Category / innovation

HE policy update for the w/e 4th April 2022

Guidance, innovation, Knowledge Exchange, Knowledge Transfer, open access, student research

A slightly quieter time with the House of Commons on recess.

Before they went on recess, the Skills Bill finally made it over the line.  If you are wondering why we are focussing on school level education at the moment, the first item here will explain why, as the OfS provides more insight into its views on the role of universities in schools age attainment, driven by the government’s levelling up agenda.  In this context, there was controversy over whether T levels meet the needs of lower performing pupils (despite it being marketed as an alternative to academic study), and the Social Market Foundation believe current careers advice risks entrenching inequalities by steering people towards different educational and employment options according to their parents’ income and background.

Research

There’s an article on Research Professional about priorities for the Nurse review of research arrangements.  It flags five “blind spots”:

  • The productivity of R&D is falling
  • A more systemic approach to R&D – “A more strategic approach is needed that aligns technology development, regulation, policy and test beds, and engages the public”
  • Mobilising intelligence – organising around data and knowledge not property and resources
  • Focus on adoption and diffusion
  • Addressing the gaps around social science – “The UK is good at monetising economics, psychology, behavioural science, ethnography, design and other fields, often through consultancies and advisory services or teams within companies large and small. But this happens despite, not because of, how research is organised” and “serious action to shift incentives for social scientists and mobilise them to help society think ahead”

UKRI has published an updated policy on the governance of good research practices that will apply to new and existing grants from 1 April 2022. Updates include:

  • revised text with improved clarity on the individual’s and organisation’s responsibility to enable positive research practice for high integrity research
  • a policy change that organisations must inform UKRI upon deciding to undertake formal investigations.
  • clearer text stating that we will only seek observer status on investigations by exception, with examples.
  • clarification that UKRI will not investigate cases but will check processes at an institutional level.

UKRI has also updated its full economic cost grant and training grant terms and conditions.

  • UKRI has added a new condition to reflect the statutory requirements introduced through the National Security and Investment Act 2021. Research organisations will need to ensure they follow the rules of this legislation. The legislation enables government to scrutinise and intervene in certain acquisitions that could harm the UKs national security.
  • Revisions have been made to the terms and conditions in response to the new UKRI open access policy, which will apply to in-scope research articles submitted for publication on or after 1 April 2022 and in-scope monographs, book chapters and edited collections published on or after 1 January 2024. The publishing your research findingssection should be read alongside the policy for further information on open access and how to acknowledge a grant.
  • UKRI has added information to employment and staff costs to clarify its position on funding that is eligible and how UKRI continues to support research staff. The updatedfEC and training grant terms and conditions will take effect from 5 April 2022 and are now available

Ukraine and Russia: The Office for Students has compiled information on the Ukraine crisis for providers offering transnational education in Russia and on research collaborations with Russian institutions.

  • There are 775 Ukrainian and 3,030 Russian students studying at English universities and colleges.
  • In addition, some English universities and colleges offer transnational education. There are 267 students studying in Ukraine and 3,113 students studying in Russia in this type of provision.

Wonkhe report that around 30 British universities have expressed interest in joining a new scheme which would see them twinned with an institution in Ukraine. As part of the scheme, universities may host academics and run summer schools for students to assist in catching up on lost learning. There is also discussion of providing Ukrainian academics with “ac.uk” email addresses to enable them to allow them access to resources. The scheme is supported by Universities UK and is being run by Cormack Consultancy Group. iNews has the story.

The OfS has published the interim outcomes of 20 projects that it has funded to develop and share understanding of effective practice in student engagement in knowledge exchange.

Parliamentary Questions

Money, money, money

There is an updated House of Commons library research briefing on student loan statistics.

The IfS have looked at the inflation rate and warned about the impact on student loans.  Although this doesn’t change the position that graduate repayments are linked to salary and therefore a lot of this high interest will not be paid at all but will just increase the government write off, it is still unhelpful, because of applicant perceptions and risk aversion.  And increasing the government write off doesn’t help their perception of the cost of HE either (see charts above).

  • English and Welsh graduates who took out a student loan since 2012 are in for a rollercoaster ride on student loan interest rates in the coming years. Today’s reading for RPI inflation means that the maximum interest rate, which is charged to current students and graduates earning more than £49,130, will rise from its current level of 4.5% to an eye-watering 12% for half a year unless policy changes (the interest rates for low earners will rise from 1.5% to 9%). This means that with a typical loan balance of around £50,000, a high-earning recent graduate would incur around £3,000 in interest over six months – more than even someone earning three times the median salary for recent graduates would usually repay during that time.
  • The maximum student loan interest rate is then likely to fall to around 7% in March 2023 and fluctuate between 7 and 9% for a year and a half; in September 2024, it is then predicted to fall to around 0% before rising again to around 5% in March 2025. These wild swings in interest rates will arise from the combination of high inflation and an interest rate cap that takes half a year to come into operation. Without the cap, maximum interest rates would be 12% throughout the 2022/23 academic year and around 13% in 2023/24. While interest rates affect all borrowers’ loan balances, they only affect actual repayments for the typically high-earning graduates that will pay off their loans.
  • This interest rate rollercoaster will cause problems. The way the interest rate cap currently operates disadvantages borrowers with falling debt balances for no good reason. Perhaps more importantly, sky-high interest rates may put some prospective students off going to university; some graduates will likely feel compelled to pay off their loans even when this has no benefit for them.

Fees and funding – Research Professional has an interview with Philip Augar. 

Financial pinch: Wonkhe – Students from England beginning higher education courses in September will see the largest ever real-terms cut in a single year, according to analysis highlighted in the New Statesman. The real-terms cut in maintenance support of 7 per cent comes in addition to the continued freeze of the income threshold required to qualify for the maximum maintenance support. And a new blog on a related topic – For Claire Callender, proposals that limit eligibility for student loans undermine recent rhetoric on levelling-up.

There’s a Wonkhe blog by David Kernohan on “what happens when providers run out of money” looking at processes and some examples: “Market exit, in other words, has still not been normalised. As much as we might pretend that the invisible hand makes the decisions – provider monitoring, insolvency, and student support – the actuality of the process remains as messy and human as it ever was. The pre-OfS strategy – of selectively limiting provider borrowing, loosely controlling provider growth and shrinkage, and (yes!) selectively bailing out providers if this was needed to protect the interests of students or applicants – feels like a more honest approach.”

Levelling Up

The Institute for Government (IfG) published Will the levelling up missions help reduce regional inequality? concluding that the Government’s 12 levelling up ‘missions’ – targets to be achieved by 2030 across a range of policy areas from crime to health to housing – will not reduce regional inequality. The IfG finds that only four of the 12 missions are clear, ambitious and have appropriate metrics against which the government will measure and demonstrate progress by 2030. IfG state the other eight missions need to be recalibrated if they are to deliver on the government’s promises to level up the UK. The IfG also calls on the government to put the right systems in place to ensure that ministers and civil servants are held accountable for progress on the levelling up agenda. They believe the proposed Levelling Up Advisory Council cannot provide rigorous expert advice and scrutiny when it operates only at the discretion of the government and cannot perform independent analysis. And without any idea of which departments are leading the coordination of policy contributing to each mission, it will be harder to hold government accountable if things are off track. 

The IfS press release summarises their main findings:

  • Five of the missions are not ambitious enough, meaning that little or no change would be needed to meet them. For example, one metric requires that pay increases in every region by 2030, but this is almost certain to happen regardless of policy.  
  • Three missions are too ambitious to be realistic, which will also fail to inspire policy action. For example, meeting the target of 90% of students achieving the expected standard by age 11 will be virtually impossible. 
  • Four of the missions do not define what success really looks like, making it hard for actors within and outside government to know what they need to do to make progress. For example, it is not clear what the government means by a ‘globally competitive city’, but one of the missions sets a target to have one in every region of the UK by 2030. 
  • Two of the missions have too narrow a focus, and risk diverting attention and resources away from other outcomes that would contribute to levelling up. 
  • One mission (on R&D spending) does not align with the overall objective of levelling up to reduce regional disparities. 
  • Important objectives, such as simplifying funding for local government, are not currently part of the proposed metrics. Other metrics, such as those on pay and productivity, are due to be tracked only over large geographic regions despite the white paper acknowledging significant inequalities within these regions.  

And while we are on the topic of levelling up, a key part of the government agenda is on part-time and mature students, with an ongoing consultation on the lifelong loan entitlement.  There is a House of Commons research briefing on part-time students.

Schools, skills and qualifications

Universities working with schools: The OfS published an insight brief Schools, attainment and the role of higher education providing examples and commentary on some the work HE providers are already doing in schools to raise attainment. BU’s books and stories scheme is celebrated on page 5.

  • Raising the expectations(rather than simply the aspirations) of pupils and their parents, teachers and guardians. Findings from the formative evaluation of the Uni Connect programme show that 79% of participants who responded to the survey had increased expectations for the future, while 94% had better knowledge of higher education options.
  • Appointing ‘influencers’ and running dedicated open days and interactive events for pupils with experience of local authority care.
  • Sponsoring local schools, as 73 universities and colleges reported in their 2019-20 access and participation plans that they were doing or about to do. Some have set up maths schools, such as the Exeter Maths School sponsored by the University of Exeter and Exeter College. The Liverpool Institute of Performing Arts has incorporated a primary school and a sixth form college into its LIPA Learning Group. Bridgwater and Taunton College sponsors a multi-academy trust.
  • Running summer school programmes for school pupils. Evidence suggests that participating in summer schools is associated with greater confidence and increased aspiration, and with higher GCSE grades and rates of progression to higher education.
  • Programmes of intervention in schools to raise attainment. The Education Endowment Foundation has rated interventions related to metacognition and self-regulation as highly impactful, and some universities and charities take this approach to raising attainment. Others focus their interventions on improvements to subject knowledge or to grades and capabilities e.g. BU’s Books and Stories programme which increased the reading age of participants.
  • Supporting attainment at Level 3through Access to HE courses taught in further education colleges.
  • Providing initial teaching training and continuing professional development to teachers. The Sutton Trust found that ‘for poor pupils the difference between a good teacher and a bad teacher is a whole year’s learning’. A separate report also found six teacher characteristics associated with increased attainment, including a strong pedagogical knowledge. Evidence shows that high quality continuing professional development has an average effect on pupil attainment equivalent to a month of extra learning.
  • Broadening the available routes into higher education to include short courses and apprenticeships. Over 100 universities and colleges offer degree apprenticeships, but some young people lack the knowledge to make an informed choice. With strategic partnerships, providers can show how diverse the sector is and help young people to choose a path to a successful career.
  • Staff and alumni involvement in school governor structures. For example, the University of Manchester has a longstanding staff and alumni school governor initiative. The university recently conducted an impact study showing that, if all universities in England and Wales adopted the initiative, they could fill more than 10 per cent of the current nationwide school governor vacancies.
  • Access and outreach work, which is often collaborative and can contain elements of raising attainment. For example, in the National Outreach Coverage project, between 2017-18 and 2019-20 over 80,000 activities related to skills and attainment were reported through tracking services in England.

New Government dashboard for pupils: Skills Minister, Alex Burghart, spoke at a Policy Exchange event stating that the new ‘Unit for Future Skills’ will begin publishing data in April. The Unit was announced in the Levelling Up White paper and is expected to be cross-government, publicly accessible, and produce information on local skills demand, future skills needs of businesses and the pathways between training and good jobs. A DfE spokesperson told news outlet FE Week that the unit would take over the work of the DfE’s skills and productivity board once its schedule of reports had been completed.

Data provided through a central-government dashboard will inform prospective learners whether peers taking a certain qualification in health and social care go on to work in health and social care, or whether they ultimately work in retail. The Government hopes the dashboard will improve the quality of information available to school pupils.

In response to a question from the audience about the timescales attached to the UFS, the minister said his department will be starting to release data this month, but was keen to stress that it will be on an “iterative basis” and so would only be “an indicator of the sorts of things we can start doing over time.”

Burghart also commented that a reduction in undergraduate numbers would be a good thing.

  • Perceptions of post-18 study are shifting. And they are shifting I think for the better.
  • I would not be at all surprised if, in 10 years’ time, many more people are choosing to become apprentices after leaving school or college – and that the consequence of this may be that there are slightly fewer undergraduates. I consider that to be a good thing. Now, I believe in the importance of universities and the power of university degrees. But I know they are not the be all and end all.
  • As I said at the start, I taught and lectured for a number of years in some wonderful universities. I was lucky enough to teach some very bright people. But it was clear that not all of them wanted to be at university, a number were there by default, because their parents wanted them to be there, or because they felt they had no other ladders to a good career.
  • Apprenticeships have the potential to create some of those other ladders. In doing so, they can help to transform opportunity. The chance to earn while you learn, to get a three-year head start on your undergraduate friends in the workplace, to build networks, experience, to not run up debt. They are surely a huge part of the future of skills. 

Careers advice: The Social Market Foundation (SMF) published new research demonstrating that careers advice and guidance risks entrenching inequality by steering people towards different educational and employment options according to their parents’ income and background. The report examines school leavers and adult learners’ experiences of careers information, advice and guidance (IAG) in England. SMF say it presents new evidence on the way that people engage with IAG and they make a number of policy recommendations to increase the personalisation, accountability, and accessibility of IAG.

Key findings:

  • The shape and quality of IAG services is patchy, varying substantially across and within schools and colleges
  • Support for those pursuing vocational options tends to be weaker, with students carried towards university by inertia
  • People tend to favour anecdotal information over hard data, but even those using formal information make limited use of government sources
  • There is a mismatch between the grand ambitions of IAG, and what users expect from it. Careers professionals view it as long-term career planning and skills development, whereas receivers tend to just want help with the next step.
  • Adults are largely unaware of IAG services and face significant barriers to accessing them

Six actions policymakers can take:

  1. Ensure every school leaver receives a minimum level of personalised careers support by offering an entitlement to three one-to-one sessions.
  2. Add careers provision to the four ‘key judgements’ on which schools are graded in Ofsted inspections.
  3. Set the Careers and Enterprise Company the objective of tackling inequalities between schools in the level and quality of information, advice and guidance.
  4. Aim to ensure all apprenticeship opportunities are listed on the UCAS system, perhaps by establishing and integrating local platforms.
  5. Partner with trusted private apps and websites to ensure official government data and information is easily accessible.
  6. Engage in a large-scale outreach programme promoting adult education and careers services.

There’s a Wonkhe blog on careers support here from Jon down of Grit Breakthrough programmes:

  • 98 per cent of careers professionals in universitiesfeel students do not engage with career development activities and 27 per cent of students believe that the biggest obstacle to future career success is not knowing what field to go into.
  • .. If we are to drive up engagement with career development activities, it seems clear that universities need to give thought to supporting students develop the confidence to make full use of their employability offers. As a starting point, this might include:
    • Creating experiences that raise young people’s self-awareness so they can articulate their unique combination of knowledge, experience, and attributes, and the contribution they can make.
    • Coaching students to arrive at their own goals and support them in building the resources to achieve them, rather than simply imparting information, guidance, and advice.
    • Reframing support so it is not all about finding a lifeline in a crisis but instead is about gathering what you need to be a success

T level criticism: The completion of the Bill won’t be popular with all. Lord Baker has spoken out to criticism the current T levels as too academic and not serving important elements of the UK population. Lord Baker is a former secretary of state for education and science (1986-1989) and was integral to the introduction of GCSE exams.

During a select committee hearing Lord Baker stated that the Schools White Paper should have promoted a skills-rich curriculum, as well as one that focused on knowledge. He outlined his surprise at how modest the paper was, with the focus centring on the improvement of literacy and numeracy, and stated he did not agree with the idea of raising the goal of the average grade to 5 from 4.5 as that would further disadvantage certain students.

On T levels Lord Baker explained that they had introduced new T Levels at his University Technical Colleges 18 months ago, and that his trust had found they were more suited to academically able students. He highlighted to the Committee that of the ten pupils who started, three dropped out because they weren’t academically up to it, and they were people who got below a seven in GCSEs. He went on to assert that he thought the T Levels were suited to students who were achieving above a seven in GCSE.

Lord Baker emphasised that education policy should be focused on the “bottom third” of students across the country who do not pass GCSE English and maths (at level 4 or above), and that there had been no progress for this group for over a decade. He added that the curriculum reforms introduced by former education secretary Michael Gove from 2014 had not improved outcomes for low-attaining students and stated this was one of the reasons why youth unemployment in the UK was double that of Germany.

Overall his view is that T levels are not suited to over a third of the UK child population and result in drop outs.  – a blot on the Government’s quality landscape, particularly at a time when they are pushing regulators to threaten punitive action for HE providers with higher dropout rates.

Meanwhile Wonkhe covered a new apprenticeships report: the apprenticeships system favours those from professional backgrounds and wealthy areas, according to a report published by think tank Onward. The research identifies a reduction in the number of people taking entry-level apprenticeships as businesses use their levy funds to support existing staff. The report’s recommendations include fully funding apprenticeships for those aged 16-18, giving mayors more responsibility to support SMEs to take on apprentices, and providing financial incentives for businesses to take on new apprentices.

And with all that in mind, the Skills and Post-16 Education Bill finally passed: Last week we highlighted that the prorogation of Parliament would mean all Bills that weren’t finalised would have to navigate a carry over process to avoid being lost. One hanging in the balance was the Skills and Post-16 Education Bill – stuck in the “ping pong” tussle between the Lords and the Commons over the withdrawal of BTEC qualifications. The Government heaved a sigh of relief as, at the last minute, the Lords conceded and dropped the disagreement over Amendment 15B which called for a 3-year wait before removing funding from applied level 3 qualifications (BTECs). Government Education Minister, Baroness Barran, calmed the discontent by playing down the implications and making small concessions. Key points from her speech:

  • Last November, the Education Secretary announced an additional year before funding would be removed from qualifications that overlap with T Levels, and the government have also removed the English and maths exit requirement from T Levels
  • A further delay will not benefit providers, AOs, employers or students – stakeholders need clarity on implementation timescales
  • Applied generals, such as BTECs, will have an important role to play alongside T Levels
  • To be approved for funding in future, quals will need to meet new “quality and necessity” criteria – students will be able to continue to take Applied Generals, including BTECs, alongside A Levels, as part of a mixed programme
  • Stressed they were not creating a binary system, but wanted students to be able to choose from a high-quality mixed system
  • Around 1,800 qualifications have low or no enrolments and will therefore have funding removed from August 2022
  • The next phase of reforms will be to consider qualifications that overlap with T Levels – they anticipate they will remove funding for “just a small proportion” of the total Level 3 offer, including BTECS: “This will be significantly less than half” she added
  • Expect to publish the list in due course, and there will be an opportunity for awarding organisations to appeal a quals inclusion on the list.
  • Qualifications identified as overlapping with waves 1 and 2 of T Levels will not have funding removed until 2024/25.
  • Qualifications identified as overlapping with waves 3 and 4 of T Levels will not have funding removed until 2025/26.
  • Employers will now have the opportunity to say if they believe quals support entry to occupations not covered by T Levels.
  • The new Unit for Future Skills, announced in the Levelling Up White Paper, will have a role to play in gathering evidence and regularly assessing the quality of qualifications.

All Peers also received a letter from the Education Secretary stating that all qualifications, including BTECs, have an important role to play in the education ecosystem, and appeared to ease off on the A Level/T Level binary approach.  Lord Blunkett, the architect of the troublesome amendment welcomed the Government’s small concessions.  In short, this means the Skills Bill now awaits the Royal Assent rubber stamp and will become an Act of Parliament.

