Category / policy

This part of the blog features news and information about higher education policy and how BU’s research is influencing policy.

New BU mental health publication

Congratulations to Faloshade Alloh (PhD student in Faculty of Health and Social Science), Dr. Pramod Regmi (Lecturer in International Health), Abe (Igoche) Onche (BU  graduate MSc in Public Health) and Dr. Stephen Trenoweth (Principal Academic and Leaded for BU iWell Research Centre) on the timely publication of their paper on mental health in developing countries [1]. 

Despite being globally recognised as an important public health issue, mental health is still less prioritised as a disease burden in many Low-and Middle-Income Countries (LMICs). More than 70% of the global mental health burden occurs in poorer countries. The paper addresses mental health issues in LMICs under themes such as abuse and mental illness, cultural influence on mental health, need for dignity in care, meeting financial and workforce gaps and the need for national health policy for the mental health sector.  This exciting paper has 51 references including several linking to BU publications on research in Africa [2-3] and several papers related to South Asia [4-6], particularly highlighting the recently completed THET project that was led by BU [4-5].

The authors highlight that although mental health education and health care services in most LMICs are poorly resourced; there is an urgent need to address issues beyond funding that contribute to poor mental health. In order to meet the increasing challenge of mental health illness in LMICs, there is a need for effort to address cultural and professional challenges that contribute to poor mental health among individuals. The authors suggest that mental health should be integrated into primary health care in LMICs. Creating awareness on the impact of some cultural attitudes/practices will encourage better uptake of mental health services and increase the ease when discussing mental health issues in these countries which can contribute to reducing the poor mental health in LMICs.

 

Well done!

Prof. Edwin van Teijlingen

Centre for Midwifery, Maternal and Perinatal Health (CMMPH)

 

Click here to view the full publication.

 

References:

  1. Alloh, F.T., Regmi, P., Onche, I., van Teijlingen E., Trenoweth, S. (2018) Mental health in low- and middle income countries (LMICs): Going beyond the need for funding, Health Prospect 17 (1): 12-17.
  2. Alloh F, Regmi P, Hemingway A, Turner-Wilson A. (2018) Increasing suicide rates in Nigeria. African Health Journal  [In Press].
  3. Alloh FT, Regmi PR. (2017) Effect of economic and security challenges on the Nigerian health sector. African Health Sciences. 17 (2):591-2.
  4. Acharya DR, Bell JS, Simkhada P, van Teijlingen ER, Regmi PR. (2010) Women’s autonomy in household decision-making: a demographic study in Nepal. Reproductive Health. 7 (1):15.
  5. Simkhada B, Sharma G, Pradhan S, Van Teijlingen E, Ireland J, Simkhada P, et al. (2016) Needs assessment of mental health training for Auxiliary Nurse Midwives: a cross-sectional survey. Journal of Manmohan Memorial Institute of Health Sciences. 2:20-6.
  6. Mahato, P., van Teijlingen, E., Simkhada, P., Angell, C., Ireland, J. on behalf of THET team (2018) Qualitative evaluation of mental health training of Auxiliary Nurse Midwives in rural Nepal. Nurse Education Today 66: 44-50. https://authors.elsevier.com/c/1Wu2axHa5G~S-
  7. Regmi PR, Alloh F, Pant PR, Simkhada P, van Teijlingen E. (2017) Mental health in BME groups with diabetes: an overlooked issue? The Lancet389 (10072):904-5.

The next six months within education, science, tech, digital and the environment

Dods (political monitoring consultants) have produced a series of short policy lookahead guides contemplating what is coming up politically in the following spheres over the next few months:
Science Tech and Digital
The Education Sector
Environment and Rural Affairs
The viewing permissions on these guides have been set to BU staff and students, please don’t download and share more widely.

HE policy update for the w/e 15th June 2018

A busy week for publications this week, while the government have been busy with Brexit votes and there is a positive story about immigration rules.

The Economics of HE

Commons Public Accounts Committee – The Commons public accounts committee published its report on the higher education market on Friday. After some interesting evidence sessions, Research Professional report that the outcome is disappointing:

  • “Rather than providing an analysis of the problem and proposed solutions as we saw in the Lords economic affairs committee’s report [see below], the PAC report takes the form of an exam question and moves rapidly—after two pages—to conclusions and recommendations. The recommendations mostly involve asking the Department for Education to return to the committee.
  • Those who work in universities will be familiar with complaints from students about the lack of detailed feedback they receive after going to all the effort of submitting a considered piece of work. The PAC might want to reflect on whether this report is an adequate response given the public concern over whether the fees and loans system is fair on students….
  • It’s all a bit vague, which is terribly disappointing given the very good evidence the committee received in this area. The recommendation is formulaic and is drawn in a broad way that lets the department off the hook. It will be quite easy to provide evidence of how the department is putting pressure on universities.”

The conclusions and recommendations are here.  No new news – please define the market, set up an evaluation framework for careers (a CEF?), evidence of success in WP and put pressure on providers, guidance to help students to change institution and a performance framework for the OfS (OfSEF?).

  • The Department treats the higher education sector as a market, but it is not a market that is working in the interests of students or taxpayers. There is greater competition for students between higher education providers, but no evidence that this will improve the quality of the education they provide. Higher education providers have increased their marketing budgets in order to attract students rather than compete by charging different tuition fees. However, the amount of funding for higher education (primarily via tuition fees) has increased by 50% since 2007/08. It is therefore critical that the higher education market is delivering value for money, both for individual students and the taxpayer. The new sector regulator, the OfS, has a primary objective that students “receive value for money”. But neither the OfS nor the Department has articulated well enough what value for money means in higher education, or how they will seek to monitor and improve it.

Recommendation: The Department should write to the committee by October 2018 to explain what it expects a successful higher education market to look like.

  • Young people are not being properly supported in making decisions on higher education, due in large part to insufficient and inconsistent careers advice. The substantial financial commitment required and wide variation in outcomes from higher education mean prospective students need high-quality advice and support to make decisions that are right for them. The complexity of the market and the volume of information available makes it difficult for prospective students, most of whom are teenagers, to assess the quality and suitability of higher education institutions, raising questions over whether student choice alone will drive up the quality of provision. A wide range of other factors influence students’ decisions, such as marketing by higher education providers, the reputation of institutions and their perceived prestige, a student’s family background, as well as the location and costs of travel and accommodation. High-quality, impartial careers advice is critically important, but the support available to students in schools is not good enough. The Department acknowledged that it needs to improve the quality of careers advice for young people. It told us that its Careers Strategy, published in December 2017, will have a “real impact” on young people’s lives and help students make choices which best fit their own aptitude, skills and preferences, but it is not clear how or whether the department will ensure high quality careers advice at school level. It is too early to judge its success, but action is needed quickly and the strategy should be robustly evaluated to ensure it is achieving its aims.

Recommendation: The Department should write to the Committee by October 2018 with details of progress it has made with its careers strategy and the impact it is having. It should set up an evaluation framework to enable it to assess progress.

  • The Department does not have enough of a grip on actions to widen participation in higher education, and is over-reliant on the actions of some universities. The Department’s reforms are designed in part to ensure equal access to higher education, regardless of a student’s background. However, students from disadvantaged backgrounds are still far less likely to enter into higher education than those from more advantaged backgrounds. There have also been substantial drops in part-time and lifelong learning, which are critical to social mobility. The Department told us that it has introduced a Social Mobility Action Plan to address inequalities across the education system, and one of the roles of the OfS will be to ensure best practice in reaching out to students from disadvantaged background is being applied across the higher education sector. However, we are concerned that the incentives in the higher education market do not sufficiently support widening participation. Outreach activities are primarily conducted by universities and while there are areas of good practice, some universities who find it easy to recruit students are not pulling their weight. The OfS told us that each higher education provider will set targets for widening participation and improving outcomes for disadvantaged groups, and it will oversee these Access and Participation Plans, which will be a condition of registration. But it remains to be seen whether the plans to improve performance will have an impact on the life chances for disadvantaged groups.

Recommendation: The Department should provide us with evidence of how it is widening participation and opening higher education to students from disadvantaged backgrounds. The Department should demonstrate how they will maintain pressure on providers to measure success.

  •  Students have limited means of redress if they are unhappy with the quality of their course, even if they drop out. The relationship between students and higher education institutions has changed substantially since tuition fees were introduced, with a much greater emphasis on whether a course or institution offers value for money. An effective market requires empowered consumers who can switch provider if they are dissatisfied, but this is not the case in the higher education market. Across the sector, only 2% of students transfer provider each year, and students are more likely to drop-out altogether if they are dissatisfied with their course rather than switch provider. When students do switch providers or drop out, they are unlikely to get any of their fees back unless they can demonstrate that they were misled in some way. The OfS will require universities to demonstrate what arrangements they have in place for facilitating transfers, and it will have a responsibility to make sure there is better use of transfers where appropriate. However, given the relative weakness of students as consumers, it is vital that the OfS uses its full powers actively, and works effectively with other regulators, such as the Advertising Standards Authority and the Competition and Markets Authority, to ensure the market functions in the interests of students.

Recommendation: In developing the new regulatory framework, the Department and OfS must ensure students’ interests are protected. The OfS should include clear guidelines to enable students to shift courses or institutions more easily.

  • The new Office for Students has not yet articulated how it will support the varied and complex interests of students. It told us that, as the sector regulator, its role is to regulate universities and colleges “on behalf of students”. However, it is clear that these interests are varied, complex and often competing. The OfS told us that it has established a student panel, although it has chosen not to work with the National Union of Students, to inform how it makes decisions and to ensure that its definition of the student interest is defined by students themselves. It also told us that it plans to develop a student engagement strategy to clarify what the interests of students are so that it can feed these into its regulatory framework, which would include quality of teaching, feedback and graduate outcomes as key areas of focus. But until the OfS has sufficient clarity over what it is trying to achieve in the interests of students, it will not be able to effectively monitor and evaluate the success of its regulatory approach.

Recommendation: The Office for Students should report back in six months to set out in detail how it will measure and report on its performance in regulating for students, and be clear about what its priorities are in protecting student interests.

The summary of the summary is this bit: “We spoke to the Office for Students at its inception and hope that it will set a clear marker that it really is acting in the interests of students from day one. It is still unclear how it will gauge the real concerns of students and ensure that institutions are delivering and sanctioned when they let students down.”

House of Lords Economic Affairs Committee – The House of Lords Economic Affairs Committee’s inquiry into the Economics of higher, further and technical education inquiry has reported. They find that the system of post-school education in England is unbalanced with too much emphasis on full time university degrees, and as a result offers poor value for money to individuals, taxpayers and the economy – and they stress the need for immediate reform.  As an official Committee the Government are expected to take note of, and respond to, the report – although it’s not binding on the Government. The current HE Review will certainly include these findings within its deliberations. There is a short summary pamphlet issued by the Committee here.

The report notes that undergraduate HE studies dominate post-school choices. They attribute this to the HE Finance system making it an easy option, alongside the lack of alternative viable, consistent and quality alternatives. The report notes this is not in the country’s best interest.

The key recommendations are:

  • Other post-school options need more funding – Funding for post-school education is too heavily skewed towards degrees. Public funding across all forms and institutions in higher and further education should be better distributed. There should be a single regulator for all higher education (Level 4 and above – the Office for Students is noted) and a single regulator for other post-school education (Level 3 and below).
  • Reversing the decline of part-time and flexible learning – The decline in part-time learning in higher education is a result of restrictions around accessing loans for students who already have a degree, the increase in tuition fees in 2012 and the lack of maintenance support for part-time students (which will be available from 2018/19). Funding restrictions have also led to a decline in part-time study in further education. A credit-based system whereby people can learn in a more modular way and at their own pace should be introduced.
  • Apprenticeships – The Government’s target of three million apprenticeships has prioritised quantity over quality, and should be scrapped. The Government must renew its vision for apprenticeships, concentrating on the skills and choices that employers and individuals really need. The Institute for Apprenticeships should be abolished and replaced with a new regulator for Level 3 and below qualifications, and the Office for Students should take responsibility for those at Level 4 and above.
  • Reforms to student loans and widening maintenance support – The Government claims the high level of interest charged on student loans makes the system progressive, but it is middle-earning graduates who end up paying back most in real terms. The interest rate should be reduced to the 10-year gilt rate, currently 1.5 per cent, from the current rate of RPI plus 3 per cent.

Lord Forsyth of Drumlean, Chair of the Economic Affairs Committee, said:

  • “The way we expect students to access higher and further education is deeply unfair. We must create a single system, including apprenticeships, that offers more choice and better value for money.
  • Maintenance support should be available for all students studying at Level 4 and above. The means-tested system of loans and grants that existed before 2016 should be re-instated, and total support increased to reflect the true cost of living.
  • We recommend that the interest rate charged on post-2012 student loans should be reduced to the level of the ten-year gilt rate. This would mean reducing the interest rate from around about 6 per cent today, to 1.5 per cent. No student should incur interest while studying.”

The report also noted:

  • The statistical claims made by the Government about the relationship between higher education and economic growth are oversimplified. Whatever relationship may or may not have existed in the past, the assumption that sending increasing numbers of today’s young people to university to study undergraduate degrees is the best option for individuals and the economy is questionable. The evidence suggests that there is a mismatch between the qualifications and skills provided by the higher education system and the needs of the labour market. A substantial proportion of current graduates may have been better off pursuing other higher education qualifications in areas where there are skills shortages.
  • The aim of the 2012 reforms to create an effective market amongst universities has not been achieved, as evidenced by the lack of price competition. We have seen little evidence to suggest that the higher education sector is suitable or amenable to market regulation. We are concerned that the replacement of nearly all grant funding by tuition fees, coupled with the removal of the cap on student numbers, has incentivised universities to attract prospective students onto full-time undergraduate degrees. This may also explain the striking increase in grade inflation.
  • The combination of incentives to offer and study for undergraduate degrees has had a negative effect on the provision and demand for other types of higher education.
  • The Teaching Excellence Framework will not impose sufficient discipline on the sector to ensure the quality of the ever-increasing provision of undergraduate degrees. The framework is based on metrics which are too general to relay much information about the quality of an institution or course and are too dependent on unreliable surveys. Risk is borne almost entirely by students and taxpayers rather than the institutions.

With this in mind, there was a parliamentary question on TEF this week:

Q – Gordon Marsden: T what external organisations he plans to consult to take forward his Department’s commitment to appoint an independent reviewer of the teaching excellence framework and its criteria of operation.

A – Sam Gyimah: My right hon. Friend, the Secretary of State for Education will appoint a suitable independent person for the purpose of preparing a report on the operation of the Teaching Excellence and Student Outcomes Framework (TEF), in accordance with the Higher Education and Reform Act 2017. In taking decisions about the TEF, he will take account of advice from partners in the higher education sector. That includes the department’s TEF Delivery Group, which is comprised of representative organisations from the sector plus the Office for Students and the devolved administrations, and gives advice on the design and development of the TEF.

Wonkhe have an analysis of TEF year 3 grade inflation data:

  • “Every institution where data is presented showed evidence of grade inflation [Ed: or just improvement in outcomes?] when comparing the most recent year of first class awards with the supplied historical comparator, in some cases up to a 20 percentage point difference. Most institutions also showed a steady increase over the most recent three years, all of which were substantially above the earlier figure.
  • Every institution showed a rise in the number of first class degrees, and a fall in the number of 2:2, third class or other honours degrees.
  • What doesn’t the data tell us?  Resits, basically. We don’t know to what extent degree candidates are simply not accepting lower awards, and instead choosing to resit elements of their course to achieve a higher award. We also do not know to what extent institutions are encouraging this – in light of the continued idiocy of certain parts of the rankings industry in including “percentage of first class degrees” in league tables, or in the light of student care (and a weather eye on DLHE metrics).
  • The simple proportions are also less reliable for smaller institutions, where you would expect to see a greater fluctuation year on year and cohort by cohort. And we don’t (yet – this may come in future years when the data is derived centrally from HESA) get any splits – of particular interest here would be prior qualifications, but we already know that various student attributes are a good predictor of final grade.”

And the BBC has cut last week’s IFS data and has an interactive tool – adding “But remember, there’s more to life than money…” and the all-important qualifier: “Earnings for different professions may vary over time. The figures are based on students graduating between 2008 and 2012.”  Read last week’s policy update for some critical perspectives on the relevance of this data for current applicants.  Past performance is not really a guide to future performance – and some graduates may end up doing a different job to the rest of the cohort….

Research funding

There were two Parliamentary questions about research funding, one in the context of Brexit

Q – Kemi Badenoch: To ask the Secretary of State for Business, Energy and Industrial Strategy, what steps his Department is taking to ensure the maintenance of funding for (a) universities and (b) research projects after the UK ceases to receive European Research Council funding.

A – Sam Gyimah:

  • The UK is eligible to fully participate in all aspects of the Horizon 2020 programme, including the European Research Council (ERC) while we remain a member of the EU. The Joint Report, reflected in the draft Withdrawal Agreement, envisages that UK entities’ right to participate will remain unaffected by the UK’s withdrawal from the EU for the duration of the programme and the lifetime of projects funded under Horizon 2020.
  • If necessary, the Government’s underwrite remains in place. This guarantees the funding for UK participants in projects ongoing at the point of exit, as well as any successful bids submitted before the UK leaves the EU.
  • As part of our future partnership with the EU, the UK will look to establish a far reaching science and innovation pact. The UK would like the option to fully associate to the excellence-based European research and innovation programmes, including Horizon Europe, the successor to Horizon 2020. The UK intends to play a full and constructive role in shaping these proposals and we look forward to discussing the detail of any future UK participation with the Commission.

Q – Rebecca Long Bailey: When the Secretary of State for Business, Energy and Industrial Strategy plans to publish a roadmap for meeting his target of increasing investment in R&D to 2.4 per cent of GDP by 2027.

A – Sam Gyimah: Since the publication of the Industrial Strategy, we have been speaking to businesses, academics and other stakeholders to develop the roadmap. Through this engagement we are exploring the barriers to increased R&D investment by business, the greatest opportunities for R&D growth over the next decade, and the key policies Government should prioritise to reach the 2.4% goal and deliver economic and societal impact.

Immigration & International Students

EU Students – This week both Layla Moran (Lb Dem Education Spokesperson) and Universities UK have been pressurising the Government to clarify the fee status of EU students for the 2019/20 academic year, warning of a further drop in EU numbers. The Scottish Government confirmed the fee status for EU students in February this year.

Alistair Jarvis, Chief Executive of Universities UK, said: “Students from across the EU, who bring great economic and academic value, are already enquiring about 2019 study, but face uncertainty on the expected financial costs of doing so. We know from research that the majority of international students start their research about studying abroad more than 12 months in advance of actual enrolment…there is now an urgent need for clarification to be provided across all parts of the UK. It is critical that action is taken to prevent a drop in EU applications next year.”

Non-EU Doctors and Nurses – Immigration Relaxation – The Government have announced a relaxation on the Tier 2 visa cap which currently limits immigration of non-EU skilled workers to 20,700 per year (see Politics Home) to ensure that non-EU doctors and nurses will be outside of the cap.

The Telegraph reported that a much wider review is expected: “businesses and employers will be able to recruit an extra 8,000 skilled migrants a year from other professions including IT experts, engineers and teachers, effectively increasing the cap by 40 per cent.”

