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 13th July 2018

You can’t have missed this

Dominic Raab has been appointed as the new Brexit Secretary. Previously he was the Minister of State for Housing, Communities and Local Government (Kit Malthouse (North West Hampshire) now holds the Housing role). Dominic’s political interests are civil liberties, human rights, industrial relations, and the economy. Alongside Dominic Chris Heaton-Harris MP (Daventry) has been appointed as Parliamentary Under-Secretary of State at the Department for Exiting the European Union.

Boris Johnson resigned as Secretary of State for the Foreign and Commonwealth Office on Monday (Politics Home covered his resignation). Local MP Conor Burns (Bournemouth West) has resigned his position as Parliamentary Private Secretary to Boris Johnson at the Foreign and Commonwealth Office. Boris is replaced by Jeremy Hunt.

As the reshuffle ripples outwards Matt Hancock (previously digital) has been appointed as Secretary of State for Health and Social Care, with Jeremy Wright QC appointed as Secretary of State for Digital, Culture, Media and Sport. Geoffrey Cox QC MP (Torridge and West Devon) has been appointed as Attorney General.

Dame Martina Milburn has been confirmed as the Chair of the Social Mobility Commission. She is expected to set out her priorities and strategy for improving the impact of the Commission and championing social justice shortly. Her remit states she should avoid duplicating the work of other organisations and think tanks. The Dame is known to support vocational education and apprenticeships.

Brexit – There has been no escaping Brexit this week with the high profile resignations and the Brexit white paper. UUK International’s response to the white paper to focus on research:

  • “It is encouraging to see that the importance of attracting world class researchers and international students has been acknowledged. We also welcome the UK’s proposed participation in Horizon Europe and the next Erasmus programme, which will benefit EU member states as well as the UK.
  • We urge the government and the EU to engage and reach agreement on these matters as quickly as possible to provide the certainty that university students and staff need on opportunities to study abroad and collaborate in research.” (Vivienne Stern, UUK International)

MillionPlus weren’t quite so magnanimous:

  • The labour mobility proposals in the White Paper indicate a clearer direction of travel from the government but reference to researcher mobility with the EU as ‘temporary’ and without any supporting detail will not reassure many. Maintaining the UK’s world class strengths in science and research will require a comprehensive and ongoing agreement concerning the mobility of academic and research staff. Other key concerns have gone unanswered in the White Paper, such as reciprocal agreement on university fees for EU students post-Brexit. This is a matter that should be a priority for the government, not an also-ran issue.
  • With so much time already lost, it will be challenging for agreement to be reached on the final shape of Brexit in time for the European Council in October. Any delay beyond this would be deeply problematic and expose the UK to a greater risk of ‘crashing out’ of the EU in March 2019. Such an eventuality could bring hugely damaging consequences for UK universities, their staff and students.”                                                                                                             (Greg Walker, MillionPlus)

The Creative Industries Federation stated:

  • “…we need to see stronger commitments on participation in Creative Europe and broadcasting, and more details on intellectual property, the definition of “major events” for the temporary movement of goods, the mobility framework and future immigration rules. It is one thing to permit people to come to the UK, but it is quite another to ensure they are valued and able to contribute to our creative industries.”

There was also an immigration parliamentary question focussed on the Creative Industries this week:

Q – Dr Lisa Cameron: To ask the Secretary of State for the Home Department, if he will take steps as part of the negotiations for the UK leaving the EU to seek the creation of a visa system between the UK and EU countries to meet the needs of the creative sector.

A – Caroline Nokes:

  • The Government is considering a range of options for the future immigration system. We will build a comprehensive picture of the needs and interests of all parts of the UK, including different sectors, businesses and communities, and look to develop a system that works for all. We will make decisions on the future immigration system based on evidence and engagement. That is why we have asked the independent Migration Advisory Committee to advise on the economic and social impacts of the UK’s exit from the EU. When building the new system, various aspects including the creative sector will be taken into account, to ensure the future immigration system works for sectors. We will set out proposals later this year.

This week’s Brexit/Research parliamentary question is:

Q – Tom Brake: To ask the Secretary of State for Business, Energy and Industrial Strategy, whether UK (a) companies and (b) institutions will be able to participate in EU research and development projects after 2020.

A – Sam Gyimah:

  • As part of our future partnership with the EU, the UK will look to establish an ambitious future agreement on science and innovation that ensures the valuable research links between us continue to grow.
  • The UK would like to participate in EU research and development projects after 2020 and would like the option to fully associate to the excellence-based European research and innovation programmes, including Horizon Europe (the successor to Horizon 2020) and Euratom Research and Training.

Such an association would involve an appropriate UK financial contribution linked to a suitable level of influence in line with the contribution and benefits the UK brings. The UK looks forward to discussing the detail of any future UK participation with the European Commission.

The Government also published their response to the Science and Technology Committee’s second report into Brexit, Science and Innovation this week.

Admissions

UCAS published their analysis of the national picture of full-time undergraduate applications made by end June 2018 (2018 cycle entrants). Key points:

  • In England, a record 38.1% of the 18 year old population have applied (0.2% up on this point in 2017). This is despite a 2.3% drop in total number of 18 year olds in England.
  • In Northern Ireland and Scotland the applications have dropped slights and Wales is also up by 0.2% against this point in 2017.
  • However, across all ages, there are now 511,460 UK applicants, a 3% decline on this point in 2017. Overall applicants are down across all of England, Northern Ireland, Scotland and Wales. In England there were 421,610 applicants (a decrease of 4%).
  • The number of EU applicants has risen 2% to 50,130.
  • There are a record number of students from outside the EU – 75,380 students applied to study (an increase of 6%).
  • Overall, 636,960 people applied in the current application cycle – a 2% decrease from 2017.
  • Nursing applications continue to drop – there were 48,170 applicants (9% down on last year). The picture for England only is worse – 35,260 applicants – 12% drop against 2017.

It’s likely that nursing applications have fallen so far because of the double whammy of reducing numbers of mature students accessing HE and the removal of the NHS bursary. The Royal College of Nursing (RCN) has noted that applications to nursing courses have dropped by one third in the two year since the bursary has been removed. They go on to note

  • the independent NHS Pay Review Body (PRB) warned this workforce gap could persist until 2027 unless immediate action is taken, jeopardising patient care for much of the next decade. In the official report to Government last month, the PRB told ministers the removal of the nursing bursary had resulted in a marked drop in applications.

The news on the poor recruitment is a blow for NHS England’s nurse recruitment campaign (launched last week).  The RCN have stated:

  • “We urgently need financial incentives to attract more students into the profession, and nursing students must be encouraged and supported. Our health and social care system is crying out for more nurses and recruitment should be the number one priority for the new Health Secretary.”

Research Integrity

The Science and Technology Committee continue their inquiry into research integrity and published their latest report this week (follow this link  to access a more readable pdf version of the report). The inquiry aims to investigate trends and developments in fraud, misconduct and mistakes in research and the publication of research results.  The recent report looks at problems arising from errors, questionable practices, fraud in research, and what can be done to ensure that problems are handled appropriately. Findings include:

  • Despite a commitment in the 2012 Concordat to Support Research Integrity, a quarter of universities are not producing an annual report on research integrity.
  • This lack of consistent transparency in reporting data on the number of misconduct investigations, and inconsistency in the way the information is recorded, means it is difficult to calculate the scale of research misconduct in the UK.
  • While compliance with Concordat is technically a prerequisite for receiving research and higher education council funding, non-compliance has not led to any funding actions against institutions.
  • There has been a lack of co-ordinated leadership in implementing the Concordat’s recommendations in universities.

The Committee issued this press release: Quarter of universities not reporting on potential malpractice

Norman Lamb, Chair of the Science and Technology Committee, said:

  • “Research can help tackle some of the world’s great challenges including as disease, climate change and global inequality. The UK is a world leader in research, and our universities are at the forefront of the many of the world’s great scientific breakthroughs. The importance of public confidence in research can’t be overstated.
  • While most universities publish an annual report on research integrity, six years from signing a Concordat which recommends doing so it is not yet consistent across the sector. It’s not a good look for the research community to be dragging its heels on this, particularly given research fraud can quite literally become a matter of life and death.
  • We need an approach to transparency which recognises that error, poor uses of statistics and even fraud are possible in any human endeavour, and a clear demonstration that universities look for problems and tackle them when they arise.”

Plagiarism

A parliamentary question on plagiarism this week:

Q – Tonia Antoniazzi: To ask the Secretary of State for Education, what steps his Department is taking to tackle (a) contract cheating services and (b) essay mills in Universities.

And: whether his Department is undertaking a review to establish the extent to which the practices of companies offering (a) essay writing and (b) other cheat services to students in the UK are illegal.

And: if he will bring forward legislative proposals to make it illegal for third party companies to provide exam answers to students.

A – Sam Gyimah: [Same answer to all of Tonia’s questions]

  • Cheating is unacceptable – it undermines the reputation of the sector, and devalues the hard work of those succeeding on their own merit.
  • I welcome the swift action YouTube took to remove videos containing adverts promoting the EduBirdie essay-writing service, in response to recent the BBC Trending investigation on academic cheating, in which I made it very clear that YouTube had a moral responsibility to take action.
  • We are currently focusing on non-legislative options, but remain open to the future need for legislation, and will investigate all options available. We should only legislate where it is absolutely necessary. The government’s preferred approach is to tackle this issue through a sector-led initiative, which is why the department has worked with the Quality Assurance Agency (QAA), Universities UK (UUK) and the National Union of Students to publish guidance last October for all UK Universities on how best to tackle contract cheating.
  • Time is needed to fully evaluate the effectiveness of the new guidance and this is underway. The QAA is running a series of seminars to evaluate how the sector is using the guidance.
  • Universities themselves are already taking action, and it is right that they should do so, as it is their own reputations and that of the higher education sector that are on the line. UUK played a key role in developing the new guidance.
  • In England, through the Higher Education and Research Act 2017, we have brought forward legislation that gives the new Office for Students (OfS) the power to take action if providers are complicit, which including imposing fines or ultimately de-registration of providers, the highest possible punishment.
  • My right hon. Friend the Secretary of State’s first ever strategic guidance letter to the OfS made it clear that it is a priority for the OfS to work with the QAA to improve and ensure confidence in the quality and standards of higher education. The OfS has an obligation to report to the Secretary of State, and the department will monitor progress closely.

Contextual Admissions

The Fair Education Alliance (FEA) released Putting fairness in context: using data to widen access to higher education which summarises the full research that they commissioned from the University of Exeter’s Centre for Social Mobility. The FEA state the report

  • seeks to shine a light on how contextual data is used in practice at highly selective universities, and to make recommendations on how to ensure that institutions have access to and use contextual data in ways that will make access to higher education in the UK fairer.

The FEA go on to state:

  • While [contextual admissions] has become more accepted, it is applied in a wealth of ways across HEIs and it is often unclear (particularly for applicants) exactly which practices are undertaken. We believe this is impeding the spread of good practice, and is creating an unacceptable position for young people from disadvantaged backgrounds whereby it is likely they will be considered a ‘contextual’ applicant at some HEIs, and not at others, and will have no way of knowing which universities will take their background into account.

The report goes on to explore how to improve the use of contextualised admissions, the role of data within admissions and current practices.

For a quick read the FEA’s press release covers the main points and background to the report.

Chris Millward (Office for Students Director of Fair Access and Participation) spoke at the launch of the report to urge universities to be more ambitious and extend their contextual admissions practice.  He stated:

  • “We are a long way from equality of opportunity in relation to access to higher education. So in the coming years, I will be expecting universities and colleges to set more ambitious targets in their access and participation plans to narrow the gaps. This will include measures to increase the pool of applicants with the high levels of attainment needed to enter many universities. But if we wait the years this will take to achieve, we will fail the next generation of students.
  • An ambitious approach to contextual admissions must be central to our strategy if we are going to make progress on access at the scale and pace necessary to meet the expectations of government, students and the wider public. A level grades can only be considered to be a robust measure of potential if they are considered alongside the context in which they are achieved.
  • I do not believe that the inequality of access we see currently can reflect a lack of potential, and promoting equality of opportunity must be concerned with unlocking potential for students from all backgrounds.”

Research Professional wrote:

  • Millward will no doubt understand from the experience of his predecessor Les Ebdon that the real power of a regulator lies in the threat to use the sanctions at its disposal, rather than actually implementing them. It will be interesting to see if the new regime at the OfS is prepared to make an example of a university on this topic. Higher education institutions cannot say they have not been warned.

Further media coverage courtesy of Wonkhe:

Researchers’ use of personal data

It’s fines for Facebook and the publication of the Information Commissioner’s report into the Cambridge Analytica scandal (Investigation into the use of data analytics in political campaigns). One of the report recommendations is

  • that Universities UK work with all universities to consider the risks arising from use of personal data by academics in a university research capacity and where they work with their own private companies or other third parties.

Universities UK have confirmed they will undertake this review of how researchers use personal data, collaborating with the Information Commissioner. Research Professional state:

  • Only yesterday…we urged universities to get ahead of the curve on public perceptions of research integrity. Whoops! Too late. Now every university in the country will be subject to a review brought as a result of a single high-profile case in which it would seem there was insufficient oversight. This is not just any old higher education front-page story—we have become blasé about those. This is a story that involves the vote to leave the European Union and the election of the 45th president of the United States. It makes vice-chancellors’ salaries look like chickenfeed.

Research Professional continue:

  • The commission seems to feel that if this can happen in Cambridge then it can happen anywhere. The report is cutting: “What is clear is that there is room for improvement in how higher education institutions overall handle data in the context of academic research and whilst well-established structures exist in relation to the ethical issues that arise from research, similar structures do not appear to exist in relation to data protection.”

Brain Drain

Last week a study by Grant Thornton UK regions struggling to retain young talent – considered the brain drain student retention crisis across the UK. It found that certain regions struggle to retain their best and brightest young graduates and illustrated a regional divide on whether university students stay or leave the area after graduating. Unsurprisingly London doesn’t struggle to retain its graduates – 69% want to stay and work in London after graduating – more than twice the number of any other region. Next best performing was Scotland (32%) and the North West (28%).

