Category / Research news

Culture in Quarantine – BBC and AHRC

In late March, the BBC launched Culture In Quarantine across television, radio and online, to give the nation access to the arts at a time when it needs it the most. Providing extraordinary access to shuttered exhibitions, performances and museums, a virtual book festival and much more.

This week, Culture In Quarantine turns its attention to our museums and art galleries and the arts and humanities research community are asked to get involved!

MuseumFromHome is a whole day of broadcast and social media activity on Thursday 30 April. This includes an exhibition on the Clash (marking the 40th anniversary of London Calling) at the Museum of London.  The BBC is welcoming people to get involved on social media platforms using the hashtag #MuseumFromHome. They intend to post as much as they can and want people to get involved sharing material using the #MuseumFromHome hashtag.

Please get involved by sharing public-friendly outputs from your research projects that have a connection to museums and galleries. Think about including visual assets, such as imagery and video, or linking to public-friendly resources.

Please include the following hashtags and handles, so that you have the best chance of your content being shared or reposted by the BBC and the AHRC:

#MuseumFromHome
@bbcarts
@ahrcpress
#cultureinquarantine

AHRC want to hear from you!

Do you have a great digital asset which could be published on BBC Culture in Quarantine? If so, please contact the engagement team at the AHRC via engage@ahrc.ukri.org who are working to supply AHRC-funded research content to the BBC.

Conversation article: Clean eaters tend to have difficulty managing their emotions

What do you do when you feel anxious about an upcoming interview or angry about a friend’s unfair comment on your behaviour? You might take a few deep breaths and try to view the situation from a different perspective: it’s just an interview, not a matter of life and death. And, on calmer reflection, your friend may be right – you did react a bit strongly.

Alternatively, you may bury your feelings in a tub of ice cream. The latter is called emotional eating and some people use it to regulate their emotions.

But not everyone turns to unhealthy eating to regulate unpleasant emotions. Our latest research, published in the Journal of Eating Disorders, suggests that some people actually eat healthily to do so. You might wonder what’s wrong with drinking a GM-free raw vegetable smoothie. Surely it can’t harm you? And for most people, it is harmless. But eating healthy food can become an unhealthy obsession called orthorexia nervosa.

Pathological obsession

Orthorexia nervosa is a term coined by Steven Bratman in 1997, from the Ancient Greek “ortho” meaning right and “orexia” meaning appetite, to describe a fixation on healthy eating. As such, orthorexia nervosa has also been referred to as “clean eating”, although the term orthorexia nervosa suggests a pathological obsession, rather than yet another fad diet.

Because healthy eating and healthy lifestyles are generally considered desirable, it can be difficult to spot when healthy eating becomes an unhealthy obsession. But an obsession with healthy eating can be hard for your physical and mental health as well your relationships. It can cause arguments with family or friends over food choices and lead to social isolation.

While orthorexia nervosa is not yet a recognised diagnosis, it shares some similarities with other eating disorders, particularly anorexia nervosa. Research shows that people with eating disorders have trouble recognising and regulating their emotions, but this had never been shown in people with orthorexic tendencies, so this was the focus of our study.

Out of control

We recruited 196 people with an interest in healthy eating through Facebook (including 167 women in the UK with an average age of 28). We found that difficulties identifying and regulating emotions were associated with orthorexic tendencies. In particular, people with orthorexic tendencies were found to feel out of control when upset and to have difficulty knowing how to regulate their emotions. The participants in our study with orthorexic tendencies also had trouble identifying and accepting their emotional reactions.

People with orthorexic tendencies often struggled to regulate their emotions.
GaudiLab/Shutterstock

Similar to a recently published study that looked at bloggers’ experiences of orthorexia nervosa, our findings suggest that people with orthorexic tendencies may use restrictive dietary rules around healthy eating to feel perfect and in control. They also use it to cope with difficult feelings, potentially because they feel they don’t have other ways to make themselves feel better.

While not everyone who eats healthily will have orthorexic tendencies, people who use obsessive and restrictive dietary rules to regulate unpleasant feelings may be at risk of developing orthorexia nervosa.

With around half of people on Instagram using it to share food experiences, the increased prevalence of fad diets, mixed information around what we should and should not eat, health guidelines, and even climate change, more and more people may decide to eat more healthily and control what they are eating. While this may all be for a good cause, we recommend people to be conscious of when their healthy obsession may become unhealthy.The Conversation

Laura Renshaw-Vuillier, Senior Lecturer, Psychology, Bournemouth University

This article is republished from The Conversation under a Creative Commons license. Read the original article.

European Covid-19 Data Platform launched

The EC and EU member states have launched a new data-sharing platform ‘European Covid-19 Data Platform‘ to enhance coordination of the COVID-19 research. The aim of the COVID-19 Data Portal is to facilitate data sharing and analysis, and to accelerate coronavirus research. The Platform will consist of two connected components:

  • SARS-CoV-2 Data Hubs, which will organise the flow of SARS-CoV-2 outbreak sequence data and provide comprehensive open data sharing for the European and global research communities;
  • COVID-19 Data Portal, which will bring together and continuously update relevant COVID-19 datasets and tools, will host sequence data sharing and will facilitate access to other SARS-CoV-2 resources.

Congratulation to BU nutritionists

This week Elsevier  Publishers sent the proofs for a book chapter written by two Bournemouth University nutrition researchers: Fotini Tsofliou and Iro Arvanitidou in collaboration with an academic colleague from Greece: Xenophon Theodoridis.  The chapter ‘Toward a Mediterranean-style diet outside the Mediterranean countries: Evidence of implementation and adherence’​ will appear in 2021 in the second edition of the book  The Mediterranean diet edited by Victor R. Preedy and Ronald R. Watson

Congratulations!

Prof. Edwin van Teijlingen

Centre for Midwifery, Maternal & Perinatal Health (CMMPH)

CALL FOR CONTRIBUTORS: Comics in the Time of COVID-19 (edited collection)

An edited collection on graphic medicine and graphic storytelling related to the COVID-19 global pandemic

Editors:

Alexandra P. Alberda

Anna Feigenbaum

William Proctor

As the COVID-19 pandemic continues to infect millions, kill people around the world, dismantle political, economic and cultural infrastructures, and disrupt our everyday lives, we have seen a surge in amateur and professional creative activity in the comics medium. From blogs to Instagram, superheroes to public health, educational comics to graphic memoirs, etc., artists are engaging with a variety of genres, narratives, platforms and styles to tell stories.

This edited collection seeks to bring together a range of creative work, along with practice-based and critical reflections on what it means to make, share and read comics in the time of COVID-19. Bridging the fields of comics studies, memoir studies, graphic medicine and data storytelling, this collection also aims to explore our definitions of ‘what counts’ as graphic medicine and graphic storytelling.

We invite submissions in the form of comics, graphic chapters, interviews and other alternative formats, along with more traditional academic chapters.

Themes include but are not limited to:

-Histories, Comics and Global Health

-Comics, Superheroes and COVID-19

-Graphic Memoir and Self-Narrative

-Data Comics and COVID-19

-Political cartoons and other types of commentary

-Genre, narrative and style in COVID-19 comics

-Online publishing platforms and environments

-Shifting economies of comic creation and distribution

This collection aims to take a transdisciplinary and transnational perspective, with contributions written for the broadest audience. We particularly encourage submissions from comics artists, PhD and early career scholars, those from underrepresented communities in academia and people from the Global South.

For a gallery of existing COVID-19 comics graphicmedicine.org is a great resource: https://www.graphicmedicine.org/covid-19-comics/ Also, check out the hashtag #covid19comicsforgood

Please submit a 300-word abstract, script or description of your proposed contribution to covid19comics@bournemouth.ac.uk by May 31st, 2020.

BU Academic Targeted Research Scheme

In recognition of the important contribution that early career academics play in driving research for the future, we are delighted to continue the BU Academic Targeted Research scheme to attract and recruit talented individuals in targeted research areas. Following the successful recruitment of five new posts, we will employ one other new Senior Lecturer with significant postdoctoral expertise (or of comparable experience) with outstanding potential in alignment with the targeted research areas:

  • Health and Science Communication

We wish to recruit a diverse cohort of individuals with the motivation to become future academic leaders in their field. As an academic at BU, successful candidates will develop their career in exciting work environments, be provided with a high level of dedicated time to drive research activity and build capacity, and have the freedom to develop their research interests within the targeted areas. BU is committed to Fusion and as such successful candidates will also have the opportunity to contribute to the education and professional practice activities within their Department.

To support these roles and accelerate their careers, BU will provide three years of full-time salary (or part-time equivalent) and reasonable costs directly related to the proposed programme of research activities (up to £10k per year). The standard Academic Application Form must be completed and in all cases accompanied by the BU Academic Targeted Research scheme application form, which will propose the research activities and request funding.

To find out more about these exciting opportunities, please read the scheme guidance and visit the BU website.

The deadline for applications is Sunday 10 May 2020.

Any enquiries should be directed to researchfellowships@bournemouth.ac.uk .

HE Policy Update for the w/e 15th April 2020

Hi all, a short update this week, with a couple of important updates

Office for Students update

The Office for Students issued another update to providers on 14th April.

They confirm the on-going uncertainty on access to government schemes for HE providers – there are hopes that this will be resolved (in a positive way) later this week. The update says:

  • We understand that the two coronavirus Business Interruption Loan Schemes and the COVID-19 Corporate Financing Facility are open to higher education providers, although final confirmation about eligibility for these schemes has still to be determined. We will continue to work with the Department for Education and HM Treasury to get further information about eligibility and will provide further information as soon as we can.

 

And this on the TEF:

  • As you will be aware, we were previously planning to develop and consult on a new framework for the TEF during the first half of 2020. The impact of the coronavirus crisis means that we do not currently have a date for the next TEF exercise. We will provide further information as soon as we can. We intend to consult on the future TEF scheme after the government has published the Independent Review and its response to the Review’s recommendations. Publication of the subject-level TEF pilot reports has been delayed as a result of the coronavirus pandemic.

