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

The Lords European Union Committee has published their inquiry report on Brexit: the Erasmus and Horizon Programmes.  You will recall that the government have confirmed that in a no deal scenario there is no back up plan for Erasmus, and that while students and staff already receiving funding will be protected, there is likely to be a gap before any new arrangements can be finalised.

The conclusions are set out below:

  • The UK is a respected and important partner in both the Erasmus and Horizon programmes. It is a popular destination for mobility placements and a world leader in research with an exceptionally strong science base. The UK receives substantial amounts of funding from EU programmes, and other less tangible benefits built on decades of international cooperation with European partners. We strongly believe—and it was the unanimous view of our witnesses—that it is in the UK and the EU’s mutual interest to preserve current close levels of cooperation on research and innovation and educational mobility. We are encouraged by positive indications in the Political Declaration on the future UK-EU relationship that this will be possible.

Educational exchanges

  • The Erasmus programme has played a significant role in facilitating the international mobility of people studying and working in the fields of education, training, youth, and sport in the UK. The programme offers unparalleled financial support and flexibility to enable people from lower income backgrounds, and those with medical needs or disabilities, to take part in educational exchanges. The Government should seek to ensure the UK remains part of this important initiative by seeking full association to the 2021–2027 Erasmus programme.
  • The cost of participating in the 2021–2027 Erasmus programme is likely to be higher than for Erasmus+, as it will have double the overall budget. Nevertheless, we consider this a worthwhile investment to maintain access to Erasmus and the partnerships the UK has built within Europe through the programme over the past 30 years. It is clear, as the Minister himself noted, that the value of Erasmus cannot be measured simply in terms of financial contributions and receipts.
  • As an associated third country the UK would be able to attend Erasmus programme committees but would lose its voting rights, reducing the UK’s strategic influence over the programme. We are reassured, however, that these meetings operate mainly on a collaborative basis and non-EU programme countries are regarded as “valued partners”.
  • As a non-associated third country, the UK would not even have a seat at the table in Erasmus programme committees, and UK participants would have access to less funding and fewer exchange opportunities. We do not consider this to be an attractive option.
  • If association to Erasmus cannot be negotiated, it will be essential to establish an alternative UK mobility scheme. ….Even with comparative financial investment, however, it will be impossible to replicate aspects of Erasmus which are key to facilitating international exchanges, namely, the programme’s strong brand, trusted reputation, common rulebook and framework for partnership agreements, and its established network of potential partners.
  • Launching a new UK mobility scheme—or increasing investment in existing schemes—to extend mobility opportunities beyond Europe would be welcome in addition to continued participation in Erasmus….

Research

  • We note the Government’s commitment to increase spending on research and development to 2.4% of GDP by 2027, and look forward to an ambitious new International Research and Innovation Strategy which affirms the centrality of research and innovation to technological progress and the future economic prosperity of the UK.
  • A key part of this strategy should be to prioritise continued access to EU research framework programmes by securing association to Horizon Europe. The Government should ensure UK universities retain full access to EU funding opportunities and can participate in, and lead, collaborative research projects.
  • We note that the UK’s access to Horizon Europe will be commensurate with the financial contribution it is willing to make to the programme. Given the anticipated increase in the budget for Horizon Europe, this is likely to be larger than the UK’s contribution to Horizon 2020. The financial rebalancing mechanism set out in the draft Horizon Europe Regulation would also prevent the UK from being a net beneficiary of EU research funding, as is currently the case. Nonetheless, an increased programme budget means that Horizon Europe will be able to support more grants and collaborative research projects than its predecessor. We urge the Government to agree an appropriate level of financial contributions to ensure the UK can access these opportunities.
  • As an associated third country, the UK would have observer status in Horizon Europe programme committees but no vote and so would not have the same influence over the strategic direction of the programme as an EU Member State. Even so, given the strength of the UK’s science base and the significant role played by scientists in shaping research programmes, witnesses were confident that the UK can still remain an influential player in European research and innovation. We note that it will be important for the UK to “strike the right tone” in this regard, by seeking to ensure appropriate accountability for UK funds spent via Horizon Europe rather than by exercising overt political influence.
  • If the UK participated in Horizon Europe on a ‘non-associated’ third country basis, it would lose access to key funding opportunities—notably European Research Council grants and Marie Skłodowska-Curie Actions—and would be left without any credible means of influencing the future development and funding priorities of the programme. While limited participation in Horizon Europe would still provide the UK with unique opportunities for collaboration which could not be replicated at the national level, it is clear that full association is the most desirable outcome for UK research and innovation.
  • Additional UK research programmes will be needed to replace EU funding opportunities, if the Government is not willing or able to secure association to Horizon Europe. These programmes should maintain the breadth of funding across different subject areas and institutions provided by EU research programmes, and support advanced scientific research and international collaboration. The Government should work with the research community to determine what key features of EU funding should be retained in UK replacement programmes, such as the excellence-based funding criteria of the European Research Council.
  • We commend UKRI’s willingness to work to develop prestigious domestic alternatives to EU schemes, if the UK loses access to them after Brexit. However, we note that it would take many years to emulate the tried and tested mechanism for international research collaboration provided by the EU framework programmes, the established research partnerships they support, and the EU’s joint infrastructure capabilities.

