Category / international

Media coverage BU’s kidney research in Nepal

international

This week Bournemouth University organised two dissemination events for our risk of kidney disease study in Nepalese migrant workers in the Middle East and Malaysia.  A previous blog reported on the first event in the capital Kathmandu (see details here!) .  These dissemination events have generated a loads of media coverage in Nepal, both in Nepali and in English. 

The study was led by Bournemouth University and a charity in Nepal which whom we have been collaborating for two decades, called Green Tara Nepal.  This important study, the first of its kind, was conducted among the Nepalese migrant workers and a comparison group of non-migrants from the same community.  This study was funded by The Colt Foundation, based in the UK. In the field it was supported by the Madhes Province Public Health Laboratory, the United Nations’ International Organization for Migration and University College London (UCL).

Dr Pramod Raj Regmi (Principal Academic in International Health in Bournemouth University’s Department of Nursing Sciences) is the lead researcher and our team further comprises researchers Dr Nirmal Aryal and Prof Edwin van Teijlingen (both from BU’s Faculty of Health & Social Sciences), and in Nepal clinicians: Prof Dr Arun Sedhai, Dr Radheshyam KC and Dr Shrawan Kumar Mishra.

 

 

 

Prof Edwin van Teijlingen

Centre for Midwifery & Women’s Health

BU policy update for the w/e 22nd September 2023

innovation, international

Lots of meaty topics for you to chew over this week. The student cost of living debate had a hearing in parliament. The Lifelong Learning (Higher Education Fee Limits) Act 2023 has received royal assent and we’ve a pop out summary on the Economic Activity of Public Bodies (Overseas Matters) Bill. The OfS received strong criticism in the Lords Industry and Regulators Committee report. We’ve the latest on visa fee increases, clearing and oodles of research news.

Parliament has now entered conference recess but government business will continue over the next few weeks. There will also be items of interest from the party conferences which will receive closer scrutiny this year given the impending general election.

As always if you need this update, or the pop out summaries, in a different format for accessibility please email us on policy@bournemouth.ac.uk

Political News

Lifelong Learning (HE Fee Limits) Bill

The Lifelong Learning Bill finished its passage through the Lords and the King has given Royal Assent. You’ll recall this Bill contained limited detail and will be padded out through secondary legislation further down the line – meaning the Government of the day will retain control and be able to tweak the implementation details when they wish.   Note the name change: it is now about lifelong learning not lifelong loan entitlement.

During the debate Baroness Barran, the Government’s representative, thanked the former Education Ministers and Secretaries of State for their insight (Lord Blunkett, Lord Willetts and Lord Jo Johnson).

Baroness Barran stated: The LLE will become the route for people who require student finance for levels 4 to 6 study across higher and further education. In introducing the LLE, we want to do as much as possible to make it accessible and affordable for the most disadvantaged. And confirmed that the Government would monitor the concerns the Lords raised at Report Stage, that the number of learning hours in a credit wouldn’t be changed unless sector standards change, and that the alternative student finance product compatible with Islamic finance principles would be delivered as soon as operationally possible after 2025 (further update coming on this later in 2023).

Labour’s spokesperson, Baroness Twycross, confirmed their support for the Bill’s aim: we support the idea that people can access funding to undertake the learning they need throughout their career. With people undertaking portfolio careers and with continual changes in technology and society, it is no longer the case that what you learn through a traditional three-year degree course is all that you will need in your work for the next 45 years or so. But reminded that the detail (scope) of the Bill was limited and felt a more formal review process for several aspects could have been set to safeguard against unintended consequences.

Baroness Garden of Frognal (representing the Liberal Democrats) highlighted the party remained concerned about how many adults will wish to take on debt in order to improve their learning, and we look forward to hearing updates from the Minister about how many people have done so. From these Benches, we feel that grants would be a much more effective way of persuading adults to learn. But, of course, we are all totally in favour of lifelong learning, and we wish the Bill well.

You may have noted the name change to Lifelong Learning (HE Fees Limits) Act, previously it was called the Lifelong Loan Entitlement. Apparently, the name change was decided upon following engagement with the sector. For those that have been in this game a long time you may harbour a small chuckle at the name change when you recall a rival party proposed a similar policy in the early 2000s based on, and called, Lifelong Learning.

The DfE published a policy paper on the LLE – it provides a useful introduction to the key details of the intended LLE operationalisation. Here are the next steps we can expect from the government, including two consultations:

In autumn 2023:

  • we plan to provide further information about the entitlement
  • we will work with the regulator, awarding organisations and providers of current advanced learner loans (ALLs) funded Ofqual-regulated qualifications to embed changes we set out in HMG’s response to the LLE consultation
  • OfS will launch a consultation on the development and introduction of a new third registration category

In spring 2024:

  • we will launch a technical consultation on the wider expansion of modular funding
  • we will lay secondary legislation covering the fee limits for the LLE in parliament

In autumn 2024 we will lay the secondary legislation that will set out the rest of the LLE funding system in parliament

In spring 2025 we will launch the LLE personal account where users can track their loan entitlement and apply for designated courses and modules

Economic Activity of Public Bodies (Overseas Matters) Bill: The Economic Activity of Public Bodies (Overseas Matters) Bill is a controversial bill seen as eroding university autonomy and there was dissent from some parties at the detailed Committee Stage (although other HE sector members agree with its legal principles). You can read a summary of the evidence provided in the early Committee stage sessions here. The bill now awaits a date for Report Stage. Wonkhe also update us that: The Home Office has released draft guidance on the Foreign Influence Registration Scheme (FIRS), designed to monitor foreign influence on UK politics. Sector-specific guidance will follow – supported by consultation panels from the research and higher education sector – but there are a handful of examples given of activities either requiring or not requiring registration under the scheme that make reference to international students or staff.

The future for education policy?

The New Conservatives published a ‘manifesto’: plan to upskill Britain which Research Professional view as an attempt to push Conservative education policies to the right. It’s keen on developing technical routes and reforming the apprenticeship levy and technical skills in general.

It’s less keen on universities stating: Since the reforms of 1992, too many universities have not been fit for purpose. Steps to address skills shortages in Britain and rising student debt should not shy away from one of the main culprits – rip-off universities. And: The false promise of university –  Long gone are the days when university was the hallmark of success. Many young people today could have much more opportunity if they opted for on-the-job training alongside receiving an industry recognised qualification, rather than go to university. But too few school leavers make that choice [apparently because they’re promised higher starting salaries].

The manifesto calls for a crack down on poor quality and less people attending university- redirecting the public funds saved to quality technical and vocational education. And they call for minimum academic grades to qualify for student loans: Introducing minimum grade requirements at GCSE-level would see an approximate reduction of 10 percent in the number of students qualifying for student loans. Although introducing minimum eligibility requirements of Level 4 grades at GCSE English and Maths would close off student loans to around 40 percent of all students… They would also like to ensure student loans are re-paid – although NHS employed graduates would be offered a three year loan repayment exemption.

Research Professional say the ‘manifesto’ is full of holes  – you can read their take down of the manifesto in Blue on blue.

Government role changes: Dehenna Davison MP has stepped away from her post as Levelling Up Minister due to ill health. Jacob Young MP will take over.

Free Speech: Wonkhe highlight that the OfS has published indicative timelines for the introduction of free speech related duties and provisions – under the proposals, 1 August 2024 would see the launch of the new complaints scheme and the coming into force of new statutory duties from providers and students’ unions. Provisions relating to OfS’s monitoring of overseas funding and new conditions of registration around free speech and academic freedom would come into force on 1 September 2025.

Research News

ARIA

The construction of ARIA continues – this week their programme directors announced their key questions and invited input from the R&D community. For colleagues familiar with the expression of Areas of Research Interest this is the ARIA equivalent. Although it’s not clear how universities can feed their research in to answer the questions yet. However, Wonkhe, have their finger on the pulse and inform that each set of programme questions has a budget of £50m. And that most of the programme directors have joined from academia. They are now mandated with developing a concrete programme, based on the “area or set of areas they feel compelled to explore” – these include programmable plants, interfaces with the human nervous system, climate intervention technologies, and robotics. Wonkhe also have a neat blog on how ARIA is taking shape. Excerpts:

The team as a whole tells us some important things about ARIA.
The first is that they are aligned to what the broader scientific community would consider to be some of the world’s greatest threats and challenges. AI, climate change, and food security, would appear at the top of most lists of the most pressing issues facing humanity…
Equally, the team straddles a hinterland between having programme directors that have more conventional academic careers with big interests, academics that have run or built companies, and programme directors that lean more into business and technology worlds but with significant academic credentials…
…this [the programme directors] is a group of people who probably ordinarily would never hang out together…The mix of expertise and backgrounds speaks to the fundamental challenge and promise of ARIA. Its whole purpose of existence is to fund the things that funders would not usually fund in ways they would not usually fund them. The challenge is to not only discover new things but to make a new disparate team function with some of the standard practices needed to make scientific breakthroughs…  And a tolerance for constructive failure that will see programmes potentially outlive ministers, funding, and maybe even ARIA itself.

