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This part of the blog features news and information for postgraduate research students and supervisors

PGR Virtual Poster Showcase | Ogochukwu Ann Ijezie

Taking us into July’s PGR Virtual Poster Showcase:

Ogochukwu Ann Ijezie, PhD student in the Faculty of Health & Social Sciences with this poster entitled:

‘Quality of life of adults with Down Syndrome: A systematic review.’

Click the poster below to enlarge.

Most research on people with Down Syndrome is in the context of health needs and treatment. There is a dearth of literature focusing upon their quality of life (QoL). The purpose of this review was to synthesize the evidence relating to the assessment and experience of QoL for adults living with Down syndrome and to identify measures of QoL for adults with Down syndrome. Searches were carried out in eight online scientific databases (January 1990 – August 2019) and supplemented with grey literature searches to identify relevant primary studies. This review is registered on PROSPERO (registration number – CRD42019140056). A total of 2112 studies were identified and screened against the inclusion/exclusion criteria. Twelve studies met the inclusion criteria (ten qualitative and two quantitative study designs). The poster will present the findings from this review.


If this research has inspired you and you’d like to explore applying for a research degree please visit the postgraduate research web pages or contact our dedicated admissions team.

HE Policy Update for the w/e 29th June 2020

The government are apparently planning a radical overhaul of admissions (maybe), they have found some funding for research support, EU students will face higher fees in 2021/22, Education Questions in the Commons kept the Ministers on their toes, there’s the latest on student complaints, a brief mention of the B word and the sun has been shining.

University research support package

In coverage of the so called bailout deal announced earlier in the lockdown – which consisted of bringing the second instalment of student loan payments to universities forward by a few months and vaguely threatening proposals for a fund for restructuring universities that fail – it was made clear that no more would be forthcoming. But the government have reached down behind the sofa cushions and found a bit of extra money to support research, although like the additional student numbers (more on that later), it is limited and strings are attached. It was announced late on Friday night so made for a busy Saturday for pundits. You can read David Kernohan’s piece for Wonkhe here, Research Professional here, and THE cover it here.

There will be grant extensions to cover researchers’ salaries and other running costs for UKRI and some other grants, which will be very welcome, as there has been great concern about covering extensions to projects with no extra money. More details are still to be announced.

The main announcement, however, was of a new package of support for research-active universities. It looks odd on the face of it, to those outside the sector and unfamiliar with the weird cross subsidies that exist in the HE market:

  • low-interest loans with long pay-back periods, supplemented by a small amount of government grants. In sharing responsibility for the future of science and research with our world-leading university system the government will cover up to 80% of a university’s income losses from international students for the academic year 20/21, up to the value of non-publicly funded research activity in that university.

So if you have a lot of international students who aren’t coming this year, you can get a loan or a grant (maybe) to cover your income loss, capped by how much funding you normally get from sources other than the government, i.e. businesses and charities as well as the university itself. Complicated?  Yes.  Targeted at a very particular small number of universities, yes, indeed.  This sentence demonstrates the strangeness  “Support is also capped at the level of an institution’s non-publicly funded research to ensure that funds are being directed towards universities conducting research.”  What it is really saying is that there will be support for universities who fund their own research from the fees paid by international students, or from businesses or charities who won’t have any money this year.  That’s not quite the same thing as “universities who do research”.

  • So this: The international student metric when combined with the measure of ‘non-publicly funded research’ is a good proxy for overall Covid-19 losses to research revenue. In return for support, Government will be asking for universities to demonstrate how funds are being utilised to sustain research in areas typically funded by charities and business. We will also take into account the income HEIsreceive from business and charity research.
  • And there is a catch: Universities will be required to demonstrate that funds are being spent on research and on retaining research talent. Universities will be expected to show they are taking their own steps to make efficiencies, in line with the rest of the economy, to protect their research bases. Precise metrics and outputs/outcomes will be developed as we develop the details of the policy over the next few weeks. There will be separate requirements for grant extension proposals.

Some universities will have limits on their borrowing.

And for the institutions (that the information calls “teaching intensive”) who don’t qualify – we’re back to the vaguely threatening restricting fund:

  • The DfERestructuring Regime will look to support teaching intensive institutions where there is a case to do so and where intervention is possible and appropriate. The Government recognises the important role that higher education providers make to regional and local economies through the provision of high-quality courses aligned with local, regional and national economic and societal requirements. This will be within scope of the decision making process for intervention. Further detail on the Restructuring Regime will be announced in due course. 

Radical overhaul of admissions?

Saturday’s Guardian had a headline about a leaked draft report on admissions changes.  As the OfS have recently confirmed that they will be restarting their normal activity, presumably with the “paused” admissions review near the top of their list, it is not surprising that options are being considered.

The Guardian said: The models include:

  • Exams results published in August as is currently the case, but with university and college terms starting in January, allowing five months for processing applications.
  • Moving exam results forward into July and the start of the university term back into mid-October, allowing a 12-week window for students to apply.
  • An unchanged timetable, with only a five-week window for the application process to run between exam results in August and the start of the university term in September, as now.
  • University applications made before A-level results are received, but offers of places to students not released until after results are published, with no change to current timings.

Potential A level exam delay: Consistent with the story above in last Monday’s Oral Education Questions it was confirmed that the DfE is discussing moving A level exams to July 2021 to accommodate some of the C-19 disruption. The BBC and the Times covered the story. The Times noted:

  • some head teachers suggested that a delay risked creating more difficulties. “It would mean either exam boards having a narrower window in which to mark millions of scripts, or results being published later, which would potentially run into the autumn term,” Geoff Barton, general secretary of the ASCL union, said. “This would affect progression to further and higher education. It’s important that the approach to next year’s exams supports pupils without creating more problems than it solves…” 

The article goes on to note the Government have confirmed full funding for the virtual Oak National Academy suggesting that it is preparing for some disruption in the full return of pupils to ‘normal’ schooling. It also highlights that some of the support funding usually available has been cut (e.g. the year 7 catch up in English and Maths for weaker pupils). Alongside the announcements last week of the £1 billion funding programme to help schools support initiatives to bring children back on track after the home schooling disruption to their normal studies. There are likely to be implications for some disadvantaged children in the cuts alongside sharing the newly funded initiatives amongst a wider pool of pupils. It is raising further concerns for an access disadvantaged generation.

Admissions Report

Recently EDSK (a think tank) published Admitting Mistakes: creating a new model for university admissions calling for a fair, transparent and equitable admissions process. It takes issue with the current system:

  • This admissions system has remained almost unchanged for the past three decades, but this inertia should not necessarily be interpreted as an indication that the UCAS system is working well.
  • Politicians from both major parties have raised serious concerns in recent months about university admissions practices, while the Office for Students (OfS) has launched a review of the entire admissions process in its capacity as regulator of the Higher Education (HE) sector. Given this intense pressure, maintaining the status quo is no longer an option. The new rules on admissions proposed by the OfS last month to ensure that universities demonstrate a ‘socially responsible approach’ during the COVID-19 crisis shows that it is perfectly feasible to change the admissions system – even at short notice. It is now simply a question of which changes ministers and regulators wish to make once the crisis subsides.

