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HE policy update 22nd January 2024

This seemed like a good moment to explain what the Lifelong Learning Entitlement is really about and what it means for universities (spoiler: a lot of administrative work and not much else, in the short term), and this update also includes some horizon scanning by UKRI, some data on staff numbers and applications and a bit more on financial sustainability, as hard to get away from in stories about the sector this month.  And there is more besides.

Politics and Parliament

Lots of time spent this week on the Rwanda bill, with work for local MP Michael Tomlinson in his new role as Illegal Immigration Minister. The two deputy chairs of the Conservative Party resigned their roles yesterday along with a PPS but the Rwanda bill was passed unamended and has gone to the Lords where there will be more challenges.

Meanwhile it isn’t a manifesto but there is a campaign brochure from the Labour Party.   It says “we will be able to seize the opportunities of advances in AI, digital, life sciences and technology as drivers of economic growth”.  It presents again the 5 missions we discussed in issue 1 of this update. On education: this is the closest to a reference to HE: there simply aren’t enough high-quality pathways onto apprenticeships, and technical education. So we will have to keep waiting for the detail.

And if you missed it, constituency boundaries change for this election.  There were originally going to be major changes locally but those were dropped in the last round of reviews, so not much is changing here.  However, there might be implications elsewhere: there is a BBC article here.  One point to note is that Chris Skidmore stood down on environmental issues and there is a by-election planned in February: but his constituency is one of those disappearing.

Ongoing legislation

Research and knowledge exchange

Business and innovation

UKRI have published a position statement on their “commitment to improve the research and innovation environment for businesses seeking to scale up, through enhancing the support that we offer alongside private capital to help them invest, innovate and grow”.

As well as confirming some of the things they already do they will be:

  • launching a new digital guide to help businesses, along with investors and researchers, to make the most of UKRI products and services to commercialise research
  • launching new £20 million proof-of-concept funding in 2024 to support researchers to spin out scientific discoveries into exciting new products and services
  • ensuring that UKRI’s core offer of training to new doctoral research students improves awareness and experience of commercialisation and entrepreneurship, building on existing opportunities that allow students to work with businesses
  • creating a joined-up funding pathway over 2024, working with the British Business Bank and UK Export Finance, to enhance access to finance for scaling businesses

The Science Minister, Michelle Donelan, gave a speech about “scaleups” on 16th January.  It has unicorns, silver bullets, powder kegs and goldmines.  There is a lot in in it apart from those theme park elements, but this bit caught my eye:

  • Regulate to innovate is not just some slogan that I happen to use – I think it is a commitment I make to businesses across the country. 
  • And that is why I am backing the Regulatory Horizons Council report, published today, and committing to reviewing the recommendations to become unapologetically ambitious in our regulatory approach. 
  • And that is also why this year, I will develop a regulatory support service specifically designed to help science and tech companies to navigate rules and regulations.  Because we know that regulation isn’t just about dry ink on the statute books. I believe the behaviour of our regulators and regulatory simplicity is absolutely key.  

What is the Regulatory Horizons Council?  The Regulatory Horizons Council (RHC) is an independent expert committee that identifies the implications of technological innovation, and provides government with impartial, expert advice on the regulatory reform required to support its rapid and safe introduction. Find the membership etc at the link.

Here is the report and its recommendations:

  • Recommendation 1: DSIT, working with the Department for Business and Trade (DBT) .. should ensure that regulators are empowered with the tools and resources to better support innovative startups and scaleups.
  • Recommendation 2: DSIT should work with relevant partners to embed a greater understanding of regulation, and earlier engagement with regulatory issues, within the early-stage business community.
  • Recommendation 3: Government and regulators should continue to build the knowledge base on pro-innovation regulation, and particularly the impacts on start-ups and scaleups.

Emerging technologies horizon scan

In December, UKRI published an insights report on Innovate UK’s 50 emerging technologies that could be part of our everyday lives in 2040 and beyond.

Although there are 50, the report is only 39 pages: the list is in the contents page (and it does briefly explain what they all are).  The world has been very focussed on the risks of new technology, AI in particular, in recent months, but this is a very hopeful list, focusing on the problems that can be solved rather than disruption and destruction.  The report does note the ethical challenges (in the context of AI in particular) and sets our five questions to consider:

  • As technology is more embedded in our bodies, will humans turn into something new and different? What makes us human will be increasingly questioned.
  • Should AI be allowed to make decisions on our behalf? All aspects of business and society will be transformed through AI and computing.
  • If humans can expect a century of good health, what does this mean for employment, pensions or housing? The quality and length of our lives will be greater than ever before.
  • Will a shift towards cleaner, affordable energy change the way we live and work? A transformed energy system could help new industries to thrive.
  • What will a vast expansion of our understanding of the world mean for the UK economy? The UK’s ability to draw on its research and business strengths will help us solve big problems and seize opportunities.

Quantum missions

In the context of the above, the government announced 5 “quantum missions” in November: there are likely to be more funding rounds for research and projects in these areas.

  • By 2035, there will be accessible, UK-based quantum computers capable of running 1 trillion operations and supporting applications that provide benefits well in excess of classical supercomputers across key sectors of the economy. 
  • By 2035, the UK will have deployed the world’s most advanced quantum network at scale, pioneering the future quantum internet. 
  • By 2030, every NHS Trust will benefit from quantum sensing-enabled solutions, helping those with chronic illness live healthier, longer lives through early diagnosis and treatment. 
  • By 2030, quantum navigation systems, including clocks, will be deployed on aircraft, providing next-generation accuracy for resilience that is independent of satellite signals. 
  • By 2030, mobile, networked quantum sensors will have unlocked new situational awareness capabilities, exploited across critical infrastructure in the transport, telecoms, energy, and defence sectors. 

And the other Horizon (Europe)

You can’t have missed it, but the UK is now an associate member of Horizon Europe from the start of 2024.  You can read more on the UKRI website here.  The Horizon Europe work programmes are listed here.

Small but beautiful

Research England have also announced the results of the second round of the “expanding excellence in England” fund. Research England is investing £156 million to support 18 universities across England to expand their small, but outstanding research units. The list of projects funded in round two (and round one from 2019) is here.

Regulation

These policy updates so far this year have included a lot of regulatory content, focussing on the OfS, but did you know that many other regulators may have an interest in aspects of education at universities, and this makes for a challenging and potentially burdensome situation.

Research Professional reports on an event sponsored by the Higher Education Policy Institute and AdvanceHE, which Keith attended this week, at which the VC of London South Bank University raised this issue:

  • Phoenix pointed out that if a level 4 or 5 course is taught as part of a degree, then it is regulated by the Office for Students, but if it is a standalone qualification such as a higher national certificate and taught in a college, it is overseen by Ofsted.
  • Similarly, if higher technical qualifications are taught in higher education, they are quality-assured by the OfS in universities but by Ofsted or Ofqual in further education, while level 4 apprenticeships are overseen by Ofsted regardless of where they are offered.

Of course it is even more complicated than that, as apprenticeship funding is overseen by the ESFA (the Education and Skills Funding Agency, part of the Department for Education), making them an important regulator for HE too.  If you haven’t heard of the ESFA, then here is what they do: it isn’t obvious from this that it includes degree apprentices delivered at universities; but it does.

As an executive agency of the Department for Education, and on behalf of the Secretary of State for Education, ESFA is responsible for administering funding to deliver education and skills, from early years through to adulthood.  

ESFA funds education and skills providers, including: 

  • maintained schools and early years institutions, through local authorities 
  • academy trusts 
  • special schools 
  • colleges 
  • independent training providers (ITPs) 
  • high needs institutions 

ESFA is responsible for: 

  • £67 billion of funding for the education and training sector, ensuring timely and accurate allocations and payment to education and training providers 
  • providing assurance to Parliament that public funds are spent properly, achieving value for money for the taxpayer and delivers the policies and priorities set out by the Secretary of State 
  • provides, where necessary, financial support for providers

Outstanding OfS consultations

Just a reminder of the ones that are ongoing or we are expecting outcomes on from the OfS:

  • Consultation on a new free speech complaints scheme: open until 10th March: BU is considering a response
  • Consultation on the approach to regulating students’ unions on free speech matters: open until 17th March
  • Consultation on the inclusion of higher technical qualifications in student outcome measures: closed November 2023
  • Consultation on a new approach to regulating harassment and sexual harassment-this one has been closed since May 23 so there should be an outcome soon

And two Department for Education ones:

Apprenticeships

In the last couple of updates I have mentioned the government focus on apprenticeships, which is being supported by funding provided by the OfS to support the development of new L6 apprenticeships.   On 17th January the outcome of the latest funding competition was announced, with £12 million being allocated.  The list is here (BU is on it).

Applications and admissions

UCAS have published the end of cycle 2023 data.

Sector:

  • Overall applicants fell in 2023, the peak was 2022
  • 18 year olds had grown (slowly in some years) since 2014 when this data starts until 2023 when the number fell back
  • More females than males applied in every age group

As well as the more general picture there is also data for nursing, which shows tor UK applicants there is a fall in application numbers for most age groups since 2021 but applications for 18 year olds and over 35s remain higher than they were in 2019, and the over 35s are now the biggest group, as they were in 2020 (and almost were in 2021).  The proportion of male applicants over 35 is also higher than the other groups.

Midwifery applications have also fallen since 2021 but remain higher than 2019 for 18 years olds and the over 35s, 18 year olds being by far the largest group with the over 35s just squeaking in at second.  The gender data is interesting: tiny numbers of male applicants.

Wonhke have an article and analysis: there are a little over a thousand more English domiciled applicants who have accepted a place at a Russell Group provider this year than last. Everyone else (excluding alternative providers) has lost accepted applicants over 2022, but (as UCAS is always keen to remind us) the “last regular year” comparison to 2019 looks a bit rosier. There are loads of charts and even a map.

Student experience, wellbeing and finances

Cost of living: This year’s updates have covered this ongoing issue; the Russell Group published a briefing this week on the impact of inflation on the maintenance loan and what their members are doing to help. The briefing also points out: The shortfall is compounded by the freeze on the parental earnings threshold used to calculate maintenance loans in England. Students with a household income of less than £25,000 are eligible for the maximum loan, but this figure has been frozen in cash terms since 2008. It is estimated that had this threshold increased with earnings, it would now sit at £35,000, making many more students eligible for the maximum support.

Lifelong loan entitlement

This has been a long running story and we have reported for several years on the various legislative changes and consultations but it all still seems a bit remote and confusing: the new funding system will be in place for entrants to HE from September 2025.

This is about two things, really:

  • putting funding arrangements for university degrees and other post 18 higher level courses on an equal footing; and
  • the “lifelong” bit: enabling flexible and modular learning including to support returning or mature learners

The real change is in the mechanics of funding for universities.  In preparation for modules and to support the “LLE personal accounts” the funding basis is switching to a system based on credits, not academic years.

Last week I talked about the OfS funded short course trial that had a microscopic take up.  I wonder if the public accounts committee will be interested in the cost/benefit of that £2m investment?

There’s a blog here that the OfS wrote in October 2024 on the changes for HE that the LLE will bring:

Over time, we think this will lead to some or all of the following changes:

  • Universities and colleges will offer standalone modules from existing courses
  • Students will be able to build a full qualification by completing different modules, across different courses, from different universities or colleges
  • Students could end up studying at several universities or colleges at the same time, or across multiple departments in a single higher education provider
  • Students will be able to study modules that will give them the skills or knowledge they need to progress their career without the intention of building or completing a full qualification.

If there is a growth in LLE funded modular study, we also think there might be a shift to:

  • Universities and colleges changing existing …courses to an LLE fundable modular format
  • …An increase in modular study overall, not only LLE fundable modules
  • A decrease in the number of employers paying for continuing professional development (CPD) related courses as individuals will receive funding for standalone modules; [and] an increase in employers encouraging employees to take up CPD related modules as they will not need to fund them.

But if you are still puzzled about what it is all really about, and what it means in practice for universities, the Department for Education have published a guide in the form of a policy paper this week. sorry this is a bit wordy!

The summary: so far not very revolutionary.

From the 2025 to 2026 academic year, the LLE loan will be available for:

·       full courses at level 4 to 6, such as a degree or technical qualifications

·       modules of high-value technical courses at level 4 to 5

Under the LLE, eligible learners will be able to access:

·       a tuition fees loan, with new learners able to access up to the full entitlement of £37,000, equal to 4 years of study in today’s fees

·       a maintenance loan to cover living costs

Targeted maintenance grants will also be available for some groups such as learners with disabilities, or for support with childcare.

An additional entitlement may be available in certain cases – for example, for some priority subjects or longer courses such as medicine.

Learners will be able to see their loan balance through their own LLE personal account. This will help them make choices about the courses and learning pathways available.

So the devil, as always, must be in the detail.  What is covered, see below, again, fairly straightforward, except the bit about modules. 

But that isn’t coming straight away “The government will take a phased approach to provide modular funding. We expect to expand modular funding to more courses from the 2027 to 2028 academic year.”

Eligibility:

·       The LLE will be available to new and returning learners.

·       For returning learners, the amount they can borrow will be reduced depending on the funding they have previously received to support study.

·       LLE tuition loans will be available for people up to the age of 60. Learners who are over 60 may still qualify for maintenance support, though not a tuition fee loan.

·       Eligibility criteria for the LLE will track existing higher education (HE) student finance nationality and residency rules.

Courses: the LLE will be available for:

·       full years of study at higher technical and degree levels (levels 4 to 6)

·       modules of technical courses of clear value to employers

From the 2025 to 2026 academic year, the LLE will fund:

·       full years of study on courses currently funded by HE student finance including:

o   traditional degrees

o   postgraduate certificates in education (PGCE)

o   integrated master’s degrees (a 4-year programme that awards a master’s degree on top of a bachelor’s degree)

o   the foundation year available before some degree courses start

·       all HTQs, including both full courses and modules of those courses

·       qualifications currently funded by advanced learner loans where there is clear learner demand and employer endorsement

·       modules of some technical qualifications at levels 4 and 5 currently funded through advanced learner loans with a clear line of sight to an occupational map and evidence of employer demand

So what does this mean for students?  The main change is that tuition fee and maintenance loans will be available for a wider range of courses.

The entitlement

New learners (those who have not yet received government support to undertake higher-level learning) will be able to access a full entitlement equal to 4 years of full-time tuition. This is currently equal to £37,000 across 4 years, based on today’s maximum fee limit of £9,250 per year.

This means a student could use their £37,000 to pay for more than 480 credits of learning, depending on the per-credit cost of the course. For example, if a student can borrow £37,000 and they use £7,000 for a 120-credit course, they would have £30,000 of the LLE left for other courses, regardless of the size or duration of the original programme.

Returning learners …who have not used it all will have access to a residual entitlement. For example, a typical graduate who completed a 3-year degree worth £27,750 in today’s fees will have a £9,250 residual entitlement.

An additional entitlement above the core 4-year entitlement will be available for some priority subjects and longer courses such as medicine.

Maintenance loans

Maintenance loans are designed to help learners with living costs while they study. There is a maximum claim amount based on a student’s course, location and personal circumstances.

Under the LLE, the maintenance loan for living costs and targeted support grants, such as the Disabled Students’ Allowance and the Childcare Grant, will be made available for all designated courses and modules that require in-person attendance. Maintenance support will be subject to personal criteria such as income. This will broadly remain the same as the current criteria.

Repayments

The latest repayment arrangements apply as for students who started university this year.

And what does it mean for universities?

There will be a maximum financial amount per credit and a maximum number of credits that can be charged for in each course year, which will be set by the government.

We will treat certain course types under the LLE as ‘non-credit-bearing’. This means that different rules will apply. Non-credit-bearing courses include courses such as medicine and PGCEs, and courses where the provider has not assigned a qualifying credit value.

To support the LLE, the government will introduce a standardised transcript template to ensure a learner’s assessed achievements are always captured under the new modular, credit-based system.

There will be a new process for new providers and new qualifications.  This is properly new stuff and the subject of a lot of the ongoing work listed below, but probably not a lot of interest to readers of this update!

There is a separate paper on how tuition fees will work, from November 2023. This bit is confusing and implementing it will be tricky: lots of new reporting and forms likely to achieve this!

In the LLE system, we’ll set fee limits per credit. Credits are a measurement used by colleges and universities to identify how much learning is in a period of study. One credit generally equals 10 hours of learning by the student. This includes all tuition, assessment and any self-guided study in the student’s own time.

The credit-based system means that providers will only be able to charge for as much learning as they offer. A course containing 60 credits will have half the fee limit of a course containing 120 credits at the same provider.

The LLE system will have different fee limit rates. The limit-per-credit will depend on the type of study. There will be different limits for work placement, study abroad, and foundation years in certain subjects. Each of these limits may be lower if the provider does not have:

·       a Teaching Excellence Framework (TEF) award

·       an approved access and participation plan (APP).

There will no longer be different limits for part-time study. Instead, each course or module will have a fee limit based on the number of credits it contains. This is subject to a course year maximum and a course maximum. This means that if a course contains 360 credits, its overall fee limit will be the same regardless of how many years it takes to complete.

Some courses will be non-credit-bearing. For these courses, we’ll allocate a default number of credits. For example, we’ll allocate a PGCE course 120 default credits. This is because currently providers do not always allocate the same number of credits to these courses, but the amount of content is always very similar.

Under the LLE system, we’ll calculate fee limits according to the number of credits in a course year, multiplied by a limit-per-credit. For example, if a year of a course contained 120 credits, and its limit-per-credit was £50, its fee limit would be £6,000.

The LLE system will no longer have different fee limits for accelerated study. Instead, the overall fee limit for an accelerated degree will be the same as the overall fee limit for the same degree (full-time or part-time).

There will be a cap on the number of credits for which providers can charge in each type of course. This ensures that credits are not added on to courses simply to increase tuition fees. Providers may offer additional credits beyond the maximum, but are not allowed to charge for them.

If a student repeats part of their course, the repeat study is not counted towards the course cap. For example, if a student on a 360-credit degree fails a 30-credit module and repeats it, the provider can charge them for 390 credits overall.

And those modules?

There are no restrictions on the number of chargeable credits in a module. However, a module must have the same number of credits as it does when it is offered as part of the full course.

Modules offered separately from full courses must contain at least 30 credits. This can include multiple smaller modules bundled together.

So what is next?

In spring 2024, we will:

·       launch a technical consultation on the wider expansion of modular funding

·       lay secondary legislation covering the fee limits for the LLE in parliament

·       communicate the details on the benefits of the third registration category

In summer 2024, we will: publish further information about the qualification gateway

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

In autumn 2025, we will: launch the qualification gateway, an approval process that allows qualifications to access LLE funding (as noted above, not directly relevant to us)

Who are the staff at UK universities?

HESA published a bulletin about UK HE staff statistics as at 1st December 2022, on 16th January 2023.

  • Research Professional article here.
  • Wonkhe article here

The data shows an increase in the number of academic staff and non-academic staff employed in the sector since the previous year and a small decrease in the number of a-typical academic staff employed.

  • In 2022/23, 103,005 or 43% of academic staff were employed on contracts described as having a teaching and research function. The total for 2021/22 was 100,170 or 43%.
  • A further 36% of academic staff were on teaching only contracts. This percentage has steadily increased year-on-year since 2015/16, when it was 26%.
  • Among academic staff, 71,420, or 30% were employed on fixed-term contracts in 2022/23. Of full-time academic staff, 22% were employed on fixed-term contracts in 2022/23. In contrast, 43% of part-time academic staff were employed on fixed-term contracts, marking an eight percentage point decrease from 2021/22.
  • Of academic staff with known ethnicity, 22% were from ethnic minority backgrounds in 2022/23. This has increased from 16% in 2017/18.
  • Of the 22,345 professors with known ethnicity, 2,865 or 13% were from ethnic minority backgrounds. The majority of professors from ethnic minority backgrounds were Asian.
  • From 2021/22 to 2022/23 there was an increase of 40 Black professors.
  • The number of staff known to have a disability increased by 1,100 compared to 2021/22

Financial sustainability: Scotland

Last week’s update mentioned student number caps, which may soon be applied in specific cases (by provider, by subject) based on quality reviews by the OfS.  The government recently ruled out reintroducing more widespread caps in England after a consultation.  There have caps in Scotland, though, and they are about to be reduced.  Wonkhe reported this week on remarks in the Scottish Parliament:

  • Scottish finance secretary Shona Robison confirmed that at least 1,200 funded university places for Scottish-domiciled students will be cut following the Scottish government’s 2024–25 budget. Her remarks were made a scrutiny session with the Scottish finance committee – Robison told MSPs that the funding for additional places, instituted due to increased demand during the pandemic, was no longer sustainable.

The Scottish caps on home students have had a direct impact on the finances of Scottish institutions and they have turned increasingly to the international market to make up the income as, like in the rest of the UK, the real value of domestic tuition fees falls.   The financial challenges for Scottish universities are described in this recent report from the Scottish Funding Council (4th Jan 24).

You will recall that there is a reason for these caps: the Scottish government funds tuition fees directly in Scotland for Scottish students, there is no tuition fee loan. The actual amount received was £7,610 for each Scottish student this academic year year (see a report from the Institute for Fiscal Studies from December 2023), significantly less than the £9,250 capped fee in England.

Institutional failure

Last week I talked about the OfS licence conditions in place to protect students in the context of a university closing down, perhaps as a result of financial issues.

Wonkhe have several blogs this week.

There is one from two members of Public First on what would happen if a large university ran out of money:

  • The DfE (rightly) puts in place lots of warning measures for schools in difficulty, and if a school or group of schools start to find themselves in real trouble, a lot of things kick into place. They can mandate that schools have cost cutters come in; they can prescribe significant changes to operating models; and they can both demand that the school or school group takes an advance from the state, whilst placing (pretty onerous) conditions that are attached to repaying that advance. And given that financial trouble often goes hand in hand with performance trouble, the government has pretty carte blanche to change leadership and management when a poor performance judgement is made….
  • Universities are, of course, not big schools. And it is their fiercely guarded autonomy – as safeguarded in HERA – which means we don’t have a clear set of state interventions. When the Westminster government made its various moves to extend a more market based HE system in England in the early 2010s, it was explicitly envisaged that some providers could exit the market – and that government wouldn’t step in. This was not a bug, but instead a positive virtue of the system…
  • There is no power in today’s legislation for the government to give “extraordinary support” to a particular institution. In a major failure scenario, they could theoretically want to support (or even force) a merger or acquisition. They could also want to support specific institutions financially to keep them open at least for an interim period. But both would likely require new legislation, potentially at speed, and all of this tells against a story of autonomy
  • …. This issue all relies on some very big P political questions. Which institutions might be allowed to fail – and which won’t? What does increased government intervention mean for institutional autonomy, an idea already much eroded in political and policy circles? What does it mean for the status of universities, and could they be reclassified as FE colleges as public sector bodies if the state gains more control over funding or governance? And how much is the sector as a whole willing to trade to save a small, but potentially significant number of institutions?

There is one is from two members of the Office of the Independent Adjudicator for Higher Education (OIA) talking about what will really happen if a provider fails.

They point out the regime that applies to FE, for which there is no equivalent for universities:

  • the Technical and Further Education Act 2017 established an insolvency regime that applies to further education and sixth form colleges in England and Wales. This introduced a special education administration regime, which protects learner provision for existing students at insolvent colleges with the overarching duty to the learner

They conclude:

  • We have talked before about insurance schemes or a “pot of money” to help students in these situations. We often hear that many providers would not be willing to pay into a system as they do not think such a situation really impacts them.
  • But the impact on the wider sector, students and the reputation of HE must be worth further serious discussion, and we are increasingly finding that there is an understanding that this situation needs to be addressed. …..
  • Whatever the answer, students should not be the collateral damage. A provider closure can leave students significantly disadvantaged, with their experience of and faith in higher education ruined. The potential impact on some students’ mental health cannot be underestimated. The financial impact, in a system where students are at the end of a long list of unsecured creditors, could create significant hardship and may make it unsustainable for a student to complete their studies.
  • We cannot just wait for a large-scale disorderly exit to happen before we engage in a serious discussion.

HE policy update 15th January 2024

Politics and Parliament

The PM has confirmed that 2 by-elections will be held in February. (from the FT)

  • The Conservatives on Thursday moved the writ for by-elections to be held in Wellingborough in the east Midlands and Kingswood, near Bristol, both of which were held by Tory MPs. Peter Bone won Wellingborough in 2019 with a majority of 18,540 over Labour but was forced out of the House of Commons after an inquiry upheld claims of bullying and sexual misconduct against a staff member. … The Wellingborough contest has been given additional interest by the decision of local Conservatives to choose Bone’s partner, Tory councillor Helen Harrison, as their candidate.
  • The Kingswood contest was triggered by the resignation of former energy minister Chris Skidmore in protest at Sunak’s plan to promote North Sea oil and gas drilling. Skidmore secured an 11,220 majority over Labour in 2019.
  • The moving of the writs means the contests must be held within 21 and 27 working days; polling in both constituencies is therefore expected to take place on Thursday February 15.

Education

Lifelong learning

All this is coming soon, including changes to the way that fees are calculated and paid to providers so that they are not based on years but on credits.  This means that there will be no more special arrangements for accelerated programmes.

But will there be any demand for modular programmes?  The OfS ran a big trial:

  • In autumn 2021 the Office for Students (OfS) launched the ‘Higher Education Short Course trial’ Challenge Competition, through which higher education (HE) providers bid for funding to develop short courses of 30 or 40 credits at Levels 4-6 in science, technology, engineering and mathematics (STEM), education, digital innovation and healthcare subjects and to help meet skills needs for Net Zero. Employers were to be closely involved in designing and developing the provision.
  • Through this competition, 22 providers received a total of £2 million to develop new short courses. Over 100 new courses were proposed in total, most to commence delivery in autumn 2022, with projections that over 2000 students in total would participate in 2022-23.

And the takeup for loans for the short courses was very small.  Out of 96 courses offered, only 17 were launched by 10 of the 22 providers, and instead of the 2000 participants planned, there were 240 applicants and 125 enrolments; with only 41 taking up the new student loan product.

The paper includes a lot of recommendations.  Wonkhe article here.

Apprenticeships

The government have pledged to increase apprenticeships at the cost, perhaps of “traditional” degrees.

In practice, apart from a lot of bigging them up in speeches and so on, this means that the OfS have been told to fund development of apprenticeships and they have been doing so:

  • The OfS will distribute up to £40 million through a competitive bidding exercise, which is now open for applications from OfS-registered higher education providers. Of the £40 million, up to £16 million will be allocated to projects that will complete before 31 July 2024 and up to £24 million is available for projects that will complete before 31 July 2025.
  • The funding competition aims to:
    • Expand course provision at higher education providers already offering Level 6 degree apprenticeships
    • Increase the number of students on Level 6 degree apprenticeships
    • Expand course provision at higher education providers who are new to offering Level 6 degree apprenticeships
    • Increase equality of opportunity within Level 6 degree apprenticeships

Note the focus on L6.  The government have made noises in the past about being unhappy with the volume of L7 apprentices being funded through the levy, especially where these are already senior employees, and this is something that may be addressed through policy changes in the future, e.g. restricting the use of the levy to L6 and below.  As noted last week, Labour have suggested repurposing the levy for apprenticeships and skills, which would also probably result in a reduction of the proportion of levy available for L7 apprenticeships, depending on how the changes were implemented, unless the amount available under the levy was increased.

Student experience, wellbeing and finances

We talked about cost of living in last week’s report, there was a December Sutton Trust analysis which makes grim reading.

  • Polling by Savanta for the Trust shows that 62% spend less than £37 a week on food, which is the minimum needed for a single person to buy essential food items, according to the Joseph Rowntree Foundation and the Trussell Trust.
  • Overall, students living at university in England outside of London have median costs of £11,400 a year on essential spending. These essential costs include accommodation (on average 52% of their spending), groceries (12%), and bills (6%). However, the median total loan in England outside of London of £7,000, equivalent to 61% of spend, does not come near to covering these basic needs.
  • And although the median loan in London is higher at £8,500, this is drastically less than the median spending of £17,287 by students in the capital.
  • To make ends meet, two thirds of students reported taking on paid work, with 20% working 16-30 hours per week. 49% have missed classes as a result, and 23% reported that they had missed a deadline or asked for an extension in order to work.
  • The maintenance package in England is now at its lowest value in real terms for seven years, as maximum loan amounts have not kept pace with inflation. Furthermore, fewer students are eligible for maximum loans as the parental earnings threshold has also been frozen since 2008. To secure the maximum loan, a student’s household must earn under £25,000 per year, which captures far fewer households than it did 15 years ago.

Here is the December Wonkhe story.

What are the characteristics of students?

Alongside the TEF outcomes published last year (and updated with most of the pending awards just before Christmas, were summaries of the characteristics data for students in the UK for the 4 years to 2020-21. This is interesting to consider, and although some of this might seem obvious, does it hold true for our own cohorts and it is that obvious really?

We tend to talk a lot in the sector about student outcomes in the context of student characteristics, achievement gaps and so on.  But the other aspect, which I have been discussing with Shelley recently, is what this means for education practice.  A couple of examples – there is more to think about here and BU’s numbers are different from the sector in some ways:

  • Only 52% of full time undergraduate students come in to HE with only A levels: while that is still a lot, 48% is a lot of students with different learning experiences.
  • 40% of full time PGT students are over 25, which suggests that they have had work or other experience since they completed their UG programmes.

