will continue into a further education (FE) college or other FE provider, where funding fell by 24.5% between 2010/11 and 2018/19.

You can read more and explore further charts here.

Mental Health

UCAS published the student mental health report Starting the Conversation stating there is still more work to do to smash the myths and stigma around mental health, and to highlight the support available to students in higher education.

  • 250% increase in the number of applicants who report their mental health condition to UCAS. (3.7% of all UK applicants declared a mental health condition in their application to study in 2020 – up from 0.7% in 2011.)
  • Despite the above increase UCAS estimates that over 70,000 students may enter HE every year with a mental health condition, but 49% do not disclose this.
  • UCAS suggests a common reason students do not disclose is due to a lack of understanding about what the data will be used for, and the belief it will impact on their chances of receiving a university offer.
  • UCAS are keen to promote positive disclosure and highlight OfS information which finds students with mental health conditions tend to have lower rates of continuation, attainment, and progression into skilled work or further study.
  • Women are 2.2 times more likely to declare a mental health condition than men.
  • Alongside engineering, medicine and dentistry courses have the lowest declaration rates with only 1.4% of accepted applicants sharing an existing mental health condition.
  • Some LGBT+ students are around six times more likely to share a mental health condition, and care experienced students are almost three times as likely. UCAS state this underlines the value of recognising how mental health intersects with other characteristics and support needs.
  • One in five students research support specifically for an existing mental health condition before they apply, and more than one in four look at the provision of general mental health and wellbeing service.

UCAS sets out next steps in fostering an environment of positive disclosure in the report.

  • A joined-up, cross-sector communications campaign to unify messaging – to promote the benefits of declaring a mental health condition, create a culture of positive disclosure, align terminology, and address lingering misconceptions and knowledge gaps.
  • Targeted action in subject areas with low declaration rates to reassure students that sharing a mental health condition will not affect their chances of receiving an offer. Particular emphasis should be given to medicine and dentistry courses so students feel confident that sharing this information will not have implications for their fitness to practise requirements.
  • Continued implementation of the Stepchange framework and the University Mental Health Charter in universities and colleges, with UCAS to develop good practice in collaboration with Universities UK and HELOA to support this work.
  • Student mental health to be a key consideration in discussions around admissions reform – UCAS’ proposed variation of the post-qualification offer model would allow for the early transfer of information, give the student time to develop a trusting relationship with the university or college, and start the conversation about support ahead of transition.

Work UCAS is undertaking:

  • Reviewing how UCAS collects information about a student’s mental and/or physical health conditions and other support needs, including ongoing collaboration with sector bodies and expert organisations.
  • Implementing additional fields in the applications (e.g. caring responsibilities, estrangement) to facilitate a greater understanding of students’ support needs, and how these may intersect with mental health.
  • Improving fluidity in the UCAS application to allow students to share information at any point during their application journey.
  • Enabling students to select multiple impairments and conditions so they can provide universities and colleges with more accurate and meaningful information about their support needs.
  • UCAS to undertake further research in 2022 to understand the experiences of students who follow different routes for sharing information regarding their mental health

Rosie Tressler, CEO of Student Minds, said:

  • Once you’re at university or college, asking for help with your mental health needs to feel as simple as saying you’re trying to find the right book in the library. We know that universities and colleges are working towards comprehensive whole-institution approaches to mental health, which will support and enable disclosure of health conditions at any and every stage of the student journey.
  • The more our future students see how ingrained a mental health and wellbeing strategy is within and across an institution, the more confident they will feel that they are entering an inclusive environment that celebrates difference as a strength. 
  • I’m encouraged that our sector is heading in the direction in which this is the reality for all. This long-term investment is crucial especially as we know that many challenges will have been exacerbated by and will outlast the pandemic. For any student that is looking for support through this difficult period, we encourage you to visit our Student Space, where you can find out about the services at your institution, access guidance and a range of services.

Wonkhe have blogs on the topic:

  • The gap between those suffering from mental health problems and those declaring it is still too large, says Clare Marchant.
  • David Kernohan talks a lot of sense in What should we take from new figures on student mental health? He tackles the criticism levelled at the sector about why university students wellbeing ratings are below that of the wider population:
  • …So, if you took a sample of young (largely female) humans who are not (yet) educated to degree level; and then put them in rented accommodation where they felt lonely and isolated, and then ensured they had limited earning and spending power – you would expect to find a lot of people with depressive symptoms. And you do.
  • I make this point at length to emphasise that higher education itself is unlikely to be the problem – the demographics and living conditions of those studying in higher education are all massive risk factors. And this is why it is essential we get students to share underlying problems…as soon as possible – ideally at the application stage.

Mental health is also touched upon in the ONS recent data below.

Covid

2021/22 students: Many Covid questions about the 2021/22 academic year remain unanswered however Research Professional meander through the key points in So close, far away tackling what the start of term may look like, whether students will be vaccinated, the chaos that might ensue relating to students received the second jab in a different location, the start of term migration, and speculating what the Government may have in mind.

After the PM bungled his response to a question on student vaccination at the big press conference on Monday (asked about students getting two jabs in time for next term, he didn’t seem to have any idea, despite having just announced that all over 18s will have had one jab by 19th July, which would seem to be a good start, and was the response in fact provided by Sir Patrick Vallance).  Anyway, 18 year olds can now book that first jab.  And the PM, perhaps stung by accusations that he is ignoring the young, has taken to youtube (radical) instead.  Wonkhe’s Jim Dickinson has a take here:

MPs protesting about Covid restrictions: A familiar set of Dorset MPs are amongst those continuing to rebel against the latest Covid restrictions.  Conservative Home note that [at 49] “That’s the biggest Covid rebellion since December 2, when 53 Tory backbenchers opposed the tiering plan. The number of those who would vote against a further extension would almost certainly rise.”

Research Professional delve a little deeper in university finances amongst the turbulence of the pandemic: Till debt do us part.

The Office for National Statistics published the latest experimental statistics from the Student Covid-19 Insights Survey (the impact of coronavirus on HE students) for the period 24 May to 2 June 2021.

  • 29% of students said they had engaged with mental health and well-being services since the start of the Autumn 2020 term; among the most frequently specified services used were GP or primary care (47%), online university services (40%), and NHS or Improving Access to Psychological Therapies (IAPT) programme (29%).
  • The most frequently specified mental health and well-being services students would use in the future, in the first instance, were GP or primary care (25%) and online university services (10%).
  • 61% of students who were in HE prior to the outbreak of the pandemic reported that the lack of face-to-face learning had a major or moderate impact on the quality of their course; 52% said that the pandemic had a major or significant impact on their academic performance.
  • Most students (81%) said that they were living at the same address as they were at the start of the Autumn 2020 term; this has statistically significantly decreased since early May 2021 (86%).
  • There was a statistically significant increase in the proportion of students reporting that they had at least one COVID-19 test (even without symptoms) in the previous seven days (38%) compared with April 2021 (30%).
  • The proportion of students who have already received at least one vaccine dose (33%) also significantly increased compared with April 2021 (28%).
  • Average life satisfaction scores among students continued to increase at 5.9 (out of 10) in late May 2021, following the improvements seen in April 2021 (5.8); average scores remained significantly lower than the adult population in Great Britain (7.1).

TEF

Last week the OfS announced a pause to the TEF while they consult and consider changes. Current TEF awards have been extended (again) and universities were told to remove TEF references from their marketing and campus promotions after September 2021 (a late decision as many universities have already published their future student material). Given that people (including us) have been pointing out that something would need to be done about the TEF awards expiring this summer, this late notice announcement is disappointing.

Here is what we wrote on this blog on 27th November 2020.

  • So what is the situation with the TEF? The current awards were all extended to 2021. The OfS announced in January 2020 that they would not run a TEF exercise this year. But what is going to happen when those existing awards run out at the end of this academic year? It’s all a far cry from September 2019 when the Secretary of State was encouraging the OfS to get on with things and run an extra TEF in 2020
  • … Will there be a gap? Or will the existing awards be extended again – at which time the year two awards given in Spring 2017 based on data from the three previous years start to seem a bit long in the tooth.

Concerns about timing remain.  The OfS haven’t launched the consultation on it yet  – and the recent OfS blog said that we should not expect this until November.  Even with an institutional only process (no subject level), in order to get results before summer 2022, the time for the new exercise will be very short if the framework is only settled in the new year.  Anyone involved in writing their previous submissions will be anxiously recalling the challenging December/January 2017/18 and not looking forward to the repeat. Or another extension is on the cards.

If you are wondering what the new TEF might look like, the 27th November blog set out our ideas pre the release of the Peace review, and we summarised the Pearce review and the government response, and possible next steps in our blog on 21st January 2021.

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

Universities Minister, Michelle Donelan, spoke at the at the British Council’s Going Global Conference galloping through the Government’s current policies and international student matters in short order. The speech itself is unremarkable.

STEM diversity: Dods tell us new findings from an external evaluation of artificial intelligence (AI) and data science postgraduate conversion courses funded by the Office for Students (OfS) shows a high proportion of enrolments from women, black and disabled students. 

The data showsthat nearly half (46%)of the total UK students are women, compared with 27% on computing postgraduate taught masters courses previously 23% are black students (12%) and 20% are disabled (16%). This is much higher than the tech workforce as a whole.

£13.5 million funding was allocated to the programme, consisting of £3.5 million to assist with course costs and £10 million to deliver 1,000 scholarships worth £10,000 each, aimed at women, black students and disabled students, among other groups considered to be underrepresented in higher education.

 The programme aims to enrol at least 2,500 students by autumn 2023. At the end of the first year, the programme is over halfway to achieving that target with 1,315 students enrolled on courses. Of the 170 scholarship students who were from the UK, nearly three quarters (74%) were women, a quarter (25%) were disabled and 40% were black.

Antisemitism: UUK published Tackling antisemitism: practical guidance for universities. The guidance makes recommendations on actions universities can take to tackle antisemitism. The briefing suggests there is limited understanding of antisemitism and that is can be under reported alongside issues with complaints processes. It also explores online harassment and provides four case studies.

Nursing & Health professions: A parliamentary question on Clinical knowledge and skills training (nurses and health professionals).

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Interactive Digital Narratives for Health Seminar via Zoom

You are invited to join our lunchtime seminar this Wednesday at 12:30, hosted by the Ageing and Dementia Research Centre, via Zoom.

Title: Interactive Digital Narratives for Health: Approaches to using storygames as intervention and education  

Speaker: Dr Lyle Skains 

Time and date: 16th June @ 12.30pm – 13:30

Abstract: Interactive digital narratives (IDNs) (a.k.a. digital fiction, storygames, hypertexts, interactive fiction) are an emerging form of engaging storytelling adaptable to many devices, platforms, purposes, and audiences. This talk highlights pilot studies in creating and using IDNs as health and science education-through-entertainment on the Playable Comms project (playablecomms.org). As an interdisciplinary network of projects, Playable Comms combines science and arts research and practice to develop a model for creation of health- & sci-comm IDNs, and evaluates their efficacy, attempting to measure message uptake from outright rejection to holistic adoption engendering associated behavioural change. IDNs can be used in schools, GP waiting rooms, on tablets and smartphones; interactivity significantly increases retention, particularly when incorporated into media that audiences voluntarily and eagerly devote attention to.  

Join Zoom Meeting

https://bournemouth-ac-uk.zoom.us/j/86494645871?pwd=QnAxQVVyWjYvSUc5Q3pzSVF3QVRudz09

Meeting ID: 864 9464 5871

Passcode: 7d!kX5LM

Meeting ID: 864 9464 5871

Passcode: 69937258

Find your local number: https://bournemouth-ac-uk.zoom.us/u/kDPhCvAbL

We look forward to seeing you Wednesday.

Best wishes

The Ageing and Dementia Research Centre

HE Policy Update for the w/e 3rd June 2021

A short update this week in a short week – but we know you’d miss it if we didn’t do an update.  And it’s an interesting one, with gossip and rebellion, and some hard(ish) data too.

Staff changes

It was announced after we published last week that Chris Millward would not be staying on at the OfS as Director for Fair Access and Participation when his contract ends in December.  No reasons are given, but it prompted Research Professional to speculate about Nicola Dandridge’s future as her contract also ends then.  These are political appointments – as RP point out, Chris was appointed in 2017 by then education secretary Justine Greening, then universities minister Jo Johnson and then OfS chair Michael Barber.  Times (and ministers) have changed a lot since then.

Of course there have also been rumours about changes at ministerial level too.  Only recently there was a story about a possible imminent reshuffle (which didn’t happen) in which more women would be promoted, and we have seen stories that Michelle Donelan is tipped for promotion. Meanwhile the Mail reported in April that Gavin Williamson was “desperately pleading” to be reshuffled into the chief whip position.  And that was before this week’s news on catch up funding for schools.

Given that new appointees to all these posts are likely to be very much “party line” people, and the new Chair of the OfS is already in place and setting the tone for the regulator, it would be surprising if changes made a big difference to HE policy.  But we might hope for a change in tone and better communications strategies.  Fewer emails late at night on a Friday, for example.

Development budget rebellion

We haven’t had a good parliamentary bust-up for a while.  Not that we are missing evenings in front of Parliament TV trying to work out how many rebels it would take to pass the various motions on Brexit.  Honestly, we don’t miss it.

The news today was full of a rebellion among conservative MPs over the cuts in the aid budget.  The MPs are using an amendment to the ARIA bill, which starts its report stage on Monday, to reinstate the commitment to spend 0.7% of GDP on international aid.  These sorts of hijacks are rarely successful, partly because to be successful the speaker would first have to select the amendment, which they often don’t in these circumstances because it is deemed to be “outside the scope” of the bill or because it reopens an issue that has been discussed before in another more appropriate context.  But these sorts of parliamentary shenanigans do sometimes encourage the government to promise a rethink rather than risk a very embarrassing defeat in the House of Commons.  Note local MP Tobias Ellwood, who has been vocal on this issue, is among the rebels with his name on the amendment.

If you are interested, the amendment papers are here (they are likely to be updated before Monday) and as well as the aid one, include amendments about ARIA being carbon neutral, one about Ministerial conflicts of interest in financial matters and one reversing the proposal in the Bill that ARIA should be exempt from the Freedom of Information Act and public procurement rules.

Fees, funding and rebates

Augar implementation: Following our coverage over the last couple of weeks on rumours about changes to the fees and funding architecture in England and in particular, the focus on the link between outcomes and funding (see more below on outcomes). HEPI has a blog on “mapping the policy influence of Augar”.  There are some lovely clear graphics which highlight, through their traffic light colour scheme, where government has been focussing.  Not on HE.  Yet.

  • The analysis highlights that the Government has responded in full to 21% (11) of the recommendations with partial responses to a further 30% (16) of them. This leaves 49% (26) that have yet to responded to in public at this current time. When you combine the yes and positive responses you see that we have a slim majority of recommendations that have received some form of response in a policy or practical manner.   

Rebates: The Students’ Unions at LSE and Sheffield University have been leading a campaign for students to receive a rebate for tuition fees for this year.  You can read their letter to Gavin Williamson here.   They commissioned London Economics to review the options.  You can see the analysis here.  It’s complicated, and there are lots of scenarios.  Note that if the rumours are true (see last week’s policy update) and the government are already looking at changing repayment terms to improve their bottom line, adopting these solutions to “pay” for a rebate would reduce their wiggle room to use it to pay for other things.  And one option is increasing the interest rate, when as we reported, there are lots of people arguing to reduce it.

The costs:

  • A notional 30% rebate represents approximately £1.39 billion. Of this total, approximately £0.88 billion is associated with students commencing their studies while £0.51 billion is associated with continuing students.
  • Illustrating the per student estimates, the rebate for a full-time undergraduate and postgraduate international students were estimated to be between £5,200 and £5,300 each.
  • The corresponding estimates for full-time postgraduate English domiciled and EU-domiciled students attending English higher education providers were estimated to be £2,100 and £2,300 respectively.
  • Although eligible for student support (and hence considered in detail in the remainder of the presentation), a 30% rebate for full time English-domiciled and EU-domiciled undergraduate students studying in England corresponds to £2,700 per student (and would total approximately £1.1 billion for all full-time and part-time 1st year students and £1.9 billion for full-time and part-time continuing students).

Some interesting facts:

  • Under the current funding system in 2020-21 (i.e. the Baseline), the Exchequer contributes approximately £10.656bn per cohort to the funding of higher education. In terms of constituent components, given that the RAB charge (i.e. the proportion of the total loan balance written off) stands at approximately 53.9%, maintenance loan write-offs cost the Exchequer £4.019bn per cohort, while tuition fee loan write-offs cost £5.395bn per cohort. The provision of Teaching Grants to higher education institutions (for high-cost subjects) results in additional costs of £1.242bn per cohort.
  • Higher education institutions receive approximately £11.147bn per cohort in net income, made up of approximately £10.093bn in tuition fee income (from undergraduate students), as well as £1.242bn in Teaching Grant income. Against this, institutions contribute approximately £189 million per cohort in fee and maintenance bursaries (predominantly the latter) in exchange for the right to charge tuition fees in excess of the ‘Basic Fee’ (£6,165 per annum for full-time students).
  • From the perspective of students/graduates, the average debt on graduation (including accumulated interest) was estimated to be £47,000 (for full-time undergraduate degree students), while the average lifetime repayments made stood at £34,800 for male graduates and £13,100 for female graduates.
  • We estimate that approximately 88.2% of all graduates never repay their full loan by the end of the repayment period, while 33.0% never make any loan repayment.