Anti-Semitism

Wonkhe: Lord John Mann has been appointed to set up a new task force of senior ministers and MPs to look into the treatment of Jewish students in UK universities. Speaking at the Jerusalem Post London conference yesterday, Mann said the working group would “listen” to the voices of Jewish students. Justice minister Lord Wolfson also spoke at the conference, insisting that the IHRA definition of antisemitism does not shut down free speech. Jewish News has the story.

Wonkhe also report on The Times coverage that higher and further education minister Michelle Donelan is “considering a range of possible measures” against NUS following concerns about antisemitism within the organisation. Jewish News cover the calls from Lord Mann to not recognise NUS as the representative of student voice if things do not change, and an open letter from Lancaster University’s Students’ Union expressing concern over antisemitism in NUS.   The NUS have published a statement here.

Access & Participation

Parliamentary Question: the benefits of students having at least one family member who attended university, and whether it should be declared on applications if someone is a first generation HE student.

Disabled Students’ Commission

Wonkhe report on the Disabled Students’ Commission publication of its second annual report: It reports a degree awarding gap for disabled students of 1.1 per cent in 2020-21 – driving a Commission focus on improving the disabled student experience. The report highlights the ongoing challenges faced by disabled students, and recommends increased consultation and communication with students, consistent approaches to support across and between higher education providers, more flexibility in teaching, learning, and assessment, and offering certainty for disabled students that they will get the support they need.

Disability Voice Blog: Wonkhe inform that the blog of the Association of National Teaching Fellows (NTF) has a piece on amplifying disabled student voices.

Other news

Graduate outcomes: an interesting blog by Charlie Ball of JISC on Wonkhe.  In the light of all the government talk about poor graduate outcomes …how we can be in a situation where one group of stakeholders can hold the view that there are too many people going to university, and others can have spent many years worrying that they cannot find the graduates that they need to thrive.. Well, yes, good question.  The suggested answer is that we need more data.

Dropping out: Wonkhe have a quick write up following DfE drop out news – Higher and further education minister Michelle Donelan has written on the DfE’s Education Hub blog about how the drop-out rates of students in the 2019-20 cohort has fallen below ten per cent for the first time. However, Donelan attributes this to the government’s recent push to drive up quality. On Wonk Corner, DK questions how recent policy announcements could have impacted on events in the past.

Admissions: In the context of the new UUK admissions code, there is a Wonkhe blog: Do applicants who end up on a course generally meet the entry requirements of that course? Jane White shares evidence that very often this is not the case

Hygge: A neat piece from Wonkhe on the benefits of the Danish hygge for students.

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Sustainable Ocean Economy through Smart Technology

Industry collaboration, innovation

https://pixabay.com/images/search/port/

Come listen to innovators who aim to create a sustainable ocean economy through smart technology and even smarter ideas. Whether you are a student in supply chain management, ecology, artificial intelligence or (business) economics, we would love you to join us and discover the exciting world of smart port innovation at our virtual TomorrowPorts conference, taking place tomorrow, March 24th 2022!

Ports are becoming the worldwide frontline for the energy transition, sustainability transition and digital transition of industry. Discover how you can build a career that contributes to smarter ports with your technological or economic skills and expertise.

We organize a talent track during which you’ll have opportunities to connect with top international employers, such as MSC and CMA-CGM via virtual recruitment booths and a speed-dating carrousel.

We look forward to welcoming you to the Smart talent for smart ports track at the TomorrowPorts conference March 24 2022. Participation is free of charge for students!

https://www.smartportsecosystem.com/tomorrowports-conference-2022-24-march-smarter-ports/

HE policy update for the w/e 18th March 2022

innovation, international, NHS, Student Engagement

A wide ranging update for you this week!

Parliamentary News

Chancellor Rishi Sunak is due to deliver his spring statement. Wonkhe predict: tough times are coming for a sector that almost certainly won’t feature in any list of political priorities. For students, thanks to the way these things have been historically calculated, inflation-linked rises to student maintenance will literally come too little, too late – eating into the buffer that funds participation in student life beyond the bare minimum…For universities in England, the announced fee cap freeze, coupled with rising inflation and energy costs, is a serious problem – and there’s little prospect of funding rising in line with inflation in the devolved nations. As providers grow student numbers just to stand still, students and staff will find worsening pay and conditions, and that resources are spread more thinly.

Of course, Wonkhe also have a blog: If the numbers don’t add up, something has to give. With inflation rocketing, cuts are coming. Jim Dickinson reviews the protection for students when the money isn’t there for promises to be met.

Ukraine: HE & FE Minister Michelle Donelan has called upon the HE taskforce to address the issues arising from the Russian invasion of Ukraine.

Skills and Post-16 Education Bill: The Skills and Post-16 Education Bill has entered ‘ping pong’ meaning it is at the final stages of its legislative journey. The Lords and Commons bat the Bill back and forth between the two houses as they thrash out the final amendments of details within the Bill. The next sessions will take place on 24 and 28 March so we will see the final form of the Bill shortly.

Research

R&D Allocations: The Government has confirmed the allocations of the 2022-25 £39.8bn research and development budget. Stated aims are to deliver the Innovation Strategy and increase total R&D investment to 2.4% of GDP by 2027. Key points taken from the Government’s news story:

  • R&D spending set to increase by £5bn to £20bn per annum by 2024-2025 – a 33% increase in spending over the current parliament by 2024-2025.
  • A significant proportion of the budget has been allocated to UKRI (£25bn across the next 3 years, reaching over £8.8bn in 2024-2025). This includes an increase in funding for core Innovate UK programmes by 66% to £1.1bn in 2024-2025.
  • Full funding for EU programmes is included. £6.8bn allocated to support the UK’s association with Horizon Europe, Euratom Research & Training, and Fusion for Energy (if the UK is unable to associate to Horizon Europe, the funding allocated to Horizon association will go to UK government R&D programmes, including those to support new international partnerships).
  • BEIS programmes will receive over £11.5bn over the next 3 years, of which £475m is earmarked for the new Advanced Research and Invention Agency (ARIA), £49m is allocated to the Government Office for Science (GOS), and £628m will go toward the Nuclear Decommission Authority (NDA).

In the Levelling Up White Paper, the Government committed to increasing public R&D investment outside the greater South East by at least a third over the Spending Review period, and for these regions to receive at least 55% of BEIS domestic R&D budget by 2024-2025. Also the £100 investment in three new Innovation Accelerators (as we mentioned last week) through the pilots in Greater Manchester, the West Midlands, and the Glasgow City-Region.

Business Secretary Kwasi Kwarteng stated: For too long, R&D spending in the UK has trailed behind our neighbours – and in this country, science and business have existed in separate spheres. I am adamant that this must change. Now is the moment to unleash British science, technology and innovation to rise to the challenges of the 21st century…My department’s £39.8 billion R&D budget – the largest ever R&D budget committed so far – will be deployed and specifically targeted to strengthen Britain’s comparative advantages, supporting the best ideas to become the best commercial innovations, and securing the UK’s position as a science superpower.

On Horizon Europe the Russell Group commented: We are…reassured by the confirmation that any funding required for association to Horizon Europe or an alternative will come from a separate ringfenced budget rather than the central allocation to UKRI and the national academies, which will help protect critical funding for the UK’s research base and provide researchers and academics with the long term stability they need.

UKRI Strategy: UKRI published their first five-year strategy. It outlines how UKRI will support the UK’s world class research and innovation system, fuel an innovation-led economy and society, and drive up prosperity across the UK. The strategy sets out how UKRI will invest in people, places and ideas and break down barriers between disciplines and sectors to tackle current and future challenges – all supporting the Government’s ambitions for the UK as a global leader in research and innovation. UKRI has proposed four principles for change:

  • Diversity– we will support the diverse people, places and ideas needed for a creative and dynamic system
  • Connectivity –we will build connectivity and break down silos across the system, nationally and globally
  • Resilience –we will increase the agility and responsiveness of the system
  • Engagement –we will help to embed research and innovation in our society and economy.

Aspiring to:

  • People and careers –making the UK the top destination for talented people and teams
  • Places –securing the UK’s position as a globally leading research and innovation nation with outstanding institutions, infrastructures, sectors, and clusters across the breadth of the UK
  • Ideas –advancing the frontiers of human knowledge and innovation by enabling the UK to seize opportunities from emerging research trends, multidisciplinary approaches and new concepts and markets
  • Innovation –delivering the government’s vision for the UK as an innovation nation, through concerted action of Innovate UK and wider UKRI
  • Impacts –focusing the UK’s world class science and innovation to target global and national challenges, create and exploit tomorrow’s technologies, and build the high-growth business sectors of the future
  • Underpinned by a strong organisation – making UKRI the most efficient, effective, and agile organisation it can be.

Delivery will be outlined through strategic delivery plans for each of UKRI’s constituent councils and published later this year.

UKRI Chief Executive Professor Dame Ottoline Leyser said: Throughout the pandemic, we have seen the transformative power of the UK’s exceptional research and innovation system to navigate an uncertain and fast-changing world. As we emerge from the pandemic, we have a unique opportunity to empower our economy and our society, putting research and innovation at their heart. UKRI’s strategy sets out our five-year vision for how we will catalyse this transformation, investing in people, places, and ideas and connecting them up to turn the challenges of the 21st century into opportunities for all.

Quick News:

  • Science and Technology Strategy: The Lords Science and Technology Committee ran a session on delivering a UK science and technology strategy. It focused on the role of the new Cabinet Office group, its purpose and its long-term goals, as well as science diplomacy, engagement and national strategies going forwards. The committee also heard of approaches to international science diplomacy. A summary of the main content in the session is available here. And Wonkhe provide an even shorter synopsis: The House of Lords Science and Technology Committee heard evidence on the introduction of a UK science and technology strategy, including from Andrew McCosh, director of the Office for Science and Technology Strategy. McCosh said that funding routes will not be changed for research academics where they are working well, but that the new office will support improvements. In response, Lord Krebs wondered why the government is creating further bureaucratic structures. McCosh also noted that the new National Science and Technology Council will provide a governmental steer in direction to UKRI, but it will remain UKRI’s responsibility to allocate research funding. You can watchthe full session on Parliament TV.
  • Diversity in STEM: The Commons Science and Technology Select Committee heard evidence for its inquiry into Diversity and Inclusion in STEM. Summary here. The session covered: funding and representation, Resume for Research, UKRI and representation, UKRI improvements, short term contracts, diversification, and the idea of a Universal Basic Research Income.
  • Horizon Europe funding guarantee – extended: The Government and UKRI also announced an extension to the financial safety net support provided to Horizon Europe applicants(originally launched in November 2021). It ensures that eligible successful UK applicants for grant awards will continue to be guaranteed funding for awards expected to be signed by the end of December 2022, while efforts continue to associate to Horizon Europe. The funding will be delivered by UKRI and details of the scope and terms of the extension to the guarantee will be made available on their website. You can read the Minister’s announcement letter here.  The Minister, George Freeman, commented: Since becoming Science Minister last year, my priority has been supporting the UK’s world-class researchers, which is why we have been so determined in our efforts to associate to Horizon Europe. Whilst it is disappointing that our association is still held up by the EU, our plans to develop ambitious alternative measures are well underway and I’m pleased Horizon Europe applicants in the UK will still be able to access funding through our guarantee, meaning that researchers will be well-supported whatever the outcome.

Blogs:

Parliamentary Questions:

Student experience and outcomes

The OfS have launched a review of blended learning in universities.  It doesn’t say how they will conduct the review – or which universities they will be reviewing.

  • While most students have now returned to in-person teaching, many universities continue to deliver some elements of their courses (for example, lectures for large groups of students) online. There are no guidelines in place which prevent or restrict any kind of in-person teaching.
  • The review will consider how some universities are delivering blended learning. A report in summer 2022 will set out where approaches represent high quality teaching and learning, as well as approaches that are likely to fall short of the OfS’s requirements.
  • Professor Susan Orr has been appointed lead reviewer. Professor Orr is currently Pro Vice Chancellor: Learning and Teaching at York St John University and is the incoming Pro Vice Chancellor: Education at De Montfort University. A panel of expert academic reviewers will be appointed to work with Professor Orr to examine the way different universities and colleges are delivering blended learning.
  • Commenting, Nicola Dandridge, chief executive of the Office for Students, said:
    • ‘With the end of government coronavirus restrictions, students are back on campus and able to enjoy in-person teaching. There are clear benefits to in-person learning and where students have been promised face-to-face teaching it should be provided. This return to relative normality is important, and comes after an enormously challenging two years for students and staff. It remains very important that universities and colleges are clear with their students and their applicants about how courses will be delivered. If universities decide that certain elements are to remain online, this should be made explicit. Whether online or face to face, the quality must be good, and feedback from students taken into account.
    • ‘Our review of blended learning will examine the approaches universities and colleges are taking. There are many ways for blended courses to be successfully delivered and it will be important to harness the lessons learned by the shift to online learning during the pandemic. We are, however, concerned to ensure that quality is maintained, and through this review we want to gain a deeper understanding of whether – and why – universities and colleges propose to keep certain elements online.
    • ‘A report following the review will describe the approaches being taken by universities and colleges and give examples where blended approaches are high quality, as well as those that may not meet our regulatory requirements, providing additional information for universities and colleges, as well as students and applicants.’

On Wonkhe, David Kernohan has a take:

Running it through – in order of unlikeliness – there are three things that Orr could conclude:

  • Blended learning is great, and the complaints are largely without foundation
  • Blended learning is in routine use at a marked detriment to the student experience in order to save universities money.
  • There is a mixed picture on blended learning – there is a lot of great practice but some provision lags behind, and a mixture of enhancement and enforcement needs to be deployed to drive up quality.

None of these endpoints benefit either the Office for Students or the government.

In that context, the Higher Education Statistics Agency (HESA) has published the latest provider-level statistics of higher education students not continuing into the 2020 to 2021 academic year.

  • For full-time first degree entrants, we see higher rates among mature students than young students.
  • Non-continuation rates among young, and mature, full-time first degree students have observed a further decrease in the percentage of 2019/20 entrants not continuing in HE following the small decrease observed for 2018/19 entrants.
  • With regards to other undergraduate entrants, the non-continuation rate for young, full-time students in the UK has seen a general decrease over the last few years, while for mature entrants there have been fluctuations in the rate.
  • Non-continuation rates two years after entry for part-time first degree entrants are slightly higher among those aged 30 and under than for those aged over 30.
  • Between 2012/13 and 2018/19 the proportion of full-time first degree students expected to qualify with a degree from the HE provider at which they started in the UK was showing a slight decline. In 2019/20 the proportion expected to qualify has increased again.

The Student Loans Company (SLC) has published the latest statistics on early-in-year student withdrawal notifications provided by HE providers for the purpose of student finance from 2018/19 to 2021/22 (Feb 2022).

Research Professional cover the stories.

OfS consultations on regulatory graduate outcomes and the TEF

We wrote about these three very significant consultations in our update on 21st January, and they closed this week.  As you will recall, this includes the consultation about calculating metrics, which is linked to the consultation on new licence condition B3 (the one with the minimum levels of outcomes).

The UUK responses talk about proportionality.  On B3, they raise concerns about outcomes being seen as the only measure of quality, and about how the new rules will be applied, in selecting universities to look at more closely, and specifically by looking at context.  They ask in particular that universities should not face an intervention where they are within their benchmark and that value add, student voice and geographical context should be considered alongside the actual metrics.

Jim Dickinson points out, though:

  • It’s one of the many moments where you can’t quite work out whether UUK knows that the key decision has already been taken here or if it genuinely thinks it will change OfS’ mind – it certainly paints a picture of the sector being stuck on the left-hand side of the Kubler-Ross grief curve.
  • Either way, we can pretty much guarantee that in a couple of months an OfS response will tell the sector that it’s wrong in principle, and anyway hasn’t read the proposals – which to be fair when taken in their totality along with the rest of the B conditions, do measure quality both quantitatively (via outcomes) and qualitatively (through proposals the sector isn’t too keen on ether, with a kind of be careful what you wish for vibe).
  • … It’s the threat of monitoring – with the odd provider made an example of – that should be causing people to both work on improving outcomes where the red lights are, and having “contextual” action plans ready that show that work off if OfS phones you up in September.

There was a separate consultation on the TEF (and the metrics one is related to this too).

On the TEF, UUK disagree with the name of the fourth category “requires improvement”.  As we have said in many TEF consultation responses, they disagree with “gold, silver and bronze” too and would like to redefine them.  They don’t think subcontracted provision should be included and they strongly disagree with the proposed timeline, asking for a Spring submission.

International student experience

The OfS has published an insight brief on international students.  It acknowledges that information about international students is incomplete and announces a call for evidence to “identify effective practice in ensuring that international students can integrate and receive a fulfilling experience in the UK”.  Using the data that they do have, the brief talks about numbers and fees as a proportion of total income.

The brief talks about NSS feedback (international students are generally more positive than home students) and the issues faced by international students, particularly when travel was restricted in the pandemic.

The OfS are concerned, however, that they don’t have enough data about international students, and for that reason they have launched a call for evidence on international student experience.  They are looking for responses on initiatives linked to three themes.  They will filter the submissions to identify case studies to feature in a report.

The themes they have identified are:

  • work to prevent and address harassment and sexual misconduct
  • how responding to the coronavirus pandemic has shaped practice in supporting international students to adapt to and integrate with UK higher education
  • work to ensure the accessibility and effectiveness of wellbeing and support services (such as student services, mental health provision, etc.).

While responding on those themes, institutions can also consider the relationship of their evidence to the following:

  • advancing equality of opportunity for students with one or more protected characteristic
  • partnership with international students
  • intervention that may also benefit home (UK-domiciled) students.

Commission on Race and Ethnic Disparities

In April last year Dr Tony Sewell published the findings of the Commission on Race and Ethnic Disparities. The Commission’s findings were criticised and equalities campaigners accused the group of cherry-picking data and pushing propaganda, while the United Nations described it as attempt to normalise white supremacy. Dr Sewell, who lead the inquiry in the wake of the 2020 Black Lives Matter demonstrations, has recently had his honorary degree from the University of Nottingham withdrawn amidst the controversy. This week the Government published its response to the report and findings of the Commission through the policy paper: Inclusive Britain: government response to the Commission on Race and Ethnic Disparities.

The Guardian report under the header: Denial of structural racism – Ministers will drop the term black, Asian and minority ethnic (BAME), more closely scrutinise police stop and search, and draft a model history curriculum to teach Britain’s “complex” past in response to the Sewell report on racial disparities. Launched as a response to the Black Lives Matter protests, the report caused controversy when it was published last year for broadly rejecting the idea of institutional racism in the UK. In the government’s response, called Inclusive Britain, ministers acknowledge racism exists but stress the importance of other factors. Taiwo Owatemi, Labour’s shadow equalities minister, said the report still “agrees with the original report’s denial of structural racism. Boris Johnson’s Conservatives have once again failed to deliver meaningful action.” The report sets out a long list of policies, some new and others already in place.

Relevant key action points follow below. There is nothing new in the HE elements.

Educational success for all communities

  • Action 29: To drive up levels of attainment for under-performing ethnic groups, the Department for Education (DfE) will carry out a programme of analysis in early 2022 to understand pupil attainment and investigate whether there are any specific findings and implications for different ethnic groups to tackle disparities.
  • Action 30: The DfE and the Race Disparity Unit (RDU) will investigate the strategies used by the multi-academy trusts who are most successful at bridging achievement gaps for different ethnic groups and raising overall life chances. The lessons learnt will be published in 2022 and will help drive up standards for all pupils.
  • Action 31: The DfE will investigate the publication of additional data on the academic performance of ethnic groups alongside other critical factors relating to social mobility and progress at school level, in post-18 education and employment after education by the end of 2022.
  • Action 32: The schools white paper in spring 2022 will look at ways we can target interventions in areas and schools of entrenched underperformance.