Age on entry:

Part-time students and apprentices are generally older.  In particular there is a much higher proportion of apprentices who are over 31, which is not surprising given that many degree level apprentices at L6 and L7 will be people already in work who are being asked by their employers to upskill via an apprenticeship, and this is consistent with the lifelong learning/skills agenda

Disability:

  • A higher proportion of part-time students have declared disabilities than full time -this may be one of the reasons for students choosing to study part-time.
  • A smaller proportion of PG students, full-time and part-time, have declared a disability.
  • A smaller proportion of apprentices have a disability than full time students (for both UG and PG).
  • Cognitive or learning difficulties is the biggest category of disabilities

Ethnicity:

  • There are large proportions of “unknown” ethnicity for full-time PG students; this may reflect the high proportion of PG international students and makes any comparison between full-time UG and PG unreliable.
  • Part-time students and apprentices are much more likely to be white.

Qualifications on entry (UG only):

  • There is a smaller proportion of part-time students with A levels or BTECs, and a larger proportion of part-time students from access or foundation courses or with no, or unknown qualifications. There is also a large proportion (34%) with HE level qualifications undertaking part-time programmes.
  • 52% of full-time UG students have 3 A levels, and 16% have a BTEC or a combination.
  • There is a larger proportion of apprentices with HE qualifications, and also with no, or unknown qualifications.

HE sector sustainability and change

You will have seen from the policy updates over the last year the negative rhetoric around “poor quality” courses: of course we all agree that we don’t want those.  Some noses were put out of joint by the Autumn Statement’s only reference to HE: “Proposals will be implemented to decrease the number of people studying poor-quality degrees, and to increase take-up of apprenticeships”.

As noted last week, as far as we can tell, this does not mean new measures but continuing to instruct the OfS to use its existing powers of regulation plus a continued focus on funding and promoting apprenticeships.

This House of Commons library research briefing on student number controls from August 2023 is an interesting read.

Here are some extracts from the press release from July 2023 when the final bit of the Augar changes (no sector wide student number caps or minimum entry levels):

  • The UK has some of the world’s leading universities, but a minority of the courses on offer leave students saddled with debt, low earnings and faced with poor job prospects. The government wants to make the system fairer for them, but also for taxpayers – who make a huge investment in higher education and are liable for billions of pounds in unrecovered tuition fees if graduate earnings are low.
  • Figures from the Office for Students show that nearly three in ten graduates do not progress into highly skilled jobs or further study 15 months after graduating. The Institute for Fiscal Studies also estimates that one in five graduates would be better off financially if they hadn’t gone to university. [more on those figures below]

And none of this is helped by the increasing cost to the government of funding the HE system.  The IfS published a report on 9th January: ”higher long-term inters rates and the cost of student loans”.

The debate around funding student loans has largely focused on what share of student loans will be repaid, and what share of the cost will need to be picked up by the taxpayer. Much less attention has been paid to the government cost of financing student loans that do get repaid. In this report, we investigate how the cost of student loans including these financing costs has changed as a result of increases in government borrowing costs over the past two years.

  • The cost of government borrowing as measured by the 15-year gilt yield has risen from 1.2% to 4.0% over the past two years. Relative to expected RPI inflation, this is a 3 percentage point increase. As the interest rate on student loans is now the rate of RPI inflation, this means that the government can expect to pay 1.6 percentage points more in interest on its debt than the interest rate it charges on student loans. Two years ago, just before the most recent student loans reform, it could expect to pay 1.4 percentage points less than the rate of RPI inflation.
  • This increase in government borrowing costs translates to an increase in the expected cost of student loans including financing costs of more than £10 billion per year. With borrowing costs as at the end of 2021, the government could have expected to earn a total net profit of £3.2 billion on student loans to the 2023 university entry cohort, arising from the positive spread between the interest it charged on student loans and the interest it paid on its debt. With today’s borrowing costs, this interest rate spread is negative, and the government can expect to make a loss of £7.3 billion. 
  • Concerningly, this extra cost is not reflected in either of the government’s official measures of the cost of student loans. The ONS measure does not take the cost of government borrowing into account at all. The DfE measure that underlies the so-called RAB charge uses a backward-looking measure of borrowing costs, which does not yet capture the sharp rise in gilt yields over the last two years.

Quality

This crackdown on perceived low quality has so far consisted of several waves of OfS quality assessments, last week I highlighted the first published outcomes of the first waves of assessments in business and management and computing: the regulatory consequences of these assessments are yet to be announced (with concerns only confirmed at 2 of the 6), but where problems are found the OfS can do lots of things including a combination of these:

  • launch a formal investigation;
  • apply more frequent or intensive monitoring;
  • impose specific licence conditions on a provider (i.e. specific action that the provider must take (or not take): to note specifically this could include recruitment limits or student number controls for a provider in general or linked to specific subjects;
  • impose a fine;
  • refuse to renew an access and participation plan (note that has consequences for fee caps);
  • suspend aspects of a providers registration, including access to student support funding or OfS grant funding;
  • vary or revoke degree awarding powers or permission to call itself a university; and/or
  • deregister a provider.

Another interesting point to note: providers have to pay fees to cover the cost of the investigation if they are subject to a regulatory investigation by the OfS unless they are completely exonerated.

This Wonhke article from July 23 describes when the OfS has already imposed licence conditions relating to B3: most of these required improvement plans and most (other than 2) related to colleges or alternative providers rather than universities.

It is worth reading the article which includes a response from Burton and South Derbyshire College.  Their main point is that the OfS is using very old data: the latest OfS dashboard data is for continuation for students starting in 2020-21, and of course graduate outcomes and completion data is by definition for students who started much longer ago than that; and who are following a programme which is likely to have change quite a lot since they started.  Just as a counter-balance to that, for existing providers (rather than newly registered providers) sanctions will usually follow an investigation, so although the outcomes data may be old, the practice and actions taken by the provider that the OfS are reviewing is current.  Before imposing a restriction, the OfS would need to form a view that those current actions and other steps were not likely to be adequate on their own to address the issues flagged by the (old) data.

The latest quality assessments have focussed on two subjects, and have looked at a wide range of student outcomes and experience in the context of the B licence conditions.  Often discussions of the B conditions focus on B3 (minimum absolute levels of student outcomes), but there is a lot more to the B conditions than those.

These were covered extensively when the consultations about these new conditions were ongoing several years ago, but as a lot has happened since then, here is a reminder.

I’ll talk more about the TEF and some of these conditions and other licence conditions in future updates.

Student numbers and admissions

This from Wonkhe in the daily update on Friday 12th January makes interesting reading in the light of all the concerns from the OfS about risky dependence on international student numbers

  • International student recruitment from Pakistan has overtaken the “languishing” Nigerian market for the January 2024 intake, according to the latest data from recruitment platform Enroly – which suggests that deposits are down 37 per cent compared to the same period last year, with a similar fall in the number of Confirmation of Acceptance for Studies (CAS) issued.
  • The data, based on a sample of 68,000 international students from the firm’s partner institutions, also shows that CAS issuance for students from India looks to have fallen by over 34 per cent, accompanied by a drop of more than 70 per cent in the Nigerian market – survey data suggests “unfriendly government policies” are playing a role in the decrease. But for students from Pakistan, deposits are up by 22.5 per cent, and CAS issuance by 14.2 per cent.

Financial sustainability

There has been a lot of press about financial sustainability and a lot of providers have been in the press for their efforts to manage financial gaps, arising from a whole range of issues as discussed last week.

To add to the doom and gloom here are some articles on the topic:

FT article 11th Jan 24: Senior leaders at four English universities told the FT in December they were experiencing a slowdown in international recruitment, driven in part by renewed competition from the US and Australia, which closed their borders during the Covid-19 pandemic. Data collected by the Enroly web platform that helps international students through the bureaucratic process of joining universities has indicated a sharp drop-off in enrolments from Nigeria and India. The company said a representative sample from more than 68,000 applicants to small and large UK universities found that overall deposit payments were down by 37 per cent for the January 2024 intake when compared with the previous year.

Research Professional article 5th Jan 24: universities at risk of insolvency in 2024

  • “These issues affect individual institutions in different ways and many universities remain financially secure, but we have a big and diverse higher education sector and a minority of universities are undoubtedly under the cosh financially at the moment,” Hillman said.
  • There are very few recent examples of UK higher education institutions closing down. In July 2019, the private provider GSM London—formerly known as the Greenwich School of Management—went into administration, and earlier that year Heythrop College, formerly part of the University of London, closed permanently. There have also been a number of mergers between providers.

ITV news: November 2023 Higher education sector in ‘existential crisis’ as one in four universities make losses

  • Data seen by ITV News paints a bleak picture of the higher education sector, which experts have described as being in an “existential crisis”.
  • One-quarter of universities are currently making a loss and total losses over the entire sector sits at a staggering £2 billion, a huge increase from the £200 million from the year before.
  • Professor Jenny Higham, from Universities UK, the umbrella body which represents 142 universities across the country, told ITV News an urgent solution was needed or the consequences would be severe.
  • “If [universities] continue not to be able to make up that deficit the end result will be universities will close,” Professor Higham said. “We need to work with everybody who has a vested interest in universities and their output to come up to solution for this problem.”

Universities UK report: sustainable university funding, September 2023

  • While it is not true that international students are displacing home students, it is the case that income from international students mitigates losses in teaching domestic students, and in turn helps grow, and make viable, domestic student capacity. Compared with a £1 billion loss in teaching domestic students, teaching international students brings in a £3 billion surplus. Given losses incurred in teaching domestic students, growth in international student income is needed to help grow domestic student capacity, which is needed as there is an increasing number of 18-year-olds projected in the UK population. It is debatable whether further growth in international student income is feasible, given increased competition from other countries, potential geopolitical risks to this income stream and recent government actions. Without this growth, and no further funding for teaching, it is likely that the chance of entering university for future cohorts will be more restricted than for previous cohorts.

The House of Commons library research briefing on student number controls from August 2023 referred to above also describes the upcoming cap on fees for some foundation years from the 2025/26 academic year: we are awaiting a consultation on the detail of this

It’s not easy in Wales or Scotland either, see recent articles from Wonkhe at the links.

There are OfS licence conditions about financial sustainability too: OFS licence conditions: financial sustainability and student protection in the case of a risk of market exit.

Minimum service levels

Something you may have missed in the run up to the holiday was the announcement of a consultation on minimum service levels in education (consultation closes 30th January 2024):

  • Any minimum service levels regulations we might implement following the consultation would apply on days when strike action is taking place in education services, and help minimise disruption to children and learners across education settings.

In the consultation document the section on HE starts on page 27

HE policy update: outlook for 2024

New year, new start for the BU HE policy update.

It’s an election year, so I will be looking at the policies, predictions and plots as the year unfolds alongside the usual news and comment.  I’ll be trying some new approaches this year so let me know what you think.

Alongside all the policy and politics there are the big geopolitical issues that may escalate even more dangerously this year; with luck some of them may creep towards a resolution.  Just to list a few: Ukraine, Israel/Palestine, China/Taiwan, ongoing conflict or issues in Yemen, Afghanistan, North Korea, elections in the US, Mexico, Venezuela, India and Pakistan and a new leader in Peru, a third of African nations have elections this year) alongside climate change and equality issues across the world.  These issues have an impact on domestic politics including through the impact on cost of living and potentially as people seek clarity,  reassurance or perceived strong leadership in a time of fear or uncertainty.  There’s an interesting article here from CIDOB on the issues the world is facing this year.

If you are interested in predictions, IPSOS have a survey of what the public are expecting.

Politics and Parliament

Let’s start with the current government’s pledges and likely priorities: as the year unfolds I will look at some of these in more detail and review the alternatives.

YouGov have a take on the most important issues facing the country: the economy, health, immigration and asylum are at the top

Conservatives seeking re-election

A year ago the PM set out 5 pledges: we can expect to hear a lot more about them.  Reviews here from  the BBC and the New Statesman:

  • Halving inflation by the end of 2023: This has been met, but this will continue to be a focus along with the reason it matters: cost of living (see below).
  • Get the economy growing wages have improved somewhat in real terms but GDP is flat
  • And there is an issue with fiscal drag, as more people pay more tax (see the FT)
  • National debt falling: The pledge was that it would be forecast to fall in 2028/29 (i.e. not yet). The BBC points out:
    • In the Autumn Statement in November, the Chancellor Jeremy Hunt claimed to be on track to meet that pledge because the OBR predicted a fall in 2028-29. But it’s going to be tight and will involve challenging spending restraint for some government departments.
    • When will we know? The next debt forecasts will be published alongside the Spring Budget in 2024.
  • Cutting NHS waiting lists: This is not going very well.  The overall waiting list was expected to fall by March 2024: we will know in May 2024 when the figures come out.  The BMA have some data, and the BBC chart uses the same NHS data but helpfully splits it out by how long people have waited. Ongoing strikes will remain a challenge for the government this year.
  • Stopping the boats.  Controversial and difficult.  Chart from the BBC again. Here’s a link to the 2nd Jan update from the Home Office on this one.  Stopping the boats is just part of the larger policy agenda on cutting net migration to the UK (see below).

Things to watch this year: cost of living

The reason inflation mattered so much was the impact on cost of living.  The increases may have slowed but costs are still high:

… food bank charities like the Trussell Trust are helping record numbers of people, and some people are using debt to pay for essentials … The Joseph Rowntree Foundation (JRF) collects data on destitution in the UK. Someone is ‘destitute’ when they didn’t have two or more of six essentials in the past month because they couldn’t afford them, or their income is too low to purchase the items themselves. JRF found that 1.8 million households experienced destitution in 2022, a 64% increase since 2019. The rising prices of essentials has contributed to this increase. The essential that most destitute people went without most often was

  • food (61%), followed by
  • heating (59%)
  • clothes (57%),
  • toiletries (51%),
  • lighting (35%) and
  • shelter (which means they slept rough) (14%).

Things to watch this year: net migration:

Despite the focus on the small boats, the real policy issue is the net migration number, going back to the original pledge from more than a decade ago to reduce that number.

There is a useful annual report from the Migration Advisory Committee here (Oct 23).

This report also has a section on student migration which is discussed below in relation to international students.

Other things to watch in 2024 (as well as the general election)

Local elections and by-elections – always interesting in the run up to a general election: Local elections are in May (not in BCP), there is a by-election in February in Wellingborough: another test for the government as the former seat of Peter Bone MP is contested; and another possibly in Blackpool later in the year.

Spring budget: 6th March 2024: likely tax cuts, with a potential to reduce the fiscal drag point noted above, plus possible cut to inheritance tax. Other appeals to the Tory base are likely and there are rumours of “traps” to make life hard for Labour in the election campaign or if they win the election.

Political leadership: this is a mainly post-election consideration, but would Sunak step down if the Tories lose the election and who would replace him? What would happen to Starmer if Labour lose?  What about the SNP and what will happen in Northern Ireland?  Wales will have a new First Minister this year (in the Spring as they are holding leadership elections).

The political fallout from the Covid inquiry: which will continue through this year.

Some parliamentary bills of interest to HE were carried over to the new session, and new ones were announced in the King’s Speech such as:

Labour’s 5 missions

As well as these, Labour have also talked about the possibility of replacing the system of education regulators with one combined regulator, as they are doing in Wales,  Unlike the Conservatives, they do want to encourage more 18 year olds into HE.  See the bold highlights below.

These were set out a while ago:

  • Get Britain building again: not just about home building but this one is about growing the economy more generally: “Secure the highest sustained growth in the G7 – with good jobs and productivity growth in every part of the country making everyone, not just a few, better off.” This includes:
    • A new industrial strategy and a council to implement it
    • A Green Prosperity Plan: private sector investment
    • Changes to planning to help industry
    • Devolution
    • National Wealth Fund
    • Making it easier for universities to develop self-sustaining clusters of innovation, investment, and growth in their local areas
    • “reforming planning rules and arcane compulsory purchase rules, with new protections for renters”
    • “closing the holes in the government’s Brexit deal, cutting the red tape”
    • “Establishing a supply chain taskforce to review supply chain needs across critical sectors”
  • Switch on Great British Energy: this does include a plan for a new energy generation company but also a wider objective to “make the UK a clean energy superpower
    • Act fast to lead the world with clean and cheap power by 2030, backing the builders not the blockers so Britain gets the cheap, clean power we need;
    • Establish GB Energy – a new home-grown, publicly-owned champion in clean energy generation – to build jobs and supply chains here at home;
    • Set up the National Wealth Fund, which will create good, well-paying jobs by investing alongside the private sector in gigafactories, clean steel plants, renewable-ready ports, green hydrogen and energy storage; and
    • Upgrade nineteen million homes with our Warm Homes Plan, so that families have cheaper energy bills permanently, with warm, future-proofed homes.
  • Get the NHS back on its feet: lots in here. for HE the most relevant are:
    • Labour will create 7,500 more medical school places and 10,000 more nursing and midwifery clinical placements per year. We will allocate a proportion of the new medical school places in under-doctored areas, to address inequalities in access to healthcare – because one of the strongest indicators of where doctors practice is where they train. We’ll also train 700 more district nurses each year, 5,000 more health visitors and recruit thousands more mental health staff.
    • Give everyone the opportunity to participate in research if they want to, so we can speed up recruitment and give patients access to treatments faster
  • Take back our streets: “Halve serious violent crime and raise confidence in the police and criminal justice system to its highest levels, within a decade”
  • Break down barriers to opportunity: lots in here, including:
    • urgently commission a full, expert-led review of curriculum and assessment that will seek to deliver a curriculum which is rich and broad, inclusive and innovative, and which develops knowledge and skills
    • Recruit over 6500 new teachers to fill vacancies and skills gaps across the profession.
    • Replace headline Ofsted grades with a new system of school report cards, that tell parents clearly how well their children’s school is performing.
    • Labour wants all young people to complete compulsory education with a firm foundation and will ensure that 80% of young people are qualified to Level 3 (A-Level equivalent) by 2035, with an interim target of 75% by 2030. Labour will reverse the decline in the number of young people moving into sustained education, employment or training after completing their 16 – 18 education. We will aim for over 85% of young people to be in a sustained destination by 2030, including more young people who have completed a level 3 qualification moving onto higher level education and training, with over 70% moving onto higher level opportunities by 2030
    • Labour will establish Skills England, bringing together central and local government, businesses, training providers and unions to meet the skills needs of the next decade across all regions.
    • “Improving the flexibility of the apprenticeship levy, turning it into a ‘Growth and Skills Levy”
    • we will work with universities to ensure there are a range of options on founder-track agreements helping to boost spin-outs and economic growth.
    • Labour will reform this [tuition fee] system to make it fairer and ensure we support the aspiration to go to university. Many proposals have been put forward for how the government could make the system fairer and more progressive, including modelling showing that the government could reduce the monthly repayments for every single new graduate without adding a penny to government borrowing or general taxation. Reworking the present system gives scope for a month-on-month tax cut for graduates, putting money back in people’s pockets when they most need it. For young graduates this is a fairer system, which will improve their security at the start of their working lives and as they bring up families. We will build on the legacy of the last Labour government’s target for 50% of young people to go to university to reverse the trend of declining numbers of adults participating in education and training. We’ll press on and ensure that the ambition for any young person to pursue higher education, regardless of background or geography, is realised.

And that election

Lots of MPS are stepping down: update here from the Institute for Government and a nice interactive map from Cambridgeshire Live here:  makes Scotland look very interesting as they lose standing MPs just as they are in trouble politically on lots of fronts.

Research and knowledge exchange

This will be an interesting year as plans for REF 2029 (as we must now call it) are developed further.  We will be watching for R&D announcements in the Spring budget.

If you missed our coverage of the King’s Speech and the Autumn Statement then you can catch it via the link and here are some highlights relating to RKE:

REF 2029

Announcements made in December including:

  • The next REF will be REF 2029, with results published in December 2029
  • Moves to break the link between individual staff members and unit submissions were welcomed by the community and this principle will be maintained
  • Outputs sole-authored by PGR students, including PhD theses, will not be eligible for submission, nor will those produced by individuals employed on contracts with no research-related expectations
  • The overall Unit of Assessment structure will remain unchanged from REF2021
  • The minimum number of Impact Case Studies that an institution can submit per disciplinary submission will be reduced to one, and the removal of the 2* quality threshold is confirmed

BU’s approach to the REF: the REF Steering Group, led by Professor Kate Welham, is working with the Interim Associate PVC for RKE, Professor Sarah Bate, and with colleagues from across BU on our approach to the REF and Kate is attending UET regularly to discuss developments.  The REF Committee is chaired by Professor Einar Thorsen.

BU has responded to the consultations so far on the REF and will continue to do so: we broadly welcome the changes although we have flagged some concerns about inclusivity and the administrative burden.

Strategic themes and research priorities

The government have a database of their areas of research interest.  These tell us “what policymakers are thinking, what their priorities are and where they need help

UKRI are working through a 5 year strategy and it is helpful to recall their strategic themes:

Education

There is always a lot to talk about on education in the policy updates, but for the first one of the year I wanted to go back to basics and look at the priorities for the OfS and the government and set them in context.  For example, did you know:

  • That the OfS monitors continuation, completion and graduate outcomes against an absolute baseline for ALL students at all levels (including PGRs and apprentices) at an institutional level, by student characteristics and at a subject level? This is licence condition B3 and if you didn’t know, you can look at the OfS dashboard here for sector data and find data relating to our own provision on the Prime SharePoint site.
  • That the OfS have recently published the outcomes of 6 quality assessments for business and management and computing, with more to come in those subjects and other areas, with some important areas highlighted for other providers: see below for more on this.
  • That we have to inform the OfS within 5 days if certain things happen under what they call the “reportable events” regime, and this can include a wide range of academic or other things: please email reportableevents@bournemouth.ac.uk if you become aware of something that might be reportable (even if it might turn out not to be).
  • That the OfS provides funding for educational development and other work in universities including the development of apprenticeships and other programmes: worth checking their website from time to time.

Government education policy

Government policy as it relates to HE does not address the big elephant in the room: in other words they are NOT proposing any changes to fees and funding or maintenance arrangements.   A series of changes to student loan arrangements came into effect in the autumn, including extending the repayment period.

If you missed our coverage of the King’s Speech and the Autumn Statement then you can catch it via the link and here are some highlights relating to education:

  • In October 2023, the Prime Minister announced a strong action plan to ensure every student has the literacy and numeracy skills they need to thrive through the introduction of the Advanced British Standard. This new Baccalaureate-style qualification will bring the best of A-Levels and T-Levels together, creating a unified structure that puts technical and academic education on equal footing. This reform will ensure every student in England studies some form of maths and English to age 18, boosting basic skills and bringing the UK in line with international peers. It will increase the number of taught hours by 15% for most students aged 16 to 19 and will broaden the number of subjects students take. [this means abolishing T levels, which are supposed to be replacing BTECs, as well as A levels]
  • Proposals will be implemented to decrease the number of people studying poor-quality degrees, and to increase take-up of apprenticeships [as far as we can tell, this does not mean new measures but continuing to instruct the OfS to use its existing powers of regulation plus a continued focus on funding and promoting apprenticeships]

Funding priorities:

  • On 14th December the government asked the OfS to run a competitive scheme to allocate funding for 350 new medical student places for 2025: this follows an expansion by 205 for 2024 and supports the NHS long term plan (although they will need to do more).
  • In their latest strategic priorities letter to the OfS (March 23) the focus was on:
    • Choice and flexibility or provision: the changes to enable lifelong learning (i.e. changes to the structure of loan payments etc), technical education, apprenticeships
    • Strategically important subjects: subjects that support the NHS and wider healthcare policy; science, engineering and technology subjects; and specific labour market needs
    • Degree apprenticeships especially at level 6 (i.e. not level 7)
    • L4 and L5 provision: higher technical qualifications
    • Specialist providers
    • Mental health and wellbeing

Read about OfS funding for 2023-24

OfS strategy

The objectives are:

  • Participation: All students, from all backgrounds, with the ability and desire to undertake higher education, are supported to access, succeed in, and progress from higher education.
  • Experience: All students, from all backgrounds, receive a high quality academic experience, and their interests are protected while they study or in the event of provider, campus or course closure.
  • Outcomes: All students, from all backgrounds, can progress into employment, further study, and lead fulfilling lives, in which their qualifications hold their value over time.
  • Value for money: All students, from all backgrounds, receive value for money.

The two areas of focus are quality and standards and equality of opportunity. That results in 11 goals:

  1. Students receive a high quality academic experience that improves their knowledge and skills, with increasing numbers receiving excellent provision [see the section on quality below]
  2. Students are rigorously assessed, and the qualifications they are awarded are credible and comparable to those granted previously. [see the July 23 analysis of degree classifications]
  3. Providers secure free speech within the law for students, staff and visiting speakers [read the latest consultation on the new complaints scheme and their consultation on regulating students’ unions].
  4. Graduates contribute to local and national prosperity, and the government’s ‘levelling up’ agenda [measured by progression to highly skilled employment: see below for the outcomes data]
  5. Students’ access, success and progression are not limited by their background, location or characteristics [see the new guidance on access and participation plans].
  6. Prospective students can choose from a diverse range of courses and providers at any stage of their life, with a wide range of flexible and innovative opportunities [linked to the government agenda on higher technical qualifications, apprenticeships, lifelong modular learning etc]
  7. Providers act to prevent harassment and sexual misconduct and respond effectively if incidents do occur [ we are expecting the outcomes of a consultation on this fairly soon, it closed in May].
  8. Providers encourage and support an environment conducive to the good mental health and wellbeing that students need to succeed in their higher education [read their insight brief]
  9. Providers are financially viable and sustainable and have effective governance arrangements [see the section on sustainability below]
  10. Students receive the academic experience they were promised by their provider and their interests as consumers are protected before, during and after their studies.
  11. The OfS minimises the regulatory burden it places on providers, while ensuring action is effective in meeting its goals and regulatory objectives.

Outcomes

The OfS annual review provides some data to set the scene.

The report highlights that continuation is lower for:

  • students from more deprived areas or who were eligible for free school meals,
  • students from most (although not all) black and minority ethnic groups
  • mature students
  • students with reported disabilities, other than those with reported cognitive or learning difficulties (who make up 5.1% of students); and
  • care experienced students.

The report highlights that completion is lower for:

  • students from more deprived areas or who were eligible for free school meals,
  • students from most (although not all) black and minority ethnic groups
  • mature students
  • students with reported disabilities; and
  • care experienced students.

The report highlights that attainment rates are lower for:

  • students from more deprived areas or who were eligible for free school meals,
  • students from most (although not all) black and minority ethnic groups
  • mature students
  • students with reported disabilities with the exception of students with a reported mental health condition (4.5% of students); and
  • care experienced students.

The report highlights that progression rates are lower for:

  • students from more deprived areas or who were eligible for free school meals,
  • students from most (although not all) black and minority ethnic groups
  • students with reported disabilities other than those with reported cognitive or learning difficulties (who make up 5.1% of students); and
  • care experienced students.

In relation to mature students, those aged 31-40 have the highest progression rates while those aged 50 and over have the lowest.

Quality and standards in HE: OfS quality assessments

If you don’t follow the announcements from the OfS closely, you may have missed the trickle of OfS quality reports, so far in two subject areas, business and management and computing.  There are context papers which provide an interesting read and then the investigation reports themselves (so far 5 published for business and management and one for computing).  Concerns were found in 2 of the 5 business and management reports: no sanctions have been confirmed yet.

More detail is given below, but just to flag the priorities for 2024 quality assessments.  With the government already having announced that fee caps will be reduced for some foundation year courses, note the link to foundation year courses below: there will be quality reviews in this area especially as outcomes are lower, as noted in the linked Wonkhe article from October.

OfS sector context papers:

  • Business and Management
    • Growth in numbers (pp5 and 6) which highlights some potential issues which probably triggered these investigations and explain why they picked it as a subject priority
    • The percentage of full-time undergraduate entrants taught through sub contractual arrangements has more than doubled since 2018-19, from 10 per cent to 27 per cent (pp9 and 10)
    • The proportions of full-time undergraduate students that are from deprivation quintiles 1 or 2 are consistently higher in business and management than for all other subject areas (p18)
    • The proportions of full-time undergraduate students who are on courses that include an integrated foundation year are consistently higher in business and management than for all other subject areas (p20)
    • Low continuation for UG (p23), low completion for UG (p25), low progression at UG and PG (pp27 -28)
    • Low NSS for teaching (p30) and some other areas (not learning resources)
  • Computing
    • Low continuation and completion compared to other subjects (pages 23 to 26) at UG and PG
    • Balanced by good progression – but a provider that didn’t have good progression would stand out (pp 27 and 28)
    • Low NSS scores (pp29-34)
    • High proportions of non-permanent staff (p41)

Quality assessments: Business and management

Themes: concerns were found in relation to two of the five published so far and findings included:

  • Insufficient staff to provide adequate support, impacting personal tutoring, assessment and feedback and academic support
  • Not enough flexibility in course delivery to support the cohort of students recruited, namely not providing sufficient flexibility when students had to work to finance their studies or have caring responsibilities, having recognised that this was a specific feature of their intake: licence condition to deliver course effectively was brought into play
  • Inadequate central monitoring and pro-active management of engagement and attendance and over-reliance on individual academic staff to follow up  – licence condition to take all reasonable steps to ensure students receive sufficient academic resources and support.  Recommendations included:
    • Clear lines of responsibility at faculty and university level regarding who the lead for continuation is, and further channelling of university-level resource, expertise and effort towards the continuation problem in the Business School.
    • Systematic analysis of student failures on modules and historical withdrawals, to provide a more detailed picture and understanding of why students do not continue their studies at the university.
    • Better real-time monitoring of engagement and a university-level set of criteria that can be used to identify a student who may be at risk of dropping out, combined with systematic analysis of student behaviour and non-attendance so that proactive additional support can be offered.
    • A review of examination board processes and module performance criteria to ensure that under-performing modules are being picked up and addressed through the quality assurance and enhancement system. While the assessment team acknowledged the new course and unit enhancement planning process, this did not appear to be embedded and should be monitored closely.
  • Support for avoiding potential academic misconduct was not consistently provided in assessment feedback via the online assessment platform at Level 4
  • The format for providing formative feedback on assessments may not have been sufficient for some students across a number of modules reviewed. This concern also relates to condition of registration B2 because the assessment team considered that ensuring consistent access to formative feedback is a step that could have been taken to ensure students have sufficient academic support to succeed
  • Insufficient academic support for foundation year students once they progressed onto the main programme – support should have continued at higher levels

Quality assessment: Computing: no concerns were found in relation to the one report published so far.

