Tagged / essay mills

HE Policy Update for the w/e 9th July 2021

The expected deluge of summer regulatory news is still a trickle, but one outstanding consultation has reported  – the one on monetary penalties, which no-one hopes to have to deal with. The Skills and Post-16 Bill began the Committee stage with interesting debate and the continued criticism of what is lacking; Lord Storey’s essay mills bill was warmly received in its second reading by a small group of attending Lords; UCAS data shows growth in applications and offer making for new entrants; Nicola Dandridge remains as Chief Executive of the OfS (for now); there is Life Sciences news; and the Government announcements unlocking the Covid restrictions permit face to face teaching, for now, anyway.

Skills and Post-16 Education Bill

The Skills and Post-16 Education Bill entered the Committee stage. You can read the full debate or we bring you the most relevant HE discussion below. All amendments debated were either withdrawn or not moved, however, the content of the discussions is useful and interesting and Government advisers will have taken note of the points raised and general feeling within the Lords chamber.

  • Amendment 1 sought to ensure that the interests of students whose needs were not encompassed by local employers were included within the Bill…a strong link between local business and local skills provision were a good idea, but the interests of potential students were missing.
  • A request that providers of distance learning were taken into account when creating local skills improvement plans…the likes of the Open University had been “a life-changer for many who could not study residentially.”
  • Amendment 22 (Lord Addington) aimed to ensure special education needs provision was included in the initial planning of courses and training…a key benefit…would be in helping them to identify those in high-needs groups, and provide the relevant support. And Amendment 26 sought to ensure those with SEND would be supported to look further afield than their local area, to find appropriate careers that were more comfortable to them.
  • Baroness Fox of Buckley’s major concern with the Bill was that “it focuses too narrowly on the skills required by local employers,” which she said could narrow the options for students. She stated that agreed with the Chief Executive of the Workers’ Educational Association who has stated that Bill was “quiet on support for any qualifications below Level 3″, which “offer many adult learners key progression routes.” Also that the Bill did little to support subjects outside a narrow band of technical disciplines.
  • Defending the Bill on behalf of the Government, Parliamentary Under-Secretary of State (DfE and DTI), Baroness Berridge, said the Bill was much wider than just the technical education part that formed the “central plank” of the local skills improvement plan… the Bill did not exclude any particular level of qualification. The limiting was the technical education section of what the providers in a local area would have due regard to when they considered the local skills improvement plan.
  • Lord Aberdare (CB) cited a 2019 report by Future Founders that revealed that 51 percent of British young people aged 14 to 25 had thought about starting, or had already started, a business. He said that the Bill should address their needs, and not focus only on the skills need of existing employers.
  • Lord Young (Lab) said he was fascinated to learn that students applying to UCAS were not just given the opportunity of university places but directed towards apprenticeships.
  • Baroness Berridge (Government representative) added that the designated employer body would need to engage and work closely with providers, which included the Careers and Enterprise Company, local careers hubs, the National Careers Service, area-based contractors and Jobcentre Plus. She continued that they were currently contemplating two study programmes specifically designed to prepare young people for employment: traineeships and supported internships.
  • Baroness Hayman (CB) moved Amendment 3, which would ensure that when considering whether post-16 technical education or training was “material” to a specified area, consideration had to also be given as to whether such future skills, capabilities or expertise align with the UK’s net zero She added that an estimated 3.2 million workers in the UK needed to increase their skill level or retrain in a new qualification if the UK was to meet its net zero target, and if they were to get the jobs that would be available.
  • Baroness Bennett of Manor Castle (GP) moved Amendment 4 (to Amendment 3), which would ensure that when considering whether post-16 technical education or training is “material” to a specified area, consideration must also be given as to whether such future skills, capabilities and expertise aligned with biodiversity targets.

The above two points illustrate the frequent criticism that the Bill did not offer more content linked to the climate and ecological emergency. Moreover:

  • The Liberal Democrat Lords Spokesperson for Energy and Climate Change, Lord Oates, stated that the local dimension was often missing from thinking on net zero. Baroness Wilcox of Newport, there was currently not a single reference to climate considerations in the Bill. Baroness Berridge offered assurance that the Government took net zero skills seriously, and there would not be a green gap in the guidance. She stressed that net zero, green technology and decarbonisation were common themes in the proposals that Government had received from the employer representative bodies seeking to lead the local skills improvement panel trailblazers. She added that the expectation was that the guidance issued by the Secretary of State under Clause 1 would reflect zero-carbon goals as businesses and employers responded to climate change and the biodiversity agenda.
  • Opposition Spokesperson for Education Lord Watson of Invergowrie warned – Although we fully support the principle of employers playing a more active role in driving certain aspects of the skills system, as well as a more specialised role for FE colleges in delivering higher-level technical skills, that must take place within the context of a holistic and objective overview of the whole education, skills and employment support system, to guard against introducing further complexity.
  • Baroness Berridge (Government representative) told the chamber that the local skills improvement plans would set out the key changes needed for post-16 technical education training, and make it more responsive to employers’ needs. Addressing some of the amendments, she said that “the relevant providers will play an important role, working with the employer representative bodies to develop these plans. We have not taken them out of the picture; the duty is there to co-operate.”

Wonkhe explain about the Local Skills Improvement Plans (LSIPs): Though the committee was not divided, speaking on behalf of the government, Baroness Berridge confirmed providers (including distance learning providers like the Open University) will be able to participate in multiple LSIPs. We also learned that the six-to-eight “trailblazer” LSIPs, from 40 bids, would be announced later this month and will run until 2022.

The Bill will be debated at Committee Stage again on 15 and 19 July.

Contract Cheating

Lord Storey’s Private Member’s Bill (PMB), the Higher Education Cheating Services Prohibition Bill, completed the second reading stage on 25 June with support and warm words from a small group of peers and the Minister.

Lord Storey currently has an amendment lodged to the Skills Bill, it wasn’t chosen for debate this week. We’ll wait to see if it comes up in the two remaining days of the Bills’ Committee stage. If it is it’ll give us an indication of the wider parliamentary mood for the abolition of essay mills. If his amendment succeeds (in some form) he’ll likely withdraw his PMB. Or it may go the other way, and the amendment be dropped in favour of another measure.  PMBs rarely make it onto the statue book because of shortage of time, but this time government support may help it go further.

The second reading discussion also clarified that while contract cheating may also be taking place during A levels the Minister favours confining the Bill to HE. Whilst the tone of the second reading was favourable there is still a long road the Bill needs to traverse.  You’ll also note in the Minister’s response below that emphasis is placed on HE institutions to addressing contract cheating.

Excerpts from Minister’s response:

  • It is clear that there is a strong case for supporting institutions to address this matter robustly. We have much sympathy with the noble Lord’s aims through his Bill and would welcome further discussion with him about it.
  • Some of the Bill’s provisions need careful attention…he has brought forward the Bill in the spirit of seeking to find a solution to the problem…It has the potential, particularly as part of a wider approach, to reduce the number of essay mills in operation. It would also send a clear sign to students and the companies themselves that this activity is illegal.
  • Some noble Lords mentioned the international action that has been taken…Emerging evidence in both those jurisdictions suggests that those laws are deterring essay mills from providing services to students, and regulators there have reported that having the legislation has provided them with more tools to engage students, higher education providers and cheating services, and that it has given them additional routes to tackle the problem.
  • It is an important and timely Bill that needs to be considered carefully to maximise its effectiveness but, alongside a continued and collaborative effort with the sector to deter, detect and address contract cheating, it is one that could enable us to face the problem head-on.

Meanwhile Research Professional states that universities have been warned that essay mills are targeting institutions’ websites in a bid to reach students, which could put the “reputation and integrity” of universities at risk.

Research

UKRI Chair: The House of Commons Science and Technology Committee supported the appointment of Sir Andrew Mackenzie for the role of Chair of UKRI (report). The Committee concludes that, on the basis of the discussions during the pre-appointment hearing, its consideration of his CV, and the answers he provided to the Committee’s questionnaire, Sir Andrew’s career provides him with the professional competence and many of the skills required for the role of Chair of UK Research and Innovation. The Committee raises concerns that a robust process should be put in place to manage any actual or perceived future conflicts of interest between the role of Chair of UKRI and Sir Andrew’s part-time role as Chair of Shell.

Life Sciences: The Government published a new UK Life Science Vision setting out a 10-year strategy for the sector to build on successes achieved during the pandemic. The Vision outlines 7 critical healthcare missions for Government, industry, the NHS, academic and medical research charities:

  1. Accelerating the pace of studies into novel dementia treatment
  2. Enabling early diagnosis and treatments, including immune therapies such as cancer vaccines
  3. Sustaining the UK’s position in vaccine discovery, development and manufacturing
  4. Treatment and prevention of cardiovascular diseases and its major risk factors, including obesity
  5. Reducing mortality and morbidity from respiratory disease in the UK and globally
  6. Addressing the underlying biology of ageing
  7. Increasing the understanding of mental health conditions, including work to redefine diseases and develop tools to address them

A central component of the vision is that it contains a focus on cultivating a business environment which will allow UK life science firms to access finance to innovate and grow; and are incentivised to onshore manufacture and commercialise their products.

To support the vision, the Government has launched a £200m Life Sciences Investment Programme and expects the programme to leverage further private sector investment. Dods tell us that new funding will also come from Abu Dhabi’s Mubadala Investment Company, which has committed to invest £800m to the life sciences industry, working with British Patient Capital.

The Minister may have changed but the content of the speeches hasn’t – new Health and Social Care Secretary, Sajid Javid, said: We have made immense strides in health research over the past year – the discovery of the use of dexamethasone and our vaccine rollout have been crucial to saving hundreds of thousands of lives and tackling COVID-19. It’s crucial we continue to harness this enthusiasm and innovation, and map out a new route as we build back better. Today’s bold vision commits to putting the lessons we’ve learnt into action to transform the UK into a life sciences superpower.

Life Sciences Minister Nadhim Zahawi said: We want to bottle up this scientific brilliance, and the Life Sciences Vision provides a roadmap for how we apply this innovation at the heart of our NHS helping to solve major health challenges such as dementia and obesity – all while ensuring the UK remains a global leader in life sciences.

Research Professional blog: Focusing life sciences policy on medicine would miss huge opportunities in other fields, says Neil Hall.

ARIA: Recruitment for the first Chair of the Advanced Research and Invention Agency (ARIA) has begun with a focus on management over research experience. In their scrutiny of the full Bill text, MPs were keen to ensure clear measures of transparency were in place for the head of the new agency, and that there could be no room for conflicts of interest. The chair will act as a “custodian for Aria’s mission and objectives,” and be responsible for supporting overall direction and management, ensuring that the board takes an effective governance role. It adds that it is vital that any applicant is an “experienced board member”, among a list of other management-focused essential criteria. But “experience in public or private sector R&D” is only listed as desirable. It is a 4-5 year appointment (2 days a week, £60k). The ARIA Bill itself is still awaiting a Second Reading date for its procession through the House of Lords, so far a one month delay.

Science minister Amanda Solloway said whoever is appointed “will have the opportunity to make history” as the holder of one of ARIA’s pivotal roles: “We are looking for someone who commands the confidence of academic, business, higher education and policy communities, promote[s] effective stakeholder engagement, guide[s], and challenge[s] the development of Aria’s organisational approach.”

Ethics Appointment: Felicity Burch has been appointed executive director of the Centre for Data Ethics and Innovation.

Admissions – applicant data

UCAS released interactive data for applications made to the 30 June 2021 deadline highlighting increased offer making and application levels. Searches for apprenticeships also continue to rise. There were 456,190 18 year old applicants to English institutions. Overall, a total of 682,010 applicants (+4% on 2020) made 2,955,990 applications (+6%), resulting in 1,998,690 offers (+3%).

Also reported is that UCAS’s CareerFinder, which helps students find jobs and degree/higher apprenticeships, saw a record 1.35 million searches in the last 12 months, up 37% from 986,000 in 2020. These searches have resulted in 225,000 job applications, an increase from 181,000 last year (+24%).  You’ll want to play with the data as it offers all these additional granular options.

Research Professional’s Admission Control interprets the data excellently. The piece quickly reminds us of the history of how students bear the financial burden for funding HE institutions and the associated decline in the teaching grant over the year; it touches on grade inflation in school results, explains the jump in applicant numbers, and that applications to the higher tariff and more selective institutions increased – reminding that some institutions will likely be losers despite the greater numbers intending to enter HE. Also:

  • The bigger problem may be shifts within institutions, with healthcare, for example, a growing part of the post-1992 portfolio; while the arts and social sciences are retreating into high-tariff institutions, with corresponding departmental closures elsewhere.

Confirmation and clearing are expected to be different this year:

  • With more cautious offer-making this cycle, higher-tariff universities may well be filling their places with applicants who have made them their firm first choice, and have less room for recruitment of school leavers in clearingIf awarded grades are much closer to predicted grades than in a year when in-person examinations were held, we might anticipate more school leavers’ places being settled in confirmation than in clearing.

Data HE also make an interesting point: because the main Ucas deadline in January was disrupted and moved to a later date, the figures this year give “a fuller picture of demand” than in previous years…while total offers were up, the offer rate to 18-year-olds appeared to be down—which…would be “the first fall of the post-2012 era”…This was “driven by a five-point collapse in the offer rate from higher-tariff providers, probably back to levels we last saw seven or eight years ago”. “These universities are responding the best they can to the twin pressures of surging applications and unprecedented uncertainty in the [A-level or equivalent] awarded grades…Even with their trimming back of offers, and probably harsher offer conditions too, many will be on full alert for results in August, where another strong increase in grades could be hard to honour in full. With no reason at the moment to expect demand to recede in the 2020s, this downward turn in the offer rate might well be the first chill wind of a harsher world for university applicants. Where the balance of supply and demand is no longer in their favour, and greater flexibility on universities and subjects might be needed to get in.”

On this Wonkhe conclude similarly: Last year saw a sizable increase in applications to higher tariff providers, and this trend continues into 2021. However, even though the number of offers made has also grown, the effect is that the offer rate (the proportion of applications that result in an offer) has dropped – from around 73 per cent in 2019 and 2020 to 68 per cent in 2021. My proposed explanation for this would be capacity – many high tariff providers are already above capacity for 2020, taking too much from the fertile pool that is 2021 starts to put serious pressure on estates and available accommodation.

What the coverage doesn’t raise is the Government’s agenda to divert a proportion of students away from HE into a higher technical route which they believe will be more controlled and meet local and national business and skills needs. The government are also very concerned about the rising cost of the student loan book. If record numbers enrol for September the sector will likely need to brace itself for a fresh wave of criticism from Government as they seek to assert more control and value for money.

Wonkhe offer blogs by UCAS – Rich O’Kelly breaks down the data and says the rise in applications is not all down to Covid-19; and everyone’s favourite HE data guru David Kernohan: More eighteen year olds from China have applied to start a UK undergraduate course in 2021 than eighteen year olds from Wales. And just what is happening with Nigerian mature students.

Excerpts from David’s blog: With youth unemployment at a historic high, you’d be wise to expect an uptick in applications to undergraduate higher education in 2021. And you’d be right. It’s testament to the continuing attractions of university study after a sustained period of barely-disguised ministerial attacks – the application rate in England has hit 43.9 per cent. It also notes the continued decline of EU domiciled applications.

And on the best approach to teaching and the student experience the blog says:

  • Playing into a captive market – there’s not many jobs about, placement-related learning and apprenticeships are tricky, travelling is unlikely – we should be wary of complacency regarding the experience of students in a likely Covid-filled autumn. There’ll certainly be no help from government. We should by now have learned what works online and what doesn’t – the planning of contact hours should be the key thing course teams are looking at right now.
  • I would argue that the instinct to shift large lectures online is the right one. A combination of the increasing demand for recorded lectures from students, and the still-a-thing pedagogic trend of the split classroom both play in to shifting the mass transmission of information online to prevent the mass transmission of Covid-19.
  • The trouble will come in… A sensible pedagogic and public health decision can also look like a decrease in value for money. This effect has already played a part in the “contact hours” debate, and it has certainly been the main colour to the arguments about the lack of face to face this year. In person teaching in small groups is what we should be looking for – ditching the big lecture hall events will have a reputational but not a pedagogic impact.

Access & Participation

Importance of Place: Research Professional report – Chris Millward returned yesterday in a blogpost looking at the impact of “place” on university access. Using an analysis of the OfS’s “associations between characteristics of students” measure, he found that “more than 90 per cent of the lowest-participation group are white students who have been eligible for free school meals or come from the lowest-participation neighbourhoods”. “So income is important, but so is place,” he concluded. You can read the blogpost here. It’s an OfS blog.

Wonkhe: The Office for Students blog has a transcript of Director of Fair Access Chris Millward’s contribution to a Sutton Trust webinar on the factors that affect access to higher education.

And you can read the latest about Chris Millward below in Other news.

Parliamentary Questions:

How to be an ally

Our own Toluwa Atilade (SUBU Vice-President Welfare and Community) and Roshana Wickremasinghe (SUBU Policy Adviser) have written a blog for Wonkhe “Where are the black squares now?” on allyship.  They note:

  • With the press coverage of the recent Freedom of Speech Bill, it was clear that students’ unions still have a reputation for upholding “cancel culture” through no-platforming, or the use of safe spaces.
  • Our commitment to creating a culture of allyship hopefully shows that this is not the case, and that we understand that students and staff are willing to learn more and work on their own biases. 

You can find the SUBU allyship hub here.

Post Graduate survey

Wonkhe: The Office for Students has finally published some details about the 2019 trial of a PGT student questionnaire. The regulator learned “valuable lessons” about how the survey operated and how to obtain a robust sample, and has indicated that it will refine the questionnaire to make it more relevant to distance learning and part-time students via some workshops with provider and student representatives. A news story adds that students are keen to share views about course experiences, and that further information will be available by the end of Summer 2021.

More detail is available on the OfS blog: Developing a survey of taught postgraduate students.

International

A parliamentary question: Q – Munira Wilson: To ask the Secretary of State for the Home Department, if she will make it her policy to grant cost exemptions to students who need to extend their visas to complete their course in the UK as a result of the duration of their courses being extended due to the covid-19 outbreak.

A – Kevin Foster: We have no plans to exempt students from paying an application fee where they require further time to complete a course of study.

Wonkhe tell us that The Independent has a piece from Liberal Democrat foreign affairs spokesperson Layla Moran on support for Hong Kongers arriving in the UK on the British Nationals Overseas scheme – including helping them access higher education.

Covid unlocking

The Government announcements on progression with the Covid roadmap was followed by a House of Commons parliamentary debate on Covid-19 in Education Settings lead by Education SoS, Gavin Williamson. Operational guidance for HE providers was also published. As you’ll likely be aware of the announcement we’ll cover them as quickly as possible. If you’d like more detail do read the transcript of the debate or this Commons’ Library research briefing.

  • From September no restrictions on in-person teaching at universities, unless students were told to isolate or were impacted by local outbreaks.
  • Williamson said a “more proportionate set of controls” would apply to early years, schools, colleges and HE institutions, and that these would maintain their baseline of protective measures, while minimising disruption. Settings will continue to have a role in working with health protection teams in the case of a local outbreak. Where necessary, some measures may need to be reintroduced.
  • Williamson: looking towards 2022 and assessment and the awarding of grades. It is our intention to move back to an exam system, but we recognise that we must ensure that mitigations are in place for pupils taking that assessment in the next academic year. We will look at sharing more information about what those mitigations are before the summer, and we will update his Education Committee and the House accordingly.
  • Emma Hardy (Labour) asked What are the Government doing to prevent the chaos of last year by ensuring that all higher education students can receive both vaccinations before moving around the country to their university? How will the Secretary of State ensure that those turning 18 late in this academic year are offered both vaccinations before they move to university? Williamson stated they were working closely with the university sector to “get the message through about how important it is for youngsters—students—to be out there getting their vaccine: it protects not only them, but their friends, their family and their community.”
  • Williamson: I want to encourage all teachers, educational staff and eligible students to get their vaccines
  • Christian Matheson raised that exam changes were made at the last minute, with very little time for schools and pupils to prepare. If the Secretary of State is considering changes to the exam system, will he have an open consultation with school leaders and teachers, and will he get the plans in place as early as possible, so that there is not the sense of teachers being dumped on at the last minute? Williamson responded: we talk continually to school leaders, teachers and many in the education sector on these issues. I can assure him that…we will be sharing further information on assessment in the next academic year.

A related parliamentary question asks about the resumption of face-to-face lectures in September 2021, Donelan responds, excerpt:

  • There will be no requirement for social distancing or other measures. Providers are, therefore, able to shape their courses without restrictions to face-to-face provision.
  • During the COVID-19 outbreak, many providers have developed their digital offering and, as autonomous institutions, some might choose to retain elements of this approach. However, they will not have to do this because of COVID-19 restrictions, and our expectations are very clear: universities should maintain the quality and quantity of tuition and ensure it is accessible to all students.
  • We expect providers to have contingency plans to deal with any identified positive cases of COVID-19 or outbreaks. HE providers should communicate clearly to their students what they can expect from planned teaching and learning under different circumstances and scenarios, so that they are able to make informed choices.
  • We will continue to keep these measures under review, informed by the latest scientific evidence and advice.

And another parliamentary question this time on Vaccinating young HE starters: If the Government will consider prioritising 17-year-old students [who are classed currently as children and not eligible for the vaccine] planning to start university in September 2021 to receive their first covid-19 vaccine so that those students will be able to be in receipt of two covid-19 vaccinations prior to the start of the 2021-22 academic year. Answer – we’ll be told in due course.

Wonkhe describe the media coverage:

  • The BBC, the Times, the Guardian, the Telegraph, and the Independent cover Williamson’s statement, focusing on schools, and the Telegraph has an opinion piece wondering how Gavin Williamson still has a place in the cabinet.
  • The Times also has a comment by the columnist Sarah Ditum that argues students are right to ask for face-to-face teaching in September, while the Mail covers OfS chief executive Nicola Dandridge’s comment to universities that lectures should only remain online where “standards are not being compromised”.

Wonkhe also have blogs: Jim Dickinson runs down how the guidance will change after 19 July and David Kernohan looks at the group of students most affected by vaccine age disparities ahead of the new academic year.

Research Professional have a good write up picking out and analysing key points in No limits, for now. Including:

  • In effect, responsibility for infection control is being passed from the Westminster government to higher education institutions in England. The devolved assemblies have yet to announce plans for Scotland, Wales and Northern Ireland.
  • After 16 August, under-18s and fully vaccinated people who come into contact with a positive case of Covid will not be required to self-isolate. What could possibly go wrong? No chance of a general flouting of the rules. It all feels a bit like the prime minister has for now run out of road with his backbenchers—but that we will all be back in lockdown come the autumn.
  • We hope we are wrong. It would be heartbreaking to see another cohort of students recruited on a promise of open campuses only to spend the winter locked down in their rental accommodation.
  • Perhaps the reason a plan for the next academic term is not forthcoming from the Department for Education is because there is no plan for the country.

In addition last Friday Research Professional reported that

  • Johnson released a social media video to students graduating this year. He said that while “most of you faced, in fact, a very low personal risk from the coronavirus…the impact on your studies and on your lives, and in many cases the toll on your mental health, has been immense. I know in many cases it’s not what you signed up for.”
  • In his Twitter commencement speech, Johnson thanked graduating students for the “resilience” they had shown, before urging them to get vaccinated against Covid-19. He concluded by saying: “Thanks to your amazing spirit and dedication over the last 18 months, I know I can count on a whole generation of fantastic people with all the grit and determination and moxie and mojo and general oomph to make [‘building back better’] happen.”
  • Johnson failed to mention the modelling underway in the Treasury and the Department for Education with the aim for graduates to make larger student loan repayments to help cover the post-Covid national debt. Something else that they didn’t sign up for when they started their degrees.

Research Professional say:

  • What it means for universities is that come September, when students are returning to campus to form new households in shared housing and halls of residence—frequently identified as vectors of transmission—there will be little in the way of national planning for infection control. Despite the extension of the rollout to 18-year-olds, it is clear that vaccines on their own are not enough.
  • We still do not have a track-and-trace system up to the job, or financial support for isolation, or adequate border controls, or a strategy for effective local lockdowns. The prime minister and his new health secretary seem to be solely relying on vaccines as an emblem of the UK’s apparent status as a science superpower and are neglecting all the other elements necessary in a comprehensive and coherent strategy for public health.
  • The irreversible roadmap to freedom could yet unravel for the UK. It will certainly test universities this autumn.

Wales – university issues

The Welsh Affairs Select Committee held a one-off session on issues facing the Welsh University sector. It turns out that lots of the issues facing Welsh universities are similar to those facing English universities. Content included Erasmus, Horizon Europe, casualisation of staff, attractiveness of universities and the implications of the immigration system.

Graduate careers

Parliamentary question: Graduate work support and working with local employers to support new graduates into employment

Graduate training: Wonkhe highlight – report published today by the Learning and Work Institute and NOCN found that graduates are four times more likely to have received job-related training than those with lower level qualifications.

Blogs

Wonkhe: In the absence of a steady career ladder and predictable monetary returns for graduates, Zahir Irani says the HE sector will need to rethink how it delivers value for money.

HEPI: Careers Education for the ‘no-collar’ worker.

Inquiries and Consultations

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

As the first part of the regulatory deluge we have been expecting this summer (so far more of a trickle), the OfS have published the outcome of their consultation on monetary penalties.  Hopefully of minority interest, and with no surprises:

Following a thorough consideration of the consultation responses, the OfS has decided:

  • as a general principle, to calculate a monetary penalty by reference to a provider’s ‘qualifying income’ (which broadly includes all relevant fees for relevant higher education courses and OfS grants received by a provider for the relevant year)
  • to apply a five-step approach to the calculation, which takes into account a range of factors, including any mitigating and aggravating circumstances, before deciding on an appropriate penalty
  • to allow a provider to request a ‘settlement discount’ (leading to a discounted monetary penalty) in certain circumstances, where the provider agrees that it has breached a condition and accepts a monetary penalty
  • to recover the OfS’s costs in relation to the imposition of sanctions where appropriate.