Their conclusions:

  • The core cost to the Exchequer of offering a non-means tested tuition fee grant of £2,700 to all undergraduate starting students stands at approximately £1.009 bn (Scenario 2).
  • This can be partially offset (by £782 million) by equivalently reducing tuition fee loans (Scenario 1), or totally offset by extending the repayment period to 36 years (Scenario 3); reducing the repayment threshold to £24,500 (Scenario 4); or increasing the maximum real interest rate to 6.2% (Scenario 5).
  • Depending on the option selected, there are very considerable differences on which graduates are impacted.

Wonkhe covers the proposal, with Jim Dickinson looking at how progressive the proposals are.

  • The important thing that these students’ unions have done for us, via some robust modelling, is to first remind us that maintenance really matters. Putting a cash payment in for students that would hit their actual pocket now would make lots of sense, relieve many of them of some commercial debt, and stimulate economies. And as a gesture of goodwill, it would be inherently fair.
  • But crucially, it also cleverly reminds us that in the debate about making England’s higher education system cheaper that will now follow in the run-up to the Autumn’s Augar response, there are important choices to make about the “balance” between the three options of reducing student numbers, reducing spend per head and making the scheme more efficient – and there are further important choices within “making the scheme more efficient” that would impact different graduates in different ways.
  • Above all, in this Gordian knot shapeshifter of a hybrid system that we have – which presents as a loan one minute and a graduate tax the next – it reminds us that the more we move the system “back” towards a traditional loan scheme, the more regressive such a move would be.

Graduate outcomes

The Ofs have issued new experimental data on local variations in graduate opportunities.  For those of us who have been pointing out for a while that one of the risks of using non-contextualised outcomes data is that it ignores regional differences in employment opportunity and reward, it will come as no surprise that:

  • in England, areas with highest concentration of well-paid graduates (those earning over £23,000) are London, Reading, Slough and Heathrow – where 70 per cent of graduates earn over £23,000 or are in further study three years after graduation
  • areas with the lowest earnings – where 52 per cent of graduates earn over £23,000 or are in high-level study – are mainly in the Midlands, and North and South-West England, with coastal towns facing particular challenges

So, given all this, why is the OfS proposal, energetically supported by the government, to measure quality at university by absolute measures of employment and salary?  It seems bizarre to undermine the messages about levelling up, place-based strategy and local educational needs by encouraging universities through quality measures to send as many graduates as possible away to London or other metropolitan hot spots where they will earn more?  You can explore the data using interactive maps, although they aren’t very interactive (you can zoom, in a clunky way), and hover to check your geographical knowledge.

The full report is here.  It is light on analysis, it is just a presentation of the methodology, but there is one illustration of how the data could be used:

To illustrate how the groupings could be applied, we used the LEO earnings-based grouping to dig deeper into differences in employment outcomes between black and white graduates. We found that:

  • Overall, 60 per cent of white graduates earned above the threshold (around £23,000) or were in higher-level study, compared to 57.5 per cent of black graduates.
  • However, this masks some of the difference between the groups, because black graduates were almost four times more likely to live in the areas with the highest graduate opportunity rates.
  • When only graduates living in top quintile areas were considered, 73.5 per cent of white graduates earned above the threshold or were in higher-level study, compared to 59.9 per cent of black graduates. This gap is significantly larger than the overall gap.
  • Conversely, for black and white graduates in the bottom quintile similar proportions earned above the threshold or were in higher-level study (52.1 per cent compared to 51.9 per cent).

Wonkhe have an article by David Kernohan with graphs, of course.  He starts out with a critique of the data itself and then does what you were probably already doing in your head, and visualising what happens if you overlay the locations of universities on the map.  Overall he concludes that it’s a start for a conversation.

And just because maps are fun to compare, we remind you about this HEPI report on regional policy and R&D from May.  Sadly it doesn’t have any actual maps, but it does have charts of UK R&D and regional business R&D spend (figures 8 and 9).  Not surprisingly the regions in the bottom two thirds on both these tables coincide with the big areas of red on the two previous charts.

Equality of access and outcomes in HE

So while we are on the topic of outcomes, the House of Commons Library has a new research paper on equality of access and outcomes in HE in England. These library reports are written to be politically neutral for the benefit of MPs across the House.  They contain a useful summary of the data, the policy context and a lot of useful links so are a useful reference point.  Here are some of the highlights from the executive summary:

Gender: Women are much more likely to go to university than men and have been for many years. They are also more likely to complete their studies and gain a first or upper second-class degree. However, after graduation, men are more likely to be in ‘highly skilled’ employment or further study just after graduation. Male graduate average earnings are around 8% higher than female earnings one year after graduation. This earnings gap grows substantially over their early careers and reaches 32% ten years after graduation.

Ethnicity:

  • White pupils are less likely than any other broad ethnic group to go to higher education. Pupils from Chinese, Indian and Black African backgrounds have the highest entry rates. Black Caribbean pupils have particularly low entry rates to more prestigious universities.
  • Black students are more likely to drop out from higher education than other ethnic groups and least likely to achieve a first or upper second-class degree. In contrast, White students are least likely to drop out and most likely to achieve a first or upper second-class degree.
  • White graduates have the highest employment rates of any ethnic group. Chinese, Black and graduates from ‘Other’ ethnic groups have the lowest. Pakistani, Bangladeshi and Black Caribbean graduates earn the least, whereas Chinese, Indian and Mixed White and Asian graduates earn the most. The Institute for Fiscal Studies (IFS) has said subject choice is important when looking at differences in graduate earnings by ethnic group. It said Asian students tend to choose “higher-return subjects than their Black and White peers.”

Disability: Students with reported disabilities are more likely to drop out from higher education and less likely to achieve a first or upper second-class degree. Those who reported a mental health disability have the highest drop-out rates. Disabled students are also less likely to be in highly skilled employment or higher study soon after completing their first degree. Students who reported a ’social and communication’ disability (such as Autistic Spectrum Disorder) have particularly low rates.

Socio-economic status

  • Pupils eligible for free school meals are much less likely than other pupils to go into higher education, particularly to more prestigious universities. They are also almost twice as likely to drop out before the start of their second year in higher education. Graduates who were eligible for free school meals are slightly less likely to be in employment or further study and they earn around 10% less than other graduates.
  • There is a very clear pattern showing that students from areas with higher levels of deprivation are more likely to drop out of university. There are also clear links between deprivation and achievement of first or upper second-class degrees and progression to highly skilled employment or higher study. Students from areas with higher deprivation levels have poorer outcomes than those from areas with low deprivation.
  • Analysis of entry rates shows a clear link between current and past levels of higher education in the area the pupil comes from. The entry rate in the top (POLAR –‘Participation of Local Areas’) group – the areas with the highest levels of participation in the past – is more than twice that in the lowest one. There are also higher levels of drop out and poorer attainment among those from the lower POLAR areas. These students, however, have slightly higher levels of employment and/or further study, than those from higher POLAR areas. However, this does not continue to average salaries which are 16-18% higher in the top POLAR group than in the lowest one at both one year and ten years after graduation.
  • Intersectional analysis White boys eligible for free school meals are less likely to go to higher education than any other groups when analysed by gender, free school meal eligibility and broad ethnic groups. White boys who were not eligible for free meals (and hence from less disadvantaged backgrounds) are also less likely than average to go to higher education.
  • Drop-out rates are higher among minority ethnic groups (combined) than for White students and this does not change based on the level of deprivation in the local areas they come from. The gap in drop-out rates between male and female students was greater for those from more deprived areas, with male students from more deprived areas more likely to drop out.
  • White students from the lowest POLAR groups have a higher level of attainment at university than students from minority ethnic groups. This is true even for those from the top three POLAR groups (combined). The gap between male and female students was greater for those from less deprived areas.
  • The gaps in progression rates (graduates entering highly skilled employment or higher study) between White and minority ethnic students from similarly deprived areas have fallen over the past five years. Progression rates for minority ethnic students are the same for those from both higher and lower POLAR groups at around 70%. Similarly, around 70% of White students from lower POLAR groups have entered highly skilled employment or higher study. Progression rates for White students from higher POLAR groups were higher at around 74%.

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JANE FORSTER                                            |                       SARAH CARTER

VC’s Policy Advisor                                                              Policy & Public Affairs Officer

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HE policy update for the w/e 28th May 2021

Last week was busy week, so there’s a lot to report.  There were more ominous rumblings about the future, but the Minister dismissed scaremongering on fees, and the muddle continues on free speech, with the government trying to draw a line between what it is desirable to protect in the name of free speech, and speech that is legal but undesirable that shouldn’t be allowed.  Announcements have been made about research funding for next year, and it isn’t as bad as some were predicting, but neither is it as good as the statement might suggest.  And there is another difficult political debate about apprenticeships, as the government seek to support the ”right” sort of apprenticeships and finding ways for the “right” young people to get onto them.

Policy impact and influence

The policy team have set up a new mailing list for academic and professional service colleagues who are interested in using their expertise or research to influence UK policy. We are keen to share timely information and encourage participation from a wider and diverse range of colleagues. We intend to send out opportunities in (usually) one email per week (less when Parliament isn’t sitting). This will include:

  • expert calls
  • specialist or committee advisor opportunities
  • areas of research interest issued by the Government (topics they want to hear from you about)
  • fellowship opportunities (including for PhD students)
  • specialist inquiries and consultations that may be relevant to BU colleagues’ research interests
  • requests for case studies
  • Parliamentary Office for Science and Technology (POST) opportunities (such as POSTnotes, briefings, and reviewer opportunities)
  • internal (BU) and external training opportunities in the policy field

Contact us to sign up to the new policy influence mailing list. If it isn’t for you – please – do share this information with your academic colleagues. There are so many opportunities for policy impact out there – we just need to get the message out.

In the meantime keep an eye on the policy tab of the research blog where we are posting some of the opportunities.

Research

The Department for Business, Energy and Industrial Strategy (BEIS) has published its research and development (R&D) budget allocations 2021 to 2022.

  • Our allocations reflect government’s priorities of supporting the foundations of our world leading R&D system to ensure it is able to help lead the recovery from coronavirus (COVID-19), whilst also investing in strategic outcomes for R&D investment including innovation, net zero, space and levelling-up.
  • Government spending on R&D in 2021 to 2022 is £14.9 billion, its highest level in four decades, demonstrating progress towards our target to increase total public and private R&D investment to 2.4% of gross domestic product (GDP) by 2027. We are investing more money than ever before in core research, in line with the announcement at the Spending Review in November 2020 that government will increase investment in core UKRI and National Academy funded research by more than £1 billion by 2023 to 2024.
  • As part of the UK-EU Trade and Cooperation Agreement (TCA) published on 24 December, the UK has agreed to associate to Horizon Europe and other EU programmes including Euratom Research and Training. This will ensure UK researchers and business have access to the largest collaborative research and development programme in the world – with a budget of c. €95 billion. We want to make the most of association to these programmes and are encouraging UK researchers and companies from all parts of the UK to take advantage of this opportunity.
  • The government will be prioritising innovation as part of its Build Back Better Plan for Growth published at Budget 2021. We will publish an Innovation Strategy in Summer, which will outline our plans for boosting innovation which will be a key part of our plans for reaching the 2.4% target by 2027.
  • We have also allocated up to £50 million in 2021 to 2022 for the Advanced Research and Invention Agency (ARIA), which we expect to be established later this year and will focus on high risk, high reward research. The government is committed to investing £800 million in ARIA over its first 4 years.

There are a lot of numbers in the report and it is hard to unpick what has changed, so we are grateful to Research Professional for this summary:

  • UKRI has been allocated a total of £7,908 million for the 2021-22 financial year.
  • This is a drop of £539m compared with the last financial year, when UKRI was allocated £8,447m, with its eventual budget ending up at £8,668m in 2020-21.
  • But UKRI says that once last year’s one-off £300m World Class Labs funding scheme investment is deducted, the year-on-year drop is only £403m or five per cent.
  • This year’s drop is primarily accounted for by a reduction of £284m in UKRI’s official development assistance programmes, the funder said. This follows the government’s decision to cut UK aid spending from 0.7 to 0.5 per cent of gross national income as a result of the Covid-19 pandemic.
  • Science infrastructure capital has also dropped by £301m, from £1,235m in 2020-21 to £934m in 2021-22, while funding for strategic programmes is down slightly from £1,369m to £1,354m.
  • Meanwhile, the breakdown shows that UKRI’s core research and innovation budgets have increased by £218m from £5,475m to £5,693m.
  • Of these research and innovation budgets, Research England has been allocated the highest budget at £1,772m, with the Engineering and Physical Sciences Research Council allocated the second-largest settlement at £946m.
  • ….In its summary of the allocations, BEIS hailed its £14.9 billion R&D budget for the year ahead as the “highest in four decades, demonstrating progress towards our target to increase total public and private R&D investment to 2.4 per cent of GDP by 2027”.
  • However, the breakdown of allocations reveals that £1,293m of its budget will go towards the UK’s contribution to European Union R&D programmes. Before Brexit, this money came out of the UK’s EU membership fee. When that amount is deducted, the rise in public R&D spending from last year’s £13.2bn is only around £400m.
  • UKRI confirmed to Research Professional News that the UK funding towards the EU R&D programmes will not be coming from its budget: “Funding for UK participation in EU programmes, including Horizon Europe, is additional to UKRI’s budget and that the funding won’t be coming through UKRI.”

Safeguarding Research: The Government announced the establishment of a new dedicated team which will offer researchers advice on how to protect their work from hostile activity, ensuring international collaboration is done safely and securely.

The new Research Collaboration Advice Team (RCAT) will promote government advice on security-related topics, such as export controls, cyber security and protection of intellectual property to ensure researchers’ work is protected, and that the UK research sector remains open and secure. The Government say that such behaviour left unchecked can leave the UK vulnerable to disruption, unfair leverage, and espionage, and that the threats to science and research in particular – primarily the theft, misuse or exploitation of intellectual property by hostile actors – are growing, evolving and increasingly complex. The team will respond to requests from British universities who have identified potential risks within current projects or proposals. Advisers will also proactively approach research institutions and support them to implement advice and guidance already on offer.

The written ministerial statement highlights the other mechanisms that apply in safeguarding research against international threats:

  • guidelines published by Universities UK, on behalf of the sector and with government support, to help universities to tackle security risks related to international collaboration;
  • the Trusted Research campaign, run by National Cyber Security Centre and Centre for the Protection of National Infrastructure in partnership with BEIS and the Cabinet Office;
  • one of the toughest export controls regimes in the world, including guidance recently published by the Department for International Trade specifically for academics;
  • the Foreign, Commonwealth & Development Office’s Academic Technology Approvals Scheme, a pre-visa screening regime expanded to cover a wider set of technologies and all researchers in proliferation sensitive fields;
  • guidance from the Intellectual Property Office on protecting Intellectual Property known as the Lambert Toolkit; and
  • our work with partners and allies, including the G7, to create international frameworks that support open, secure science collaborations.

Science Minister Amanda Solloway said: Researchers need to take precautions when collaborating internationally, and this new team will support them as we cement our status as a science superpower.

Professor Julia Buckingham, President, Universities UK said: International collaboration lies at the heart of excellent research, delivers huge benefits to the UK and helps to ensure that we are recognised as a global science superpower. We have a responsibility to ensure that our collaborations are safe and secure, and our universities take these responsibilities very seriously. Together with UUK’s guidelines on Managing Risk in Internationalisation, the work of this new team and the specialist advice and support it provides will help to ensure that the public can be confident in our research collaborations. We particularly welcome the creation of a single point of contact in government, which builds on recommendations made by Universities UK and will provide valuable insights for institutions and researchers.

Research Professional have a write up on the new team and safeguards which they are finding a little bit odd.

There is also a parliamentary question on links with China and informed decisions on international research collaboration.