Cross-cutting issues

  • The ongoing lack of clarity over the future availability of EU funds for mobility and research is causing considerable concern among students and researchers in the UK. Although association cannot be secured until negotiations on the draft 2021–2027 Horizon and Erasmus Regulations are complete, the Government should confirm its intentions regarding future UK participation in these programmes as soon as possible to maximise certainty and stability for potential participants, and enable them to plan for any changes.
  • Whether the UK continues to participate in EU programmes or not, it will be important to ensure the UK’s immigration policy facilitates the frictionless exchange of students and researchers across borders. We welcome the Government’s confirmation in its recent Immigration White Paper that the UK will continue to welcome talented international scientists and researchers. The Government should work closely with the research community to ensure the UK visa system accommodates this ambition. Given the significant positive benefits international students bring to the UK, we also support the Government’s decision not to impose a cap on international student numbers.

Migration

From Dods: Universities UK have called on the Government to lower the proposed salary requirement for EEA workers to obtain a high-skilled visa to £21,000. Giving evidence at the Public Bill Committee on the Immigration Bill, this lays out for the first time the university sector’s specific feedback on the Migration Advisory Committee’s proposals.

Vivienne Stern, Director of UUKi, said: “While we recognise that migration checks and controls are necessary, they must not be at the cost of losing talent and leaving ourselves with a skills shortage at a time when focusing on productivity and growth is more important than ever. The Home Secretary himself has given our sector as an example of one where the higher threshold could be harmful. If the government works towards a threshold of £21,000, we feel this would allow recruitment for most technician and language assistant roles in the HE sector.”

Also from Dods: Migration Watch UK have published a paper arguing that, total net migration to the UK would increase by just over half to about 380,000/year if the proposals in the white paper become the basis of the future immigration system.

  • The inflow of EU workers will continue at two-thirds of the average of the last five years.  In total, therefore, we estimate that EU inflows will be approximately 160,000/year once the new immigration system comes into effect following the end of the transition period.
  • We expect to see a total inflow of about 550,000/year from outside the EU following the end of the transition period. This is an increase of over 20% on the latest five-year period.
  • In effect, EU migrants would be replaced – and more – by migrants from the rest of the world. The Government claim that their policy will restore sovereign control of our borders. In reality it will lead to higher levels of immigration

Civic Universities

From Dods: The UPP Foundation has published a report on strengthening the connection between universities and their places. This argues that the industrial strategy and devolution agenda have presented an opening for universities to pursue a more place based approach.

Recommendations:

  • The Civic University Agreement – Civic Universities should enshrine their analysis and strategy in a Civic University Agreement that is co-created and signed by other key civic partners. .We think that the starting point for Civic University Agreements has to be:
    • Understanding local populations, and asking them what they want.
    • Understanding themselves,
    • Working with other local anchor institutions, businesses and community organisations
    • A clear set of priorities.
  • Measuring and incentivising the success of the civic university. There should be a three-part approach to measuring – and therefore incentivising – the success of the civic university
    • Local measurement
    • Removing perverse measurement. It is clear that some of the current measures of teaching and research – which are often designed by government, rather than universities – mitigate against civic activity. Removing those is vital and in particular:
      • Reducing the reliance of measures such as LEO (Longitudinal Educational Outcomes) in high stakes metrics such as TEF, that penalises universities for releasing graduates into regional labour markets with lower employment outcomes, or into self-employment which often involves a period of low / no wages.
      • Any suggestion – linguistic or otherwise – in things like the REF that ‘local research’ is by definition inferior to international research
    • National measurement. …In particular the KEF (Knowledge Exchange Framework) must be a broad measure of civic impact not purely research innovation
  • Funding the civic
    • A new fund – the Civic University Fund. A new fund should be created that allows universities to bid for resources that will allow them to implement their strategies. We think that the fund should be worth around £500m over a 5 year period, with universities bidding on a competitive basis for multi-year projects
    • Doubling the Strength in Places Fund, As announced in the Industrial Strategy White Paper and run by UKRI. The Fund offers £10m-£50m investments for a small number of place-based consortia to work together on innovative projects that build on existing research and innovation capabilities, with the goal of tackling regional disparities by improving the local economy in specific areas. The Government announced in the Autumn 2018 Budget that there would be another £120m for a second round of SIPF. We recommend that this second wave of funding is doubled.
    • Widening Participation/attainment fund.
  • Spreading good civic practice
    • We recommend that a Network for the Civic University is established.

Lord Kerslake said: The importance of this civic role is also growing. As the United Kingdom grapples with the challenges of low growth, low productivity, the impact of austerity and widening spatial inequalities, universities can be (alongside local authorities and the heath sector), significant ‘anchor institutions’, able to make an enormous impact on the success of their places.

Financial sustainability

There was a debate in the House of Commons on 12th February on the financial sustainability of the sector.  Shadow education secretary Angela Rayner asked the Minister to make an urgent statement on the financial statement of universities in the UK.  You can read the whole debate on Hansard here

Responding for the Department of Education, Universities Minister Chris Skidmore expressed concern but said: “This Government recognises the importance of the higher education sector and the massive contribution it makes to this country. We recognise the multiple challenges the sector is facing and that these will require institutions to adapt to a more competitive and uncertain environment […] But ultimately, as autonomous bodies, the financial viability of universities is a matter for the leadership of the HE providers themselves.”