Other news

Languages: Research Professional – The University Council of Modern Languages and the British Academy published (kind of) a report on granular trends in recruitment to higher education courses. To read more on Research Professional’s analysis and the limitations of the report scroll to part way down through this article.

OfS leaders: Nicola Dandridge’s contact as Chief Executive of the OfS has been extended for 1 more year until December 2022. Research Professional has the story here. Dandridge was originally appointed on a four-year term in 2017…  Education secretary Gavin Williamson has the option to extend Dandridge’s contract for 10 years, but the OfS said her contract could be extended again at the end of June next year.

Meanwhile Chris Millward Director for Fair Access and Participation will leave his role in December (when his contract ends) however Research Professional report he’ll be taking on a different role in the OfS. Research Professional: Millward has been busy in recent weeks, telling universities to stop using their Teaching Excellence Framework awards to promote themselves, heralding the number of women taking artificial intelligence postgraduate conversion courses and responding to a call from MPs for universities to be targeted on the number of white working-class students accessing higher education.

Open Access: Wonkhe tell us that Jisc has announced a two-year open access pilot agreement with the National Academy of Sciences in the US. Under the agreement, Jisc member institutions will be able to access and publish in the Proceedings of the National Academy of Sciences without incurring any charges.

Decentralisation: Research Professional talk about the artificial divide between FE and HE in England and what more devolution (decentralisation) might offer.

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HE Policy Update for the w/e 2nd July 2021

A slower news week. this week, in HE policy terms.  Make the most of the quiet while it lasts…

Contract Cheating

Wonkhe have a petite summary of the OfS blog on essay mills: It refers to growing concern about the use of essay mills, highlights that the consequences for using essay writing services can be severe, and notes that legislation to ban essay mills has been brought in in the Republic of Ireland and Australia.

However, two guest bloggers for Wonkhe argue the ban that Lord Storey hopes to bring in won’t work and to neutralise contract cheating universities need to understand the aspects of their marketing that appeal to students. The researchers looked at 95 essay mill websites and reveal some common themes. The short blog is worth a read. A couple of excerpts.

We analysed the promotional rhetoric on 95 essay mill websites. Unsurprisingly, they all stressed the quality, price, and fast turnaround of their service. Beyond that, most of them reinforced the importance of students succeeding on their course.

But around half of them went further – promoting a distinctly hostile view of higher education. It was characterised as letting students down. Critical commentary mainly focussed on assessment processes, including assignment design. Five distinct propositions recurred in the text and images projected on these sites. 

  • One common framing is that assignment tasks are typically irrelevant to personal ambitions. Tasks were described as not simply “boring”: they were unrelated to the interests and passions that had originally made higher education attractive:
  • Assignment tasks are also framed as a distraction from authentic learning. These tasks “take up invaluable study time and are often responsible for students getting behind”
  • The mills also frame the demands of academic communication as unreasonable.
  • They also like to suggest that tutors fail to support students’ assignment work. Assignment-setting tutors were characterised as disconnected from student experience, indifferent to their needs, imprecise in task specification, and often preoccupied with other matters
  • they frequently suggest that the delegation (of assignments) is a rational and an adaptive practice. In the outside world it is noted that:
  • The majority of successful people practice the delegating of huge and ineffective workloads to well-trained professionals”.

The article continues to discuss how universities can address the problem and highlights A&E style tutorial support during assignment periods. Read more here.

Parliamentary News: Bills

Skills and Post-16 Education Bill

Wonkhe: In the Lords, Jo Johnson has proposed an amendment to the Skills and Post-16 Education Bill. Under the former higher education minister’s plans, a note inserted after Clause 15 would make the Lifelong Learning Entitlement available to all regardless of prior qualification, subject of study, intensity of study, or student number restrictions – and forbid the Secretary of State to restrict access in future.

The Second Reading of the Higher Education (Freedom of Speech) Bill will take place on Monday 12 July.

Research

It’s all Quick News this week:

  • Dods tell us: Drafts of the UK’s upcoming Innovation Strategy suggest it will be a 10-point plan focusing on seven key areas including quantum, advanced materials, life sciences, genomics, robotics and artificial intelligence. This is according to a Financial Times storyon Friday citing unnamed government sources, which said the strategy will outline plans for new science-focused schools and better access to private funding for tech-focused companies. The strategy will also suggest new pro-innovation policies, seek to cut red tape and confirm plans to increase annual state investment in R&D to £22 billion and set up the new Advanced Research and Invention Agency, according to the story. A government spokesperson said: We do not comment on individual leaks, but it is no secret that we intend for the UK to stand as a world-leading centre for the development of brilliant ideas, innovation in industry, and jobs for the future. The government says the strategy will set out the steps it will take to boost innovation in the UK, including investing more money than ever before in core research, having pledged to increase investment in core UK Research and Innovation and National Academies funded research by more than £1 billion by 2023 to 2024.
  • The Commons Business, Energy, and Industrial Strategy Committee has releaseda report on the government’s industrial policy, while agreeing that there were problems with it.
  • The report is critical of the Government’s scrapping of the independent Industry Strategy Council (ISC), which had been chaired by chief economist of the Bank of England, Andy Haldane. The report calls the axing of the ISC a ‘retrograde step’, removing valuable independent scrutiny, insight, and expertise.
  • The report warns that the lack of industrial strategy and oversight risks widening the gap between Government and business at a time when delivering productivity improvements, economic growth and decarbonisation is urgent.
  • While acknowledging that many businesses found the 2017 Industrial Strategy inaccessible and remote from their day-to-day concerns, the report expresses fears that scrapping the strategy risks leaving a ‘fragmented’ and piecemeal approach to solving sectoral problems and enhancing growth opportunities.
  • Ensuring open access policy is as permissive as possible for researchers whilst also achieving public value and affordability, and taking account of the changing landscape in publishing agreements in the UK are all key considerations of the [Open Access Policy] review. The outcomes of the review are due to be published this summer… For peer-reviewed research articles the proposed policy start date will be 1 April 2022, while the policy for monographs is proposed to start from 1 January 2024. UKRI will work closely with stakeholders in the lead up to the policy start dates to ensure any questions or issues are addressed.
  • UK Research and Innovation has announceda new funding model for universities to help increase the impact of their research.
  • The new Impact Acceleration Account (IAA) model represents the start of a range of efforts to improve the effectiveness and influence of funding processes.
  • The IAA will offer a UKRI-wide model with a single application and centralised reporting and monitoring that aims to improve strategic planning.
  • The IAA model will incorporate funding through the following UKRI councils:
  • AHRC
  • Biotechnology and Biological Sciences Research Council (BBSRC)
  • Engineering and Physical Sciences Research Council (EPSRC)
  • Economic and Social Research Council (ESRC)
  • Medical Research Council (MRC)
  • Science and Technology Facilities Council (STFC).
  • The opportunity for applications opens on 6 July and will run for three months until 6 October. Following assessment and evaluation, the first of the new harmonised funding awards will then be made from April 2022.

Access & Participation

Care Leavers

The National Network for the Education of Care Leavers launched their new Quality Mark for the inclusion and success of care experienced students awarding it to the 17 institutions who completed the award during the pilot and trail phases. The award has been in production and testing since 2019 and the UPP Foundation funded the initial developmental pilot. Patricia Ambrose, NNECL Director, commented: Our new Quality Mark enables universities and colleges to demonstrate the effectiveness of their support for care experienced students from pre-application through to graduation and beyond.  Building on the excellent legacy of previous work by Buttle UK, the NNECL Quality Mark covers all aspects of the student lifecycle and has been informed by recent research findings and feedback from care experienced students on the types of support they value.

Universities Minister Michelle Donelan has mentioned care leavers in many speeches and letters.  She said: Improving the opportunities available to care leavers as they gain independence and enter adulthood, is a top priority of this government. This new Quality Mark will help ensure students with experience of being in care have the support they deserve, and the information they need to choose the universities or colleges that work best for them. I warmly welcome this evidence-based approach, and encourage all institutions to join this sector-wide effort to provide targeted support for these students, at every stage of their education.

Black Lives Matters and the student voice

A report from Advance HE examines a sample of statements and actions undertaken by UK universities in response to Black Lives Matter (BLM) protests that occurred in the UK and around the world from May 2020.

The report aims to ensure that momentum gathered during the summer of 2020 is not lost and that universities are “encouraged to evaluate their response to BLM and explore the need for further work in terms of anti-racist initiatives and their applicability to other types of intersectional injustice.”

This report does not answer criticisms about how universities responded to BLM nor does it evaluate which universities did what. Rather, it functions as an accessible introduction to how staff working in HE, whether as senior leaders or specifically as EDI practitioners, might ‘build on’ initiatives associated with BLM to advance structural change within their university. The examples identified are not intended as a comprehensive nor representative cut of the HE sector but as an illustrative launchpad for future work. The showcasing of particular initiatives is intended to highlight tactics, wedge points and themes that might inform the design and execution of future actions to address injustice in the sector more widely

It looks at 7 themes:

  • Culture and history
  • Listening and wellbeing
  • Training
  • Research funding, scholarships and internships
  • Tackling the awarding gap
  • Diversity and data
  • Race Equality Charter.

Employment Prospects: Second-general ethnic minority graduates: The Institute for Fiscal Studies has published a report on the educational and labour market outcomes of second-generation ethnic minorities in the UK. It finds:

  • The UK’s second-generation minority ethnic groups are performing well in education, especially in terms of attainment of degree-level education. This is striking because those from ethnic minority groups born or brought up in the UK are much more likely than those from white UK backgrounds to have been disadvantaged in childhood; and we know that childhood disadvantage is in general strongly associated with poorer educational outcomes. 
  • Employment disadvantage of minority ethnic groups still, however, persists.Men and women from most ethnic minority groups have lower employment rates among those economically active than their white majority counterparts. This disadvantage is reduced but not eliminated when we account for disadvantaged family origins. 
  • For those in work, education does offer a route to attaining a higher social class for some minority groups.Indian and Bangladeshi men and Indian and Caribbean women achieve considerably greater levels of occupational success than their disadvantaged family origins might suggest. But this is not the case for Pakistani and Bangladeshi women, despite the fact that they are successful in education

The Telegraph covers the report.

Parliamentary Questions:

Mental Health

The Department for Education has published the results of a study examining the differences in mental health among students and non-students.

The aim of our research project was to improve our understanding of common mental health problems in young people who attend higher education, compared with those who do not. We investigated:

  • whether there were differences in symptoms of common mental disorder between these groups;
  • how these differences changed over time and what might drive them; and
  • whether the mental health of higher education students compared with the general population has changed during the past decade.

We conducted analyses of two large nationally representative cohort studies: the Longitudinal Studies of Young People In England (LSYPE).

Jim Dickinson digs into the detail over on Wonk Corner.

The Department for Education has published a report “Student mental health and wellbeing Insights from higher education providers and sector experts”

Conclusions:

  • HE providers offer a wide range of services and are looking to further develop their services to support their students with their mental health and wellbeing needs and to promote positive mental health and wellbeing. These cover the spectrum from wellbeing initiatives through early intervention activities to targeted support for those with very specific support needs. …..it is clear that many providers view their services in a holistic or fluid manner, with considerable overlap between services to support wellbeing and those to support mental health needs.
  • For many, their work is backed by a clear strategy or policies which have evolved and will continue to evolve over time to address changing environments and emerging challenges. …. However more providers could develop strategies to guide and consolidate their work, following the lead of their peers. The new Mental Health Charter will help providers with this.
  • Providers collect data to try to understand the extent of the demand for support with mental health across their student population drawing on admin data, self-disclosure and in some cases clinical measures. Providers appear to struggle with assessing their students’ wellbeing needs but some use or are planning to introduce student surveys (either bespoke or utilising standardised measures of wellbeing). ….. However, independent external evaluation is rare, and there is a lack of understanding about the real effectiveness of wellbeing support. ….there is a desire to do more to improve evidence and understanding around the influence of HE on students’ mental health and wellbeing, potential mismatches in expectations for and experiences of support, those most at risk and least likely to seek support, and the prevalence and nature of mental health disorders and poor mental wellbeing in the student population.
  • Finally, the research highlights how definitions, language and terminology are still evolving and are sensitive and value-laden which can create challenges for understanding and describing what is happening in the sector and in developing any monitoring. The sector will need to work together – gathering perspectives of mental health experts, providers, and students – to agree a set of terms that will ensure a common understanding.

Sexual Harassment and Wellbeing

We’ve written about the OfS Statement of Expectations before.  Clearly all the pressure around “Everyone’s Invited” has made the Minister feel that she needs to be doing something, so a letter arrived on Friday afternoon.  It’s a combination of reminder and exhortation:

“I wanted to take the opportunity to state how seriously the Government takes this issue, following the recent letter to providers on this subject from the Office for Students (OfS), and meetings I have held with the founder of ‘Everyone’s Invited’ and Universities UK (UUK)”.

There is a threat of further legislation and action on the use of non-disclosure agreements and a reminder that the government considers the OfS document to be a “minimum”.

International

One of the most frequently challenged policies recently has been the Government’s unwavering policy not to permit international students to quarantine in their halls of residence. Instead they are required to pay for hotel quarantine (£1,750 – payment can be spread for those with demonstrated financial need) and there is no guarantee of the level of face to face learning they will received. Wonkhe report on comments by Sanam Arora, from the National Indian Students Union UK, who says that up to 55,000 Indian students are hoping to arrive – but – uncertainty means many are considering their optionsEveryone is deferring their decision till the very last minute… £1,750 on top of fees is quite a significant cost for them. A lot are still in that confused state of should we come, should we not come?

Below we included a parliamentary question on the hotel quarantine highlighting that the Government has not undertaken any special liaison with universities to ensure sufficient hotel quarantine places are available for the peak autumn influx. Instead the Government recommended that international arrivals booked their quarantine place ahead of time to secure a spot.

This week the Scottish Government has approved a trial for incoming international students to quarantine in their on-campus accommodation. The trial will need to demonstrate that the on campus quarantine will meet the stringent safety measures enforced at quarantine hotels. Wonkhe report: It’s not straightforward – some universities would be unable to meet the requirements necessary and there’s nothing similar on the cards for English universities – yet. UUKi’s Vivienne Stern welcomed the news but told the i news: “I think there are going to be questions about how the DHSC in the end feels about travel distance from port of entry to point of quarantine. So it’s not resolved, there’s no discussion of a pilot, it’s simply that we’re in that information sharing phase.” So Scotland’s on campus quarantine isn’t certain yet and the Government maintain that international students entering English universities will use the hotel quarantine system.

Immigration Minister, Kevin Foster, has announced flexibility for visa arrangements to account for the continued uncertainty over the autumn term teaching model. International students are not required to enter the UK until 6 April 2022 to retain their visa.

This concession will extend to cover the first two semesters of the 2021-2022 academic year, until 6 April 2022. This date is encouraged to be seen as a deadline, not a target, and will help avoid a surge in travel and the associated resources needed to comply with quarantining measures, and help manage the arrival of students….An extension to these concessions helps in protecting international students from being further disadvantaged due to circumstances outside their control and allows a greater element of flexibility to start and continue their studies safely. 

Research Professional also have a write up on the visa flexibility and cover other topics such as international students perception of online learning.

Graduate Work Visa: The two-year graduate visa route officially opened on Thursday, meaning graduate can stay for an additional two years without an employer sponsor or minimum salary. There are no limits on the number of graduates able to access this new immigration channel. The specifics are here. And in the face of continued Covid travel restrictions (and the online learning start to the year) the Government has confirmed that student who commenced courses in 2020 that wish to qualify for the visa must enter the UK by 27 September 2021. As mentioned above international students commencing the 2021/22 academic year online will need to enter the UK by 6 April 2022.

Research Professional have a short write up on the graduate visa in their usual entertaining style:

  • the two-year graduate visa that was hard won, in the face of Home Office opposition, by a parliamentary amendment jointly sponsored by former universities minister Jo Johnson and Labour’s Paul Blomfield. It has been on the cards for some time, after the government was shamed into it during the last parliament.
  • As the Home Office put it, “international graduates must have completed an eligible course at a UK higher education provider, with a track record of compliance with the government’s immigration requirements, to apply to the graduate route”. That would be almost everyone.
  • The Home Office says: “Graduates on the route can work flexibly, switch jobs and develop their career as required.”
  • While universities will be celebrating a significant victory at a time when wins are hard to come by with this government, the truth is that the UK is facing a major skills shortage because of both a squeeze on immigration and the effects of Covid.

Careers & Placements

Here are some of this week’s blogs and publications

Digital Curriculum

Various media discussed digital content in the curriculum this week. Below are a selection of the blogs.

Wonkhe’s blogs:

THE blogs:

Higher Technical Qualifications – publications

The Education and Skills Funding Agency published information and guidance on reforms to higher technical education, and the Institute for Apprenticeships and Technical Education unveiled a new quality mark to accompany the Higher Technical Qualifications. The DfE published the Government’s response to the higher technical education consultation and details on their higher technical education reforms.

PQs

  • Universities are eligible for the Higher Technical Education Provider Growth Fund – as long as they meet the criteria.
  • Prevent – feedback from providers
  • Government pleased will the response and volume of applications to the Turing Scheme so far,
  • Study Abroad Programmes 2021-22
  • Students isolating but at the end of their accommodation tenancy agreement can move back home if there is no other choice – under The Health Protection (Coronavirus, Restrictions) (Self-Isolation) (England) if someone is legally obliged to move, they are allowed to do so even if isolating.

Inquiries and Consultations

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

Other news

Finance: HESA published the HE Provider Finance Data. Research Professional pick out the elements they find interesting from the data for the unusual end to the financial year as the UK entered the Covid lockdown. You can read their analysis here. The very short version is: …the Hesa data for 2019-20 suggest that the bank balances of most universities were healthy enough, with decent surpluses reported from the Russell Group through to specialist institutions. Perhaps this does not reflect a hit taken in the final quarter of the financial year at a time when the final outcome for the 12-month period had been mostly set. We look forward to next year’s data as a clearer indication of how the pandemic has affected universities.

Exam feedback:  Wonkhe – Should students get individual feedback on exams? Andy Grayson thinks so, and he has ways of delivering it that aren’t onerous.

Student Support: Wonkhe – Post the pandemic, Ellen Buck argues that being more cognisant of the support that students need to transition between spaces, experiences and identities should be core.

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He policy update for the w/e 25th June 2021

We’re a little late this week, and the sector was firmly back in the fast lane – we’ve a host of reports and activity for you. Monday’s Education Questions provided parliamentarians with the chance to put Gavin Williamson and Michelle Donelan on the spot. The Secretary of State and the CEO of the OfS also spoke to the sector at a HEPI conference, after HEPI published their annual student academic experience survey.

Research news

New National Science and Technology Council: The PM has announced  a new National Science and Technology Council, to provide strategic direction for the use of science and technology to address national and global challenges. Boris will Chair the Council with Sir Patrick Vallance as National Technology Adviser (on top of his other roles!). Vallance will also be responsible for developing a new Office for Science and Technology Strategy, which will be based in the Cabinet Office. The Office will support the ministerial council to strengthen Government insight into science and technology, so it can be placed at the centre of policies and public services. Potential priorities identified for this unified work are “developing technology to reach net zero, curing cancer and not only treating it, and keeping our citizens safe at home and abroad.”

A few days later the Government announced a £50 million upgrade for specific infrastructure projects and scoping studies in line with the new ministerial Council and Office for Science and Technology Strategy. The investment will be delivered through grant funding through UKRI’s Infrastructure Roadmap programme.

Research Professional consider the PM’s leadership of the new Office, the Government’s interference in Science and Vallance’s juggling of the new role with his other significant appointments. Excerpt:

  • The reality of an Office for Science and Technology Strategy run out of the Cabinet Office is that the Department for Business, Energy and Industrial Strategy and UKRI are being sidelined in strategic decision-making. There now has to be an open question over how much of the planned increase in the science budget UKRI can expect to see.
  • That also leads us to ask how much of the budget increase will make its way to the quality-related pot that funds blue-sky research in universities. The appointment of Indro Mukerjee as chief executive of Innovate UK, and the choice of Andrew Mackenzie as preferred candidate for UKRI chair, alongside the emergence of the Advanced Research and Invention Agency, suggest that the strategic agenda for science is pivoting away from universities and towards subsidising inward investment and industrial capacity.
  • Is creating parallel offices for science and technology—and multiplying the number of scientific councils advising the prime minister—something we should be “incredibly positive” about? 

Research Professional also have an exclusive interview with UKRI Chief Executive, Ottoline Leyser. A snippet of the interview is here. Ottoline is supportive of the new Office.

It appears the focus on innovation may overlap with ARIA, although presumably the research will be monitored to a greater degree and perhaps less ‘blue-sky’. At this stage it appears a key benefit will be the connect between Government research priorities and policy development. This factor has been welcomed by the sector.

UKRI Chair: The Science and Technology Select Committee held a pre-appointment Hearing with the Government’s Preferred Candidate for the UKRI Chair – Sir Andrew Mackenzie. The committee questioned Mackenzie discussing his credentials for the role, his experience, potential for conflicts of interest, the climate emergency, aspirations for the role, the ongoings of the UKRI, the Asia-Pacific region, COVID-19, investments and incentives, funding priorities across research areas, co-funding, and the Government’s Levelling Up agenda in relation to UKRI.

Specifically on levelling up, Dods summarise:

  • The Chair asked Mackenzie about the Government’s objective to level-up performance across the country; and whether he believed there was over-investment in the Golden Triangle. Mackenzie said there was a placing strategy in UKRI which contributed to the Levelling Up agenda. As universities were evenly distributed in the UK, they could be a critical component to the wellbeing of towns outside of the Golden Triangle. Mackenzie said the UKRI should consider the fabric and health of these universities; and that more funding should go to Innovate UK to stimulate greater technological transfer with the view of levelling up.
  • The Chair asked whether it was a problem that research funding tended to be concentrated in certain geographical areas of the country rather than others. Mackenzie recognised that it should be an area of examination. There could be opportunities to create greater investment if researchers were attracted to certain geographical areas.

Strengthening Clinical Research Delivery: The Department for Health and Social Care has announced £64m funding to support UK-wide plans to strengthen clinical research delivery. A new implementation plan published today sets out the first year of activities to deliver a vision for the Future of UK Clinical Research Delivery.

Following the publication of Saving and Improving Lives: The Future of UK Clinical Research Delivery in March, the UK Government and devolved Administrations today set out the first phase of activity to ensure research will have better health outcomes and allow more patients to be involved in research of relevance to them.  The full policy paper on the Future of UK Clinical Research Delivery is available here.

Activity for the coming months will include:

  • the development and trial of new COVID-19 treatments and vaccines
  • making UK clinical research delivery easier through more rapid ethics reviews and faster approval processes
  • boosting clinical research capacity with more virtual and remote trials
  • increasing diversity and participation in research in communities traditionally under-served by research
  • digitising the clinical research process to allow researchers to find patients, offer them places in trials, and monitor health outcomes

The vision is underpinned by five key themes:

  • streamlined, efficient and innovative research– so the UK is seen as one of the best places in the world to conduct fast, efficient and cutting-edge clinical research
  • clinical research embedded in the NHS– to create a research-positive culture in which all health and care staff feel empowered to support and participate in clinical research as part of their job
  • patient-centred research– to make access to, and participation in, research as easy as possible for everyone across the UK, including rural, diverse and under-served populations
  • research enabled by data and digital tools– to ensure the UK has the most advanced and data-enabled clinical research environment in the world, which capitalises on our unique data assets to improve the health and care of patients across the UK and beyond
  • a sustainable and supported research workforce– which offers rewarding opportunities and exciting careers for all healthcare and research staff of all professional backgrounds – across the length and breadth of commercial and non-commercial research.

Key commitments within the plan include:

  • Continuing to deliver on existing commitments to make UK clinical research delivery easier, more efficient and more effective. This includes an offer of HRA Rapid Research Ethics Committee review as part of the roll-out of the Ethics Committee and MHRA combined review of clinical trials of medicines.
  • Reducing the variation and time spent negotiating costsfor commercial research through the National Contract Value Review, ensuring an aligned process for contracting of research across the whole UK.
  • Taking the first steps towards digitising the clinical research processto make it faster and cheaper by beginning to create a holistic data-enabled Find, Recruit and Follow-up service.
  • Expanding flexible workforce and delivery models, including increasing capacity for research in primary and community care.
  • Providing recognition for key groups of staff across the NHS who play a key role in delivering research, including through a new accreditation schemefor Clinical Research Practitioners.
  • Supporting and enabling the delivery and evaluation of innovative modelsof trial delivery such as hub and spoke models, decentralised models and remote participation.
  • As the pressures of the pandemic ease, manage the recovery of research across all phases, therapy areas and treatment types, with COVID-19 becoming one speciality among a diverse research portfolio.

Quick News

  • Brush up on the ARIA Bill in this Lords Library briefing.
    Section 3 is most interesting as it summarises the amendments, critique, and response to the Bill to date. Such as:

    • Following its introduction, many organisations and stakeholders in research, science and technology have welcomed the bill. Some concerns have been raised about the agency’s mandate and whether the Government will fund the agency in the long-term.
    • Greg Clark, Chair of Commons Science and Technology Committee, stated – There remains much that is unclear about what ARIA is meant to be. It’s not clear if it is a new institution that will conduct its own research and attract global scientific talent, or if it is another funding agency for researchers in existing organisations.
    • Stephen Flynn (SNP) had concerns. Describing the bill as “incredibly vague on details”, Mr Flynn queried what the wider mission of the bill would be, as he was unsure whether the bill was trying to achieve better outcomes for health, defence or transport
    • Labour oppose the ARIA Bill’s exemption from the Freedom of Information Act 2000. Ed Miliband highlighted that DARPA in the US had 47 requests for information last year, contending that it is “hardly an obstacle to getting on with the day job
  • The public (78-79%) are supportive of providing equitable access to medicines for sufferers of rare diseases even if it costs the NHS more. 46% also agreed to raise the cost threshold for medicines to enable their use.