The study also found disparity between the regions when it comes to whether young people choose to go to university close to home or further afield. Again London performed well – 57% chose to stay in London to go to university. The South West had the lowest result of the whole country. Less than one in four young people elected to go to university in the region. While the number of young people from the South West  choosing to move to London was more than double most of the other UK regions.

The research also explored what matters most to students when it comes to choosing where they want to live and work post-graduation. It wasn’t career opportunities or higher pay but having a good work-life balance that was considered the biggest motivator (48% of respondents) – mirroring the trend that’s already being seen across the Millennial and Generation Z workforce. This was followed closely by being somewhere with family and friends nearby (47%).

Time spent travelling (43%), housing affordability (43%), career development (42%) and job availability (42%) also ranked highly, while housing availability (7%), being able to start or grow a business (8%) and, surprisingly, living in a diverse place (13%) or one with a sense of community (14%) were rated as the least important factors.

Students were asked what businesses could do to encourage them to stay in or move to London after graduation, rather than to somewhere in the UK, or abroad. They responded:

  • Financial support – whether to pay for housing, daily essentials or to pay off student loans –ranked highly.
  • ‘Softer’ benefits and support was considered important.
  • Leisure benefits such as gym memberships or tickets to cultural events were seen as worthy contributions from businesses to young talent.
  • The ability to work flexibly also ranked highly, with nearly a quarter of those surveyed believing this would influence their decision about where to live and work.

Grant Thornton stated:

  • “There’s…a clear role for higher education institutions to play in tackling this problem. Universities around the country need to be proactive in fostering stronger links with local businesses and creating a viable and attractive pathway for departing students to enter the local economy. This is especially important with tuition fees being where they are and universities needing to add as much value as possible for students.”

Parliamentary Questions

Scholarships & WP

Q – Jim Shannon: To ask the Secretary of State for Education, what discussions he has had with representatives of universities on ensuring that (a) scholarships are made available and (b) those scholarships are all taken up; and if he will make a statement.

A – Sam Gyimah:

  • Providers of higher education are autonomous institutions, and whether to offer scholarships is a matter for each individual provider to decide.
  • Where providers use scholarships and other forms of financial support to help widen access, we have said in our guidance to the Office for Students (OfS), that we expect such financial support to be backed up by evidence that shows the investment is proportionate to the contribution it is expected to make towards widening access. Any provider wishing to charge higher fees has to have an access and participation plan agreed with the OfS, setting out the measures and expenditure it intends to make to widen the access and success of disadvantaged students in higher education.

Gender Pay Gap

Q – Dan Carden: To ask the Secretary of State for Education, what estimate his Department has made of the gender pay gap in the higher education sector.

A – Sam Gyimah:

  • The data on the gender pay gap in the higher education sector can be found here. The Higher Education Funding Council for England, which preceded the OfS, commissioned a project that aims to equalise the gender balance and ethnic diversity of higher education governing bodies. This work will include establishing an online exchange to recruit board members. [Response edited, view longer response here]

Please note Parliament updated this response from Sam Gyimah to correct inaccuracies.

T-Levels

Q – Ben Bradley: To ask the Secretary of State for Education, what recent assessment he has made of the adequacy of technical education provision for secondary school pupils.

A – Anne Milton:

  • There are currently thousands of technical qualifications available to students at post-16, but some are not of sufficiently high quality. This makes technical qualification options confusing for both students and employers and is why we are introducing new T Levels. Alongside reformed apprenticeships, T Levels will give students a genuine, high quality alternative to A levels. They will give students the skills they need to secure a good job, as well as the knowledge and behaviours that employers value. We are making excellent progress with their development, and recently announced the selected providers who will deliver the first three T Level programmes from September 2020.
  • Students at key stage 4 in any type of school are able to take up to three Technical Awards alongside GCSEs that will count towards their school’s Progress 8 and Attainment 8 scores. Technical Awards focus on the applied study of a particular sector or occupational group, and include the acquisition of associate practical or technical skills where appropriate. Each Technical Award is equivalent to a GCSE in robustness and challenge.

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.

Other news

  • Alternative providers: The HE leavers statistics from alternative providers from 2016/17 has been published by HESA here.
  • Prevent: 97% of HE have satisfied the OfS on the Prevent duty in 2016/17 (news article here).
  • Engaging parents: King College London have published a report on how universities should work with parents to increase access to university. The report finds 95% of parents are concerned about their children attending university because of debt, living costs, support available to the child and employment prospects.

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JANE FORSTER                                            |                       SARAH CARTER

Policy Advisor                                                                     Policy & Public Affairs Officer

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

HE Policy update for the w/e 6th July 2018

Fees & Funding

The Government has announced that from 2019/20 EU nationals will continue to be eligible for home fee status for undergraduate, postgraduate and advanced learner financial support from Student Finance England for the full duration of their course as per current rules. Sam Gyimah said:

  • EU students, staff and researchers make an important contribution to our universities. I want that contribution to continue and am confident – given the quality of our HE sector – that it will.”

UK (home) student fees will remain frozen at £9,250 (full time) and £6,935 (part time) for 2019/20. The maximum fees for accelerated courses have not yet been confirmed. The student loan repayment threshold will remain at £25,000.  These arrangements will be laid before Parliament for confirmation in early 2019.

Meanwhile the post-18 education and funding review continues. Jane attended the Wonkhe “Proceed with Caution” event on Tuesday, and it was a lively and stimulating affair, as you will have seen if you follow @policyBU on Twitter (if you don’t, try it, we won’t sulk if you later unfollow us).

Wonkhe were live blogging during the day and you can read it here.  They have all the links to the materials referenced.

The first part of the day focussed on data and context for the discussion about fees.

  • Anna Vignoles, one of the authors of the infamous IFS report on LEO graduate earnings data that we reported on a few weeks ago, talked about what the research showed and why it was important. Anna acknowledged that the data told us something about government subsidy, might be useful to [some] students, and then more controversially, might highlight where programmes could be developed to improve employability.  It does not tell us anything about current course quality [please take note, politicians and media commentators]. Anna also pointed out that, as the data was adjusted for prior attainment, and showed socio-economic gaps in earnings after graduation means that the expansion of HE has not consistently supported social mobility.

Our thoughts: importantly on the subsidy point, there are other relevant issues – the government may decide to subsidise courses because they do, or they don’t, on average increase earnings – but they may also decide to do so because they meet a societal or economic need.  Or they might subsidise people not courses – ie choose who to subsidise not what.  Or they might of course choose which institutions to subsidise – as they do for research.

  • Andrew McGettigan gave a brilliantly clear exposition of the current accounting position for student loans and the perverse incentives for government that it creates, by hiding the true impact of the loan system on the economy – the “fiscal illusion”. To quote Wonkhe: “Accounting conventions make it look like our loan system creates a surplus – flattering the headline deficit figures. In reality, it does not. And the terms of reference of the post-18 review precludes any modification of this practice”.  

This is going to change, because the Office for National Statistics are undertaking a review, after being told off by their EU counterpart.  His main message is that this needs to be sorted out, because accounting should not drive policy – but he pointed out that an accounting change is more likely to leave the government with less, not more, money to spend on implementing the outcomes of the HE review.  That change to the repayment threshold earlier this year suddenly looks even more like a strange way to prioritise government spending on HE.

  • In one of the most through provoking sessions of the day, London Economics presented a model and then moved swiftly on to some options for the HE review. Their slides are here and are well worth a look. The  recommendations are controversial – some of this was prompted by the Diamond review of funding in Wales.
  • Up next was Philip Augar, Chair of the independent advisory panel to the review. He didn’t give much away – positively declining to answer two questions and ducking or giving very general answers to many.  Some potential leads:
    • He is very focused on simplifying the system so everyone can understand it. Or maybe improving the way it is explained so everyone can understand it.  The first would require some major change.  The second less so, it would be more about labels (graduate contribution not a loan)
    • He mentioned employers a lot. Might there be an apprenticeship levy type contribution for degrees?  He did talk about skills shortages and graduates doing non-graduate jobs, and referred to strengths – and weaknesses  – in the sector, but refused to be drawn on the latter.

What is most interesting is  what he described as his remit – to come up with some interesting options for the government to pick from.  They will be practical, realistic and simple and build on existing initiatives.  And may be ignore by a government that in March will be stuck with the outcome of the ONS review and dealing with Brexit?  The BBC review of the speech is here.  There’s another twitter thread from Rosemary Bennett of the BBC here

  • Later sessions focussed on a discussion about value for money – most of which has been well rehearsed in other contexts, but there was a good level of debate and some interesting points. Amongst them were the point that the government is with one hand telling students not to worry about student debt (because it is income contingent) and on the other hand raising concerns about responsible lending.  The squeeze on living costs and cap on maintenance loans is driving students to take out other loans for sums or to work too many hours.  The focus in the public debate on debt and interest, and on tuition fees, is unhelpful.  Living costs are the real practical day to day challenge for students –  which is why most of the panellists agreed that maintenance grants should be a priority

It does feel as there is a perfect storm coming – and while the timing might suggest that this review is headed for the filing cabinet, the costs involved will mean that something will have to be done.

Immigration – borders open for science

Sam Gyimah spoke at a science park opening on Thursday to announce a relaxation of the immigration regulations which will allow an influx of scientific talent to the UK. Gyimah stated

  • it was only the first step towards a liberalisation of visa restrictions on scientific talent amid concerns that Brexit could damage the UK’s ability to attract bright academics from overseas.

The Government coverage of the speech states the relaxation is Britain’s new unique selling point and aims to establish Britain as the ‘go-to place for science and innovation’.

The new scheme will allow non-EEA researchers, scientists and academics to reside in the UK for up to two years. It forms a new element within the Tier 5 (Government authorised exchange temporary worker) visa route. UKRI and 12 other approved research organizations (including Natural History Museum) have the ability to directly sponsor individuals to train and work in the UK.

Immigration Minister Caroline Nokes, stated:

  • I recognise the crucial contribution science makes to the UK economy and society and I am determined that the UK will continue to welcome leading scientific and research talent from around the world…We must have an immigration system that makes sure we can attract leading international talent and benefit from their knowledge and expertise.”

The Department for Business, Energy and Industrial Strategy (BEIS) will monitor this new scheme with UKRI regularly to ensure it meets the criteria for a Tier 5 scheme.

In his speech Gyimah stated:

  • “we…face a longer-term question: what should our post-Brexit economy look like? And we cannot wait till the Brexit deal is done to answer it… With the City less profitable today than it once was, and North Sea output naturally declining, the search is on for the next wave of world-leading British businesses… We need new sources of growth, and a vision of how to succeed. And we need to set a direction that will sustain us not just for the next 9 months, but for the next 30 years…The businesses of the future will be based on science, research and technology. The world is changing, and the UK needs to take advantage of this… To tackle the grand challenges our society faces, and to move up the economic league table, we need to double down on our strengths in science, technology and innovation.
  • This is partly a matter of investment. A decade ago, they idea that government investment had a role to play in fostering innovation was contentious, even controversial… investment is about much more than just public money. For every pound of public R&D in the UK, business contributes 2. And it takes more than R&D to build successful businesses. That’s why we are also working hard to create the conditions for greater long term private investment.
  • Now is the right time to ask ourselves some big questions when it comes to our public R&D investment. How can we do more to ensure our investment crowds in private money? Have we struck the right balance between funding for basic and applied research?
  • We should be proud that so many of the best and brightest from other countries choose to bring their knowledge and skills to Britain, and we should recognise that our economy is stronger for it. I don’t believe that the vote for Brexit was a vote for the UK to close ourselves off from the world.
  • We also need to make the most of our openness to ideas. We should learn from the sharp-eyed heroes of the Industrial Revolution and think not just how we commercialise our own technology, but what we can learn and borrow from the best research around the world.”

Gyimah went on:

  • “It is also time to ensure our institutions are playing the most effective role they backing innovation…Our universities are an intrinsic part of our innovation economy. Our best universities are not just powerhouses of research – they are also deeply connected to their local and national businesses, and to their community. There is an important geographical angle to consider. It is no surprise that many of the UK’s most successful publicly funded labs and institutions are in the Oxford-Cambridge-London triangle, because we rightly fund research on the basis of excellence and not political patronage, and one corollary of that is that the most successful universities have consistently punched above their weight in winning further research funding. But it is important that we recognise that, when it comes to innovation, there is life outside the Golden Triangle. Indeed, sometimes the private sector seems quicker to realise it than public research funders.
  • I want to see to N8 Alliance of Northern Universities become powerhouses of economic growth in their area, and to ensure we back innovation wherever it may be… But universities are not the only institutions that are can drive innovation. We should also consider how our regulatory systems can encourage innovation, by making sure that our rules keep up with the pace of technology and business change.”

Gyimah went on to:

  • Launch the new £10 million Regulators’ Pioneer Fund, as an integral part of the Industrial Strategy. The fund will invest in initiatives to support businesses that are bringing innovative products to market
  • Announce the Government Office for Science will work with UKRI and the Better Regulation Executive to develop standards for new technologies and their applications (to build on work for self-driving car testbeds).
  • State: “We need to consider whether we have struck the right balance between encouraging spin-outs and maximising university revenues.”

He concluded by stating: “By drawing on our national strengths of openness, entrepreneurship and strong institutions, we can make the UK a true platform for innovation. This in turn will help establish the UK’s place in the world, and our future prosperity.”

Gyimah’s speech was covered in The Times: UK opens door to gifted foreign scientists.

Mature students and cold spots

UCAS published a report into admissions patterns for mature applicants: Full report

“Research published by UCAS shows that mature students are more likely to apply to universities and colleges close to home, primarily for a limited selection of vocational subjects, and when there are fewer jobs available.  Our analysis also shows significant regional variations in entry rates to full-time higher education among mature students, and these differ notably from the patterns in entry to university among applicants of different age groups.