Changes to the immigration rules were announced on Friday that come into force on 6th July that do not seem to go that far:

  • increasing the number of countries that benefit from a streamlined Tier 4 student visa application process – 11 additional countries including China have been added
  • leave to remain for children under the Dubs amendment – including study and healthcare for children who do not qualify for refugee or humanitarian protection leave
  • changes applying to Afghan interpreters and their families that were announced recently
  • the change relating to non-EU doctors and nurses who will no longer be in the Tier 2 visa numbers cap
  • including fashion designers and TV and film professionals in the exceptional talent visa

Opposition to Theresa May’s immigration policies, including whether international students should be included in the overall net immigration target, has been widely reported in the press over the last couple of years, including a lack of support for the current approach from Cabinet members. The change in relation to the NHS may be the start of something bigger. The promised Immigration White Paper was postponed due to the Migration Advisory Committee’s (MAC) investigations into workers within the UK labour market and the impact of international/EU students (due to report in September). Meanwhile there have been pressing calls from the sector (notably from HEPI following the publication of their research into benefits of international students) for the MAC Committee to report ahead of September.

The Immigration White Paper is now rumoured to be scheduled for release in July, to allow for consultation prior to the European Council leaders’ summit on the 18 and 19 October (the target date to agree a withdrawal treaty). The Immigration Bill is expected to be presented to Parliament before 2019.

‘Start up’ Visas – The Home Secretary has announced that people who want to start a business in the UK will be able to apply for a new “start-up” visa from Spring 2019. This is aimed to widen the applicant pool of talented entrepreneurs and make the visa process faster and smoother for entrepreneurs coming to the UK. It will replace the previous visa for graduates, opening it up to a wider pool of talented business founders. It will require applicants to have acquired an endorsement from a university or approved business sponsor, including accelerators.

The Home Secretary, Sajid Javid, said:

  • The UK can be proud that we are a leading nation when it comes to tech and innovation, but we want to do more to attract businesses to the UK and our migration system plays a key part in that.
  • That’s why I am pleased to announce a new visa for people wanting to start a business in the UK. This will help to ensure we continue to attract the best global talent and maintain the UK’s position as a world-leading destination for innovation and entrepreneurs.
  • This initiative builds on other recent reforms to the visa system – including doubling the number of visas available on the Exceptional Talent route to 2,000 per year – and shows the government’s commitment to making the UK a dynamic, open, globally-trading nation.”

International Students – During an American Senate hearing the US confirmed they will limit the study visa of Chinese students studying in ‘sensitive’ fields (robotics, aviation, high-tech manufacturing) to a one year duration with an option to renew and extend study into subsequent years after consideration.   The hearing, Student Visa Integrity: Protecting Educational Opportunity and National Security, (originally titled ‘A Thousand Talents: China’s Campaign to Infiltrate and Exploit US Academia’). A spokesperson from the Office of the Director of National Intelligence stated the policy decision was not driven by race or ethnicity but by the need to safeguard American Intellectual Property in the face of “the fact that China has a publicly-stated policy goal of acquiring sensitive information in technology around the world …that they seek access and recruit global experts regardless of their nationality to meet their science and technology aims.” In opposition to the visa limitations testimony was given on the value of international students at the hearing. What is most interesting is the difference in attitude between the US and UK in the consideration of the benefits of an international student population that the hearing revealed.

In the UK international students are welcomed for the diversity they bring, the further invigoration and internationalisation of the curriculum, the income boost through tuition fees, the levels of postgraduate students, and the significant economic ‘side effects’ benefiting the geographical community (see HEPI). There is also an assumption that (due to the visa system) most international students will return home,  having originally chosen to study here to enhance their own international career standing or bring fresh skills back to their own community (a personal motivation).
Yet the opinion expressed in the American Senate hearing was that the international students should be contributing to American society (and paying for the privilege of doing so):  “Most students and visiting scholars come to US for legitimate reasons. They are here to… contribute their talents to [the US].” Senator Cornyn (Chair of the hearing).  Most likely American academia would have alternative viewpoints to Senator Cornyn on the valuing of international students. Also this appears to be a niche policy decision to infuse intellectual property security concerns into the visa approval process rather than a blanket policy.

Britain and America are two of the major world players in attracting international students and both now have elements of unwelcome emanating through policy decision. It’s notable that Chinese student numbers are the biggest international group to access UK universities; in 2015/16 1 in 4 international originated from China..

Widening Participation and Achievement

There were several parliamentary questions within the widening participation sphere this week.

Part Time Students – Q – Richard Burden: To ask the Secretary of State for Education, what assessment he has made of the effect of changes to higher education funding on student numbers at the Open University in each year since 2011.

A – Sam Gyimah:

  • The government recognises the decline in part-time study within the sector, and is aware of the impact this has had on the Open University. That’s why the government is committed to supporting part time students and since 2012, it has paid the tuition fees of students studying on part-time courses up-front through a system of subsidised fee loans.
  • In addition, new part-time students attending degree level courses from August 2018 onwards will, for the first time, be able to apply for up-front loans to help them with their living costs. Subject to the development of a robust control regime, these loans will be extended to students on distance learning courses from August 2019.
  • The government continues, through the Office for Students (previously Higher Education Funding Council for England), to provide direct grant funding to support successful outcomes for part-time students. This was worth £72 million in the current academic year (2017/18), and the Open University received a sizeable amount of this funding.
  • This funding reflects the particular costs associated with recruiting and retaining part-time students and includes funds to support successful outcomes for part-time students. The Open University received £48 million to support teaching activity in 2017/18.

Effective Deployment of WP – Q – David Lammy: To ask the Secretary of State for Education, what steps he is taking to ensure that the widening participation funding is deployed effectively. And Q – David Lammy: To ask the Secretary of State for Education, what steps he is taking to increase the proportion of young people from disadvantaged backgrounds attending university.

The following response covered both questions: A – Sam Gyimah:

  • Widening participation in higher education remains a priority for this government. We want everyone with the potential to have the opportunity to benefit from a university education, regardless of background or where they grew up.
  • University application rates for 18 year olds to full-time study remain at record levels. The proportion of disadvantaged 18 year olds entering full time higher education has increased from 13.6 per cent in 2009 to 20.4 per cent in 2017. Building on this our major review of post-18 education and funding will consider how disadvantaged students receive maintenance support both from government and from universities and colleges and how we can ensure they have equal opportunities to progress and succeed in all forms of post-18 education.
  • We have set up the Office for Students (OfS) with powers to drive forward improvements in access and participation and we have asked the OfS to do more to maximise the impact of spending in this area. In their business plan the OfS plans to evaluate the return on investment on access and participation. We have also asked the OfS to set up an Evidence and Impact Exchange to improve the impact and value for money of providers’ access and participation expenditure.
  • In addition, through the Higher Education and Research Act 2017, we have introduced the Transparency Duty requiring registered higher education providers to publish data on application, offer, acceptance, dropout and attainment rates of students by ethnicity, gender and socio-economic background. This will hold the sector to account for their record on access and retention of students from lower socio-economic backgrounds and shine a light on where they need to go further

Targeted Outreach – Q – Gordon Marsden: To ask the Secretary of State for Education, what discussions he has had with (a) the Director for Fair Access and Participation and (b) the Office for Students on strengthening university programmes aimed at potential applicants between the ages of 11 and 16 from disadvantaged black, working-class white and other communities. And Q – Gordon Marsden: what discussions he has had with universities and their representative bodies on extending their outreach activities for disadvantaged groups of young people between the ages of 11 and 16.

A – Sam Gyimah:

  • In our first guidance to the Office for Students (OfS) we have asked them to challenge higher education (HE) providers to drive more progress through their Access and Participation Plans. Prior attainment is a critical factor in entering higher education and we are asking providers to take on a more direct role in raising attainment in schools as part of their outreach activity. The OfS have also established the National Collaborative Outreach Programme to target areas where progression into higher education is low overall and lower than expected given typical GCSE attainment rates.
  • Through the Higher Education and Research Act, we have introduced a Transparency Duty requiring higher education providers to publish data on application, offer, acceptance, dropout and attainment rates of students by ethnicity, gender and socio-economic background. This will hold the sector to account for their record on access and retention of students from lower socio-economic backgrounds and shine a light on where they need to go further.
  • Officials and I are in regular contact with the OfS, including the Director for Fair Access and Participation, and the higher education sector to discuss issues around widening access.

Disabled Applicants – Q – Gordon Marsden: To ask the Secretary of State for Education, what discussions he has had with the Office for Students on encouraging university applications from potential applicants with disabilities.

A – Sam Gyimah:

  • Widening access to higher education among under-represented or disadvantaged groups is a priority for this government. In our first guidance to the Office for Students we have asked them to ensure that higher education providers include, within their access and participation plans, those students that have been identified as requiring the most support. This includes students with disabilities.
  • Higher education providers have clear responsibilities under the Equality Act 2010 to support their students, including those with disabilities
  • Through access agreements – in future known as access and participation plans – higher education providers expect to spend more than £860 million in 2018/19 on measures to improve access and student success for those from disadvantaged backgrounds. This is a significant increase from £404 million in 2009.

Change in turbulent times

HEPI released Policy Note 7 – Change is coming: how universities can navigate through turbulent political times. It focussed on three key drivers for Universities: internationalisation, the impact of disruptive technologies, and changes to education delivery – the power not only to change the way we teach and learn, but also how we manage information and collect data.

Rebooting learning for the digital age?  As shown by HEPI report 93, improvements across the world in technology have already led to improved retention rates and lower costs:

  • in the US, technology-enhanced learning has produced better student outcomes in 72 per cent of projects and average savings of 31 per cent;
  • in the University of New England in Australia, student drop-out rates have reduced from 18 per cent to 12 per cent via learning analytics; and
  • at Nottingham Trent University, 81 per cent of first year students increased their study time after seeing their own engagement data “

 “Demand for higher education to 2030 As HEPI report 105 uncovers, universities in England should be preparing themselves to  take on at least 300,000 additional full-time undergraduate places by the end of the next decade. This is good news in the long-term but the scale of the transformation that is required now – in terms of increasing capacity – is substantial.

Many universities are already concentrating on the long-term picture. This is best shown by the improvements to university estates. Yet, with a smaller pool of prospective students being relied upon to fill these resources in the short-term, we can expect competition between institutions to increase sharply over the coming years – particularly if it becomes more common for students to switch providers of higher education mid-course under the new regularly landscape of the Office for Students (OfS).”

To steer effectively through the troubled waters the policy note suggests:

“On the one hand, this involves coming together to:

  • learn from each other’s experiences in the global context;
  • identify common challenges;
  • develop appropriate fixes; and
  • present a collective voice in the sector against current political sentiment.

On the other hand, this also involves enhancing the distinctiveness of higher education institutions to:

  • ensure they make a real difference on the ground in other parts of the world;
  • ensure challenges specific to different institutions do not get lost in the general policy debate;
  • develop appropriate strategies for success; and
  • get ahead in an environment of increased competition.

Coming together in unity to learn from one another and develop appropriate strategies, while still maintaining the diversity that is unique to UK higher education, is what will help universities to overcome some of the biggest emerging policy challenges of our time – posed by the pressures of internationalisation, advancements in technology and domestic political developments. Universities today ultimately have two obligations on their hands – the first, to ensure their own individual successes and, the second, to preserve their part in a healthy, wider higher education sector, complete with variety and choice, for generations to come.”

Student experience – what students really want and why it matters

BU hosted Dr Diana Beech from the Higher Education Policy Institute on Wednesday morning for a policy breakfast, part of this year’s CELebrate symposium.  In a packed room and despite the early start, we had a great discussion about student perceptions, value (and value for money). You can read about it and find links to the survey, her slides and other HEPI reports referred to elsewhere on the research blog here.

Student loans – the numbers

The Student Loans Company have published their statistics for England for the financial year 2017-18.

  • The amount  lent  in financial  year 2017-18 to  Higher  Education borrowers was  £15.0billion,   an  increase  of 11.9%  when  compared with 2016-17. A total  of £222.3m was  lent  to  Further  Education borrowers.
  • The amount lent  in financial year 2017-18 for Postgraduate Masters was £582.9million.
  • Net repayments posted to customer accounts within Higher Education amounted to £2.3billion in the financial year 2017-18, an increase of 16.0% compared with 2016-17 (including £399.2million in voluntary repayments).
  • The balance outstanding for Higher Education (including loans not yet due for  repayment)  at  the  end  of  the  financial  year 2017-18 was £104.6billion,an  increase  of 17.0%  when  compared  with 2016-17.
  • With the entry of the Higher Education 2018 repayment cohort into repayment in April 2018, there were 3.8 million borrowers liable  for repayment  and  still  owing  (an  increase  of  4%  compared  to  April 2017).  There  were  a  further  1.2  million  borrowers  not  yet  liable  for repayment bringing the total still owing to 5.0 million.
  • The average Loan Balance for the Higher Education 2018 repayment cohort on entry to repayment was £34,800. This is a £2,380 increase on the previous year average of £32,420.
  • 880,400 (18.6%) of the Higher Education borrowers who had become liable to  repay since  ICR  loans  were  introduced  in  1998 have fully repaid their loan.

Student Drug Attitudes

The Higher Education Policy Institute (HEPI) and University of Buckingham have released a YouthSight survey on attitudes towards drug use based on the responses of 1,059 full-time undergraduate (UG) students.   On the number of students who have never (71%) or regularly (11%) use drugs the findings contrast slightly from the April 2018 NUS report which noted higher usage. HEPI explain that the NUS sample was targeted and believe this report is more representative of full-time UG students.

Nick Hillman, Director of HEPI said:

  • This survey provides an important corrective to some of the wilder ideas about today’s students. They are more hardworking and less hedonistic than is often supposed… Our survey shows most students support their institutions taking a tougher, rather than a more relaxed, line on the use of illegal substances by fellow students.’

The survey explains student drug use as attributable to:

  • 47% peer pressure
  • 81% took drugs for recreational purposes
  • 6% took drugs to cope with difficulties with exams

When considering if their HE institution has a drug problem the respondents split with 39% identifying a problem, and 44% stating there wasn’t. The students were concerned about the impact of drug use personally and in society. 88% were concerned drugs negatively impacted mental health; 68% felt it contributed to crime; and 62% were concerned about the cost of the health care burden caused by drug users. Many students recognised excessive alcohol consumption as a serious threat (87% considered alcohol overuse as very serious or quite serious compared to 64% on drug use). The report stated 62% of students want their university to ‘take a stronger line’ on drug dealers and ‘students who repeatedly use drugs’.

Consultations

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

There is still time to contribute to the industrial strategy topical blogs because they’ve extended the deadline until 21 July – yippee! Get your thinking caps on and get in touch with Sarah!

Other news

Local MPs: Richard Drax (South Dorset) used his prime minster question this week to call for her to support a grant for Weymouth’s harbour wall. The PM responded that there were various options that grant funding had to look at carefully, but said that this project was on a list of potential recipients. She anticipated a decision by the summer.

The House of Commons library have let an AI programme loose in Hansard looking at Brexit.

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JANE FORSTER                                            |                       SARAH CARTER

Policy Advisor                                                                     Policy & Public Affairs Officer

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

What students really want (and why it matters)

BU hosted Dr Diana Beech from the Higher Education Policy Institute on Wednesday morning for a policy breakfast, part of this year’s CELebrate symposium.  In a packed room and despite the early start, we had a great discussion about student perceptions, value (and value for money).

Diana started with a review of the HEPI/AdvanceHE 2018 Student Academic Experience Survey, which was published last week.  The survey was  established in 2006, so is now in its 12th year, giving useful data trends.  It surveys over 14,000 full-time undergraduate students in all years of study (not just final year students like the NSS).  The full survey is available to download for free.

  • It seems from the data, that contact time and private study have not changed much since 2006, despite the many changes in the sector, including growing student numbers, changes in funding etc.  However, since 2012, when fees were increased, perceptions of value for money by the students surveyed have fallen consistently – until this year.  This year the percentage of respondents saying that they believed that they were getting good, or very good value for money for their course, moved up from 35% to 38%.  And the percentage saying they got poor, or very poor value for money went down from 34% to 32%.  [Ed: These figures are often cited by Ministers, and were by Sam Gyimah at his speech last week (see our policy update last week for more on this topic) – “only [just over] a third of students think they get value for money” is the headline, and the government’s own initiatives in terms of a relentless focus on quality through the TEF, the new regulatory environment etc are credited with the improvement].
  • Diana described how this year a new question had been asked about what the reasons were behind the rating that had been given for value for money – for those saying that they received good or very good value, the top 5 reasons (in order) were teaching quality, course content, course facilities, career prospects and quality of campus.  On the other side, the top 5 reasons given by those who received poor or very poor value for money were tuition fees, teaching quality, contact hours, course content and cost of living.  It is interesting that teaching quality and course content are levers for good or bad value for money, that concern about money is clearly linked to perceptions of poor value.  It is also unsurprising to see contact hours linked to perceptions of poor value, but it may be of some surprise to see quality of campus linked to good value.
  • So on contact hours, Diana noted that those students with the highest perceptions of value for money also seem to be studying subjects with the greatest overall workload.  [Ed: This is not necessarily linked to contact hours – looking at contact hours the subjects seem to fall into three groups, with medicine, dentistry and veterinary and physical sciences standing out for the number of contact hours (15-19) and history, languages, business and social studies at the other end (8-10).  The rest fall in the middle, but the chart looks at total workload including independent study and work outside the course].
  • Diana also flagged another trend – the percentage of students saying that their experience has been better than they expected has fallen fairly consistently since a high point in 2013, and has fallen again this year from 25% to 23%.  Again, when students saying that the experience was worse than expected (12%), teaching quality came top of the reasons, with course organisation [Ed: a familiar NSS question], lack of support in independent study, lack of interaction with staff, poor feedback (Ed: NSS again) and contact hours featuring again.  The last two of the top 8 reasons were “not put in enough effort myself” (30%) and “too little interaction with other students” (26%).
  • Diana talked about commuter students, who are less likely to be satisfied, and more likely to say that if they had known what they know now, would not have entered HE – along with those who are employed for more than 10 hours and Asian students.  There is intersectionality here, Asian students and those who are employed for more than 10 hours have a higher propensity to be commuter students.  Diana talked about her recent report for HEPI looking at the potential growth in undergraduates by 2030 (as many as 500,000 more) – and the possibility that many of those may be commuter students – a challenge for the sector given the concerns raised above.
  • Developing this theme, Diana mentioned the recent paper written by Sir Anthony Seldon and Dr Alan Martin on the “positive and mindful university“.
  • Diana referred to the HEPI/Unite Students report “Reality Check – a report on university applicants’ attitudes and perceptions”.  One concern is that only 49% of applicants realise that rent will be their biggest cost apart from tuition fees.  Diana discussed concerns about whether students understand where their tuition fees are spent, and the interesting response to the question about how tuition fees should be spent (teaching facilities (65%), teaching staff (60%), student support services (57%) come top, campus development (52%), financial support for students (49%) and research facilities and resources (49%) come next.  Interestingly student recruitment and marketing are lower on the list (at 16% and 15%) and investing in the local community is supported by only 12%.

You can read Diana’s slides here.

We then had a Q and A and discussion session with a panel consisting of Debbie Holley, Lois Farquharson, Alex Hancox and Diana and chaired by Jane.