Targeted funding: Action 34: To maximise the benefits of the pupil premium for disadvantaged pupils, DfE amended the pupil premium conditions of grant for the 2021-2022 academic year to require all schools to use their funding on evidence-based approaches. To the extent possible, DfE will investigate the scale of these benefits.

Higher education

  • Action 43: To empower pupils to make more informed choices about their studies, the DfE will ensure that Higher Education Institutions support disadvantaged students before they apply for university places.
  • Action 44: The DfE will work with UCAS and other sector groups to make available both advertised and actual entry requirements for courses, including historic entry grades so that disadvantaged students have the information they need to apply to university on a fair playing field.
  • Action 45: Higher education providers will help schools drive up standards so that disadvantaged students obtain better qualifications, have more options, and can choose an ambitious path that is right for them.
  • Action 46: Higher education providers will revise and resubmit their Access and Participation plans with a new focus on delivering real social mobility, ensuring students are able to make the right choices, accessing and succeeding on high quality courses, which are valued by employers and lead to good graduate employment.
  • Action 47: To improve careers guidance for all pupils in state-funded secondary education, the DfE will extend the current statutory duty on schools to secure independent careers guidance to pupils throughout their secondary education.
  • Action 52: The government is consulting on means to incentivise high quality provision and ensure all students enter pathways on which they can excel and achieve the best possible outcomes, including exploring the case for low-level minimum eligibility requirements to access higher education student finance and the possible case for proportionate student number controls.
  • Action 53: To help disadvantaged students to choose the right courses for them and to boost their employment prospects, the Social Mobility Commission will seek to improve the information available to students about the labour market value of qualifications and, where possible, the impact of those qualifications on social mobility.

Innovation: Action 56: To equip entrepreneurs from underrepresented backgrounds with the skills they need to build successful businesses, BEIS is supporting HSBC to develop and launch its pilot for a competition-based, entrepreneur support programme in spring 2022. The programme, which will be run in partnership with UK universities, will equip entrepreneurs with the skills they need for years to come.

Apprenticeships: Action 48: To increase the numbers of young ethnic minorities in apprenticeships, the DfE is, since November 2021, working with the Department for Work and Pensions (DWP) and partner bodies and employers to engage directly with young people across the country to promote apprenticeships. This will use a range of mechanisms to attract more ethnic minority starts identified in the Commission’s report, such as events in schools with strong minority representation, relatable role models, employer testimonies, data on potential earnings and career progression. It will also explore the impact of factors that influence a young persons’ career choices.

Alternative provision (AP)

  • Action 37: The DfE will launch a £30 million, 3-year programme to set up new SAFE (Support, Attend, Fulfil and Exceed) taskforces led by mainstream schools to deliver evidence-based interventions for those most at risk of becoming involved in serious violent crime. These will run in 10 serious violence hotspots from early 2022 targeted at young people at risk of dropping out of school: reducing truancy, improving behaviour and reducing the risk of NEET (those not in education, employment or training).
  • Action 38: DfE will invest £15 million in a 2 year-programme to pilot the impact of co-locating full-time specialists in Alternative Provision in the top 22 serious violence hotspots.

Teaching an inclusive curriculum

  • Action 57: To help pupils understand the intertwined nature of British and global history, and their own place within it, the DfE will work with history curriculum experts, historians and school leaders to develop a Model History curriculum by 2024 that will stand as an exemplar for a knowledge-rich, coherent approach to the teaching of history. The Model History Curriculumwill support high-quality teaching and help teachers and schools to develop their own school curriculum fully using the flexibility and freedom of the history national curriculum and the breadth and depth of content it includes. The development of model, knowledge-rich curriculums continues the path of reform the government started in 2010.
  • Action 58: The DfE will actively seek out and signpost to schools suggested high-quality resources to support teaching all-year round on black history in readiness for Black History Month October 2022. This will help support schools to share the multiple, nuanced stories of the contributions made by different groups that have made this country the one it is today.

Further Education: Action 63: The DfE will encourage governing bodies to be more reflective of the school communities they serve and will recommend that schools collect and publish board diversity data at a local level. The DfE will also update the Further Education Governance Guide in spring 2022 to include how to remove barriers to representation, widen the pool of potential volunteers and promote inclusivity.

The Government did not accept the Commission’s Recommendation 18 to develop a digital solution to signpost and refer children and young people at risk of, or already experiencing criminal exploitation, to local organisations who can provide support.

Access & Participation

Wonkhe report on new research from Disabled Students UK: 41 per cent of disabled students believe that their course accessibility improved through the pandemic. However, 50 per cent of respondents report that their course both improved and worsened in different ways. The report recommendations include taking an anticipatory approach to issues, better equipping staff, reducing administration for disabled students, and cultivating compassionate approaches. The Independent has the story.

Academic quality

HEPI published a new policy note, written by the Chief Executive of the Quality Assurance Agency for HE exploring what quality means in UK HE today.

There’s a nice explanation of the quality continuum:

  • In many sectors, the notion of quality control is straightforward. Quality control tests a sample of the output against a specification. The required standard is set by identifying measures for outputs, and then testing everything else against those measures. In this way, it is easy to demonstrate how quality requirements are being fulfilled (typically within an acceptable tolerance).
  • No matter the sector, quality control is only part of the picture. To be really efficient, one needs to provide confidence in the cycle of production; to reassure that there are systems and processes in place to ensure that the output consistently meets, if not exceeds, the quality benchmarks that have been set. This is where quality assurance comes in. Quality assurance acts prospectively to provide confidence that quality requirements will be fulfilled. Assurance relates to how a process is performed or a product is made. Control is the retrospective, post-production inspection aspect of quality – it focuses on the product or output itself. Arguably, without the underpinning processes, outcomes cannot be guaranteed – they are achieved (or not) by luck. In our sector, assurance gives us the confidence that a provider understands (and self-reviews) how it is producing its outcomes.
  • But in higher education, we are not simply producing identical products for customers. QAA’s definition of academic quality refers to both how and how well higher education providers support students to succeed through learning, teaching and assessment. This is because higher education is not a product, as classically defined. It is an intrinsically co-creative, experiential process. Students and teachers collaborate to progress and reach their potential and, ideally, the learning from that collaboration is mutual as we constantly rethink what we thought we knew. That is why there is an additional dimension to higher education quality. It is not just about checking we are still doing the same thing effectively, it is also about quality enhancement – that drive continuously to improve the processes, both incrementally and transformationally. 

PQs

  • Student Loans: the modelled overall reduction in future costs to taxpayers from student loans…are wholly attributable to the two-year tuition fee freeze and changes to student loan repayment terms, as set out on page 13 of the higher education policy statement & reform consultation, and do not incorporate other elements of the reform package. The savings do include the changes to the Plan 2 repayment threshold for 2022/23 financial year, announced on 28 January 2022, prior to the announcement of the whole reform package.
  • Levelling Up White Paper: which NHS-university partnerships will receive the £30 million in additional funding; and what the criteria is for the allocation of that funding.

Other news

Young Welsh Priorities: The Welsh Youth Parliament chose its areas of focus for the Sixth Senedd.: mental health and wellbeing, climate and the environment, and education and the school curriculum.

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Cross-faculty team receive CyberASAP 22-23 funding from Innovate UK to develop HEIF funded project!

HEIF, innovation

We are very excited to announce that our cross-faculty team has been awarded a grant to develop our HEIF funded project, led by Dr Jane Henriksen-Bulmer, through the Cyber Security Academic Startup Accelerator Programme 2022-23: phase 1 (CyberASAP).

“CyberASAP provides academics with the expertise, knowledge and training needed to convert their research into technologies, products and services in this key sector of the global economy. The programme creates a pipeline to move great cyber security ideas out of the university lab and into the commercial market.” https://ktn-uk.org/programme/cyberasap/ 

CyberASAP is funded by the UK Department for Digital, Culture, Media and Sport and delivered by Innovate UK KTN and Innovate UK. Innovate UK drives productivity and economic growth by supporting businesses to develop and realise the potential of new ideas.  

Our idea: CyGamBIT – Cyber Game-Based Interventions and Teaching in Cyber Awareness Digital Literacy. 

CyGamBIT is designed to fuse innovate learning approaches with the high demand for educational cyber awareness content. It applies the motivational and engagement invoking elements of gamification and the embedded deep learning facilitated by game-based learning (GBL) to the complex landscape of digital literacy and cyber security.  

Digital literacy and resilience are essential skills to ensure young people have positive educational experiences online. Fostering these skills will support young people to be fully equipped to navigate the online world to prepare them for ever-evolving risks that the online world presents, enabling them to be protected against crime, fraud and emerging cyber threats (National Cyber Strategy, 2022). 

Using an interactive board game format, CyGamBIT is designed to address cutting edge digital threats, facilitating both individual knowledge acquisition, and group learning experiences for young people. CyGamBIT will be supported by a suite of function and facilitation options, designed for use across the education sector and professionals working with young people, including the third sector and social work organisations. The versatility of the CyGamBIT framework ensures the learning remains current and can be tailored to the needs to the target market.   

Our Team: Supported by Lesley Hutchins, BU’s own Research Commercialisation Manager, the project brings together a diverse team across the Faculty of Health and Social Sciences and the Faculty of Science and Technology.  

  • Emily Rosenorn-Lanng – PI – Emily is a Research Project Officer and Part-Time PhD candidate, based within the Department of Social Work and Social Sciences, HSS. 
  • Dr Jane Henriksen-Bulmer – Co-I – Jane is an experienced business analyst and Lecturer (Academic) in Computer Science based in the Department of Computing & Informatics, FST. 
  • Stevie Corbin-Clarke – Co-I – Stevie is a full-time Research Assistant based within the Department of Social Work and Social Sciences, HSS. 
  • Davide Melacca – Technical Research Assistant – Davide brings a unique combination of technical skills and game design experience to the team.
  • Samuel Ware – Technical Research Assistant – Samuel will support all areas of technical development of the tool. 

We are really excited about the opportunity to develop our idea and further our understanding of how we can realise the potential we believe the CyGamBIT has.  

For updates on the project, please follow the team on Twitter @ncpqsw and @emilypqsw. 

He policy update for the w/e 10th March 2022

innovation, international, Student Engagement

A bit of a catch up on a range of issues this week after an education focus in our last couple of updates.

Ukraine – UK HE’s approach

Wonkhe readers will already have seen their round up relating to the Russian invasion of Ukraine. Here it is for those who haven’t caught it yet:

  • Ukraine’s Ministry of Education and Science wrote to the Bologna Follow-Up Group and key organisations across higher education in Europe asking that Russia be expelled from the European Higher Education Area and the Bologna Process, which seeks to achieve comparability in the quality and standards of higher education qualifications across Europe, and as such facilitates cross-border recognition and mobility.
  • Ukraine’s National Agency for Quality Assurance in Higher Education also issued a statement… appealing to the global higher education community to suspend Russian participation in all European and global higher education networks and organisations. The statement also called on all educators and researchers to stop all collaborations with representatives of the Putin regime, and to stop all cooperation with Russia’s higher education and research institutions and representative associations.
  • The response from European and UK representative bodies has been moderated by a hesitation about whether it is appropriate to punish Russian university staff and students, especially where they oppose the invasion. The European University Association has undertaken to cease contact and collaboration with all Russian central agencies and those who support the invasion, and has advised its members to ensure that any new collaboration with Russian institutions is based on “shared European values.”
  • Universities UK International has taken a similar stance, advising UK universities to risk assess existing partnerships and collaborations and make decisions on a case-by-case basis rather than urging a “blanket academic boycott.”
  • Women and Equalities select committee chair Caroline Nokes proposed in The Times that UK universities coordinate a national programme that would enable students from Ukraine to take up places at UK universities.

PQs:

Research

On Tuesday the Lords Science and Technology Committee ran a session on Delivering a UK science and technology strategy. The Committee received evidence and discussed the UK science and technology strategy, focusing on Government support for research and development, early stage and late stage funding opportunities, the talent pool, and the relationship between universities and industry.

The Chair commented that the Research Excellence Framework could act as an inhibitor. However, Kennett, who was invited to provide oral evidence disagreed. She stated it was important to consider how could business work better with the REF. For example, it was important to consider where there was potential for applied science, which could perhaps be measured in a different way under the REF.

Lord Sarfraz (Con) asked if the UK was indeed the best place to be a founder and launch a start-up. Suranga Chandratillake, Partner at Balderton Capital, commented this was a deceptively simple question. In his opinion, the UK was a very good place to launch a start-up, but it was more difficult to develop it into a large enduring business. The UK punched above its weights from a scientific point of view in terms of technology first start-ups. The data also demonstrated this, as early stage research funding were completed by UK-based funds, whereas the later stage funding included more foreign capital.

Baroness Rock (Con) asked the witnesses a question about the perception that ideas were born in UK universities and commercialised elsewhere. Chandratillake said they worked a lot with universities. In his opinion, today the companies were still being started in the UK, with the innovation remaining in the UK. At the early stage, the UK had a very strong ecosystem of investors public and private. However, issues remained at the stage of scaling up, which meant that many had to go abroad to find later stage capital (with many companies floating abroad).

Toon explained that science was about learning new knowledge, whereas innovation was about solving a problem. The UK was probably number two for discovery science in the world, with some of the world’s leading academic institutions based in the UK. However, the UK struggled with applied research, which fit between the science and innovation.

Baroness Blackwood of North Oxford (Con) asked the witnesses if the intellectual property (IP) laws were fit for purpose. Toon said that the IP regime was broadly fit for purpose. The challenge, however, was around ensuring that IP was handled appropriately in the innovation and research cycles, without restricting the freedom of businesses to operate

Lord Rees of Ludlow (CB) asked the witnesses a question about the talent pool and links to universities. Toon said that the UK had a massive talent pool in the leading institutions, which should be safeguarded. In his opinion, it was important to continue to create links between academic institutions and industry.

Quick news:

  • The Intellectual Property Office has signed a new declaration of intention with the Swiss Federal Institute of Intellectual Property. They intend a co-operative relationship focusing on sharing of best practice in areas of mutual interest and modernising and enhancing services for IP users. The sharing of expertise and know-how between the offices is key and the declaration provides for the potential secondment of staff between the two offices to enhance skills and knowledge. It will help both offices embrace the global challenges and opportunities presented by emerging and future technologies, for the benefit of the wider IP community.
  • Wonkhe – The Russell Group has written to the Chancellor Rishi Sunak ahead of the Spring Statement to outline how research and development funding could be used moving forward. The letter also calls for “a fully-functional, extended Guarantee” to those who have been accepted for Horizon Europe projects as the current government funding guarantee is too limited. Oral Questions within the House of Lords also touched on Horizon Europe this week: Lord Callanan confirmed that money for Horizon Europe will go to research if association is not possible. Lord Fox highlighted that many institutions are already experiencing a drop in postgraduate research applications. Claiming that “the brain drain is already happening,” he asked about attracting and keeping talent now. BEIS have also updated the Horizon Europe information available online.
  • Also a parliamentary question on Horizon Europe: what steps his Department is taking to support researchers whose funding offers have been revoked due to delays in EU approval of UK participation in Horizon Europe. Answer:  the Government has already committed to support the first wave of successful UK applicants to Horizon Europe who are unable to sign grant agreements with the EU due to these delays… awardees [will] receive the full value of their funding…We encourage the UK sector to continue applying to Horizon Europe calls and to continue forming consortia.
  • Blog: The academic other in research management. There are many researchers in academia who aren’t on research contracts. Muriel Swijghuisen Reigersberg asks how we can be sure of hearing their voices. Excerpt: If academic and professional management roles are similar in responsibilities – and if increasingly many PhD-qualified staff are joining the ranks of research management due to an absence of employment opportunities within the academic disciplines – what is preventing us from exploring the creation of hybrid roles which make best-use of both a person’s academic skillset as well as their administrative acumen? I suggest it is perhaps our entrenched habit of othering either “those academics” or “university administrators”… Change is afoot, however. Recent UKRI consultations on equality, diversity and inclusion and research bureaucracy have explicitly extended an invitation to research management professionals to respond… I still think the sector is missing a trick. Due to our inclination to other we are under-utilising the skill sets that people have, stifling our ability to make the University sector a better place. As a hybrid or third-space Other, what “managerialism” has taught me is that people-development skills, succession planning and good administrative strategies can lead to research quality, enhanced (academic) staff wellbeing and employee satisfaction.

Parliamentary Questions:

The partnerships will develop plans to accelerate innovation-led growth in their city regions, building on local strengths and opportunities. They will receive dedicated support from the UK Government and will have access to a new £100m fund to support transformational R&D projects that grow R&D strengths, attract private investment, boost innovation diffusion, and maximise the combined economic impact of R&D institutions.

Catapults may be a part of Innovation Accelerators but are sector specific, designed to support innovation and de-risk the transition from research to commercial delivery for small, medium and large businesses. They achieve this through the provision of R&D infrastructure, specialist knowledge and expertise, partnership and collaboration building capabilities and business support.

Parliamentary News

In an effort to shore up Boris’ standing as PM, he has created a series of Conservative policy committees to give backbenchers more of a steer on policy decisions. Guido Fawkes published the chairs and vicechairs of the new MP-led Conservative policy committees. Here’s the list (Chair first, Vice Chair second):

  • Education: Miriam Cates. Miriam formerly taught science in Sheffield, she also continues to run a Finance and Technology business. She’s been an MP since 2019 and her election campaign was strongly supported, in person, by Boris. Her stated political interests are public transport, education, the NHS and communities.
  • DCMS: Philip Davies, Tom Hunt
  • Health & Social Care: Caroline Johnson, Chris Green
  • International Trade: Bob Blackman
  • Treasury: Anthony Browne, Aaron Bell
  • FCDO: Giles Watling, Mark Logan
  • Home Affairs: Tom Hunt
  • Justice: Gordon Henderson
  • BEIS: Andrea Leadsom, Jo Gideon
  • Transport: Chris Loder (MP for West Dorset), Simon Jupp
  • LUHC: Cherilyn MacKrory, Sally-Ann Hart
  • Defence: John Baron, Sarah Atherton
  • Union: Andrew Bowie, Robin Millar
  • DEFRA: Chris Grayling
  • Work & Pensions: Nigel Mills

Richard Harrington has been appointed as Minister for Refugees  with the position co-hosted by the Department for Levelling Up, Housing and Communities and the Home Office. Harrington will become a member of the House of Lords, having stepped down as Watford’s MP in 2019. During his time as an MP Harrington served as Parliamentary Under Secretary of State with responsibility for Syrian refugees.

Former Education Secretary Gavin Williamson CBE MP has received a knighthood.

Legislation – The Welsh government has released a written statement criticising the UK government for wanting to imminently move to the report stage of the Professional Qualifications Bill in the House of Commons. This would mean that the devolved governments would not be able to consider the amendments or provide consent to the legislation. (Wonkhe.)

Thoughts are turning to the Chancellor’s Spring Statement – Research Professional have a write up.

The Women and Equalities Committee ran a one-off session on Levelling Up and equalities which focused on protected characteristics within the context of the levelling up agenda and considered assessing gender identity and the ethnicity pay gap. Contact us for a summary of this session.

Admissions

Swiftly following the announcement in February that the government is no longer proceeding with plans to introduce post-qualifications admissions, UUK have published their fair admissions code of practice.  This comes with a request that all universities sign up to it.

The code sets out an overarching guiding principle – that admissions processes must protect and prioritise the interests of applicants, above the interests of the universities and colleges, including that they should support student choice and not create unnecessary pressure.