Quick Research News

  • Biosecurity: The UK Biosecurity Leadership Council held its inaugural meeting to build our national resilience to future biological threats, whilst establishing the UK as a world leader in responsible innovation. The Government’s press release mainly focuses on the details about the Council with little on what was discussed.
  • Tech: Dr Dave Smith has been appointed as the Government’s National Technology Adviser taking over from Sir Patrick Vallance.
  • DSIT policies: The Department of Science, Innovation and Technology (DSIT) published a summary of their achievements in the six months since the Department was formed. These include the Science and Technology Framework, the AI White Paper, setting up the Foundation Model Taskforce, the 20-year National Semiconductors Strategy, the 10-year National Quantum Strategy, and the International Technology Strategy. There’s also info on the DSIT Start-Up Board.
  • AI: Research Professional: Ursula von der Leyen has said the EU should work with its partners to develop a global framework for regulating artificial intelligence.
  • Catapult: DSIT published a Catapult Network review update
  • REF: Wonkhe – Research England has “concerns” from stakeholders over the proposed People, Culture and Environment element of the 2028 Research Excellence Framework, both around its suggested weighting (25 per cent) compared to Contribution of Knowledge and Understanding, and around whether “robust indicators” can be developed to fairly assess research environment. There’s a blog from Jessica Corner (Exec Chair of Research England).
  • CaSE: Daniel Rathbone has been appointed as interim executive director of the Campaign for Science and Engineering.
  • Funding: Research England published the remaining HE grant allocations for 2023-24.
  • R&D spend: The House of Commons Library published a research briefing on R&D spending. It covers the (2022) methodology change in how R&D spend estimate are calculated – leading to the false achievement of the 2.4% of GDP 2027 target. We also learn that of business research in 2021: 23% was spent on research into computer programming and software development, 18% on miscellaneous activities, technical testing and analysis, and 17% on chemicals and pharmaceuticals. For public sector (2021) research: 35% went towards the general advancement of knowledge, 21% to health and 13% to defence. Other items of interest are the R&D spending by region 52% of all R&D resides in London and the South East (£24.4 billion) with the least in Wales. With the new calculations UK R&D spending is equivalent to 2.9%-3% of GDP – above the OECD and EU averages (but less than the USA, Japan and Germany
  • China: Wonkhe – Both OfS and UKRI need to do more to mitigate overreliance on China, for tuition fee income and research capability respectively. This is the conclusion of a report from former universities minister Jo Johnson and others, revisiting past recommendations for “de-risking” higher education given the potential for deterioration in the UK-China geopolitical relationship. The report highlights that Chinese students made up 28 per cent of non-UK PhD student starts in 2021–22, up from 17 per cent in 2017–18, with a growing concentration across the most selective institutions – the authors caution that “there is no next China or EU” in terms of markets for research student recruitment. There’s coverage in The Times, and the Guardian.
  • Confucius diplomatic immunity: A parliamentary question on diplomatic immunity for Chinese nationals working in Confucius institutes in the UK. Helpful answer from Robert Halfon, universities minister.
  • Horizon: The Lords Chamber debated Horizon Europe and Pioneer. Short transcript here. Discussions included the global talent visa. Research Professional (RP) also have a good article: UK in Horizon: money on the table. Researchers can already apply for (2024) Horizon funding, even though the UK officially joins on 1 January 2024. Funding is available across six clusters and three main innovation schemes – there is summary detail in the RP article. Chair of the House of Lords European Affairs Committee, Lord Ricketts, has called on DSIT SoS Michelle Donelan to provide additional detail…about the operation of the corrective mechanism designed to prevent the UK from paying a disproportionate net contribution to the [Horizon] scheme. We also ask you to update us on the expected timetable for the political agreement to be formally adopted by the Specialised Committee on Union Programmes. Lord Ricketts’ letter pulled no punches as he also highlighted the detrimental consequences of the last two years of uncertainty, and asked the government to stop using research as a political football.
  • Case Studies: Wonkhe – The UK Collaborative on Development Research has publishedan analysis of how development research appeared in REF 2021 impact case studies. The report examines which unit of assessment contained most international development impact case studies (business and management), how these were distributed across the UN Sustainable Development Goals, and which countries most often appeared (India, followed by the United States and Kenya).
  • Researcher influx: DSIT Minister Jonathan Berry has stated the UK will need 380,000 new researchers by 2027 to meet the growing need for research and counter retirement numbers. Berry continued that attracting overseas talent will need to be a big part of the growth, however, peers have expressed concern that the visa regime may hamper the influx. Labour peer Stephen Benn called for the global talent visa to be reformed and highlighted how the visa fees were discouraging talent from working in Britain. Research Professional have more on the tussle here.
  • New REF: Wonkhe on the new REF – With the consultation period drawing to an end (the deadline is the first Friday in October), it’s slowly becoming clear that there are two unconnected but influential lines of pushback.
    The first, from within the sector, is the argument that it is the quality of output that matters, and boosting the role of narrative statements and measures of input dilutes the essence of what really matters in the REF.
    Separately is an external climate in which the use of government funds to support anything that can be labelled as “EDI work” provokes tachycardia in the bosom of influential figures. Against this backdrop, Research England (in conjunction with the other UK funding bodies) is going to additional lengths to promote discussion and debate around the prominence and use of research culture measures, with Executive Chair Jessica Corner noting on Wonkhe that the weighting given to different elements of the next REF is still a live question, even if the commitment to assessment that “supports a thriving and healthy research system” remains steadfast.
  • Researcher mobility: Wonkhe – The government should make the mobility of researcher careers a “key design principle” of the research and innovation system, according to a report from the National Centre for Universities and Business (NCUB) Researcher Career Mobility Taskforce. The report argues that researchers need to be “empowered” to move between industry and academia throughout their whole career. The taskforce found that research staff are currently not always aware of opportunities (with existing guidance often focused on academic career pathways), that mobility between sectors is seen by many as high risk, and that institutional recruitment and progression frameworks can undervalue skills and experiences gained in other sectors. Blog.
  • Israel agreement: The UK has signed a memorandum of understanding with Israel committing £1.7 million to support joint research focused on technologies critical to future prosperity and quality of life, like quantum. Details here. Other recent bilateral international science deals the UK has signed include partnerships with India, Switzerland and South Africa. And funds have been committed to the International Science Partnerships Fund (launched last year with an initial £119 million).

International

De-risking international reliance

King’s College London policy institute published The China question revisited: de-risking higher education and research. The report was led by previous Minster for Universities, Lord (Jo) Johnson who has long been a supporter of international students balanced by the need to minimise risks to the nation and financial stability of HE providers, e.g. through diversification of international recruitment to reduce the reliance on some countries, including China.

The report highlights that China has become an increasingly entrenched collaborator on research and a key source of doctoral students crucial to the strength of the UK’s research system. The paper proposes a range of measures to de-risk HE’s relationship with China:

  • Requiring universities to publish an annual statement on their international student recruitment plans, in order to provide greater visibility of current strategies to diversify the international student population.
  • Improving regulation of course quality, given high drop-out rates among students from countries such as India and Bangladesh.
  • Weeding out poor-quality and fraudulent applications by charging an application fee for international students, requiring tuition fees to be paid up front and maintenance funds to be put in escrow at the start of the year.
  • Maintaining a register of recruitment agents and publishing key performance indicators relating to visa refusals, to improve accountability.

If you’ve been following the policy update for a while you may remember our review of a Westminster Higher Education Forum event on this topic earlier this year. The calls to action in the report are exactly those expressed by Johnson previously – he’s nothing if not considered and consistent. Given his influence in the House of Lords, and the strong ex-Ministerial powerhouse of Johnson – Blunkett – Willets, we can expect some pressure from the peers on this and other key HE matters over the next year.

Visas

Legislation to increase the immigration and nationality fees has been laid in Parliament. The changes:

  • the cost for a visit visa for less than six months is rising (by £15) to £115
  • the fee for applying for a student visa from outside the UK will rise +35% (by £127) to £490 (equalling the amount charged for in-country applications).

If approved the new fees will apply from 4 October 2023. Changes to the planned increase to the Immigration Health Surcharge are scheduled to be introduced later in 2023. The Home Office equality impact assessment on the fees is here – its concludes there is no direct or indirect discrimination based on protected characteristics observed for the changes to student fees.

The latest visa letter from Home Secretary Suella Braverman is here. The letter is dated 3 August but it has only just been released to the public via the Lords Science and Tech Committee.

There’s also a parliamentary question on visas granted under the High Potential Individual route.

Finally, from Wonkhe, The Erasmus Student Network has published a report on international student perspectives of the UK, based on polling conducted earlier this year (and with EU students notably overrepresented). Almost 16% of 465 respondents who had studied in the UK reported that obtaining a visa was a significant problem, and almost half disagreed that they received enough support from their host university in finding accommodation. Some 77% would have liked more interaction with local students.

Regulatory

OfS Inquiry

From March 2023 the Lords Industry and Regulators Committee ran an inquiry into the work of the OfS looking closely at its effectiveness as a regulator. The committee published their report: Must do better: the Office for Students and the looming crisis facing higher education. As is clear form the title the Lords concluded that the regulator is performing poorly, even accounting for the extra challenges facing HE today. The report concludes that the OfS has poor relations with both providers and students, a controlling and arbitrary approach to regulation, and a lack of independence from the Government.

On the OfS’ duties and decision making the committee highlight that the OfS has legal duties, but substantial freedom to pick and choose what it prioritises, creating uncertainty. Also the Lords believe the other regulators within the HE sector cause duplication and red tape.

The Lords recommend:

  • When the OfS makes changes to its approach, it should make clear how it has taken its legal duties into account or explain why it has not done so.
  • The Government should set out the steps it is taking to streamline the responsibilities of different regulators in the higher education sector.

On financial sustainability of HE the committee notes the undergraduate tuition fees have been frozen since 2018 with their value further eroded by inflation and that universities are relying more on the income boost provided by international (and postgraduate) fees – which sits uncomfortably with government concerns over the influence of other nations. Bottom line – the committee states that current HE funding is not sustainable and worries about the geopolitical vulnerabilities (in 2021/22 22.3% of student came from China). The peers state we were not convinced that the regulator has paid enough attention to the financial challenges facing the sector.

Recommendations:

  • The Government must review how higher education is funded, setting long-term, sustainable funding and delivery models for the sector
  • Both the Government and the OfS should also clarify whether there is any strategic oversight of the sector’s long-term financial stability.
  • Hold discussions with providers more regularly about their financial situation and ensure it is aware of the systemic challenges facing the sector;

On students the Lords committee highlights that despite the OfS explicitly being set up to regulate in the interests of students it has never defined what these interests are, creating a suspicion that it uses them as a smokescreen for political priorities. And that students often feel their views are not acted upon, especially where they do not match with what the OfS wants to do. The committee gives the example of from the OfS’ Student Panel who stated that when student issues of importance contradicted with the Government’s views the OfS threatened the Panel’s future.

Recommendations:

  • The OfS should conduct work with students, to define student interests and explain how this drives its work.
  • Hold providers to account if they do not ensure prospective students receive clear, digestible information on their course, including its long-term costs and approximate contact hours
  • The OfS must also ensure its Student Panel is free to raise issues of importance to students, whether or not the OfS agrees with them and ensure that there are at least two student representatives on the OfS’ Board and open up more of its work to student involvement.
  • Conduct detailed scoping work, with students, on how it defines “the student interest,” and how this informs its work.

On regulation and sector relations the committee acknowledged evidence from HE sector representatives that found the OfS over controlling in their approach to regulation:

  • We conclude that it [OfS ]has demonstrated little regard either to the autonomy of providers or the impact of its requests and decisions, particularly its onerous requests for data.
  • We also heard that the OfS is both distant and combative in the way it treats providers, giving the impression it seeks to punish them rather than help them to comply.

The peers welcomed the OfS’ focus on value for money for students, however, they felt the OfS did not provide HEIs with value for money because of their regulatory approach and particularly when higher registration fees partly reflect the regulator’s own expanding remit.

Recommendations:

  • The OfS should be more transparent about its approach, making clear why it makes particular requests and decisions.
  • Make clear how it has taken the institutional autonomy of providers into account when it regulates.
  • Build trust with higher education institutions and adopt a more strategic, less combative approach to its work.
  • The Government should reconvene its Higher Education Data Reduction Taskforcein order to reduce unnecessary red tape.
  • Urgently align its framework for quality with international standards, including reinstating an independent Designated Quality Body

On independence from Government the committee questioned whether the OfS really was the independent regulator it claims to be:

  • we found that it lacks both real and perceived independence, with its actions often appearing driven by political priorities. The fact that the OfS Chair continues to take the Conservative Party whip in the House of Lords has not helped.
  • The OfS lacks independence from the Government, and its actions often appear driven by the ebb and flow of short-term political priorities and media headlines.
  • We concluded that the Government has also contributed to this situation, by being too prescriptive in the guidance it sends to the OfS. The situation has been worsened by the fact that the OfS has had to work with seven Education Secretaries and six Universities Ministers since 2018.

Recommendations

  • The Government and the OfS should set out what each of them will do to secure the OfS’ independence.
  • As a first step, the Government should consider requiring serving politicians to resign any party political whip before becoming Chairs of independent regulators.
  • Limit itself to providing higher level, strategic input to the OfS, rather than overly prescriptive guidance.

Lord Hollick, Chair of the Industry and Regulators Committee said:

  • At a time when the higher education sector faces a looming crisis caused by financial instability, increased costs, industrial action, and reduced EU research funding, it is vital that the sector’s regulator is fit for purpose.
  • However, it was evident throughout our inquiry that the OfS is failing to deliver and does not command the trust or respect of either providers, or students, the very people whose interests it is supposed to defend. We were surprised by the regulator’s view that the sector’s finances are in good shape, which is not an assessment that we or most of our witnesses share.