Quick news

  • Green tech: The Government has announced a £166m cash injection for green technology and development, as part of its ambitions for a Green Industrial Revolution. The funds will be awarded to innovators, businesses, academics and heavy industry across the UK, aims to build on ambitions set out in the Prime Minister’s 10-point plan for a Green Industrial Revolution. The Government says it will accelerate the delivery of game-changing technologies needed to drive the UK’s climate change ambitions.
  • Unicorns: An interesting quick read on Scotland’s unicorns (private tech companies valued at $1bn+). There were 8 in 2010, 80 in 2020 (91 across the whole of the UK). These numbers demonstrate the extent to which the UK is catching up with the US and China in tech, with London now fourth behind the Bay Area, Beijing and New York, when it comes to the number of start-ups and unicorns created. No other European country has been able to grow at such a speed.
  • ARIA: The Advanced Research and Investigation Agency (ARIA) Bill which was carried over from the last session of Parliament will progress to the report stage and third reading on Monday 7 June. Amendments have been tabled.
  • Levelling up: Policy Connect’s Higher Education Commission is calling for evidence into its inquiry covering university research and regional levelling up. Contact us to contribute to BU’s submission.
  • Racism perpetuated through research: Nature published Tackling systemic racism requires the system of science to change. Excerpts: Racism in science is endemic because the systems that produce and teach scientific knowledge have, for centuries, misrepresented, marginalized and mistreated people of colour and under-represented communities. The research system has justified racism — and, too often, scientists in positions of power have benefited from it. That system includes the organization of research: how it is funded, published and evaluated… One essential change all institutions can make today is to put the right incentives in place. They must ensure that anti-racism is embedded in their organization’s objectives and that such work wins recognition and promotion. Too often, conventional metrics — citations, publication, profits — reward those in positions of power, rather than helping to shift the balance of power…A second change institutions should make is to come together to tackle racism, as some already are. At the very least, this means talking to and learning from a wide range of communities, and transcending conventional boundaries to team up. Funders, research institutions and publishers must work together to ensure that research from diverse scientists is funded and published
  • Spinouts: Sifted have a blog University spinouts: the system isn’t broken questioning whether the commercialisation systems do really stymie growth and hold back entrepreneurs.
  • Overseas development: The Government’s decision to slash the overseas development budget created a large backlash which still continues weeks after the announcement. Wonkhe describe the latest parliamentary altercation highlighting that the Government have undertaken to bring the spending back up to previous levels – but at an unspecified point in the future when the UK’s finances are healthier. A concession to the complaints with little real chance of an increase anytime soon. At BEIS questions in the House of Commons Labour’s Kate Osamor tackled Kwasi Kwarteng over the impact of the £120m cut to overseas development assistance research funding – the Secretary of State emphasised the government’s commitment to returning overseas development spending to 0.7 per cent of GDP “as soon as the fiscal situation allows.”   Read the debate on Hansard.

Fees and funding

In last week’s update we talked about the stories about plans to implement Augar’s recommendations later this year. This week there have been lots of follow up stories.

  • Guardian: ‘Horrific’ cuts in pipeline for English universities and students – Treasury fights with No 10 over options to reduce student loan burden
  • Financial Times: English universities face upheaval as financial strains hit jobs – Pandemic costs and ministers’ focus on vocational training set to cause departmental closures. And a quote from Graham Galbraith (VC, Portsmouth University) who stated the bigger danger to universities was a “utilitarian” government view that they existed only to train workers in “skills the government decides are needed”. “Our broader role in producing well-rounded graduates...is being lost,”
  • Research Professional: Trouble Ahead – The degree loan book may be squeezed to make room for the ‘lifetime skills guarantee’ Universities have long had their suspicions that this government doesn’t really like them very much.
  • The Times: Students face bigger loan repayments to aid public finances – Student tuition loan repayments could rise or be extended under plans that are being considered by the Treasury. And yes if you look closely at the picture Gavin Williamson still has that whip on his desk.

While this is still mostly speculation the Government’s advisers will certainly be watching the sector’s reaction to the predictions made.

Michelle Donelan, the Universities Minister, soke at GuildHE this week and dismissed the more dramatic claims.  Research Professional reports:

  • Media reports in recent weeks have said the government will reduce the maximum universities can charge—and which most do charge—in line with recommendations made by Philip Augar’s review of post-18 education funding….Michelle Donelan said these stories had not come from her department.
  • “There have been a few media stories about a potential fee cut as of the last few weeks. I just wanted to bust this myth—this is a media story, and we haven’t made any such announcement,” Donelan said.
  • Donelan did not rule out a fee cut, but said, “We aren’t consulting on this, we’ve always said that we will respond to the rest of Augar in full with the spending review, which we anticipate to be in the autumn. So this is, just at the moment, an idea and a story that has not been issued by a government.”

For BU readers we did a little summary of how we got here and what might come next. From the reports, the Government is said to be considering:

  • Cutting the maximum tuition fee from £9,250 to £7,500 – probably with a system of teaching grant top ups for subjects which are high cost and strategic and possibly also with grant top ups linked to “quality” (i.e. outcomes) or social mobility.
  • Extending the student repayment window beyond 30 years to increase recovery rates – although this would obviously have little impact on government (or graduate) finances in the short term.
  • Lowering the income threshold below £27,295 so repayments start sooner. This would be a reversal of the policy behind Theresa May’s decision in December 2017 to increase the threshold, and would have an immediate impact on recovery and on cost to graduates in the shorter term (if they are earning above the threshold).
  • Already in process is the cut to what was known as the teaching grant – the small top up institutions received on some courses. Now called the strategic priorities grant it allows the Government to axe any top up on courses it doesn’t value (usually those leading to poorer graduate ‘outcomes’) and only top up those it favours such as healthcare, some STEM, and industry skills deficit areas. The cut was small in real terms but it demonstrates the direction of travel on tops ups, and also has an impact on high cost subjects too if institutions are cross subsidising them with income from subjects with lower costs.
  • Removing the London weighting from courses taught in the capital.
  • Limiting recruitment – reducing the number of student loans given out by introducing national minimum entry requirements for university degree programmes.
  • Limiting recruitment – reducing the number of student loans given out by reintroducing a student numbers cap (which limits how many students each institution can recruit) by institution. Or capping numbers on non-priority courses across the sector or at particular institutions. One suggestion in Augar was that this might also be  linked to quality (i.e. outcomes) measures at the relevant institution.
  • Reducing numbers on non-priority courses by advocating for students instead to take up courses in priority subjects (like the ballerina encouraged to become a computer scientist) or to do technical programmes (which themselves could be part funded by industry or local initiatives, reducing the Government’s outlay).

Research Professional speculate that the changes to loan repayments could affect current students too (a political hot potato as these students have experienced disruption, remote education and are graduating into a changed worldwide labour market).

All of this looks like systematically under funding non-priority courses through a range of mechanisms. So far the Government has stated reductions in funding will be applied to performing arts and media and archaeology.

The reasons for the change:

  • The Government needs to spread the money further to pay for the lifetime skills guarantee and the technical and skills programme expansion. Also to fund FE at a higher rate and provide capital improvements. The Government has been vocal about fewer students going to HE and choosing other routes instead – effectively redistributing the funding.
  • Of course, bringing more tertiary under the auspices of the loan book makes the Government’s RAB charge look exponentially worse – but also means less money is provided to training providers as grants and more is ultimately liable to be paid back by the student. Don’t forget that apprenticeships are currently tuition-fee free – the changes could also see students following this route paying for their higher level education.
  • Several media sources point the finger at the RAB charge as the straw that broke the camel’s back. It can be hard to understand but simply the RAB is an accounting convention which identifies the amount of student loan funding the Government provides that is anticipated will never be repaid in real terms. It is seen as a financial black hole and uncomfortable for a Government who were elected on their policy line to reduce the country’s spending deficit and which has had to borrow at crisis levels to fund the country’s needs throughout the pandemic. Research Professional (RP) tell us that the Government’s exposure grows by around £10 billion each year and that the Government has forecast the RAB charge will exceed 50% for 2020/21. The RAB is the ultimate policy pressure point and you may have noticed that the Government’s campaign for value for money in HE dovetailed the change that brought the RAB deficit to public notice.   Quite a lot of the cost of the overall loan book is made up by maintenance loans as you can see from this response to a PQ from Portsmouth MP Stephen Morgan.
  • It’s imminent. The Government is long overdue in its final response to the Augar report. A funding policy paper is due within two months, the autumn spending review is only 3 months away and the Skills Bill will progress through Parliament as quickly as the Government can push it.   A panel member from the Augar review writes for Wonkhe noting that over half Augar’s recommendations have been implemented already in a piecemeal fashion.

The Times have an example loan repayment scenario by Martin Lewis, the finance expert, [which] estimates that to pay off a loan fully under the existing terms a graduate completing their course in 2022 would have to start on a salary of £55,000 and have that rise to £177,000 within 25 years. The balance of their debt is written off after that time. Such a student would have repaid £163,000 — more than three times what they originally borrowed. The comments to the Times article are interesting – heavy on the opinion that the interest rate for loans is excessive and that this is where the problem lies. There is also a good thread from a parent who asks what their child can do when they are excellent at humanities and English but not good at STEM and don’t want to go to university – the answers responded go to university or join the forces. It highlights an interesting alternative viewpoint – the Government believes young people progress to university because they have dominated the market culturally and because there aren’t enough technical alternatives…but there are a lot of young people out there for whom technical isn’t an option – are these young people to be classified non-priority too?

Research Professional also have a revealing piece Tory-splaining exploring Rachel Wolf’s (who co-wrote the 2019 Conservative manifesto document) statements on the Government’s intentions behind its policies and legislation. Free Speech is to pursue the values of the Enlightenment that universities were set up to pursueThey would consider themselves to be entirely on the side of the principles of universities. And what they are trying to do is help universities defend those principles.

On levelling up Rachel stated universities should push their civic role less in terms of how they shared facilities and more in terms of teaching and research, which tended to resonate better with local people. So they should talk about how they are helping to raise attainment in schools and supporting economic growth or the NHS. And that if the government thinks it is doing something new, telling it that you are doing that thing already is unlikely to be a persuasive argument.

On fees she was to the point:

  • While the government feels that it is in a strong position politically, she said, it also feels that it has no money…the spending review will be a “zero-sum game” in which universities will be competing not only with other departments, such as the NHS, but also within the education budget. Here, the government has other priorities such as paying for pupils to catch up on learning they have missed as a result of the pandemic, and increasing spending on skills training and adult learning.
  • The government is also concerned about wage returns after Covid. Here, what appears to be changing rhetoric on social mobility, she suggested, is really more a response to fiscal constraints.
  • These constraints—and the Office for National Statistics’ reclassification of student debt so that it now appears on government balance sheets—are behind intimations that the government wants fewer people to attend university.
  • The upshot of all this will be an increasing focus on attainment, she predicted, with “interesting tensions” in the debate about whether to relax requirements to accept people from lower socioeconomic backgrounds or not.

Nothing in this was new but it is rarer to hear it spoken frankly.

Student Finance: The Education Secretary has reappointed Jonathan Willis, Peter Wrench, Michaela Jones and Naseem Malik to serve third terms as independent assessors for student finance appeals and complaints from 1 May 2021. Each of the reappointments is for a further three years. None of the appointees have declared any political activity or conflicts of interest. Independent assessors provide an independent review of appeals or complaints made to the Student Loans Company (SLC).

Skills

Skills Bill: The Skills and Post-16 Education Bill is scheduled for its Second Reading in the Lords on Tuesday 15 June. This will be the first real debate for parliament on the Bill. We’ll be keeping abreast of the debate.

Degree Apprenticeships: Robert Halfon (Chair) gave Gillian Keegan, Parliamentary Under Secretary of State for Apprenticeships and Skills a fine grilling on the Government’s intention to push degree apprenticeships at the Education Select Committee accountability hearing.

Keegan is actually the only Parliamentarian who has a degree apprenticeship, yet she toes the party line in discouraging their widespread adoption (as opposed to lower level apprenticeships), perhaps due to concerns about subject coverage and the fact that they potentially increase funding to universities. The Government wants degree apprenticeships but only the “right” type i.e. those that meet the country’s future technical skills gaps and innovation needs (see the section on funding and the implications of these priorities above) and they want young people to undertake them who wouldn’t otherwise have progressed to higher level study. In the past degree apprenticeships boomed whilst lower level (2-3) apprenticeship starts dropped off. HE institutions were seen as taking up too much funding and squeezing technical courses out of the market.   The risk for the government is that students take them instead of degrees (avoiding student loans) so they have less impact on social mobility.  Lower level apprenticeships are less likely to appeal to those would otherwise go to university anyway.

  • In the session Select Committee Chair, Robert Halfon, continued his push for hard targets for degree apprenticeships: Why not establish proper degree apprenticeship targets set by the OfS and make departmental funding conditional on universities providing these opportunities?
  • Keegan: I definitely have that mission. We have spoken about this a lot. It is about making sure that, first of all, they are more widely available…What we want to do is make sure that they are accessible to everybody…You are absolutely right that there isn’t enough done in this area, which is one of the reasons that we are introducing the skills Bill and the skills White Paper. It is recognising that young people don’t get enough broad careers advice. We need to offer better careers options.

In previous Committee sessions, they’ve also resisted introducing requirements for degree apprenticeship targets within the Access and Participation Plan specifications.

  • Chair: That is great, but what are you doing specifically? Why not reinstate the degree apprenticeship development fund? It cost £4.5 million, which is a relatively low cost in terms of spending, but it had quite a big impact by working with universities to create new courses. What are you doing specifically to boost degree apprenticeships and takeup from disadvantaged would-be apprentices?
  • Keegan: As you say, they are increasing…It is not about the universities coming up with a degree apprenticeship; it is about the employers, with universities, coming up with something that meets their needs. Obviously the Institutes of Technology is also an important bridge to that, as it offers level 4 and 5 apprenticeships, which are highly valued by a lot of businesses. …but the very important point is how we make sure they are more accessible to more disadvantaged groups.
  • What we are fearful of is that a lot of people suddenly see degree apprenticeships are a very good option, and people who would have gone to university anyway will just choose that route and squeeze out the people like me, sat in a Knowsley comprehensive school at 16 with nowhere to go, thinking, “How do I get on in life?” The degree apprenticeship route is fantastic, mine in particular, so absolutely. We do a lot around that.

So the Government doesn’t want students to switch from paying for a standard degree to undertake a degree apprenticeship. If we were ungenerous we could say this is the old story about ‘apprenticeships are for other peoples’ children’.

Halfon didn’t give up though:

  • Chair: I just want to know what the substantive policy is to rocket boost degree apprenticeships and whether or not you will reinstate the degree apprenticeship development fund, which had low costs but quite good results. Yes, of course, it is employer-led, but at the end of the day, if universities that are registered as providers aren’t even encouraging people to do degree apprenticeships and it is Government policy, surely a lot should be done. You need a bit of carrot and stick.
  • Keegan: The skills White Paper sets the direction of travel. The whole system has to work. I am not a big fan of intervening in different things.
  • …Some employers are switching from graduate programmes to degree apprenticeships because they have seen they get better results. It is starting to happen. You quite often get unintended consequences when the Government intervene in various bits of this system. This is about getting a system that transforms technical education in this country, that makes sure everybody is aware of it, that makes sure it is accessible to everybody, wherever they are in the country, whatever their background, whatever their ethnicity, whatever their life journey. That is a much bigger action.

Keegan does give a hard no to the degree apprenticeship development fund being reinstated though and says: Every time there is an option for employers, it is not like they are having a problem finding somebody to work with them. There is no problem at all. Which is contrary to the Government’s rhetoric on skills gaps and the need for funding programmes at different rates based on national priorities.

  • Chair: What you are saying is that there is no specific policy lever to encourage degree apprenticeships. Keegan responded that there is a policy level for all levels of apprenticeship.
  • Chair: Even though those individuals under the age of 19 from the most disadvantaged backgrounds are five times less likely to undertake a degree level apprenticeship, you are saying no targeted measure is needed?
  • Keegan: I am saying there is no targeted measure needed for universities to be incentivised to develop degree apprenticeships with employers. Getting access to them, making sure people are aware of them and they are available in their area, there is.

The Forum for Access and Continuing Education (FACE) has a blog: Access and Participation Plans and Higher and Degree Apprenticeships – excerpt:

  • It is now time that higher education (HE) reflects on what should be considered for inclusion in APPs in respect of skills, technical education, apprenticeships and adult learning provision. A key question for every HE provider is how their Access and Participation Plan should be developed and delivered in a post Covid-19 economy, in particular how they should maximise opportunities for underrepresented groups to access and benefit from HE through technical education including higher and degree apprenticeships. 

Interesting that this topic of degree apprenticeships comes up time and again in relation to the APPs – despite the Minister dismissing the notion of setting targets for degree apprenticeships within the APP.

Graduate outcomes

Grade inflation: New chair of the OfS, Lord Wharton, spoke at GuildHe and raised his concerns about grade inflation, which is something we haven’t heard about for a little while. Interestingly this was one of the things that Gavin William did not mention in his February list of priorities for the OfS (read more about that here) – so in theory it was meant to be off the table in terms of the OfS spending time on it.   However, it’s a perennially attractive stick for the media and the regulator to beat the sector with and ties in with their quality work so they don’t need a separate instruction on this.  No signs either that the new chair is going to step away from the hands-on, interventionist approach of his predecessor as chair.