It also takes issue with the current practices tackling the use of predicted grades for university applications; the growth of ‘unconditional offers’ from universities; and the barriers facing disadvantaged students.

It concludes:

  • In recent months, both the Education Secretary Gavin Williamson and the OfS have referred to the importance of ‘trust’ in the context of university admissions because they realise how crucial it is that students, parents and teachers trust the admissions process when so much money and so many hopes and aspirations rest on its shoulders. In light of this, it is deeply concerning how wealth and privilege continue to unduly influence who gets accepted onto university degrees, particularly at the most prestigious institutions. This inevitably results in an overwhelming sense of unfairness as well as risking a catastrophic loss of trust – not just in the admissions process, but in the education system as a whole.
  • The reduction in autonomy over admissions proposed by the OfS in response to the outbreak of COVID-19 is intended to prevent universities from undermining students’ interests and threatening the stability of the HE sector during the crisis, yet the protection of students and maintaining the stability of the sector should be permanent features of our admissions system rather than temporary measures. A fundamental change is therefore needed to make sure that the admissions system prioritises the interests of students, not universities, after the current crisis is over. To this end, it is necessary for universities to give up some of the autonomy they have in relation to how they attract and select applicants each year.

Finally it recommends that in return for the financial support that they are receiving from government to mitigate the impact of COVID-19…universities should be required to accept a new model for the whole admissions cycle. It seems the authors are under the impression that the C-19 financial support is a sufficiently worthwhile and substantial enticement.

While the aggressive language in the press release may rile some in the sector many of its recommendations such as a national contextual offer are already being discussed. The difficulty with such blanket policies is that some students still fall through the cracks as drawing thresholds always results in winners and losers. For example, the report’s recommendation 5 doesn’t include student carers within their definition of greatest disadvantage, and there is little mention of ethnicity throughout the report.

Nevertheless they proposed a nuanced version of post qualification admissions. No predicted grades will be submitted to institutions (although presumably level 3 teachers will still have to produce them) and prospective students instead chose 10 degrees ranked in preference order. On results day students achieving the required (fixed) grade level are automatically placed based on preference order. Where courses are oversubscribed all applicants who are eligible are entered into a lottery. Where courses are undersubscribed still only those who reach the level will be admitted. It sounds simple but when you sit quietly with the concept for a moment you begin to realise it the cracks, for example removing the choice for a student to change their mind – or trade up if they perform better than their teacher predicted (which itself has long been a disadvantage conundrum). There’s also the gaming of the system – if you want that place on that popular oversubscribed course and you’re certain of the grades there will be ways to maximise your likelihood of achieving it based on your preferences…and who will advise prospective students on the game – parents, social networks, teachers and careers staff (again resources which some disadvantaged students lack). The report isn’t to be dismissed and provides a welcome interjection on the admissions system which is due for overhaul in some shape or form, however, it doesn’t offer all the answers it claims to. Perhaps because there isn’t a system which is flawless and which can guarantee equity, particularly for those prospective students with the least support and resources.

Wonkhe have a good blog on the report considering it fairly and offering critique where they see holes. The comments at the end are worth a read too, while most establish serious points Sarah smiled at this one: Think tanks are supposed to think from outside the box.

Diversity in HE

UCAS have highlighted that

  • nursing and social work degrees have the most diverse pool of applicants compared to other major undergraduate subject areas. Health and social care courses are among the subjects attracting the highest proportion of applications and acceptances from black applicants, mature students, and young people from disadvantaged backgrounds.

Other key facts:

  • For all subjects allied to medicine, 16% of acceptances are from students from the black ethnic group (the highest proportion for any wider subject group), followed by social studies courses, with 13%.
  • 42% of students accepted onto social work courses are aged over 30, the highest proportion of any subject. Nursing courses are second, with 29% of acceptances from students in this age group.
  • Social work is the only subject (with more than 150 applicants) that has more students from disadvantaged backgrounds applying (1,055 applicants), than from the most advantaged backgrounds (1,000 applicants). This a ratio of just 0.94 applicants from advantaged backgrounds for each disadvantaged applicant – the lowest ratio of all subjects.
  • Nursing follows with a ratio of 1.12, with 2,100 applicants from disadvantaged backgrounds, alongside 2,350 from the most advantaged backgrounds. Both subjects have similar patterns of accepting students from a wide range of backgrounds.
  • While male applicants remain in the minority, the number of men applying for nursing grew by 8.5% to 5,370, with the number of acceptances also growing (by 7.1% to 2,700).

UCAS are using the welcome news on diversity to urge more prospective students to apply for autumn 2020 entry. They state Around 40% of adult nursing and social work courses are still accepting applications…with some universities having up to 50 places available. The vacancy level seems slightly surprising on several counts. First the Government are offering bursaries for specified courses, second they are employment gap areas (and the Government has an additional 5,000 places not yet allocated to institutions), third the positive and high profile PR generated for key services such as nursing through the pandemic was predicted to increase demand for nursing, finally demand from mature students (who make up a bigger proportion of the cohort) could be expected to increase if lockdown has prompted a career re-evaluation. UCAS do note that mature student apply later in the summer months than school leavers and that at January nursing applications were up by 6%.

Postgraduate BAME data: The UK Council for Graduate Education have published a policy briefing summarising the access and participation of Black, Asian and minority ethnicities in UK postgraduate research. Key points:

  • BAME students participate in postgraduate research at a lower level that those enrolled in undergraduate studies.
  • Between 2016/17 – 2018/19 the proportion of BAME postgraduate research students (PGRs) grew by 0.13% however, this rate of growth means it would take 51.8 years for BAME participation in postgraduate research to reach the equivalent proportion at undergraduate level.
  • 15% more white PGRs received financial contributions for their tuition fee than BAME PGRs
  • More white PGRs (19%) qualified in 2018/19 than BAME PGRs (16%)

Disadvantage:

Wonkhe have two blogs on access and disadvantage:

There is also the promised report from the Social Mobility Commission: Apprenticeships and social mobility: fulfilling potential. It raises concerns over the structural barriers within apprenticeships and concludes that they are not fulfilling their social climbing potential.

Key points:

the introduction of the (2017) apprenticeship levy led to a “collapse in overall apprenticeship starts that hit disadvantaged learners hardest”

  • a 36% decline in apprenticeship starts by people from disadvantaged backgrounds, compared with 23% for others
  • just 13% of degree-level apprenticeships, the fastest growing and most expensive apprenticeship option, goes to apprentices from disadvantaged backgrounds
  • more than 80% of apprenticeships undertaken by learners from disadvantaged backgrounds are in enterprises in the services, health, education or public administration sectors
  • on average, apprentices from disadvantaged backgrounds earn less than apprentices from more privileged backgrounds
  • there is a 16% boost to wages for learners from disadvantaged backgrounds who complete their training, compared with 10% for others

The report calls on the Government to address concerns and channel resources directly where it can have the greatest social benefit.