 

Some commentators (see Johnny Rich here) are seeing this as a major step – an indefinite postponement of TEF using the virus as cover. After all, there are rumours that the Pearce review is not very positive about the TEF.

But this could be over-egging things. The OfS has postponed all its consultations and hasn’t yet set new deadlines for any of them – so this is just the OfS being consistent. Don’t read too much into the postponement, folks – we would be very surprised if TEF goes away, even though the 2020 data will be weird.

There is comment from Wonkhe here:

  • From the looks of the scant paragraph we get it would seem that this is a temporary measure, and that there would be every expectation that we would get a new date in time. But it is not hard to imagine this indefinite pause as a quiet death for a basket of metrics that has failed to capture the imagination of the audience it sought…..
  • It could, of course, be argued that the current situation suits everyone involved perfectly well. The Government seems in no hurry to publish a review of TEF that is likely to have been less than glowing, the OfS doesn’t need to respond to it or consult on it (making it easier to integrate TEF into the mainstream of regulation), and TEF remains on pause forever. Nobody loses face, the decision to cancel TEF is never explicitly taken (so the government never goes back on a manifesto promise) but it is quietly understood that no future work will be done on an indicator that signally failed to indicate anything.

 

[PS there is still no news from UKRI on the KEF deadline extension]

The Office for Students has a webpage which brings together all their guidance, FAQs and the Ministerial letters, which is a useful resource. They keep adding to the FAQs – what we are all waiting for now is the next news on admissions, due on 20th April

  • We have created a provider guide to coronavirus which includes information about our regulatory requirements, FAQs, and links to all letters and guidance issued by the OfS. There is also a student guide with FAQs and signposting to sources of information beyond the OfS.

 

Support for Universities

Universities UK issued a package of measures to address concerns in the sector – and shared it with Gavin Williamson in a telephone call.

They highlighted the many challenges to the sector, the work that we are doing to support the national effort and our staff and students. They asked for specific confirmation that confirmation that universities are eligible for the Job Retention Scheme (furloughing staff), and the Business Interruption Scheme and the Corporate Financing Facility and recommended a range of actions, including:

  • increasing funding for research and covering the full economic cost for UKRI funded research;
  • introducing a one year “stability measure” in the form of a student number cap equal to the number of UK and EU students forecast for 2020-21 plus 5% and a new sector agreement on fair admissions practices that would, amongst other things, restrict unconditional offers at volume;
  • provide further funding for courses that support key public sector services, including nursing and healthcare and some short and part-time courses;
  • a transformation fund to support universities to reshape and consolidate through federations and partnerships or mergers;
  • bridging loans and support for changes in lending terms, reprofiling funding allocations including the student finance payments towards the beginning of the academic year, and halting the planned cuts in teaching grant; and
  • mitigating the impact on international recruitment by providing flexibility of visa requirements and delaying changes that would apply to EU students after Brexit who would join in the 2021 academic year.
  • We don’t know when there will be a response, if at all.

The Opposition view

Research Professional has an interview with Emma Hardy, shadow Universities Minister. It’s an interesting read:

  • The model of intense competition is failing. Having read Universities UK’s submission to the government, letters from the University and College Union and other higher education organisations and interest groups, what is not surprising is the amount of consensus there is. If we continue down the same path of “unseemly competition” as UCU has warned, then some universities will face financial failure and as it stands the Office for Students has been clear that it will not bail them out.
  • As highlighted by UUK, the likelihood is that ‘cold spots’ will develop, exacerbating the regional inequalities and putting already disadvantaged students at a greater disadvantage.
  • There is a consensus around the need for change, and we should look to create a more collaborative system. UUK has already acknowledged that changes need to be made and that these could include “federations and partnerships”. Labour believes there should be greater collaboration between higher education, further education and adult community learning, to anchor those institutions in their communities and reform their governing structure.
  • Institutions offering similar academic courses in the same region could cooperate with the aim of staff development and educational improvement to benefit students and our national interest.

 

  • There needs to be a collective acknowledgement of the unpalatable idea of asking mature students who find themselves unemployed as a result of this crisis to commit to a lifetime loan of over £27,000 for a degree which the government knows they will never repay. Labour will continue to argue for free education for all as we face of challenge of upskilling our country in a post-Covid-19 world.

 

  • A higher education system funded by government, industry and commerce has the power to hold universities to a higher standard, and it should use this power to radically reform the terms and conditions of university staff and in particular the use of insecure contracts.
  • If we wish the UK to maintain its reputation as a world leader in research, then research grants must be balanced and distributed regionally to create regional institutions of excellence.
  • The Research Excellence Framework has been discredited nearly as frequently as the Teaching Excellence and Student Outcomes Framework and the space provided by the suspension of the REF due to Covid-19 opens the discussion on what makes for effective accountability. If we are to build a future based on cooperation, and universities acting in the national interest, then market-based accountability measures serve no purpose.

 

This follows an intervention by Rebecca Long-Bailey, the new shadow Education lead, who wrote to Gavin Williamson last week, as reported by Research Professional

  • In a missive dated 9 April, that also addresses schools and further education policy, Long-Bailey—who finished second to Keir Starmer in the recent Labour leadership election—asks Williamson if he believes universities are “likely to require additional financial support” as a result of the Covid-19 outbreak, and how decisions on such support will be made? She also asked the Department for Education to protect institutions from closure “for the duration of this crisis”.

 

  • She also asked if overseas staff working in universities would be offered the same one-year visa extension available to NHS staff and sought reassurances that international students’ visas will be extended where required.
  • “I believe in the current circumstances some additional support should be given to students,” Long-Bailey writes. Specifically, she calls for ministers to immediately suspend all interest on loans, waive tuition fees for the period that students are not receiving full tuition, and give students the opportunity to “defer to next academic year without needing to pay extra tuition fees”.
  • There should also be an assurance that students do not have to pay for accommodation that they are no longer able to use, Long-Bailey wrote, while those in receipt of a maintenance grant should be able to return all or part of it in exchange for it being written off.
  • The shadow education secretary also calls for clarity on student assessment practices during the Covid-19 outbreak and asks the government to “urgently consider” creating a student hardship fund for those who encounter financial difficulty as a result of the pandemic.

 

Opportunities

Finally, we are delighted that two members of academic staff have submitted evidence to an All Party-Parliamentary Group this week and we are very proud of the work that staff across BU are doing to support the national effort, and to contribute to the national debate.

If you haven’t done so before, now may be a good time to explore the APPGs active in your area of expertise and see if they are doing interesting work – the full list is here. Look under subject groups and follow the links  Some APPGs don’t update their websites very often (or have them at all) but some are very active.

And if you have a news story or a plan for research, or a solution to a practical problem linked to the virus, speak to the M&C press team or Becca Edwards.

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

 

BU midwifery paper cited in WHO report

Last week the Regional Office for South East Asia of the WHO (World Health Organization) published its strategy for strengthening midwifery [1].  The report highlights how Bangladesh, India and Nepal have recently introduced midwifery education. They joined DPR Korea, Myanmar, Sri Lanka and TimorLeste in establishing midwives as an independent cadre of the health workforce.

This report cited our 2015 paper on midwifery developments in Nepal which appeared in the Journal of Asian Midwives [2].  The lead author Jillian Ireland is a Visiting Faculty in the Centre for Midwifery, Maternal & Perinatal Health (CMMPH) and Professional Midwifery Advocate at Poole Hospital NHS Foundation Trust, my other co-author, Joy Kemp, is Global Professional Adviser at the Royal College of Midwives (RCM).  The paper reflects on the RCM Global Midwifery Twinning Project in Nepal.  The paper argues that the presence of a strong professional association of midwives in a country yields double benefits. On one side, the association provides inputs into framing policies and developing standards of care, and on the other, it ensures quality services by continuously updating its members with information and evidence for practice.

Bournemouth University’s work in Nepal is ongoing with a project run by CMMPH helping to develop midwifery education and training the trainers funded by the German aid organisation GIZ (Deutsche Gesellschaft für Internationale Zusammenarbeit).

 

References:

  1. World Health Organization. Regional Office for South-East Asia (2020) Regional Strategic Directions for strengthening Midwifery in the South-East Asia Region 2020–2024, Delhi: World Health Organization. Regional Office for South-East Asia.
  2. Ireland, J., van Teijlingen, E, Kemp J. (2015) Twinning in Nepal: the Royal College of Midwives UK and the Midwifery Society of Nepal working in partnership, Journal of Asian Midwives 2 (1): 26-33. http://ecommons.aku.edu/jam/vol2/iss1/5/

 

HE Policy Update for the w/e 8th April 2020

Well, what a week! Lockdown hasn’t reduced the volume of content, analysis and comment out there (although there is a bit of a theme). Welcome to your fully stuffed policy update which contains more goodies than the average panic buyer’s larder (we know, that is such an outdated concept already). Exams, grades and admissions remain a key focus for the sector, Parliament plan to embrace virtual working, there are some fab opportunities for researchers and we’ve a new Labour leader and Shadow Cabinet.

Good news

One good thing to come out of all this is that the role that universities can play in contributing to wider societal issues is being highlighted – not that it will make much difference to perceptions long term, but it’s nice to share good news.  Take a look at the UUK website for more information on their #wearetogether campaign.  There’s more on the BU website about our own efforts, and the BU news team are looking for more stories so let them know what you are up to.

Parliamentary Business

Virtual Parliament – There is a push for Parliament to operate virtually in a formal capacity during the Coronavirus lockdown. This is challenging because, as we mentioned in the policy update two weeks ago, Parliament has terrible facilities for this. However, Labour’s shadow minister for innovation, Chi Onwurah, sums it up: “People up and down the country have made huge behavioural changes in a matter of days and we must show we are capable of it too”.