Research Professional were there and cover his remarks and the (not very) veiled threat:

  • Conservative peer James Wharton ….. told the GuildHE Spring Conference that he had “concerns” about the “increasing numbers of students getting higher and higher degree classifications in recent years”.
  • He conceded that last year’s results—which came after many universities implemented so-called ‘no detriment’ policies to ensure the pandemic did not negatively impact student performance—were an anomaly. However, he added that there was a “long-running trend” that needed to be addressed. 
  • “I do have the view that if everyone gets a first, then no one gets a first, and we run the risk of devaluing the very thing that makes our higher education sector world beating,” Wharton said. “We have an obligation…to ensure that the degrees and qualifications that people get from the time that they invest in their education have real meaning and value and rigour standing behind them.”
  • Data released by the Higher Education Statistics Agency in January this year revealed that the proportion of students achieving first-class degrees in 2019-20 rose to 35 per cent, a jump from the 28 per cent recorded in the previous two years. In 2008-09, just 14 per cent of undergraduates were awarded a first.
  • “I think it’s a real concern,” Wharton continued. “If we continue to go down this path, there are going to be real problems, and I think we have an obligation to ensure that the qualifications people get have real meaning.”
  • The OfS chair said there “isn’t a simple answer”, and that universities would have to work “collectively” with the regulator to stem the rise in firsts. 
  • “I guess what I’m saying is, please can we work together and solve this, because otherwise…I may try and solve it myself, but that may not be the right answer.”

Wage gap: Hired have reported on their new survey which highlights the wage gap and workplace discrimination within the tech industry. The press release is here or contact us for a summary of the survey findings.

Graduate Outcomes Coding: HESA has published updates to its 2017/18 Graduate Outcomes employment statistics using the new Standard Occupational Classification SOC 2020 coding frame. It shows a small increase in the proportion of graduates in occupations classified as ‘high skilled’ but the proportion of graduates in occupations classified as low skilled remained the same after the coding change. More detail and the statistics here.

Longitudinal education outcomes:  The DfE published the LEO postgraduate outcomes for students graduating with a masters or doctorate. The outcomes are broken down by subject studied and domicile.

Free Speech

Free Speech Bill: The DfE published a memorandum on the HE Freedom of Speech Bill which addresses issues arising under the European Convention on Human Rights (“ECHR”). Research Professional also have an opinion piece stating that the free speech law will make university debate harder, not easier.

There is a parliamentary question asking specifics on free speech using given examples. Donelan’s response highlights the judgement tightrope the proposed new law may become: In many cases, this should mean that they do not feel a need to investigate where an individual is clearly expressing lawful, if perhaps offensive or controversial, views. Some examples will be less clear-cut, and some investigation will be needed to ascertain the facts. It will remain the responsibility of the provider (or students’ union) to balance their duties when considering the issues, having particular regard to the importance of freedom of speech.

And Research Professional has a report of MD’s answers on this at a GuildHE conference.  It’s still a muddle:

  • Research Professional News asked Donelan how universities should respond if a Holocaust denier were set to speak on campus. Is it a choice between no-platforming the individual and potentially paying them compensation, or allowing them to speak?
  • “Absolutely no,” Donelan said. “Universities will not be placed in a position where they are asked to protect a Holocaust denier. The free speech bill is not a right to a platform, it does not mean that a university has to invite such a speaker at all—and I would argue that no university should be inviting a Holocaust denier, because it is such an extreme and dangerous viewpoint.”
  • She added that antisemitism is “absolutely abhorrent and has no place…in any part of our society and in any university”.
  • It has yet to be confirmed how the bill, which is currently going through parliament, will make allowances for speech that is legal, but not protected by the legislation.

Finally did you realise that the Free Speech Bill will only apply to England (not the devolved nations) as education is a devolved matter.

The Institute of Economic Affairs (IEA) has published a report on free speech at universities. They examine the challenges to free speech in universities, particularly given the current focus on the topic by the Government. It brings a different flavour to the current is there/isn’t there a cancel culture tone of discussion. The IEA summarise their main points:

  • There is currently much concern with questions of freedom of speech and expression, much of it focused on the appearance of so-called ‘wokeness’ and its manifestations in corporate life, the media, and (most notably) the academy.
  • Historically the idea of free expression was seen as dangerous or a heresy. But this has changed over the last 250 years, as a combination of technological change and active campaigns for free expression established the principle of a right to free speech. This led to the emergence of an infrastructure or ecology of places and institutions that supported it, of which the university was one but by no means the most important.
  • An absolute and unlimited right to free speech and expression has never existed because that right is always qualified by other ones, including notably the very ones that also sustain free expression, such as private property, freedom of association and freedom of contract (including contracts of employment). Historically universities were not centres of free expression but were concerned with the articulation, exploration and defence of orthodoxy.
  • The current problems with free speech at universities are real but overstated (as this is actually a problem primarily found in elite institutions and only in the Anglosphere) and come primarily from the lack of intellectual diversity in the sector as a whole and between institutions rather than in any one institution.
  • They reflect a wider problem in society – the decay of the ecology or infrastructure built up in the nineteenth and early twentieth centuries. This decline was caused not so much by technology (which commonly gets the blame) as by the growth of both government and certain kinds of private funding, the corrupting effect of the predatory and dysfunctional US legal system, and the increasingly intense intra-elite status competition produced by the combination of meritocracy and elite overproduction.
  • Direct measures by governments to impose on universities a duty to provide a platform for speakers are an unwarranted imposition on private bodies. This illustrates the problems with government funding and the lack of genuine university independence and variety within the sector.

Access & Participation

The Education Select Committee continued their inquiry into Left behind white pupils from disadvantaged backgrounds. You can read a summary of the session prepared by Dods. The eagle eyed will spot several comments that fit behind the Government’s current policy ideals. Here is some of the key content:

  • Steve Strand (Prof Education, Oxford):…those communities that experienced inter-generational unemployment and the closure of heavy industries had a less strong belief in the transformative power of education… The overriding principle behind this paradigm was class.
  • Family Hubs placement: drill low at a local level to identify pockets and disparities in the performance of children, and the family hubs should be placed in those areas.
  • Diversity of the workforce: The Chair referred to evidence from the USA, and asked if the Government should incentivise a more diverse teaching workforce so as to increase attainment levels in pupils. Sewell explained that organisations like Teach First should focus more on attracting high performing ethnic minority graduates. Strand added this was a high quality and high status profession, which meant that universities could play a role [through diversity in recruitment to teaching programmes].
  • Funding for interventions: Johnston also asked the witnesses how much funding would be needed to support the interventions necessary, from the early years all the way through to careers guidance for older students. Sewell spoke of the £800m that currently went into the wider participation activities of universities. In his opinion, part of this resource should be moved into schools, so as to drive pupils into higher education. This would offer much more targeted in-school support, he suggested.
  • Aspiration levels: Strand added that the higher achievement by many minority groups could be explained by their aspirations, their parents’ aspirations, the number of nights a week spent doing homework and their self-assessment of their performance. It was important to consider when to allow young people to choose a curriculum for themselves, as for some young people subjects like history and geography were not as attractive as more vocation-oriented subjects.
  • Sewell said: parents were key to educating and inspiring young people to take up apprenticeships or go on to universities.
  • Mearns commented that quite often the challenges pupils faced were related to their parents and families… Oliver agreed that this was a challenge. He believed that provisions like extended school days could allow children to get involved in sports and culture activities. Moreover, such initiatives could expose children to other adults, and help build a different type of discipline.

The summary lists the speakers quoted from above.

Pupil Premium: This article covers pupil premium. Excerpt: A total of £118 million for disadvantaged pupils could be lost from school budgets in England this year due to a government change in how Pupil Premium funding is calculated. The controversy stems from the use of a previous census meaning pupils who became eligible through the deprivations of the pandemic will not receive funding until a future year.

Uni Connect: Wonkhe summarise: The Office for Students has published an analysis of youth participation rates in England in the areas targeted by the Uni Connect programme. The report finds no evidence that the gap in participation reduced for those pupils who experienced at most two years of Uni Connect outreach, and instead finds that lower rates of entry to higher education are highly associated with lower rates of application. OfS has also published a formative evaluation of Uni Connect phase two from Ipsos Mori, an emerging insight report into how Covid-19 has affected outreach and a third independent review of evaluation evidence.

APP comment: Wonkhe’s student union site has a blog on the independent student submission to the OfS commenting on their institution’s Access and Participation Plan. They’re in favour of the student comment – as long as the OfS show they’re reading and acting on it.

Social Mobility: The All Party Parliamentary Group for Social Mobility took to Twitter to launch its priorities for an education recovery plan. The thread gives the top level details behind the plan and is in favour of more support for the transition to HE alongside closing the digital divide.

More Blogs: The Forum for Access and Continuing Education (FACE) has a series of new blogs-

  • Access and Participation Plans and Higher and Degree Apprenticeships – excerpt: It is now time that higher education (HE) reflects on what should be considered for inclusion in APPs in respect of skills, technical education, apprenticeships and adult learning provision. A key question for every HE provider is how their Access and Participation Plan should be developed and delivered in a post Covid-19 economy, in particular how they should maximise opportunities for underrepresented groups to access and benefit from HE through technical education including higher and degree apprenticeships. 

Interesting that this topic of degree apprenticeships comes up time and again in relation to the APPs – despite the Minister dismissing the notion of setting targets for degree apprenticeships within the APP. Once again we’re reminded of Jo Johnson when he was Universities Minister cautioning the HE sector to be careful of what it was calling for.

  • Personal tutoring – excerpt: The entire HE teaching and learning experience was changed by the pandemic and now, more than ever, it is important to recognise how vital the relationship between Personal Tutor and student is for engagement, academic success and progression.

FACE are also running a free event on 24 June – Is First in Family a good indicator for widening university participation in HE?

Social Leveller: Engineering: The Engineering Professors’ Council have released a new report finding that studying engineering gives a greater boost to social mobility than other subjects. Combining data relating to graduates’ earnings, backgrounds and entry qualifications suggested that the gap between the incomes of engineering graduates from different socio-economic backgrounds was significantly smaller than for other graduates. The Engineering Opportunity report reveals that, ten years after qualifying, the average salary of engineering graduates is £42,700 – which is £11,700 more than the average of other graduates and the higher earnings were relatively evenly spread across the country.

The EPC’s Chief Executive, Johnny Rich, commented:

  • Our findings demonstrate that not only is Engineering higher education critical to the future of our economy, our regions and our environment, it is also a great social leveller, providing a more equal chance to succeed for all students regardless of their background.
  • Aspiration among young people is not lacking, but opportunity is. We need to build a system – through education and into employment – that engineers opportunities for all who want to realise their potential.

Admissions

Disabled students: See the section on disabled students below which includes the Disabled Students’ Commission’s view on how PQA need to take into account the interests of disabled students.

HEPI have a blog from Dan Benyon on “What do university applicants want from their higher education institutions?”.  The answer, it seems, is:

  • Face to face interaction at the physical campus of the universities they apply to
  • More personalised virtual experiences and interactivity.
  • Different communications channels such and Q&As and webinars and just more communication.

Level 3 exams: Last week NEON picked up on the Guardian article which highlighted a common bias against disadvantaged and SEN pupils in the assessment processes which will determine their grade, and ultimately entry to HE.

HE stats: The DfE published data on students going into apprenticeship, education, employment and training destinations. Progression to higher education or training (more detail here):

  • The proportion of level 3 (e.g. A levels, Tech levels, AGQs) students progressing to a sustained level 4 or higher destination was 64% – this was 2 percentage points higher than the previous year’s cohort (2015/16).
  • Of the 64%, their destinations were as follows:
    • 59% were studying for a degree (a level 6 qualification)
    • 3% were studying a course at level 4 or 5 (e.g. Higher National Certificates and Diplomas)
    • 1% were participating in an apprenticeship at level 4 or higher

Levelling Up

The Office for National Statistics (ONS) has published a new release on mapping income deprivation at a local authority level. It’s interactive – you select the local authority area, then keep scrolling down for short informative commentary.

Generally urban local authorities with a higher level of overall income deprivation that have the greatest internal disparities, both in terms of deprivation gap and income deprivation clustering. The map showing the least deprived areas is revealing. Dorset crops up in the ‘n’-shaped profile – neighbourhoods that have close to average levels of income deprivation – it is mostly dominated by rural and coastal areas. As you scroll closer to the bottom there are details of areas with the greatest income disparity between least and most deprived. It then goes on to explore how mixed the populations of lower/higher income are within the area. Rural areas generally have lower levels of deprivation clustering.

The ONS state this detailed information revealing local circumstances is of increasing importance because of the current focus on levelling up.

Committee: Meanwhile the House of Lords Public Services Committee has sent its position paper on ‘Levelling up’ and public services to the PM (read more detail here).

  • The Committee warned that ‘left behind’ places will be “short-changed” and inequality will grow if money for the NHS, schools and councils is not protected and ‘levelling up’ plans are not better targeted.
  • It called for Ministers to use the promised ‘levelling up’ White Paper to refocus their strategy to improve health, employment and skills and better prepare children for school if it wants more jobs, productivity and pay in deprived communities.
  • During the inquiry, witnesses accused ministers of favouring prosperous rural areas with funds ahead of deprived communities. “Without full transparency and political accountability local areas will continue to question why they have missed out on ‘levelling up’ funding while others have benefited.”
  • The Committee also warns that if ‘levelling up’ investment neglects social infrastructure – such as community centres and childcare – and public services it will not help the most deprived areas.
  • The Committee called on the Government to work with local service providers and users to set targets to improve, for example, life expectancy, employment, literacy and numeracy of children starting school and the number of entrants to higher education.

Assessment

Jisc and Emerge Education published Rethinking Assessment finding that the recent adjustments to assessment methods are better for disabled students, those with mental health challenges, and students suffering from digital poverty, as well as building the digital skills needed by students for future jobs.

  • The report, which looks back at a year where education has mostly been online, describes ‘a widespread explosion of experimentation’ since the pandemic began, with universities now offering exams that are flexible, adaptable, and relevant to students, which is a far cry from what one contributor describes as ‘sitting in a sports hall for three hours’
  • Andy McGregor, Jisc’s director of edtech, said: We’ve seen a flurry of just-in-time innovation in assessment as teachers have responded to the pandemic. It would be a shame if that just disappeared as life approaches normality. If universities can find the time to prioritise assessment redesign, we can deliver significant benefits to students, staff and ultimately employers, by providing a digitally skilled workforce of the future. 
  • Paul Cowell, lecturer in economics, University of Stirling, writes in the report: One thing we’ve learned from the pandemic is that there’s a lot of creativity within us. We can do things differently, as a sector and as individuals. We need to make sure we take the best from that rather than reverting. Just because we can get everyone back in the exam halls again doesn’t mean we should. 
  • Nic Newman, Emerge Education partner says: Of course, delivering this transformation will require significant resources, and universities are still dealing with huge changes. Taking the time to reimagine assessment will require senior management to make it a top priority. The positive stories in this report are shining examples that illustrate the wider benefits of overhauling assessment, and point to an opportunity for universities to create a competitive advantage for themselves in the short and long term.
  • Chris Cobb, chief executive of the Associated Board of the Royal Schools of Music (ABRSM) says: The rapid drive to digitise assessment has raised opportunities and challenges in equal measure, in parts making assessment more relevant, adaptable and trustworthy. We hope this report serves as a timely manner of lessons to be learned for the future of assessment, and indeed, education as a whole.

Disabled Students

The Disabled Students’ Commission have published their guiding principles for ensuring the needs to disabled students are taken into account if PQA is adopted.  When we responded to the PQA consultation we raised concerns about students with disabilities, as well as those with caring responsibilities and those from under-represented backgrounds, who we think are may be particularly disadvantaged by the proposals, because of the practical issues such as finding suitable and affordable accommodation, arranging support, and making decisions in a short time frame without access to support and advice.

The principles are:

  1. All relevant agencies need to work together to ensure key general information, advice and guidance is provided during the admissions process and developed in consideration of disabled students who are eligible for Disabled Students’ Allowances and those who are not.
  2. Higher education providers need to provide easily accessible information that is publicly available, detailing the support provided to disabled students in teaching and learning delivery, accommodation provision and through student services. They should also encourage disabled applicants to discuss their requirements with them in advance of commencing their course.
  3. Some disabled applicants will have multiple and complex requirements. The application process needs to allow higher education providers time to put in place reasonable adjustments.
  4. The process needs to encourage disclosure of disability from the outset and proactively encourage disabled applicants to communicate their requirements to the higher education providers to which they have applied.
  5. The application process needs be completed at an early enough point to allow applicants sufficient time to apply for Disabled Students’ Allowances.
  6. Education, Health and Care Plans should be accepted as evidence of having an impairment and trigger an assessment to identify the reasonable adjustments required in higher education.
  7. The process needs to enable appropriate transition and orientation support following the acceptance of an offer, and to allow sufficient time for higher education providers to meet the transition requirements of successful applicants with a range of impairments.
  8. The process needs to be structured in a way that enables any reasonable adjustments to be in place before the applicant starts their course

Meanwhile, on Global Accessibility Awareness Day, the OfS’s Head of Strategy Josh Fleming and Piers Wilkinson, Student Voice Commissioner at the Disabled Students’ Commission, emphasised the importance of listening to disabled students.  The full report can be accessed here.

  • Prior to the pandemic, some disabled students faced challenges not experienced by students without a known disability. The rapid shift to remote teaching over the past year meant that many of these issues were exacerbated while new challenges emerged.
  • Accessibility needs were not always considered as fully as they should have been. Disabled students who rely on assistive technology sometimes faced compatibility issues with the hardware or software they were using.
  • Some disabled students found that learning materials were produced in inaccessible formats. Others faced delays to diagnostic screenings for the Disabled Students’ Allowance (DSA) and disruption to DSA-funded specialist services and support networks.
  • As we enter exam season, many disabled students continue to face accessibility challenges – such as issues with the compatibility of assistive technology and the software being used to conduct exams remotely.