There was also a slight FE emphasis in one of Donelan’s PQ answers (reminding us the FE remains an underfunded sector and the Government has plans, even if they aren’t sharing them yet):

Q – Mohammad Yasin: In addition to maintaining current commitments to widen participation and extend bursaries for students from disadvantaged backgrounds, will the Minister make sure that the necessary extra funding is provided so that universities such as the University of Bedfordshire can play a key role in retraining and reskilling young and mature students to meet the serious employment challenges ahead?

A – Michelle Donelan:

  • The hon. Gentleman is quite right to say that access and participation are key priorities for this Government, and the Office for Students has launched access and participation measures for every institution. Higher education plays a key role in filling the skills needs of the economy, but so does further education, and our priority is to ensure quality provision and that students can make informed choices that are in the best interests of their career destinations.

EU Student Fees Decision

Very unsurprisingly, Michelle Donelan issued a written ministerial statement confirming that EU, EEA and Swiss national students will no longer be eligible for home fee status or Student Finance England financial support from 2021/22. The rules also apply to FE and apprenticeships. EU students starting in 2020/21 will continue to be classed as home students. Irish nationals will be preserved as home student status under the Common Travel Area arrangement.

The announcement may encourage some EU students to take up UK study in September (despite online blended provision being the main method on offer). Likewise the sector anticipates a drop in EU student numbers from 2021/22.

Alistair Jarvis, Chief Executive of Universities UK, responded to the announcement:

  • Universities would have preferred the certainty of current arrangements for EU students in England being extended for those starting courses in 2021/22. However, it is important to note that EU students starting courses in autumn 2020 will continue to pay home fees for the duration of their course and be eligible for the UK’s EU settlement scheme if they arrived before the end of this year.
  • The government’s new Graduate Route – starting next summer – also means that students who are not eligible for the settlement scheme will have the opportunity to stay and work in the UK for two years after completing their studies. This will apply to those who initially have to study by distance or blended learning because they are unable to travel to the UK to start in autumn due to Covid-19. Universities are committed to working with government on further measures to support international students to study at UK universities.
  • Our message to international students is that UK universities are ready to welcome and support you through your studies. Whether you choose to study in the UK this year, or in the future, you will receive a high-quality education and learn skills that will benefit you for years to come.

Nick Hillman, Director of HEPI, puts it plainly:

  • Today’s announcement will be seen as bad news inside universities. To date, EU students have benefited from lower fees and access to student loans that are subsidised by UK taxpayers. Together, these have lowered the financial obstacles to studying in the UK. My message to any EU citizen wishing to benefit from the current arrangements is that it is not too late to apply for entry in 2020, before the new rules come into force next year.
  • In the past, we have shown that higher fees and no more access to student loans could risk a decline of around 60% in the number of EU students coming to the UK to study. If that happens, our universities will be less diverse and less open to influences from other countries.
  • However, it is morally and legally difficult to continue charging lower fees to EU citizens than we already charge to people from the rest of the world once Brexit has taken full effect. So today’s decision is not a huge surprise. Moreover, history suggests that the education on offer in our universities is something people are willing to pay for. So, if we adopt sensible post-Brexit migration rules and if universities work very hard to recruit from other EU nations, it is likely that many of our fellow Europeans will still wish to study here.
  • Above all, we need to make it abundantly clear to people from the EU and beyond that our universities remain open to all.

Research Professional have a write up on the fee changes.

Michelle Donelan also answered oral questions specifically on international students describing her

  • two-tier covid response to attract international students: first, by working across government to remove and reduce the logistical barriers faced by students, including visa issues; and secondly, by communicating that the UK is open for business via advertising and open letters to international students, our embassies, and international media.

She also reminded Parliament about the International Education Champion appointment.

Since the parliamentary question session Donelan (and her devolved counterparts) have composed a 6 page letter to international students. It sings the praises of a British education, urges them to apply for the 2020/21 recruitment round (for which visas will be ready in time) and reminds them of their eligibility for the 2-year graduate visa. Excerpts:

  • Although admissions processes and modes of teaching might look slightly different this year, the UK’s world-class universities are continuing to recruit international students and you are encouraged to apply even if you are unable to travel to the UK to meet usual timelines. Universities will be flexible in accommodating your circumstances where possible, including if you are unable to travel to the UK in time for the start of the academic year. We have seen some fantastic and innovative examples of high-quality online learning being delivered by institutions across the UK, and the sector is already working hard to prepare learning materials for the summer and autumn terms.
  • The UK cares immensely about the health and wellbeing of international students, and ensuring they are safe is our number one priority… To keep number of transmissions in the UK as low as possible, and to protect UK residents and international students in the UK, all international arrivals are now required to supply their contact and accommodation information and self-isolate in their accommodation for fourteen days on arrival into the UK. We have been clear that universities are responsible for, and must support their students on arrival to the UK. We are proud that UK universities are already demonstrating how seriously they are taking this responsibility, in ensuring that their students are safe and well cared for both upon arrival and for the duration of their stay.
  • In addition to support from their universities, NHS services are available to both domestic and international students. International students will always be able to access treatment that clinicians consider is immediately necessary or urgent at no upfront cost. No charges apply to testing for coronavirus…

Graduate Outcomes

The second batch of data from the 2017/18 Graduate Outcomes survey has been released, there is even more to come on 9 July. The tables are interactive allowing you to look at employment rates for different qualification levels (e.g. undergraduates, foundation degrees, doctoral research, taught masters and all the others) at HE or FE, full or part time.

There are also salary bands that are adjustable to look at the characteristics of the students within them. For example the below looks at pay levels by subject studied in HE institutions. It shows a clear salary gain in the high skilled roles but little difference in pay between low and medium skilled jobs.

The pay bands can be examined by age, ethnicity, gender, and disability. Below demonstrates the impact of gender for undergraduates, the postgraduate picture shows more clustering at the higher pay bands. No matter which level of qualification is selected males always number more than females earning the highest pay band.

There is a chart illustrating the proportions of students who are satisfied with their current activity, its fit with their future plans, and whether they are using what they learnt. It varies greatly when you adjust for low medium or high skilled roles, with the low skilled employees feeling least satisfied. And this page breaks down the three elements of satisfaction (meaningful, fit future, useful) even further looking at it by degree subject area, degree classification, salary and by provider.

And at the bottom of the page you can view BU’s student opinion on meaningful, fit for future plans, and useful (it is too large to display here). BU had a response rate of 51%, with higher numbers of postgraduate research students responding.