  • We discussed commuter students and the particular issues of making the campus “sticky” for these students, particularly in relation to HSS students who live near work and final year students who may have put down roots in their placement year and becoming commuter students is one reason why they can find it hard to reintegrate in their final year (there may be other reasons too). [Ed: see an interesting article on Wonkhe this week on stickiness generally)
  • We discussed issues linked to value for money – should we talk about value, and not focus on financial return [Ed: see last week’s policy blog for our take on the latest ministerial pronouncements about graduate salaries]
  • We also talked about the wider value of university in terms of life experience, friendships, soft skills- and how this is important but often overlooked [Ed: there are a couple of interesting articles on this in last week’s policy blog]
  • We talked about student information and the importance of making sure that applicants could access the information about the things that mattered for them, and how talking to students, and spending more time than just an open day, might be an important part of this.  We discussed briefly the importance of students understanding how their fees are spent (which is in the survey) and how to do this better.
  • In terms of expectations, Alex pointed out that students were overloaded with information in induction week and it was suggested that we need to follow up, drip feed etc.
  • We talked briefly about tuition and living costs.  Points were made about how challenges with living costs might be increasing the number of commuter students and affecting their outcomes.  We also discussed the unhelpful terminology around loans, debt, value for money, tuition fees that are really “university fees”.  [Ed: This is a very big subject, you might want to read BU’s response to the review of post-18 education and we gave links to other sector responses in our policy update on 4th May.]
  • We talked about mental health and wellbeing – including about how some students might choose to live at home for support.  We also discussed challenges with the definition of “living at home”  – it may be different issues for mature students who have families than 18 year old students who live with parents – although the impact on extra-curricular engagement may be the same
  • We talked about engaging students with research and equality of access to these sorts of opportunities for broader engagement
  • We discussed the TEF and the use of splits data – are universities really using their splits data and is it driving change?
  • In the context of contact hours, Alex made the point that quality of contact is as important as the amount – students may want more help not more lectures.

HEPI are interested in further research and policy publications, using this data or other data – please contact policy@bournemouth.ac.uk if you would like to discuss this further.

Many thanks to all who attended and we look forward to continuing the dialogue on many of these issues.

 

HE Policy Update for the w/e 8th June 2018

HEPI Student Experience Survey

The  Higher Education Policy Institute  (HEPI) and  Advance HE  have published a joint  report on student academic experience.  The report was launched at the annual HEPI conference and Sam Gyimah gave the keynote address.

The report includes a lot of insight and is worth looking at – there are some new questions this year too. The headlines focussed on two things – value for money (which has had a step up this year after years of decline) and mental health and wellbeing (which is declining amongst students).

They asked the respondents to consider what influenced their views on value for money – price driving perceptions of poor value and quality of good – perhaps not surprising – and that doesn’t tell the whole picture.  They also asked about how fees should be spent and it is interesting to note that campus development is high.

Commenting on the publication of the 2018 HEPI Student Academic Experience Survey, Yvonne Hawkins, director of teaching excellence and student experience at the Office for Students, said:

  • ‘We welcome the publication of the HEPI Student Academic Experience Survey – this kind of analysis underlines the importance of listening to students and capturing their voices. It also improves our understanding of what matters to them. 
  • ‘While we note the survey’s findings on value for money, and the fact that a slightly higher proportion of students feel they have received good value for money this year, significant numbers of students report not being satisfied with their higher education experience. Overall the results send a clear signal that there is more work to be done. 
  • ‘The concerns identified in the survey about the experience of particular student groups, and about student wellbeing, go to the heart of the OfS’s aim to ensure that every student, whatever their background, has a fulfilling experience of higher education that enriches their lives and careers. 
  • ‘Students have a diversity of perspectives on what constitutes ‘value for money’. We are working closely with our student panel to ensure that we understand and respond to students’ priorities. Our goal is to ensure that students have the information they need to make informed choices, receive high quality teaching and support, and know how providers are spending their income from tuition fees.’

Commenting on the Advance HE and the Higher Education Policy Institute (HEPI) Student Academic Experience Survey, Sir Peter Lampl, founder of the Sutton Trust said:

  • “It is good to see that more students feel their degrees are providing value for money. However, there’s only been a 3 percentage point increase and it’s just not good enough that only 38% perceive they are getting good or very good value from their course.
  • “In sharp contrast 60% of students in Scotland and 48% in Wales – where fees are lower or non-existent – think their courses are good value.
  • “English graduates leave university with debts of over £50,000. A more fair and affordable fees system would increase the number of students who believe they are getting value for money. To do this we need to see the reintroduction of maintenance grants and means-tested tuition fees.”

Value for money

Sam’s speech at the HEPI event focussed on value for money  – linked to student choice.  The Minister referred extensively to the latest IFS research into the LEO (Longitudinal Education Outcomes) data.  The research is here and the LEO data is being released in full on 21st June.

The IFS analysis shows that women who study one of the bottom 100 courses have earnings up to 64% (approximately £17,000) less than the average degree after graduation. For men, it can be up to 67% (approximately £21,000).  The analysis – commissioned by the Department for Education (DfE) – finds that family background has an important impact on graduates’ future earnings, as well as subject and institution choice.

The Minister said

  • “Today’s publication has important and far-reaching ramifications for the debate on value for money in Higher Education.
  • These findings demonstrate that studying the same subject at a different institution can yield a very different earnings premium. The choices that students make about what and where to study does matter.
  • We must build a system where everyone with the ability to benefit from a university education has the opportunity to attend, the information they need to make the right decision, and that when they go to university, they receive a first-rate education that delivers real value for money.

The Minister went on to challenge universities to review their offer to students:

  • The clutch of underperforming degrees is a problem for students – it is likely they include many of the courses whose students feel they are not getting value for money.
  • I believe mass participation in higher education is here to stay and is key to our economic future. But for this vision to be realised in full, universities need to focus relentlessly on value for money.”

In the coming weeks, Sam Gyimah will launch an Open Data competition – the first of its kind in the UK Higher Education sector – allowing tech companies and coders to use government data on universities to help students decide where to apply.

After his recent visit to BU, Sam mentioned us in his speech:

  • One sometimes hears the critique that Britain focuses too much on university degrees and not enough on vocational learning. Vocational and technical skills are vital.
  • But I reject the false dichotomy between university and vocational education. In fact, much of Britain’s best vocational education goes on in degree courses in universities.
  • Take Bournemouth University’s computer animation and visual effects courses, whose graduates have gone on to work on some of the biggest movies of the past decade… In all these cases – and countless others – universities have engaged with the wider world and are delivering courses that combine first-rate education with excellent outcomes for students.

Responding to the IFS report and comments from the minister,  Alistair Jarvis, Chief Executive of Universities UK , said: “It is right to expect that students receive a high quality education and that all universities offer a high value experience.

  • “A university degree remains an excellent investment. On average, graduates continue to earn £10,000 per year more than the average non-graduate and are more likely to be in employment. When looking at graduate salaries, it is important also to take into account the regional differences and socio-economic inequalities that exist in society, that a university degree cannot fully address.
  • “It is important that we do not use graduate salaries as the single measure of value. Many universities specialise in fields such as the arts, the creative industries, nursing and public sector professions that, despite making an essential contribution to society and the economy, pay less on average.
  • “A priority must be to make sure that all students receive timely and accurate information about different university courses, to ensure that their experience matches their expectations. Universities are keen to work with government to enhance information for students.”

At the conference and since, there has not surprisingly been some pushback on the research and the use that the Minister is making of it.  “The clutch of underperforming degrees is a problem for students – it is likely they include many of the courses whose students feel they are not getting value for money.”

The problem with this assertion of course is that there are no students on these courses. This data is from students who graduated years ago.  Those courses may not be offered any more or will have changed out of all recognition since those students graduated.

And that’s before you start unpicking the other challenges with using this data in this way.  Louis Coiffait from Wonkhe and Pam Tatlow both asked about regional employability differences and the issues with comparing nationally.   See the article on Research Professional here and the Wonkhe article here and here.

The research report itself questions this use of the results (page 10):

  • “Our findings significantly expand understanding of the variation in graduate earnings; however, we cannot argue that our findings can definitely be interpreted as the true causal effect of different subjects and institutions. We use new exciting data and apply sophisticated methodologies to control for the selection into HE courses, and in so doing move beyond the existing literature in UK. However, selecting an institution and subject to study is an inherently non-random process. It reflects the skills and preferences of young people, and may be affected by unobservable traits, such as confidence or other soft skills, that also determine labour market outcomes.”

And

  • “Furthermore, we do not observe identical people (even on observable characteristics) at multiple different institutions and the impact of a specific course may be different for different types of people. We estimate the average effect based on the people that take that course. For example, we are not claiming that all individuals would have higher earnings if they studied medicine.”

Your policy team are finding it rather frustrating to see everything reduced to an average in this way.  Although this sort of comparison might (subject to all of the issues above) make sense for a programme that leads directly to a specific career, it makes no sense at all if graduates are going on to do a range of jobs that bear no relation to each other.

In the old days, if you planned to do languages at university, a careers adviser would suggest that you could go on to teach or be an interpreter (I had that conversation).  Of course even in those days language students actually could go on to do a whole range of things, many of them nothing to do with their language skills, with salaries that varied enormously.

So applicants thinking about a degree in modern foreign languages (if they are interested in salary outcomes at all, which is another question) might be interested in the differences between salaries earned by languages graduates from one university rather than another, if they have a particular career in mind.  If I want to be an interpreter I might (and I mean might) want to know where the best paid interpreters studied.  But a cohort of language graduates from uni b who earned less than a cohort from uni a –where both cohorts include a random number of graduates who teach, become bankers, are academics, translate novels, are civil servants, work for the BBC world service, are ski instructors, lawyers, mountaineers, professional cricket players, work in advertising, are poets, musicians or artists, run a cupcake business, write computer software, work in Sainsbury’s or anything else– really, what is the point?

Whether your degree pays for itself is a function of a lot of things – such as what your degree is, and where you do it, but also what you did before you went there, where you live, where you work, the state of the national and local economy, what career path you choose now and in the future, your gender, your age, your ethnic group, your family background, your disabilities, how hard you work at university and at work, the culture, policies and success of the organisation you work for, your other life choices…and many more.

So putting aside for now the philosophical debate about whether the value of higher education should be measured by salaries, there is also a practical problem here – it just can’t be done.  The timelines are too long and there are too many variables.  And this debate is not just philosophical –the TEF now includes an assessment based on LEO of whether graduates earn above the median earnings threshold – and it might have a role to play in differential fees in the HE review.

Meanwhile Nicola Dandridge wrote for Wonkhe on how the Ofs will address value for money.

  • We will be doing this partly through our regulation of individual providers where our conditions of registration will ensure a common, high quality threshold for all registered providers. These conditions include requirements that applicants and students should be provided with accurate information about their course and their provider, and also that effective arrangements are in place to provide transparency and value for money for all students and taxpayers.
  • At the same time we will seek to empower students to make informed decisions about where and what to study. We will want to ensure that all students have a general understanding of what their higher education experience will be like and how much it will cost – including, as our survey highlighted, additional costs outside of tuition fees. Achieving this depends on the provision of information which makes sense to students. We will seek to empower students to make informed decisions about where they study, and strengthen their ability to challenge poor value for money once they are enrolled. Transparency will be one of the ways we will make this happen.
  • This is still work to be developed and we will be working with our Student Panel and engaging with students and other stakeholders over the coming months to ensure their views inform our response. But our objective is clear: by addressing these common themes, we will have more students reporting that they have received value for money, and that has to be a priority for us all.

Jim Dickinson wrote for Wonkhe on value for money from a different perspective – not related to salaries

  • Inside universities, it’s almost too easy to debunk. You can argue that multiple meanings and motivations make “value” impossible to meaningfully measure. You can argue that the total “money” that is paid varies according to earnings and the rules of the loans system. You can argue that “value” is only created in later life. You can point out that in many cases the money isn’t paid by the user, or that the benefits are to wider society, or that it distorts student behaviour, or that what you get is difficult to compare or that, anyway, it’s all neoliberalism.
  • One of the often-used arguments against this agenda centres on deferred benefits and impacts. “Value is created when students realise their potential”, goes the argument – or it’s created when students “benefit from their education in later life”, or even “when they earn more”- all of which render the measurement of VfM meaningless.
  • But the argument misses the point. Of course, I only get “value” from a TV if I watch it, or “value” from a gym membership if I bother to go. But that doesn’t change the fact that unlike a gym or a TV purchase, university is a public endeavour jointly funded by the taxpayer and the student. Both groups have the right to demand standards in the service being offered. Both groups also have the right to ask that regulation ensures that their money isn’t being wasted.
  • One of the classic public policy mistakes of universities in their response to massification and marketisation has been simply to sneer. But VfM gets deployed by policymakers not just as a fig leaf in return for high fees, but because it’s popular – right across society, there is something simplistically positive about getting good value for money and something viscerally unpleasant about the feeling of being ripped off.
  • Ministers know this. The public wants it. Being part of society rather than above it, spending oodles of its money and engaging with half the population in the endeavour requires engagement with it, not dismissal. And accepting the desire for value for money as a legitimate concept is central to understanding how government policy and the new market regulator will develop over the next decade.

And some more perspectives from Louis Coiffait on Wonkhe here “The argument here is not to ignore money and efficiency, but also not to be too myopic about such things. It’s necessary not sufficient, a means not an end. Money is an output, not an outcome.”   Hurray.

TEF

It’s been a busy week for TEF news with the year 3 results coming out.  Much of the sector press commentary has focussed on the potential for gaming  – a Guardian article criticised the gold/silver/bronze awards system and suggested the Minister would be wise to cancel the TEF, that it doesn’t really measure what it sets out to do and the costs to run it are far higher than the benefits.  There is a planned parliamentary review in 2019

Subject-level TEF continues to be mentioned in parliament. This week Gordon Marsden asked:

Q – Gordon Marsden: what discussions he has had with representatives from universities on his proposals for a subject-level version of the Teaching Excellence Framework.

A – Sam Gyimah: The department has met regularly with university representatives about the development of the Teaching Excellence and Student Outcomes Framework (TEF) at subject level. Between 12 March and 21 May, we also undertook a technical consultation on subject-level TEF. This consultation provided an opportunity for all stakeholders, including universities and other higher education providers, to comment on the proposals for subject-level TEF both in writing and at consultation events.

It was interesting that in his speech, the Minister said very little about it.  We were expecting a defence of it, but there wasn’t one.

Latest News

The latest news on our regularly featured topics.

Immigration – Immigration Caps remain controversial. The HE sector is concerned to maintain freedom to recruit from the international talent pipeline and attract the brightest and best minds to teach and research in the UK – but without additional fees and charges. This week at Prime Minister’s Questions the fear around immigration fees was highlighted in the case of Grimsby Hospital. Melanie Onn MP (Labour) stated that Grimsby Hospital had been forced to pay £50,000 a month on fees for doctors’ visas. 85% of those applications had been rejected because of restrictions that May imposed as Home Secretary. Onn asked if NHS staff would be exempted from the cap. May responded that she was aware of the issue. The Government had already taken action in relation to nurses and were currently looking at recent figures to determine what further action should be taken to solve the problem.

Brexit – A parliamentary question clarifying whether the Brexit White Paper will specifically cover HE matters:

Q – Gordon Marsden: To ask the Secretary of State for Exiting the European Union, whether the Government plans to include sections on (a) higher education and (b) further Education in the forthcoming Brexit White Paper.

A – Robin Walker: The White Paper will offer detailed, precise explanations of our position, and set out what will change and what will feel different outside the European Union. It will cover all aspects of our future relationship with the European Union, building on the ambitious vision set out by the Prime Minister in her speeches in Mansion House, Florence and Munich.

As the Prime Minister said in her Mansion House speech on 2 March, ‘There are many other areas where the UK and EU economies are closely linked – including education and culture.’ And we will continue to take part in specific policies and programmes which are greatly to the UK and the EU’s joint advantage, such as those that promote science, education and culture.

Senior Pay – The Committee of University Chairs has published The Higher Education Senior Staff Remuneration Code for senior staff.  Commenting on the publication of the new code Nicola Dandridge (Chief Executive, OfS) stated: “Later this month, the Office for Students will publish its accounts direction for universities and colleges. We will set out our increased expectations around transparency for senior pay, and will be expecting all higher education providers to justify how much those who lead their organisations are paid. Where an institution breaches our regulatory conditions, we will not hesitate to intervene.”’ The Universities and Colleges Employers Associated have commented here.

OfS – The Office for Students (OfS) is set to take on a greater regulatory role and be differently focussed than HEFCE was. If you’re not quite sure what the OfS encompasses the House of Commons library have a neat little reference briefing to catch you up. Its sets out how the OfS was established, their duties, the regulatory framework, the Provider Registers, Degree Awarding Powers and University Title, quality and standards, data collection, participation and access and the issues of contention raised against OfS so far.

Admissions – On Thursday the Lords debated equality within Admissions. Contact Sarah if you would like the content of this. – School attainment has kept up with the rise in undergraduates – the growth in student numbers has not lead to university entrants having lower qualifications. This week Universities UK published Growth and Choice in University Admissions. Wonkhe report that since 2010, increased competition for students has emerged in the UK higher education sector  due to the nationwide decrease in the number of 18-year-olds and the removal of student number controls. Universities are now making more offers to a wider range of students throughout the recruitment cycle. The report shows that this has not led to a decline in the prior attainment of the students going to university. As undergraduate acceptances have increased, average student attainment has also risen. The story is covered in the Times here.

Alistair Jarvis, Universities UK Chief Executive, said the analysis shows the changing face of university admissions:

“Reforms to the university system have led to more students, greater choice for them and increased competition among universities. This analysis shows that university entrants continue to be highly qualified and increasing numbers of applicants are accepted with vocational qualifications at all types of universities. This has made it possible for people from a broader range of backgrounds to benefit from a university education.

“There are a growing range of university courses with a vocational focus, from traditional undergraduate degrees such as architecture and engineering to newer courses like degree apprenticeships in cyber security. In fact, four in ten university courses could be considered vocational in some way.”

Nursing Application Decline

Q – Rushanara Ali: To ask the Secretary of State for Health and Social Care, what assessment he has made of the effect of the withdrawal of NHS bursaries on the number of applications for nursing degrees.

A – Stephen Barclay: The University and Colleges Admissions Service (UCAS) published data 5 April 2018 which shows that the number of students applying to study nursing and midwifery has decreased by 13% from this point in the cycle last year.

There is still strong demand for nursing courses with more applicants than available training places. The UCAS data show that up to March 2018 there had been around 1.4 nursing and midwifery applicants per available training place. The university application cycle for 2018/19 is on-going up until 30 June 2018. Applications received after 30 June are entered in to Clearing.

In support of this, Health Education England has recently launched a national clearing campaign to recruit more students to courses in the lead up to the end of clearing, 23 October 2018. Further information is available at: https://www.healthcareers.nhs.uk/knowaboutnursing

Officials in the Department are also introducing the ‘golden hello’ incentive scheme for postgraduate nursing students, which I announced on 9 May.

These payment incentives offer £10,000 to future postgraduates who completed courses funded by loans in the 2018/19 academic year and are anticipated to be contingent on these graduates working in specific fields of the health and care sector including mental health, learning disability and community, including district, nursing.