Behaviours that demonstrate this principle:

  • Above all, universities and colleges put the interests of applicants above their own. This includes an individual’s experience as an enquirer, applicant, and their student experience and ability to succeed should they be admitted to the university or college.
  • Universities and colleges ensure that applicants have all the information they need to make an informed decision about the best course of study for them, and ensure entry requirements mean that applicants who are admitted can succeed on the course.
  • Universities and colleges avoid applying undue pressure through their offer making practices or use of incentives. This means:
  • Universities and colleges do not make ‘conditional’ unconditional offers or offers with significantly lower entry requirements based on the type of choice applicants make (for example, for those who apply through UCAS, whether an offer is made ‘firm’ or ‘insurance’).
  • Universities and colleges only make use of unconditional offers when the applicant:
    • already holds the required grades or qualifications for the course
    • applies to a course where admissions decisions have been substantively informed by an interview, audition, or additional application procedures (such as the submission of a portfolio or skills test)
    • requires special consideration due to mitigating circumstances, such as illness or disability
    • is applying to a university or college where non-selective admissions to undergraduate programmes is a core part of the founding purpose of the university or college
  • Universities and colleges ensure that the use of incentives does not place undue pressure on the decisions that applicants make, or the timescales in which they should make them, meaning:
    • All incentives should be published clearly, consistently and accessibly, and communicated to applicants in a timely manner. This includes in relation to aspects of an offer communicated to applicants within or outside of UCAS that are tied to accommodation and other material and financial incentives.
    • Universities and colleges should review their use of incentives against the revised principles set out in this code of practice.
  • Universities and colleges do not use offer holder events or aspects of the admissions process that are used for assessment (such as interviews or auditions) to put undue pressure on applicant decision making.
  • Universities and colleges value and support the achievement of applicants on their existing studies and develop offer making practices that uphold this value.

There are then additional principles that applicants can expect.

Admissions processes that are transparent

Universities and colleges abiding by this code of practice should provide the information applicants need to make an informed choice (such as information about the admissions process, the entry requirements, and selection criteria) consistently, clearly and efficiently through appropriate mechanisms.

  • Universities and colleges use clear and simple language in admissions policy documents that is accessible to applicants and their advisers. Where possible, they use a common shared language (see the glossary for common examples) and the same language that is used in other guidance resources (such as the UCAS website).
  • Universities and colleges can clearly explain admissions processes (including how qualifications, prior experience, and additional assessment such as personal statements, interviews and auditions are taken into consideration) and why types of offers are appropriate (including the use of contextual offers).
  • As recommended in the Fair admissions review, universities and colleges aim to allow applicants to make use of historic, actual entry requirements to understand where past applicants may have been admitted holding lower grades. They can explain why students might have been admitted with lower entry requirements than advertised.
  • Universities and colleges make the application deadlines clear and ensure they are aligned with relevant sector dates. They do not use deadlines to put undue pressure on applicants. They are also transparent about other relevant deadlines, including for provision of supporting documentation, final certificates, and applying for accommodation.
  • Where possible, universities and colleges give useful feedback on request to unsuccessful applicants.

Admissions processes that enable universities and colleges to select students able to complete a course, as judged by their achievements and potential

  • Universities and colleges give applicants the information they need to make an informed decision about the best course for them including course content, the award given, costs, and the university’s terms and conditions (in line with consumer rights legislation). Marketing and recruitment materials give potential applicants a clear idea of what studying at that university or college will be like.
  • Admissions criteria do not include factors irrelevant to the assessment of merit.
  • Universities and colleges only make use of unconditional offers when the applicant:
  • already holds the required grades or qualifications for the course (this can include Scottish Qualification Authority Highers, where many applicants apply with grades suitable for entry)
  • applies to a course where admissions decisions have been substantively informed by an interview, audition, or additional application procedures (such as the submission of a portfolio or skills test)
  • requires special consideration due to mitigating circumstances, such as illness or disability
  • is applying to a university or college where non-selective admissions to undergraduate programmes is a core part of the founding purpose of the university or college

Admissions processes that use reliable, valid and explainable assessment methods

  • Where decisions are made differently to advertised criteria (such as where a university or college receives a higher than anticipated volume of applications), universities and colleges can explain to the applicant how and why such decisions were made.
  • Universities and colleges indicate ahead of time what other considerations they may take into account in the event of unforeseen circumstances.
  • Universities and colleges make use of the latest research and good practice relating to admissions and adjust their approach accordingly.
  • Universities and colleges monitor and evaluate the link between admissions and student outcomes, such as examining the link between types of offers and retention and attainment.
  • Interviews, auditions, or additional application procedures (such as a submission of a portfolio or skills test) are appropriate and necessary.

Admissions processes that minimise barriers for applicants and address inequalities

  • Universities and colleges ensure admissions processes do not disadvantage applicants and actively seek to address any access gaps related to protected characteristics. Admissions form part of broader institutional equality, diversity and inclusion strategies.
  • Universities and colleges use consistent communication methods, ideally using a single channel such as the UCAS Hub, and take an applicant’s access to resources into account.
  • Where contextual offers are used, they are used in situations where they minimise barriers to entry for applicants and address inequalities, while maintaining standards. Universities and colleges can clearly explain their use of contextual offers, including why contextual offers are made, what evidence is used, how context is taken into consideration, and the benefits of disclosing contextual information. – Universities and colleges aim to use a shared language to talk about contextual offers and make information regarding them clear and readily accessible. They should consider the publication of a shared sector-level statement on their websites as recommended in UUK’s Fair admissions review.
  • Data used to inform contextual admissions is used consistently and makes use of available data sources, as recommended in UUK’s Fair admissions review (such as free school meals status, index of multiple deprivation data, and care experienced status).
  • Universities and colleges monitor their progress against equalities targets and take steps to address any gaps.

Admissions processes that are professional and underpinned by appropriate institutional structure and processes

  • Universities and colleges uphold the highest standards of conduct to support the stability of the higher education sector.
  • Admissions processes are part of a whole institutional approach to providing a high-quality experience for students.
  • Admissions teams are sufficiently resourced and structured as to allow for an efficient and professional service.
  • Admissions processes form part of broader institutional strategies and commitments to ensure equality of opportunity through widening participation or access.
  • Universities and colleges consider how admissions processes and practices can be reviewed as part of wider organisational governance, including evaluating compliance against the principles and behaviours outlined in this code of practice.

Wonkhe have a blog: Conditional unconditionals.

Access and Participation

Universities working with Schools: A Wonkhe blog suggests that generalised support for boosting school attainment may be less effective than specialised partnerships focused on areas of particular need. Excerpt (referring to specialist maths schools):

  • …the central lesson is that these relationships can be effective where partners are supported to do the work they are best at. Equally, there is still more to be done in stimulating academic collaborations between teachers and university academics.
  • It is clear from the time we’ve spent working together that school and university partnerships can be impactful when they are carefully constructed. The university is not an expert in teaching A levels but we nevertheless play a central role in supporting the governance of the school, brokering relationships with partners, providing facilities, supporting widening participation work, and giving advice to the leadership team.
  • Equally, the work of the maths school provides the university with insight it could not otherwise attain. It brings the university closer to students who may apply here or elsewhere, it provides opportunity for sharing advice and practice on changing qualifications, and it exposes University of Liverpool staff to colleagues with different and complementary expertise.

Careers Advice: Wonkhe – The Sutton Trust has published a report highlighting inequality in access to information and guidance on careers and education for students from different socio-economic backgrounds. It also found a disparity between the amount of guidance given to students on academic routes and those on technical routes, with information on apprenticeships reaching just ten per cent of pupils. The report noted a significant difference between the perceptions of headteachers and classroom teachers on career provision with the latter expressing less optimism on the efficacy of career links within the classroom curriculum. FE Week and Tes have covered the report.

Social Mobility: The Social Mobility Foundation responded to the reports that the National Tutoring Programme (NTP) has dropped its 65% target for tuition to go to disadvantaged pupils. Sarah Atkinson, CEO of the Social Mobility Foundation, said:

  • It is deeply worrying that the government has dropped its pupil premium target in the flagship initiative to support education recovery.
  • Re-tendering the National Tutoring Programme (NTP) was an opportunity to overhaul the programme and close the widening attainment gap. This move does the exact opposite. Attempting to cover the NTP’s shortcomings by removing targets for the pupils who would benefit most from tuition is nothing short of shameful.
  • We are increasingly concerned that the government has lost interest in whether its interventions are succeeding.

There was also a social mobility parliamentary question this week: In the Government’s response to the Augar report what assessment they have made of the impact on their (1) social mobility policy, and (2) Levelling Up policy, of (a) the decision not to restore maintenance grants for university students, and (b) the extension of the tuition fee loan repayment period.

APPG University Access and Participation Meeting

The All Party Parliamentary University Group published the notes from its 22 February Access and Participation meeting. Queen Mary University was recognised for the levels of disadvantaged students recruited and its forthcoming Institute of Technology. Professor Colin Bailey, Queen Mary’s President and Principal, stated that it was not solely the responsibility of universities to raise school attainment and that they should play a role but not be held accountable. Queen Mary sponsors two multi-academy trusts and is therefore engaged with 113 schools in London and 60 schools outside of London in known cold spots to support white ‘working-class’ boys under-represented in HE access.

On contextual offers Professor Bailey stated that until the inequalities embedded in schools are addressed, they will continue to be an important part of the admissions process. Explaining how dropping the grade requirements by only 1 or 2 points supported students who come from schools performing below average, had spent time in the care system, were refugees, or had participated in an access scheme.

Professor Bailey was opposed to postcode and proxy measurements stating that free school meals data and other individual indicators are needed. He also said that the ‘bums on seats’ rhetoric often seen in the media was totally incorrect and there is nothing more demoralising for vice chancellors than seeing students fail to succeed.

James Turner, speaking on behalf of the Sutton Trust, agreed that overall universities have been good for social mobility, young people from poorer homes that go to university have much better outcomes than those who do not on average. He said that it was the newer universities that had done a lot of heavy lifting when it comes to social mobility. He felt that it was a critical time for fair access, with questions over whether outcomes from higher education represent good value for money. James reiterated familiar messaging that more needs to be done to widen fair access to the most selective universities as they were still the surest route into influential and highly selective careers. James highlighted inequalities in the opportunity to go to university focusing on attainment as the main reason for this. James was in favour of more radical contextual admissions to rectify this and felt it was something that could be done now and was in the gift of universities but that the complex and long term problem of the attainment gap in schools also had to be addressed. In conclusion he stated while it is right that universities are asked to engage with this agenda, there are limits on what is possible and how long it might take to see change.

James was also in favour of increasing the number of degree apprenticeships and that they should foster a similar culture of widening participation in their recruitment and outreach, to make sure they reach those who stand to benefit most. Finally he called on the APPG to make sure changes to access and participation activities were evidence based to avoid wasting energy and money, and letting down young people.

Susie Whigham, Interim CEO of the Brilliant Club, spoke in favour of collaboration between universities and schools. The minutes state [Susie] felt that universities had an amazing resource of undergraduates and PhD researchers that should be mass mobilised into attainment raising. In her experience, Susie said schools were looking forward to working more with universities but wanted genuine co-production which needed buy-in from senior leaders in both schools and universities.

Finally John Blake, Director of Access and Participation at the OfS, highlighted the conclusions of the review he conducted into access and participation plans (APPs), including:

  • The need to link access and participation together, to ensure disadvantaged young people got value from their degrees once they had got into university
  • The need to make APPs more accessible to students, parents and carers, clearly stating universities’ commitments and evaluation
  • Greater inclusion of degree apprenticeships and non-traditional modes of study in APPs
  • The disproportionate burden of the APP process on smaller providers.

He noted that since the pandemic the attainment gap is widening again.

He stated the OfS review of the quality regime would reframe the way providers think about quality and standards.

John set out his aspirations for access and participation:

  • a significant expansion in the evaluation of what works across the whole sector, seeing providers generate more high quality and more public evidence, with the help of TASO and the Office for Students’ own work on this.
  • greater alignment between the access and quality processes.
  • the significant role of school and university partnerships in raising attainment, and evolution (rather than revolution) of the APP system.

John stated this year’s monitoring round would be risk based and sector guidelines on variations to the access and participation plans to capture and expand the role of school engagement work and evaluative work will be provided.

John Blake also blogged for the OfS this week highlighting his passion for an evidence-led approach to Access and Participation.  The full blog is here.

  • That is what I mean by an ecosystem of evidence-based practice. Those at the frontline do not have to themselves be researchers but need to understand what evidence suggests is best practice and be willing to feed back on their own work. That feedback should go to researchers who are keen to identify and improve best practice, and write with an audience of practitioners in mind. Institutional leaders need to ensure that those involved in widening participation have the clout within the organisation to change direction where the research suggests it is needed, and build the partnerships inside the provider and out which allow the work to be done. Everyone must be open to the possibility that favoured interventions may prove not to be effective, and that activity perhaps previously seen as undesirable, may be more useful.

The OfS also published the fourth evaluation of the Uni Connect partnership programme. On its publication John states: It is clear from the review that partnerships are delivering a huge amount of useful and effective outreach and evaluating their activities. In some cases, activity has not resulted in the improvements we hoped – but that itself is useful in helping us identify future interventions.

And calls on universities to:

  • think more widely about how we build the ecosystem of evidence-based practice we need…we want to see more higher education providers developing and sharing high-quality evidence, and more practitioners plugged directly into useful and practical research to enhance their effectiveness. This will help ensure all those considering higher education get the best possible support, advice and intervention to achieve their aspirations.

Disabled Students’ Allowance (DSA): The Government has tendered to reform the DSA. On the notification NUS call for disabled students to have a strong voice within the changes.

NUS commented:

  • SLC have announced changes to how DSA needs assessments, assistive technology supply, and assistive technology training will be conducted for the next academic year…Over the pandemic it has become increasingly evident how important it is for changes to have Disabled people at their heart.
  • It is essential that during this tender, SLC and any other decision makers recognise the critical importance of including Disabled students and Disabled People’s Organisations (DPOs) in providing effective, meaningful, and sustainable support within HE. NUS UK and the UK’s Disabled community champion the ethos of “nothing about us, without us”. It is imperative these reforms echo our community’s needs for a DSA that supports our independence, upholds our freedom of choice, and crucially understands and addresses our intersectional experiences.
  • Quality provision is essential for Disabled student continuation and success. We are concerned by the news that a quality assurance framework will only be created after contracts have been awarded. Disabled people cannot have faith in a reform process that is conducted in the absence of an up-to-date quality assurance framework, especially given the last DSA quality assurance audits took place before December 2019. Disabled students have learnt from experience not to place our trust in a process that considers quality last.
  • From PIP to Universal Credit, Disabled people have already experienced many so-called “positive” reforms that prioritise cost reduction over quality. SLC must proactively take steps to rebuild trust with Disabled people and to build Disabled students’ confidence in a system that is supposed to be designed for our benefit. Any changes to DSA must be towards a bespoke service that enshrines students’ choices rather than quashing them.

Wonkhe have commentary on the DSA reforms:

  • Just 29 percent of students in England and Wales with a known disability received Disabled Students Allowance in 2019/20 – and those who have complained of bureaucracy, long delays, inconsistent quality of support and a lack of communication in getting the support, according to a new report from ex-paralympic swimmer Lord Chris Holmes.
  • Describing DSA as “a gem of a policy”, Holmes argues but too many potential recipients are unaware of its existence – and says a 30-page application and lengthy assessment process are daunting, and that the “administrative burden can act as a barrier to study rather than the support intended by the scheme”.
  • The SLC said there were a number of reasons why students may not apply for or be eligible for DSA and said reforms were already under way to improve and speed up the DSA application process. “It will remove key pain points in the customer journey, provide the student with a single point of contact and support throughout the process, and contractual control to ensure consistent quality of service.”

And a Wonkhe blog on the topic: A new report shows disabled students are being failed by the system that is supposed to fund their access. Jim Dickinson finds things getting worse rather than better.

HE financial sustainability and the OfS role as regulator

The National Audit Office (NAO) published Regulating the financial sustainability of higher education providers in England. It reviews the financial situation of the English HE sector along with the performance of OfS and the DfE. The NAO’s aim is to hold government to account and help improve public services through their audits. The report identifies a number of areas in which the OfS should improve.

  • The proportion of providers with an in-year deficit, even after adjusting for the impact of pension deficits, increased from 5% in 2015/16 to 32% in 2019/20.
  • Financial stress is not confined to one part of the sector. Higher education providers are a very diverse group, with different business models and financial performance reflecting wide variations in their numbers and type of students, size and sources of income and extent of research activity.
  • The number of providers of all types that appear to be facing short-term risks to their financial sustainability and viability is small but not insignificant.
  • Short-term financial risks are dominated by COVID-19, but medium- and long-term risks are systemic.

Recommendations:

DfE should:

  • review, improve and agree with the OfS the key performance measures and other indicators it uses to hold the OfS to account, to include measures of the impact of the regulatory regime, rather than measures outside the OfS’s control;
  • make clear what tolerance the government has for provider failure, and the circumstances under which it would or would not intervene; and
  • together with the OfS, assess how redistribution of student numbers between providers, as a result of higher A-level grades awarded in 2020 and 2021, has affected students’ experiences and providers’ finances, and draw on this to understand the likely consequences following release of A-level grades awarded in 2022

OfS should:

  • communicate more effectively with the sector to build trust in its approach as a regulator; improve providers’ understanding of its attitude to risk and how it defines risk-based, proportionate, regulation; and be more ready to share sector insights to improve efficiency and competitiveness in the sector;
  • set out how it will secure provider and stakeholder views of its work;
  • review, improve where necessary and then reauthorise student protection plans for all providers to ensure they remain adequate and can respond to new risks; and
  • prioritise finalising its key performance indicator on how it assesses the value for money students see in their education and set out how its work will reverse students’ declining satisfaction rates.

Gareth Davies, head of the NAO, said: While no higher education providers have failed under the regulation of the Office for Students, the number in deficit has risen significantly. Sector-wide issues that were causing financial stress before the impact of COVID-19 have not gone away and will continue to add pressure.

The sector’s financial sustainability can have a profound impact on the value for money of education for two million students every year. The Office for Students should improve how it communicates with individual providers to build trust in its approach. As it matures as a regulator, it should also be making better use of its insights to reduce risks that could lead to financial failure.

Nicola Dandridge, outgoing chief executive of the OfS, stated: Universities and other higher education providers are responsible for running their businesses, and the OfS has always been clear that it is not our role to bail out those that would otherwise fail. Where a provider is facing financial challenges, we will intervene to ensure that it takes action to enable students to continue their studies. The data and other intelligence we routinely collect ensures we stay alert to risks and challenges for individual providers and the sector as a whole.

 We are carefully reflecting on the NAO’s recommendations on where we could do more in our engagement with universities, colleges and other providers. So, for example, we are currently taking forward work to capture providers’ perspectives on a range of issues, including financial sustainability, and we will take the NAO’s views into account in that context.

Wonkhe have a blog on the report: Who paid the price for provider survival during the pandemic?

The Research Professional HE Playbook also offers a short insightful commentary  analysing the implications of the report (scroll down to mid-way).

PQs:

  • Student Loans: what plans the Government has to ensure that those who take maternity leave are not penalised with higher-than-average increases in lifetime student loan repayments.
  • A balanced response from the Apprenticeships Minister on the comparative assessment of the average salary of a person who has completed (a) an apprenticeship and (b) a university degree.

Other news

Careers: It’s National Careers Week. FE and HE Minister Donelan wrote to parents and student about education, training and work choices post-GCSE. While the text mentions HE and A levels alongside apprenticeships, Higher Technical Qualifications and T levels, the case studies are all on the technical or traineeships.