All the tables are interactive and able to be cut by different parameters – go ahead and have a play!

Wonkhe have a good blog digging into and interpreting meaning from the latest data.

In Parliamentary Questions, Graduate outcomes also received a mention with the stock answer referring to T levels and promoting technical routes. Also:

Q – Neil O’Brien: The Institute for Fiscal Studies found that for 30% of students, the economic return on their degree was negative both for them and for taxpayers. Surely with such clear economic evidence that so many young people would be better off if they took a different route, it is time to rebalance from just higher education to a stronger technical education system?

A – Michelle Donelan:

  • It is important that students make as informed choices as possible from a range of high-quality courses, and university is not the only or the best route for certain careers. Some students may be better placed if they do higher technical qualifications or apprenticeships. That is why the Secretary of State is spearheading a revolution in further education in this country, including the introduction of T-levels.

Research

HEPI have published PhD Life: The UK student experience. It highlights that for UK students:

  • the average PhD student works 47 hours per week, which is over 50% more than the average undergraduate and three hours less than the average academic
  • meaning PhD students earn less than the minimum wage (if they are on the basic Research Council stipend)
  • 78% of PhD students are satisfied with their degree of independence
  • 63% of PhD students see their supervisor for less than one hour per-week
  • 23% of PhD students would change their supervisor if they were starting their PhD again now
  • 80% of PhD students believe a career in research can be lonely and isolating
  • over one-third (37%) of PhD students have sought help for anxiety or depression caused by PhD study
  • one-quarter (25%) of PhD students feel they have been bullied and 47% believe they have witnessed bullying, and
  • one-fifth (20%) of PhD students feel they have been discriminated against and 34% believe they have witnessed discrimination.

The data informing the report is based on two surveys taking place between June and November 2019 by the Wellcome trust and Nature.

The report includes testimonials capturing PhD students’ perspectives on their situation:

  • Due to being [funded] by a stipend and not through student finance, and not technically being employed by the university means that I am not eligible for childcare funding. The cost of childcare is around £11,000 per year, my stipend is £14,200.
  • ..almost all the staff I meet from different universities are “pals from [insert elitist uni here]”. As such they have very little understanding of the challenges someone from a “normal” or disadvantaged background faces, especially financially, giving the overwhelming impression that your skills are secondary to your class.
  • The higher up you go, the more male and white-dominated the environment becomes. There’s only one full female professor in my whole institute, and I have genuinely never met a black PI [Principal Investigator] or professor since starting my PhD.

Nick Hillman, HEPI Director, commented:

  • Too often, people taking PhDs are regarded as neither one thing nor the other. They are not seen as students the way undergraduates are and they are not seen as staff the way academics are. Sometimes, PhD students receive excellent support but, too often, they fall through the cracks, making them demoralised and unhappy. When that happens, we all lose because the world desperately needs people who push forward the frontiers of knowledge.
  • We know far more about undergraduates than we used to and we now need similar levels of research on the student experience of postgraduates to help policymakers, regulators and funders improve their lives.

In the Foreword to the new report, Dr Katie Wheat, Head of Engagement and Policy at Vitae, said:

  • This report makes an important contribution to current debates on research culture by presenting the views of doctoral researchers in the UK extracted from the recent Wellcome Trust and Nature reports. It highlights several areas of concern, including working conditions, wellbeing, supervision and incidents of bullying and harassment…The findings chime with growing recognition of the need to improve research culture.

Student Numbers Cap

The deadline for universities to apply for additional places expired on Friday.

Emma Hardy questions the reasoning behind the threshold levels set for continuation and graduate outcome rates which determine whether a provider can bid for some of the 5,000 non-healthcare course additional places for the 2020/21 recruitment round. She also asks why these indicators were chosen rather than using the TEF, whether an equalities impact assessment was undertaken, and if the DfE considered a HEIs social intake and the communities served when setting the rates (because they appear to discriminate against certain types of provider).

The additional 5,000 biddable places within the student numbers cap restrictions allow the Government to exert a small measure of control over which courses they wish to see more (or less) of within the UK. In this vein Research Professional had an interesting narrative on Monday covering Australia who intend to more than double tuition fees for some arts subjects, raise fees for business and law, and lowered fees for some in-demand courses which contribute to national gap and growth needs. The reforms will be implemented in 2021 – if they pass the parliamentary hurdles.

The increase/decreases:

  • +28% law and commerce studies
  • +113% arts and humanities (making a three year degree roughly £24,150 in UK terms)
  • -62% maths and agriculture
  • -46% teaching, nursing, clinical psychology, and languages (including English)
  • -20% science, health, architecture, environmental science, IT and engineering
  • 0% (no change) for medicine, dental and veterinary

The price rises are per unit of study so it encourages students who might study history to also consider teaching too, or to add in a language.

The changes are designed to incentive students to follow the career growth areas that Australia needs. They aiming to get 39,000 students on skills shortage courses by 2023 and 100,000 by 2030 to produce the ‘job ready graduates’ that Australia needs.

The Australian Government also intends to increase support for rural and indigenous students through the reforms. They will direct fund universities to run bespoke programmes with local significance to attract indigenous students from the lowest participation rate areas and guarantee a place at public universities. Other reforms include a $48.8m research grants programme for regional universities to collaborate with industry, and $21m to set up more regional university study centres to provide tutoring and IT support for students in remote areas.

Research Professional highlight that the UK Government could utilise the LEO data to set price variation in the levels of student loan that would be offered to priority and non-priority courses. Also that if more students took courses with higher salaries the repayment levels of loans would be higher – ultimately saving the public purse. Although one does wonder whether so many of these high paid roles are standing vacant or whether such a policy increasing the volume of graduates following some programmes would simply displace the current holders of such posts. Nethertheless, it is food for thought for the Government who love a decent worked example from elsewhere. Particularly with the response to the Augar report (which advocated cutting humanities tuition fee/loans down to £7,500) not due until the spending review.

Ant Bagshaw (ex-Wonkhe, now working in Australia) has a blog on the proposals and what this might mean for UK HE. As ever there are some interesting comments to the blog. And the Guardian have an opinion piece taking issue with the Australian proposal for job ready graduates.

Returning to the UK student numbers cap there is an interesting piece from a specialist institution explaining how the student number controls will reduce access for those from certain disadvantaged backgrounds.

The Government has also released the latest information on how the student number cap will be run. Wonkhe summarise it:

  • It suggests that the controls will apply to fee-loan and self-funded full time undergraduates, with exemptions for new providers and students retaking A levels in the autumn. Franchised provision will count towards the cap of the registering institution, and this will not change if the agreement is terminated. It appears that number restrictions will apply to providers that do not recruit via UCAS, though we get little information as to how this will work in practice.
  • According to the same document, the list of specified subjects for additional places will not be changed, and includes subjects which relate to skills or professions at risk of shortage in the economy, or that “generate positive economic returns for the individual and the taxpayer”. This marks the first time longitudinal salary data has been used in higher education policymaking.