International

The regular parliamentary questions asking whether international students can quarantine in their university accommodation when they arrive in the country continue. The Government continues to say they must use the quarantine hotels at cost with a repayment plan in place for those evidencing hardship.

Early this week the Home Secretary published a written ministerial statement on the New Plan for Immigration: Legal Migration and Border Control. It describes a House command paper (CP 441) that will be laid including a strategy statement will set out the Government’s programme for 2021 and 2022 with further reform to the points-based system, a new graduate visa, new routes to attract top talent to the UK, and a new international sportsperson route alongside further simplification of our Immigration Rules to streamline our systems and reduce complexity.

Higher Education Credit Framework

QAA have launched the second edition of the Higher Education Credit Framework.  Advice on Academic Credit Arrangements contains the 2021 Credit Framework table, while Making Use of Credit offers advice for providers on how they can use credit in practical ways. The two publications introduce guiding principles for the use of credit and give an overview of how credit can work within a range of emerging aspects of higher education, like micro-credentials.

The Credit Framework for England can be used as the basis for the design of qualifications for Level 4 and above, alongside sector credit level descriptors. The revised documents consider stakeholder benefit, how credit is used and how it might be used in the future. Operating alongside the regulatory framework in England, the Framework allows higher education providers the freedom to adopt and adapt elements as appropriate to their needs and circumstances.

The revised Credit Framework publications offer advice to higher education providers on how credit can be used to support flexible pathways such as premised in the Skills and Post-16 Education Bill.

Wonkhe have a blog: David Kernohan takes a closer look at the framework and explains how it could become one of the more influential documents in higher education.

Covid

The Office for National Statistics published the latest experimental statistics from the Student Covid-19 Insights Survey covering 4 -12 May 2021.

  • Over half (56%) of students who were in higher education prior to the coronavirus (COVID-19) pandemic reported that the lack of face-to-face learning had a major or moderate impact on the quality of their course; around half (49%) said that the pandemic had a major or significant impact on their academic performance.
  • The majority of students (86%) said that they were living at the same address as they were at the start of the autumn term 2020; this has statistically significantly increased since March 2021 (76%).
  • Most students (71%) stayed in their current accommodation over the Easter break; however, around one in five (22%) students travelled to stay with family or friends over the Easter break, with the majority (84%) of those staying for more than two nights.
  • Almost half (47%) of students that left the house in the previous seven days reported they had met up with family or friends they do not live with indoors; this was more than double those who reported the same in March 2021 (21%).
  • Of all students, almost two in five (39%) reported that they had had at least one COVID-19 test (even if they did not have symptoms) in the previous seven days; this was a statistically significant increase compared with April 2021 (30%).
  • Average life satisfaction scores among students remained stable in May 2021 at 5.8 (out of 10) in May 2021 following the improvements seen in April 2021; however, average scores still remained significantly lower than the adult population in Great Britain (7.0).

UPP – Student Futures Commission

On Sunday Richard Brabner from UPP wrote for Research Professional – Social Reboot – on the immersive student experience. It packs a lot into a short article – student extracurricular, how it is valued when unavailable (pandemic), barriers to participating in extracurricular, community involvement, and the access and participation agenda. Including:  ways to ‘nudge’ students from lower socioeconomic groups to take part in activities and adopt behaviours that build social capital. One of their main findings was that—perhaps counterintuitively—messages that linked participation to building friendships and belonging were more successful than ones that focused on employability for widening participation students. The piece was a teaser for the full launch of the Student Futures Commission and their recent polling.

The polling results found:

  • 59% of students feel a return to face-to-face teaching in September 2021 in a top priority
  • More than half of students had not participated in extra-curricular activities this year (not even virtual ones) despite 8 in 10 intending to do so
  • The shift to digital learning has its advantageous and students are interested in a blended teaching model. On course structure
  • 45% would like a mostly in-person method of delivery with online teaching once or twice per week
  • 29% face-to-face only
  • 21% wanted to study mostly online
  • 6% all online

The survey also reported 63% of students believe they are below where they would expect to be academically because of the pandemic. However, 48% don’t think they’ve missed any aspect of teaching and 72% aren’t unhappy with the way assessment has been managed. Despite the pandemic 65% think their university experience will help secure them a job. Also: Students are placing greater importance on job security, training, and career prospects when thinking about a new job– but the  location is less important. This offers opportunities for firms and students who may not want to move to major urban areas, and could form an important part of the government’s levelling up agenda.

Mary Curnock Cook CBE, Chair of the Student Futures Commission, said: These findings point to a need for the whole sector to mobilise to help improve students’ confidence in themselves, in their job prospects and in the richness of the student experience that comes from physically joining the university community. This is the key aim of the Student Futures Commission – everyone wants our students back, and we want them to put the pandemic behind them and get the full benefits of a university education. Mary also blogged for Wonkhe to introduce the Student Futures Commission and expand on the polling results.

Richard Brabner, Director of the UPP Foundation, said: Universities have gone to extraordinary lengths to support students this year, but as the polling shows nothing beats a proper campus experience. More than anything else students want in-person experiences and face-to-face teaching. As university life returns to something like normal in September, this is the least we can do.

Parliamentary News

PMBs: The Commons Private Members’ Bills (PMBs) ballot results were issued at the end of the last week. The first seven are guaranteed parliamentary time (but not guarantees they will succeed to become law). Of these, Carolyn Harris is most likely to submit a Bill related to BU’s research interests as she has been vocal about gambling reform. You can read the interests and speculation on what the ballot winners may introduce legislation on in this Dods summary.

Last week we told you that Lord Storey had been successful in the Lords PMBs ballot and planned to reintroduce his Higher Education Cheating Services Prohibition Bill again (for the fourth time). It received its first reading in the Lords this week – which basically means the title was read out. The Bill aims to make it an offence to provide or advertise cheating services for Higher Education assessments. At no point has Lord Storey’s Bill made it past the first stage, which is a shame given its aim shouldn’t be controversial. The full text (one page) is here.

PQs

Inquiries and Consultations

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

New consultations and inquiries this week:  University Research & Regional Levelling-up Inquiry

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Pitching innovative charity fundraising event ideas

First year Events Management students took on the challenge to create innovative fundraising event ideas for three charities: Great Ormond Street Hospital (GOSH) Children’s Charity, Autism Hampshire (AH) and Forest Holme Hospice (FHH), as part of their Creativity & Innovation unit.

Charities were invited to act as clients, with Events Management students having to develop the business case for an innovative online fundraising event. A different feature was the involvement of BA Events Management (BAEM) / BA Events & Leisure Marketing (BAELM) alumni as clients. After being on the pitching side during their degree, alumni working for these charities were invited to become clients.

Back in February, the three charities introduced the organisation to the respective seminar group. During this session, the activity of the charity, the sorts of online and offline fundraising events that the charity organises, and the overall strategy and priorities of the organisation going forward (including fundraising) were presented, in order to give the necessary background to the new event development teams.

After working on their business proposals over the semester with the support of the unit tutor Dr. Miguel Moital, students have recently pitched their ideas to representatives of the charities. After 15 minutes making the business case, groups were asked questions by charity representatives and the tutor.

Events Managers Freya Hill (BAEM, class of 2016) and Zara Barton represented GOSH Children’s Charity. Events pitched to GOSH included a Black-Tie Cocktail Event, ‘Aspire to be’ Virtual dinner party, GOSH: Day at school and a Spring Gala Lunch. Commenting on the experience, Freya said “I would like to thank the opportunity to be on the other side of these pitches. Thanks to the students for all the research they have done. There are definitely ideas we will be taking forward, and these presentations have given us food for thought about how we can continue to build on how successful virtual events calendar”.

Isabelle Ward (BAELM, class of 2016) is Business Support Officer at Autism Hampshire. Events pitched to AH included: a Baking competition, Themed Zumba classes, a Movie Night Bingo and a virtual cocktail making event. At the end of the presentations, Isabelle said “thank you for all the ideas, it was great to hear them. It’s nice to be on the other side because I was doing the same a few years ago!”.

Forest Holme Hospice was represented by various members of staff: Anne Currie (Chief Executive), Paul Tucker (Fundraising & Communications Manager), Lewis Hay (Fundraising and Communications Manager), and Kirsty Perks and Charlie James (Fundraisers). Events pitched to FHH included: Virtual Scavenger Hunt, a game show style event ‘Are you smarter than a child’, “A challenge for life” auction, and Cocktail Masterclass “Cheers to Being Healthy”. The alumni contact point was Hannah (Parsons) O’Hare (Development Manager) who wan not able to be involved due to being on maternity leave. Commenting on the experience, Lewis Hay said that Forest Holme Hospice representatives “were all really impressed with what student came up with and with their presentation skills. I appreciate that it is not easy, especially virtually but I thought they all did a great job.”

Dr. Miguel Moital, the unit tutor, said: “Having resumed teaching this unit after a 6 year break, I was excited about about the opportunity to help students to develop their business development and product innovation skills. This year we had to adapt and instead of using local hospitality and tourism businesses, students developed a new virtual event concept for well-known local and national charities. This brought added challenges because (fundraising) virtual events are pretty much in their infancy. Student teams worked hard throughout the semester and I was pleased to see some very strong business cases which embedded high levels of creativity”.

If you’re interested in studying Events Management at Bournemouth University, take a look at the course page or come along to one of our upcoming undergraduate open days.

 

Two education chapters published by BU academics

This week saw saw the publication of two book chapters on very different aspects of university education.  First, Prof. Debbie Holley, Dr. Ben Goldsmith and Dr. David Fevyer co-authored ‘Inspiring Learning through Technologies’.   This is chapter 5 in the newly published second edition of the textbook Enhancing Teaching Practice in Higher Education published by SAGE [1].

And just a three days ago Emerald Publishing published a chapter on external examining in The Role of External Examining in Higher Education: Challenges and Best Practices.  The chapter ‘Acting as External Examiners in the UK: Going Beyond Quality Assurance’ [2] is co-authored by Prof. Edwin van Teijlingen in the Centre for Midwifery, Maternal & Perinatal Health (CMMPH) and FHSS Visiting Facutly Prof. Padam Simkhada (University of Huddersfield) and Dr. Amudha Poobalan (University of Aberdeen).

 

References:

  1. Holley, D., Goldsmith, B., Fevyer, D. (2021) Inspiring Learning through Technologies, In: Pokorny, H., Warren, D. (eds.) Enhancing Teaching Practice in Higher Education (2nd edn), London: SAGE: pp. 107-134.
  2. Poobalan, A.Simkhada, P. and van Teijlingen, E. (2021) Acting as External Examiners in the UK: Going Beyond Quality Assurance, In: Sengupta, E.Blessinger, P.Ssemwanga, A. and Cozza, B. (eds.) The Role of External Examining in Higher Education: Challenges and Best Practices (Innovations in Higher Education Teaching and Learning, Vol. 38), Emerald Publishing Limited, Bingley, pp. 13-23. https://doi.org/10.1108/S2055-364120210000038002

 

NIHR Grant Applications Seminar ONLINE – 6th July 2021

  

Dear colleagues

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

Our popular seminar continues online and will take place on Tuesday 6th July 2021 from 10.00am – 12.30pm.

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

We also have a limited number of 20-minute 1-to-1 appointments available after the seminar should you wish to discuss your proposed study with an RDS adviser.

Find out more and book a place.

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

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

Contact us as early as possible to benefit fully from the advice

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

HE Policy Update for the w/e 13th May 2021

Several controversial new Bills with implications for the HE sector were introduced through the Queen’s Speech – which was very political this year (you’ll see what we mean). There’s a lot to say so it’s a longer update and we’ve focussed mainly on the parliamentary shenanigans this week.

Regular BU readers will know that we like to look to the horizon fairly regularly to see what else is heading our way.  The stuff in the Queen’s Speech for HE, while interesting, is just getting us started on what this year will bring – the big stuff is all still to come. Here’s the latest version of the Policy team’s horizon scanning.

Queen’s Speech

You can read the full Queen’s Speech here and peruse the Briefing Pack (which contains the background information. The Queen’s Speech announced over 25 Bills. Proposed new legislation that is of most interest to HE:

  • Skills and Post-16 Education Bill
  • Professional Qualifications Bill
  • Higher Education (Freedom of Speech) Bill
  • Boycotts, Divestment and Sanctions legislation

Below is the most relevant content from the speech or the accompanying briefing notes, with new or key content in blue. We’ve more to say on the free speech and skills/lifelong learning elements so these follow below.   We’ve covered the research content in the research section below.

Professional Qualifications Bill

The purpose of the Bill is to:

  • Create a new framework to recognise professional qualifications from across the world to ensure the UK can access professionals in areas of a workforce shortage. This will replace the interim system that gives preference to professional qualifications from the EU, Switzerland, Norway, Iceland and Liechtenstein.
  • Enable the Government to provide UK regulators with a consistent set of powers to enter into agreements with regulators overseas to recognise professional qualifications.

The main benefits of the Bill would be:

  • Ensuring there is a clearly identified set of priority professions where there is demand for skills from overseas, such as nurses and teachers and enabling qualifications from around the world to be recognised.
  • Supporting our key regulated professions to attract the brightest and best talent from around the world by creating a new framework for recognising qualifications from overseas.
  • Allowing regulators to continue to set and maintain high professional standards.
  • Strengthening the UK’s global trading status, supporting the UK and regulators in realising opportunities for UK professionals to deliver services in markets overseas.
  • Improving the transparency around the entry and practice requirements of regulated professions, such as medicine, nursing and teaching.

The main elements of the Bill are:

  • Enabling the UK to implement its international agreements on professional qualifications and to allow regulators to enter into reciprocal agreements with their international counterparts to facilitate the recognition of professional qualifications. This will support UK professionals to deliver services in markets overseas.
  • Making sure regulators have the information and flexibility they need to regulate professionals effectively who have qualified in a different part of the UK.
  • Requiring regulators to publish details about entry and practice requirements making information about careers more accessible and raising public confidence in regulated professions.
  • Introducing a new system for recognising all architects who qualified overseas. This will expedite new international entrants to the Architects Register in the UK while requiring them to demonstrate an understanding of the specific UK landscape.

BEIS’ post speech press release: The Professional Qualifications Bill will mean skilled professionals from around the world can seek recognition to practise in the UK in areas where their skills are in need. Supporting the UK’s key regulated professions to deliver the vital services on which we rely is a priority for the government. Regulators are the experts in their field and must have the autonomy to set the standard required to practise in the UK, ensuring quality and safety.

Turing Scheme

  • The Government has introduced the Turing Scheme, a new international educational exchange scheme that has a global reach. This represents an opportunity for young people across the UK, particularly those from disadvantaged backgrounds, to work and study across the world, as we build back stronger.
  • The Turing Scheme is backed by £110 million of funding, and in its first year will support around 35,000 participants in universities, colleges and schools to go on placements and exchanges around the globe. The sector has welcomed this new global scheme.
  • The Turing Scheme is UK-wide, with education institutions eligible to apply across England, Scotland, Wales and Northern Ireland.
  • The new scheme will help level up opportunities by targeting students from disadvantaged backgrounds and areas which did not previously have many students benefiting from Erasmus+, making life-changing opportunities accessible to everyone across the country.
  • The scheme will be global, with every country in the world eligible to partner up with UK institutions, unlike Erasmus+, which is EU-focused.
  • This scheme will be a key part of our long-term ambitions for a Global Britain. [Perhaps the subtext here is stop complaining about the funding cuts and the lack of reciprocal exchange this is all you’re getting. Unless you live in Scotland, Wales or Northern Ireland.]

Boycotts, Divestments and Sanctions – another very political one

The purpose of the legislation is to deliver the manifesto commitment to stop public bodies from imposing their own approach or views about international relations, through preventing boycott, divestment or sanctions campaigns against foreign countries.

The main benefits of the legislation would be preventing divisive behaviour that undermines community cohesion by preventing public bodies from imposing their own approach or views about international relations via their own boycott, divestment or sanctions campaigns. There are concerns that such boycotts may legitimise antisemitism.

The main elements of the legislation are stopping public bodies from taking a different approach to UK Government sanctions and foreign relations. This will be in the form of preventing public institutions carrying out independent boycotts, divestments and sanctions against:

  • Foreign countries, or those linked to them.
  • The sale of goods and services from foreign countries.
  • UK firms which trade with such countries, where such an approach is not in line with UK Government sanctions.
  • The measures will cover purchasing, procurement and investment decisions which undermine cohesion and integration.

Draft Online Safety Bill

The purpose of the draft Bill is to:

  • Introduce ground-breaking laws to keep people safe online whilst ensuring that users’ rights, including freedom of expression, are protected online.
  • Build public trust by making companies responsible for their users’ safety online, whilst supporting a thriving and fast growing digital sector.
  • Designate Ofcom as the independent online safety regulator.