Two PQs:

The Secretary of State speaks (several times)

The Secretary of State gave the opening speech at the HEPI conference last week [we discuss the main report discussed at the conference below]  You can read the speech here. There wasn’t much that was new, but some things are worth pulling out.

GW seemed to suggest that the minimum entry requirements might include a requirement for a pass in Maths and English at GCSE.  Possibly as well, or instead of the 3 Ds, he didn’t go into that.  He also said that the cost to the government of media studies shouldn’t be less than maths.

GW pulled out as “unacceptable” the Proceed data for some institutions (not named but mostly identifiable from the OfS data) who were below 40%.  The Proceed metric is a combined metric looking at completion as well as outcomes – except in a very small number of cases very few universities have employment outcomes anywhere near as low as he was talking about.

  • In a very clear signal to universities about a baseline for future quality standards, he said;
  • And while higher education remains a good investment for most, at 25 higher education institutions, fewer than half the students who begin a degree will go on to graduate employment or further study.
  • I want to be clear that this is not an attack on the arts. Many of our arts institutions are world leaders and every subject can be taught well, and so many universities do teach it well, and every subject can lead to good outcomes. But this is not always the case.
  • For example, while there are many are many good psychology courses, at one university only 39% of those who enrol in psychology go on to graduate employment or further study. This is not good enough.
  • While there are many good bio-science courses, at one university only 38% of those who enrol in bioscience go on to graduate employment or further study. This is not good enough.
  • While there are many good computing courses, at one university only 35% of those who enrol in computing go on to graduate employment or further study. Again, this is just not good enough.

GW mentioned the OfS review of assessment practices in response to media stories about “dumbing down” assessments in the name of inclusivity.  This was announced last week with very little detail.  The OfS say that the review is part of a range of activities to drive up the quality of higher education courses and ensure that standards are maintained. Commenting on the announcement on Twitter, WonkHE’s Jim Dickinson said “A cooked up (and for most of the day it ran) incorrect moral panic story in the MoS now becomes major project work for OfS,” citing the review as an example of the OfS priorities having no relation to the priorities of students, and “everything to do with Ministers and newspapers.”

The CEO of the OfS, Nicola Dandridge, also spoke.  Her most interesting point made a clear link between plans for funding and quality.  This is one of the possible “top up” grant options we have been suggesting if there is a headline fee cut.  A version of her speech has made it onto the OfS website as a blog here.

Research Professional have a summary of the event.

Education Committee: GW was questioned by the Education Committee during the regular accountability hearing. Dods summarise the content most of interest to the HE sector.

  • White working-class children: Chair Robert Halfon noted the committee’s recent report on poor educational outcomes for white working-class children when compared to other cohorts. In response, Williamson said the report was right to highlight that there were a variety of problems with WWC children progressing in the post-16 environment, including university entry. When Halfon asked if there should be target solutions for this group alone, Williamson said he favoured targeted solutions but based on the status of any child left behind. Williamson said any change in the terms of reference for the Pupil Premium with regard to additional funding for this cohort could not be done without another spending review. [See the section below on this report.]
  • Baker clause: Halfon asked for comment on the Baker Clause, which stipulated that schools allow colleges and training providers access to all students in years 8- 13 to discuss non-academic routes. In response, Williamson said he supported all schools adhering to the Baker clause. He said most schools were open to this and hoped parents did not have to resort to legal action to force this to happen. Williamson said in the summer the government would be consulting on proposals to strengthen the legislation and that Ofsted should be enforcing it. He said government schools funding could be made conditional on compliance.
  • Undergraduate degree apprenticeships: Asked by Halfon to comment on the idea of a teaching undergraduate degree apprenticeship, Williamson said there was a compelling case for this.
  • University funding: Anderson said in the last financial year universities had lost out on £790m from various problems caused by Covid such as reduce funding for conferences and lack of foreign students. She also suggested the DfE was biased against funding arts and humanities provision. In response Williamson said there had been strong growth in foreign students last year, with more students coming from outsider the EU (though EU students were down). He said the DfE had no bias against arts and humanities funding.
  • Free speech in higher education; antisemitism in universities: Hunt asked whether new free speech legislation might mean people with hateful views could potentially claim compensation if blocked form speaking on university campuses. In response, Williamson said this would not be the case. He said the new legislation was only intended to enforce existing laws and would not permit activities such as holocaust denial. Gullis asked what action was being taken to penalise universities which did not subscribe to the IHRA definition of antisemitism. In response, Williamson said he had been working with Lord Mann to ensure all universities signed up to the IHRA definition. He said if they did not take it up voluntarily the government was looking at a broad range of actions related to funding constriction.

Education questions in the House of Commons

Education Secretary, Gavin Williamson, and Universities Minister, Michelle Donelan, responded to Education questions in the House of Commons. From Education Topical Questions:

Q – Andrew Bridgen: Could the Secretary of State update the House on progress on changing A-levels to enable students to apply with known grades rather than predicted grades?

A – Gavin Williamson: I thank my hon. Friend for that question. The consultation closed on 13 May and we are looking at the response very closely. We really want to bring post-qualification admissions forward as rapidly as possible. We would like to do so without legislation and in co-operation with the sector, but if we are not able to have that co-operation, we will drive this forward. All the evidence, from the Sutton Trust and from so many others, is clear that PQA helps children from the most disadvantaged families more than any others. That is why we will make it happen.

So, the Government signals intent to push ahead with post-qualification admissions no matter what the consultation says or evidence provided by the sector to the contrary.

Q – Rachael Maskell: Will the Secretary of State ensure that, instead of experiencing disruption to a third academic year, universities are able to determine their own return of students in September this year? The University of York and York St John University have advanced plans in place and they do not want to see further delays, including staggered starts. Can they now also have the ability to allow international students to quarantine at their local university?

A: The Minister for Universities (Michelle Donelan): We have every expectation that by the autumn term we will be able to move forward beyond step 4, meaning that there will be no further restrictions on the provision of in-person teaching and learning. During the pandemic, many providers have developed a digital offering and, as autonomous institutions, they might choose to retain elements of that approach, as well as undertaking risk assessments, but our expectation is clear that universities should maintain the quality, quantity and accessibility of provision. In terms of international students, we have been one of the world’s leaders in our visa concessions and flexibilities. I shall continue to work closely with the Home Office and the Department of Health to ensure that the best interests of students are always maintained, as well as public health.

So, no change and no firm answer. The Government will continue to intervene if they feel the national situation warrants it.

The Lords questioned compulsory redundancies in the university sector and their potential impact on teaching and research.

Graduate outcomes

With Gavin Williamson focussing on graduate employment (as presented via the Proceed metric) in his speech, there may have been less focus on salaries recently.  However, the latest version of the LEO data has come out and David Kernohan has a blog on Wonkhe, pointing out all the challenges, including the big problem about part-time work for example, 25% of creative arts graduates and more women than men work part-time, and LEO doesn’t adjust for this.  There are all sorts of interactive graphs if you want to play.

Skills and Post-16 Education Bill – amendments

The Skills and Post-16 Education Bill continues its way through the House of Lords (it started there and will go to the Commons later).  Committee stage, the detailed review, starts on 6th July 2021. As of 28th June the running list of proposed amendments is here.

Lord Storey has continued his campaign against essay mills by proposing a new Clause as an amendment to the Skills and Post-16 Education Bill to make it an offence to provide or advertise cheating services. It is in line with his current private Members’ Bill (PMB). The Bill will be considered at the Committee Stage on 6 July 2021, it is unclear whether Lord Storey’s amendment will be addressed. However, his PMB is due for second reading this Friday. At the Education Committee Gavin Williamson said that the government would seek a way to support the PMB (which they would presumably prefer to an amendment to the Skills Bill.

Wonkhe described the amendment from Lord Lucas which proposes a mental health monitoring role for the Office for Students (OfS) that would require the regulator to assess the extent to which the mental health and wellbeing of students are sustained and improved while attending the institution, the quality improvement and response to mental health crises, and the pastoral and academic care of students attending the institution. While the government may seek to reject the amendment on the basis of the focus of the bill, it will face pressure to explain whether and how OfS does oversee that agenda.

Lord Lucas has also proposed other additions that would ensure that the interests of local potential students and an assessment of national skills needs are represented in Local Skills Improvement Plans (LSIPs), and Lord Lingfield has suggested a regular review of how these plans support learners with special educational needs.

Gordon Marsden continues to press the Government to thoroughly think through the modular approach to funding and learning proposed by the Bill. He writes in Research Professional’s Sunday Reading: The arguments over skills, modules and devolved initiatives this summer need to define the outcomes for transformation, not just the rhetoric around it. It’s a decent short article if you want to read more on the importance of getting the modular aspect right.

Other amendments include a requirements to review provision for special educational needs in a local area, reviewing how the apprenticeship levy is being used in the context of local skills plans, a proposal to remove the limits on prior qualifications and restrictions on student numbers (eg for medicine), and a proposal about access to universal credit.  We can expect the list to grow before 6th July.

White working class

The Education Committee has published its final report following its inquiry into left behind white pupils from disadvantaged backgrounds, which originally opened in April 2020. They say:

  • Early years: In 2018/19, just 53% of FSM-eligible White British pupils met the expected standard of development at the end of the early years foundation stage, one of the lowest percentages for any disadvantaged ethnic group.
  • GCSE performance: In 2019 just 17.7% of FSM-eligible White British pupils achieved grade 5 or above in English and maths, compared with 22.5% of all FSM-eligible pupils. This means that around 39,000 children in the group did not achieve two strong passes.
  • Access to higher education: The proportion of White British pupils who were FSM-eligible starting higher education by the age of 19 in 2018/19 was 16%, the lowest of any ethnic group other than traveller of Irish heritage and Gypsy/Roma.

Among the many factors that may combine to put white working-class pupils at a disadvantage are:

  1. Persistent and multigenerational disadvantage
  2. Placed-based factors, including regional economics and underinvestment
  3. Family experience of education
  4. A lack of social capital (for example the absence of community organisations and youth groups)
  5. Disengagement from the curriculum
  6. A failure to address low participation in higher education

They set out the following solutions:

  1. Funding needs to be tailor-made at a local level to level up educational opportunity. (page 45) A better understanding of disadvantage and better tools to tackle it is needed – starting with reforming the Pupil Premium.
  2. Support parental engagement & tackle multi-generational disadvantage. (page 33) To boost parental engagement and mitigate the effects of multi-generational disadvantage, a strong network of Family Hubs for all families is needed. These should offer integrated services and build trusting relationships with families and work closely with schools to provide support throughout a child’s educational journey.
  3. Ensure the value of vocational training and apprenticeship options while boosting access to higher education. (page 49) Reform the Ebacc to include a greater variety of subjects, including Design & Technology. Ofsted must be stronger in enforcing schools’ compliance with the Baker Clause, to ensure they allow vocational training and apprenticeship providers to advertise their courses to pupils. Where there is non-compliance, schools should be limited to a ‘Requires Improvement’ rating.
  4. Attract good teachers to challenging areas. (page 43) Good teaching is one of the most powerful levers for improving outcomes. Introducing teaching degree apprenticeships and investing in local teacher training centres may support getting good teachers to the pupils who need them most.
  5. Find a better way to talk about racial disparities. (page 14) The Committee agreed with the Commission on Race and Ethnic Disparities that discourse around the term ‘White Privilege’ can be divisive, and that disadvantage should be discussed without pitting different groups against each other. Schools should consider whether the promotion of politically controversial terminology, including White Privilege, is consistent with their duties under the Equality Act 2010. The Department should issue clear guidance for schools and other Department-affiliated organisations receiving grants from the Department on how to deliver teaching on these complex issues in a balanced, impartial and age-appropriate way.

Education Committee member Kim Johnson (Lab, Liverpool Riverside) has sought to distance herself from the report, saying on Twitter it was “deeply depressing that we are seeing a Government that has presided over deep cuts to education diverting attention from that onto a fake culture war.”

Rt Hon Robert Halfon MP, Chair of the Education Committee, said:

  • “For decades now White working-class pupils have been let down and neglected by an education system that condemns them to falling behind their peers every step of the way. White working-class pupils underperform significantly compared to other ethnic groups, but there has been muddled thinking from all governments and a lack of attention and care to help these disadvantaged White pupils in towns across our country.
  • “If the Government is serious about closing the overall attainment gap, then the problems faced by the biggest group of disadvantaged pupils can no longer be swept under the carpet. Never again should we lazily put the gap down to poverty alone, given that we know free school meal eligible pupils from other ethnic groups consistently out perform their White British peers. In 2019, less than 18% of free school meal eligible White British pupils achieved a strong pass in English and Maths GCSEs, compared with 22.5% of all similarly disadvantaged pupils. This equates to nearly 39,000 White working-class children missing out.
  • “So far, the Department for Education has been reluctant to recognise the specific challenges faced by the White working class, let alone do anything to tackle this chronic social injustice. This must stop now.
  • “Economic and cultural factors are having a stifling effect on the life chances of many White disadvantaged pupils with low educational outcomes persisting from one generation to the next. The Government needs to tackle intergenerational disadvantage, inbuilt disadvantages based on where people live and disengagement from the curriculum.
  • “What is needed is a tailor-made approach to local funding and investment in early years and family hubs. This should be alongside more vocational opportunities, a skills-based curriculum and a commitment to addressing low participation in higher education.
  • “We also desperately need to move away from dealing with racial disparity by using divisive concepts like White Privilege that pits one group against another. Disadvantaged White children feel anything but privileged when it comes to education.
  • “Privilege is the very opposite to what disadvantaged white children enjoy or benefit from in an education system which is now leaving far too many behind.”

Wonkhe:

The Social Mobility Commission (SMC) have responded to the Education Committee’s latest report, The forgotten: how White working-class pupils have been let down, and how to change it, which found “White working class underachievement in education is real and persistent”. The Committee has called on the government to take steps to ensure disadvantaged White students fulfil their potential:

  • Educational underachievement is only part of the picture. Our report, The Long Shadow of Deprivation, shows that even if students beat the odds and get good qualifications, in the least socially mobile areas of the country they still face a wage gap at age 28 of up to a third. The answer to these issues is about thinking about investment in jobs, transport, housing, welfare and wider opportunities as well as in schools.

Access & Participation

Care duration: Research Professional report on LEO data released at the end of last week which highlights that students who have been in care for more than a year are marginally more likely to take part in higher education than those who have been in care for shorter periods of time. Read more here.  

Disadvantaged pupils’ confidence in A level grade awarding system: The Social Mobility Foundation published new findings which identified how confident disadvantaged students are about the grade-awarding system that will be used in place of exams for this summer’s GCSEs, AS and A Levels. It concludes that disadvantaged young people are not confident they will receive grades that reflect their ability under the teacher assessment system introduced this summer and do not have faith in the appeals process. The majority of the survey respondents were on free school meals.

  • 43% are not confident that they personally will receive fair grades reflective of their ability
  • 52% are not confident that they will be able to appeal grades that they do not think are a fair reflection of their ability
  • 36% of young people who plan to go to university this September are not confident they will receive the grades they need to secure their place.
  • 28% of participants who are sitting GCSE, A-Level or equivalent exams this summer reported that their teachers had not made it clear what pieces of work will be used to determine their final grades.
  • 35% of participants did not have access to reliable broadband during lockdown.
  • 74% of participants agree that: “Every student in Year 12 or S5 or above should have the option to take up a fully funded education recovery year to make up for learning time lost during the Covid-19 pandemic”.
  • 74% of participants felt that not all parts of the country had suffered equally because of the Covid-19 pandemic; highlighting geographical inequality which is a key focus of the government’s levelling-up agenda.

The findings come as the Department for Education and Education Policy Institute published their own research which found further evidence that restrictions to in-person teaching following the pandemic have led to a widening of the disadvantage gap – the gap in school attainment between disadvantaged pupils and their peers. These results received widespread national media coverage yesterday, from print news to television, and you can view a short clip of Social Mobility Foundation Chair, Alan Milburn, chatting to Sky News about the data here.

As a results of these findings, SMF are calling for the appeals process to be re-designed this year, for year 13 to have the right to repeat the year (cost £180 million in England), and for young people opting to take exams in the autumn instead of accepting teacher-assessed grades to do so free of charge.

Universal Credit & Reasonable Adjustment: Wonkhe report on a psychology student that has been granted permission to challenge regulations that prevent him and thousands of other disabled students from claiming universal credit while they are full-time students. Flinn Kays claims that new regulations that stop disabled students having a work capability assessment (WCA) and thus claiming universal credit are unlawful – and is asking the court to quash 2020 regulations on the grounds that the Secretary of State unlawfully failed to consult, that they are discriminatory and that they breach the public sector equality duty.

Meanwhile students with vision impairments experience failure from institutions to put agreed reasonable adjustments for exams and assessments into place, and a lack of expertise in accessibility, according to new research into the post-school experiences of young people with vision impairments from the Vision Impairment Centre for Teaching and Research at the University of Birmingham and the Thomas Pocklington Trust.

Lost in Transition? also found limited understanding of vision impairment by some staff at institutions at the time of application, difficulties with the accessibility of the UCAS admissions system, and various issues with the Disabled Students’ Allowance (DSA), including assessors not having the necessary expertise to assess students, delays in the processing of assessments and equipment being provided that did not meet students’ needs.

Wonkhe blogs:

Access to postgraduate study: The Sutton Trust published a new report on access to postgraduate education in the UK, looking at the level of financial support available across the nations, the impact of the introduction of postgraduate loans on access in England, the growing cost of postgraduate degrees, and the likely impact of those costs on access.

  • Rates of progression from an undergraduate degree to a postgraduate master’s have increased for graduates of all backgrounds since loans were introduced, but they have increased the most for those from socio-economically disadvantaged groups. In 2013/14, just 6% of first-degree holders from working class backgrounds in England progressed to a taught higher degree (i.e. master’s), compared to 8.6% for those from managerial and professional backgrounds. By 2017/18, rates for both groups had risen considerably, and the gap in participation had reduced, with 12.9% for those from working class backgrounds and 14.2% from managerial and professional backgrounds going onto this type of study.
  • But graduates from less privileged backgrounds still appear to be less likely to progress than their better-off counterparts. This is true whether looking at parental occupation (with 18.4% of graduates from professional and managerial backgrounds going onto a taught or research higher degree within 15 months of graduating, compared to 14.4% of graduates from routine or semi routine backgrounds), and education (13.9% for those with at least one parent with a higher education qualification vs 11.6% for those with none), neighbourhood (13.2% for those from high participation areas vs 12.6% for low participation areas) or type of school attended prior to higher education (14.6% for private schools vs 12.5% for state schools).
  • Tuition fee levels at UK higher education institutions for taught postgraduate courses have increased in the past 14 years, well beyond inflation. For example, while average tuition fees for a classroom-based taught postgraduate programme in 2011 were £5,435 at a Golden Triangle university and £4,408 in the other Russell Group universities, by 2020 they had risen to £10,898 (an increase of 101 percent) and £8,744 (a 98 percent increase) respectively.
  • The price differences between the UK’s most prestigious institutions and the rest of the sector have also widened within the same time period. In 2006/07 for classroom-based courses, the difference between the most expensive group of institutions (in the Golden Triangle) and the least costly (interestingly, these were other Russell Group universities) was just £1,404. But in 2020/21, the difference between the most and the least expensive group of institutions, this time between Golden Triangle universities and post-1992 institutions, was 2.5 times higher: £3,532.

Recommendations:

  1. The funding system at postgraduate level in England should be reformed, to remove financial barriers to postgraduate study. …. Instead of being a contribution, the government’s postgraduate financial support system should cover full maintenance costs for students, and the full course fee cost for all but the most expensive courses. This should ideally be through a mix of loans as well as grants for students from lower income backgrounds.
  2. Universities should extend their widening access work to postgraduate level, especially at high-status institutions. This should include efforts to improve the attainment of disadvantaged undergraduate students to allow them to progress to postgraduate level. High status universities especially should look at recruiting students for postgraduate level from a range of different institutions, as well as exploring other ways to widen access, for example running postgraduate summer schools aimed at potential students from lower socio-economic backgrounds. Universities should also make use of contextual admissions at postgraduate level, taking into account the potential as well as the prior attainment of applicants.
  3. Data on widening participation to postgraduate study should be regularly published by the Office for Students and/or the Department for Education (for England) and the devolved governments. As is the case at undergraduate level, universities should be required to provide data on access and outcomes, with data regularly published as an official statistical release. ….
  4. In England, The Office for Students should be given strengthened responsibility to ensure fair access to postgraduate study, as it does at undergraduate level. …..
  5. Universities should ensure course fees are fair and appropriate, and they should avoid charging application fees for postgraduate courses. If universities are charging course fees above the increased level of government support outlined above, they should provide adequate financial support themselves to ensure there are no financial barriers to participation. Ideally, universities should not be charging application fees at postgraduate level, but if application fees are charged, they should be as low as possible, with waivers easily accessible to any applicants who are unable to afford them. Oversight from the Office for Students should include looking at both course and application fees, with action taken where these costs are acting as barriers to lower-income students.
  6. The application process for postgraduate courses should be clear and easy to navigate, with information about courses easy to find and the application process simplified where possible. In the short term, all universities should consistently provide information on their postgraduate courses to UCAS, so that it is quick and easy to find for applicants. …..

Access to HE – insecure/unresolved immigration status: King’s College London, has published a new report on access to the higher education for young people with insecure or unresolved immigration status. Higher Education on Hold explores the barriers to HE for young people who:

  • Have refugee status
  • Are seeking asylum
  • Have limited leave to remain or indefinite leave to remain
  • Are undocumented

As well as legal barriers, they find that young people with insecure immigration status are more likely to face a combination of the following additional barriers which limit HE access:

  • A lack of support in school.
  • Increased likelihood of living in poverty.
  • Poor language proficiency and difficulties attaining qualifications.
  • High incidence of mental health issues
  • A lack of high-quality support from HE institutions

As well as campaigning for policy change, the report says universities should review and improve their admissions practices, widening participation programmes and scholarship provision in order to better support young people with insecure immigration status. Specifically, they say institutions should:

  • Provide specialist admissions support.
  • Adopt a flexible approach to language qualifications and provide pre-sessional English language courses.
  • Include young people with insecure immigration status in Information, Advice and Guidance (IAG) activities and widening participation programmes.
  • Provide targeted advice and support for young people with insecure status in relation to immigration status and student finance eligibility.
  • Broaden scholarships to include all young people who are not currently eligible for student finance due to their immigration status.
  • Ensure that scholarship application processes do not create additional barriers for young people.
  • Provide ongoing support once young people with insecure status progress to HE, including mental health support and support with debt if a student’s loan application is rejected.

HEPI – Student Academic Experience Survey

The annual Student Academic Experience Survey was published. The data and conclusions from in this report are always worth a detailed read.  The last report showed “no material impact” from the start of the pandemic and lockdown restrictions.  That has not carried through to this year, where there is a dramatic change in some of the results compared to the trends over previous years.  The data is therefore not really comparable in terms of longer term analysis of progress in the sector, but of course it will inform the discussion about how the sector can adapt and change for next year.  We will have to wait for next year, and probably also the year after, to see whether for this survey 2021 is a “blip” or a reset.

The main lesson that the authors draw, in the executive summary is that students want in-person, and not online learning.  As many institutions look at blended learning, and the benefits of that for students  (accessibility, flexibility), it is important to consider that, while many students may appreciate those benefits in the longer term, for now they just want to be with people, not in their rooms.  As one student described it to me “I want to have a reason to get up and out, to have somewhere to go and somewhere to be, and to see people”.

  • With all that in mind, it is not surprising that the recent more positive trend of the (in)famous value for money chart has reversed sharply.  Perceptions of value for money for students from Scotland (where students don’t pay fees) have been higher than all the others since 2012, and are still higher, but they are still the lowest (at 50%) than they have ever been.  So it’s not just the fees.
  • There are many reasons given for poor perceptions of value for money, but unsurprisingly, the highest scoring are tuition fees, the volume of in person contact hours, access to in person teaching, and teaching quality.  After that the volume of online contact hours, and cost of living,  as well as one to one tuition time are all 30% or over.
  • There has also been an impact on experience compared to expectations, the proportion saying “better in some ways and worse in others” is stable at 48%, but those saying “better” has flipped (to 13%) with those saying it was “worse” (27%).   These were almost exactly the other way around last year.
  • There are some interesting differences in the questions about making choices.  11% said they would, with hindsight, have deferred.  As we know, deferrals were very low last year. One in three had considered leaving, with 34% of them citing mental/emotional health as the reason.

Wonkhe have a blog by Jim Dickinson.

PQs

Inquiries and Consultations

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

Other news

A new report from Accenture and Cibyl, University: The Best Time of Our Lives? Is considered on Wonkhe: Jim Dickinson reviews the new report on student mental health which includes some clear and actionable recommendations.

Prevent: The DfE published new guidance on implementing the Prevent Duty in HE. It consists of training materials on the Prevent duty of care and the wellbeing of staff and students.  Also training materials on assessing risk when implementing the Prevent Duty.

Awards: Whatuni Student Choice Awards 2021: the winners.

Virtual: Times Higher talks about how institutions can work towards effective new teaching models, such as hybrid flexible classes, and how to support and train staff to deliver an increasingly tech-enhanced education. Also Christopher Brighton of Xi’an Jiaotong-Liverpool University presents a model of a global virtual exchange that could be easily replicated by any institution wishing to improve students’ intercultural knowledge.