The report  Admissions patterns for mature applicants (5.37 MB) compares the characteristics within groups of mature students aged 21 and over, to those aged 18, applying for full-time undergraduate courses. The key findings are as follows:

  • Living at home – mature students are more likely to live at home while studying full-time, and this likelihood increases with age. Half of 21 to 25 year olds live at home while studying, compared to nearly 80% of those aged 30 and over. In comparison, 18 year olds are more likely to attend a university over an hour away from their home, with over 50% having a drive time of 70 minutes or more.
  • Vocational subject choices – mature students are typically drawn to a small range of courses, with subjects allied to medicine (including nursing), education, and social studies the most popular. As more female students typically apply for these courses, this may explain why more than 70% of mature students over the age of 31, accepted to full-time degrees, are female.
  • Entry rates by region – in 2017, for mature students aged 21 to 50, entry rates to higher education by UK country and region are highest in Scotland, followed by London. However, due to differences in age distribution across the regions, entry rates vary by region for different age groups of mature applicants, with London having the highest entry rates for those aged 36 to 50.
  • Applications are higher when the job market is weaker – there appears to be a relationship between applications and the number of job vacancies. When the number of UK employment opportunities was at its lowest, between 2009 and 2011, application rates for full-time undergraduate courses from mature students peaked. Since 2015, the number of job vacancies has increased, while application rates for full-time study have declined. This suggests mature students look to the employment market when jobs are plentiful, and apply to higher education when jobs are sparse.”

Clare Marchant, UCAS’ Chief Executive, said:

  • Mature students have different motivations, expectations, and needs compared to their younger counterparts.  Entering full-time higher education as an older student is a life-changing commitment, reflected in the focused choices many older students make to pursue highly vocational subjects.”

This was written up on Wonkhe by David Kernohan,  and reported in the Times Higher a

The same day a report was issued by IntoUniversity at a conference looking at the geography of higher education, access and participation.  Chris Millward, the Director of Fair Access and Particpation gave a speech:

So far, so not very surprising.  So what were the remedies that he proposed?

“Strategic and sustained work to:

  • engage with local communities, schools and colleges on expectations, pathways and attainment before HE
  • recognise background within admissions and support transition into HE
  • develop skills and attributes for employment and absorptive capacity for graduates in local areas”

Meanwhile the OfS is going to ensure:

“Pressure for individual universities and colleges to:

  • demonstrate continuous, year-on-year improvement through their access and participation plans by:
    • reducing the gaps in access, success and progression for underrepresented groups among their own students
    • improve practice, including through better evaluation and sustained engagement with schools from early years and with employers.

Sector-wide support for:

  • availability and use of more common and rigorous data and evidence to target and evaluate access and participation work
  • collaborative working between different universities and colleges and with schools and employers, e.g. NCOP
  • advancement and sharing of innovative and effective practice, e.g. Barriers to Student Success”

And Chris Millward also wrote a blog:

  •  ‘To ensure the benefits of higher education flow back into local economies and public services throughout the country, there need to be better opportunities and support for people who want to study close to home and later in life, as well as for young people who live on campus.
  • ‘The Office for Students is challenging higher education providers to reduce the gaps in access and outcomes for mature students through access and participation plans, which universities and colleges must have approved if they wish to charge higher tuition fees.”

We were puzzled by some of the analysis of this – which seems to imply that mature students are first deciding to go to university and then choosing a course, which happens often to be a vocational one, and happens often to be close to home.  And then of course the implication is that graduates of “vocational” courses are less well paid, see the headline story on fees and funding , and that by choosing local courses they may be choosing less good courses.  This was the line taken by Chris Parr on Research Professional.

In our view, this analysis is upside down – if mature students are choosing vocational courses, it is likely to be because they have a vocation – and have decided that they want to pursue it.  They may study locally because they may have family or other ties, or financial concerns that make it difficult to travel.  And they may choose low-tariff courses – but in some cases that may be because one of the reasons they are mature students is that they didn’t get very high grades at school but are now coming back to education.  Those local, low tariff vocational programmes may be an important means of allowing mature students with potential to gain life changing experience and qualifications that will enable them to give back to their communities as well as improve their own lives.

So the OfS focus on access, participation and outcomes is important, but once again, we need to be careful to challenge views that success is only measured in terms of entry tariffs and graduate salaries.  And too much focus on improving choice may miss the point for many mature students who can’t take advantage of the options.

Part Time Students and ELQs

As well as the decline in mature students, the decline in the numbers of part-time students has also been widely discussed as a challenge for the Post-18 review, and of course many mature students will also be part-time, so the same issues may apply.

This week the House of Lords held a debate on part-time and continuing education. Criticism for ELQs featured heavily in the debate. An ELQ (Equivalent and Lower Qualification) is when a student already holds a qualification at the same or a higher level than the programme they intend to study. A student with an ELQ cannot access student maintenance loan or tuition fee funding from the Student Loan Company – meaning they, or their employer, has to fully self-fund. There are a small number of courses that the Government considers a priority where the ELQ rule doesn’t apply and students can access student finance. Furthermore, a student with an ELQ can actually be charged above the £9,250, up to £13,000 (BU does not charge this higher fee for ELQ students).

Baroness Bakewell led a debate on part-time and continued education,  in particular the future of the Open University (OU). She said the OU’s purpose was to promote greater equality of opportunity and widen access to the highest standards of education. There had been a fall in part-time and mature students and the OU had been hit particularly hard by this drop. According to universities, she said, the cause had been the rise in the cap on part-time fees to £6,750 a year and the introduction of maintenance loans had not alleviated the issue significantly.  The post-18 review were welcomed by the Baroness, but she warned that this should not be a missed opportunity. She urged the minister to ensure that the post-18 review addressed a major review of student finance and that it considered different policy responses for different types of students.

  • “It must reappraise the availability of maintenance grants and the restrictions on maintenance loans, and it must further relax restrictions on equivalent or lower qualifications, ELQs. I ask, above all, that it prioritises mature students and lifelong learning.”

Lord Forsyth of Drumlean (Con) thought that the ELQ rule was a major cause in the decline of part-time education. Bakewell agreed this was contributing factor.

Baroness Bakewell spoke highly of Birkbeck University, of which she has been head for 10 years. She insisted the main cause of the decline in part-time students was the rise in tuition fees, which explained in part why mature students were no longer willing to take the risk of more debt. She asked the Government to provide a part-time premium to universities and colleges to promote the supply of part-time courses and stop relying on maintenance loans for part-time students, as the latter would increase their debt. She called for the reduction of fees in line with any premium provided for universities.

Baroness Garden of Frognal (LD) spoke highly of the work and the opportunities that the two universities offered. She called on the Government to release colleges from the tortuous and pointless demands of GCSE maths and English resits

Baroness Kennedy of The Shaws (Lab) suggested the establishment of a “learning nation fund” to go to the parts of the country where there are no opportunities.

Baroness Lane-Fox of Soho (CB) thought that there was a need to build wider partnerships into different communities, with employers and with government, with the skills needed to build a modern and resilient society. She added she would do her best to ensure that OU was fit for the future and asked what funding plan the Government had.

Lord Forsyth of Drumlean spoke critically about the ELQ rule, adding that at one point 50% of Birkbeck’s students had an ELQ and now it was 5%.

Lord Griffiths of Burry Port (Lab) noted that the Welsh Government was introducing a student support package to offer parity of support for full time and part time students alike and the university there was experiencing substantial increases in early registrations for study in the coming year.

Lord Addington (LD) argued that the Open University had a tremendous the capacity for credit transfer. “It is a conduit between different skills being credited in another institution.”. He thought ELQ decision and fees should be removed.

Lord Haskel (Lab) asked about the national retraining scheme, which was promised by the end of the Parliament and talked about the importance of retraining and continuing the relationship between universities and their alumni.

Viscount Hanworth (Lab) spoke critically of the current offerings of FutureLearn – “threadbare and compare unfavourably with the traditional course materials of the Open University”. He noted that large industrial enterprises were no longer as keen as they once had been to sponsor the education of their workforce.

The Lord Bishop of Oxford called for proactive investment in part-time, continuing, lifelong education, accessible in every place and to every part of society. “This new deal needs to be means tested, as we have heard, at the point of delivery, to prevent the stagnation of much of our economy”.

Lord Holmes of Richmond (Con) criticised the current student finance system and interest rates.

Lord Shipley (LD) asked the Government to look urgently at whether it was justifiable for tuition fees for part-time students in England to be two and a half times higher than in the rest of the UK. He also reminded the Government that around 20 million adults in the UK did not have level 4 qualifications, which he considered a huge untapped resource.

Baroness Taylor of Bolton (Lab) argued for more flexibility in education and spoke about the need to provide progressive pathways: “It is desperately important that people can move from one sector of education and one type of qualification approach, and we need credit accumulation and credit transfer to become an integral part of all we offer to part-time and mature students.”

Lord Watson of Invergowrie (Lab) suggested a single national portal showing career opportunities with available jobs, apprenticeship options and links to training requirements and a strategy for retraining and upskilling at all levels. He also called for flexibility.

Government Whip, Viscount Younger of Leckie, talked about the steps the Government had taken to address the fall in part time students, such as the Higher Education and Research Act.  He noted that in 2016-17, 47,000 OU students were able to benefit from a tuition fee loan for undergraduate courses and the Government had removed the so-called ELQ restrictions. He mentioned that HEFCE—now replaced by the Office for Students—targeted an element of the teaching grant in recognition of the additional costs of part-time study.  He added that the Government had tabled regulations that would allow part-time students on higher education courses to access maintenance loans similar to those received by their equivalents on full-time courses.

Viscount Younger of Leckie noted that:

  • the Government was committed to seek to introduce maintenance loans for part-time distance learning courses.
  • on credit transfer, he said the Section 38 of the Higher Education and Research Act allows such arrangements
  • on the post-18 review, he said the panel would publish its report at an interim stage at some point this year, before the Government concluded the overall review in early 2019. He noted the word flexible “was very much in there”.
  • according to the findings of the work that the Economic Affairs Committee, he noted the Government had overhauled apprenticeships to focus on quality and are fundamentally transforming technical education.
  • on the national retraining scheme, which would be set up by the end of the Parliament, he said that the strategic direction of the scheme was set by the National Retaining Partnership.

Motion agreed.

Digital Accord

On Thursday Matt Hancock (Secretary of State for Digital) visited Paris to announce a new agreement to strengthen ties between the UK and France’s digital industries.  The five-year accord aims to boost both countries’ digital economies and forge closer links between the leading companies in France and the UK. It forges closer working between each country’s leading digital research centres to deepen collaboration. The UK’s Alan Turing Institute signed the agreement with the French institute DATAIA. The two organisations will pursue collaborative research in areas of shared interest, e.g. in fairness and transparency in the design and implementation of algorithms. They will share expertise and visiting researchers will spend time at each Institute and hosting joint workshops and funding calls.

At the UK-France Digital Colloque – a summit of more than 350 businesses, researchers and officials from both countries – Mr Hancock and Mr Majoubi signed an accord on digital government committing UK and France to extending their cooperation in the digital sector on innovation, artificial intelligence, data and digital administration.

Digital Secretary Matt Hancock said:

  • “The UK is a digital dynamo, increasingly recognised across the world as a place where ingenuity and innovation can flourish. We are home to four in ten of Europe’s tech businesses worth more than $1 billion and London is the AI capital of Europe. France is also doing great work in this area, and these new partnerships show the strength and depth of our respective tech industries and are the first stage in us developing a closer working relationship. This will help us better serve our citizens and provide a boost for our digital economies.
  • Because throughout history, the nations who get the technology right in their era are the nations who succeed. And in our era, our challenge is these data-driven technologies that are transforming our economy and society beyond recognition. If we get them right, and work with other nations to do so, it will lay the path for productivity, prosperity, and a better quality of life. That is why this colloque is so important. Bringing together some of our greatest minds, to discuss the big issues and opportunities that lie ahead. So please keep creating, innovating and making the impossible possible. Because technology was forged by humankind. So we need to make it work for humankind.”

Read Matt Hancock’s speech in full here, it’s a lovely opportunity to brush up on your French.

 LEO data accessible through Unistats

The LEO (Longitudinal Education Outcomes) data is now available on Unistats through a user friendly interface. Applicants can access data on their chosen course to find out the national average salary for a graduate of that type of course. They can also select a HE institution and see the salary range of its graduates across all disciplines.

The OfS consulted prospective students on what graduate outcome information they would find useful. OfS report that applicants said they wanted to consider a range of factors when making decisions about future study and OfS expected earnings to play a role in decisions made by many students and be a key factor for some. The OfS expect to expands access to this dataset for prospective students in the future by incorporating responses from the new Graduate Outcomes record when this becomes available in 2020. Read the OfS press release here.

Conor Ryan, Director of External Relations at OfS, said:

  • “Adding the LEO earnings data to Unistats provides more valuable information to assist students in their course decision making. It comes as the Office for Students is developing our Information, Advice and Guidance strategy to help prospective students find and understand the information they need to make decisions about what and where to study…The Office for Students will take a leading role in ensuring the availability of unbiased information to help all students make informed choices. This should put students in a better position to make the most of their education experience and future careers.”

Parliamentary questions

STEM – Mr Jim Cunningham: To ask the Secretary of State for Education, whether he has had recent discussions with the Minister for Women and Inequalities on increasing the number of girls who choose to study STEM subjects at school; and if he will make a statement. [158682]

Nick Gibb:

  • The Government has taken focused action to increase the take-up of STEM subjects amongst all teenagers, and since 2010 there has been an 18 per cent increase in the number of entries by girls to STEM A levels in England. My right hon. Friend, the Secretary of State, plans to meet the Minister for Women and Equalities in the coming months to discuss how to build on this so that more girls are taking STEM subjects at all levels.
  • The Department funds the Institute of Physics to deliver an intervention to increase the number of girls studying physics at A level. The Department also funds a number of other programmes to improve the quality of teaching STEM subjects and to encourage take up. For instance, the Department is investing £84 million to improve the teaching of computing and increase participation in computer science. This includes a programme to identify effective approaches to increase participation in computer science amongst girls.

STEM: Equal Pay – Jim Shannon: To ask the Minister for Women and Equalities, what steps she is taking to tackle the gender pay gap in STEM industries. [158753]

Victoria Atkins:

  • In 2017 we introduced ground breaking regulations requiring large employers from all sectors, including STEM industries, to report gender pay gap information annually.
  • This increased level of transparency highlights where women are being held back in the workplace, and is motivating employers to tackle their gender pay gaps.
  • Government will be engaging with businesses and educators over the coming months to understand more about the barriers for women in the STEM workforce.