Student Complaints

The Office of the Independent Adjudicator has published a second briefing note on their approach to complaints arising from C-19. These excerpts make their approach to complaints clear:

  • Consumer protection legislation has not been suspended for students. This means that providers still need to deliver learning and other services that are consistent with students’ reasonable expectations. 
  • What students can reasonably expect, and what providers can reasonably be expected to deliver, is likely to change and evolve as circumstances change and evolve, especially if restrictions are tightened again. But providers should be planning to deliver what was promised – or something at least broadly equivalent to it – and to ensure that learning outcomes can be met. It’s unlikely to be reasonable not to do that, especially now the initial crisis period has passed.
  • Where providers have not or decide they cannot deliver what was promised they will need to consider how to put that right. A blanket refusal to consider tuition fee refunds in any circumstances is not reasonable. There may be groups of students that are particularly affected, and providers should take steps to identify those groups and address their issues. But they also need to consider concerns raised by students about their individual circumstances.
  • Some students may feel unable to continue with their studies because the way their course will be delivered has changed materially, their personal circumstances have changed, or they are shielding or are very anxious. Providers should consider requests for deferrals sympathetically and should be ready to depart from their normal policy where it is reasonable to do so. [This is interesting in light of recent media reports that second or third year students wish to defer for a year rather than continue with online teaching in subjects such as theatre studies.]
  • We can look at complaints about what was promised and what was delivered, but we can’t look at concerns that involve academic judgment such as the quality of academic provision.
  • We can consider (for example) a complaint that a provider did not cover subject areas that it said it would; that a student’s supervisor was unavailable; that a student didn’t benefit from teaching because they could not access it, or the delivery method did not work for them; that a provider did not support its students adequately; or that the provider did not follow a reasonable assessment process.
  • But an assessment of the quality of what has been delivered is likely to involve academic judgment, which we can’t look at…This means that we can’t look at a complaint that teaching was not of an adequate academic standard; that an online teaching session was just not as good as it would have been face to face; that the student’s work was worth a higher mark; or that a postgraduate student did not get the right academic guidance from their supervisor.
  • We will look at whether what the provider has done is reasonable in the circumstances – so reasonable delivery in the middle of lockdown is likely to look different to reasonable delivery in a more managed and planned environment.

The lack of judgement over quality of academic delivery slams the door on the Universities Minister’s claims to contact the ombudsmen if students aren’t able to resolve concerns directly with their provider.

There is also clear emphasis on individual student differences:

  • Some students are more seriously affected than others…Arrangements that might work well for many students may not work for all and providers should be proactive about identifying and supporting students who may need additional help. Students are likely to encounter all sorts of accessibility issues. Online teaching arrangements may not work for some students with learning or processing differences. Some students will be shielding or have caring responsibilities that continue even after lockdown restrictions are eased. Some will have poor internet connection – some will not have access to IT equipment at all. Some will simply not be able to work effectively from the space they are living in.
  • Careful thought and planning is needed to address these issues in advance, whenever possible. Planning that starts with meeting the needs of those likely to have accessibility issues is more likely to result in arrangements that work for everyone.

And a pro-active approach is urged:

  • Providers also need to seek out students who are not engaging with online delivery, and those whom they know may find it difficult because of their individual circumstances.
  • Some students such as those who had planned to study abroad or take up industry placements may be facing additional uncertainties. Providers may need to give those students more support and advice, for example on accommodation and financial issues.
  • A rigid adherence to regulations and processes is unlikely to be fair: empathy and flexibility are key.

Mass Action

Meanwhile the NHS is encouraging students to join their mass action complaint chain to win the chance to REDO, REIMBURSE, WRITE-OFF  (compensation funding for reimbursements, a debt write-off, or the chance to redo the year at no extra cost). Research Professional report that

  • the NUS estimates that around 20 per cent of students have been unable to access their learning at all during the pandemic and 33 per cent do not believe it to have been good quality. Particularly badly affected, the union says, are the many disabled students who have not received reasonable adjustments remotely, those who have lost access to studio, lab or workshop space, and students on placements.

Claire Sosienski Smith, VP HE at NUS, stated:

  • We know the scale of the disruption has been so vast that we need a national sector-wide response from government for this, including funding from Westminster… even if students complain to their individual institutions, how will universities afford it when the UK government haven’t announced a single penny of additional funding to support them? Our plea to the UK government is clear: you must offer tangible help to students who can’t access their education right now.

On the Government’s insistence that students individually take up their complaint with the Office of the Independent Adjudicator Zamzam Ibrahim, NUS President, said:

  • We were told students were going to be ‘empowered consumers’ but actually, when something like this happens, we feel we’ve got less rights than if we’d booked an Airbnb. The UK government are desperate to reduce this to a series of individual problems. It’s a total betrayal of trust to the thousands of students who are now facing lifelong debts for a once-in-a-lifetime education they haven’t received.

Online learning

HEPI have a guest blog – Learning from lockdown: harnessing tech to improve the student experience. It begins:

  • The recent transition to online learning has been as rapidas it has been impressive. Many universities have put very large elements of their curricula and assessments online in just a few short weeks.
  • Things that would previously have taken years to plan and execute have been designed, developed and implemented with alacrity. In short, there has been a huge amount of digital acceleration in universities since the advent of the pandemic.
  • However, let’s not kid ourselves; what has been achieved recently is mostly basicand will be largely ephemeral. I’ve heard it said that the transition is more about remote learning than online learning – about adding new tools to old pedagogy, rather than digitally enabling education across the board.

Next it considers the levels at which universities engage most fully with online learning. It concludes with a plug for Jisc and states:

  • The big effort that many universities are embarking on this summer is to develop more extensive, robust and higher quality online learning experiences for their students. Those that created a digital strategy a few years ago and invested in digital infrastructure, skills, content and applications must be feeling a little smug – and relieved. But it’s never too late to start on technology enablement and now is an ‘opportune’ time.
  • I suggest that there is more than enough technology and written experience out there about what works well. Universities need to harness both to capitalise on the newfound energy and goodwill among staff and students.

OfS

It has been a season of high-profile step downs. The latest is Sir Michael Barber who will not seek a second term as Chair of the OfS, meaning he will step down in March 2021. Like most of those relinquishing roles he still has a parliamentary to do list before he can return to his garden and long walks – he has agreed to lead a review into digital learning. The review will consider how universities and other higher education providers can continue to enhance online teaching and learning for the new academic year, and explore longer term opportunities for digital teaching and learning.