The main benefits of the draft Bill would be:

  • Delivering our manifesto commitment to make the UK the safest place in the world to be online, through improving protections for users, especially children, whilst protecting freedom of expression.
  • Ensuring there is no safe space for criminal content and activity online.
  • Restoring public trust in the services that online platforms offer and supporting a thriving, fast growing digital sector.

The main elements of the draft Bill are:

  • Placing a duty of care on companies to improve the safety of their users online. This will require them to tackle illegal content on their services and to protect children from harmful content and activity online. They must seriously consider the risks their services pose to users and take action to protect them.
  • Requiring major platforms to set out clearly in their terms and conditions what legal content is unacceptable on their platform and enforce these consistently and transparently.
  • Requiring platforms to have effective and accessible user reporting and redress mechanisms to report concerns about harmful content, and challenge infringement of rights (such as wrongful takedown).
  • Designating Ofcom as the independent online safety regulator and giving it a suite of robust enforcement powers to uphold the regulation. This will include very large fines of up to £18 million or 10 per cent of annual global turnover – whichever is greater – as well as business disruption measures. The Government expects Ofcom to prioritise enforcement action where children’s safety has been compromised.
  • Boosting public resilience to disinformation through media literacy and supporting research on misinformation and disinformation.

Education Recovery Plan

As we build back from the pandemic, we are putting in place a package of measures to ensure no child is left behind as a result of the education and extracurricular activities they may have missed out on. We are working with the Education Recovery Commissioner – Sir Kevan Collins – to

  • develop an ambitious, long-term plan that builds back a better and fairer education system in England and delivers significant reforms to address the scale of this challenge.
  • As a first step, over the past year we have already provided over £2 billion to schools, colleges and early years settings to support pupils’ academic and wider progress. This includes £1.7 billion in funding to support education recovery and over £400 million is being invested to support access to remote education including securing 1.3 million laptops and tablets.

Research

Queen’s speech – this mostly not new, no legislation, just a little update on where we are

  • We are committed to making the UK a global superpower, with a world leading research and development environment. Innovation is a key pillar of our approach to tackling the effects of the pandemic and levelling up the UK.
  • R&D will continue to be critical to the economic and social recovery from the impact of COVID-19, enabling us to build back better for a greener, healthier and more resilient UK. Our goal is to further strengthen science, research and innovation across the UK, making them central to tackling the major challenges of today and in the future.
  • On average, each public pound invested in R&D across our portfolio ultimately leverages around £2 of additional private sector investment and creates £7 of net benefits.
  • The Government is investing £14.9 billion in R&D in 2021-22. This investment means Government R&D spending is now at its highest level in four decades. We are committed to increasing public expenditure on R&D to £22 billion, helping to deliver on our target to increase total UK R&D investment to 2.4 per cent of GDP by 2027.
  • In the R&D Roadmap, we set out our priorities for boosting innovation in the economy. We want to make the UK a world-leading place to innovate and bring new products and services to market.
  • BEIS will publish an Innovation Strategy this summer to inspire, facilitate and unleash innovation across the UK; supporting and harnessing the tremendous capability of UK innovators to boost future prosperity locally and nationwide.
  • We have already introduced the Advanced Research and Invention Agency (ARIA) Bill, to unleash the potential of the UK’s world-class research and science base.
  • Our Review of Research Bureaucracy will advise on practical solutions to substantially reducing unnecessary research bureaucracy, freeing up researchers to devote more time to their academic roles and pursuing world-class research.

BEIS published a press release on the research focussed announcements made in the Queen’s Speech stating it has reinforced the UK’s commitments to becoming a global science superpower, taking advantage of the UK’s departure from the EU, and strengthening our energy security as we transition to a net zero future.

Queen’s speech – Advanced Research and Invention Agency – again, not new, just a progress report

The ARIA Bill was first introduced in March 2021 (after a lot of prior discussion and Committee sessions) and has been carried over from the 2019-21 parliamentary session. The Government have committed £800 million to fund ARIA.

The purpose of the Bill is to:

  • Create the Advanced Research and Invention Agency (ARIA) as a new statutory corporation to fund high-risk, high-reward R&D.
  • Give ARIA broad powers to take an innovative approach to research funding, and a mandate for higher tolerance for failure when pursuing high-risk research.
  • Define ARIA’s relationship with the Government, giving it autonomy and freedoms to manage its day-to-day affairs.
  • Support this agile operating model by freeing ARIA from some standard public sector obligations.

The main benefits of the Bill would be:

  • Creating a new agency to fund high-risk, high-reward research, to enhance the UK’s R&D offer and help cement the UK’s position as a global science superpower.
  • Supporting the creation of ground-breaking technology, with the potential to produce transformational benefits to our economy and society, new technologies and new industries. For example, the US Advanced Research Projects Agency took a similar approach to funding and supported the breakthrough research that underpins the internet and the Global Positioning System (GPS).
  • Diversifying the R&D funding system and providing innovative and flexible tools to push the boundaries of science at speed, reaching an even wider range of the research community.

The main elements of the Bill are:

  • Creating ARIA as a statutory corporation.
  • Providing broad functions for ARIA to conduct, support or commission research-related activities, with regard to the desirability of doing so for the benefit of the UK.
  • Explicitly tolerating failure in pursuing ambitious research, development, and exploitation.
  • Establishing an arm’s length relationship to Government, set out in ARIA’s procedure, membership and appointments processes, with limited information and direction rights for the Secretary of State.
  • Providing powers for the Secretary of State to dissolve ARIA that can only be exercised after 10 years.

This week Research Minister, Amanda Solloway, published a written ministerial statement setting out the £200,000 budget and use of an agency to source the best candidates for the ARIA CEO and Chair roles: Given the unusual autonomy placed on the CEO and Chair roles for ARIA, it is vital we source the best possible candidates, and get them started as soon as possible. We have planned an extensive outreach strategy to ensure we maximise the size of the talent pool. We will expand and enhance the search for the right individuals, including by procuring the services of a respected international Executive Search agency from the Government’s Commercial Framework. This agency will not have any part to play in candidate selection or interview sifting, these activities will be the responsibilities of BEIS Secretary of State and the ARIA Recruitment Panel, respectively.

Regional R&D

The Higher Education Policy Institute has published a report on regional policy and R&D finding that geographic concentration of Research and Development (R&D) investment is a widespread characteristic of research globally and is not unique to the UK.

The report highlights that there is no single picture of the distribution of research funding, with the pattern depending on the metric used.

Recognising that the levelling up agenda is not the first attempt to stimulate regional investment and address regional inequalities in the UK, the authors argue that future regional initiatives must be built on firmer foundations – with much wider recognition of the complex picture of UK research funding among policymakers.

The report makes six recommendations to develop more resilient regional R&D initiatives.

  1. Set out measurable objectives: A clear vision and regional metrics for success could advance the regional R&D agenda.
  2. Focus on impact: Regional metrics should focus on the impact of research, rather than the level of investment.
  3. Build greater strengths through partnerships: Foster inter-regional collaborations to strengthen the impact of research.
  4. Create strong civic partners at regional and local levels: Enable civic authorities to lead regional R&D initiatives within a national framework.
  5. Integrate regional, national and global interests: Strong relationships between national and regional R&D are essential.
  6. Ensure financial sustainability for university research: Improving the sustainability of funding would enable stronger regional R&D.

Quick News:

  • Wonkhe highlight:
    • The Financial Times has an opinion piece, arguing that opaque bureaucracy is holding back university spinout companies in the UK and Europe.
    • The LSE Impact Blog has a piece from Elizabeth Gadd, which argues that a commitment to research assessment means a commitment to addressing the problem of global university rankings.
  • The Government have announced £22 million of new investment to build cyber security resilience globally including a focus on developing countries. The UK, jointly with INTERPOL, is setting up a new cyber operations hub in Africa working across Ethiopia, Ghana, Kenya, Nigeria and Rwanda to support joint operations against cybercrime. The Foreign Secretary said: We are working with like-minded partners, to make sure that the international order that governs cyber is fit for purpose. Our aim should be to create a cyberspace that is free, open, peaceful and secure, and which benefits all countries and all people. We want to see international law respected in cyberspace, just as we would anywhere else. And we need to show how the rules apply to these changes in technology, the changes in threats, and the systemic attempts to render the internet a lawless space.

Admissions

The Post Qualification Admissions (PQA) debate is another significant Government intervention in HE right now. PQA has been bumbling along as an idea for years but the current Government seems set on change. The recent consultation highlights that although the Government are willing to push change through they’re undecided about which method, and all proposed approaches have flaws. You can read BU’s response to the consultation.   If you read our response, you’ll see we think it creates more problems than it solves.  As others have said, is this a solution looking for a problem.

Student Recruitment: Wonkhe have a blog on retaining the most useful and impactful methods on online student recruitment. It’s not just about engaging students who cannot afford to travel or live in rural/remote areas anymore. It also mentions targeted recruitment and the increasing harnessing of data: …recruitment and admissions professionals could begin to think of themselves as citizen-scientists, building data models to deliver the kind of intelligence and insight required to bring prospective students into the learning community – and enable those first exploratory steps on the road to a lifelong relationship.

Exams: Ofqual has released a non-technical guide for students explaining the awards process and how to appeal grades for A levels and equivalent technical and vocational qualifications.

Higher Education (Freedom of Speech) Bill

As introduced by the Queen’s Speech the purpose of the Bill is to: fulfil the manifesto commitment to strengthen academic freedom and free speech in universities in England. [Interesting phrasingdo they feel they have to but not really want to, or is this hugely political Bill something they really care about?  It seems really odd to prioritise this one as one of the first Bills after the speech].  The Government’s press release trailing the Bill: Universities to comply with free speech duties or face sanctionsThe policy paper that has been the foundation for this is here (you may recall the SoS’s colourful and controversial introduction). Wonkhe also have an excellent blog on free speech – everything you want to know – which highlights some of the challenges we discuss below.

And others are questioning the whole premise for the Bill  – Phil Baty (THE) on Twitter referred to some stats, from the OfS Prevent monitoring report 2017-18 – issued June 2019

There are many stages for this before it becomes law and much discussion still to come: link to bill itself.  . 

The main benefits of the Bill would be:

  • Strengthening legislation on freedom of speech and academic freedom in higher education in England, with duties on higher education providers and students’ unions.
  • Ensuring that universities in England are places where freedom of speech can thrive for all staff, students and visiting speakers, contributing to a culture of open and robust intellectual debate.
  • Ensuring that academic staff feel safe to question and test received wisdom and put forward new ideas and controversial or unpopular opinions, without being at risk of losing their jobs, privileges or promotion.
  • Creating ways for staff, students and visiting speakers to get redress if they suffer a loss as a result of the duties being breached.

The main elements of the Bill are:

  • Including new freedom of speech and academic duties on higher education providers and students’ unions. The regulator, the Office for Students, will have the power to impose fines for breaches.
  • Ensuring that, for the first time, students’ unions at universities will have to take steps to secure lawful freedom of speech for their members and others, including visiting speakers.
  • Creating a new role of Director for Freedom of Speech and Academic Freedom at the Office for Students, with a remit to champion freedom of speech and academic freedom on campus, and responsibility for investigations of infringements of freedom of speech duties in higher education which may result in sanctions and individual redress.
  • Enabling individuals to seek compensation through the courts if they suffer loss as a result of breach of the freedom of speech duties.

We are concerned about the tangled web that this will create.  Some of the problems that are likely to come up are illustrated by this: Universities minister Michelle Donelan was interviewed on PM on Radio 4 yesterday, where host Evan Davies suggested the bill’s provisions could clash with government efforts to tackle antisemitism. Donelan subsequently posted a tweet thread rebutting the claim.  Donelan has since been contradicted by the PM and the Secretary of State.  This will all need to be clarified at some point, although of course, in practice, someone looking at an incident would in any event have to look at all the factual and contextual circumstances of an incident as well as the potentially conflicting rules.  The problem is this is all so political that these controversial disputes will be fought out in the open,  in an ill- or at best partially- informed social media frenzy.

Skills and Post-16 Education Bill

Since the Queen’s Speech the Government has introduced this Bill with the Lifetime Skills Guarantee as its centrepiece.  The Bill has not yet been published, but will form the legislative underpinning for the reforms set out in the previously published Skills for Jobs White Paper. The Government say the proposed new law create a post-16 and adult education and training system that is “fit for the future, providing the skills that people need for well-paid jobs and opportunities to train throughout their lifetime.” The rhetoric surrounding the introduction of the Bill reminds the PM outlined his vision for a radical change in skills provision in a speech last year. He made clear that the 50 per cent of young people who do not go to university have been historically deprived of the chance to find their vocation and develop a fulfilling, well-paid career. This rather sets the tone and the translucent Government intention behind the Bill. However, it remains to be seen whether it will work out as the Government intends.

And it will be expensive – so are there cuts to HE funding round the corner to help fund it?

Education Secretary Gavin Williamson said As we rebuild from the pandemic, we’ve put reforming post-16 education and skills at the heart of our plans to build back better, and as Education Secretary I have championed the often forgotten 50 per cent of young people who don’t go to university. Through legislation, our vision is to transform the sector and expand opportunity right across the country, so that more people can get the skills they need to get good jobs.

Meanwhile Research Professional cover the comments from the Director for Fair Access and Participation (OfS) who states that universities “must be central to the vision” behind plans to improve access to further and higher technical education.

The Queen’s Speech introduced the purpose of the Bill is to:

  • Legislate for landmark reforms that will transform post-16 education and training, make skills more readily available and get more people into work as set out in the Government’s Skills for Jobs White Paper.
  • Enable people to access flexible funding for Higher or Further Education, bringing Universities and Further Education colleges closer together, and removing the bias against technical education.  Legislative measures will include a “new student finance system” transforming the current loan system with lifelong access to flexible funding equivalent to four years of higher-level study.
  • Deliver the Prime Minister’s new Lifetime Skills Guarantee, as part of our blueprint for a post-16 education system that will ensure everyone, no matter where they live or their background, can gain the skills they need to progress in work at any stage of their lives.
  • Increase productivity, support growth industries and give individuals opportunities to progress in their careers.
  • Strengthen the powers of the Office for Students to take action to address low quality higher education provision.

The main benefits of the Bill would be:

  • Offering adults across the country the opportunity to retrain in later life through the Lifetime Skills Guarantee, helping them to gain in-demand skills and open up further job opportunities.
  • Realigning the system around the needs of employers so that people are trained for the skills gaps that exist now and in the future, in sectors the economy needs including construction, digital, clean energy and manufacturing.
  • Improving the quality of training available by making sure that providers are better run, qualifications are better regulated, and that providers’ performance can be effectively assessed.

The main elements of the Bill are:

  • Putting employers at the heart of the post-16 skills system through the Skills Accelerator, by enabling employers and providers to collaborate to develop skills plans aimed at ensuring local skills provision meets local needs. Meaning employers will have a statutory role in planning publicly-funded training programmes with education providers through the Skills Accelerator programme.
  • Introducing the Lifelong Loan Entitlement, which will give individuals access to the equivalent of up to four years’ worth of student loans for level 4-6 qualifications that they can use flexibly across their lifetime, at colleges as well as universities.
  • Strengthening the system of accountability by extending existing powers for the Secretary of State for Education to intervene where colleges have failed to meet local needs, to direct structural change where required to secure improvement, and by amending the regulation of post-16 education and training providers to ensure quality.
  • Strengthening the ability of the Office for Students to assess and regulate Higher Education provision in England, ensuring that they can regulate in line with minimum expectations of quality.

There’s a lot to say about all this.

Is it truly lifelong? The change in funding has been welcomed by many but one wonders if the devil will be in the detail. In fact, is it really a cut?  The four years of flexible funding for level 4-6 qualifications doesn’t seem much of a change for most HE students on an academic route – currently this is all the Government funds as standard anyway. In effect this is just reinforcing that you only have one bite of the cherry. So if an individual decides to take some flexible modules across a range of programmes and at a mix of providers, perhaps even adding some technical or vocational pathway provision in and then decides their heart lies in a particular area which requires a full degree they will have run out of tuition funding before they complete their degree. Of course, the Government might respond that the mix of modules the individual undertook were all accredited and the credit can be transferred in. However, the reality is rarely that simple.

There is also the adult worker with an undergraduate degree in psychology who wishes to retrain in an ELQ exempt subject such as midwifery (so currently they get a second set of funding). Or the manufacturing worker who took a series of courses related to his role that their employer required them to use the Government funding for – who finds themself redundant due to automation and AI and without enough credit to retrain.

Flexibility is great as long as all providers accept the credit accumulated and it doesn’t chip away at the overall pot too much to prevent the individual achieving their aspirations.

Will the Government continue to provide a second bite of the cherry for priority or work shortage areas? Probably, but it still places a lot of pressure on the young people to choose wisely for that first degree and they likely will have had little careers advice, life or work experience to know where to choose to make their mark in the world. It also perpetuates current social mobility concerns – young people from disadvantaged areas are risk adverse so may be most affected by the drip drip of frequent calls on their “pot”.

For HE it could mean little change but for individuals there isn’t a safety net. I think we all recall the controversial advert the Government had to withdraw where Fatima the dancer was expected to retrain for a career in IT.