Apprenticeships

As noted above these remain a priority for the government (and would likely be for a Labour government too).  In that context a report from the summer by UCAS with the Sutton Trust is interesting:

  • Today, 40% of students (430,000) interested in undergraduate options are also interested in apprenticeships. Despite this growth in demand, the number of starts for young learners remains low – with the number of Level 4 and above starts for under-19 year olds less than 5,000
  • Disadvantaged students are more likely to be interested in apprenticeship options, with 46% from the most disadvantaged areas interested in this route, compared to 41% from the most advantaged areas. Furthermore, those from lower socioeconomic backgrounds (63%) are more likely to have considered apprenticeships
  • A quarter (24%) of former applicants said that one of the top three reasons why they did not pursue an apprenticeship was because they felt they could not afford to do so.

Student experience, wellbeing and finances

Student finance

The cost of living update from the House of Commons Library Nov 23 has a section on student loan repayments and maintenance support (page 64) which links to this report from September 2023 on the value of student maintenance support.

International

Despite all the negativity about international students in the context of the migration policy (see above) and the OfS’ regulatory concern about the risk of large numbers of international students, there is a positive policy in relation to international students: the government have an International Education Strategy that has two ambitions by 2030:

  • increase education exports to £35 billion per year
  • increase the numbers of international higher education (HE) students studying in the UK to 600,000 per year

According to the annual report from the Migration Advisory Committee here (Oct 23) referred to below, this second target was achieved in 2020/21:

  • according to the Higher Education Statistics Agency (HESA), this target was met in early 2020/21, with 605,000 non-UK students at Higher Education Institutions (HEIs). This has increased further since then, with growth driven by a small cohort of countries, notably India and Nigeria.
  • Non-UK students accounted for almost 30% of first-year enrolments in tertiary education last year, up from 25% before the policy announcement in 2018/19.
  • In a global context the UK is a major market for international students. HEIs in the UK accounted for 9% of all international students in 2020, behind only the US for market share. The UK’s market share had been steadily declining since 2006 having been briefly overtaken by Australia as the second most popular destination for international students in 2019

Student visas

The annual report from the Migration Advisory Committee here (Oct 23) referred to above also has a section on international students.  It includes the policies on stopping dependants which have now been implemented.

There is some interesting data on student numbers: it shows the large number of international student in London and also Scotland (not surprisingly given their student number cap for home students).  Perhaps surprisingly, there are more international than UK students in the East of England and the North East and numbers are more or less equal in Yorkshire and the Humber, although this data includes students on the London campus of universities based outside London.

HE sector sustainability and change

Student numbers and admissions

UCAS projects that there could be up to a million higher education applicants in a single year in 2030, up from almost three quarters of a million today.

But will there be?  Applications and admissions fell last year, but that was after a bumper post-covid year in 2022 and UCAS described it as a return to normality.  Or is it the rhetoric from the government on mickey mouse degrees etc and changes to loan repayments making it more expensive for students in the long run having an impact?  Time will tell: eyes will be on this year’s applications.

Financial sustainability

The OfS annual review provides some context for this. The OfS issued their annual report on financial sustainability in May 2023 and identified the following key risks which are still relevant:

  • The impact of inflation on costs and challenges in growing income to meet increasing costs. In particular, the ‘per student’ income from tuition fees from UK undergraduates is capped and not increasing, while other costs rise.
  • Increasing reliance on fees from overseas students, particularly postgraduates, in some higher education providers’ business plans. (In May 2023, the OfS wrote to 23 higher education providers with high levels of recruitment of students from China. We reminded them of the importance of contingency plans in case there is a sudden drop in income from international students. We asked a subset of those higher education providers most exposed to a short-term risk to provide information about their financial mitigation plans)
  • Challenges in meeting investment needs for facilities and environmental policies

The OfS identifies a number of strategies that they may see to address financial sustainability concerns.

JANE FORSTER, VC’s Policy Advisor

Follow: @PolicyBU on X

HE policy update w/c 2nd Jan 2024

Welcome to the first update of 2024, which brings you up to date with what happened before the holidays.

We’ve provided pop out documents so those with a keen interest in each topic can read more detailed summaries.

We’ve the latest on the Renters (Reform) Bill, REF has been delayed until 2029, we summarise the Government’s response and commitments following the Nurse Review on research landscape, the UK celebrates official association with Horizon Europe, and we’ve gone in depth on international students bringing the hottest debate from the Parliamentary Chambers over the last few weeks.

I’ll be experimenting with some new approaches this year to make sure that the update is useful and relevant to as many people as possible: any feedback gratefully appreciated.

Quick parliamentary news

Schools and post 16 education: The Education Committee questioned SoS for Education, Gillian Keegan on the Advanced British Standard (ABS). Keegan stated that the ABS was being introduced to allow for more time, greater breadth, and better parity of esteem between technical and academic qualifications. The consultation on the new qualification is expected to be released soon.

Marking boycott: Gillian also stated that the marking assessment boycott was outrageous and damaging to the brand image of the sector. She stated the consultation on minimum service levels would help consider if it was helpful to equip universities with an additional tool to alleviate the impact of disruption. We introduce you to this consultation here.

Education oral questions: Minister Keegan also responded to education oral questions in the Chamber on Monday.

Healthcare students: A Westminster Hall debate, pay and financial support for healthcare students, was held following three petitions on the topic. We have a short summary of the debate provided by UUK here. Prior to debate the House of Commons Library provided a useful briefing on the matter (full briefing here, useful short summary here).

HE challenges: Minister Halfon spoke at the THE conference to set out his 5 ‘giants’ – the 5 challenges he believes HE faces in this decade and beyond: HE reforms, HE disruptors, degree apprenticeships, the lifelong learning entitlement, and artificial intelligence and the fourth industrial revolution. The speech is worth a quick read.

DSIT campus: DSIT is moving many of its roles to a base in Manchester. It’s part of the government’s Places for Growth programme, a civil service wide commitment to grow the number of roles outside of London and the south-east to 22,000 by 2027. Details here.

REF 2029

REF has been delayed from 2028 to 2029 to allow for additional time to implement the big changes the 2029 REF exercise will entail. Research England state the delay is in recognition of the complexities for HEIs in:

  1.   the preparation for using HESA data to determine REF volume measures
  2.   fully breaking the link between individual staff and institutional submissions, and
  3.   reworking of institutional Codes of Practice

The REF Team is working through dependencies in relation to this change, including the on-going work on people, culture and environment. We will provide an updated timeline as soon as possible.

More information on the detail behind the changes here. Research Professional has a write up here and here. Wonkhe coverage here.

Research: Nurse Review – Government response

The Government published Evolution of the Research, Development and Innovation Organisational Landscape, its response to the Nurse Review of the Research, Development and Innovation Organisational Landscape which began in 2021 and published the review outcomes in March 2023.

There are a large range of actions and approaches the Government has committed to take. Including

  • Developing a comprehensive map of the UK’s clusters of RDI excellence, to be published in the coming months.
  • Boost support for universities in areas with lower levels of R&D investment through the Regional Innovation Fund, which provides £60 million funding across the UK in 2023/24.
  • Publishing a breakdown of DSIT’s R&D budget over the financial years 2023/24 to 2024/25.
  • Invest £20 billion into R&D per annum by 2024/25 (this isn’t all new money!)

The Government state they will pilot innovative organisational models, embed data, evidence and foresight into their approach, maximise the impact of public sector RDI organisations and expand philanthropic funding into research organisations. The Government call on everyone within the sector to play their part, recognising the central role of DSIT as a single point of leadership and coordination.

The full 62 page detail is here, or you can read the key points in our pop out document.

Previous reports and letters relating to the Nurse Review are here. UKRI’s reaction to the Government’s response is here.

There’s also a parliamentary question on the Review and research funding:

Q – Chi Onwurah MP: [edited] with reference to the Government response to the Nurse Review what the (a) milestones, (b) deliverables and (c) timelines are for the review of the future of QR research funding.

A – Andrew Griffith MP: The Review of Research England’s (RE) approach to Strategic Institutional Research Funding (SIRF) which includes quality-related research (QR), will assess the effectiveness of unhypothecated research funding for Higher Education Providers. It will assess the principles and assumptions underlying current approaches and evaluate implementation. The review, set for 2024, will update the evidence on SIRF’s impact, enhance transparency, and engage the Higher Education sector. RE will commission an independent review on the ‘Impact of SIRF’ in December 2023 and stakeholder workshops in Summer 2024. Any changes to funding approaches will not be implemented before Academic Year 2026-2027.

Wonkhe delved into the government response in their usual pithy fashion making short work of a glaring omission:

  • It’s reckoned, on average, that the average research council grant covers around 70 per cent of the cost of performing research, rather than the 80 per cent it is supposed to. It was hoped that the government’s response to the Nurse review of the research landscape, published last week, would address this. It did not. Those hoping to see the full economic cost issue addressed saw it balanced against the overall project funding pot and the availability of other research funding, particularly QR allocations – with the implication being that a bump to one would result in losses to at least one of the others.

More analysis available in Wonkhe’s blog: DSIT published its response to the Nurse review of the research landscape, but there’s not much evidence of the unifying strategy Nurse asked for. James Coe breaks it down.

Research: Quick News

Horizon: On 4 December the UK formalised its association to the Horizon and Copernicus programmes. DSIT also announced their aim to maximise participation in Horizon with funding of up to £10,000 available to selected first time applicant UK researchers to pump prime participation, via a partnership with the British Academy and other backers. SoS Michelle Donelan stated: Being part of Horizon and Copernicus is a colossal win for the UK’s science, research and business communities, as well as for economic growth and job creation – all part of the long-term decisions the UK government is taking to secure a brighter future. UUK Chief Executive, Vivienne Stern MBE, said: This is a momentous day. I am beyond delighted that the UK and EU have finally signed the agreement confirming the UK’s association to Horizon.

There are several recent interesting parliamentary questions:

Research Funding: parliamentary question (edited) – Chi Onwurah MP – whether the £750 million of R&D spend is in addition to existing R&D funding (paragraph 4.49 of the Autumn Statement 2023).

Answer – Andrew Griffith MP: As a result of the UK’s bespoke deal on association to Horizon Europe and Copernicus, the government has been able to announce substantive investment in wider research and development (R&D) priorities. The £750 million package is fully funded from the government’s record 2021 Spending Review funding settlement for R&D. This includes £250 million for Discovery Fellowships, £145 million for new business innovation support and funding to support a new National Academy of mathematical sciences. These are transformative new programmes that maximise opportunities for UK researchers, businesses and innovators. We will also continue to deliver a multi-billion-pound package of support through the existing Horizon Europe Guarantee.

Regional inequalities: parliamentary question (edited) – Baroness Jones of Whitchurch: what steps the Government is taking to reduce regional inequalities in government-funded research and development.

Answer – Viscount Camrose: The Levelling Up White Paper (published in February 2022) committed to a R&D Levelling Up Mission, recognising the uneven distribution of gross R&D (GERD) spending across the UK. DSIT is delivering this mission to increase public R&D investment outside the Greater South-East by at least 40% by 2030, and at least one-third over this spending review period. We are making progress through investing £100 million for 3 Innovation Accelerators (Greater Manchester, West Midlands and Glasgow) for example, and investing £75 million for 10 Innovate UK Launchpads, £312 million for 12 Strength in Places Fund projects and £60 million for the Regional Innovation Fund.

Research Bureaucracy Review: Parliamentary question (edited) – Baroness Jones of Whitchurch: when the Government intend to implement the final report of the Independent Review of Research Bureaucracy published in July 2022.

Viscount Camrose: The Government is committed to addressing the issues set out in the Independent Review of Research Bureaucracy. We are working with other government departments, funders and sector representative bodies to finalise a comprehensive response to the Review and will publish it in due course. In the meantime, government departments and funding bodies have begun implementing several of the Review’s recommendations. We have established a Review Implementation Network, bringing together senior representatives from across the research funding system, to deliver the recommendations of the review and maintain momentum on this issue.

Independent Research Funding: DSIT announced an application round for the £25m Research and Innovation Organisation Infrastructure Fund. The fund will provide grants to research & innovation organisations to improve their national capabilities and is open to independent research and innovation bodies in the UK for funding for new small and medium scale research equipment, small and medium scale equipment upgrades, or small and medium scale facility upgrades. DSIT aim for the fund to address market failures in the funding landscape identified by the Landscape and Capability Reviews, therefore improving the R&I infrastructures available to RIOs, improving the quality of the national capabilities they provide and enabling them to better serve their users and the UK.

Spin outs: The Government published the independent review of university spin-out companies. The review recommended innovation-friendly policies that universities and investors should adopt to make the UK the best place in the world to start a spin-out company. To capitalise on this the government intends to accept all the review’s recommendations and set out how it will deliver them. You can also read the UKRI response here. We have a quicker read summary of the review here.

EDI: Remember the furore over the SoS intervene when Michelle Donelan ousted a member of UKRI’s EDI group for inappropriate social media posts/views? A recent parliamentary question on the matter tries to get behind the investigation to find out how it commenced.

Q – Cat Smith (Labour): To ask the Secretary of State for Science, Innovation and Technology, who authorised the reported gathering of information on (a) the political views and (b) related social media posts of members of the UKRI EDI board; and how much money from the public purse was expended in the process of gathering that information.

Answer – Andrew Griffth:

  • After concerns were raised about the social media activity of a member of a public body advisory panel, the Secretary of State requested information on whether other members of the group were posting in a manner that might come into conflict with the Nolan Principles. Minimal time was taken by special advisers to gather information already in the public domain.
  • Information is not gathered by special advisers on the views or social media of staff working in higher and further education, except in exceptional circumstances, such as this, where it supports the Secretary of State to reach an informed view on a serious matter.

Life Sciences: We introduced the autumn statement in the last policy update. However, we’re drawing your attention to the content announcing the £960 million for clean energy manufacturing and £520 million for life sciences manufacturing aiming to build resilience for future health emergencies.

Quantum: DSIT published the National Quantum Strategy Missions. The missions set out that:

  1. By 2035, there will be accessible, UK-based quantum computers capable of running 1 trillion operations and supporting applications that provide benefits well in excess of classical supercomputers across key sectors of the economy.
  2. By 2035, the UK will have deployed the world’s most advanced quantum network at scale, pioneering the future quantum internet.
  3. By 2030, every NHS Trust will benefit from quantum sensing-enabled solutions, helping those with chronic illness live healthier, longer lives through early diagnosis and treatment.
  4. By 2030, quantum navigation systems, including clocks, will be deployed on aircraft, providing next-generation accuracy for resilience that is independent of satellite signals.
  5. By 2030, mobile, networked quantum sensors will have unlocked new situational awareness capabilities, exploited across critical infrastructure in the transport, telecoms, energy, and defence sectors.

Research concerns: Research Professional publish the findings of two of their own research surveys: concerns over pressure to publish, predatory journals and culture issues. More here.

Regulatory

You’ll recall earlier this year the Industry and Regulators Committee delivered criticism and called for improvements to be made by the OfS in the way it engages with and regulates the HE sector. Recently the OfS wrote to the Committee to set out their response. The OfS confirmed their commitment to act on the Committee’s findings and set out these actions:

Engagement with students

  • Expanding our existing plans for a review of our approach to student engagement, to consider more broadly the nature of students’ experiences in higher education, and to identify where regulation can address the greatest risks to students.
  • Reframing of the role of our student panel – designed to empower students to raise the issues that matter to them.

Relationship with the sector

  • Robust, two-way dialogue is key to regulation that works effectively in the interests of students.
  • We have significantly increased our engagement with institutions in response to feedback, and this will be an ongoing priority.
  • The Committee’s report gives further impetus to that work with colleagues across the sector to reset these important relationships.

Financial Sustainability of the sector

  • We agree that the sector is facing growing risks and we are retesting our approach to financial regulation in this context, including developing the sophistication of our approach to stress-testing the sector’s finances.

The content the OfS provides in its response document at pages 4-26 pads out the above headline statements with more detailed plans and context and touches on wider topics such as free speech, value for money, and the regulatory framework. Read it in full here.

Research Professional discuss the main elements here (in rather a more polite tone than you might usually expect from them). Meanwhile Wonkhe summarise recent IfG content: the OfS

  • needs to assert its independence better – and the government must refrain from “frequent meddling” in the regulator’s work. These are among the conclusions of the Institute for Government think tank in its assessmentof the government and OfS responses to the Lords Industry and Regulators Committee report. It suggests that OfS’ dual role as regulator and funder is creating confusion, and that this issue was not sufficiently explored in the committee’s inquiry.

Renters (Reform) Bill – Committee Stage

The Renters (Reform) Bill completed Committee Stage and is waiting for a date to be considered at Report Stage in the House of Commons. We have a pop out document for you listing the most relevant information on the Bill in relation to student rental accommodation.

Mental Health

Nous and the OfS published a report on student mental health: Working better together to support student mental health – Insights on joined-up working between higher education and healthcare professionals to support student mental health, based on a ten-month action learning set project.

Separately, NHS Digital published the wave 4 findings as a follow up to the 2017 Mental Health of Children and Young People (MHCYP) survey. Overall, rates of probable mental disorder among children and young people aged 8 to 25 years remained persistently high, at 1 in 5, compared to 1 in 9 prior to the pandemic.

PTES

Advance HE published the Postgraduate Taught Experience Survey results:

  • 83% of students were satisfied overall with their experience, up 1% since 2022, and the highest since 2016 and 2014 when it also reached 83%.
  • Satisfaction levels among non-EU overseas students have continued to increase and now exceed by a sizeable margin those of UK students across all measures of the postgraduate experience.

Consideration of leaving their course

  • 18% of postgraduate taught students had considered leaving their course and, of those, the number who cited financial difficulties increased from 8% in 2022 to 11% in 2023.
  • UK students were considerably more likely to consider leaving their course than overseas students (29% of UK students considering leaving in comparison to, for example, students from India, of whom only 6% had considered leaving).
  • Women and non-binary students were more likely to consider leaving their course, as were those who studied mainly online.
  • Students who had free school meals as children were more likely to consider leaving their course, particularly because of financial difficulties, and this differential continued even among students aged 36 and above.

PRES

Advance HE also published the postgraduate research experience survey.

  • 80% postgraduate researchers express overall satisfaction with their experience at their institution.
  • Researchers working mostly or completely online were less satisfied than those who worked mostly or completely in-person.
  • The largest gaps in satisfaction between ethnicities focused around the opportunities provided for development activity with Black students a lot less likely to have been offered (or taken up) teaching experience and other development opportunities.
  • Among those considering leaving, cost of living is an increasingly important factor in how they view their challenges.

Jonathan Neves, Head of Business Intelligence and Surveys at Advance HE, said: It is positive to see nearly four out of five PGRs satisfied with their experience and there is encouraging feedback about research. But we should note that this is not for all groups. Institutions will also wish to explore why some – females and minority groups, in particular – are experiencing lower levels of satisfaction and at the same time to look at ways to address a gradual fall in satisfaction over time.

Student Loans

The Student Loans Company (SLC) published the latest figures covering student financial support for the academic year 2022/23 and the early in year figures for the academic year 2023/24, across England, Wales and Northern Ireland. In England:

  • 3% decrease in higher education student support in academic year 2022/23, at £19.7 billion.
  • Number of full-time Maintenance Loans paid remains relatively consistent to the previous year, at 1.15 million.
  • In 2022/23, as the last Maintenance Grant-eligible students conclude their courses, the % of full-time maintenance support attributable to grants falls below 0.1%.
  • Provisional figures indicate a potential 1.1% decrease in the number of Tuition Fees Loans paid on behalf of full-time students.
  • Continued decrease in the number of Tuition Fee Loans paid on behalf of EU (outside UK) students, due to the change in policy in 2021/22.
  • 1% decrease in the number of Tuition Fee Loans paid on behalf of part-time students.
  • Tuition Fee Loan take-up for accelerated degrees continues to increase.
  • 3% of all full-time loan borrowers took only a Tuition Fee Loan and opted out of Maintenance Loan support – consistent with the previous two years.
  • 7% decrease in the number of Postgraduate Master’s Loans issued in 2022/23.
  • Provisional figures for 2022/23 indicate a potential first, yet small decline in the take-up of Postgraduate Doctoral Loans.
  • Finalised figures confirm a 5.9% increase in the number of full-time students claiming Disabled Students’ Allowance in academic year 2021/22.
  • 3% increase in the amount claimed in Childcare Grant, reaching £244.1 million in 2022/23.
  • By end-October 2023, a total of 1.17 million undergraduates and postgraduates have been awarded/paid a total of £4.81 billion for academic year 2023/24.
  • Early look at academic year 2023/24 shows a continued decline in the number of EU (outside UK) students paid, due to the funding-policy change in 2021/22.
  • Early figures indicate a potential 4.5% reduction in the number of new students receiving student finance in academic year 2023/24.

A parliamentary question on the revision of the calculation formula used to determine overseas earnings thresholds for student loan repayments for English and Welsh students who live overseas or work for a foreign employer determine the review isn’t forthcoming. Minister Halfon confirmed it would require a legislative amendment to make changes to the formula.

There’s also a House of Commons Library briefing on students and the rising cost of living. It considers how students have been affected by escalating costs and what financial support is available. The Library briefings are useful because they support non-Minsters to understand debate topics better whilst formulating their opinions, and it provides them with facts and figures from which to engage in the debate. The full briefing is 34 pages long but there’s a shorter high level summary here.

Wonkhe blog: For the first time in almost a decade we have official figures on the income and expenditure of students in England. Jim Dickinson finds big differences between the haves and have-nots.

Graduate Employment

The Graduate Job Market was debated in the House of Lords. Lord Londesborough opened the session asking the government what assessment they have made of the jobs market for graduates, and whether this assessment points to a mismatch between skills and vacancies.

Baroness Barran spoke on behalf of the government stating that one-third of vacancies in the UK are due to skills shortages and that the HE sector delivers some of the most in-demand occupational skills with the largest workforce needs, including training of nurses and teachers. The DfE published graduate labour market statistics showing that, in 2022, workers with graduate-level qualifications had an 87.3% employment rate and earned an average of £38,500. Both are higher than for non-graduates.

Undetered Lord Londesborough pressed that we have swathes of overqualified graduates in jobs not requiring a degree (he stated the figure was 42-50%) and that graduate vacancies are falling steeply, as is their wage premium, and students have now racked up more than £200 billion of debt, much of which will never be repaid.

The debate also touched on regional differences in graduate pay, the importance of the creative industries which require a highly skilled workforce, the teacher skills shortage and whether tuition fees should be forgiven for those becoming teachers, and health apprentices not covered by the levy. You can read the full exchange here.

AI in jobs

The DfE published analysis on the impact of AI on UK jobs and training. It finds:

  • Professional occupations are more exposed to AI, particularly those associated with more clerical work and across finance, law and business management roles. This includes management consultants and business analysts; accountants; and psychologists. Teaching occupations also show higher exposure to AI, where the application of large language models is particularly relevant.
  • The finance & insurance sector is more exposed to AI than any other sector.The other sectors most exposed to AI are information & communication; professional, scientific & technical; property; public administration & defence; and education.
  • Workers in London and the South East have the highest exposure to AI, reflecting the greater concentration of professional occupations in those areas. Workers in the North East are in jobs with the least exposure to AI across the UK. However, overall the variation in exposure to AI across the geographical areas is much smaller than the variation observed across occupations or industries.
  • Employees with higher levels of achievement are typically in jobs more exposed to AI.For example, employees with a level 6 qualification (equivalent to a degree) are more likely to work in a job with higher exposure to AI than employees with a level 3 qualification (equivalent to A-Levels).
  • Employees with qualifications in accounting and finance through Further Education or apprenticeships, and economics and mathematics through Higher Education are typically in jobs more exposed to AI. Employees with qualifications at level 3 or below in building and construction, manufacturing technologies, and transportation operations and maintenance are in jobs that are least exposed to AI.

Enough Campaign

The Government announced the next (third) phase in the Enough campaign to tackle violence and abuse against women and girls, which focuses on HE. The government describe the initiative:

30 universities across the UK are partnering to deliver bespoke campaign materials designed to reflect the scenarios and forms of abuse that students could witness. It will see the wider rollout of the STOP prompt – Say something, Tell someone, Offer support, Provide a diversion – which provides the public with multiple options for intervening if they witness abuse in public places and around universities.

Graphics on posters, digital screens and university social media accounts will encourage students to act if they witness abuse, as part of wider efforts to make university campuses safer. The latest phase of Enough also contains billboard and poster advertising on public transport networks and in sports clubs, as well as social media adverts, including on platforms relevant to younger audiences.

Home Secretary, James Cleverly said: While the government will continue to bring into force new laws to tackle these vile crimes, equip the police to bring more criminals to justice and provide victims with the support they need, the Enough campaign empowers the public to do their part to call out abuse when they see it and safely intervene when appropriate.

Baroness Newlove, Victims’ Commissioner for England and Wales said: If we are to effectively tackle violence against women and girls, this requires a whole society approach with the education sector playing a key role. I welcome the latest phase of the Enough campaign as it expands into university campuses. Government commitments to future iterations of this campaign are crucial if we are to see the wider cultural shifts we know are necessary.

Apprenticeships

FE week report that the party’s over for degree apprenticeships as Chancellor Jeremy Hunt plans to restrict use of the apprenticeship level for degree level apprenticeships. Snippets: Multiple sources have said that Jeremy Hunt is concerned about the affordability of the levy amid a huge rise in the number of costly level 6 and 7 apprenticeships for older employees, while spending on lower levels and young people falls… Treasury officials have now floated the idea of limiting the use of levy cash that can be spent on the highest-level apprenticeships, but the Department for Education is understood to be resisting… Networks of training providers and universities contacted the Treasury this week to plead with the chancellor not to cut access to the courses, who claim the move is “political posturing” to appeal to certain parts of the electorate. Those involved in delivering the courses have also argued that the majority of level 6 and 7 management apprentices are in public services and “critical for the productivity agenda and fiscal sustainability”.

Think Tank EDSK are in favour of Hunt’s approach. Wonkhe report that they are campaigning for those who have already completed a university degree should be banned from accessing levy-funded apprenticeships, the think tank EDSK has argued in a new report, which criticises the proliferation of degree apprenticeships used to send “existing staff on costly management training and professional development courses.” The report sets out recommendations for improving the skills system for those young people who choose not to study at university – another recommendation is potentially preventing employers from accessing levy funds if they train more apprentices aged above 25 than aged 16 to 24.

Moving from opinion to data:

The DfE published 2022/23 data on apprenticeships.

  • Advanced apprenticeships accounted for 43.9% of starts (147,930) whilst higher apprenticeships accounted for a 33.5% of starts (112,930).
  • Higher apprenticeships continue to grow in 2022/23. Higher apprenticeship starts increased by 6.2% to 112,930 compared to 106,360 in 2021/22.
  • Starts at Level 6 and 7 increased by 8.2% to 46,800 in 2022/23. This represents 13.9% of all starts for 2022/23. There were 43,240 Level 6 and 7 starts in 2021/22 (12.4% of starts).
  • Starts supported by Apprenticeship Service Account (ASA) levy funds accounted for 68.1% (229,720).

Wonkhe on apprenticeships:

Admissions

Recruitment

UCAS released their end of cycle data key findings. These are notable as this cycle included questions to collect information on disability and mental health conditions as well as free school meals entitlement, estrangement, caring responsibilities, parenting, and UK Armed Forces options.

  • The number of accepted UK applicants sharing a disability increased to 103,000 in 2023, up from 77,000 in 2022 (+33.8%) and 58,000 in 2019 (+77.5%).
  • Those sharing a mental health condition rose to 36,000 this year compared to 22,000 last year (+63.6%) and 16,000 in 2019 (+125%). (Possibly because the changes mean that fewer accepted students needed to select ‘other’ when sharing their individual circumstances – 5,460 in 2023 versus 6,700 in 2022 which is -18.5%.)
  • The second highest number of UK 18-year-olds from the most disadvantaged backgrounds have secured a place at university or college this year. A total of 31,590 UK 18-year-olds from POLAR4 Quintile 1 have been accepted – down from the record of 32,415 in 2022 (-2.5%) but a significant increase on 26,535 in 2019 (+19%). …but…
  • The entry rate gap between the most (POLAR 4 Quintile 1) and least disadvantaged (POLAR 4 Quintile 5) students has slightly widened to 2.16 compared to 2.09 in 2022.
  • The number of accepted mature students (aged 21 and above) is down – 146,560 compared to 152,490 in 2022 (-3.9%) but an increase on 145,015 in 2019 (+1.1%).