The Government must respond to the committee’s report and recommendations by 13 November. It remains to be seen if the Government will throw the OfS under the bus (unlikely) or agree to consider a small number of actions (probable, and most likely those that place the onus on the OfS to deliver) whilst arguing the point on other items. Of course, the Government can completely refute the committee’s report if it wishes too – again this is unlikely because the OfS has already responded to the report conceding improvements are needed in some areas. You can read OfS Chair, Lord Wharton’s, response on the OfS blog and Susan Lapworth’s, OfS Chief Executive, response in Learning lessons – a Research Professional blog.

The report may not be a bad thing for the OfS. They have been willing to concede some shortcomings, and the committee’s recommendations recommend the OfS should be given more freedom and leeway to work outside of the government dictat they currently operate within.

Research Professional (RP) spoke with two members of the Lords committee – Chair Clive Hollick and Ann Taylor (both Labour). RP highlight some of the frank quotes from the Members here.

RP: to what extent do they feel the OfS has fallen short of its objectives, particularly compared with other regulators—and can the trust that has been lost with the higher education sector be regained?

Hollick: It is a relatively new regulator, so it is still finding its feet, if I could put it that way—in response to which, Taylor quips that this is a “very generous” bit of context. Hollick agrees.

They also explore what the Peers think of the OfS denouncement of the QAA:

  • Elsewhere, the Lords expressed concern that the OfS is currently operating not only as England’s regulator but also as its Designated Quality Body, after the Quality Assurance Agency gave up the role over its concerns that the English regulatory framework was now at odds with European standards.
  • The OfS said after the QAA quit as DQB that it wasn’t overly pleased with how the QAA was carrying out its brief anyway.
  • Since that spat, the OfS has said that it sees no problem with keeping the DQB role itself, at least in the medium term. To what extent are Hollick and Taylor concerned about all this?
  • “We’re still trying to find the real reason [why the OfS was unhappy with the QAA],” said Hollick. “Why change something that’s working, that’s trusted, that is actually valuable for the brand, not only nationally but internationally?”
  • He added that the current situation, with the OfS in ostensibly temporary control as DQB, is “a complete muddle, and an unexplained muddle”.
  • Taylor added that the inquiry had heard fears that this was “a power grab” by the OfS, and “unless things are sorted out…that fear remains”.

There was great coverage of the committee report – here are some good sources if you want to read the editorials:

Research Professional: Friends in high places and Lords a-meeting.

Wonkhe blogs:

  • Jim Dickinson reflects on calls to reduce regulation of universities, arguing that the real problem is the way we frame higher education as “big boarding school”.
  • Chair Lord Hollick presents the findings of the House of Lords Industry and Regulators Committee inquiryinto the work of the Office for Students.
  • Everyone loves to commit to reduce data burden in higher education. Andy Youell asks what it would take to actually do it.
  • The long awaited Industry and Regulators Committee report on the work of the Office for Students is here – David Kernohan sets out everything you need to know.
  • Wonkhe also have a different coverage angle in their Monday summary: Many of its findings and recommendations chime with established concerns about the regulator – distant, opaque, punitive, expensive, politically compromised… But take a step back and what is powerful is the way that the committee’s report situates its critiques in the context of wider financial issues affecting the whole sector. The risks to education quality and to provider sustainability are greater than they were at the passage of the Higher Education and Research Act in 2017. Arguably, the higher education sector needs strong regulation more than ever to address failures where they do occur – but tempered with a sense of proportion about the feasibility of what is expected, and responsibility for the sustainability and success of English higher education. The question, then – with little money around and little prospect of a lot more coming – is what should happen next.

One obvious area for attention is expectations of providers. Even if OfS was seen as credible in its efforts to pursue the interests of students, there is little doubt that some of the “burdens” of regulation might be streamlined to allow the sector to get on with delivering on those interests…

But efficiencies and engagement can only get a reformed regulator and its beleaguered providers so far. There’s a case to be made that expecting one regulator to have a grip of the range of issues affecting students’ university experience and act as a proxy for bodies as diverse as the Charity Commission, the Competition and Markets Authority, and various local authorities is too much to ask. We need bodies looking out for the interests of students, that are worried about their housing and health, and that are capable of causing those things to be discussed and resolved… if the expectations on OfS are just that little bit too large – yet reflect a wider problem of what we ask universities to do while absolving others from ever thinking about over two million citizens.

There is further coverage in the national media: the Mail, the Standard, the BBC, and Byline Times.

For full detail read: the full published committee report on OfS effectiveness.

Quality Regulation

QAA: This week Research Professional highlighted how the House of Lords critique raising concerns over the effectiveness of the OfS is a small victory for the QAA (Quality Assurance Agency) which stepped down from the role of Designated Quality Body (April 2023) in protest that the English regulatory framework was at odds with European standards. QAA continues to oversee quality in the other nations of the UK as well as internationally. The Lords report recommends that the OfS urgently aligns its framework for quality with international standards, including reinstating an independent Designated Quality Body.

QAA Chief Executive Vicki Stott stated: We’re really pleased to see that the committee recognises the importance of strengthening the current oversight of quality in England by returning to alignment with international good practice and for quality assessment to be undertaken by an independent body… You can’t simply take a self-assessment review and pass it to the body that is doing the regulation and funding and expect the two of them to mediate the accuracy of that assessment for themselves.

The OfS has responded to the report by saying it will consider the findings carefully over the next few weeks.

You can read the full Research Professional write up here.

On the QAA Wonkhe also inform us that they’ve released a briefing note with a definition of quality in UK higher education, intended for policymakers and other stakeholders internationally. Indicators of quality set out include staff and students thriving professionally and academically, a relevant and challenging learning experience, and external experience being sought and used. And:

This morning, and with impeccable timing, the QAA publishes the first in a new series of briefings on the “future of quality in England”—which it says “builds on” the Lords report. Among other things, it calls for England to “realign” its approach to quality assurance with “internationally agreed good practice”. Read The Future of Quality in England. The paper suggests policymakers commit to:

  1. Realign the English quality system with internationally agreed good practice.This should include honouring the UK’s commitment to the European Higher Education Area by working with QAA and the sector to develop a pathway to alignment that maintains and strengthens international trust while recognising the distinct characteristics of the English sector. This would involve addressing:
  • the independence of quality assessment so that the system operates without fear or favour
  • a periodic touchpoint with all providers to secure up-to-date assessments of their provision
  • student engagement across the full quality system, including as full members of assessment teams
  • the transparency of data, thematic analysis and assessments.
  1. Formally recognise enhancement as part of the quality systemto encourage an approach of continuous improvement where providers are supported by an independent body, such as QAA.
  2. Streamline regulatory requirements from the various bodies with oversight of higher education(Office for Students, Ofsted, Ofqual, the Institute for Apprenticeships and Technical Education, the Education and Skills Funding Agency and relevant PSRBs) by convening them to align requirements in terms of data requested, format required and relevant deadlines, following the Regulator’s Code principle of ‘collect once, use many times’. This should be achieved through reconvening the Higher Education Data Reduction Taskforce and ensuring all relevant oversight bodies are represented.

Wonkhe blogs:

Students

Cost of living

This week HEPI published on the student cost of living in:  How to Beat a Cost-of-Learning Crisis: Universities’ Support for Students. They find:

  • 76% of universities help their students with food and drink (discounts, food banks and food vouchers), with nearly half (47%) helping with health and more than a third (35%) respectively with travel and digital.
  • Wales, the South West, the North East and the South East were the regions where universities were most likely to operate a food bank.
  • Four-fifths (82%) have an online platform to communicate their support to students.
  • On average, hardship funds are awarded up to £2,470 and institutions commit to get funds to students within four weeks.

Recommendations:

  • All universities should establish a cost-of-living working group streamline their hardship fund, launch an emergency fund and include students throughout their cost-of-living response.
  • Students’ unions should encourage their university to act by mounting an ambitious and practical cost-of-living campaign, founded on strong evidence and excellent relationships with university staff.
  • The Government establishes a cost-of-living taskforce, which consults regularly with students and sector leaders, and urgently reviews the level of maintenance support.

The publication came ahead of this week’s Westminster Hall debate on student cost of living. We have a short summary of the debate cut and thrust here. In the main, Minister Halfon followed the well-worn party line on disadvantage student numbers being up, extra funding for skills, and toughed out the calls for additional hardship funding. He agreed to look into the issue of students taking poorer quality accommodation due to price constraints and explained the government were trying to target hardship funding as there isn’t a consistent national picture. Although it appears the ‘targeting’ is simply the previous redistributed leftover budget that institutions already received.

Research professional also have an excellent summary and analysis on the student cost of living recent publications and debate.

Disciplinary process Pinsent Masons have a blog on disciplinary procedures following the landmark High Court ruling whereby a former student successfully sued their university for breach of contract. It concludes universities should understand the case before making hasty changes to their processes: It is therefore very much about the appropriate training of disciplinary panels and those involved in disciplinary processes, and how they should properly assess and test the evidence put before them – rather than this being a strict process point requiring the need to urgently revise procedures.

Medical Bursaries Vs Loans

While pressure is being applied for allied health professions to reinstate bursaries or receive loan forgiveness the Institute for Fiscal Studies has moved to an opposite position for medical and dental students stating the NHS bursary should be binned and tuition fee loans rolled out. Wonkhe cover the story:

The NHS bursary for medical and dental students should be scrapped and replaced with tuition fee loans, the Institute for Fiscal Studies (IFS) has argued, with the money saved spent on NHS staff pay. The think tank contends that the bursary “displaces student loan funding” – in some cases leading to less upfront support for those from economically disadvantaged backgrounds – and ultimately benefits high-earning medical graduates who are able to pay off their loans earlier.

It also notes that “Plan 5” student loan reforms in England will benefit medical graduates by around £20,000, undermining one of the original arguments for the bursary which was to protect those who spent many years in training from the effects of high interest rates.

However, the Sutton Trust disagree and call for caution because they believe scrapping the NHS bursary may make medicine less accessible for disadvantaged students. Peter Lampl, Founder of the Sutton Trust, stated:  Any change to the NHS bursary should look at the support provided to students across the NHS professions rather than just for medicine…This is to avoid funnelling less well-off young people towards other health professions and away from medicine for financial reasons. We should also ensure that medical students have adequate access to maintenance support to live on, in whichever form that is provided.

Similarly Wonkhe report on the Union position to move away from tuition fees (across all programmes): The Trades Union Congress has carried a motion in favour of campaigning for the abolition of [all] tuition fees, improved pay and conditions in the higher education sector, and the tackling of education “cold spots”. The motion was proposed by the University and College Union (UCU) to the annual congress.

Loneliness

DCMS published an interesting YouGov survey exploring (young) students’ concerns across a range of areas such as friendships and fitting in, cooking and cleaning for themselves and finding housing, homesickness and loneliness, managing money and the difficulty of their course. It shows the range of intensity of concerns in the above areas. Including that 43% of students worry they’ll be judged if they admit feeling lonely.  The factors students found least helpful to alleviate the loneliness were speaking to university staff and online resources. The Government has launched a loneliness awareness campaign but it’s received criticism from some sector members.

Quick student news

Parliamentary Question: The Government has no remit to intervene in the student housing market (re: overseas students).