And there was some interesting stuff tucked away in the notes accompanying the Speech on giving the OfS additional powers to enforce their quality framework.

Wonkhe shared details of a report from London South Bank and Aston Universities which makes the case for a technically focused university role in the expansion of higher technical education. The joint report – “Truly Modern Technical Education” calls for flexibility in the use of the apprenticeship levy and the proposed lifelong learning account to allow for higher education qualifications at levels four and five to form a part of a wider, collaborative, offer.

The report also argues that universities of technology could strengthen the link between skills and R&D, and that universities should play a leading role in the development of local industrial or economic strategies. It notes that 39 per cent of students enrolled in UK universities in 2019 were studying a “technical” subject.

There’s a blog too. If you read the blog ensure you read the comments responding to the blog too!

Covid

Universities Minister Michelle Donelan confirmed all students are permitted to return to campus on 17 May and acknowledged that while teaching may have finished for many they could engage in cocurricular and other on-campus activities before the end of term and enable them to have the option of engaging with their academic tutors in-person. This could include in-person career support, society events as well as other social student experiences that have had to remain remote up until now.

Research Professional report that the timing of student return shows government is ‘out of touch’ following comment from Paul Blomfield, MP and chair of the All-Party Parliamentary Group for Students which stated the decision to reopen campuses so late in the academic year exposes the government as out of touch with higher education. He continued: After almost half a year of being told to stay away from campuses, students are frustrated about being an afterthought and angry about the lack of support from the government…On rents and lost earnings, they’ve been hit hard, without the support available to others.

UCU said: This looks like a stupid end to a stupid year beset by government mismanagement.

Read more from Research Professional on the reopening in Too Little, Too Late.  

Wonkhe: All students can now “return” to campus. But what for? Wonkhe’s short piece highlights how universities’ hands are still tied in offering Donelan’s meaningful ‘activities’:

  • Ah yes. Right down to this late in the academic year, DfE drops providers in it. It may as well have said “we’ve said they can, so it’s up to them if they don’t! If you feel you’ve not been getting the quality, quantity and access to tuition, you can complain to the OIA…”
  • It’s worth remembering that as of Monday it’s still the case that to be exempt from the indoor gatherings rules (rule of six or two households), the gathering has to be necessary for the purposes of a course of study or essential life skills training provided by a higher education provider.
  • All of which means that as this mass of students “return” to campus, your Environmental Sciences tutor could show you a film as part of your course, only they stopped actually teaching weeks ago. Meanwhile if the student Environmental Society wanted to show you that film in the same venue in the same way with the same risk assessment, they can’t. 

Back to Donelan’s letter which reminds about the additional £15 million hardship funding available to students through HE providers and restates the Covid testing regime. Also acknowledging the restricted access to work experience the letter announces the Graduate Employment and Skills Guide:

  • We are aware that 2021 graduates will have had fewer opportunities to gain work experience (fewer internships, placements, part time jobs), and participate in extracurricular activities, experiences that traditionally help students develop employability skills. My Department has worked with Universities UK, the Association of Graduate Careers Advisory Services (AGCAS), the Institute of Student Employers, the OfS and across the sector to understand what more we can do to support graduates who are looking to enter the labour market or continue their studies at this challenging time. As a result, we have developed the Graduate Employment and Skills Guide, which signposts graduates to public, private and voluntary sector opportunities, to help them build employability skills and gain work experience or enter the labour market. The Guide also links to further study options and resources on graduate mental health and wellbeing

There are also the Graduate Employability Case Studies: these case studies showcase the breadth of innovative work and range of new measures university and college careers services have introduced to support final year students and recent graduates as they transition from university to graduate life.

There are also no guarantees that September will be a ‘normal’ restart. The letter notes the Government will issue guidance on the return to campus and support providers to respond in an agile way to any public health issues that we might encounter.

The Government’s press release covering all the above is here.

Parliamentary News

Labour leader Sir Keir Starmer conducted a mini-reshuffle of his shadow cabinet. The full list of appointments can be viewed here. Notable moves are:

  • Rachel Reeves has been appointed Shadow Chancellor, with Anneliese Dodds becoming Party Chair and Chair of Labour Policy Review
  • Angela Rayner has become Shadow First Secretary of State, Shadow Chancellor of the Duchy of Lancaster and Shadow Secretary of State for the Future of Work
  • Wes Streeting has become Shadow Secretary of State for Child Poverty
  • Rosena Alin-Khan promoted from Shadow Minister for Mental Health to Shadow Secretary of State for Mental Health
  • Alan Campbell is Shadow Chief Whip

Online learning

The Quality Assurance Agency for Higher Education (QAA) has published the outcomes of their latest project, ‘Learning from the Online Pivot’, which aimed to identify what worked well and what is likely to continue as part of HE sector practice beyond the pandemic.  The interim findings and case studies introduced in the briefing note form part of a wider set of insights and resources which will be made available to QAA Members in June 2021.

What matters? Reaffirming the role of outcomes-based approaches

  • Outcomes-based approaches sit at the heart of the UK Quality Code for Higher Education (2018) – the sector-agreed reference point for the assurance of quality and maintenance of standards.
  • Drawing on a sector survey and case study evidence, this project offers insight into how the UK sector built on considerable expertise in outcomes-based approaches to ensure positive student outcomes and progression.

What works? Exploring preliminary sector survey findings.  A number of positive legacies have emerged from the pandemic period including:

  • developing confidence and skills for more flexible delivery
  • ensuring the content and wording of learning outcomes do not unnecessarily constrain modes of learning and assessment
  • re-establishing understanding and oversight of institutional portfolios
  • re-engaging with students about the importance and purpose of quality assurance
  • rethinking and redesigning regulations for greater future resilience
  • reflecting on, and embedding, inclusivity in courses
  • increasing engagement with the idea and use of authentic assessment

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

  • Access and Participation: UUK have a blog by Amatey Doku on closing the gap.
  • Mental Health: This link has information on the Government’s £17 million mental health support package and the £7 million Wellbeing for Education Recovery programme. Both funds are for schools and colleges.
  • Levelling up: Wonkhe – Andy Westwood has a blog on the tensions between economics and politics that underlie the government’s levelling up agenda
  • Polar bears: No ducks to cheer you with this week but here’s the plan to re-ice the Arctic.

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VC’s Policy Advisor                                                              Policy & Public Affairs Officer

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HE Policy Update for the w/e 7th May 2021

We’re a little bit late this week, but we hope you enjoy the latest update.  If anything exciting crops up in the Queen’s Speech on Tuesday we will let you know.  In the meantime we are all looking forward to the next set of Covid announcements  – with hugging!

Queen’s Speech speculation: Free Speech

You’ll have noted the policy team enjoy a good Commons or Lords Library briefing. This week’s offering from the Lords Library explores the education announcements that may be made through next week’s Queen’s Speech. The Queen’s Speech sets the tone and the agenda for the Parliamentary session. For HE there isn’t expected to be much (the really big things like fees and funding are being saved for the Spending Review in the Autumn).  But we can expect announcements on the skills agenda, which is directly not about HE, but is relevant to us – partly because it is about the government focus on alternatives to HE.  Otherwise the most relevant content is likely to be announcements on free speech.

Dods have their own little speculation on the free speech Government agenda:

  • Looking ahead, the briefing predicts what I’ve already been hearing from sources: First, that there will be something substantial around higher education, with a particular focus on freedom of speech. Second, that the Government will legislate for skills provision, based on the blueprint laid out in the recent White Paper.
  • The second option is more likely to make it into a full Bill, due to its prominence within Whitehall and as part of the post-pandemic recovery. The HE changes are more likely to take the form of amendments to the existing HERA and other legislation, although we shouldn’t rule out a HE Bill either. It all depends how much political capital the Government are willing to use on what is becoming known as ‘culture war’ moves, such as the free speech champion.

If the free speech agenda doesn’t float your boat you can read the speculative briefings on a myriad of other areas too – justice, digital, housing, biodiversity, alcohol harm, international development, NHS staffing, LGBTI+ and much more. The topics are displayed across multiple pages so keep clicking through to find out what is coming up in your interest area.

Meanwhile Wonkhe tell us that Conservative Home has an opinion piece, which argues that instead of creating additional legislation to protect freedom of speech in universities, the government should instead review the harassment provision within the Equality Act 2010.

Neither the Student Loans (Debt Discharge) Bill nor the Higher Education Cheating Services Prohibition Bill completed the parliamentary process before Parliament was prorogued last Thursday and were not “carried over”. This mean both Bills have been dropped and would have to be reintroduced (not as easy as it sounds) and start from scratch in the new Parliament to proceed. Neither Bill had made much progress through the stages which highlights both the little time available for private members bills and that they were not of great interest to the Government.   We’re not expecting them to be in the Queen’s Speech.

Levelling Up White Paper

The Government announced they will publish a Levelling Up White Paper later this year. It will articulate how new policy interventions will improve opportunity and boost livelihoods across the country as we recover from the pandemic. Despite the challenges of Covid-19, levelling up and ensuring that the whole UK can benefit from the same access to opportunities remains core to the Government’s vision. The Prime Minister intends to lead on the White Paper and has set up a new No 10 Cabinets Office Unit and appointed Neil O’Brien MP as his Levelling Up Adviser. The proposed policies will focus on challenges including improving living standards, growing the private sector and increasing and spreading opportunity. Also work being undertaken to repair the damage done by Covid to public services, with backlogs in hospitals and courts prioritised alongside school catch ups and jobs.

Neil O’Brien MP said: Levelling up has been a real passion of mine for many years, and I’m incredibly excited by the Prime Minister’s agenda. After such a challenging year, there has never been a better time to unite and level up the country. It’s absolutely crucial that we bring opportunity to every single part of the UK by making sure our spending, tax, investment and regeneration priorities bring about meaningful change.

Wonkhe have a blog: Downing Street has announced a new white paper on the levelling up agenda. Jim Dickinson asks if the MP leading the work can define it, explain it and achieve it.

Research

Industrial Strategy Challenges – The House of Commons Public Accounts Committee published a report on UK Research & Innovation’s Industrial Strategy Challenge Fund. The Industrial Strategy Challenge Fund (ISCF) was set up to help address some of the complex issues the UK economy faces, including long-term low productivity and living standards. It was designed around four ‘grand challenges’: future mobility; clean growth; artificial intelligence and data; and the ageing society. Below are a summary of conclusions and recommendations within the report, compiled by Dods.

  1. UKRI’s Challenge Fund is insufficiently focused on what it is expected to deliver in terms of benefit to the UK. Recommendation: UKRI, working with the Department, should clearly set out, by October 2021, what it expects the Fund to deliver. This should include its impact on jobs and economic impact in the short, medium and long term.
  2. We are not convinced that UKRI’s and the Department’s approach to intellectual property generated by the Fund adequately protects taxpayers’ interests. Recommendation: UKRI should re-examine its current approach of not holding a claim on intellectual property generated through the Fund. It should write to the Committee by July 2021 setting out the results of its review and explain how it intends to best protect the taxpayers’ interests and maximise the value from taxpayer investment in the future.
  3. The Department has not yet made clear how it will make sure the UK will meet the target to spend 2.4% of its GDP on R&D by 2027. Recommendation: The Department should develop, and then publish, by October 2021, its plan setting out the steps it will take to meet the 2.4% spending target by 2027.
  4. Despite its focus on collaboration between companies of different sizes, the proportion of smaller companies benefiting from the Fund has declined. Recommendation: UKRI should, by October 2021, set out how it will increase SMEs involvement in the next wave of support from the Fund.
  5. UKRI is not doing enough to make sure the Fund is attracting successful bids from across the country. Recommendation: The Department and UKRI should, by October 2021, set out: the factors that are inhibiting more widespread participation in the Fund; and the steps they are taking to attract more interest in the Fund from across the UK.
  6. The elongated time taken by the Department and UKRI to provide funding to successful bidders risks putting off businesses from applying for the programme. Recommendation: The Department, HM Treasury and UKRI should set out by October 2021 how they intend to speed up the time taken to approve challenges and projects.
  7. Powers currently delegated by the Department and HM Treasury to UKRI do not strike the right balance between the governance necessary to support efficient decision making and unnecessary bureaucracy. Recommendation: The Department and HM Treasury should, by July 2021, review the conditions they place on UKRI to manage the Fund with a view to supporting more efficient decision making.
  8. The Department and HM Treasury should write to the Committee to explain the changes they have introduced together with their intended impact.

Research Culture – The Russell Group published Realising Our Potential – Backing Talent and Strengthening UK Research Culture and Environment – a report examining the current UK academic research culture and environment, including the system drivers and incentives which can create challenges and unintended consequences for researchers.  The Russell Group’s report is here

Through interviews with researchers and case studies of their own universities, the Group have compiled a Research Culture and Environment Toolkit containing practical suggestions. The report highlights the need for a more stable, long-term funding system for research. This, it says, will enable researchers to focus on what they do best: tackling challenges such as net zero, improving health and social outcomes across the UK and translating research into innovative new solutions with business. To foster ambitious, creative and innovative research the report says universities need a well-resourced and supportive research culture and environment which:

  1. Provides stable and appealing career paths, with equality of opportunity for all
  2. Values rigorous and open research, delivered through high-quality methods and high standards of research integrity
  3. Recognises and rewards the wide range of activities that contribute to an internationally excellent research environment
  4. Provides an inclusive, respectful and collegial environment in which researchers feel supported through their relationships with colleagues
  5. Prevents and addresses negative and unacceptable behaviours fairly and efficiently where they occur, including bullying and harassment.

The report is accompanied by a toolkit of practical ideas for universities, funders and publishers, including:

  • Improving long-term contractual job security for researchers, including through boosting quality-related ‘QR’ block grant funding for universities (and its equivalents in the devolved nations), and considering options to lengthen research grant funding periods and academic contracts.
  • Support for career progression, recognition and reward, including sufficient time for professional development, improving feedback provided by managers, funders and publishers, preparation for a range of career options, and ensuring evaluation, recognition and reward systems consider the wide range of activities that contribute to an internationally excellent research environment.
  • Enhancing the experience of working in research, including more recognition from funders and employers for management and leadership skills, reduced bureaucracy for researchers, access to support networks, and involving early career researchers more actively in decision making.
  • Creating inclusive and respectful environments, including dedicated schemes for those from underrepresented backgrounds and appropriate EDI-related training for decision makers, transparent reporting and investigation processes, and trialling alternative models of research groups with flatter structures.

There’s a blog on Wonkhe by Grace Gottlieb, co-author, excerpt:  A recurring theme in the interviews was the importance of broadening what we value in research. There’s a growing appetite to recognise the rich variety of contributions that individuals make to the research endeavour – hiring, promotion, and grant criteria are a good place to start. The Principal Investigator who puts supporting colleagues before publishing papers deserves recognition. The PhD student who has ideas for how to make the institution work better should be listened to. The postdoc who gains experience in another sector should be celebrated.

Amanda Solloway, minister for science, research and innovation, welcomed the new report, saying:

  • R&D will be crucial to helping the UK build back better after the effects of the pandemic and in building a bolder and brighter future for everyone. Therefore, it is vital that those seeking rewarding careers in working on the most important global challenges, feel empowered and enthusiastic about doing so.
  • The government has made R&D a key priority and as part of the R&D Roadmap committed to developing a People and Culture strategy that will look to ensure the UK is the best place in the world for scientists, researchers and innovators.
  • That is why I am really pleased to see the Russell Group are taking steps to look at how we create conditions for researchers to thrive, to collaborate, and to succeed – making sure the UK continues to lead the world in research and innovation.

Research Professional explore the Russell Group report. The article is worth a quick peruse. Snippet: …it seems to bear little resemblance to the lived reality of being a precariously employed researcher in the fiercely competitive environment of a research-intensive university, beset by the need to publish and capture grant income, create impact and keep ahead of the paperwork, while simultaneously seeking long-term career opportunities driven by cycles of the Research Excellence Framework..

Appointments

  • Business Secretary Kwasi Kwarteng has announced the appointment of Indro Mukerjee as the new CEO of Innovate UK. Mukerjee is described as “a highly experienced technology executive and business leader with a track record of leading innovation and technology commercialisation at businesses of all sizes across the world – from publicly listed and multinational corporations to new venture and private equity backed technology companies. He will take up the post immediately and will be tasked with transitioning Innovate UK from a grant funding body to an agency focused on driving economic growth by working with companies to de-risk, enable and support innovation, while unleashing private sector investment into research and development. As part of this, he will develop and implement strategies for investments that promote the UK as a global leader in R&D and technologies of the future, while cementing the UK’s place as a global science superpower. More info and a biography is available in the Government’s press release.
  • Chris Grigg has been appointed as Chair of the new UK Infrastructure Bank, which will launch in an interim form on 17 May 2021. Grigg will lead the Bank’s board and set the strategic direction of the organisation during an initial three-year term. The UK Infrastructure Bank (UKIB) – headquartered in Leeds – will receive an initial £12 billion of capital and £10 billion of government guarantees, which will enable it to unlock more than £40 billion of financing for key projects across the UK. It will prioritise investment in projects that help tackle climate change to help the UK to meet its net zero target by 2050, and level up the country by supporting regional and local economic growth.
  • The Prime Minister appointed Lord Browne of Madingley to the Council for Science and Technology (CST) as its new independent Co-Chair. The CST is the government’s highest-level advisory body on science and technology, advising on issues that cut across the full range of the government’s responsibilities. Members of the council are leading figures in the science and technology community, including representation from academia and key high-tech businesses. Presidents from the national academies and the Chief Executive of UKRI participate as ex-officio members. Lord Browne will co-chair the council alongside the Government Chief Scientific Adviser, Sir Patrick Vallance.
  • Dr Alison Cave joins the Medicines and Healthcare products Regulatory Agency (MHRA) as Chief Safety Officer. Alison is a pharmacologist with a PhD in biochemistry. Her long career includes significant academic and regulatory experience, the latter initially at the Medicines Control Agency and then in senior roles within the Vigilance and Risk Management of Medicine Group at the MHRA and the European Medicines Agency (EMA). Most recently she was an Industrial Strategy Challenge Fund Director at UK Research and Innovation.
  • Professor Trevor McMillian, Vice-Chancellor of Keele University, has been announced as the new chair of Midlands Innovation (MI). MI is a partnership of eight of the region’s research-intensive universities that collaborate on research, development and innovation.