Digital Student ID Cards

Inside Higher Ed report that Apple and Blackboard are using Near-Field Communications technology to create a digital student ID card for the iphone and Apple Watch. The student’s device can be waved past the card reader for standard services such as taking out library books, gym or halls access, paying for lunch or printing credits. Six American Universities go live with the system this autumn.

Widening Participation & Achievement

Dominating Monday was criticism towards Cambridge for their poor diversity and acceptance of black applications. It was widely discussed on Radio 4 and in the press: Cambridge: BBC, Guardian, FT and TImes. Oxford was discussed in the FT and Wonkhe delved a little more widely in their consideration of Oxford as an institution. Malia Bouattia took to the Guardian to reemphasise the UCAS troubles but also to highlight that racism in education is entrenched as a far earlier age.

On Wednesday UUK and NUS launched a joint call for evidence to help universities tackle the BME attainment gap. Between 2007 and 2016 there was an almost 50% increase in the number of BME undergraduates in England. However, the disparity in achievement outcomes continues – 78% of white students who graduated last year ended up qualifying with a first or a 2:1, 66% of Asian students achieved the same, and 53% of black students. Prior qualifications have an influence on the attainment gap, however are not the whole story.

The BME attainment gap is well known in the sector and many universities are trialling a wide range of initiatives to reduce the gap. However, progress has been slow and inconsistent across the sector.  UUK and NUS have made a direct call to students, their representatives and university staff to identify best practice in closing the attainment gap.

The work aims to:

  • Increase understanding of the barriers to BME student success
  • Identify initiatives that have been successful in addressing this
  • Share experiences and best practice of what works in narrowing the BME attainment gap

A series of evidence gathering sessions and online survey data from students and staff are planned for later in 2018, with the outcome recommendations to be published in December 2018. Parliament have shown interest in this initiative so we can expect the HE Minister and OfS to be pressing universities for faster progress.

Following this call for evidence NEON are encouraging Universities to attend their working group on 13 July (free to BU staff as we are a NEON member).

The place of good careers advice

This week HEPI blogged a manifesto idea from Justin Madders MP: The Class Ceiling report by the Social Mobility APPG on access to the leading professions advocates increasing the use of contextual recruitment, and the Office for Students should encourage exactly the same in higher education.

  • While universities have made much more progress towards this than the elite professions, the exact mechanisms of the recruitment process can too often be a mystery to the young people approaching it. This is particularly prevalent in those from schools without a history of sending pupils to top universities.
  • In relation to this, good careers advice can be transformative for young people and can drive them towards educational opportunities that they have never considered, but it is far too variable. There is a place for much greater collaboration between schools, universities and employers in spreading a ‘what works’ approach, so that as many people as possible find the options that suit them best.
  • This should be part of a far more strategic approach to social mobility, led by government, requiring cross-sector leadership and real collaboration. While there are excellent examples of good practice, too often this work is carried out in isolation.

Youth Employment and Social Mobility – At Prime Minister’s question time this week youth employment and social mobility was discussed:

Alex Chalk (Conservative) noted that the number of children growing up in workless households in the UK was at a record low. He stated that to further drive opportunity and social mobility in the UK, it was vital to support projects like the Cheltenham Cyber Park to ensure children had the opportunity to go as far as their talents would take them.

May, responded that, to continue to lift people out of poverty, helping young people get into the workplace was pivotal. She noted that employment sat at a record high and unemployment at a 40 year low. May concluded there were one million fewer people in absolute poverty since 2010.

Social Mobility featured again in the PM’s questions. This time Thelma Walker (Labour) criticised gaps that had been left unfilled on the Social Mobility Commission following resignations and said that it showed the Government did not take the issue of social mobility seriously. May dismissed the claims, saying the Government had implemented policies specifically to address issues of social mobility.

Disabled Students’ Allowance – There continue to be questions asked about the Disabled Students’ Allowance computing equipment.

Q – Steve McCabe: To ask the Secretary of State for Education, pursuant to the Answer of 26 April 2018 to Question 137102 on Disabled Students’ Allowances, excluding the cost of a standard computer, what other equipment his Department includes as a mainstream cost to participate in Higher Education; and what items are covered by a maintenance loan.

A –Sam Gyimah: Disabled Student Allowance (DSA) is available solely where a student is obliged to incur additional costs while studying as a result of their disability. In the case of computer equipment, it was clear from evidence that this had become a mainstream cost for all students and that disabled students should therefore contribute towards the cost of computer equipment recommended through DSA. On receipt of a DSA Needs Assessment Report, the Student Loans Company will make a decision where necessary as to whether a particular piece of equipment that has been recommended is a mainstream cost or not.

Maintenance loans are available to help fund the costs of study that all students incur. However, the department does not issue guidance to students on how they should spend these funds.

World Access to Higher Education Day – NEON are asking Universities with widening access activities taking place on Wednesday 28 November 2018 to sign up to World Access to HE Day to showcase the activities to an international audience. Follow World Access HE day on Twitter: @WorldAccessHE

Consultations

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

New consultations and inquiries this week:

And a shameless additional plug for the industrial strategy topical conversations. These are a fab chance for academics to have a mini (2 paragraphs) elevated pitch on their research hitting directly at the heart of Government and sharing your ideas for the future with the public too. The engaging set up allows the public (and other academics) to directly comment and support your research and future vision. An opportunity academics won’t want to miss! Think laterally about how your work fits with the themes of:  AI and data,  Ageing society,   Clean Growth,  and the Future of mobility.  Have a chat with Sarah and then get involved!

Other news

APPG’s: A new register of the All Party Parliamentary Groups (APPG) is available. First up are the Country interest groups, after this all the topical interest groups. Have a browse through and follow those that fit with your work and personal interest areas. APPG’s are cross-party groups convened by Members of the Commons and Lords who come together with a joint purpose and interest in the specified area. The administration of APPGs is often provided by external sector bodies and the APPG members may visit organisations and sites of relevance to their remit. APPGs have no officials status within Parliament, however, some are very successful at canvassing Government and influencing policy making. Some groups are more active than others, and easier to follow. Some have a clear and up to date web based presence, whilst others are more aloof!

Nursing: The Education Committee interrogated nursing degree apprenticeships this week finding low uptake, high supervisory costs, insufficient dedicated learning time and difficulties arising from the inflexibility of the apprenticeship model. Read the summary of the session here.

Rankings: U-Multirank have released their annual world university ranking.

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JANE FORSTER                                            |                       SARAH CARTER

Policy Advisor                                                                     Policy & Public Affairs Officer

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

 

Policy Update w/e 1 June 2018

Research Collaboration

Research/Horizon Europe

The Guardian draws on a leaked document to report that the UK will only have limited access to Horizon Europe through a costly ‘third countries’ deal, despite the PM’s intentions for full participation.

Theresa May’s appeal for a special Brexit deal on science and research collaboration, worth billions to the British economy, is being stonewalled by Brussels as it prepares to offer an arrangement less privileged and more expensive than that given to non-EU states such as Israel… the UK is set to join Canada and South Korea in the category of countries that will have to pay a higher price for the privilege of collaborating, while being barred from a particular raft of programmes designed to encourage innovation.

According to the draft paper, so-called “third countries” will not have a seat on the new European Innovation Council, which sets priorities, and their companies will not have the opportunity to apply for “fast, flexible grants and co-investments” designed to “bridge the ‘valley of death’ between research, commercialisation and the scaling-up of companies”.

The Guardian reports that Thomas Jørgensen, the senior policy coordinator at the European University Association (EUA) working on Brexit-related issues, stated: the commission was acting to protect its interests in the face of the emergence of the UK as a rival economic power. He said: “It is entirely understandable that you would want to help small countries in your neighbourhood, but why would you do that for small and medium-size enterprises in South Korea or other third countries such as the UK?”

The Guardian also report that on Wednesday the EU confirmed the UK could take part in Erasmus (for a fee) but would not allow the UK to influence programme’s design. More detail is provided in the Times Higher: In its proposal for the Erasmus+ programme for the period 2021-27, published on 30 May, the European Commission said that countries outside the EU and the European Economic Area would be able to participate fully as long as they do not have a “decisional power” on the programme and agree to a “fair balance” of contributions and benefits.

Research Professional also cover the EU’s decision to open Erasmus to other countries, and the requested significant boost to the Horizon budget (€20 billion).

Earlier this week Sam Gyimah discussed how international collaboration strengthens research excellence: The UK values international cooperation. That is why we will remain a leading power in science and innovation, and why our Industrial Strategy has a target that 2.4% of our GDP will go to R&D funding by 2027. We are committed to ensuring that this investment leads to real results for everyone.

We are also committed to remaining a place for scientists. Our success is built in part on the contribution of researchers and innovators who come to the UK from across the world to study, to research and to do business. Over half of the UK’s researchers come from outside the UK. And, as the Prime Minister said, we will ensure that this does not change.

Although we are leaving the EU, it’s important to remember that science is an international enterprise and discoveries know no borders. We are all strengthened by our collaborative links.

On the European research access Sam stated:

Full association would mean a particular amount – of course it’s too early in our discussions to put a figure on what this would be but based on existing precedents it would be billions of euros. Anything less than full association and we would need to consider whether this was a fair ask. I am accountable to the UK Parliament and would need to demonstrate that the amount contributed actually is fair.

Latest News

The latest news on our regularly featured topics.

 

OfS

  • OfS Board Member Carl Lygo has resigned (moving to new role in Germany).
  • OfS have a new blog: The ‘value’ of a degree is academic and vocational.
  • Just in case you missed it previously OfS released information showing an increase in masters’ student numbers since the introduction of the postgraduate loans.
  • The OfS Board met on Wednesday. OfS have committed to sharing the papers from the Board meeting soon.

 

Loans

A parliamentary question from Peter Dowd on the accrual of debt interest on student loans had Sam Gyimah clarify that the Student Loans Company does not apply interest to accounts until the information about repayments is received from HMRC. This means that borrowers are not disadvantaged by the time taken to exchange the data between HMRC and SLC…The government is taking steps to develop systems to allow the sharing of student loan repayment information more frequently between HMRC and SLC from April 2019. This will allow for repayments to be credited and for interest calculations to be undertaken regularly throughout the year.

 

Freedom of Expression

Q – Baroness Deech: How they propose to include representatives of student victims of (1) inhibition of freedom of speech, and (2) disruption of meetings, in the preparation of new guidance to promote freedom of speech at universities.

A – Viscount Younger Of Leckie: At the free speech summit on 3 May 2018….it was agreed that the report from the Freedom of Speech in Universities inquiry by the Joint Committee on Human Rights (JCHR) would be used as the foundation for a shared approach to free speech. The JCHR inquiry included evidence from a number of groups including those who had experienced disruption of events and student representatives with a range of experiences related to free speech. The new guidance will be drafted by the Equality and Human Rights Commission, who will work with a number of groups including the National Union of Students.

Research Professional report on Sam Gyimah’s latest Free Speech interview with Spiked stating: He [Sam] suggested that UK academics were marking down students whose political opinions they disagreed with…In what is attributed as a direct quote from Gyimah, the minister said that “there seems to be the development of a political monoculture” in which students are afraid to speak up in class because “80 per cent of the class disagrees with you…and [one of] them is going to be the one who gives you your grades”.

Gyimah has not tried to distance himself from the quote…Jack Grove of Times Higher Education wrote…“Is Sam Gyimah really claiming…that students should be genuinely afraid that their left-leaning lecturers are marking them down because they disagree with their politics? Extraordinary.”

Gyimah replied to Grove: “Nothing extraordinary. We need real diversity of thought on campus, and to be mindful that in some cases a monoculture means students and lecturers with legitimate but maybe unpopular views self-censor for fear of opprobrium. This is what I’m hearing on campus.”

The minister’s evidence for campus inhibitions on free speech has moved some distance: from claims of systematic censorship by students’ unions and masked gangs closing down events to unsubstantiated anecdotes about reluctance to speak up in class. Very different things are being lumped together here… For a minister to accuse academics of political bias in assessing students—without a scrap of evidence—is totally irresponsible.

 

Value for Money

A short article in Times Higher this week discusses the four myths surrounding value for money. It digs below the surface to explain why the four factors can’t really be used to determine value for money. A clear and simple read. If you continue to read the comments section you’ll find some alternative viewpoints too.

 

Degree Apprenticeships

A parliamentary question tabled by Rehman Chishti established that there are 102 universities listed on the register of apprenticeship training providers and all are eligible to deliver anywhere in England.

A further question from Barry Sheerman asked: whether there are any requirements that must be satisfied in order for bachelor’s degrees pursued at an institution of higher education to be described by that institution as a degree apprenticeship.

Anne Milton responded: In England, providers who want to deliver apprenticeship training, including higher education institutions (HEIs) offering degree apprenticeships, must be on the register of apprenticeship training providers…Employers must choose a provider from the register to deliver their apprenticeship training. A degree can be included in an English apprenticeship if the degree meets the mandatory qualifications criteria laid out in the Institute for Apprenticeships (IfA) guidance. The IfA website lists the degree level apprenticeships that include a degree. The Enterprise Act 2016 protects the term ‘apprenticeship’ to make sure that training providers cannot brand their products as apprenticeships if they do not meet our core quality requirements.

 

Student Immigration

The Independent ran the editorial If Theresa May wants to improve the quality of our universities, she must begin by addressing the disastrous effects of her immigration policy.

 

Accelerated Degrees – no news yet

Lord Luce questioned the government this week asking What decisions have been made about the provision of accelerated degree courses in higher education following their public consultation completed on 11 February. The Government responded: The Department for Education received a range of detailed and comprehensive responses from providers, organisations and individuals across the higher education sector. We are currently considering these responses and will respond to the consultation in due course.

 

Widening Participation and Achievement

National Collaborative Outreach Programme

OfS have released their first annual report on the National Collaborative Outreach Programme’s (NCOP) delivery. NCOP is a collaborative network endeavour between HE, schools, colleges and local businesses. It delivers a sustained, tailored outreach programme within geographically targeted areas and aims to rapidly improve progression to HE for school pupils in areas where the numbers accessing HE are lower than expected by the young people’s GCSE success. The current NCOP commenced in January 2017 and consists of 29 partnerships to pupils in Years 9 to 13.

The report states that NCOP has actively engaged 12% (52,878 pupils) of the identified target population. This is forecast to increase to 114,700 pupils (25%) by the end of 2018. It emphasises that the first year of the programme has been focused on creating local partnership infrastructures and with these now established OfS expect to see significant increases in the numbers of young people engaged over the next year. Demonstrating impact is integral to the NCOP programme. OfS require clear evidence to continue with the programme in the future and a comprehensive evaluation framework including longitudinal tracking, analysis of national datasets, and randomised controlled trials is in place. The report concludes that progress is promising (see page 14 for details) although at present: “it is too early to evidence the causal impact of the programme in terms of which interventions have the most impact on students progressing to higher education.”

NCOP is expected to significantly contribute to the Government’s social mobility action plan (launched Dec 2017) which ‘places social mobility at the heart of education policy and seeks to provide a framework for action to help transform equality of opportunity. It emphasises the importance of leaving no community behind with resources targeted at the people and places that need it most’.

 

The social mobility goals are to:

  • double the proportion of young people from disadvantaged backgrounds in higher education by 2020
  • increase by 20 per cent the number of students in higher education from ethnic minority groups
  • address the under-representation of young men from disadvantaged backgrounds in higher education.

Chris Millward, Director for Fair Access and Participation, said:

“We know that sustained and targeted outreach is key to reducing the gaps in higher education participation…So I am very pleased to see the progress made by the OfS-funded NCOP… In its first year of operation, NCOP is already showing signs of success…It has reached significant numbers of schools, colleges and young people and looks set to increase its reach even further in the next year. And the early signs are that NCOP activities are contributing to improved information, advice and guidance for young people at key milestones in their education…NCOP is a great example of the kind of outreach activity we need – evidence-based, targeted, robustly evaluated, bringing local partners together and harnessing university resources and expertise to meet the needs of schools and teachers, students and their families. The OfS will ensure that this learning drives improvements to higher education outreach in the future.”

Gareth Oliver, Careers Lead at Broad Oak Sports College, said:

“Without the valuable support of [NCOP partner] GM Higher, both in terms of experience and one-to-one support, we would not have had the opportunity to access resources and programmes to aid the aspiration of our pupils. Already the number of pupils wanting to aspire to higher education has increased, but more importantly, the programmes and resources have allowed our pupils to have an ‘I can do it’ attitude. Schools like Broad Oak need organisations like GM Higher to ensure we break the mould that ‘higher education is only for the affluent families’.”

Next week (4-8 June) is an NCOP week of action aiming to spotlight the range of outreach activities occurring from motivational talks and role model sessions to live social media FAQs.

A timely blog by Stuart Billingham, Emeritus Professor of Lifelong Learning at York St John ponders the progress made in the 40 years Stuart has worked within the social mobility sphere. He urges patience from the Government, reviewing the initiatives they tried and dropped before they fully came to fruition, and noting that collaborative results take longer:

If quick returns are the priority, then learn the lessons of history and stop calling for greater collaboration and partnership working to widen participation. If, however, the real priority is to significantly and permanently change the social and economic student profile in our universities and colleges, then collaboration/partnership working is essential – but please don’t look always, or only, for quick wins.

 

School League Tables Outcry

The BBC ran an article on the new method by which secondary school league tables are devised stating it unfairly stigmatises schools in white working-class areas. Head teachers are opposed to the Progress 8 methodology calling it “toxic” for schools with a combination of high levels of deprivation and lower numbers of pupils speaking English as a second language. The DfE have responded: “Far from being unfair, our Progress 8 measure means that schools are now recognised for the progress made by all pupils, as every grade from every pupil contributes to the school’s performance – taking into account their ability when they started school.

 

Mental Health

A Debut study publicised on the Royal College of Midwives News site has demonstrated widespread reluctance to disclose mental health issues to potential employers amongst students in order to avoid negative impact on their career progression. 70% of the 1,000 full time employed graduates that were sampled would not inform their employer and 88% stated they believed there is still a negative stigma attached to admitting to suffering from a mental health issue.

Of the 70% who said they would avoid telling an employer about their mental health issues, 83% said they would be more inclined to seek mental health support if their employer offered an ‘off-the-record’ or fully anonymous service that would be kept separate from their employment record. Their preference for off the record support methods were: face-to-face meeting (61%), WhatsApp, or other instant online chat (19%), email (10%), via video call (7%), SMS/text-messaging (3%).

The study states that graduates don’t feel their workplaces are properly equipped to support workers with mental health issues. The graduates described their employer’s support system as: 15% – good; 51% – adequate; 34% – poor.

The study states: It appears that while mental health concerns are being discussed more openly in wider society, there is still work to be done in regards to the stigma associated with admitting to suffering from mental health issues and support offered to those transitioning from university to work.

CEO of Debut, Charlie Taylor, said that supporting new graduates as they transition from university to work should be a major consideration of progressive employers.  ‘If graduate recruitment specialists want to attract – and more importantly keep – the best talent as they emerge from education, they need to know what issues students and graduates are facing, and how best to support themGraduate programmes can be fiercely competitive, which can exacerbate mental health issues and employers need to ensure they are providing anonymous, ‘off the record’ support for this future workforce.”

 

Meanwhile in iNews Bristol’s VC has said poor mental health among students is the “single biggest public health issue” affecting universities and feels the perfectionism culture perpetuated through social media is a causal factor.

 

Disabled Students’ Allowances

The parliamentary questions pertaining to disabled students continue.