Sander Kristel, Interim Chief Executive of UCAS,, said: Today’s figures show growing numbers of students feel comfortable in sharing a disability or mental health condition as part of their UCAS application… This forms part of our ongoing commitment to improve the admissions process, helping to ensure that all students have available support and guidance to progress to higher education, no matter their background.

Also:

  • There has been a decline in the number of accepted international students – 71,570 which is a decrease from 73,820 in 2022 (-3.0%) and 76,905 in 2019 (-6.9%). We see a different trend when broken down by international students from outside the EU – with 61,055 acceptances, down from 62,455 in 2022 (-2.2%) but significantly up from 45,455 in 2019 (+34%).
  • Of the 1,860 T Level applicants, 97% received at least one offer. A total of 1,435 people with an achieved T Level have been placed at higher education, up from 405 last year (+254%)

Wonkhe has other thoughts and doesn’t quite believe the rosy picture UCAS is known to paint: while a decline in acceptances for 18-year-old undergraduate students could be explained in terms of disappointing A levels or the cost of living, a two per cent decline in applications – confirmed in last week’s end of cycle data from UCAS – is rather more worrying. Coming at a time of a widely reported slowdown in international recruitment as well, the worries begin to mount up. There are blogs delving deeper:

School curriculum breadth

Lord Jo Johnson has been chairing the Lords Select Committee on Education for 11-16 Year Olds (report here) which highlights that the EBACC has led to a narrowing of the curriculum away from creative, technical and specialist interest subjects – which isn’t ideal for future HE study. The committee’s inquiry was established in response to growing concerns that the 11-16 system is moving in the wrong direction, especially in relation to meeting the needs of a future digital and green economy. Research Professional have a nice short write up on the matter in Bacc to the future.  Snippets:

  • “Schools have accordingly adjusted their timetables and resourcing to promote these subjects to pupils and maximise their performance against these metrics,” the Lords committee says. “As a result, subjects that fall outside the EBacc—most notably creative, technical and vocational subjects—have seen a dramatic decline in take-up.”
  • The evidence we have received is compelling; change to the education system for 11-to-16-year-olds is urgently needed to address an overloaded curriculum, a disproportionate exam burden and declining opportunities to study creative and technical subjects,” Johnson said.
  • It looks like more government education reform could be on the cards soon. If prime minister Rishi Sunak is returned at the next election—a big if, we appreciate—then he has post-16 reform in his sights, so we could be in for a busy time on that front.

Access & Participation

The OfS has a new approach to regulation learning lessons from the 30 (ish) HEIs that rewrote their Access and Participation plans a year early.

Wonkhe blog: John Blake deletes even more of the cheat codes to access and participation.

  • I’m also pleased that many wave 1 providers have put a greater focus on evaluation: hiring evaluation specialists, training staff, developing theories of change and evaluation plans for plan activities. This is promising for the future of the evidence base of what does and does not work relating to intervention strategies. We are keen to see this focus increase further and to see more evaluation plans that explore cause and effect robustly.
  • I want to see more evidence of collaboration between universities and colleges and third sector organisations, schools, and employers to address the risks to equality of opportunity that current and prospective students may face. Joining forces brings together expertise and agility and great numbers of students who can benefit from interventions.
  • I also want to see more ambitious work to raise attainment of students before they reach higher education. What the EORR clearly shows is that where a student does not have equal access to developing knowledge and skills prior to university, they are more likely to experience other risks at access, throughout their course and beyond.
  • We heard an understandable nervousness from providers around setting out targets and activity where the success of the activity undertaken is not necessarily entirely in their control. This was particularly in relation to collaborative partnerships and around work to raise pre-16 attainment. Whilst this is entirely understandable, I encourage providers to take calculated risks, and to know that where expected progress is not being made, we will provide you with an opportunity to explain the reasons for this, as well as your plans to get back on track, where possible. Our regulation is not designed to catch anyone out who is doing the hard work – even where that work does not always lead to the outcomes we all want.
  • We do not intend to update the access and participation data dashboard prior to May 2024 at the earliest. This is to ensure clarity, and as much time as possible for providers to work on new access and participation plans in light of delays to the first Data Futures collection of student data. Providers should use the data and insights that are currently available, including through the data dashboard published earlier this year, to support them to design their plans.

International

Short version – lots of debate on international students and migration. The Government plans for them to continue to be counted in the net migration statistics and continues to be opposed to bringing dependents into the country.

Here’s the five key exchanges in which the matter was discussed in Parliament over the last few weeks.

  1. At Home Office oral questions (transcript) Wendy Chamberlain MP (Liberal Democrat) asked what assessment had been made of the potential merits of providing temporary visas to the dependants of visiting students and academics when the dependants are living in conflict zones. The Minister for Immigration, Rt Hon Robert Jenrick MP, said that migration should not be the first lever to pull in the event of a humanitarian crises.

Jonathan Gullis (Conservative) described the recent ONS net migration statistics as completely unacceptable. He asked whether the Minister would support the New Conservatives’ proposal to extend the closure of the student dependant route to cover those enrolled on one-year research master’s degrees. The Minister stated that the level of legal migration was far too high and outlined the recent policy related to dependants. He believed the policy would have substantive impact on the levels of net migration but added that the government were keeping all options under review and will take further action as required.

  1. The Commons chamber debated net migration through the urgent question route. Immigration Minister, Robert Jenrick MP, stated:

Earlier this year, we took action to tackle an unforeseen and substantial rise in the number of students bringing dependants into the UK to roughly 150,000. That means that, beginning with courses starting in January, students on taught postgraduate courses will no longer have the ability to bring dependants; only students on designated postgraduate research programmes will be able to bring dependants. That will have a tangible effect on net migration.

He went on to say (and it’s not clear if he is referring to students or net migration across all areas): It is crystal clear that we need to reduce the numbers significantly by bringing forward further measures to control and reduce the number of people coming here, and separately to stop the abuse and exploitation of our visa system by companies and individuals. 

Alison Thewliss (SNP) challenged the anti-migration tone stating: I thank those people who have come to make their home here [Scotland] and to contribute to our universities, public services and health and care sector, and who have made our society and our economy all the richer for their presence. Have the Government thought this through? Who will carry out the vital tasks of those who have come to our shores if they pull up the drawbridge and send people away? 

Tim Loughton highlighted that 135,000 visas were granted to dependants last year, up from 19,000 just three years ago, and around 100,000 visas were granted to Chinese students, up 87% over the past 10 years.

The Immigration Minister confirmed the government has considered a regional system of immigration but discounted it as unlikely to work in practice.

Paul Blomfield shared familiar messaging about the investment that international students bring to the UK and called for their removal from the migration statistics: International students contribute £42 billion annually to the UK. They are vital to the economies of towns and cities across the country. Most return home after their course. Those who do not are granted a visa for further study or a skilled workers visa, because we want them in the country. Students are not migrants. The public do not consider them to be migrants. Is it not time we took them out of the net migration numbers and brought our position into line with our competitors, such as the United States, whose Department of Homeland Security, as the arm of Government responsible for migration policy, does not count students in its numbers?

The Minster was unmoved, and responded: I do not think fiddling the figures is the answer to this challenge. The public want to see us delivering actual results and bringing down the numbers. Of course, universities and foreign students play an important part in the academic, cultural and economic life of the country, but it is also critical that universities are in the education business, not the migration business. I am afraid that we have seen a number of universities—perfectly legally but nonetheless abusing the visa system—promoting short courses to individuals whose primary interest is in using them as a backdoor to a life in the United Kingdom, invariably with their dependants. That is one of the reasons why we are introducing the measure to end the ability of students on short-taught courses to bring in dependants. Universities need to look to a different long-term business model, and not just rely on people coming in to do short courses, often of low academic value, where their main motivation is a life in the UK, not a first-rate education.

  1. Next the Lords debated net migration (end of November) – Lord Sharpe of Epsom, Home Office Minster, stated the government had introduced measures to tackle the substantial rise in students bringing dependants to the UK. Baroness Brinton flew the flag for international students stating they add £42 billion to the UK economy. She questioned why the government constantly portray them as a drain on the UK and why are they proposing to reduce their numbers, rather than recognising their direct contribution to our economy, communities and universities. The Minister replied that many students stayed in the UK after their studies and that they are remaining in the net migration statistics.

Lord Johnson asked the Minister for assurance that there was no plan to axe the graduate route for international students. The Minister replied there are no plans to affect the student graduate route. These measures are specifically targeted at dependants.

  1. Next up UUK summarise James Cleverly’s statement on legal migration from 4 December:

The Secretary of State confirmed that he had asked the Migration Advisory Committee (MAC) to review the Graduate route to ‘prevent abuse and protect the integrity and quality of UK’s outstanding higher education sector’. Taken together with announcements in May and those outlined below, he claimed this would result in around 300,000 fewer people coming to the UK.

Other announcements:

  • End abuse of health and care visa by stopping overseas care workers from bringing family dependents.
  • Increase the earning threshold for overseas workers by nearly 50% from £26,200 to £38,700.
  • End the 20% going-rate salary discount for shortage occupations and replace the Shortage Occupation List with a new Immigration Salary List, which will retain a general threshold discount. The Migration Advisory Committee will review the new list against the increased salary thresholds in order to reduce the number of occupations on the list.
  • Raise minimum income required for family visas to £38,700.

The Shadow Home Secretary, Rt Hon Yvette Cooper MP, said that Labour had called for (i) an end to the 20% ‘unfair discount’, (ii) increased salary thresholds to prevent exploitation, and (iii) a strengthened MAC. She proceeded to note that while the UK benefitted from international talent and students, the immigration system needed to be controlled and managed so that it was fair and effective. She criticised the government’s approach saying that there was nothing in the statement about training requirements or workforce plans.

Chris Grayling MP (Conservative) asked if there was a case for looking at who comes to study and if they should have an automatic right to work after they complete their studies. In his reply, the Home Secretary said that the UK’s university sector was a ‘global success story’ and widely respected across the world. He added that higher education should be a route to study, rather than a visa route by the back door.

Layla Moran MP (Liberal Democrat) criticised the government for ‘starving’ the science industry of lab technicians and other talent by introducing these new measures.

Patrick Grady MP (SNP) asked what steps the government was taking to negotiate more visa exchange programmes with the European Union and other countries that could allow the sharing of skills and experience across borders. The Home Secretary said he had negotiated a number of youth mobility programmes to attract the ‘brightest and the best’.

  1. On 5 December the Lords debated the legal migration statement. Lots of the content was similar to what we’ve already described above. Here we mention some additional points:

Lord Davies of Brixton (Labour) pointed to the impact that a fall in overseas students could have on the education provided for UK domiciled students. He urged the government to do more to encourage people to study in the UK. He warned that the measures announced would deter some international student from coming to the UK alongside proposals announced in May to ban PGT students from bringing dependants. He asked for reassurances that these factors will be considered in any impact assessments.

Baroness Bennett (Green) asked how much income was expected to be lost to UK universities in light of government predictions that 140,000 fewer people would come via student routes. She also asked about the regional impact of this.

The Minister also confirmed that the ban on dependents at Masters study level was not differentially applied based on subject. The ban applies to science students as much as humanities.

Finally, the House of Commons Library published a briefing on International students in UK higher education, the shorter summary here is a useful quick round up of the key points. The Home Office’ press release on their plan to cut net migration is here. Research Professional meander through some earlier international migration speculation (scroll to half way down if you want the more focussed content).

Recent Wonkhe coverage addresses the predicted loss in tuition fees arising from recent increases to student visa and health charges over five years could be up to £630m – a figure criticised by the House of Lords Secondary Legislation Scrutiny Committee. Reviewing the Home Office’s impact assessments for the Immigration Health Surcharge increase and the student visa charge increases, the committee argues that both should have been considered together, with the possible effects “greater than the sum of each individually.” The Home Office had informed the committee that the two impact assessments were carried out independently. Plus Wonkhe blogs:

International Students Digital Experience

Jisc published International students’ digital experience phase two: experiences and expectations. Finding:

  • Most international students were positive about the use of technology enabled learning (TEL) on their course; notably, they appreciated how it gave them access to a wide range of digital resources, online libraries and recorded lectures.
  • Most were using AI to support their learning and wanted more guidance on effective and appropriate practice.
  • Home country civil digital infrastructure shapes digital practice, which in turn forms the basis of assumptions about how digital will be accessed and used in the UK
  • International students often struggled with practical issues relating to digital technologies, including setting up authentication and accessing university systems outside the UK

There is a shorter summary and some key information here.

Inquiries and Consultations

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

New consultations and inquiries:

The DfE has published a consultation on minimum service levels (MSLs) in education which sets out regulations the government may implement on strike action days to require a minimum educational delivery to be maintained (including within universities). If introduced, regulations would be brought forward under the powers provided to the Secretary of State in the Strikes (Minimum Service Levels) Act 2023.

The government states your feedback will help to inform the design of a minimum service level in schools, colleges and universities.

Minister Keegan’s ministerial statement launching the consultation is here and the consultation document is here, the response window closes on 30 January 2024. Please get in touch with Jane Forster if you wish to discuss this consultation or make a response.

Wonkhe even published a blog on the new consultation.

Other news

TEF: The remaining 53 TEF judgements for providers appealing their original results are expected to be published soon. Wonkhe got excited as the qualitative submissions, student submissions, and panel commentaries were published: Our initial analysis suggests that consistency across subject and student type, along with demonstrable responsiveness to feedback from students, have been key to securing positive judgements on the qualitative side of the exercise. They have three new blogs:

Growth contributor: A quick read from Research Professional – Andrew Westwood argues that the quietly interventionist autumn statement overlooked universities’ role in growth.

Cyber: From Wonkhe – David Kernohan talks to the KPMG team you call when your systems have been attacked and your data is at risk.

LLE: Wonkhe – New polling shows that demand for lifelong learning entitlement fee loans is not where the government may hope. Patrick Thomson tells us more. Also:

2023: The year in review – read HEPI’s annual take on the state of higher education.

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JANE FORSTER

VC’s Policy Advisor

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Applications are open for the 2024 – 2026 Parliamentary Thematic Research Leads

This is a great opportunity to become involved in Parliament, get your research noticed and have policy impact. Parliament’s Knowledge Exchange Unit has opened applications for Parliamentary Research Leads in the following areas:

Key dates

  • Monday 11 December: Parliamentary Thematic Research Leads 2024 – 2026 opportunity opens for applications
  • Wednesday 17 January, 1pm – 2.30 pm: Online Information Session
  • Sunday 3 March: Deadline for applications
  • Second half of April: Interviews
  • May – August: Research Organisation submits request for funding to UKRI, security clearance sought, Fellowship Agreement signed
  • September: Thematic Research Leads take up their positions in UK Parliament
    It is our expectation that the process will follow the timescales above. Should any changes to this be necessary, we will update the Thematic Research Leads webpage with details as soon as possible.We are aware that adjustments of timing may be required for some applicants throughout this process including disabled people, those with caring responsibilities and those observing religious occasions or festivities. If you have any adjustment needs that will impact your participation in the timescales above, please let us know so that we can consider an adjustment for you.

What is a Thematic Research Lead?

This is a prestigious and influential role, the purpose of which is to facilitate and enhance the use of research evidence and expertise in Parliament (in both the House of Commons and House of Lords) through effective knowledge exchange and collaboration. Each TRL leads on a specific policy area.

To achieve this, TRLs conduct three primary activities:

  • strategic support for the production and delivery of research evidence for Parliament, within a broad policy area
  • activities to support the development of a research and innovation landscape that facilitates and encourages knowledge exchange between Parliament and the research community
  • participation in a network of Thematic Research Leads to share intelligence and insights across policy areas.

Who is this opportunity open to?

Applications are open to:

  • all UK-based mid-career university researchers who already have a PhD and are employed on an academic contract, at a university. Exceptionally, they are also open to those who don’t have a PhD but have equivalent experience of a mid-career researcher and are employed in a UK university on an academic contract.
  • those who work in UKRI’s ‘Eligible Independent Research Organisations’ and are active researchers within their organisation. They will either have a PhD or equivalent experience of a mid-career researcher.
  • for the purposes of this call, mid-career researchers are defined as those employed on a contract that actively involves research (including joint teaching and research contracts) up to but not including professorial level.

Why apply to be a TRL?

The position of TRL is a highly influential and prestigious role at the heart of Parliament. As far as we are aware, we are the first parliament globally to have developed such a position, and the first nation to have embedded an academic network in our legislature. In a global landscape, delivering and developing this role therefore provides exciting possibilities.

The role offers an exciting opportunity for you to see first-hand how research feeds into policy, through shaping parliamentary work with your research expertise and participating in the development of parliamentary processes for knowledge exchange.

You will be uniquely placed to build connections with parliamentary and government stakeholders, and this participation will provide you with rich and varied experiences to support you on an upward professional trajectory. Current postholders have reported that the role has contributed to advancement in their careers, including to professorial level.

Where can I get more information?

  • More information is available on their webpage: www.parliament.uk/trls
  • You will also find detailed Guidance Notes on our TRL webpage – please read these before applying!
  • They will be holding an information session on 17 January, 1pm – 2.30pm. This session will be for interested applicants, knowledge mobilisers, professional services teams supporting applicants, or senior management; it’s an opportunity to find out more about the TRL role. The link to register for this will be made available on the TRL webpage and will be circulated in one of our normal weekly round-ups.

Please email impact@bournemouth.ac.uk in the first instance if you are interested in applying for one of these roles.

Food for Thought for Parliament: Presenting Consumer Insights to All Party Parliamentary Group

Professor in Consumer Behaviour Jeff Bray writes about his experiences presenting his research to an All Party Parliamentary Group (APPG)… 

Earlier this term I received an unsolicited invitation to attend Parliament and present my research to an All Party Parliamentary Group (APPG). It was the first time that I received such a request and immediately viewed it with suspicion, imagining that it could be some kind of predatory conference or publication using Parliament logos improperly. But after some online checking, it did appear genuine and interesting, so I accepted the invitation.

I was invited to share my thoughts on ‘Behaviour Change’ to the Food and Health APPG. The brief was as open as that and no further guidance was forthcoming regarding likely group size, expectations or requirements. So, it was with a degree of uncertainty that on Tuesday I travelled to London with my notes, hoping that I had judged the audience and expectations correctly. I share some reflections here in the hope that it could provide others with a little guidance and confidence in similarly delivering such briefings for the first time.

I arrived in good time having been warned that getting through the airport style security could take 45mins +.  I then seemingly had the run of the place and was able to wander freely. I found the public viewing gallery in the House of Lords to be a warm spot to sit for 30mins looking through my notes, but I was distracted by the debate – the second reading of the Digital Markets, Competition and Consumers Bill, which given my research field was actually quite interesting!

Finding the committee room was straightforward given the number of security guards around to advise. It was quite easy to forget that the room was filled with MP’s, Lords and Baronesses since there was a real collegial tone (despite being cross party) and definitely the discussion was more friendly and less combative than I’ve observed at some academic conferences.

I thoroughly enjoyed the experience but would have done so more, had I have known a bit better what to expect in advance. There are APPGs on a wide range of topics – the most recent register of groups is available here:  APPG register.  If there is a group that is closely linked to your expertise I believe it would be possible to contact the ‘Public enquiry point’ e-mail address and offer to present your work or just attend one of their sessions for interest.

HE policy update 27th November 23

Autumn Statement

You can find the full autumn statement and all the associated papers here.

Somewhat acerbic summary from Research Professional here,

Some extracts from the statement

Science and Innovation:

  • Scientific breakthroughs are a crucial driver of long-run growth and play a critical role in improving lives and helping to tackle societal challenges. The UK hosts many of the world’s leading universities and the government provides the most generous support for business R&D in the OECD as a share of GDP through tax relief and public investment. The government is now going even further to ensure the UK remains at the cutting edge of science, innovation and technological development.
  • The Prime Minister has negotiated excellent terms for the UK to associate to Horizon Europe and Copernicus, getting great value for taxpayers while maximising opportunities for researchers. As a result, the government can now announce ambitious investments of over £750 million in UK R&D this financial year. These investments include transformative new programmes, including £250 million for long-term world-class Discovery Fellowships, £145 million for new business innovation support, and support to establish a National Academy focussed on mathematical sciences. The government is also ensuring the research, development and innovation organisational landscape is diverse, resilient, and investable, in response to Sir Paul Nurse’s review. The government will also continue to cut bureaucracy in grant applications.
  • University spin-outs are some of the UK’s most innovative companies and play a hugely important role for the UK economy, with investment increasing almost five-fold since 2014. To capitalise on this strength, the government is accepting all the recommendations of the Independent Review of Spin-outs and setting out how it will deliver them. Several universities and investors have already endorsed the recommendations of the review, and the government will provide £20 million for a new cross-disciplinary proof-of-concept research funding scheme, to help prospective founders in the UK’s universities demonstrate the commercial potential of their research.
  • Also published: government response to the independent review: https://www.gov.uk/government/publications/independent-review-of-university-spin-out-companies
  • Also published: government response to the Paul Nurse independent review of research, development and innovation landscape: https://www.gov.uk/government/publications/research-development-and-innovation-organisational-landscape-an-independent-review
  • The government is committed to staying at the forefront of new technology. For example, this Autumn Statement provides £121 million for the UK’s space sector. This investment will pave the way for new space clusters and infrastructure, make progress towards the government’s climate goals by supporting the earth observation industry and deliver new capabilities in low earth orbit satellite communications technology. The government is also building on the £2.5 billion ten-year National Quantum Strategy by publishing an ambitious set of quantum missions, including a mission to have accessible, UK-based quantum computers capable of running 1 trillion operations by 2035. Other missions focus on quantum networks, medical applications, navigation, and sensors for infrastructure.

Life Sciences

  • Life sciences is a strength of the UK economy, with the sector critical to the country’s health, wealth and resilience. In May 2023, the government committed £121 million in funding as a first response to Lord O’Shaughnessy’s recommendations on improving the UK’s commercial clinical trial offer. The government has published its full response to the review, supported by an implementation plan, to make the UK one of the best places in the world to conduct clinical research. Up to £20 million of this funding will launch the first Clinical Trial Delivery Accelerator, focused on dementia, to help innovation reach NHS patients even faster.
  • To build resilience for future health emergencies and to capture and capitalise on the UK’s R&D strengths, the government is providing £520 million in funding from 2025-26 to support transformational manufacturing investments in life sciences. It is also backing UK innovation by investing £10 million, with an additional £10 million from Scottish Enterprise, in a world class Manufacturing Centre of Excellence in Oligonucleotides. Tackling antimicrobial resistance will be essential for future health resilience, so to mark the 2028 centenary of the discovery of penicillin, the government is granting £5 million seed funding to help launch  the Fleming Centre. A collaboration led by Imperial College London and Imperial College Healthcare NHS Trust, the Centre will support the next generation of world changing health innovations.
  • The UK is uniquely placed to harness the power of health data to improve patient outcomes. In England the NHS has 1.6 million patient interactions every 24 hours generating real world experience and insights at scale.72 The government is therefore announcing a further £51 million for the Our Future Health (OFH) programme, a world-leading resource for health research, to genotype their first 1 million participants and to recruit hundreds of thousands of new volunteers, supporting the development of better ways to prevent, detect and treat diseases. The COVID-19 vaccine showed the UK is one of the best places to launch lifesaving therapies. Building on this legacy, Genomics England, along with a consortium of partners, is announcing the launch of a world first Rare Therapies Launch Pad, generating evidence on whether a pathway for new individualised therapeutics could be implemented in the UK for children with ultra-rare disease.

Creative industries

  • The UK has world-leading creative industries at the heart of an increasingly digital world. The sector grew at over one and a half times the rate of the wider economy between 2010 and 2019,73 contributing £126 billion in GVA in 2022. In June 2023, the government published its Sector Vision which set ambitions to grow the creative industries by £50 billion and deliver a creative careers promise to support a million more jobs by 2030. This included £77 million in new government spending, bringing the total announced since the 2021 Spending Review to £310 million. The sector also continues to be supported by significant tax reliefs, which were worth £1.66 billion in the year ending 2022.75
  • The government expects further growth and a rise in employment as creative industries embrace new technologies. To maximise the benefits of this, the government will further boost the international competitiveness of tax incentives for the UK’s world-leading visual effects sector. The government intends to increase the generosity of the Audio-Visual Expenditure Credit for visual effects expenditure, and will work with industry on how best to design this with the intention of implementing changes to the tax relief from April 2025.
  • To support the production of film and high-end TV across the UK, the government will provide £2.1 million of new funding next year for the British Film Commission and the British Film Institute Certification Unit. Furthermore, the government will review public investment in R&D spending for the creative industries to a Spending Review timeframe

Making a long-term investment in skills by delivering a world-class education system

  • A crucial part of securing Britain’s prosperity for future generations is building a world-class education and skills system. Long-term investment in human capital is crucial for growth and productivity: changes in labour quality contributed to around 15% of growth in labour productivity between 2001 and 2007, and the majority of labour productivity growth in the years after. This is why the government continues to make year on year increases to school funding in England, boost opportunities for adults to train, upskill and retrain, and, from 2025, transform the student finance system through the Lifelong Learning Entitlement.
  • In October 2023, the Prime Minister announced a strong action plan to ensure every student has the literacy and numeracy skills they need to thrive through the introduction of the Advanced British Standard. This new Baccalaureate-style qualification will bring the best of A-Levels and T-Levels together, creating a unified structure that puts technical and academic education on equal footing. This reform will ensure every student in England studies some form of maths and English to age 18, boosting basic skills and bringing the UK in line with international peers. It will increase the number of taught hours by 15% for most students aged 16 to 19 and will broaden the number of subjects students take.
  • The government is funding a down payment of over £600 million over the next two years. This will give teachers in key shortage academic and technical subjects – who are in the first five years of their career – a payment of up to £6,000 per year tax free, including further education colleges for the first time; support students to achieve their maths and English GCSEs where they did not pass first time; improve the quality of maths teaching; and build a deeper understanding of what works in 16-19 teaching and training with a £40 million capital investment into the Education Endowment Fund.
  • Beyond 16-19 education, the government is supporting employer based training in England so that adults of all ages can access high quality apprenticeships. The government has transformed apprenticeships to offer a prestigious and high quality alternative route to higher education. In 2021-22, almost a third of all starts were at Level 4 and above compared to only 4% in 2014-15.
  • The government continues to work closely with businesses to improve the apprenticeship system to meet the needs of learners, employers and training providers. The government is supporting plans to catalyse the growth sectors by committing £50 million to deliver a two-year apprenticeships pilot to explore ways to stimulate training in these sectors and address barriers to entry in high-value standards.

King’s Speech

King Charles III delivered his first King’s Speech to open the new parliamentary period on 7 November 2023. The speech is written by the government, not the King, and delivered within Parliament in a ceremony with all manner of pomp and tradition. If you’re interested in the history this article looks at how the custom developed and what themes were apparent in previous monarch’s first state opening speeches.

Onto business, the speech highlighted the broad areas the government intends to move in the forthcoming year. None were a surprise as the government has been announcing them across the last few weeks.

Of most interest to HE:

  • Steps will be taken to create the Advanced British Standard qualification, bringing technical and academic routes together.
  • Proposals will be implemented to decrease the number of people studying poor-quality degrees, and to increase take-up of apprenticeships. [There’s no new legislation for this so it will be a continuation of the OfS using existing powers and the proposal to include salary (by subject) in the graduate outcomes baselines in licence condition B3.  It’s not clear at this stage if there will be more proactive work to increase apprenticeships.]
  • Encourage innovation in new technologies such as machine learning and continue to lead international discussions to ensure AI is delivered safely.
  • Proposals will be published to reform welfare and support more people into work.
  • New legislation to empower police to tackle digital crime, including child sexual abuse.
  • New legislation to create a smoke-free generation, by restricting sale of tobacco, as well as the sale and marketing of e-cigarettes to children.
  • New legislation to promote the creative industries and support journalism.

Wonkhe also highlight this legislation which will impact on the HE sector:

  • A new Terrorism (Protection of Premises Bill) – known as “Martyn’s Law” – will require UK venues including universities to have preventative plans against terror attacks.
  • The new Data Protection and Digital Information (no. 2) Billis intended in part to “clarify and improve rules around using data for scientific research.”

The background briefing on these forthcoming Bills is available here.

In addition to the new legislation some Bills of interest to HE were carried over, such as:

Anything that wasn’t officially carried over is now defunct. This includes any parliamentary questions and Private Members’ Bills you may have been following.

If you’d like to read more delve into content from the House of Lords Library on the 2023 King’s Speech.

The King’s Speech was followed by several days of debate. Secretary of State Gillian Keegan led Friday’s  debate failed to answer Labour ex-Shadow HE Minister Emma Hardy’s question about how the government would identify low quality courses while controlling for local and regional differences in graduate salaries. Emma Hardy quoted the words of Lord Willetts to argue from research evidence that parental background also has a huge effect on graduate outcomes. The full transcript is here.

Cabinet Reshuffle

Although headline grabbing in a general sense there wasn’t much change for HE.

George Freeman resigned as Science Minister, replaced by Andrew Griffith:

The minister is responsible for:

Nick Gibb resigned as the long standing Schools Minister, replaced by Damien Hinds (another returner after a long period of absence),

Research

UKRI EDI Advisory Group

We mentioned this in the last update but there’s been significant sector interest, and some more movement on the UKRI EDI Advisory Group.  On 28 October DSIT SoS Michelle Donelan wrote to UKRI with concerns that individuals appointed to the UKRI EDI advisory group had expressed inappropriate views on social media which weren’t in keeping with their public responsibilities. Michelle recommended for UKRI to immediately close the group and undertake an urgent investigation into how this happened.’