Angela Rayner asked:

  • The Minister said that he is working with the Office for Students towards establishing student protection plans. Can he clarify how many universities do not have plans in place? When will he ensure that they all do? What will it mean in practice? Will students be left with a refund but no qualification after years of study? HEFCE had a list of universities of financial concern. Can the Minister tell us whether the new regulator has such a list and how many providers are currently of concern? Last year, it granted at least one £1 million emergency loan. Can he tell the House how many others have been issued? The new regulator has now said that “The OfS will not bail out providers in financial difficulty.” Is that Government policy and from when does it apply?
  • Can the Minister confirm that his Government have also handed universities a £200 million pensions bill but no new funding to meet those costs? Is he lobbying the Treasury to change that? The Office for National Statistics has demanded that the Government end the “fiscal illusion” of pretending that all loans for fees are repaid. When will the Government follow that ruling? Given the uncertainty that universities now face, can he tell the House whether the Augar review will be published this year? Will he guarantee that any proposals on tuition fees will not lead to cutting universities’ funding?

And the Minister responded: Ultimately, these are autonomous bodies and leaders of HE providers are responsible for ensuring their institutions’ financial viability. They are not part of the public sector; they are autonomous institutions. During the passage of the Higher Education and Research Act 2017, a key point voted on by Labour Members was that universities would remain independent and autonomous. The OfS will therefore work closely with providers in financial difficulty, but neither the OfS nor the Department for Education will prop up failing providers. The OfS may enhance its monitoring or impose a specific condition of registration, requiring a provider to improve its financial performance, but we need providers at risk of any financial difficulties to come forward, so that we and the OfS can work with them on improving those registration conditions, which may require a provider to strengthen its student protection plan.

When asked about student number caps, the Minister said: I am proud to be a member of the Government who reduced the student number cap between 2012 and 2015, and eventually abolished it in 2016, allowing a record number of students to access higher education. We know that, going into the 2020s, we will need a knowledge-based economy, so it is right that we allow more people the opportunity to succeed in their ambition to achieve a degree. Abolishing student finance by looking at fee levels would simply give away a fee freeze to the children of millionaires while capping the number of students who could attend university.

When asked about international student recruitment, the Minister said: When it comes to international students, the Government are absolutely determined to press forward and look internationally at what we can do. Our universities are world-class and world-leading organisations. We have had roughly 460,000 applications from the EU and internationally this year—the highest level of applications ever seen. We will be publishing an international education strategy in the spring. We are clear that we have removed the cap on international student numbers, and we want to do more to ensure that we can increase our ability to compete not just nationally but internationally with other countries that also recognise the value of higher education at the international level.

Widening participation

NEON have published a report about white working class participation. Dr. Graeme Atherton, Director of NEON and co-author of the report states:

  • ‘This report shows that while there is some innovative work being undertaken in the HE sector to address the low levels of participation of this group of students, big variability exists in their chances of participating in HE across providers. We need to know more about why this variability exists and do more to eliminate it’.
  • The report argues that action on a number of fronts is needed. This includes more explicit targets for improvement across HE providers, looking again at the data used to define who is in this group of learners and securing longer term funding commitments to activities to support participation in HE or these students. It also argues for a national initiative to address the educational performance of white learners from lower socio-economic backgrounds which brings together schools, colleges and the HE sector.

From the report:

  • White young people in receipt of free school meals (FSM) are the least likely, next to those from Gypsy/Roma backgrounds, of any group to enter HE. White students make up the majority of those in areas where HE attendance is the lowest.
  • There is huge variability in the participation of the group across higher education providers in England. Exciting work is being undertaken to address this challenge but the strategic commitment to it also appears variable.
  • Most white students from LPN attend larger ‘post 1992’ universities – over 70% of all white students from LPN backgrounds attend these universities
  • But white students are found in the highest percentages in further education colleges – the number of white students from LPN is approaching 50% of the whole student body in some colleges.
  • Big differences in levels of participation for white students from LPN exist by HE provider – In over 50% of university providers less than 5% of their students are white and from LPN backgrounds. If these providers raised the level of participation of HE in their institutions to 5% there would be nearly 10,000 more white students from LPN backgrounds studying in HE.
  • Big differences in the chances of white students from LPN being accepted exist by HE provider – of all applications to HE by students from this background, only 22% are accepted. The chances of being accepted differ greatly by provider, with over 50% of universities accepting less than 20% of the applications they receive from these students
  • Strategic commitment to supporting participation for this group is low – despite many universities only admitting a very small number of these students (and some admitting none at all), less than 20% of HEIs have targets in their Access and Participation Plans (APP) related to white students from LPN.
  • More are trying to address the needs of the group than 3 years ago, but there are limitations in what access work alone can achieve
  • Most HE providers do not target outreach work explicitly at this group. Over 70% of those who responded to the survey are trying to ensure that existing projects reach students from this background. Less than 40% were doing work specifically with male students and less than 12% with female students.

Recommendations

  • Recommendation 1: Set specific targets for white students from lower SEG entering HE
  • Recommendation 2: Re-define widening participation target groups
  • Recommendation 3: Ensure National of Collaborative Outreach Programme (NCOP) investment continues after 2020-21
  • Recommendation 4: Focus equally on working class male and female students
  • Recommendation 5: A national initiative to address the educational performance of white learners from lower socio-economic backgrounds

Dr Graeme Atherton writes on Research Professional here

And in a related story, The Bridge Group have published a report on geographical isolation and progression to Higher Education. This argues that,

  • In the context of thinking about the influence of geographical remoteness, the concentration of policy on ‘fair access’ and ‘widening access’ has taken precedence over more material matters regarding physical access to educational opportunities and the even distribution of resources across the further and higher education sector”.

Professor Danny Dorling (University of Oxford and author of report Foreword): The recommendations in this report will help to initiate the changes required to begin to mitigate some of the worst effects of the opportunity landscape we have created.