Q – Angela Rayner:

  1. what the evidential basis is for his statement that students spend on average £250 on computers.
  2. what costs Disabled Students’ Allowances are planned to cover.

 

A – Sam Gyimah:

  1. This figure comes from the most recent student income and expenditure survey …This shows that the average spend on computers by full-time students across the academic year was £253. The average spend on computers by part-time students across the academic year was £243.
  2. Disabled Students’ Allowances are available to help students with the additional costs they may face in higher education because of their disability. There are four allowances available and for 2017/18 these are: a specialist equipment allowance of up to £5,358 for the duration of the course, a non-medical helper allowance of up to £21,305 for each academic year, a general allowance of up to £1,790 for each academic year and a uncapped travel allowance for each academic year. They can be used for the purchase of specialist equipment, to pay for a non-medical helper to support students with their studies, for other assessed disability related costs and for travel.  As noted in the Oral Answer, the £200 student contribution is for computer hardware only. Students are not expected to pay for recommended specialist software or for training to use it.

Part Time Students

Welsh Universities will now be able to claim a full premium when recruiting part time students. Wales also enjoys a fee-waiver allocation for students in receipt of certain benefits when studying at less than 25%. It will be interesting to watch these developments in comparison to England’s declining part time student population.

 

HEPI

HEPI continue to share ideas and blog related to their prior report: Reaching the parts of society universities have missed: A manifesto for the new Director for Fair Access and Participation.

 

Sonia Sodha (The Observer) states:  If we were really committed to improving access to top universities, we would bite the bullet and introduce class-based quotas. Progress on this front has been pathetically slow: yes, young people from disadvantaged backgrounds are going to universities in greater numbers than before, but they remain disproportionately shut out of the highest-ranking institutions. The Office for Students should reintroduce a cap on student numbers…and introduce hard quotas for students from working- class backgrounds for each university. This would help break down the unfair and stubborn middle- class lock on privilege. It would also force more middle-class students down a vocational route – surely the only way we are ever going to get parity of esteem between post-18 vocational and academic qualifications.

 

Rosemary Bennett (The Times): [There should be] a universal system in transferrable credits so bright students who really take to their studies at university can trade up to a better institution after a year. If there is thriving competition between universities, as we are often told, it should not stop at the point of admission. Users need to be able to switch supplier.

 

Nik Miller (Bridge Group): The creation of the Office for Students is an important opportunity to… also look outwards; to convene influencers across sectors to deliver coherent approaches, and to dismantle prevailing contradictions….Employers play a critical role in determining students’ prospects. This demands greater scrutiny. For example, many employers continue to attract students from a limited list of the least diverse institutions, refuse to consider students below a certain A-Level tariff – as university contextual admissions opens the door for many students, it is slammed shut once more upon graduation – and offer unpaid and unadvertised internships.

 

Lorraine Dearden (Institute for Fiscal Studies): The Office for Students needs to fully link…data in one place. IFS research linking schools and Higher Education Statistics Agency (HESA) data shows that students who get the same GCSE results at age 16 are equally likely to progress to higher education, irrespective of their socio-economic status. However, there are socio-economic gaps in access to elite universities and the types of subjects studied, even allowing for school outcomes. We do not know fully whether this is because (i) bright disadvantaged students are less likely to apply for these courses, and/or (ii) they do, but do not get accepted, and/or (iii) their predicted grades and/or subject choice have some role. There are also socio-economic differences in drop-out rates, completion rates and outcomes once a person starts university. Good data would not only help us find out why these things are happening, but which access programmes are best at tackling them.

Read more sector change suggestions on the HEPI blog here.

 

T Levels

Damian Hinds, Education Secretary, has announced progress towards the commencement of T levels. T levels will be two year courses combining technical education and workplace experience making an important contribution to economic skills gaps and forming the third route for post-16 study (alongside apprenticeships and A levels).  The BBC report that the new two-year courses will have more teaching hours than most current technical programmes and will include a compulsory work placement of 40-60 working days. The Government have committed to learn from countries, work in partnership with business and the course content will be developed by expert employer panels. T Levels will commence from 2020 (construction, digital, and education and childcare) and be expanded into other sections from 2021 (finance, hair and beauty, engineering, and the creative industries). Controversy has dogged the announcement as earlier in the month a DfE official stated a 2020 start would be rushed and questioned whether the teaching would be of a high standard. These concerns were rejected and Hinds pushed ahead to unveil the 52 approved providers.

The Times article T levels have employers scratching their heads notes only 16% of employers  understand T levels: Business owners, who will be essential to the success of the new regime, say that they are not prepared for it. Just one in 12 employers at present provided placements of the duration required for T levels, and four in every five felt that financial support would be needed to enable them to offer the number of work placements needed.

Meanwhile Stage 2 kicks off for the 16 hopefuls (3 of which are universities) aiming to become Institutes of Technology. Research Professional also has a short article on it here.

Admissions

Next week the House of Lords will hold a one-hour debate on equality of opportunity in university admissions.

 

Fraudulent UCAS Applications

Previously The Independent challenged UCAS stating black students were 22 times more likely to have their university applications investigated for fraud than white students. UCAS investigated the issue and have published a report. Read the key points here. The story is covered by The Times and The Guardian.

 

Criminal Convictions

UCAS have also made news this week following their decision to not require applicants to declare criminal convictions when they apply for most courses.

Christopher Stacey, co-director of Unlock, said:

“Unlock very much welcomes the removal of the main criminal conviction box from the UCAS form. This is a significant change that has the potential to help many people with convictions see a university education as a positive way forward in their lives. For far too long, universities have operated arbitrary, unfair admissions practices towards those who ticked the box. Unlock has seen first-hand how people have been put off from applying to university as a result.

If universities are committed to widening participation, they should be considering the widest number of potential applicants. The change by UCAS provides a strong signal to universities that criminal records shouldn’t feature in their assessment of academic ability.

Many institutions are now rightly looking at how to amend their policies and practices. We look forward to working with UCAS and individual universities in developing fairer admissions policies towards students with criminal records.”

Nina Champion, Head of Policy at Prisoners’ Education Trust, said:

“People with convictions who are applying to university are showing a huge commitment to turning their lives around. As a society, we should be doing all we can to support them. The chance to go to university helps people to move fully away from crime, build careers and contribute to our communities. Their presence is also hugely beneficial for universities, which gain highly committed students, who help create a more diverse and inclusive learning environment for everyone. “We look forward to working with universities at revising their own admissions procedures in light of UCAS’ decision, ensuring fair chances for every student.”

Peter Stanford, Director of the Longford Trust, said:

“We…urge that, whatever arrangements universities now decide to put in place around risk assessment for those with criminal convictions, they do so in a manner that learns from the mistakes of the recent past, and enables the widest possible levels of participation”

 

Alternative Admissions

Jackie Labbe from De Montford University blogs for Wonkhe on the changes her university has made in Admissions to rely less on tariff based selection. Jackie states the changes have had a positive effect:

We support them [new students] via transitions programmes bridging their course of study and student services, so that any obstacles they have encountered in the past don’t continue to impede them.

We have seen success in our students’ improving outcomes, particularly our black and minority ethnic (BAME) students. We are now more than 50% BAME, and consider (in common with the sector) that the attainment gap is an unacceptable element of the status quo. We’re proud that our attainment gap is closing, and aim to continue to reduce it exponentially over the next few years.

 

Nursing – fall in Access course registrations

Nursing recruitment takes another hit as QAA data confirmed registrations onto the Access to HE Diplomas for nursing and health care fell by 18% (20,050 registrations) in 2016/17. Overall Access courses are down by 10%

Dr Greg Walker, Chief Executive of MillionPlus, calls on the HE Review panel to take the drop seriously:

“The news that registrations to these diplomas have dropped by almost a fifth in the space of a year is deeply concerning. The withdrawal of bursaries now appears to be impacting further down the supply chain for nursing degree students. A stalling pipeline of potential nursing students will offer no assurance to NHS employers as they struggle to fill vacant nursing posts…now is the time to review the impact of the shift away from bursaries.

Consultations

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

New consultations and inquiries this week:

Other news

Gender Gap: Using data from a French study Times Higher discusses how automatically considering women for senior positions would reduce the gender gap at the top.

Teaching excellence: Times Higher talk on how linking promotion to quality teaching may work better than the TEF!

Civic University: Read the latest from the Civic University forum.

Poaching: PIE news has an article on the poaching of international students that takes place in the US.

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JANE FORSTER                                            |                   SARAH CARTER

Policy Advisor                                                                     Policy & Public Affairs Officer

65111                                                                                     65070

 

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

HE policy update for the w/e 25th May 2018

Brexit

In the PM’s speech this week referred to below, she mentioned the implications of Brexit for research:

…. since 2010 the number of overseas students coming to study at UK universities has increased by almost a quarter. The UK will always be open to the brightest and the best researchers to come and make their valued contribution. And today over half of the UK’s resident researcher population were born overseas.

When we leave the European Union, I will ensure that does not change.

  • Indeed the Britain we build together in the decades ahead must be one in which scientific collaboration and the free exchange of ideas is increased and extended, both between the UK and the European Union and with partners around the world.
  • I know how deeply British scientists value their collaboration with colleagues in other countries through EU-organised programmes.  And the contribution which UK science makes to those programmes is immense.
  • I have already said that I want the UK to have a deep science partnership with the European Union, because this is in the interests of scientists and industry right across Europe.  And today I want to spell out that commitment even more clearly.
  • The United Kingdom would like the option to fully associate ourselves with the excellence-based European science and innovation programmes – including the successor to Horizon 2020 and Euratom R&T.  It is in the mutual interest of the UK and the EU that we should do so.
  • Of course such an association would involve an appropriate UK financial contribution, which we would willingly make.
  • In return, we would look to maintain a suitable level of influence in line with that contribution and the benefits we bring.

The UK is ready to discuss these details with the Commission as soon as possible.

Some more flesh was put on these bones by a policy paper from the Department for Existing the EU: Framework for the UK-EU partnership Science, research and innovation

AI, data and other Industrial Strategy news

The PM made a speech this week announcing 4 “missions” that sit below the Industrial Strategy with a  focus on AI and data, amongst other things– you can read my blog of the highlights here

In related news, Innovate UK published a report on the immersive economy

And the government issued 4 calls for ideas and evidence on the PM’s 4 missions.  They want new ideas here:

  • AI and data:  “we have one question:  Where can the use of AI and data transform our lives?”
  • Ageing society: “we would like to hear your thoughts on the following: How can we best support people to have extra years of being healthy and independent? 
  • Clean Growth: “we would like to hear your thoughts on the following:  How can our construction industry use its existing strengths to halve energy use in buildings?”
  • Future of mobility: “we have one question:  How can we ensure that future transport technologies and services are developed in an inclusive manner?.

If you’d like to contribute to any of these, please contact policy@bournemouth.ac.uk

Subject level TEF

You can read BU’s response to the subject level TEF consultation here.  We agree with the issues raised below and we advocated a new model because of serious problems with both Model A and Model B.  We also suggested a longer time frame (because of the volume of work involved, not complacency), and disagreed with both grade inflation and teaching intensity metrics.  And we challenged the awards at both institutional and subject level, proposing instead two awards (good and excellent/ excellent and outstanding) with stars for subjects.

Interesting developments for TEF (and more generally), the OfS have published their timetable for NSS and Unistats data for 2018:

  • The Office for Students (OfS) is applying the Code of Practice for Statistics to its data publication in anticipation of its designation as a producer of official statistics by July 2018. This has implications for the pre-publication access that we can grant to NSS outcomes and Unistats data, as these will now be treated as official statistics. As a consequence, we will now publish the NSS public dataset at the same time as providers are able to access their own data 2 on Friday 27 July 2018.
  • There will also be no provider preview as part of the annual Unistats data collection and publication process, and data available in system reports will be limited to that essential for quality processes associated with the Unistats return.
  • In June 2018, we will add earnings data from the Longitudinal Education Outcomes dataset for English providers to Unistats.
  • From September 2018, we will begin to use the Common Aggregation Hierarchy developed for the Higher Education Classification of Subjects to present data on Unistats in place of the current subject hierarchy.
  • The Unistats website will be updated in June 2018 to include Year three outcomes from the Teaching Excellence and Student Outcomes Framework.

And :

  •  Following consultation on the outcomes of the Review of Unistats in 2015, the funding bodies are working together on options for a replacement for the Unistats website. This new resource would draw on the findings from the review about decision-making behaviour and the information needs of different groups of prospective students. We will progress this work in stages – ensuring that it is developed in a way that meets the needs of prospective students across all countries of the UK – and will provide the sector with periodic updates, the first of which will be in summer 2018.

Research Professional have a neat summary of the sector response.

On Wonkhe:

  • panel chair Janice Kay of the University of Exeter reflects on progress made and the challenges – and opportunities – arising from the exercise.  when breaking down the metrics into 35 subjects, cohort sizes can be small”  “ it is clear that the current format of the seven subject groupings poses challenges. For example, while it may reduce the writing load by asking institutions to describe its subjects in a summated way, it has sometimes limited what subjects can say about themselves, making it difficult to identify what happens in individual subjects. And we have heard that the format can increase writing effort, even if volume is reduced… It’s critical during this exercise that the written judgments can continue to do this, and that holistic judgments are not captured by metrics. There is therefore a question whether metric and written submission data can be better balanced in Model B.”  Plus some credibility issues with Model A
  • Melanie Rimmer, chief planner at Goldsmiths, University of London, ponders the likely outcomes of the subject-level TEF consultation.  Model B best meets the primary intention of Subject-Level TEF – that being to provide greater information to students – since it allows for greater variation between outcomes for subjects. However, highlighting variation in provision will only be attractive to institutions where that differentiation is a better rating than the current provider-level rating. If you want to hide weaker performance, then opt for Model A.  The main argument in favour of Model A is that it will reduce the burden of submission and assessment. That will be attractive to institutions which, having been through the exercise once and established their credentials, perceive the requirements of TEF as an unnecessary additional imposition that will deliver minimal return. Solid Golds and Silvers are likely to prefer Model A for this reason. Those at the borders of the ratings, with an eye on how close they are to moving between them, are more likely to see value in the greater effort required by Model B.”  “Those which are unlikely to see their rating change, or indeed which might see their metrics moving in the wrong direction and worry about a lesser rating, will naturally support longer duration awards. Those hoping to gain a shinier medal as a result of improving performance will see value in more regular submissions.”  “There are, however, bound to be areas of common ground on the consultation proposals. Every institution I have spoken to has identified a problem with the subject classifications, highlighting why combining disciplines X and Y makes no sense in their institution. However, in each case the disciplines cited are different because the issues stem primarily from institutional structures.”
  • Stephanie Harris of Universities UK (UUK) looks ahead to the future of TEF and the forthcoming statutory review of the exercise.
  • Claire Taylor of Wrexham Glyndŵr University looks at TEF from a quality enhancement perspective and considers the options for institutions in devolved nations.  “perhaps the very act of putting together the written submission also provides an opportunity for us to engage with an enhancement agenda. By reflecting upon TEF metric performance within the written submission, providers have an opportunity to outline the qualitative evidence base in relation to enhancement, evaluation and impact, within the context of their own overall institutional strategic approach to improving the student experience”.  But: “the introduction of grade inflation metrics during TEF3 is of questionable value. Such a metric does not consider the contexts within which providers are operating. Providers have robust and detailed mechanisms for ensuring fair and equitable assessment of student work, including the use of external examiners to calibrate sector-wide, a system that contributes positively to the enhancement agenda and to which the grade inflation metric adds little value.”, and “The consultation asks for views around the introduction of a measure of teaching intensity. In my view, the proposed measure has no meaning and no connection to excellence, value or quality, let alone enhancement. There is the potential for the information to be misleading as it will need specialist and careful interpretation”
  • with an updated TEF diagram, “The Incredible Machine”, David Kernohan and Ant Bagshaw look at TEF3 and question its compatibility with the earlier versions of the exercise.  “So what – honestly – is TEF now for? It doesn’t adequately capture the student experience or the quality of teaching. It does not confer any benefit – other than a questionable marketing boost – to providers, and there is no evidence that students are making serious use of it to choose courses, universities, or colleges. Internationally, concerns have already been raised that the three-level ratings are confusing – it’s been widely reported that “Bronze” institutions are often not considered to meet the UK’s laudably stringent teaching quality thresholds. And it is not even a reliable time series – a TEF3 Gold is now achievable by an institution that would not have passed the test under TEF2 rules. Later iterations may well be built “ground up” from subject TEF assessments, once again changing the rules fundamentally. Let’s not even mention TEF1 (it’s OK, no-one ever does) in this context.”

From Dods: The Science and Technology Committee have published its report from the Algorithms in decision-making inquiry which acknowledges the huge opportunities presented by algorithms to the public sector and wider society, but also the potential for their decisions to disproportionately affect certain groups.

The report calls on the Centre for Data Ethics & Innovation – being set up by the Government – to examine algorithm biases and transparency tools, determine the scope for individuals to be able to challenge the results of all significant algorithmic decisions which affect them (such as mortgages and loans) and where appropriate to seek redress for the impacts of such decisions. Where algorithms significantly adversely affect the public or their rights, the Committee highlights that a combination of algorithmic explanation and as much transparency as possible is needed.

It also calls for the Government to provide better oversight of private sector algorithms which use public sector datasets, and look at how best to monetise these datasets to improve outcomes across Government. The Committee also recommends that the Government should:

  • Continue to make public sector datasets available for both ‘big data’ developers and algorithm developers through new ‘data trusts’, and make better use of its databases to improve public service delivery
  • Produce, maintain and publish a list of where algorithms are being used within Central Government, or are planned to be used, to aid transparency, and identify a ministerial champion with oversight of public sector algorithm use.
  • Commission a review from the Crown Commercial Service which sets out a model for private/public sector involvement in developing algorithms.

Social Mobility Commission

Under the 10 minute rule, the Chair of the Education Committee Robert Halfon introduced legislation to give greater powers and resources to the Social Mobility Commission (SMC), the body set up to promote social justice.  (Link here at 13.52.09pm).  It will have its second reading on 15th June.

The Committee published a draft Bill in March alongside its report.  In its report, the Committee called for the establishment of a new implementation body at the heart of Government to drive forward the social justice agenda.

And in the meantime, the Government have announced a recommendation for a new Chair.  Dame Martina Milburn has spent 14 years as Chief Executive of the Prince’s Trust, supporting more than 450,000 disadvantaged young people across the country in that time, with three in four of these going on to work, education or training. She is also a non-executive director of the National Citizen Service and the Capital City College Group, and was previously Chief Executive of BBC Children in Need and of the Association of Spinal Injury Research, Rehabilitation and Reintegration.

Immigration

From Dods: Last Friday the Science and Technology Committee announced that it intends to develop its own proposals for immigration and visa rules for scientists post-Brexit. This work follows the Government’s rejection of the Committee’s call for the conclusions of the Migration Advisory Committee (MAC) relating to science to be brought forward to form part of an ‘early deal’ for science and innovation.

The Committee published its report on “Brexit, Science and Innovation” in March, and has recently received the Government’s response. The report welcomed the Prime Minister’s call for a “far-reaching pact” with the EU on science and innovation and recommended that an early deal for science—including on the ‘people’ element—could set a positive tone for the rest of the trade negotiations, given the mutual benefits of cooperation on science and innovation for the UK and the EU.

