Category / policy

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

HE policy update for the w/e 9th November 2018

Two major reports out this week covering value for money and international students plus all the excitement and intense debate from Wonkfest. Enjoy!

Value for Money in HE

The Education Select Committee have published their inquiry report on Value for Money in Higher Education. The committee calls on both universities and the Government to ensure better outcomes for students, expand degree apprenticeships, make university more accessible to a more diverse range of students and tackle Vice-Chancellor pay. Here are the key recommendations taken from the report:

Value for Money for Students and the Tax Payer

  • Every higher education institution should publish a breakdown of how tuition fees are spent on their websites by end 2018. The OfS should intervene if this deadline is not met.
  • Self-regulated senior management pay is unacceptable. The OfS should publish strict criteria for universities on acceptable levels of pay that could be linked to average staff pay, performance and other measures that the Office for Students sees fit.

The Quality of HE

  • The Committee welcomed the independent review of TEF and recommended it focus on how the exercise is used by students to inform and improve choice. The review must include an assessment of how TEF is used in post-16 careers advice.
  • Institutions should move away from a linear approach to degrees, and enable more part-time, mature and disadvantaged students to study in higher education. The Committee recommended that the Government’s current post-18 review develop a funding model which allows a range of flexible options including credit transfer and ‘hopping on and off’ learning. More flexible approaches to higher education should be supplemented by the option for undergraduates of studying for two-year accelerated degrees alongside the traditional three-year model. However, The introduction of two-year degrees must not create a two-tier system where students from disadvantaged backgrounds are encouraged to take them on the basis of cost.

Skills

  • The Committee expressed extreme disappointment in the response from the Institute for Apprenticeships to widespread concerns from the higher education sector on the future of degree apprenticeships. The report urges the Institute to make the growth of degree apprenticeships a strategic priority. Degree qualifications must be retained in apprenticeship standards, and the Institute must remove the bureaucratic hurdles which universities are facing.
  • The Committee believes some of the money which is currently allocated by the Office for Students for widening access could be better spent on the development and promotion of degree apprenticeships and support for degree apprentices to climb the ladder of opportunity.
  • The implementation of T-Level qualifications from 2020 could offer improved access to university for students from disadvantaged backgrounds. The Government should engage with universities and UCAS in order to determine an appropriate tariff weighting prior to the introduction of T-levels.

Social Justice

  • The Office for Students must clamp down on the rise in unconditional offers. Their steep increase is detrimental to the interests of students and undermines the higher education system as a whole.
  • The Committee recommends a move away from the simple use of entry tariffs as a league table measure towards contextual admissions, foundation courses and other routes to entry. Institutions should state their contextualisation policies in their application information.

Graduate Employability

  • Student choice is central to the debate over value for money in higher education. Our inquiry found a woeful lack of pre-application and career information, advice and guidance, particularly awareness of degree apprenticeships. The Government’s current post-18 review must look at routes into higher education, and the quality of careers advice which students receive.

Dr Fiona Aldridge, Learning and Work Institute, talks of value beyond fee calculations, stating:

  • Today’s report from the Education Select Committee on Value for Money in Higher Education places a welcome focus on the need for greater flexibility within the higher education offer. It rightly recognises that the ‘one size fits all’ approach of 3 year full-time study often excludes those who need to balance learning with work or caring responsibilities, or with poor health or disability.
  • In the context of an ever-changing economy, where people need to learn and develop their skills throughout their lives, Learning and Work Institute have repeatedly argued that the collapse in part-time and mature learners is disastrous. The recommendations made to create more flexible models of study, grow degree apprenticeships and re-instate maintenance grants have the potential to help turn around this decline.
  • While much of the public debate around higher education focuses on tuition fees, this report helpfully recognises that value is not just about cost. The Committee’s call for greater transparency on the returns to higher education, notably through earnings and employment outcomes is important in supporting learners to make good choices.
  • Taken together, the report provides a welcome steer to the forthcoming Augar review that higher education needs to be more inclusive, and deliver a better deal for all of its learners.

Nicola Dandridge, Chief Exec OfS, stated:

  • “We are already responding specifically to a number of areas highlighted in the report. We are preparing a new approach to significantly reduce gaps in access, success and progression for disadvantaged students. Through the Teaching Excellence and Student Outcomes framework (TEF) we promote excellent teaching and improve information for students including student employment outcomes.”

She went on to state OFS support for degree apprenticeships, the analysis of unconditional offers and the impact this has on students, and to reiterate messaging around VC’s pay.

Robert Halfon, Chair of the Education Select Committee who produced the Value for Money report writes a short piece in the Guardian to defend the Committee’s recommendations. This is the Guardian piece he responded to.

Research Professional write: Universities may find a much-needed friend in the Commons education committee.

Accelerated Degrees

As the Value for Money report places emphasis on flexibility of learning design and accelerated options a recent IFF Research report is being circulated which considers the attractiveness of accelerated provision to international students. 59% of the international students surveyed hadn’t heard of accelerated degrees, but once explained 44% stated they would consider studying through accelerated provision. You can read a short summary of the research here.

16-19 Funding

Meanwhile the House of Commons Library has produced a briefing paper on changes in 16-19 education funding since 2010. It details the reforms and changes to the funding approach in the period and cautions against comparing funding over time. It lists the four main issues that have recently caused discontent within 16-19 funding circles:

  • The overall level of funding and the lower level of 16-19 per student funding compared to per student funding in secondary and higher education.
  • Underspends on the 16-19 education budget in 2014-15, 2015-16, and 2016-17.
  • The absence of a VAT refund scheme for sixth form colleges (such a scheme exists for schools and academies).
  • The funding requirement that students who have not attained certain GCSE grades in maths and English must continue to study those subjects post-16.

The Library produces these briefings to ensure that parliamentarians have sufficient background and brief on a topic to ensure informed discussion within the Houses. There was an Education Select Committee hearing on school and college funding on Tuesday (contact Sarah if you would like a summary of the session). The select committee content is timely and comes at a time when the HE sector is awaiting the outcomes of the post-18 review of education and funding.

Fees

Alistair Jarvis, Chief Exec of Universities UK, took to the press this week to respond to last week’s rumours that the Government were considering cutting HE fees as part of their review of post-18 funding and education. Alistair argues against fee cuts stating it would throw social mobility into reverse. He goes on:

  • Without a cast-iron guarantee that Treasury cash will cover the shortfall, we may once again see a cap on numbers that will be a lid on aspiration. It will mean bigger class sizes, poorer facilities and less student choice. It will weaken research and throw into doubt hopes that the UK will become a high-productivity, high-wage economy

He restates familiar points that highlight that fee cuts will benefit mid-high income graduates only. He highlights the 82% increase in disadvantaged students commencing university since the fee introduction.

  • “A cut in fees without the funding gap being met in full would be a political, educational and academic dead end. Some institutions could close, excluding tens of thousands of disadvantaged students. Most universities would face serious funding problems. The world-class education they provide, and which students expect, would be compromised.
  • Any reduction in funding would damage universities’ ability to deliver the skills that 21st-century businesses need. The UK already faces a talent deficit of between 600,000 and 1.2 million skilled workers by 2030. Teaching cannot be separated from research. Fewer academics will mean fewer discoveries.”

Martin Lewis continues his campaign to prepare parents for the financial contribution they are expected to make to top up their children’s living costs while at University. He has released a video warning parents and the article gives indicative levels of how much parents might have to save:

  • “This is a warning for parents of all teenagers. Now over 50% of our young people go on to university. And while you commonly hear that you don’t need to pay for that upfront, it’s no longer true – there is a hidden parental contribution.
  • …students get a living loan too, but the thing they don’t tell you is it’s means tested, and therefore the gap between the full loan and the amount you get is effectively a parental contribution…the impact is huge; the amount of living loan the student gets is reduced from family income of £25,000 and by the time you reach around £60,000 depending on circumstances, the amount they get is halved.
  • My problem though is when students receive their living loan letter, it tells them the amount of loan you’re getting: “You’re going to get £5,000 for your living loan.” What it doesn’t do though is tell them: “The full loan is £10,000. The reason you are only getting £5,000 is because of that means testing – the gap of £5,000 is effectively the parental contribution.”
  • So if your family income is over around £60,000, start preparing to save £15,000. If your total family income is under £25,000, you don’t need to save anything. If your family income is in the middle, £45,000, you want to be saving around £7,500 for your kids to go to university.”

OfS approach to insolvent providers

No bail out

In the policy update last week under the heading of Boom and bust we described how the recruitment crisis has allegedly left some universities on the brink of insolvency. This week Michael Barber, Chair of the OfS, has reiterated messages that the OfS will not rescue failing institutions:

  • “Universities make a huge contribution to students and the wider economy. Nobody wants to see them fail. However, bailouts would neither be good for students nor fair for taxpayers. It would just delay the inevitable.
  • We will not bail out universities or other course providers in financial difficulty…it would be irresponsible to give more public money to people who are demonstrably unable to manage their institution in a sustainable way. Nor would it be responsible to sit and wait for institutions to run into difficulty, or to leave students in the lurch once it occurs.
  • This doesn’t mean that we would do nothing if a university failed…Where failure is a possibility, we will work to protect the student interest…Our core principle is that students should be able to continue and complete their studies where they want. If this is not possible, they should be compensated.” Source

While the message is clear, others within the sector seem to be adding caveats to this hard line approach.  Wonkhe report that Gyimah had a softer message than Barber. Gyimah stated “there’s a difference between messing up your business model and the result of policy decisions”. (He was talking about the Open University).  Gyimah responded that cases would “be considered one-by-one”.

Sam also announced DfE were looking at student accommodation costs and didn’t rule out the possibility of rent controls. Watch the full footage of Sam Gyimah in conversation with Mark Leach of Wonkhe (here) and read an analysis here.

Meanwhile the Huff Post spills the beans that one of the HE provider’s reported to be in financial jeopardy isn’t on the OfS’s new register because the OfS is overwhelmed by the volume of new providers attempting to join the register. The article suggests this leaves students in a dire position without financial protection because the student protection plan isn’t in force. Excerpt:

  • Yet the OfS refused to comment when asked by HuffPost UK about what it would do should an institution fail before it was fully registered. It said instead that it would seek to use powers held by the defunct Higher Education Funding Council for England (HEFCE), which it replaced.

Research Professional provides an alternative viewpoint to in their article What is the regulator for? arguing that

  • “any newspaper could have run a headline about universities being in financial difficulties at any point in the past 25 years. For a long time, the Higher Education Funding Council for England kept a register of institutions at risk. Up to a dozen universities were said to be on it at any given time.”

Free Speech

Michael Barber also spoke on free speech at Wonkfest (his slides) stating that the focus on no platforming invited speakers is

  • only one part of the issue. It is also about diversity of perspective in seminars and lectures, about the way in which unpopular ideas are debated rather than suppressed.”
  • “There is a tendency currently to suggest that students should be protected from ideas that they may make them feel ‘uncomfortable.’ – Barber notes a US, not UK example – I also want to be sure it is not where we are headed because it is to totally miss the point; when students are faced with such ideas, universities should teach them to listen, to understand and then argue with vigour a different case if they wish to. The way to combat speech that is challenging and unpopular is to confront it, not suppress it. The way to deal with discomfort is to develop the resilience to overcome it not to hide or flee from it. Indeed, I would argue that feeling uncomfortable is an essential ingredient of learning and the pursuit of truth.”
  • “I often hear people say that free speech is not really an issue in our universities – that it has been overstated by the media or politicians. This is not an issue that can be quantified by the number of instances that make the headlines or the instances of no-platforming, although it is right to track those. Rather it is a fundamental matter of what our universities are for. Free speech is one of the most precious freedoms ever established, and universities above all should be places where it is cherished. The OfS will be an unashamed champion of free speech.”

Sam Gyimah has been the subject of media and sector derision in the past over some of his unsubstantiated claims (for example see here, here and here) particularly while championing Free Speech. In a parliamentary question this week he reiterates Barber’s message that it isn’t about identifying and counting contraventions of free speech, nor books removed from libraries, but the more intangible elements of censorship within the delivery of education:

Q – Jo Stevens: To ask the Secretary of State for Education, with reference to the oral contribution of the Minister for Universities, Science, Research and Innovation, of 17 May 2018, Official Report, column 241WH, what information his Department holds on the (a) number of speaking events blocked by a university or students’ union, (b) books removed from university libraries and (c) changes to courses due to changes in equalities guidance.

A – Sam Gyimah:

  • The information requested is not held centrally. The department does not collect data on the number of speaking events blocked by a University or Students’ Union, books removed from university libraries and changes to courses due to changes in equalities guidance
  • As set out in a statement on 17 May, we do not believe that measuring free speech on campus by events that happen is sufficient, as this does not evidence self-censorship or those events that do not happen in the first place. We are committed to defending free speech on campus to avoid a culture of censorship which risks leading to those outcomes to which the question refers. Comprehensive guidance on Freedom of Speech for the higher education sector is due to be published by the end of the year.

Gyimah also talked of the monoculture on campus with some students and staff shying away from discussing race and gender issues. Meanwhile Research Professional state the free speech debate has been around since the 1960’s.

International Students

The International Students APPG (all party parliamentary group) ran the inquiry A sustainable future for international students in the UK which explored the opportunities and challenges surrounding international students. (Find BU’s response to the inquiry on this webpage.) Their inquiry has concluded and they have published their report (press release here).
Note: this APPG report is separate from the Migration Advisory Committee’s (MAC) report on international students. Whilst some of the content is very similar there are key differences, for example the MAC report did not recommend removing students from the net migration figures.

Here are the report’s recommendations:

RECOMMENDATIONS FOR GOVERNMENT –  The APPG recommends that a cross-departmental group establishes a clear and ambitious target to grow international student numbers, supported by a cross-departmental strategy and a commitment to remove students from the target to reduce net migration.

  1. The Government should offer a clearly labelled and attractive post-study work visa which allows up to two years of work experience in the UK.
  2. The Government should pursue an EU deal for unrestricted movement of students and researchers, as part of a close relationship with European universities and provide urgent clarity for EU nationals studying and researching in the UK on what changes they will experience in visa and funding rights.
  3. Immigration rules should facilitate and encourage students to study in the UK and at multiple study levels within the UK education system.
  4. The Government should promote and protect the diversity of the UK education offer including small, specialist, vocational and further education providers within the proposed recruitment strategy.
  5. The Independent Chief Inspector of Borders and Immigration should conduct an independent review of credibility interviews within the student immigration system to ensure the system is fit for purpose, cost-effective relative to current risk and does not limit the diversity of international students in the UK.
  6. The UK Government should work closely with devolved and regional governments to support growth in international student numbers, protect local courses and institutions which are dependent on international students, and support regional and national initiatives which enhance the benefit of international education such as work experience schemes and industry engagement.
  7. The Government should accurately track data on education as an export and as an economic value, including at a national, regional and local level. Government should include education in their trade strategy when approaching bi-lateral agreements.

RECOMMENDATIONS FOR UNIVERSITIES, COLLEGES AND SCHOOLS – Education institutions should share best practice across the education sector to enhance internationalisation strategies through maximising the advantages and benefits of having a diverse body of international students, as well as support more UK students to study abroad.

RECOMMENDATIONS FOR COOPERATION

  1. Messages for international students regarding the UK should be welcoming, clear, simple and consistent. These should be developed in cooperation between the government and the education sector.
  2. The UK should establish an international graduate and alumni strategy which would support international students for employment opportunities in their home country to boost UK soft power, research and trade and support greater engagement with alumni by universities, business and government. Activities to track the long-term employment destination of international graduates should be intensified.
  1. Education institutions, local government and local business should come together to attract, plan for, support and integrate international students in the local community.

Paul Blomfield MP, who is the co-chair of the International Students APPG stated:

  • “Increasingly restrictive policies and procedures over the last eight years have discouraged many international students from applying to the UK.
  • We need to press the reset button, establish an ambitious strategy to increase recruitment, put new policies in place, and send out a clear message that international students are welcome in the UK.
  • Our report offers a way forward for the Government, and a route-map to renewed competitiveness for our world-class universities and colleges. I urge Ministers to look carefully at our recommendations and step up to the challenge.”

The Russell Group response to APPG report welcomed the recommendations and emphasised post-study options and streamlined visas as vital:

  • “…an important part of this offer are the opportunities available to graduates to transition to work once their studies are complete. This is an area where the UK is lagging, and we hope that Ministers will seek to address this by improving the UK’s post-study work offer at the earliest opportunity.
  • Alongside this, we would urge the Government to consider the importance of having a proportionate, streamlined system for student visas. Making visa applications straightforward, user-friendly and cost effective will help improve student experience and generate a welcoming image of the UK.”

Lord Bilimoria writes for The Guardian: International students are abandoning Britain – we must stem the tide. 

Last week there was a parliamentary question on post-study work visas which didn’t sound promising:

Q – Gregory Campbell: To ask the Secretary of State for the Home Department, if he will introduce a Global Graduate Talent visa to allow international students sponsored by a UK university to work in the UK for a limited period following their graduation. [LINK]

A – Caroline Nokes:

  • The Migration Advisory Committee (MAC) recently published its review of the impact of International Students in the UK. The MAC made several recommendations regarding port study work, though they did not recommend a separate post study work visa. We will be carefully considering the recommendations made in the report and will be responding in due course.

Students’ unions are in need of radical, systemic reform? Or are they?

This week we’re very excited to bring you an exclusive from our new guest writer, Sophie Bradfield. Sophie is the Policy & Campaigns Coordinator for SUBU and attended the big HE sector and policy event – Wonkfest – in London this week.  Sophie writes:

It was fantastic to work with the Wonkhe team to facilitate sessions at Wonkfest and attend some too. One which attracted my attention, unsurprisingly, was a debate on student union reform. The debate titled ‘Students’ unions are in need of radical, systemic reform? Or are they?’ had two speakers: Iain Mansfield- former senior civil servant in the DfE when TEF was designed; and Jim Dickinson- a big name in the Student Union movement as a formerly long-standing senior director at the National Union of Students.

As many will know, the purpose of Students’ Unions (SUs) was enshrined in the 1994 Education Act to act as ‘a representative body whose principal purposes include representing the generality of students.’ Almost every university has a students’ union and many, but not all, are affiliated to the National Union of Students- a membership organisation that nationally represents the collective student voice. As a staff member in a students’ union, I found it interesting to hear Iain’s viewpoints but it seemed that his knowledge and experience of students’ unions was limited. His argument assumed that all SUs think and act the same however just as each higher education institution is unique, so too, are the students’ unions.

With a plethora of damning media articles, comments from politicians and misunderstandings about safe space policies and ‘no platform’ policies, it’s not surprising that the debate turned to issues of freedom of speech and concern about students ‘banning’ speakers. Perhaps it’s also not surprising that the debate continues on this despite little to no evidence turning up from a freedom of information request by the BBC. In fact it was found, that cases where events have been cancelled, has been down to security costs rather than ‘no platforming’.

Iain argued passionately that Students’ Unions forcibly enrol students without any meaningful way of them ‘opting-out’ such as remuneration of fees, and explained this is problematic as SUs aren’t representative with low election turnouts. It was pointed out by a member of the audience that under new data protection regulations, students need to opt-in to SUs to receive correspondence. Jim also noted that opt-outs with a financial incentive would become an issue, leading new students to get back their £20-30 without knowing all of the benefits that being part of an SU brings. SUs help students to build their social capital; gain a sense of community and build meaningful relationships with other students; give them a platform to influence and improve their student experience; and enable them to learn how to solve their own issues collectively through democratic deliberation. Jim also explained that democratic participation isn’t just about election turnout; the representative legitimacy of SUs is demonstrated through a number of ways as student leaders run through many different levels. For example the student rep system, of which Bournemouth’s is nationally award-winning, has 575 elected student reps with multiple representatives for each programme, particularly for larger courses.

The debate concluded that whilst Students’ Unions are independent from their institutions, they occupy the same space and work closely, through their elected officers, with the institution on deliberative policy making on day-to-day educational issues such as assessment and feedback, for the benefit of students. If any reforms are needed across the movement, as a whole, it’s to focus more on these educational issues and move away from big political issues. It was noted that SU officers are also challenged by representing increasing student numbers, with bigger constituencies than many local councillors. An ongoing challenge for SUs is communicating the existence and purpose of a students’ union to students and the wider public, so students can make the most of all the civic and developmental opportunities that SUs provide.

More on Wonkfest

We’ve been name dropping Wonkfest throughout this update. It was a two-day policy and sector event that took place in London this week covering a myriad of topics. Such was the excitement of the attendees at Wonkfest that some Tweets started trending nationally.

BU was well represented with Mandi Barron leading the session Crisis, what crisis? Is student mental health really a “no brainer”?, Debbie Holley was on the panel for Teaching can’t be measured and frameworks are for fools and SUBU’s Sophie facilitating several key sessions.

Search Twitter using #WonkFest18 or backtrack through the action here.

Using this link scroll down to the section Questions for Sam Gyimah where he ‘defines’ a good degree that would be a good investment and suggests that setting fees for STEM courses even higher than the current £1,250 limit wouldn’t deter students but may actually make them more attractive to applicants. It’s an interestingly different approach to Labour’s plans to woo the youth voters and parents with free tuition fees.