Parliamentary Question: tackling anti-Semitic and pro-Iranian messaging in universities.

Parliamentary Question: non-continuation of first year students (2015-2019)

Wonkhe blog: universities can do more to address gambling harms

At-risk Academics

Finally there was a Westminster Hall debate on UK support for At-risk Academics who are working overseas. Julian Lewis MP reflected positively on the work of the Council for Assisting Refugee Academics (CARA) and noted that CARA fellows had a (recent) 100% visa application success rate. He called on the Home Office and UK Visas and Immigration to continue to support at-risk academics, and on the government to consider a long-term follow-on scheme. Sarah Dines MP, Parliamentary Under-Secretary for the Home Department, responded on behalf of the Immigration Minister noting the benefits at-risk academics bring to the UK and thanked CARA and the wider university sector for their contribution.  Research Professional has a good article on the record numbers of Ukrainian and Russian academics placed through CARA in the last 18 months.

Admissions

Wonkhe report record numbers secured university places through clearing this year despite a dip in overall recruitment:

16,040 UK 18 year olds found a place through Clearing after releasing themselves from a previous choice this year – 32%  (the largest single pool) of all Clearing placements. Today’s figures come as we reach 28 days after A level results day, usually considered the end of the main application cycle.

Overall recruitment is down by just over 5,000 from last year, though this still represents a growth of 12.9% over 2019 – the last year to feature a comparable results profile immediately prior to Covid-19. Similarly, this year saw a slight decline (around 500) in international recruitment beyond the EU, though this was 25% up on 2019. The BBC and The Evening Standard cover the news.

Savanta have stated the dip in top A level grades drove the increased demand for Clearing this year: early data from UCAS suggests that by the day after results day, 10,400 school leavers had been through Clearing to secure a university place (compared to 6,600 placed at the same point last year), with fewer securing their first or second choice university.

Savanta also have a downloadable report for colleagues interested in how universities approached the marketing and comms around Clearing.

Research Professional has an entertaining and useful read, UCAS pocus, on the UCAS data released for this year’s student intake numbers. It begins: Once more, it is time to release the party poppers and streamers over in Cheltenham. The headline comes with more spin than the average washing machine…. The press release goes on to say that “growing numbers of students that have been placed at their firm choice are using clearing to secure a new choice of university. In total, 16,040 UK 18-year-old applicants found a new course after releasing themselves from a previously held choice. This compares to 14,760 in 2022, and 12,170 in 2019.”…That all sounds wonderful until you pause for a moment to reflect that this must surely mean that “record numbers” of students were therefore denied their first-choice institutions or failed to make the necessary grades.

… Some 32 per cent declined their original firm choice—this is the largest single pool. Another 30 per cent did not meet the terms of their offer and were released into clearing on results day, while 38 per cent either applied directly into clearing or held no firm choice.

That is, as Ucas acknowledges, an unprecedented use of clearing, which is surely something that cannot be good for either prospective students or university recruitment planners. It all rather raises the question of whether we should now get serious about a post-qualification admissions process.

Access & Participation

Care leavers

Think tank Civitas published Breaking the Care Ceiling: How many care leavers go to university? In 2022 the Independent Review of Children’s Social Care estimated the lifetime cost of poor outcomes for children with experience of our care system was over £1 million per child. The report argues that graduating university turns the poor outcomes around.

Wonkhe have two blogs:

Other news

Other news

BTEC gap: The Protect Student Choice Campaign published Desperate measures: data and the reform of Level 3 qualifications finding that 155,000 young people – 13% of all sixth form students in England – could be left without a suitable study programme from 2026, given the planned reduction in AGQs [applied general qualifications] and slow growth of T levels. See chart below. They also provide examples of when they believe the government has misrepresented data to suggest AGQs such as BTECs perform poorly. You can read their points on the data here.

HTQs: The Government’s policy line has been to grow Higher Technical Qualifications (HTQ) for several years, and it’s a particular passion for current Universities Minister Robert Halfon. If you’re not quite sure what a HTQ is we’ve got an explainer (below) and the Government has released a policy paper providing an overview of how the funding and approval system works for HTQs.

The key information to understand about HTQs is that they are an alternative qualification to apprenticeships and degrees. They are level 4 or 5 qualifications such as HNCs, HNDs and foundation degrees. They bridge the gap between A/T Levels and degrees and are taught at a range of FE, HE and independent providers. The Government plans to expand the range of HTQ courses by 2025 – there’s a list here (scroll down to Available Subjects).

Creative & Arts round up: An interesting Guardian article noting the disappearance of art schools. Wonkhe also had creative content this week: All political parties should commit to a series of measures in support of creative education, a coalition of sector bodies has urged. The Creative Education Coalition – made up of sector bodies including University Alliance, GuildHE and London Higher, as well as institutions and subject groupings – has set out a manifesto with eight “asks” for revitalising creative arts education from school level onwards, including retention of BTEC qualifications in creative areas and an end to “low value” rhetoric around arts subjects and careers. There’s a Wonkhe blog on the topic too: A manifesto for creative education. Finally, AHRC has announced a reduction in the number of PhD students it funds from 425 to around 300 by 2029–30. There will be an increase in “strategic investments that fill specific sector-related gaps,” with a lower number of studentships through its Doctoral Training Partnerships – these will also be funded through a formula approach, rather than competition, in a move designed to reduce administrative burden (Wonkhe).

Commuters: The COVID Social Mobility and Opportunities (COSMO) study published new analysis of their cohort data and report that this year’s university applicants look more likely to stay at home during term time than previous cohorts.

Midwifery educators: Wonkhe – A lack of senior midwifery educators is severely impacting the UK’s ability to recruit more midwives, a new report has found. The State of Midwifery report from the Royal College of Midwifery (RCM) highlights growing numbers of people leaving midwifery education – with poor working conditions and low pay among the main reasons for the resignations. It says the drop off in educators has increased staff-to-student ratios in the UK, and in the 2022-23 academic year there were fewer recruits than previous years. The number of midwifery students leaving their courses before graduating is also rising, with around 15 per cent of students failing to complete their degree in 2021-22. The Belfast Telegraph has the story.

UUK International published Lessons from the UK higher education sector response to the invasion of Ukraine. Full report here, summary here. UUKi introduce the report: the report highlights how the UK sector was mobilised to support universities in Ukraine and sets out ways in which we might better respond to future crises, while recognising that there is no ‘one size fits all’ model. It reflects on the policy, funding and political levers which have enabled a broadbased response and how these need to be considered when formulating a response to emerging crises at individual, institutional and sector levels. The report sets out a framework that institutions might employ to help develop and tailor such responses, providing a practical tool that can help maximise the effectiveness and impact of university action.

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HE policy update – summer catch up September 2023

Industry collaboration, innovation, international, NHS, open access, Student Engagement

The best bits from the summer period!

To keep the overall size of this policy update smaller we have included several linked documents to provide further detail on some items. These documents are in pdf format and accessed through a hyperlink in the text. If you would like the original documents (in Word) for accessibility purposes, please email us on policy@bournemouth.ac.uk

Parliamentary News: Reshuffle, no kerfuffle

Rishi has reshuffled his Ministers and you can find all the Cabinet members here.  All the junior ministers and their portfolios for both departments are here.

It’s stability in the main for both departments. David Johnston OBE joins the DfE as Parliamentary Under Secretary of State (mainly care, SEND and schools focussed but with free speech in education within his brief too), replacing Claire Coutinho, who was promoted). Johnson was previously Chief Executive of the Social Mobility Foundation (a charity which runs a range of programmes that incorporate mentoring, internships, university application support and skills development to help young people from low-income backgrounds enter universities and professions). Johnson has been active in the media on education, generally supportive of technical education, and tweets about social mobility factors a lot.

Labour has reshuffled the Shadow Cabinet appointments – I’ve put all the appointments (both new and those that have remained in post) here. Of most interest are:

  • Matt Western remains as the Shadow Minister for HE
  • Seema Malhotra is appointed as the Shadow Minister for Skills
  • Peter Kyleappointed as Shadow Secretary of State for Science, Innovation and Technology

Horizon Europe

Finally!!! The Government has announced that the UK has made a deal and will associate with the Horizon Europe and Copernicus programmes through a bespoke agreement with the EU. Researchers can apply for grants and bid to take part in projects under the Horizon programme, as a fully associated member from now until the end of this Horizon programme in 2027. Once adopted, the UK will also be able to join the governance of EU programmes – which the UK has been excluded from over the last three years.

The UK will also associate to Copernicus, the European Earth Observation programme. This will provide the UK’s earth observation sector with access to specialist data, e.g. to help with early flood and fire warnings, and be able to bid for contracts (we’ve been excluded for the last three years).

It may be a case of the devil is in the detail however, the Government’s press release sets out the financial protections that have been agreed for the UK:

  • We will not pay for the time where UK researchers have been excluded from since 2021, with costs starting from January 2024…This will also provide breathing space to boost the participation of UK researchers in open calls for grants before we start paying into the programme. [Because it’s expected it’ll take UK researchers some lead time before the UK begins securing a volume of successful bids.]
  • The UK will have a new automatic clawback that protects the UK as participation recovers from the effects of the last two and a half years. It means the UK will be compensated should UK scientists receive significantly less money than the UK puts into the programme. This wasn’t the case under the original terms of association.

UUKI state the agreement must be adopted by the EU-UK Specialised Committee on Union Programmes. They also clarify:

  • UK researchers will be able to carry out European Research Council and Marie Sklodowska-Curie Action projects in the UK while retaining their status as ERC or MSCA grantees.
  • UK researchers can once again lead collaborative projects as coordinators.
  • UK research entities will count towards the consortium eligibility requirements as one of the three required partners from EU Member States or Associated Countries (nb. consortia will still need one partner from an EU Member State).

From Minister Donelan’s written statement:

  • From today, UK scientists can bid and participate confidently in the world’s largest programme of research cooperation – alongside their EU, Norwegian, New Zealand and Israeli colleagues – and with countries like Korea and Canada looking to join…UK academics and industry will be able to bid, secure funding for, and, crucially, lead, the vast majority of new calls that will be opening throughout the autumn. UK researchers and businesses can be certain that all successful UK applicants will be covered through the UK’s association for the rest of the programme (or through the remainder of the UK’s Horizon Europe Guarantee scheme as we transition to these new arrangements). All calls in Work Programme 2024 will be covered by association and the UK guarantee scheme will be extended to cover all calls under Work Programme 2023. UK scientists and researchers can lead project consortia under Work Programme 2024 – a key ask of the sector – allowing them to shape the next generation of international collaboration.
  • Under the previous programme the UK established over 200,000 collaborative links, and we will now play a leading role in a range of ground-breaking industry collaborations such as the AI, Data and Robotics Partnership worth over £2 billion, or the Cancer Mission aiming to help more than 3 million people by 2030.
  • Access to Horizon Europe was a top ask of our research community. We have listened to our sector and in this deal delivered collaboration where it is most valuable to UK science. This provides our scientists with a stable base for international collaboration and makes sure we are on track to deliver on the ambition to make the UK a science and technology superpower by 2030.
    Euratom (nuclear) association is out, rumoured because the UK believes we’re further ahead than Europe. Donelan: The UK will not join the Euratom programme. The UK fusion sector has communicated a preference for an alternatives programme that would involve direct investment in the UK sector. We are pleased to announce that we will be doing exactly that. We plan to invest up to £650 million to 2027 in a programme of new, cutting-edge alternative programmes subject to business cases, and will announce further details shortly.