The Committee will draw on the submissions to its previous Brexit inquiry and the sector’s submissions to the MAC to construct its proposals for the immigration system, but further input to this process is welcome on the following points:

  • If an early deal for science and innovation could be negotiated, what specifically should it to contain in relation to immigration rules and movement of people involved with science and innovation?
  • What are the specific career needs of scientists in relation to movement of people, both in terms of attracting and retaining the people the UK needs and supporting the research that they do?
  • What aspects of the ‘people’ element need to be negotiated with the EU-27, as opposed to being simply decided on by the Government?
  • On what timescale is clarity needed in relation to future immigration rules in order to support science and innovation in the UK?

Consultations

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

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

 

 

Postgraduate Researcher Specialist Training- Spaces Available

Postgraduate Researchers make sure you are GDPR compliant by this Friday 25 May 2018
*Managing Research Data – Legal Compliance and Record Management – Tuesday 22 May 2018 – 14:00-16:00  Book Now

Specialist Training
*Introduction to NVivo – Thursday 24 May 2018 – 09:00-16:00 Book Now

*Advanced NVivo – Friday 25 May 2018 – 09:00-16:00
email pgrskillsdevelopment@bournemouth.ac.uk to book

*Please note these sessions are for PGRs only, bookings will be closely monitored.

 

HE policy update for the w/e 18th May 2018

Summit on BME Leadership in HE

This event was hosted by AdvanceHE, the new agency that was formed recently to include the Leadership Foundation for Higher Education, the Higher Education Academy and the Equality Challenge Unit.

Wonkhe have pointed out that:

  • So far only 45 out of 167 higher education institutions have signed the Advance HE Race Equality Charter’s principles [BU is one of them]. Of those 45, only nine have actually been formally recognised for demonstrating evidence of their commitment. The first wave of eight 2015 Charter award holders are reapplying for accreditation this summer.”

Baroness Valerie Amos spoke at this event on 16th May and also wrote in the Guardian. about leadership.

  • “There are deep-seated prejudices and stereotypes which need to be overcome. University leaders need to acknowledge that we are not doing enough. The UK has some of the best universities in the world – but what is the point of that if we are not offering real equality of opportunity?”

Also in the Guardian on Wednesday was an article by Shakira Martin, President of the NUS, who spoke at the same event.

  • “This year has also seen black students fighting back, rising up, taking to the streets, starting campaigns and writing powerful letters, like the three brave students from the University of Exeter, to say enough is enough. However, the onus should not be on them to tackle discrimination. The sector is pretty good at sharing best practice. This is one area where distinct, hardline initiatives are needed in abundance. Institutions must be bold. It only takes one or two to get serious about dealing with the issue head-on and others will follow suit.”

Launch of UKRI

UK research and Innovation have published its Strategic Prospectus which create a research and innovation system that is fit for the future and equipped to tackle the environmental, social and economic challenges of the 21st Century. As the press release outlines, the prospectus is the start of this process and over the next 12 months UKRI and its councils will continue to engage with their communities, the wider public, and undertake research, to further develop individual strategic delivery plans. Please see the following links for more information:

UKRI will work with its partners to push the frontiers of human knowledge, deliver economic prosperity, and create social and cultural impact. It describes four underpinning areas key to delivering this:

  • Leading talent – nurturing the pipeline of current and future talent
  • A trusted and diverse system – driving a culture of equality, diversity and inclusivity and promoting the highest standards of research, collaboration and integrity
  • Global Britain – identifying and supporting the best opportunities for international collaboration
  • Infrastructure –  delivering internationally-competitive infrastructure to ensure we have the best facilities to foster innovation and conduct research

Over the coming months, UKRI will be conducting research and consultation to further develop its approach to working with others and to answer a series of big questions. These include how to grow the economy across different regions of the UK whilst continuing to expand our existing world-leading excellence; how to reduce the gap in productivity and the best approaches to developing talent across the diverse population of the UK, providing the skills needs of the future.

UKRI Chief Executive Professor Sir Mark Walport said:

  • “Our Strategic Prospectus has been developed to ensure that everyone in society benefits from the knowledge, innovation, talent and ideas generated from our funding. UK Research and Innovation builds on the excellence of our individual councils. We will work collaboratively with researchers, innovators and entrepreneurs to develop the most exciting ideas and innovative technologies and bring these to fruition. Delivering this success will take commitment, a collective effort and new, ambitious ways of working.”

Vision: • We will push the frontiers of human knowledge and understanding. • We will deliver economic impact • We will create social and cultural impact by supporting society to become enriched, healthier, more resilient and sustainable.

Values: Collaboration, Excellence, Innovation, Integrity

  • On talent: We will:
    • Seek to increase skills at all levels, to maintain a broad disciplinary skills base, and work with partners to identify key skills gaps and build capacity. We will support vocational education and apprenticeships alongside more traditional pathways through higher education. • Support individuals to move between business and research careers, creating opportunities to develop careers in ways that stimulate creativity and innovation.
    • Back universities to develop vibrant research environments which act as magnets to attract and nurture talent.
    • Support multidisciplinary teams when these are needed to conduct research and innovation. This will require the creation of more highly valued roles for technologists, data scientists and others for the teams that are needed to tackle tough challenges.
    • Promote continuing professional development, accompanied by lifelong learning and training throughout the careers of researchers and innovators.
  • On the system: We will:
    • Drive change, both as an employer and through our research and innovation funding. • Embed equality, diversity and inclusion at all levels and in all that we do.
    • Seek to create a culture that facilitates and safeguards the opportunities for all to be respected and treated fairly.
    • Take an evidence-based approach, commissioning and funding research and evaluations to understand the issues, what interventions work – and what does not work. • Collaborate and engage with partners nationally and internationally, to gather evidence and ideas, to help catalyse and facilitate change.
  • On Research culture: We will prioritise four related areas:
    • Research and innovation ethics – norms that define acceptable behaviour and practice
    • Conduct – the use of honest and verifiable methods in proposing, performing, and evaluating research
    • Reproducibility – the ability to achieve commensurate results when an experiment is conducted by an independent researcher under similar conditions
    • Analysis of funding mechanisms and metrics and their impact on culture
  • On transparency: We will:
    • Identify the highest value areas where UKRI can drive improvements to the open research system in the near to mid-term.
    • Build on the expertise in Councils and the wider community to identify technological innovations that could transform open research.
    • Engage with Government and external groups to ensure the UK continues to play a leading role in the international open research movement

Haldane Principle:

  • “(page 9): 3 In engaging with UKRI, BEIS will have regard to the Haldane principle …..The HER Act defines more precisely how the Haldane principle will apply with respect to UKRI.  For the science and humanities councils…. section 103 sets out that the Haldane principle is the principle that decisions on individual research proposals are best taken following an evaluation of the quality and likely impact of the proposals (such as a peer review process).  Section 97 provides equivalent measures for the activities of Research England. Strategic, long term decision making requires input from both subject matter experts and central government, as explained in the written ministerial statement. This includes investment in large capital infrastructure and research treaties.  The Haldane principle does not apply to the government’s funding of innovation and the activities of Innovate UK.”

Immigration

From Dods, referring to an article in Politico: May intervenes to speed up new UK immigration plan.  The Government have purportedly brought forward plans to publish the Immigration White Paper before the summer recess. This new timetable, if accurate, means the White Paper will be published before the long-awaited Migration Advisory Committee’s report into the economics of immigration, due to be published in September. Formerly, Home Office officials had said this report would inform Government immigration policy, justifying the long delay in publishing the White Paper.

More definitely, the Commons Science and Technology Select Committee have announced a new inquiry into “an immigration system that works for science and innovation”.

  • “The Committee published its report on “Brexit, Science and Innovation” in March, and has recently received the Government’s response. The report welcomed the Prime Minister’s call for a “far-reaching pact” with the EU on science and innovation. We had recommended that an early deal for science—including on the ‘people’ element—could set a positive tone for the rest of the trade negotiations, given the mutual benefits of cooperation on science and innovation for the UK and the EU. The Committee now intends to produce its own proposals for an immigration system that works for science and innovation, with the aim of completing this in advance of the MAC’s report later this year.”

The Committee Chair, Rt Hon Norman Lamb MP, said:

  • “It was disappointing that the Government doesn’t see the need to secure an early science pact, and assumes that scientists are happy to just wait and see what’s in the Immigration Bill next year. We’re going to roll up our sleeves now and set out our proposals for an immigration system that works for the science and innovation sector.”
  • “Today’s revelation that more than 1,600 IT specialists and engineers offered jobs in the UK were denied visas between December and March sends the message that the UK is not interested in welcoming science talent at the moment. The Government needs to work quickly to correct that impression.

The Committee will draw on the submissions to its previous Brexit inquiry and the sector’s submissions to the MAC to construct its proposals for the immigration system, but further input to this process is welcome on the following points:

  • If an early deal for science and innovation could be negotiated, what specifically should it to contain in relation to immigration rules and movement of people involved with science and innovation?
  • What are the specific career needs of scientists in relation to movement of people, both in terms of attracting and retaining the people the UK needs and supporting the research that they do?
  • What aspects of the ‘people’ element need to be negotiated with the EU-27, as opposed to being simply decided on by the Government?
  • On what timescale is clarity needed in relation to future immigration rules in order to support science and innovation in the UK?

The deadline for submissions is Wednesday 6 June 2018 – please contact policy@bournemouth.ac.uk if you would like to submit evidence to this inquiry.

Post-18 review

The Secretary of State for Education has written to the Chair of the Education Committee about the HE review:

  • “You asked for clarification on how the Review of Post-18 Education and Funding will inform my department’s preparations for the next spending review, particularly with regard to further education. The Spending Review 2019 will provide an opportunity to set budgets and fund government priorities across the whole DfE remit from 2020-21 onwards. The Department’s preparation for the Spending Review will include consideration of any recommendations from the Review of Post-18 Education and Funding.”

Policy impact

I presented this week on engaging with policy makers, part of a regular series of workshops that we run at BU for academic and professional support staff.  Read my blog here.

And while we’re talking about the “what”…did you know that government departments publish their areas of research interest?  This is a guide to where research funds might go, and is useful if you are thinking about policy impact. The collection is here, and four new ones were added on Thursday:

The DCMS one says “It is designed to encourage researchers and academics to explore those topics that could be of benefit to DCMS and our sectors and act as a starting point for future collaboration.”

Digital Health, Life Sciences

The government have published the annual report from the Bioscience and health technology sector database for 2017 – there are some interesting graphics and context for the strategic investment areas:

There is scope for an argument about focus on place for the industrial strategy here – the detailed maps in the main report  highlight the weakness in the South West but opportunity for Bournemouth given our location almost in the South East and close to London.

And out on Monday, this report from the National Centre for Universities and Business:

  • “To compete, the UK must ensure that its universities are as embedded into the digital health knowledge exchange process as those in California and Massachusetts. Furthermore, as the UK cannot outspend the US, our systems for procurement and deployment into the NHS, and the high quality of research in UK universities, must be connected more effectively in the ecosystem. We noted earlier that patients and consumers are willing to share their data for research – although there is a sensible debate about opt-in versus opt-out, and patient control over what might be shared – but there remain significant standardisation challenges across primary and secondary care systems that must be overcome to drive research excellence.”

Postgraduate loans and numbers

New data from the Office for Students shows an increase in postgraduate masters’ student numbers since the introduction of the postgraduate masters’ loan.  ·        Read the news item in full on the Office for Students website.

The effect of postgraduate loans data – key findings (the survey uses HESA data)

  • In 2016-17 postgraduate masters’ loans of up to £10,000 were introduced to assist students with tuition fees and living costs.
  • In 2016-17 there was an overall increase in entrant numbers but only for students to eligible courses. The number for non-eligible courses decreased. Single-year transition rates straight from undergraduate degree to postgraduate study saw a similar increase in students to eligible courses.
  • Age: The largest increase in entrant numbers on eligible courses and increase in transition rates have been for students aged 25 and under. Overall, the age profile of entrants to postgraduate study has changed slightly, with a larger proportion of younger students than in previous years.
  • Gender: Male and female entrant numbers on eligible courses both show an increase. Similarly, there has been no difference between the genders in transition rates or loan take-up.
  • Ethnicity: There has been a larger increase in entrant numbers on eligible courses for black students than for white students, which has resulted in a change in the ethnic composition of the postgraduate entrant population. The proportion of postgraduate entrants on eligible courses who are black has increased from 8 per cent in 2015-16 to 11 per cent in 2016-17.
  • Disability: Disabled students comprised 12 per cent of the entrant population on eligible courses in 2015-16. However this has increased to 15 per cent in 2016-17.
  • Educational disadvantage: The proportional increase in entrant numbers on eligible courses, and increases in one-year transition rates, has been greatest for students from the lowest-participation areas. This means that those from the lowest undergraduate participation areas are now more likely to enter postgraduate study immediately after undergraduate study than those from the highest participation areas.
  • The proportion of students who were eligible for a loan and took one out was greatest among:
    • students aged 25 and under on entry
    • black students
    • students who declared a disability
    • students from lowest-participation areas.
  • For all student groups, the proportion of graduates able to realise their intention to continue postgraduate studies has increased. However, the increase was greatest among:
    • students aged 26 and over
    • black students
    • students who declared a disability
    • students from lowest-participation areas.

The Intentions After Graduation Survey data., key points:

Between January and April 2017 final year undergraduates on first degree courses were invited to answer the survey about their intentions after graduation. Overall, nearly 83,000 final year students from 268 UK higher education providers that take part in the National Student Survey (NSS) responded to the Intentions After Graduation Survey. This analysis focuses on almost 70,000 students at 238 English providers.

While the students’ most frequent intention within six months from graduation is to ‘look for a job’ (around 50 per cent of respondents each year), there is a clear upward trend in the percentage of students who intend to undertake postgraduate (PG) study. Among 2016-17 respondents, more than one student out of five selected ‘further study’ as their intention after graduation.

For all students, the intention to continue studying becomes greater further in the future (i.e. more than six months after graduation). Of students who are certain or likely to study at PG level in the future, 55 per cent intend to look for a job or have already been offered a job when surveyed.

In terms of motivation, almost 70 per cent of the students who intend or are likely to continue studying selected ‘interest in the subject’ as a reason for their intention. Only 35 per cent of the students would continue to study, among other reasons, to get a better job or to open up more career choices.

Female students are more likely to intend to continue to study than male students, as are black students relative to other ethnic groups. Also, young students from the lowest-participation areas are more likely to state an intention to continue study relative to those from higher-participation areas

Other news

The Office for Students is recruiting for its committees – provider risk, quality assessment and risk and audit.

Care leavers will be boosted by a new £1,000 bursary payment if they choose to do an apprenticeship from August 2018, the Government announced on 17 May

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

Government areas of research interest

Did you know that government departments publish their areas of research interest?  This is a guide to where research funds might go, and is useful if you are thinking about policy impact.

The collection is here, and four new ones have been added today:

The DCMS one says “It is designed to encourage researchers and academics to explore those topics that could be of benefit to DCMS and our sectors and act as a starting point for future collaboration.”

There are strategic themes and long lists of specific questions – if you’re working on any of these, you might want to read our blog from earlier today and contact the policy team. 

Political Updates

 A smorgasbord of content for you this week – rifle through to find the topics most of interest to you. We’ve got: pollinators, research integrity, mental health, nursing news, plastic waste, several new funded competitions from the Government, praise for the arts and creative sectors, smart energy systems, immersive technologies, the Industrial Strategy’s Grand Challenges, tackling social challenges, Guidance from Innovate UK and on Horizon 2020, an important survey on international students, new Royal Society Fellows, an article on the AI brain drain, and the forthcoming Environmental Principles and Governance Bill. Enjoy!

 

Pollinators

On Tuesday Ben Bradley (Conservative, Mansfield) made his case for a Private Members’ Bill to make provision about the protection of pollinators. Permission to progress the Bill was granted and our regional MP Oliver Letwin will take part in presenting the bill.

 

Research Integrity

Sam Gyimah was interviewed for the Commons Science and Technology Select Committee investigation into research integrity. The committee heard that universities should be held responsible for the full compliance of upholding standards of research integrity but the Minister for Universities, Science, Research and Innovation declined to assert that funding should be dependent on this. Other topics covered included concordant sign up, self-assessment and disclosure in clinical trials. Read the full summary of the session provided by Dods Consultants here.

 

Mental Health

The Commons Education, Health and Social Care Committees have published their response to the inquiry on young people’s mental health: The Government’s Green Paper on mental health: failing a generation.   An oral parliamentary question was also asked on the topic on Tuesday:

Q – Helen Whately: I welcome the Green Paper on mental health in schools, which was published earlier this year, but it does prompt a question about the mental health of students in further and higher education. Does my right hon. Friend have any plans to look into that issue? If he does not, may I urge him to do so?

A – Jackie Doyle-Price: I thank my hon. Friend for her question and her continued industry on these matters. As she mentioned, the Green Paper outlined plans to set up a new national strategic partnership focused on improving the mental health of 16 to 25-year-olds. That partnership is likely to support and build on sector-led initiatives in higher education, such as Universities UK’s #stepchange project, whose launch I attended in September. The strategy calls on higher education leaders to adopt mental health as a strategic priority, to take a whole-university approach to mental health and to embed it across policies, courses and practices.

 

Nursing Places

Nursing has been in the news again this week. A series of oral parliamentary questions reveal the Government’s unwavering approach towards nurse training and on Wednesday there was a debate on the Government’s plans to remove funding from post-graduate converters into nursing (announced in February). The removal affects the two-year course for those who hold degrees in other subjects. It is controversial as this is the fastest way to train a registered nurse and there is currently a shortage of 40,000 nurses in England. The change brings the post-graduate courses in line with the undergraduate nurse training which has already lost the NUS bursary and now falls under the student loan system.

The Commons debate was secured as a result of opposition pressure, following a report by the Lords Secondary Legislation Scrutiny Committee, which referenced evidence submitted by the Royal College of Nursing (RCN). The RCN arranged for a number of student nurses, who currently receive post-graduate funding, to visit parliament during April to meet MPs and peers and explain what financial support has meant for them.

 

Michael Lawton, who received the NHS post-graduate bursary and is currently working as a registered nurse, said: “Without the bursary I couldn’t have applied and I wouldn’t be in a career I love, giving patients the great care they deserve. I know I make a difference every day.

MPs I’ve spoken to are shocked at how many hours we do in clinical placement. By removing the bursary, the Government is asking people to pay to work on placements to keep the NHS afloat and that isn’t right.

Current post-graduate nursing student Georgie Ellmore-Jones said:

“After my undergraduate degree I was already in a lot of debt. When I looked at pursuing a career in nursing and saw it was funded, it made it more certain in my mind that I wanted to do it. At post-graduate level many of the students have families and children to look after so adding more debt will only discourage potential students.”

 

On Tuesday there were a series of oral questions on nursing to the Minister for Health (Stephen Barclay), his answers reveal the Government’s thinking towards nurse training.

Q – Gill Furniss (Sheffield, Brightside and Hillsborough) & (Lab) Stella Creasy (Walthamstow) (Lab/Co-op) & Stella Creasy (Walthamstow) (Lab/Co-op): What assessment he has made of the effect of the withdrawal of NHS bursaries on applications for nursing degrees.