Scroll down even further to Sam Gyimah – in Conversation with Mark Leach and you’ll find Sam’s unconvinced by post-qualification admissions and that accommodation costs are the primary issue students raise with him.

Here’s the summary from the Can teaching really be measured?  session (provided by Wonkhe).

The Teaching Excellence Framework (TEF) is one of the hottest issues in higher education in the moment – but is it capable of actually improving the quality of teaching?

The statutory independent review on TEF is due to be set up before the end of 2018 so we put together an expert panel to read the runes.

Wonkhe’s own David Kernohan was chairing the session – here’s his take:

  • The panel was clear we need to ask students about their learning and listen to their answers. Metrics will always be a part of the picture, but a deeper and more nuanced understanding of the needs and aspirations of undergraduates is an essential first step in improving teaching and the student experience.
  • The dual role of TEF (enhancement and information) is becoming more confused with many institutions hiring data scientists and not educational developers. It was noted that we sit at an important part of the life of the TEF, with the statutory review just round the corner – which again needs to involve the student voice as a fundamental point.
  • But, following the Augar review, the role of the OfS may change again – perhaps returning to a funding role?

The session provoked quite a debate online too with many pertinent Tweets.

Follow this link (which requires oodles of scrolling down) to read the summaries for:

  • Mandi’s Barron’s session on the student mental health crisis debate
  • Rankings, tables, metrics
  • The state of campus morale – and what we can do
  • Policy & politics of HE (Fiscal illusions and political delusions)
  • A session on putting impact before everything else – how do we help academics to not be pointless.
  • Win –wins in social mobility

Thirsty for more?

BU has an institutional subscription to Wonkhe so if you would like an emailed daily digest rather than waiting for all your policy news through this weekly BU policy update contact policy@bournemouth.ac.uk and we’ll sign you up.

Brexit: Research

A parliamentary question digging into where the money for guarantee funding will come from:

Q – Daniel Zeichner: To ask the Chancellor of the Exchequer, whether the funding allocated by the EU to underwrite successful bids by UK organisations to competitive EU grant programmes, including Horizon2020, will be funded from (a) UKRI’s annual budget allocation or (b) additional funding allocated by his Department in the event that the UK leaves the EU without a deal. [LINK]

A – Elizabeth Truss:

  • If the UK leaves the EU next year without a deal, HM Treasury will make additional funding available to departments to cover projects under the HMG Guarantee, which includes Horizon 2020. Relevant departments will then be responsible for allocating this funding to UK organisations.

Grade Inflation

A guest writer on the HEPI blog explores grade inflation Agatha Christie style looking at the cumulative effects of inadvertent collusion as a response to increased competition. The article is far more entertaining than my description, although it doesn’t explore the counterarguments to its supposition.

Access and Participation – Social Mobility

Partnership to support schools – On Tuesday the DfE issued guidance information for schools and universities to form partnerships to share expertise and resources to maximise educational outcomes and improve opportunities for young people within their area.

Disability – Sam Gyimah confirmed that research on the Disabled Students’ Allowance is expected to culminated in December and be published shortly after.

Targets – This week there were two parliamentary questions on the new OfS access and participation targets:

Q – Baroness Royall Of Blaisdon: What criteria they will use to measure the effectiveness of the mechanisms for meeting the new access and participation targets proposed by the Office for Students. [LINK]

A- Viscount Younger Of Leckie:

  • The Office for Students (OfS), as the new independent regulator for higher education, has recently consulted the sector on a new approach to regulating higher education (HE) providers’ progress on widening access and successful participation in HE. The OfS is expected to respond to the consultation later this year.
  • We would expect the OfS to keep any new approach under review, to assess its effectiveness in achieving our goals for improved access and participation in HE by under-represented groups.
  • The OfS brings together the levers of both funding and the arrangements for agreeing and monitoring Higher Education providers’ Access and Participation plans to seek continuous improvement in this area. OfS also now has access to a range of sanctions to address concerns about a lack of progress on access and participation.

Q – Baroness Royall Of Blaisdon: What assessment they have made of the case for providing higher education providers with access to free school meals data at the start of the undergraduate admissions cycle as part of measures to widen access to higher education. [LINK]

A – Viscount Younger Of Leckie:

  • Widening participation is a priority for this government. We want to ensure that everyone with talent and potential to succeed in higher education has the opportunity to do so, regardless of background, ethnicity or where they grew up. Higher education institutions play an important role in achieving this goal through their outreach and widening participation work.
  • Government has already made available school level data on pupils eligible for free school meals through the ‘Find and compare schools in England’ service and I encourage universities to make use of this. This is available at: https://www.compare-school-performance.service.gov.uk/ .
  • Universities should also continue to work directly with schools and third sector organisations to spot and nurture talent early. I have asked Department for Education officials to look at ways the department can support the sector, to identify talented pupils and to help assist in targeting outreach activity.

Estranged Students – Previously we reported the Student Loans Company had come under heavy fire after it analysed the social media profiles of students claiming to be estranged to discover if they had any familial contact. This week Sam Gyimah’s response to a parliamentary question defends the Student Loans Company use of personal social media profiles to determine estrangement status. He describes the practice as: “a proportionate and effective way of detecting and preventing certain types of fraud.”

Care Leavers – The recent Covenant launch has prompted renewed interest in Care Leavers within Parliament, however, it is disappointing that the Minister’s response only references the Covenant and not the work of other sector bodies or university approaches in response to this parliamentary question:

Q – Jim Cunningham: To ask the Secretary of State for Education, what steps he is taking to widen access to university for children who have been in care.

A – Sam Gyimah:

  • I want to ensure that all care leavers with the potential to benefit from higher education are encouraged to apply. Guidance issued by the Office for Students (OfS) to universities on completing access and participation plans identifies care leavers as a key target group whose needs their plans should address. Last week, we launched the Care Leaver Covenant, which will provide a way for organisations from the public, private and voluntary sectors – including universities – to set out what support they provide to care leavers.
  • Universities are being asked to work with children in care and care leavers, to encourage them to apply and to provide them with additional support through the application process. A number of universities have already signed the covenant, including Leeds, Liverpool and Bradford; and we will continue to work closely with the OfS to encourage all universities to sign it.

Social Mobility in Counties – A Report by the County All Party Parliamentary Group, supported by the County Councils Network and Localis – This is a long report so please contact us if you would like to read it in full.  The report found that the perception of counties as affluent areas has masked deep-seated socio-economic challenges and deprivation in shire counties, while the additional costs of delivering rural services are also not fully recognised in the way funding is allocated to councils. Eight of the ten least socially mobile areas in England are county areas, and are overwhelmingly rural and coastal.

The report outlines that councils in London receive £482 per head, whilst metropolitan boroughs and cities receive £351 per head, compared to £182 per person for public services in county areas. This historically lower funding for public services and infrastructure is an increasing issue at a time when councils are having to re-route funding for social services and care for the elderly, and is hampering efforts by county authorities to provide vital services that promote and support social mobility such as bus routes, public transport, youth centres and libraries. The report finds that transport networks in particular are a major hindrance to social mobility in counties.

Q – Peter Aldous

It was great that the Secretary of State and the Minister for Local Government were able to attend last Wednesday’s launch of the county all-party parliamentary group’s report on social mobility in county areas. Will my right hon. Friend work with the APPG to implement the report’s 11 recommendations, which will do so much to ensure that young people across the country have the opportunity to realise their full potential?

A – James Brokenshire

  • That sense of social justice to which my hon. Friend alludes and which was in the report profoundly reflects the Government’s aspirations and intent to see a country that works for everyone. I look forward to continuing to work with him and the APPG in considering the fair funding review and other steps to ensure that we realise that aspiration.

Source: Topical Questions

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:

  • Brexit: EU Student exchanges and funding for university research
  • The State of competition in the digital economy

Other news

Family Connections: A new guest blog on Wonkhe explores how the volume and quality of connection with family members whilst the student is geographically distant during their studies supports students. For those with previous strong bonds with their family daily contact reduced stress and supported them through the difficult times. However, for others who deliberately chose to unlace the apron strings they felt the distance helped them to focus on their academic studies, although the research mentions many still had access to a family safety net if needed. The blog paints a different picture for estranged and care experienced students who lacked financial or emotional support which was exacerbated during times of challenge. The authors urge the sector to recognise the emotional buffer a family can provide and the knock on effects for those without support (“family disadvantaged”) who may experience loneliness, increased poor mental health and lower academic success.

CBI: CBI have published Educating for the Modern World. It notes that while links between business and education remain strong progress has stalled with gaps in understanding a major obstacle. The report notes 46% of businesses understand the new GCSE grades. It explores technical education, which is highly valued, but beset with apprenticeship vacancies, funding rule headaches, and mixed feelings towards T levels.

University graduates are valued, with graduates continuing to have higher levels of employment, lower levels of economic inactivity and higher earnings on average, compared to non-graduates. An overwhelming majority of businesses (79%) regarded a 2:1 undergraduate degree (or above) as a good measure of academic ability, despite increasing numbers of 2:1 and above classifications being awarded.

John Cope Head of Education & Skills, CBI said:  “Employers expect to recruit more people over the coming years but worry there aren’t enough skilled people to fill the vacancies.”

The CBI states four priorities it will work on:

  • Ensure the education system prepares young people for the modern world and work
  • Harness the power of business to improve the education and skills system
  • Create the rights conditions for lifelong learning
  • Champion our world-class education institutions, including schools, colleges, and universities.

Commenting on the CBI report Alastair Jarvis, Chief Exec of UUK, stated:

“Universities are working with businesses to meet employers’ needs, and it is also important for the government to support universities to offer more flexible courses. We need to be able to meet the needs of part-time and mature learners if we are going to raise the overall level of skills in the workforce.”

Mental Health: A parliamentary question response on tools to support mental health within schools.  Also in The Guardian this week James Murray, the father of Ben a student at Bristol who committed suicide, talks about how a building pattern of data could have triggered a warning and intervention system that may have saved his son’s life.

T levels: On T levels Anne Milton was questioned about enduring public awareness. She responded:

  • Our T level communications campaign will launch in 2019, ensuring that parents, teachers, students and the wider public know about T levels and where they fit among other choices after GCSEs. The campaign will be extended over time as T levels are rolled out more widely. We are working closely with the 2020 providers on this campaign, which will include resources to support regional communications.
  • We have provided £5 million to the National Apprenticeship Service, who have widened their remit to provide an advice and support service for employers, which includes raising awareness and promoting the benefits of T levels and industry placements to employers.
  • Information about the grading system for the component parts of T levels was confirmed in the government’s response to the T level consultation in May this year. We recognise the need to promote awareness and understanding of this as part of our communications to students, parents and employers.

PGT Satisfaction: Advance HE’s postgraduate taught experience survey was issued a few weeks ago but is now available for general download here. Their news story focuses only their high response rate and high levels of satisfaction (89%). Follow this link to read the key findings.

Graduate Outcomes: A new Wonkhe blog explores the new Graduate Outcomes (replaces DLHE) survey  noting concerns that the response rate may drop (perhaps even by 30%); that careers services may want to visibly support new graduates approaching the survey date in a more noticeable way than previously to maximise positive results; discusses a change of tack for alumni services; how the change of date will affect the outcomes data particularly for different courses such as teachers. The author also notes concern that an over-focus on data will lead to institutions cutting courses because their lower outcomes data may lead to unpopularity and unviability – cue the headlines that not enough universities offer a particular course and there is no a workforce gap. The blog then highlights the positives – a richer data set, longer support for graduates and a reduction in gaming tactics. Read Graduate Outcomes: necessity is the mother of invention for the detail.

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JANE FORSTER                                            |                       SARAH CARTER

Policy Advisor                                                                     Policy & Public Affairs Officer

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

 

 

Sustainable Seas

Colleagues with an interest in the sustainability of the seas may be interested in this summary of an Environmental Audit Committee Sustainable Seas session.

Click this link to read the summary. The summary has been provided by Dods political monitoring consultants and is only available to BU staff and student readers.

Alternatively you can view the session on Parliament TV here.

Important update regarding human DNA from acellular materials

The revised Governance Arrangement for Research Ethics Committees document was released recently.

Amongst updates to incorporate legal, policy and operational developments, following a public consultation by the Human Tissue Authority, research involving human DNA extracted from acellular material is now included in the document, as requiring NHS Research Ethics Committee review.

If you are collecting ‘relevant materials‘ and rendering them acellular, then storage of the samples does not require a HTA license – however, a license is required for distribution of the samples, or if you are extracting DNA from these materials.

Please get in touch if you have any queries or wish to discuss the samples being collected/stored at BU.

HE policy update for the w/e 2nd November 2018

The Budget

As previously trailed in the media the Autumn Budget was focused on demonstrating the end of austerity. There wasn’t much in the way of HE announcements, however paperwork released with the budget confirms that the Government intends to continue to freeze the maximum tuition fees at the current £9,250 level (UUK report this means £200 million less funding for the sector by 2023-24). Previously announced increases to research and development funding (£1.6 billion more) were reiterated:

  • £1.1 billion through the Industrial Strategy Challenge Fund
  • £120 million through Strength in Places fund
  • £150 million for research fellowship schemes
  • Funding for 10 university enterprise zones, and for catapult centres

Of the above £50 million is committed to Artificial Intelligence to attract and retain the world’s top talent through the Alan Turing Institute AI Fellowships. The first fellows are expected to be in place by Autumn 2019.

Additional funding for mental health was also announced. Alongside this was one-off capital investment for schools (£400 million) and £10 million to trial the regional retention of early career maths and physics teachers. On apprenticeship training contributions the Chancellor reduced the contribution SMEs have to pay to 5% (from 10%). Finally, private providers will be afforded the same VAT exempt status as public universities (source).

However, this could all change if Brexit isn’t delivered as currently intended (Research Professional call it The Phantom Budget).

In the debates Greg Clark said that the two core themes of the Budget were repairing the economy from the effects of the financial crash and preparing the country economically for Brexit. Following questions he reaffirmed the Government’s commitment to zero-emissions cars and sustainable sources of energy, including marine energy – which is currently lagging behind. Meanwhile a spokesperson for the Opposition claimed the schools funding announced was insulting and that much of the Budget’s other spending commitments were repackaged money from prior announcements. Research Professional agree with the repackaging comment stating that only £55 million of the £1.6 billion is new money:

David Davies (Conservative) spoke about the University loans system, he said it had failed to deliver a market in university education, with the least valuable courses at the worst universities costing precisely the same as the most valuable course at the most prestigious university. He said the whole system needed to be revamped and turned into a proper graduate-contribution system with honest accounting, clear rules and no retrospective changes to the interest rates or other terms. Long term he felt the UK should move away from loans all together and that would have a liberating psychological impact on young people.

A contribution from one of our local MPs, Richard Drax (South Dorset), was to praise the mandatory rate relief on public toilets as a means of empowering young and old people to be more active.

This parliamentary question delves into the spending breakdown of the 2018 budget research promises.

Student Loan Sales – Research Professional say:  Meanwhile, there is also confirmation in the red book that further tranches of the existing student loan book are to be sold off.

  • “In December 2017 the government completed the first in its programme of sales of pre-2012 income-contingent student loans, expected to raise £12bn by 2021-22,” it says. “The sale raised £1.7bn, reducing PSND [public sector net debt], and was assessed as value for money by the National Audit Office. The government will now extend the sales programme by a further year, increasing total proceeds to £15bn.”
  • When selling student loans, ministers are basically trading in an uncertain money flow for an upfront but smaller sum. The NAO may have described the first sale of the loan book as “value for money”, but plenty of others have not, because they disagree with UK government definitions of success in this area.
  • Indeed, in an analysis published yesterday, the Office for Budget Responsibility says: “The sale of the first tranche of Plan 1 loans…involved the government exchanging loans with a face value of £3.5bn for £1.7bn in upfront cash.
  • “Only part of the £1.8bn difference reflected the size of the expected write-offs. This does not strengthen the public finances in any meaningful sense—it is simply an alternative way to finance the budget deficit, and a relatively expensive one at that given current borrowing costs.” Not necessarily such great value, then.
  • And here is the rub, as Hamlet might have said: the Office for Budget Responsibility has costed the “fiscal illusion” of the student loan book presentation in 2018-19 at a £12.3bn positive variance for the Treasury. If this were to be presented as a direct cost in the public accounts, it would all but wipe out the fiscal windfall of reduced public sector borrowing requirements, which is now covering the government’s promises on funding for the NHS, universal credit and the “end of austerity”.
  • The Office for Budget Responsibility says that the presentation of student loans in the public accounts would flatter the deficit to the tune of £17.1bn by 2023-24. You can see why the government is keen not to talk about this openly, preferring the euphemism of an international conference on the valuation of human capital. Never mind Brexit, the student loan book on its own has the potential to sink this budget forecast.

Boom and bust…

When the OfS was a twinkle in Jo Johnson’s eye. the then Universities Minister) was keen to show he could play hard ball and willing to let struggling universities dissolve into insolvency.

It is reported this week that the removal of the student number cap has hit some universities harder than others. There has been fiercer competition for the same pool of students, set within the backdrop of a population drop in the number of young entrants. The result has been a shift with some students on lower expected grades finding they can trade up to access medium or high tariff institutions.  The Times reports that Surrey and Swansea have doubled their undergraduate numbers and Coventry, Reading and Aston have expanded above 50% growth.

The press has reported that the less successful institutions are turning to unconditional offers to increase recruitment (it’s not clear whether there is such a straightforward link between unconditional offers and “bums on seats”, despite what the Minister says, but UCAS are preparing a report on it).

Meanwhile Brexit and unwelcoming messages on immigration and the hostile environment, coupled with the removal of post-study work visas for international students are factors too.

In the last 18 months Universities have been facing challenges from MPs on issues such as quality, free speech, and graduate outcomes and have been berated (by some) for surviving and flourishing during the period of austerity. The rhetoric surrounding the current review of Post-18 funding suggests a rebalancing of funding and refocus towards technical education, refreshed apprenticeships and alternatives to the HE route – potentially further reducing the pool of young people choosing to progress to university. Meanwhile the January 2019 UCAS deadline looms…

The press has trailed several stories of unnamed universities who are struggling financially and at risk of closure (see iNews). The Daily Mail report three universities – one in the North West and two on the South Coast and cites location as a reason they are unable to attract students in high enough numbers. The article says that in 2016-17 19 English universities were in deficit, most of which are former polytechnics. There were only 7 in deficit in 2015-16. The Daily Mail’s tone is to let the struggling institution’s go bust.  Wonkhe also comment on the universities in deficit stating that since the 2012 higher fees 17 universities have had a 10% decline in student numbers, and 5 universities’ recruitment intake is down by 20%. The Times suggests ‘more than a dozen’ universities are on the brink. The article goes on to name London Met (35% decline), the University of East London and Kingston University (26% decline), Southampton Solent and Cumbria (24% decline), Bedfordshire and Huddersfield (18% decline) – the declines are all measured since the introduction of higher fees.

Some media reports note the shock an area would undergo should a university close through bankruptcy. Matt Waddup, UCU said:

  • “Along with schools and colleges, universities are the beating heart of their local communities and it is difficult to overstate just how important the spending power of staff and students is for local economies.” (Source.)

The Times reports Alan Palmer from MillionPlus picking up on the dire consequences for social mobility within an area:

  • “Universities are vital investors in some of the most disadvantaged parts of the country, providing not just educational opportunities to people who thought higher education was out of reach for them, but research expertise to support local businesses to grow and to create new jobs.”

Vital to an institution’s acceptance on the OfS register of HE providers is a student protection plan which outlines the arrangements for students should the institution have to shut. However, iNews quote Mary Curnock Cook (previous UCAS Chief Executive) who doesn’t believe the student protection plans will adequately safeguard students, she said: “a student protection plan will do little to offer additional assurance to students”.

The BBC explore Would a university really be allowed to go bust?

  • The government has to say that it would allow universities to crash – otherwise it would in effect be offering a blank cheque…But it would be a brave education minister who would let it happen, without stepping in with emergency bailouts, merger deals, property sell-offs or new management…Imagine the wrath of students and their parents if they had been allowed to start a course at a university, when the minister knew it was in serious financial trouble. There would be legal challenges, campaigns by local MPs and businesses, battles over fee refunds, and accusations about why the government didn’t act to prevent a collapse. There is a deep inherent contradiction in creating a market with the risk of financial extinction, but also keeping information away from students who are being asked to invest their future.

The BBC piece goes on to dissect the ramifications for the rest of the HE sector suggesting it might lead to an overall downturn in numbers:

  • The word that’s being mentioned is “contagion”. A bit like a banking collapse, a university going bust would send a shockwave through the rest of the sector, threatening confidence in other institutions. Applications to other universities might tumble, putting other places at risk and raising questions about the wider student finance system in which millions of people are borrowing and repaying. Lenders who assumed that universities were a safe bet might get nervous and reduce the credit on which other universities are relying. Those living on a deficit would find themselves in deeper water… Universities will also be deeply anxious about perception. If they’re seen to be financially at risk it would be a killer blow to recruitment and the perception would soon become a dangerous reality.

Note: the link to the Daily Mail article requires the reader to scroll down until they reach the text in the blue box entitled Unpopular universities on brink of going bust. The Daily Mail have a separate scathing comment piece on all things wrong with universities (and why they should be allowed to go bust if they can’t make the numbers add up).