HEI gender imbalance: U-Multirank released their analysis of gender balance within HEIs. They find:

  • today there are strong gender imbalances among males and females in academic careers. While women in total count for half or more of bachelor’s (BA) and master’s (MA) students, their share is smaller among PhD students (48%), academic staff (44%) and professors (28%)… at institutions with a majority of graduates in STEM fields, women are underrepresented both at the student level and among academic staff… women are still a minority in most of the science and engineering subjects, both among students and academic staff, subjects like nursing, social work, education and psychology are still strongly dominated by women…
  • Among the subjects with the most balanced gender ratio are business studies, economics, political science, agriculture, history and – as the only science subject, chemistry.
  • Findings from the U-Multirank data show that women are particularly underrepresented in research intense universities. Only 23% of professors are women in institutions with high or very high percentages of expenditures on research – compared to 38% in institutions with a low share of research expenditures…

Loan repayments: With the cost of living rising the recent policy changes unfreezing the student loan repayment threshold may be more onerous than the Government initially intended. Two Wonkhe blogs tackle the subject:

The “cost of living” crisis means access to higher education could be about wealth again, says Zahir Irani.

A stealthy change in student loan terms will have huge impacts, finds Jim Dickinson.

FE crisis: The Association of Colleges have reported that the FE sector is experiencing its worst staffing crisis in 20 years and calls for a concerted national push to tackle the recruitment and retention problem before it worsens. The report casts doubt on the Government’s intent to use FE as a major vehicle in levelling up Britain. Learning support roles within FE are a major area of persistent vacancies. Also that the high level of vacancies is increasing the pressure on existing staff and having a significant impact on the amount FE is spending on agency fees to fill the gaps. The Association of Colleges call for comparable pay with the teaching profession highlighting that teachers are paid £9,000 more than college lecturers despite the lecturers specialist knowledge  and industry experience. Kevin Courtney, Joint General Secretary of the National Education Union, commented: The report puts the government on notice that skills, T Levels, and the ‘levelling up’ agenda will fail unless it quickly improves its attitude to college funding and urgently changes course. This is essential reading for Boris Johnson, Nadhim Zahawi and Michael Gove.”

NUS call for change: Students Unions have joined 796 signatories to demand that the education sector break their links with companies who uphold colonialism and imperialism. The open letter, which was also signed by Members of Parliament, student officers, and supporters from the wider public, called for universities and colleges to stop investing in and partnering with fossil fuel and arms companies. Instead, signatories demand that money should be reallocated to fund anti-racist initiatives. As well as investments, links between education institutions and colonial companies often include universities platforming companies during career fairs and tailoring courses and research to secure funding.

Health and Social care: Colleagues following the Commons Health and Social Care Committee can read the oral evidence presented for the Workforce: recruitment, training and retention in health and social care inquiry. The latest on the Health and Care Bill is here.

Place-based education and skills: The Lifelong Education Commission published a report exploring how a place-based approach to education and skills can transform lifelong learning. It draws on Doncaster’s local Talent and Innovation Ecosystem. Among the recommendations it makes for Government is:

  • Introduce a statutory right to retrain regardless of prior attainment, to support even more working adults in deprived areas to progress along the skills escalator.
  • Remove all restrictions on engaging in training for individuals receiving welfare benefits.
  • Consider both loan and maintenance support for the Lifelong Loan entitlement.
  • Enable the Lifelong Loan Entitlement to provide a single system that can bridge between modules, including micro credentials, at various levels, including post-graduate.
  • Enable a ‘big data’ approach to skills planning by allowing anonymised learner data to be freely accessed and analysed at the local level.
  • Introduce high-quality Career Development Hubs in priority areas for levelling up.
  • Introduce levy flexibilities and tax incentives in high-skilled ‘cold spots’ to address skill gaps in exportable growth sectors.

Extend the scope of the Education Investment Areas to look at wider outcomes for lifelong learning (levels 4-6) and the ‘cradle to career’ journey.

Graduate Outcomes: Wonkhe – 2022 will see HESA release its graduate outcomes data for the 2019-20 cohort as a new single package “Graduate Outcomes 2019/20: data and statistics”, according to a blog published on the site by Director of Data and Innovation Jonathan Waller. Providing an update on upcoming graduate outcomes survey data release, Waller also notes the data will no longer be referred to as “experimental”, and will continue to publish its assessment of the impact of the pandemic on graduate outcomes.

Government Social Media Spend: If you’ve ever wondered how much the DfE spend on social media advertising each year the answer is just under £2.5million! Across Facebook, Instagram, LinkedIn, Pinterest, Snapchat and Twitter and, more recently, YouTube. HE and FE Minister Michelle Donelan stated: Every year, the department runs a range of campaigns to support essential work, including recruiting and retaining teachers and social workers, increasing awareness of the full range of opportunities available for young people when they leave school and for adults looking to retrain or boost their skills. The department uses paid media channels to target audiences who will take up these opportunities or training.

Student satisfaction: Wonkhe blog – Curriculum flexibility is not associated with higher student satisfaction, find Talisha Schilder, Johan Adriaensen and Patrick Bijsmans.

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Medical Research Council – Better methods, better research

Funding opportunities, innovation, NHS

MRC are opening up a £2,000,000 fund on 6th May for improving the methods used by others in biomedical and health research.

Deadline: 15th June 2022

The full economic cost of your project can be up to £625,000. MRC and NIHR will fund 80% of the full economic cost.

This is an ongoing scheme. Application rounds open twice per year, closing in June and November

More details on the funding opportunity here.

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 7th February 2022

Industry collaboration, innovation, international, Knowledge Exchange, Student Engagement

Parliamentary news

Michelle Donelan responded to oral questions within the chamber this week. They covered low-quality university courses (including in relation to disadvantaged access) and non-disclosure agreements. Research Professional (RP) has an interesting write up on low quality courses in the playbook. They note how few (41) courses don’t meet the quality threshold and that Russell Group institutions are among those courses. With so few courses of concern the Government’s campaign to prevent this low quality seems more bark than bite. In fact, RP note:

  • Given how many degree courses are on offer across the country —50,000…only 41 in England dip below both a 75% completion rate and a 60% progression rate. More would be captured with a progression metric of 80%, but not so many as to make you think there was a problem that required the full regulatory machinery of the OfS and the political muscle of ministers at the Department for Education.
  • It is hard to imagine that the near 50% non-repayment rate of the student loan book is the result of poor student outcomes on those 41 degree courses. It is also hard to imagine that the OfS will ever have to make a regulatory intervention at the universities where they are taught.
  • …the most likely fate for degree courses that fail to live up to OfS-mandated thresholds is that they will simply be pulled. No university management team worth its salt would allow one or two courses to threaten institutional reputation or access to the student loan book…The most likely result of outcome thresholds will therefore be departmental closures and staff redundancies.

Parliamentary question: Student outcomes approach

Next Donelan tacked HE freedom of speech including a mention on the balance between respect for religious values and freedom of speech. Free speech was also touched upon during the Topical Questions when Jonathan Gullis (Conservative) lamented that the ‘wokerati’ complained and tried to silence a professor’s comments. There is also a freedom of speech parliamentary question.

During the topical questions John Penrose (Conservative) called on Alex Burghart (Education Under-Secretary) to: discuss the universal accreditation scheme proposed in my recently published “Poverty Trapped” paper…It would mean that universities and colleges could give credit for knowledge and skills gained not just in formal education but in work or informal settings, to make it easier, cheaper and faster to switch careers and to level up opportunities so that everyone has a better chance to succeed Burghart responded that FE providers can use discretion, there was no mention of HE.

On Wonkhe: Nadhim Zahawi wants school leavers to get detailed data on in-person teaching, rather than “vague intentions”. Jim Dickinson interprets the signals.

Growth Business Council: Wonkhe – The Prime Minister has launched a new business council to support the government’s Plan for Growth. The Secretary of State for Education will have a standing position on the council to focus on the skills element of the plan, alongside the business and trade secretaries.

Levelling Up

Last week’s big, and long anticipated policy announcement, the levelling up white paper, got a bit lost in the politics of the moment and the big geopolitocal stories.  Has the extra time taken the reason it is so big?  Or, as less kind commentators have said, is it so big to disguise the thinness of the policy initiative?. More than a third of the 300 pages is data analysis, and even in the policy sections there’s a lot of waffle and reviewing of previous initiatives to justify the new approach – 12 big “missions for 2030”.  A lot of the policy stuff is in the “things we are already doing or have announced before” box.  We appreciated the jaunty red, white and blue colour scheme, too.

We are promised more detail on implementation.

I’m using page numbers from the web version below not the printed page numbers.  There’s really very little in here for Dorset – apart from being an Educational Investment Area.  There’s a summary of what they are already doing in the South West from page 314, including the investment from the Towns Fund in regenerating Boscombe.

What is it all about – you have to look at page 120 for the logic.

You can read the “12 missions” at the end of the web page.  They include on reading, writing and maths at primary school and this on skills:

  • By 2030, the number of people successfully completing high-quality skills training will have significantly increased in every area of the UK. In England, this will lead to 200,000 more people successfully completing high-quality skills training annually, driven by 80,000 more people completing courses in the lowest skilled areas.

And this on R&D funding:

  • By 2030, domestic public investment in Research & Development outside the Greater South East will increase by at least 40% and at least one third over the Spending Review period, with that additional government funding seeking to leverage at least twice as much private sector investment over the long term to stimulate innovation and productivity growth
  • The White Paper also announces 3 new Innovation Accelerators, major place-based centres of innovation, centred on Greater Manchester, the West Midlands, and Glasgow-City Region. These clusters of innovation will see local businesses and researchers in these areas backed by £100 million of new government funding 

And on devolution:

We will invite the first 9 areas to agree new county deals and seek to agree further MCA deals, extending devolution across England. 

  • The first 9 areas invited to begin negotiations will be Cornwall, Derbyshire & Derby, Devon, Plymouth and Torbay, Durham, Hull & East Yorkshire, Leicestershire, Norfolk, Nottinghamshire & Nottingham, and Suffolk.
  • The White Paper announces negotiations for a new Mayoral Combined Authority deal for York and North Yorkshire and expanded Mayoral Combined Authority deal for the North East, as well as negotiations for ‘trailblazer’ devolution deals with the West Midlands and Greater Manchester to extend their powers – with these deals acting as blueprints for other Mayoral Combined Authorities to follow.
  • By 2030, every part of England that wishes to have a ‘London-style’ devolution deal will have one.

Looking at the main report, there’s an interesting productivity chart on page 38, the earnings one is on page 40 and the skills distribution is on page 42 and some health charts follow.

The paper uses all this data to conclude where is most left behind. On page 72 it identifies “20 locations in the UK identified as potential priorities for investment and for harnessing existing economic assets for levelling up.”  The Solent area is one of these, along with the area around Exeter, what they call “Cyber Valley”, which is around Cheltenham (GCHQ) and what they call “Western Gateway” – Bristol-Swansea. There are more areas identified for employment and skills linked to net zero on page 86 – again Solent for “Green Finance” and Exeter for onshore wind.

Dorset is highlighted on page 89 as an area with a high proportion of jobs at risk from automation.  There’s a skills map on p93.  Our area is in the middle.

The “so what” starts on page 137, but there are pages and pages of the history of previous policy initiatives and explaining why “missions” are the way to go. It highlights the complexity of funding arrangements (you don’t say – see the chart on page 159).

The proposed devolution deals are on page 166 (not our area or close to it).

You get to the “policy programme” on page 191.  On R&D:

  • “... the UK Government will need to support the growth of R&D hotspots across the UK, including through fostering greater collaboration between national funders, local leadership, the private sector and high-quality research institutions. It also requires a greater focus on innovation alongside research, which will be supported by the 36% real-terms increase for Innovate UK annual core funding between 2021-22 and 2024-25, amounting to a cash total of at least £2.5bn over the SR21 period. While some information is already collected and published, there are currently significant evidence gaps that prevent policy makers from tracking and measuring where public R&D funding is spent. The UK Government will ask the Office for National Statistics (ONS) and the UK Government Ofce for Science to work with all departments to collect and publish subnational data on their R&D spending“

On education, it is nearly all about schools.  This bit on page 222: “The UK Government will drive further school improvement in England through new Education Investment Areas (EIAs). These will cover the third of local authorities in England where educational attainment is currently weakest, plus any additional local authorities that contain either an existing Opportunity Area (OA) or were previously identified as having the highest potential for rapid improvement.” Dorset is one of these Education Investment Areas.

  • “To ensure access to high-quality academic education, including post-16, DfE is opening eleven new specialist 16-19 maths schools, with a commitment to one in each region of England. DfE has opened three so far – King’s College London, Exeter and Liverpool. It will open a further eight in Cambridge, Durham, Imperial College London, Lancaster, Leeds and Surrey, as well as a further two in the East of England and West Midlands. Going further, the UK Government will ensure that talented children from disadvantaged backgrounds have access to a college, school sixth form or 16-19 academy, with a track record of progress on to leading universities, such as Harris Westminster Sixth Form and Sir Isaac Newton Sixth Form Free School in Norwich. To drive this commitment, DfE will open new 16-19 free schools targeted at areas where they are most needed. The selection process for these schools will prioritise bids located in EIAs, in particular those areas that will benefit from additional support.“

Skills come from page 225.  Local Skills Improvement Plans are highlighted (the DfE is piloting these).  Not much new in this area, existing work on apprenticeships and higher technical education.

  • The UK Government has also announced nine new Institutes of Technology (IoT) across England, building on the 12 already established since 2019 and taking the total to 21 – exceeding the UK Government’s manifesto commitment to 20. IoTs are collaborations between colleges, universities and employers, specialising in delivering higher technical education in areas across England. As IoTs are employer-led, they can react quickly to the current and evolving technical skills needs of an area. The lead organisations for the nine new IoTs and the wider areas they will cover are: a. Blackpool and The Fylde College (Lancashire LEP area); b. Cheshire College South and West (Cheshire and Warrington LEP area); c. Chichester College Group (Coast to Capital LEP area); d. DN Colleges Group (Sheffield City Region LEP area); e. Newcastle and Stafford Colleges Group (Stoke on Trent & Staffordshire LEP area); f. Solent University (Solent LEP area); g. South Essex College (South East LEP area); h. University of Derby (D2N2 and Leicestershire LEP areas); and i. University of Salford (Greater Manchester LEP area)

Universities finally get a mention on page 229

  • The UK Government will continue to work with the OfS to reform barriers for entry to the English HE sector, so that new high quality HE providers can open across England, joining the 400+ providers already on the register, to increase access to HE particularly in towns and cities without access to this provision.
  • The HE sector has a key role to play in levelling up areas by improving access to opportunity, in addition to supporting regional economies, so that every young person and adult, regardless of their background or geographic location, can get the high level professional qualifications needed to secure rewarding, well-paid jobs benefiting their families and communities. Changes are being made to the role the HE sector plays in levelling up opportunities for pupils from disadvantaged backgrounds. The UK Government has committed to ensuring that HE providers work closely with schools and colleges to raise educational standards and support students from disadvantaged backgrounds in their communities, through refocusing universities’ Access and Participation Plans. The OfS will require all English universities to refocus their Access and Participation Plans on true social mobility, making getting on at university as important as getting in, and emphasising activities which have a direct impact on student attainment. Activities could include tutoring, running summer schools or helping schools and colleges with curriculum development. These changes will help to raise the quality of local education and training providers.
  • From 2025, DfE will transform the student finance system, which helps fund study in level 4 to 6 courses. This will help deliver greater parity between FE and HE, and bring colleges and universities closer together. As part of the Lifetime Skills Guarantee, a flexible Lifelong Loan Entitlement will provide individuals in England with a loan entitlement equivalent to four years’ worth of fees for post-18 education. It will be available for both individual modules and full years of study at higher technical and degree levels, regardless of whether they are provided in colleges or universities.
  • The Skills and Post-16 Education Bill is laying the groundwork to put loans for approved modular courses on a solid statutory footing. 

David Kernohan summarises the relevant bits for universities on Wonkhe.

Wonkhe have an article from James Coe on intergenerational levelling up.

Dods summarise the education parts nicely for us:

 The following are new announcements and plans featured in today’s Levelling Up White Paper:

  • A new online UK National Academy: the new digital education service will support pupils from all backgrounds and provide free, online support for schools’ work, allowing students to acquire additional advanced knowledge and skills.
  • 55 new Education Investment Areas (EIAs) in places where educational attainment is currently weakest:
  • These will cover the third of local authorities in England where educational attainment is currently weakest, plus any additional local authorities that contain either an existing Opportunity Area (OA) or were previously identified as having the highest potential for rapid improvement
  • DfE will launch a consultation on moving schools in these areas with successive “Requires Improvement” Ofsted judgements into strong multi-academy trusts, so that they can better access the support they need to improve
  • DfE will support strong trusts to expand into these areas and offer retention payments to help schools with supply challenges to retain the best teachers in high-priority subjects
  • DfE is opening eleven new specialist 16-19 maths schools, with a commitment to one in each region of England
  • DfE will open new 16-19 free schools targeted at areas where they are most needed (which have been termed ‘elite sixth forms’) to “ensure that talented children from disadvantaged backgrounds have access to a post-16 provider with a track record of progress on to leading universities” – the selection process for these schools will prioritise bids located in EIAs
  • From April 2022, the Free Courses for Jobs programme(where all adults in England who do not have a level 3 qualification are able to take one for free) will be expanded on a trial basis to enable any adult with a level 3 qualification or higher who earns below the National Living Wage or who is unemployed to access a further high-value level 3 qualification for free, regardless of their prior qualifications – MCAs and the GLA will have the flexibility to determine the low wage thresholds in their local areas
  • DfE will set up a new Unit for Future Skills which will work with BEIS and DWP to bring together the skills data and information held across government:
  • The Unit will produce information on local skills demand, future skills needs of business, the skills available in an area and the pathways between training and good jobs
  • This will be a multi-year project, but the Unit will aim to improve the quality of data available within and outside UK Government in the short-term to strengthen the quality of local plans and provision, and their alignment with labour market need, as well as enable the updating of apprenticeship standards, qualifications and accountability measures
  • Its work will also feed into DfE’s commitment to provide a single-source of labour market information to learners to improve their choice of training courses and careers
  • Successful Institutes of Technology will be able to receive Royal Charter status in order to secure their “long-term position as anchor institutions within their region and placing them on the same level as our world-leading historic universities” – DfE will set out the criteria and application process for Royal Charter status this spring.
  • Government will target £100m of investment in three new Innovation Accelerators, private-public-academic partnerships which will aim to replicate the Stanford-Silicon Valley and MIT-Greater Boston models of clustering research excellence
  • These pilots will be centred on Greater Manchester, the West Midlands and Glasgow City-Region
  • A new devolution framework, providing different powers and functions depending on the level, which could include:
  • Devolution of Adult Education functions and the core Adult Education Budget
  • Providing input into Local Skills Improvement Plans
  • Role in designing and delivering future contracted employment programmes

And also from Dods a list of the things featured, but already previously been announced in either Budget, SR21 or other policy documents/press releases:

  • Nine new Institutes of Technology with strong employer links will be established in England, helping to boost higher technical skills in STEM subjects (this was announced in the 2021 Spending Review)
  • Local Skills Improvement Plans, together with supporting funding, will be set up across England to set out the key changes needed in a place to make technical skills training more responsive to skills needs. (already announced, centrepiece of the Skills Bill)
  • The £1.5bn Further Education Capital Transformation Programme will upgrade and transforming college estates across England (this was announced in the 2021 Spending Review)
  • Nine new Institutes of Technology across England, building on the 12 already established and taking the total up to 21. (already announced in Spending Review 2021)
  • The forthcoming Schools White Paper will focus on improving literacy and numeracy for those furthest behind. It will set out a clear vision for a system in which schools are in strong MATs that are able to drive improvement for all their pupils. DfE will take a place-focused approach, working with local partners to build strong trusts and investing in diocesan trusts to ensure every type of school can benefit (previously announced)
  • Government will invest £300m to build the network of Family Hubs and transform Start for Life services for parents and babies, carers and children in half of local authorities in England, and a further £200m to expand the Supporting Families programme in England (already announced in 2021 Spending Review)
  • Government intends to reform funding and accountability for further education(already announced in Skills for Jobs White Paper)
  • Aim to quadruple the number of places in England on Skills Bootcamps(previously announced in 2021 Spending Review)
  • Encouraging work-based training through apprenticeships in England, increasing funding to £2.7bn by 24/25 (announced in Spending Review):
  • Includes an enhanced recruitment service for SMEs, which are more likely to employ younger apprentices and those living in disadvantaged areas
  • Making it easier for large employers to transfer their Apprenticeship Levy to SMEs to further support apprenticeships in disadvantaged areas
  • Also rolling out higher technical qualifications (HTQs), which are new and existing level 4 and 5 qualifications that have been assessed against employer-led standards
  • Government will bring greater alignment to the delivery of employment and skills interventions in new Pathfinder areas(already announced):
  • Brings together local delivery partners from DWP and DfE, including Jobcentre Plus, careers services, local employers, education and training providers, and local government to respond to intelligence about local employers’ skills needs, supporting people into work and identifying progression opportunities for people in part-time work
  • These employment and skills Pathfinders will help individuals and employers take advantage of the extensive range of skills provision on offer
  • Part of the launch of the £2.6bn UK Shared Prosperity Fund (UKSPF), adults across the whole of the UK will benefit from the Multiply numeracy programme, offering national and local support for people to gain or improve their numeracy skills, worth £559m over the SR21 period (previously announced in 2021 Spending Review)
  • From 2025, DfE will introduce a flexible Lifelong Loan Entitlement, providing individuals in England with a loan entitlement equivalent to four years’ worth of fees for post-18 education, available for both individual modules and full years of study at higher technical and degree levels (already announced)
  • The Government’s forthcoming Food Strategy White Paper will take forward recommendations from Henry Dimbleby’s independent review towards a National Food Strategy to help ensure that everyone can access, understand, and enjoy the benefits of a healthy and sustainable diet
  • In line with Dimbleby’s recommendations, a joint project will be launched between DfE and the Food Standards Agency to design and test a new approach for local authorities in assuring and supporting compliance with school food standards
  • The project will engage with multiple local authorities in March, with pilots expected to go live in September
  • Adopting Dimbleby’s recommendations around eating and learning, the UK Government will invest up to £5m to launch a school cooking revolution, including the development of brand new content for the curriculum and providing bursaries for teacher training and leadership
  • To support this, the UK Government will invest up to £200,000 to pilot new training for school governors and academy trusts on a whole school approach to food
  • Through these interventions, the Government will aim for every child leaving secondary school to know at least six basic recipes that will support healthy living into adulthood.