Dr Sarah Dauncey (Head of Policy, Bridge Group and lead author of the report): “This report gathers together an array of perspectives and data to identify the barriers to progression faced by young people experiencing financial hardship who live in remote areas. We give voice to the needs and interests of this group of young people who have been overlooked by policymakers, and establish implementable solutions to transform their educational outcomes.”

Key findings

  • The prevailing model of social mobility is widely regarded as unhelpful for remote communities. It places too much emphasis on supporting young people to achieve highly in school in order to leave their local area for higher education and training and secure a graduate job. This means that communities in remote areas are depleted of highly talented young people who have a vital part to play in energising local cultures and economies. …
  • There is a weak evidence base on the relationship between geographical isolation, socio-economic deprivation, school-level attainment, and progression. We have encountered numerous obstacles in trying to redress this deficiency through quantitative data collection and analyses. …
  • Pupils from lower socio-economic backgrounds in rural areas have lower levels of attainment compared to their peers in urban schools…
  • A pupil’s distance from school can impact on their capacity to engage in after school enrichment activity; and a school’s isolation from other schools, employers, charities, colleges, and higher education institutions may affect their capacity to offer a diverse range of additional high quality provision. The pressures on resourcing are more keenly felt without the support of external providers.
  • Educational and widening participation interventions are predominantly focused on deprived areas rather than on the location of deprived individuals, often disregarding the dispersed nature of rural poverty. This has a negative effect on those from lower socio-economic backgrounds living in remote areas.
  • Students from lower socio-economic backgrounds living at a distance from higher education institutions, who do not have the option to commute, are faced with more complex decision-making around participation.
  • Deprivation indices have been consistently shown to be dominated by the characteristics of urban populations and are less able to describe rural deprivation.
  • The higher education sector lacks hard evidence on the spatial distribution of outreach activity and there is no imperative for institutions to consider place in their approach to targeting.

There is a long list of recommendations but some are here

  • Social mobility policy – Government and policymakers should weaken the link between geographical mobility and social mobility and recognise the attraction of place. For too long, there has been a connection between ‘moving on’ and ‘moving up’ which involves treating people as ‘a-spatial’ and assumes a narrow, economic idea of mobility. The economic domination of London and large urban centres has meant that the greatest career rewards, in economic terms, are received by those who are mobile and willing to move to large, ‘escalator’ cities. This yoking of social mobility with geographical mobility has a negative impact on those who have a strong attachment to place and choose to remain in more remote areas.
  • Strengthening the evidence base – Government departments must work collaboratively to improve access to the evidence base ….
  • Schools – Schools with average or below average levels of Pupil Premium pupils should work cooperatively to pool expertise and resources to narrow the gap in attainment. Clusters of schools need to be established with shared strategic objectives to develop and offer a range of interventions to better support pupils from lower socio-economic backgrounds and ensure on-going professional development. …Schools should monitor participation in ‘enrichment’ activities and make provision to ensure accessibility and inclusivity…. Schools serving sparsely populated areas should have additional, ring-fenced funding to recognise the increased costs associated with supporting progression to further and higher education.
  • Further and higher education –
    • Improve understanding of the geographical distribution of outreach activities, particularly those to raise attainment and promote progression. We need to better understand the way that each higher education institution spends its widening participation budget in terms of place.
    • Increased investment in further education and the creation of a national qualification structure at level 4 and 5. For many young people living in isolated areas who choose to remain at home, the lack of choice, quality, and funding available for sub-degree qualifications has a huge impact on their employment outcomes. Increased funding and status needs to be awarded to further education colleges to recognise the vital role they play in remote parts of the country in providing opportunities for learners of all ages.
  • Third sector – Greater flexibility towards measures of deprivation by grant-awarding bodies and increased recognition of the influence of geographical isolation on educational outcomes. Grant-awarding bodies need to adjust their measures of deprivation to recognise the influence of geographical isolation on attainment and progression to higher education and scrutinise their reliance on Free School Meals (FSM) and POLAR as proxies for economic deprivation. This would encourage more charitable organisations to intervene to narrow the gap in attainment and promote progression in remote areas.
  • Increased recognition should be given to the role that the third sector is already playing in identifying remote areas and working with higher education institutions to deliver impactful outreach programmes. The Office for Students (OfS) could do more to identify organisations with particular expertise in working in remote areas to help higher education institutions to develop new creative partnerships.

Sarah Dauncey also wrote on Wonkhe

Technical Education

From Dods: The DfE and Institute for Apprenticeships have awarded Pearson and NCFE contracts to deliver the first three T-levels from 2020.

  • Awarding Organisation NCFE has been awarded a contract to deliver the Education and Childcare T Level
  • Pearson has been awarded contracts to deliver T Levels in Design, Surveying and Planning as well Digital Production, Design and Development.

Around 50 further education and post-16 providers will teach these T Level programmes from September 2020.

Education Secretary Damian Hinds said: This is a major step forward in our work to upgrade technical education in this country. T Levels are a once in a generation opportunity to create high-quality technical education courses on a par with the best in the world, so that young people gain the skills and experience they need to secure a good job, an apprenticeship or progress into further training.

Lord Sainsbury, Chair of the Independent Panel on Technical Education, said: I am delighted that we have reached this milestone in the roll-out of the T Levels programme. With the first schools and colleges to offer T Levels in 2020 well advanced in their preparations, and now confirmation of these initial awarding organisations, I am confident that we remain on track to deliver the transformation to technical education that this country so desperately needs

To support the further education sector to deliver the new T Level programmes, the government will provide an additional half a billion pounds every year once they are all fully rolled out.