International Students

Lord Watson Of Invergowrie : Further to the Written Statement by the Minister for Immigration on 15 June (HCWS768), what criteria were used to determine which countries were included in the expanded low-risk Tier 4 visa category for overseas students; and why India was not amongst them. [HL8807]

Baroness Williams Of Trafford :

  • Careful consideration is given to which countries could be added to Appendix H of the Immigration Rules, taking into account objective analysis of a range of factors including the volume of students from a country and their Tier 4 immigration compliance risk.The list of countries in Appendix H will be regularly updated to reflect the fact that countries’ risk profiles change over time.

Mental Health

Q – Preet Kaur Gill: To ask the Secretary of State for Education, what recent discussions he has had and with whom on funding for mental health services at universities; and if he will make a statement.

A – Sam Gyimah:

  • Mental health is a priority for this government. This is why the Department for Health, together with the Department for Education, have published a joint green paper on Children and Young people, which sets out plans to transform specialist services and support in education settings and for families.
  • In higher education, there is already much work underway to improve the quality of mental health services for students, alongside services provided by the NHS, including through the NHS programme Improving Access to Psychological Therapies.
  • In addition, we are in the process of introducing a University Mental Health Charter, backed by the Government and led by the sector. This will drive up standards in promoting student and staff mental health and wellbeing.
  • Higher education institutions (HEIs) are autonomous bodies, independent from government. HEIs are not only experts in their student population but also best placed to identify the support needs of their particular student body.
  • Universities UK published its ‘Minding Our Futures’ guidance on 10 May 2018 which recommends: Links between NHS providers and student services to create ‘student mental health teams’ will help support students within the university provision and facilitate timely and seamless referrals for those who need specialist help.

Health

NHS Recruitment Drive

NHS England has launched an £8 million recruitment campaign following their research which showed although nurses and doctors are the most trusted and respected professionals in society the majority of the public don’t know the wider range of careers available. Under the banner ‘We are the NHS’ the recruitment drive aims to education and highlight the vast range of opportunities available to work within the NHS. It will initially focus on nursing, prioritising key areas (mental health, learning disability and community and general practice nurses) that are essential to deliver the long term plan for the NHS. While it will primarily target school children aged 14-18 aiming to increase the total number of applications into the NHS by 22,000, it also hopes to double the numbers of nurses returning to practice and improve retention of staff in all sectors.

The campaign hopes to improve the skills shortage the NHS is currently experiencing. In a 6 month period in 2017 there were over 34,000 nursing vacancies reported, with over 6,000 in mental health and 1,500 in community nursing. The campaign also hopes to work with parents to address gender stereotyping and address the perception that while nurses are ‘caring’ they can also be leaders, innovative and academic.

Professor Jane Cummings, Chief Nursing Officer for England, said: “The NHS is our country’s most loved institution and that is down to the expert skill, dedication and compassion of its brilliant staff.

  • “There are over 350 careers available within the NHS giving young people an astonishing range of options. Nursing and midwifery make up the largest part of the workforce and as I know from personal experience, provides a unique opportunity to make a real difference to peoples’ lives in a way that simply cannot be matched.
  • “Nurses and midwives provide expert skilled care and compassion, and they are highly talented leaders in the NHS. This campaign is all about inspiring young people and others who want a change of career to come and work for the NHS and have a rewarding and fulfilling career that makes a real difference.”

The autumn will see the recruitment drive expand when  the Department of Health and Social Care will run a national adult social care recruitment campaign to raise the profile of the sector and attract people to consider it as a career.

Applied Health Research – The National Institute for Health Research (NIHR) has announced £150 million of funding for applied health research aiming to tackle the key issues with the healthcare system. The funding will cover the pressures caused by our ageing population, the increasing demands on the NHS, and multimorbidity alongside the need to increase research in public health, social care and primary care. Of the new funding £135 million will be for new NIHR Applied Research Collaborations which will undertake applied health and care research and support implementation of research into practice.

Health and Social Care Secretary Jeremy Hunt said:

  • “As the NHS celebrates its 70th birthday, more people than ever before are living longer lives thanks to the dedication of hardworking staff. It is therefore vital we harness technology to develop the next generation of innovative treatments as part of the Government’s long term plan for the NHS.
  • That’s why I want our world-leading academics, researchers and technology experts to work with frontline staff to develop the innovations which not only allow people to live longer, but also to lead healthier lives, so the NHS can continue to provide world-class care to all.”

Health Minister Lord O’Shaughnessy stated:

  • “With a growing and ageing population, maintaining a world-class NHS depends on harnessing the discoveries of cutting edge research and rapidly bringing them into every day healthcare…The UK has a proud tradition of ground-breaking medical R&D and this funding means our country can continue to lead the world.”

Recess

Parliament enters recess on Tuesday 24 July so the volume of announcements and news will likely slow. We’ll continue to send a shorter policy update through the recess period on the weeks when there is sufficient content to share. Parliament reconvenes on Wednesday 5 September.

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:

Zulfiqar Khan is the first BU academic to submit an elevated pitch to the Industrial Strategy Grand Challenges. Read his engaging posts on Clean Growth and Future of Mobility. Log in and leave a comment on his research to promote BU and support his ideas.

There is still time to submit your ideas and research to the Grand Challenges – deadline 21 July. This could be your first step towards policy influence and societal impact! Contact Sarah if you need support.

There have also been outcomes published to several items:

Other news

Finance Education: 70% of students state they wish they’d been better education in managing their finances before starting university. 50% acknowledge that when they are short of money their diet suffers, and 46% said that their mental health suffers, with 78% worrying about making ends meet. Read more in The 2018 Student Money Survey. The BBC covered the survey noting that poorer families often contribute to their children’s finances whilst at university than richer parents. Cosmopolitan magazine examines a student’s outgoings and questions when the maintenance loan is generous enough.

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Grand Challenges – Clean Growth and Future of Mobility

There are several initiatives to develop state of the art low carbon energy technologies to capture, generate and store energy from renewable sources. Non-renewable sources of energy especially those derived from fossil fuels are finite, and have been contributing to greenhouse gases. In turn ozone depletion and global warming are on the rise.

There have been recent developments in terms of tidal, wind, solar PV and solar thermal technologies, however there are still challenges in terms of efficiency and amount of useful energy that can be generated versus global demands. In addition, dependency on rare earth materials still exists, thermal efficiency of thermo-fluids (fluids used as a medium of heat energy transfer) have upper thresholds and have implications on the durability of systems. Costs of conventional energy materials such as cobalt and lithium carbonates have been rising sharply since 2015-16. Thermal instability of lithium ion batteries and issues are still significant.

At BU NanoCorr, Energy & Modelling (NCEM) Research Group we are developing novel solar thermal (low carbon) technologies incorporating nano enhanced thermofluids and storage materials.

Research and development in low carbon technology at BU is focused on two main themes; clean growth and future of mobility. For further details and to take part in discussion by providing your comments please click on the link (it takes less than a minute to register).

HE Policy update for the w/e 29th June 2018

Mental health – the next policy frontier

Sam Gyimah, the self-styled “Minister for Students” has been campaigning this week on student mental health.

You can read the government press release here.  “The plans include, As part of a new package of measures announced by Sam Gyimah on student mental health:

  1. The announcement of a University Mental Health Charter will see the development of new standards to promote student and staff mental health and wellbeing.
  2. The set-up of a Department for Education-led working group into the transition students face when going to university, to ensure they have the right support, particularly in the critical in their first year transition.
  3. Exploring whether an opt-in requirement for universities could be considered, so they could have permission to share information on student mental health with parents or a trusted person.”

The Charter is being developed by Student Minds, who have covered it on their website here:

  • A Charter is a voluntary award and quality improvement scheme which will recognise universities with exceptional approaches to promote and support the mental health and wellbeing of students and the university community.
  • To develop the Charter, Student Minds will lead a formative partnership of the UPP Foundation, Office for Students (OfS), National Union of Students (NUS) and Universities UK. This partnership supports the national view, and we will be inviting wider collaboration. …A wider advisory group will be announced in Autumn 2018.
  • …The Charter will recognise and reward those institutions that demonstrate good practice, make student and staff mental health a university- wide priority and deliver improved student mental health and wellbeing outcomes.
  • … we will invite universities to achieve recognition for high standards of practice in areas established in University UK’s Step Change, such as leadership, early intervention and prevention, data collection and high quality services, and will stretch institutions in their approach to co-producing with students and members of the university community and reducing inequality by ensuring the needs of all students, including BAME, LGBTQ+ and widening participation groups, are met by excellent services.
  • …We anticipate that the charter will take a banded approach, setting out basic, advanced and aspirational goals. Training and expert support will be provided to support the change and assessment process. We will take an outcomes-focused approach.“

The Minister was on Radio 4 and the BBC story is here.  The story from Thursday is in The Guardian:

  • The government has issued an ultimatum to vice-chancellors on student mental health, warning them it is not good enough to suggest that university is about academic education and nothing else. With as many as one in four students seeking help from counselling services at some institutions, the universities minister, Sam Gyimah, is calling on vice-chancellors to prioritise student mental health and take a personal lead on the issue.
  • The minister, announcing plans for a new deal on mental health for students, said: “There are some vice-chancellors who think that university is about training the mind and all of these things are extra that they don’t have to deal with.
  • “They can’t do that, they’ve got to get behind this programme. It can’t be something that belongs to the wellbeing department of the university. This requires sustained and serious leadership from the top.”
  • One of the key measures now being considered is asking students if they want to opt in to an alert system authorising their university to contact their parents in an emergency if they find themselves in a mental health crisis at some point during their studies. Until now universities have been unable to share a student’s private information because of data protection restrictions, but parents of students who have killed themselves have complained of being kept in the dark about their child’s illness when they might have been able to help had they known sooner.
  • Under the proposed scheme, outlined by Gyimah, students arriving in their first week at university would be asked if they would like to opt in to the system by nominating either a family member or friend to be contacted in case of serious mental health problems. The minister said it would be entirely voluntary and any students would be entitled to withhold information from their parents or change their preferences at a later date.
  • Gyimah was due to outline his plans on Thursday at a student mental health summit in Bristol where the issue has come under the spotlight with the deaths of 10 University of Bristol students since October 2016. A further two students from the University of the West of England (UWE) in the city have also died. A number have been confirmed as suicides.

The BBC have the link to this week’s Office for National Statistics report – interestingly this showed that the proportion of student suicides is lower than in the general population for the same age group – but of course suicides are, as the Minister says, only part of the problem:

And on Friday, Nicola Barden from the University of Winchester has written for Wonkhe on the role of parents in supporting students:

  • Parents and carers are the people we want to see when students need a helping hand that is beyond the university’s power to deliver. This could be financially (the bank of mum and dad), emotionally (going home for some TLC after a bad week), and in emergencies (who else will come out at midnight?) – but the law is clear that students are autonomous adults and have a right to be in control of their own information and choices. Universities are not in loco parentis, but they do have a duty of care to their students. So how, as HE institutions, can we view and engage with parental involvement, and consider the possibility that they too can be partners in education, while also respecting the rights of students to lead their own adult lives?
  • For the purposes of this discussion I will use the word ‘”parents”, but actually mean all those with parental responsibilities, as patterns of family life are now so varied that the role is no longer restricted to just two biological relationships….
  • Should parental contact be a default arrangement? As a policy suggestion, this has implications needing some serious thought. How informed is a student when they enrol at university about the sorts of things that may come under this rubric – would they really know what they were consenting to? How would they say no, if pushy parents wanted them to say yes? How would we explain to the parent that permission had not been given if they thought it had been, potentially worsening an already difficult situation? It is not simple – if it was, it would already have happened.

Race Equality and the Race Equality Charter

Race equality has also been in the HE headlines.  There was an article in the THE about the “onerous” red tape requirements of the Race Equality Charter.

  • “…the Race Equality Charter has struggled to win the same support from universities, with only two further universities achieving awards since the inaugural eight winners were named almost three years ago. At the same stage, Athena SWAN had managed to more than treble its initial number of award holders. Some university equality officers have complained that the race charter award is far more difficult and time-consuming to achieve than an Athena SWAN award. That is because it requires universities to collect information on staff, as Athena SWAN does, but also for students, with institutions required to create policies to address the fact that ethnic minority undergraduates often score lower than their white classmates of similar ability.…
  • Others have claimed that it is more complex to create policies for ethnic minority staff than for female academics, given the different challenges faced by different groups, such as black female staff, Asian men or international faculty.
  • Speaking at a forum organised by the Higher Education Race Action Group (HERAG) in London, Alison Johns, chief executive of Advance HE, which now has responsibility for the charter scheme, said she would undertake a review of the scheme next year after a similar examination of Athena SWAN had concluded.
  • Ms Johns told Times Higher Education that Advance HE was “incredibly proud” of the race equality charter scheme and, given that it was aimed at “tackling many centuries of ingrained racial inequality”, it was “unrealistic to think the process will be easy”.
  • The review would ensure that the scheme “is not unnecessarily burdensome and ensure higher education institutions are able to spend time advancing race equality, rather than applying for charter marks”, she added.

Wonkhe have had a series of articles this week on the issue.

Jess Moody of Advance HE writes about definitions and ownership:

  • Despite the diversity of institutions across the UK, the debate about ensuring diversity in institutions tends to be narrowly focussed, particularly in the mainstream press.
  • Time and again the public is invited to look at a couple, maybe a handful, of “top” institutions as undisputed symbols of national academic excellence and employability. Stories almost always focus on full-time undergraduate provision, and on school-leavers. When it comes to “race” and ethnicity, different identities tend to be aggregated into “BAME” (Black, Asian and minority ethnic) experiences: terminology with both strengths and limitations.
  • Such a narrow focus can draw attention to a problem in a powerful way: it can be a way to draw a line in the sand about expectations of a wider complex HE system in tackling injustices, lost voices, talents and opportunities. It can also lead to greater accountability, self-assessment and hard questions about white privilege. All this is wholeheartedly acknowledged, and discussed elsewhere in Wonkhe today. The following is meant as an “and” and not a “but”.
  • If we’re going to move forward on race (in)equality amidst a focus on who gets a place at university, what lessons can we draw from all these media and policy narratives about “convincing the unconvinced” that structural inequality even exists (let alone requires action)? There are some common barriers seen by those who do “diversity work” to moving forward as a sector, even in the middle of a (stumbling) national conversation on ‘race’.