AI & Healthcare: The Health Foundation published Switched on How do we get the best out of automation and AI in health care?

Turning the oil tanker: Successive UK Governments have been pushing at the edges of the UK HE sector for changes in quality/value for money, freedom of speech, and demonstrating value for money. In this vein it is interesting to note Research Professional’s article with the European Commission stating how the European HEIs are slow to change and adapt.

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HE policy update for the w/e 18th June 2021

We’re still in the mid-June lull before the July storm we mentioned last week, however, the Skills and Post-16 Bill was debated at length in the Lords with disgruntlement over the lack of substance and missing details. Lord Storey’s Essay Mills Bill has a twin introduced by Chris Skidmore in the Commons. TEF awards have been extended, but are so out of date for some (most) institutions that the OfS has told the HE sector to stop promoting their awards. And Horizon Europe opened for business alongside Committee concern that the Government’s Horizon commitment is more mothballs than moolah.

Skills and Post-16 Education Bill

We have a summary of the Second Reading debate within Parliament on the Skills and Post-16 Education Bill here. It was a long (6 hour) session so look out for the bold type in the summary where we highlight the most interesting points. In brief influential points were made in relation to:

  • Questions about the role of local skills plans within the Bill and their interaction with a wider range of training providers other than FE colleges
  • Loan funding (and funding cuts) being part of the reason for the decline in adult learning
  • The Bill shouldn’t separate creative subjects and the humanities from technical subjects and the sciences.
  • Caution about how modular learning connects together in practice.
  • Careers advice and support including regular face to face support. It was also noted that careers hubs were included in the White Paper but do not feature in the Bill.
  • Calls for the lifetime skills guarantee to be made law with automatic funding rights.
  • Calls to limit apprenticeship funding for those aged over 25 to a quarter of the total pot.
  • Criticism that while the Bill was aspirational, the Government have not provided detail on the funding, nor long term commitments.

Wonkhe contemplate the discussion in this blog: Peers wanted to discuss policy, but had to debate a skeletal bill. The blog highlights some important points:

  • David Willetts [former Universities minister] referred to an “artificial conflict” between vocational and academic sectors, noting that there were many universities that have more than 70 per cent of their students studying work-linked courses that met standards and requirements set by professional bodies and employers.
  • Jo Johnson [former Universities minister]… cautioned against the likely attempts to limit access to creative courses – which would “starve the supply of talent” to a range of economically and socially important employment sectors because of a preference for other sectors that offered higher salaries.
  • …Tellingly, Johnson described the Treasury habit of assessing educational value by loan repayment rates as “reductive”, but few expected him to take aim at a “bewildering” range of regulatory bodies with responsibilities in post-16 education. Having given life to the beleaguered Office for Students, he seemed surprisingly keen to bring about a single – joined up – regulator.
  • On the crucial ‘local’ aspect: What’s curious (especially post-Covid when we are all statistical and administrative geography nerds…) is that “local” will be self-defined – the vision seems to be that groups will spontaneously form and apply to the Secretary of State for approval. The expectation is that bodies active in that local area (mayoral authorities, councils, LEPs…) would be involved.

Wonkhe summarise the overall feel of the outcome well: It is clear that we shall see a number of amendments at committee – Mike Watson noted these might include bringing other stakeholders into the “employer centred” LSIP process, and limiting some of the powers given to central government to control what is taught and where. Aims were welcomed, detail was sought.

Wonkhe also commented that pushback can be expected at further stages of the parliamentary process on the sheer scale of powers over provision centralised around the Secretary of State. They also tell us that Politics.co.uk has an opinion piece arguing that inconsistencies and exceptions in the Higher Education (Freedom of Speech) Bill could grant space for extremists to thrive.

The debate triggered several media pieces on highlighting the Government’s key messaging around the Bill.  A Prospects opinion piece is anti-HE expansion, pro-apprenticeship, and argues that successful arts graduates have failed as they could have earned more studying something else. The article continues along the current Government party line:

  • the rapid expansion of creative courses in recent decades is one of the main reasons why more than three-quarters of students will now never fully pay back their student loans, leaving the Treasury with an expected write off of taxpayer liabilities worth £28.8bn in 2049-50, according to current forecasts.
  • Of course, higher earnings are not the only reason why people study and creative arts courses offer society much more than just an economic dividend. This is particularly true in a place like Falmouth… that produced some of the best British artists of the last century. But it did so well before it converted to university status and sextupled the size of its student body compared to 1990s levels. The mistake is to think that artistic endeavour, or a whole other panoply of vocational pursuits, are best served through university expansion and funded by debt.

One wonders if the same arguments about value for money will be made once degree apprenticeships attract the same debt as a standard undergraduate degree.

THE also covered this angle in Local peopleIn the UK, Conservative MPs’ backing for new universities in their areas, despite Tory criticism of expansion at national level, has been seen as affirming that higher education must stress its local economic impact if it wants to build a “common dialogue” with the governing party.

Funding: Last Friday Gavin Williamson announced funding aimed for adults to access more, high-quality alternatives to university degrees under new measures to boost the nation’s skills and job prospects.  He confirmed £18 million new Growth Funding for FE & HE – providers bid for funding for equipment and to develop business links leading to skills training in certain sectors.

Tied in with the announcement are the previously announced £10 million for Institutes of Technology and £2 million of modular training aimed at future skills gaps. Overall the three funds try to jump start higher technical skills training for adults. Some of the sector rhetoric around the announcements talk of diverting students away from degrees and into higher technical provision, however, Nick Hillman, Director of HEPI, suggests the Government needs to focus on the capable adults that did not progress beyond level 3.

UUK said: Expanding higher technical courses is a positive move which will increase choice for learners of all ages and help employers meet their skills needs as the nation looks to rebuild from the impact of COVID-19. Universities have been involved with developing these qualifications and many universities are ready to scale up their alternatives to the traditional three-year degree. UUK is working closely with government, employers and local partners to help make these qualifications a success.

Engineering Recommendations for local agenda: The Institution of Engineering and Technology have published Addressing the STEM skills shortage challenge exploring the ways local authorities can help train and equip people with the skills their region needs.

Their recommendations which are most relevant to HE are:

  1. UK Government should work more closely with the higher education sector and training providers to ensure funding is allocated on the quality of courses available, not the quantity of students on each course.
  2. Local authorities should initiate discussions between academic institutions and industry to ensure the right skills and training are available for adoption of new technologies as they emerge.
  3. Local authorities should take a lead in encouraging a diverse mix of people into the profession through locally targeted schemes.
  4. Professional engineering institutions (PEIs) and industry bodies should work with local government to ensure there’s a wider and updated provision of careers advice, particularly around engineering. This should include information on the variety of routes into engineering, such as vocational study.

Parliamentary Question: STEM skills shortages

Research and knowledge exchange

Business value and performance: At the end of last week HESA published data showing how HEIs interacted with business and the wider community in 2019/20. Including:

  • business and community services
  • social, community and cultural engagement
  • intellectual property, start-ups and spin offs
  • regeneration and development
  • strategies, approaches and infrastructures

You can see how BU performed compared nationally and within the south west region.

And this week the National centre for Universities and Business found that universities’ interaction and engagement with business and external partners grew despite the pandemic (Aug 2019 to Jul 2020).

  • UK university income from interactions rose compared to the previous year, totalling £5.2 billion
  • 3067 patents were granted – up by 14.6% from 2018-19
  • 16505 licenses were granted – up by 29.8% from 2018-19
  • 174 newly registered spinouts – up by 4.2% from 2018-19

However, University income from knowledge exchange activities with businesses fell compared to the previous year to £909m

Dr Joe Marshall, Chief Executive of NCUB, said:

  • The new HE-BCI survey results released today show that despite the challenges caused by the Covid-19 pandemic, universities’ have put significant effort into supporting and maintaining their partnerships with their communities and businesses. They have also continued to boost their research commercialisation activities. Across a range of indicators, universities have ramped up activity and engagement in a clear sign of their centrality in combatting the crisis and leading recovery.
  • Though the survey results showcase the resilience shown by universities and their important contribution to the economy and society, there are still challenges ahead. Universities did report declines in their interaction with both large businesses and SME’s in 2019-20, almost certainly driven by the pandemic. This is concerning, as university-business interaction is key to economy recovery, to keeping the UK competitive in global markets and to meeting decarbonisation and health-related goals. Experience from the 2008 recession shows that nations that invest in R&D are able to boost productivity, improve livelihoods, and drive forward economic recovery. To help build back better, now is the time for Government, businesses and universities to invest in, not away from, collaboration, research and innovation.

Quick News

KEF: UKRI presented at a recent Universities Policy Engagement Network event on KEF: What next? If you missed the event you can view the slide deck here.

Horizon Europe applications opened. Meanwhile the Commons European Scrutiny Committee has highlighted a £14 billion gap in funding for the UK’s contribution to the Horizon Europe research funding programme. Questions had been raised by the Committee to Amanda Solloway[who] estimates…the up-front cost of the pan-European fund to the Treasury to be £15bn over the seven-year programme. The programme will then invest the majority of this back into UK science projects. However, the report found that just £1bn of this has so far been committed following correspondence with Ms Solloway.

At the G7 the UK and America agreed to strengthen collaboration in science and technology through a new partnerships and a new era of strategic cooperation in the field:

  • The partnership will explore a number of areas for cooperation including research, innovation and commercialisation; defence, security, law enforcement and intelligence; and making sure technology is used as a force for good around the world. Officials from both countries will work to develop the partnership over the course of the next year.
  • It aims to strengthen cooperation in areas such as the resilience and security of critical supply chains, battery technologies, and emerging technologies including artificial intelligence (AI) and to improve the accessibility and flow of data to support economic growth, public safety and scientific and technological progress.
  • It will see the countries work towards a new statement of intent to help realise the full potential of quantum technologies, which use the properties of quantum physics to dramatically improve the functionality and performance of devices, develop proposals on future technology such as 6G and strengthen collaboration on digital technical standards.
  • The two nations have also committed to continue to broaden collaboration on science and technology to help facilitate world-class research and influence the rules, norms and standards governing technology and the digital economy.

Former universities minister, Chris Skidmore, writes for conservative home: To keep up with our G7 colleagues, we must increase our spending on innovation and research. The success of “Global Britain” now depends on matching countries that have transformed their economies towards innovation and research. I would now go further— and suggest if we wish to keep up with our G7 colleagues, the forthcoming Innovation Strategy should set a definite timetable for three per cent, and beyond to 3.5 per cent of GDP being spent on R&D. To fail to achieve this in contrast to the other major world economies be setting ourselves up to fail.

Cutting the aid budget is still news. Polling company Savanta ComRes reveal public perception showing support for the cuts.

Click into this link to view the chart more easily.

Parliamentary Questions

Admissions

Research Professional’s Sunday reading discusses tracking the CAG cohort. The CAG cohort are the subgroup of home undergraduate applicants for 2020 entry who only secured places at their firm choice institutions after the algorithmic adjustment (which originally had them missing their grades) was removed.

  • …tracking the CAG cohort might help inform future debates about merit and fair admissions. We believe that the CAG cohort provides a unique opportunity to test the robustness of algorithmically adjusted grades versus those determined through centre assessments and, consequently, to provide insights into higher education’s admissions practices and decisions.
  • institutions are well positioned to monitor the CAG cohort relative to the ‘mainstream’ cohort, to enable a better understanding of the extent to which A-level grades—both the initial algorithmically adjusted and subsequent CAG-only ones—are proving to be a good predictor of students’ ability to succeed and thrive in their ‘firm choice’ institution.
  • We should also gain insights into the impact that these late admissions decisions had on applicants’ emotional connection to the institutions to which they had applied, visited and perhaps prepared to attend and, ultimately, how this might have affected their sense of belonging. And we will develop a better understanding of what additional support—if any—has been or will be required for this cohort to succeed.
  • As always—and particularly during the pandemic and beyond—a multitude of factors will contribute to the student experience, retention and success, but might it be possible to isolate the impact of factors associated with entry grades and context? While the complexities involved may mean that any conclusions are tentative and nuanced, tracking the experience and outcomes of the CAG cohort has the potential to inform the evolution of fair admissions to higher education.
  • Should the prospect of a minimum tariff entry standard re-emerge…then there is an even greater imperative to assure ourselves, our applicants and the wider public that, in the light of emerging evidence, these well-established practices remain fit for purpose.

Contract Cheating – Essay Mills

You’ll be aware that Lord Storey continues his crusade to ban essay mills in his latest Private Member’s Bill on the Lords. His Bill is scheduled for a second reading (a debate) next week.  Chris Skidmore (former universities minister) has introduced his own private members bill on the topic. It has raised the profile of the issue but the Bill is last in a very long queue for parliamentary time (and PMBs in the either the Lords or the Commons rarely make it into law).

The volume of PMBs on this topic over the years is interesting as they have provided several opportunities for the Government to support the ban on essay mills. Moreover, the Higher Education and Research Act was an ideal opportunity to change the law incorporating it within the wider changes for the HE sector and legislative amendments were proposed to this effect. However the Government repeatedly stated they’d prefer a non-legislative route (tasking QAA and NUS to tackle it including providing guidance). Given the Government’s focus on quality of teaching and education and on value for money it is a little surprising they don’t seem willing to take a stronger stance. The House of Lords Library have produced a briefing note on essay mills to inform the debate. It is an excellent paper and contains the history and key points in short form. Give it a read if you want to understand or catch up on this topic.

We remind you in this context of a Paul Greatrix blog from March for Wonkhe on banning essay mills – it’s time to act and has interesting content on how the legal ban in Australia has worked. It is a good quick read, and the comments to the article are a must.

Times Higher Education has an article – Monopoly fears: The UK’s competition regulator is to investigate Turnitin’s proposal to buy out its last major rival in global academic integrity services.

Access & Participation

Outreach: NEON published The outlook for outreach stating that from 2022-23 the total invested in activities to support those from disadvantaged backgrounds to enter HE will fall unless there is continued funding provided for the national Uni-Connect programme. They also highlight few HE institution’s APP contain specific targets for certain underrepresented groups and comments on the lack of collaboration between providers for shared targets. The NEON press release contains a short summary.

Social disadvantage impact on educational outcomes: The Centre for Progressive Policy published Re-examination Expanding educational opportunities for every child stating it maps the ways in which social disadvantage affects educational outcomes among children and young people, impacting their progression through the education system and ultimately their employment prospects.

  • Students from disadvantaged backgrounds are nearly twice as likely to fail to achieve a level 4 in their maths and/or English GCSE compared to students from non-disadvantaged backgrounds.
  • 38% of those from non-disadvantaged backgrounds continue into higher education (HE), while only 25% of those from disadvantaged backgrounds will do the same.
  • 58% of students with low prior attainment at GCSE will continue into a further education (FE) college or other FE provider, where funding fell by 24.5% between 2010/11 and 2018/19.

You can read more and explore further charts here.

Mental Health

UCAS published the student mental health report Starting the Conversation stating there is still more work to do to smash the myths and stigma around mental health, and to highlight the support available to students in higher education.

  • 250% increase in the number of applicants who report their mental health condition to UCAS. (3.7% of all UK applicants declared a mental health condition in their application to study in 2020 – up from 0.7% in 2011.)
  • Despite the above increase UCAS estimates that over 70,000 students may enter HE every year with a mental health condition, but 49% do not disclose this.
  • UCAS suggests a common reason students do not disclose is due to a lack of understanding about what the data will be used for, and the belief it will impact on their chances of receiving a university offer.
  • UCAS are keen to promote positive disclosure and highlight OfS information which finds students with mental health conditions tend to have lower rates of continuation, attainment, and progression into skilled work or further study.
  • Women are 2.2 times more likely to declare a mental health condition than men.
  • Alongside engineering, medicine and dentistry courses have the lowest declaration rates with only 1.4% of accepted applicants sharing an existing mental health condition.
  • Some LGBT+ students are around six times more likely to share a mental health condition, and care experienced students are almost three times as likely. UCAS state this underlines the value of recognising how mental health intersects with other characteristics and support needs.
  • One in five students research support specifically for an existing mental health condition before they apply, and more than one in four look at the provision of general mental health and wellbeing service.

UCAS sets out next steps in fostering an environment of positive disclosure in the report.

  • A joined-up, cross-sector communications campaign to unify messaging – to promote the benefits of declaring a mental health condition, create a culture of positive disclosure, align terminology, and address lingering misconceptions and knowledge gaps.
  • Targeted action in subject areas with low declaration rates to reassure students that sharing a mental health condition will not affect their chances of receiving an offer. Particular emphasis should be given to medicine and dentistry courses so students feel confident that sharing this information will not have implications for their fitness to practise requirements.
  • Continued implementation of the Stepchange framework and the University Mental Health Charter in universities and colleges, with UCAS to develop good practice in collaboration with Universities UK and HELOA to support this work.
  • Student mental health to be a key consideration in discussions around admissions reform – UCAS’ proposed variation of the post-qualification offer model would allow for the early transfer of information, give the student time to develop a trusting relationship with the university or college, and start the conversation about support ahead of transition.

Work UCAS is undertaking:

  • Reviewing how UCAS collects information about a student’s mental and/or physical health conditions and other support needs, including ongoing collaboration with sector bodies and expert organisations.
  • Implementing additional fields in the applications (e.g. caring responsibilities, estrangement) to facilitate a greater understanding of students’ support needs, and how these may intersect with mental health.
  • Improving fluidity in the UCAS application to allow students to share information at any point during their application journey.
  • Enabling students to select multiple impairments and conditions so they can provide universities and colleges with more accurate and meaningful information about their support needs.
  • UCAS to undertake further research in 2022 to understand the experiences of students who follow different routes for sharing information regarding their mental health

Rosie Tressler, CEO of Student Minds, said:

  • Once you’re at university or college, asking for help with your mental health needs to feel as simple as saying you’re trying to find the right book in the library. We know that universities and colleges are working towards comprehensive whole-institution approaches to mental health, which will support and enable disclosure of health conditions at any and every stage of the student journey.
  • The more our future students see how ingrained a mental health and wellbeing strategy is within and across an institution, the more confident they will feel that they are entering an inclusive environment that celebrates difference as a strength. 
  • I’m encouraged that our sector is heading in the direction in which this is the reality for all. This long-term investment is crucial especially as we know that many challenges will have been exacerbated by and will outlast the pandemic. For any student that is looking for support through this difficult period, we encourage you to visit our Student Space, where you can find out about the services at your institution, access guidance and a range of services.

Wonkhe have blogs on the topic:

  • The gap between those suffering from mental health problems and those declaring it is still too large, says Clare Marchant.
  • David Kernohan talks a lot of sense in What should we take from new figures on student mental health? He tackles the criticism levelled at the sector about why university students wellbeing ratings are below that of the wider population:
  • …So, if you took a sample of young (largely female) humans who are not (yet) educated to degree level; and then put them in rented accommodation where they felt lonely and isolated, and then ensured they had limited earning and spending power – you would expect to find a lot of people with depressive symptoms. And you do.
  • I make this point at length to emphasise that higher education itself is unlikely to be the problem – the demographics and living conditions of those studying in higher education are all massive risk factors. And this is why it is essential we get students to share underlying problems…as soon as possible – ideally at the application stage.

Mental health is also touched upon in the ONS recent data below.

Covid

2021/22 students: Many Covid questions about the 2021/22 academic year remain unanswered however Research Professional meander through the key points in So close, far away tackling what the start of term may look like, whether students will be vaccinated, the chaos that might ensue relating to students received the second jab in a different location, the start of term migration, and speculating what the Government may have in mind.

After the PM bungled his response to a question on student vaccination at the big press conference on Monday (asked about students getting two jabs in time for next term, he didn’t seem to have any idea, despite having just announced that all over 18s will have had one jab by 19th July, which would seem to be a good start, and was the response in fact provided by Sir Patrick Vallance).  Anyway, 18 year olds can now book that first jab.  And the PM, perhaps stung by accusations that he is ignoring the young, has taken to youtube (radical) instead.  Wonkhe’s Jim Dickinson has a take here:

MPs protesting about Covid restrictions: A familiar set of Dorset MPs are amongst those continuing to rebel against the latest Covid restrictions.  Conservative Home note that [at 49] “That’s the biggest Covid rebellion since December 2, when 53 Tory backbenchers opposed the tiering plan. The number of those who would vote against a further extension would almost certainly rise.”

Research Professional delve a little deeper in university finances amongst the turbulence of the pandemic: Till debt do us part.

The Office for National Statistics published the latest experimental statistics from the Student Covid-19 Insights Survey (the impact of coronavirus on HE students) for the period 24 May to 2 June 2021.

  • 29% of students said they had engaged with mental health and well-being services since the start of the Autumn 2020 term; among the most frequently specified services used were GP or primary care (47%), online university services (40%), and NHS or Improving Access to Psychological Therapies (IAPT) programme (29%).
  • The most frequently specified mental health and well-being services students would use in the future, in the first instance, were GP or primary care (25%) and online university services (10%).
  • 61% of students who were in HE prior to the outbreak of the pandemic reported that the lack of face-to-face learning had a major or moderate impact on the quality of their course; 52% said that the pandemic had a major or significant impact on their academic performance.
  • Most students (81%) said that they were living at the same address as they were at the start of the Autumn 2020 term; this has statistically significantly decreased since early May 2021 (86%).
  • There was a statistically significant increase in the proportion of students reporting that they had at least one COVID-19 test (even without symptoms) in the previous seven days (38%) compared with April 2021 (30%).
  • The proportion of students who have already received at least one vaccine dose (33%) also significantly increased compared with April 2021 (28%).
  • Average life satisfaction scores among students continued to increase at 5.9 (out of 10) in late May 2021, following the improvements seen in April 2021 (5.8); average scores remained significantly lower than the adult population in Great Britain (7.1).

TEF

Last week the OfS announced a pause to the TEF while they consult and consider changes. Current TEF awards have been extended (again) and universities were told to remove TEF references from their marketing and campus promotions after September 2021 (a late decision as many universities have already published their future student material). Given that people (including us) have been pointing out that something would need to be done about the TEF awards expiring this summer, this late notice announcement is disappointing.

Here is what we wrote on this blog on 27th November 2020.

  • So what is the situation with the TEF? The current awards were all extended to 2021. The OfS announced in January 2020 that they would not run a TEF exercise this year. But what is going to happen when those existing awards run out at the end of this academic year? It’s all a far cry from September 2019 when the Secretary of State was encouraging the OfS to get on with things and run an extra TEF in 2020
  • … Will there be a gap? Or will the existing awards be extended again – at which time the year two awards given in Spring 2017 based on data from the three previous years start to seem a bit long in the tooth.

Concerns about timing remain.  The OfS haven’t launched the consultation on it yet  – and the recent OfS blog said that we should not expect this until November.  Even with an institutional only process (no subject level), in order to get results before summer 2022, the time for the new exercise will be very short if the framework is only settled in the new year.  Anyone involved in writing their previous submissions will be anxiously recalling the challenging December/January 2017/18 and not looking forward to the repeat. Or another extension is on the cards.

If you are wondering what the new TEF might look like, the 27th November blog set out our ideas pre the release of the Peace review, and we summarised the Pearce review and the government response, and possible next steps in our blog on 21st January 2021.

Inquiries and Consultations

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

New consultations and inquiries this week:

Other news

Universities Minister, Michelle Donelan, spoke at the at the British Council’s Going Global Conference galloping through the Government’s current policies and international student matters in short order. The speech itself is unremarkable.

STEM diversity: Dods tell us new findings from an external evaluation of artificial intelligence (AI) and data science postgraduate conversion courses funded by the Office for Students (OfS) shows a high proportion of enrolments from women, black and disabled students. 

The data showsthat nearly half (46%)of the total UK students are women, compared with 27% on computing postgraduate taught masters courses previously 23% are black students (12%) and 20% are disabled (16%). This is much higher than the tech workforce as a whole.

£13.5 million funding was allocated to the programme, consisting of £3.5 million to assist with course costs and £10 million to deliver 1,000 scholarships worth £10,000 each, aimed at women, black students and disabled students, among other groups considered to be underrepresented in higher education.

 The programme aims to enrol at least 2,500 students by autumn 2023. At the end of the first year, the programme is over halfway to achieving that target with 1,315 students enrolled on courses. Of the 170 scholarship students who were from the UK, nearly three quarters (74%) were women, a quarter (25%) were disabled and 40% were black.

Antisemitism: UUK published Tackling antisemitism: practical guidance for universities. The guidance makes recommendations on actions universities can take to tackle antisemitism. The briefing suggests there is limited understanding of antisemitism and that is can be under reported alongside issues with complaints processes. It also explores online harassment and provides four case studies.

Nursing & Health professions: A parliamentary question on Clinical knowledge and skills training (nurses and health professionals).

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HE Policy Update for the w/e 20th May 2021

The expected flurry of activity post Queen’s Speech didn’t disappoint this week. Speculation about fees and funding, the Skills Bill, an OfS quality measure (which is not going to be used for regulation, so what is it for), as the new OfS chair sets out a new list of priorities, hot on the heels of the REF submissions, a new review has been announced to consider what the next REF might look like, in parallel to the existing review of research bureaucracy, and there is more on last week’s Free Speech Bill…. and now we are allowed to sit inside with a coffee to digest it all (and given the weather, there isn’t much temptation to sit outside).  Other beverages are available, of course.