Commons Speaker Lindsay Hoyle and Commons Leader Jacob Rees-Mogg have both given their backing to the virtual Parliament proposals from 21 April (the end of recess). The plan is for certain types of important business to be conducted virtually. Lindsay Hoyle writes:

  • Parliament’s role of scrutinising government, authorising spending and making laws must be fulfilled and in these unprecedented times that means considering every technological solution available. We are exploring options with the parliamentary authorities in readiness for parliament’s return… Once the house returns, if we are still in the grip of the crisis where the physical presence of members, or too many members, in the palace is not appropriate, I am keen that they should be able to participate in key parliamentary proceedings virtually, for example oral questions, urgent questions, statements.

Some select Committees are already operating virtually (you can read the key points from the Education Committee’s session later in this policy update).

In addition, the Speaker is urging the Government to set up a forum of Ministers and senior Government representatives during recess for MPs to ask questions at set times on different days ‘about how things work and how they can be improved’. Hoyle writes: MPs are being swamped right now with questions and case work from distressed constituents who need answers…Responses cannot wait for the House to sit again.

Acting leader of the Liberal Democrats Ed Davey is calling for a specialist select committee focusing on Covid-19. He stated:

  • If it wasn’t a dangerous infectious virus but a major emergency, parliament would have been recalled. We wouldn’t have gone on recess. …We think scrutiny is good for government policy. We’ve shown opposition parties are prepared to behave responsibly. I think we can find a way to get things cracking and get an online virtual parliament to serve the nation.

The Guardian report on the virtual parliament here.

PM powers – ICYMI Prime Minister Boris is in hospital and has designated Dominic Raab (Foreign Secretary and First Secretary of State) to deputise “where necessary”. The UK’s unwritten constitution does not provide a clear outline of what the situation now allows, but as Cabinet takes collective decisions it is understood that Raab will be the first amongst equals. It is unlikely Raab will be afforded the prerogative powers of the Prime Minister, such as the ability to conduct reshuffles or take significant security decisions. However, there isn’t a clear outline of Raab’s new responsibilities nor the limits he has been given by the Government. The decision on whether or not to extend or end the lockdown is due to be taken next week, but it is likely this will be deferred or made by Cabinet collectively if the Prime Minister is incapacitated. In extreme circumstances, it would be expected that the Queen would ask Raab to form a government on a permanent or interim basis.

On Raab Dr Catherine Haddon, from the Institute for Government, said  the situation remains uncertain and that some powers could be distributed to a number of Cabinet ministers – “the power would derive from the prime minister saying who he wants ministries to respond to“.

Labour Leader & Shadow Cabinet – Keir Starmer was elected the leader of the Labour Party in the first round, of voting. He won 56.2% of first preference vote (more actual votes than Jeremy Corbyn in 2015, although a smaller overall percentage of the total). He also won the majority of votes across all three groups – MPs, affiliates and party members. Rebecca Long-Bailey took 27.6% of the vote share and Lisa Nandy 16.2%. On Keir Research Professional say: His grass-roots mandate is significant—and is coupled with a shift away from Corbyn loyalists on the party’s national executive committee.

The new leader pledged to work constructively with the Government whilst holding them to account:

  • Under my leadership we will engage constructively with the government, not opposition for opposition’s sake. Not scoring party political points or making impossible demands. But with the courage to support where that’s the right thing to do…We will shine a torch on critical issues and where we see mistakes or faltering government or things not happening as quickly as they should we’ll challenge that and call that out.

Here is the full Shadow Cabinet Line up:

  • Leader of the Opposition: Keir Starmer
  • Deputy Leader and Chair of the Labour Party: Angela Rayner, elected in the third round of voting with 52.6% of the vote.
  • Shadow Chancellor: Anneliese Dodds
  • Shadow Education: Rebecca Long-Bailey
  • Shadow Home Secretary: Nick Thomas-Symonds
  • Shadow Secretary of State for Health and Social Care: Jonathan Ashworth (incumbent)
  • Shadow Foreign Secretary: Lisa Nandy
  • Shadow Chancellor of the Duchy of Lancaster: Rachel Reeves
  • Chief Whip: Nick Brown
  • Shadow Justice: David Lammy
  • Shadow Defence: John Healey
  • Shadow Business, Energy & Industrial Strategy: Ed Miliband
  • Shadow International Trade: Emily Thornberry
  • Shadow Work and Pensions: Jonathan Reynolds
  • Shadow Digital, Culture, Media and Sport: Jo Stevens
  • Shadow Chief Secretary to the Treasury: Bridget Philipson
  • Shadow DEFRA (Environment, Food & Rural Affairs): Luke Pollard
  • Shadow Communities and Local Government: Steve Reed
  • Shadow Housing: Thangam Debbonaire
  • Shadow Transport: Jim McMahon
  • Shadow International Development: Preet Kaur Gill
  • Shadow Women and Equalities: Marsha de Cordova
  • Shadow Employment Rights and Protections Secretary: Andy McDonald
  • Shadow Minister for Mental Health: Rosena Allin-Khan
  • Shadow Minister for Young People and Voter Engagement: Cat Smith
  • Shadow Attorney General: Lord Falconer
  • Shadow Leader of the House: Valerie Vaz
  • Shadow Northern Ireland (interim): Louise Haigh
  • Shadow Scotland: Ian Murray
  • Shadow Wales: Nia Griffith Shadow
  • Leader of the Lords: Baroness Angela Smith (incumbent)
  • Lords’ Opposition Chief Whip: Lord McAvoy

Shadow Secretary of State for Education – Rebecca Long Bailey has the Shadow Secretary of State for Education brief replacing Angela Rayner. Rebecca has held Shadow Ministerial posts for almost all of her parliamentary tenure. This gives us little evidence from which to judge her opinions and intents for Education. Dods have pulled together snippets from her parliamentary career when she has spoken out on Education matters.

Universities: That brings me to local industrial policy. Labour has been clear on the need for a national industrial strategy, but we are also clear about the need to be regionally powerful and distinctive, with the resources to match, and to build on the already world-class universities and businesses in our regions and nations (2018)

Further Education: Businesses also need a highly skilled workforce, but the Government have cut real-terms school funding, scrapped the education maintenance allowance and imposed huge cuts to further education funding over the past seven years (2017)

Schools: We have rampant regional inequality, hunger in schools and public services pushed to breaking point by a policy that even the Chancellor now admits was a political choice all along—the choice of austerity (2020)

Technical and Adult Education: Key policies include establishing a technical education system, investing £406 million in maths, digital and technical education, and creating a national retraining scheme with an investment of £64 million. Again, the intent is good, but let us remember that the Government cut £1.15 billion from the adult skills budget from 2010 to 2015. Similarly, on first analysis the £406 million appears to be the sum of the amounts the Government have already spent on maths, computing and digital skills (2017 budget debate)

T levels: Some of the Government’s commitments are welcome, including the national retraining scheme and the T-levels that she has just mentioned, but sadly they are meaningless in the context of the cuts that we have faced over recent years (2018)

Research Professional have this to say on Rebecca’s expected approach to the universities brief:

  • …for the foreseeable future Long-Bailey will double down on the Corbynite legacy of the National Education Service. Starmer committed during the election campaign to retaining the party’s pledge on the abolition of university tuition fees.
  • With Angela Rayner—former shadow education secretary—as chair of the Labour Party and now having a considerable say in policy formation, the National Education Service is probably safe for now. The problem with it as a policy is that it manages to be simultaneously expensive and vague, without cutting through to the public.
  • The appointment of Long-Bailey as shadow education spokesperson is perhaps indicative of how Starmer views the brief. It is not a priority for now and is a safe holding pen for the thwarted aspirations of those still loyal to the Corbyn project.
  • Long-Bailey will find an appreciative audience among many within the University and College Union, which Corbyn’s Labour Party leaned on heavily to outsource thinking about universities. However, others in the union will regret that the choice of shadow education secretary will make it harder, not easier, to move on from past impasses.
  • Playbook would be very surprised if Long-Bailey made it to the next election still in the education role. It is standard practice for a party leader to appoint their recent rivals to sit around their first cabinet table, only to rotate them out in the fullness of time.

HE Connections – Labour does have substantial academic and HE connections within its elected representatives. The shadow chancellor, Anneliese Dodds, was a lecturer in public policy at King’s College London and Aston University before becoming an MP. Shadow Home Secretary, Nick Thomas-Symonds, was a history and politics lecturer at Oxford. Rupa Huq was a lecturer at Kingston University. Shadow Justice Secretary, David Lammy, was the Universities Minister under Gordon Brown’s Government. Robert Zeichner, who doesn’t have a ministerial brief in the reshuffle, is the Chair of the All-Party Parliamentary Group for Universities. Lastly, Paul Blomfield worked with then Universities Minister Jo Johnson to amend the post-work visa system for international students.

Exams, Grades & Admissions

GCSE & A Level – The Government released their grading system for GCSE and A level exams at the end of last week. Alistair Jarvis, UUK Chief Executive, commented:

  • No aspiring student should be disadvantaged because of the current Covid-19 outbreak and this is welcome progress towards ensuring students and universities alike can take confidence in the way A-levels are awarded this year. It is clear that a robust process will be in place that takes account of a wide range of information about a student and their performance throughout the course of their current study, and that standardised judgements and an agreed methodology will ensure consistency and fairness. We are committed to supporting Ofqual as they continue to develop their precise methodology.
  • To provide additional reassurance to students, it is important to note that universities will also have the power to be flexible in taking an applicants’ context into account as part of the admissions process.

On students dissatisfied with their grades who will opt to take the autumn exam Independent Schools Council Chairman, Barnaby Lenon, said: We hope that universities will show flexibility to ensure that students who take this option are able to begin their course with a delayed start time.

Clare Marchant, UCAS’ Chief Executive, said:

  • It’s essential for their future education and careers that students receive a set of fair and justifiable examination results. The processes outlined by Ofqual today will do exactly that. The best available evidence in the extraordinary circumstances we are all in will be used to calculate regulated grades that will stay with students for years to come. For those applying to higher education, we expect them to be treated fairly and consistently, and universities and colleges to consider these grades in the same way as any qualifications from previous years.

On Tuesday Wonkhe reported that A poll by the Student Room found that nearly two-thirds of GCSE and A level students in the 700-person sample answered “no” to the question “Do you think you will be given a fair grade this summer?”. Tes has the story.