Links: Government press announcement; EU/UK joint statement; FAQs on the deal (provided by EU)

Press: Guardian. Research Professional: charm offensive, plan B still on cards (Minister Freeman), implications for Switzerland. UUK warm welcome

FRAP

The Future Research Assessment Programme (FRAP) is gradually wrapping up following the latest publications. The FRAP addressed how research might be measured (and rewarded) in 2028 and proposed a number of changes to the current REF. The reports that informed the planned changes have been released. This Research Professional article is a good quick read, it begins:  we learned what had influenced the thinking behind these changes, with the publication of a summary of stakeholder engagements, an analysis of equality, diversity and inclusion in the 2021 Research Excellence Framework and another analysis, commissioned from the policy-advice group Technopolis, of how much that exercise had cost to run.

  • …the starkest numbers appeared in the examination of costs. It showed that the overall cost for higher education institutions reached £430 million for REF 2021, up from £237m for the 2014 exercise. The four UK national funding bodies spent a further £17m, while the cost to the panels that assessed submissions was £24m.
  • The total average cost for each university or research institute rose from £2m in REF 2014 to £3m in REF 2021, with the average cost per researcher submitted amounting to £6,000—up from £4,000.
  • institutions had also been doing a lot of work that they weren’t asked to do because they wanted to optimise the REF process—hardly surprising…
  • the interesting thing for 2028 is how can we reach a kind of settlement with the sector to say how much of this do we really need to do?”…“And how much can we stand back from in the interests of reducing the burden on everybody?”
  • by removing the association between individual staff and outputs, the changes suggested by the Frap would make a big difference—particularly for institutions without a large infrastructure, such as smaller specialist institutions.
  • Implementing the Frap recommendations is expected to save institutions an estimated £100m and…. the research funders would use the Technopolis report to make calculated reductions in costs.

You can find all the reports here and the stakeholder engagement summary here.
Wonkhe have a blog too: REF is expensive because it’s good value.

Research – Quick news

The Science and Technology Committee published their interim report into the governance of AI: summary here. There’s a world first summit on AI safety to be held 1-2 November. International governments, leading AI companies and experts in research will unite for crucial talks and agree a set of rapid, targeted measures for furthering safety in global AI use. Matt Clifford and Jonathan Black have been appointed as the Prime Minister’s Representatives.

  1. Announcements: UKRI announced the creation of four new research facilities, and a survey has found that “extreme measures” are needed to help some European research infrastructures deal with the “severe” impact of higher energy costs (Research Professional).
  2. Peer Review: Research Professional have an article on UKRI’s Review of Peer Review: UKRI report suggests AI could improve grant reviews.
  3. Overall: UKRI has published its annual report and accounts for financial year 2022–23. The year saw it assess over 22,300 applications for funding, and make 6,118 awards (as well as support 1,897 Horizon Europe Guarantee grants). (Wonkhe.)
  4. QR Funding: Research England has notified institutions that it is “not yet in a position” to confirm quality-related research (QR) funding or Higher Education Innovation Funding (HEIF) allocations for 2023–24, “due to the complete replacement of our analytical system and associated quality-assurance processes.” It plans to publish an overview of its budget later this month, and individual allocations from late summer. (Wonkhe.)
  5. Parliamentary Question: Strengthening UK-Africa science and tech research and partnerships.
  6. Life Sciences sector: OLS, DSIT and DHSC have jointly published the life sciences sector data for 2023 covering the research environment, domestic market, production environment, international collaboration, investment environment, and access to skilled labour. Links:

Life sciences competitiveness indicators 2023

Life sciences competitiveness indicators 2023: life science ecosystem

Life sciences competitiveness indicators 2023: user guide

Life sciences competitiveness indicators 2023: data tables

Foundation year fee caps & student number controls

Read more about the government’s latest plans to incentivise quality below.  In that context, the outcomes of the first two of the OfS investigations into quality related matters – 2 of the 8 business and management investigations – were reported this week.  The OfS haven’t announced any sanctions yet, but number controls could be in their toolbox.  The VC of London South Bank University (no concerns were found after the investigation) wrote for HEPI about the experience.

Way back (February 2018) PM Theresa May announced a review of post-18 education and funding whereby the Government consulted on HE reform, and the Augar report (2019) resulted. There was a lot of change on the table for consideration and the Government launched further consultation concluding in January 2021 and February 2022. The Government introduced piecemeal changes since the Augar report, most recently laying the legislation for the Lifelong Loan Entitlement (implemented from 2025). This Government response document is the latest in these piecemeal changes and continues to focus on changes to ensure high quality HE provision across the sector. The Government states:

We have set out…what more government will do to continue to drive up the quality of higher education. This includes asking the Office for Students (OfS) to use recruitment limits to help drive out provision which is not delivering good student outcomes, a sharp focus on franchising arrangements, and a reduction in the maximum fee and loan limits for classroom-based foundation years. We will also ask the OfS to consider how they can take graduate earnings into account in their quality regime. We know many factors influence graduate earnings – but students have a right to expect that higher education will lead to improved employment opportunities and commensurate earnings… These reforms represent the start, and not the end, of our determination to drive out low-quality provision. We are confident that this will be successful with the support of the sector. The Government has decided not to proceed with a minimum eligibility requirement at this point in time, but if the quality reforms set out here do not result in the improvements we seek, we will consider further action if required.

Student Number Controls: The government believes that as most HEIs charge the maximum fee, combined with no student number controls, it has incentivised providers to expand student numbers on courses that are less expensive to teach, but which may only provide limited benefits to graduates and the wider economy.

There was a consultation on whether to introduce student number controls to prevent ‘the growth of low quality provision’. Instead the Government decided to task (via statutory guidance) the OfS to consider ‘recruitment limits’ for courses not delivering positive outcomes for students – this is already in train because the OfS is already permitted to impose recruitment limits on providers. However, the Government’s newly announced plans concern the OfS’ existing powers and regulatory framework, including the B3 condition of registration on student outcomes (continuation rates, course completion, and graduate progression). Recruitment limits won’t be applied to a course without a prior investigation, and providers will have opportunities to set out contextual information for why a course might not be delivering the student outcomes required by the B3 condition.

The OfS is expected to consider how it can incorporate graduate earnings into its regulatory regime for quality purposes too.

Foundation Year Fee Caps: Foundation years are a route in for students that do not meet the entry requirement for a particular course. However, the Augar report questioned how effective and necessary they were for students. And with the introduction of the Lifelong Loan Entitlement the Government does not want the full lifelong entitlement to be taken by one degree course entered through a foundation year. They have also been vociferous in their questioning of foundation year costs and urged for some time for the fees charged to be lower. Through the document the Government has stipulated the from 2025/26 the maximum fee and loan limit for foundation years will be lowered to £5,760 for classroom-based subjects whilst the maximum fee and loan limits of £9,250 will remain for all other subjects.

Here’s a little more detail:

  • ‘classroom based foundation years provision’ means the subjects currently in OfS Price Group D …the government will issue detailed guidance to the higher education sector on the subjects that the £5,760 fee cap will apply to in due course. While we’re waiting, we do know the challenge is to law, business and management (not tourism, transport or travel), social sciences (not health studies), and humanities (English, historical, philosophical and religious studies (exception is archaeology) including publicity studies. Although it really depends which HECoS code the course falls within as to whether it’s in or out.
  • The Government means business on the foundation year clamp down: We will keep fee and loan limits for foundation years under review, particularly where growth is concerning, and will not hesitate to impose further reductions if necessary. We encourage providers to ensure their business model is not reliant on income from foundation years.

Throughout the Government’s campaign to reduce foundation years undertaken, and reduce their costs where there do continue has been the push back from the access and participation community who state foundation years remove barriers and allow non-traditional or disadvantaged students to enter HE and ultimately achieve a degree.

Finally, other consultation questions covered plans for a new national scholarship scheme and how to grow the provision of high-quality level 4 and 5 courses. The Government document didn’t contain any detail on the scholarship scheme, however, they have confirmed they will not change the maximum fee limits for level 4 and 5 courses from £9,250 at this time.

Students

  • Cost of living: The Commons Library have a briefing on Cost of living support for students
  • Student struggles: The National Union of Students (NUS) Wales has published survey findingswhich show that a quarter of students in post-16 education were unable to find suitable housing last year as rent and bills increased, and 8% had experienced homelessness.

The research on the impact on students of the cost-of-living crisis also found that 1 in 5 students were working more than 20 hours a week alongside their studies, with 64% of those with jobs saying it negatively impacted their students.

Accommodation

PwC and StudentCrowd published Student accommodation: Availability and rental growth trends July 2023 for privately-owned Purpose Built Student Accommodation (PBSA) across the UK.

While demand outstripping supply creates an investment opportunity, particularly for private capital, it also represents a challenge for both universities and students. If left unresolved, it is likely to adversely impact affordability of accommodation, the student experience, university reputation and, ultimately, future recruitment of students. With students facing rising costs of living, without a corresponding increase in maintenance loan levels, the cost of accommodation will, for some, become a prohibitive factor in higher education (HE) participation, impacting those from under-represented groups the most.

There are illustrative charts and more detail along with recommendations for colleagues particularly interested in student accommodation – see the full report.

Healthcare students – pay and childcare

There are three petitions currently in front of parliament relating to pay and financial support (childcare) for healthcare students including student midwives, nurses and paramedics. The petitions call for healthcare students to be paid at least minimum wage for their placement hours and for the 30 hours free childcare offer to be extended to the students. Pay and conditions for healthcare students has been a constant rumble in the background since 2017 when the NHS Bursary and free tuition fees were abolished and students were switched. The strong public support shown for the petitions means a debate has been scheduled and a Government representative will be asked to respond to the petitions.

For colleagues who would benefit from dipping into the full history and detail behind healthcare student’s pay and financial support there is an excellent briefing provided in advance of the parliamentary debate.  You can view the petitions here: 610557, 616557 and 6196409.

Student Loans – what the policy makers are reading

The House of Commons Library has updated their briefing on student loan statistics. The content is the same as we’ve outlined in recent policy updates. However, what is of interest to the sector is that these briefings are how many non-ministerial policy makers obtain their in-depth information on topics (because they don’t have a departmental team briefing them on the topic). The briefings are impartial (i.e. don’t side with one political party over another) but the content the brief focuses on may lead to debate focusing on these topics in the House. It’s a bit of a chicken and egg situation and the reinforcement of the focus can lead to a self-fulfilling circle – hence why it’s useful for the sector to be aware of the information the parliamentarians are reading.

For more detail and other student loan statistics you can read the full briefing.

Parliamentary Question: The Plan 5 reforms will make the student loan system fairer for taxpayers and fairer for students, helping to keep the system sustainable in the long term.