Government support for universities in the pandemic

The IFS have a report out: COVID-related spending on education in England

Research Professional report on the report:

  • It may not surprise folks in universities that higher education seems to have been the poor relation when it comes to government largesse. This is, arguably, a reversal of universities’ past relationship with the Treasury and an ominous sign of things to come.
  • ….The IFS identifies £4.3bn of the £160bn as having been spent on education in England. Of that, only £365 million has been earmarked for higher education—this does not include loans for research allocated by the Department for Business, Energy and Industrial Strategy.
  • … Of the £365m directed towards universities, £70m has been new cash for student hardship.
  • ….Of the total earmarked for universities, £300m is for restructuring insolvent institutions, for which, as the IFS points out, the government has received no applications. As the IFS dryly puts it, this suggests that “actual spending might turn out to be quite low”. It is hard to go lower than zero, unless universities were to start paying the Department for Education for the privilege of being ignored by the government.
  • That leaves around £70m of late-in-the-day student hardship money as the only additional cash directed towards universities in England during the pandemic. As has been pointed out, that amounts to around £45 per student, which is £14.20 less than one week’s Jobseeker’s Allowance for someone under the age of 24.
  • In addition, the business department has made £280m available for research funding, £80m of which comes from elsewhere in the department’s budget due to Covid-related underspending. That £280m Sustaining University Research Expertise package went towards extensions to grants covering researcher salary costs and laboratory equipment.
  • Not included here is the amount for government loans covering non-publicly funded research, which readers will recall are tied to structural reforms in universities, such as pay cuts for senior managers. As the IFS puts it, once again, “take-up is likely to be very low”. At present, £32m is set aside for the scheme, of which £22m is for capital expenditure.
  • We also know that some universities have taken out loans from the Bank of England’s Covid Corporate Financing Facility, jointly run with the Treasury. …These figures do not appear in the IFS analysis.
  • Then there is the furlough scheme, widely used by universities, through which £77m was spent mothballing 25,000 jobs across higher education employers. Again, these numbers are not part of the IFS calculations.

Fees and funding

After the Queen’s Speech it is not surprising that attention turned to fees and funding over the weekend.  Research Professional have good coverage of what happened: It all started on Friday, when the Conservative Home website published a lengthy blogpost by education secretary Gavin Williamson…“The record number of people taking up science and engineering demonstrates that many are already starting to pivot away from dead-end courses that leave young people with nothing but debt,” Williamson writes in his piece.   For BU readers we’ve done a little summary of how we got here and what might come next.

David Kernohan from Wonkhe has a critique of the Secretary of State’s argument in this blog and looks at just one arts cohort as an example:

  • Sources close to Gavin Williamson suggest in The Sunday Times that some arts graduates earn “as little as £12,000 a year”. …. I’ve gone one better and found 20 female printmaking graduates earning a median salary of £6,200 a year after graduation. Seeing a small group median like that makes the principal flaw of LEO clear – these graduates are almost certainly working part-time. ….. And LEO does not discriminate between full and part time work.
  • Secondly, these are median values. ….The upper quartile is so much higher than the median that earnings may be substantially higher in a couple of cases – suggesting two of our talented young female printmakers had sadly given up on their dreams and gone for a “graduate job”.
  • So which of our female printmakers have hit a dead-end, a year after graduation? The four who aren’t working at all, who may be undertaking further study or making and selling art full time? The eight or so working part-time to support their art? Or the ones that have put their practice on hold (or given up entirely) to work in media sales because our society doesn’t seem to think it needs artists who can work, eat, and pay rent?
  • Should any of them not have done a degree?.  … If the post-18 review started as a way to win the hearts and minds of students and those who have students (or potential students) in their lives, it has ended in a clumsy and misguided attempt to make subjects that people want to study in their thousands economically unviable to teach. Quite what, or who, this is “levelling up” is unclear.

Research Professional continue:

  • The “nothing but debt” phrase also showed up in a Sunday Times article over the weekend. That piece claimed that in line with the recommendations of the Augar review of post-18 education funding, university tuition fees “could be cut from £9,250 to a maximum of £7,500, according to a government consultation which begins next month”. 
  • It seems that even though Augar himself appeared to disown this particular recommendation; it is far from dead in the water—as was previously thought. 
  • The Sunday Times reports: “The cost of science degrees would be topped up by extra government funding, but critics fear arts and humanities subjects, such as languages, philosophy, theology, history and creative arts, would disappear at many universities.” 
  • There is no date yet for the launch of the consultation in question, but the paper says that this follows “growing concern in the Treasury” about the affordability of the student loan scheme given that a large proportion of loans are never paid back. 

Meanwhile ex-Universities Minister, Chris Skidmore, who takes a more pro-HE view in some arguments, wrote for Conservative Home on Monday morning: Student finance? It’s the interest rate, stupid. Skidmore gets to the nub of the issue quickly – that changes are coming and have to be paid for somewhere – so HEIs should get on board and place themselves well for the change. And he reminds the Government that the reason fees aren’t repaid is because the interest levels are so high. Tuition fees are a hot spot for the Government because (1) they believe(d) Labour’s no fees policies are attractive and draw voters away from the Conservatives:

  • But if we are to reduce university fees, then there is also an important policy lever which the Government should also be looking to change, which I believe would have far greater impact on individual lives— and in turn far greater support… We need to look again at the interest rate charged on student loans, which any student or parent will tell you is out of all proportion to the reality of current interest rates.

Bear in mind the cost to the public purse for tuition fees became much more of an issue when the Office for National Statistics reclassified the student debt to count it in with the Government’s debt. Prior to this Jo Johnson (ex-Universities Minister) often defended the removal of student grants by explaining that if the student didn’t benefit from their graduate education and couldn’t afford to repay their loan it was written off.  It was a deliberate, progressive subsidy, we were told.  And Jo Johnson didn’t want to restrict choice of subject either.  How things have changed.

Skidmore points out the problems with the new approach:

  • Science degrees cost more than the current £9,250 a year to provide, with most being subsidised by arts, humanities and social science degrees. Unless careful thought is given to the impact of the unit of resource, what seems an attractive headline offer might in fact backfire – especially if it results in a loss of opportunity for future students in regions of the country who find that their local university is no longer able to provide the course provision they wish, not only in the arts and humanities, but in science degrees, too.
  • In addition, out of the current fee level, universities themselves invest around over £800 million a year in improving access and participation from some of the lowest socio-economic groups to attend university. With a reduction in fees, there is also a risk that the ability to reach out to the most disadvantaged in society is also reduced.

And he tells us his ResPublica Lifelong Education Commission is looking into alternatives:

  • … we should be investigating new methods of funding reskilling and upskilling. The success of research and development tax credits in generating this activity points to an opportunity for how companies could be rewarded for investing in the human capital of their employers, especially given the opportunity to close the productivity gap that lifelong learning might offer.

Meanwhile don’t miss the comments to Skidmore’s article even if you don’t read the actual piece. Although perhaps not if you are concerned about your blood pressure.

The Skidmore article triggered some discussion within HE policy circles as it highlighted the oft ignored distinction between tuition and living cost (maintenance) loans: it is one thing to say the loan system is unaffordable, another to say it is unaffordable because too many poor students have to eat while they study. Quite timely given the NUS hardship research published this week, more on this below.

Research Professional speculate about what a fees cut would do to research prospects and the university recruitment portfolio:

  • While a tuition fee cut would mean less income for all universities, it would affect the research effort in post-1992s much less. ….Post-1992s will be badly hit by any cuts and there will be job losses, with remaining staff asked to take on more teaching. However, the islands of research excellence within them—which rely heavily on the quality-related funding they generate—will be less badly affected than in other types of university.
  • ….Russell Group universities may review their own subject mix. With little profit to be derived from classroom teaching, we could see a swing away from the heavy recruitment that has been taking place in these disciplines.
  • …The squeezed middle will be those universities that attract less quality-related and less external funding but that rely on a cross-subsidy for research from teaching. Under these circumstances, there will be pressure to both lose staff and increase teaching loads in the arts because of the fee cut, and to reduce research activity across the board because of the loss of cross-subsidy.
  • The tectonic realignment that would take place as a result of a tuition fee cut might then see greater research concentration in the big civics, with a transfer of students in the opposite direction as those universities loosen their grip on undergraduate recruitment, once more looking to manage reputation and league table position through quality rather than quantity of applicants.
  • ….The big implication here is that the wider research effort in English universities would take a significant knock. Surely this is the opposite of what the government intends through an innovation-led form of levelling up and post-Covid recovery—so much for being a scientific superpower.

The article then goes on to highlight how the student experience wouldn’t necessarily be better nor would students repay their loans more frequently nor quicker. It is worth a read.

Research

Future Research Assessment: UKRI have launched the Future Research Assessment Programme:

  • This significant piece of work will… explore possible approaches to the assessment of UK higher education research performance.
  • Through dialogue with the higher education sector, the programme seeks to understand what a healthy, thriving research system looks like and how an assessment model can best form its foundation. The work strands include evaluation of the REF 2021, understanding international research assessment practice, as well as investigating possible evaluation models and approaches, looking to identify those that can encourage and strengthen the emphasis on delivering excellent research and impact, and support a positive research culture, while simplifying and reducing the administrative burden on the HE sector.
  • This programme of work is expected to conclude by late 2022.

Details – the international advisory group and their terms of reference; the programme board and their terms of reference. Research Professional cover the announcement. While there aren’t any additional details, their content explores the panel and talks about the review.

Horizon Europe: The European Scrutiny Select Committee have requested the Government explain how Horizon Europe will be funded. Press release, report document, committee information.

  • It is estimated that UK association with Horizon Europe would require a financial contribution of £12.7 bn. for the seven years from 2021 to 2027 inclusive. This is a gross figure, before deducting items such as any subsequent inflow of funds back from Horizon into UK scientific projects.
  • UK scientific researchers have expressed concerns that the government might expect much of this funding to come from existing domestic research budgets.
  • The government has made proposals to pay towards some of the costs of Horizon Europe, but not all of them. The European Scrutiny Committee has therefore written to the Minister for Science, Research and Innovation, Amanda Solloway MP, seeking clarity on the government’s proposals. The Committee asked if the Minister could please tell them how the UK’s participation in Horizon Europe would be funded [within 10 days].
  • So no new news but pressure to reveal plans builds within parliament.

Quick News

  • The International Energy Agency (IEA) launched a landmark special report, setting out the world’s first comprehensive roadmap for the global energy system to rapidly boost clean energy deployment and reduce fossil fuel usage. Contact us if you’d like a summary.
  • The BEIS Committee held a session on levelling up and the post-pandemic recovery. The first session covered the industrial strategy, the definition of levelling and key metrics and related policies. The second session focussed on the Government’s industrial decarbonisation strategy and wider decarbonisation issues. Contact us if you would like to read a summary of the session.
  • Record numbers of trademark and registered design applications have been made post-Brexit. There was a dip in numbers at the outset of Covid in spring 2020 but numbers grew substantially by summer 2020.
  • Parliamentary Question: Encouraging international students to complete their PhD in the UK.
  • Research Professional have a blog Know your Audience explaining how to tailor research grant applications to achieve success.
  • COP26 President Alok Sharma speech: The vital role of the academic community in delivering COP26 aims.
  • The Royal Society have set out twelve critical technologies and research areasthat should be prioritised in national roadmaps for achieving ‘net zero’ greenhouse gas emissions. The new briefing reports aim to rapidly accelerate research, investment and deployment in areas that will become increasingly important across the next 30 years.
  • Kit Malthouse, Home Office Minister of State for Crime and Policing, has published a written ministerial statement announcing the Appointment of the Forensic Science Regulator, Gary Pugh OBE.
  • The National Centre for Universities and Business has published a report on the impact of COVID on business R&D. It specifically investigates the impact on businesses’ R&D and innovation activities and their collaborations with universities.
  • Societal impact: A longitudinal research studywill follow babies born in the 2020s over many decades aiming to understand how societal circumstances and events affect them. A £3 million investment, made by the Economic and Social Research Council (ESRC), part of UK Research and Innovation, will allow UCL and other researchers to develop a two-year-long birth cohort feasibility study.  This study will develop and test the design, methodology and viability of a full-scale Early Life Cohort Study that is likely to follow participants for more than 70 years, starting from 2024.
  • Business Secretary, Kwasi Kwarteng, has appointedVikas Shah and Stephen Hill as non-executive board members at the Department for Business, Energy and Industrial Strategy. They will help to steer the board “as BEIS navigates key issues including the economic recovery from coronavirus [and] efforts to combat climate change and promote science, research and innovation”. There will be another competition in the summer to appoint a board member to lead on energy and climate change policy.
  • Turing Fellowships – the Government has published guidanceon the Turing AI Fellowships, (£46 million initiative aimed at attracting and maintaining the best talent in artificial intelligence).  The full document, including the Turing AI Fellows supported by funding from the UK government, can be accessed here.

Parliamentary News

You can read the full text of the Queen’s speech debate relating to education: A Brighter Future for the Next Generation.

Labour confirmed their shadow line up for Education:

  • Shadow Education Secretary: Kate Green
  • Peter Kyle (Schools)
  • Matt Western (Universities)
  • Toby Perkins (Apprenticeships & life-long learning)
  • Tulip Siddiq (Children & Early Years)
  • Child Poverty Strategy – Wes Streeting

Here is the new Scottish Government Cabinet:

  • Nicola Sturgeon – First Minister
  • John Swinney – Deputy First Minister
  • Kate Forbes – Cabinet Secretary for Finance and the Economy
  • Humza Yousaf – Cabinet Secretary for Health and Social Care
  • Shirley-Anne Somerville – Cabinet Secretary for Education and Skills
  • Michael Matheson – Cabinet Secretary for Net Zero, Energy and Transport
  • Keith Brown – Cabinet Secretary for Justice
  • Shona Robison – Cabinet Secretary for Social Justice, Housing and Local Government
  • Angus Robertson – Cabinet Secretary for the Constitution, External Affairs and Culture
  • Mairi Gougeon – Cabinet Secretary for Rural Affairs and Islands.

Skills and Post-16 Education Bill

The Skills and Post-16 Education Bill has been introduced  – it will be starting its journey in the House of Lords. We are waiting for a date for the second reading (this is when the actual debate and discussion of the Bill begins); it probably won’t be discussed until June. The Bill will cover:

  • local skills improvement plans;
  • further education;
  • the functions of the Institute for Apprenticeships and Technical Education and relating to technical education qualifications;
  • to make provision about student finance and fees;
  • to make provision about assessments by the Office for Students;
  • to make provision about the funding of certain post-16 education or training providers.

Here is the Government’s press release:  New legislation to help transform opportunities for all – The Skills and post-16 Education Bill will support vital reforms to post-16 education so more people can gain the skills needed to secure great jobs.

You can read the full text of the Bill, the accompanying explanatory notes and the impact assessment. Or the shorter version is that the Bill provisions currently:

  • Provide for a statutory underpinning for local skills improvement plans, introducing a power for the Secretary of State for Education to designate employer representative bodies to lead the development of the plans with duties on providers to co-operate in the development of and then have regard to the plans

The key policy objectives of local skills improvement plans, as part of the Skills Accelerator, are to:

  • Enable employers to clearly articulate the priority strategic changes they think are required to technical skills provision in a local area to make it more responsive to the skills needs.
  • Enable a process whereby FE providers respond better collectively to the labour market skills needs in their area.

To frame this policy intent in legislation, the Bill measure focuses on:

  • giving the Secretary of State the ability to designate employer-representative bodies (ERBs) to develop local skills improvement plans, ensuring ERBs have regard to written guidance and providing them with the necessary influence to develop local skills improvement plans; and
  • requiring providers to co-operate with the ERB in developing the local skills improvement plan and have due regard to this when considering their technical education and training offer
  • Introduce a duty for all further education corporations, sixth form college corporations and designated institutions to review how well the education or training provided by the institution meets local needs, and assess what action the institution might take to ensure it is best placed to meet local needs. This places a duty for all governing bodies to keep their provision under review to ensure that they are best placed to meet the needs of the local area. This duty will form part of college planning from academic year 2022/23…
  • Introduce additional functions to enable the Institute for Apprenticeships and Technical Education (“the Institute”) to define and approve new categories of technical qualifications that relate to employer-led standards and occupations in different ways, and to have an oversight role for the technical education offer in each occupational route, including mechanisms to manage proliferation.
  • Ensure that the Institute and the Office of Qualifications and Examinations Regulation (“Ofqual”) maintain a streamlined collaborative system for approval and regulation of technical qualifications.
  • Giving the Institute powers to determine new qualification categories and approve qualifications against associated criteria in the future….Putting the mechanisms in place to ensure the qualifications market delivers high quality technical qualifications based on employer-led standards and employer demand.
  • Giving the Institute powers that could allow it to charge for approval and to manage proliferation.
  • Introduce specific provision reflecting lifelong learning entitlement policy which aims to make it easier for adults and young people to study more flexibly – allowing them to space out their studies, transfer credits between institutions, and take up more part-time study. The proposed legislation modifies the existing regulation-making powers in the Teaching and Higher Education Act (THEA) 1998 so as to:
  • make specific provision for funding of modules of higher education and further education courses, and the setting of an overall limit to funding that learners can access over their lifetime,
  • make clear that maximum amounts for funding can be set other than in relation to an academic year.
  • Enable the Secretary of State for Education to make regulations for the purpose of securing or improving the quality of Further Education (“FE”) initial teacher training;
  • Reinforce the Office for Students’ ability to assess the quality of higher education providers in England, and make decisions on compliance and registration by reference to minimum requirements for quality. [we’ll talk more about this in the section on OfS priorities below]
  • Enable the Secretary of State for Education to make regulations to provide for a list of post-16 education or training providers, in particular Independent Training Providers (“ITPs”), to indicate which providers have met conditions that are designed to prevent or mitigate risks associated with the disorderly exit of a provider from the provision of education and training.
  • Extend statutory intervention powers applicable to further education corporations, sixth form college corporations and designated institutions under the Further and Higher Education Act 1992. This measure will enable the Secretary of State for Education to intervene where there has been a failure to meet local needs, and to direct structural change where that is required to secure improvement (such as mergers); and
  • Make amendments to clarify and improve the operation of the FE insolvency regime for further education bodies, relating to the use of company voluntary arrangements, transfer schemes and the designation of institutions.

Wonkhe have a blog picking out matters to note within the Bill – it dismisses the Bill as poorly thought out and without substance. The first comment to the blog (Phil Berry) makes a really important point on the lifelong learning funding– For this to truly work there needs to be a complete rethink of how student funding works with the removal of the distinctions between full-time and part-time and a move to a credit based system. It seems to be a bolt-on at the moment.

More OfS priorities

The new chair of the OfS spoke at a UUK meeting.  You can read the press release here and the full speech here. He set out four key principles:

  • nobody with the talent to benefit from higher education should find that their background is a barrier to their success
  • higher education students from all backgrounds and on all courses should expect a high quality experience, and that high academic standards must be maintained
  • universities must continue to take urgent steps to tackle harassment on campus
  • we should, as an efficient and effective regulator, take steps to reduce unnecessary regulatory burden wherever we can

On widening participation, he said this is key to the levelling up agenda.  You’ll recognise a theme here from a few years ago when there were thoughts of making school sponsorship mandatory…where is this going now?

  • Universities, working with schools, …. need to continue to reach out – especially to those towns and coastal communities where people feel forgotten – and to show people there that university is for them too. By casting their nets wide, searching for talent where opportunity may be in short supply, universities have the power to transform lives. And universities have a critical role in developing that talent also, doing the hard graft with schools and pupils to drive up attainment and achievement from an early age.

On quality, he promised the outcome of the quality consultation shortly.  As expected, quality is defined by outcomes (specifically, employment outcomes) and continuation, and they are “sharpening their regulatory tools”.  That may be a reference to the Skills Bill, which apparently is going to give them new powers to enforce their quality framework.  [In the meantime, the OfS have launched their new metric which uses, guess what, continuation and employment outcomes to provide a single combined score (called, creatively, “Proceed”) – see more in the separate section below.]

  • Let me be clear though. Broadening access to university cannot be done by lowering standards. I do not accept the argument that levelling up can involve any reduction in the academic excellence and rigour of which our higher education sector is rightly proud. It is incumbent on our universities to play their part in raising standards and attainment both at the point of access and throughout the higher education experience.
  • ….When students do begin their degrees, they are right to expect that they will receive high quality teaching and a springboard to a good career. Education for its own sake is to be commended and protected, but in doing so we should recognise that – for most students – securing a rewarding career is one of the most important factors in deciding what, where and how to study.
  • While most higher education teaching in England is good or excellent, good quality is not universal. Nobody embarks on a degree expecting to drop out, or to find themselves no better off months – or even years – after they graduate. Courses with high drop out rates and low progression to professional employment let students down, and we shouldn’t be reticent in saying so, or taking action.
  • …Most universities and other higher education providers offer good quality provision. Many will comfortably out-perform any numerical baselines we set – and will see regulatory burden fall as a result. But, where standards slip we stand ready to intervene. We will set out our next steps on quality shortly, sharpening our regulatory tools as necessary to address these issues and help ensure that students can count on good quality higher education.

[Just to finish the point on the Skills Bill, the relevant bit is section 17:

In section 23 of the Higher Education and Research Act 2017 (assessing the quality of, and the standards applied to, higher education), at the end insert—

“(4) The factors that may be taken into account for the purposes of an assessment…. of the quality of higher education provided by an institution include the student outcomes of the institution.

(5) The student outcomes of an institution may be measured by any means (whether qualitative or quantitative) that the OfS considers appropriate, including by reference to the extent to which—

(a) persons who undertake a higher education course with the institution continue to undertake that course, or another course at the same or a similar level, after a period of time,

(b) persons who undertake a higher education course with the institution are granted an award of a particular description by that institution,

(c) persons who are granted an award by the institution undertake further study of a particular description, or

(d) persons who are granted an award by the institution find employment of a particular description by virtue of that award.

(6) The OfS may, from time to time, determine and publish a minimum level in relation to a measure of student outcomes which all institutions to whom the measure is applicable are expected to meet.

(7) The OfS is not required to determine and publish different minimum levels in relation to a measure of student outcomes in order to reflect differences in—

(a) particular student characteristics; (b) the particular institution or type of institution which is  providing higher education;

(c) the particular higher education course or subject being studied;

(d) any other such factor. …

So we get to harassment. He talked about the new statement of expectations and promised, to look at options for making compliance a regulatory condition.  He did not mention freedom of speech (strange, for such a topical issue and with the OfS being promised sweeping new powers in the new Bill).  He did, however, reconfirm the position on anti-Semitism:

  • One straightforward action to take is for all universities to sign up to the IHRA definition of antisemitism. The definition is important in helping us all to interpret and understand antisemitism and I strongly urge any university that hasn’t signed up to do so without delay. Those universities that have signed up must – of course – continue to be alert to antisemitic incidents and have clear measures in place to ensure that Jewish students are free to study and enjoy university life without fear of harassment.

And so to bureaucracy.

  • Reducing unnecessary burden will be a priority for me. [This one is a stretch when the new quality regime proposed onerous new data and reporting requirements, the Freedom of Speech Bill sets up another layer of reporting and monitoring and we are about to be consulted on the next iteration of the TEF.  While the TEF is going to be better than it might have been (no subject level) it will be mandatory and demanding to complete.]
  • We need to get the balance right between ensuring students and taxpayers enjoy the benefits of regulation without universities experiencing an overly bureaucratic process that detracts from their core purpose – delivering excellent teaching and research. [I guess it’s all about perspective – if it’s necessary and beneficial, then it doesn’t matter if, in fact, it increases the overall burden].
  • … as a first step, we will publish next week the details of a new key performance measure that will set out transparently whether our work is reducing or increasing reducing regulatory burden. [Well, that’s ok then].

So with this in mind, Nicola Dandridge (CEO of the OfS) has blogged about their approach to managing the regulatory burden.  She says that they are committed to getting the balance right between the benefits and burden of regulatory and that [be prepared to find some of these underwhelming…]:

  • producing plans for each of the last two years has imposed significant administrative burden. Data released today shows no reduction in burden at this stage. However, this will change in future as we have increased the length of access and participation plans to five years
  • we have reduced our data requirements. We now no longer require data about estates or non-academic staff, and providers were required to submit at most 15 data returns last year, down from 18 the year before
  • We have also successfully reduced – where appropriate – enhanced monitoring requirements. There were a total of 468 conditions subject to enhanced monitoring across all providers in March 2020, and we reduced this to 406 in November 2020, despite increasing the number of registered providers overall.
  • we have suspended random sampling
  • ….and committed to reducing providers’ fees by 10 per cent in real terms over the next two years. Today’s measures show that the combined fees of OfS, HESA and QAA cost providers an average of less than £20 per student last year.

And – tada – the new KPI is revealed.  With only one or two years of data, the graphs are not very exciting, but you might like the ones under (4) “understanding our regulatory approach”.

  1. Submitting data and information.
  2. Complying with enhanced monitoring requirements.
  3. Developing and agreeing access and participation plans.
  4. Understanding our regulatory approach.
    • The OfS published around 420,000 words in regulatory documents in in each of the past two years. Around 60 per cent of these documents met our readability target
  5. Paying regulatory fees.
    • Providers paid an average of under £20 per student to be registered with the OfS in 2019-20 (providers registered in 2019-20 paid an average of £19.91 per student in regulatory fees) [there is a commitment to reduce fees by 10% by 2022-23]

Research Professional ran an article on the regulatory burden. Wonkhe have a blog too: The OfS measures its own regulatory burden.

Proceed: Graduate Prospects Measure

In the context of all this talk about closing down courses and capping fees, if drop out rates and employment statistics aren’t up to scratch, the OfS have published an experimental new measure through which they intend to show students’ likelihood of securing professional level employment or embarked on further study in the year after they graduate. The measure is based on projected data for full-time first degree students who complete their studies (completion rates) and the progression of recent graduates to employment, further study and other activities (graduate outcomes); for short it is called Proceed. This is the second release of the measure as the OfS has tweaked it since its first outing in December in response to cross-sector feedback.

The OfS press release states new measure shows substantial differences in likely job and study outcomes for students stating it reveals substantial differences between individual universities and other higher education providers, in different subjects, and in different subjects at individual universities. The OfS anticipates prospective students will consult the measure to make informed choices about what and where to study and they say they have no intention to use it in regulation.