Wonkhe discuss HE uncertainties for admissions colleagues from the proposed grading:

  • we don’t know when the 2020 A level results will be available, which is a big deal for universities and those applying to them. This year’s grades will be predicted by teachers and normalised by a nationally applied formula – meaning that taken together, results will look very similar to those from previous years. While this feels fair, there are risks that high-achieving students in historically low-achieving schools may be disadvantaged.
  • A level grades are predicted every year, of course, as a part of the UCAS application process. We are familiar with the weaknesses of those predictions and, in many ways, compensate with these in offer-making and admissions behaviour. With offer-making still furloughed for the time being, it remains to be seen if these same mitigations will work against newer, normalised, predications as the end point – or how many students will want to take the opportunity to sit an exam later in the year.
  • Universities will understandably want to think through how to proceed with admissions in the way that supports good decision making, and is as fair as possible.

 The blog We can make admissions work without A levels explores:

  • a model that dataHE has developed to support admissions on the basis of predicted grades. Though predicted grades are less accurate than exam results, this matters less this year, because there won’t be any exam results. Importantly, since predicted grades were assigned before exams were cancelled, they have roughly the same amount of bias baked in as in any normal year. That makes it possible to use them – carefully, and in an evidenced way – to build a model of exam-awarded grades on which to base admissions decisions.

Wonkhe’s data expert David Kernohan has a blog setting the current situation in context with the wider practice of predicting grades.

And there is another on Changing student recruitment in light of Covid-19.

HE Exams – Wonkhe report that QAA will publish new guidance this week:

  • on academic standards and student achievement alongside a section on practice and lab-based assessment during the Covid-19 crisis. These materials offer examples from providers around the sector alongside principles-based planning – there are detailed proposals for digital assessment alongside suggestions for student support.
  • The general guidance covers modifications to academic regulations (emergency academic regulations), gathering details of local circumstances from students and applying mitigations accordingly, arrangements for progression with reduced academic credit (apparently OfS guidance is on the way here), and assessment boards.

As many universities have already worked out, or made good progress in working out what they are going to do in this area, this is a bit late, really.

There is also a blog by Douglas Blackstock, Chief Executive of QAA, on Wonkhe describing how QAA is helping universities and PSRBs (Professional, Statutory and Regulatory Bodies) accredit students as meeting the requirements to practice within their field.

Surveys – It was inevitable that potential HE students would be surveyed to death and asked about their concerns and whether they intend to continue with their plans to commence HE. The UCAS poll (sample size – 500 students) states the 86% intend to continue on to HE despite the pandemic disruption. 60% have selected their first choice place. 27% are waiting before they confirm their firm choice of institution. UCAS also report that over half (51%) of respondents feel supported at the moment, but want more help. While 37% said felt fully supported now, this is higher amongst white applicants (40%) and lower amongst BAME applicants (29%).

Research Professional (RP) cover the survey and mention the uncertainty surrounding when the next academic year will commence. Humorously, RP remind us that After months cooped up at home with their parents, it’s understandable—and their hopes [to attend HE] might be the only thing keeping us all going.

TES also cover the UCAS poll results.

HEPI have a wider poll, we’ve covered this separately below due to the volume of detail. However, they find that a third of applicants feel less confident they will get into their chosen university since the pandemic.

The Times reports on a QS survey in Universities face crushing blow as overseas students stay away. QS surveyed 11,000 prospective international students (only 4,600 intended to study in UK). 55% stated their plans to commence study in the UK in September 2020 had changed. 32% were still deciding and 14% were determined to go ahead despite disruption and potentially online learning. The Times article states: Our higher education sector will be crucial to the post-crisis recovery, so it is vital that the UK remains a welcoming place for people from across the world, including from China.

International Admissions – HESA released HE sector finance data on Friday and Wonkhe have produced a series of tableau tables showing where institutions sit against the variables. There is an interesting table highlighting the providers with the highest international student incomes (those who may be hit hardest if the predicted downturn in international students for September 2020 intake is realised). Predictably UCL and other London institutions congregate at the top. However, the table can be filtered down to other regions and exclude PG or UG or full/part time provision. You may also be interested in the key financial indicators table, again filterable by different measures of financial health and stability.

The Times and the Telegraph also cover the data release.

Unconditional Offers – Moratorium Extended

Universities Minister Michelle Donelan has extended the moratorium preventing universities from making unconditional offers until 20 April.

Research Professional (RP) say: The Department for Education seems to have rejected the argument that making unconditional offers to prospective students following the cancellation of A levels would be in the interest of stressed and concerned applicants.

RP report in the same piece that Donelan states: I know many students will be anxious at this unprecedented time and worried about what it means for their future..My top priorities are to both reassure students and protect our world-leading higher education sector. That is why I am calling for an extension to the pause on changes to university offers, and I urge universities to adhere to this so we ensure long-term stability across the admissions system.

The OfS are supporting the Minister by exploring the use of regulatory powers to take enforcement action against universities and colleges not acting in the best interests of students or undermining the stability and integrity of the higher education sector—including – considering options for enforcement during the moratorium period. And: Universities and colleges must also ensure that their admissions processes work effectively to identify applicants with the potential to succeed, particularly where those applicants have experienced barriers and disruption on their route to higher education.

RP conclude: The Department for Education has been rattling its sabre over admissions and the regulator has threatened fines. But autonomous university admissions are guaranteed by the Higher Education and Research Act 2017. When push comes to shove, the government might find that there is not much more it can do beyond expressing censure.

Fighting talk certainly, but a later RP blog with content from HE Legal expert Smita Jamdar and Nick Hillman (HEPI) considers the grey areas. The blog is well worth the quick read.

The Times has a related article: Fines for universities using low offers to ‘poach’ students from rivals. In the article they report the OfS as stating it would be looking closely at the financial stability of universities over the next few weeks: “Clearly coronavirus will have a significant impact on universities. One of our main areas of focus in the coming months will be to support the financial sustainability of the higher education sector in England.”

RP were quick to point out The Office for Students has always insisted that it will not bail out universities that are failing. The next few years could test that to the limit. There is also a RP piece on the reduced regulatory load the OfS is requiring of HE institutions during the current crisis: OfS freezes normal regulatory requirements during pandemic and here are the details of the suspended requirements from the OfS website.

OfS

The OfS has been busy. First, they supported the Minister in the extension of the moratorium (above) and pledged to crack down on any wizard wheezes that universities had found around the request. They’ve also reduced the standard regulatory requirements so universities can focus on the most pressing operational issues caused by C-19.

Next they issued guidance for universities on quality and standards of learning and academic assessment during the pandemic. And accompanied it by an introductory descriptive blog: Maintain good courses and credible qualifications for students during pandemic, says regulator urging flexibility, reasonable adjustments, teaching and support on a relative par to ‘normal’, clear communications to students to keep them informed and setting out what the OfS considers examples of effective practice from across the higher education sector.

HEPI Student Survey

HEPI polled 1,000 full-time UG students and 500 HE applicants to explore how the Covid-19 pandemic is affecting them.

Current Students on Assessment

  • 70% of students feel the messaging from their HEI on Coronavirus has been either ‘clear’ or ‘very clear’
  • 36% think the current crisis should lead to their assessments for the rest of the year being cancelled
  • 42% expect universities to continue assessments online but 17% would prefer for the assessments to be postponed until after the crisis.
  • A greater proportion of first year students (44%) thought assessments should be cancelled, compared to second year students (32%) or students in their third year (31%).
  • Just under half of students (49%) are satisfied with the online learning that has replaced their face-to-face teaching; 23% of students are dissatisfied.
  • The majority (55%) of students are living away from their normal term-time residence as a result of the Coronavirus crisis. However, another 45% of respondents said they are still living in their term-time residence.

Applicants

  • 29% of applicants are concerned about whether they’ll get a place at their chosen university (the overall picture is interesting – see later chart).
  • 46% expect their predicted grades to reflect their final grade, whereas 27% think their predicted grades are worse than their final grades would have been.
  • 79% of applicants stated the pandemic has not had any impact on which university will be their first choice. Only 7% plan to change their first-choice university and another 14% are undecided.
  • 53% of applicants feel the messaging they have received on Coronavirus from their prospective universities has been clear.

Rachel Hewitt, Director of Policy and Advocacy at the Higher Education Policy Institute, said:

  • These results show universities are supporting students and applicants well through these challenging times. Despite having to scale up online provision very quickly, few students are dissatisfied with the offering from their institution. Both applicants and students feel they have had clear information around the pandemic. On admissions, it is clear applicants need greater certainty about what will happen to their university places. It is essential this group, who have already lost out on the end of their school experience, are not disadvantaged from getting into the university of their choice. The data shows this is a concern for a significant minority of applicants. Despite all the uncertainty, much remains the same. Two-thirds of students still want the opportunity to complete their assessments from afar. The majority of applicants still intend to go to the same university as before the crisis. What’s more, many students are still living in their term-time residence, meaning they may be reliant on the support of their university and accommodation providers.

Dods say:

  • Whilst the poll suggests that the pandemic has had a limited impact on students consideration of their first choice institution, there is concern that the combination of cancelled exams, the absence of university open days and the potential that the UK could still be moving in and out of phased social distancing measures, could have an impact on the number of students choosing to defer their entry to higher education by twelve months. For universities, the financial impact of a decline in international students, coupled with the cancellation of potentially lucrative conferencing opportunities over the summer, could be further exacerbated by a fall in domestic uptake. Given the lack of control over how students are distributed across institutions and subjects, a decline could result in some providers significantly under recruiting. As such, calls have emerged for the Government to mitigate against volatility in the market by exercising control over student numbers. This could be achieved via statutory instrument under the emergency Coronavirus Bill.

Education Committee – Disadvantage

The Education Committee has published a summary of their 25 March private meeting (with the DfE as part of the inquiry investigating the impact of COVID-19 on education and children’s services). The meeting tackled the impact of school closures on the attainment gap between disadvantaged pupils and their wealthier peers.