Other sources on debt: The cost of student loan debt has been picked up again recently by media. The Times and Martin Lewis ran features on whether it’s better (or not) for parents who can afford to pay upfront for university costs rather than burden their children with long term debt. CAPX wants to replace student loans with ISAs. And Wonkhe report on the small but significant number of students…taking out maintenance loans but not fee loans – in 2021–22 this amounted to £281.2m across 51,000 students. Or 6% of full time English undergraduates. This blog explores the group and considers reasons nicely. There’s a data heavy section in the middle, do skip past it if you’re not keen, and read on further through the blog for more context. Here’s a quick summary of the data elements: The providers where maintenance loans outnumber those with fee loans are mostly connected by a strong access and participation role – that and a recent strategic focus on franchise and partnership arrangements. Wonkhe explain: One possible explanation is that students, agents recruiting students, or some providers are taking advantage of the time period between when students are to access and spend the maintenance loan and when they become liable for the fee loan. We don’t know for sure, but it is certainly one possibility that regulators and those responsible for university partnerships may wish to keep in mind.

Graduates – university boost

UUK report that 73% of UK graduates credit going to university with enabling them to find the job they wanted in under 1 year. In addition the report finds that 79% of graduates say going to university enabled them to build skills that have proved professionally valuable, and 71% of first in their family UK graduates said that going to university opened doors to companies for them.

Employment

  • During a cost-of-living-crisis – two-thirds (64%) say that going to university has improved their job security
  • 97% of senior managers polled revealed that graduates reach managerial positions faster, as a result of going to university
  • 73% of business leaders surveyed believe that going to university introduces graduates to peers who can help them build their careers
  • UK graduates see their salary increase by 8.2% on average with their first promotion
  • 61% of business leaders say that going to a UK university puts candidates at an advantage in comparison with other international candidates when applying for a job at their company

Industry knowledge and skills

  • 76% of UK graduates going to university helped to build their self-confidence
  • Over a quarter (28%) of UK graduates first gained employment through a direct connection to their university or degree course

Increasing social mobility

  • Those who were the first in their family to go to university had a slightly higher average starting salary than those who were not the first to attend; £30,111 versus £27,754
  • 51% of business leaders who were the first in their family to go to university said it helped them fast track their career, compared to 46% of business leaders who weren’t

Vivienne Stern MBE, Chief Executive of Universities UK, said:

  • This new research clearly demonstrates the value that graduates benefit from when they go to university in the UK. The benefits captured by this research are numerous – from job security and career ambitions, to earnings and social mobility. They highlight how highly UK universities are regarded not just by those who attend them, but also by those who hire their graduates and benefit from their skills.
  • It is clear that Universities play a huge role not only in preparing graduates for employment, but also in teaching them crucial, transferable life skills that will serve them throughout their career. Ultimately, what this research demonstrates is that our universities play a powerful role in helping graduates forge successful career paths that can help return the UK economy to growth and continue to power our public services.

LEO

The LEO (Longitudinal Education Outcomes) data for 2020-21 has been released. Quick reminder – the LEO data looks at the employment and earnings outcomes of graduates and postgraduates at 1, 3, 5 and 10 years after graduation. One aspect of a university’s performance that the regulator watches with their quality hat on is their graduate outcomes.  If you’re interested in graduate outcomes I’d recommend you engage with the short, simple explanations here and there’s plenty to capture your attention further down the page where you can drill down into charts and summaries by student characteristics such as subject, prior attainment, ethnicity, and disadvantage (POLAR). The provider level data is also well worth a browse through. There’s too much of interest for us to cover it all here so do dive in at source.

What we will mention is where media focussed their attention – on the widening pay gap for graduates previously receiving fee school meals. The data shows that at one, three and five years after graduation, graduates whose families claimed free school meals (FSM) were less likely to be in sustained employment, further study or both than graduates whose families did not claim FSM…and their median earnings were lower – 10% lower at 5 years post-graduation. It continued a trend seen in previous years – that the earnings gap increases as the years after graduation increase. You can see the charts and read more of the detail on the gap here.

If you’d prefer a very quick overall here’s what Wonkhe have to say: This latest iteration of the Longitudinal Education Outcomes (LEO) dataset shows that the impact of Covid-19 as measured by subject area and by industrial area varied widely. Overall, the experience was a negative one for graduate and postgraduate earnings – though in most cases these remained relatively stable in real terms. At a subject level, there appeared to be a greater impact by provider in computing, law, and business and management subjects. This year’s Longitudinal Education Outcomes (LEO) data drop refers to the 2020–21 tax year – a period during which you may recall that the global economy was subject to a number of shocks. The fascinating thing about what we see from our heavily-caveated data on graduate salaries is how little impact this appears to have had. In most cases graduates could expect a similar level of pay, in real terms, to every other year LEO covers.

And what they read into the politics: All this prompts us to ask what LEO is really for, and what it really shows us. It’s gone from being a central feature of the government’s armoury of tools to identify and destroy “low-quality” courses – thus driving down the cost of the loan system – to featuring only on the data graveyard that is Discover Uni. Even the people who write those “best course for a big salary” articles rely on aggregated CVs rather than an actual government release. One wonders if Wonkhe will change their opinion on this given the weekend’s announcement on the role of graduate data in student number controls.

Plus a blog: LEO – it promised much, but in regulatory terms has delivered little. David Kernohan wonders what went wrong. And another: however, it does offer a useful corrective to the use of provider- and subject-level outcomes measures.

Note: the LEO data is different to the DfE 2022 Graduate labour market statistics (see Graduate Employability section for coverage of the DfE statistics).

The Office for National Statistics (ONS) published an article on the data released exploring the educational attainment of pupils in English towns, using data from the Longitudinal Educational Outcomes (LEO) dataset. It examines how educational attainment differs by town size, deprivation level and the average qualification levels of residents in the previous generation, using LEO data, and focusses on pupils who sat their GCSEs in the 2012 to 2013 school year. A summary provided by Dods Political Intelligence is available here.

Sharia-compliant student finance

This Parliamentary Library paper on Sharia-compliant alternative student finance is a good catch up on the basics and latest news for the alternative student finance system which the Government plan to introduce from 2025. There haven’t been any further developments since this was announced at the beginning of the summer period.

Students: Quick News

Cost of living: Wonkhe blog –  Eighteen months into the biggest cost of living crisis the UK has seen in decades, Jim Dickinson tries to work out if university advice on the costs that students will face has improved.

Mental Health: Wonkhe – Some 30 per cent of undergraduates starting university this September will have a history of missing education due to their mental health, the Unite Students 2023 Applicant Index suggests, drawing on a survey of 2,141 applicants for 2023–24 entry conducted by Savanta in May (and weighted to be broadly representative of the applicant population as a whole). Of these, 24 per cent have missed 20 days or more due to mental health issues. The survey also found that 18 per cent of applicants with a disability say they have no plans to disclose it to their university.

Harassment: The Women and Equalities select committee report Attitudes towards women and girls in educational settings concluded that sexual harassment and abuse of female students and staff is a serious problem in education. They call on the Government to support the following recommendations for implementation in universities

  • OfS should implement a new condition of registration to place mandatory obligations on universities to tackle sexual harassment and sexual violence
  • Develop a nationwide sexual harassment and sexual violence awareness campaign that particularly targets male university students
  • Compulsory intervention programmes (evidence-based bystander intervention) for all first-year university students

Transport: Parliamentary Question – the cost of public transport on students’ finances and mobility.

Parliamentary Question: Students cost of living (grant question).

Apprenticeship Barriers

The UCAS and Sutton Trust report What influences the choices of would-be apprentices looks at the choices and barriers students face on the journey to an apprenticeship, such as when discovering, applying for and entering a role. Here’s the press release if you prefer the quick read version: Three in five do not pursue apprenticeships because they cannot find one, or here’s an impartial succinct summary of the key points prepared by Dods.

Of note for HE in the report are the recommendations for degree apprenticeships (below) and the recommendation for parity between degrees and apprenticeships (see page 7).

Parliamentary Question: Incentivising universities to provide more higher apprenticeships

Admissions:

The Government responded to the House of Commons Education Committee’s report on The future of post-16 qualifications. Committee report here; Government response here. The Government’s response does not depart from the same party lines you’d expect – rationalising qualifications, the study of maths to age 18, skills bootcamps and is primarily focussed on T levels and apprenticeships. Halfon’s priorities are apparent – HTQs, apprenticeships/skills, and careers advice (especially as relates to T levels).  One concession is that the Government does ‘note’ or acknowledge the Committee’s interest in Baccalaureate models.

We’ve three major data releases included in this policy update. This one is the 2023 cycle application data (at 30 June deadline). The June deadline is when students have to apply for (up to 5) choices of HE provision (and make their conditional firm and back up selection) so this data snapshot provides a good look at the application rates.

We cover the high level data below, but for those who want more interpretation of the implications we recommend reading Research Professional’s (slightly irreverent) Ucas’d a spell on me – What’s the difference between reality and spin in this year’s application data? It begins: It is one of the perennial puzzles of higher education in the UK: why does the university application service Ucas insist on trying to spin good news stories about higher education entry data when the available evidence points to the contrary?

Here’s the top level data:

Note: All data relates to UK applicants unless we specify otherwise.

  • 18-year-old applicant numbers are 319,570; down -2% from 326,190 in 2022, but up on 2021 (311,010, +2.8%).
  • 37,410 18-year-olds from POLAR4 Quintile 1 (i.e. the lowest rate of participation) have applied – this is down from the record of 38,310 in 2022 (-2.3%), but an increase on 2021 when numbers stood at 34,840 (+7.4%).
  • The number of international applicants (all ages) stands at 138,050, up from 134,870 in 2022 (+2.4%), and 130,390 in 2021 (+5.9%). This is driven by interest from India (+ 8.7), the Middle East (+20.8%) and Africa (+3.9%). Meanwhile, applicants from China are down by 2.2% (UCAS says most likely due to Covid-19 restrictions and disruption to learning).
  • The number of UK 18-year-olds applicants who have declared their ethnicity as Asian, Black, Mixed or other has increased by 4.4% – 104,160 in 2023, versus 99,770 in 2022, and 89,560 in 2021 (+16.3%).
  • A total of 1,740 people with predicted T Levels have applied to higher education, up from 490 last year (252%).

Admissions – quick news

  • Parliamentary Question: Foundation Degree enrolments (national data).
  • Clare Marchant reflects on her time as Chief Executive, and the progress UCAS has made in this Research Professional blog.
  • Finally, an entertaining parliamentary question asking reasons for the difference in the number of men and women entering university was answered by Minister Halfon who managed to link together the male gender underrepresentation in HE and the gap in progression rates with prior attainment concluding that universities should have a more direct role in driving up the standards in schools. He even mentions degree apprenticeships and skills related courses and the OfS Equality of Opportunity Risk Register as a key marker for social justice to ensure that no student groups are left behind. So there you go, it’s up to universities to do more to fix the systemic issues behind the lower number of men entering HE provision. One wonders if the staffer who wrote the response to this parliamentary question was after promotion or on a whim to win the office keyword bingo.

International

HEPI published their annual soft-power index (where the world’s countries are headed by someone educated in the UK or another country other than their own). America still leads the field but the UK has taken a step closer to America’s top numbers.

  • In the first year of the Index (2017), there were more world leaders who had been educated in the UK tertiary sector than in any other country, including the US. But the US overtook the UK in 2018 and extended its lead in each of the four subsequent years – in 2019, 2020, 2021 and 2022.
  • The new results for 2023 show, in contrast, that the gap between the number of current world leaders educated in the US and the UK has shrunk for the first time since the Index began: compared to last year, there are two more countries with a leader educated in the UK and two fewer countries with a leader educated in the US, reducing the gap by four.
  • There are 195 countries in the world and around one-quarter of them (54 or 28%) have at least one very senior leader who was educated in the US while a similar number (53 or 27%) have at least one very senior leader who was educated in the UK. As there is some overlap, with a handful of leaders being educated in both the UK and the US, the total number of countries with a very senior leader who has been educated at a higher level in the US and / or the UK is 84 (43% of the world’s countries).