A – The Minister for Health (Stephen Barclay): Nursing remains a strong career choice, with more than 22,500 students placed during the 2017 UCAS application cycle. Demand for nursing places continues to outstrip the available training places.

Q – Gill Furniss: Figures from the Royal College of Nursing show that applications have fallen by 33% since the withdrawal of bursaries. At the same time, the Government’s Brexit shambles has led to a drastic decline in EU nursing applications. How many years of such decline do we have to see before the Secretary of State and the Minister will intervene?

A – Stephen Barclay: What matters is not the number of rejected applicants, but the increase in places—the number of people actually training to be a nurse. The reality is that 5,000 more nurses will be training each year up to 2020 as a result of the changes.

Q – Stella Creasy: The NHS already has 34,000 nursing vacancies. Given that there has been a 97% drop in nursing applications from the EU and that studies show that nearly half of all hospital shifts include agency nurses, will the Minister at least admit that cutting the bursary scheme has been a false economy for our NHS?

A – Stephen Barclay: It is not a false economy to increase the supply of nurses, which is what the changes have done. Indeed, they form part of a wider package of measures, including “Agenda for Change”, pay rises and the return to practice scheme, which has seen 4,355 starters returning to the profession. More and more nurses are being trained, which is why we now have over 13,000 more nurses than in 2010.

Q – Grahame Morris: I respectfully remind the Minister that this is about recruitment and retention. The RCN says that we can train a postgraduate nurse within 18 months, which is a significant untapped resource, so why are the Government planning to withdraw support from postgraduate nurses training, too?

A – Stephen Barclay: We have a debate involving postgraduate nursing tomorrow, but the intention is to increase the number of such nurses by removing the current cap, which means that many who want to apply for postgraduate courses cannot find the clinical places to do so. That is the nature of tomorrow’s debate, and I look forward to seeing the hon. Gentleman in the Chamber.

Q – Robert Halfon (Harlow) (Con):  Will my hon. Friend, on top of the degree nursing apprenticeships, rapidly increase the nursing apprenticeship programme so nurses can earn while they learn, have no debt and get a skill that they and our country need?

A – Stephen Barclay: My right hon. Friend is absolutely right to signpost this as one of a suite of ways to increase the number of nurses in the profession. As he alludes to, there will be 5,000 nursing apprenticeships this year, and we are expanding the programme, with 7,500 starting next year.

Q – Stephen Lloyd (Eastbourne) (LD): With every reputable independent body showing very clearly that we have a staffing crisis in the NHS nursing profession, can the Minister explain how cutting bursaries actually improves the situation?

A – Stephen Barclay: I am very happy to do so. We are removing the cap on the number of places covered by the bursaries and increasing the number of student places by 25%, which means that there will be 5,000 more nurses in training as a result of these changes.

Q – Dr Philippa Whitford (Central Ayrshire) (SNP): The Secretary of State’s removal of the nursing bursary and introduction of tuition fees have resulted in a 33% drop in applications in England. In Scotland, we have kept the bursary, a carer’s allowance and free tuition, which means that student nurses are up to £18,000 a year better off, and indeed they also earn more once they graduate. Does the Minister recognise that that is why applications in Scotland have remained stable while in England they have dropped by a third?

A- Stephen Barclay: The hon. Lady speaks with great authority on health matters, but, again, she misses the distinction between the number of applicants and the number of nurses in training. It is about how many places are available, and we are increasing by 25% the number of nurses in training. That is what will address the supply and address some of the vacancies in the profession.

Q – Dr Whitford: Workforce is a challenge for all four national health services across the UK, but, according to NHS Improvement, there are 36,000 nursing vacancies in England, more than twice the rate in Scotland. The Minister claims that more nurse students are training, but in fact there were 700 fewer in training in England last year, compared with an 8% increase in Scotland. The key difference is that in Scotland we are supporting the finances of student nurses, so will the Government accept that removing the nursing bursary was a mistake and reintroduce it?

A – Stephen Barclay: The distinction the hon. Lady fails to make is that in England we are increasing the number of nurses in training by 25%; we are ensuring that nurses who have left the profession can return through the return-to-work programme; and we are introducing significant additional pay through “Agenda for Change”. As my right hon. Friend the Member for Harlow (Robert Halfon) said, we are also creating new routes so that those who come into the NHS through other routes, such as by joining as a healthcare assistant, are not trapped in those roles but are able to progress, because the Conservative party backs people who want to progress in their careers. Healthcare assistants who want to progress into nursing should have that opportunity.

Q – Justin Madders (Ellesmere Port and Neston) (Lab): When defending the decision to scrap bursaries, the Secretary of State said that, if done right, it could provide up to 20,000 extra nursing posts by 2020. Well, that figure now looks wildly optimistic, with applications down two years in a row. Is it not time that Ministers admitted they have got this one wrong and joined the Opposition in the Lobby tomorrow to vote against any further extensions to this failed policy?

A – Stephen Barclay: If Members vote against the policy tomorrow, the reality is that they will be voting for a cap on the number of postgraduate nurses going into the system, and therefore they will be saying that more people should be rejected—more people should lose the opportunity to become nurses—because they want to have a cap that restricts the supply of teaching places.

 

Plastics

The Government have announced a new research and innovation hub to tackle plastic waste in the oceans.

 

Arts Projects Support for the North

The PM spoke on Tuesday to praise Britain’s arts sector:

But of course, the value of culture and creativity lies not only in its economic strength. Just as important is the less tangible contribution that it makes to our national life. The work you do brings joy to millions. It fosters unity, gives us a common currency. It helps to define and build our sense of national character.

“Without culture […] society is but a jungle”. Your work is a vital part of our national life and our national economy, and I am absolutely committed to supporting it.

Our ambitious sector deal for the creative industries, announced just before Easter, will see a further £150 million invested by government and industry, spreading success and making the sector fit to face the future.

She also announced a £3 million fund of new money to support creative projects within the Northern Powerhouse region on Tuesday. Offering a mix of grants and loans, the social investment fund will be open to non-profit, community-based organisations that deliver a positive social impact.

Full speech here.

 

Smart Energy Systems

The Government announced £41.5 million funds for design and trial of of new business models that intelligently link supply, storage and demand in heating, power and transport. Thee Innovate UK competition has two elements: up to £40 million is available for 3 smart energy system demonstrators, while up to £1.5 million is available for studies into new, smarter approaches to local energy.

 

Audiences of the Future – Commercial opportunities in the creative industries

The Government has announced a funding competition – Audience of the future: demonstrators opening Monday 21 May. £16 million will be invested in 4 large scale creative industries demonstrator projects (£5-£10 million each) through the Industrial Strategy Challenge Fund. It aims to explore future global, mass market, commercial opportunities in the creative industries. Primarily this will be through pre-commercial collaboration at scale. Projects should significantly improve the current state of art in their field. The projects must explore new ways of communication with mass audiences (100,000+) using new immersive technologies and experiences that are a significant advancement on the state of art in the chosen area. The high level of innovation and scale should be capable of transforming the sector and replicable across the creative industries. The project should generate audience and consumer information that could be used to test the viability of new business models. The Government suggests that areas with strong potential could include moving images, access to live sporting events, visitor experiences in museums and galleries, and music and theatre performance.  See here for more information.

A further £1 million is available for early-stage projects (£20-60k) that seek to understand customer needs for immersive experiences and the tools needed to deliver them. Early-stage projects should use human-centered design and look at audience behaviour to develop ideas for new products and services. Particular areas could include:

  • advancing the state-of-the-art with immersive experiences that are desirable and fit-for-purpose
  • producing high-quality immersive content cheaper, faster and in a way that is more accessible
  • improving physical devices such as eyewear and controllers, or haptic feedback
  • new digital platforms and services to deliver immersive content

See here for more information on the early-stage projects.

Resolving Social Challenges

On Thursday Oliver Dowden (Minister for Implementation) announced a series of competitions for tech firms to develop solutions tackling current social challenges.  While the initiatives focus on the business sector some of the topics are interesting. Each contributes to the Government’s Grand Challenges – the data economy; clean growth; reducing plastic waster, tackling loneliness and healthy ageing and the future of mobility – the competition is designed to incentivise Britain’s tech firms to come up with innovative solutions to improve public services.

The forthcoming challenges:

  • Identifying terrorist still imagery (Home Office). Home Office research shows that more than two-thirds of terrorist propaganda disseminated online is still imagery. This project will support both Government analysis of, and broader efforts to remove, this harmful material.
  • Tracking waste through the waste chain, submitted by Department for Environment, Food and Rural Affairs (DEFRA). A new technological approach could help record, check and track waste, helping boost productivity, reduce costs, and protect both human health and the environment.
  • Tackling loneliness and rural isolation, submitted by Monmouthshire Council. The government recognises that rural transport is vital to local communities, and businesses. A technological solution, exploiting vehicles with spare capacity could support rural economies.
  • Cutting traffic congestion, submitted by Department for Transport (DfT). Greater collection and new analysis of data could help target interventions to cut congestion.
  • Local authorities have large numbers of council vehicles crossing their areas every day. If they can be equipped with innovative data capture systems, they could understand potholes, litter, recycling, parking, air quality and more in real-time, every day, for no added cost. This could mean reduced service delivery costs and better local services.

The first of these competitions opens on Monday 14 May and runs for six weeks, with the remaining competitions being launched in subsequent months. Tech firms bidding to the fund will have free rein to create truly innovative fixes. Winning companies will be awarded up to £50,000 to develop their ideas.

 

Guidance

Innovate UK have released general guidance for grant applicants, including applying for a business innovation grant, funding rules and participation levels.

The Government have released guidance on Horizon 2020: what it is and how to apply for funding.

International Students

The Migration Advisory Committee (MAC) has been tasked by the Government to assess the impact of international students. Previously they asked for evidence of impact from the HE sector with much response from HE institutions but little response from international students themselves. To redress this evidence gap the MAC have issued a survey directly to students. Universities have been asked to disseminate this survey and encourage their students to complete it. Here is the link.

Environmental Principles and Governance Bill

Michael Gove has announced the introduction of the Environmental Principles and Governance Bill, which will “ensure environmental protections will not be weakened as we leave the EU.” It will introduce a new body to hold the Government to account for environmental outcomes. Subject to consultation, the new body could specifically be responsible for:

  • providing independent scrutiny and advice on existing and future government environmental law and policy;
  • responding to complaints about government’s delivery of environmental law; and
  • holding government to account publicly over its delivery of environmental law and exercising enforcement powers where necessary.The Government is also consulting on an intention to require minister to produce a “statutory and comprehensive policy statement setting out how they will apply core environmental principles as they develop policy and discharge their responsibilities”. The new Bill will also ensure Government’s continue to have to regard environmental principlesRoyal SocietyArtificial Intelligence
  • The Financial Times has an article: UK universities alarmed by poaching of top computer science brains.
  • Wonkhe report that: 50 new Royal Society Fellows and Foreign Members have been elected to join the existing c.1,600. They are all scientists, engineers, and technologists who are from, or living and working in, the UK and the Commonwealth. New additions include Jim Al-Khalili, Michelle Simmons and Elon Musk, with David Willetts the Honorary Fellow,. Of the 50 12 are women.
  • The consultation will run for 12 weeks, closing on Thursday 2 August. The draft will be published in the Autumn, and the Bill will be introduced in the second session of this parliament.

Best wishes,

Sarah

HE Policy Update for the w/e 4th May 2018

A bumper policy update for you packed full of political changes and arguments, and BU gets a mention in the House of Commons. Enjoy the sunny bank holiday weekend!

Political News

Amber Rudd resigned on Sunday. Replacing her are Penny Mordaunt and Sajid Javid.

Penny Mordaunt (Secretary of State for International Development) will replace her as Women and Equalities Minister. Penny’s pre-UK political career is varied ranging from magician’s assistant, working in Romanian hospitals and orphanages, and as Head of Foreign Press for George W Bush. Previously she was the Minister of State for Disabled People, Work and Health. Her political interests are care and quality of life for the elderly, healthcare, defence, the arts, and space.

Sajid Javid will replace Amber as Home Secretary. (James Brokenshire will replace Sajid as Housing, Communities and Local Government Secretary). Sajid’s political interests are civil liberties, free enterprise, defence, and welfare policy. Sajid has held a string of parliamentary roles including  Economic Secretary 2012-13, Financial Secretary 2013-14; Secretary of State for Culture, Media and Sport 2014-15; Minister for Equalities 2014; Secretary of State for: Business, Innovation and Skills and President of the Board of Trade 2015-16, and Communities, Local Government and Housing Secretary 2016-18. Times Higher took to Twitter to remind the HE world that Sajid believes international students shouldn’t stay on to work in Britain post-graduation.

#BUProud – Sam Gyimah praised BU in a recent Education select committee meeting. Questioned on whether the three year full time degree is an outdated dinosaur and whether accelerated or non-standard degrees are the future Sam replied:

  • I will start off, before saying what I think the answer is, by saying that there is some good practice in the sector that is often not acknowledged. For example, 42% of degrees are currently vocational. If you look at what some universities are doing, Bournemouth University, where I was a few weeks ago, is a most effective place at training people for media and film studies. Most people would dismiss some of these things, but if you want to work at Universal Studios, one of the best universities in this country to go to is Bournemouth. They have a focused university curriculum.  

Office for Students (OfS) Strategy and Business Plan

The OfS have published their strategy and business plan.  They set out their familar 4 objectives ( participation, experience, outcomes and value for money). The OfS will deliver their strategy by:

  • Ensuring providers meet the quality threshold (the 24 conditions of registration)
  • Supporting informed student choice about courses and careers
  • Taking action to ‘ensure that the sector is working effectively in the interests of students, employers, and society’.
  • The OfS will publish key performance indicators in the summer to measure the business plan.
  • Being an efficient and effective regulator

The OfS will also measure contributory progress against these cross cutting strategic outcomes:

  • Public trust and confidence in HE
  • National social mobility
  • Equality & diversity within HE and beyond
  • A dynamic national workforce

There is more detail in the Business Plan 2018-19, including:

  • The intention to evaluate the return on investment on access and participation plans and impact work; develop, address cold spots and evaluate IAG; and increase transparency data in relation to access and participation.
  • New providers – address barriers to entry; facilitate alternative forms of provision and develop measures of diversity of provision and innovation (including a work placement measure beyond sandwich placements and the ‘Higher education – business and community interaction’ survey data; also to support growth in technical routes.
  • Deliver NSS and explore new measures and monitoring tools.
  • Develop the OfS approach to student welfare and wellbeing.
  • Remove barriers to student transfer.
  • Continue the TEF, KEF and REF.
  • Develop strategy and processes surrounding student protection and managing market exit.

And much more!

The Knowledge Exchange Framework

Research Professional published a mock Knowledge Exchange rankings table  based on three years of data from the Higher Education Business and Community Interaction surveys.  Hamish McAlpine, senior policy adviser for knowledge exchange at Research England, has written a progress report on work towards the real KEF.  We have been a bit sceptical about the KEF at BU – because something with great potential to measure something of great benefit (going beyond REF impact) looks like being a way to channel more money to those who make money already from commercialisation….

The article is interesting because it is clear that thinking is still evolving – this sentence gives some hope about the value of the framework:

  • “To this end we are looking at creating clusters of institutions with similar capabilities. These include not just staff numbers, but also things such as disciplinary mix, research strengths and intensity, income, student numbers and capital investments.” 

And they haven’t yet decided on the link to funding…..but it still looks as if income is the driver:

  • “Income is only a proxy for impact, but it is the best measure we have at present. Income is also robust and relatively easy to audit. It is not in anyone’s interest to distribute lots of public money based on unsound metrics”

Income is a very unreliable proxy for impact outside STEM.  In her previous role at BU Jane supported a number of projects with HSS that have limited potential to make money (because they help the NHS) but have potential to make a real difference to care and outcomes.  And what about all the work in social sciences – and knowledge exchange projects in FoM and FMC?  So we’re still sceptical about the KEF – but it might be a bit less pointless than it was looking a few months ago.  I’ve added a comment to the article – we’ll see what the response is.

Major review of post-18 education (fees and funding)

We have submitted BU’s response to the HE review and you can read it here.  SUBU’s response is here.

There is a useful article by Gordon McKenzie of GuildHE on Wonkhe.

The Higher Education Policy Institute (HEPI) published their 10 points for the HE review – a useful round up of some of the issues based on HEPI’s own research over the last few years.  Their 10 points relate to:

  • Part-time learners
  • Differential fees
  • Maintenance grants
  • Mixed funding model
  • Uses of tuition fees
  • Misunderstanding among applicants
  • Outreach versus spending on bursaries
  • Accounting treatment of student loans
  • Level 4 and Level 5 qualifications
  • Student number controls

UUK have blogged on their response to the review calling for the review to address confusion about the tuition fees system. UUK note that while the funding system hasn’t deterred young people from full time study (and is beneficial in creating stability for universities) ‘there is a lack of public confidence and understanding of how it delivers value for money for students’. They note those wishing to study flexibly, or part time, or young students who wish to earn whilst they learn aren’t serviced adequately by the existing funding system. They also call for maintenance grants to be restored.

The Universities UK submission makes a number of recommendations, including:​

  • government should, in partnership with universities, provide more targeted information to prospective students on the costs and benefits of higher education
  • universities could develop their value for money statements, to better explain how pricing decisions for undergraduate courses are arrived at. These should explain how the university uses income from tuition fees, and other sources of income, to fund the student experience and other activities such as research
  • to deal with students’ concerns about living costs, new funding should be introduced to restore maintenance grants for those most in need
  • to help address students’ fears of debt, government should remove the interest rate that starts building from the start date of the course, and deliver better financial advice, especially on the difference between student loan debt and conventional debt
  • greater exploration of ways that learners can study more flexibly and piloting preferential loan repayment terms for subjects that address national skills shortages

You can read Baroness Wolf in the TES on what the review is about (not just HE).

From March – the OfS report on student perceptions of value for money: – not providing a definition but see below 

  • Funded by OfS, our SUs led some research into what students think. The purpose was not to definitively answer the question of what ‘value for money’ means in higher education but, rather, to explore value for money from the student perspective. Do students feel they are receiving value for money? Do student perceptions of value for money evolve as they go from school to higher education, and then into the world of work? What can higher education providers – and the OfS – do to help improve the value students perceive they are getting from the considerable investment they have made in higher education?”

Factors that demonstrate value for money:

Maintenance Grant Raid – David Morris wrote for the Guardian this week stating: The government has hinted it will reintroduce maintenance grants, but that there will be no extra money to pay for it. David believes this will take the political pressure out of the tuition fee conundrum because ‘expensive rent is probably far more of a barrier to widening access than expensive fees, since students don’t repay these until after graduation.’ David believes the Government might solve the issue of funding maintenance grants by utilising the current teaching grant. He states: ‘This time around, universities will have to convince government to find additional spending, or it will be their pockets that are raided.’

Political Battles – Martin Lewis (MoneySavingExpert) tackles Chi Onwurah (Labour MP) in BBC Question Time. In essence his fiery response blames both Government and Opposition for making Fees and Student Loans a political battlefield – serving only their own political ends and leaving prospective students bewildered about affordability. He states in itself this is what is putting off even more students because they believe they can’t afford to attend University.