Amatey Doku, the VP (HE) of the NUS, writes on the Black attainment gap:

  • There are issues at all levels of post-compulsory education where race is a determinant factor in students’ experiences of education, and yet Black students’ experiences have been routinely minimised, dismissed, or ignored by those able to make change.
  • These issues should be tackled simply to make sure our education systems are fair to Black students, although often they highlight the structural and systemic issues affecting all students that plague our institutions.
  • I am delighted to have just launched a project in partnership with Universities UK and Valerie Amos designed to gather and audit best practice on what institutions – and students’ unions – can do to begin to eradicate the “Black attainment gap”.
  • The sector has made some inroads in tackling the attainment gap. One of these is thanks to Advance HE – previously the Equality Challenge Unit – and its Race Equality Charter. Bronze awards in the REC demonstrates institutional commitment to racial justice – in itself, demonstrating commitment to race equity is a challenge and not one that most universities in this country have managed. In addition, under HEFCE, grants were given to groups of institutions under the Catalyst Fund to begin work on this area.
  • Race, in the context of equality, diversity and inclusion, is now firmly in the remit of the Access and Participation Plan framework – a development this year thanks to the Higher Education and Research Act, on which NUS lobbied extensively. I hope the recommendations from the audit we are conducting with UUK will also steer future access guidance. But access, retention and success at institutions has always been relatable to race. The new regulations merely reflect the existing reality.

Arthi Nachiappan writes about the lived experience:

  • It is always difficult to build arguments from lived experience rather than indisputable “facts”, especially when not everyone engaging with your argument has lived those experiences. It involves a level of trust to take someone’s experience as true and to draw wider conclusions from it – but when it comes to understanding systematic problems, experience is necessary.

And she looks at data before concluding:

  • I found when analysing data on black applicants to higher education earlier this year that there are few strong trends across mission groups, TEF awards, or regions. Institutional trends were more notable: there are a handful of institutions that have placed among the highest number of black applicants over the last few years and many others that traditionally place very few black applicants.
  • When challenged about institutional culture, small year-on-year variations mean that pointing to an incremental increase in recruitment of ethnic minority students in the previous year might just do enough for an institution to be seen as welcoming to ethnic minorities. But it does not do a lot to reach out to prospective students to show them any level of recognition that there is a culture that needs tackling. I, like Gopal, am tired of us all coming together to put pressure on organisations of all sectors to publish reactive written statements detailing how much they “abhor” racism, without making real cultural changes.
  • The communicative function of these instances and the wider experiences of staff, along with their visibility in higher education, all contribute to prospective and current students’ perceptions of their own place in these institutions. What it will take to deal properly with these issues is sensitivity towards experiences that are not universally understandable, and an understanding of the messages communicated to prospective students about institutional culture.

David Morris of the University of Greenwich writes about admissions:

  • A couple of years ago, UCAS took a substantial step forward in opening the admissions debate by releasing the rather un-sexily titled “Undergraduate reports by sex, area background, and ethnic group”.
  • In my previous life as Wonkhe’s resident data-digger we managed to publish some of the most comprehensive analysis of that dataset. We were able to demonstrate the continued substantial variance in university entry by both ethnicity and social class and, more importantly, point to where the data suggested that there might be bias operating in admissions.
  • I say “suggested”, because the data provided by UCAS is by no means conclusive proof of bias.

He goes on:

  • Simply looking at the offer-rate – the percentage of a group of applicants made an offer by a university – is insufficient, as it tells does not let us discern between differences in the entry grades of different groups of applicants. It also tells us nothing about the subject which applicants are applying to, as different subjects within universities tend to have very different entry criteria, patterns of offer-making, and demographics of applicants.

Free speech

The discussion, anecdotes and arguments about free speech at universities continue – there is no real agreement about whether there is an issue or not.  What seems clear is that even if there is no actual free speech problem on university campuses, enough people think there is, and there is enough confusion, it seems, about what the rules are and whose responsibility it is to (a)} ensure free speech and (b) stop illegal hate speech or radicalisation to mean that something needs to be done.  Student Unions think they need safe space policies to stop hate speech (or protect snowflakes from potentially offensive views, depending on your perspective).  Universities have to implement Prevent.  Many commentators forget that universities don’t control Students’ Unions.  And the Minister and others keep talking about being “nearly” censored, about self-censorship (I decided not to go because they wanted to see my speech in advance) etc. etc.

Research Professional report:

  • “As recently as Monday, the universities minister Sam Gyimah told Rachel Sylvester of The Times that “there’s a culture of censorship. At one institution when I turned up to speak to students they read the safe-space policy and it took 20 minutes. I’m all for safe spaces for vulnerable people, but the entire university can’t be a safe space. No-platforming just because you disagree with someone’s views is unacceptable. The lack of diversity of thought and a tendency towards a monoculture on campus is a problem. If universities are not for free speech, then what are they for?”
  • “Reading the safe-space policy” could become an idiom in English. Just as constables read the riot act in front of angry mobs in the 18th century, today—if the minister is to be believed—university administrators read the safe-space policy in front of bored audiences of students as a warning to moderate their language.
  • It is a ludicrous image, and in the absence of a named university we cannot confirm if this incident actually took place. However, it does show that the minister continues to double down on his claims about censorship on campus, even if his remarks demonstrate his own lack of familiarity with the government’s Prevent strategy and his inability to tell the difference between the unpopularity of the Conservative Party in universities and a crisis in Enlightenment values.”

[NB, Ed ; it wasn’t at BU]

And then we have a survey by YouGov. 

Research Professional report, using this research:

  • “that students are more likely to want to see speakers banned than the general public. 
  • The polling agency asked 1,004 students and 1,636 members of the public “whether they found each of nine controversial views offensive, and then whether or not they believed a speaker with each of those views should be allowed to give a speech at a university”.
  • The results provide no evidence that students are any more censorious or intolerant than the public at large. In five of the nine cases, there is essentially no difference between the percentage of students and of the general public who would ban a speaker. Three speakers were more likely to be banned by students, while the public were more likely to ban a speaker in one case.”

However, the reporting of this story seems to demonstrate our opening point – that this debate all depends on your perspective.  The Telegraph use the same data to say:

  • The “snowflake” generation of students’ hostility to free speech on campus has been revealed in a new survey which shows that the majority want controversial speakers to be “no-platformed”.
  • Students were presented with a list of hypothetical speakers holding a spectrum of contentious views, ranging from someone believes climate change is not caused by humans, to someone want to ban religion.
  • Assuming the speaker had already been invited to give a talk at their university, students were asked whether or not a talk should be allowed to go ahead.
  • More than two-thirds of students (68 per cent) said that talks by Holocaust deniers should not be allowed to take place, according the a YouGov poll of 1,004 British students.[Ed,as noted above,  the data shows that 61% of members of the public agreed with this]
  • Meanwhile 64 per cent said they would ban speakers who believe that terrorist attacks in the UK can be justified.[that one is 63% for the general population]
  • One in ten students said that speakers who want to Royal Family to be abolished should be no-platformed.[it was 23% of the general population]
  • And a fifth said speakers should be banned if they believe that God literally created the universe in six days.[that one is 19% for the public]

Conclusion: at least we are all free to say what we believe about all of this.  More serious conclusion: the debate seems really to be really about this (from the Telegraph article):

  • Sam Gyimah warned that universities must stamp out their “institutional hostility” to unfashionable views as he prepares to issue new guidance on free speech.  His intervention came after a series of attempts to censor gay rights activists, feminists and Conservative politicians due to concerns from students that their views may cause offence. 

So is this really about the perception that universities are monocultures (left-wing, remain voting ones)?  And therefore not really about safe spaces or free speech at all?.  It might be argued that this is more about the government shaking up an academic establishment which it believes is home to a lot of people who disagree with its views, and who have a dangerously high level of influence on impressionable students.  That may be true, of course.

And what will be impact of all this be?  There may be some clearer guidance.  But generally, those who believe in snowflakes will become further entrenched in their views as this goes on, and the reputation of the sector will continue to be diminished in the minds of those people and also others who only catch the headlines.

And it all sits very oddly besides the focus on mental health – which is one of the reasons behind safe spaces.  Politics can get a person into some very sticky paradoxical situations, it seems.

Social media, apps and student information

The Quality Assurance Agency has published a report on whether social media reviews can identify poor courses in higher education.

  • The study—called The Wisdom of Students: Monitoring quality through student reviews—compares publicly available online feedback through Facebook, Whatuni and StudentCrowd with the results of the NSS, the Teaching Excellence Framework and external reviews of the quality of provision.
  • It finds that in the main, online feedback about UK universities is positive. Universities were assigned a star rating out of five based on the combined social media rating. The average score of the 210,000 online reviews was a highly impressive 4.18 stars. This chimes with high rates of student satisfaction in the NSS, and the ratings in the report mapped onto institutions awarded gold, silver and bronze in the TEF.
  • The report’s authors (Alex Griffiths, Meghan Leaver and Roger King) encourage universities to engage with real-time online feedback as a good way of capturing concerns about course quality. To test if the report’s findings hold true over time, the QAA will undertake a pilot with 10 higher education providers this autumn.
  • As a co-regulator of UK higher education, the QAA seems to have faith in the wisdom of students. It is a shame that the government would like to use the conditions of registration at the Office for Students to send the message that it is more ambivalent when it comes to the common sense of young people.

Wonkhe also have an article on this topic by Alex Griffiths

  • A couple of years ago I was highly sceptical about the value of user reviews. Tiring of hearing the perennial promises that the Care Quality Commission (CQC), England’s health and social care regulator, would look at social media posts to identify poor quality care, my colleague and I decided to investigate. Much to our surprise, we found that patient reviews and social media posts were good predictors of the outcome of CQC’s in-depth inspections. When the data from multiple sources was combined, it proved even more effective than any of the individual data sources. Collectively, despite the majority having no clinical training and only interacting with a fraction of the services offered by a hospital, we found that patients provided meaningful insights into quality….
  • This “wisdom of students”: means the collective-judgement score is an effective predictor of other quality measures, but it also has a number of other attractive qualities. Collective-judgement is available in a more timely manner than many existing data sets, often at a more granular-level, offers new insights at different stages of the student experience, and adds no burden to providers’ existing duties.
  • It does of course have drawbacks too. Measures such as APR, TEF and NSS are not without their critics, and one must question whether agreeing with them to varying degrees is a positive.
  • In our research we have been careful only to use reviews that students have actively made public (e.g. we have not searched individuals’ Facebook profiles), and any future use of this metric must be mindful to maintain the privacy of reviewers. Finally, there is the clear incentive for providers to enter their own reviews to project a positive image. Steps can be taken to identify and reduce the impact of (or penalise) such activities, and the impact will always be limited by the large and growing volume of genuine feedback, but it cannot be wholly discounted.

This comes as The Minister promotes his app development competition

Wonkhe have an article by Sue Attewell from JISC:

  • Helping applicants choose the right course is a complex problem – our members tell us – and we welcome the potential use of this LEO data as a way students can make informed decisions about sustainable careers which also meet their expectations for future earnings… The benefit of this competition from DfE is that it brings bright minds from beyond the sector to tackle a very real problem. Using current data to design a tech-based solution should help students make informed decisions, so long as they too can inform the design process of an app that makes sense of their own data.

You’ve seen our views on this in previous issues of this update

Industrial Strategy

The government have issued responses from the Department of Health and Social Care and the Department for Business, Energy and the Industrial Strategy to the House of Lords Science and Technology Committee report “Life Sciences Industrial Strategy: Who’s driving the bus”.  They respond to each recommendation, but the headlines are:

  • The views and recommendations expressed within the report have in many instances now been superseded by Government action. This reassures us that we have the support of the Committee for actions we are taking to support and grow the life sciences sector in the UK and we are grateful for their detailed scrutiny.
  • In terms of headline progress, only 12 weeks after the publication of the Life Sciences Industrial Strategy, the Government published the initial stage of implementation in the form of the first ever Sector Deal. The Life Sciences Sector Deal (herein referred to as the Sector Deal) committed £500m of Government funding to the UK life sciences sector and was backed by investment from 25 organisations across the sector. It was secured through extensive collaboration between Government and the sector, working together strategically to enhance the attractiveness of the UK. Our globally-renowned NHS will be a key partner in delivering the deal.

Since the publication of the Sector Deal in December, the Government has:

  • Set up the Accelerated Access Collaborative (AAC), held its first meeting and is on track to launch the full pathway this year.
  • Issued a £30m contract for a Vanguard Study, the first phase of a programme to whole genome sequence all 500,000 participants of UK Biobank.
  • Worked with industry stakeholders and the NHS to fully scope the competition for a digital pathology and radiology programme with artificial intelligence (AI), launched on 6thJune 2018.
  • Allocated £146m in support for medicines manufacturing from the Industrial Strategy Challenge Fund(ISCF), with £130m awarded so far.
  • Announced the Medicines Manufacturing Innovation Centre, a £56m UK innovation centre, which will revolutionise how medicines are manufactured, located in Renfrewshire.
  • Appointed Health Data Research UK to lead the delivery of Digital Innovation Hubs and agreed an outline vision and delivery plan to form the basis for the programme.
  • Announced the mission, as part of the AI and Data Grand Challenge, to use data, artificial intelligence and innovation to transform the prevention, early diagnosis and treatment of diseases like cancer, diabetes, heart disease and dementia by 2030.
  • Convened , alongside NHS and sector partners, the inaugural meetings of the Life Sciences Council (a strategic partnership between Government, NHS and the life sciences sector) and the Life Sciences Industrial Strategy Implementation Board (which oversees implementation of the Life Sciences Industrial Strategy including the first Sector Deal)

The government have issued their response to the Industrial Strategy: Intellectual Property Call for Views: Proposals:

  • First, as per the Chancellor’s Autumn statement of 22 November 2017 and the Industrial Strategy White Paper the IPO will work with businesses, lenders, insurers, the British Business Bank and HM Treasury to overcome the barriers to high growth, intellectual property-rich firms, using their intellectual property to access growth funding.
  • Secondly the IPO is working with Local Enterprise Partnerships and universities in the West Midlands to introduce an ‘Innovation Enabler’ fund. The fund is a pilot and it will provide financial and advisory support to help local SMEs develop and implement an IP strategy. In doing so, the fund will enable innovation and business growth.
  • Thirdly, the IPO will review the IP Finance Toolkit. The toolkit was launched in March 2015 in response to the IPO commissioned “Banking IP” report which highlighted the barriers IP-rich SMEs face when accessing finance. The report recommended that a resource be introduced to support a better dialogue between businesses and financial services professionals.
  • In addition to the interventions highlighted above, a strong theme throughout the responses was that whilst the IP system is strong and fit for purpose, there needs to be more work done to help users of the IP system to understand and navigate it, to ensure they get the most out of their IP. To that end the IPO will look to consolidate and enhance its suite of educational tools and services, focussing on the strategic protection and commercialisation of IP.