Research Professional verge dangerously close to stating that the recruitment of international students for financial sustainability is/will impact on the number of domestic UK students recruited when they report on this Telegraph article and this opinion piece. Read the Squeezed Middle (meaning middle class students are/will be pushed out by international recruitment and outreach targets to recruit disadvantaged students) to see if you agree with the reasoning presented. Of interest is that the number of unplaced applicants (presumably domestic applicants) rose by 46% last year to 20,000 (was 14,000 the previous year), that’s quite a jump.

Quick news from Wonkhe:

Parliamentary Question: Cost of living support for international students.

Access & Participation

The Research Professional article Squeezed Middle may be of interest.

TASO (Transforming Access and Student Outcomes in Higher Education – one of the Government’s what works centres) published a project report – Addressing gaps in the participation of sandwich courses. Project partners were:

  • University of Surrey who focused on the intention to apply for and complete a sandwich course.
  • Nottingham Trent University (NTU) who focused on converting this intention to successful completion of the sandwich course.

Findings – intention to apply and participate

  • There was a perception that disabled students, students from low-income families, and black, asian and minority ethnic (BAME) students were underrepresented on sandwich courses. However, few providers were able to provide specific statistics about their sandwich course cohorts nor identify whether those taking up sandwich courses were representative of the wider student population.
  • Both staff and students identified several factors that influence a students’ ability to apply to and complete a sandwich course such as a perceived lack of support from providers and challenges associated with travelling considerable distances for a work placement.
  • Staff referenced a variety of activities, some of which had already been implemented, to remove the barriers (financial and otherwise) that WP students experience when accessing sandwich courses, such as students attending a budgeting meeting to ensure they would be able to cope financially.
  • There was a consensus from both staff and students that participating in a sandwich course had a positive influence on employment outcomes for students.

Findings – successful completion of sandwich course

  • Students, employers and staff identified confidence and resilience as important for helping students navigate challenges that arise throughout the process of applying to, securing and completing a sandwich course.
  • They also reported that biases remain against students from disadvantaged backgrounds that can influence their experiences of navigating the process of applying to and securing a placement as part of their course.
  • A lack of placement opportunities, and lack of opportunities in geographically convenient areas, were identified by students as a factor in whether they could secure a placement.
  • The requirement for money and resources was also reported as a challenge for their participation in the course.

Recommendations for HE providers:

  • Develop Enhanced Theories of Change (ToCs) to plan, and rigorously evaluate, the impact of support for WP students accessing sandwich courses.
  • Make more use of their institutional data and administrative datasets, such as the Longitudinal Education Outcomes (LEO) dataset, to track students into the labour market and evaluate employment outcomes.
  • Consider implementing specific support on student finances for learners intending to take part in a sandwich course.
  • Provide comprehensive and tailored support to WP students considering a sandwich course, as well as those who have already enrolled in the course, at multiple points to ensure students are supported to start and complete the course.
  • Take a strategic approach to employability support, developing and evaluating programmes specifically designed for disadvantaged students in order to address the gaps between more and less advantaged students.

High potential students

The Sutton Trust published: Stories from the Class of 2023 – Education experiences of high potential students from different backgrounds as part of its new Social Mobility: The Next Generation series. The report sets out key differences and similarities between high attainers from different socio-economic backgrounds:

Differences

  • Overall, the major areas in which socio-economic background drove differences in young people’s experiences were the quality of and access to education. Quality was defined by staff turnover, lack of teachers and generally poor quality of (online) teaching, whereas access to education was limited or enabled on the basis of technological access.
  • Socio-economic background also informed differences in the role and level of engagement of parents.
  • Differences in socio-economic backgrounds were also associated with a varying consistency of motivation and the varying degree in the perceived importance of hard work.
  • Experiences of the COVID pandemic were mainly shaped by the quality of and access to education, as well as differences between state and private education.

 Similarities

  • Regardless of socio-economic background, young high attainers also shared similarities such as the importance of relationships with parents, teachers and friends as well as an intrinsic motivation to perform well at school.
  • They also shared the importance of disruptive life events such as COVID-19 or experiences of bullying and its detrimental effect on motivation, mental health & wellbeing.
  • Inequalities stemming from (mental) health, sexuality, gender or race could be intertwined or go across socio-economic backgrounds.
  • Across socio-economic backgrounds, high attainers were guided by their personal interests in their future plans.

Recommendations include a national strategy to close the attainment gaps that have opened since the pandemic, reform of school admissions for a better socio-economic mix of pupils across schools (those who attend more socially mixed schools progress more at GCSE), universities to recognise the disruption faced by students and support their transition and success (universities to identify key gaps in learning at an early stage in the first term, and provide continuing support if necessary, as well as support for student mental health and wellbeing).

There’s a short blog on the report if you don’t fancy reading the full content.

Place, Privilege and Prestige

HE Minister Halfon spoke at the NEON Summer Symposium. The key element of his speech focussed on social justice, structured around his three ‘P’s of Place, Privilege and Prestige. His passion topics of skills, FE, apprenticeships and careers advice were all explored in the speech.

As far as I am concerned, social justice is fundamental to higher education. Universities should exist to facilitate the studies, progression and graduation of all students – including those from disadvantaged backgrounds – so they can go on to get good jobs and pursue worthwhile careers.

On Privilege:  the Office for Students recently launched the Equality of Opportunity Risk Register, with 12 key risks to equality of opportunity across the student lifecycle. These have used evidence to determine where interventions can really move the dial on social justice. They’ll be an important tool for designing future initiatives to broaden access to HE, and I look forward to providers rewriting their upcoming Access and Participation plans to incorporate them.

On Prestige:

  • I want technical education and training routes to have parity of prestige with academic routes…For students to be excited at the prospect of learning a real technical skill that can get them a job. And for teachers to value pupils’ success equally, whether they accomplish a T Level or three A levels.
  • I really believe degree apprenticeships can bridge this gap in a way that other initiatives haven’t managed…HE needs to allow FE to leverage some of its prestige. At this point Halfon announced a bidding process for universities on degree apprenticeships to come later in the year (through OfS). He continued:
  • I also want to end the perception that FE colleges are somehow second-rate institutions. And that to finally emerge from the shadow of academia, there must be a ‘Skills Oxbridge’ we can point to. I have great respect for the academic excellence of Oxford and Cambridge, but we need to stop using them as a benchmark for everything else.

You can read the official (as written, not necessarily exactly as Halfon delivered it) speech here.

However, NEON report that the audience was unimpressed and even angered by Halfon’s speech. One attendee, Jessica Newton, felt compelled to blog and give voice to her frustrations. Excerpts:

  • Was it the halls of residence pillow causing a twinge in my neck or was it the physical cringe when he was so unaware of his contradicting messages when addressing his already unimpressed audience? His feeble attempt to be one of the people ‘I too come from a working-class background’ was instantly discredited when he followed that by ‘but I went to an independent school’ and ‘my father gave me no choice but to go to university’. The lack of awareness that it is the independent schools and the encouraging parents that elevate one student above another almost sent my neck into spasm.
  • How dare Robert Halfon sit there and express how joyous his time at university was and how free he felt and then explain that for the disadvantaged students there’s some really incredible vocational choices out there for them. How dare Robert Halfon say how free he felt at university when I speak to 13-year-olds that are making plans for their future so they can financially support the rest of their family. How dare Robert Halfon say how free he felt free at university and have the severe lack of awareness young people are raised with no safety net, there is simply no room for feeling free.
  • …How dare Robert Halfon have his moment in the spotlight and have the ‘best time of his life’ but expect the working-class, unrepresented future generations [to] spend their career only ever behind the curtain.

Widening Participation

The DfE published the 2021/22 widening participation in HE statistics. The statistics explore young progression to HE study by a range of student characteristics such as free school meals, ethnicity,

Parliamentary Question: Accreditation scheme for universities to demonstrate the gold standard in the care leaver provision.

Blogs: Wonkhe – To meet legal responsibilities to disabled students, the sector must address the overwhelming workloads of disability services staff, says Hannah Borkin.

Lifelong Learning Bill

The House of Lords debated the Lifelong Learning (HE Fee Limits) Bill. Despite the vigorous debate no changes prevailed as all amendments were either withdrawn or not moved. Baroness Barran as Minister for the School System and Student Finance was able to bat away most of the opposition. She emphasised that the policies behind the Bill had been designed in consultation with relevant HE sector stakeholders and there would be further consultation to come.

The Government intend to set most of the detail of the Bill through secondary legislation. In essence this means that Parliament passes the Bill so it becomes an Act. Then the Government backfill the nitty gritty detail which sets out the operation and how things run. The positive of secondary legislation is that it can flex with the times – fee limits can be raised, new clauses can be brought in to respond to the unexpected and keep the sector functioning well and responding to change. The negative is that it hands full power to the Government of the time to set these items with very little parliamentary scrutiny or power to change the Government’s will – it could result in a bad deal for the HE sector being forced through. In practice, while the Bill is passing it means that Parliamentarians, and the Bill is currently with the House of Lords, can raise objections and call for certain things to be changed and the Government’s representative can simply provide reassurances without conceding or changing the wording of the Bill. Likely the Government will listen to the amendments and speeches made and may make concessions or adapt to points raised through the secondary legislation (as suits their policy ideals). But there is no guarantee of this. There is little detail for the Lords (who now have a very well informed, experienced and powerful HE faction, with several ex-Universities Ministers) to take a stand on and force a change. Meaning the Bill may pass quite quickly as it is so bland. Short of the unexpected this Bill will become law before the next general election (and is planned to be implemented in 2025).

Distance learning fees: the Government have no intention of differentiating fee limits between distance and in-person learning under the LLE. The per-credit fee limits will be the same for full-time, part-time, face-to-face and distance learning…Distance learning courses will remain in scope for tuition fee loan support under the LLE.

Distance maintenance: The Baroness stood firm against calls for maintenance support for distance learners although will continue current arrangements for distance learners with a disability to qualify for maintenance loans and disabled students’ allowance. The disabled students’ allowance will be extended to all designated courses and modules.

More reading:

Free Speech Act

This parliamentary question reveals there is still no set date for the free speech Act to come into play:  The timeline will involve working in collaboration with the OfS on the creation of new registration conditions and a complaints scheme dedicated to handling freedom of speech complaints, which will be operated by the OfS. The OfS will also develop guidance on how to comply with these duties, in consultation with providers, constituent institutions and students’ unions.  Another related parliamentary question asks whether freedom of speech in the UK includes the right to criticise ideas around gender identity. Answer – it’s defined in case law and in the HE (Freedom of Speech) Act 2023 and the Government has no plans to outline the specific content of freedom of speech on an issue-by-issue basis.

Russell Group Yardstick

Finally, Wonkhe report: At the House of Lords Education for 11–16 Year Olds Committee yesterday, schools minister Nick Gibb was on the end of a grilling from committee chair Lord Johnson of Marylebone over the Department for Education’s use of Russell Group entry rates as a performance indicator for schools in England. The former universities minister suggested that the government was “fixated” on the Russell Group and disincentivising schools from sending students to other universities. Gibb replied that the term “high tariff” could have been used instead. You can watch the session back online.