Chair of the Education Select Committee, Robert Halfon MP, delivered a speech focussing on creating, “an education and training system that genuinely nurtures the talent we need for the future and creates a ladder of opportunity long and strong enough for each and every young person to climb”.

The speech was delivered at The Edge Foundation on 11th February 2019 and you can read more here

  • Replace GCSEs at 16 with a holistic Baccalaureate at 18 which reflects a young person’s academic and creative achievements, alongside skills and personal development
  • Recognise the value of Further Education colleges and ensure they are properly funded
  • Give teachers back autonomy in the classroom; more high quality CPD; enable them to develop projects in partnership with local businesses and community organisations, to bring learning to life
  • Measure schools by completion of the baccalaureate at 18 and the destinations of their pupils in the years after leaving; make apprenticeships a gold standard destination
  • Question the effectiveness and value for money provided by the Careers and Enterprise Company (CEC) “who are spraying money around like confetti”
  • Despite skills shortage vacancies doubling since 2011 to 226,000, in 2017, latest figure from ONS show in the first quarter of 2018, there were 320,000 young people aged 16-14 who were NEET and unemployed.

There’s a BBC story about it here

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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.

Alistair Jarvis, Universities UK Chief Executive, said:

  • “The benefits of study abroad are well documented. Not only does study abroad have clear employability benefits for students, it helps them to develop the language, communication and intercultural skills that will be so essential to building a truly global Britain. An investment in international experience for our students now is an investment in the future of our economy. Without the international opportunities offered through schemes like Erasmus, the UK’s workforce will not be equipped to meet the changing needs of the economy post-Brexit.
  • “In the case of a no-deal Brexit, I strongly urge the government to commit to continue funding study abroad opportunities for UK students, even if the UK cannot negotiate continued participation in Erasmus+ programme.”

Key facts and stats

1)  Study abroad supports social mobility. Students who study abroad outperform their peers academically and professionally. They are:

  • 19% more likely to gain a 1st class degree
  • 20% less likely to be unemployed
  • 10% more likely to be in ‘graduate’ jobs six months after graduation

For those from underrepresented and disadvantaged groups the benefits are even more pronounced:

  • BME students who studied abroad are 17% more likely to be in ‘graduate’ jobs six months after graduation
  • Mature students who participated in these programmes earn 10% more than their peers

2) International opportunities help students develop skills that UK businesses need. Research by the CBI has found that:

  • Seven out of 10 small and medium size enterprises believe that future executives will need foreign language skills and international experience
  • 39% of employers are dissatisfied with graduates’ intercultural awareness
  • 49% of employers are dissatisfied with graduates’ language skills

Widening Particpation performance indicators

On 7th February, HESA issued performance measures for WP.

Chris Millward of the OfS commented:

  • ‘Today’s release points to incremental progress in improving equality of opportunity in higher education. The reforms we have recently announced are intended to secure a step change in the next five years, both through pressure on universities to enhance the plans they submit to us, and support to enable them to work in the most effective ways. We want universities to understand how they are performing using sophisticated measures, looking across different characteristics to understand disadvantage in their own context and targeting their activity and investment so that it really works.’

David Kernohan has analysed the data for Wonkhe:

  • The HESA Performance Indicator data for 2017-18 is more about proportions than raw numbers. The headline figures see England and the UK enjoy a 0.2 percentage point rise (from 11.4% to 11.6%) in  young entrants to HE from low participation neighbourhoods. ….
  • There is also data on state school entry rates.  In the UK and in England 89.8% of young full time first degree entrants attended state school, down 0.2 percentage points from last year. ..To put this latter paragraph in context, the Independent Schools Commission estimates that around 14% of 16 year old pupils attended an independent school.

One widening participation marker that is rarely discussed concerns the participation rate of students with disabilities. 6.6% of UK-domiciled full-time first degree students are in receipt of the Disabled Students’ Allowance in 2017-18 – the same as last year.

Application data for 2019

UCAS have issued data for applications for the 2019 cycle to date

They issued a summary report:

  • Applicant numbers from within the UK decrease but numbers increase internationally

Overall, UK domiciled applicants have decreased by 0.7 per cent, while applicants from outside the UK have increased to their highest levels on record for both EU and non-EU countries. EU applicants increased by 0.9 per cent to 43,890, and non-EU applicants increased by 9.0 per cent to 63,695. Although EU applicant numbers have increased by 0.9 percent overall, they have decreased in Scotland, Wales, and Northern Ireland, with the only increase being in England, where they increased by 1.9 per cent to 37,595 (the second highest number on record after 2016).

  • The overall fall in the UK can be attributed to the demographic dip

The number of 18 year olds in the UK has fallen each year since 2015 (falling by 2.0 per cent this year compared to last), and overall figures as reported above are affected by the falling number of school leavers (roughly 80 per cent of UK applicants are 18 – 19 year olds)…The application rate in England has risen every year since 2012 and is now at its highest on record (38.8 per cent), with this year having the biggest percentage point increase since 2014.

  • Applicant numbers from China increase by one third

The number of applicants from China has increased by 33.3 per cent this year – rising from 11,915 to 15,880. This follows an increase of 20.6 per cent last year, and brings Chinese applicant numbers to almost the same level as those from Wales and Northern Ireland (18,855 and 17,910 respectively). Other countries with large percentage increases in applicant numbers include Romania (+260, 10 per cent), Slovakia (+180, 26 per cent), and Saudi Arabia (+150, 24 per cent).