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.

Other news

Think tank Localis have produced the report Monetising Goodwill: empowering places for civic renewal following a public survey. The survey finds that many people would be willing to pay more in council tax or voluntary one-off levies to better fund certain local services across the country, in particular (and in order of popularity): public health, fire, police, adult social care and children’s social care. The survey uncovered six issues with majority support for paying some extra cash as a voluntary one-off levy: helping older people to live independently for longer; support for local homeless people; improving disability access; repairing potholes; reducing loneliness and reducing anti-social behaviour.

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JANE FORSTER                                            |                       SARAH CARTER

Policy Advisor                                                                     Policy & Public Affairs Officer

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

HE Policy update for the w/e 22nd June 2018

Another big week in policy land. We’ve big features on grade inflation and post-qualification admissions to get your brain buzzing.

Brexit news for EU citizens setting in the UK

This week the Government released further details on how EU citizens and their families could apply for settled status through the EU settlement scheme.  The link also contains the draft immigration rules.  The Government issued a news story on the settlement scheme, it sets out the 3 steps applicants will complete – prove identity, demonstrate they live in the UK, declare that they have no serious criminal convictions.

Key information on the scheme:

  • It is proposed that an application will cost £65 and £32.50 for a child under 16. For those who already have valid permanent residence or indefinite leave to remain documentation, they will be able to exchange it for settled status for free.
  • The Home Office will check the employment and benefit records held by government which will mean that, for many, their proof of residence will be automatic. Those who have not yet lived in the UK for five years will be granted pre-settled status and be able to apply for settled status once they reach the five-year point. From April 2019, this second application will be free of charge.
  • The new online application system will be accessible through phones, tablets, laptops and computers. The Government will provide support for the vulnerable and those without access to a computer, and continues to work with EU citizens’ representatives and embassies to ensure the system works for everyone.
  • The settlement scheme will open in a phased way from later this year and will be fully open by 30 March 2019. The deadline for applications will be 30 June 2021.
  • The Home Office will continue to engage with stakeholders, including employers, local authority representatives and community groups, about the detailed design of the scheme before the Rules are laid before Parliament.

Immigration Minister, Caroline Nokes, said:   “EU citizens make a huge contribution to our economy and to our society. They are our friends, family and colleagues and we want them to stay. This is an important step which will make it easy for EU citizens to get the status they need to continue working and living here. We are demonstrating real progress and I look forward to hearing more detail on how the EU will make reciprocal arrangements for UK nationals living in the EU.”

Immigration

On Tuesday the Commons Science and Technology select committee debated an immigration system that works for science and innovation. The witnesses highlighted that flexibility and speed of application were essential and advocated for a frictionless reciprocal immigration system between the UK and the EU. Read the full text of the session here.  Key points:

  • Science and Technology to be within the broader immigration system rather than separate special arrangements or a two tier system. A transition period may be necessary.
  • One witness argued for a reciprocal arrangement with EU scientists.
  • It was noted the EU are currently developing a directive allowing free movement within the EU of individuals on science visas from outside the EU.
  • Mobility for short stays is essential, e.g. conferences and discussion groups – these short stays should not require visas.
  • One witness noted the limited ability of small British companies that needed to bring in talent to grow. She raised that this successful navigation of the immigration system was essential and the  needs of small business had to be considered within the general immigration system design.
  • The problems with using salary as a proxy for awarding tier 2 visas was discussed, particularly with the regional variability within the UK
  • One witness argued that research activity needed to be permitted in the indefinite leave to remain rules.
  • The limitations of the shortage occupations list were noted, i.e. retrospective analysis of data created a significant lag within the system and it wasn’t responsive enough. It was postulated that these problems would resolve if the cap was removed.

Parliamentary Questions – Immigration

Sam Gyimah responded to a parliamentary question on visa requirements for students of Indian nationality studying in the UK (full text here) stating there was no limit on the number of genuine international students who can come to the UK to study and

  • “we welcome the increase in study related visa applications from Indian students since last year and the fact that over 90% of Indian students who apply for a UK visa get one. This shows that international students continue to recognise the benefits of studying in the UK, and are responding to our excellent higher education offer.”

Commenting on student immigration, Alp Mehmet, Vice Chairman of Migration Watch UK, said: “Genuine students are, of course, welcome but this is a slippery slope. The last time that the student visa system was loosened in 2009 it took years to recover from the massive inflow of bogus students, especially from India. We cannot afford another episode like that.”

And there was a further question on immigration:

Q – Gordon Marsden: What additional criteria will be used to decide whether (a) India and (b) other additional countries will be eligible for inclusion in the low-risk Tier 4 visa category for overseas students.

A – Caroline Nokes: We have regular discussions with the Indian Government on a range of issues including on visas and UK immigration policy. Careful consideration is given to which countries could be added to Appendix H of the Immigration Rules, taking into account objective analysis of a range of factors including the volume of students from a country and their Tier 4 immigration compliance risk. The list of countries in Appendix H will be regularly updated to reflect the fact that countries’ risk profiles change over time.

There were three further questions on Indian students this week, all received the same response as above.

British Nationals Abroad – home fees?

Q – Paul Blomfield: whether UK nationals resident in the EU who fall within the scope of the Withdrawal Agreement will be treated as home students for the purpose of university fees after December 2020.

A – Sam Gyimah:

  • There are currently specific provisions in the rules that provide access to student support for persons who hold settled status in the UK, and who have left England to exercise a right of residence elsewhere in the Economic European Area (EEA) or Switzerland.
  • We have agreed with the EU that equal treatment principles will continue to apply for those covered by the Withdrawal Agreement. This means that UK nationals resident in the EU (and EU nationals resident in the UK) before the end of the implementation period on 31 December 2020 will be eligible for support on a similar basis to domestic students in the relevant member state. It will be for member states to decide how they will implement the citizens’ rights deal in accordance with the Withdrawal Agreement. Entitlement to student finance and home fees status after 31 December 2020 for those outside the scope of the Withdrawal Agreement is under consideration.

Grade Inflation

Thursday’s headlines for the sector were all about grade inflation, the actual report is here.  The biggest increases are shown on page 16 – Surrey, East Anglia, Dundee, University of West London, Imperial, Huddersfield, Greenwich, Southampton Solent, Wolverhampton and Aston. These charts showing the absolute highest and lowest proportion are interesting and do raise some questions about whether the call for benchmarks is partly driven by the juxtaposition of our oldest and some of our newer universities in this first group.  The arguments about prestige (made in the context of a discussion about REF and TEF) in this HEPI paper by Paul Blackmore come to mind.  “Although the basis on which graduates and employers make decisions is a complex one, some institutions clearly have more powerful signalling effects than others.”

Research Professional have another helpful summary with responses from Nicola Dandridge, Nick Hillman and others

  • Between 1997 and 2009, the proportion of “firsts” awarded increased from 7 to 13 per cent, and in the next seven years it doubled, reaching 26 per cent by 2017. The percentage of students being awarded a 2:1 has also risen from 40 to 49 per cent since 1995, meaning that the proportion of undergraduates awarded either a first or 2:1 has risen from 47 to 75 per cent in the last 22 years. There are now 40 institutions that award firsts to at least 30 per cent of their students. The report, A degree of uncertainty: An investigation into grade inflation in universities, says that one of the most likely explanations for the grade inflation is a lowering of degree standards by institutions. It states that some academics have reported pressure from senior managers to do so, and says that half of universities have recently changed the way that they calculate their students’ final grade so that the proportion of top grades they award keeps pace with other institutions”….
  • “Harriet Barnes, head of higher education and skills policy at the British Academy—which operates the Humanities and Social Sciences Learned Societies and Subject Associations Network—told HE it was “difficult to see how a national assessment would work without encouraging universities to standardise course content and assessment in some way”. “This would threaten academic diversity, limiting students’ opportunities to fully explore their discipline, and undermining teaching by academics who are leaders in a specialist area,” she said. “We also have concerns about the feasibility of learned societies setting national assessments. Not every discipline is represented by a single body, and many are run by volunteers without the capacity to set and monitor assessments.”
  • Nick Hillman, director of the Higher Education Policy Institute, told HE that asking learned societies to design assessments was “an odd suggestion”, and that it was “surprising to see Reform recommending less autonomy for institutions” “I’ve long been interested in getting learned societies and others more involved in preparing course materials and helping shape courses,” he said, “but it would make most sense to do that for first-year students adapting to higher education rather than those specialising later on in their degree.”
  • Nicola Dandridge, chief executive of the Office for Students, said in a statement that “if there is artificial grade inflation this is not in the interests of students, employers or the higher education sector”. She added that work was “currently under way by the OfS and other partners to assess the complex issues” tackled in the report.”

The BBC story is here.

With the counter arguments, Jim Dickinson writes on Wonkhe:

  • ““Establishing causality is problematic, yet the correlational evidence suggests that when tuition fees rise, so does the proportion of top degree outcomes”. Maybe that big investment means they’re working harder. Maybe more students are working hard to achieve the standard. Maybe teaching has improved, and assessment has become more diverse. Maybe more students are taking resists. After all, “inflation itself must be driven by factors that directly translate into universities awarding higher marks”.
  • Trouble is, the report then goes on to look at all the other reasons that the sector has cooked up for the miracle. A pro-VC from UEA is mocked for citing improved entry qualifications, though without mentioning the student to staff ratio shift from 18:1 to 13:1 in the rest of his quote. Degree algorithm fiddling is cited, recycling a debunked quote. And without any reference to hard work or student support or assessment techniques, it then finds a handful of academics’ anecdotes to say they’ve been pressured to lower standards. Cue the A-levels chorus of “we worked harder and so did students” from the sector, falling on deaf ears in the press and the think tanks.”

There is an interesting comment in response on the Wonkhe article:

  • “Quick summary of previous responses, querying the assumption that grade inflation is necessarily bad.
  • 1) If attainment gaps have closed (e.g. male/female gap, affluent/deprived student background gap, white/ethnic minority gap) by the under-achieving group catching up with the higher-achieving group, grade inflation is probably a positive thing.
  • 2) If average marks awarded have risen (i.e. it is not just the case that the degree classification proportions have shifted), and if positive skew in the distribution has not been replaced with negative skew, this indicates that grade inflation is not the only potential explanation.
  • 3) Even if grade inflation as conventionally understood has occurred, the cure could be worse than the disease. The cure could take the form of students undermining each other rather than working collaboratively, seeking to manipulate or complain against lecturers, students motivated by mark gain rather than a desire to learn (not the same thing), even higher levels of mental health anxiety than present.
  • 4) In most subjects, students achieving first class degrees do not have better career outcomes than students with lower second class degrees. This suggests that employers do not rely on degree class as a signal and have developed effective recruiting mechanisms”

The sector wasn’t standing still on grade inflation before this week’s announcements. UUK were already tackling the issue:

  • The first element of this work responds to the specific request to clarify how the sector defines degree classifications. This work is on course to produce a reference document by September, and this will aid the transparency and consistency of approaches to degree classification and standards across the sector. The work is founded on the view that students should be assessed against clear criteria rather than setting quotas for the number of students who can achieve a 1st or 2.1. Quotas can demotivate students and devalue the level of knowledge gained over the course of their studies.  The reference document is intended as a practical tool to aid academic practice and to improve understanding of the classification system, including among employers. The reference point will also be useful for new providers who gain degree awarding powers without prior validation by an existing degree body, and the established academic frameworks that come with this relationship. However, it will still be essential for universities to set and maintain their own academic standards, rather than simply marking against an off-the-shelf set of criteria.

This is also discussed on Wonkhe. There is also a need for the sector to take meaningful and timely action to respond to stakeholder concerns on grade inflation, as other contributions to Wonkhe and elsewhere have suggested in recent days. UKSCQA will lead the coordination of a sector response on this issue.”

HEPI have published a guest blog – The hard truth about grade inflation – by Dr Andrew Hindmarsh, Head of Planning at the University of Nottingham, and he also oversees the preparation of data for the Complete University Guide. It busts a number of theories:

  • So-called grade inflation has been greatest at universities with low average tariff scores and least at those with high average tariff scores.  One explanation for this could be that the average tariff score has increased more at universities where the average score was lower to start with. If those low tariff score universities had had entry standards that had been rising faster, then you might expect there to be an impact on the subsequent attainment of the students. See Graph 3 shows that this has not been the case. In fact, the average tariff score of universities in quartiles 1 to 3 have all gone down, while only those in quartile 4 (the highest) have gone up.
  • What about teaching quality – could that explain the pattern of changes?  Could it be that the universities with the best teaching quality have seen outcomes improve the most? One possible measure of teaching quality is the TEF (Teaching Excellence Framework) outcomes. …the hypothesis fails – it is the Bronze institutions which have seen the biggest changes in degree outcomes.
  • The questions on teaching in the NSS could be an alternative measure of teaching quality and this time there is a run of data so the change in NSS scores can be correlated with the changes in degree classification.However, once again the hypothesis fails: there is no correlation between the change in NSS scores on questions 1 to 4 between 2013 and 2016 and the change in degree classifications
  • So, what is going on?  There are plenty of hypotheses left which our database cannot test. One change that has been happening is an increasing use of the full range of marks, particularly in Arts subjects. In the past, there was a tendency to avoid giving high marks with those above 80 in the Arts being very rare indeed. These high marks are much more common in the Sciences, particularly the numerical sciences, where it is possible to achieve maximum marks on mathematical problems. However, many universities are now actively encouraging all subjects to use the full range of marks with the result that, when an average mark is calculated, this is more likely to fall above a particular class boundary as the higher marks pull up the average. This hypothesis also explains why the proportion of first-class degrees has risen faster than the proportion of 1st/2:1s as you would expect more of the high marks to be obtained by students already at or close to a first-class standard. The conclusion must be that this is a complex subject and, while some explanations for changes in degree classifications can be ruled out, there are plenty more to be considered. The accusation that grade inflation is the cause needs to be justified with evidence rather than simply asserted as if it were a self-evident truth.