Social Mobility

Social Mobility Commission – If you’ve been following the recent parliamentary questions you will be aware that MPs have been clamouring to find out who the newly appointed Social Mobility Commissioners are. The members of the previous Commission all resigned in protest at the Government’s lack of progress and commitment to the social mobility changes they sought to achieve. Dame Martina Milburn was appointed as the Chair of the Social Mobility Commission earlier this year and she will be assisted by the 12 Commissioners announced this week:

  • Alastair da Costa, Chair of Capital City College Group
  • Liz Williams, Group Director of Digital Society at BT
  • Farrah Storr, Editor-in-chief of Cosmopolitan
  • Harvey Matthewson, Volunteer, and part-time Sales Assistant at Marks & Spencer
  • Jessica Oghenegweke, Project co-ordinator at the Diana Award
  • Jody Walker, Senior Vice President at TJX Europe (TK Maxx and Home Sense in the UK)
  • Pippa Dunn, Founder of Broody, helping entrepreneurs and start ups
  • Saeed Atcha, Founder and Chief Executive Officer of Xplode magazine
  • Sam Friedman, Associate Professor in Sociology at London School of Economics
  • Sammy Wright, Vice Principal of Southmoor Academy, Sunderland
  • Sandra Wallace, Managing Partner UK and Joint Managing Director Europe at DLA Piper
  • Steven Cooper, Outgoing Chief Executive Officer of Barclaycard Business

The Government’s news story says: Their appointments build on Dame Martina’s vision to bring greater ethnic, gender and age diversity to Commission by tapping into a diverse range of backgrounds. The Social Mobility Commission will be officially relaunched on 11 December.

On the appointments Damian Hinds, Education Secretary, said:

  • This new team of commissioners brings together established business men and women, policy makers, academics and young people all with important perspectives to bring. The Social Mobility Commission will benefit from the expertise of this diverse mix of individuals, all of whom will bring their own unique stamp to what social mobility means in their lives.

Dame Martina said:

  • I am delighted to welcome a record number of Social Mobility Commissioners who will work to make England a fairer society… Many of our new Commissioners had modest starts in life and know the barriers that young people must overcome to become successful. They are also individuals with the skills, resources, and energy to drive real change around the country, united by a passion for fairness and an ability to make a real difference to people’s lives.

This link describes the Social Mobility Commission’s role and responsibilities and this is the best page to use if you wish to follow the work of the Social Mobility Commission.

Education Spend – Social Economic Differences eradicated – The Institute for Fiscal Studies published a briefing note on Social Economic Differences in Total Education Spending in England. Dods say that the report finds differences in funding by social class have now vanished. Changes to the distribution of school funding, increased staying-on rates and reforms to HE funding mean that there was no difference in the amount of public money spent in total on educating the poorest and richest pupils who were taking their GCSEs in 2010. This has happened despite the facts that richer pupils remain much more likely to enrol in HE and that public subsidy for HE remains substantial.

The report also finds that, since 2010, the funding system has become even more beneficial to lower-income students relative to the better off. This is partly because of school funding reforms, partly because post-16 participation rates have risen, and partly because funding for school sixth forms (where better-off children are more likely to study) has been cut relative to funding for colleges (which are more likely to serve poorer students).

The key findings are:

  • Socio-economic differences in total education funding had evaporated by 2010. Amongst pupils taking their GCSEs in Summer 2010, those in the richest and poorest socio-economic quintiles received about £73,000 in total funding across all stages of education
  • School funding has become much more targeted towards poorer pupils. In 2003, there was already a £3,500 funding advantage in total school funding in favour of pupils from poorer families (looking over 12 years of schooling). As a result of various reforms to the school funding system, this grew to £9,500 by 2010, with pupils in the poorest quintile experiencing about £57,700 of school funding in total.
  • Participation in 16–18 education is now near universal. In 2003, pupils from richer families were about 11 percentage points more likely to stay in post-16 education than those from poorer families. By 2010, participation was over 95% amongst all groups, reducing this gap to 2 percentage points.
  • This change in participation has more than halved the socio-economic gap in post-16 funding. In 2003, pupils from richer families ended up receiving about £2,800 more in total post-16 spending than those from poorer families. For pupils taking their GCSEs in Summer 2010, this gap had shrunk to £1,200.
  • Children from poorer families are much more likely to attend colleges rather than school sixth forms. Amongst those taking their GCSEs in Summer 2010, about 58% of pupils from poorer families attended a further education or sixthform college as opposed to 21% who attended a school sixth form.
  • Socio-economic gaps in higher education participation narrowed over the 2000s. Amongst pupils taking their GCSEs in 2003, children from richer families were about 33 percentage points more likely to go on to higher education. The participation gap narrowed slightly to about 28 percentage points for pupils taking their GCSEs in Summer 2010.
  • Pupils from richer families benefit more from long-run public subsidies to higher education. This is because they are more than twice as likely to go to higher education.
  • Pupils from richer families would benefit more from the abolition of tuition fees
  • Reforms since 2010 are likely to have increased total funding in favour of pupils from poorer backgrounds. Reforms to post-16 funding have tended to favour colleges, which poorer pupils are more likely to attend, rather than school sixth forms.

IFS conclude that, the shift in the pattern of total education spending by socio-economic group and phase of education fits well with the recommendations from the latest academic work on the effects of education resources. However, it is therefore disappointing that these seemingly positive changes in the distribution of education funding do not seem to have translated into big reductions in the attainment gap between richer and poorer pupils. These differences in participation remain substantial, at over 25 percentage points between pupils from richer and poorer backgrounds.

Both the Guardian and Politics Home cover this story.

Care Leavers Covenant – Last week we anticipated the launch of the Care Leavers Covenant. The Covenant is a promise made by private, public or voluntary organisations to provide support for care leavers aged 16-25 to help them to live independently. The Covenant, run by Spectra First, is part of the government’s ambition to improve care leavers’ outcomes so they go on to lead happy and successful lives. More than 50 businesses, charities and every Government department in England are reported to have signed up. In addition to the private and voluntary sector offers of support, the package of support for care leavers includes:

  • 12-month internships from each Government department in Whitehall with over 100 starting in January 2019;
  • Support from universities, such as bursaries and accommodation, with Cambridge, Leeds, and Manchester cited as ‘committing to supporting care leavers’. This package is in response to data stating only 6% of care leavers aged 19 to 21 go on to higher education. (Research Professional have more on the 9 universities supporting the Covenant);
  • Resources and tools from Barclays Life Skills to help care leavers to manage their money better, as they often lack the safety net of financial support from their families.

The Guardian article: There’s a lot of stigma: why do so few care leavers go to university? touches on the immediate challenges facing care leavers. Sadly the article doesn’t tackle unconditional offers –  which in the past were oft awarded to care leavers to provide certainties around accommodation and progression allowing them to leave prior care arrangements behind with sufficient security to access HE. It is a shame that this should be lost in the general

Student Loans Company

The Student Loans Company (SLC) has been in the spotlight since Steve Lamey left the organisation in 2017. The Education Select Committee questioned the new Chief Executive Paula Sussex this week in an accountability hearing about the organisation’s leadership and governance, fraudulent claims, overpayments and improvements made. BU readers can access a summary of the session provided by Dods political monitoring consultants here. The session didn’t shy away from recent controversy including the SLC’s use of social media to determine whether estranged student claimants really were estranged from their families. The Tab has the SLC ‘spying’ story here.

Wellbeing

OfS Commitment to (good) Mental Health – Nicola Dandridge spoke at the all-party parliamentary group for students this week focussing on supporting students’ mental health. She said mental health is a priority for the OfS and they will work to improve support for students by:

  • challenging registered providers to improve their support for their students’ mental health, for example through access and participation plans
  • funding activities that directly support students, including a guide to help universities prevent student suicides, and the £6 million Challenge Competition for innovative projects to combat the rise in student mental health issues
  • delivering a £1.5 million collaboration with Research England that will support postgraduate research students
  • working in partnership with providers, charities and other organisations to encourage good practice through the University Mental Health Charter and the Universities UK Mental Health in HE Advisory Group
  • improving the data and evidence around what the problems are, what causes them and what works best to address them, such as new analysis published today that shows how different characteristics impact on graduates’ anxiety, life satisfaction and happiness.

Nicola said:

  • “All students deserve to get the support they need to cope with times of mental ill health and distress. But there are times when that support does not get to where it is needed, when it is needed. Every time I meet with groups of students and student unions, the challenge of mental health is raised, and the members of the OfS Student Panel have also raised it as a priority. I know many universities and colleges are already working hard to improve their support services for mental health and wellbeing, but all have a responsibility to provide the right support for mental health and wellbeing. Mental health and wellbeing are complex issues, but universities are full of people who excel at working with complexity. So I believe that – with the challenge and support provided by the OfS – higher education providers can and will address these issues, so as to enable their students to flourish and unlock their potential.

OfS blog: Work effectively with partners to support students’ mental health, regulator tells universities.

Wellbeing – the latest – A new blog on student and graduate subjective wellbeing this week considers how it will be measured in future iterations of the Graduate Outcomes survey. The blog talks of actions universities can take and how the Graduate Outcomes data can be combined and compared with other sources.

Also this week Guild HE published Wellbeing in HE which describes what member institutions are doing to support student wellbeing:

  • the research finds that approaches to supporting long-term well-being are variable, with both areas of good practice, and capacity for improvement It…highlights the importance of developing holistic strategies, which support students throughout higher education, from their academic experiences to their accommodation and social opportunities.

Mental Health APPG – Psychology Graduates – The all-party parliamentary group for Mental Health met this week to debate the APPG’s recent report:  Five Year Forward View for Mental Health. They welcomed the £2billion funding for mental health announced in the Budget. Graduates featured twice in the debate as a potential solution to the workforce crisis via the creation of new roles and routes into mental health employment.

Jeff Smith (Labour) said:

  • Health Education England’s plan commits to 19,000 more people working in mental health by 2021, but between March 2017 and March 2018 the number of mental health staff in the NHS increased by just 915 people. That does not look like progress is on target…There is a huge interest in mental health among young adults. Until we undertook the report, I did not realise that psychology was the third most popular undergraduate course for students starting university in 2016. We should make it easier for those capable, ambitious and keen graduates to work in NHS mental health services. …[Dr Poulter] made the point earlier that recruiting more psychologists for specific therapies, such as dialectical behaviour therapy or cognitive analytic therapy, would mean that people had a wider choice about the type of therapy they received, instead of, as often happens, just being prescribed cognitive behavioural therapyif they are able to get a prescription at allbecause it is the only therapy available.

Helen Whately (Conservative) said:

  • Secondly, the question of workforce came up time and again as the biggest barrier to achieving the ambitions of the five year forward view for mental health. There is a desperate need to train, recruit and retain more staff at every level. We simply cannot make meaningful improvements to services without the staff to deliver them; there must be new routes into the NHS workforce, making use of psychology graduates—as has been mentioned—and psychotherapists, and bringing in more people with lived experience of mental illness, who do valuable work.

Consultations

There are not any open consultations and inquiries relevant to BU at the moment. You can view the current consultation tracker and email us on policy@bournemouth.ac.uk if you’d like to discuss anything related to consultations and inquiries.

Forthcoming: The Education Select Committee’s report following their inquiry into Value for Money will be issued on Monday 5th November. Leaked content suggests it’ll be an interesting read with features on fees transparency and degree apprenticeships possibly creating a big bang!

Other news

Free Speech: And just because we couldn’t bring you a policy update without mentioning free speech Vice have an article highlighting Sam Gyimah’s claims that haven’t been substantiated and suggesting that seeing universities as a ‘marketplace of ideas’ ironically serves right wing political aims.

Sam’s Apps and Gender Gaps: Earlier this year Sam Gyimah launched a £125,000 competition for companies to develop apps and digital tools to help prospective students make better decisions about which institution to study at, through the LEO (graduate outcomes) data. The Minister has unveiled the final five prototype apps and websites from his competition but not yet announced the two finalists will receive an additional £150,000 each to develop their design into a final product. The media covering the apps include: ITV and the Independent. Sam was inspired to create his app competition by the  IFS research which revealed particular sets of graduates have poor economic employment outcomes.

Sam’s competition has been criticised by some within the HE sector because it fails to recognise the non-HE dependant factors which influence the LEO data. Adding to this is a new report out by LSE which predicts a widening of the gender pay gap gulf:

  • Girls born in 2000 are aspiring to do jobs that are paid 31 per cent lower than males…on the other hand, [boys] have higher aspirations than previous male generations in terms of income, to the point where the gender pay gap could actually become larger than it is at present if these aspirations are fulfilled.
  • The study concludes that a persistent lack of women in highly paid jobs in areas such as science, technology, engineering, finance and politics is due to girls internalising social norms, rather than a result of their innate preferences. This conclusion emerges from the researchers finding that time, rather than childhood factors, is what has altered the tendency for males and females to choose different types of jobs.  Social movements or campaigns are essential to encourage girls to aim higher, it suggests.
  • Boys’ current aspirations, from those born in 2000, are increasingly geared towards jobs with “significantly higher levels of competitiveness and larger incomes” compared to previous generations and their current female peers.

The paper’s author, Dr Grace Lordan of LSE’s Psychological and Behavioural Science Department, said:

  • “More and more we actively encourage our girls to pursue occupations that are currently dominated by males. However, boys are rarely encouraged to pursue occupations where females have had higher shares. The asymmetry of the gender revolution needs to be considered. This becomes more important given that we expect jobs that are traditionally female to expand over the next decades – for example, the nursing and caring professions.” 

Source:  Dods report on – Cross Cohort Evidence on Gendered Sorting Patterns in the UK: The Importance of Societal Movements versus Childhood Variables  by Grace Lordan of LSE ‘s Psychological and Behavioural Science Department LSE ‘s Centre for Economic Performance and IZA and Warn N.Lekfuangfu of Chulalongkorn University, Bangkok is a working paper published by IZA Institute of Economics.

Board diversity: Wonkhe report on Advance HE release of two new frameworks to support diversity in higher education providers’ board level recruitment.

  • The Board Recruitment Framework is designed to support institutions in recruiting board members, with guidance on best practice in producing inclusive materials that encourage a diverse range of applicants and don’t inadvertently exclude people.
  • The Diversity Principles Framework offers guidance for higher education providers and executive search firms working together on board appointments. It’s one of the outputs from the 2017-18 board diversification project funded by HEFCE and others. The push for recruiters to support diversity came from 2017 research by Simonetta Manfredi.

Gap Years: An unusual parliamentary question on gap years:

Q – Grahame Morris: To ask the Secretary of State for Education, what assessment his Department has made of the effectiveness of gap years in improving educational outcomes for students.

A – Sam Gyimah: The department has not made any recent assessment of the effectiveness of gap years in improving educational outcomes for students. In 2012, we published a study that examined the characteristics of gap-year takers, their motivations, what they did and what effect it had on their longer-term outcomes: LINK

ESRC new appointees: Research Professional report  on the two senior professors from University College London and the University of Sussex will be in charge of strategy and research at the Economic and Social Research Council.

Immigration: Research Professional investigate the proposed Tier 2 visa changes and find thousands of university staff would have been ineligible to work in Britain on the minimum salary threshold criterion.

Subscribe!

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

JANE FORSTER                                            |                       SARAH CARTER

Policy Advisor                                                                     Policy & Public Affairs Officer

66724                                                                                 65070

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

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With a new and simplified process, you can request this when you submit your Intention to Bid form, and you meet at least one of the following conditions:

  • The application is to a prestigious funder (UK research councilsWellcome TrustLeverhulme TrustBritish AcademyRoyal SocietyNIHR and EU Horizon 2020)
  • The application is to a strategically important funding call, including those in the BU2025 Strategic Investment Areas
  • NERC Standard Grants
  • One-off calls for multi-million pound bids (such as AHRC’s Creative Clusters Programme and Research England’s E3 call)
  • The applicant is a member of the BU Research Council Development Scheme and is applying to a UK Research Council call
  • The applicant is an ECR and is applying to a prestigious funder

Your Research Facilitator will then be in contact to discuss your needs. Approval will need to be given both by RKEO and your department before an EAR is appointed to support you.

If you do not meet the above conditions, help may still be available in certain circumstances. Additionally, certain calls may be eligible for external support from other sources. – please discuss these with your Research Facilitator.

Please note that this is an application reviewing service; the EARs will not write your bid for you.

 

HE Policy Update for w/e 26 October 2018

To read the policy update in full with the infographics click here or continue to read below without the infographics for widening participation.

It’s been a busy week for activity in Parliament along with several new reports published, including the subject level TEF details and a focus on part time and flexible provision. Meanwhile the sector continues to lobbying efforts in hope of influencing the forthcoming outcomes of the Review of post-18 Education and Funding. It’s a bumper update this week so do scan through to read the sections of most interest to your role.

TEF and Grade Inflation

Grade Inflation

Sam Gyimah spoke on Monday to outline a new measure to discourage grade inflation within HE institutions which will be piloted through the second year of TEF subject level pilots. The DfE news story states:

Announcing a second year of pilots to move subject-level TEF a step closer, Sam Gyimah confirmed today that these will also look at grade inflation, with TEF panellists reviewing evidence to see whether universities are taking a responsible approach to degree grading and not awarding excessive numbers of firsts and 2:1s. It means a university’s provider-level rating of gold, silver or bronze will take their approach to tackling grade inflation into account.

Grade inflation will be an important feature of the criteria considered alongside how a university is stretching its students through course design and assessment, and through their ability to develop independence, knowledge and skills that reflect their full potential. It forms a key part of the government’s commitment to delivering real choice for prospective students.

This is one of the first measures taken by the government to tackle grade inflation, with the plans confirmed in the government’s response to the subject-level TEF consultation.

In the last five years alone, figures from the Higher Education Stats Authority show the proportion of graduates who gained a first class degree has increased from 18% in 2012/13 to 26% in 2016/17, which means over a quarter of graduates are now securing the top grade.

Despite Gyimah’s speech the grade inflation presence within the subject level TEF pilot will be light touch this year because of the level of opposition to the metric during the consultation process:

Grade inflation is an important issue and the Government is committed to ensuring it is addressed so that students and employers can have confidence in the value of higher education qualifications. It was one of the more contentious topics in the consultation. In response to the question posed, the consultation demonstrated support for our proposal to apply the grade inflation metric only at provider-level and we will therefore maintain this approach. We acknowledge however that challenges to the grade inflation metric were raised in both the consultation and pilot findings. While almost half of respondents agreed to our proposal, many respondents also stated that they did not support the continued use of this metric in the TEF at any level and the pilot found the metric was limited in its current form. To address these concerns, the OfS will use the second year of the subject-level pilots to test some refinements to the grade inflation metric, exploring how it can be improved. This includes presenting additional data such as trends in prior attainment alongside the grade inflation data to help panels better account for other factors that might influence grades. (Pages 6-7 of Government’s response link.)

Research Professional write about the removal of the ‘contentious’ teaching intensity measure.

Conservative Women have an article by Chris McGovern supporting Gyimah’s plans to address grade inflation. While the BBC considers: Does it matter what degree grade you get?

Subject level TEF

The Government issued its analysis and response to the subject-level TEF consultation. The first year of subject level TEF pilots have concluded (read the findings here). The second year pilots are underway; their design is based on the outcomes from the first pilots and the subject level TEF consultation.

While the second year of subject-level TEF pilots runs the Independent TEF Review (required by the Higher Education and Research Act 2017) will also take place. The Government expects this timing will allow full implementation of subject-level TEF for 2019/20. The subject-level pilots will trial the introduction of LEO (Longitudinal Educational Outcomes data) within the core metrics. And Wonkhe report that the teaching intensity metric has been removed and all the TEF awards currently conferred on Universities will cease by 2021 to dovetail the roll out of subject-level TEF.

There are a plethora of new TEF blogs and opinion on the Wonkhe website.

Yvonne Hawkins, Director of Teaching Excellence and Student Experience at the Office for Students, said:

The TEF assesses the things that students care about: teaching quality, the learning environment that supports them; and employment and further study outcomes. The development of a robust model for subject-level TEF is progressing well…last year we tested and evaluated two different assessment models for generating subject-level ratings. This year we will consolidate this work, piloting a single approach that draws on feedback about the best elements from the previous models. The TEF’s strength relies not on any single source of evidence, but in drawing together multiple sources and making holistic judgements. This ensures no one issue is over-weighted. The changes we will be piloting are designed to strengthen this approach, so that ratings are informed by comprehensive contextual information. The input of students to last year’s pilot was invaluable, so this year we are also introducing ways to further strengthen their involvement.”

Transparency

The House of Commons debated the regulations surrounding the Transparency Condition (the requirement for HE institutions to publish data on access and success for disadvantaged and under-represented students).  An Opposition spokesperson argued for the inclusion of data on students with disabilities, the age profile of students, and care leavers to be included:

We also believe that, if the transparency duty is to have any impact, it needs to include as many different dimensions of participation as possible by social background. That view was echoed strongly by the Sutton Trust, which did not believe that the Bill and the regulations went far enough in that area. It said, “evidence suggests many universities are favouring more privileged candidates even when levels of attainment are taken into account”…The Bill should be amended to require universities to publish their contextual admission policies clearly on their websites”.