  • DfE expects schools to do all they can to ensure lessons continue online or via other means, and that learning should continue. Schools to remain open for the most vulnerable but acknowledged that the effect of school closures on vulnerable and disadvantaged pupils was a concern.
  • DfE expect the system to act flexibly to support vulnerable children. Local Authorities should work with schools and the sector to ensure children with an education, health and care (EHC) plan or social worker are supported and there is appropriate oversight of children remaining at home.
  • Children’s services, already under significant financial pressures, will be given additional resources – an additional non-ringfenced £1.6 billion has been allocated to support councils on areas including social care. The Department said that Clause 5 of the Coronavirus Bill would allow the emergency registration of social workers, to tackle the strain on social care.
  • On concerns where the key worker status is being interpreted differently by schools, parents and employers – DfE stated that if a school refuses to take a child of a key worker as defined by the Department, the parent should raise this with their local authority in the first instance. Initial feedback from schools is that the number of key workers sending children to school is lower than expected.
  • On whether the DfE will undertake longer-term work on the public health implications of exam cancellations on young people (for example, the possibility of increased rates of drug and alcohol abuse). They answer was no, that the DfE expect young people not at school to continue their education at home and would not commit to undertaking work on public health implications.
  • Support for further education (FE) colleges and their students – The number of eligible students taking advantage of provision is very low, and there was already substantial online learning in place for 16-18-year-olds. The DfE said it was working with exam boards on advice and guidance on qualifications. They said this was complicated because of the number of types of qualifications there are for this phase.
  • Support for independent training providers – the DfE stated that as ITPs operate as businesses, they can access the support for businesses that the Treasury has announced. The Department explained that they will not pay for training activity that is not taking place, and encouraged providers to consider greater use of online and remote learning to allow their business activities to continue.

Access & Participation

Graeme Atherton, Director of NEON, writes for Research Professional, No closed doors, summarising the threats facing disadvantaged access to HE as a result of the current Covid-19 crisis. Graeme points to the cancellation of the Aim Higher outreach programme after the 2008 financial crash and issues a plea for the recent progress reducing the access gap and the new, stretching, access and participation targets set by universities with the OfS not to be lost.

Jonathan Simons, Director of Education at Public First, blogs for Wonkhe: We must not abandon widening participation this year following a similar line to Graeme and urging the section to retreat on equality work.

The Telegraph has an article suggesting that undergraduates should be drafted into a national service to boost social mobility by acting as English and Maths tutors for underprivileged children at local schools.

The OfS has a provider guide to coronavirus with a Q&A section. Commenting on the Q&A content Wonkhe suggest that providers are expected to deliver their full access and participation plans. In assessment the regulator will take into account the efforts and suitable modifications each university has made.

There is a HEPI blog tackling concerns over How to square widening participation with student number caps: Student number caps are normally a bad idea. But we don’t live in normal times. If needs must, a one-off cap might be a necessary measure to whack a particularly problematic mole. But we need to make sure that, in implementing it, we don’t hit disadvantaged applicants too.

The Sutton Trust has a report on this too looking at the implications for social mobility and setting out priority areas:

  • Widening access to private and online tuition, both during and after the school closures, in order to minimise the impact on the attainment gap.
  • Ensuring access to technology and online resources for pupils from disadvantaged backgrounds while schools are closed.
  • Fair access to higher education, and making sure this year’s changes to A levels and the admissions process do not impact negatively on the prospects of young people from less welloff backgrounds
  • Protecting apprenticeships, making sure that current apprentices are protected financially, and trying to ensure that the apprenticeship system is ready to bounce back when restrictions are lifted.

Allied Health Profession students – paid jobs during COVID-19 outbreak.

Health Education England (HEE) is asking universities to contact their eligible Allied Health Professional (AHP) students to discuss their options for using their education programme to help with the response to the COVID-19 pandemic. I.e. if they would like to opt-in to undertake a paid NHS role.

HEE state the options vary depending on the student’s stage of study and that HEE has worked collaboratively with the HCPC, professional bodies, Royal Colleges, Council of Deans of Health, Government departments of the four nations, NHS Employers and staff side representatives to consider how best to support AHP students to continue their studies and where appropriate use their skills and expertise to support the health and care system during this time of emergency in the safest possible way.

Emergency legislation was also passed by the UK Government earlier in March, giving the Health and Care Professions Council (HCPC) powers to automatically register former Allied Health Professionals (AHPs) who had de-registered in the last three years and final year AHP students on UK approved programmes who have successfully completed their final clinical placements.

Beverley Harden, Associate Director for Education & Quality at Health Education England, said;

  • We are continuing to develop proposals to provide safe and beneficial opportunities for our AHP students that allows them to keep developing their skills while supporting the NHS at this difficult time. I would like all students to read Suzanne’s and my letter to them, and for those eligible to consider voluntary opting-in to help in the COVID-19 response alongside their registered AHP colleagues.
  • AHP students, during the course of their education and training all spend a large percentage of their time working in clinical environments, learning alongside qualified staff to develop into the outstanding professionals we need.
  • You will be given the option to opt-in to a voluntary revised programme structure whereby students can spend, for example, a maximum of 60% of their time in a support worker role, which would be remunerated, and a minimum of 40% of their time in academic study. The exact nature of the role to be undertaken and the level of supervision will be agreed between you, your university and the organisation in which you will be working in. These roles may be able to be used to support achievement of required practice hours; your university will determine if this is the case.

Research

REF – Kim Hackett, REF Director at Research England writes for Wonkhe on the uncertainty surrounding the REF submission deadlines. The blog reiterates when the clock does start again that institutions will have at least 8 months notice to submit, that they are keen to discussion options with Universities as soon as possible when the disruption associated with the C-19 timescales are better understood.

  • Unless we’re looking at a very considerable delay, the funding bodies do not intend to alter significantly the period being assessed in REF 2021. So the issue around the existing deadlines is really one around determining what the best approach will be to ensuring the exercise can take account of affected areas of submissions.

On consulting with the sector:

  • We’ve paused the REF because universities have other priorities right now. So we can’t fill that with lengthy consultation documents and expectations of similarly lengthy responses. We’ll also need to approach the issues in a phased way, balancing the urgency of the question with how well it can be answered in the current context. That means we’ll be looking to get input on the deadline for impact and environment first.
  • The overarching timetable for developing the revised framework is not fixed – and it has to be this way, so that we can stay responsive while so much is still unknown. But our aim will be to ensure the exercise remains a level playing field, is fair in recognising the extent of impact this period has had, and is also able to capture the tremendous contribution UK research is making to this fight.

On the REF2021 site there is a blog by Anna Grey, York University – Stopping the REF clock – highlighting the changes within an institution and particularly how professional services are reducing the burden on academic colleagues and recognising fears relating to fixed term contracts roles.

Statistics – The Office for National Statistics published estimates of research and development performed and funded by business enterprise, higher education, government, research councils, and private non-profit organisations, for 2018. This is set within the Industrial Strategy target to increase Research & Development investment to 2.4% of GDP by 2027. Key figures:

  • Research and development (R&D) expenditure rose by £2.3 billion to £37.1 billion in 2018; this is an increase of 6.6%, which was larger than the 4.8% growth in 2017 and the largest annual rise since 2013.
  • Total R&D expenditure in the UK in 2018 represented 1.71% of GDP; this is up from 1.67% in 2017, but it remains below the EU (EU-28) provisional estimate of 2.12%.
  • Funding of UK R&D from overseas increased by 1.4% to £5.1 billion in 2018 compared with 2017, but this was 8.4% lower than the peak in 2014 of £5.5 billion.
  • The UK spent £558 per head of population on R&D in 2018; this is up from £527 in 2017.

Contribution of Each Sector: 

  • In 2018, the business enterprise sector spent £25.0 billion on performing R&D, accounting for 68% of total UK expenditure. The sector grew by 5.8% from £23.7 billion in 2017, which was larger than the growth between 2016 and 2017 of 4.8%.
  • The product groups with the largest R&D expenditure in 2018 were: pharmaceuticals (£4.5 billion), motor vehicles and parts (£3.8 billion), computer programming and information service activities (excluding software development) (£1.9 billion), aerospace (£1.7 billion)
  • The higher education sector had the second highest R&D expenditure of £8.7 billion in 2018. This accounted for 24% of total UK R&D expenditure in 2018. However, this was up one percentage point from 23% in 2017.
  • Government (including UKRI) R&D increased by 11.5% to £2.5 billion. This accounted for 7% of total expenditure on R&D carried out in the UK in 2018.
  • UKRI R&D expenditure (excluding Research England) grew by 11.1% from £866 million reported by the seven research councils in 2017 to £962 million in 2018. This jump is in part a result of the new reporting structure established in 2018, which is inclusive of Innovate UK.
  • The Private-Not-For-Profit sector, (including, for example,several cancer charities that carry out extensive research, from cancer prevention to drug development and clinical trials), spent £0.8 billion, up 9.2% from 2017. This contributed 2% to total UK-performed R&D expenditure

Academics – POST

The Parliamentary Office of Science and Technology launched a Covid-19 Outbreak Expert Database as the lockdown began. It provides parliamentarians and civil servants with information on academic colleagues’ research specialisms to help them find the experts throughout the country whose wide-ranging work can be applied beneficially to the national context during these changed times. It is a fantastic opportunity for colleagues to obtain greater reach with their research and connect into networks that in the past relied on a ‘who you already know’ system. The database is live and accepting new entries. Please share this information with any academic colleagues you have contact with and encourage them to sign up – the categories are much wider than the Covid-19 context because the pandemic is touching on every aspect of life.

Survey Opportunity – POST also offer the opportunity for colleagues fill in a 15 minute survey sharing expert insights around the short, medium and long-term concerns and issues you perceive relating to COVID-19 and its impacts. The insights derived from the survey will be shared within Parliament and will be used to help inform the work of the POST. POST expect to publish anonymised responses and/or a public synthesis of these insights with a list of acknowledgements to experts who have contributed (no responses will be directly attributed to individuals). POST intend to analyse the first set of responses Tuesday 14 April. They may do a further round of analysis after this initial deadline if the responses warrant it. Colleagues need to be signed up to the Expert Database before they complete the survey.