We know that latter part is probably true – because this data is benchmarked, and the quality consultation and the new provisions in the Skill Bill confirm their intention to use non-benchmarked data to regulate.  So this new metric is a much softer, friendlier approach than the one we are expecting.  It also looks remarkably like something that might crop up in the new TEF – using the government’s favourite metrics and benchmarks that look a lot like TEF3.  Although this new data goes further – it is given at subject level, which the TEF apparently won’t do.

Do we get any idea about what the harder edged version might look like?  Well maybe.  50% seems to be a magic number.  Or 55%.  Or perhaps those were just picked because they illustrated the point nicely.

The accompanying press release notes:

  • significant differences in performance between different universities and colleges. The measure projects that over 75% of entrants at 22 universities and other higher education providers will go on to find professional employment or further study shortly after graduation. At 25 universities and other education providers, less than half of students who begin a degree can expect to finish that degree and find professional employment or further study within 15 months of graduation [this latter comment is a bit confusing. There aren’t 25 institutions which had below 50% scores on both metrics (because there are only 3 that don’t meet 50% on the completion one and only 5 on the progression one) but there are 25 that are under 50% for the combined Proceed metric – and nearly all of them are well over 50% the two separate metrics.  The detail matters.]
  • significant differences at a subject level. For example, 95.5% of medicine and dentistry entrants are projected to find professional employment or further study. Conversely the rates are below 55% in six subjects [again, not really accurate. If you look at the progression rates by subject there are NO subjects where the sector number is below 60%.  There are 6 subjects below 55% on the combined Proceed measure.  Those unimpressed by the SoS’s focus on “slashing” funding for media studies will note this list and also that he studied Social Sciences at Bradford (no progression data on the chart so no combined score). Also, using Medicine and Dentistry as the comparator is a misleading; it is clearly an outlier.  The next one on the list is Veterinary sciences (86.4%) and then Nursing and Midwifery at 78.6% – and again, you would expect employment rates to be high for these courses. The first subject on the list that doesn’t involved almost guaranteed progression to employment in a directly related job is Economics at 75.2%.]. The 6 subjects are: Sociology, social policy and anthropology, Agriculture, food and related studies, Business and management, Psychology, Media, journalism and communications and Sport and exercise sciences.
  • instances where there is varied performance between subjects at individual universities [Well, yes. Shall we look at the University of Oxford? Excluding Medicine and Dentistry for the reasons given above, their top overall Proceed score is 96.5% in Mathematical Sciences and their lowest is 78.8% in History and Archaeology.  The lowest score for Cambridge is for Languages (79.7%).  Proof then that the SoS is right, these subjects lead to dead end jobs, even from Oxbridge?]

As we all know, there are so many other factors that influence employment than the quality of the programme.  Who you recruit and where they come from, what they did before and where they lived before and move to afterwards.  And while on average students studying humanities may do less well in employment (on this measure) than hard science subjects, there are and will be so many individual exceptions to this – including the SoS and Minister for Universities, who are clearly not pursuing a straight line career linked to their degree subjects.  It’s so odd that the Secretary of Stage says that HE is not vocational, while championing measures that would only make sense if it was.

Commenting on the data Nicola Dandridge, Chief Executive of the OfS, said:

  • It is important that prospective students have access to good independent information about courses they may be interested in. The report we are publishing today provides a wealth of data which can help students decide which university, and which subject, might be right for them. In publishing this information we recognise that – for many students – finding professional employment after graduation is one of the most important reasons for going to university. But it is not the only reason, and it is important to value all the wider benefits of higher education, including the personal development, the cultural richness and exposure to different people and different perspectives that higher education offers. Nonetheless many universities make significant use of data about the employment outcomes for their graduates when marketing their courses. The publication of this independent data will provide further assistance to students in their decision-making.
  • The data reflects the fact that higher education offers good outcomes, and that graduates can expect to earn, on average, far more than non-graduates over the course of their careers. Indeed, many of the financial benefits of higher education are not realised immediately after graduation.
  • This work demonstrates the continuing priority that the OfS places on the quality of courses. The quality of higher education in England is generally high. But this data brings into sharp focus the fact that there are profound differences in outcomes for students, depending on where they study and the subject they choose. While we have no plans to use this indicator for regulatory purposes, we are determined to tackle poor quality provision which offers a raw deal for students. We are currently consulting on our approach to regulating student outcomes with a view to raising the numerical baselines we have used previously and – subject to the outcomes of the consultation – will set out next steps shortly. But good outcomes are only part of the story and we are also planning further interventions to ensure that all students have a high quality academic experience and are assessed in a rigorous way.

Hardship

NUS published research into student hardship as part of a call for an improved student support package for England. A survey conducted by NUS found that:

  • One in three students have cut back on food for lack of money
  • One in ten students have relied on food banks during the pandemic.
  • Only one in three students find that student loans cover their living costs
  • Only 15% of students have accessed hardship funding
  • 70% of students are worried about their ability to manage financially.
  • One fifth of students stated they had been unable to pay their rent since January
  • Half of the students surveyed stated the income of someone who supports them financially has been impact by Covid-19.
  • One in 10 have taken out bank loans to stay afloat.

NUS say that those most likely to report the greatest suffering are already marginalised groups such as disabled students, students of colour, international students and those with caring responsibilities.

Summer jobs: Three out of four students surveyed have a job for the summer or are looking for one. Of those looking 42% have no confidence at all they will find one.

The NUS is calling on the UK government to increase its student support offer to £700m to match the spending seen in other parts of the UK. However, even in the devolved nations where students have been offered more generous packages the picture is troubled.

Free Speech

Since the publication of the new Bill (see our update from last week) there has been a lot of discussion about it and the issues that it is intended to address.  In one of the more balanced blogs on the topic, Nick Hillman writes for Research Professional about problems both with free speech on campus and with legislation designed to protect it. There is also a HEPI blog covering the same ground: People want free speech to thrive at universities … just not for racists, Holocaust deniers or advocates of religious violence.

The content comes from HEPI polling due to be released over the next month, however, given the Bill and reinvigorated national debate HEPI (and partners UPP) have released this element of the content early. If explores public attitudes towards free speech within the HE context.

  • In principle, the public is in favour of free speech
  • When asked, a majority of people say that people should be allowed to speak to students at university so long as their views are not illegal (55%).
  • A more libertarian perspective, where nobody is prevented from speaking to students because of their opinions is less popular, with only around a quarter (24%) of the public supportive of this position.
  • When asked, based purely on that one piece of information whether in principle such a person ‘should be allowed to speak at a university’, ‘should not’, or ‘don’t know’, people’s opinions range from a net 56% in favour through to a net -49%.
  • It is worth emphasising that between 13% and 22% of respondents answered ‘don’t know’ to the scenarios, showing either the complexity of the issue or an unwillingness to give an opinion.
  • From the scenarios in the polling, the principle of allowing a Holocaust denier the right to speak at university is one of the least supported, with a net percentage of -26% thinking they should be allowed to speak (29% ‘should’, 55% ‘should not’, 16% ‘don’t know’)
  • Conservative voters are more likely to be supportive of free speech for six of the issues, with Labour voters being more supportive of four of them.
  • There are large differences between major party voters on the questions of promoting the Empire, campaigning for reduced immigration levels (although both of these record substantial positive NET scores from Labour and Conservative voters), trans issues and gay marriage.
  • Younger people are more in favour of letting some people speak than older ones (particularly around crime, and communism and Trump supporters). But they are less supportive than older people of someone’s right to speak if they promote a positive role of the empire, are against gay marriage or don’t believe trans women are women (although in each of those cases, there are net positives within all age groups).
  • When split by gender, we can see that men are consistently more pro free speech than women. Across all ten of the examples, men are more likely to want the speaker to speak (though, net, they are also against allowing Holocaust deniers, jihadi advocates and racists to speak).
  • There are limited patterns by socio economic status.
  • When looking at the responses of graduates versus non-graduates, we find that graduates are more pro free speech than non-graduates on 8 of our 10 examples – with non-graduates being more supportive of speakers defending the Empire and (more narrowly) calling for restrictions on immigration.
  • Overall, there are major lessons for both sides of the debate. It is clear that a blanket call in favour of free speech is likely to find popular support. But the real finding is that people will respond very differently depending on the circumstances of the speaker in question.

The blog has the full range of charts subdivided by other factors such as socio economic status and gender.

The OfS also published a free speech blog: Robust but civil debate: how the OfS protects free speech on campus.

  • The Office for Students (OfS) stands for the widest possible definition of free speech – anything within the law…Our starting point is that free speech and academic freedom should be part of the culture of every university and college and be proactively promoted. Free speech and academic freedom are essential elements of higher education teaching and research; they are too precious and too fragile to be taken for granted. Academic staff must be able to undertake teaching and research with confidence and speak out in controversial areas without fear that this will affect their working environment or their careers. That is not always the case now.
  • Students should encounter, and be able to debate, new and discomforting ideas if they are to get the most out of higher education. Universities, colleges and other higher education providers, and their students’ unions and associations, should actively encourage robust, but civil, debate which takes different viewpoints seriously.

Donelan’s pickle

The ripples continue to spread from Michelle Donelan’s comments last week as politicians try to define a non-existent line between free speech and something nasty which isn’t illegal. Unfortunately for the government, if it isn’t illegal, then the Bill makes it very clear it has to be protected.  And gives people the right to compensation if they are prevented (once invited) from saying the nasty thing.  Research Professional have a blog.

Smita Jamdar wrote about the legal issues on Wonkhe.

Prevent/Free Speech parliamentary question: Michelle Donelan bungles her way through another explanation – the Prevent Duty should not be used to suppress free speech. The same response was used to these questions (Q1, Q2) to confirm the Government intend to proactively engage stakeholders with a wide range of interests and backgrounds during and after passage of the [Free Speech] Bill, including Muslim, East Asian and South East Asian students.

It’s all a bit of a muddle, as illustrated by the examples discussed in this Wonkhe article by Jim Dickinson.  What is clear is that there will be a lot of time spent worrying about how to find a way through the maze of conflicting requirements and trying to avoid a complaint through the many different channels available.

Access & Participation

The OfS have a blog by Chris Millward, Director for Fair Access and Participation, who contemplates the last 20 years of widening participation actions. It’s a snooze fest so you might want to skip it unless you need a short potted history from the Government’s perspective. Chris manages to give the 20 year history without mentioning OFFA or his predecessor Les Ebdon.

Identifying disadvantage for Contextual Admissions: The Sutton Trust has published a report on disadvantaged students.  It finds that commonly-used markers of disadvantage are not effective at identifying low-income students as they enter HE and call for better data to target access work and contextual admissions. The report uses the data from 7,000 young people in the Millennium Cohort Study and explores how different measures of disadvantage relate to long-term family income. It aims identify the most effective measures of disadvantage – particularly to support universities in their outreach work and in using contextual admissions to widen access.

Dods present the key findings:

  • The number of years a child has been eligible for free school meals is the best available marker for childhood poverty (Pearson correlation = 0.69) and is therefore likely to be the best indicator for use in contextual admissions. FSM eligibility also has fewer biases then other measures, particularly for single parent families and renters who are more often missed by other measures. However, verified data on FSM eligibility is not currently available to universities.
  • POLAR, an indicator of university participation by local area, is currently a key measure used in contextual admissions in the UK. However, it was not designed to measure socio-economic disadvantage, and is very poorly correlated with low family-income (correlation = 0.22). It is also biased against key demographic groups, including BAME students.
  • TUNDRA, an experimental alternative to POLAR, is also a poor measure of income deprivation (correlation = 0.17), and suffers from similar biases. Both POLAR and TUNDRA are unsuitable for use in contextual admissions.
  • ACORN is the best area-level measure available, as it measures households at a very localised level (around 15 households), is designed to be comparable across the UK, and has a reasonably good relationship to low household income (correlation = 0.56). It is also slightly less biased than other area-based markers. However, as a commercial indicator, it is not free to use, and the methodology behind is it not openly published.
  • The Index of Multiple Deprivation (IMD) is another good option for an area level marker with a moderate relationship with low household income (correlation = 0.47), and the benefit of being publicly available. However, the measure is biased against those who are BAME, live in a single parent household and who rent. IMD is also not comparable across the four constituent countries that form the UK.

Recommendations:

  1. To improve targeting to contextual admissions and widening access schemes, universities and employers need further individual data about the socio-economic background of applicants, in particular Free School Meal eligibility. The creation of a “household-income” database, as suggested by the Russell Group, would be beneficial, but is likely to be difficult to implement. As it is already collected in official datasets, we suggest that information on the proportion of time young people have been FSM-eligible throughout their time at school would be a valuable alternative.
  2. There should be greater transparency and consistency from universities and employers when communicating how contextual data is used. …. The current situation – where different organisations use different indicators in different ways while not being transparent in their use – can lead to confusion.
  3. Universities and employers should prioritise use of the most robust measures for contextualised admissions and recruitment. Where free school meals eligibility is not available, priority should be given to ACORN, the best area-level measure, followed by the Index of Multiple Deprivation (IMD). If a basket of measures is used, these most robust measures should be weighted most strongly.
  4. The POLAR and TUNDRA measures should not be used in contextual admissions for individual students. … its use by universities in their widening access schemes, or as part of contextual admissions should be avoided.
  5. The Office for Students should review the role of POLAR and the inclusion of specific measures of socio-economic disadvantage in advance of the next round of Access and Participation Plans. …. Free School Meal eligibility, as the basis for the official government definition of disadvantage in schools, would be the natural candidate and would enable a more joined-up national policy approach across schools and HE.

International

Dods tell us: The Quality Assurance Agency for Higher Education (QAA) has launched registration for Quality Evaluation and Enhancement of UK Transnational Higher Education (QE-TNE). This is a new, innovative scheme to help UK degree-awarding bodies improve and enhance the quality of their international provision. Follow this link if you want to know more.

Parliamentary Questions

  • The cost for international students to quarantine: international students due to their visa status, that are facing significant financial hardship will have the opportunity to apply for a deferred repayment plan when booking their managed quarantine hotel room. Travellers who access hardship will be referred to a government debt collection agency (“Qualco”), who will perform an independent financial assessment and determine an appropriate payment plan. Several other PQs also specifically asked about international students from India.
  • Whether people on a spousal dependent visa can be given access to student finance.

Parliamentary Questions

  • Graduation: Providers may hold events, as long as they are compatible with COVID-19 regulations… We expect graduation ceremonies to go ahead, either physically in person but delayed in line with the roadmap, or to be held virtually.
  • Further Education Law course/Graduate Diploma funding
  • Labour’s Dr Rosena Allin-Khan has asked several questions on safeguarding mental health and suicide of placement students, and one on general student mental health provision.

Inquiries and Consultations

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

Other news

Essay Mills Lord Storey has done it again – he’s come up in the Lords private members’ bills ballot again and intends to introduce his Higher Education Cheating Services Prohibition Bill on 24 May. We’ve lost count of which attempt this is to ban essay mills but he certainly is persistent.

AI & data graduates: Research into the UK AI labour market commissioned by the Department for Digital, Culture, Media & Sport has been published. The research aims to create a set of recommendations on policy areas that the government and industry should focus on, to bridge skills gaps in the sector. Contact us if you would like a small summary.  In short, the research found skills shortages within the AI and data science sector with a range of employers reporting difficulties in recruiting the volume of workforce needed, also a lack of female and ethnic minority employees.

National Data Strategy: The Government have published their response following the National Data Strategy consultation. You can read the written ministerial statement and the consultation outcome.

  • Consultation feedback has confirmed that our framework is fit for purpose. Many respondents also recognised the need to rebalance the narrative, moving away from thinking about data use primarily as a threat to be managed, and instead recognising data as an asset that, used responsibly, can deliver economic and public benefits across the UK.  
  • The government response to the consultation builds on the insights we received, and details how we will deliver across our priority areas of action in such a way that builds public trust and ensures that the opportunities from better data use work for everyone, everywhere. This includes setting out our plans to create a National Data Strategy Forumwhich will ensure that a diverse range of perspectives continue to inform the strategy’s implementation. 

Civic Universities: Read the latest including content on the £50k UPP grant for the civic university network.

Cyber: The Government has published a press release on new plans to boost cyber resilience of the UK’s critical supply chains. There’s a policy paper they’re calling for views on too. The Government want input on:

  • How organisations across the market manage supply chain cyber risk and what additional government intervention would enable organisations to do this more effectively.
  • The suitability of a proposed framework for Managed Service Provider security and how this framework could most appropriately be implemented to ensure adequate baseline security to manage the risks associated with Managed Service Providers.

Light relief: Royal Appointment – last week’s Ivory Tower (a spoof column by Research Professional) piece provided a brilliant parody of the Queen’s Speech with many of the HE hot spots touched upon. Read for a little light relief. If you have trouble logging into Research Professional you can contact BU’s eresourceshelp@bournemouth.ac.uk for further assistance.

And if you’ve ever gnashed your teeth whilst trying to respond to a Freedom of Information request this on is for you. Paul Greatrix highlights on Wonkhe the 30 silliest FOI requests ever to hit his desk. I challenge you to read it without finding one you think you’d like to know the answer to!

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JANE FORSTER                                            |                       SARAH CARTER

VC’s Policy Advisor                                                              Policy & Public Affairs Officer

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HE Policy Update for the w/e 11th Feb 2021

Lots to talk about this week as we look in some detail at the Education’s Secretary’s latest guidance to the OfS and what it means and doesn’t mean.

We’re taking a break next week but will be back with a round-up of the essential news the following week.

HE Strategic Priorities – Williamson’s letter to OfS

The Secretary of State wrote to the OfS on 8th Feb 2021 with a new set of strategic priorities.

Interestingly, he also said “apart from my guidance letters on 14 September 2020, 14 December 2020, 19 January 2021 and 2 February 2021 which related to delivery of particular time critical issues, this letter replaces all previous guidance.”  So what are the priorities now, and the context for them? and what is no longer a priority?  We quote chunks of the text from Williamson’s letter for colleagues to scan through because the tone of the wording is quite insightful.  We cover those other 4 letters below as well as what is now “off the table”.

Williamson states: my strong view that the OfS should focus on driving up quality, being risk based, minimising bureaucracy, and ensuring that it delivers on equality of opportunity in higher education…this letter replaces all previous guidance [apart from the 4 other letters he mentions which he states relate to delivery of time critical issues of course]..…The OfS will, of course, still need to deliver its functions under HERA and its operational responsibilities, but the replacement of the majority of previous guidance will, I hope, provide clarity on my priorities and allow the OfS to focus its energy and resources on these.  Bottom line – this is an instruction to the OfS to crack on (and crack down on) the sector to ensure progress is made on his top issues.

But before we get to what they are, this made us try and guess what the biggest “problems” are for the SoS:

  • A student (particularly one from a WP background) who takes a degree in a creative subject at a “lower quality” university and goes on to pursue a career in creative arts which is relatively low paid compared to the average earnings of students studying that subject.
  • A student (particularly one from a WP background) who studies anything and then struggles to find a “graduate level” job, but particularly if it is a humanities, or media course at a “lower quality” university.
  • A student who doesn’t complete their degree.

Why might these be a problem? In each case the answer is the same: they should never have gone to university at all, and specifically the one they chose.  They should never have incurred loans they probably won’t repay; they should have studied, say, plumbing, on an FE course, because:

  • there is no social mobility – these students have not improved their relative financial position;
  • there is no benefit to the taxpayer – as they have not increased their earnings, they will not make higher tax contributions and are unlikely to repay their student loans – so the subsidy was not value for money;
  • there is no alignment in terms of the UK’s productivity or strategic priorities – given their choice of courses these students are not contributing to the “build back better” vision for the future which is all about STEM, and they are not contributing either to public service and the nation as nurses, teachers or social workers or working in social care (although they might be, but it doesn’t count for this purpose because their first degree wasn’t in those things);
  • the students who fail to complete must have done so because the course was poor quality or there was insufficient support.

Of course this all ignores the fact that many students can’t or don’t leave their local region for employment, that there may be challenging local economic circumstances, and that the jobs and average salaries of their contemporaries at other “better quality” universities may also be influenced by the social capital, school experience, and non-WP background of the majority of their students which makes it easier for them to become lawyers, bankers, captains of industry, politicians (although a minute ago we were only counting careers directly linked to the first degree subject).  Of course the SoS wants these issues to be considered (he mentions socio-economic status and geographical inequality) but only to the extent that more students affected by those issues should go to high tariff institutions.  Because then they will presumably get the same outcomes as every one else who goes there.  Won’t they?

And it ignores the fact that those who dropped out may have done so because of financial pressures, or caring responsibilities, or mental health issues or a whole range of other reasons.

So if those are the problems, and the reasons for them, here are some possible answers.  Then we’ll look at the SoS’s priorities.  You’ll be amazed how aligned they are.

  • outcomes are what count, so define quality by looking at outcomes metrics, and cut funding or close down those that don’t meet your baseline (already in hand but worth reinforcing);
  • link funding to strategically important subjects (that’s only hinted at here, but there has been more before and is more to come);
  • students should really only study arts or creative subjects at prestigious specialist institutions and only study humanities at high tariff institutions (linked to outcomes, see above), and so it might make sense to stop some universities from offering those courses or find another way to reduce the government subsidy for them (there are several ways of doing that and some feature below);
  • ration places at university so that the system costs less but try and level the playing field for applicants including finding a way to ensure that more students from disadvantaged backgrounds get into high tariff universities (where they will surely get better outcomes….yes, that is here too).

Of course there is more, on pet political issues like free speech, and reducing bureaucracy.  There is more on mental health and helping students to complain.  And there is a lot on getting the OfS to support the big skills agenda (i.e. technical education, lifelong learning etc.).

You can read the Wonkhe take on it here.  And Wonkhe also have a blog by Susanna Kalitowski of the University Alliance which sets out another view, considering the conflict between quality = outcomes and flexible learning.

So here we go.

Quality and Standards: The biggie.

  • One of my highest priorities and an important manifesto commitment is to drive up quality and standards in higher education, which is a fundamental part of our levelling up agenda. This is in addition to the work outlined above on the quality of online learning…. would like the OfS to progress rapidly to ensure that a robust enhanced regulatory regime can be operational as soon as possible.
  • I fully support the OfS desire to ensure that decisions on regulatory intervention and registration can be made in relation to minimum absolute standards of quality which apply across the whole of higher education provision. I firmly believe that every student, regardless of their background, has a right to expect a minimum standard of education that is likely to improve their prospects in life…I note that these standards are likely to take account of, though not be confined to, quantitative measures, including measures relating to student outcomes.

And he means business:

  • The OfS should not hesitate to use the full range of its powers and sanctions where quality of provision is not high enough: the OfS should not limit itself to putting in place conditions of registration requiring improvement plans for providers who do not demonstrate high quality and robust outcomes, but should move immediately to more robust measures, including monetary penalties, the revocation of degree awarding powers in subjects of concem, suspending aspects of a provider’s registration or, ultimately, deregistration. It is also my view that the OfS should not be registering providers without rigorous quality and a commitment to robust graduate outcomes, which should be closely monitored once registered.

And related to quality:

  • TEF: He asks the OfS to interpret the Government response to the Independent Review of the Teaching Excellence and Student Outcomes Framework. Sub text: sort it out and make it do/measure what the Government want it to do.
  • Student complaints: the phrasing suggest that OfS may be expected to play more of a role in students’ complaints. Using the OIA as the complaint ombudsman has been both a blessing and curse for the Government during the pandemic. Blessing because they can offload it to a different body, and curse because it left them without an arrow to shoot the sector with. Williamson asks the OfS to continue to monitor this closely, and to take swift action where it is clear that quality and academic standards have dropped. I would like the OfS to communicate the findings from their monitoring work and ensure students are aware of the notification process that they can follow to raise any issues.
  • Death knell for NSS: Minister Donelan also asked the OfS in her 14 September letter to carry out a radical review of the National Student Survey (NSS). I can confirm that this remains a high priority, in order to address the downwards pressure that student surveys of this sort may exert on standards. I would like the OfS to take the time it needs to ensure this review is genuinely radical, consider carefully whether there could be a replacement that does not depend on a universal annual sample, and ensure that a replacement does not contribute to the reduction in rigour and standards. It is my strong view that the NSS should play at most a minimal role in baseline quality regulation. It’s interesting to juxtapose this with the paragraph above – don’t ask students about their experience or use that feedback in a quality framework or the TEF – but do encourage them to complain and take action on their complaints.

Fairness and admissions (lumped together, which is telling – concerns about admissions are all in this document about fairness, except minimum entry standards, which are about quality.)

  • 2021: to ensure that admissions this year run as smoothly as possible and students’ interests are fully taken into account.
  • PQA: Central to my plans to improve equality of opportunity is…post qualification admissions…we believe it has the potential to contribute towards improved student outcomes in the longer-term. He asks the OfS to support the Department’s work to develop the evidence base and implementation. And makes the main intent behind the change clear: We want to ensure that any move to post qualification admissions genuinely improves the prospects of disadvantaged students and, in particular, facilitates greater numbers of them accessing the most selective universities.
  • Supporting WP while controlling numbers: It is very important that the OfS’ work on access and participation focuses on delivering real social mobility: ensuring students are able to make the right choices, accessing and succeeding on high quality courses which are valued by employers and lead to good graduate employment. Encouraging more and more students onto courses which do not provide good graduate outcomes does not provide real social mobility and serves only to entrench inequality
  • I would like the OfS to continue to consider broader factors, including socio-economic status and geographical inequality, which are likely to impact on access and participation in higher education. This should include a focus on white boys on free school meals who are currently the least likely group to progress to higher education
  • I would like the OfS to encourage universities to do much more to work with schools in a way which meaningfully raises the attainment of disadvantaged children. Theresa May’s agenda still hasn’t gone away, policy recycling at its best. What does this mean? It’s interesting though, when funding for UniConnect has just been cut (see GW’s letter of 19 January 2021)
  • I would like to remind the OfS that it has a statutory duty to have regard to the need to promote equality of opportunity, not equality of outcome. The OfS must be a champion for the importance of academic and technical excellence in all aspects of the student lifecycle, from selection to graduation. [Again a reminder that there are other routes than HE and Ministers want to see technical education rise in prominence.]