Dr Joe Marshall, Chief Executive of NCUB said:

  • “It’s positive that the Levelling Up White Paper recognises that research and innovation is central to the UK’s long term economic, social and environmental wellbeing. Together, universities and businesses across the country are delivering world class innovations and contributing to their local communities and regional economies. We applaud the Government for recognising the central role and important role that research and innovation plays in our future growth, right across the UK.
  • “Today’s White Paper recognises that our research base will be a key building block to drive real change across the UK. NCUB has long called on the Government to establish a network of ‘Innovation Collaboration Zones’ across the UK to help the country level up. The announcement of these three new Innovation Accelerators is therefore particularly welcome. However, the devil will however be in the detail especially around their selection, the expected impact and benefit but also where future ones will be located. What is clear is that the research and innovation that our universities and businesses deliver, is vital to building stronger places and is central to driving growth and opportunity.”

Research

ARIA – Advanced Research and Invention Agency

The ARIA Bill continues within the ‘ping pong’ stage whilst the Commons and Lords agree the final amendments (tweaking) of the Bill. Here’s a summary of the latest changes and those that have been rejected.

Dr Peter Highnam has been appointed as the first CEO of the Advanced Research and Invention Agency (ARIA). He will lead the formation of the agency and direct its initial funding of high-risk research programmes taking up the post on 3 May 2022 for a 5-year period. Peter will move across from his role as the Deputy Director of America’s DARPA research agency. Previously he has held positions as the Director of Research at National Geospatial-Intelligence Agency, as Director of the Intelligence Advanced Research Projects Activity, and he worked at the US Department for Health and Human Services from 2003 to 2009, serving as senior advisor in the National Institute of Health. Peter was born in the UK and studied at Manchester, Bristol and Carnegie Mellon Universities.

The written ministerial statement presented by Kwasi Kwarteng announcing Peter’s appointment is here.

Wonkhe blog: Canadian HE expert Alex Usher shows that when it comes to student loan repayments and moonshot research, other political choices are available.

Horizon Europe: Wonkhe – The House of Lords European Affairs Committee heard evidence on the UK’s association with Horizon Europe. Peter Mason, head of international engagement at Universities UK International, and Robin Grimes, foreign secretary at the Royal Society, advocated for the economic and cultural benefits of the Horizon programme, and its importance to the UK research community. The committee also heard evidence from the Secretary General of the League of European Research Universities Kurt Deketelaere, who noted the positives of collaboration between EU and UK institutions. You can watch the full session on Parliament TV.

REF: Blog – Ahead of the deadline for feedback on the REF2021 process, Phil Ashworth makes the case for radical simplicity in research assessment.

Parliamentary Questions

Access & Participation

EIAs: Wonkhe – The Department for Education has released its methodology for selecting education investment areas, which will be based on pupil outcomes at key stages two and four at local authority level.

Blogs:

Parliamentary Questions

Other news

UK Digital Economy: The Office for National Statistics have published statistics on research into frameworks for defining the digital economy (composition, size, and characteristics).

Student Finance: Provision has been made through a parliamentary statutory instrument to include a new eligibility category for persons who have been granted leave under the Afghan Citizens Resettlement Scheme and to clarify existing provisions on the Secretary of State’s right to recover overpayments of fee loans from academic authorities. Details here.

HE staff: HESA released their HE staff statistics for 2020/21. Research Professional highlight key points. Wonkhe state: New HESA data shows little movement in the numbers and diversity of academic staff in universities…The number of staff on teaching contracts has not increased in line with student numbers, going from around 100,000 full-time staff with some teaching responsibility in 2019-20 to a little over 106,000 in 2020-21. Overall, women make up 47 per cent of academic staff but just 42 per cent of those on full-time contracts – but 56 per cent of those on part-time ones, and 54 per cent of staff on zero hours contracts. We don’t yet have the full breakdown of staff ethnicity but the number of black professors of the nearly 18,000 professors in the UK remains at just 160.And they have a blog: David Kernohan takes a look at the HESA staff data and comes to the conclusion that workforce expansion is inevitable in the near future.

Technical: Wonkhe – The final report of the Research England funded TALENT Commission on the higher education technical workforce argues that there is a lack of national strategic insight into technical capability and future technical skills needs in UK higher education. Drawing on data analysis, stakeholder insight and research with technical staff, the commission sets out a vision for greater recognition and support for technical staff, roles, skills, and career development. Recommendations include investment in a pipeline of technical talent, facilitation of movement between technical and academic roles, targeted action on specific diversity challenges, expansion of entry routes to technical careers, inclusion of technical experts in recruitment, and new partnerships between employers and training to identify future skills needed to deploy emerging technologies.

Young employment: Wonkhe – A new report from the Resolution Foundation, Leaving lockdown, highlights the experience of young people seeking employment – including full time and part time higher education students – during the pandemic.

Community contributions: Wonkhe – NCUB has published ten case studies from across the UK of examples of universities contributing to their local economies.

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HEIF February 2022 Open Call – Closing Friday 11 Feb

Funding opportunities, HEIF, innovation, Knowledge Exchange

HEIF funding now available for Innovative Knowledge Exchange (KE) projects  

Research England provide universities with funding for knowledge exchange (Higher Education Innovation Fund (HEIF)) to enable them to support and develop a broad range of knowledge-based interactions between themselves and the wider world, which result in economic and social benefit to the UK. 

A proportion of BU’s HEIF grant is allocated through an open call for projects lasting up to 24 months in duration. Progress is reviewed on a quality basis and assessed in terms of future viability on an annual basis.  

The primary purpose of the funding is to support a small number of projects: these can be, for example, significant projects that are underway and require a further injection of funds, or for projects with ambition that require a good kick-start or launchpad. 

Please be aware that a significant proportion of the funds awarded must be spent by 31 July 2022. 

Key details

Amount: We anticipate making funding awards of max. £40k per project.

Time frame: Projects should span a maximum of 24 months.

Application closing date: 5pm, Friday 11 February 2022.

Guidance 

Proposals are sought which make a substantive contribution to further Bournemouth University’s Knowledge Exchange strategy and as such, it is anticipated that only a small number of projects will be awarded.  Please be mindful of the specific nature of this call in meeting the following criteria:  

  • Projects should be linked to the BU HEIF strategy
  • Projects must demonstrate how research impact will be accelerated and maximised.
  • Enhance external collaborative engagements with industry partners to further the development of innovative projects
  • Encourage future funding bids (such as from Innovate UK) with external partners

Eligibility

The HEIF February 2022 Open Call particularly encourages Early to Mid-career researchers (ECRs/MCRs) across Bournemouth University, including those who are already working with industry partners and those who would like to build up new networks. 

Further, due to the nature of this fund, we particularly welcome applications: 

  • from ECRs/MCRs 
  • aligned to at least one BU SIA 
  • that demonstrate research interdisciplinarity 
  • that have industry relevance and or application  

Process

Applications will be reviewed by the HEIF Funding Panel with recommendations submitted to the Research Performance and Management Committee (RPMC). Once a decision has been made, this will be communicated to applicants.

Wen Tang, HEIF Panel Chair will be hosting a Q&A drop-in session from 1-2pm on Tuesday 8 February via the following MS Team meeting link 

To apply

Please read the guidance and complete the Application Form. Please read the IP checklist and provide a completed Workplan & Budget from with your application form.

Completed documents are to be submitted to heif@bournemouth.ac.uk by 5pm on Friday 11 February 2022.

BU’s Funding Panels and Research Principles

The following funding panels operate to prioritise applications for funding and make recommendations to the Research Performance and Management Committee (RPMC).

There are eight funding panels:

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

These panels align with the BU2025 focus on research, including BU’s Research Principles

The following BU2025 Principles are most relevant to the HEIF Panel:

  • Principle 1 – which recognises the need to develop teams
  • Principle 5 – which sets of the context for such funding panels

If you have any questions please email heif@bournemouth.ac.uk

HE policy update for the w/e 28th January 2022

innovation, international, NHS

The big news this weekend was the quiet announcement of at least part of the government’s response to the Augar review – a freeze on the inflation linked threshold increase for student loan repayments.

Student loan repayments

The statement that generated a fair amount of weekend press coverage is here.  It looks like a very technical announcement but this is at least part of the long awaited response to the Augar report – fiddling with repayment arrangements to reduce the overall cost of HE to the government.  They have not (yet) done the other things that were rumoured, like change (reduce) the interest rate or extend the repayment period but of course none of that has been ruled out.

  • I intend to bring forward regulations that will keep the repayment threshold for Plan 2 student loans [post 2012 loans] – the income level above which post-2012 student loan borrowers are required to make repayments – at its current level for the financial year 2022-23. The threshold will be maintained at its financial year 2021-22 level of £27,295 per year, £2,274 a month, or £524 a week.
  • The post-study interest rate thresholds that apply to Plan 2 loans will also be kept at their current levels in accord. For financial year 2022-23, the lower interest rate threshold will remain at £27,295 – to align with the repayment threshold – and the upper interest rate threshold will remain at £49,130.
  • I can also confirm today that the repayment threshold for postgraduate student loans will remain at its current level of £21,000 per year, £1,750 a month or £404 a week for financial year 2022-23.

As Jim Dickinson points out for Wonkhe, in an article which is worth reading:

  • The announcement officially marks a first formal break in policy on loans since Theresa May’s “British Dream” – in the speech where she launched the Augar review, she also raised the repayment threshold to £25,000 and announced it would be annually uprated by earnings, “putting money back into the pockets of graduates with high levels of debt”.
  • As such, the Institute for Fiscal Studies (IFS) saysthat the announcement effectively constitutes a tax rise by stealth on graduates with middling earnings.

Ah, the days when the government was worried about having lost the student vote.

Student Loan Rate: Wonkhe tell us that the Telegraph has an explainer on student loans and repayments as the loan interest rate hits 4.4 per cent.

PQs:

Parliamentary News

Antisemitism on campus remains a key focus for Education Secretary, Nadhim Zahawi. This week he hosted a closed door antisemitism summit with this news story setting the scene. Wonkhe have a short piece on the topic and there is a Government news story.

Michelle Donelan blogged for Conservative Home: Our new plan to crack down on low-quality higher education. The blog sweeps through the intent behind the regulatory changes we explained in last week’s policy update and then continues to trot through a reiteration of previously trailed Government intent for several policies related to HE.

Michelle Donelan also launched a campaign for every university to sign a pledge to end the use of non-disclosure agreements (NDAs) when handling complaints of sexual misconduct, bullying and harassment. Speaking about the “#CantBuyMySilence” campaign, supported by former equalities minister Maria Miller, she told BBC Woman’s Hour: This is a moral contract and I don’t think any vice-chancellor is going to look me in the eyes and not do this. Taking to Twitter she added: Victims of sexual harassment in universities should no longer be silenced by NDAs. I’m committed to stamping out sexual harassment on our campuses. That’s why I’m campaigning for every university to sign the pledge to end the use of NDAs in these circumstances. The DfE also issued the press release: Ministers and campaigners back new pledge to end the use of Non-Disclosure Agreements within universities to silence complainants in sexual harassment cases.

PQ: NDAs in schools

Finally the DfS is considering restructuring their staff and activities.

Research

Quick News

  • The Association of the British Pharmaceutical Industry reporteda lack of digital skills among those currently working in the life sciences sector, they intend to work with HE institutions and industry placements to increase the needed digital skills.
  • Science, Research and Innovation Minister George Freeman has made an announcement on the future uses and considerations of genomic science. And the Government Office for Science has published a report on genomics beyond healthcare
  • The reproducibility and research integrity inquiry continues (see here), the last session centred around AI.
  • Former universities minister (and current chair of the University APPG), Chris Skidmore, has been appointed as a member of the UK delegation to the new UK-EU Parliament Partnership Assembly. Skidmore has saidhe aims to highlight the need for continued partnership and collaboration in R&D, higher education and approaches to tackling climate change.
  • UK’s future exhaustion of intellectual property rights regime – consultation outcome inconclusive

Blogs:

Parliamentary Questions

Student Statistics

HESA published their HE Student Statistics for 2020/21, their summary here. It is interesting data because 2020/21 was the first full academic year within the Covid pandemic bringing nuance to the statistics. Wonkhe have a chew through the data here and highlight the key points as:  HESA puts an 8% increase in student numbers down to a combination of demographics, pre-existing trends; more students meeting offers due to centre assessed grades, and a 16 per cent increase in students deciding to progress to postgraduate study. There’s been a dramatic drop in the number of students studying abroad for part of the year, and following a drop in qualifications awarded in all categories in 2019–20, there has been an increase everywhere except postgraduate research for 2020–21.

The ONS also published the experimental statistics from the Student Experiences Insights Survey which surveyed final year HE undergraduate students on their behaviours, plans, opinions and well-being within the influence of Covid. Main points are here.

Complaints: Wonkhe – The Office of the Independent Adjudicator (OIA) has published its Operating Report for 2021, which saw record numbers of complaints and a six per cent increase on the 2020 numbers. OIA was successful in settling 15 per cent of cases. The Operating Plan for 2022 has also been released which focuses on four key areas; reviewing student complaints, sharing learning, effective working with others, and continued organisational development. Operating Plan here.

Admissions

UCAS End of Cycle provider level data (2021 cycle) was released. UCAS set out the top analysis points here. They include

  • 606,645 people of all ages applied to HE in 2021 (+5% on 2020), with 492,005 accepted (+1%).
  • 81% of students gained a place in their first choice university or college (up from 76%).
  • Overall, 38.3% of UK 18 year olds gained a placed in 2021 (up from 37% in 2020 and 34.1% in 2019).
  • 9% of students eligible for FSM entered higher education – a record high. 2021 also saw a record proportion of students from the most disadvantaged areas enter university or college.
  • The number of applicants achieving the top A level grades almost doubled compared to 2020 (19,595 from 12,735) and nearly quadrupled from pre-pandemic levels (5,655 in 2019). As a likely result, 103,010 UK young people were accepted at higher tariff providers, up 11% from 92,650 in 2020.
  • UCAS’ Career Finder apprenticeship searches jumped 50% in a year to 1.5 million, with half of UCAS pre-applicants telling us they are interested in learning about apprenticeships as well as traditional undergraduate degrees.
  • UCAS state the UK remains globally attractive UCAS, with their recent ‘Where Next: the experience of international students connecting to UK higher education’ report indicating that nearly 9 out of 10 students find the UK a positive place to study. (Other key points from the report here.)
  • Internationally, a total of 142,925 people of all ages applied (-5% on 2020), with 70,005 accepted (+1%). 111,255 people applied from outside the EU (+12%) with 54,030 accepted (+2%); while 31,670 people from within the EU applied (-40%) with 16,025 were accepted (-50%).
  • Unconditional offer-making fell from a high of 15.7% of all offers made in 2020 to 3.3% in 2021, with ‘conditional unconditional offers’ all but eliminated within this cycle.

Wonkhe have a quick data run through with their usual charts and short explanations style highlighting some of the key points and nuanced anomalies.

Clare Marchant, Chief Executive at UCAS, said:

  • “The 2021 cycle was the first admissions cycle that took place end to end during a global pandemic, and the tremendous hard work and resilience of students has been justly rewarded with the increase in placed applicants as well as those getting their first choice…Today’s data also shows a significant move away from unconditional offer making as universities have sought to provide greater stability to students and address concerns from schools and colleges.
  • This year sees the return to exams and is the second year of what will be a decade of growth of 18 year olds in the UK population. As we are set to hit a million applicants by 2026, it will be even more important that the higher education admissions system meets the needs of students in this increasingly competitive environment.

Alistair Jarvis CBE, Chief Executive of Universities UK said:

  • The data on unconditional offers shows that universities have responded to recommendations in our Fair Admissions Review, aimed at building greater levels of transparency, fairness, and trust in the system, and worked hard to provide stability during the uncertainty caused by the pandemic.
  • To build on this progress, we are currently working with UCAS, universities and school leaders to develop a new admissions code of practice that will further improve fairness, deliver for students, and continue universities’ commitments to widening access and participation in higher education.

PQ: 2022 exams going ahead and outline of adaptations. The latest DfE exams explainer to students is here.

Another Wonkhe blog considers whether there is diversity of access within the increased student numbers– in essence the answer is ‘yes – but…’!

80 HE providers (including BU) have confirmed they will accept the new T level qualification for entry onto at least one courses. Of the 80 providers 10 are Russell Group members. Here’s the list of HE institutions accepting T levels.

The content and assessment of GCSE French, German and Spanish will change. Contact us if you’d like a short summary.