The Opposition spokesperson also raised the key workforce data that has the potential to impact on the quality of students’ education, such as the use of insecure contracts and student-staff ratios as a potential measure to be included within the Transparency Duty. Finally he argued for the OfS to use broader measures and rely less on POLAR data to examine socio-economic disadvantage. The new MEM measure was highlighted (a multiple equality measure which combines various data sources including free school meals) for inclusion to prevent overreliance on just one data source.

Sam Gyimah responded: Quite rightly, the hon. Gentleman brought up the subject of care leavers. Our guidance to the OfS asks it to monitor care leavers as a key target group, which it has done. We expect to see providers focusing on that in their access and participation plans. Whether to add age and disability is a decision for the OfS, but I am pleased that it has included that in its consultation, as we asked.

Care Leavers

Further to Gyimah’s show of support for care leavers mentioned above the DfE have launched the Care Leavers Covenant aiming to provide more opportunities and support for Care Leavers through work placements, internships and training sessions (supported by bursaries and accommodation provided by the local universities). Chris Millward, OfS Director for Fair Access and Participation stated: Disadvantage goes on to follow care leavers through their adult lives. We need a collective effort to ensure that care leavers are not denied opportunity simply because they’ve had a challenging start in life”. Read the Government’s news story on this new post-care scheme here.

Graduate Premium – female living standards

The Institute of Fiscal Studies have released a new paper analysing the female graduate premium: The impact of higher education on the living standards of female graduates. As the title suggests it looks  wider than just wages on the benefits that achieving a degree brings. It uses data from two longitudinal surveys providing a sample of 1,000 women born in 1970 (so all attended university before tuition fees were introduced) and quantifies the role of working hours, life partners, and tax liability. It finds a graduate premium (compared to female non-graduates) and demonstrates how the above mechanisms vary in importance over women’s life cycles and have changed over time to impact on female graduates’ living standards.

  • HE significantly increases the probability a women is in work and the number of hours they work, boosting labour market returns.
  • HE increased the likelihood women worked in their early thirties, but there was no impact on the likelihood of working in their early forties. This reflects the fact that higher education causes women to delay childrearing until later in their careers.
  • HE also increases the probability of a woman having a partner who also has a HE qualification, the degree qualified partner is typically more likely to work and earn more.
  • However, focusing on gross earnings returns overstates the private benefits of HE, as higher-earning graduates pay more in tax and receive fewer (family based) benefits. This reduces the net financial returns from a graduate wage.
  • The benefits of HE can also vary over the life cycle. While HE increases net family income by around 20% (£9,500 per year) for women in their early 30s and early 40s, the mechanisms change over time:
    • For women in their early 30s, the impact of HE on income primarily comes through their own labour market earnings;
    • By age 40 the importance of the impact on partners’ earnings has increased, likely because at this age women have an increased propensity to work part-time.
      It appears that, through the higher education level of partners, HE provides some insurance for women taking time out of the labour market after having children. The role of partners’ earnings remains an important channel of returns, particularly at older ages.
  • You can read the research assumption caveats surrounding the impact of children (page 13/14), particularly their effect on the choice to work and the wage rate.
  • In summary, as a result of a degree, it is higher wages, more working hours and assortative mating (degree qualified life partner) that explain the graduate females higher living standards

Both the Times and Mail Online articles pick up on the report but mainly emphasise the aspect that female graduates are more likely to marry graduate men – boosting their joint earning potential. The Times go on to consider the male/female gender gap and report that after graduation, women are more likely to have a job or go on to further study than men, but they earn less from the very start of their careers. These figures, taken from The Times, show how the gender earnings gap expands:

When Male Female
At graduation (-£1,600 less than men)
3 years post-graduation £24,200 £21,800 (-£2,400 less)
5 year post-graduation £27,800 £24,500 (-£3,300 less)
10 years post-graduation £35,100 £27,100 (-£8,000 less)

 

Technological Innovation and Regulation

The Council for Science and Technology have written to the Prime Minister to make four recommendations on how to ensure Britain’s regulatory landscape creates an attractive and welcoming environment for technological innovation. Greg Clark’s (Secretary of State for Business, Energy and Industrial Strategy) response is warm and picks up on several of the recommendations. Furthermore, on Tuesday Greg chaired the new Ministerial Working Group on Future Regulation. One of the aims of the working group is to transform regulation to support innovators to bring new ideas to market.  Greg stated:

“We have a world-beating regulatory environment in the UK which has set standards that have been exported around the world. But we can’t move forward by standing still and we must prepare for the technologies and industries of the future.
I am grateful to the work done by the Council and for their recommendations on how we can put the UK at the forefront of these industries. Through the Working Group on Future Regulation we are going to build on our exceptional foundations, ensuring our regulations keep pace with the technological advances that will reshape our economy.”

Those with an interest in this area can read more on the new working group here.

Civic Universities – Mature Education

UPP Foundation has released a progress report from their Civic University Commission which aims to explore and understand what a modern civic university does and how it benefits local people. This additional report was released to inform the Government’s review of post-18 tertiary education as the research uncovered a link between the decline in adult learning and universities’ civic mission.

They found that adult education used to be an integral part of universities’ civic activities but is now in major decline (non-degree courses for over 30’s have declined by 42% since 2012). The Commission states the decline will become more acute as more professional jobs become automated forcing changes in the labour market structure and increasing the need for retraining. The conditions on part time loans for retaining are noted as a barrier:

Those restrictions mean, for example, that a mother returning to work after a prolonged absence from the labour market — but who might have a degree from 15 years earlier — cannot retrain unless she can just pay the fees upfront, and support herself, from her own resources.

The Commission argues for a better adult university education system:

This is precisely the wrong moment to have closed off adult education. Graduate jobs will change, and as we leave the European Union the need for a good domestic skills base will be greater. We have already lost long-term capacity in universities — courses have closed and they are difficult to re-open. Rebuilding this capacity will take effort and time. In our view, that work needs to begin now.

It is also too limiting to see this education in terms of immediate fulfilling of skills gaps. It is extremely hard to predict exactly what the future skills needs of areas are likely to be — many would not have predicted, for example, the size and growth of creative industries and their importance to the economic wellbeing of places.

And even outside pure economic benefit — short and long-term — the benefits of education for adults are huge. It passes down into how children are educated at home — which has a much greater impact on their future success than the school environment. It improves peoples’ health and makes them more engaged in the labour market. It makes people more fulfilled and engaged in civic life. There is clear latent demand. A recent survey by Universities UK (UUK) found that as much as 24% of adults had seriously considered doing higher education, of which around half did not already have a post-A level qualification. …we believe it [is] important to offer education to existing professionals, women returning to the labour market and struggling to attend courses in intensity, and people who want to learn particular things rather than necessarily qualifications.

The report calls for the Government to:

  • Relax the ELQ rule so that graduates are able to do further learning;
  • Remove the 25% intensity rule so that both short courses, and longer-term learning, are eligible for loans and funding (they consider this particularly important for women with children);
  • Allow education that is not deliberately directed towards a qualification (such as a degree).

It also seems clear that the lack of direct public funding, and the funding of adult education mostly through traditional loans with RAB charges, is off-putting to many adults. Postgraduate provision and re-graduate provision, as well as first time undergraduate provision, needs to have some public subsidy. So the government should consider whether the apprenticeship levy has some part to play. Two options could be:

  • Hypothecating some proportion of the apprenticeship levy for courses that are shorter and more modular;
  • Having an additional, smaller levy for this particular purpose.

The Commission also favours greater pressure on universities to focus on widening participation initiatives that target adults, to be specifically monitored by OfS.

On Knowledge Exchange the Commission stated:

The new KEF metrics should have a strong weighting on knowledge transmission and knowledge exchange between universities and their local population. In our view it is as important that university staff spend time conveying ideas to the local population, and involving them in their activity, as it is to interact with traditional economic stakeholders.

Part time learning and Flexibility

The Confederation of British Industry (CBI) are calling for more flexible routes to higher skills noting that the decline in part time students is of crucial importance to the UK’s future economic prosperity. UUK and CBI have published a joint statement drawing on a previous report on the generation of ‘lost learners’. The lost learners are those who are:

  • mainly 25-44 years old,
  • 48% only have a level 2 or 3 qualification,
  • 54% are in full time work
  • they are motivated to upskill and train to develop their careers.

However, the study found many of the learners didn’t enrol or were unable to complete their studies. Familiar barriers are cited: unaffordability of tuition fees (44%) and managing cost of living whilst studying (42%), and an inflexible course that couldn’t be managed against other life commitments (26%). Other difficulties were employer inflexibility and lack of employer financial support plus benefits challenges created by studying. Of those that did enrol but subsequently dropped out 33% stated lack of flexibility (even with part time study) was the cause.

CBI emphasise the need for flexible and part time provision is greater now than it ever has been because technological advances are creating different and higher level jobs for which re-training is essential. CBI states: “Meeting the needs of the economy, therefore, rests on widening access to higher-level education and promoting routes that appeal to people for whom a traditional, three-year university degree may not be the best option.
For a whole range of reasons – from family to work commitments, caring responsibilities and many more – if flexible study isn’t accessible then many people don’t study at all.”

CBI and UUK’s calls are very similar to that of the Civic University Commission (described above).

They urge the Post-16 Review of tertiary funding to:

  • Reform the apprenticeship levy into a more flexible skills levy so that it can cover a wider range of training (more detail on page 5 here).
  • Develop shorter and more flexible provision – enabling students to move between work and study across their lifetimes. Government and higher education providers should work together to consider how a modular or credits-based system for undergraduate study could increase flexibility in the long term.
  • Support collaboration between employers, HE and FE – helping learners progress into provision which falls between A levels and a university degree (level 4 and 5 provision). Government should support… through changes in the regulatory environment, funding new partnerships and collaborations and/or facilitating sharing of information on the need for level 4 and 5 skills.

CBI acknowledge that many universities already have extensive collaboration with employers but state this, alongside flexible provision, needs to shift up a gear.

UUK state:

While in the longer-term, the post-18 education system should move to a modular or credits-based system, we must also ensure higher education institutions can deliver more flexible options as soon as possible. Evidence from our project suggests that while institutions are developing innovative and more flexible methods of course delivery there is a limit on the extent they can test the market and/or roll these out due to financial constraints.

Therefore, Universities UK recommends greater government support being given to higher education institutions wishing to innovate, scale up activity or further develop systems for flexible learning in order to overcome financial barriers and future uncertainties relating to these activities. This could be through targeted funding by government. Targeted funding could help institutions achieve greater clarity on the extent of market demand and how best to tailor their courses to meet the needs of students, so that over time more flexible courses become a central part of the institution’s offer.

Matthew Fell, CBI’s UK Policy Director, stated:

“Investing in our skills base is the best strategy for growth a nation can have…The findings of this project are clear. We need to raise overall levels of education and skills in the workforce. Universities need to play a critical role in responding to the changing world of work by offering education and training for learners for whom a three-year bachelor’s degree doesn’t quite fit their circumstances”.

Professor Julie Lydon, VC University of South Wales and Chair of the group that produced the study, stated:  “For many years, discussion about higher education has focused only on the traditional route of school leavers heading away to study full-time at university for three or four years.  

The evidence from this project shows there is significant demand from learners and employers for more flexible learning, where learners combine study with work, and other life commitments. Learning and improved life chances should not stop when you reach your 20s. It must continue over a lifetime.”

Read UUK’s news blog here, the joint statement here, and their previous publications: the economic case for flexible learning; the employer perspective of Skills Needs In England; report on ‘lost learners’; and the report on flexible learning.

Finally, Research Professional provide their take on the statement here.

Recruitment – record applicants

UCAS report a record number of applicants at the early deadline for the 2019 undergraduate cycle. This deadline mainly covers medicine, dentistry, veterinary and Oxbridge applications, however of interest are the higher than usual rates of applications (+9% from 2018 cycle rates). There are also increases in English applicant rates (+9%) and an 11% rise in 18 year old applicants – despite the further 1.8% 18 year old population decrease. EU applications remained at 2018 levels. The Guardian covers the story and places the high rates within the context of the additional 500 places available through the newly approved medical schools. UCAS are careful to manage expectations in their press release and remind the sector that the recruitment boost seen by these programmes may not mean a corresponding rise in applications for the January 2019 deadline.

There is coverage in the Guardian and the Herald.

Widening participation – evaluating student outcomes

The Sutton Trust has published Student Destinations which looks at the successful impact of their outreach and participation programmes delivered over the 10 year period 2006-2016. They offer three programmes – UK summer schools, a US programme to visit and support applications to study in the US, and pathways to law. Drawing on destinations data from multiple sources and benchmarking progression against controls they have been able to boast excellent outcomes resulting from participation in the programmes.

See this link to view the infographics detailing the impact of the programmes.

Despite their success the Sutton Trust are keen to point out the difficulties in evaluating such programmes brought about by a lack of access to the needed data sources which are owned by multiple other organisations.

By no means is our work on evaluation complete. It will be years of ongoing work looking to refine our methods and working in collaboration with our partners to constantly improve the evaluation we undertake. It will be challenging.

Access to the data needed to evaluate interventions is inconsistent, disjointed and often expensive. Working with NPD, UCAS, HESA, HEAT and co. to negotiate and navigate data requests can be a full time job and typically there is a delay in receiving the data.

We are calling for access to data to become more coordinated and for outreach activity to have a broader definition of success than simply progression to a particular institution.      Source.

The Sutton Trust believe their evaluation success lies partly within their unique position whereby they collaborate with groups of universities to deliver their programmes “…this has enabled us to act as a facilitator to outreach collaboration. This allows for larger data sets to analyse, and data sharing across institutions, which we believe ultimately leads to stronger evaluation.”

Parliamentary Questions

A gaggle of parliamentary questions related to HE were answered this week.

On Brexit this answer covers the negotiation of science and innovation – excerpt: The White Paper set out that the UK is committed to establishing a far-reaching science and innovation accord with the EU as part of our future relationship. As part of this accord, the UK would like to explore association to EU research funding programmes, including Horizon Europe and the Euratom R&T Programme.

And another on participation in the Ninth EU Framework Programme.

A variation on a questioning theme that regularly surfaces with the House – how a Brexit no deal will affect universities

Q – Jared O’Mara: To ask the Secretary of State for Education, what plans he has to replace potential lost funding for universities as a result of the UK leaving the EU without a deal (link).

A- Sam Gyimah: We remain confident that we will agree a mutually advantageous deal with the EU – we do not want or expect a no deal scenario. It is, however, the duty of a responsible government to continue to prepare for a range of potential outcomes, including the unlikely event of no deal. Extensive work to prepare for this scenario has been under way for almost two years and we are taking the necessary steps to ensure the country continues to operate smoothly from the day we leave. We have now published 106 specific technical notices – including on Horizon 2020 and Erasmus+ – to help businesses, universities, citizens and consumers prepare for a no deal scenario.

In the event of a no deal scenario the government’s underwrite guarantee will cover funding for successful competitive bids to Horizon 2020 submitted before exit day. In July 2018, we extended this guarantee to cover all successful competitive bids by UK entities to Horizon 2020 calls open to third country participation submitted between exit day and the end of 2020. The guarantee will apply for the lifetime of qualifying projects, even where this extends beyond 2020.

The government will cover funding for successful Erasmus+ bids from UK organisations that are submitted while the UK is still a Member State, even if they are not approved until after we leave. The government will need to reach agreement with the EU for UK organisations to continue participating in Erasmus+ projects and is seeking to hold these discussions with the EU. The government has also extended the underwrite guarantee to cover the payment of awards under successful Erasmus+ bids submitted post-March 2019 until the end of 2020. The eligibility of UK organisations to participate in calls for bids once the UK is no longer a Member State is subject to agreement between the EU and the UK.

Student Loan Sale

Several questions from Angela Rayner delving into the cost effectiveness of both the prior and intended new student loan book sales – with little in the way of a clear answer given.

First a question requesting the estimated proceeds of the (new) student loan sale and for information shared to be accessed centrally.
Sam Gyimah’s response: The government and its advisers are continuing to refine the range of estimates for the expected proceeds of the sale. A report on the sale arrangements, and the extent to which they gave good value, will be placed in the House Libraries within three months of the date of the transfer arrangements.

Followed by another on the book value of the new student loans sale.

Gyimah responded: The department calculates the book value for the pool of loans for any given sale after the sale has completed, and the fully audited number for the second sale will be available in the 2018-2019 annual accounts.

On the previous student loan book sales Rayner questioned:

This asking for the value for money evidence and assessment for the prior student loan book sale and this querying the minimum price for the sale.

Gyimah responded that the report is available within the Parliamentary libraries and disclosing the minimum price was counterproductive as it is commercially sensitive.

 

TEF

On the TEF it is promised there will soon be news on who will conduct the independent review:

QGordon Marsden: To ask the Secretary of State for Education, what progress he has made on appointing the Chair of the Independent Review into the Teaching Excellence Framework (link).

A – Sam Gyimah: We have made excellent progress in appointing an independent reviewer of the Teaching Excellence and Student Outcomes Framework and I hope to make an announcement shortly.

 

On Immigration

Q- Royston Smith: To ask the Secretary of State for the Home Department, what plans his Department has to replicate the provisions of Tier 2 visa requirements for EU students studying in the UK after the UK has left the EU (link).

A – Caroline Nokes: The Government is considering a range of options for the future immigration system and we will publish a White Paper later in the autumn.

The independent Migration Advisory Committee (MAC) published its report on the impact of international students in the UK in September 2018. The Government welcomes this report and thanks the MAC for their work. The report makes it clear that international students offer a positive economic benefit to the UK and offers a number of policy recommendations. We will be considering this report carefully and engaging widely as we develop proposals for the future system which will be implemented from 2021.

 

Widening Access

Q – Paul Blomfield: To ask the Secretary of State for Education, whether he has made an assessment of the potential implications for the Government’s ambition to increase the number of BAME students going to university by 20 per cent by 2020 of implementing the recommendations in the University and College Union report entitled Investigating higher education institutions and their views on the Race Equality Charter; and if he will make a statement.

A – Sam Gyimah: I welcome the report from the University and College Union. Widening access to Higher Education is a priority for this government. We want everyone with the capability to succeed in Higher Education to have the opportunity to benefit from a university education, regardless of background, ethnicity, or where they grew up.

In 2017, 18 year olds from ethnic minority backgrounds were more likely to enter full-time undergraduate higher education than ever before. However, we still have more to do. That is why we asked the Office for Students to continue to ensure ethnic minority groups are supported to access, succeed in, and progress from higher education.

A new transparency condition will also require HE providers to publish application, offer, acceptance, non-continuation and attainment rates by socio-economic background, gender and ethnicity, which will provide greater transparency and help to shine a light on those providers who need to do more.

 

Finally, a question on artificial Intelligence (autonomous weapons).

Consultations

Click here to view the updated consultation tracker. There aren’t any new consultations and inquiries this week, however, there have been several outcome reports and Government responses to the consultations and inquiries we are tracking. Look out for the yellow highlighting to find the new information.

Other news

Free Speech: i news has an article reporting on the BBC’s research stating universities are not restricting free speech. Here is the description of the BBC’s research findings. The findings suggest there are only a small number of isolated cases where free speech is restricted. However, the article continues: A Department for Education spokesperson said while there was no evidence of widespread censorship, there were some “genuine problems”, including the effect of the “complex web of rules and guidance”, as well as the behaviour of protestors and student groups. The OfS Free Speech guidance is expected to be published before Christmas.

Science after Brexit: Fans of Radio 4’s Today programme will have heard Sam Gyimah grasping for answers during a Brexit discussion with Nobel Prize winning geneticist Sir Paul Nurse. Total Politics and The National both reported following the discussion.

Sexual Harassment: The House of Commons Women and Equalities Committee published the outcome of their inquiry into sexual harassment of women and girls in public spaces. The report has a whole section devoted to women’s safety at university. BU readers can access a summary of the report provided by Dods Political Monitoring Consultants here.

Cost of Post Study Work Visas: Wonkhe report on UUK analysis which estimates that the UK economy could have lost out on £8bn in export earnings from international students due to changes to student migration policy in 2012, which include the closure of the Tier 1 Post Study Work Route.

Simon Marginson, writing for Research Professional, also had much to say on the post study work visa this week:

“The notion that we beckon [international students] in through the narrow Home Office doorway, extract as much money as possible from them while they are here, and push them out the moment they graduate, is uncivilised, exploitative and counterproductive.

A mature country will recognise the connections between international education and skilled migration, and understand that while the primary purposes of international education are economic and educational, an important secondary purpose is attracting outstanding future citizens.

Post-study work visas are not only a cornerstone of education exports policy, they are a cornerstone of economic policy on skilled labour.”

Alistair Jarvis, Chief Executive of UUK, stated:

“To keep up with competitors, the UK government needs to promptly develop a reshaped immigration system that recognises the value of international students as temporary visitors and tells the world that they are welcome here. This should include improved post-study work opportunities”

Students Union officers: Students Union officers are in the news this week with an article on the York University Students Union Working Class Officer and UWE’s short lived men’s officer, which was scrapped after the candidate withdrew citing harassment.

The Budget: The 2018 Autumn budget will be delivered on Monday 29 October. The House of Commons Library has produced a brief on the background to the budget. Political consultants have also been producing speculation documents detailing what has been leaked or is expected within the budget – so far there has been little content directly on Higher Education within the speculations.