Michelle also suggested that UKRI were overstepping their boundaries by going beyond the requirements of equality law in ways which add burden and bureaucracy to funding requirements, with little evidence this materially advances equality of opportunity or eliminates discrimination.

Wonkhe consider Donelan’s interventions and succinctly explain whether (in their opinion) she has the right to intervene or not. You can read Donelan’s letter and the two Wonkhe blogs: Michelle Donelan writes to UKRI over “jobs for Hamas terrorist sympathisers” and Can the Secretary of State tell UKRI what to do?

In response to the SoS letter UKRI immediately stated they would:

  • Suspend operations of the Research England Equality Diversity and Inclusion Advisory Group with immediate effect.
  • Launch an investigation into the specific areas of concern.
  • Use the findings to come to a conclusion about the ultimate future of the RE EDI advisory group, and how best to ensure its purpose is fulfilled, as advised by the Research England Council.
  • The Board would review advisory structures to ensure that they are fit for purpose. This will include the processes for their establishment and operation.

Most recently UKRI Chief Executive, Ottoline Leyser, highlighted that only the EDI Expert Advisory Group’s work had been suspended. All other UKRI EDI initiatives continue their work programmes. And: We are fully committed to the principles of freedom of speech within the law and equality, diversity and inclusion. These are the foundations on which research and innovation excellence is built. I am determined to uphold these principles through the actions we are taking, despite the heightened emotions surrounding these debates at the current time…In line with the principles we espouse, we understand that different people will take different views about the best way to act and we respect their decisions.

REF2028 – overload and dilution?

HEPI published a Policy Note by former Warwick VC Nigel Thrift: REF 2028: Outputs Matter expressing concern that research outputs will be reduced from 60% to 40% and outputs will not be directly tied to individuals. He argues the REF is becoming overloaded and this is diluting its core purpose and putting Britain’s science superpower status at risk.

Last week Sarah was at a research sector gathering and noted a clear divide between those who are extremely concerned with the REF changes including the strong voice of Professor Dinah Birch (who led main panel D in REF2021) and those in favour of progress and changes such as Helen Cross from the Scottish Funding Council who was involved in the FRAP. It feels the tussle for REF 2028 isn’t yet over, not least because Professor Birch is advocating delaying REF past 2028 if the assessment changes are implemented.

The very quick read of Thrift’s policy note is here or read the full seven pages here.

An analysis of REF 2021 impact case studies was published last week exploring the pathways to research impact, and the practices that enable it. Wonkhe report:

  • The team identified 79 “impact topics” that highlight the diverse range of areas where UK research is making a difference to policy, practice, and people’s lives. Notably, 72 per cent of impact case studies linked to two or more disciplinary areas. Of the 79 impact topics, those associated with “grand challenges”, such as environmental conservation and food policy, are more likely to be underpinned by interdisciplinary research than those for which disciplinary and professional practice are more closely linked, such as clinical medicine. Research collaboration also features prominently in generating research impact.
  • What lessons should be learned from this data? The one that the sector most hopes will be clear is that funding research generates societal benefit – there can be no doubt about that. Some might argue you don’t need an “impact agenda” to know that, but on a purely pragmatic level it really helps to have the evidence.
  • The second lesson might be about the links between research culture and excellence – the current debate over the extent to which research culture should form part of the REF is interrogating the extent to which inclusive, cooperative research culture is associated with excellence, and there are almost certainly links to be made around research collaboration, cooperation with non-academic partners, and the engagement of diverse disciplinary perspectives as being research practices that actively support research impact.
  • …to what extent should REF incentivise universities to align their research agendas to local challenges as well as grand global challenges? Some would say that it doesn’t matter how far away the impact occurs as long as the research is excellent and impactful. Others might point out that the relative “place-blindness” of research funding until recently has led to a situation in which R&D spend is not very evenly distributed across the country, and that part of universities’ social compact involves deploying their resources for the benefit of their places.
  • Universities will, in many cases, already be considering these questions in light of a new focus on place from funders, some of which will materialise in the next iteration of REF. But it is always worth considering the extent to which local research impact forms part of a university’s agenda and how that ambition might be realised in time for the next big assessment.

Blogs:

AI news

Similar to previous weeks, there’s a significant amount of artificial intelligence (AI) related news. We’ve kept content as brief as possible so do click the links for more information if this is your interest area.

Medical diagnostics (AI): The House of Lords published part two of their Current Affairs Digest: Science. It looks at how advances in AI are changing medical diagnostics. Once trained on vast datasets of images and research AI tools have been designed to interpret scans, refine images for clinical review, and map anatomy ahead of treatment. It looks at whether AI can save clinician time, costs and workload. Thes briefing presents a range of studies on applications, accuracy and challenges.

£118m AI Package: The Government announced a £118m “boost to skills funding”, including a new grant scheme and confirmation of a further 12 Centres for Doctoral Training in AI (£117 million), funded through UKRI. The remaining £1 million creates the AI Futures Grants scheme to help the next generation of AI leaders meet the costs of relocating to the UK- it’s currently being designed and will launch in 2024. The British Council and UK universities are also funding 15 GREAT scholarships for international students to come to the UK to study Science and Technology courses, including subjects related to AI or life sciences. The ‘Backing Invisible Geniuses’ (BIG) scholarship pilot is being launched. It’s led by the Global Talent Lab and champions outstanding high-school performers in International Science Olympiads, setting them on a path to excel in maths, science, and AI. Funded by XTX Markets and in partnership with DSIT. The government intends to create a new dedicated visa scheme for the world’s most talented AI researchers to come to the UK on internships and placements, early in their careers, to encourage them to build their careers, ideas and businesses.

AI Safety Summit: For weeks the government has been building up to the AI Safety Summit at Bletchley Park. You can read a summary of the Summit’s discussions provided by DSIT and the summaries of the eight roundtables are here.

Announcements:  

  • Michelle Donelan announced the government’s Frontier AI Taskforce and leading British researchers will be equipped with supercomputers to analyse the safety of advanced AI models.
  • The investment into the AI Research Resource has been tripled to £300m, up from £100m announced in March 2023, in a bid to further boost UK AI capabilities. This will bolster Isambard-AI (Bristol University) announcement and will connect Isambard-AI to the newly announced Cambridge supercomputer called ‘Dawn’.
  • The connection of the two new supercomputers means researchers will be able to analyse advanced AI models to test safety features and drive breakthroughs in drug discovery and clean energy (from summer 2024). The Frontier AI Taskforce will have priority access to the connected computing tools to support its work to mitigate the risks posed by the most advanced forms of AI. The resource will also support the work of the AI Safety Institute, as it develops a programme of research looking at the safety of frontier AI models and supports government policy with this analysis.

AI safety institute: DSIT published further information about the new AI Safety Institute. The creation of the Institute was announced by the Prime Minister in a speech at The Royal Society. It will focus on advanced AI safety for the public interest, minimising surprises to the UK and humanity from rapid and unexpected advances in AI. It will work towards this by developing the sociotechnical infrastructure needed to understand the risks of advanced AI and enable its governance. Read more about its three core functions here:

  • Develop and conduct evaluations on advanced AI systems
  • Drive foundational AI safety research
  • Facilitate information exchange.

The Frontier AI Taskforce has been subsumed within the AI Safety Institute to continue its safety research and evaluations. The other core parts of the Taskforce’s mission will remain in DSIT as policy functions: identifying new uses for AI in the public sector; and strengthening the UK’s capabilities in AI. Ian Hogarth continues as Chair of the AI Safety Institute and the External Advisory Board for the Taskforce will now advise the AI Safety Institute. A Chief Executive of the Institute will be recruited.

Quick research news round-up

Ex-Science Minister George Freeman announced the recipients of over £14 million funding for the UK’s quantum sector. He described how the government is continuing with its ambition to become a quantum-enabled economy by 2023 and broke the £14+ million down into the following elements:

  • The launch of a UK Quantum Standards Network Pilot that will help to ensure that the UK is at the forefront of establishing global standards for quantum
  • Over £10m in funding for 6 projects to accelerate the development of components and systems for quantum network technologies
  • Over £4m to strengthen collaborative research and development through Canada-UK partnerships to develop real-world quantum technologies for commercial use
  • The National Quantum Computing Centre (NQCC) closing its £30m competition to provide quantum computing testbeds, alongside a partnership with IBM to provide users cloud access to IBM’s full fleet quantum machines
  • A new science and innovation agreement with the Netherlands to deepen collaboration on quantum which will see closer cooperation covering research and development, commercialisation, investment, and skills

Full details here.

Horizon Europe PQ: Shadow Universities Minister Matt Western asked the government to assess the potential impact on the (a) finances and (b) reputation of individual universities of not having participated in the Horizon programme for two years; and to publish the 10 most affected universities. The government stated that the Horizon Europe Guarantee scheme meant no UK researchers has been left out of pocket, and that 2,600 grant offers (£1.39 billion) had been made by end September 2023.

RIF allocations: At the end of October UKRI released the 2023-24 Regional Innovation Fund (RIF) grant allocations to institutions (total £48.8 million for England). All HE institutions receiving HEIF will receive a RIF allocation. More detail here.

Spinouts: Wonkhe – The government should push universities to offer a two-track system for spinouts, with a “light touch” option taking a small equity stake for those who do not want additional support from technology transfer offices. This is according to a report from the Tony Blair Institute, Onward and the Startup Coalition on the need to harness artificial intelligence. The report also recommends reform to the High Potential Individual Visa so that it applies to graduates from a wider range of universities internationally, in particular institutions with a specialism in technology.

REF 2028 Parliamentary Question: Q – Ben Lake – will the SoS for DSIT meet with representatives of the Universities Policy Engagement Network to discuss the implications for Departments of the REF2028 requirement that universities demonstrate (a) impact and (b) engagement.
Answer – George Freeman: The design and implementation of the REF 2028 is being carried out by the devolved funding bodies of the UK nations, including Research England in England. During this process the funding bodies have engaged widely with stakeholders, including many of the members of the Universities Policy Engagement Network (UPEN), on the design of the next REF. This engagement, including a currently open opportunity to provide written comments, will continue through the autumn and the final design of the REF will take full account of stakeholders’ contributions to the engagement process. [Note, the consultation mentioned is actually closed now.]

Economic Activity of Public Bodies (Overseas Matters) Bill

Prior to the prorogation for the King’s Speech, the Economic Activity of Public Bodies (Overseas Matters) Bill 2022-23 was debated in the House of Commons at Report Stage against the backdrop of increased tension in the Middle East. Labour called for the Bill to be delayed or withdrawn due to the geopolitical context. Margaret Hodge MP (Labour) also criticised the Bill stating it was flawed and would not solve the problem of the Boycott, Divestment and Sanctions (BDS) movement and accused the Conservative party of introducing it for party political point scoring. She was also concerned it would inflame recent community tensions on university campuses and in workplaces.

During the debate several MPs spoke about the antisemitism and Islamophobia following the 7 October attacks and examples of antisemitism on campus were cited.

Previous Secretary of State for Education, Kit Malthouse (Conservative), introduced his amendment which requested universities were exempted from the Bill. He believes that aspects of the Bill run contrary to the recent HE Free Speech Act and the work of the new OfS Free Speech tsar. Kit also felt including universities would be another step towards universities being classed as public bodies – which he was opposed to – because the Treasury had taken on significant debt when FE colleges had become public bodies and the government risked greater debt should they bring universities into the fold. He requested his amendment be considered and did not present the amendment for a vote.

Chris Stephens (SNP) spoke to Clause 4 stating the Bill would, in effect, prevent elected councillors and university Vice-Chancellors from publishing public statements indicating intention to act in ways that would contravene the ban. He highlighted that anti-boycotts laws in the US had curbed freedom of expression. Angela Rayner (Labour) also spoke to the Clause 4 gagging clause and stated Labour believed it was incompatible with Article 10 of the European Convention on Human Rights (ECHR) – she called on MPs to remove or amend the Clause. David Jones (Conservative) also spoke out against Clause 4 again highlighting the HE (Freedom of Speech) Act 2023; he stated the Clause was an unacceptable constraint on free speech and a deeply un-conservative measure – he called for the removal of the Clause from the Bill.

Angela Rayner also outlined her amendment which would allow public bodies to produce a document setting out their policy on procurement and human rights. She said this could ensure that ethical considerations could be applied equally to all countries rather than singling out individual nations, adding consistency and avoiding the critique from some around Israel having special treatment.

John McDonnell (Labour) argued that BDS actions should be seen as an overall tactic rather than solely in the current Israel/Palestine context, citing BDS actions throughout history including for apartheid South Africa, and more recently for Russia and Iran. MPs from both sides of the House raised concerns that the only states and territories explicitly named on the face of the Bill, were Israel, the Occupied Palestinian Territories (OPTs), and the Golan Heights. Angela Rayner said that this showed how the government were failing to treat Israel like any other state or nation, despite the Secretary of State previously claiming the Bill would be non-country specific. Angela highlighted how the Bill would apply as much to China, Myanmar and North Korea, as it does to Israel and this would have significant impact on the ability for e.g. communities to support Uyghur minorities in China.

George Eustice (Conservative) stated including the OPTs and the Golan Heights alongside Israel on the face of the Bill could send a signal that the UK had changed its longstanding position of a two-state solution and that the Israeli settlements in the occupied territories were illegal. He warned the government against equating Israel with those territories.

Kit Malthouse outlined his cross-party amendment which sought to remove the prohibition on the government specifying Israel, the OPTs or the Occupied Golan Heights as a country or territory to which the prohibition on boycotts does not apply. He said that this was seeking to ensure that Israel was treated like any other country in the world and avoid adding fuel to the argument that it receives special treatment, which he said gave rise to antisemitism.

Michael Gove, Secretary of State for Levelling Up, Housing and Communities, responded on the government’s behalf stating he appreciated the debate came at a sensitive time, but that the House was united in their horror of terrorism, their desire for peace and belief in a two-state solution. He highlighted that the Bill was introduced following a manifesto commitment, made prior to the current conflict in the Middle East. [This is significant because when the Bill reaches the House of Lords, while they can amend and offer challenge protocol dictates they should not deliberately oppose manifesto commitments.] Gove acknowledge the debate concerns but felt they had misunderstood the provisions and intention of the Bill. He said the Bill did not prevent any individual from articulating their support for the BDS campaign, rather it prevented public bodies and public money from being used to advance these ideals. On free speech, again he said the Bill would not affect individuals right to free speech but prevent public bodies themselves from making their own foreign policy. Finally, he said that the Bill did not prevent human rights considerations from being taken into account by public bodies, and that the Bill made it clear that legitimate human rights considerations, provided that they are noncountry-specific, should be taken into account.

All amendments were rejected and the Bill passes to the House of Lords unamended.

Education Questions

The DfE ministerial team answered Education Questions. Here is the content most relevant to HE:

  • Rosie Duffield (Labour) highlighted the regular use of food banks among the student community, questioning what the government were doing to support students and staff that were forced to turn to food banks. Halfon, Universities Minister, stated the Government had frozen tuition fees and provided £276 million student premium funding. He added that it was important to provide a system that was fair for students and the taxpayer, and that prioritised the most disadvantaged.
  • Lilian Greenwood (Labour) highlighted that the maintenance loan had fallen £1,500 in real terms since 2020/21. She said the cost-of-living crisis was affecting students’ education and physical and mental health; she challenged the Minister on whether this was acceptable. Halfon responded that the government were doing everything possible to support the most disadvantaged.
  • Matt Western, Shadow HE Minister, highlighted the increased level of paid work among students, and the negative impact it was having on their studies. He asked Minister Halfon whether he expected students to balance paid employment with university work, and to acknowledged it was forcing many students out of higher education. In his reply, Minister Halfon stated: Actually, the opposite is true. We have a record number of students going to university. Disadvantaged students are 71% more likely to go to university now than they were in 2010. We have a huge package of support. I have mentioned the £276 million for disadvantaged students. We are doing everything we can to help disadvantaged students. The hon. Gentleman criticises the money we are giving but does not come up with a figure of his own. Warm words butter no parsnips.
  • Carol Monaghan MP, SNP spokesperson (Education): The Minister mentions some things that are maybe trying to help these students, but recent Higher Education Policy Institute analysis shows that students who previously received free school meals are less likely to complete their degree and those who do are less likely to get a first or a 2:1. Support cannot stop once they get to university. She asked the Minister to detail what support he is giving those students at every stage of their journey to make sure they really do have the same opportunities as those from more privileged backgrounds. Halfon responded: Many universities offer bursaries to students…we are doing everything possible to ensure that students who do courses get good skills and good jobs at the end. That is the purpose of our higher education reforms…

There were also a number of questions on Higher Technical Qualifications (HTQs) – you can read the content here (scroll down the page to locate the HTQ questions).

Growth for the sector

Lord Willetts (and the Economy 2030 inquiry*) published How higher education can boost people-powered growth. The report notes the success of HE and rejects the claim that there are too many university degrees. It calls for reforms to the system to properly fund HE and to support new innovative universities to enter the market. The report recommends:

  • An open, evidence-based debate about the calibration of the graduate repayment scheme so the system is adjustable and reflects changing political judgements. Via a once every five years review of fees and loan terms so the system can be modified without tearing it all up and starting again.
  • Banks could be invited to partner with universities to buy the debt of a university’s graduates from the Student Loans Company.
  • The DfE could launch a competition inviting applications to create a new university with a particular focus on places that do not currently have one.

If you prefer the short version Lord Willetts wrote about the recommendations in Conservative Home: This is the moment to seize the opportunity for growth in apprenticeships and higher education.

* The Economy 2030 inquiry is not a Select Committee or a Select Committee inquiry – it’s the name of a collaboration between the Resolution Foundation and the Centre for Economic Performance at the London School of Economics.

Rip off degrees

Minister Halfon dodged responding to a parliamentary question requesting the Government state which degree courses they plan to increase controls for to prevent rip-off university degrees (reference: Crackdown on). Halfon used the Prorogation of Parliament to state they wasn’t enough time to respond to the question before the parliamentary session closed. Let’s hope Charlotte Nichols (who tabled the question) reintroduces it in the new session so we can receive the official government word on the matter.

Meanwhile Wonkhe have managed to find the time and have highlighted that OfS published prioritisation criteria for its 2024 quality round, stating where it (OfS) sees the greatest risk to student outcomes. The OfS areas for quality focus for the year ahead are as expected: business and management courses, foundation year provision, and franchised provision. There’s a blog: England’s higher education regulator has announced its areas of focus for its next round of inspections. Snippet: What is OfS getting at? The combination of mentions of integrated foundation years, business courses and subcontracting is very interesting – partly because a good hypothesis is that all three characteristics make up a good chunk of the story in the DfE figures on foundation years that were released recently. Wonkhe suggest universities for whom all three areas of focus intersect should prepare for the ‘boots on the ground’.

Mental health

The Minister for HE has suggested that he might ask the OfS to consider a licence condition to require universities to take more action to address mental health. In a speech to a UUK conference, Robert Halfon said:

  • I’d like to begin by paying tribute to all the student services staff who work on the frontline, day in, day out, to support students. You are there for them on their hardest days at university. You strive to help them find a way through. You do it because you care – because you want the best for your students.
  • … In my year as Minister for Higher Education I have made this an absolute priority. There are 3 pillars to our approach: Funding vital services and projects; spreading and implementing best practice; and clear responsibilities for providers and protection for students.
  • The first pillar is about investing in the wellbeing of students. To provide nationwide access to free mental health resources and confidential support, we provided Student Minds with £3.6 million to set up Student Space. Over 450,000 students have now benefitted from this service, including those who recently braved the “freshers” experience… We are backing university wellbeing services to support these students as part of this year’s £15 million investment in mental health by the Office for Students (OfS)
  • Our second pillar is about best practice. We need to create the right conditions on campus for students to thrive through a whole-university approach to mental health. This means not just relying on student wellbeing services. It means everyone, from the Vice Chancellor down to the librarian takes responsibility for creating an environment and culture that supports positive mental health and wellbeing. The principles for achieving this are laid out in the University Mental Health Charter. ..Thanks to the hard work of university staff, and the backing of your leaders, you have delivered an incredible 50% increase in University Mental Health Charter Programme membership over the summer. We’re now at 96 universities, which is a big step – perhaps even a giant leap – closer to our target of all universities joining by September 2024. 
  • Clear responsibilities for providers and protection for students:…
    • I wrote to university leaders in June to ask them to take ownership of mental health at an executive level. The sector needs to come together to finish the job of embedding the guidance that has been set out.
    • I now want to turn to the work of Professor Edward Peck, and take this opportunity to thank him for all the progress he has made since his appointment as HE Student Support Champion. This summer I asked Edward to build on that work and chair the Higher Education Mental Health Implementation Taskforce – a vehicle for delivering real change… The taskforce will conclude its work in May next year, providing an interim update in early 2024.

He ended:

  • As I’ve said before, I am confident we have a strong plan in place, but I don’t rule out going further if needs be. If we do not see the improvements we need, I will not hesitate to ask the Office for Students to look at introducing a new registration condition on mental health.
  • Ultimately, we must do what it takes to provide the safety net that students and their loved ones expect and deserve as they embark on the amazing privilege of university life.

Not off the hook yet…

The House of Lords has continued their theme of inquiring into regulation. They’ve published a new inquiry into UK regulators. It’s described as a short and cross-cutting inquiry into UK regulators as a whole (including the OfS), with a specific focus on roles, remit, independence and accountability.

The inquiry will examine whether regulators as a whole have been given a clear job to do and whether their roles and remits are sufficiently discrete from one another. The inquiry will also examine whether regulators are appropriately independent of Government, including whether the right balance is being struck between strategic and political input from government and preserving regulators’ operational independence.

The inquiry will further examine how regulators should be held to account for their performance, and by whom – including the respective roles of the Government and of Parliament.

Lord Hollick, Chair of the Industry and Regulators Committee, said: The committee has recently conducted scrutiny of regulators including Ofwat, Ofgem, and the Office for Students. A common area of concern arising from all these inquiries is the relationship between the regulator and the Government, and the level of independence and accountability regulators have. Many regulators are public bodies funded by the taxpayer and have significant powers; it is therefore vital that they are scrutinised and held to account.

Quality

UUK report on the QAA’s (Quality Assurance Agency for HE) latest policy paper in the Future of Quality in England series: The right ambition, the wrong solution? How the Lifelong Learning Entitlement can deliver a high-quality learning experience.

UUK: The paper argues that the eligibility and scope of modules included within the Lifelong Learning Entitlement (LLE) is too narrow, and that pathways for progression throughout a learner’s lifetime are unclear. It outlines ways in which the learning experience will need to be adapted for modular learners and how this will impact the way quality is measured. The paper recommends that policymakers should:

  • Balance the option of working towards a full qualification with accessing a suite of standalone modules.
  • Facilitate greater collaboration with the sector.
  • Use evidence to determine how quality is measured. You can read the full policy paper.

Short summary available from QAA here.

Modules

UUK published their response to the OfS call for evidence on positive outcomes for modular study. The response includes:

  • Welcoming the OfS’ approach to policy development.
  • Agreeing with the OfS that the approach to regulation will need to change because of the LLE.
  • Supporting the exploration of completion measures for modular study.
  • Recognising the importance of understanding where students go after studying, whether that’s through further study or employment.
  • Considering how the reflective questions in the Higher Education Statistics Agency (HESA) graduate outcomes dataset could inform what successful study looks like for modular learners.

Student Finance

The Minister for the School System and Student Finance, Baroness Barran, announced the introduction of regulations to allow plan 2 (undergraduate), plan 3 (postgraduate) and plan 5 (undergraduate) student loan interest rates to be capped automatically each month, where they would otherwise exceed comparable prevailing market rates.

There’s also to be a change to the calculation of the overseas fixed instalment repayments for plan 1 student loans (1998 to 2012) with the amended fixed instalment rate increasing to be equivalent to the monthly repayments of a plan 1 student loan borrower earning twice the median working age graduate salary in England. The Minister stated that this would remove a perverse incentive whereby higher earning borrowers residing overseas may have chosen not to submit their earnings information to the SLC in order to reduce their monthly payments.

Student loans:  Wonkhe – The Student Loans Company has posted provisional figures for its student finance dispersals in the current academic year – over £5bn in total, of which £2.06bn are tuition fee payments to providers.

Quick Student News

Commuter students: Shadow universities minister Matt Western: asked for an estimate of the number of domestic students commuting to university campuses in each of the last five years. HE Minister Halfon stated the closest approximation of commuter students shows the proportion remains at around one in four between 2018/19 and 2021/22.

Grades: Wonkhe report – Graduate employers are less inclined to focus on grades when looking for suitable employees – just 44 per cent of the 169 organisations surveyed by the Institute of Student Employers asked for a 2:1 or above, down from 76 per cent a decade ago…This year’s ISE Recruitment Survey also reveals that graduate vacancies are up six per cent on last year, but the average organisation receives 86 applications per vacancy (up 23 per cent on last year). It describes graduate employers as “cautiously optimistic”, but notes that less is being spent on recruitment. Overall, 92 per cent of employers were either “often” or “almost always” able to find the graduate employees they need. The Telegraph covers the report. Blog: The chief executive of the Institute of Student Employers shares the findings of this year’s survey of student recruiters.

Student deaths: Wonkhe – The government’s review of student suicides has come in for criticism from #ForThe100, the campaign in support of bereaved families. On Wonk Corner, Jim Dickinson goes over the issues.

Healthcare courses: Wonkhe – Recent UCAS data indicates that healthcare-related courses are not as attractive to applicants as they used to be. If the last time you looked at this area of provision was during the pandemic’s peaks of aspiration, more recent data will make it clear that all Universities UK, the Medical Schools Council, and the Council of Deans of Health have responded to the NHS Long Term Workforce Plan with a call for thoughtful reform of medical and healthcare provision and funding.

And UUK published Universities Powering the NHS: Working together to deliver future health skills. The paper sets out actions to meet the NHS Long Term Workforce Plan goals. Snippets: Universities fully recognise the challenges involved in such a radical expansion and transformation of health education system capacity…Success will depend on cross-party commitment to support and fund the plan across the next 15 years, which includes general elections and spending reviews.

UUK recommendations:

For universities and the NHS to work together successfully, five system conditions need to be addressed:

  1. a strategic shift within higher education to dramatically expand health education capacity
  2. a culture shift within the NHS to value and support learners and educators and improve the working environment
  3. implementation must be co-produced to an agreed roadmap
  4. funding must be sustained across the plan’s 15-year horizon
  5. regulation must be aligned, outcomes-based and adaptive

There are also five threshold conditions that need urgent attention:

  1. student recruitment including widening participation
  2. the educator and clinical academic pipeline
  3. capital investment to boost system capacity
  4. extending and diversifying placements and practice-learning
  5. health student and early career attrition

BU’s medical simulation game is featured under case studies.

Regional graduate premium: blog – Data on the graduate premium in the UK’s regions suggests some struggle to make the most of graduate-level skills. Debbie McVitty tries to work out what’s going on.

Political News

Dods provide a roundup of the Labour Party’s recent policy statements in The Labour Policy Roadmap – post-conference update. A sectoral breakdown of the party’s pledges and ambitions. Of interest to HE is their commitment to ban unpaid internships, however, it’s not a blanket policy as they caveat their policy commitment to allow unpaid internships when part of an education or training course.

They also commit to:

  • Reform university tuition fees system to lower pay-back costs for graduates.
  • Increase private and public R&D spending to 3 percent of GDP, improve collaboration between universities, business and local economic institutions, enable universities to develop self-sustaining local clusters of innovation and investment, and Introduce 10-year R&D funding settlements to support innovation.
  • Create more medical school places.
  • Create 7,500 more medical school places, 10,000 more nursing and midwifery clinical placements per year, and train 5,000 more health visitors.
  • Include a creative or vocational subject as one of the non-EBacc subjects in pupil’s Progress and Attainment 8.

HE statistics

The DfE published the education and training statistics with the most recent data on schools, attainment, qualifications gained, education expenditure, further education and higher education in the UK.

For HE there were 2,972,33 higher education (HE) students in 2021/22, of which 72% were undergraduates and 28% were postgraduates.

  • More females than males made up the overall student population (57%) and females made up a greater share at every level.
  • The most popular subject was Business and Management with 18% of all students enrolled (over half a million students), followed by Subjects allied to Medicine (12%) and Social Sciences (10%).
  • The majority of students studied full-time but proportionally more females than males studied part-time (23% vs. 19% respectively across all course levels).
  • In 2021/22, 23% of all HE students were from overseas (681,600 students).
  • Overall, 4% of 19 to 64-year-olds held a NQF level 4 or above in 2022 – 67% had level 3 or above, and 83.1% had level 2 or above.
  • Total UK government expenditure on education across the UK increased by 5.1% from financial year 2021-22 to financial year 2022-23.
    • Primary and secondary education saw an increase in spend of 2.2% and 7.1% respectively, while tertiary education saw a 3.6% decrease in spend.
    • Expenditure on education in real terms decreased by 1.3% from financial year 2021-22 to financial year 2022-23. Expenditure on education as a percentage of Gross Domestic Product (GDP) decreased by 0.1 ppts.

DfE also published the statistics which measure HE participation by school cohorts, calculating the proportion of the population aiming to complete a qualification at HE level (measured at age 15, excludes apprenticeship HE hopes).

Full data here.