We’ll have to wait for the outcome of the OFS work referred to above to see what happens next.

Sam Gyimah gave a reassuring answer to a parliamentary question this week. It was focused on the TEF but if extrapolated into the context of the single national assessment recommended to tackle grade inflation it is reassuring to know the Government doesn’t anticipate going even further to observe ‘classrooms’.

Q – Gordon Marsden: To ask the Secretary of State for Education, what discussions he has had with the Office for Students on the merits of observing teaching as an element for assessment in the teaching excellence framework.

A – Sam Gyimah:

  • Higher Education (HE) institutions, as independent and autonomous bodies, are responsible for the range and quality of the courses they deliver. Assessing the performance of an institution through observation would jeopardise the autonomy of the HE sector.
  • The Teaching Excellence and Student Outcomes Framework (TEF) uses a range of existing metrics related to teaching and learning to make an assessment of teaching excellence, alongside a submission of evidence from the providers themselves. The metrics used for the assessment are all well-established, widely used and trusted in the HE sector. The department consulted extensively on the metrics used in the TEF.
  • My right hon. Friend, the Secretary of State for Education has not discussed with the Office for Students, the observation of teachers as an additional element within the TEF.

Senior Pay Guidance

The OfS has now issued guidance on VC and senior pay. Universities are required to report and justify the VC’s total remuneration package and details of senior staff paid over £100,000. OfS will publish these details across the sector annually commencing in 2019. Nicola Dandridge commentedThe Office for Students is today setting out our increased expectations around senior pay. Higher education providers will have to give us full details of the total pay package of their vice-chancellor. In addition, they will have to provide detailed justification of this package. As part of this, we will be looking at the ratio between the head of institution’s pay and the pay of the other staff at the institution. This will provide additional visibility and transparency – and enable us all to ask tough questions as necessary.

In response to the guidance UCU general secretary Sally Hunt noted of the OfS requirements: much of the information being called for is already available in universities’ accounts or through freedom of information (FOI) requests.

The guidance was well covered in the media this week: Times, Guardian, THE, Independent.

In the Independent article Michael Barber is reported as stating the OfS will look for salaries that ‘stick out like a sore thumb’… such as … “Like a modest size university, and you are regional and you are not playing globally, and your pay is the same as a top university competing in the global market for research.”

Political Crystal Ball

Dods (political monitoring consultants) have produced a series of short policy lookahead guides contemplating what is coming up politically in the following spheres over the next six months:

Admissions

The Post Qualifications Admissions – how it works across the world report was released on Tuesday comparing the UK’s HE admissions system with that of 29 other countries worldwide. The document critiques the UK’s system of offering a HE place before a student’s final grades are known, particularly noting the unreliability of provisional grades (only 1 in 6 accurately predicted).

The report calls for more than just post-qualification offer making. It outlines enhanced support for choices and decisions and a pre-results preparation week to aid social mobility (see page 17 onwards).  The report does acknowledge the benefits of the current pre-qualifications admissions system: it aids students from under-represented backgrounds because they are often predicted higher grades than they achieve (page 5); changing to a post qualifications system would squeeze teaching as exams would need to move earlier in the year, it would also reduce the time HE providers have to consider applications and decide on whether to offer a student a place.

The report was commissioned by UCU and compiled by Dr Graeme Atherton (Director of social mobility organisation NEON). Given the author’s champion of disadvantage it’s interesting the report has received conflicting responses with no clear consensus of whether a change would support or further hinder underrepresented or disadvantaged groups in society.

UCAS responded to the report stating changing to a post qualifications admission system would force structural change to the school system and stating it would be harder for poorer pupils who would have to make decisions after they had finished their exams and left school. Clare Marchant (UCAS): “students from disadvantaged backgrounds would be less likely to have access to teachers and support in making application choices“.

Meanwhile The Sutton Trust argue that Atherton’s claim that under-represented students receive higher predicted grades is incorrect stating ‘high attaining disadvantaged students are more likely to have their grades under-predicted than their richer counterparts. This could result in them applying to universities which are less selective than their credentials would permit.’

UCU’s press release leads a further attack on unconditional offer making. Unconditional offers were previously seen as a supportive measure for social mobility, for example, for a young student within the care system who needed stability and security over their university destination prior to giving up their living accommodation.  However, unconditional offers have increasingly received poor press over the last two years claiming students become lazy and don’t try so hard at exams once they have a guaranteed offer or that it pushes an able student towards a lower tariff university when their results would be accepted at a more prestigious institution. Concerns were also raised about unconditional offers last week at Buckingham’s Festival of HE.

The BBC has covered the report.

The report also highlights some of the challenges that the other systems face.  One notable issue in some European countries is that almost automatic admission based on results plus low fees leads to huge dropout rates, e.g. in France.  And if the focus is almost exclusively on grades it’s likely another subset of WP students will be disadvantaged. The report raises some questions but it would be interesting to do an analysis of other metrics such as completion and satisfaction, and WP indicators as well as graduate outcomes.

There are other issues with the current system that have been raised in recent times – e.g. concerns about the role of personal statements and the role of social capital.  Given the author’s day job at the National Education Opportunities Network (NEON), there is a focus in the report on equity in the system.

The article below raises the question of conflict of interests – would such a system reduce or increase game playing in the competition for students?  – note last week’s discussions in Buckingham about unconditional offers (which many commentators see as a “bad thing”).

Research Professional have a great article on the report. As the article notes there is unlikely to be a rush to review this given all the other government priorities.  But as new A levels come in, raising uncertainty about grades this year, might there be more applicants choosing to use clearing to trade up or take a year to consider and apply afterwards.  And whether over time this might therefore become more of a priority for review?

Erasmus+

On Thursday there was a debate in the House of Commons on the Erasmus+ programme and discusses the future position of the UK with regard to the scheme post Brexit. The House of Commons Library have produced a briefing note on Erasmus+.

Some fun facts on Erasmus+ taken from the briefing:

  • The EU sees Erasmus+ programmes as a means of addressing socio-economic issues that Europe may face like unemployment and social cohesion.
  • 10,944 students in higher education in the UK participated in the 2016 applications for study placements abroad through the Erasmus+ scheme.
  • In 2015-16, the most popular host countries were France (2,388), Spain (2,131), Germany (1,312), Netherlands (701), and Italy (687).The UK was the 7th highest participating country in the programme in 2015.
  • The total value of all Erasmus+ projects funded in the UK has increased in each year from €112million in the 2014 ‘call’ to €143million in 2017.
  • The Erasmus+ programme is run on run seven yearly cycles and the current cycle will end in 2020.
  • The UK Government has promised to underwrite funding that was due to continue after Brexit and UK citizens are currently encouraged to apply for funding under Erasmus+.
  • On 30 May 2018 the EU Commission announced that it is proposing that for the next cycle starting in 2021 any country in the world will be able to participate if they meet set requirements. It is unclear at present what the UK’s participation in Erasmus+ will be after Brexit but the announcement opens up the possibility of the UK’s continued involvement in the programme.

The Future of the Erasmus+ Scheme after 2020: House of Commons Debate

The Erasmus+ debate span a number of topics: social mobility, UUK’s Go International project, strategy for how students would continue exchanges with EU universities in the event of a Brexit no deal.

Sam Gyimah stated: he recognised that international exchanges were “important to students, giving them social mobility and widening their horizons, and it is valuable to our soft power.”  And to clarify the Government’s position on the future participation of Erasmus+ post 2020 within the uncertainty of Brexit he committed that the Government would “discuss with the EU the options for future participation as a third country, as the Prime Minister has made clear, on the basis of a fair and ongoing contribution. So we have accepted that we will want the option to participate and we know we must pay into the programme, but obviously we want the contribution to be fair and we will have to negotiate the terms.” He reassured the House that the Government were “actively engaged in the discussions on the design of the programme and we have made the EU aware of our desire to participate in the programme, and there is a lot to welcome in the framework proposals.” On cost, he said the Government had noted “the proposal for the budget to be doubled, so we need to discuss our participation based on a sensible and hard-headed assessment of the UK’s priorities and the substantial benefit to the EU should the UK decided to participate.”

Read the full text of the debate here.

STEM skills

The Public Accounts Committee has been running an inquiry into Delivering STEM skills for the economy  and published a report on Friday. STEM is recognised as essential to the future of UK industries and the Government has been running initiatives to improve STEM skills in the workforce including a substantial focus on STEM curriculum in schools. Although some initiatives to address STEM skills shortages have been successful there remain problems:

  • Women remain underrepresented in STEM courses and jobs – only 8% of STEM apprenticeship starts are undertaken by women.
  • In 2016 only 24% of those with STEM degrees were working in a STEM field six months after graduation.
  • The Government has focussed on schools to grow the next generation of skilled STEM workers. However, the report finds that the quality of careers advice in schools is patchy at best, perpetuating misconceptions about STEM careers. In addition, the way that schools are funded will restrict the likelihood of pupils moving to other, more STEM-focused learning providers, such as the new institutes of technology.
  • The Government is also unable to accurately assess the volume of the STEM skills shortage.
  • To make better informed decisions, [Government] departments also need to tackle the apparent lack of industry and commercial experience on their STEM boards and working groups.

Government departments spent almost £1 billion between 2007 and 2017 on initiatives to encourage more take-up of STEM subjects.

The Committee made 8 recommendations:

  1. Following publication of the Migration Advisory Committee report in September 2018, BEIS and DfE should, within six months, set out the further steps they will take to ensure that STEM skills shortages are addressed.
  2. DfE should set out what specific steps it will take to ensure that Skills Advisory Panels are sufficiently aware of national and global skills supply issues to be fully effective.
  3. By summer 2018, the departments should review the membership of all STEM boards and working groups, and address any shortfalls in expertise—for example, in industry knowledge or experience in STEM learning and work.
  4. DfE must identify as soon as possible whether financial incentives for teacher training have delivered value for money, and report its findings to the Committee as promised (i.e. have the teachers remained in the profession).
  5. By the end of 2018, the departments should establish, and start to monitor progress against, specific targets relating to the involvement of girls and women in key STEM learning programmes such as apprenticeships.
  6. DfE should make better use of data on career destinations and salaries to incentivise young people to work towards careers in particular STEM sectors where there is higher need. As part of its plans to improve the quality of careers advice, DfE should work with Ofsted to consider rating the quality of advice provided in schools.
  7. As a matter of urgency, DfE needs to develop a clearer plan for how new types of learning institution, such as the institutes of technology, will attract the numbers of students they need to be viable.
  8. DfE should ensure it has effective monitoring systems in place to quickly identify apprenticeship programmes that are not fit-for-purpose, along with poor quality provision, and the action it will take in each case

Meg Hillier MP chaired the inquiry, she commented:

“Warm words about the economic benefits of STEM skills are worth little if they are not supported by a coherent plan to deliver them. Government must take a strategic view, properly informed by the requirements of industry and the anticipated impact of Brexit on the UK’s skills mix.

But Government also needs to sharpen its focus on the details, from providing sound advice to pupils through to ensuring schools have the right skills in the classroom and STEM-focused institutions are properly supported. Poor-quality apprenticeships must be weeded out and there is still much work required to address the striking gender imbalance in STEM apprenticeships.”

Read the Committee’s press release: Sharper focus needed on skills crucial to UK productivity

STEM Parliamentary Questions

Q – Robert Halfon: what assessment he has made of the potential contribution of students with a qualification in Design and Technology GCSE to filling the skills gap in engineering.

A – Nick Gibb:

The design and technology (D&T) GCSE is a useful qualification for those pupils considering a career in engineering. The Department has reformed the D&T GCSE to ensure that it is a valuable qualification and includes the knowledge and skills sought by leading employers. Content has been aligned with high-tech industry practice with strengthened technical, mathematical and scientific knowledge.

Q – Robert Halfon: what information he holds on the reasons for the decline in the number of entries to Design and Technology GCSE since 2010

A – Nick Gibb:

Design and Technology GCSE entries have declined since before 2010. In 2016/17 over 150,000 pupils in England entered a Design and Technology (D&T) GCSE at the end of Key Stage 4, which is over 25% of all pupils (data source).

Subject experts identified a number of issues with the previous suite of D&T GCSEs. They advised that the GCSEs were out of date, did not reflect current industry practice, and lacked sufficient science, technology, engineering and mathematics content. These issues could have had an effect on take up. One issue was that there were six separate GCSEs focusing on different materials (such as resistant materials and textiles) or particular aspects of D&T (such as product design and systems and control). These did not allow pupils to gain a broad knowledge of the design process, materials, techniques and equipment that are core to the subject. The Department has reformed the D&T GCSE to address these issues. There is now just one GCSE title which emphasises the iterative design processes that is at the core of contemporary practice and includes more about cutting edge technology and processes. The new GCSE now effectively provides pupils with the knowledge they need to progress to further study and careers, including in high-tech industries.

Q – Robert Halfon:  what steps he is taking to revise the national curriculum to ensure that students are prepared for T-levels.

A – Nick Gibb:

  •  T-levels will provide students with knowledge and the technical, practical skills needed to get a skilled job. They will also allow students to progress into higher levels of technical training including degree courses in subjects relevant to their T-level.
  • My right hon. Friend, the Secretary of State announced in April that he would make no changes to the National Curriculum within the lifetime of this Parliament; and there should be no need to do so to prepare pupils for T-levels. All state schools are required to teach broad and balanced curricula that will provide young people with the skills and knowledge they need to undertake post-16 education and training; and the design of T-levels will take into account the knowledge and skills that pupils obtain through the current National Curriculum and reformed GCSEs.

TEF

The DfE has published the research report: TEF and informing student choice: Subject-level classifications, and teaching quality and student outcome factors. The report notes that TEF was introduced to measure teaching quality and student outcomes to drive up teaching quality within the HE sector and inform prospective students so they can make more informed choices when choosing a HE institution. The research behind the report consider the methodology behind how subject level TEF could be delivered and gathered applicant and student views on what was important to them. The report will help inform the next iteration of the TEF.