Social economic comparators: The Organisation for Economic Co-operation and Development (OECD) has released Equity in Education which tracks the impact of socio-economic background on the academic performance and outcomes of young people. It notes that high performance and more positive attitudes towards schooling among disadvantaged 15-year-old students are strong predictors of success in higher education and work later on. Furthermore, adults in England with tertiary-educated parents were 9 times more likely to complete tertiary education than adults with less-educated parents. However, this is still below the OECD average of 11 times more likely.

The Independent covers the report stating only 1 in 6 of the disadvantaged UK pupils surveyed report they are satisfied with their lives, socially integrated at school and do not experience test anxiety. The UK also trails behind in that only 15% of disadvantaged students are socially and emotionally resilient (compared to 26% average across all countries surveyed). Although the report does state: Disadvantaged students who are socially and emotionally resilient tend to do better academically which suggests that helping disadvantaged students develop positive attitudes and behaviours towards themselves and their education would boost their academic development. It also notes that greater school choice doesn’t necessarily have a positive impact on disadvantaged pupils and that there can be a lack of sense of belonging amongst pupils. The Equity in Education report utilises PISA data (Programme for International Student Assessment). Click here for an interesting short set of infographics.

FE and Sixth Form Funding Crisis: Twelve associations that represent school and college leaders, governors, students, teachers and support staff in England have written to Chancellor of the Exchequer Philip Hammond urging him to increase funding for sixth form education in next week’s Budget. The letter launched the Raise the Rate campaign which hopes to increase the funding rate for sixth form students that has been frozen at £4,000 per student, per year since 2013. In the letter, the associations claim that a combination of funding cuts and cost increases “has left much less money for schools and colleges to spend on the front line education of students at a time when the needs of young people have become increasingly complex (for example the sharp rise in students experiencing mental health problems).” The associations use recent research from London Economics to call for a “minimum” £760 per student funding increase. Without this the campaign states that minority subjects such as languages are at risk of being dropped and there will be decreased extra-curricular activities, work experience opportunities and university visits. As major funding decisions are not likely to be taken until next year’s spending review, and would not take effect until 2020/21, the associations urge the Chancellor to introduce a “modest increase” to the funding rate of at least £200 per student in next week’s Budget “to provide some much needed financial stability and ensure that schools and colleges can continue to deliver the high class education our young people deserve.”        

Geoff Barton, General Secretary of the Association of School and College Leaders stated:

“It makes no sense whatsoever that the basic funding rate in sixth forms and colleges is a miserly £4,000 per student, while universities are charging tuition fees of up to £9,250, often for fewer teaching hours. Government cuts to 16-18 education have severely damaged a sector which is pivotal to the life chances of young people, and an immediate funding uplift is essential.”

Emily Chapman, Vice President (Further Education) of the National Union of Students said:

“Successive budget cuts have left many colleges in a state of financial instability. The result has been course closures, cuts to student support, and reductions in teaching provision.”

Bill Watkin, Chief Executive of the Sixth Form Colleges Association said:

“Sixth form education is not just about exam results, it includes a host of essential wrap-around experiences. If we don’t fund it properly, something must give and young people won’t get the high-quality education they deserve. Every year, colleges are being asked to do more with less, and we must not sit idly by while young people are short-changed.”

Student Opinion: Read this blog on the latest research from an amalgamation of students’ unions: Asking the right questions on student lifestyle which covers wellbeing, living, eating and community identification. There are also previous research summaries giving the student perspective on Value for Money and Teaching Excellence.

Allied Health Professions: The OfS have published the blog Let’s shine a light on the opportunities in allied health professions educating about the wider NHS careers opportunities and how the OfS is supporting growth in recruitment to these programmes.

Immigration salary threshold: Research Professional discuss how the proposed retention of the £30,000 salary threshold for skilled migrant visa will dissuade talented social science researchers from considering a career in the UK.

Unconditional offers: Unconditional offers continue to make headlines as UCAS confirm they will publish data highlighting which HE providers make significant levels of unconditional offers. The data will be shared when UCAS release the annual end-of-cycle data in January 2019. A spokesperson for UCAS stated:  “Unconditional offers can be made for a variety of reasons… Universities may also need to provide necessary context of their figures when they are published for the first time.” Research Professional state that UCAS will publish an analysis of unconditional offers during November to explore the different types of offers and how they are made.

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JANE FORSTER                                            |                     SARAH CARTER

Policy Advisor                                                                       Policy & Public Affairs Officer

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

 

Recent changes to the Intention to Bid form (ItB)

The ItB form is a mandatory document for completion by all BU staff as part of the internal approvals process for external RKE (Research and Knowledge Exchange) funding applications.

In line with the BU2025 Strategic Plan and the latest development from the RKE development framework initiatives, the ItB form has recently gone through some additions and modifications in order to incorporate these.

Please see below details of the changes:

1. Prestigious Research Funders PDRA and PGR Studentship scheme

The BU Prestigious Research Funders PDRA and PGR Studentship scheme provides internal investment for additional research staff/students on applications for external research funding from a list of prestigious funders. The scheme was first introduced in 2017, with a recent revision conducted in October 2018. The scheme guidance can be found here. If you are eligible, you can make use of this section on the ItB form to indicate if you wish to utilise this scheme.

2. External Application Reviewers

As part of the RKE Development Framework, academics now have the opportunity to engage with external application reviewers or external trainers with the aim to enhance research funding applications prior to submission. The scheme was first introduced in 2017, with a recent revision conducted in October 2018. The scheme guidance can be found here. If you are eligible, you can make use of this section on the ItB form to indicate if you wish to utilise this scheme. Your request will then be forwarded to the relevant Research Facilitator for consideration and action.

3. BU2025 Strategic Plan

In order to track BU’s progress and development against the BU2025 Strategic Plan, three new sub-sections have now been added to the ItB form so that we can efficiently capture and record information on research projects that meet the UN Sustainable Development Goals; research projects with strong elements of Social Science and/or Humanities; and research projects that align with the BU2025 Strategic Investment Areas.

The newly revised Intention to Bid form can be found here. The ItB form is a mandatory step as part of the internal approvals process for external funding applications and it is important for all sections to be completed when this is returned to your Funding Development Officer.

If you have further queries on how to complete the form or if you need help with completing the form, please do not hesitate to get in touch with your Funding Development Officers.

HE Policy Update for the w/e 19th October 2018

Policy impact – some steps you can take and why it’s a good idea (despite appearances)

We wrote a blog on this topic  – you can read it here.

Choosing a university

The Ofs have published a survey that shows the role of parents and friends in applicant decision making.  There’s a big research paper by CFE Research.  

The OfS respond to the survey:

  • There are a huge number of different things that you could consider when thinking about higher education. And as CFE emphasised, ‘there are limits to the amount of information processing that people can undertake’. Often when we’re faced with more information than we feel we can process, we just switch off because it is overwhelming. The solution is not to throw more and more information out there, but to support and empower people to find the information that is important to them and to make sense of it.
  • We’ve started work shaping and defining what our approach to improving information, advice and guidance will look like. It is vital that our approach in this area draws on the best and most reliable evidence. Most importantly, this will mean adopting an approach informed by an understanding of how people make decisions in the real world, supported by the latest thinking and technology. It will be rooted in behavioural psychology approaches, and driven by research and collaboration directly with students and those who advise them.
  • We are taking the first steps in developing a new resource to better support decision making about higher education. This new resource would help students navigate and understand available information and data, and would be integrated with other key sources of information. It would use personalisation to ensure that students can quickly identify and find the information that is most important for them. This would be combined with carefully designed data visualisations that would make engagement with key datasets easier.
  • Our aim is to create a resource that can support a seamless journey through available information and which responds to individual needs. This is an ambitious project, but our research shows that it is needed. The next steps will be to build on the research we have already carried out with prospective students, parents and teachers, and develop prototypes to test with them. If the outcomes of this testing give us a clear way forward, we will begin building the new resource in the spring.

Sector issues: Graduate Outcomes

Prospects have published a series of reports on graduate outcomes since September.

What do graduates do? draws on DLHE data to take a first look at the outcomes of first degree completers in the six months after completing their studies. It breaks the degrees down into sensible programme groups and dissects the outcomes for each. It looks at the 2016/17 year noting the political volatility surrounding early Brexit and the snap general election. There is a good introduction section which gives an overview:  The graduate labour market remains robust and by some measures is as strong as it has been for some time. Some details on the destination of first-degree graduates:

Page 14 talks of the valuing of work placements and page 15 has an interesting discourse on social mobility and the influence of careers provision, including how universities may need to brand their careers provision differently to attract those from lower social economic groups who had a disappointing or negative prior experience of careers support.

Wonkhe summarise the report:
[It] finds the graduate unemployment rate to be 5.1%, the lowest in 39 years.
Starting salaries for graduates rose 2.9% over the last year, from £21,776 to £22,399.
Plus there are 7,895 more graduates in professional roles. Skills shortages appear to have helped job prospects, especially in fields such as IT, engineering, accountancy and marketing.

However, there were small but increasing numbers of graduates on zero-hours contracts – 4% of those employed, up from 3.6% last year. Retail employs the highest number of graduates in non-graduate roles. While 12.8% of graduates went to work in retail, around two-thirds of them were in jobs below a professional level.

Wonkhe also have a guest blog on the report written by Charlie Ball, Prospects’ Head of HE Intelligence.

Resilience

Prospects also published Graduate resilience in the labour market (in conjunction with Lancaster University) which explores graduate ‘resilience’, specifically looking at how students transition after graduating. It explains that developing a graduate’s commercial awareness and improving their connection with employers could ensure they are prepared to make the transition from university into the workplace, and meet the demands of employers. And that: recommendations are made to improve marketing strategy, student engagement and developing graduate confidence.

The key findings in this report are:

  • 57% of respondents stated that confidence issues affected their transition after graduating.
  • 45% were concerned over a lack of relevant experience.
  • 43% of respondents felt they lacked soft skills.
  • There was a difference between genders, with women more likely to report they lack of relevant experience and soft skills.
  • There is a disparity between faculties regarding their graduates’ resilience.
  • There is little connection between having a 2.2 degree and unemployment/underemployment.
  • Graduates with a 2.1 classification were most likely to be unemployed in this study.
  • Of the seven students who identified as having a disability, 86% reported issues with confidence, 43% felt they lacked relevant experience and 71% felt they lacked softer skills.

Teaching Employability

What’s the best way to teach employability? draws on a study at Essex University to consider whether generic or bespoke discipline specific employability modules are most effective. The study found negative results and concluded there were no significant advantages in contextualising employability teaching as opposed to a standard generic approach:

  • No improvement in student engagement, performance, satisfaction or inclination to take work experience was evident following the completion of a degree-specific credit bearing module.
  • Integrating intellectual degree content into employability modules was neither useful nor valued by students.
  • Students reported a preference for the more practical rather than intellectual aspects of the teaching.
  • Students showed no preference for a contextualised rather than pure employability module.

However, the students did like:

  • Providing graduates with labour market information relevant to their degree was met with positive response.
  • Students also valued recruitment tips and meeting professionals and employers.

Transitioning from study to work

Finally, in partnership with the University of Salford, What factors contribute to a successful graduate transition?, looks into humanities, arts and creative arts graduates to better understand what the transition from university into the workforce is really like for graduates. They state: Finishing university represents a massive change for individuals as they leave the security of their student identity. This can be a turbulent time of adjustment, but research indicates that there is steady improvement in the circumstances of graduates in the first two years after completing their degrees.

Universities can support graduate transition in many ways, for example by ensuring careers support is still available for graduates, as well as embedding a strong infrastructure that helps students understand career planning and employability before they leave.

The key findings are:

  • Movement and change is commonplace in early graduate careers: 58.9% of graduates changed their job and/or career status between 6 and 16 months after graduating.
  • Changes in career ideas after graduating is normal: at 16 months post-graduation, only 25.9% stated their career plans hadn’t changed since finishing university.
  • Many graduates are proactive when faced with initial challenges in finding fulfilling work; examples include moving into self-employment, undertaking further study, and venturing overseas.
  • The support of family and friends is vital for graduates, as well as engaging in career conversations with people they trust.
  • Location matters. Those living in small towns with fewer graduate opportunities can feel stuck if they feel there are fewer suitable opportunities.
  • Career attitudes are influenced by graduates’ social background, e.g. 91% of higher-class respondents were confident discussing their skills/strengths and 85% were confident at an interview; in comparison, just 68% of lower-class graduates agreed to both those statements.
  • Gender differences were also evident. For example, men (81%) report greater confidence at interviews than women (75%), but 83% of women said they were proactive in taking action about their career in contrast to 56% of men.
  • Graduates can sometimes blame themselves incorrectly when a hoped-for career doesn’t materialise quickly. Graduates need to be aware of wider labour market issues that may make a certain career harder to get into.
  • Graduates need support to reflect on how their degree-level skills and knowledge can transfer into areas of work unrelated to their degree subject.

There is a separate report on the transition from PhD study to employment.

National Hate Crime Awareness Week

As National Hate Crime Awareness Week begins, Yvonne Hawkins explains in a new blog post how the Office for Students is working with universities and colleges, students and others to eradicate hate crime on campus.

Student safeguarding and welfare is a priority for the Office for Students. We are shining a spotlight on key issues, support improvements in policy and practice, and identify ‘what works’ to ensure that interventions and initiatives deliver maximum impact and benefit.

Fees and funding: FE Spending

Robert Halfon MP, Chair of the Education Committee, has written to the Chancellor of the Exchequer to highlight the stark disparity between funding for pre- and post-16 education and urge the Government to ‘look very carefully’ at the core level of funding for FE ahead of the Budget and Spending Review.

In a letter to the Chancellor Halfon states that ‘it cannot be right that a funding ‘dip’ exists for students between the ages of 16 and 18, only to rise again in higher education’. He continues that ‘successive governments have failed to give further education the recognition it deserves for the role it pays in our national productivity puzzle’.

The Committee is currently conducting an inquiry into the level and distribution of school and college funding and last week heard from a panel on the current issues faced by the FE sector.

Q – Grahame Morris: To ask the Secretary of State for Education, with reference to the press Association of Colleges’ release entitled AoC update on college pay, published in July 2018, if he will he take steps to close the £7000 a year pay disparity between teachers working in further education colleges compared with their counterparts in schools.

A – Anne Milton:

  •  The further education (FE) sector – including FE colleges – has a different legal status and relationship to the government when compared with schools. FE colleges are private sector institutions, independent of the government. It is for individual FE employers to agree local pay structures with unions, based on local needs.
  • The department values all of our teachers and leaders in FE who change lives for the better. Since 2013, we have invested over £120 million in the FE workforce, including investing in workforce development through the independent Education and Training Foundation (ETF).
  • Having enough highly-skilled FE teachers in place to deliver high-quality, work-relevant skills training is essential, particularly for the successful delivery of T Levels and apprenticeships. This is why we have committed up to £20 million to help providers, teachers and leaders prepare to deliver T Levels. This includes launching Taking Teaching Further, a £5 million programme to attract industry professionals to teach in FE.
  • FE providers help to make sure people have the skills they need to get on in life, which is why we have protected base rate funding for 16 to 19 year olds until 2020. However, we acknowledge that FE faces cost pressures. This is why the department has been actively engaging with the sector to look closely at how we fund providers to ensure that the system supports sustainable, high-quality education. We will be looking carefully at these issues in the Spending Review.

Q – Grahame Morris: To ask the Secretary of State for Education, what assessment he has made of the validity of the findings of the Institute for Fiscal Studies 2018 annual report on education spending in England that funding for further education has been reduced more than other areas of education since 2010.

A – Anne Milton:

  • The Institute for Fiscal Studies report uses published data on funding and student numbers to derive a trend in real terms expenditure per student. Their report shows that funding for school pupils aged 5 to 16 will be more than 50% higher in real terms per pupil in 2020 than in 2000. The government chose to prioritise pre-16 schooling because that is absolutely fundamental to later learning and achievement.
  • We have protected the base rate of funding for 16 to 19 year olds for all types of providers until 2020. Our commitment to the 16 to 19 sector has contributed to the current record high proportion of 16 and 17 year olds who are participating in education or apprenticeships.
  • We are investing in the sector to support providers to deliver the new T level qualifications from 2020. This will mean an additional £500 million every year once they are fully rolled out. We recently announced a further £38 million for the first wave of T level providers to invest in equipment and facilities to support the roll-out of T levels.
  • We are currently considering the efficiency and resilience of the further education sector and assessing how far existing funding and regulatory structures meet the costs of delivering quality further education.

Adult learning – changes afoot

Currently progressing through Parliament are a set of Statutory Instruments which aim to transfer adult education functions of the Secretary of State for Education to Combined authorities. This applies to Liverpool, Greater Manchester, Cambridgeshire and Peterborough, Tees Valley, the West Midlands, and the West of England who all have an elected metro mayor. These statutory instruments will devolve control of the adult education budget from the Government to each combined authority from August 2019, meaning from the 2019/20 academic year, Mayors and Combined Authorities would be responsible for adult education funding, and management for learners.

This may be of interest locally when Bournemouth, Poole and Christchurch combine.

Proposed transferred functions:

  • education and training for persons aged 19 or over and others subject to adult detention
  • provision of facilities to support the learning aims of those aged 19 or over
  • payment of tuition fees
  • functions related to apprenticeship training
  • functions related to persons subject to adult detention

Joint responsibility between Secretary of State and Combined Authority for:

  • encouragement of education and training for persons aged 19 or over and others subject to adult detention
  • provision of financial resources

Access and Participation

The Government has published the final research report Implementation of Opportunity Areas: An Independent Evaluation which aim to improve social mobility. The area delivery plans can be viewed here. The nearest opportunity area to BU is West Somerset: their plan.

HEPI issued a policy note by Professor John Raferty ex-VC of London Met University who reflects on turning around a struggling institution and focuses on his social mobility mission including increasing the number of his institution’s BME students entering highly skilled graduate employment by an increase of 56%..

Parliamentary Questions

This week there was a parliamentary question on the requirement for HE provisions to work with Electoral Registration Officers to support students to register to vote and respond to requests for information. A question on comparative take up of engineering and physics careers by gender and divided between Scotland and England (the Minister didn’t compare).  Another Brexit and Horizon 2020 question (with a familiar response) and one on the Russel Group favoured European Skills Passport.

On mental health in Universities:

Q – Luciana Berger: To ask the Secretary of State for Health and Social Care, if he will meet the Secretary of State for Education to discuss mental health in universities. [177826]

A – Matt Hancock:

  • The Department of Health and Social Care and the Department for Education continue to work closely on the needs of all young people, including university students.
  • The University Mental Health Charter announced in June 2018 is backed by the Government and led by the sector, and will drive up standards in promoting student and staff mental health and wellbeing. The Charter, which will reward institutions that deliver improved student mental health outcomes, will develop in an iterative process, shaped by co-production with students, staff and partner organisations. Prospective students and their families will be able to identify providers who

Want more?

BU has subscriptions with Wonkhe and Research Professional who send out daily news and updates on all the latest happenings. If you would like to subscribe to either (or both) to stay more current throughout the week contact policy@bournemouth.ac.uk and we’ll sign you up. Happy reading!

Consultations

Here is the link to all BU’s consultation responses. Recent submissions cover Access and Participation, the REF guidance, and Student Numbers.

Other news

Contract Cheating: The Conversation talks plagiarism and considers whether international students are more at risk.

Loneliness: The Government have published their loneliness strategy ‘a connected society’ with schools and the education sector centre stage in its aims to enable meaningful social interactions. Key points:

  • A review of best practice to identify and support young carers
  • DfE partnering with the National Apprenticeships Service to encourage employers to offer placements to young people with SEN or disabilities
  • DfE publishing guidance for schools on maximising the use of their premises for beneficial community purposes
  • Embed loneliness into the relationships education curriculum in schools
  • DfE commitment to improve mental health support for students in HE, and establish a working group with the sector to review support for students transitioning into university

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Thank you for reading the BU policy update. Is it something your colleagues would find interesting or useful for their role? If so please share this update with them and encourage them to subscribe to the weekly update by emailing policy@bournemouth.ac.uk we would love to take our reader count to 200!

JANE FORSTER                                            |                       SARAH CARTER

VC’s Policy Advisor                                                              Policy & Public Affairs Officer

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

 

Parliament – nursing and midwifery

Nursing and midwifery both featured in Parliament last week.

Last Wednesday the First Minister of Scotland, Nicola Sturgeon, announced an increase in bursaries (to £10,000) for Scottish student midwives and nurses to help cover accommodation and living expenses.

The Royal College of Midwives Scotland Director, Mary Ross Davie, commented: “This is great news and a forward thinking and important announcement…Let us not forget that in England student midwives and nurses do not get any bursary at all, which makes this increase for Scotland even more progressive. This also comes on the back of the best pay award for NHS midwives and nurses in the UK, another important step to ensuring we retain the midwives we have…I would urge the government in England to rethink their decision to take away bursaries in England.”

 

Suzanne Tyler, Executive Director for Services to Members at the Royal College of Midwives, responded to the announcement: “The announcement is simply great news for student midwives in Scotland…It frankly should shame the Government in England who have taken away bursaries for England’s student midwives, who also have to pay tuition fees.  This leaves them tens of thousands of pounds in debt when they qualify. 