Access & Participation

The Office for National Statistics (ONS) has published Education, social mobility and outcomes for students receiving free school meals in England: initial findings on earnings outcomes by demographic and regional factors. These are experimental statistics delving down to a deeper level than previously possible as the education data is linked with LEO’s earnings data at the population level.  Key points:

  • At age 25 years, 23% of free school meal (FSM) recipients recorded earnings above the Living Wage (42% were below the threshold; 29.2% recorded as no earning).
    Comparison: 43.5% of people not eligible for FSM recorded earnings above the Living Wage. For both females and males, the difference between FSM recipients and non-recipients earning the living wage was broadly similar in every region.
  • Females earn less – 18% of FSM females recorded earnings above the Living Wage compared with 28% of FSM males. Non-FSM people recording earnings above the Living Wage were 39.3% (female) and 47.5% (male). In every region, the proportion of males who received FSMs earning above the Living Wage was larger than the proportion of female FSM recipients.
  • The East of England had the greatest proportion of FSM recipients with recorded earnings above the Living Wage (29.5%), the smallest proportion was in the North East (19.9%).

PQs:

Care Leavers

Wonkhe: The Student Loans Company has published new data on the number of care leavers and estranged students who received student finance between 2017-18 and 2021-22 which are lower than in 2020–21 but still show an increase on 2017.

Ofsted has published findings from a survey of children in care and care leavers on the planning and preparation that happens before they leave the system. Over a third of care leavers feel that they left care too early, regardless of whether they were ready or not. And care leavers’ experience of preparation has been varied.

Ofsted set out the key findings as:

  • More than a third of care leavers felt that they left care too early. This was often because the move out of care happened abruptly and they were not ready for all the sudden changes.
  • Of those who did feel that they left care at the right time, not all felt they had the required skills to live more independently. Many care leavers told us that they were not taught essential skills, such as how to shop, cook or manage money.
  • Many care leavers felt ‘alone’ or ‘isolated’ when they left care and did not know where to get help with their mental health or emotional well-being. Many care leavers had no one they could talk to about how they were feeling or who would look out for them. A third of care leavers told us they did not know where to get help and support. For many, no plans had been made to support their mental health or emotional well-being when they left care.
  • Although statutory guidance requires that young people should be introduced to their personal adviser (PA) from age 16, over a quarter of care leavers did not meet their PA until they were 18 or older. Care leavers saw PAs as helpful in preparing to leave care, but a fifth felt they met them too late. Two fifths of the children still in care told us that they did not yet have a PA, meaning that some about to leave care still did not know who would be helping them.
  • Some care leavers could not trust or rely on the professionals helping them to prepare for leaving care. Care leavers needed someone they could rely on for help when they felt scared or worried, but sometimes they felt that professionals were ‘rude’ or ‘uninterested’, or showed a lack of respect, for example by cancelling meetings, turning up late or ignoring their feelings.
  • Care leavers were not involved enough in plans about their future. Around a quarter of care leavers reported they were not at all involved in developing these plans. Some felt that, even when they expressed their wishes, they were not listened to, or that they did not fully understand the options. Some felt that plans did not match their aspirations. For many, this had a long-term impact on their education or career path, as well as their emotional well-being.
  • Many care leavers had no control over where they lived when they left care, and many felt unsafe. Only around a third of care leavers had a say in the location they’d like to live in and even fewer (a fifth) in the type of accommodation. One in 10 care leavers never felt safe when they first left care. Many care leavers were worried about the area or people where they lived. Sometimes the area was completely unfamiliar to them or was seen as a crime and exploitation hot spot. Many care leavers also felt unsafe living on their own.
  • Many care leavers felt unprepared to manage money. Some were not aware of what bills they needed to pay, or how to budget. In some cases, this led to them getting into debt, losing tenancies, or not being able to afford food or travel. Some care leavers were still in debt years later. When they were asked what made them feel unsafe when they first left care, being worried about money was the most common reason reported. A few care leavers reported getting into crime when they left care in order to get money, or because they were not able to manage their finances.
  • Some care leavers said they did not find out about their rights until they were already in serious difficulties. In some cases, care leavers were already in debt or homeless before they were told about the help they could access. Only around half remembered being told about the support and services available in the local care leaver offer. A similar proportion reported being told how to complain and even fewer were told how to get advocacy support. Care leavers (or their carers) who had engaged advocacy services had found this help to be vital.

The National Foundation for Educational Research in England and Wales warns that the changes to Free Schools Meals eligibility will make tracking the progress of disadvantage pupils ‘almost impossible’. Full report here.

Student accommodation

The Scottish Government is considering regulating purpose built student accommodation.

PQs:

PQs

Other news

Green Jobs: The Government  published its response to the Environmental Audit Committee’s report on green jobs. The committee’s report found that the Government was not sufficiently grappling the skills gap needed for net zero, resulting in missed opportunities. The Government’s response outlines the Government’s actions on green jobs and confirms that the new Green Jobs Delivery Group will include ministers from multiple departments alongside an industry co-chair.

Non-vaccinated nursing students: Wonkhe – Nursing students in England who have not been double vaccinated against Covid-19 by April will not be able to undertake clinical placements, risking their ability to complete and join the register. Newly updated guidance published by Health Education England (HEE) on changes to vaccination rules notes some temporary exemptions for unvaccinated nursing students who have recently had a confirmed Covid-19 infection which prevents them from having the jab for 28 days after, and for those who are pregnant and may choose to take a “short-term medical exemption”. The Royal College of Nursing continues to call for a delay to the implementation of the policy.

Skill Shortages: The Department for Digital, Culture, Media and Sport (DCMS) has published experimental statistics on skills shortages and skills gaps in the DCMS sectors for 2019.

 Skills Shortages

  • 4% of DCMS Sector vacancies were attributed to skills shortages (i.e. applicants did not have the right skills, qualifications and/or experience), lower than 24.4% for All Sectors.
  • 2% of DCMS Sector businesses have at least one skills shortage vacancy, compared with 5.5% of All Sectors.

 Skills Gaps

  • 8% of the DCMS Sector workforce had skills gaps (staff judged to be not fully proficient in their role), slightly higher than 4.5% for All Sectors.
  • 2% of DCMS Sector businesses have at least one skills gap, the same as for All Sectors (13.2%).

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JANE FORSTER                                            |                       SARAH CARTER

VC’s Policy Advisor                                                              Policy & Public Affairs Officer

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Another BU Impact Case Study

innovation, NHS, open access, writing

In 2018 BU researchers Dr. Jenny Hall and Prof. Vanora Hundley in the Centre for Midwifery, Maternal & Perinal Health (CMMPH) published a paper on disabled women and maternity care.  This scientific paper was co-authored with Ms. Jillian Ireland, Professional Midwifery Advocate in University Hospitals Dorset NHS Foundation Trust and BU Visiting Faculty, and Dr. Bethan Collins at the University of Liverpool (and former BU staff member).  Their paper ‘Dignity and respect during pregnancy and childbirth: a survey of the experience of disabled women’ appeared in the Open Access journal BMC Pregnancy & Childbirth and was commissioned by the charity Birthrights.   The study shows that disabled women are generally not receiving the individualised care and support they that they need to make choices about their maternity care.   At the time of publication this BU paper was picked up by various media, including in South Africa.

The study resulted in change in St Mary’s Maternity Hospital in Poole (as part of maternity care provision by University Hospitals Dorset NHS Foundation Trust).  One of the innovations at Poole Maternity Hospital was  supporting a woman to give birth in hospital with her assistance dog by her side to help ease her anxiety.

This story was picked up by several newspapers including the local Bournemouth Echo under the heading ‘Dog to accompany Poole dog handler as she gives birth‘, and by several national newspapers last week when the The Guardian published ‘UK woman has baby in hospital with ‘birth dog’ by her side‘, The Times printed ‘Baby safely delivered, with a little help from woman’s best friend‘, whilst the online news website Big World Tale used the headline: ‘Woman, 24, gives birth in hospital with a DOG as ‘medical aid”.

 

Universities are always on the look out for impact generated by its research.  This seems a clear example of joint research between BU and University Hospitals Dorset NHS Foundation Trust staff resulting in innovations in practice.

 

Congratulations to all involved!

Prof. Edwin van Teijlingen

CMMPH

New BU paper on digital tools for diabetes

innovation, international, open access, Publishing, Student Engagement, student research, Women's Academic Network, writing

Congratulations to BU PhD student Nurudeen Adesina on the publication of his systematic review.  Nurudeen together with Huseyin Dogan in the Department of Computing & Informatics, Sue Green in the Nursing for Long-term Health Centre, and Fotini Tsofliou in Centre for Midwifery, Maternal & Perinatal Health (CMMPH) appeared in print just before Christmas with their paper ‘Effectiveness and Usability of Digital Tools to Support Dietary Self-Management of Gestational Diabetes Mellitus: A Systematic Review‘ [1].

This new paper highlights that advice on dietary intake is an essential first line intervention for the management of gestational diabetes mellitus (GDM). Digital tools such as web-based and smartphone apps have been suggested to provide a novel way of providing information on diet for optimal glucose regulation in women with GDM. This systematic review explored the effectiveness and usability of digital tools designed to support dietary self-management of GDM. A systematic search of Medline, Embase,
Cumulative Index to Nursing and Allied Health Literature (CINAHL), Cochrane Library, and Scopus using key search terms identified 1476 papers reporting research studies, of which 16 met the specified inclusion criteria. The quality of the included studies was assessed using the ErasmusAGE Quality Score or the Mixed Methods Appraisal Tool (MMAT) version 2018. The findings show that the adoption of digital tools may be an effective approach to support self-management relating to healthy diet, health behaviour, and adherence to therapy in women with GDM as a usable intervention. However, the four authors argue that there is a lack of evidence concerning the effectiveness of tools to support the dietary management of GDM. Consideration for ethnic specific dietary advice and evidence-based frameworks in the development of effective digital tools for dietary management of GDM should be considered as these aspects have been limited in the studies reviewed.

Reference:

Adesina, N.; Dogan, H.; Green, S.; Tsofliou, F. Effectiveness and Usability of Digital Tools to Support Dietary Self-Management of Gestational Diabetes Mellitus: A Systematic Review. Nutrients 2022, 14, 10. https://doi.org/10.3390/nu14010010

Call for International Talents in AI and Creative Technologies – CfACTs Recruitment

innovation, international

Bournemouth University will support international researchers to embark on three projects to develop machine learning and artificial intelligence driven solutions to tackle challenges in computer graphics community and digital creative industry. Research experience related to CNN, GAN, image processing, and computer vision are valued. The action is supported by EU Marie Skłodowska-Curie Actions (MSCA) COFUND scheme. The projects are hosted at the National Centre for Computer Animation and partnered with world leading VFX companies, including Framestore and Humain.

The recruitment for three postdoctoral roles is open till 27th Mar, 2022. Please feel free to distribute the news around.

Key words: Machine Learning, Artificial Intelligence, CNN, GAN, Rendering, Hair Modelling, Facial Modelling

Eligible applicants must:

  • Not have resided or carried out their main activity (e.g., work, study) in the UK for more than 12 months in the three years immediately prior to the call deadline
  • Be in possession of a doctorate or have at least four years full-time equivalent research experience.

Potential applicants can now register their interest via: https://forms.office.com/r/nyGC5pJTpq

More details are available at the CfACTs webpage www.bournemouth.ac.uk/CfACTs-Research

To apply the jobs, please visit:

https://www.bournemouth.ac.uk/cfacts-postdoctoral-research-fellow-machine-learning-artificial-intelligence-computer-generated-images-fixed-term-3-positions-available

For any enquiries, please feel free to email: cFACTs-enquiries@bournemouth.ac.uk

Impact through enterprise: The Ingenuity Summit

innovation

BU has partnered with The Ingenuity Programme, which exists to tackle the UK’s major social and environmental challenges through the creation of innovative start-ups. The programme aims to help people turn their ideas for change into a business that creates impact.

This year’s programme has three key areas of focus – building stronger communities, improving health, and tackling climate change.

Staff, students and alumni are eligible to take part in the programme, with the opportunity to hear from industry experts and gain support from specialist mentors to develop ideas into a business plan. Participants can also submit their idea to a competition and be in with a chance of winning significant investment and support.

The Ingenuity Summit

The Ingenuity Summit will explore the three areas of focus from local, national, and lived experience perspectives.

Held on 6 – 8 December 2021, the event brings together industry experts, regional panellists, and local community members to share their insights on how to build stronger communities, improve health, and tackle climate change.

The summit takes place online and is free to attend. To find out more and book your place visit: https://ingenuityimpact.org/ingenuity-summit/

HE policy update for the w/e 12th November 2021

Industry collaboration, innovation, international, Student Engagement

Here’s our round up of the news from the last couple of weeks.

Parliamentary News

David Thomas, a co-founder of the Oak National Academy, has been appointed as a part time policy adviser to Education Secretary Nadhim Zahawi. His policy brief will focus on recovery, academies and remote education. Former free school founder Mark Lehain has been appointed as Zahawi’s policy special adviser.

All change at the OfS

The OfS have announced that chief executive, Nicola Dandridge, will leave the regulator at the end of April 2022. This was anticipated as Dandridge’s original term was extended for one year to cover the period to April 2022. The recruitment of her successor will be closely watched with many a keen eye judging the impartiality of the process.

But in the meantime, they are not wasting any time, as they have launched a consultation on their next year strategic plan.  The contents are not very surprising given what we have been hearing from them and from Ministers.  There is a Wonkhe article here which is a little bit critical….

  • What’s missing? An opportunity to say something on sector cohesion and co-regulation has been missed. There should really have been something about external pressures – the recovery and change as a result of Covid-19, the wellbeing of staff, the incoming demographic pressure on the system.
  • If you were writing a new strategy for anybody involved in English higher education, your environmental analysis would include the potential government response to the Augar report and the incoming Lifelong Loan Entitlement … You will search the strategy consultation in vain for more than a single line noting the LLE might be a thing. So maybe a goal around delivering and supporting systemic changes. And another about working in partnership with other agencies.
  • There’s a school of thought that would suggest waiting until you have all your senior roles filled before you wrote a strategy – the whole point of recruiting good board members and directors is to let them have an input into things like this, surely?
  • .. Now if you were an organisation whose principal beneficiaries were named in your title, you might reasonably set about involving those beneficiaries in determining those priorities, right?… Nothing. Nada. Even the paternalism doesn’t sound especially benevolent this time around. There’s a couple of pages reminding us that 25 different directions in ministerial guidance letters have helped shape the strategy, both not a single word on how students have.

Anyway, extracts from the consultation proposal are here.  As well is what is missing, we invite you to form your own views on how chilling it is.  Spoiler: it’s chilling.

Regulatory approach

Our approach is based on a set of minimum expectations that we refer to as the ‘regulatory baseline’.

  • The regulatory baseline is a set of regulatory expectations that represent the minimum performance to which students and taxpayers are entitled. The baseline is predominantly expressed through our conditions of registration and all providers are required to satisfy these. We also use statements of expectation and other tools to express this minimum level of performance from providers to which students and taxpayers are entitled.

…During the next strategic period, our work will be strongly focused on ensuring that providers are meeting these expectations. Performance that falls below our regulatory baseline fails students, who contribute through their time, effort and fees. It fails taxpayers, who support a significant investment of public funds through grants and subsidised loans. It also fails to deliver the objectives set out in our regulatory framework.

We use a range of regulatory approaches to secure compliance with the baseline: setting clear expectations for compliance with our conditions of registration; taking proportionate action to secure compliance with this baseline, escalating enforcement action where it is breached; and intervening where a provider is at risk of dropping below it. We also communicate information and use influence to incentivise compliance with the baseline.

Where it is proportionate to do so, we regulate to ensure that providers cannot continue to access student loan funding, grant funding, and degree awarding powers, if their performance falls below this baseline.

In regulating providers against this baseline, we use a risk-based and proportionate approach. This means that we prioritise and act according to the risk posed to students and taxpayers, and that our interventions are proportionate to that regulatory risk. This approach enables us to minimise burden on providers where possible: providers that represent low risk to students and taxpayers will experience lower regulatory burden.

Above the baseline, we believe that autonomous providers making their own decisions is the best way to ensure the sector can flourish and innovate. We do not prescribe how universities and colleges should operate beyond our minimum requirements, and most of our activity will be designed to ensure that providers meet these expectations.

We will, however, influence and incentivise providers to perform beyond our minimum requirements over the next strategic period. Student choice has a significant role in shaping the sector to respond to students’ needs and goals: effective information, advice and guidance plays a major role in driving high quality outcomes. We will therefore take steps to ensure that students and their advisers have access to relevant and targeted information to inform their choices about whether, what and where to study.

 We will also use other methods. For instance, in using our funding powers to incentivise certain outcomes or through such mechanisms as the TEF.

Areas of focus

The two areas that we will focus on from 2022 to 2025 are quality and standards, and equality of opportunity. … These areas of focus are important in their own right, and they have only become more so in the context of the coronavirus pandemic. In response to the pandemic, we paused some of our reporting requirements as higher education providers adapted to the novel and fast-moving environment. As we transition out of the early stages of the pandemic over the next strategic period, we know that quality and standards will be of utmost importance to students. Many have faced significant disruption to their education during the pandemic, while new opportunities have emerged from the significant change that came with it. Meanwhile, gaps in opportunity have for the most part stagnated or widened during the last two years, and longer-term effects are still unclear, adding further imperative to focus on this area.

Goals

Quality and standards

  • Students receive a high quality academic experience that improves their knowledge and skills, with increasing numbers receiving excellent provision.
  • Students are rigorously assessed, and the qualifications they are awarded are credible and comparable to those granted previously.
  • Providers secure free speech within the law for students, staff and visiting speakers.
  • Graduates contribute to local and national prosperity, and the government’s ‘levelling up’ agenda.

Equality of opportunity

  • Students’ access, success and progression are not limited by their background, location or characteristics.
  • Prospective students can choose from a diverse range of courses and providers at any stage of their life, with a wide range of flexible and innovative opportunities.
  • Providers act to prevent harassment and sexual misconduct and respond effectively if incidents do occur.
  • Providers encourage and support an environment conducive to the good mental health and wellbeing that students need to succeed in their higher education.

Enabling regulation

  • Providers are financially viable and sustainable and have effective governance arrangements.
  • Students receive the academic experience they were promised by their provider and their interests as consumers are protected before, during and after their studies.
  • The OfS minimises the regulatory burden it places on providers, while ensuring action is effective in meeting our goals and regulatory objectives.

Is University worth it?

The University All Party Parliamentary Group (supported by Universities UK) published Is university worth it? Young people’s motivations, aspirations and views on student finance. The Group commissioned this research to gather better evidence of prospective students’ views on the student finance system as it stands, potential reforms to the system and the post-18 education options available to them. They found that less affluent students could be worst hit by a reduction in the number of universities or the number of courses on offer. Read more – there is a good short summary of the report available on the APPG website.

Research

The Spending Review reconfirmed the Government’s intentions for research but lengthened the timescale, speech:

So we will also invest more in innovation. The UK is already a world-leader. With less than 1% of the world’s population, we have 4 of the world’s top 20 universities; 14% of the world’s most impactful research; And the second most Nobel Laureates. We want to go further.

I can confirm we will maintain our target to increase R&D investment to £22bn. But in order to get there, and deliver on our other priorities, we’ll reach the target in 2026-27. Spending, by the end of this Parliament, £20bn a year on R&D. That’s a cash increase of 50%. The fastest increase ever. And I can confirm for the House that this £20bn is in addition to the cost of our R&D tax reliefs. Combined with those tax reliefs, total public investment in R&D is increasing from 0.7% of GDP in 2018 to 1.1% of GDP by the end of the Parliament.

How does 1.1% compare internationally? Well, the latest available data shows an OECD average of just 0.7%. Germany, investing 0.9%. France, 1%. And the United States, just 0.7%. This unprecedented funding will:

  • Increase core science funding to £5.9bn per year by 2024-25, a cash increase of 37%.
  • Meet the full costs of associating with Horizon Europe;
  • Establish the new Advanced Research and Invention Agency with £800m by 2025-26.
  • And strengthen our focus on late-stage innovation, increasing Innovate UK’s annual core budget to £1bn……double what it was at the start of the Parliament.