Here are the key conclusions:

  • For subject level TEF CAH2 was preferred due to its accuracy for making subject-level classifications, and is considered most sufficient for providing information to help applicants choose where to study. (See here from bottom of page 39 to understand CAH2.) It was recognised some the CAH2 categories needed rewording, particularly subjects allied to medicine which needs more in-depth consideration. The Broad (7 subject) classification system was not helpful to applicants.
  • The study also highlights a number of teaching quality and student outcome factors that could be considered when further developing subject-level TEF. It’s important to consider teaching quality factors that have a short term impact on student satisfaction whilst at University with those having a longer term impact (such as graduate outcomes). There were a handful of factors that were low on the analyses and potentially, from a student perspective, could be deprioritised from subject-level TEF development. This includes teaching staff contracts, class sizes and the academic qualifications of teachers.
  • The research looked at the awareness and influence of the TEF awards on students currently or about to start at a HE institution.
    • 2/5 (two-fifths) of 2018/19 applicants were aware of what TEF refers to;
    • 1/8 had used the TEF to inform their choice of institution, or intended to do so.
    • 1/4 were aware of the TEF award given to their first-choice institution.

The research stated that as TEF becomes more embedded, we would expect applicant and student awareness and usage of TEF to grow over time, and the results from this research will form the baseline against which future awareness and student engagement can be measured.

The research concluded:

  • The study demonstrates that applicants and students would value the introduction of subject-level TEF ratings. Around three-quarters of all applicants and students (68 -78%) reported that they would find subject-level TEF awards useful while only a tiny minority (3-5%) suggested it was of no use. Applicants that were aware of the provider-level TEF and its purpose were also more likely to consider subject level TEF to be useful.

Some parliamentary questions from this week relevant to the TEF:

Q – Gordon Marsden: To ask the Secretary of State for Education, what discussions he has had with the Office for Students on the adequacy of the metrics for the Teaching Excellence Framework.

A – Sam Gyimah:

  • To enable students to make the best decisions about their future, it is important that they have consistent independent information about the courses they are considering. The Teaching Excellence and Student Outcomes Framework (TEF) metrics focus on what matters to students: teaching quality, the learning experience, and student outcomes. The development of subject-level TEF will give students more information than ever before. The department has worked collaboratively with the Office for Students (OfS), and the Higher Education Funding Council for England before that, throughout the development of the TEF.
  • The metrics used for TEF assessments are all well-established, widely used and trusted in the HE sector. We consulted the sector extensively on the design of TEF, including the metrics to be used, in 2016. We have recently concluded a consultation on subject-level TEF and the OfS has completed the first year of the pilot of subject-level TEF. Findings from those exercises, including on the operation of the metrics, will be shared between the department and OfS and will inform the further development of the TEF.

Q – Dan Jarvis: To ask the Secretary of State for Education, what assessment he has made of efficacy of untrained PhD students being employed by universities to teach undergraduates.

A – Sam Gyimah:

  • The Higher Education Statistics Agency collects and publishes data on the teaching qualifications of academic staff, but this does not enable an assessment of the efficacy of those staff or any PhD students that are teaching in universities. The Higher Education and Research Act enshrines the principle that higher education institutions are autonomous organisations with freedom to select, appoint, or dismiss academic staff without interference from government. However, the Teaching Excellence and Student Outcomes Framework (TEF) recognises and rewards excellent teaching in higher education. The Teaching Quality measure within the TEF core metrics uses data from the National Student Survey, including student views of the teaching on their courses. In addition, the new Office for Students published its regulatory framework in February of this year. This includes a condition that all registered higher education institutions must deliver well designed courses that provide a high quality academic experience for all students – and that providers should have sufficient appropriately qualified and skilled staff to deliver that high quality academic experience.

Science and Innovation Investment

On Thursday Greg Clark (Secretary of State, BEIS) highlighted new investment in UK talent and skills to grow and attract the best in science and innovation.  Key points:

  • £1.3 billion boost to attract and retain world-class talent and guarantee the UK’s position at the forefront of innovation and discovery through the modern Industrial Strategy
  • Prestigious £900 million UK Research and Innovation (UKRI) Future Leaders Fellowship Scheme – open to best researchers from around the world the investment will fund at least 550 new fellowships for the brightest and best from academia and business

The inaugural UKRI Future Leaders Fellowship Scheme will receive £900 million over the next 11 years, with 6 funding competitions and at least 550 fellowships awarded over the next 3 years. The investment will provide up to 7 years of funding for early-career researchers and innovators, including support for part-time awards and career-breaks, providing flexibility to researchers to tackle ambitious and challenging areas. For the first time ever, this type of scheme will now be open to businesses as well as universities. The scheme aims to help the next generation of tech entrepreneurs, business leaders and innovators get the support they need to develop their careers. It is open to best researchers from around the world, ensuring the UK continues to attract the most exceptional talent wherever they may come from.

Complementing the Future Leaders Fellowship Scheme, the Royal Society, Royal Academy of Engineering, British Academy, and Academy of Medical Sciences will collectively receive £350 million for the prestigious fellowships schemes. This funding will enhance the research talent pipeline and increase the number of fellowships on offer for high skilled researchers and innovators.

Over the next 5 years, £50 million has been allocated through the National Productivity Investment Fund for additional PhDs, including 100 PhDs to support research into AI, supporting one of the Grand Challenges within the Industrial Strategy and ensuring Britain is at the forefront of the AI revolution.

There was a Parliamentary Question about UKRI this week.

Q – Nic Dakin: To ask the Secretary of State for Business, Energy and Industrial Strategy, what steps he is taking to ensure that UK Research and Innovation (UKRI) fulfils its mission to push the frontiers of human knowledge and understanding by appointing active research scientists to the UKRI Board.

A – Sam Gyimah: In line with the Higher Education and Research Act (2017), the Government has appointed UKRI Board members with experience across research, innovation and development, and on commercial and financial matters. This enables the UKRI Board to support and hold the organisation to account, ensuring it delivers effectively, rather than to supply discipline-specific expertise. That expertise is provided by the councils, who are uniquely positioned to understand the latest challenges and opportunities in their specific field, and they include a range of experts, including active researchers.

New LEO data

The DfE have issued the Graduate outcomes (LEO): subject by provider, 2015 to 2016, and have also published employment and earnings outcomes of graduates for each higher education provider broken down by subject studied and gender. The longitudinal education outcomes (LEO) data includes information from the Department for Education, Department for Work and Pensions and HM Revenue and Customs. The release uses LEO data to look at employment and earnings outcomes of higher education first degree graduates 1, 3, and 5 years after graduation in the tax years 2014 to 2015 and 2015 to 2016.

Main Document: Graduate Outcomes (LEO): Subject by Provider, 2015 to 2016

Full data release: Official Statistics, Graduate outcomes (LEO): subject by provider, 2015 to 2016

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:

  • Gender stereotypes in advertising
  • Growth in creative industries
  • Home Office immigration charges

Other news

Resignation: The Trade Minister, Greg Hands, resigned this week in protest at the Heathrow expansion. George Hollingbery has been appointed. Previously George was Theresa May’s Parliamentary Private Secretary.

Environment: Research Professional report on the Plastics Pollution Research fund. And there is a parliamentary question on the Environment Plan.

Q – Baroness Jones of Whitchurch: To ask Her Majesty’s Government what steps they have taken to involve scientists, economists and environmentalists in developing a set of metrics to measure the progress of the 25 Year Environment Plan; and when those metrics will be published.

A –  Lord Gardiner of Kimble: We have engaged with scientists, economists and environmentalists from a number of external organisations since January to inform the development of a comprehensive suite of metrics and indicators.We will engage further with interested parties over the summer to canvas views on what this suite of indicators and metrics ought to cover. This will be achieved through a combination of publicly available briefing papers and targeted technical meetings with individual organisations and small groups of interested parties. The package of metrics we propose will then be subject to a further period of formal consultation in order to ensure we get this important measure absolutely right.

HE Sector Finances: The House of Commons Library has released information on HE Finance Statistics.  It considers how the balance and make-up of university income and expenditure has changed over time, particularly since 2012. Summary from Dods: After many years of increased income, expenditure, more staff and students, the higher education sector in England especially faces on ongoing fall in income from the public sector, falling numbers of some types of students, particularly those studying part-time and much less certainty about the future make-up and nature of the sector as a whole. This has meant that the future public/private funding mix, size and role of the sector are the focus of more attention than at any time in the recent past.  This note gives a short factual background on changes in income, expenditure and staffing since the sector took its present form in the mid-1990s. It also gives some information on variations between institutions. It includes data on all Higher Education Institutions in the UK.

Social Impact of Sport: The Digital, Culture, Media and Sport select committee held an evidence session on the social impact of participation in culture and sport this week. The witnesses stated that sports, arts, and cultural provision yielded significant social benefits, including educational and health benefits. However, it was noted that data collection and analysis needed to improve to fully demonstrate this. There was discussion that good programmes were underway but best practice needed to be shared more effectively and communication of what was available needed to improve. It was felt that the Government should link up the various programmes underway and communicate the holistic benefits of sporting and cultural interventions. Contact Sarah for a fuller summary.

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New BU mental health publication

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

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

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

 

Well done!

Prof. Edwin van Teijlingen

Centre for Midwifery, Maternal and Perinatal Health (CMMPH)

 

Click here to view the full publication.

 

References:

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

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

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

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

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

The Economics of HE

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The key recommendations are:

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

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

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

The report also noted:

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

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

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

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

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

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

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

Research funding

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

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

A – Sam Gyimah:

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

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

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

Immigration & International Students

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

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

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

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

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

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

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

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

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

The Home Secretary, Sajid Javid, said:

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

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

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

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

Widening Participation and Achievement

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

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

A – Sam Gyimah:

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

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

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

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

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

A – Sam Gyimah:

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

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

A – Sam Gyimah:

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

Change in turbulent times

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

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

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

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

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

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

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

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

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

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

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

Student experience – what students really want and why it matters

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

Student loans – the numbers

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

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

Student Drug Attitudes

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

Nick Hillman, Director of HEPI said:

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

The survey explains student drug use as attributable to:

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

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

Consultations

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

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

Other news

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

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

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JANE FORSTER                                            |                       SARAH CARTER

Policy Advisor                                                                     Policy & Public Affairs Officer

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

What students really want (and why it matters)

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

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

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

You can read Diana’s slides here.

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

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

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

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

 

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

HEPI Student Experience Survey

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

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

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

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

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

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

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

Value for money

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

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

The Minister said

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

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

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

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

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

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

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

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

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

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

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

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

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

And

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

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

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

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

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

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

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

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

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

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

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

TEF

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

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

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

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

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

Latest News

The latest news on our regularly featured topics.

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

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

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

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

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

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

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

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

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

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

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

Nursing Application Decline

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

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

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

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

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

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

Digital Student ID Cards

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

Widening Participation & Achievement

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

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

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

The work aims to:

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

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

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

The place of good careers advice

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

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

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

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

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

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

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

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

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

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

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

Consultations

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

New consultations and inquiries this week:

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

Other news

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

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

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

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JANE FORSTER                                            |                       SARAH CARTER

Policy Advisor                                                                     Policy & Public Affairs Officer

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

 

Policy Update w/e 1 June 2018

Research Collaboration

Research/Horizon Europe

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

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

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

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

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

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

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

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

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

On the European research access Sam stated:

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

Latest News

The latest news on our regularly featured topics.

 

OfS

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

 

Loans

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

 

Freedom of Expression

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

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

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

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

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

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

 

Value for Money

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

 

Degree Apprenticeships

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

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

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

 

Student Immigration

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

 

Accelerated Degrees – no news yet

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

 

Widening Participation and Achievement

National Collaborative Outreach Programme

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

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

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

 

The social mobility goals are to:

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

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

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

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

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

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

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

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

 

School League Tables Outcry

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

 

Mental Health

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

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

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

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

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

 

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

 

Disabled Students’ Allowances

The parliamentary questions pertaining to disabled students continue.

Q – Angela Rayner:

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

 

A – Sam Gyimah:

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

Part Time Students

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

 

HEPI

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

 

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

 

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

 

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

 

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

Read more sector change suggestions on the HEPI blog here.

 

T Levels

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

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

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

Admissions

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

 

Fraudulent UCAS Applications

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

 

Criminal Convictions

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

Christopher Stacey, co-director of Unlock, said:

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

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

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

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

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

Peter Stanford, Director of the Longford Trust, said:

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

 

Alternative Admissions

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

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

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

 

Nursing – fall in Access course registrations

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

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

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

Consultations

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

New consultations and inquiries this week:

Other news

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

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

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

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

Subscribe!

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JANE FORSTER                                            |                   SARAH CARTER

Policy Advisor                                                                     Policy & Public Affairs Officer

65111                                                                                     65070

 

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

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

Brexit

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

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

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

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

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

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

AI, data and other Industrial Strategy news

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

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

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

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

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

Subject level TEF

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

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

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

And :

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

Research Professional have a neat summary of the sector response.

On Wonkhe:

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

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

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

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

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

Social Mobility Commission

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

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

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

Immigration

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

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

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

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

Consultations

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

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JANE FORSTER                                            |                       SARAH CARTER

Policy Advisor                                                                     Policy & Public Affairs Officer

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

 

 

Postgraduate Researcher Specialist Training- Spaces Available

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

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

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

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

 

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

Summit on BME Leadership in HE

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

Wonkhe have pointed out that:

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

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

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

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

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

Launch of UKRI

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

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

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

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

UKRI Chief Executive Professor Sir Mark Walport said:

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

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

Values: Collaboration, Excellence, Innovation, Integrity

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

Haldane Principle:

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

Immigration

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

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

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

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

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

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

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

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

Post-18 review

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

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

Policy impact

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

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

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

Digital Health, Life Sciences

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

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

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

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

Postgraduate loans and numbers

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

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

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

The Intentions After Graduation Survey data., key points:

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

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

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

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

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

Other news

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

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

Subscribe!

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

JANE FORSTER                                            |                       SARAH CARTER

Policy Advisor                                                                     Policy & Public Affairs Officer

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

Government areas of research interest

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

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

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

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