This is even more worrying given the large shortage of midwives in England, and sits at odds with the Government’s commitment to bring 3000 more midwives into the NHS in England. The RCM [Royal College of Midwives] repeats its call for this Government to give our student midwives and nurses their bursaries back. So that we can attract people into the profession and so that the Government can meet their promise of 3000 more midwives for England.”

There were also two relevant parliamentary questions:

Q – Paula Sherriff: To ask the Secretary of State for Education, how many mental health nursing students have started degree apprenticeships in the 2018-19 academic year.

A – Anne Milton: In the 2017/18 academic year reported to date (from August 2017 to April 2018), 260 apprenticeship starts were recorded for the standard ‘Registered Nurse’. This is the level 6 degree apprenticeship approved for delivery on 9 May 2017. Mental health nursing remains an optional element within the nursing apprenticeships.

Additionally, there have been 640 apprenticeship starts reported to date (from August 2017 to April 2018) for the standard ‘Nursing Associate’ (level 5 apprenticeship standard, approved for delivery on 20 November 2017; note that we class apprenticeships at level 6 and above as ‘degree-level’). There were no starts on these standards in the 2016/17 academic year. Full final year data for the 2017/18 academic year will be available in November 2018 and data covering 2018/19 will be available in January 2019.

In England, there have been 64,830 apprenticeship starts in the Health, Public Services and Care sector subject area reported to date in the first three quarters of the 2017/18 academic year (August 2017 to April 2018). This data can be accessed at the following link: https://www.gov.uk/government/collections/further-education-and-skills-statistical-first-release-sfr .

We want to increase the number of nursing apprenticeships and now have a complete apprentice pathway from entry level to postgraduate advanced clinical practice in nursing. This will support people from all backgrounds to enter a nursing career in the National Health Service (NHS).

We are working closely with employers, Health Education England and ministers in the Department of Health and Social Care to make sure the NHS is fully supported to recruit apprentices, both in nursing and in a range of various occupations.

 

Q – Paula Sherriff: To ask the Secretary of State for Health and Social Care, how many students started mental health nursing degree courses in the 2018-19 academic year.

A – Matt Hancock: The Universities and Colleges Admissions Service (UCAS) collect data on acceptances to mental health nursing degree courses.

Acceptances for 2018/19 entry can still be made until the end of clearing on 23 October 2018.

The final number of acceptances for mental health nursing degree courses for 2018/19 will be available following the publication of end of cycle data by UCAS in December 2018.

HE Policy Update for the w/e 5th October 2018

Conservative Party Conference

The Conference ended with the PM’s speech, in which she declared the end of austerity and tried to fight back on Brexit.  This came after a predictably colourful speech from Boris Johnson calling for the party to be more positive – and #chuckchequers.  Neither talked about HE.

Education was on the agenda at the conference, though.  Damien Hinds gave a speech mainly focusing on schools.  He listed three key imperatives (all Ps):

  • Progress – “each generation should have better opportunities than the last and every year we need to raise our sights higher and we need to reach wider”
  • The prospects and prosperity of the country – productivity depends on education of this generation
  • Preparedness – being ready for an uncertain world. He mentioned global trade and technological change

And to deal with these challenges, he said that the plan was to focus on:

  • Academic standards (and there is an ongoing row about his statistics)
  • Basic essential skills (32 primary schools and 21 colleges to be centres of excellence for early literacy and post 16 Maths)
  • Behaviour management (£10m to support best practice in this area)
  • And of course, vocational and technical education (and announced a £38m capital pot for investment in colleges delivering T-levels)
  • Careers advice – doubling the number of trained careers leaders in schools
  • Reviewing level 4 and level 5 qualifications that are the direct alternative to university (this is not new, see below)

He also talked about character, workplace skills and extra-curricular activities.

  • “..we need to move forwards with our reforms. We need to ensure that the vocational and the technical, are absolutely on a par with the academic. We need to make sure that we extend our reforms in all regions, in all parts of the country. That all parts of our society have equal opportunity, that everywhere we see raised expectations and raised aspirations, and when that happens, then we will be able to say, this is a world class education for everyone.”

Level 4 and 5 qualifications have been discussed a lot recently  – see the August report  by Professor Dave Phoenix, VC of South Bank University has written for HEPI “Filling in the biggest skills gap: Increasing learning at Levels 4 and 5”.

The DfE are conducting a review of classroom-based, level 4 & 5 technical education launched in October 2017 (interim findings here) which will inform the ongoing Review of Post-18 Education.

Industrial Strategy – Creative Industries

A new £8 million funding competition will enable virtual, augmented and mixed reality experiences – also known as immersive content – to be created faster and more efficiently by UK content creators.  The competition is part of the Industrial Strategy Challenge Fund’s audience of the future programme. Up to £33 million is available to develop new products and services that exploit immersive technologies.  Funding is provided by UK Research and Innovation through Innovate UK.

Immigration

Also while the Conservative Party Conference was going on, announcements were made about future immigration rules post Brexit.

From Dods:  a White Paper outlining how the system will work to be published in the autumn, ahead of legislation next year. The proposals largely mirror the recommendations of the Migration Advisory Committee from September, and offer no preferential treatment for EEA citizens coming to the country. Notably, there is a commitment under the new system not to cap the number of student visas. (there is currently no such cap)

Under the proposals:

  • The passports of short-stay tourists and business people from all “low-risk” countries would be scanned at e-gates – currently only EU citizens can do this
  • Security and criminal records checks would be carried out before visits, similar to the system of prior authorisation in the US
  • Workers wanting to stay for longer periods would need a minimum salary, to “ensure they are not competing with people already in the UK”
  • Successful applicants for high-skilled work would be able to bring their immediate family, but only if sponsored by their future employers
  • The new system will not cap the number of student visas

Theresa May said:

  • “The new skills-based system will make sure low-skilled immigration is brought down and set the UK on the path to reduce immigration to sustainable levels, as we promised. At the same time we are training up British people for the skilled jobs of the future.”
  • “Two years ago, the British public voted to leave the European Union and take back control of our borders. When we leave we will bring in a new immigration system that ends freedom of movement once and for all. It will be a system that looks across the globe and attracts the people with the skills we need. Crucially it will be fair to ordinary working people. For too long people have felt they have been ignored on immigration and that politicians have not taken their concerns seriously enough.”

And meanwhile, at the conference, the Home Secretary announced a new “British values” test for those applying for UK citizenship, which will be “significantly tougher” than the current test, which he said was like a pub quiz, and would be accompanied by strengthened English language tests.

Degree apprenticeships

The Office for Students (OfS) has published new analysis of degree apprenticeships.

  • Compared with other levels of apprenticeships and higher education generally there were relatively few degree apprentices in 2016-17, but the number of starts are growing. In 2016-17 there were 2,580 degree apprentices registered in higher education, of which 1,750 started their apprenticeship that year.
  • The two most popular degree apprenticeships are:
    • Chartered Manager – 34 per cent of entrants
    • Digital and Technology Solutions Professional – 29 per cent of entrants.
  • Most of the degree apprenticeships currently available are within the science, technology, engineering and mathematics (STEM) subject grouping. Within the arts, humanities and social sciences subject areas, the majority of degree apprentices are taking chartered management courses.
  • There was a roughly equal number of young and mature entrants undertaking degree apprenticeships, with young students (entrants under 21) more likely to be going into science, technology, engineering and mathematics (STEM) apprenticeships.
  • There were more males entering degree apprenticeships than females, but relative to similar higher education courses there is a slightly lower proportion of males.
  • Apprenticeships at all levels had lower proportions of entrants from minority ethnic groups, than entrants to similar higher education courses.
  • Apprenticeships have a lower proportion of entrants with a declared disability than entrants to higher education.
  • The North West and North East of England have the highest proportion of the working age population entering degree apprenticeships, with London having the lowest density.

30 per cent of degree apprenticeship entrants come from areas underrepresented in higher education, slightly higher than the proportion entering similar full-time higher education courses (26 per cent).

Graduate Outcomes and Employability

The Office for Students (OfS), has launched its first Challenge Competition, inviting providers to develop and implement projects to identify ways of supporting the transition to highly skilled employment and improving outcomes for graduates who seek employment in their home region.

The OfS intends to support a range of projects that will deliver innovative approaches for graduates and particular student groups, to contribute to improved outcomes and local prosperity. Through this process we want to identify:

  • what interventions work best in a variety of different regional and local contexts to support progression into highly skilled employment
  • what interventions work best for different types of students and graduates
  • findings that can continue to shape sector-wide debate and inform interventions to capitalise on graduate skills and knowledge for the benefit of individuals and for economic prosperity.

Providers with successful bids will be expected to form a network to share, discuss and disseminate key information among themselves and with the OfS, strategic partners, and the wider sector as required.

Metrics and ratings – graduate salaries

From Wonkhe: ONS has released its annual estimates of the value of the UK’s “human capital” – and if you like to promote higher education on the basis of pay premia, it’s not great news for the sector. The headline news is that back in 2004 the average premium for “first and other degrees” was 41%, but by 2017, it had reduced to 24%. The same has happened for “masters and doctorates” – where the pay premia has declined from 69% in 2004 to 48% in 2017. Although the premia for graduates is still significant, the downward trend will provide ammo to those who argue that “too many people are going to university”, ONS says that “one explanation for this could be a large increase in the proportion of the population with a university degree”.

Metrics and ratings – Learning gain

On Wonhke, David Kernohan wrote on 30th September about learning gain “Plenty ventured, but what was gained?”.

  • David notes: Some projects have held final conferences and events. Others (notably two large scale national projects) either concluded early or have never been publicly spoken of.  It’s a far from glorious end to an initiative that set out with a great deal of ambition – to measure “the distance travelled: the improvement in knowledge, skills, work-readiness and personal development demonstrated by students at two points in time” – a goal that would probably represent the most significant finding in the history of educational research.

The learning gain projects were expected to lead to discussions about a new TEF metric for learning gain – or at least to a set of tools and methodologies that providers would over time start to adopt to support their TEF submissions –because learning gain is an important element of the TEF, but one that it is not currently reflected in the metrics.

  • So the article continues: Project after project reported issues with lack of engagement from students and staff. Why would a student complete a test or exercise that had no bearing on their degree, and that was of uncertain benefit? And why would an academic recommend such a course of action to their students while unsure of the underpinning motivation?
  • And David concludes: …learning gain is measurable. But it is measurable only in terms of the way an individual student understands their own learning. Interventions like learning diaries and reflective writing can prove very useful to students making sense of their own progress. What learning gain may not be is comparable – which on the face of it makes perfect sense. In what world could we say that a student of economics has learned the same quanta of learning as a student of the piano?

And so on 2nd October, Yvonne Hawkins of the OfS responded, also on Wonkhe:

  • he’s wrong to say that the programme is coming to an end – the first phase has concluded, and planning for a second phase that draws on the learning from phase one is already underway. I must also take issue with his rather eeyorish view of the wider learning gain endeavour.

So what are the next steps as set out by the OfS? They are “committed to developing a proxy measure for learning gain”. And it “will form part of a set of seven key performance measures to help us demonstrate progress against our student experience objective”.  And how will they get there?  There will be evaluations of the projects that did go ahead, and then there will be a conference, and recommendations to the OfS board in March 2019 about the next phase of work.

So watch this space….

Freedom of speech

Another week another article on free speech by the Minister– this time on Research Professional to coincide with the Conservative Party Conference.

  • He starts with some context: a cultural shift is taking place, and diversity of thought is becoming harder to find as societal views become highly polarised between the left and the right. A culture of censorship has gradually been creeping in, and a monoculture is now emerging where some views are ‘in’ and others are clearly ‘out’. Social media has exacerbated this trend by giving rise to echo chambers that restrict opposing points of view and legitimise threatening and abusive behaviour.
  • So what is the problem? In universities and colleges, we are witnessing the rise of no-platforming, safe spaces, trigger warnings and protests. These may all be well intended and have their place in fostering free speech, but they are also all too easy to be appropriated as tools to deny a voice to those who hold opinions that go against the sanctioned view.
  • It’s perhaps put in rather strong terms: This is catastrophic for democratic debate and puts at risk the fundamental right to be heard that many have fought and died for.
  • And the example – from 2015: I am increasingly alarmed by reports of individuals and groups preferring to support those who seek to restrict others’ right to speak than to protect the fundamental right for all to be heard. This was the case at Goldsmiths, University of London, in 2015 when the university’s Feminist Society came out in support of the university’s Islamic Society after its members aggressively disrupted a talk by Maryam Namazie, a feminist campaigner and human rights activist.
  • So what next? That is why I am supporting an initiative coordinated by the Equality and Human Rights Commission to create new free speech guidance to ensure future generations are exposed, without hindrance, to the stimulating debates that lie at the very core of the university experience.

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HE policy update for the w/e 21st September 2018

Tuition Fees – means testing?

The Higher Education Policy Institute and Canadian Higher Education Strategy Associates have published a joint research paper on means-tested tuition fees for higher education – Targeted Tuition Fees – Is means-testing the answer? It explores the different funding approaches around the world considering the three major approaches to subsiding students in HE:

  • Equal subsidisation, resulting in a system of free tuition
  • Post-hoc subsidy (eg. England) in which those with smaller financial returns pay less
  • Pre-hoc subsidy, in which reductions in net price are given to poorer students, usually through a system of grants

Targeted free tuition starts from the notion that income-contingent fee loans do improve access but don’t do enough to help those from the poorest households, many of which are extremely debt adverse, and it leads to these families ruling out attending HE. Targeted free tuition suggests means testing and offering those on lowest income partial or full exemption from tuition fees.

The report concludes that “targeted free tuition has both an attractive political and economic logic: it provides benefits to those who need it without providing windfall gains to those who do not. Evidence from several countries over many years tells us that students from poorer backgrounds have a higher elasticity of demand than students from wealthier ones. Put simply, there is far more value for money in reducing or eliminating net tuition for low income students than there is in doing so for wealthier ones”.

Nick Hillman (HEPI) spoke on the report during the Today programme on Radio 4 on Thursday.

Means testing tuition fees is another interesting contribution to the Post-18 Review discussion.  It would of course, increase costs, just at the time when the accounting treatment is about to change and the existing costs become more visible.  You’ll remember we reported last week that the Post-18 Review report is delayed awaiting outcomes on the decision of how to account for student loans, but will Phillip Augar use the delay to cogitate further on tuition fees?

There is an interesting debate, though, about the tension between means testing families at one level (as already happens for maintenance loans) and then basing everything on the graduate premium – i.e. the income of the graduate not the family.  The government will say that the current position is fairer because the amount repaid is all based on graduate income, whereas under this system the merchant banker children of WP families would repay nothing.  The opposing side was expressed on Radio 4 by Polly Mackenzie of Demos. She said that technocratic solutions developed by policy wonks would not solve the problem of student finance. That the public were emotionally opposed to debt and the system is too broken to survive, regardless of the merits of rebranding, renaming or tweaking it.

Alex Usher, the Canadian author of the paper writes for Wonkhe in A case for means-tested fees.

While Becca Bland from Stand Alone highlights that students with complex family situations which approach but don’t quite meet categorisation as an independent student fall through the means testing cracks and all too often can’t access sufficient funding to access or complete HE study. See Family means-testing for student loans is not working.

Education Spending

The Institute for Fiscal Studies (IFS) released its annual report on England’s education spend. On HE it summarises:

  • Reforms to higher education funding have increased university resources and made little difference to the long-run cost to the public purse. Universities currently receive just over £9,000 per full-time undergraduate student per year to fund their teaching. This is 22% higher than it was in 2011, and nearly 60% more than in 1997. Reforms since 2011 have cut the impact on the headline measure of the government’s deficit by about £6 billion per cohort entering higher education, but the expected long-run cost to the taxpayer has fallen by less than £1 billion.

The report hit the headlines for the decline in FE spending; this heightened the current speculation that FE spend may be addressed through the post-18 tertiary education funding review. Research Professional report that the IFS write a

  •  “key challenge” facing the higher-education system in England is “ensuring the quality of education provided in a market where students lack good information about the return to their degrees”.
  • “The challenge for the government is to define and produce the metrics on which it wants universities to perform, and incentivise universities to take these metrics seriously.”

The article notes that the TEF, which originally planned to link higher tuition fees to outcomes, would have incentivised HE providers to focus more on their performance metrics. However, a respondent from Exeter University challenged the IFS’ statement, saying:

  • All of this is out of touch with the reality of UK universities. In fact we are awash with metrics and we study them obsessively. Even when the TEF was decoupled from financial incentive, we took it no less seriously. Just look at how the results are received – and celebrated, or challenged.”

The key points from the IFS report:

  • 16-18 education has been a big loser from education spending changes over the last 25 years. In 1990-91, spending per student in further education was 50% higher than spending per student in secondary schools. It is now 8% lower in real terms.
  • FE also suffers from dwindling mature student numbers – the total number of adult learners fell from 4 million in 2005 to 2.2 million by 2016, with total funding falling by 45% in real terms over that period. However, spending per learner has remained relatively constant at £1,000 per year
  • 19+ FE is now sharply focussed on apprenticeships – making up almost half of all Level 2 qualifications undertaken by adults, compared to less than 10% in 2005. They also make up about two-thirds of all Level 3 adult learners
  • At the event launching the report panellists debated T-levels concluding that the new qualifications wouldn’t raise per student funding levels for sixth forms and FE colleges. Any additional funding would only cover the increased number of teaching hours required. The panel also debated whether a focus on occupational and technical skills would leave people vulnerable to economic and trade shocks.

Higher Education

  • Universities receive £28,200 per student to fund the cost of teaching their degrees, with 60% rise since 97/98 largely attributable to tuition fee reforms [Note: this is likely the average tuition fee value across the full duration of a degree, it doesn’t divide perfectly to the £9,250 fee level because fee levels vary for longer four year degrees and placement years.]
  • The expected long run taxpayer cost of providing HE is £8.5bn per cohort. Since 2011 the £6bn reduction in the teaching grant only translates into £800m of savings per cohort, because:
  • The lowest earning 40% of graduates repay £3,000 less student loan over their lifetime than had they started in 2011 (owing to the higher repayment threshold).

Responding to the IFS report Geoff Barton, Association of School and College Leaders, played on the gulf between FE and HE funding levels:

  • “Parents will be horrified to learn of the damage that has been done to sixth forms and colleges by severe real-terms cuts in government funding. They may also wonder why the basic rate of funding for each of these students is just £4,000 compared to tuition fees at university which can be as high as £9,250. [Is Geoff touching on dangerous ground here? Few people want to take out loans to access FE provision!]
  • There is no rhyme or reason for the extremely low level of funding for 16-18 year-olds, and without the additional investment that is desperately needed more courses and student support services will have to be cut in addition to those which have already been lost. It is a crucial phase of education in which young people take qualifications which are vital to their life chances and they deserve better from a government which constantly talks about social mobility.
  • The government’s under-investment in 16-18 education is part of a wider picture of real-terms cuts to school funding which is putting hard-won standards at risk.”

Other fees and funding news

Mis-sold and overhyped: The Guardian ran a provocative article Mis-sold, expensive and overhyped: why our universities are a con claiming universities haven’t delivered on the social mobility and graduate wage premium that politicians promised. If you read to the end you’ll see the author is actually in favour of scrapping tuition fees and increasing levels of vocational provision.

Transparent Value?: Advance HE blogs How does HE create and demonstrate value? Arguing there is

  • too little focus, for example, on the value created for the economy and society, for research, and for collaborations with business. If value is always reduced to short-term financial value this creates a degree of inequality between different stakeholder groups….. we live in a world where there is no collective understanding of value… The nature of value is changing, and it’s changing higher education’s direction. The blog also tackles what it means to be transparent.

Graduate Employability

The OfS have blogged on improving graduate employability.  They say:

  •  more than a quarter of English graduates say they are over qualified for the jobs they are doing. Yet we know that many businesses also say they struggle to find graduates with the skills necessary to the job. This apparent mismatch between what a university education may deliver and what employers say they need underlines the importance of keeping employability in sharp focus throughout students’ experience of higher education.

The blog goes on to highlight the OfS consultation which sets out tough targets for improving employment gaps.  The OfS call for more work placement opportunities:

  • Many employers are now offering degree apprenticeships and this is important and welcome. But we also need more work placement opportunities. It cannot be right that so many students, especially those on courses with little vocational element and those without the right networks, have no access to good work placements or holiday internships while they are studying. This means they are more likely to face a cycle of internships, too often unpaid, after they graduate before they are able to get lasting graduate employment.

Apart from calling for more work-based time the blog’s advice for improving graduate employability is limited to stating:

  • Students need to take up every opportunity available to them during their time in higher education to help improve their employability and get a rewarding job.

The blog also announced that the OfS will launch a competition in October for projects testing ways of improving progression outcomes for commuter graduates (who remain in their home town during study and after graduation).

Pre-degree technical internship – Research Professional writes about a Danish trial scheme which gives students work experience in technical subjects before they commence at university. The scheme consists of a four-week internship undertaken before the degree start date which provides insight into how the learning and knowledge will be applied in practice The trial aims to reduce high dropout rates of 20% on Danish technical courses, with dropout soaring to 30% for students with lower graded prior academic qualifications.