Applicants

UCAS published the first statistical release of the 2024 undergraduate cycle highlighting applicant numbers for HE courses (with the early October deadline). Dods highlight the key findings:

  • The number of UK 18-year-olds from the most disadvantaged areas (POLAR 4 quintile 1) is at a record high, with 3,160 students having applied, up by 7% from the 2023 cycle (2,950). 17,080 of the most advantaged (POLAR4 quintile 5) have applied this year compared with 16,720 last year, up by 2%.
  • A total of 72,740 have applied to start an undergraduate course with an October application deadline in 2024, down by 2% from last year (74,090), but up by 6% from 2020 (the October 2019 application deadline, for autumn 2020 entry) – the last pre-pandemic cycle (68,690).
  • In total, there have been 39,310 UK 18-year-olds apply by the deadline, the second highest number on record. This is up by 2% since 2023 (38,660) and up by 11% since 2020 (35,290).
  • The total number of UK 18-year-olds who have applied to medicine is 11,750, which is down by 7% since last year (12,700), but up by 8% since the October deadline for 2020 entry (10,930).
  • The number of UK students aged 35 and over applying to medicine for the first time (230) is up from 170 in 2023 (+31%), down from the record of 260 in 2021. This is the largest year on year percentage increase since 2021 (up 39%).
  • There has been a 18% decrease in the total number of UK 19-year-old applicants – which is 5,580 this year, but down from 6,770 in 2023.
  • The total number of international students (all ages) who have applied is 20,850, which is down from 2023 (20,970) but up from 2019 (20,280).
  • China remains the largest source market for international applicants; however the number of applicants from China is down 1% from 2023 (but up 31% against the October deadline for 2020 entry). The USA and Singapore have had the largest growth in applicants since last year, with applicants from USA increasing by 9% and Singapore by 6%.
  • There has been a 6% increase in UK domiciled applicants declaring receipt of free school meals. This is in the context of rising numbers of pupils in England receiving free school meals.

Access & Participation

The House of Commons Library briefing paper Support for care leavers provides an overview of the government’s policies to support care leavers.

The Women and Equalities Committee has endorsed the appointment of Alun Francis as chair of the Social Mobility Commission, following a pre-appointment hearing.

Wonkhe blog: Universities are often failing to enable disabled doctoral students to access their education. Pete Quinn explains a new research report on what can be done to change things.

Wonkhe also outline a new report from TASO examining the effectiveness of four interventions at universities in England – either intended to support disabled students, or improve employability – as well as making recommendations on the evaluation methods used. It notes that evaluations of the “scope and calibre” of those considered in the report are “time-consuming and resource-intensive”, and recommends institutions invest in further evaluation capacity and consider whether academics can provide support with evaluation.

The Sutton Trust published 25 Years of University Access – How access to HE has changed over time. They state it reveals persistent gaps for poorer students, particularly at the most selective universities. Key findings:

  • Over the last 25 years there has been a substantial increase in the number of young people going to university, with 50% of young people going on to higher education by age 30 for the first time in 2017.
  • Proportional gaps in access to university by under-represented neighbourhoods (POLAR) have narrowed over that time, though the gap itself remains significant.
  • Russell Group share of disadvantaged and low participation area students has declined since 1997 compared to the rest of the sector.
  • 4,700 state school students and 1,000 students from areas of the country with low historic participation ‘missing’ from 30 most selective universities each year – these students have the required grades but don’t get places.
  • Students from London are considerably more likely both to apply and to go on to attend higher education, with the rest of the country falling further behind each year.
  • Male students have fallen further behind female students and entry rates for White young people have lagged behind other ethnic groups.
  • These stubborn gaps persist despite considerable efforts from universities, government and the third sector to improve access rates. This emphasises the scale of the challenge in tackling access gaps in an environment with substantial social inequalities, and increasing demand for a limited resource (places at the most prestigious universities).
  • Widening participation efforts have likely prevented POLAR gaps from growing further. Groups promoting widening access in some senses have been ‘running to stand still’. In contrast, where access efforts have had less focus, for example on region, ethnicity or gender, gaps have widened.

Recommendations:

  • Tackling the access gap is likely to become more, rather than less challenging in the medium term, as a population bulge goes through the higher education system.
    • Universities should make greater use of contextual offers, taking into account the wider circumstances of applicants when accessing their potential.
    • It is also vital that universities are properly monitored and held to account on their progress in widening participation.
  • Findings show the importance of looking at how several different aspects of someone’s background and identity can impact on their likelihood of going onto university, and that it is important to look at these factors in combination, as well as overall trends for each group.
  • In the longer-term, we cannot tackle access issues at university level without also tackling the education attainment gap earlier on in a young person’s journey. This should start from the early years onwards, with efforts made at every part of the education system to ensure all young people can fulfil their potential.

International

Parliamentary question what assessment the government has made of the impact of changes to student visas on international students coming to the UK.

The International Higher Education Commission published Is the UK developing global mindsets? The challenges and opportunities for Internationalisation at Home in driving global engagement The report suggests a decline in the international diversity of UK campuses with the loss of incoming Erasmus+ exchange students and UK students’ decline in foreign language studies contributing. To address this the report recommends actions to enhance the advantages of internationalisation at home, including strengthening capacity and capability across various aspects of internationalisation.

The QAA published another policy paper within the Future of Quality in England series. Instilling international trust in English HE – a quality perspective argues that England’s HE international reputation is integral to its role as one of the UK’s biggest assets. It highlights that this reputation is built on trust, which is at risk of being undermined by divergence from international commitments in quality, unhelpful political rhetoric, and a lack of collaborative global outlook.

The briefing contends that, if steps aren’t taken to reinforce international trust, there are potential risks to international student recruitment, international research funding and mutually beneficial international partnerships. To reinforce international trust, the paper recommends that:

  • Policymakers should publicly champion the higher education sector on the world stage.
  • The Government should adopt a collaborative global outlook.
  • Make changes to England’s external quality system to increase international trust.

Inquiries and Consultations

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

Other news

Good relations: Advance HE updated their guidance on promoting good relations in HE.  Covering how to prevent intolerance and develop a culture where relationships between diverse groups and individuals enhance the learning experience, protect freedom of speech and academic freedom, tackle harassment, and contribute to an inclusive society. It supports institutions to take a proportionate approach in decision making and suggests immediate, medium and long-term strategies for promoting good relations within the present legal framework. It is recommends that institutions should consider any incidents of hate and intolerance or situations where free speech and good relations intersect on a case-by-case basis within the framework of agreed policies, seeking specific legal advice where necessary.

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This is particularly suitable for those with little or no experience of engaging with Parliament. As well as providing insights and information on how to get your research in front of the right policymakers, the session will provide time for you to identify key committees or APPGs relevant to your research, start a list of key contacts and write an introduction to a Parliamentary team.

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HE policy update w/e 3rd November 23

We have a response from the Government on student accommodation, DSIT is all about the AI research, whole-sector foundation year student statistics are rather damning, we hear from the new Free Speech Tsar, and the BTEC | T level | Advanced British Standard confusion takes the next step as 85 qualifications are defunded.

Parliament – new session beckons

Parliament has been prorogued ready for the Kings Speech and the new session of Parliament to open on Tuesday 7 November. Carry-over motions were agreed for six Bills, with the Economic Activity of Public Bodies (Overseas Matters) Bill being of most relevance to universities. In addition, the Renters Reform Bill was introduced but was still awaiting a second reading when this briefing was published (see below for a discussion of that one).

Bills that had not completed the legislative process and for which a carry-over was not agreed have now fallen.  They might be brought back, along with the ones that were announced but had not gone forward, including bills on media, audit reform, and mental health.

The King will formally open Parliament on 7 November and in his speech (which is written by the Government) he will announce the Government’s proposed policies and legislation for the coming session. The new session will end when Parliament is dissolved ahead of the general election – which must be held in January 2025 or before.

The House of Commons Library briefing King’s Speech 2023 has lots of useful information, including setting out some potential areas for the 2023-23 new legislative session:

  • Criminal justice measures, including knife crime and sentencing
  • Raising the age of sale for tobacco products
  • Implementing legislation for UK accession to the Comprehensive and Progressive Agreement for Trans-Pacific Partnership
  • Transport
  • Leasehold and commonhold reform
  • Changing the Habitats Regulations to ‘scrap nutrient neutrality’.

Conference season – final elements

Jonathan Woodhead of Birkbeck College has written a piece for the campaign for Learning on the LLE after the party conference season – lack of clarity seems to be a theme.

Wrapping up the final elements from the 2023 party conference season we highlight the aspects in Labour’s conference most of interest to HE:

  • Keir Starmer criticised the Prime Minister’s comments on universities, saying I never thought I would hear a modern Conservative Prime Minister say that 50% of our children going to university was a “false dream”. My Dad felt the disrespect of vocational skills all his life. But the solution is not and never will be levelling-down the working-class aspiration to go to university.
  • Labour’s speeches were light on policy announcements throughout the conference, likely because the polls suggest Labour is favoured for the next election. Members of the Lighthouse Policy Group suggest staying non-committal on policy announcements means they can avoid making any gaffes that would hurt the party’s chances in the polls and avoids the Conservatives producing a reactive manifesto that usurps Labour’s plans.
  • Kier also spoke of Technical Excellence Colleges describing them as having stronger links to their local economies…planted firmly in the ground of young peoples’ aspiration. TECs are expected to transform existing FE colleges and will have improved links to local universities.
  • Bridget Phillipson, Shadow Secretary of State for Education, stated that Labour would change the way students pay for their time at university, so none of our young people, fear the price they’ll pay for the choice they’d like. The feeling in the sector is that they are favouring a graduate tax, unlikely to increase the cost of tuition fees (despite sympathy for universities’ unit of resource), may be open to reintroducing maintenance loans on a small scale, and are likely to introduce some form of tuition forgiveness for teaching and nursing/midwifery.
  • Shadow Secretary of State for the Department for Science, Innovation, and Technology, Peter Kyle, announced that Labour would create 10-year R&D budgets allowing relationships with industry to build and long-term partnerships to form – leading to investment in new technology and the infrastructure that underpins it. Also that Labour would increase the number of universities spinouts, accept the recommendations of Lord O’Neill’s start-up review. This would include publishing annual data on the performance of university spinout support and a new founder track, giving more flexibility to people who establish spinouts and want to keep a higher stake of the equity. You can read the full transcript for Keir Starmer’s speech and Bridget Phillipson’s speech.

Research

  • AI & medicine: The House of Lords library published their science current affairs digest for October looking at how AI is changing drug discovery and its role in pharmaceutical changes such as anti-ageing, personalised cancer cures and robotic dosing implants. The paper includes the government’s approach to regulation.
  • AI safety summit: DSIT published the programme for the AI Safety Summit on 1 and 2 November. Day 1 will consist of roundtables on AI risks and AI safety and a panel discussion on the immense opportunities of AI to transform education for future generations, Michelle Donelan will provide closing remarks. On day 2 PM Rishi will convene a small group of governments, companies and experts to further the discussion on what steps can be taken to address the risks in emerging AI technology and ensure it is used as a force for good. Michelle Donelan will led a group of international counterparts to agree next steps.
  • Innovation funds: DSIT announced funding for £32 million for innovation projects that can improve productivity in key sectors through the use of AI; and £5 million for feasibility studies into 100 small firms’ pioneering AI ideas. Artificial intelligence projects in areas as diverse as fashion, farming and fire-fighting are being backed…as…Michelle Donelan highlights how AI can be a force for good ahead of next month’s AI Safety Summit. The funding is from the UKRI Technologies Mission Fund (administered by Innovate UK).
  • AI safety research team: Yet another AI announcement from DSIT the government’s Frontier AI Taskforce has begun building an AI safety research team to evaluate the risks at the frontier of AI. The Taskforce has partnered with Advai, Gryphon Scientific and Faculty AI – to tackle questions about how AI systems can improve human capabilities in specialised fields and risks around current safeguards. The findings of the research will be incorporated into presentations and roundtable discussions with government representatives, civil society groups, leading AI companies and experts in research at the AI Safety Summit in November. The findings of the research will be incorporated into presentations and roundtable discussions with government representatives, civil society groups, leading AI companies and experts in research at the AI Safety Summit in November.
  • AI superpower: The Lords Communications and Digital Committee met to examine whether the Government is striking the right balance between opportunity and risk in their ambition to make the UK an AI superpower. Large Language Models were considered. You can read or watch the session here.
  • Creative: Wonkhe – The Council for Science and Technology has set out recommendations to the government for harnessing research and development in the UK creative industries. Its recommendations include the Treasury and the Office for National Statistics collaborating on improvements to data collection on creative industries R&D.
  • Horizon funding: Parliamentary Question – UKRI funding of Horizon Europe guarantee scheme and other aspects of the UK research system. George Freeman MP: The government’s priority is to ensure the UK’s R&D sector gets the right support to allow them to continue their ground-breaking research and international collaboration. UKRI has to date issued grant offer letters totalling approximately £1.36bn through the Horizon Europe Guarantee scheme with further funds to be committed throughout 2023-24. UKRI has delivered further support across the Horizon programme, including elements of targeted investments to support UK research, as announced by the Government in November 2022, – with spend underpinned by the Department for Science, Innovation and Technology. UKRI’s budget remains as published in our Annual Report and Accounts for 2022-23
  • Innovation clusters: DSIT announced £75 million to fund eight Launchpads (regional SME innovation clusters). These initiatives will build on existing clusters of high-tech innovation in each region…The £7.5 million bespoke funding from each Launchpad will allow SMEs in each region to bid for support that is tailored to the unique needs of each business cluster, helping them drive innovation, expand operations, and boost their local economies. The Launchpads cover Net Zero, Digital Technologies, Health Technologies, Agri-Tech and Food Tech, Marine and Maritime, Bio-based Manufacturing, Immersive and Creative Industries, and the Life and Health Sciences.

George Freeman, DSIT Minister: The UK science, research and innovation economy is not just the ‘golden triangle’ of Cambridge-Oxford-London. It is all around the UK. That is why we have launched our flagship Launchpads programme – and this £75 million investment will support high-growth companies to build the industries of tomorrow – in sectors from renewable energy through to digital health. These Launchpads will play a pivotal role in growing our local economies, creating jobs and levelling up the UK

Regulatory: Free Speech

Professor Arif Ahmed, Director for Freedom of Speech and Academic Freedom at the OfS made his inaugural speech at a King’s College London event. He confirmed his role was non-partisan and stated freedom of speech is not the property of one side in any culture war and that the role exists to protect and to promote freedom of speech within the law. On academic freedom Arif stated that data showed academic freedom in the UK had dropped in the last 10 years and now ranks around 60th in the world, below most EU countries. There is lots more in the transcript, it follows the messaging you’d expect from OfS covering the chilling effect and institutions silencing controversial voices.

Smita Jamdar explores how the Middle East conflict challenges free speech principles and practice in an article for Research Professional.

Meanwhile Michelle Donellan, Science Minister, has drawn huge amounts of criticism for intervening to tell UKRI to change its approach to equality and diversity, citing the social media accounts of two members of a committee as symptoms of a much wider problem and calling for the committee to be disbanded.  This is a row that is likely to run for a while.  James Coe writes for Wonkhe on the exchange of views with links to how the issue unfolded and escalated if you missed it.  Regardless of views on whether the Minister should have made comments about the individuals concerned or her criticism is justified (and we express no view on that ourselves), the elision of that issue with a wholesale challenge to the equality and diversity work at UKRI seems unhelpful.  The wholesale challenge has been on the agenda for a while, alongside other challenges to what the papers like to call “woke” ideology in universities, but ought perhaps to be treated as a separate and important issue in its own right not at raised the end of an unconnected and different sort of letter – which makes it look less considered than it probably is.

Students

Mental health – by characteristic

OfS published the Meeting the mental health needs of students insight brief examining issues relating to mental health at university. It considers the likelihood students will report mental health conditions by characteristic (age, sex, ethnicity, free school meals and area deprivation measures) and how these affect student outcomes (continuation, completion, attainment, and progression).

Mental health & climate change

Student Minds published the Climate Change and Student Mental Health report which considers curriculum design, leadership, behaviour changes, the impact on specific student groups, the role of government and HEIs:

  • 71% of student respondents were quite or very concerned about climate change.
  • 68% were quite or very concerned about the impact on them personally.
  • 53% of students wanted to learn about sustainability in their curriculum, while only 20% already had.
  • Students believe their universities and the government should focus on energy and recycling over measures to tax or ban meat on campus.

Richard Brabner, Director of the UPP Foundation, said: This fascinating report illustrates the need for universities to offer students practical and constructive ways for them to tackle climate change and wider environmental issues – not only for the good of the planet – but for their own wellbeing too.

Research Professional has a good write up and analysis of the report here.

Student mental health – blogs

Wonkhe has two blogs on student mental health:

Foundation year student statistics

The DfE published foundation year student statistics for 2021/22. Bear in mind the Government is currently reviewing HE funding for foundation years in key areas and the presentation of the statistics seems to match their agenda.

Providers, courses and entrants

Foundation year courses have proliferated in the last 10 years with the greatest number of foundation year providers in London and the South East.

  • There are 69,325 foundation year entrants at English HE providers. This is an increase of over 60,000 since 2011/12 (8,470 entrants), and a 718% increase overall (more than 20% increase each year).
  • Since 2011/12, the number of foundation years available has been growing rapidly, with the number of courses increasing more than fivefold between 2011/12 and 2021/22, from 678 to 3,717.
  • The proportion of foundation year entrants studying a classroom-based subject reached 59% in 2021/22. Most entrants were studying business and management (51% of total foundation year entrants). The figure is higher than undergraduates in the first year of their course, of whom only 13% were studying business and management in 2021/22. Business and management are one of the key areas the Government intends to discontinue foundation year funding.

In total, there were 105 English providers of foundation years in 2021/22.

  • 23 of these providers were based in London, the second highest cluster was South East England (16 providers).
  • 42 of the 105 providers (40%) had a low or unknown tariff in 2021/22, the highest percentage across all OfS provider typologies.

Student characteristics 

Foundation year students are older, more ethnically diverse, balanced between the genders, and less declare disabilities compared to first year undergraduates.

  • 64% of foundation year entrants were aged 21 and above in 2021/22
  • 58% of students entering HE through a foundation year do not have prior attainment in the standard tariff population. (For comparison, only 15% of first year undergraduates entering HE are in this category.) After excluding those recorded as not in the standard tariff population, the prior attainment of those who undertook a foundation year was still lower than for first year undergraduates.
  • In 2021/22, foundation year students identified as White (54%), Asian (14%), and Black (14%). In 2021/22 the proportion of non-white entrants was significantly higher among foundation year entrants (46%) than among first year undergraduate entrants (34%).
  • Gender is split evenly among foundation year entrants (for comparison 58% of first year undergraduates are female).
  • The proportion of foundation year entrants with at least one known disability in 2021/22 was slightly lower than the proportion among comparable first year undergraduates (11% compared to 18%).

Outcomes

Students who complete full HE study that commenced through a foundation year have lower graduate outcomes than non-foundation entrants.

  • 53% of entrants who started in HE with a foundation year completed HE within 6 years (during the academic year 2021/22). Whereas 80% of first year undergraduates completed their qualification within 5 years.
  • Foundation year students studying at high tariff and medium tariff providers saw the highest percentage of graduates in employment or further study (90%).
  • The average salary for a foundation year graduate five years after graduation was £24,500, almost £4,000 lower than that of comparable undergraduates (£28,200).

Full data available here.

Student accommodation

The Government’s response to the Levelling Up, Housing and Communities Committee inquiry on reforming the private rented sector includes information that touches on student tenancies.

The Committee recommended that fixed-term tenancies should be retained for the entire student housing sector and require all landlords letting to students to sign up to one of the existing Government-approved codes of conduct. Long term the Committee called on the Government to replacing existing codes with a single national code of conduct. Also to consider ways to prevent or deter landlords from abusing the exemption such as introducing financial penalties.

The Government response:

  • The government recognises that the student market is cyclical – and that removing section 21 will mean landlords cannot guarantee possession each year for a new set of tenants.
  • Having engaged across the sector, we understand the cyclical model is critical for landlords’ business models and ensures a timely and robust supply of student accommodation. We will therefore introduce a ground for possession that will facilitate the yearly cycle of short-term student tenancies.This will enable new students to sign up to a property in advance, safe in the knowledge they will have somewhere to live the next year.
  • Retaining fixed terms for students, as per the committee’s recommendation, would not in itself mean properties are available at the end of an academic year for next year’s students. Unless notice is served, tenants have a right to remain in a property when a fixed term ends, and a landlord must still use a ground for possession or section 21 to evict them. We believe retaining fixed terms would unfairly lock students into contracts, meaning they could not leave if a property is poor quality, or their circumstances change. Student tenants should have the same flexibility as others.
  • We do not think it is viable to introduce codes which cover all student housing. There are a very large number of private rented sector student properties which would make enforcement extremely challenging, and further regulation would be a significant burden on small landlords. There are key distinctions between private housing rented to students and purpose-built student accommodation (PBSA) which warrants a different approach. PBSA is designed specifically with students in mind and caters for their needs, often with additional facilities or support services that would not be available in a standard home rented to students.

Read the full 25-page Government response here.

Renter’s Reform Bill

Wonkhe have a blog: Jim Dickinson reviews the emerging compromise between students and landlords over the Renters (Reform) Bill – and wonders if it will be enough to get the legislation through.

Here’s the latest on the Renter’s Reform Bill discussions taking place in Parliament.

  • Clive Betts MP (Labour), Chair of the Levelling Up, Housing and Communities Committee, described exempting purpose-built student housing from the ban on 6 periodic tenancies as ‘entirely sensible.’ Regarding non-purpose-built student accommodation, he said landlords having the right to terminate a tenancy in line with the university year may prove a good compromise and will be further probed at Committee stage.
  • Mary Robinson MP (Conservative) highlighted concerns from landlords operating student lets on the abolition of fixed-term lets. She said it may prevent landlords from securing tenants ahead of time for the next academic year, taking away certainty and security for both landlords and students. She also warned that the changes could negatively impact the rental market and make it unattractive for landlords to let to students.
  • Paul Blomfield MP (Labour) raised the concerns of student renters, drawing on his findings as Chair of the APPG for Students. He highlighted that approximately 45% of students who live in the private rented sector and are currently not covered by the Bill. Participants in a recent roundtable had agreed on the many positive elements of the Bill but stressed the need for it to succeed for all renters. Paul Blomfield proceeded to note the heterogeneity across the student community, urging the Minister to not rush to exempt students from the protections in the Bill relating to non-fault evictions…without careful consideration of the impact on all types of students.
  • Helen Hayes MP (Labour) recounted an experience of a constituent who had lost their first-year university student son to suicide. As their son had signed a tenancy for second-year accommodation with a guarantor agreement, after their son’s death the parents were pursued for rent. She said she would table an amendment to address this issue.
  • Caroline Lucas MP (Green) warned against excluding students from the reform, reminding the Secretary of State of the White Paper which stated, it is important that students have the same opportunity to live in a secure home and challenge poor standards as others in the PRS.
  • Matthew Pennycook MP, Shadow Minister for Housing and Planning, said Labour would press for clarification of the new grounds for possession for students’ landlords to ensure they are not too expansive and ensure the complexities of the student market are reflected.

The Bill is being carried over to the next Parliamentary session where it will be considered in depth at Committee Stage. It’s this stage that the real shape of the Bill will begin to emerge.

UUK have a good in-depth briefing on the implications of the Renter’s Reform Bill for students.

HEPI report on student accommodation costs

Student accommodation costs across 10 cities in the UK: Cost pressures and their consequences in Purpose-Built Student Accommodation (HEPI Report 166) provides an authoritative picture of student living, conducted in response to the unprecedent rent rises and supply issues witnessed over the past two academic years. It includes data voluntarily submitted by both universities and the 10 largest providers of Purpose-Built Student Accommodation operating across ten major regional university cities who collectively manage more than 125,000 beds in those cities (including Bournemouth).

Consequences

  • The overall picture that has emerged is one of very challenging market conditions. While many accommodation providers acknowledge there is an undersupply of accommodation and rising rents, there are no easy fixes.
  • Although there is much talk of affordability, the ability of providers to build more to relieve supply pressures is being hit by high development costs. The new rooms that do get built come with a higher price tag, so that providers can recoup their development costs. The pipeline of new accommodation is being slowed by historically high interest rates which are driving up funding costs. Rent levels in existing buildings have also been increasing as a consequence of rising running costs.
  • All providers surveyed recognise that the result of all this is that many students are having to put up with steep rent rises because they have no other options.

Policy implications and recommendations (from main report):

Student maintenance system

  • The student maintenance system needs resetting, if access to higher education is to be maintained evenly across both richer and poorer students. ‘Maintenance loans’ could more accurately be described as ‘a contribution to living costs’. The importance of the parental contribution should be highlighted rather than just mentioned in passing and parents should be provided with clearer official information on the minimum they are expected to contribute.
  • Maintenance support needs to be based on how much it actually costs to be a student living independently and away from home. In England, there is a golden opportunity to harvest the invaluable data collected for the government-funded Student Income and Expenditure Survey (SIES) and to use it as an evidence base towards a better system.

Affordability and financial intervention

  • Beyond the talk of affordability, the figures show that new and additional PBSA is getting more and more expensive. Rent for new beds in 2023 is 22 per cent more than for existing stock.
  • The main driver for the growth of PBSA is the private sector, and they are unlikely to increase their risk by going it alone on innovative products or lower-cost accommodation to fulfil an educational agenda. These options will only be developed if led by educational institutions, sharing some of the risk through private sector partnerships: universities must get more involved.
  • Accommodation bursaries can be effective in markets where there is a lack of affordable options.Finding resources for partnering with private providers is essential if educational institutions are going to make this support available. This is an important short-term approach, even if it serves to help shore up a dysfunctional student maintenance system.

Wonkhe blogs on the topic:

Admissions

Grading of level 3 results

Dr Jo Saxton, Ofqual’s Chief Regulator, wrote to HEIs to communicate grading arrangements for England’s 2023/24 admission cycle. It notes the 2-year transition to pre-pandemic grading is complete and normal grading arrangements will continue for GCSE, AS and A levels in 2024. Meaning national results in 2024 are expected to be ‘broadly similar’ to those of the summer of 2023. Grading arrangements for vocational and technical qualifications will continue as normal with awarding organisations adopting the same approach for the academic year 2023 to 2024 as they did previously.

Progression to HE: key stage 4 and 5 student data

The DfE published three data releases on the destinations of key stage 4 and 5 students in 2021/22. The releases cover whether students go into apprenticeship, education and employment destinations, and whether they progress to HE. All three data sets are available here.

The data release covering progression to higher education or training look at the percentage of level 3 pupils continuing to a sustained education or training destination at level 4 or higher in the two years after they completed their 16 to 18 study back in 2019/20.

The proportion of students that progressed to a sustained level 4 or higher destination was 68.3% (+2.3%); of the 68.3%:

    • 64.0% were studying for a (full level 6) degree.
    • 1.7% were participating in a higher/level 4 apprenticeship.
    • 2.6% were studying other qualifications at level 4 or 5

Disadvantage

  • Disadvantaged students (those eligible for pupil premium in year 11) were less likely to sustain a level 4 or higher destination (63.4%) than other students (69.5%) – a larger gap than last year
  • Disadvantaged students were much less likely to sustain a degree destination at a top-third HEI (12.2% vs 21.6%).
  • However, this gap reverses looking at the value-added scores (which take prior attainment at GCSE and qualification type into account).
    • Disadvantaged students scored +1.9, compared to -0.5 for other students, showing that a student of given prior attainment and qualification type is actually slightly more likely to progress if part of the disadvantaged cohort.
    • This could be because disadvantaged students are more likely to enter into level 3 study with the intention of progression, or it could be that they are boosted by the London effect (London has by far the highest proportion of disadvantaged students and a very high progression rate).

Gender

  • Female students were more likely to progress to a level 4 or higher destination (71.4%) than male students (64.7%), a slightly larger gap than last year. Except there are more males on tech levels (qualifications prior to T levels) with male tech level students obtaining a higher progression score (+2.7) than female students (-1.8). Gender bias it likely at play here due to the type of tech level subjects chosen (some tech subjects lead to higher rates of education/ apprenticeship destinations than others).
  • Though female students were much more likely to sustain a degree destination, male students were slightly more likely to sustain a level 4 or level 5 destination and nearly twice as likely to sustain an apprenticeship.

Ethnicity

  • There is large variability in the rate of progression by ethnicity group. Asian or Asian British students were most likely to sustain a level 4 or higher destination at 84.6% overall. 21% ahead of students from the White ethnicity group which had the lowest progression rate.
  • Once prior attainment and qualification type were accounted for, students from the Black or Black British ethnicity group achieved the highest progression scores (+17.2), followed by students from the Asian or Asian British group (+13.4). Students from the White major ethnicity group were the only ones to average a negative progression score, however they were more likely than students from other groups to have a high-level apprenticeship or level 4/5 destination.

Region

  • London continues to have the highest rates of progression to level 4 or higher (79.1%), while the South West continues to have the lowest (61.7%). This difference remains even when prior attainment and qualification type are considered. The gap has widened on last year. Proximity to HEIs is likely a biasing factor here – students from London might have the opportunity to sustain degree destinations while living at home, while those from the South West have fewer options and may find the necessary travel/rental costs prohibitive. London also has a higher-than-average ratio of schools to colleges, creating a stronger bias towards education destinations over employment.

Previous provider type

  • Students from non-selective schools in highly-selective areas continue to progress well below the national average even once prior attainment is taken into account.
  • For two students with the same GCSE results and studying the same qualification types, both at non-selective schools, the one studying in a highly-selective area is 5.5% less likely to progress to a level 4 or higher destination than the other student.
  • Students from selective schools continued to progress at a very high rate (89.7%) with an average progression score of +2.0.