ARIA – The Public Bill Committee finished its scrutiny of the ARIA Bill and has reported without amendment. The Bill will be carried over into the next Session of Parliament.

Admissions

PQA: the Department for Education consultation closes this week and we preparing to submit our response.

Exams – Ofqual confirmed that students who receive a teacher assessed grade this summer will be eligible to take GCSE, AS or A level exams in the same subject in autumn 2021.

  • exam boards will have to offer exams in all GCSE and A level subjects and AS exams in biology, chemistry, further maths, maths and physics; exam boards will be able to offer AS exams in other subjects if they wish exams will be in their normal format, with no adaptations made
  • grades will be determined by a student’s performance in an exam for all subjects, except for art and design qualifications
  • AS and A level exams will be held in October, while GCSE exams will take place in November
  • For Vocational and Technical and Other General Qualifications Ofqual has confirmed the details of the framework, which will require awarding organisations that normally provide assessment opportunities between September and January, to make those assessments available to learners who were eligible to receive a result through a teacher assessed grade if they wish to improve on it.
  • as assessments, progression and grades (including requests for additional consideration).

And another blog: Wonkhe: Demand for higher education is up. But with so much uncertainty surrounding this year’s exam cycle, how can universities select students in a way that’s fair? Mark Corver runs the numbers.

Work Experience

Luminate & Prospects published the Early Careers Survey 2021: Work Experience During a Crisis  report highlighting that work experience has been scarce during the pandemic and students undertaking opportunities are more likely to have been unpaid and worked in person.

  • Since a quarter of students lost their work experience opportunity as a result of the pandemic, just 17% of students have undertaken work experience in the last year.
  • University students said that the biggest barrier to finding work has been having the required work experience for the vacancies they were interested in.
  • Internships were most likely to have been face-to-face (44%) while 21% were blended (virtual and in person) and 35% solely online.
  • Nearly two-thirds (59%) of students said they had not been paid for their work experience with 83% of sixth form/college students working unpaid compared to 52% of university students. Female and BAME students were more likely to work unpaid.
  • More than half (51%) of unpaid work experience lasted for at least four weeks and one in six worked without pay for more than six months.
  • Students are being asked to work for longer lengths of time without pay. Sixty two per cent of university students worked unpaid for more than four weeks in 2020/21 compared to 41% in the 2018 survey. The trend was similar in the sixth form/college group with 27% compared to 18% in 2018.
  • Despite the majority of students finding work experience useful for developing skills, how programmes are delivered, the duration and whether they are paid have an impact on how much value students get out of them with paid, face-to-face opportunities the most useful. Generally, the longer a student spends on a programme the more value they deem it to be for developing skills.

Research Professional give a more detailed description on the report.

  • Surprisingly, despite the pandemic and despite many employers moving online, when students did manage to secure work experience, much of it was face to face. This was particularly true for first-generation students: 43 per cent of these students worked in person, compared with only 36 per cent of those with two graduate parents—a finding that the report suggests could be to do with digital poverty.
  • But what really concerned the report’s authors was that most work experience was unpaid. This was true for 52 per cent of university students who responded and was particularly the case for women and students from Black, Asian and ethnic minority backgrounds.
  • Comparing the data with stats from 2018 also suggests that students are being asked to work for longer periods without pay. Some 62 per cent of university students worked unpaid for more than four weeks in 2020-21, compared with 41 per cent in the 2018 survey. One in six students worked unpaid for more than six months.
  • As the report points out, this raises ethical and legal questions about asking young people to work for free (particularly face to face during a pandemic), as well as concerns about fairness. When work experience opportunities are particularly hard to come by and particularly important for a graduate jobs market that looks likely to be tighter than ever, should they really be open only to those able to work for free?
  • It is especially worrying since students from low-income backgrounds are also less likely to take part in other extracurricular activities that are seen as helpful for boosting employability, as two reports from the social mobility charity the Sutton Trust revealed earlier this year. The charity called on universities to offer bursaries to fund work experience and offer more employability skills as part of their courses.
  • Pressure on universities to do more in this area is likely to increase as attention turns from online learning to what students have missed out on more broadly and how to make it up to them—and deter them from demanding refunds as they make the kind of links between their higher education experience and job and salary prospects that this government has long encouraged.

Research Professional continue by exploring what employers value:

  • …another piece of research on work experience—with a smaller sample size—published by Prospects and carried out by the University of Edinburgh’s careers service.
  • This found that employers valued long-term and varied extracurricular activities and cited work experience as one of the most important factors in recruiting, while students reported that their work experience had enabled them to test out different work environments and to clarify their personal values and career aspirations. The past year will have lessened these benefits for both sides.
  • But the report also found that employers valued creativity, problem solving and critical thinking, and they cited self-management, flexibility and resilience as key attributes. In many cases, these attributes will have been strengthened rather than weakened by the challenging year just gone. Crucially, though, the report identified the importance for students of reflecting upon what they had learned from their experiences.
  • It may be that universities could help mitigate some of the losses in opportunities that students have had this year by developing ways for them to reflect on the different experiences they have had during the pandemic.

A parliamentary question on graduate career support: To ask Her Majesty’s Government what plans they have to introduce an employment support scheme for recent university graduates.

Access & Participation

The Equality Hub has begun recruitment for the new Chair of the Social Mobility Commission (SMC). The interim co-chairs, Sandra Wallace and Steven Cooper, will cease their cover role by October 2021 at the latest. The chair will lead the SMC in promoting social mobility both within and outside Government, oversee work to strengthen the evidence base and improve public understanding of how opportunity is created and made accessible to all. We can expect an announcement on the appointment of the new chair by the summer.

Catch up: Figures released in response to Parliamentary questions reveal that just 93,000 pupils across England have started to receive tutoring under the Government’s catch up programme (equivalent to just 1% of school pupils). Among those eligible for pupil premium, who are most likely to have struggled to learn remotely during lockdown, 41,850 are receiving tutoring – equivalent to just 2% of those eligible for pupil premium. The figures also show that just one in 8,277 pupils are being supported by an academic mentor under the scheme, with mentor support so far reaching just 23,000 children.

International

Colleagues with an eye on the international situation may wish to follow the APPG for International Students meeting next Wednesday, 12 May.

Graham Stuart MP, Parliamentary Under-Secretary of State at the Department for International Trade, and the Minister responsible for the International Education Strategy, will update the APPG on the Government’s progress

HEPI

You can read the latest HEPI blogs here, or follow the selected links below:

Student Loan Overpayments

The Guardian reports that the Student Loans Company is sitting on more than £18m in overpayments by nearly 60,000 graduates and other former students since 2015. The SLC has said it cannot make refunds without correct contact details. But the Higher Education Policy Institute says responsibility to avoid overpayment should not fall on graduates.

The short version is that SLC rely on graduates to repay by direct debit in the final stages of repayment, otherwise they overpay. Once overpaid the SLC struggle to reach the graduate to repay the sum as contact information is out of date.

Research Professional provide the in depth version:

  • Thousands of graduates are still owed millions of pounds after overpaying their student loans…Overpaying is one thing…The scandal, though, is that so much of the overpaid money has not been refunded to its rightful owner.
  • Two years ago, Research Professional News revealed the extent of the problem in England. According to data we eventually obtained on appeal after our initial freedom of information request had been rejected, more than £28 million in overpaid student loans had accumulated in government bank accounts between 2009 and 2018, unclaimed by its rightful owners.
  • Our investigation was followed by two years of reform at the SLC—including the launch of an online repayment service designed to make it easier for customers to manage their student loan and to help avoid over-repayment. So have the changes worked? The short answer is probably ‘sort of’. But there is still much to do. 
  • in the two years since our last investigation, a further £5.45m in unclaimed overpayments has amassed in government bank accounts. This is not exactly what success looks like. …What the data tell us is that the SLC has steadily improved in terms of the amount it is collecting in overpayments per person. For example, the 26,840 people who are owed a refund after overpaying in 2019-20 are due an average of £78. In contrast, the 7,650 people who have had unclaimed overpayments resting in government accounts since 2015-16 are owed an average of £671 each. The average amount owed declines each year for which we have information.
  • The unfortunate reality is that many people will never be reunited with their money. For example, two years ago, our figures showed there was £6.3m in unrefunded overpayments made in the year 2015-16. This year’s data show that £5.1m—or 81 per cent—of that money remains unclaimed. 
  • Likewise, data from two years ago showed that £5.9m of overpayments made in 2016-17 had not been refunded. That amount is now down to £4.4m—meaning that three-quarters of the money from 2016-17 that lay unclaimed in 2019 is still sitting in government bank accounts. 
  • Clearly, all of this money is not going to be returned to its owners. Because loans can take years to pay off, and the overpayments are taken at the end of the repayment process, the SLC simply does not know how to get in touch with the people owed the money. Say it takes 15 years to repay a loan. How often did you change your home address, email address and phone number in the 15 years after you graduated? Did you tell the SLC each time? 
  • A spokesman for the SLC told Playbook that improvements made in the past two years had “resulted in a 38 per cent drop in the amount over-repaid since 2018”. He added that the SLC was contacting “every customer two years prior to the end of their loan [to] urge them to switch their repayments to direct debit during this period”, which reduces the risk of overpayment.  
  • “In addition, we now automatically refund customers, and last year we automatically refunded £3.5m, but we can only do so if we hold up-to-date contact information,” the spokesman added.

Covid

The Office for National Statistics have published the latest experimental statistics from the Student Covid-19 Insights Survey which explores the pandemic impact on HE students. This data relates to the period 15 April to 22 April 2021.

  • The proportion of students who reported reducing the number of people they met with statistically significantly decreased from 94% in March 2021 to 56% in April 2021; as lockdown restrictions had been eased in England.
  • More students left their accommodation to go to the shops for something other than groceries or the pharmacy (61%), to spend time outdoors for recreational purposes or exercise (81%), to travel to different areas (34%) and to study indoors (27%) compared with previous months
  • Average life satisfaction scores among students continued to improve, increasing from 5.2 (out of 10) in March 2021 to 5.8 in April 2021; however average scores still remained statistically significantly lower than the adult population in Great Britain (6.9 out of 10).
  • The proportion of students reporting a worsening in their mental health and well-being since the start of the autumn term 2020 continued to fall, decreasing from 63% in March 2021 to just over half (53%) in April 2021.
  • The proportion of students reporting feeling lonely decreased to 22% in April 2021; however, this is still greater than the 6% of the adult population in Great Britain reporting the same over a similar period.
  • Almost half of students (48%) reported they had met up with family or friends they don’t live with indoors; this was more than double who reported the same in March 2021 (21%).
  • The proportion of students who were living at the same address as they were at the start of the autumn term 2020 increased from 76% in March 2021 to 82% in April 2021; the number of students who said they were currently living with their parents dropped between March 2021 (41%) and April 2021 (36%).

Student Complaints

The Independent Adjudicator for HE published their annual report on student complaints.

Complaint numbers and outcomes

  • Received 2,604 new complaints in 2020, 10% more than in 2019 (2,371) and their highest ever number.
  • Closed more than 75% of cases within six months of receipt.
  • In total, 25% of cases were justified (5%), partly justified (10%), or settled in favour of the student (10%). This is slightly higher than in recent years.
  • The remaining 75% of cases were either not justified (42%), not eligible (19%) or withdrawn (14%).
  • In addition to the practical remedies recommended, the OIA made Recommendations or settled cases with financial remedies totalling £742,132.
  • They also made Recommendations totalling £264,142 on complaints arising from the closure of GSM London, which are recorded separately. The highest single amount recommended was just over £30,500.

Complaints received by domicile

  • 67% were from Home students and 9% were from EU students
  • 24% were from non-EU students

Complaints received by level of study

  • 56% were from Undergraduates
  • 36% were from Postgraduates and 7% were from PhD students
  • Despite PG and PhD students making up 25% of the student population, they accounted for 43% of complaints

Nature of complaints

  • Complaints about service issues increased significantly (43% of complaints received compared with 29% in 2019) – these related to issues such as facilities, course delivery, teaching hours and research supervision, and included complaints about disruption caused by industrial action and the Covid-19 pandemic.

Received fewer complaints about academic appeals (33% compared with 48% in 2019). This is likely to be largely due to the use of “no detriment” or safety net policies during the pandemic. This category includes complaints about academic matters such

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

Mature students: Advance HE published the article What mature-age students need from online higher education it has an Australian focus so we’ve not included the statistics here but it is worth a very quick read.

EPI comparison: EPI research A comparison of school institutions and policies across the UK compares schools policies in England, Scotland, Wales and Northern Ireland, analysing major changes since devolution.

  • School spending per pupil is currently greatest in Scotland (£7,300), followed by England and Wales (£6,100), and Northern Ireland (£5,800) – with Scotland’s higher level driven by a recent boost to teacher pay.
  • England has the highest level of funding for disadvantaged pupils of the UK nations through its Pupil Premium policy.
  • Schools with more disadvantaged pupils in Wales are most likely to struggle with resources.
  • Pupil-teacher ratios are lowest in Scotland, at just 16 pupils to every one primary teacher, compared to 21 pupils per primary teacher in England, Wales and Northern Ireland.
  • While in theory schools in Scotland, Wales and Northern Ireland have more power to shape their own curriculum with less government involvement, in practice schools in England report the least government involvement.
  • Devolution has generated significant benefits for the UK nations – but researchers warn the continued divergence also presents challenges for comparing education systems, and could put pupils moving between countries at a disadvantage.  

Changing health: Future Health report How the healthcare sector can support the UK economic recovery has a series of recommendations on how the Government should shift the healthcare policy environment post-Covid. The recommendations have implications for R&D investment, skills and apprenticeships.

  • The Covid vaccine development and rollout is testament to the strong UK life sciences and health innovation base built up over successive Governments.
  • Recommendation 1: The Government should refresh the life sciences strategy post Covid and Brexit to set out an ambitious, co-ordinated future healthcare and life science sector strategy to attract inward investment, growth and jobs to the UK
  • Recommendation 2: The Government should explore expanding and reforming R&D tax credits to ensure that the UK remains competitive with other global markets in life sciences
  • Recommendation 3: The Government should increase the national proportions of R&D investment in centres of healthcare research excellence across the UK; seeing these centres as hubs for regional growth and playing a central role in levelling up. It should also look at incentives to attract private sector investment into the UK’s regions that supports the healthcare sector
  • Recommendation 4: Government should set ambitions within accountability frameworks for public services to demonstrate an active role in the delivery of economic growth in their areas
  • Recommendation 5: The Government should run a well-funded ‘Armed Forces style’ campaign to inform and encourage people into the full range of healthcare sector careers. The NHS should be able to hold the apprenticeship levy at a regional level to invest flexibly in apprenticeships, skills and training opportunities for healthcare sector staff
  • Recommendation 6: The Government should utilise the new ONS Health Index to set targets for delivering on its ambitions for improving healthy life expectancy
  • Recommendation 7: Central funds assigned for ‘levelling up’ should include a role for the healthcare sector and have an ambition to improve the nation’s health and reduce regional health disparities
  • Recommendation 8: Changes to Public Health England should be used to create a co-ordinated and dynamic health and wealth agenda within Government that seeks to unlock the potential of the healthcare sector to drive economic growth and reduce population health inequalities

Schools: Education Minister responds to Petitions Committee request for more information on diversity in the curriculum

Online: Times Higher has a collection on safe and ethical online teaching offers advice on responsible data handling and learning analytics as well as on ensuring respectful conduct online and providing help to students from a distance. And a contribution from BU’s Andy Phippen on why cybersecurity should be taught across universities.

Tender success: Research Professional report that the firm owned by the peer embroiled in Boris Johnson’s flat redecoration row won a Student Loans Company tender.

Civic Universities: Research Professional – how to spot a civic university.

Quack: And if you’ve had ‘one of those weeks’ here’s a story about a HE big duck.

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JANE FORSTER                                            |                       SARAH CARTER

VC’s Policy Advisor                                                              Policy & Public Affairs Officer

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