Gender Pay Gap – The Telegraph highlighted how the gender pay gap is apparent even at lower levels of qualification. In women choose lower-wage apprenticeships than men the Telegraph describes how the professions with a dominant female workforce are lower paid, for example women tend towards lower paid child development careers whereas engineering and construction receive higher remuneration.

Admissions

UCAS have published their latest 2018 cycle acceptance figures which sum up the confirmation and clearing period, key points:

  • In England, a record 33.5 per cent of the 18 year old population have now been accepted through UCAS.
  • 60,100 people have been accepted through Clearing in total so far, 150 more than the equivalent point last year, and a new record. Of those, 45,690 people were placed after applying through the main scheme (compared to 46,310 in 2017), and a record 14,410 applied directly to Clearing (compared to 13,640 at the same point last year).
  • A total of 30,350 EU students have been accepted (up 2 per cent on 2017), alongside a record 38,330 (up 4 per cent) from outside the EU.
  • The total number of UK applicants now placed is 426,730, down 3 per cent on 2017, although this comes alongside a 2.5 per cent drop in the number of 18 year olds in the UK population.
  • 495,410 people are now placed in full-time UK higher education through UCAS so far, a decrease of 2 per cent on the same point last year.

Explore the data more through interactive charts here.

Clare Marchant, UCAS’ Chief Executive, said: The highest ever proportions of young people from England, Scotland, and Wales have been accepted, and record numbers of people have a place after applying through Clearing, with their exam results in hand. [Interesting given continued calls for a post-qualification admissions process.]

She continues: The enduring global appeal of studying an undergraduate degree in the UK is clear from the growth in international students with a confirmed place, both from within and outside of the EU. The overall fall in acceptances reflects the ongoing decline in the total number of 18 year olds in the UK’s population, which will continue for the next few years, and follows similar patterns to application trends seen earlier in the year.

Wonkhe describes the data in Drama Backstage? Clearing statistics in 2018 and the Independent’s article says Universities feeling the pinch will have taken generous view of entry qualifications to full places.

Nursing recruitment continues to fall, the UCAS figures for England show a further drop of 570 less students for 2018/19. Last week the NHS figures highlighted a crisis with record levels of vacant nursing posts – just in England the NHS is short of 40,000 registered nurses. Lara Carmona, Royal College of Nursing, said:

  • “When there are tens of thousands of vacant nursing jobs, the Government’s own policy is driving down the number of trainees year after year. These figures are a harsh reminder for ministers of the need to properly address the staffing crisis that is putting safe and effective treatment patient care at risk.
  • This piecemeal approach to policy-making is futile. We urgently need comprehensive workforce plans that should safeguard recruitment and retention and that responds to patients needs in each country. This should include incentives to attract more nursing students.
  • The Government must bring forward legislation in England, building on law in Wales and the current draft bill in Scotland, that ensures accountability for safe staffing levels across health and care services.
  • And where is the review of the impact that those 2015 reforms had? [The removal of the nursing bursary and introduction of tuition fees.] The Department of Health and Social Care promised this two years ago and it is high time it was published.”

However, the response to a parliamentary question on Monday saw the Government remain steadfast to the funding changes:

Q – Caroline Lucas: To ask the Secretary of State for Health and Social Care, if he will make it his policy to reintroduce bursaries for nursing degrees; and if he will make a statement. [172541]

A – Stephen Barclay: The removal of bursaries and introduction of student loans for nursing degrees has increased the number of nursing degree places that are available. Latest Universities and Colleges Admissions Service data for September 2018 show that there are still more applicants than places available for nursing courses.

As such we have no plans to reinstate a bursary cap on places, which would limit the number of places available.

Electoral Registration

The Office for Students published Regulatory Advice 11: Guidance for providers about facilitating electoral registration. It requires Universities to work with all geographically relevant Electoral Registrations Officers to provide sufficient student information to maintain the electoral register. Good practice case studies for electoral registration are included at Annex A (pages 7-12).

The Office for Students (OfS) has published Regulatory Advice 11: Guidance for providers about facilitating electoral registration, for registered providers in England. Any provider may be randomly selected for scrutiny, but attention will be focused on those where issues have been raised, in particular from electoral registration officers. Good practice and case studies show how universities should take a risk-based approach on the issue, and also raise awareness of democratic engagement and electoral registration.

Staff Migration

The Migration Advisory Committee (MAC) published their final report on European Economic Area migration within the UK this week. Here are the key points:

Labour Market Impacts:

  • Migrants have no or little impact on the overall employment and unemployment outcomes of the UK born workforce
  • Migration is not a major determinate of the wages of UK born workers

Productivity, innovation, investment and training impacts

  • Studies commissioned point towards immigration having a positive impact on productivity but the results are subject to significant uncertainty.
  • High-skilled immigrants make a positive contribution to the levels of innovation in the receiving country.
  • There is no evidence that migration has had a negative impact on the training of the UK-born workforce. Moreover, there is some evidence to suggest that skilled migrants have a positive impact on the quantity of training available to the UK-born workforce.

Public finance and public fund impacts

  • EEA migrants pay more in taxes than they receive in benefits. The positive net contribution to the public finances is larger for EU13+ migrants than for NMS migrants.
  • However, net fiscal contribution is strongly related to age and, more importantly, earnings so that a migration policy that selected on those characteristics could produce even higher gains.

Public service impacts

  • EEA migrants contribute much more to the health service and the provision of social care in financial resources and through work than they consume in services.
  • In education, we find no evidence that migration has reduced parental choice in schools or the educational attainment of UK-born children. On average, children with English as an additional language outperform native English speakers.

Summary of recommendations for work migration post-Brexit:

  1. General principle behind migration policy changes should be to make it easier for higher-skilled workers to migrate to the UK than lower-skilled workers.
  2. No preference for EU citizens, on the assumption UK immigration policy not included in agreement with EU.
  3. Abolish the cap on the number of migrants under Tier 2 (General).
  4. Tier 2 (General) to be open to all jobs at RQF3 and above. Shortage Occupation List to be fully reviewed.
  5. Maintain existing salary thresholds for all migrants in Tier 2.
  6. Retain but review the Immigration Skills Charge.
  7. Consider abolition of the Resident Labour Market Test. If not abolished, extend the numbers of migrants who are exempt through lowering the salary required for exemption.
  8. Review how the current sponsor licensing system works for small and medium-sized businesses.
  9. Consult more systematically with users of the visa system to ensure it works as smoothly as possible.
  10. For lower-skilled workers avoid Sector-Based Schemes (with the potential exception of a Seasonal Agricultural Workers scheme)
  11. If an Agricultural Workers scheme is reintroduced, ensure upward pressure on wages via an agricultural minimum wage to encourage increases in productivity.
  12. If a “backstop” is considered necessary to fill low-skilled roles extend the Tier 5 Youth Mobility Scheme.
  13. Monitor and evaluate the impact of migration policies.
  14. Pay more attention to managing the consequences of migration at a local level.

Following last week’s MAC report on international students the sector has speculated that the above recommendations have been influenced by the Home Office and so are likely to be acted upon. Furthermore, during her interview with Nick Robinson this week the Prime Minister said that an immigration policy will be published later in the Autumn. This may be published as an Immigration white paper (a Government statement of intent in relation to immigration, white papers sometimes invite sector response on some small details or call for public support). The PM has also hinted that EU nationals won’t receive special treatment (which is one of the report’s recommendations) and Sajid Javid has been reported saying that EU nationals will face visas and caps. However, immigration is one of the key Brexit bargaining points, one which David Davis, speaking on Radio 4’s Today programme this week, declared wouldn’t be resolved until late on in the negotiation stages.

With the report’s recommendations to support high skilled migration, and previous Governmental assurances towards university academics, the recommendations haven’t sounded any alarms within the HE staff sector. However, universities that rely on EU talent to bolster medium skilled professional roles could face difficulty.

  • Wonkhe report that: An unlikely coalition of 11 right-of-centre think tanks from both sides of the Atlantic has published a joint report – reported in the Sun – calling for the free movement of people between the USA and the UK for anyone with a job offer.
  • The Sun names it an ‘ideal post-Brexit free-trade agreement’. However, the model US trade deal was vehemently opposed by Global Justice Now who state that: trade deals are not the place to negotiate free movement provisions.
  • Universities UK said: “It is good to see the MAC acknowledging many of the positive impacts that skilled European workers have on life in the UK.”
  • The Russell Group was less enthralled stating: “This was a real opportunity to steer the UK towards a more modern and intelligent immigration system, but the recommendations are unimaginative”.

Meanwhile British Future’s National Conversation on Immigration (which Wonkhe says is the biggest ever public immigration consultation – 19,951 respondents) was published this week finding:

  • Only 15% of people feel the Government has managed immigration competently and fairly;
  • Only 13% of people think MPs tell the truth about immigration;
  • Just 17% trust the Government to tell the truth about immigration.

Wonkhe report that: The research concludes that the public wants to hold the government to account for delivering on immigration policy promises, as well as more transparency and democratic engagement on the issue.

The survey also calls for:

  • 3 year plan for migration including measures to increase international student migration
  • Clarity on the status of EU students after Brexit transition
  • Review Tier 4 visa processes
  • Post-study work visa for STEM graduates
  • All universities should produce a community plan, involving university staff and local residents
  • And, a new wave of universities to “spread the benefits that HE brings more widely across the UK”

On the new universities it continues:

  • These institutions should focus on local needs and account for the diverse nature of the places  in which they are established. We recommend that these new institutions specialise in regional economic and cultural strengths and have strong business and community links. They should also be part of a strengthened life-long learning system with clear routes from apprenticeships, through further education and into higher level studies. But these new universities must be new and not repurposed further education colleges.
  • There are a number of ways that a new wave of university building could be financed, so that the burden does not fall on the taxpayer. While students and research grants provide everyday revenue, the capital costs of a new university could be raised through capital markets.
  • There should be clear obligations placed on these new universities to deliver additional courses below degree level, to support lifelong learning, promote good links with employers and to boost the skills of the local population.

International Students

A Research Professional article revisits the MAC Commission’s failure to challenge Theresa May’s refusal to remove international students from the net migration figures. However, it believes Britain’s declining share of the international student market can be saved by the following seven actions:

  • The Home Office should establish a “friendly environment policy” for international students, with improved post-study work options and streamlined visa processes to match our competitors such as Australia.
  • The Department for Education, supported by the Home Office, should roll out an improved Tier 4 pilot based on recruiting from target growth countries such as India and Nigeria.
  • The Home Office must simplify visa procedures and reduce burdens on Tier 4 university sponsors.
  • The Department for International Trade must reinvigorate the “Education is GREAT” campaign, working with universities to maximise impact.
  • The Department for International Development should allocate a proportion of foreign aid spending to providing scholarships and pathway programmes, match-funded by universities.
  • The Home Office and the British Council should review the number and location of English language test centres to attract the brightest and best students, not the richest.
  • The government should immediately announce a continuation of home fee status for EU students in 2020 and beyond.

It concludes: A whole-of-government approach must be adopted and a firm national target for education exports should be set. Education policy and migration policy should support each other in a common commitment to that target. Only then can the UK stay ahead of its competitors in attracting international students and strengthening education exports.

There was also a parliamentary question on last week’s MAC international student’s report:

Q – Steve Double: To ask the Secretary of State for the Home Department, with reference to the Migration Advisory Committee report entitled International Students in the UK, published on 11 September 2018, what assessment he has made of the potential merits of the recommendations in that report; and if he will make statement.

A- Caroline Nokes: We are grateful to the Migrant Advisory Committee for their balanced and comprehensive review into International Students in the UK. We will be carefully considering the recommendations made in the report and will be responding in due course.

Artificial Intelligence

Advent of AI leads to job refocus

The World Economic Forum report The Future of Jobs 2018 believes AI and automation technologies will replace 75 million jobs leading companies to change the human role resulting in 133 million new roles by 2022. The WEF report suggests that full time permanent employment may fall and there would be ‘significant shifts’ in the quality, location and format of new roles. The report highlights skills and the need for companies to invest in upskilling their workforce. Saadia Zahidi, Head of the Centre for the New Economy and Society at the World Economic Forum, said: While automation could give companies a productivity boost, they need to invest in their employees in order to stay competitive. Meanwhile this CNBC article which describes the WEF report claims that AI and robotics will create 60 million more jobs than they destroy.

A parliamentary question on AI was responded to this week:

Q – Lord Taylor Of Warwick: What assessment they have made of public perceptions of artificial intelligence ; and what measures they will put in place to ensure that the uptake of this technology is done so in a transparent, accountable and ethical manner.

A – Lord Henley: The Government is aware of a broad range of views on the potential of artificial intelligence . The independent review on artificial intelligence in the UK stressed the importance of industry and experts working together to secure and deserve public trust, address public perceptions, gain public confidence, and model how to deliver and demonstrate fair treatment.

The new Centre for Data Ethics and Innovation (CDEI), AI Council and Office for Artificial Intelligence (OAI) were set up to deliver the recommendations of the review, and therefore have a crucial role to play.

Ethical AI safeguards, including transparency and accountability mechanisms, will be scrutinised and improved through the new Centre for Data Ethics and Innovation – the first of its kind anywhere in the world. The £9m Centre will advise on the safe, ethical and innovative use of data driven tech and help negotiate the potential risks and opportunities for the benefit of consumers.

The UK already has a strong and well respected regulatory environment, which is an integral part of building customer confidence and trust in new innovations. The Government is committed to ensuring that the public continues to be protected as more artificial intelligence applications come into use across different sectors. We believe creating an environment of responsible innovation is the right approach for gaining the public’s trust, and is ultimately good for UK businesses.

Technological Change

Vince Cable, Leader of the Liberal Democrats, spoke on technological change at the autumn party conference:

In the face of relentlessly advancing new technologies, it is easy for people to feel powerless and threatened.  So we have to understand and regulate some of the technologies coming down the track.
Jo Swinson and I are setting up a commission to look at how to turn emerging technologies from a threat into an opportunity.

And if we embrace these technologies, imagine the potential. The potential for robotics in care homes; for machine learning which can detect the first signs of malignant tumour or detect fraud for blockchain which can enable massive, secure, clinical trials and quantum computing which can out-compute computers.  Britain could and should be a leader, investing massively in our science and technology base.

Research

After eight months working together, the UK Parliament and the Devolved Administrations have co-authored a four-page briefing on Research Impact and Legislatures. The work has fed into the Research Excellence Framework (REF) 2021 draft guidelines on submissions and panel criteria. It is also noted that Parliament features in 20% of REF 2014 impact case studies.

Three former Higher Education Academy directors have launched OneHE, a global membership network and collaboration platform focused on effective learning and teaching. It will award innovation grants selected by community vote. UK membership fees start at £3 a month.

Other news

  • Student Accommodation: A Government press release: Savvy students know their renting rights aims to educate students not to put up with dodgy landlords and poor accommodation when the new laws come into force on 1 October. It sets out a checklist of items that students should be aware of and links to the Government’s ‘How to’ guides on renting safely.
  • UCU have published Investigating HE institutions and their views on the Race Equality Charter calling for UKRI to increase the level of an institution’s research funding in recognition of their achievement of the Race Equality Charter. They also recommend an annual audit of the university’s progress in addressing BME attainment gaps. The Mail Online cover the story leading with University professors should be taught about ‘white privilege’ to make campuses more inclusive, union says.
  • And Chris Husbands strikes back in the Guardian article: Other countries are proud of their universities. The UK must be too stating: there’s never been a time when universities have been more important to more people than they are now. Our futures depend on them.
  • Free Speech: Andrew McRae (Exeter University) pushes back to Sam Gyimah highlighting the Conservatives’ failure to uphold free speech in his personal blog – Free speech: whose problem is it really?
  • Mental Health: Sam Gyimah has written to all Vice-Chancellors to urge them to lead the pathway to good student mental health within their institution. However, a Research Professional article criticises the call asking where the research base is to inform such strategic decisions. The writer goes on to state that the UK degree classification system may create stress and replacement with a US grade point average system might be better. She continues there is not a one-size-fits-all approach to tackling student mental health as each institution is different, but universities could help by improving students’ sense of belonging to combat feelings of loneliness.
  • UKRI: Tim Wheeler has been appointed as Director for International within UKRI. Previously Tim was Director for Research and Innovation at NERC, and his role before was Deputy Chief Scientific Adviser (UK Dept for International Development) which included providing science advice to Ministers. Tim remains a visiting professor at the University of Reading.

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JANE FORSTER                                            |                       SARAH CARTER

Policy Advisor                                                                     Policy & Public Affairs Officer

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

 

Congratulations on timely editorial in Nepal

Congratulations to FHSS academics Dr. Pramod Regmi and Dr. Nirmal Ayral who published an editorial yesterday in a scientific journal in Nepal.  The paper ‘Experts warn Nepal Government not to reduce local Public Health spending’ [1] was co-authored by Dr. Bibha Simkhada who has just been offered a post as Lecturer in Nursing in the Department of Nursing & Clinical Sciences, she shall be starting with us on November 1st.  Further co-authors include FHSS Visiting Professor Padam Simkhada and Dr . Sujan Marahatta, the journal’s editor.  He is based at Manmohan Memorial Institute of Health Sciences (MMIHS) in Kathmandu, Nepal.  Bournemouth University has a long-standing research collaboration with MMIHS.

The editorial warns about the risks of losing the focus on public health and its wider national and global perspective in the recently changed political arena of Nepal.  Since 2015 Nepal has moved from a central state to a federal republic, whereby the seven new Provinces have gained much more power and control in the decentralisation process.  Moreover the first local elections for two decades in 2017 meant a lot of new and inexperienced local politicians were voted in.  Many of these local people had little prior experience of political processes, governing health systems, the notion of priority setting, running sub-committees of elected representatives, political decision-making at local level, etc.  The paper argues that Public Health can easily disappear of the radar.  The untrained newly elected representatives with no political experience are most likely to be drawn into proposing and supporting popular measures including developing new buildings, black-top roads, hospitals, etc., rather than measures that increase the local or regional budget for teachers, Continuous Professional Development (CPD) for community health workers, and preventative public health measures in general.  Buildings and roads are immediate demonstration to voters that politicians have done something useful, reducing maternal mortality by 2.6% or employing two additional health workers doesn’t give politicians neither the same publicity, nor do such policies have immediate signs of success, and hence are unlikely to be vote winners.

The Journal of Manmohan Memorial Institute of Health Sciences is part of the Open Access publishing of Nepal Journals OnLine (NepJOL) supported by INASP.  The editorial also illustrates the kind of work conducted in Bournemouth University’s Integrative Wellbeing Research Centre (iWell).

 

Prof. Edwin van Teijlingen

Centre for Midwifery, Maternal & Perinatal Health (CMMPH)

 

Reference:

Simkhada, P., Teijlingen van, E., Simkhada, B., Regmi, P., Aryal, N., Marahatta, S.B. (2018) Experts warn Nepal Government not to reduce local Public Health spending, Journal of Manmohan Memorial Institute of Health Sciences, 4(1): 1-3.

Funding opportunity – Policy research programme NIHR

There are currently two calls available under the Policy Research Programme offered by the NIHR.

Call 1 :  Infectious Disease Dynamic Modelling in Health Protection Call

The National Institute for Health Research Policy Research Programme (NIHR PRP) invites applications for the call: Infectious Disease Dynamic Modelling in Health Protection to address two key areas:

  • A stream of dynamical disease and health economic modelling relating to the national vaccination programme. This will provide an alternative or ‘second’ opinion to and run parallel with, that provided by Public Health England (PHE).
  • Modelling of other infectious diseases that lie outside the immunisation programme

This programme will provide a responsive dynamic resource to augment the analytical support currently provided within the Department of Health and Social Care (DHSC) and PHE, which contributes towards the development of infectious disease and immunisation.

Submission Deadline : 2 October 2018 (Stage 1); 22 January 2019 (Stage 2)

Submission outcome : December 2018 (Stage 1); May 2019 (Stage 2)

Call 2: Health Inequalities Research Initiative

The National Institute for Health Research (NIHR) Policy Research Programme (PRP) invites applications to undertake health inequalities research for the call: Health Inequalities Research Initiative to support policy makers in the Department of Health and Social Care (DHSC) in the following areas:

  • Assessing how to improve existing population wide policies aimed at improving health outcomes so that they so they also reduce health inequalities and/or do not exacerbate inequalities
  • Identifying which existing health system interventions that are specifically designed to reduce socio-economic health inequalities are effective and cost-effective
  • Assessing the effectiveness in reducing health inequalities of whole system approaches to improving the health of deprived communities;
  • Identifying opportunities and risks presented by advancements in digital technology, and practical measures to ensure such technology does not exacerbate socio-economic health inequalities

Submission Deadline : 2 October 2018 (Stage 1); 22 January 2019 (Stage 2)

Submission outcome : December 2018 (Stage 1); May 2019 (Stage 2)

Please see this link for more information about this call.

HE Policy update for the w/e 7th September 2018

Access and participation

OfS have launched a consultation: A new approach to regulating access and participation in higher education which closes on 12th October.