  • Application rates have increased in every English region

The order of regions by application rate is broadly similar to 2018, with London still having a considerably higher rate (49.9 per cent), and the North East having the lowest rate (32.9 per cent) for the second consecutive year. With the London rate increasing by 2.4 percentage points this year, 18 year olds in London are now 36 per cent more likely than 18 year olds in the rest of England to have applied to higher education (up from 33 per cent more likely last year). This is the first year since 2016 that application rates have increased in every English region

  • The gap in application rates between advantaged and disadvantaged applicants decreases

Application rates have increased for all quintiles. The application rate for Q1 increased by 1.3 percentage points to 23.2 per cent, which is its biggest increase since 2014. The Q5 rate increased by 1.0 percentage points to 53.5 per cent, causing the Q5:Q1 application rate ratio to decrease from 2.40 to 2.30, meaning that the gap in application rates between advantaged and disadvantaged applicants has narrowed slightly

Free Speech Guidance

The Equality and Human Rights Commission have developed new guidance on freedom of expression at universities. The guidance aims to coherently definite legal rights and obligations around free speech with a view to empowering student unions and individuals. It also details the limited occasions where free speech can lawfully be limited. It has been produced with input from the National Union of Students, Universities UK, Charity Commission for England and Wales, Office for Students, Independent HE, Guild HE, Commission for Countering Extremism and Home Office.

Universities Minister Chris Skidmore said:

Free speech is a value integral to the independence and innovation that embodies the higher education sector in the UK, fuelling academic thought and challenging injustice. This guidance is a symbol of the commitment from across the sector to protecting freedom of speech.

David Isaac, Chair of the Equality and Human Rights Commission, said:

The free expression and exchange of different views without persecution or interference goes straight to the heart of our democracy and is a vital part of higher education. Holding open, challenging debates rather than silencing the views of those we don’t agree with helps to build tolerance and address prejudice and discrimination. Our guidance makes clear that freedom of speech in higher education should be upheld at every opportunity.

Key points

  • Everyone has the right to express and receive views and opinions, including those that may ‘offend, shock or disturb others’.
  • Protecting freedom of expression is a legal requirement for most higher education providers. Students’ unions also have a role to play, although their legal duties are different (see section 2).
  • Higher education providers need to have a code that sets out their policies and procedures relating to external speakers, and make sure their procedures don’t create unnecessary barriers to free speech. They also need to make sure all students are aware of the code (see section 2.2).
  • There are some circumstances where UK law limits the right to freedom of expression, for example, to protect national security or to prevent crime (see section 3).
  • Most higher education providers and students’ unions are registered charities and have a charitable purpose to further students’ education for the public benefit. Free speech is an important part of meeting this purpose (see section 3.3).
  • The starting point should be that any event can go ahead, but higher education providers have to consider all their legal duties carefully (see section 6).

It has been criticised because it clarifies, but does not resolve, some of the contradictions and competing responsibilities for institutions and students’ unions.

On Academic Freedom:

  • Freedom of expression is relevant to, but should not be confused with, the important principle of academic freedom. Academic freedom relates to the intellectual independence of academics in respect of their work, including the freedom to undertake research activities, express their views, organise conferences and determine course content without interference.
  • As part of their duties under Article 10 and the s.43 duty, HEPs must protect the freedom of expression of academics and staff. Student complaints and protests should not result in HEPs imposing limits on course content or speaker events organised by lecturers. HEPs should also take steps, such as providing support to their staff, where necessary to make sure that the pressure of student complaints does not lead to self-censorship of academic work. They must also ensure that internal policies (for example, policies to comply with the Prevent duty) do not unduly inhibit academic freedom.

On visiting speakers

  • The s.43 duty does not mean that any group or speaker has a right to be invited to speak to students on HEP premises or at SUs. What it does mean is that a speaker who has been invited to speak at a meeting or other event should not be stopped from doing so unless:
  • they are likely to express unlawful speech, or
  • their attendance would lead the host organisation to breach other legal obligations and no reasonably practicable steps can be taken to reduce these risks.

That is interesting given the view that Peter Hitchen expressed on Radio 4 that being “uninvited” to an SU event was censorship.  The way I read the paragraph above, uninviting him isn’t but preventing him speaking once he arrived would be…but that is not what the guidance says:

  • SUs are entitled – and required, to the extent that the speech may break the law – to consider ‘harm’ that someone’s views may cause to some of their members, when deciding whether to invite a speaker to an event they are organising. However, if a speaker has already been invited by an SU society or group and the speech will be lawful, the SU will need to consider their obligations under their HEP’s s.43 code of practice. If an SU cancels a speaker in these circumstances, their HEP has a duty to take reasonably practicable steps to ensure the speaker event can proceed.

The guidance is 54 pages long and each set of circumstances will need to be worked through by each SU and institution in each case, and the outcomes will always be reliant on interpretation of the guidance and the judgement of those making the decision.  This is one issue that, being about politics as well as being a political issue, has dominated the news on a regular basis since Jo Johnson started to make a song and dance about it, and will no doubt continue to run and run.

Ethnic Disparities

On Monday the DfE published a Written Ministerial Statement on Race Disparity Audit which aims to push the HE sector to drive change in tackling inequalities between ethnic groups. The acute sector issues are levels of non-continuation, degree class achieved compared to non-ethnic minority peers, and progression to good quality employment. The statement goes on to remind that in tackling ethnic disparities the Government has established the OfS and legislated for greater transparency and scrutiny through the Higher Education and Research Act.