Learn more – As colleagues will be aware policy impact can be an influential factor within REF gradings. POST support Parliament’s evidence base decision making agenda and aim to maximise engagement with academic research. MPs, Peers and parliamentary staff all use research in their work carrying out the functions of Parliament; scrutinising Government, debating important issues, passing legislation and representing the people. There is a video describing how Parliament uses expert research. And resources and general advice and information on how you can work with Parliament as a researcher here.

Best of all is that POST will be running free 90-minute webinars – Parliament for COVID-19 outbreak experts. The webinars will cover a brief overview of what Parliament is and does, and how it uses research. It will explore the different ways you might engage with Parliament through your research over the coming weeks and months – both in the context of COVID-19 and its impacts, and regarding other areas of research. And share tips around communicating with Parliamentarians and those who work to support them. Don’t be put off by the Covid-19 mention – the majority of the content is usually offered through a paid for traditional training session. This is an opportunity for colleagues to access the training for free and without travelling! Please do share and encourage research colleagues to sign up. We’ll let you know as soon as registration is open.

NUS

Wonkhe tell us about the new NUS executive team that was elected last Wednesday:

The National Union of Students (NUS) has published the results of its full-time officer elections, the first election held since last year’s reform. Only three full-time roles were available – national president, and vice presidents for further and higher education – and each officer will hold their role for two years, starting this July.

Larissa Kennedy, a former officer at Warwick SU and member of NUS’ National Executive Council, has won the election for NUS national president, promising to “build a movement that stretches across the whole of the UK, across students’ and trade unions across the world”. Kennedy is profiled in the Times.

Hillary Gyebi-Ababio, undergraduate education officer at Bristol SU and Wonkhe contributor, has been elected vice president for higher education, advancing the view that “students should be at the centre of their education, not simply viewed as metrics in a market”.

The role of vice president for further education has gone to Salsabeel Elmegri, vice president of Bradford College SU, who says she will “ensure that tackling climate change, fighting for better mental health provisions and tackling harassment all top the agenda”. Elmegri has a profile in TES.

Student Concerns

Wonkhe report that MPs and Peers from every party in Parliament have called for action from the Government to address concerns of students on exams, accommodation costs and financial difficulties caused through the loss of earnings from casual employment. 110 MPs have signed a letter to Universities Minister Michelle Donelan calling for a flexible approach to assessment, refunds of rents on unoccupied accommodation, and a temporary suspension of the rule preventing students claiming universal credit. They argue that students should have the option to resit the year without further fees and with additional financial support. i News covers the letter to Donelan, and the Mail also reports the story. 

And…yes you guessed it…yet another Wonkhe blog – Students need strong leadership and practical solutions from Government sets out practical advice to the Government on changes which would reduce the student struggle. The blog has some refreshing ideas.

The Guardian has an article where 5 students from A level to PhD make sense of the sudden change in their education.

Student Rent – In the Scottish parliament a proposed amendment to the Coronavirus (Scotland) Bill that would have allowed students to bring their tenancies to an immediate end without having to fulfil notice requirements was defeated.

Disability

The Government has a news story announcing that the Cabinet Office’s Disability Unit is working with government colleagues, disabled people, disabled people’s organisations, charities and businesses to achieve practical changes that will remove barriers and increase participation. This work is tied to the National Strategy for Disabled People and is planned work rather than a response to C-19.

The Strategy aims to put fairness at the heart of government work, to level up opportunity so everyone can fully participate in the life of this country. The strategy will build on evidence and data, and critically on insights from the lived experience of disabled people. It will include existing commitments, such as to increase special educational needs and disability funding and support pupils, students and adults to get careers advice, internships and transition into work, whilst identifying further opportunities to improve things.

The press release sets out the following objectives for the National Strategy for Disabled People:

  • develop a positive and clear vision on disability which is owned right across government
  • make practical changes to policies which strengthen disabled people’s ability to participate fully in society
  • ensure lived experience underpins policies by identifying what matters most to disabled people
  • strengthen the ways in which we listen to disabled people and disabled people’s organisations, using these insights to drive real change
  • improve the quality of evidence and data and use it to support policies and how we deliver them

The strategy development has been delayed by the Coronavirus and the press release states we want to ensure we have enough time to get this right and undertake a full and appropriate programme of stakeholder engagement.

Parliamentary Questions

Q – Dan Jarvis: To ask the Secretary of State for Education, what steps his Department is taking to support universities during the covid-19 outbreak. [32182]

A – Michelle Donelan:

  • The higher education (HE) sector is facing challenges during these unprecedented times. The government’s priority is the safety and wellbeing of students and staff. On Friday 20 March, I wrote to HE providers to thank them for the huge amount of work they have done to mitigate the impact of COVID-19 and to outline the steps that the department is taking to support them. On Thursday 26 March, I wrote a second letter to HE providers, giving further government advice on key issues.
  • We are ensuring that information-flows between the department and providers are as strong as possible. We are actively supporting the Universities UK-led Sector Coordination Group and providing guidance on GOV.UK relating to all educational settings. Working with the Office for Students (OfS), as the regulator in England, we will supplement this general guidance with more HE-specific information and have suspended a number of regulatory reporting requirements for the duration of the crisis, so providers can focus on doing their best for students.
  • We will do all we can to support our HE system. The department is working closely with the Home Office, the Student Loans Company, UCAS and Ofqual, as well as equivalent bodies in the devolved administrations, on measures designed to mitigate the impact of COVID-19 on the HE sector. We are also working closely with the OfS to ensure that we understand the potential financial implications of COVID-19 on the sector and to keep abreast of developments.
  • The latest guidance for schools and other educational settings can be found here.

Q – Angela Eagle: To ask the Secretary of State for Education, what his policy is on universities charging accommodation fees for students while they are closed as a result of the covid-19 outbreak. [33432]

A – Michelle Donelan: We expect universities to communicate clearly with residential students on rents for this period and administer accommodation provision in a fair manner. I have written to vice-chancellors and set out this expectation to them.

Inquiries and Consultations

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

There are a number of inquiries which focus on the coronavirus context:

These inquiries will be placed on the tracker if colleagues indicate they intend to submit a response.

Next Week

The Policy team are taking a few days off over the Easter break. We’ll return with the standard policy update on Wednesday 22 April. In the meantime if there is big news we’ll issue a short email to keep you abreast of developments.

Other news

Online Graduation: The Daily Mail describes how four students used robots to cross the stage and ‘attend’ their graduation ceremony in Tokyo.

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

BU policy update for the w/e 1st April 2020

HE news in the media has been dominated by talk of student number controls while the sector wrestles with decisions over student exams.

Parliamentary Business

Appointments

Alex Chisholm has been announced as the new Permanent Secretary at the Cabinet Office and Chief Operating Officer for the Civil Service. Alex is currently serving as Permanent Secretary at the Department of Business, Energy & Industrial Strategy, and was previously Chief Executive of the Competition & Markets Authority. He has also held senior executive positions in the media, technology and e-commerce industries, with Pearson plc, Financial Times Group, eCountries Inc and Ecceleration Ltd.

Minister for the Cabinet Office, Michael Gove, said:

  • In the medium term, much of Alex’s work will necessarily be coronavirus response related. But Alex will be responsible for supporting ministers to develop and then drive forward a reform programme for the Civil Service, building on the Government’s existing efficiency programme. He will also supervise all the Cabinet Office’s various work programmes including on preparing for the end of the transition period, strengthening the union, and defending our democracy.

Jeremy Pocklington has been appointed as the new Permanent Secretary at the Ministry of Housing, Communities and Local Government.

Health Education England has announced that current interim Chief Nurse Mark Radford has been permanently appointed.

Student Number Controls

The major news since the last policy update is speculation over the potential return of student number controls to limit recruitment. It is suggested that capping numbers (limiting the number of students a university can take for a particular programme) would help stabilise the sector by preventing some universities from taking a higher number of UK students to fill places that would have been filled by international students, who may not come because of the virus.

Alongside the domestic young population dip hitting the lowest point this year (increasing competition between providers) Coronavirus also threatens the international student recruitment. With Government intimating that lockdown or lighter restrictions last between 3 and 6 months the concern is that the much-needed funds from international students won’t be forthcoming if the students cannot enter the country or undertake face to face tuition. EU student numbers would fall too if lockdown continues to prohibit travelling.

Since the removal of student number controls in 2015 there have been regular stories about financial stability as the higher tariff or ‘prestigious’ universities recruited increased numbers of students – leaving the mid or lower tariff providers with less demand for their places, especially as the UK approached the bottom of its demographic dip in the number of 18 year olds.

The flip side is that capping student numbers means some students are unable to get a place on a programme or at their preferred provider. The government wants all students to aspire to the “higher tariff” institutions and to have a choice of providers. Of most concern in this scenario is the risk that disadvantaged students are the least likely to achieve the place at the provider they wished for due to a combination of lack of careers support, guidance, lower predicted grades, parental support and intervention and access to relevant (unpaid) work experience or social networks. And the government has said, for some time, that it does not want to cap the number of students attending university, with the social mobility benefits that this has.  So the government doesn’t like student number controls.

The coronavirus pandemic has destabilised business, education, the whole economy, and this may be one way for Ministers to prevent some HE providers becoming big winners from the disruption whilst the losers collapse. The lower tariff providers are most at risk and these are the institutions that often sit at the heart of communities that have no one local or regional HE institutions, and that take higher numbers of disadvantaged students. If these institutions collapse it is a big fail for social mobility, affecting the lives of these students and future generations.

So far the Government has moved to prevent new unconditional offers being made or converting conditional offers already made to unconditional while they are finalising the exam grade awarding strategy. The Government has not spoken out on the return of student number control (yet). Although the media and HE blogging organisations seem to be doing the job for them! Here are some of the sources:

The Guardian has been at the centre of the debate from the outset:

  • Strict limits on the number of students that each university in England can recruit are set to be imposed by the government in an effort to avoid a free-for-all on admissions, with institutions plunged into financial turmoil as a result of the coronavirus pandemic, the Guardian has learned.
  • A government source said each university would face limits on the number of UK and EU undergraduates it could admit for the academic year starting in September, in a move backed by higher education leaders.