HEPI

HEPI celebrated their 20th Birthday by releasing UK higher education – policy, practice and debate during HEPI’s first 20 years. Fifteen contributors cover a wide range of HE policy matters including governance, research, student learning, funding and finances, and the relationship between HE providers and Government. One thing HEPI haven’t learnt in 20 years is that not many people enjoy the thought of reading a 184 page document, so do use the contents page to jump to the section you’re most interested in.

Inquiries and Consultations

Click here to view the updated inquiries and consultation tracker. There isn’t much of interest at present but things will pick up over the autumn period. You can email us on policy@bournemouth.ac.uk if you spot a consultation or inquiry that you’d like to contribute to.

Other news

Turing: The House of Commons Library has a comprehensive briefing on the Turing scheme which funds international study and work placements. At 51 pages it’s a bit long but there is a useful 2 minute read summary here.

Cyber employment: DSIT published Cyber security skills in the UK labour market 2023. It sets out the skills needs and job vacancies across the UK cyber security sector.

Findings:

  • 50% of all UK businesses have a basic cyber security skills gap, while 33% have an advanced cyber security skills gap. These figures are similar to 2022 and 2021.
  • There were 160,035 cyber security job postings in the last year. This is an increase of 30% on the previous year. 37% of vacancies were reported as hard-to-fill (down from 44% in 2022, but same as 2021).
  • Only 17% of the cyber sector workforce is female (down from 22% last year, but similar to 2021 and 2020) and 14% of senior roles are filled by women.
  • There is an estimated shortfall of 11,200 people to meet the demand of the cyber workforce (down from 14,100 last year, largely due to slower growth of the sector).

DAPs: The OfS has published new operational guidance for providers to apply for (or vary existing) degree awarding powers (DAPs). The OfS’ powers mean they can authorise HEIs to grant different types of degrees, including:

  • foundation degrees only (up to and including Level 5 qualifications)
  • awards up to, and including, bachelors’ degrees (up to and including Level 6)
  • all taught awards (up to and including Level 7)
  • research awards (research masters’ degrees at Level 7 and doctoral degrees at Level 8).

Full details here.

Digital Education ID: The Tony Blair Institute for Global Change published The Future of Learning: Delivering Tech-Enabled Quality Education for Britain. There are a number of recommendations mainly aimed at schools. Of interest is their recommendation to introduce a digital learner ID for every pupil that would:

  • contain all educational information, including formal test results, attendance records, week-by-week assessments, marked homework, records of non-academic achievement and more;
  • become a hub of digital learning, connecting learners with apps to supplement traditional teaching;
  • give pupils and parents control of their data and provide them with useful insights from the information, such as suggestions for further study or employment opportunities, or assistance in the selection of schools or nurseries.

A digital ID implemented as described may have implications for the HE admissions system and for student data interface, particularly as the expectation would be to continue this regular feedback model direct to the student throughout their HE study.

Parliamentary Question: Evaluating the interventions aimed at increasing boys’ learning in educational settings.

HE Net Zero: Wonkhe – Achieving a net zero higher education sector will cost £37.1bn based on current decarbonisation costs, according to a report from the Association of Higher Education Directors of Estates, the British Universities Finance Directors Group and the Alliance for Sustainability Leadership in Education. A “cost of net zero calculator” has also been released, designed to allow individual institutions to estimate the financial resources required to reach net zero. Also from UKRI:

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Proofreading your article accepted for publication

international, open access, Publishing, writing

It is always a pleasure to see your own paper in print.  If all is properly organised at the publisher, the first time you see you paper as it will look in its final version when you receive the proof copy.  It is the authors’ task to proofread this final copy and pick up any mistakes you may have made or the journal has made putting your word file into the journal’s layout.  More and more journals now ask you to do the proofreading and editing online.  The first message here is that proofreading is exact business and most certainly time consuming.  Moreover, feeding back mistakes you may find in the proofs is not without its trials and tribulations.

Yesterday we received the proofs for a paper accepted by BMC Health Research Policy & Systems [1]. The BMC is part of the publisher Springer , and it uses an online proof system eProofing to which the authors get temporary access, to read and correct text.  This system looks good online, but beware the online version you get to edit does not look the same as the version that will appear in print.  The draft print version generated by eProofing has line numbers which don’t appear online when you are editing the proofs.  So we had to write on the online system separately that we found a set of quotes glued together, as the system does not allow authors to change the lay-out (for obvious reasons). In this case,  we had to write details like: “There needs to be a space after first quote line 421.”  What might look okay in the eProofing version didn’t do so  in the print version, where it was it is wrong.  This is illustrated in the example picture below.

 

Last month we battled with the proofs of another BU paper forthcoming in the journal Women and Birth [2], which is part of Elsevier.  Again, it has an online system for proofs.  This system does not allow the authors to correct mistakes in in the line spacing.  So we ended up writing to journal manager, not the editor, things like: “There is a very big gap between the end of section 3.7. and Overview of findings section – please could the text be rearranged to get rid of this big gap.”  We also asked for a summary section to be kept on one page, not having an orphan two words on the next page, but that appeared to be too difficult a request.  We think we a little flexibility, i.e. a human intervention the lay-out could have been improved.  See illustration below with text as it appears in the current online-first version.

We like to stress our advice to set plenty of time aside to read and edit the proofs, and to send details instructions to the journal manager or editor about what needs changing.  Changes include typos, grammar and style, but also lay-out of text and illustrations, boxes in the text, tables and figures.  “It is also important to check tables and figures during the proof-reading as the formatting can often go astray during the typesetting process” as we highlighted by Sheppard and colleagues [3].  Also double check correct spelling of names of co-authors and the final author order in the proofs.  Many years ago, I received the proof of pages of a midwifery article [4].

I dutifully read and edited  the proof of the actual text, but I never check the short introduction with the authors’ names which an editor had added to the final proofs.  When the paper came out in print to transpired that this editor has changed the author order, i.e. my name was first, probably because I had submitted the paper on behalf of my co-author.  This cause some problems with my co-author, made all the worse since I am married to her.

 

Prof. Edwin van Teijlingen

Centre for Midwifery & Women’s Health

References:

  1. Wasti, S.P., van Teijlingen, E., Rushton, S., Subedi, M., Simkhada, P., Balen, J., Nepal Federalisation of Health Team (2023)  Overcoming the challenges facing Nepal’s health system during federalisation: an analysis of health system building blocks. Journal of the Health Research Policy & Systems. (forthcoming).
  2. Arnold, R., Way, S., Mahato, P., van Teijlingen, E. (2023) “I might have cried in the changing room, but I still went to work”. Maternity staff managing roles, responsibilities, and emotions of work and home during COVID-19: an Appreciative Inquiry, Women & Birth (online first) 
  3. Sheppard, Z., Hundley, V., Dahal, N.P., Paudyal, P. (2022) Writing a quantitative paper, In: Wasti, S.P., van Teijlingen, E., Simkhada, P., Hundley, V. with Shreesh, K. (eds.) Writing and Publishing Academic Work, Kathmandu, Nepal: Himal Books, pp.78-87.
  4. van Teijlingen E., Ireland, J.C. (2014) Community midwives on the go. Midwives 1: 54-55.

UK’s Carbon Emissions Progress

innovation, international

UK’s Carbon Emissions Progress

UK's Carbon Emissions Progress

UK’s Carbon Emissions Progress [stock image]

Advancing Towards a Sustainable Future: Evaluating the UK’s Carbon Emissions Progress and Energy Portfolio

Introduction:

Professor Zulfiqar Khan has been working in Energy Capture, Conversion and Storage for more than a decade which has led to significant outcomes for UK industry in terms of technological innovations to meet UK net zero targets and UNSDGs by agreed deadline.

In addition, energy efficiency in interacting systems and complex machines have been at the heart of Professor Khan’s research at BU. Machines and interacting systems use lubrication and therefore sustainability context is key to be taken forward into design considerations. Both the above themes have provided a platform for interdisciplinary research in collaboration with major UK and International Industry and HEIs partners.

Professor Khan has been collaborating with Generative AI in terms of clean energy and future goals to reduce our dependency on non-renewable energy technologies. Although, unlike his longstanding industry collaboration, his GAI partnership is in its initial stages, Professor Khan believes that there are opportunities to drive clean energy research forward to realise UK targets and UNSDGs in collaboration with GAI.

The United Kingdom has embarked on a transformative journey towards sustainable energy solutions, marked by its commitment to reducing carbon emissions and aligning with the United Nations Sustainable Development Goals (SDGs). This article presents a comprehensive overview of the UK’s current state of progress in carbon emissions reduction, its contributions to the UNSDGs, and the intricate details of its energy portfolio. The following brief article is written in collaboration with Generative AI.

Progress in Carbon Emissions Reduction:

Carbon Emissions Reduction Targets:

The UK’s resolute commitment to achieve Net Zero by 2050.

Noteworthy reduction of carbon emissions by 51% since 1990 levels by the year 2019.

Renewable Energy Sources:

A remarkable 48% of electricity generated from renewable sources in 2020. Continuous expansion of wind and solar energy capacity.

Energy Efficiency:

Implementing energy-efficient measures in both industrial sectors and households.

Contributions to UN Sustainable Development Goals (SDGs):

Affordable and Clean Energy (SDG 7):

The UK’s renewable energy sector has generated over 100 TWh of electricity, making a significant contribution to SDG 7.

Industry, Innovation, and Infrastructure (SDG 9):

Substantial investments exceeding £2.5 billion have been directed towards innovative energy capture and storage technologies, fostering economic growth while minimizing environmental impact.

Climate Action (SDG 13):

The UK’s remarkable carbon emissions reduction of 51% surpasses the SDG 13 target to combat climate change.

Challenges and Areas for Improvement:

Transportation Sector:

Electrification and the promotion of alternative fuels remain pivotal for addressing emissions in the transportation sector.

Energy Storage:

Enhancing energy storage solutions is imperative to address the intermittent nature of renewable energy sources effectively.

Carbon Capture, Utilisation, and Storage (CCUS) Technologies:

The development and integration of CCUS technologies for heavy industries are crucial for reducing carbon emissions further and aligning with climate goals.

The UK’s Energy Portfolio (2020):

Energy

Type/Technology

 Energy Output

(TWh)

 Energy Consumption

(TWh)
Natural Gas 338.6 465.3
Oil 143.8 231.5
Coal 2.3 9.1
Nuclear 55.9 61.8
Renewables

(Total)

 132.3 283.1
Imports 7.4 N/A (included in total)

Market Share (2020):

Natural Gas: 38.5%

Oil: 16.4%

Coal: 0.3%

Nuclear: 7.9%Renewables (Total): 18.7%Imports: 3.6%

Interpretation:

Non-renewable sources still dominate the UK’s energy portfolio, comprising approximately 63% of energy output in 2020.

Natural gas is the largest contributor to both energy output and consumption.

The transition to renewable energy sources, particularly wind and biomass, is vital for reducing the UK’s carbon footprint.

Conclusion:

The United Kingdom’s commendable progress in carbon emissions reduction, aligned with UN SDGs, signifies a dedicated commitment to a sustainable future. While substantial headway has been made, addressing challenges in transportation, energy storage, and the integration of CCUS technologies is paramount. The UK continues to lead the path towards a low-carbon future by aligning policies with UN SDGs and promoting sustainable energy solutions.