You can find the full data release on progression to HE here.

The DfE has also published data on 16-18 destination measures detailing students who left 16-18 study in 2020/21 and follows their destinations in 2021/22. Excerpt: Disadvantaged students were more likely to stay in further education and less likely to progress to higher education: While 45.8% of non-disadvantaged students leaving 16 to 18 education progressed directly to higher education, the rate for the disadvantaged group was 35.6%. On the other hand, 7.7% of disadvantaged students continued in further education, compared to 6.1% of all other students.

Finally, there is also information on key stage 4 destination measures.

BTECs out. T levels in for now.

Rishi’s announcement that T levels will be defunded when (if) Britain moves to the Advanced British Standard put the DfE in a bit of quandary as to whether to continue the (unpopular) cancellation of BTECs that are gradually being replaced by T levels or whether to have a serious rethink. After a quick ponder the DfE are moving ahead and continuing to pull back from BTECs (and similar technical qualifications) and have published the final list of 85 qualifications assessed to overlap with wave 3 T Levels. The overlap occurs in these areas:

  • Business and Administration
  • Engineering and Manufacturing; and
  • Finance and Accounting.

The Government will withdraw public funding from these qualifications, for new starters, from August 2025.

Universities and Skills Minister Halfon has issued a written ministerial statement announcing the changes. It points out that of the 85 qualifications – 30 didn’t have any current enrolments and another 23 had fewer than 100 enrolments in the 2020/21 academic year. Although given that parents knew these qualifications were about to be dumped there is a question over the chicken and egg here!

Moving onto the Advanced British Standard (ABS) Education Secretary Gillian Keegan published a written ministerial statement on the Government’s proposals. She confirmed the Government would provide £600 million over the next two years to prepare for the ABS, consisting of:

  • £100m each year to double the rates of the Levelling Up Premium and expand it to cover FE colleges (to disproportionately benefit disadvantaged students). All teachers who are in the first five years of their career, teaching key STEM and technical shortage subjects and working in disadvantaged schools and all FE colleges, will be paid up to £6,000 per year tax-free.
  • £150m each year to support students who need the most support. I.e. those without a grade 4 or higher pass in maths and English GCSE at age 16. And supporting English and maths for all post-16 apprentices who have not gained their Level 2 qualification, uplifting the funding rates to match the Adult Education Budget.
  • £60m over the next two years to expedite evidence-based techniques for maths teaching, including in post-16.
  • £40m to the Education Endowment Foundation to expand their post-16 work and embed evidence-based approaches in 16-19 teaching.

Keegan stated the Government will consult extensively over the coming months on the design of the new qualification with the consultation resulting informing a White Paper to be published during 2024.

Wonkhe report that since the ABS was announced student enthusiasm for T levels has waned. They have a blog: As demand for “gold standard” T levels atrophies in the face of news that they’ll be replaced, Johnny Rich laments an obsession with killing off BTECs.

Access & Participation

Social Mobility

HEPI published The English Social Mobility Index which compares the performance of (English) HEIs was published. Research Professional set to the Index and have questions in this good article: Mobility Issues. Excerpts:

  • If accurate, it would seem to confound assumptions about which sort of universities are doing the heavy lifting on social mobility.
  • The results are somewhat counter-intuitive. Are Imperial College (13) and the University of Cambridge (16) doing more for social mobility than Brunel and Birkbeck (18 and 19 respectively)?
  • Is the University of Manchester (22) a more effective engine of social movement than Manchester Metropolitan University (36)? Is the University of Oxford (21) doing more on social mobility than Middlesex University (44)?
  • Examples like this could be multiplied as you move through the ranking. The bottom nine institutions are all post-92s, with the University of Exeter the only member of the Russell Group in the bottom quartile.
  • The obvious question would be, how accurate a portrait of social mobility is this? The emphasis on graduate outcomes—weighted equally between median salaries and the Office for Students definition of “positive outcome” of graduate-level employment or further study—would tend to favour both high-tariff institutions and those based in the capital.
  • the graduate outcomes and continuation data are very broad-brush strokes, especially in larger universities, which may or may not bear much relevance to the experience of “social mobility students” at any given institution. For example, Oxford’s access numbers might be quite low, but its continuation and outcomes figures will be great, producing a decent score in the table—but that is not the same thing as delivering on social mobility, and certainly not en masse.

Read more here.

Service Children

NEON cover the new report which analyses universities’ APP plans: Under the Radar – Service Children in the UK today, highlighting that only a quarter of universities (10% drop since 2000) in England have strategies in place to support Service children to progress to HE and these numbers may fall over the next year. Read more here. You can also access a recording of the event covering service children.  And Graeme (from NEON) writes for Wonkhe: Children from military families have worse progression rates into higher education. Graeme Atherton argues that they should be a target group for access work.

Neurodiverse students

Wonkhe blog – As retention rates for autistic students are lower than any other disability group, Helen Guyatt explains what could be done to help – and what incentives there are for institutions to do so.

International

China

The Lords Chamber debated the long-term strategic challenges posed by China. The Government’s approach to protecting Chinese students from undue pressure on political issues was criticised and Lord Stirrup questions mechanisms that could effectively be used to protect students including monitoring interactions students have with their own government.

  • Lord Alton of Liverpool (Crossbench) raised Confucius Institutes and suggested the UK worked with the Government of Taiwan for language and culture studies rather than the Chinese Communist Party (CCP). He queried what steps were being taken to help universities reduce dependency and diversify their funding sources.
  • Baroness Coussins (Crossbench) cautioned against ‘throwing the baby out with the bathwater’ in responding to Confucius Institutes. She added that ‘closer monitoring of the situation in some universities is clearly advisable, but any action against the Confucius Institutes should be proportionate and properly targeted.’
  • Lord Ahmad of Wimbledon, Minister of State FCDO, responded on behalf of the Government stating a series of measures had been introduced to tackle threats to HE, such as the HE (Freedom of Speech) Act 2023. Also that the Government were working to increase protections for academic freedom and university research, including strengthening the screening of Chinese academics and researchers in sensitive areas of research. On Confucius Institutes, the Minister said they were ‘taking action to remove government funding from Confucius Institutes in the UK, but currently judge that it would be disproportionate to ban them.’ More details here.

There’s also a Wonkhe blog that may be of interest: Glen Noble explains how UK universities need to develop their own risk management processes for collaborating with China – especially when it comes to sensitive research areas.

International Growth

Lord Jo Johnson has spoken out (again, same messages) on restricting further international student growth and the need for universities to diversify their portfolio.

Wonkhe report: Speaking at a Universities UK International conference yesterday, Johnson said the sector is “reaching the political limits” of tolerance for higher numbers – because of dropout rates among Indian and Bangladeshi students of “approaching 25 per cent”, and questions over students’ ability to support themselves. Reflecting on accusations that universities were “selling immigration into the UK rather than education, he called on universities to take “collective action to weed out poor quality and fraudulent applications”.

There is full coverage in the Financial Times.

Health surcharge

Wonkhe report that the Home Office has published an equality impact assessment for the forthcoming increase to the Immigration Health Surcharge, which for students and their dependants (the discounted rate) will rise from £470 to £776 per person per year. It shows that the disparity between the median weekly wage for younger and older migrants may mean that students see higher impacts from the increase to the charge, making saving to pay the Health Charge more difficult.

Digital Teaching

Digital experience: UUK report on the JISC staff digital experience insights survey 2022/23 covering perceptions of HE teaching staff to technology and its potential in teaching.

  • 71% of teaching staff agreed the use of digital technology in teaching is convenient.
  • 61% agree that it allows them to teach in ways they prefer.
  • 64% rate the quality of their online teaching environment as above average.
  • 61% agree that it enables students to make good progress.

However, the survey also shows that teaching staff need more time and encouragement when it comes to improving their digital skills, with nearly half (49%) rating support for teaching effectively online as average or below average.

Kathryn Heywood, Head of Business Intelligence at Jisc said: This year’s student digital experience insights survey shows that HE students find online learning more engaging and motivating since 2020, and they havereaped the benefits of teaching staff working hard to improve their practice. What’s clear from this year’s staff survey, is that teachers need more dedicated support from the organisation to focus on their digital skills.

Digital enabling: Wonkhe and Kortext published Setting the curve – deploying technology for learning, teaching, and student success looking at how to deploy technology to support longer term learning, teaching, and student success strategies. Excerpt: in making technology part of the solution universities must also ask some searching questions: about the degree of digital capability required of staff and students; about what “hybrid” work and learning should look like and why; about the interaction of the digital and physical estate; and, crucially, about the nature of the spaces available for being critical about technology adoption, and how the conversation about technology moves forward. Read more here.

Other Wonkhe blogs:

Inquiries and Consultations

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

Other news

General Election: The Times reported that the Government has been advised not to call the general election for November due to security concerns should the campaigning period align with America’s (fixed) November presidential election. The Times quotes an official as saying There are huge security and market implications if two Five Eyes countries are holding elections at once. It could potentially open up two countries to cyberwarfare and electoral manipulation from hostile states and if a security threat were to arise during a campaign it would leave western countries exposed. With a second Whitehall source stating: Far more care would have to be taken around national security and meddling from hostile countries. The Times also reports that Labour are preparing for a May election. The last possible date the UK election can be held on is 28 January 2025.

HE growth: Wonkhe blog – On the tenth anniversary of David Willetts’ 2013 Robbins Revisited report, David Kernohan wonders if it still stands up.proroSubscribe!

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Research by BU academic on NFTs, Blockchain and IP law cited in Parliamentary Report

A report on ‘NFTs and the Blockchain: the risks to sport and culture’ recently published by the Parliamentary Culture, Media and Sport Committee (CMSC) cites research by Bournemouth University’s (BU’s) Professor Dinusha Mendis.

The report follows the consultation that was conducted by the Department for Culture, Media and Sport (DCMS) in November 2022 and outlines how Non-Fungible Tokens (NFTs) and blockchains should be tackled in the future, particularly in relation to art and culture; professional sport and advertising.

In relation to intellectual property rights (IPRs), the report cites copyright infringement, limited recourse and redress (for consumers and creators), the scale of infringement, consumer confusion and the inflexibility of transferring IP as the main issues that needs consideration.

In responding to these issues, the report cites the research by Prof. Mendis calling for more protection for consumers and creators as a result of rising IP infringements, scams and frauds. The report also identifies the unique nature of NFTs and blockchains and cites Prof. Mendis’ research in demonstrating how current laws – such as ‘notice and takedown’ or ‘the right to be forgotten’ – which apply in other circumstances relating to piracy and counterfeiting, may not necessarily apply to online marketplaces. As such, the report recommends a code of conduct to be adopted by online platforms dealing with NFTs.

The hype surrounding NFTs was short-lived and in mid-2022, investors saw a collapse in the NFT market. However, as the report states, “cryptoassets such as NFTs continue to have advocates … [and] even if NFTs never again reach the peak they achieved over the last few years, areas of concern [in relation to regulation] remain”.

As such, based on the research presented in this report relating to intellectual property, the CMSC recommends that the “Government engages with NFT marketplaces to address the scale of infringement and enable copyright holders to enforce their rights”. In relation to sports, the report identifies the financial risks and harm which NFTs present to fans and the reputational harm it presents to clubs and recommends that “any measurement of fan engagement in sports, including in the forthcoming regulation of football, should explicitly exclude the use of fan tokens”.

Finally, in relation to advertising, and once again citing the research by Prof. Mendis, the report recommends that the Government respond to misleading and/or fraudulent advertising for NFTs.

For further information and for the full report, please see here: https://committees.parliament.uk/publications/41611/documents/205745/default/

HE Policy Update w/c 16 October 2023

Here’s your catch-up edition after the Parliamentary recess for the party conferences.

We’ve the full detail from the Conservative events and some snippets from the Labour Conference (we’re still awaiting some of the event transcripts and reports). In addition we have a guest slot from Nat and Stephen who attended the conferences.

Big news is the announcement that A levels and T levels are to be ditched for the Advanced British Standard qualification…in 10 years’ time, perhaps. And Minister Keegan is moving forward to establish minimum service levels for the HE sector during strike action.

Conservative Party Conference

You can read short summaries (provided by Dods) from a wide range of the fringe events held at the Conservative conference here. Pages 2-3 contain the list of fringe events for you to peruse.

Here are some teasers and snippets on the interesting ones:

Skills Britannia: Developing workforce capabilities to drive social mobility with Minister Halfon. The panellists spoke about the need for focus on vocational systems as much as the focus on universities, and the need for greater guidance to students on how they could access them.

Delivering the skills Britain needs – the role of modern universities with Gillian Keegan, Education Secretary. The session focused on skills and apprenticeships, with particular emphasis on the role which universities could play in closing the skills gap.

Snippets:

  • Graham Baldwin, VC of University of Central Lancashire – modern universities deliver not just on the academic but the vocational also, collaborations with business was something that was natural to universities, universities were crucial regional anchors to delivering the skilled workforce needed by UK industry. He said that the skills gap facing the UK was a major economic threat. He said closing these gaps required expanding skills and it was crucial to ensure modern universities provided flexible learning options to make this goal achievable for a wider group of learners.
  • Naomi Clayton, Learning & Work Institute, said higher education was increasingly important to growth and levelling up. She said that they needed a diversity of routes for skills education at all ages. Also spoke about the role of universities in supporting lifelong learning. She said that they needed a system which supported people to change careers and upskill throughout their lives. She said that the lifelong learning entitlement was a welcome move, but for many people, the idea of taking on more debt could be a barrier to accessing education and training.
  • William Atkinson, leader of the panel for Conservative Home, asked whether they had too many people going to universities, and if not, how they could adapt their courses to encourage people to go to universities and get skills.
  • Keegan said it was difficult to generalise. She said there were very few skilled careers that were not vocational or technical in nature, in some capacity. She said that it was not useful to have arbitrary targets, but they needed to make sure there were no rungs missing on the ladder for people to access a variety of opportunities.

How can science and innovation support an ambitious plan for economic growth? With George Freeman, Minister for Science. The panel discussed priorities for the Government in science and innovation, and what the main challenges facing the sector were.

Snippets:

  • Freeman – the Government’s mission was to shift the economic model towards research, innovation and science, away from the current services economy. Challenges facing the sector, Freeman first argued was Whitehall’s lack of ability to move at the same pace as the science sector. Second was the lack of skills. He said there was a disconnect between recruitment lists for jobs and the source of skills to meet them in many R&D clusters. Third was the lack of devolving more powers to R&D clusters
  • Professor Nigel Brandon, Dean at Imperial – wanted to see more stability in Government and a greater longevity of policies and incentives offered to the sector. He believed the priorities for research universities should be greater investment, access to a pipeline of talent and more international collaboration with other institutions.
  • Giles Wilkes, Institute for Government – the most important concept for innovation is openness, picking winners was needed and UK needs to choose where to focus attention and prioritise unlike countries such as the US which can cover more ground.

Key speeches:

Labour Party Conference

Fit for the future: How UK life sciences can drive growth and improve the health of the nation with Chi Onwurah, Shadow minister for Science, Research and Innovation. The panel focused on the vital role played by life sciences to the UK economy and the importance of every region of the UK supporting this sector.

  • Paul Blakely, Life Science Senior Policy Adviser, reasoned that the life science sector in the UK was now seeing a number of challenges due to increased competition in the sector due to increased investment in other countries during the pandemic. He also noted the NHS was in trouble which made the adoption of innovation difficult. He said the question was how could it be ensured that the UK maintained a competitive edge in life sciences.
  • Chi Onwurah, Shadow Minister for Science, Research and Innovation, expressed her belief that science and innovation were key to our economy, growth, and to improving our quality of life. She reasoned they were therefore key to Labour’s missions, such as achieving the highest sustained growth in the G7. Chi also noted that medicine technology was an area where science could be transformative and that was what the next Labour would be seeking to unlock.

Peter Kyle, Shadow Secretary of State for Science Innovation and Technology speech announced 10-year R&D budgets. Snippets:

  • This would allow relationships with industry to be built, long term partnerships to form and lead to investment in new technology and the infrastructure that underpins it. We will go further than ever before to make Britain the best place to innovate.
  • We’ll increase the number of University spinouts, accepting the recommendations of our start-up review. That includes better tracking of spinouts from universities with a dashboard to identify what’s working and where there are barriers. And we will work with universities to ensure there are a range of options on founder-track agreements helping to boost spinouts and economic growth.

Making Britain Work – Modern Universities and the Public Sector Workforce with Andrew Gwynne, Shadow Minister for Social Care. The panellists discussed the workforce crisis in the public sector and the important role universities played in training the next generation of public sector workers. The conversation predominately focused on the recruitment, training and retention of teachers and nurses, with panellists discussing why these vital sectors had become less attractive career paths.

Research

George Freeman, science research and innovation minister, wrote for Research Professional in Sold on science. The article is a quick whizz through all the major R&D developments introduced by the Conservative party from the ringfencing of R&D spend to the development of ARIA. It’s an easy read and show the policy progression of the last 13 years, or as Freeman names it the Conservatives legacy.

At the Conservative Party Conference Michelle Donelan (DSIT Secretary of State) announced:

  • AI: a £8 million will be available for AI scholarships over the next 12 months giving 800 more people the opportunity to start on courses. The funding will be disbursed by the OfS.
  • Innovation: a new £60 million Regional Innovation Fund (more on this below)
  • Characteristics: A review into use of sex and gender questions in scientific research and statistics (including those conducted by public bodies). This Cabinet Office review will be led by Professor Alice Sullivan (UCL) (funding provided by ESRC) and will produce guidance on the topic by May 2024. The terms of reference for the review are currently being discussed.

The Regional Innovation Fund will:

  • boost support for universities in areas with low levels of R&D investment.
  • be relative to the size of each UK nation (£48.8 million for 110 universities across England, delivered by Research England).
  • Allocations to the devolved administrations will be : £5.8 million for Scotland, £3.4 million for Wales and £2 million for Northern Ireland.

Biggest bang for our physics buck

DSIT published a policy paper UK strategy for engagement with CERN: unlocking the full potential of UK membership of CERN which aims to ensure the UK gains a good return on its membership of CERN. The UK is one of 12 members of CERN which aims to uncover the mysteries of the universe, including what it is made of and how it works. Space is an important investment area for the Government and they’re keen to maximise the UK’s research potential and leverage funding. CERN is better known for being the creators of the World Wide Web. Minister for Science George Freeman stated: As the second largest contributor to CERN, our return on investment is below where we would like it to be, with much more we can still do to ensure we take full advantage of all opportunities that are afforded by CERN membership. The strategy covers five areas:

  1. Research excellence: including more high-impact papers and maintenance of the UK’s global research ranking, contributing to the government’s science superpower ambition.
  2. World class skills :increased numbers of highly skilled technicians, engineers and scientists whose skills and expertise can be deployed in a variety of fields, advancing industrial capability and attracting world class talent to study and work in the UK.
  3. Commercial impact and innovation: increased uptake of innovation and commercial opportunities that drive growth in the UK and for the UK to be the partner of choice for international collaboration; and using business engagement with CERN to drive technological capability and innovation.
  4. International leadership: increased championing of our principles for engagement on a global stage, including diversity and inclusion, and more UK nationals in positions of leadership.
  5. Engage and inspire: increased awareness and appreciation of the profound impact that science and technology has on everyday life and more students pursuing STEM subjects, specifically:
    • Encourage people of all ages and backgrounds to pursue careers in STEM through the inspiration of CERN’s discovery science and technology.
    • Engage the public about the importance of STEM research and its societal impact.
    • Motivate all UK CERN stakeholders to set as ambassadors for the opportunities afforded by big science to people of all backgrounds.

More detail here.

Admissions: The Advanced British Standard

Rishi’s speech to the Conservative Party Conference said he was committed to stopping universities from enrolling students on courses that do nothing for their life chances, and that the target for 50% to attend HE as a false dream.

UUK Chief Executive, Vivienne Stern, responded to Rishi’s speech commenting: This political rhetoric is not in the interests of students, or the economic prospects of the country as a whole. We should be expanding opportunities and not talking down what is a national success story.

The biggest education announcement of the conference was Rishi’s intention to introduce the Advanced British Standard (ABS), a new Baccalaureate-style qualification for 16- to 19-year-olds which would bring A levels and T levels into a single qualification. The outline of the qualification would include 195 hours more teaching than current provision and learners would study five subjects. Responses to the announcement haven’t balked at a potential change to the long established A level system. Instead the ABS plans have been heavily criticised as there are already concerns for teacher recruitment/retention, particularly in FE, and sector commentators note increasing the number of teachers (even through incentives) is unlikely to yield the level of staff needed to deliver the qualification. If successful the change to ABS would be phased in over the next 10 years. The Guardian has coverage on the teaching crisis angle, highlighting an additional 5,300 teachers would be needed (not to mention a significant uptick in the education budget to fund them).  There are more responses to the announcement from the HE sector here.

Education Secretary Gillian Keegan also spoke about the ABS in a subsequent speech.

Shortly after the speech the DfE published a 47 page paper: A world-class education system – The Advanced British Standard, meaning these plans have been in the offing for a while (and Maths to 18 was a key pledge in Rishi’s bid for PM). There’s a shorter Government press release here.

We have a summary if you’d like more detail on the ABS, summary content is drawn from the DfE paper.

The next steps in the ABS journey are:

  • Reforms are unlikely to be realised for at least a decade – with the pupils starting primary school this term expected to be the first cohort.
  • Government will launch a formal consultation on the “approach and design of our new qualification, and the accompanying work to strengthen the system to deliver it in the coming months”.
  • This will inform a White Paper to be published next year.

Party Conference roundup

Nathaniel Hobby and Stephen Bates feature in our latest guest update on the conferences. Nat and Steve attended the Liberal Democrat, Conservative and Labour Party conferences to understand future opportunities for BU, and to meet with fellow public affairs professionals to talk about collaboration in the coming year and here is their update.

  • At the Labour Party conference, Professor John McAlaney spoke on a panel about responsible gambling and, specifically, updates needed to legislation to help protect from gambling addiction and harm
  • Party conference season has been interesting, with polarising moods depending on which Party you speak to.
  • For the Liberal Democrats, investment in health and care was front and centre, and it was said to be the key issue they will stand on in the next election – well timed with BU’s roundtable discussion following an announcement of the Lib Dems £5bn free personal care plan. Hosted in Bournemouth, the conference was busy with a positive mood towards the future.
  • At the Labour Party Conference, the mood was very optimistic; among Labour Party members and politicians there is a general view that the next election is theirs to lose, and the optimistic mood is a welcome change to the current political climate. A buzzword that came up more than once was this being the time for a ‘prevention revolution’ in a number of areas. Fringe events on alcoholism prevention, gambling addiction prevention (including BU) and healthcare interventions to prevent health problems later in life were littered across the schedule.
  • There was a focus on the Labour manifesto and the subject of technology, a lot about the speed of change in technology and the need for political wheels to move faster. Specifically, it was seen that there is a need to focus on opportunities in the next manifesto, even in areas that can seem risky, as the gear change the country needs.
  • A constant throughout the fringe sessions was a frustration on the lack of collaborative working across sectors, governments, organisations and including universities to solve societal or local issues. Whether it is skills, care, social mobility, jobs or governmental issues, a key thread was the seeming, or perceived, lack of collaboration and co-working for the good of people in local areas. Universities have a role to play in supporting the collaboration, but also being vocal where these collaborations are already happening as a way of fighting the current perception.
  • In HE, the subject of tuition fees was back on the agenda, and it isn’t good news, with a Public First polling report (summarised elsewhere in this update) showing that there is not a lot of public support for increases. At many of the sessions, the mood music was that the HE sector still needs to do much more to show its value to the public, and ‘playing nicely’ with FE, apprenticeships and the skills agenda to look to the long term. Almost universally in any fringe event connected to HE was an agreement that FE and HE need to get as close to it as possible. As one panellist put it, “Universities aren’t the priority for the public and no political party will want to be seen to be adding to the public debt” so universities will need to work much harder to rise up a very busy post-election agenda.
  • For the Conservatives, there were reports in the media of low attendance in the main hall of the Conservative Party Conference but the fringe events were very busy and well attended.
  • Two big themes in the main auditorium were how the UK could/should become a superpower in Science and Innovation and apprenticeships. Imperial and UCL both sponsored events discussing building Britain’s science innovation which were attended by George Freeman (Minister of State for Science, Research and Innovation) and Andrew Griffith (Economic Secretary to the Treasury) respectively.
  • The question of university funding and the fact that international students now fund the shortfall in costs for domestic students, as opposed to providing additional research funding, was more of a focus for the Conservatives. The ministers appeared to agree that this was not a sustainable set up, although no answers to the problem were discussed. Interestingly George Freeman noted that the policy for university funding lies with the Department for Education but it clearly has a knock on impact for the Department for Science, Innovation and Technology who own research funding.
  • Secretary of State for Education, Gillian Keegan, attended an event hosted by Policy Exchange and Grant Thornton on degree apprenticeships. As a degree apprentice herself, Gillian Keegan is clearly very passionate about them and, although she said she wouldn’t implement targets, there is going to be a clear policy drive on that if she keeps the brief. She was joined on the panel by the VC of Manchester Metropolitan University who have around 2500-degree apprentices, and Labour Metro Mayor of Liverpool Steve Rotherham who is also a big supporter and will carry on that support if Labour win the next election. Minister of State for Skills, Apprenticeships and Higher Education, Robert Halfon joined a panel discussion on apprenticeships for school leavers and UCAS joined a panel discussion in the Youth Zone about making it easier for young people to find apprenticeships and explaining how their portal will soon be a one stop shop for apprenticeships and degree courses.

Students

Student withdrawals

The SLC published the (early) in-year student withdrawal statistics. The figures compared the number of students withdrawing from university over five academic years from 2018-19 to 2022-23.

  • In 2019-20, a total of 29,630 withdrew.
  • In 2020-21, a total of 31,279 withdrew.
  • In 2021-22, a total of 39,405 withdrew.

Student Needs

Advance HE published the Student Needs Framework. It maps and categorises students’ needs as:

  • Individual competence, Confidence and Resilience; and
  • Belonging and Community.

It’s a broad overview and doesn’t delve into interventions and explore the multiple ways students may manifest their individual needs. Advance HE say: The framework is designed flexibly to support a broad range of colleagues, especially those involved in teaching, learning and student support in strategic or in practice roles. It will be most effective if adopted at an institutional level, mapped with consideration to your institutional context and priorities to enhance practice and policy.

More information here.

Uni Connect

The OfS published the independent evaluation of the Uni Connect programme’s impact on outcomes for learners. The report is based on learner survey findings after Wave 4 of the project and it recommends that Uni Connect partnerships and individual HEIs should:

  • Continue to offer sustained and progressive outreach to maximise the impact of Uni Connect on learners’ outcomes.
  • Embed personalised support, such as mentoring and masterclasses, with lighter-touch activities such as campus visits, in a multi-intervention approach.
  • Ensure information, advice and guidance focuses on the financial support available (in addition to the costs) and the non-financial benefits (as well as the financial benefits) of HE.
  • Deliver interventions for key influencers.
  • Work with schools and colleges to support attainment-raising.

Industrial action: minimum service levels

At the Conservative Conference Gillian Keegan, SoS Education, announced a consultation to introduce minimum service levels in universities during strike action to ensure students receive the teaching they deserve. The DfE have announced more details: The consultation will focus on stronger protections for final year students, key cohorts or those studying specialist subjects. If introduced, the minimum service level could ensure students get the education they pay for, protecting them from strike action, for example looking at how to guarantee continued services such as teaching contact hours and marking their work during walkouts.

The minimum service concept isn’t new – the Act requiring minimum service levels was passed in July 2023 and applies to education services alongside health, fire and rescue, transport, nuclear activities and border security. However, to implement this legislation regulations are required for each service. And a consultation was launched in August on some aspects of the implementation including what reasonable steps means.

In the DfE press release the government link the minimum service expectation with their priorities of ensure quality degree delivery (and value for money) and the OfS recruitment limits where courses have high student drop out. They state: Today’s announcement is another step in a series of long-term decisions to ensure a bright future for all children and young people, whether it be starting school, through to going to university or undertaking an apprenticeship.

We’ll be watching closely to see how they define minimum service for education, and specifically HEIs. Watch this space.

Regulatory | Free Speech

Here’s a reminder on the HE (Freedom of Speech) Act, which involves:

  1. a new strengthened duty to promote freedom of speech and academic freedom
  2. new OfS condition(s) of registration
  3. requirements for codes of practice
  4. regulation of students’ unions on freedom of speech
  5. the introduction of a statutory tort
  6. establishment of a free speech complaints scheme
  7. creation of the role of the Director for Freedom of Speech and Academic Freedom
  8. monitoring of overseas funding in relation to risks to academic freedom and freedom of speech
  9. prohibition of non-disclosure agreements in complaints relating to harassment and sexual misconduct

UUK published a briefing and case studies aiming help universities to prepare for the HE (Freedom of Speech) Act. It sets out summarises the new legislation, highlights the consultation for the new OfS conditions of registration has not yet been published, explains the statutory tort, complaints and overseas funding. Helpfully it contains some information on the other legislations and legal duties which overlap or contain free speech content.

Fees

With the likelihood of a 2024 election looming attention turns once again to HE tuition fees. Public First published an interesting report Public Attitudes to Tuition Fees: What are Labour’s Options for Reform? The key findings are below but in short it’s a wicked problem – people want fees to be free or lower but don’t want to pay for them from the public purse, the level of debt students leave HE with remains an emotive issue.