The Education Secretary, Gavin Williamson, commented on Sir Michael’s decision to step down:

  • I have hugely valued Sir Michael’s leadership, insight and advice during his time as Chair and I have enjoyed our working relationship.
  • I am very thankful to him for his work leading the set up and transformation of the OfS, and particularly for his work tackling unconditional offers, senior executive pay and grade inflation.
  • As the higher education sector emerges from the pandemic, I look forward to the findings of the review into ways of enhancing the quality of online learning and driving innovation, which will be critical for the future of the sector.

Let’s hope Sir Michael’s review receives ministerial attention quicker than that of the TEF or the Augar reports.

Brexit

We haven’t mentioned the ‘B’ word more than in passing recently. However, we’re halfway through the transition period and the Government is adamant it will end without extension on 31 December. Little progress has been made in talks and businesses are fearful of no deal particularly following the economic downturn associated with the pandemic. Dods have a Brexit briefing examining the key areas of contention in the talks, the possibility of an extension, and the implementation hurdles that need to be overcome before the end of the year.

Easing Lockdown

The House of Commons Library have issued a briefing paper on the impact of easing lockdown restrictions within the FE & HE sectors (in England). The paper covers the expected issues including re-opening campuses, prospective student numbers (2020/21), and temporary student number controls.

Parliamentary Updates

APPG Universities: Ex-universities minister Chris Skidmore has been appointed co-chair of the All Party Parliamentary interest group for Universities. Daniel Zeichner continues to also co-chair the APPG.  Chris states: I look forward to continuing to make the case for why our world leading UK universities can drive innovation, lift social mobility and regenerate local economies- and why they deserve support. Chris has also committed to a monthly spot writing for Research Professional too. Between Chris and Jo Johnson it seems Michelle Donelan’s time in the spotlight will be harried by two ex-Ministers who are willing to speak out. This is likely good news for the sector (for now) as Donelan has been keen to stick closely to the party line to date.

Parliamentary Questions

Contract Cheating; If you’ve been following this topic in the policy update for a while you’ll be aware that Lord Storey continues his campaign to stamp out essay mills and academic cheat services. He often asks nuanced parliamentary questions on the topic and this week he got an encouraging answer. Here it is in full:

Q – Lord Storey: Her Majesty’s Government what assessment they have made of the impact on academic performance in those countries who have banned contract cheating services; and what plans they have, if any, to adopt similar policies. [HL5328]

A – Baroness Berridge:

  • The government is aware that legislation has been introduced in several countries to ban contract cheating services, including in New Zealand, several states in the USA and, most recently, Ireland. It should also be noted that a bill was introduced in Australia in December which, if passed, would make it an offence to provide or advertise academic ‘contract cheating’ services in higher education.
  • We would be willing to consider supporting any legislation, including a Private Members’ Bill, that is workable and that contains measures that would eliminate essay mills in ways that cannot be delivered through other means, provided that the Parliamentary time permitted.
  • Ministers have called on universities, sector bodies, educational technology companies and online platforms to do everything in their power to help eradicate academic cheating of any kind from our world-class higher education sector. We have set a clear expectation that the Office for Students (OfS) should take a visible lead in challenging the sector to eliminate the use of essay mills. We expect the OfS to work with the members of the UK Standing Committee for Quality Assessment to ensure that the sector has the support it needs and that it is taking firm and robust action to ensure that this threat to the integrity of the higher education system is being tackled.

Other Questions

  • Financial and educational support for postgraduate students whose education is now online.
  • This question is about schools rather than HE but it reminds us that young/student carers may be more disadvantaged as they may have had to self-isolate throughout lockdown to protect the vulnerable condition of those they care for.

Oral questions in the House of Commons on Further and Higher Education covered a range of topics this week (no new news). Some are covered in other sections.  The student number cap, international students, support for students and the economy all featured.

Research Professional cover all the major HE oral questions and add a little entertainment value in their descriptions.

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.

There aren’t any new HE consultations or inquiries this week. However, if you are interested in the bigger picture you may like to be aware that:

Subscribe!

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

JANE FORSTER                                            |                       SARAH CARTER

Policy Advisor                                                                     Policy & Public Affairs Officer

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

 

 

PGR Virtual Poster Showcase | Ismail Can Kurtuk

This week in our PGR Virtual Poster Showcase:

Ismail Can Kurtuk, PhD student in the Faculty of Management with this poster entitled:

‘The butterfly effect of decisions: Enhancement of teaching-decision making in project management within UK higher education.’

Click the poster below to enlarge.

This research is investigating how to improve the teaching in UK Higher Education of decision-making related to project management. Decision-making is a core element of effective project management, but practitioners have reported that without extensive experience of real-life project management, the decision making of newly qualified professionals is inadequate. As a result, projects are delayed, resources are used ineffectively, risks are increased and opportunities are overlooked. Using an inductive approach based upon interviews and focus groups, this research study will investigate the experience of project managers to develop a better understanding of what how decision-making can be taught more effectively, and from this new perspective, a decision-making teaching framework will be developed and validated for application across UK Higher Education.

 


If this research has inspired you and you’d like to explore applying for a research degree please visit the postgraduate research web pages or contact our dedicated admissions team.

Doctoral College Newsletter | June 2020

The Doctoral College Newsletter provides termly information and updates to all those involved with postgraduate research at BU. The latest edition is now available to download here. Click on the web-links provided to learn more about the news, events and opportunities that may interest you.

If you would like to make a contribution to future newsletters, please contact the Doctoral College.

PGR Virtual Poster Showcase | Varshini Nandakumar

Center stage this week in the PGR Virtual Poster Showcase:

Varshini Nandakumar, PhD student in the Faculty of Science & Technology with this poster entitled:

‘Design of a functional electrical stimulation device adaptive to walking.’

Click the poster below to enlarge.

Functional Electrical Stimulation (FES) is a neuro-rehabilitation technique commonly used to aid walking in individuals suffering from Drop Foot (DF), a condition that limits ankle dorsiflexion leading to drag the foot while walking. FES devices make use of small electrical pulses to generate functional muscle contraction, enabling dorsiflexion to overcome DF. Existing FES devices are aiding mobility significantly, but one limitation in them is the inefficacy to allow the user to walk confidently in different walking scenarios. As reported by users, this is caused due to the inability to lift their foot sufficiently to ambulate on different walking scenarios. Hence this project proposes to overcome this limitation using machine learning algorithms to develop a predictive model to identify steps, ramps, and kerbs. The output of this model will then be used to control the stimulation levels to provide sufficient stimulation to enable the user to overcome the obstacle.


If this research has inspired you and you’d like to explore applying for a research degree please visit the postgraduate research web pages or contact our dedicated admissions team.

New additions to the Research Skills Toolkit – Starring BU Academics

Research Skills Toolkit for PGRs

Postgraduate researchers have access to a suite of online modules as part of the Research Skills Toolkit developed by Epigeum.