The statement continues with the actions the Government expect (very similar to those trailed in the speech reported in last week’s policy update):

  • Asking the Office for Students to ensure higher education providers demonstrate how they are tackling differences in access and successful participation for students from ethnic minorities – the Office for Students will be expected to hold providers to account, in particular through Access and Participation plans, which set out how higher education providers will improve equality of opportunity for under-represented groups, to access, succeed in and progress from higher education. The Office for Students will be expected to use its new powers to challenge providers failing to make progress.
  • Asking league table compilers to consider performance on tackling inequalities between ethnic groups in university rankings – working with a wide range of experts, stakeholders and league table compilers.
  • Encouraging higher education providers to eliminate ethnic disparities in their workforce – using tools such as the Race at Work Charter and Race Equality Charter.
  • Supporting student choice through better information, advice and guidance- by reforming the Unistats website using evidence from research with students from disadvantaged and underrepresented groups.
  • Building the evidence base on ‘what works’ for improving ethnic minority access and successful participation – encouraging the winning bidder of the newly established Evidence and Impact Exchange to make improving the evidence around addressing ethnic disparities a priority.

These actions will be supported by the Office for Students in their role as the regulator, Advance HE who will launch a review of their Race Equality Charter, and UKRI who will signal their support for reducing ethnic disparities in research and innovation funding.

Debbie McVitty from Wonkhe did some analysis of the position, looking at the OFS report issued alongside the and the recent UCU report on the experience of Black female professors:

  • These reports demonstrate the complex and pernicious ways that higher education cultures can enable behaviours that marginalise and exclude. Rollock’s respondents, for example, detail incidents of “passive aggressive acts, avoidance, undermining and exclusion”. These sorts of incidents create an exhausting double bind – to process one’s own emotional response so as to avoid being labelled angry or irrational, and to redouble one’s efforts to perform to prove oneself worthy of one’s position in the teeth of the covert scepticism of one’s peers.
  • The authors of the OfS report record concerns over a lack of discussion of racism and discrimination, insufficient Black or minority ethnic leaders and/or leaders with the critical perspective to drive action in this area, the perpetuation of deficit models, with interventions based on racist stereotypes. Also noted was the failure to involve Black and minority ethnic students in the design and delivery of targeted interventions, as well as a lack of diversity in the curriculum.

The OfS commissioned report has a series of recommendations

  • Providers should improve their institutional data systems so that they can consistently capture good quality data; this will ensure that activities can be effectively targeted and interventions effectively evaluated.
  • This may require the aggregation of data across multiple years to ensure that more nuanced patterns of disadvantage can be identified and addressed.
  • Whilst course level data can be helpful in mobilising course leaders to effect change, presenting statistical data as proportions or percentages can be unhelpful where numbers are low. Rather, the focus should be on numbers of individual students. This also helps to personify students with inequitable outcomes and can serve as a useful counter to increasingly abstract discussions.
  • Providers should make their BAME access, retention, success and progression data public to all students and staff. This includes making it readily available internally (including at departmental/course level data) and externally (for example through a dedicated institutional website with both data and plans to tackle inequalities).
  • Providers should ensure that data is contextualised for students and accompanied by a clear action plan which indicates what action the provider is taking to ensure that the gap is reduced and then eradicated.
  • Providers should take a holistic approach to addressing inequalities for specific minority ethnic groups ensuring a balance of interventions across the full student lifecycle.
  • Providers should demonstrate in their access and participation plans how they will balance the focus of ‘inclusive’ and ‘targeted/exclusive’ interventions across the student lifecycle.
  • HE providers should summarise, on an annual basis, their annual spend on targeted interventions–across each aspect of the student lifecycle (access, retention, attainment, progression). This should include ways in which additional fee income is being used as well how interventions are being funded from as other sources, such as from the Addressing Barriers to Student Success (ABSS) programme funded by the Office for Students.

REF2021

Sarah Foxen of the UK Parliament’s Knowledge Exchange Unit, part of POST, has written for Wonkhe on policy impact (a question that you know is close to our hearts).

We have been working with Research England for over a year to help ensure a shared understanding of what parliamentary impact is and how it can be evidenced in REF 2021. Last spring, those involved in the delivery of REF 2021 asked us to produce a briefing for them explaining both what is useful and impactful for legislatures, and how engagement and impact can be evidenced. The briefing proved useful and fed directly into the drafting of guidelines and panel criteria.

Research England and panel members have taken onboard a number of the points we made in our briefing, which now feature in the final Panel Criteria and Working Methods. These points are found in Annex A: Examples of impacts and indicators.

As for what constitutes parliamentary impact, we all agree that:

  • Research is used by parliamentarians to develop proposals for new legislation through Private Members’ Bills, or to assist scrutiny of legislation and inform amendments to other bills such as those introduced by government.
  • Research helps to highlight issues of concern to parliamentarians and contributes to new analysis of existing issues.
  • Research helps parliamentarians and staff to identify inquiry topics, shape the focus of inquiries, inform questioning of witnesses, and underpin recommendations.
  • Research equips parliamentarians, their staff, and legislative staff with new analytical or technical skills, or refreshes existing ones.

As for indicators of reach and significance, there is a shared understanding that this can be evidenced through:

  • Direct citations of research in parliamentary publications such as Hansard, committee reports, evidence submissions, or briefings.
  • Acknowledgements to researchers on webpages, in reports or briefings.
  • Quantitative indicators or statistics on the numbers of attendees or participants at a research event, or website analytics for online briefings.
  • Qualitative feedback from participants or attendees at research events.
  • Data to show close working relationships with Members or staff, for example, the number of meetings held, minutes from these meetings, membership of working groups, co-authoring of publications.
  • Testimonials from members, committees or officials, where available.
  • Analysis by third-party organisations of parliamentary proceedings or processes, for example studies of the passage of particular pieces of legislation.