  1. Labour made the right decision politically on fees. Our research confirms that Labour made the right electoral decision to move away from their pledge to abolish tuition fees. It is a decision that benefits Labour significantly more than it costs them as they head towards the next general election. By 43% to 30%, respondents thought Starmer was right to go back on the pledge to abolish tuition fees. Swing voters are even more likely to think that Starmer was right, with 48% saying he was right to drop the pledge, and 28% saying he was wrong to do so.
  1. Tuition fees are not a popular policy; in the abstract, there is a high level of support for fee abolition. People believe higher education is important: parents want their children to go to university, and they believe the cost is too high. They would ideally like to see fees cut or abolished entirely. This is broadly true across all demographics.
  2. However, people also think that there are other, more pressing priorities for spending, particularly in times of financial crisis. When we asked a narrow and direct question about whether people supported fee abolition, there was widespread support, but when the question was posed differently, with people given a list of options for the to pursue, or when people were told how much fee cuts would cost the taxpayer, support fell away.
  1. No matter how popular abolishing fees is in principle, in practice people are very against subsidising changes through general taxation. When informed of the overall cost, fee abolition is seen as too expensive, and there is little real appetite for it among voters. With the exception of raising corporation tax to pay for the abolition of fees, every other option has net negative support(more people oppose than support). It was the prospect of personal taxes and VAT rising to fund a fee cut that particularly put people off a fee cut. Hearing the scale of funding needed – and how this might need to be paid for – was a significant concern to voters
  1. People want university to be more affordable for students in the short term. Returning to maintenance grants was considered a popular alternative to the abolition of fees. Against the backdrop of the cost-of-living crisis, many considered the cost of the university experience as prohibitive (at least in principle). Voters are also supportive of cutting fees in certain circumstances – such as for those from low income families or studying socially and economically important courses (such as teaching or nursing).
  2. Reducing tuition fees is popular (although paying for it is not). Across the board, people think fees are too high and that people leave university with excessive debt. They would like to see tuition fees reduced, with £6,500-£7,000 being the most popular choice. In particular, people are sympathetic to the plight of young people who leave education with such high levels of debt (which most people hate) but are unsure what the alternatives are. Respondents reject the idea that fees should go up with inflation but are supportive in the abstract of the government providing additional support when this is framed as limiting the cost increase for students.
  1. There is a relatively high level of support for employers making a contribution to the higher education funding system. When described as a levy that businesses pay to universities who train their workers, 59% were in support, making it a more popular choice than additional government funding. Support dropped to 39%, however, when this was framed as higher taxes employers would pay in order to hire graduates – consistent with our findings throughout that there is widespread lack of support for higher taxation in any form.
  2. There are more rewards than risks for Labour when moving away from the abolishing tuition fees pledge. Abolishing or not abolishing fees has little difference on the voting intention for existing Labour voters but is an important policy choice for undecided or swing voters. We estimate there are 83 seats in total where Keir Starmer’s decision not to abolish tuition fees significantly boosts Labour’s chance of winning the seat – including places such as Buckingham & Bletchley; both Isle of Wight seats; and Mansfield.
  3. U-turning on fees may have positive electoral consequences, but it shouldn’t be shouted about. Our results suggest that dropping the pledge has a relatively minimal impact among Labour’s supporters, and if anything is assisting support among those who have switched over from the Conservatives. Labour moving away from fee abolition is likely to have positive electoral consequences, but the act of u-turning on yet another policy position should not be taken lightly. The public needs more information about the context surrounding changing policy positions, such as the impact of the economic environment on decision making and/or what that money would be spent on instead.
  4. Restoring maintenance grants is the option most likely to be both a vote winner and a seat winner for Labour. It was also the option where respondents seemed content for the taxpayer to fund the commitment. When we asked voters directly if they supported reintroducing maintenance grants, assuming the extra cost would be paid for through increased taxation, 55% said they did, while just 14% said they would be opposed. 50% of respondents said they would be more likely to vote for a party which pledged to reintroduce maintenance grants, and just 8% said they would be less likely to do so.
  5. Introducing a graduate tax was also more popular than abolishing fees outright, particularly amongst younger voters. Reforms to student repayments could help shore up support amongst highly educated progressives. Voters supported the idea of a graduate tax by 43% to 22%. Young voters supported this most enthusiastically: 18-24s support it by 53% to 18%, and 25-34s by 50% to 22%. 36% of respondents overall said they would be more likely to vote for a party planning to introduce a graduate tax, compared to 19% who said they would be less likely.
  6. There is massive, untapped support for more investment in FE. While there is widespread support for higher education in principle and practice, there is significantly more public support for further education and apprenticeships – and far more than the politicians give credit for. Politicians of all parties ought to be talking more about FE, apprenticeships and training. This is particularly true amongst swing voters, and those in target red wall seats which do not have a local higher education institution.

A manifesto for HE and Research

HEPI ran fringe events at both Conservative and Labour party conferences asking what should be in the party’s manifesto for HE and research. The recording of the Conservative event is here, the Labour event content isn’t available (yet). Ahead of the fringe events HEPI published a Higher Education Policy Institute report on three vice-chancellors’ hopes ahead of the party conferences. It set out the perspective of three HEI leaders on what they wanted to see in the manifestos for HE at the next election.

The essays all emphasise the centrality of HE to the UK’s future success and cover a broad range of themes, including research, local partnerships, and a long term skills strategy. There are some areas of consensus among the three authors (tackling the cost-of-living crisis among students and the growing shortage of student accommodation). However, they differ in their prioritisation of the request for more public funding. The essays are worth a read, even if a bit predictable.

Chris Husbands (Sheffield)

  • Government should establish a National Skills Council, bringing together government, universities, further education colleges, sector bodies and business leaders to shape a long-term skills strategy founded on collaboration.
  • … current support from Innovate UK and Higher Education Innovation Funding (HEIF) should encourage differentiated institutional missions and structures, which might focus on educational cold spots, or offer specific teaching-only vocational provision, tailored to the region
  • Government needs to re-engineer the Student Loans Company to drive flexible and part-time learning
  • Given resource constraints, we propose to fast-track the delivery of the LLE via regional Higher Skills Centres (HSC), focused on mature learners, and located in educational cold spots across the UK rather than a wide-scale rollout – for which systems and demand are still underdeveloped.
  • ….regional business support needs to be restored with universities as key partners
  • Government should create a ‘shared apprenticeship facility’ which would enable SMEs to pool their apprenticeship demands and connect to training providers, including universities
  • Government should establish a funding pot, which need not be large, to drive higher education and further education collaboration in areas where advanced training provision is underdeveloped – largely those towns and smaller cities which do not have a university presence
  • The Office for Students should be merged with the Office of the Independent Adjudicator for Higher Education to provide coherent oversight in the student interest.
  • Government should establish a strategic Tertiary Funding Council with oversight of the sector and the sustainability of institutions, with a more systemic view of the potential of universities to contribute to the full range of economic and social objectives.

Sasha Roseneil  (Sussex)

  • A COVID generation student premium
  • A mental health and wellbeing support grant and University Clinics
  • A ‘Science Superpower and Crucible for Creativity’ grant
  • A new focus on student maintenance
  • An independent, comprehensive review of university funding, to include citizens’ voices
  • Facilitating local public investment in student housing
  • Universities under a single government department

Adam Tickell, Birmingham

  • Foster a conducive environment for universities to thrive, so they can help to tackle the pressing challenges facing the country
  • Prioritise quality-related funding to allow universities to pursue high-risk high-reward discovery research
  • Adopt a long-term, sustainable and predictable funding model for higher education to protect universities’ future
  • Rebalance the current framework so that UK R&D remains internationally competitive
  • Promote and support UK universities on the world stage to maintain the UK’s attractiveness to international students
  • Set the broad policy parameters, then leave universities to get on with what they do best

Another manifesto: what might be in the King’s Speech

But before we get to an election, Policy Exchange have published a manifesto for the next session of Parliament – Iain Mansfield’s request for the King’s Speech. It includes a proposal for a Higher Education and Skills Bill (for England only), most of which will not be surprising to those who follow Iain on X or other platforms:

  • Cap overall student numbers:
    • To impose a duty upon the Education Secretary to, on an annual basis, determine the total number of undergraduate university places that would be funded for the following academic year, at least three months prior to the beginning of that year’s university application cycle.
    • In the event that Parliament did not approve a new annual quantity of places, the number of places funded would be the same as in the previous year.
    • The number of places funded may not be lower than 95% of the total number of places funded the previous year
  • Make the OfS share the cap out between providers based on a massive complex bidding system
    • To impose a duty upon the Office for Students to apportion the limit on funded places amongst higher education providers by imposing a limit on funded places upon each provider.
    • In determining the limits upon each provider, the Office for Students may consider:
      • The wishes of the provider.
      • The need to maintain stability within the sector.
      • The student outcomes achieved by the provider, as measured by completion rates, progression to highly skilled employment or further study and earnings.
      • National skills shortages, as specified in the Shortage Occupation List published by the Migration Advisory Committee.
      • The sufficiency of student accommodation provided by the provider or available in the vicinity of the provider.
      • Whether or not the provider is currently subject to one or more specific ongoing regulatory conditions of registration.
      • Guidance or Directions issued by the Secretary of State under Section 2 or Section 77 of the Higher Education and Research Act 2017.
      • The need to protect institutional autonomy.
    • In determining the limits upon each provider, the Office for Students may not consider:
      • The content of courses at the provider, and the manner in which they are taught, supervised or assessed,
      • The criteria for the selection, appointment or dismissal of academic staff, or how they are applied, or
      • The criteria for the admission of students, or how they are applied.
    • In determining the limits upon each provider, the Office for Students may not impose a limit that is lower than 95% of the limit imposed the previous year, unless the provider requests such a limit.
    • To impose a duty upon the Office for Students to impose a fine upon any provider that exceeds their place limit equal to twice the total value of tuition fees that would be paid by those students over the course of their studies.
    • The Office for Students may, at its discretion, choose to waive the fine for a provider that exceeds its place limit but does so by less than 2%, where it is satisfied that this was neither negligent nor intentional.
    • The Office for Students may not waive the fine for a provider more than once in any three year period.
    • To provide a right of appeal against such a fine the basis of severe procedural irregularities or significant factual errors only.
    • To provide that the Open University shall be exempt from all limits on funded places.
  • And then to also incentivise employers to invest in training
    • To create a Skills Tax Credit that would enable all businesses to claim a tax relief equal to 10% of the money spent on skills development that could be offset against their corporation tax.
    • Eligible skills spend would include spending on apprenticeship wages, any course at a UK Further Education College, registered independent training provider or registered higher education provider, T-Level placements (up to £1000 per placement), Skills Bootcamps and the cost of external trainers brought in for skills development.
    • Excluded skills spend would include any training required solely or primarily to comply with statutory obligations, such as the Health and Safety at Work Act 1974 or the Bribery Act 2010

There are other proposals in the paper including on housing, leaseholder enfranchisement, anti-social behaviour etc.  Not sure that any of this will turn into reality, certainly not in the King’s Speech this autumn, but these things may pop up in election material.

Access & Participation

The Sutton Trust has published the report 25 years of university access setting out how access to HE has changed over time. See page 4 for the key findings.

Inquiries and Consultations

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

Other news

Medical schools: The government has asked the OfS to allocate an additional 205 places for medicine study as part of the drive to increase the number of doctors needed in the UK. Contact us for more information on this.

Cyber defence: UUK published guidance outlining the main cyber security threats to the HE sector and the impact of recent attacks against individual organisations. Actions universities are recommended to take include:

  • Review institutional security posture using the four-pillar security posture model described in the introduction.
  • Business continuity: make sure everyone in your organisation knows what to do in the event of a serious security incident. Regularly rehearse scenarios with a view to continual improvement, remembering to reflect changes in the threat landscape and technology.
  • Share and collaborate: Defending as one, higher education institutions should work together to share threat intelligence and expertise, which has a positive impact on the sector’s preparedness and capability to respond, both tactically and strategically.

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JANE FORSTER                                            |                       SARAH CARTER

VC’s Policy Advisor                                                              Policy & Public Affairs Officer

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

HE policy update for the w/e 29th September 23

It was a funny old week. TEF and KEF results popped out with little fanfare, OfS announced a degree apprenticeship push and are getting on with the sexual misconduct survey (finally). We’ve got to hope the Government keep their receipts safe if they wish to claim the Horizon Europe guarantee refund – through a voucher discount for the next scheme (which we may or may not join). UKRI’s PGR new deal scheme gets a pasting and Minister Halfon sneers at the criticism that the Lords Committee dished out to the OfS. It’s a parliamentary recess for conferences so you can expect more politics and less policy in the news for the next couple of weeks!

Teaching Excellence Framework

The new TEF results were announced on Thursday for 228 providers, the remaining 23% (53 providers) are pending appeal. More detail will be provided in November when the provider submissions, panel statements, and student submissions are published (along with the outcome of the appeals). Once this is released we’ll have a fuller national picture of how institutions have engaged with TEF across the nation.

You can search the results here.

If you’re not familiar with TEF it’s changed a lot since BU received the previous silver award – since then there were lots of experiments and interim exercises. Wonkhe have an explainer: TEF now contains two “mini TEFs” – one covering student experience (the NSS metrics plus evidence from submissions) and the other covering student outcomes (continuation, completion, progression, plus evidence from the submissions. You get an award for each, which are then combined into your main TEF award

73 universities and colleges were awarded Gold for at least one aspect.   Of the Gold ratings awarded:

  • Ten are for what the OfS has categorised as “low entry tariff” providers. A further seven low tariff providers have been awarded Gold for one of the two aspects.
  • Seven are for what the OfS has categorised as “medium entry tariff” providers. A further five have been awarded Gold for one of the two aspects.
  • Ten are for what the OfS has categorised “high entry tariff” providers. A further eight have been awarded Gold for one of the two aspects.
  • Nine are for specialist providers in creative arts subjects.
  • Three are for specialist providers in other subjects. A further three have been awarded Gold for one of the two aspects.

It is interesting to see how little the new “requires improvement” award was used in practice – no-one received an overall RI rating and only a few had one aspect rated as requiring improvement.  Which is good, of course.

Prior to the announcement Wonkhe questioned: But what – if anything – does TEF mean in a world of dwindling resources and acute student hardship? The 2015 Conservative manifesto that sparked the exercise was speaking to a different world, and it seems highly unlikely that anyone in power will use these results as a spur to praise the excellence and diversity in the sector.

What does it all really mean – we don’t know until we can read the submissions and the panel assessments.

Blogs:

KEF

Research England published the Knowledge Exchange Framework (KEF 3) results on Wednesday. If you’re unfamiliar with the KEF the best explainer is on the Research England website. KEF is a series of dashboards which summarise an institution’s performance on seven areas of knowledge exchange (or ‘perspectives’) – public and community engagement, research partnerships, working with business, working with the public and third sector, CPD and grad start-ups, local growth and regeneration, IP and commercialisation. If you scroll down to table 1 (on the webpage) you’ll see what activities are measured to provide the KEF judgement for each of the perspectives listed above. The data for the KEF is pulled from the Higher Education Business and Community Interaction survey.

For the KEF, institutions are grouped into “clusters” and results are compared across the cluster, with every institution being given a rating for each perspective based on which quartile it falls into in its cluster.  Confused?  Well yes, it is confusing!

For more coverage delve into:

  • NCUB blog: What can the KEF tell us about university KE performance and improvement?
  • Wonkhe blog analysing the KEF 2023 results across providers and clusters.
  • Some good (if rather chatty) coverage from Research Professional (suitable for novices to KEF) in At KEF’s door. It begins:
    • some of our readers may be old enough to remember when former universities and science minister Jo Johnson told the Universities UK annual conference that the KEF was “a challenge” that all universities “did not need to rise to”. The fact that the architect of the KEF did not expect all universities to take part in it has not prevented the entire sector from having a go …with the KEF: the large research-intensives of the Russell Group have their own group of death, and the specialist arts providers play among themselves….It’s all in a good cause, we are told, because obviously the Royal College of Music should not be compared with the University of Oxford when it comes to industrial research collaborations. Over the years, the KEF has developed a basket of metrics to allow meaningful comparison, to encourage institutional improvement.
    • …[this] third instalment…leaves us wondering if anyone is enjoying this apart from the people who produced it.
    • …Is the KEF driving improvement in knowledge exchange across the board or has it created another battleground for institutions to compete against one another? At the moment, Research England is sitting on the fence on that one.
  • UKRI article: KEF3 gives insights on emerging trends in performance improvement

Research

Horizon Europe voucher refund. Following intervention from the Lords last week Science|Business have broken the news that the financial guarantee mechanism will only be implemented if the UK participates in the Framework Programme 10 Horizon successor programme (FP10). Underperformance against contributions in Horizon will be ‘refunded’ in the form of a voucher against FP10 participation. The guarantee assures the UK if they pay over 16% more in Horizon costs than they receive credit back through the voucher. Martin Smith, Head of the policy lab at the Wellcome Trust said the rollover clause is good news, because it lays the groundwork for the UK to take part in future framework programmes. “It’s setting up an expectation that participation is a long-term thing, which is great”. Full details here.

Wonkhe blog:  With Horizon association secured, Maëlle Gibbons-Patoure takes us through the challenges, joys and practicalities of working with the world’s largest funding framework.

Quick News

  • Consultations: REF 2028 planning continues to move forward. There are currently two consultations open for contributions – our tracker outlines who to contact if you wish to contribute to BU’s responses. Wonkhe have two blogs on the topic:
  • Business links: Research Professional – the performance of very large universities with a major research focus has dropped slightly when it comes to linking with businesses, according to a major assessment.
  • PGR New Deal: Wonkhe criticise UKRI’s new deal for PGRs, excerpts:
    • If I thought the Office for Students’ work on student voice and engagement was weak, I wasn’t quite prepared for UKRI’s “New Deal” for PGRs…The trifecta of a pretty weak set of rights to start with, institutions that are trying to squeeze every last drop and effort and value from dwindling funding, and an environment in which PGRs think any attempt to enforce the rights that are there will result in perceived reputational damage when trying to build a career means that we really do need to work out how their “voice” can engender protection and change…As such, the “New Deal” for PGRs…is a real let down.
    • …The “baseline” of support it’s thinking of establishing – over everything from supervision standards to mental health – ought to have a real relationship with quality frameworks from OfS and QAA, and government-backed work like the University Mental Health charter. That neither the Quality Code, OfS’ B Conditions nor Student Minds are mentioned doesn’t fill me with hope that PGRs will be properly considered 
    • …A genuine sector collaboration on the issue – drawing in providers, funders, regulators, the unions and actual PGR students – is long, long overdue. Read the short blog in full here.

Try this blog for a rundown on what the new deal includes or read the official version by UKRI.
Meanwhile the Russell Group issued a statement welcoming the new deal for PGRs.

  • PGR stipends: UKRI to review stipend payments to improve support for postgraduate researchers.
  • Spinouts (part 1): Wonkhe – Investment group Parkwalk has releaseda report on equity investment in UK university spinouts, finding that the total amount invested fell from £2.7bn in 2021 to £2.3bn in 2022, and “looks set to fall again in 2023.” However, the figure for 2022 was significantly higher than that of 2020 (£1.5bn) and all preceding years, and the number of spinouts over the last three years has been largely unchanged. Life sciences continues to be the main area for spinouts, though the report also highlights the growing importance of artificial intelligence-related companies. It’s also suggested that since 2021 there has been a decline in the proportion of investments exclusively from UK investors – historically around 80 per cent, but in the last two years at 64 per cent – with an increase in the share of UK-foreign co-investment deals. The Financial Times covers the report.
  • Spinouts (part 2): Wonkhe – The government should introduce standardised agreements with universities regarding the equity shares they take from spinouts, the Social Market Foundation has argued in a new report – the think tank suggests five to ten per cent in companies founded by staff, and no share in student-founded firms. The report also suggests identifying regional hubs for high value industries, and scaling up the local universities with increased investment and research funding. The Times covers the report.

Lifelong Learning Entitlement

The Lifelong Learning Entitlement (LLE) became law last week, closely followed by the DfE publishing the modelling assumptions behind the LLE financial planning. It assumes learner numbers for modular programmes will start small.

Wonkhe say: There are also some very generous assumptions about costs incurred by providers and the modelling on which the Department for Education is basing the business case contains assumptions about staff time that many in the sector will find generous to the point of fantasy. There’s plenty of time for that to change because the LLE is only in the planning stages, it will be implemented from 2025 onwards. Blogs:

Regulatory

Cracking quality: Research Professional report on the announcement in the Sunday Times that Rishi Sunak is planning yet another “crackdown” on low-quality university courses as part of his pre-election reset of Conservative policies. However, they anticipate it to be more bark than bite: The last time the government rattled a sabre over low-quality university courses, the attack was all but abandoned by lunchtime as ministers struggled in media interviews to name a course or university that would be subject to restrictions. We can expect a line or two about Mickey Mouse degrees in Sunak’s conference speech in Manchester next week, but little more in the way of action from a regulator licking its wounds following the Lords select committee report that criticised the Office for Students as too close to government.

Of course, the government already announced how it was tackling low quality courses earlier in September – through the regulatory system.

In favour:  Universities Minister Robert Halfon responded to a comment in the Financial Times defending the university sector and trotting out a reminder of his pet projects (degree apprenticeships, lifelong learning entitlement, cracking down on low quality courses). What was most interesting in the response was Halfon’s dismissive mention of the Lords inquiry which heavily criticised the OfS. Halfon states: while I recognise there is always more to be done to reduce regulatory burdens, the Office for Students is an essential part of our mission to drive up the quality of higher education by holding universities to account, championing students’ interests and improving social justice. It’s a strong indication that the Government’s response to the Lords formal report won’t call for significant change or rebuke the regulator publicly.

Sexual Misconduct: The OfS launched a pilot survey aiming to identify how widespread sexual misconduct in HE is. They’ve commissioned independent research by IFF Research who will work with the 13 HEIs that put themselves forward for the pilot. All students at the HEIs will be invited to complete the survey and answer questions about their experiences of sexual misconduct, how these experiences have affected their lives and studies, and their experiences of using the reporting mechanisms in their university. Note, this is the fieldwork element of the pilot survey announced in January 2023 (here).

Wonkhe highlight a warning for the sector regarding what the pilot may find: this pilot survey should offer some insight into the scale of the issue facing institutions and what kind of support students might need…At a Wonkhe event last week, academic and founding member of The 1752 Group Anna Bull warned that the sector should prepare for the discovery that the scale of sexual misconduct is higher than anticipated – smaller-scale prevalence surveys have indicated that around one in five students in any given year may be affected, and up to two-thirds of students during their time enrolled in higher education. These students are predominantly, though not exclusively, women – and perpetrators are typically other students at the same institution. Replication of these findings could change the picture considerably for how institutions seek to tackle the problem, encourage reporting, support survivors, and handle alleged incidents. 

Blogs on the topic:

Degree Apprenticeships: The OfS have earmarked £40 million (awarded through competitive bidding) for HEIs to expand their Level 6 degree apprenticeship programmes.

Apprenticeship levy: There’s a parliamentary question on the total amount of unspent apprenticeship levy and the funds returned to the Treasury.

Cooperation: the Office of the Independent Adjudicator for Higher Education has signed a memorandum of understanding with Ofqual agreeing to work together and share information in order to meet their respective responsibilities in the HE sector.

Student News

  • Turing: Parliamentary Question revealing the DfE cannot currently calculate the actual average cost to the public purse per participant supported by the Turing Scheme in each academic year. And that data on the international mobilities delivered in the first year of the Turing Scheme (2021/22) is coming soon.
  • Accommodation: Wonkhe – Cushman and Wakefield’s annual student accommodation report highlights the brewing “student accommodation crisis” – with average private sector rents outside of London now at 77% of the maximum available maintenance loan. Fewer than one in ten spaces are now affordable for the average student, with university cities including Durham and Exeter offering even less affordable housing. Overall average rental costs have risen by more than 8% this academic year – driven by a growth in demand, rising operational and development costs, high inflation, and fewer new spaces available. The Guardian has the story.
  • Student support: Wonkhe have a neat blog looking at student support across the four nations and which students/parents get the best deal for their household income. HEPI also published a paper earlier this month on how different institutions are approaching student support with cost of living.
  • Loan forgiveness: It feels as though one organisation or another calls (or writes about) the need for student loan forgiveness for nursing (and often other allied health disciplines) every week. This week it’s the BBC’s turn covering calls for the loans to be written off once the student has completed 10 years of NHS service, although much of the article focuses on non-completion of training. The research behind the BBC’s article comes from a Nuffield Trust report: Waste not, want not. Nuffield state the estimated cost would be somewhere in the region of £230 million for nurses, midwives and allied health professionals per cohort in England. A similar scheme, or early-career loan repayment holidays for doctors and dentists in eligible NHS roles, should also be seriously considered. We believe this would represent a very sound investment.
  • Meanwhile the Royal College of Midwives highlight a report which finds that midwifery degree apprentices improved accessibility and retention within the workforce. There were lower drop outs (almost 0%) than through a traditional degree route (13%) – likely influenced by the majority of apprentices already holding positions in the maternity support workforce. And the programme was also found to support diversity, both in terms of supporting mature apprentices and those with caring responsibilities, and those from non-white backgrounds.

Admissions

A Levels: The Times reported that Rishi Sunak plans to replace A levels with a British baccalaureate qualification incorporating more subjects including compulsory English and his manifesto committee of maths to age 18. The extension of compulsory maths already has an expert advisory group looking into it. Dods report that the DfE have not denied Rishi’s proposals are being explored but that they had already reformed post-16 education (T levels and apprenticeship changes) and that the baccalaureate policy was a personal mission for Rishi, not the DfE.

Sector response to the possibility of replacing A levels has been dismissive. The concept faces many barriers because it would require significant infrastructure change for the educational curriculum, the overcoming of the maths teacher shortage, and the policy has to convince not only the DfE but also the electorate in the upcoming general election. Even if adopted it may polarise education in the nations further as Wales and Northern Ireland may choose to retain their current systems.

Here’s a comment from Research Professional on the baccalaureate:

  • Just as with the seven recycling bins, all of this can be filed in the category of never going to happen. Even if Sunak were to win a general election, the teacher shortage would make such a curriculum impossible.
  • Universities have not been consulted on replacing A-levels and there are no details on the changes that would need to be made to both GCSEs and higher education admissions to make any of this possible. Given how long it would take for these wholesale reforms of English education, it is almost as if Sunak himself has no real expectations of any of it happening.

What is interesting is the timing of this announcement. We’ve entered conference season and the political parties and party leadership need to be seen to make bold changes for the future demonstrating both their worth and that of their party – positioning it well in the electorate’s eyes for the forthcoming general election.

The party conferences are staggered so we’ll provide coverage across the next few policy updates.

Finally, Lord Willets weighs in on the A level debate in this Conservative Home blog: Why Sunak is right about A-levels and what should be done next.

Quick news

  • Recruitment caps: Wonkhe blog – Northumbria SU’s Tom Wellesley is concerned that the government’s plansfor recruitment caps on “low-quality” courses will restrict opportunities for prospective students.
  • New UCAS Chief: Dr Jo Saxton steps down as Chief Regulatory of Ofqual (in Dec 2023) to become the Chief Executive of UCAS (in Jan 2024 – replacing Clare Marchant). Recruitment for her Ofqual replacement has begun. Education Secretary Gillian Keegan said: I am hugely grateful to Jo for guiding Ofqual through the challenges that followed the pandemic, ultimately overseeing a smooth return to exams and normal grading. Jo’s knowledge and experience have been invaluable as we’ve navigated the past 2 years and returned to the exam arrangements that best serve young people. I look forward to continuing to work with Jo in her new role at UCAS, supporting students to progress onto university, degree apprenticeships and the world of work.

Access & Participation

Parliamentary Question: Care leavers’ access to HE.

TASO published: Student mental health in 2023 – Who is struggling and how the situation is changing. It highlights more and more students are experiencing (or reporting) mental health difficulties and looks at how gender, LGBTQ+, ethnicity and student background factors interact with poor mental health. It also highlights mental health as the leading reason to withdraw from university. If you don’t fancy reading all 32 pages check out the conclusion starting on page 27 or read Research Professional’s analysis of the TASO paper which also delves into university resources and the Government’s attention to student mental health to provide a rounded picture.

International Recruitment

The Big Issue reports on international recruiters: £500 million is being spent by UK universities on a murky and unregulated industry. Education agents, who are paid a commission for each international student they enlist, are involved in 50% of international student admissions in the UK. In some countries such as China, this number reaches 70%. Twenty years ago the figure was just 10%. So who are they, and why are they now so widespread?  The article is timely given Lord Jo Johnson’s call for international recruiters to be regulated and for HE providers to diversify their international portfolio to reduce financial risk and alleviate security concerns about the influence of overseas nations.

Inquiries and Consultations

Click here to view the updated inquiries and consultation tracker. Email the contact listed against the item you’re interested in (or policy@bournemouth.ac.uk) if you’d like to contribute to any of the current consultations.

Other news

Skills shortages: The DfE published the 2022 employer skills survey demonstrating that 10% of employers have a skill shortage related vacancy. Skills shortages as a proportion of all vacancies rose from 22% in 2017 to 36% in 2022. 15% of employers stated they had an employee (or employees) who lacked the skills for the job and overall 5.7% of the workforce have a skills gap (up from 4.4% in 2017).

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JANE FORSTER                                            |                       SARAH CARTER

VC’s Policy Advisor                                                              Policy & Public Affairs Officer

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

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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