I am please to announce we have now added an updated version of the Literature Review Programme, now named Undertaking a Literature Review and the BRAND NEW Principles of Research Methods, starring Dr Sally Reynolds and Professor Edwin van Teijlingen both of whom also deliver workshops as part of the Doctoral College Researcher Development Programme.

Postgraduate researchers can access these modules via the Researcher Development Programme unit on Brightspace following the instructions for creating an account on Epigeum. On here you will also have access to extensive modules covering:

  • Introduction to Research Skills
  • Research Methods
  • Principles of Research Methods
  • Research Ethics
  • Transferable Skills
  • Entrepreneurship in the Research Context

If you have any questions, please do not hesitate to get in touch – Natalie Stewart (Research Skills & Development Officer). 

 

 

 

 

PGR Virtual Poster Showcase | Chris Williams

Still plenty to share in this PGR Virtual Poster Showcase:

Chris Williams, PhD student in the Faculty of Management with this poster entitled:

‘Accreditation of higher education in the UK: The rise of PSRBs & potential influence.’

Click the poster below to enlarge.

This poster will provide a graphical illustration and analysis of data collected as part of my PhD. The data collected identifies when Professional, Statutory and Regulatory Bodies (PSRB’s) that accredit UK undergraduate degrees began their accreditation programmes. PSRB’s were identified from data held by the Higher Education Statistics Agency (HESA) and contacted individually to establish when they began accrediting, leading to the collation of a unique set of figures. HESA’s data is used as part of the Key Information Set (KIS) that HE institutions display on their web pages and other printed material. The information is also held by the Office for Students (OfS), the independent regulator of HE in the UK. Further, the poster identifies key events impacting the UK HE sector and provides a brief analysis of any correlation with the commencement of the accreditation schemes that responded.

 


If this research has inspired you and you’d like to explore applying for a research degree please visit the postgraduate research web pages or contact our dedicated admissions team.

[NEW] Sector Resource Guide to Online Supervision: A Guide for Research Supervisors

Guide to Online Supervision

As part of the UK Council for Graduate Education’s continued support for research supervisors during the covid-19 pandemic, they have published a Guide to Online Supervision.

The guide shares the benefits of online supervising, outlines the issues and challenges for supervisors and postgraduate researchers, and suggests strategies and practices for supervisors to consider when working with postgraduate researchers engaged in research at a distance.

Webinar: Effective Practices in Supervising Doctoral Candidates at a Distance 

In case you missed the hugely popular UKCGE webinar [56:10 mins] sharing good practices in remote supervision the recording can be found on their YouTube channel.

We hope these resources prove helpful to you.

PGR Virtual Poster Showcase | Hina Tariq

Next up in the PGR Virtual Poster Showcase:

Hina Tariq, PhD student in the Faculty of Health & Social Sciences with this poster entitled:

‘Validation of contracture assessment screening tool.’

Click the poster below to enlarge.

Contractures are a debilitating consequence of prolonged immobility potentially leading to physical impairments, limited functional mobility, decreased independence with everyday activities, and reduced social participation. There is no standard assessment tool available to assess the risk of contracture development or progression. The Contracture Assessment Screening Tool (CAST) was developed by Dorset Health Care University NHS Foundation Trust to address this gap. This project aims to establish the 1) CAST validity and 2) CAST effectiveness in reducing contracture development and progression. Timely identification of those at risk of contracture development or progression may help facilitate contracture prevention and the associated negative sequelae.  To evaluate CAST, a mixed methods approach is being utilised including realist review and evaluation.  Merging different methodologies and a realist approach will provide a unique perspective on CAST validation and use. This project is ongoing and the poster will present the overall methodology and significance of the project.


If this research has inspired you and you’d like to explore applying for a research degree please visit the postgraduate research web pages or contact our dedicated admissions team.

Online Researcher Development Resources for PGRs

As we enter June still in lockdown, I wanted to share some of the online researcher development resources freely available to PGRs.

Virtual Workshops – many of the scheduled RDP sessions are being delivered virtually. In June we have the following virtual sessions taking place:

  • Publishing my research
  • Academic writing
  • Milestone preparation: Viva Voce examination
  • Social media for researchers.

Spaces are available, booking via the Researcher Development Programme. 

Research Skills Toolkit – an online Research Skills Toolkit covering topics such as:

  • Becoming a Researcher
  • Research Methods
  • Disseminating your Research
  • Beyond Research
  • Research Ethics

You will need to set up an account on Epigeum, steps to follow to access the toolkit can be found on the Researcher Development Programme – Online Modules.

Video Arts – Comedy based videos and e-learning covering a range of personal and professional development topics. Personal wellbeing is a topic of huge importance but it is being particularly tested during this pandemic. Video Arts have complied a Micro-Series of content from their Wellbeing Essentials, selecting particularly relevant videos and supporting them with podcasts and other extras. It contains a mixture of videos, e-learning courses, podcasts, trailers and infographics.
Tip: Use the navigation within the e-learning, Brightspace navigation  will take you to the next module. 

Plus much more – you can also access a wider range of external resources via the ‘online content‘ tab on the RDP on Brightspace.

If you have any questions please contact Natalie (Research Skills & Development Officer).

BU PhD student presenting at European Sigma Nursing Conference

Bournemouth University Ph.D. student Peter Wolfensberger presented today at the 5th Sigma European Conference in Coimbra, Portugal.  This is probably the first major global online conference in nursing!  The title of Peter’s presentation was Creating Meaning – People Living with Mental Illness in Switzerland. In true COVID-19 style he gave his presentation life online.  Consequently, this workshop session was well attended by nurses from across Europe, and it had the added benefit that all his Ph.D. supervisors could attend online too.  The World Health Organisations (WHO) has designated the year 2020 as the “Year of the Nurse and Midwife”, in honour of the 200th birth anniversary of Florence Nightingale.  This  Sigma European  Conference focused very much on importance of nurses and nursing in health care provision.

Peter has successfully defended his thesis and is currently writing up a few minor corrections.  He has been supervised by Dr. Sarah Thomas, Prof. Sabine Hahn and Prof. Edwin van Teijlingen.

PGR Virtual Poster Showcase | Juliette Hecquet

Taking us into the sixth week of the PGR Virtual Poster Showcase:

Juliette Hecquet, PhD student in the Faculty of Management with this poster entitled:

Exploring yoga as a flow experience: A phenomenological study of contemporary communities.’

Click the poster below to enlarge.

The definition of yoga remains fluid and controversial, creating an oxymoron between the philosophical roots of yoga and physical practice. The majority of published academic research is in medicalised fields; however researchers agree yoga has vast positive outcomes with the potential to be valuable in society.  A lack of clarity exists on what the yoga experience now is, with sparse evidence of, non-medical, qualitative research.  The flow experience and the practice of yoga continue to draws parallel’s from a philosophical standpoint.   Yoga can be regarded as one of the oldest and most systematic methods of producing flow experience but has yet to be researched as one. This interpretative phenomenological research aims to explore the lived yoga experience and the potential flow experience, across contemporary yoga communities.  Videos (vlogs) and in-depth semi-structured interviews will explore the research questions; how yoga participants explain their lived yoga experience and the potential flow experience.