  • Martin: “Look politicians do this all the time and you’re making your political points and you’re doing it and you put off young people from underprivileged backgrounds going to university with a fear of debt by framing it as debt when you know it doesn’t work like that.”
  • “Politicians need to take responsibility, your political football that you and all the parties have used student finance to be has miseducated a generation about how student finance works and it is an abomination you should all hang your heads in shame.
  • Chi comes back to argue that fees are a psychological barrier:  “It is psychological but a lot of the world is psychological Martin, how things are perceived is what informs peoples choices.”
  • Martin: “Then let’s re-educate.”

Watch the short (1 minute) clip here, the Express also covered the argument.

Higher Earning Graduates – Sam Gyimah avoided responding to a parliamentary question on higher earning graduates this week.

  • Q – Jim Cunningham: What estimate he has made of the number of graduate students who are earning over £50k and have begun repaying their student loan since 2010.
  • A – Sam Gyimah: This is a matter for the Student Loans Company (SLC). I have asked the SLC’s Interim Chief Executive, Peter Lauener, to write to the hon. Member for Coventry South and a copy of his reply will be placed in the Libraries of both Houses.

Student Loan Overpayments  –Another parliamentary question revealed that 55% of the nursing, midwifery and allied health professions students who were overpaid by SLC (leading to concerns about how the money would be clawed back), were overpaid by more than £1,000. And the non-repayable support has been confirmed

  • Q – Baroness Thornton: Whether, given that the Student Loans Company (SLC) has accepted responsibility for overpayments to healthcare students and that the SLC told students that they were not being overpaid, the SLC will write off overpayments to physiotherapy and other healthcare students.
  • A – Viscount Younger Of Leckie: The government announced on 18 April 2018 that the Student Loans Company (SLC) will provide support to ensure that none of the students affected by the error suffer hardship. Students affected by this will be eligible to apply for additional, non-repayable, support of up to £1,000 for the remainder of this academic year, and should contact the SLC. In addition, repayment of overpaid maintenance support will be deferred for all students affected until they have finished their courses and can afford to repay. Repayment of overpaid maintenance loans will happen via HM Revenue and Customs in the normal way, which is how students will have expected to repay their loans when they took them out.

Loan Terms – Another week, another student loan parliamentary question – this time Sam’s answer fails to confirm whether the Government will change the loan terms for the post-2012 students, leading to worry over how students may be affected if the post-2012 loans are sold off.

  • Q – Caroline Lucas: To ask the Secretary of State for Education, whether he retains the legal power to revise the terms and conditions of student loans, including those sold to the Student Loans Company; and whether his Department has any plans to standardise those terms and conditions irrespective of the higher education start date of those loans.
  • A – Sam Gyimah: Key student loan repayment terms are set out in legislation, and can therefore be amended through the applicable parliamentary processes. It is important that, subject to this Parliamentary scrutiny, the government retains the power to adjust the terms and conditions of student loans. However, the government has no plans to change, or to consider changing, the terms of pre-2012 loans, including those sold recently.Student loans are subsidised by the taxpayer, and we must ensure that the interests of both borrowers and taxpayers continue to be protected. The review of post-18 education and funding will look at how we can ensure a joined-up education system that works for everyone.

Paramedic Student Loans – A parliamentary question on reclassifying paramedic degrees for existing graduates to access the student loan whilst retraining:

  • Q – Peter Kyle: To ask the Secretary of State for Health and Social Care, pursuant to the Answer of 19 April 2018 to Question 135158, if he will classify paramedic science as an exception course to allow those who study it as a second degree to obtain a student loan.
  • A – Stephen Barclay: Since the decision taken by the Health and Care Professions Council on 21 March 2018 to move paramedic programmes to a degree level, the Department of Health and Social Care has been working with Health Education England and the Department for Education to actively review the position of students wishing to study a paramedic programme. This review will consider aligning paramedic courses with other healthcare courses reviewed during the recent healthcare education funding reforms.

Freedom of Speech

The Universities Minister gave a speech on Thursday at a free speech summit calling for new guidance for organisations and students on freedom of speech. Covered by The Times Sam is portrayed as championing free speech way beyond his predecessor (Jo Johnson’s) intent to ‘enforce existing measures’. Sam plans for the OfS to name and shame or fine institutions for failing to uphold his view of free speech. He has announced the intention to create a single set of guidelines ‘to clarify the rules and regulations around speakers and events to prevent bureaucrats or wreckers on campus from exploiting gaps for their own ends’. The NUS is permitted to input into the new rules. See the Government’s press release here.

  • UUK commented:  “Tens of thousands of speaking events are put on every year across the country. The majority pass without incident. A small number of flashpoints do occasionally occur, on contentious or controversial issues, but universities do all they can to protect free speech so events continue.”
  • Sector press has noted that the Joint Committee on Human Rights report (March 2018) did not believe there to be a problem with free speech at universities: we did not find the wholesale censorship of debate in universities which media coverage has suggested. And on the ‘chilling’ (deterrent) effect ‘which is hard to measure’: A much broader survey of students’ opinion would be needed to assess levels of confidence amongst the student body as a whole. Source
  • Free Speech does get a (very limited) mention in the OfS’ new Business Plan – one mention (page 7) ‘Incentivise positive student experiences beyond the conditions of registration – Define and begin to deliver the OfS’ role to promote and protect free speech.’
  • THE also reported on Sam’s speech, ironically noting it was delivered at a ‘behind-closed-doors’ event.
  • Sam wrote for The Times Red Box on Thursday: The time I was almost censored on campus. There is an entertaining range of reader comments following Sam’s piece, only overshadowed by the Twitter glee that the quote Sam opens his article with is misattributed. Whoops.

HEPI Free Speech blog

On Tuesday HEPI got the last word in on Free Speech ahead of Sam’s speech. See their blog Six points about free speech at universities. Nick Hillman commenced with HEPI’s survey statistics on free speech. Most of his six points are familiar:

  1. The current law is ‘in about the right place’ on free speech issues – and notes the need for legitimate limits (terrorism influence, inciting violence, risking safety of others)
  2. Universities have the expertise, the time and resources to debate issues freely
  3. Debate and expose bad ideas to defeat them (not hide away)
  4. HEPI refer to their detailed study of free speech. The blog suggests a quarter of students are illiberal wanting to ban some extreme positions, and HEPI interpret mixed results as confusion amongst students (saying yes to almost any question on free speech, whether supporting free speech, backing trigger warnings or supporting Prevent). It could be confusion, it could be students repeating back the social ideal they may not genuinely sign up to, or it could be poor questionnaire design! But on the confusion the blog goes on to recommend…
  5. Universities need to help students through the complexities of free speech issues (and avoid too much red tape when putting on events)
  6. HEPI don’t believe the situation is as bad as the media portray, however, they note if the sector continues to provide contentious ‘juicy’ examples of threats to free speech then the media will seize on them and further blow the debate out of proportion.

International Students

False Deportation – On Tuesday the Financial Times broke the news of 7,000 international students falsely deported in: Home Office told thousands of foreign students to leave UK in error.  Wonkhe have provided a summary:

  • The Financial Times reports that the Home Office may have ordered up to 7,000 international students to leave the country on the basis of false accusations that they “faked” their proficiency in English. The error allegedly occurred when US-based organisation Educational Testing Services (ETS) carried out an investigation on behalf of the Home Office into cheating in their Test of English for International Communication (TOEIC) in 2014. The investigation results led the Home Office to revoke the Tier 4 visas of around 35,870 students studying in the UK who were suspected to have used proxies to sit the test.  An immigration tribunal heard in 2016 that the computer analysis used to identify fraud had been correct in only 80% of cases, meaning that 7,000 students had been deported in error.  The Home Office told us “the Government took immediate robust action, which has been measured and proportionate and so far 21 people have received criminal convictions for their role in this deception” and noted that courts had consistently found in their favour that evidence in these cases was enough to act on. However, the FT cites a judgement published in 2017 that said that the Home Office’s behaviour was “so unfair and unreasonable as to amount to an abuse of power”.

The Guardian also has the story, noting that new Home Secretary Sajid Javid has been urged to conduct a review.

International Post-Doc Researchers – Earlier in the year HEPI released their report The costs and benefits of international students ahead of the Migration Advisory Committee’s consultation on international students (outcomes expected autumn 2018). At the HEPI launch event there was strong argument for the sectors which need international talent to fulfil economic and business needs but which have low graduate starting salaries. An oral question this week extended this debate to cover post-doc employment:

  • Q – Jeremy Lefroy (Stafford) (Con): I declare an interest as a trustee of the Liverpool School of Tropical Medicine. Post-doctoral research fellows are a vital part of this country’s research base, and they come from all over the world, including from the EU. What discussions are my right hon. and hon. Friends having with the Home Office to ensure that our future immigration policy is based not on salaries—post-docs often receive pretty miserly salaries compared with their qualifications—but on the skills that we really need in this country.
  • A – Robin Walker: I regularly attend the higher education and science working group chaired by my hon. Friend the Minister for Universities, Science, Research and Innovation, where we discuss these issues, and we have been feeding into the work being done by the Migration Advisory Committee and the Home Office on that front. The Prime Minister made clear that we will want to continue to attract key talent from around the world, and Britain will want to continue to be a scientific superpower in the years to come. It is essential that we get our policies right on this.

Widening Participation & Achievement

New Fair Access Tsar, Chris Millward, blogs for UUK on the ‘OpportUNIty for everyone’ campaign aiming to promote the work done by universities on social mobility. Chris’ entry into the sector as Director for Fair Access and Participation has had WP buffs pondering whether there will be an entirely different fair access landscape with new directives. Perhaps unintentionally Chris’ blog continues to repeat Les Ebdon’s constant calls for ‘faster change’:  ‘Opportunity for everyone’ shows how universities are opening their doors, but they must build on this for faster change. It perhaps favours a focusing of the WP target groups by specifically mentioning:

  • Young people from identified low participation neighbourhoods (LPN) – concern: access and successful completion
  • White boys from low income families (also within LPN and in receipt of free school meals) – concern: access
  • Mature students – concern: falling numbers accessing HE
  • Black and Asian, and Disabled students – concern: parity of numbers receiving good degree and/or successfully securing a graduate level job
  • Students reporting mental health concerns – concern: better support to complete degree

It notes all universities are expected to narrow their gaps in all these areas. Chris promises the OfS will ‘develop evidence and effective practice guidance, and create opportunities to promote its use’ through a national Evidence and Impact Exchange. You can follow the Opportunity for everyone campaign on Twitter via: #YesUniCan

Brexit – Science & Innovation

The House of Commons Science and Technology Committee have published Brexit, science and innovation (fifth special report of session 2017-19). This gives the Government’s response to the Committee’s previous paper. Here are excerpts from the introduction:

  • The Government welcomes the Science and Technology Select Committee’s report ‘Brexit, Science and Innovation’, and is grateful for the Committee’s positive view on the Government’s input to the EU’s consultation on the shape of Framework Programme 9 (FP9). The Committee’s report highlights key issues that will need to be considered as we leave the European Union and continuing to build the broadest and deepest possible partnership with the EU on Science and Innovations remains a top priority.
  • As made clear in the UK’s position paper on Framework Programme 9, a continued focus on excellence is essential, and the EU and its Member States should facilitate and strengthen collaborative working with other countries on shared priorities for mutual benefit. The principles of excellence and competitiveness that underpin European collaboration drive up the quality of research outputs and contribute to higher skills levels.
  • The Government’s commitment to underwrite Horizon 2020 funding has provided clarity and assurance to UK businesses and universities.
  •  The Government has been consistently clear that the UK is, and will continue to be, a place that welcomes talented scientists and researchers from across the globe to work or study here.
  • We value the strong collaborative partnerships that we have across the EU in the areas of science, research and innovation and recognise the important contribution they make to the UK.

Read the Government’s response to the four recommendations here.

Life Sciences

And just in case you missed it last week here is the House of Lords Science and Technology Committee report – Life Sciences Industrial Strategy: Who’s driving the bus?

Mental Health

OfS blog on the HE partnership who are trialling new strategic methods to support good mental health through the Catalyst funding. The approach is based on UUK’s Step Change framework. Student suicides were in the news this week and there is a parliamentary question asking about national student suicide figures due for answer next week.

Strike law suits

Wonkhe report that some students intend to sue their universities over the strike action. In line with the wishes of the self-appointed “Minister for Students”, some students are now seeking compensation for teaching time lost at the 65 institutions affected by the 14 days of recent USS pension strikes.

Over 100,000 students have signed petitions to complain about the issue and request refunds. However, widespread media coverage has focused on Tel-Aviv/London-based English law firm Asserson, a “disputes” specialist, which has set up a website encouraging UK, EU, and non-EU students to sign up to a class action lawsuit to potentially claim “hundreds of pounds each”. Apparently, it now has over 1,000 signatures, enough to apply for a group litigation order. If the firm can secure funding from a specialist litigation funder for the no-win-no-fee claim, get insurance against a failed claim, and work out how to distribute claimants across institutions, we may see a landmark case. Shimon Goldwater of the firm said this could cost universities “millions of pounds”.

Some institutions have put unspent pay in hardship funds, and those with student contracts will be checking the wording carefully. At the time, Universities UK (UUK) advised students to start with institutional complaints procedures, then if necessary escalate them to the Office of the Independent Adjudicator (OIA) in England and Wales. The OIA’s annual report came out on Thursday, showing a slight increase in complaints in 2017 – 1,635 compared to 1,517 the previous year. The student-as-consumer trend continues.

Wonkhe’s website also explains how group litigation works and a blogger warns that calls for money back could result in them becoming victims of another compensation scam.

No pause for Purdah

Research Professional explores how a Purdah period needn’t be a gag order. They confirmed that scientists are permitted to make public statements during election campaigns. On 11 April, the Cabinet Office issued revised election guidance for civil servants permitting scientists to continue with their work in the run up to an election.  During the 2017 general election, the UK Research Councils “strongly” advised against issuing press releases about new research. Jeremy Heywood, Head of the Civil Service, stated: the [purdah] principles are not, and have never been about restricting commentary from independent academics.

Fiona Fox (Chief Executive of the Science Media Centre) writes in Research Professional to urge all to get the message out:

This is an important moment for the scientific community, but only if we shout about it. We must make sure that the new guidance is to hand the next time someone tries to use purdah as a reason to restrict scientists from speaking publicly about their research during election time.

UK Research and Innovation in particular has an important role here to ensure that all the academics it funds know about and understand these positive changes. The multiple sets of guidance on guidance, which emphasises what scientists cannot say in elections, should be replaced with a simple statement of what academics should continue to do as normal.

Purdah was never intended to silence scientists, but in the absence of real clarity, some allowed that to happen. Now that we have the clarity there is no excuse to let it happen again.

Consultations

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

New consultations and inquiries this week:

  • The House of Commons Education Committee has launched an inquiry into the challenges posed and opportunities presented by the Fourth Industrial Revolution. As outlined in the inquiry press release, the Fourth Industrial Revolution is characterised by the emergence of a range of new technologies including artificial intelligence, robotics and the internet of things. The changes are likely to have a major impact on both productivity and the labour market, with low and medium skilled jobs most at risk.  The inquiry will examine how best to prepare young people to take advantage of future opportunities by looking at the suitability of the school curriculum. It will also look at the role of lifelong learning and how best to help people climb the ladder of opportunity in the future. Please see further details and links below:

Interesting news

  • If you’re a bit rusty on the different elements of parliament this 1 minute You Tube Video may be for you: Why does the House of Commons Chamber look empty?
  • Trans experience: Wonkhe bloggers examine the experience of trans and gender diverse staff in HE and how matters can move forward more positively.
  • Alumni & data protection: BU’s own Fiona Cowrie writes for Research Professional on how the imminent data protection changes will affect universities’ relationships with their alumni.
  • Personal statements: A role for school’s to supplement second-hand cultural capital by supporting students through tailored super-curricular experiences. A simple read setting out what makes the difference in successful UCAS personal statements.
  • Influencing policy through research: We’ve mentioned this previously and Wonkhe have a new blog post on getting parliament to pick up research and translate it into policy. It lists 10 simple steps to make connections and present your research effectively for policy makers.
  • Useful complaints: A blogger from the Office of the Independent Adjudicator blogs on the impact listening to and acting on complaints can have in: Complaints – student engagement in its rickets form?
  • BTEC students: BTEC students are more likely to fail and not progress to their second year, although the non-continuation rate varies with subject choice. Overall patterns of progression show more BTEC students fail the end of first year examination as compared to entrants with other qualifications. One possible explanation for this is that they are at a different starting point in terms of academic preparedness and understanding assessment expectations in HE. Interventions may therefore need to target support around learning and progression of BTEC students during first year in HE or even earlier to encourage transferable learning.  Subject-wise patterns of progressions for BTEC students show they are less successful in Computer Science and Business Studies as compared to Sports. Interventions and academic support in HE need to be tailored across subject-areas in line with course structure and programme requirements to help BTEC students achieve better educational outcomes. It might be the case that not just inclusive pedagogies across universities, but a collaborative approach between higher education providers and FE colleges, can support the progression of these students better. This is all the more important as BTEC qualifications are acknowledged as contributing to widening HE access.   Read How successful are BTEC students at university? for more detail and interactive charts.

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 JANE FORSTER                                            |                       SARAH CARTER

Policy Advisor                                                                     Policy & Public Affairs Officer

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

Political News (w/e 4 May 2018)

 

Environment Minister  Thérèse Coffey made an announcement on funding for microplastics research

Digital media experts discuss internet regulation

The Commons Select Committee have opened an inquiry into the challenges and opportunities of the Fourth Industrial Revolution.  Contact the Policy Team if you’d like to contribute to BU’s response to this inquiry.

The Foreign Affairs Committee held an evidence session questioning academics on the responsibility to protect and humanitarian intervention.

 

Key personnel changes:

Which? – Peter Vicary-Smith to stand down as Chief Executive.

Cancer Research UK – Michelle Mitchell to replace Harpal Kumar as Chief Executive in the summer.

Advisory Committee on Clinical Excellence Awards – Stuart Dollow appointed as Chair from 1st June for three years.

Care Quality Commission – Ian Trenholm to replace David Behan as Chief Executive in July.

 

Have a lovely weekend!

Political and Policy – News & Publications

Health

Macmillian has published the specialist cancer adult nursing and support workforce census 2017.

The Education Policy Institute has published research on vulnerable children and social care in England.

On Tuesday there is a Westminster Hall debate on safeguarding children and young people in sport, and a Health and Social Care Select Committee examining childhood obesity.

Meindert Boysen has been appointed as Director of the Centre for Health Technology Evaluation.

On Friday Jeremy Hunt launched a review into the impact of technological advances on the NHS workforce.

On Wednesday there will be an adjournment debate on Mental Health Services

Other topics

Clive Efford has joined the Digital, Culture, Media and Sport Committee as a member. On Wednesday this committee will meet to consider Fake News.

David Clark, Kenny Dey and Nick Terrell have been appointed as members of the Oil & Gas UK Trade Association.

On Tuesday the Education Select Committee will examine Alternative Provision.

On Tuesday the Home Affairs Committee will meet to discuss Policing for the future.

On Wednesday there will be a Westminster Hall debate on reducing plastic waste in the maritime environment.

APPGs

There is a new register of All Party Parliamentary Groups (APPG). Check the list to see which fit with your research interests (scroll down past the country groups to the subject groups).

This week the following APPGs will meet: Social Work (on Tuesday), Industrial Heritage (Tuesday), Archaeology (Tuesday), Carers (Wednesday).

 

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