As the Guardian article mentions UUK’s response to the proposal has also been at the forefront.  The Guardian article states the board of UUK approved the return of student number caps and an edited article quotes Alistair Jarvis (Chief Exec UUK) as saying

  • “The UUK board discussed a range of measures needed to promote financial stability of the sector in these tough times. Foremost was the need for government financial support for universities. Student number controls were discussed and it was agreed that further consideration of the pros and cons were needed, with further input from members.” (Alistair tweeted to state the Board had not approved student numbers after the original Guardian article was published, hence ‘student number controls were discussed’ and RP cover the backtrack here).

The offers for students – Research Professional (RP) analyse whether degree outcomes vary based on unconditional offers (including conditional unconditional offers).

The Mail Online is convinced that student number controls are back and write as if the Government has already announced this – Government will place strict limit on student numbers in bid to avoid admissions free-for-all at universities hit by coronavirus

RP also ask in Aftershock if number controls are reintroduced then…: The Guardian’s article is well sourced but lacks detail. Are students who have had their A levels cancelled now going to be told that they cannot go to the university of their choice? That could have a significant impact on recruitment across the board come September.

The Guardian followed up their original article with Concern for A-level students over chaos on university admissions which covers exactly what RP raise above – that students holding offers may no longer have a place to attend. It also includes comment from David Willetts:

  • David Willetts removed student number controls from 2015 when he was minister for universities and science. Writing for the Higher Education Policy Institute in a blog due to be published on Tuesday, he said: “University is a safe haven for young people in these tough times. We can expect many more 18-year-olds to try to get to university now as the alternatives are so poor at the moment. If the government does reintroduce number controls (which I would regret), it must not do so in a way that reduces opportunities for young people to go to university.”

The Guardian also publish an opinion piece – Covid-19 is our best chance to change universities for good.

HEPI have much to say on student number controls. Nick Hillman, Director of HEPI, worked for David Willets ex-Universities Minister and recalls that the abolishing of student number controls was announced on his last day in the job. Elsewhere on HEPI there is a blog Eight interventions for mitigating the impact of Covid-19 on higher education; number 1 is the re-imposition of student number controls to ensure that institutions have a viable first year student population. They suggest that – Realistically, given the damage to school students’ education and examination preparation, this will not be a one-year exercise. There are a number of ways this could happen, either by setting institution by institution limits on admissions (as was the case until 2011) or by limiting variance to +/-5 per cent for any institution against a three year average of admissions (from 2017 to 2019 inclusively). In the longer term, there should be a fundamental review of the operation of the market.  The blog is worth a full read covering other topical elements such as impact on current student retention and progression rates, rent support, contextual admissions, ditching the NSS (national student survey for 2020), increasing quality-related research funding to stabilise the research base and establishing a digital learning leadership fund.

Nick Hillman (HEPI) is also quoted in the Guardian article:

  • …there are people who have long wanted to restrict access to higher education who might see this as the chance to do it. Yet when there are fewer jobs to go around, education becomes more important, not less. And: Reintroducing number caps would protect those universities that have grown the most in recent years by locking down the number of home students that they educate and stopping others from growing at their expense. Older, more prestigious universities would be the biggest losers, as they had hoped to be able to replace lost international students with more home students.

Other HEPI blogs:

Other sources:

There may be more news on this soon.

Exams

The NUS has called for all non-essential (year 1 and 2) exams to be cancelled to reduce anxiety for these students and allow HEIs to focus on facilitating the best possible assessment experience for the final year students. Coverage in the Guardian states that NUS say: disabled, international and poorer students would be significantly disadvantaged if universities go through with plans to hold online exams and assessments next term. [Because accessibility has been lost or left behind in the swift move to online teaching and assessment.]… final-year students should be given a choice of how to complete their degrees, such as receiving an estimated grade based on prior attainment, doing an open book online exam, or taking their finals at the university at a later date.

Claire Sosienski-Smith, the NUS vice-president (Higher Education): “In the current climate, student welfare must come first…It is vital that there are no compulsory exams this year.”

NUS also call for PG students to have a 6-month extension on their submission deadlines.

Similar to student number controls there is a wealth of media attention and material on exams this week. There are nationwide reports of petitions and students campaigning on a range of factors, including ‘no detriment’ policies. No detriment means the average grade the student has already earned from previous assessments is taken as a given and any further assessments can only build to increase the overall grade awarded (not decrease). However, the devil is in the detail and the application.  For example, how can students demonstrate they have met professional registration or statutory regulatory requirements? And in some approaches students have to pass this year’s assessment – if they do better their grade goes up, if worse their grade remains at previous average, if they don’t pass the assessment then their average grade may be in question. No doubt at some point a bright spark will point out that a no detriment policy when going into a final exam is much the same motivation as entering A levels with an unconditional university offer. Brace yourself for headlines not only about grade inflation but about final exam underachievement.

BU readers should know that BU has also announced a “no detriment” policy with the details being worked out on a programme by programme basis.

The Tab summarises a range of approaches and highlights which details universities are following that approach. It covers final and earlier year exams, graded assessments versus pass and fail marking, and dissertation extensions.

Other media:

Horizon Scanning

To catch up on wider regular policy issues –  you can read our BU policy horizon scan.

Research & KEF

On Tuesday Wonkhe reported that the Knowledge Exchange Concordat has been postponed.

A research related parliamentary question:

Q – Dr Lisa Cameron: To ask the Chancellor of the Exchequer, with reference to Budget 2020, what proportion of the £22 billion investment in R&D he plans to allocate to (a) performing and (b) funding R&D. [33613]

A – Jesse Norman: The Government is committed to supporting the UK’s leadership in science and innovation, and set out an ambition to increase economy-wide investment in R&D to 2.4% of GDP by 2027. At the 2020 Budget, the Government announced that it would increase public investment in R&D to £22bn by 2024-25, the largest ever increase in support for R&D. This will support innovators and researchers across the UK to develop their brilliant ideas, cutting edge technologies and ground breaking research. The majority of this uplift will be allocated at the Spending Review, including support for various R&D programmes. The Government will set out further details in due course

Mental Health

The Department of Health and Social Care released new public guidance regarding mental health support during the coronavirus outbreak covering areas from medication, to managing wellbeing, medication and coping mechanisms. There is easy read guidance for those that need this. The Government have also announced £5 million for leading mental health charities, administered by Mind. And NHS Mental Health Providers are establishing 24/7 helplines.

Paul Farmer, Mind Chief Executive, stated:

  • We are facing one of the toughest ever times for our mental wellbeing as a nation. It is absolutely vital that people pull together and do all they can to look after themselves and their loved ones, when we are all facing a huge amount of change and uncertainty…Charities like Mind have a role to play in helping people cope not only with the initial emergency but coming to terms with how this will affect us well into the future. Whether we have an existing mental health problem or not, we are all going to need extra help to deal with the consequences of this unprecedented set of circumstances.

Claire Murdoch, NHS mental health director, said:

  • The NHS is stepping up to offer people help when and how they need it, including by phone, facetime, skype or digitally enabled therapy packages and we also have accelerated plans for crisis response service 24/7…We are determined to respond to people’s needs during this challenging time and working with our partners across the health sector and in the community, NHS mental health services will be there through what is undoubtedly one of the greatest healthcare challenges the NHS has ever faced.

The Times has an article on student mental health focusing on anxiety caused by uncertainties such as exams: Panic and anxiety after education is plunged into limbo.

Brexit & immigration

Withdrawal Agreement

The Government has published a press release outlining that the Withdrawal Agreement Joint Committee met virtually on Monday 30 March to discuss the application and interpretation of the Withdrawal Agreement. There is a factsheet about the Withdrawal Agreement Joint Committee here.

EU Settlement Scheme

The EU settlement scheme continues. However, the Home Office has clarified that while applications continue to be processed, during this challenging time they will take longer than usual. And the resolution centre will only respond to email inquiries, not telephone; all the ID document scanner locations have been suspended as is the postal route to submit identity evidence. The Home Office reminds: there are still 15 months before the deadline of 30 June 2021 for applications to the EU Settlement Scheme, and there is plenty of support available online to support those looking to apply. This includes translated communications materials and alternative formats being made available.

Visas

The Government has announced visa extensions until 31st May for all foreign nationals in the UK. Individuals who are in the UK and whose visa expired after 24th January are being urged to contact the Home Office to be issued with the May extension. The Government have confirmed they will continue to kept the timescales under review in case further extension is needed.

A dedicated Covid-19 immigration team has been set up within the Home Office to make the process as “straightforward as possible” for visa holders. To help those who want to apply for visas to stay in the UK long-term, the Home Office is also temporarily expanding the in-country switching provisions. In light of the current advice on self-isolation and social distancing, the Home Office is also waiving a number of requirements on visa sponsors, such as allowing non-EU nationals here under work or study routes to undertake their work or study from home.

Priti Patel, Home Secretary, stated: The UK continues to put the health and wellbeing of people first and nobody will be punished for circumstances outside of their control. By extending people’s visas, we are giving people peace of mind and also ensuring that those in vital services can continue their work.

NHS Visas – 1 year extension & Student Nurses

The Home Office have announced that doctors, nurses and paramedics will automatically have their visas extended for one year, free of charge. The extension also covers family members. This measure will also help bolster the number of NHS staff able to work during the coronavirus situation.

Restrictions limiting the number of hours that student nurses and doctors can work in the NHS have also been lifted.

Priti Patel said:

  • Doctors, nurses and paramedics from all over the world are playing a leading role in the NHS’s efforts to tackle coronavirus and save lives. We owe them a great deal of gratitude for all that they do. I don’t want them distracted by the visa process. That is why I have automatically extended their visas – free of charge – for a further year.