More detail:

BEIS will receive £14.2 billion for R&D funding by 2024/25, an increase of £3 billion from 2021/22. As a result, core science funding to National Academies, universities and research institutions will rise to £5.9 billion by 2024/25. The Department of Health and Social Care (DHSC) will receive £5 billion by 2024/25 to fund health research via the National Institute of Health Research (NIHR), with £2 billion spent in 2024/25.

Other key announcements include:

  • £2.1 billion will be allocated for association to the Horizon Europe funding programme;
  • The Overseas Development Assistance (ODA) budget, which contains funding for research, will return to 0.7% of GDP by 2024/25;
  • The new Advanced Research and Invention Agency (ARIA) will receive £800 million by 2025/26, with £50 million in 2021/22.
  • In addition, £95 million will be invested in increasing the uptake of innovation in the NHS and £30 million invested in in research skills and training, which will focus on improving diversity by increasing the number of life science researchers from under-represented groups. NHS England will receive £5.9 billion to help clear the backlog of patients waiting for tests and treatments. Genomics England will launch a pilot scheme to detect rare diseases, Generation Genome, which aims to sequence 100,000 new-borns; and a Diverse Data project will aim to tackle healthcare inequalities by increasing the proportion of under-represented groups in genomics research.

ARIA: The Committee stage of the Advanced Research and Invention Agency Bill in the House of Lords is scheduled to begin from 17 November.

Clean Tech: The Prime Minister has launched an international plan to accelerate the delivery of affordable clean technologies worldwide by 2030. Modelled on the UK’s Net Zero Strategy, the Agenda will see countries and businesses coordinate and strengthen their climate action each year to dramatically scale and speed up the development and deployment of clean technologies and drive down costs this decade. The aim is to make clean technologies the most affordable, accessible and attractive choice in each of the most polluting sectors by 2030, especially supporting the developing world to access the innovation and tools needed to transition to net zero.

Innovation: The Council for Science and Technology have written to the Prime Minister giving advice on encouraging scale up investment in innovative science and technology companies.

Parliamentary Question: Shared prosperity fund

Admissions

It was confirmed that 2022 exams will go ahead with results to be released on the usual days. Meanwhile Ofqual published details of the contingency arrangements for awarding Teacher Assessed Grades (TAGs) for use in the event that exams are not able to go ahead in summer 2022 due to the pandemic. Ofqual’s document follows the Sept-Oct 2021 consultation on the arrangements – responses highlighted the following themes:

  • The importance of clear and timely communication around the decision to implement contingency plans, including establishing the level of disruption required before implementing TAGs nationally and providing sufficient notice ahead of this.
  • Exam boards should take a greater role in any TAG process in 2022, compared to 2021 arrangements. Exam fees should be proportional to the level of services provided and regular exam fees would not be justifiable. A greater level of refunds should be offered if exams are unable to go ahead, and awarding organisations should provide additional support through exam papers or question banks, moderation and/or marking, among other services.
  • Any TAG process for 2022 should follow the process from 2021 as closely as possible to minimise confusion among teachers, students and parents.
  • Some respondents called for exams to go ahead regardless of underlying circumstances. These respondents felt exams were the best way to assess student knowledge and it would be difficult to ensure the fairness and consistency of TAGs across the country.

Following the consultation, if the pandemic disrupts the exam diet again in 2022, students will be given extra help to prepare for GCSEs, AS and A Levels as follows:

  • students taking GCSEs in English literature, history, ancient history and geography will not need to cover the usual range of content in the exams
  • students taking GCSEs in all other subjects will be given advance information about the focus of the content of the exams to help them focus their revision
  • students taking AS and A levels will be given advance information about the focus of the content of the exams to help them focus their revision
  • students taking GCSEs in mathematics will be given in their exams copies of formulae they would in other years have to memorise
  • students taking GCSE physics and combined science will be given in their exams a sheet covering all the equations they might need to apply in the exams
  • If exams had to be cancelled in summer 2022, students’ grades would instead be determined by their teachers, using a Teacher Assessed Grades (TAGs) approach similar to that used in summer 2021.
  • The advance information for GCSE and AS and A levels will be published no later than 7 February 2022. The government retains the flexibility for advance information to be deployed at other points ahead of 7 February if circumstances require.
  • Some changes have also been made to the way non-exam assessments that are used in some GCSE, AS and A level subjects are taken, to address difficulties that might otherwise be caused by the pandemic.
  • Ofqual has decided that grade boundaries for summer 2022 will be set so that more students than was the case before the pandemic receive higher grades, providing a safety net for students in this transitionary year.
  • Centres should plan assessment opportunities to a timetable that secures evidence which could be used to inform TAGs if necessary.

Ofqual has produced guidance for schools, colleges and other exam centres and written to centres, students and private candidates.

Access & Participation

Several weeks ago we brought you news that Katharine Birbalsingh was the Government’s intended choice for the Chair of the Social Mobility Commission (SMC). High level appointments such as hers undergo a pre-appointment hearing at the appropriate parliamentary committee. The Women and Equalities Committee has published its report following Katharine’s pre-appointment hearing finding her a suitable candidate for Chair of the SMC, and recommending she be appointed for an initial term of three years.

In their conclusion to the report, the Committee notes Birbalsingh has several major strengths, including a track record of enhancing the life chances of disadvantaged young people through education, excellent communications skills, and a forceful character with the ability to challenge institutions and received wisdom. They note her forthright views on education which they say she defends robustly but also note that she will need to demonstrate her ability to listen to, and work collegiately with, colleagues and stakeholders with whom she will not always agree.

The Committee also comment on her relatively narrow field of experience in secondary education and that her vision for social mobility beyond the sphere of education was much less clear. Because of this they say they believe she will need further support from a wide range of fellow Commissioners with diverse backgrounds, knowledge and experience across all relevant areas of social policy and sectors of the economy.

In part due to the above the Committee urges the Minister to recruitment the new Commissioners immediately and recommends their terms be staggered so that they do not all expire at the same time.

Student Finance

The Spending Review did not set out the Government’s intentions towards implementing remaining aspects of the Augar review – despite all the hype. More information is promised later – although as this tweet highlights we’ve heard that one before!

You may have missed our recent updates giving loads of background and context to the ongoing speculation about possible changes to HE funding.  In case you did, we have created a briefing which puts it all nicely in one place along with the latest speculation on what next.  BU readers can find it here.

The Department for Education has published a written ministerial statement on higher education student finance arrangements for the 2022/23 academic year.

  • Tuition fees will be frozen for 2022/23 at the same levels as 2021/22, meaning the maximum fee level for a standard full-time course will remain £9250.
  • Maintenance loans will see an increase by forecast inflation of 2.3 percent, including for DSA.
  • The same increase will be applied to postgraduate loans.
  • Individuals relocated under the Afghanistan Relation and Assistance Scheme will qualify for student support and home fee status.
  • Home fee status will also be extended to the family members of all persons settled in the UK, subject to three years residence in the UK and Islands immediately before the start of the course.
  • Those who have settled status on arrival in the UK, who come to the UK from specified British Overseas Territories and who are starting full-time and part-time undergraduate courses in 2022/23 will be eligible for tuition fee loans.
  • Government will lay regulations implementing changes to student finance for undergraduates and postgraduates for 2022/23 in November.

Michelle Donelan, Minister for Higher and Further Education said in a written ministerial statement:

  • The changes set out above demonstrate our commitment to supporting economic development in the British Overseas Territories and enabling those who wish to study at one of our world class education providers to be able to do so.
  • I expect to lay regulations implementing changes to student finance for undergraduates and postgraduates for 2022/23 in November. These regulations will be subject to Parliamentary scrutiny.
  • The Government continues to consider the recommendations made by the Augar Panel carefully. We plan to set out a full response to the Review of Post-18 Education and Funding in due course.

Michelle Donelan has also reportedly agreed to improve official information on maintenance loans for students in England after the founder of MoneySavingExpert.com, Martin Lewis, wrote a formal letter requesting this in June. The letter explained that there is what he calls the implicit “parental contribution” built into the student finance system and argued it needs to be made explicit.

Donelan tweeted yesterday saying:

  • “I’m working with [MoneySavingExpert.com] to make our loan system simpler & more transparent for students/parents – inc. highlighting what family income means-testing means for parents’ contribution to their children’s study.
  • “This ensures that Govt support prioritises disadvantaged students from low income households, who otherwise wouldn’t be able to attend university. This in turn increases access, opportunity and opens up higher education to talented people from all walks of life.”

Not being overt about this information leaves many parents unprepared and unable to find the cash to help.  It all adds to the confusion and concern about student finances.  These changes don’t affect the amount provided – but do set expectations more clearly.  Our fees, funding and finance brief gives a lot more information on how this all works.

NSS

The OfS have announced the NSS will run as usual in 2022. The questions will be the same as 2021 (without the specific Covid questions) plus a pilot of a new set of questions. A consultation on the future of the NSS will run in summer 2022.  More information here.

Higher Technical Qualifications

The Education and Skills Funding Agency (ESFA) has published information and guidance on higher technical qualifications (HTQs). It explains how the Institute for Apprenticeships and Technical Education has launched a national opt-in approval scheme for new and existing qualifications, which will recognise prestigious HTQs that provide the skills that employers want. Awarding bodies can submit qualifications to be approved against the Institute’s occupational standards at levels 4-5.

The first approvals cycle for Digital qualifications concluded in Summer 2021, with the first approved qualifications available to be taught from September 2022. Cycle 2 will launch on 5 July 2021 for submissions of qualifications for Health & Science and Construction, with a further opportunity for Digital qualifications. This will be followed in 2022 by submissions for:

  • Business and Administration
  • Education and Childcare
  • Engineering and Manufacturing
  • Legal, Finance and Accounting

These will be followed in 2023 by:

  • Agriculture, Environmental and Animal Care
  • Catering and Hospitality
  • Creative and Design
  • Hair and Beauty

Sexual Violence

Dods summarise a new study examining sexual violence by male HE students. You can read the one-page summary and recommendations for universities here.

Guidance – undertaking education abroad (Turing)

The DfE published new guidance for students undertaking education or placements abroad, including the Turing Scheme, Erasmus+ and European Solidarity Corps, during the coronavirus pandemic.

Parliamentary Questions

Other news

Subjects: The Quality Assurance Agency for Higher Education (QAA) has launched a new consultation on 13 Subject Benchmark Statements, which have been reviewed by QAA in collaboration with expert Subject Advisory Groups.

Covid: The Office for National Statistics (ONS) has published the latest statistics (to 1 Nov 2021) from the Student COVID-19 Insights Survey (SCIS) in England, which includes information on the behaviours, plans, opinions and well-being of higher education students in the context of guidance on the pandemic. Main points:

  • The majority (91%) of students have said they had already been vaccinated against coronavirus (COVID-19) at least once.
  • A significantly higher proportion of students reported having had two vaccine doses in late October (85%) than reported in late September (78%).
  • A minority (8%) of students said they had not been vaccinated against COVID-19; of those, half (51%) said they were fairly or very unlikely to take a vaccine if offered, and a third (32%) said they were fairly or very likely to accept the vaccine if offered.
  • Around half (49%) of students had taken a COVID-19 test in the previous seven days.
  • If they developed symptoms, 92% of students reported they would request a test.
  • Students who had received at least one dose of a COVID-19 vaccine were significantly more likely to request a test if they developed symptoms (95%), than students who had not been vaccinated (73%).
  • When asked what they would do if they developed symptoms, 57% of students reported they would stay at home for 10 days; this is similar to late September (58%).
  • The average life satisfaction score for students was 6.6, which was significantly lower than those aged 16 to 29 years in general (7.0) and the adult population in Great Britain (7.1).
  • Students were significantly more likely to report their mental health and well-being had worsened (32%) compared with late September (26%); however, this is still significantly lower than in late May (50%).

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JANE FORSTER                                            |                       SARAH CARTER

VC’s Policy Advisor                                                              Policy & Public Affairs Officer

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

 

 

 

Ingenuity launches at BU: sign up today to help drive the UK’s recovery and rebuild a better society after Covid-19

Business Engagement, Industry collaboration, innovation

The Ingenuity 2022 Programme is now live and open to Bournemouth University staff, students and alumni

Ingenuity exists to tackle the UK’s major social and environmental challenges through the creation of innovative start-ups. Registration is open to everyone, no matter your background or experience. If you have an idea or are motivated to see change, Ingenuity is ready to help. Find out more at ingenuityimpact.org.

Register today: forms.office.com/r/m39e80f2Rw. Deadline: 2 December 2021.

What is Ingenuity?

The Ingenuity Programme helps you turn your ideas for change into a business that creates impact. If you want to build stronger, more inclusive communities, improve the physical or mental health of those around you, or are interested in tackling climate change, then register for the Ingenuity Programme today.

Participants will hear from industry experts and gain support from specialist mentors to develop their idea into a business plan. They can submit the idea to a competition and be in with a chance of winning significant investment and support.

Ingenuity Summit

Ingenuity’s ‘state of the nation’ summit will explore the following three areas of focus from local, national, and lived experience perspectives:

  • Building Stronger Communities
  • Improving Health
  • Tackling Climate Change

The summit takes place 6 – 8 December 2021 and brings together industry experts, regional panellists, and the local community to share their insights on how to build stronger communities, improve health, and tackle climate change.

4th Annual Allied Health Professions Day 14th October 2021 – Research at BU

Awarded & submitted bids, Fusion, HSS Our 9 Research Entities, innovation, NHS

 

AHPs Day 2021 - British and Irish Orthoptic Society

 

The Allied Health Professions (AHPs) are the third largest clinical workforce in the NHS and represent a total of 14 professions which are regulated by the Health Care Professions Council and the individual profession specific regulatory bodies. Research is supported nationally and regionally through the Council for Allied Health Professions Research and at BU through our partnership collaboration with the Applied Research Collaboration NIHR Wessex.

To celebrate the 4th Annual AHP day at BU we are showcasing some of the research that is being carried out by the AHP academic community in Dorset.

Dr Katie Collins – Research focuses on the hidden impairments following a stroke and how they impact on individuals participating in active life. I am involved in exploring health equity and the impacts of health inequality and supervising a Dorset Health Care University Foundation Trust (DHCFUT): BU match funded PhD studentship exploring interventions for successful contracture management.’

Dr Vikram Mohan – Current project which has QR funding is aimed at exploring the reliability and validity of the Total Faulty Breathing Scale (TFBS). In clinical practice abnormal breathing patterns are recognised, but there are no scales to quantify the severity of abnormal breathing patterns. These findings will be applied to conditions like Covid-19, COPD etc.

Peter Philips –  PhD – “What factors affect resilience in newly qualified paramedics in the UK ambulance service?” Aims to explore stressors that newly qualified paramedics face in their first year of registration, how they seek to cope with those stressors, and what effect these have. This research will have an impact on workforce planning, recruitment, and retention of staff in the NHS.

Helen Ribchester – PhD- Exploring sense making derived from the clinical practice experiences of student Occupational Therapists in India. An This is an IPA study including elements of poetic inquiry, with participants drawn from the students of an occupational therapy programme in an Indian university (SRIHER)

Sara Sayer and Prof Carol Clark –  ‘Heading for Trouble’ project, with pump prime funding, involving external stakeholders and an interdisciplinary team from the Faculty of SciTec (Prof Hamid Bouchachia, Prof Hana Burianova, Dr Ala Yankouskaya, Dr Shanti Shankar)  aiming to explore brain scans and  questions relating to attention and memory in professional footballers. Supporting health in football.

Dr Theo Akudjedu and Dr John Totman – working within the Institute for Medical Imaging and Visualisation (IMIV) a multidisciplinary collaboration of clinicians and scientists using a Siemens 3T MRI scanner for research projects to image liver, pancreatic and biliary disease and the brain.

Dr Ursula Rolfe – co-published with David Partlow a paramedic colleague from practice – Mental Health Care in Paramedic Practice The book provides paramedics with key information on a range of mental health conditions and their management. The roles of paramedics have changed in the last decade with increases in the number of 999 calls associated with the increasing mental health needs of people.

Dr Louise Fazakarley, Dr Katie Collins and Dr Caroline Ellis-Hill – supervising a funded MRes Carrie Tbaily ((DHCFUT) – Exploring caregiver perspectives of adults with severe and profound and multiple Learning disabilities accessing sedentary hydrotherapy.

Dr Louise Fazakarley – Pump prime funding to; examine the effectiveness of Physiotherapy in the early stage of Parkinson’s disease (PD): a review of the literature and Patient and Public Involvement (PPI) consultation to identify research priorities for patients with early-stage PD

Sam Page (Dorset County Hospital (DCH)), Dr Louise Fazakarley and Dr Zoe Sheppard (DCH) -ARC Wessex NIHR funding to undertake a service evaluation relating to patients who sustain pubic rami fracture and their management at home supporting better care for patients.

Dr Caroline Ellis-Hill – research focus is on humanising practice, based on existential understandings from lifeworld approaches and focuses on what make us feel human. Humanising practices are those that incorporate fully human knowing and support a sense of connection and wellbeing. Caroline has funding from the Welcome Trust – Exploring performance arts education for the stroke rehabilitation pathway, is supervising PhD students as part of the INNOVATEDIGNITY project funded by the European Commission and NIHR funding for a multicentre RCT of community-based arts and health intervention to increase psychological wellbeing in people following stroke.

Prof Carol Clark – supervising Rosie Harper (University Hospitals Dorset (UHD) with Dr Carly Stewart (BUBS) and Sally Sheppard (UHD) on a UHD; ARC Wessex NIHR; BU match funded studentship ‘Nudging: a theoretical concept for a very practical approach to pelvic floor muscle training’ Aimed at improving adherence to exercises aimed at reducing incontinence and improving health and well-being of women. Carol is currently Co-PI with Stefi Andrew (Portsmouth Hospitals University Trust) and Dr Zoe Sheppard (DCH)on NIHR ARC Wessex Exploring digital technologies for hand rehabilitation and Danni Swaithe (UHD), Dr Louise Johnson (UHD) Dr Shanti Shankar (SciTech) NIHR ARC Wessex, exploring the role of attentional focus on learning for physical recovery in acute stroke, research initiation award.

Prof Jane Murphy Co-Lead of the Aging and Dementia Research Centre  current project includes NIHR ARC Wessex funded, DONOR project (Digital cOachiNg fOr fRailty) to investigate whether a digital approach could be used alongside support from health coaches to help the lifestyle management of older people with frailty in its early stages. The DONOR project will look at whether these technologies can reduce the burden on health and care services by offering person-centred care and advice. The multidisciplinary research team will work together with stakeholders (people with frailty, carers, health coaches and AHPs) to develop and test a new digital approach, implemented across Dorset and West Hampshire. Jane provides consultancy services, works with the Wessex Academic Health Science Network and International partners and also has funding as part of the ASPIRE project with European funding.

Dr Jonathan Williams – is currently involved in projects broadly investigating clinical and sports biomechanics, including wobble board rehabilitation for diabetic neuropathy; learning and retention of infant CPR skills, quantifying spinal stiffness and movement through body worn sensors; facilitating physical activity through wearables; measurement of player load in Badminton and shoulder sensory-motor control. He is currently supervising  MRes and PhDs projects with AHPs including Andy Watt and Debora Almeida.

Debora Almeida PhD – A novel output-based approach to infant CPR training to maximise skill retention and improve patient outcome after cardiac arrest. Paediatric cardiac arrest is a worldwide health problem with high rates of morbidity and mortality. Positive outcomes depend on high quality CPR. However, infant CPR skills decay within weeks or months after training. This project aims to create a tailored retraining schedule based on the performance and retention of iCPR skills.

(more…)