Funding:

  • I would therefore like you to make arrangements to change the name of the Teaching Grant to the Strategic Priorities Grant[this of course builds on the earlier letter in which he “slashed” the teaching grant allocation for media courses and archaeology (see our 21st Jan 21 policy update here)].
    • Remember the interim response to Augar also said that the upcoming consultation on further reforms will include consideration of minimum entry requirements, which it is expected would restrict the availability of government funding for students who do not meet the requirements. This proposal was mentioned in Augar as a possible step to take to address concerns about low value courses.  It was widely condemned as a cap on ambition and a regressive step against social mobility when it was first discussed in December 2018.  But it also is a way of rationing the government subsidy.

Skills agenda, lifelong learning: The OfS also has to work on the Lifelong Loan Entitlement and reforms to occupationally focused higher technical qualifications.

  • I would like the OfS to work with DfE and other stakeholders to consider how to support the accumulation and transfer of credit and to develop a regulatory system that is fully equipped to support radically different, flexible arrangements, measuring quality using metrics that are meaningful in the new system and interact positively with our admissions regime. Delivering our vision will require action from providers to adapt to this new model and providers will need to work towards delivering greater flexibility in the courses they offer. Alongside that work by providers, the OfS should ensure that it, too, is considering how all aspects of its regulatory approach will need to adapt to and support this new model. e. adopt it or else.
  • [Note there is an interesting HEPI blog from 5th February on this: “ Although flexibility is important in the support of learning, a shift in approach will need real care to manage step off to ensure it becomes step off with purpose, at an appropriate time for the learner and as an integral part of the lifelong learning journey”.]
  • [Also note an interesting blog on BTECs by Graeme Atherton of NEON on Wonkhe]

Mental Health: OfS to continue to support initiatives in relation to mental health in the short and long term. This should be through distributing funding to providers in line with my January guidance, and developing and funding challenge competitions to enable providers to develop innovative practice in mental health support. This funding should target mental health support for students transitioning from school/college to university and prioritising the most disadvantaged learners.

Sector stability: OfS to continue to monitor the financial sustainability of the sector – It is important that the OfS maintains a close understanding and oversight of financial issues arising from the COVID-19 pandemic and shares information where appropriate so that the OfS and Government can work together to provide timely support for providers through the Restructuring Regime and ensure effective protection of students..

All this whilst reducing the regulatory burden:

  • …providers delivering high quality provision and strong outcomes for students should not be adversely affected by additional unnecessary bureaucracy or reporting in relation to quality: I would like the OfS to take a risk-based approach to quality assessment and regulation, focusing its efforts on lower quality providers. [Remember quality measures are going to be linked to absolute measures of outcomes]
  • In Minister Donelan’s guidance letter to the OfS on 14 September 2020, she set out a number of areas where she expected the OfS to reduce the bureaucratic burden on providers. Those areas included enhanced monitoring, termly data collections under data futures, random sampling, student transfer arrangements, estates and non-academic staff data and a review of TRAC and the OfS’ transparency condition… In addition to reducing bureaucracy in the areas outlined in Minister Donelan’s letter, I would like the OfS look across everything that it does to identify further opportunities to reduce unnecessary bureaucracy and reporting requirements for providers.
  • Tut tut: In my view, to date, the OfS has not been sufficiently risk-based. A risk-based approach to regulation should consider the overall regulatory burden faced by providers, including data gathering, reporting and monitoring, not just the application of conditions of registration. It is my view that there are further opportunities for the OfS to ensure that providers with consistently strong performance face minimal regulatory burden. I would like the OfS to implement a markedly more risk-based model of regulation, with significant, meaningful and observable reductions in the regulatory burden upon high quality providers within the next 12 months. [Remember quality measures are going to be linked to absolute measures of outcomes]

Free speech & Academic Freedom:

  • We knew free speech would get a mention however its tone is critical of the OfS. While I welcome your powerful speech, Sir Michael, on 20 January on this subject, to date there has been little regulatory action taken by the OfS in relation to potential breaches of the registration conditions relating to freedom of speech and academic freedom, despite a significant number of concerning incidents reported since the full suite of its regulatory powers came into force. This is interesting because sector press states that there are few real incidents where free speech has been curtailed and previous universities ministers have been unable to evidence their claims that there is a problem. Yet the Education Secretary states that OfS is aware of a significant number of incidents.
  • Furthermore, Williamson states: I intend to publish a policy paper on free speech and academic freedom in the near future and I would like the OfS to continue to work closely with the Department to deliver this shared agenda and ensure our work is closely aligned. I would also like it to take more active and visible action to challenge concerning incidents that are reported to it or which it becomes aware of, as well as to share information with providers about best practice for protecting free speech beyond the minimum legal requirements. So Williamson wants the OfS, already known for its bark, poor comms and reputation within the HE sector, to develop far more bite. So far there has been no mention of caning wayward VC’s.
  • …university administrators and heads of faculty should not, whether for ideological reasons or to conform to the perceived desires of students, pressure or force teaching staff to drop authors or texts that add rigour and stretch to a course. The OfS should robustly challenge providers that have implemented such policies and clearly support individual academics whose academic freedom is being diminished.

Antisemitism: Williamson is determined to champion a specific definition of anti-Semitism. In 2020 he gave universities until Christmas to conform and adopt the definition with the threat of action taken against those that didn’t. This stops short of that, but assumes a match between non-adopters with higher levels of incidents and suggests financial penalties.

  • Following my letter to the sector on 9 October 2020 on anti-Semitism and adoption of the International Holocaust Remembrance Alliance (IHRA) working definition of anti-Semitism across the HE sector, we have seen positive progress, with at least 31 additional institutions adopting the definition.
    I would like the OfS to undertake a scoping exercise to identify providers which are reluctant to adopt the definition and consider introducing mandatory reporting of anti-Semitic incident numbers by providers. This would ensure a robust evidence base, which the OfS could then use to effectively regulate in this area. If anti-Semitic incidents do occur at a provider, the OfS should consider if it is relevant in a particular case whether the provider has adopted the definition when considering what sanctions, including monetary penalties, would be appropriate to apply.
  • Of course, there are several ways to adopt the definition, including subsuming it within a wider, more comprehensive, policy. It could result in protracted semantic debates as the OfS and a university argue whether decisions were made within the spirit of the definition.

International recruitment:

  • When the sector starts to move past the difficult circumstances created by COVID-19, a key focus of UK higher education providers will understandably be how to sustainably and responsibly recover international student recruitment, given the importance of this group to the financial health of the sector. The Government has updated its International Education Strategy to support that objective, restating its commitment to the IES’ original ambition to increase international higher education student numbers to at least 600,000 by 2030. [see more on this later]
  • In addition, we are doing our utmost to raise awareness within the sector that, where there are international opportunities, there are also risks, including overdependence on income from a single source and security-related issues. At the request of the Minister for Universities, Universities UK produced important guidelines and recommendations to help providers manage risks in internationalisation. I would like the OfS to monitor the adoption of these recommendations by providers and continue to support the sector to manage these risks to the reputation, integrity and sustainability of individual institutions, as well as to the sector as a whole.

Those other letters:

  • 14 September 2020 – this was a long one
    • set out £10m of additional teaching grant funding for high cost subjects to accommodate additional students as a result of the admissions issues in 2020
    • asked the OfS to reduce its enhanced monitoring because of the burden on providers and suggested using specific licence conditions instead – and asked for a report within 3 months
    • supported reduced requirements for data futures and ending random sampling, stopping the collection of non academic and estates data in HESES, reviewing TRAC and ending TRAC (T), and reviewing the transparency data
    • requested the “radical, root and branch review” of the NSS by the end of 2020 and “It is my strong view that the NSS should not be carried out in again in the same format as it was last year.” [oops, it has been]
    • instructed that no further action be taken on student transfer arrangements. That is fine, but of course the relevant issues all come back up again in the context of credit transfer and lifelong learning.   This was originally in an earlier letter in September 2019.
    • Asking the OfS to review its own efficiency and save registration fees by 10% in 2 years.
  • 14 December 2020 – this one was about £20m in hardship funding
  • 19 January 2021 – this was about the teaching grant – including reducing it for some subjects, removing the London weighting, cutting UniConnect etc.
  • Parliamentary question in which Universities Minister, Michelle Donelan, defends the decision to remove the London weighting in the HE teaching grant: …it is right for government to re-allocate public money where it is most needed. Universities should not receive additional investment for teaching simply because of where they are located: excellent provision can be delivered across the country. London already has, on average, the highest percentage of good or outstanding schools, the highest progression to HE, and more HE providers than in any other region in England. This government is firmly committed to the levelling up agenda and this reform will invest more money directly into high quality institutions in the Midlands and the North.
  • 2 February 2021 – this one was bout the £50m hardship funding

What he didn’t mention in any of these letters and so is off the table?

  • Accelerated degrees- from an earlier letter in September 2019
  • Student protection plans – this was in the letter in February 2019 (from Damien Hinds, not GW) “I would like the OfS to continue to focus on student protection and consumer rights. In particular, to evaluate and report publicly on the strength of student protection plans and advice available on students’ consumer rights.
  • Student contracts – from an earlier letter in September 2019. You will recall the proposal was for template student contracts with initial recommendations to the government by Feb 2020.
  • Contract cheating and essay mills – this featured in the letter of 7th June 2019 (from Damien Hinds, not GW) which asked the OfS to work with the sector and take firm and robust action
  • Grade inflation –
  • VC pay
  • The September 2019 letter also asked the OfS to make “public transparent data on the outcomes achieved by international students, including those studying wholly outside the UK, such as it does for domestic students”

Research

Place Strategy: In September 2020 the Council for Science and Technology wrote to the Prime Minister to explore how science and technology can contribute to addressing regional disparities and promote equality of opportunity. The Government have published both the letter and the PM’s response here.

The letter proposes 6 recommendations focused on 4 areas:

  1. Leveraging research and development funding for regional growth by scaling up collaborative funding opportunities to foster and enhance partnerships, within and between regions, where there are research and innovation synergies with the potential to contribute to local growth.
  2. Further incentivising the contribution of research, innovation and technology centres to regional growth in funding agreements and in organisational strategies.
  3. Enhancing the availability of information on local innovation strengths and needs, for local and national decision makers to inform effective investment strategies and to evaluate outcomes.
  4. Supporting wider measures needed for research and development investment to act as a driver for local growth, including measures to support skills and to support local leadership and decision-making.

The PM’s response welcomes the Council’s recommendations (which sit well with current Government policy) and mentions BEIS development of the UK Research and Development Place Strategy:

  • The Place Strategy will set out how the Government can build on existing initiatives (such as the Strength in Places Fund) to support research and innovation excellence, and build new centres of high-value economic activity outside of the South East… We also need to get the local governance and delivery structures right so that responsibility and accountability sit at the right level for delivering local growth priorities.
  • And: BEIS and UKRI will continue to engage widely with industry, the scientific community, and civic organisations from across the country to help develop a strategy that supports the priorities of areas and communities across the UK. The new Ministerial R&D Place Advisory Group, which had its inaugural meeting last month, will propose, challenge and test potential policy options.

Industrial Strategy Challenge Fund: The National Audit Office has published a report on UK Research and Innovation’s management of the Industrial Strategy Challenge Fund examining the Fund has been set up in a way likely to optimise value for money. By January 2021 the Fund was supporting 1,613 projects, contributing to one of the 24 approved challenges. To date, UKRI has spent around £1.2 billion of the Fund’s eight-year budget of £3 billion.

The report examines:

  • the establishment of the Fund, in particular whether it has attracted sufficient good-quality bids, whether the selection processes have been efficient and whether the budget is managed effectively (Parts One and Two); and
  • the approach to monitoring and evaluating the Fund’s performance, as well as its performance to date (Part Three).

The report finds that UK Research and Innovation (UKRI) and the Department for Business, Energy & Industrial Strategy (BEIS) have worked well to generate interest from industry and academia in the Industrial Strategy Challenge Fund (the Fund). However, more needs to be done to reduce the time taken to consider requests for support, so applicants are not deterred from bidding for funding and projects are not delayed.

  • Over the period, government has enhanced its engagement with industry to seek out challenges which might benefit most from taxpayer support.
  • UKRI’s own assessment shows that the Fund’s key components – challenges and projects – are broadly performing well. To sustain this position, the Department and HM Treasury, working with UKRI, need to place more emphasis on the outcomes and impact its funding secures at the Fund level. The increasing number of challenges supported by the Fund, each with their own objectives, and range of different objectives at Fund level risk obscuring priorities and will make the assessment of value for money in the longer term more difficult

R&D Roadmap: Catapults: The House of Lords Science and Technology Committee published a report asserting that the Government’s ambitions for research and development are not supported by a detailed plan or sufficient investment in innovation. It details how the Government needs to provide more detail about how it will deliver its R&D Roadmap, including how it will attract substantial private sector investment to meet its target of 2.4% of GDP by 2027. It states the UK’s research and innovation system has the necessary components to be successful, but there is insufficient collaboration between organisations and insufficient scale to deliver the required levels innovation and commercial success.

  • Commenting on the Catapult Network it states it is an integral part of the UK’s innovation system. And that the Government should expand the Catapult Network to support technologies in which the UK excels and that can bring substantial economic benefits – including to assist in the levelling up agenda.
  • Changes are needed to remove barriers that limit the Catapults’ effectiveness: universities, Catapults and industry need to be encouraged (and permitted) to interact more deeply; and rules governing innovation funding should be reformed, to allow greater flexibility for Catapults and their partners.

The Committee set out a range of recommendations for the Government, UKRI and Innovate UK to help deliver the UK’s R&D ambitions, including the changes to enable the Catapults to more effectively achieve their objectives:

  • A clear plan for how public sector resources and private investment can be made to match the scale of ambition in the R&D Roadmap.
  • Prioritisation of scaling up the Catapult Network.
  • Assurance of long-term continuity for the Catapults—including longer-term certainty over funding and a commitment that reviews will be limited to once every five years, to match the five-year funding cycle.
  • Enabling Catapults and universities to work together more easily on innovation projects, and fostering closer links between industry and universities to assist researchers to work at the interface between the two.
  • Allowing Catapults to bid for Research Council funds where there are clear advantages in terms of both research and innovation; more flexibility in permitting public sector bodies to have a larger share of collaborative R&D funding; and supporting translational research and transformative innovation more effectively, including by reducing risks to industry.
  • Supporting the levelling up agenda by developing a more strategic approach across policies for innovation and regional development—such as broadening access to the Strength in Places Fund.

Quick News

  • UKRI has advertised for a new Chair of UKRI. Given the recent spate of appointments where the Government has been criticised for lack of impartiality this, by Research Professional, raised a chuckle this week: The way public appointments have gone under this government, you may be forgiven for wondering if the post might go to the spouse of a Conservative MP who once owned a chemistry set. It will be up to the assessment panel to come up with a shortlist from the applications.
  • The Times dug up an article on research degrees from the depths of their archives. It’s a short and light read. The similarity to a current theme is surprising – that of other nations squeezing out ‘natives’ by taking up their university places: British universities since the war have had much ado to find room for native-born students, but it is to be hoped that they will make all efforts to attract the graduate research students for whom the new degree was instituted.
  • Healthcare knowledge provider the BMJ, and technology provider Jisc, have agreed a publish and read pilot as part of their commitment to help promote knowledge and speed up discoveries to improve healthcare across the UK. It grants Jisc members full read access to the BMJ’s standard collection (28 specialist journals) and offers researchers at the member institutions the opportunity to publish funded articles on an open access basis in the standard collection journals. Under the agreement, research funded by UKRI, Wellcome, and key medical charities in the UK can be published open access, to help to make the research more accessible and sustainable.
  • The Government has set up a new independent body, the UK Cyber Security Council to boost career opportunities and professional standards for the UK’s cyber security sector. Funded by DCMS the organisation will provide a single governing voice for the industry to establish the knowledge, skills and experience required for a range of cyber security jobs, bringing it in line with other professions such as law, medicine and engineering. The council was developed following a 2018 consultation on Developing the UK cyber security profession which showed strong support for the government’s proposals to define objectives for the profession to achieve and to create a new, independent UK Cyber Security Council to coordinate delivery. Digital Infrastructure Minister Matt Warman said: The fact we are launching an independent professional body for cyber security shows just how vital this area has become – it makes a huge contribution to our thriving digital economy by safeguarding our critical national infrastructure, commerce and other online spaces. The UK Cyber Security Council will ensure anyone interested in an exciting career tackling online threats has access to world-class training and guidance. It will also champion diversity and inclusion, driving up standards while helping the nation to build back better and safer.

Admissions

2021 Admissions juggle: Research Professional has a good romp through the exam related admissions issues for 2021. Here are some excerpts but there is more content in the blog (e.g. on over recruitment).

  • Setting aside for a moment the challenges involved in running an appeals process based on evaluating a teacher assessment without recourse to an externally validated examination, this raises an issue: If students achieve their results directly and the university hasn’t had confirmation through the awarding bodies and Ucas of what those results are, how long will it be before those students are on the phone, email or turning up on campus to request confirmation of a place? And what does the university do? Take each student’s word for it? Ask for validation from their school? Wait for the results to eventually arrive through Ucas?
  • As things stand, we risk receiving Welsh, English, Northern Irish and international A-levels on different days (and several weeks apart), with BTEC and other vocational awards also somewhere in the mix. While we typically get international qualifications over a span of several weeks (from late June through to mid-August), the relatively small numbers are manageable. But to receive the main bulk of the results in a haphazard fashion raises important questions about the fairness and transparency of admissions decisions.
  • The danger is an outcome in which the fastest nation to get its results out will gain a significant advantage in securing places. It is notable that in the many discussions about a post-qualification admissions process, one of the prerequisites for an effective system will be an alignment of UK results; without having a common date for receipt of results this year, we run the risk of having a fragmented and unfair admissions process.
  • No-one underestimates the challenges we face in this admissions cycle to run a system that is fair to applicants and also ensures that students avoid considerable uncertainty and stress in a situation over which they have no agency. 

Student Numbers Cap: Towards the end of last week Research Professional also asked if the student numbers cap should have remained in place for the 2020/21 intake.

  • The data show a 13 per cent rise overall in numbers of students recruited by high-tariff universities—way more than the 5 per cent (plus forecasts) rise that would have been allowed under the proposed number controls, even allowing for generous forecasting. Some research-intensive institutions accepted a third more UK and EU students than they had the previous year, while other institutions saw recruitment slump by more than 15 per cent.
  • Several non-Russell Group institutions also grew their recruitment significantly: at Leeds Trinity University, Buckinghamshire New University, Liverpool Hope University, the University of Buckingham and Soas, University of London, increases in UK and EU student numbers topped 20 per cent. More than 50 universities increased their UK and EU intake by more than the magic 5 per cent.
  • There were no high-tariff institutions among those that saw major falls. And while overall recruitment was up nearly 30,000, for more than 30 institutions it was down—for some substantially.
  • …The original idea for introducing student number controls last year was to protect post-1992 institutions from exactly this kind of trouble. The controls were dropped not because the danger had entirely gone away—as the Ucas figures show, it hadn’t—but because the government had made such a mess over A-levels that it had little choice.
  • …needs are likely to be substantial in September as students arrive at university without normal levels of learning and social interaction and, in some cases, traumatised by an exceptionally tough year.
  • That will put pressure on some high-tariff institutions whose welfare systems are likely to creak under the strain of larger-than-planned-for numbers of students with multiple issues.
  • But there will also be different kinds of pressures on those institutions that would normally be dealing with a proportion of these students but have missed out because of the knock-on effects of the pandemic. It will be ironic if both groups end up struggling to cope because of government-sanctioned grade inflation.

You can read the full blog here.

Harassment

You may recall that about this time last year the OfS launched a consultation on preventing and addressing harassment and sexual misconduct. This was paused during the pandemic and won’t be reopened. Instead the OfS are considering this matter alongside their wider work to review and reset our regulatory requirements. They intend to

  • Publish a statement of expectations relating to providers’ systems, policies and processes to prevent and respond to harassment and sexual misconduct by Spring 2021. The statement will set out the OfS’ expectations and give universities and colleges the opportunity to review and renew their systems, policies and processes before the beginning of the next academic year.
  • Right now the OfS are engaging with student and sector representative bodies and other stakeholders…to understand specifically how the events of this past year may affect the proposed statement of expectations. e. the additional challenges faced by some students because of the pandemic, including online harassment and domestic abuse.

Turing – Student Mobility

The Turing website is live. Research Professional cover the basics:

  • Applications for bids to Turing will open in “the spring”, which in Whitehall speak can run as late as the end of June, although the website promises a March announcement with a window of six weeks for submissions and results known in July. The call will include “higher education projects”, with funding available for “placements during the period from September 2021 to August 2022”.
  • Any student at “an officially recognised higher education provider registered in the UK”—which we assume means registered with the Office for Students—can participate in the scheme, regardless of nationality. The students will be able to attend a non-UK university as well as “any public or private organisation active in the labour market or in the fields of education and training”.
  • This includes businesses, public bodies, research institutes, foundations, non-governmental organisations and “a social partner or other representative of working life, including chambers of commerce, craft and professional associations and trade unions”. Beyond that, details of the scheme are relatively scant, with visitors to the website encouraged to sign up for email alerts
  • We do know that “successful applications will receive funding towards delivering placements and exchanges” and “the rates provided will be broadly in line with what has been on offer under Erasmus+”. Placements can be of any length between 4 weeks and 12 months. Further guidance on specific elements of funding and a list of destination country groupings for cost of living will be published shortly, the website says.
  • Destinations with a high cost of living will attract a £136-a-week or £380-a-month maintenance grant. Countries with a medium or lower cost of living will be funded at the rate of £120 a week or £335 a month.
  • Students who can demonstrate a disadvantaged background will be funded at a higher rate of £490 a month for expensive destinations and £445 a month for less expensive ones. There will also be tariffs for travel based on distance, ranging from £20 a head for projects less than 100 kilometres away to £1,360 for those taking place over 12,000km away.
  • …Some £315 a head for the first 100 participants will be made available for the administration of projects, with that declining sharply to £180 for the 101st student. It would seem that each individual exchange project should be applied for annually, in contrast to Erasmus+ in which partnerships are rolled over from year to year.
  • Turing is being described as an “outward student mobility scheme”…What Turing does not seem to do is fund exchange students to come in the opposite direction, which makes it a hard sell to prospective international partners while also reducing diversity in UK classrooms.

More details are expected in March.

Wonkhe have a Turing blog: For Janet Beer, it is time to accept the opportunities and flexibility that the new Turing scheme can offer.

International

International Education Strategy

The DfE published the 2021 update to the International Education Strategy including measures to boost international study and global opportunities. Press release here. It includes attracting more overseas students, boosting access to global student exchanges for thousands of people, and supporting international education partnerships. reaffirms the Government’s commitment to increase the amount generated from education exports, such as fees and income from overseas students and English language teaching abroad, to £35bn a year, and sustainably recruit at least 600,000 international students to the UK by 2030. For research and development, the strategy confirmed that the UK will participate in Horizon Europe, as part of the Trade and Cooperation Agreement (TCA) with the EU, subject to finalisation of the programme regulations. The Turing social mobility scheme is also mentioned (more on Turing here). Lastly the Secretary of State’s recent guidance letter also warns institutions to balance recruitment with thought for national security and not to develop an overreliance on recruiting from particular groups or countries.

The Strategy update proposes several areas to help increase the value of education exports and international student numbers:

  • The International Education Champion: this update sets out the priority countries and regions in which the International Education Champion, Sir Steve Smith, will focus his activity. Sir Steve’s immediate priorities are India, Indonesia, Saudi Arabia, Vietnam and Nigeria. His role will focus on growing export opportunities in these countries. Other important regional markets for the International Education Champion will include: Brazil, Mexico, Pakistan, Europe, China and Hong Kong. The government will also work with Sir Steve and the British Council to identify and resolve barriers which prevent the recognition of online and blended (a combination of offline and online) learning internationally
  • Building lasting global partnerships: there is an important role for the government to facilitate partnerships across the world, including in the Champion’s priority countries, but also beyond these. This includes Europe, the Indo-Pacific region, Sub-Saharan Africa and Central Asia. Our new Turing scheme will also help ensure we improve mobility between UK students and all regions of the world
  • Enhancing the international student experience from application to employment: the government will work with sector bodies such as the Universities and Colleges Admissions Service (UCAS), the UK Council for International Student Affairs (UKCISA), the Office for Students (OfS), Universities UK International (UUKi) and the Confederation of British Industry on areas such as:
    • the student application process for international students
    • graduate outcomes and employability
    • the academic experience of international students
    • alternative student finance
  • A new international teaching qualification, ‘International Qualified Teacher Status’ (iQTS): the UK government propose to work with teacher training providers to establish a new teaching qualification that will provide an opportunity for teachers around the world to train to world respected domestic standards. There’s a consultation on it here.
  • Increase export opportunities for UK chartered professional bodies and UK special educational needs and disabilities (SEND) providers: DIT will support UK chartered professional bodies and SEND providers to find opportunities to increase their education exports

Universities Minister, Michelle Donelan stated: In these unprecedented times, having a proactive global education agenda is more important than ever so we can build back better from the pandemic. Our world-class education is a vital part of our economy and society, and we want to support universities, schools, colleges and all aspects of the education sector to thrive across the globe…I am also pleased to launch initiatives to enhance the experience of international students at our universities, from the moment they apply, to the first steps of their careers.

