Tagged / equality and diversity

HE Policy Update for the w/e 15th February 2019

We expect that Philip Augar will publish the report of his independent panel shortly.  The Panel is advising the Department for Education on the Review of Post-18 Education and Funding and the Augar report has been badged by the DfE as an “interim” report.  Although the Augar report will no doubt grab headlines, after much speculation and many alleged leaks over the last few months, it is only an interim report, and we will need to see what the DfE’s final report says.  The Review itself was originally expected to report in March 2019- but may be delayed for other priorities.  The government is expected to consult before implementing any changes, and had previously announced that any significant changes would take at least two years to implement.

Sadly both your resident policy wonks will be out of circulation next week but you can expect a bumper edition including the reaction from across the sector when we return.

You’ll find a link to the report here when it is published.

Brexit

So another string of meaningless votes this week – the next voting the fun will apparently take place in the last week of February.  Having had their half term holiday cancelled next week the focus in Parliament will be on the secondary legislation required for Brexit rather than on the deal itself.  The BBC has this useful explainer on the timing of all of this (more…)

HE Policy update for the w/e 8th February 2018

Brexit – UUK fights back on Erasmus

UUK has launched a national campaign to encourage the UK government to commit to funding study abroad programmes in the event of a no-deal Brexit.

#SupportStudyAbroad is in response to a technical note on the Erasmus+ programme issued by government on 28 January 2019. The government has said that in the case of a no-deal Brexit, students on current placements will receive funding to their end, and that it would like to stay in the Erasmus+ programme for future calls. However, it is now clear that in the event of a no-deal Brexit there will be no national alternative to enable students to go abroad if continued Erasmus+ membership cannot be negotiated with the European Union. (more…)

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

Access and participation

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

The main proposed changes are:

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

The story is covered in Research Professional:

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

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

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

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

Equality and Diversity – metrics

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

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

Where next?   UUK Annual Conference

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

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

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

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

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

Fees and funding

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

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

Research Professional quote Philip Augar:

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

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

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

Government priorities – migration

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

The Minister responded to this in his speech to UUK:

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

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

The detailed proposal is here.

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

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

And the data is here

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

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

Press:

Mental Health

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

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

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

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

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

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

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

OfS and UKRI sign collaboration agreement

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

It is intended to promote:

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

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

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

Covers:

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

Covers

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

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

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

Brexit

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

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

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

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

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

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

Students’ Unions

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

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

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

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

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

International Research

A parliamentary question on international research:

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

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

Consultations

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

New consultations and inquiries this week: A new approach to regulating access and participation in higher education

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EPSRC publishes new data on Equality, Diversity and Inclusion in peer review

The Engineering and Physical Sciences Research Council (EPSRC) has published further diversity data related to peer review. This extension of data for Equality, Diversity and Inclusion (E,D&I) will highlight the progress made to date to improve diversity in their peer review process, and the opportunities to continue to work with their communities to make further improvements.  Please click here to read the full report.

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

Summit on BME Leadership in HE

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

Wonkhe have pointed out that:

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

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

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

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

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

Launch of UKRI

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

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

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

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

UKRI Chief Executive Professor Sir Mark Walport said:

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

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

Values: Collaboration, Excellence, Innovation, Integrity

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

Haldane Principle:

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

Immigration

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

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

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

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

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

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

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

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

Post-18 review

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

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

Policy impact

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

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

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

Digital Health, Life Sciences

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

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

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

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

Postgraduate loans and numbers

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

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

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

The Intentions After Graduation Survey data., key points:

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

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

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

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

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

Other news

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

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

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JANE FORSTER                                            |                       SARAH CARTER

Policy Advisor                                                                     Policy & Public Affairs Officer

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