NUS

NUS ran its hustings and voting for the election of the presidential and executive officers online for the first time ever. Hillary Gyebi-Ababio has been elected NUS UK’s Vice-President Higher Education for a two-year term receiving 85% of the vote. Hillary is currently the Undergraduate Education Officer at University of Bristol Students’ Union. She states she believes that education should be free, accessible and open to all, with students from all backgrounds and identities being able to engage with and shape the education they deserve. She wants students to be at the centre of their education, not viewed as metrics in a market. She will be fighting for an education system that puts students first. Hillary commented:

  • “It is an honour to be elected as the new Vice President Higher Education of our new and reformed NUS. The fact that students all over the country have trusted me with this role is a sign of how much there is a need for a NUS that puts students at the heart of all it does. I am committed to ensuring that every student, regardless of background, circumstance or identity is heard, seen and cared for. This is going to be an exciting time for the student movement, and the beginning of a new and revitalised NUS.”

Student Experience

Lawyer Smita Jamdar blogs on the consequences of the changes to teaching, assessment and student services as a result of Covid-19 and what universities should be considering to ensure they stay on the right side of the Consumer Rights Act.

Accessibility & Mitigation

Wonkhe write: Is online teaching accessible to all? The sector has (mostly) shifted teaching online – but this has been the very opposite of the kind of planned migration that would be considered best practice by digital delivery experts. In the rush to ensure that students could continue their studies it is very likely that the needs of some students – specific learning needs, disabilities, and external factors – have been forgotten. The next phase of the great leap online will be unpicking where mitigations and alternatives need to be put in place to ensure every student can continue their education during the Covid-19 lockdown.

Wonkhe have one blog on the ethics sitting behind it all: The sudden shift to online provision has failed to consider the needs of all students, and may have been built on tools of uncertain provenance.

And a further blog from Martin McLean from the National Deaf Children’s Society on the mitigations required for deaf students to succeed in online teaching and assessment.

Parliamentary Questions

Student Enrolment/Employment

Q – Dr Luke Evans: To ask the Secretary of State for Education, what discussions he has had with universities on ensuring that students remain enrolled at their institution in the event (a) that they lose their part-time employment and (b) of another change in their financial situation as a result of the covid-19 outbreak. [33725]

A – Michelle Donelan: The government is working closely with the sector on a wide range of issues, and student wellbeing is at the heart of those discussions. It will be for universities to deal with individual students’ situations. Universities know how best to provide support and maintain hardship funds, which can be deployed where necessary, which is especially important for students who are estranged from their families, disabled or have health vulnerabilities.

Students will continue to receive scheduled payments of loans towards their living costs for the remainder of the current, 2019/20, academic year. If they are employed or self-employed, they may also be able to benefit from the wider measures of support announced by the Chancellor of the Exchequer. If agreed with their employer, their employer might be able to keep them on the payroll if they’re unable to operate or have no work for them to do because of coronavirus (COVID-19). This is known as being ‘on furlough’. They could get paid 80% of their wages, up to a monthly cap of £2,500.

Loans

Q – Preet Kaur Gill: To ask the Secretary of State for Education, what discussions he has had with the chief executive of the student loans company on the potential merits of refunding loans for the third term of this academic year. [33730]

A – Michelle Donelan: The Student Loans Company (SLC) will continue to make scheduled tuition and maintenance payments to both students and providers. Both tuition and maintenance payments will continue irrespective of whether learning has moved online. This has been communicated via the SLC website. We are continuing to monitor the position.

Inquiries and Consultations

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

New consultations and inquiries this week:

  • The Commons Education select committee is running an inquiry into the impact of COVID-19 on education and children’s services – how the outbreak of COVID-19 is affecting all aspects of the education sector and children’s social care system and will scrutinise how the Department for Education is dealing with the situation. It will examine both short term impacts, such as the effects of school closures and exam cancellations, as well as longer-term implications particularly for the most vulnerable children. Closes: 30 September 2020
  • The House of Commons Women and Equalities Committee has launched an inquiry to hear about the different and disproportionate impact that the Coronavirus – and measures to tackle it – is having on people with protected characteristics under the Equality Act. Closes: 30 April 2020

Other news

  • Data Futures: HESA have published the latest data futures guidance. Wonkhe write on the release: The release of version 1.0.0 of the HESA Data Futures manual offers a welcome indication that, Data Futures, the long-planned overhaul of student data collection will be going ahead. The new materials suggest three data collection points (one per “reference point”) each year, confirming the move away from continuous collection. Also from HESA, a detailed methodology statement (in two parts) on Graduate Outcomes.
  • Student rent: The BBC has an article on the Bristol students staging rent strikes. They are campaigning about the lack of flexibility or forgiveness from landlords. In particular students who have lost their part time jobs or are unable to work because they are self-isolating are detailed. And Wonkhe report that Shadow Secretaries of State John Healey and Angela Rayner have written to government ministers to raise concerns about student accommodation fees for the summer term – requesting action for students living in halls and for those in the private rented accommodation sector.

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

COVID-19 Outbreak Expert Database – update

According to Parliament’s Knowledge Exchange Unit (KEU), more than 3,500 researchers from across the UK have signed up to its  COVID-19 Outbreak Expert Database, which includes a number of BU academics across all faculties.  

The KEU reports that it is already making use of the database and, later this week, will be directly contacting experts to ask them to share their insights into the COVID-19 pandemic and its short, medium and long-term impacts. Where possible, the KEU aims to acknowledge researchers’ contributions publicly.

If you haven’t already signed up, it’s not too late, as it is a live database. Follow the link and please email your faculty impact officer to let them know, so we can track BU involvement.

Signing up does not commit you to contributing in any way, it’s simply so that Parliament has your details to hand and can contact you very rapidly; if they contact you and you aren’t able to respond, they will fully understand.

The topic areas where Parliament may need to be able to access research expertise are listed below, and found on the sign up page. If you identify an area that has not been listed, please do feel free to give details on the sign-up form in ‘other’:

Agriculture and farming, Airlines/airports, Arts, Behavioural science, Burial and cremation, Brexit, Business, Charities, Children and families, Civil contingency planning and management, Climate change, Communicating uncertainty, , Consumer protection, Coronavirus, Coroners, Countryside, Courts, Criminal justice, Criminal law, Crisis communications, Critical national infrastructure, Data protection, Death, Defence, Economics, Education – higher and further, Education – schools, Elections, Emergency planning, Emergency services, Employment, Employment law, Energy, Environment, European Union, Financial services, Financial systems and institutions, Foreign policy, Government, Health economics, Health services, Housing, Human rights, Immigration, Immunology / vaccinology, Industry, Infection control, Inflation, Insolvency, International law, IT, Law, Legal aid, Leisure and tourism, Local government, Medicine, National security, Package holidays, Pandemics, Pensions, Police powers, Ports and maritime, Prisons, Public expenditure, Public finance, Public health, Public order, Railways, Registration of deaths, Religion, Social security and tax credits, Social services, Sports, Surveillance , Taxation, Trade, Transport, Unemployment, Virology, Waste, Water, Welfare, Welfare benefits.

Nepal publication: Smoking & suicide ideation

Published earlier this week in the Nepal Journal of Epidemiology a BU co-authored paper on ‘Cigarette smoking dose-response and suicidal ideation among young people in Nepal: a cross-sectional study’ [1].   The authors conducted a cross-sectional questionnaire-based survey with 452 young people in Nepal’s second largest city Pokhara.  The study matched participants by age and smoking status. The mean age was 21.6 years and 58.8% were males. The overall rate of suicidal ideation in our cohort was 8.9%. Smokers were slightly more likely to report suicidal ideation than non-smokers (aOR 1.12). The risk of developing suicidal ideation was 3.56 (95% CI 1.26-10.09) times more in individuals who smoked greater than 3.5 cigarettes per week (p=0.01).
The paper concludes that the rate of suicidal ideation was slightly higher among smokers and a dose-response relationship  existed linked with the number of cigarettes smoked per week. Being aware of the link between smoking and
suicidal ideation may help health care professionals working with young people to address more effectively the issues of mental well-being and thoughts about suicide.  The Nepal Journal of Epidemiology is an Open Access journal hence this public health  paper is freely available to readers across the globe.

Reference:

  1. Sathian, B., Menezes, R.G., Asim, M., Mekkodathil, A., Sreedharan, J., Banerjee, I., van Teijlingen, E.R., Roy, B., Subramanya, S.H., .Kharoshah, M.A., Rajesh, E., Shetty, U., Arun, M., Ram, P., Srivastava, V.K. (2020) Cigarette smoking dose-response and suicidal ideation among young people in Nepal: a cross-sectional study, Nepal Journal of Epidemiology 10 (1): 821-829 https://www.nepjol.info/index.php/NJE/article/view/28277

New FHSS nutrition publication

Congratulations to FHSS academics Dr. Fotini Tsofliou and Prof. Carol Clark on the acceptance for publication of their latest article ‘Effects of lunch club attendance on the dietary intake of older adults in the UK: a pilot cross-sectional study’ [1].  This paper is forthcoming in the journal Nutrition & Health (published by SAGE).

 

Reference:

  1. Tsofliou, Fotini; Grammatikopoulou, Maria; Lumley, Rosie; Gkiouras, Konstantinos; Lara, Jose ; Clark, Carol (2020)  Effects of lunch club attendance on the dietary intake of older adults in the UK: a pilot cross-sectional study.  Nutrition & Health (accepted)

Research in the NHS during the COVID-19 pandemic – HRA update

You may have seen an earlier blog post with regard to a halt on the review and approval of undergraduate and master’s clinical research projects. The HRA have released another update with regard to all other research and the state of play due to COVID-19.

To recognise the significant pressures on the NHS at this time, the National Institute of Health Research (NIHR) announced that all new and existing studies supported through its Clinical Research Network would be paused to focus instead on COVID-19 research. You can read the full statement on the NIHR website.

The full HRA statement can be viewed here. If you have any queries mai in Research Development & Support.

Research Development & Support are also updating the following help page regularly for academics and researchers.