We are also delighted to see that those administering REF 2021 took on our suggestion (and perhaps that of others too) that certain kinds of impact only acknowledged in panel C in the draft guidelines will now be valued by all panels:

  • The panels acknowledge that there may be impacts arising from research which take forms such as holding public or private bodies to account or subjecting proposed changes in society, public policy, business practices, and so on to public scrutiny. Such holding to account or public scrutiny may have had the effect of a proposed change not taking place; there may be circumstances in which this of itself is claimed as an impact. There may also be examples of research findings having been communicated to, but not necessarily acted upon, by the intended audience, but which nevertheless make a contribution to critical public debate around policy, social or business issues. The panels also recognise that research findings may generate critique or dissent, which itself leads to impact(s). For example, research may find that a government approach to a particular social, health, food-/ biosecurity or economic issue is not delivering its objectives, which leads to the approach being questioned or modified.

Brexit – Update from the Home Office on the EU Settlement Scheme

The Home Office has been piloting the EU Settlement Scheme application process. There will be difference between the pilots and the full launch of the scheme. This includes the current testing of an app which checks an individual’s identity document.

  • However, when the scheme is fully live at the end of March, use of the app will be optional and people will be able to send their identity document in the post or get their passport checked in over 50 locations.
  •  The scheme will be fully live by 30 March 2019, and under the draft Withdrawal Agreement applicants will have until 30 June 2021 to apply via a computer or any mobile device.

Following the January announcement that fees for the scheme will be waived the Government has confirmed that “anyone who has applied already, or who applies and pays a fee during the test phases, will have their fee refunded. Applicants should make payment using the card they want to be refunded on. Further details of the refunds process will be published shortly.”

Research

The Government published the second independent report on Open Access research compiled by Professor Adam Tickell who is the Chair of the UK Open Access Co-ordination Group. It presents a refreshed evidence base, and addresses specific questions raised by Jo Johnson back when he was Universities Minister in November 2017.

The Government have also published Chris Skidmore’s (current HE Minister) response letter:

  • In supporting the UK research endeavour, we are seeking to increase knowledge, enhance public life, expand our economy, and transform public services. For us to realise these benefits and more, research needs to be openly available.
  • It is therefore right that students, researchers, businesses and anyone with an interest should be able to access, without additional cost, the publicly-funded research findings of our great universities and research institutes.
  • Your advice demonstrates that the UK is at the forefront of the global movement towards Open Access to research. Over half of the publications arising from publicly funded research can now be read online and without payment, one year after publication. It is a significant achievement to have reached the current rate of Open Access adoption and I look forward to UKRI pursuing routes which allow us to reach our 100% target in an affordable way.
  • Progress in Open Access has been achieved as a result of cooperation between research funders, universities, learned societies and publishers: I am grateful for their continued participation.

One of Professor Tickell’s earlier recommendations was to establish an Open Research Data Task Force. Their final report has been published here. The report is an overview of open research data policy and infrastructure landscape in the UK.

Other news

Pensions:  HEPI have published a new report on the USS pension scheme, noting its growth from a small scale operation into the largest private pension scheme in the UK. It discusses the scars left by the recent pension strikes and sees failure to learn from past successful pension reforms as a cause with parties becoming bogged down in technical discussion losing the bigger picture – such as the relationship between pay and pensions. It describes three possible ways forward and concludes: Despite the recent turmoil, we should not lose sight of the deep commitment by universities, over many decades, to ensure their staff have secure retirement incomes. In the midst of a strike, it can be easy to forget your opponents may be well intentioned too.’ HEPI have also published a response by UCU.

Extra curricular activities: The education secretary Damian Hinds has launched an “activity passport” aimed at encouraging school pupils to pursue new experiences and activities, including searching for butterflies, taking part in a Roman banquet and flying a kite.

Apprenticeships (from Wonkhe): TES reports that more than 80% of employers who pay the apprenticeship levy have hired no apprentices.

Appointments: Sutton Trust CEO Lee Elliot Major is leaving the Sutton Trust to take up a post as Professor of Social Mobility at the University of Exeter. Here is his (short) reflective blog upon leaving.

Mental health in schools: Up to 370 schools will join one of the largest trials in the world to boost the evidence about what works to support mental health and wellbeing.  The pilot is expected to include a range of new techniques including mindfulness exercises, relaxation techniques and breathing exercise.  The trials will test five different approaches including two trials in secondary schools of short information sessions either led by a specialist instructor or by trained teachers and three trials in primary and secondary schools that focus on exercises drawn from mindfulness practice, breathing exercises and muscle relaxation techniques and recognising the importance of support networks including among their own peers. Education Secretary Damian Hinds said:

As a society, we are much more open about our mental health than ever before, but the modern world has brought new pressures for children, while potentially making others worse. Schools and teachers don’t have all the answers, nor could they, but we know they can play a special role which is why we have launched one of the biggest mental health trials in schools. These trials are key to improving our understanding of how practical, simple advice can help young people cope with the pressures they face.

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JANE FORSTER                                            |                       SARAH CARTER

Policy Advisor                                                                     Policy & Public Affairs Officer

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

HE Policy update for the w/e 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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Policy Advisor                                                                     Policy & Public Affairs Officer

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

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

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