The main proposed changes are:

  1. Five year plans (where appropriate): The OfS will place the approval of access and participation plans on a more strategic timescale.
  2. Providers will be required to publish and submit an impact report to the OfS each year.
  3. Access and participation plans must include a set of strategic, outcomes focused targets.
  4. The OfS will collect predicted access spend disaggregated by pre-16 activity, post16 activity and work with adults and communities in access and participation plans.
  5. Providers will need to complete a self-assessment of their evaluation activities.
  6. OfS will undertake further work to explore whether providers should publish transparency data by age and disability
  7. OfS will create, publish and maintain an access to participation dataset providing an accurate picture across the sector and at individual providers.

The story is covered in Research Professional:

  • Progress on five-year targets will be submitted by universities each year and scrutinised by the OfS. Universities which are deemed to be at risk of falling short will have to submit plans every three years.
  • Other proposals include dropping requirements for universities to report on student success and progression spend, and plans to publish a dataset showing success rates for individual institutions on access and participation.

On Wonkhe: Chris Millward, director for fair access and participation, outlines what OfS has published as part of its consultation on access and participation today, and the rationale behind it.

  • I am just finishing assessing the first round of access and participation plans. They show significant investment and increasingly well thought-out activity. However, the ambition I hear in meetings often isn’t matched in these plans, either by aspirational targets or progress on the ground.
  • There are still significant challenges that need to be acknowledged in plans, for example, poorer outcomes that go hand in hand with particular groups of students. We need universities and colleges to be rigorous in their self-reflection and use of evaluation and evidence. Many of the first drafts of plans we read were weak in these areas. Some self-assessments gloss over the problems, sometimes seeking to assign blame to others, or hide behind sector-wide patterns. It is, frankly, not the sort of practice that should pass muster in knowledge-based organisations.
  • As we signalled in the regulatory framework, institutions will need to publish data on applications, offers, admissions, and outcomes split by gender, ethnicity, and socio-economic background. The consultation suggests we go further, including data by age and disability status. The OfS will also launch an access and participation data set. This will show the extent to which progress is being made across the sector and at individual providers. These measures will cast a brighter spotlight than ever before on institutional performance. It will be evident which institutions are helping to close stubborn gaps in participation and outcomes, and which aren’t. 

David Kernohan analyses OfS’s consultation documents on its approach to regulating access and participation, and explains why it is the biggest change in the realm of widening access since the 2004 genesis of the Office for Fair Access (OFFA).

Equality and Diversity – metrics

 Advance He have issued their annual report giving data on age, disability, ethnicity and gender of staff and students for 2016/17.

  • The degree attainment gap between BME undergraduate qualifiers and white undergraduate qualifiers decreased from 15.0 percentage points in 2015/16 to 13.6 percentage points in 2016/17.
  • Overall, 12.0% of UK students disclosed as disabled in 2016/17, with one in five of disabled students reporting a mental health condition.
  • Since 2003/04, the proportion of HE staff disclosing as disabled has more than doubled from 2.2% in 2003/04 to 4.9% in 2016/17.
  • Only one in four professors were women; of these female professors, 91.6% were white, with only 8.4% identifying as BME.
  • More than 1 in 10 students disclosed as disabled in 2016/17 (12.0%)
  • The attainment gap between white and black students qualifying with a First/2:1 degree was 24.0%
  • The majority of academics on fixed-term contracts were aged 40 and under (64.6%)
  • only 1 in 5 female academics earned over £50,000 (22.5% of female academics, compared to 35.6% of male academics)

Where next?   UUK Annual Conference

The Ministerial speech to the annual UUK conference has been used to make major policy announcements in the past but not this year – more of a resetting of tone and relationship.  It seems to have gone down well.  Although when you read it he isn’t actually rowing back from much of the negative stuff he has said recently – just putting it in a more positive context.  Fluff?  Or a genuine change of approach?  We’ll see.

Research Professional have published their usual brilliantly scathing annotated version of the speech.

Some quotes from the actual speech (and we have covered other bits below in the relevant sections).

  • When I took office in January, I said that we were now in the Age of the Student. Since then I’ve made it a priority to visit campuses and listen to students. I’m going to keep on doing this.
  • Let me start by setting out what I hope I have made obvious in the past 9 months: I love our universities.
  • Going to university is worth it.
  • A good degree [note the caveat] is worth the investment, both the investment that students make through fees, and the investment that the government makes through the T-grant and through the student loans system. Research still demonstrates that the graduate still earn a premium over their lifetime. What is more, university can be a ‘rite of passage’ – with an important opportunity to learn and grow as a person.
  • …it is a good time to challenge other myths that surround our universities.  Like the idea that universities provide only academic education, rather than a vocational one. One only needs to look at the list of courses at some at some of our oldest universities to realise the idea that degrees are academic, not vocational is mistaken.  Let’s also challenge the false dichotomy between Higher Education and Further Education that dominates the public debate on post 18 education. In fact, we have further and technical education being taught in the Higher Education sector, and higher education qualifications being awarded in the Further Education sector. This is not a zero-sum game. If the UK is to thrive we need more technical skills and more general analytic and creative skills; more vocational education and more academic education; more Level 4 and 5 skills and more degrees, both undergraduate and graduate level.
  • [here’s the caveat] This is not to say that every degree at every university is as good as it can be. I have spoken before about the importance of understanding which degrees do not offer value for money, and making sure students have the information to make the choices that are right for them. But it is right that we make a full-throated defence of the value of university education as a whole.
  • That is not to say that the political debate that universities find themselves in can be ignored. If universities want to play an active role in the public realm, you and the Government collectively have a duty to earn and retain the public’s trust.  There are two particular areas where we need to be vigilant.  The first is value for money. I’ve spoken before about the need to ensure that students get a quality education in return for the investment they make. If the perception grows that universities are offering threadbare courses, or prioritising getting bums on seats [so he hasn’t dropped that rhetoric either] over quality, the credibility of the HE sector as a whole will suffer. Likewise if universities see applicants as commodities, and neglect the student experience or their mental health needs. Or if universities are seen as hotbeds of unjustified high salaries.  This is why we have pushed ahead with the Teaching Excellence and Student Outcomes Framework and Longitudinal Educational Outcomes dataset. And it is why I have been vocal on issues like the growth of unconditional offers, mental health on campus and the rise of essay mills.  The other big risk for universities is becoming disconnected from the wider world. If universities are seen as ideological echo chambers; if research is seen as disconnected from the wider world; if universities are seen as distant from their communities, again, their mission will be compromised and their credibility will suffer.  I know that many of you work hard to prevent this kind of turning inwards. Our best universities are not ivory towers. Still less are they “left-wing madrassas”, as one controversialist chose to describe them. But ideological diversity, strong research cultures, engagement with the wider world, and fair access are ongoing battles – and the price of failure will be very high.
  • It may not be fashionable to say it, but at times like this, we need experts more than ever. This is not the time for our universities to shrink back and sulk. We need our universities to engage and lead in these debates publicly, because you are the connective tissue to the next generation. 
  • We will need to make the most of universities’ direct contribution to the economy too.
  • Our vision must be local as well as global. The great universities of the nineteenth and early twentieth century were founded with a clear civic vision. They promoted not just the republic of knowledge, but also their local town and community.

The President of UUK,  Dame Janet Beer, also spoke.

Fees and funding

The Minister spoke at UUK this week (see above) and so did Philip Augar.  No firm news on the Post-18 review but there were some hints. The Minister said:

  • We should also be clear-eyed about the advantages of our Higher Education funding system. The English system of funding undergraduate study through fees and loans has allowed us to remove student number caps, made access fairer, and kept our universities adequately funded to pursue their mission…Our student finance system is not perfect. But it has some major advantages. And I can assure you, I am deeply aware of them.

Research Professional quote Philip Augar:

  • “The taxpayer’s contribution to higher education is largely concealed from the public eye; it’s largely concealed by the current method of accounting for student loans,” Augar told the conference.
  • “We don’t know what the ONS will say; we don’t even know exactly when they are going to say it. But the working assumption has to be that things will change, and presumably will change at the most extreme end in terms of bringing…more of the debt write-off onto the balance sheet, and presumably some change in the manner of accounting for interest received. This will lead, we think, to much more public scrutiny of the taxpayer subsidy for higher education, in particular to the cliff edge in debt that crystallises in the 2040s.”
  • Commenting on the timetable for the review, set to be published in early 2019, Augar said that the ONS review made it more complex. He added that the interim report would be released “hopefully before the end of this year, it’s possible that could slip, it depends entirely on the timing of the ONS review and in fact it is a decision for government.” 

The President of UUK, Dame Janet Beer, also spoke:

  • As you heard last night from Lord Willetts, there is a sense of déjà vu when considering university funding policy. Once again, we have a major post-18 review of HE and FE funding in England – and we will hear more from its chair, Philip Augar, later today.
  • While political pressures arguably triggered this review, the government should aspire to outcomes which are long-term and far-reaching, and avoid short-term fixes which may ultimately backfire.
  • Fee differentiation, by subject of study or graduate earnings, is not without risk. A cut in the headline fee, for example, will not solve the widespread misunderstanding of the student finance system. Nor will it eradicate the deep-rooted fears around debt. Returning to an era when student numbers in England were capped would be a backward step which government should avoid.
  • The Augar review – and its subsequent implementation – provides a fantastic opportunity to improve the system for students in a number of ways.
  • It should offer solutions to address the long-term decline in part-time and mature student numbers. It should increase financial support for those most in need through targeted maintenance grants to reduce fears about the cost of living. It should help students move more easily between further and higher education according to their needs. And it should strive to improve understanding of the progressive nature of student loans and the value of a degree for students.

Government priorities – migration

UUK are calling for a new post-study work visa scheme to help the UK increase global market share.  The press release is here.  Although there has been modest growth in international student numbers, the concern is market share: Since 2011, countries such as Australia, Canada, and the US have seen high growth in international demand for study, while the total number of enrolled international students in the UK has stayed flat, leading to lost market share.

The Minister responded to this in his speech to UUK:

  • The forthcoming report of the Migration Advisory Committee on student migration offers us an opportunity to ensure our policy on student migration recognises the contribution that overseas students make to our universities, our balance of trade and our communities. We can build on the global perspective of UKRI’s £1 billion Future Leaders Fellowship programme and the UKRI visa regime.  I welcome the fresh thinking behind UUK’s proposals on an expanded post study work offer for overseas students. Certainly, if we want our universities to win globally, our actions must match our ambition.

UUK also link to a new survey from ComRes showing that people support this: “The call comes as a new poll from ComRes (findings attached) reveals increased support for international students and graduates in the UK. Nearly three quarters (72%) of British adults polled think that international students should be able to stay in the UK post-graduation for one year or more to gain work experience.”

The detailed proposal is here.

  • We are proposing that the UK introduces a new, temporary Global Graduate Talent Visa. Under this visa, all Higher Education Institutions registered as Tier 4 sponsors would be able to sponsor their graduates to search for and gain work experience in the UK for up to two years on a more flexible basis than currently permitted by the Tier 2 visa, without restrictions on job level or salary, and without an employer sponsorship requirement.
  • This new visa would give international graduates a longer period to search for a Tier 2 eligible role and allow a wider range of employers to benefit from access to talented graduates from around the world including small and medium employers who do not have Tier 2 sponsorship licences.
  • In line with competitor economies (USA, Canada, Australia), this visa category would permit graduates to search for work and report all changes in their employment or address to their university using an online system similar to that used in the USA for the F-1 OPT migration route. Time spent on the new visa would not count towards settlement in the UK. Once a graduate has found a job which enables them to switch into Tier 2 as a ‘new entrant’, they would be expected to do so, and those who did not find a job offer sufficient to move into Tier 2 would be required to leave at the end of the period covered by the visa. Graduates of any programme of study at an eligible UK university lasting longer than 11 months would be eligible to remain on this visa for up to two years. Universities would have the flexibility to manage the licence for the new visa system separately from their Tier 4 licence, through a new but linked corporate entity to remove the risk of disruption if the Home Office has concerns about either licence.
  • Alongside the proposed new visa, Universities UK will work with member universities to support local SMEs to hire international graduates under the existing Tier 2 route by informing them about the Tier 2 sponsorship system and the process for applying to be a Tier 2 sponsor. This will help to increase the number of Tier 2 sponsoring employers across the UK. Together these measures will enable more regional SMEs to benefit from the skills of international graduates, including in shortage areas like engineering and business services.
  • We are also calling for the current £20,800 Tier 2 ‘new entrant’ salary threshold to be nuanced, in light of differences between this threshold average in UK/EU graduate salaries across different regions of the UK, and for female graduates. The Destination of Leavers of Higher Education Survey (DLHE), which surveys all UK graduates six months after graduating, found that first (bachelors) degree graduates only achieve the required salary level in six regions of the UK, while female graduates only achieve the required level in London, the South East, and Scotland. We are proposing £19,500 as a reasonable level. This is higher than the salary threshold required for a UK citizen to bring over a non-EU spouse (£18,600) and in line with graduate starting salaries across the UK as reported in the DLHE.

The survey press release is here: “three quarters (72%) of British adults think that international students should be able to stay and work in the UK post-graduation for one year or more”

And the data is here

The majority of the British public would like to see the same number or more international students:

  • Only 26% of the British public think of international students as immigrants when thinking about Government immigration policy.
  • Two thirds (64%) of British adults think international students have a positive impact on the local economies of the towns and cities in which they study.
  • Three quarters (75%) of the British public also believe that international students should be allowed to work in the UK for a fixed time after they have graduated, rather than returning immediately to their home country after completing their studies.

Press:

Mental Health

UUK has issued guidance for universities on preventing student suicides, working with PAPYRUS, the UK’s national charity dedicated to the prevention of young suicide.

At least 95 university students took their own lives in the last academic year. Although new data published by the Office for National Statistics shows that there is a significantly lower rate of student suicide among university students in England and Wales compared with the general population, university leaders have said that there is no room for complacency.

The guide includes advice on developing a strategy focused specifically on suicide prevention, covering the following areas:

  • Steps to prevent student suicide
  • Intervening when students get into difficulties
  • Best practice for responding to student suicides
  • Case studies on approaches to suicide prevention through partnership working
  • Checklist highlighting steps university leaders can take to make their communities safer

UK Research and Innovation (UKRI) has launched eight new Mental Health Networks that will bring researchers, charities and other organisations together to address important mental health research questions.

The new £8m Networks, funded by UKRI and the Government’s modern Industrial Strategy for four years (one for three), will progress mental health research in themes such as the profound health inequalities for people with severe mental ill health, social isolation, youth and student mental health, domestic and sexual violence, and the value of community assets.

  • MARCH: Social, Cultural and Community Assets for Mental Health, Led by: Dr Daisy Fancourt, UCL
  • Loneliness and social isolation in mental health, Led by: Professor Sonia Johnson, UCL
  • Violence, Abuse and Mental Health: Opportunities for Change, Led by: Professor Louise Howard and Dr Sian Oram, King’s College London
  • Transdisciplinary Research for the Improvement of Youth Mental Public Health (TRIUMPH) Network, Led by: Professor Lisa McDaid, University of Glasgow
  • SMARtEN: Student Mental Health Research Network, Led by: Dr Nicola Byrom, King’s College London
  • The Nurture Network: Promoting Young People’s Mental Health in a Digital World, Led by: Professor Gordon Harold, University of Sussex
  • Emerging Minds: Action for Child Mental Health, Led by: Professor Cathy Creswell, University of Reading
  • Improving health and reducing health inequalities for people with severe mental illness: the ‘Closing the Gap’ Network+, Led by: Professor Simon Gilbody, University of York

OfS and UKRI sign collaboration agreement

The Office for Students (OfS) and UK Research and Innovation (UKRI) have signed a collaboration agreement confirming how the two organisations work together on shared priorities across research and teaching.

It is intended to promote:

  • Effective working and communication between the two organisations
  • Clarity of understanding about our respective roles and responsibilities
  • Compliant sharing of information and intelligence between the two organisations

The detail is all in the schedules – the headings are:

  • Liaison (2 meetings a year)
  • Governance
  • Regulatory Framework/Assurance:

Covers:

  • Financial health and sustainability analysis
  • TRAC (System)
  • Sustainability and funding of the collective ‘HE system’
  • Gateways to HE (RDAP) [you’ll remember this as a hot topic from the HERA discussions in 2017]
  • Quality and standards
  • Specific research funding initiatives to English HE Providers. (e.g. UKRPIF)
  • Data sharing arrangements/ Designated Data Body
  • HE Policy shared interests

Covers

  • Skills and the industrial strategy
  • Promoting equality, diversity and inclusion in higher education
  • Healthcare
  • Knowledge Exchange
  • REF, TEF and KEF
  • Joint funded initiatives

Those of you who have read this blog for a while will be aware that at BU we have written before about the way that REF and TEF work together and have raised this in numerous consultation responses for both REF and TEF.  We are disappointed to see that the statement in this agreement waters down even further the language we have seen before in responses on this and we look forward to seeing what this actually means in practice – probably not very much.

  • We will work to ensure that the TEF, the KEF and the REF are mutually reinforcing in how they recognise and reward the delivery of excellent research, teaching, knowledge exchange. We will be proactive in sharing and consulting on intended developments.

Brexit

On Brexit the President of UUK, Dame Janet Beer, spoke at the UUK conference:

…for universities, the uncertainty is as damaging as a difficult outcome.

  • We need greater certainty that we will be able to recruit EU students and staff, collaborate easily with our European partners, and continue to grow outward student mobility to Europe and beyond
  • We need the continued mutual recognition of professional qualifications – for our doctors, nurses, lawyers and architects to name but a few
  • We need a satisfactory agreement on the Northern Ireland-Republic of Ireland border that protects and promotes collaboration with our nearest neighbour, and
  • We need government to engage more meaningfully with devolved administrations to ensure an effective settlement can be achieved UK-wide.

Since the referendum result, our sector has worked constructively with government. Our academics have shared their expertise, our staff and students have highlighted issues which must be addressed, and collectively we have attempted to provide solutions rather than snipe from the sidelines.

But, in common with organisations such as the CBI, we must now prepare for the possibility of ‘no deal’ and the disruption this will bring. UUK’s Board therefore calls on the government to boost stability over the coming months. This means:

  • Committing to unilaterally guarantee the rights of EU nationals working, studying or entering the UK as of 31 December 2020
  • Ensuring that any substantive changes to EU migration rules are preceded by a period of two years to allow universities and prospective staff and students to prepare for any new system; and
  • Setting out contingency plans for replacing access to Erasmus+ so that UK students do not miss out on the transformational experience of spending time studying, volunteering or working abroad.

Students’ Unions

HEPI have published a new report “David versus Goliath: The past, present and future of students’ unions in the UK”.

The paper sets out a historical perspective, and provides interesting context for those of us who have always been a bit puzzled about the antipathy some politicians seem to feel for elected student representatives, probably dating from their own experiences of SU’s at university.  This antipathy seems to have coloured the recent debates about student participation in the new regulatory structures – leading to the successful campaign in 2016/17 by the NUS to persuade Jo Johnson to give students more of a voice in the OfS.

Looking forward there is a long list of recommendations , some interesting ones below:

  • The Office for Students, the Quality Assurance Agency, the Competition and Markets Authority and the Office of the Independent Adjudicator should consider how they might best enable students’ unions to be more effective, particularly in the arena of academic governance. This must go beyond briefing materials for student sabbatical officers or strategies that engage students in their work. It should consider how different aspects of students’ union capacity might be supported to hold providers to account, understand data, influence quality and cause students to know and be able to enforce their rights
  • The Office for Students should also develop a direct relationship with student representative bodies – if the water regulator (OFWAT) is able to champion independent consumer groups to be actively involved in the development of water supply and liaise directly with it as a regulator, that kind of relationship should not worry us in higher education.
  • AdvanceHE might usefully consider how it might contribute to the capacity of students’ unions to be effective, particularly in relation to leadership, equality and diversity and student engagement.
  • Traditional providers, on the other hand, should take care to ensure that their unions are funded properly, and that cultures in leadership are demonstrably appreciative of, responsive to and able to articulate with confidence the outcomes of student representation. Crucially, providers of all character should ensure that their students have access to professional, well-funded independent advocacy in the event of a complaint or appeal.
  • . As governing bodies begin to consider their own accountability – to communities, staff and students, their practice in involving students should develop too. This should go beyond the engagement of one or two members of the governing body being drawn from the student body. 80 David versus Goliath: The past, present and future of students’ unions in the UK Instead it should involve students’ unions in the facilitation of student involvement in university strategy, educational character and mission and assessment of institutional performance.
  • Above all, the practice observed most commonly in institutional cultures – the induction of student leaders into the culture, practice and workings of universities – could usefully be turned on its head. Student leaders occupy a unique position in emerging adulthood, where aspects of youth mix with rapidly developing concepts of responsibility….Perhaps we should do more to induct higher education leaders into that culture rather than attempting to do the opposite.

On Wonkhe, the report’s authors set out the history of students’ unions and discuss their current place in higher education.

International Research

A parliamentary question on international research:

Q – Rebecca Long Bailey: To ask the Secretary of State for Business, Energy and Industrial Strategy, with reference to page 89 of the Industrial Strategy, whether his Department has launched the new international research and innovation strategy.

A – Mr Sam Gyimah: … we intend to publish the International Research and Innovation Strategy in autumn this year.

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: A new approach to regulating access and participation in higher education

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JANE FORSTER                                            |                       SARAH CARTER

Policy Advisor                                                                     Policy & Public Affairs Officer

66724                                                                                 65070

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