If this research has inspired you and you’d like to explore applying for a research degree please visit the postgraduate research web pages or contact our dedicated admissions team.

Publication success BU postgraduate researchers

Congratulations to Bournemouth University researchers Adam Spacey, Orlanda Harvey and Chloe Casey on the acceptance of their research paper ‘Postgraduate researchers’ experiences of accessing participants via gatekeepers: ‘Wading through treacle!’’ [1]  The study is partly based on their experiences as postgraduate researchers interacting with gatekeepers which they used to design an online questionnaire for postgraduate researchers. The results of the survey highlighted that postgraduate researchers face a range of challenges when using gatekeepers to access participants for studies, and that there is a negative emotional impact arising when challenges are faced. Thematic analysis revealed six themes  (1) Access to participants; (2) Relationships; (3) Perceptions of research; (4) Context for gatekeepers; (5) Emotional impact; and (6) Mechanisms to address challenges.  This paper is forthcoming in the Journal of Further and Higher Education (published by Taylor & Francis).

 

Well done!

Prof. Edwin van Teijlingen

Centre for Midwifery, Maternal & Perinatal Health (CMMPH)

 

Reference:

  1. Spacey, A., Harvey, O., Casey, C. (2020) Postgraduate researchers’ experiences of accessing participants via gatekeepers: ‘Wading through treacle!’, Journal of Further and Higher Education (accepted)

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

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

Student support

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

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

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

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

Research Professional say:

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

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

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

Parliamentary questions

Financial Stability

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

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

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

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

Pam concludes:

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

Parliamentary questions

Education Select Committee

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

Session 1

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

Session 2

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

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

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

Virtual Parliament

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

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

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

Another says

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

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

Conference Recess

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

Autumn opening

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

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

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

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

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

Wonkhe cover both stories and provide media links:

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

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

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

On Bolton the Manchester Evening News says:

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

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

Parliamentary questions:

Access, Participation & Success

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

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

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

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

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

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

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

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

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

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

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

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

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

Andrew Ross from University of Bath talks digital outreach.

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

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

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

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

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

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

Marginal prospective students

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

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

However, they report that

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

Science Outreach for School Pupils

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

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

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

Tom Saunders, UKRI Head of Public Engagement, said:

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

Parliamentary questions

Postgraduate Education

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

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

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

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

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

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

Nick Hillman, Director of HEPI, said:

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

Wonkhe describe the media sources covering the report:

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

Following on, some days later, Wonkhe state:

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

Research

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

On the group’s purpose RP state:

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

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

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

Professor Ottoline Leyser commented:

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

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

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

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

Other Research News

Mental Health

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

Recommended actions within the new framework include:

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

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

Admissions – offer making

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

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

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

Degree Apprenticeships and Social Mobility

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

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

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

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

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

Recommendations

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

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

International Students

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

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

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

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

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

Graduate prospects and student employment

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

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

Maja Gustafsson, report author said:

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

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

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

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

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

Wonkhe have new blogs:

Inquiries and Consultations

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

Other news

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

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

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

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

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

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

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

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

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

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

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PGR Virtual Poster Showcase | Helen Slater

This weeks highlight in the PGR Virtual Poster Showcase:

Helen Slater, PhD student in the Faculty of Science & Technology with this poster from her live exhibition entitled:

‘LEAP voices in the jungle: remote monitoring of forest biodiversity.’

Click the poster below to enlarge.

A major challenge in wildlife conservation is the difficulty of collecting and maintaining robust records of abundance and distribution. Sumatra contains a diverse array of unique animal sounds, since many forest animals use acoustic signals for long range communication; these signals can tell us a great deal about wildlife populations and behaviour. A forest soundscape was recorded in secondary forest in Sumatra, Indonesia, as a tool for rapid biodiversity assessment and to begin building a database of vocal signals for long term monitoring of apes and elephants. A network of custom-built acoustic recorders were deployed, covering both protected secondary forest and smallholder plantations at the forest edge. These data are valuable for biodiversity and population monitoring, as well as hugely effective tools for conservation education. In addition to wildlife research, materials collected from this project are being incorporated into an interactive exhibition to engage young children with nature and conservation.


If this research has inspired you and you’d like to explore applying for a research degree please visit the postgraduate research web pages or contact our dedicated admissions team.

New BU publication on birth centres in Nepal

Congratulations to Dr. Preeti Mahato in the Centre for Midwifery, Maternal & Perintal Helath (CMMPH) on the acceptance of the  paper ‘ Evaluation of a health promotion intervention associated with birthing centres in rural Nepal’.   This paper is part of Dr. Mahato’s PhD work and will appear soon in the international journal PLOS ONE.   The journal is Open Access so anyone across the world may copy, distribute, or reuse these articles, as long as the author and original source are properly cited.

The research in this thesis used a longitudinal study design where pre-intervention survey was conducted by Green Tara Nepal a local non-governmental organisation (NGO) in year 2012.  The health promotion intervention was conducted by the same NGO in the period 2014 to 2016 and the post-intervention survey was conducted by Dr Mahato in the year 2017.

The intervention was financially supported by a London-based Buddhist charity called Green Tara Trust.   The results of the pre- and post-intervention surveys were compared to identify statistically significant changes that might have occurred due to the intervention and also to determine the factors affecting place of birth.   This study is co-authored by Professors Edwin van Teijlingen and Vanora Hundley and Dr Catherine Angell from CMMPH and FHSS Visiting Professor Padam Simkhada (based at the University of Huddersfield).

 

 

PGR Virtual Poster Showcase | Lara Christ

Fourth in this PGR Virtual Poster Showcase: 

Lara Christ, visiting PhD student in the Faculty of Management with this poster entitled:

‘Nonprofit brand orientation in emerging countries: Antecedents, barriers and outcomes’

Click the poster below to enlarge.

Considering the importance of the nonprofit organizations in emerging countries, the research aims to develop the elements that constitute the nonprofit brand orientation in emerging countries and identify the antecedents, barriers and outcomes of nonprofit brand orientation.  In this way, the recent literature about the concept was analysed and a theoretical model is going to be proposed. The research is going to be realized in four steps: generation of indicators from an exploratory research, grouping of the indicators in factors, confirmation of the factors and test of the proposed model. We expect to produce a measurement scale of nonprofit brand orientation, antecedents, barriers and outcomes in emerging countries. In addition to the theoretical relevance of a new scale of a concept that has not been approached yet in the marketing literature, the project can contribute to the management of social organizations bringing benefits to society as a whole.


If this research has inspired you and you’d like to explore applying for a research degree please visit the postgraduate research web pages or contact our dedicated admissions team.