Vivienne Stern, Director of Universities UK International, said: I am very supportive of the International Education Strategy, which represents the next step in a joint effort by Government and the education sector to build on the international success of our education system and our attractiveness to international students. This approach has delivered real benefits already, including the introduction of the graduate route, and improvements to the visa system. Despite a very difficult year, interest in UK study has grown as a result…We look forward to continuing to be partners, working with our members, Government and others across the sector, to deliver the strategy.

HESA data: Colleagues with an interest in international matters will be interested in the HESA 2019/20 HE Student Data release mentioned above. There is a sub section exploring recruitment areas for incoming HE students here with useful charts. The transnational data is here.

Access & Participation

Left behind white pupils from disadvantaged backgrounds.

The Education Committee continued to take evidence for its inquiry into Left behind white pupils from disadvantaged backgrounds. Ministers Nick Gibb and Vicky Ford were questioned. While much of the content focussed on schools it was interested as it touched on several aspects of disadvantage. I was interested to learn that academic resilience (the ability of a child to excel academically regardless of their socio-economic background) has fallen for students from a disadvantaged background. You can read a summary of the session by Dods here.

Meanwhile the Public Accounts Committee have launched a new inquiry into Covid-19: Education. They intend to question DfE Officials on how well the DfE managed its overall response in the first lockdown, including whether it effectively supported schools and pupils in England during this period, whether it managed the move to mainly home-learning effectively and whether it effectively supported vulnerable and disadvantaged children. Questioning revolve around the current National Audit Office assessment.

Care leavers: TASO (Transforming Access and Student Outcomes in HE) published an evidence review: Supporting access and student success for learners with experience of children’s social care.

The literature review finds that activities and interventions aimed to support care leavers are not robustly evaluated: From the 57 studies under review, about half focused on the evaluation of actual support activities while the other half explored potential barriers and facilitators affecting the target group’s trajectory into post-secondary education. However, the small numbers and gaps in data involved with this target group mean establishing causal impact is trickier than evaluating other inventions. Classification of who to include and exclude were also a problem (such as interlinking because care leavers likely to enter HE as mature students). Many studies relied heavily on self-reported evidence through focus groups and interviews (which leads to a self-selecting sample), however, the review concludes that these approaches to support care leavers into and whilst at HE seemed promising:

  • Mentoring activities which also provide positive role models and build a sense of belonging with peers
  • A social network to support, guide and advise care leavers considering HE: A key part of this network is often a trusted adult or mentor who can provide encouragement towards academic and personal goals and emotional support on the journey into and through HE. Several interviewees emphasised the importance of building relationships with a trusted figure, especially in the context of a group of learners who have often built an innate distrust in large bureaucratic institutions.
  • A single point of contact within a provider who can help learners navigate the institution and access the support they need pre-application to post-graduation. The review mentions that HEIs with higher progression and success rates for care students had this role as their sole focus.
  • Links between local authorities, carers, schools and HE providers. In studies where this collaboration was felt to be successful, staff and carers reported better managed transition support, relevant sharing of information between inter-organisational staff and learners who reported of feeling less alone and isolated.

Equality Remit: The Government’s new Equality Hub is explained following a parliamentary question asking about the relationship between the new Equality Hub and the Equalities Office:

  • The new Equality Hub, in the Cabinet Office, brings together the Disability Unit, Government Equalities Office, Race Disparity Unit and, from 1 April, the sponsorship of, and secretariat to, the Social Mobility Commission. The Government Equalities Office’s remit related to gender equality, LGBT rights and the overall framework of equality legislation for Great Britain. The Equality Hub reports to Ministers who have other portfolios outside of the Cabinet Office, led by the Minister for Women and Equalities Liz Truss.
  • The Equality Hub has a key role in driving Government priorities on equality and opportunity. The Hub has a particular focus on improving the quality of evidence and data about disparities and the types of barriers different people face, ensuring that fairness is at the heart of everything we do.
  • Key to this is looking beyond a focus solely on statutory protected characteristics to ensure we understand how different issues interact, including in socio-economic and geographic inequality. In this way, the Equality Hub is key to driving progress on the Government’s commitment to levelling up opportunity and ensuring fairness for all.

Other recent care leaver relevant resources

OIA – Complaints

In related news the Office of the Independent Adjudicator (OIA) has published revised draft Rules for Large Group Complaints. Undoubtedly driven by Covid, the proposed Large Group Complaints process builds on their existing approach to group complaints by developing a bespoke approach to handling complaints from large groups of students. The proposed process is intended for complaints from large groups of students at a single provider where there is a high degree of commonality between the complaints and where the complaints could be considered collectively.

However, while the process the OIA proposes would be more streamlined than the current process for group complaints, they say their approach to decision making would be the same. I.e. they would still consider what is fair and reasonable in the circumstances.

The changes require an amendment to their existing Rules and additional Rules for Large Group Complaints so final comments are invited before the change takes place (deadline 12 March).

Wonkhe have a blog by Jim Dickinson.

HESA

HESA (the Higher Education Statistics Agency) published the 2019/20 HE Student Data (which includes the first five months of the coronavirus pandemic). Here are HESA’s headline findings:

  • UK students from ethnic minorities made up 27%of all students studying for a first degree in 2019/20 – among students studying for a postgraduate taught qualification (such as a Masters) this proportion was 24% and for postgraduate research qualifications (such as a PhD) the figure was 19%
  • 6% of all students were from a Black African background, but this group represented only 3% of postgraduate research students
  • Students from an Asian Pakistani background were also less representedamong postgraduate research students (2%) compared to representing 4% of all students
  • 17% of UK domicile students reported having a disability, including 5% who reported a mental health condition – within these statistics there was also a difference at different levels of study, with 18% of first degree students reporting a disability compared to 15% of postgraduate taught students
  • 41% of UK domicile students studying medicine and dentistry subjects were from Black, Asian and minority ethnic backgrounds compared to only 6% in the veterinary science and agriculture, food and related studies groups
  • 5% of all students were studying psychology, and that 81% of psychology students were female
  • The subject groups with the most students in 2019/20 were business and management with 412,815 students (52% male) and subjects allied to medicine with 295,520 students (79% female)

Colleagues may be interested to delve further into the HESA data which includes some great charts and visualisation to break down the student data in these areas:

David Kernohan of Wonkhe doesn’t think the data answers the big question about continuation this year.

Parliamentary News

Students – urgent questions: Michelle Donelan, the Universities Minister answered 39 questions relating to HE students as part of an urgent question session on Support for University Students: Covid-19. It covered familiar topics such as rent rebates and tuition quality. The Minister stuck to the party line and there was no new news.

Poor ratings for SoS: Secretary of State Gavin Williamson continues to be perceived negatively by Conservative Party members, according to Conservative Home. His net satisfaction rating is -48. We think he’ll be hanging in there though.  Changing now would be unlikely to change much substantively in policy terms anyway, although you have to think that it might improve the ways of doing things and if nothing else, communication (although that’s a problem for the Universities Minister as well as the Education Secretary).

OfS Chair

As expected and following the Education Committee green light, the DfE officially confirmed Lord Wharton’s appointment as Chair of the OfS replacing Michael Barber. He starts on 1 April for a four year period (approximately 2 days per week). Wharton has declared his Conservative interests and party membership within his role as a Peer but not resigned the whip.

  • The Education Committee endorsed the appointment just before it was confirmed. You can read the report here. Rt Hon Robert Halfon MP, Chair of the Education Committee, said: The Chair of the OfS has a vital role to play in standing up for the rights of students and ensuring opportunities for all. I congratulate Lord Wharton on his appointment. I look forward to seeing the new Chair use his position to genuinely open doors for those from disadvantaged backgrounds, ensure that the access and participation funding delivers real change, use his independent voice to rocket boost degree apprenticeships and guarantee everyone has access to high quality skills that benefit both themselves and employers. Halfon’s statement highlights several of his own passions for education, such as the expansion of degree apprenticeships. He seems to be giving Wharton a public steer – interesting as the appointment process wasn’t without controversy.
  • Responding to the appointment, Shadow Education Secretary Kate Green, said: This latest appointment adds to the Conservative Government’s growing catalogue of cronyism. Students have been forgotten by this Government which is more concerned about securing jobs for their friends. It’s ridiculous to think James Wharton could make independent decisions while continuing to sit as a Conservative Peer. He must resign the whip without delay. It’s vital for public confidence that concerns surrounding senior appointments are urgently looked at.
  • While Wharton doesn’t commence until April Williamson has written to both Wharton and outgoing Chair, Sir Michael Barber, vehemently stating his strategic priorities for HE.

Research Professional interview Paul Blomfield MP, (Labour, Sheffield Central, Chair of the APPG for Students) who doesn’t mince his words.

Students

The Guardian report that the Government plan to allow some additional university students back to campus when the schools reopen, so potentially from 8 March onwards.

  • The education secretary is expected to announce on 22 February that final-year students in practical subjects will be able to return to face-to-face teaching, with students taking other subjects to follow soon afterwards…Michelle Donelan, the universities minister, said universities would follow the same roadmap as schools for reopening
  • Priority is expected to be given to final-year students on undergraduate courses or taught postgraduate degrees in practical subjects including performing arts and lab-based science courses. But many students may struggle to be allowed back before the Easter holidays at the end of March, when teaching in effect ends for many courses before exams.

It is likely this is part of a move to damp down on fee and rent complaints with the Government shifting the onus onto HE providers.

  • While the new higher education timetable was welcomed by senior leaders, they also fear that the education secretary’s waning influence with Downing Street means the Department for Education’s plan may be ignored in favour of other concerns.
  • Some institutions, such as the London School of Economics, have already said students will be taught remotely for the rest of the academic year, but Donelan said the government “will be giving them the option to alter those plans”.

The University and College Union stated: The priority right now must be to keep as much teaching as possible online for the rest of the academic year, and putting staff and student safety first.

And the article suggests that some students are returning anyway:

  • In defiance of the government’s orders to stay at home, several universities report that students are “returning to campus in droves”, even without the prospect of face-to-face teaching or the use of university facilities.
  • One university is said to have about 70% of its usual student numbers on or around campus, in part due to high numbers of students on exempt courses such as nursing. Most others estimate that 30% to 40% of students are back, and some have more than half.
  • “Some students have voted with their feet, it’s been reported by just about all the universities I’ve heard from, Russell Group and elsewhere. It’s interesting, it reflects the fact students start to identify university as their new home,” he said.

TEF

Wonkhe ran a feature on TEF this week with a blog written by Dame Shirley Pearce (who led the TEF review). Wonkhe say:

  • … the government, while claiming to have accepted the majority of the Pearce review’s recommendations, has failed entirely to engage with the spirit of that review, which posits enhancement of the quality of teaching as a delicate balance and interplay of accountability between regulators, providers, and students, and between nationally comparable data and locally produced evidence of quality. Today on the site, Shirley Pearce urges the higher education sector and the Office for Students (OfS) to engage with the recommendations the review makes, and to take seriously the review’s finding that far from being merely burdensome, the subject TEF pilots have sparked useful conversations inside universities, and offered levers to drive enhancement.
  • The Pearce review is grounded in a theory of change that says that if there is to be public confidence in quality, providers must evidence it, but that providers and their students must be empowered to do the enhancement work on the ground according to their distinctive mission and, importantly, at subject level. The elegant proposal that institutions be provided with subject-level data, split by demographic, and be asked to account for differences in outcomes, but that the subject data would not be published as rankings, is characteristic of the balancing act the review executes.
  • The government does not evidence its grasp of this balance in its response, instructing OfS to ground TEF ratings in nationally comparable data, while at the same time taking account of the Office for National Statistics’ (ONS) critique of the limitations of said data in drawing accurate conclusions about the quality of learning and teaching in higher education providers – and good luck to the English regulator in squaring that circle.
  • In the relatively few years of its existence, the TEF has won few friends, and many enemies. There may be satisfaction to some in seeing the TEF reduced and downgraded. But the version of the exercise that appears to be currently on the table, as Paul Ashwin argues, risks rendering the TEF entirely irrelevant. Better, then, to have a larger exercise that directly engages with the processes of enhancing learning and teaching quality, than a light-touch exercise that does not – and redirects institutions’ energies to gaming the metrics.

Three Wonkhe blogs tackle TEF:

As you’ll have read in the section covering the Secretary of State strategic priorities letter to the OfS Williamson has tasked the OfS to resolve how the TEF will move forward.

Brexit

Dods have summarised the DfE’s research on the effect of Brexit on HEIs in the UK. EU exit: estimating the impact on UK higher education looks at:

  • the effect of changes in the level of tuition fees on international student enrolments at undergraduate and postgraduate level
  • the potential impact on EU student enrolments and associated tuition fee income resulting from:
  • the removal of tuition fee loan and grant support for EU students
  • harmonisation of tuition fees charged to EU and non-EU students
  • changes to post-study work rights for EU students
  • changes to the rights to bring dependants

Across all HEIs, the analysis suggests that:

  • Removing the tuition fee support for EU-domiciled undergraduate students would reduce demand for UK higher education by approximately 13,090 (21%34 of all EU student enrolments) first-year students per year, equating to a loss of £80.7 million in tuition fee income.
  • Removing the Home fee status for EU-domiciled (undergraduate and postgraduate) students would generate additional fee revenue of approximately £114.6 million. That is, the increase in fees charged to EU-domiciled students would more than offset the loss in fee income due to falling demand amongst EU students (15,220 students, 24% of EU-domiciled student enrolments in 2016/17).
  • Restricting the right to work in the UK post-graduation for EU-domiciled students would potentially result in 6,640 (11% of EU-domiciled student enrolments) fewer EU student enrolments, corresponding to a reduction in fee revenue generated by UK HEIs of £88.0 million.
  • Restricting the right to bring dependants for EU-domiciled students would further reduce tuition fee income by approximately £8.4 million, with 590 (1% of EU-domiciled student enrolments) fewer enrolments.
  • Taken together, the estimated combined impact of all of these policy changes would be to reduce tuition fee income from EU sources by approximately £62.5 million, with 35,540 (57%) fewer first-year EU enrolments. However, the aggregate impact on fee income masks significant variation by university cluster (and level of study). In particular, HEIs in Clusters 1 would benefit in aggregate; whereas institutions in Clusters 2, 3 and 4 would be worse-off.
  • The results on student enrolments are insensitive to changes in classification of HEIs by clusters, with the reduction in demand varying from 34,555 (55%) to 35,750 (57%). The total financial loss ranges from £42.5 million to £66.5 million.

There is also the impact assessment here, which Dods summarises below:

The DfE have published an assessment of the effect that changes made to higher education student finance regulations will have on groups with relevant protected characteristics.

  • Expect the proposed amendments will most likely have a negative impact on EU nationals on the basis of their nationality, if they are domiciled in the EEA and Switzerland
  • They will also have a negative impact on older EU national students who are not covered by the Withdrawal Agreements, with those studying at postgraduate level proportionately more affected
  • Do not expect EU students who are female (who are slightly overrepresented as a result of these changes) or who have declared a disability to be significantly impacted by these changes
  • There is a lack of data to predict the impact on other EEA (Norwegian, Icelandic, Liechtenstein) and Swiss students
  • Other EEA and Swiss nationals and their family members who do not fall into this category (or one of the other eligibility categories), and who do not have settled status, are not eligible for home fee status and student finance
  • While those not covered by the Withdrawal Agreements will therefore be impacted on the basis of their, or their family members’ nationality, the number of those currently benefiting from student support is very small and as such, the equalities impacts are assessed to be insignificant
  • With regard to EU nationals resident in the overseas territories, their assessment is that although protected groups of EU nationals who will be affected by our proposed position are slightly over represented, namely gender/sex (females), the impact of the amendments will not differ on the basis of these protected characteristics
  • Given the limited numbers of students involved, the equality impacts are likely to be insignificant

Concluding, they say that since these amendments will remove access to student finance for EU, other EEA and Swiss nationals not covered by citizens’ rights, there are number of routes such individuals may choose to adopt:

  1. Proceed: Undertake HE study in England without receiving home fee status or any student support from Student Finance England, but potentially in receipt of funding from other sources such as their own Governments.
  2. Go elsewhere: Take up HE study outside the UK where access to education can be obtained on the same basis as domestic nationals e.g. their own, or another state within the EEA or Switzerland, or the EU overseas territories, or other international countries.
  3. No go: Choose not to participate in HE study

Inquiries and Consultations

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

Other news

  • Intergenerational Fairness: Dods published an interesting briefing on intergenerational fairness.
  • Games degrees: The number of UK graduates in computer games subjects has risen for a seventh consecutive year.
  • Fee Variability: You may remember that last year Australia changed the Government support and fee regime to prioritise support for certain programmes (such as STEMM) and charge more for lower priority courses. The change attracted much interest in the UK because the current Government has long been flirting with the idea of differential programme funding stemming all the way back to Jo Johnson’s tenure as Universities Minister and the introduction of the Higher Education and Research Act legislation (including TEF). Interestingly this week the Guardian have reported that demand for arts and humanities courses is still high in Australia despite fee increases,
  • LGBT+: UUK have a blog: Going the extra mile to embrace LGBT+ equality in higher education.
  • Pensions: HEPI have a trio of blogs on university pensions and in particular on the USS.
  • Dementia Research Funding: The latest news on dementia funding from a parliamentary question response: The Government’s Challenge on Dementia 2020 contained the commitment to spend £300 million on dementia research over the five years to March 2020. This commitment was delivered a year early with £344 million spent on dementia research over the four years to 31 March 2019. We are currently working on ways to significantly boost further research on dementia at all stages on the translation pathway including medical and care interventions.
  • Paramedics ELQ rules: The debate on whether to waive the ELQ rules for paramedical science continues. The Government response states: A decision will be dependent on business planning for the 2021/22 financial year following the outcome of Spending Review 2020.
  • Mental health animation: UKRI report that academics have partnered up with Aardman to tackle the current mental health crisis with the campaign: What’s Up With Everyone? funded by the Arts and Humanities Research Council. The press release states: Although around half of all lifetime mental health problems start by the mid-teens, intervention typically starts much later. Issues include rising suicide rates among young people and unprecedented challenges for young people at school, university, college or the workplace. This points to an urgent need to rethink mental health education to reach and engage young people.
  • What’s Up With Everyone? is a series of five new animated films created with and for young people about dealing with life’s challenges before they impact mental healththe films link to vital information and signposting for how young people can help themselves or seek help for the issues raised through the project’s website. One wonders if it will link to the OfS’ mental health platform.

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JANE FORSTER                                            |                       SARAH CARTER

VC’s Policy Advisor                                                             Policy & Public Affairs Officer

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

HE Policy Update for the w/e 28th January 2021

The media and sector are still digesting last week’s policy onslaught. You can read more in last week’s BU policy update here (for staff) or here on the blog.  We also did a separate 6 page summary of the White Paper for BU readers.

There are new student statistics out, a new independent reviewer of Prevent, the international students’ graduate visa is still unclear and remote learning must continue for most students.

Online teaching continues

Restrictions remain in place for universities who are only permitted to offer remote learning until 8 March at earliest. Students on ‘critical courses’ such as medical, clinical and healthcare subjects will continue with their Covid-secure face to face teaching. Students and staff on campus are instructed to continue to take part in twice weekly testing on offer to help limit transmission and identify asymptomatic cases. The Government’s press release is here.  The position will be reviewed on 22nd February.

Parliamentary News

Former Universities Minister, Chris Skidmore, comments on the recent raft of HE policy documents issued by the Government. Chris says:

  • …it is tempting to think that something is happening in the education world. That temptation should be tempered, for nothing really will—or indeed can—happen until the sound of the Treasury till ringing open at the Spending Review later in the year. Samuel Beckett might have titled this particular ongoing saga, ‘Waiting for Rishi’.
  • Still, enough morsels—consultations on consultations—have been thrown out there to keep the higher education policy world busy for now. And those with learned, occasionally bitter, experience of these matters know that there’s many a slip ‘twixt the cup and the lip, as the history of white papers and their eventual chrysalis into legislative butterflies demonstrates.

Tuition Fees & Student Loans:

The latest petition to reduce the maximum student fee from £9,250 to £3,000 has been rejected by the Government with this rebuff: Tuition fee levels must represent value for money and ensure that universities are properly funded. Government is not considering a reduction in maximum fee levels to £3,000. There is a full Government response here which closely follows the established party line and ticks all the HE policy bingo boxes you would expect it to.

The Government also confirmed there are no plans to cap the income repayment threshold for student loans.

Research

R&D Roadmap: The Government published the results of their consultation on the proposed UK Research and Development (R&D) Roadmap.

During the November 2020 Spending Review the Government committed to cement the UK’s status as a global leader in science and innovation by investing £14.6 billion in R&D in 2021/22, supporting the R&D Roadmap commitments and helping to consolidate the UK’s position as a science superpower on the road to spending 2.4% of GDP on R&D by 2027.  The Government report the research community was overwhelmingly supportive of the ambitions set out in the R&D roadmap (published July 2020). The Roadmap proposals included setting up an Office for Talent and creating an Innovation Expert Group to review and improve how the government supports research; the proposals are expected to be developed into a comprehensive R&D plan.

Dods summarise the responses:

  • Responses emphasised that the sustainability of funding was an important factor in achieving bigger research breakthroughs and for strengthening our research infrastructure and institutions. Specifically, support for a balanced portfolio of research and innovation activities, with a diverse range of funding mechanisms was considered “important to increase the effective application of new knowledge and encourage innovation.
  • Responses also suggested that place-based funding—which is a major priority of the government—could build upon local expertise and existing strengths using both new and existing mechanisms. Increased funding for both research and innovation activities, as well as for public engagement activities, was viewed as important to inspire and support the new generation.
  • The need for an improved research and innovation culture was also emphasised. Responses indicated that improving research and innovation culture through promoting greater diversity in the R&D community, making R&D a more attractive career, and reducing bureaucratic processes were vital factors in achieving bigger research breakthroughs, encouraging innovation, and attracting, retaining and developing diverse people and teams.
  • Responses also suggested that research must be informed by, and partnered with, a wide range of relevant stakeholders to achieve real-world impact. Other key themes that emerged from the survey included greater support for collaboration and knowledge exchange across the R&D landscape, a strategic and long-term approach to set a clear direction for the UK and continued support for education, training and skills.

You can read all the responses in detail here.

Whilst discussing the next steps the Government have committed to publishing a new places strategy for R&D (including the devolved nations). They also continue to explore how we best create an environment where diverse and talented people from all over the world are enabled and encouraged to work to the best of their ability and fulfil their potential in their career of choice.

Innovation slump: The National Centre for Universities and Business published a report on the effects of the Covid-19 pandemic on how universities contribute to innovation. It found that:

  • nearly 90% of UK universities reported a significant proportion (I.e. over 10%) of their innovation projects had been delayed due to the pandemic.
  • 48% of the universities surveyed reported that the scale and scope of innovation projects were being reduced.
  • 36% reported that more than 10% of their innovation activities and projects with external partners were cancelled. With 45% recognising a decline of at least a 6% in the overall level of innovation activities they have with industrial partners. Aerospace, automotive manufacturing and within the creative industries experience bigger adverse effects.
  • Institutions stated that the lack of financial resources to support collaborations, insufficient government funding to such activities and the inability to access the necessary facilities and equipment for work to continue were the reasons behind the reduction in innovation.
  • It was also recognised that the roles of universities in driving innovation may change as the UK confronts the economic recovery

On moving forward the report finds:

  • Government schemes helped universities continue to contribute to innovation through the crisis
  • More needs to be done to enable universities to contribute fully to economic renewal
  • More funding for core knowledge exchange services, translation and commercialisation, and challenge & outcome driven programmes
  • Supporting place-making
  • Targeted support for place and sector recovery from Covid
  • Improve flexibility, bureaucracy and terms of funding
  • Ensure metrics capture diversity of contributions and reward diversity of universities
  • Ensure long-term sustainability of the university system and its ability to contribute to innovation and economic development

Dr Joe Marshall, Chief Executive of NCUB said:

  • Covid-19 has brought the importance of collaboration between academia and industry firmly into public awareness. Indeed, breakthroughs such as the Oxford-AstraZeneca vaccine are only possible because of the advent of collaborative partnerships. This is why the new survey data released today is so worrisome. Nearly 90% of universities have been forced to delay a significant proportion (more than 10%) of new innovation projects with external partners, and over a third have reported that projects have been cancelled.
  • Maintaining these types of innovation projects is vital if we are to boost productivity, improve livelihoods, and drive forward economic recovery. Innovation requires collaboration. And we see time and time again that collaboration requires strong partners. We are therefore urgently encouraging all businesses and UK universities to continue to form these vital partnerships. What’s more, we are also calling on the Government to take proactive steps to help companies stay afloat and investing in R&D through the crisis. This includes extending Covid-19 support schemes and postponing repayment of loans until lockdown restrictions are significantly eased. In no uncertain terms, for the UK to emerge from this crisis stronger, we need to encourage innovation. Driving an innovative economy, through tax incentives, effective regulation and well-targeted support schemes must be a fundamental component of the March 2021 Budget. We need to see action now, before it’s too late.

Tomas Ulrichsen, Director of the University Commercialisation and Innovation Policy Evidence Unit at the University of Cambridge, who led the study and authored the report said:  The new findings released today show that Covid-19 has had a hugely disruptive impact on universities and their ability to continue to contribute to innovation through the current health and economic crisis. We have seen the transformational effects of universities and businesses working together in finding practical and innovative solutions to wicked societal problems. This is why the findings of our study are so worrying. A strong, resilient and sustainable system of universities, research institutes and technology development organisations, working in close partnership with the private, charitable, and public sectors will be crucial to driving an innovation-led economic recovery and tackling other critical and urgent global challenges. Unless we proactively tackle the many challenges facing universities and their innovation partners to reverse these worrying trends, we risk not only hampering our economic recovery but also the UK’s longer-term competitiveness in key sectors.

Research Professional comment on the significant proportion of innovation projects delayed due to Covid: This is not surprising given that most institutions are still imposing bans on ‘non-essential travel’, labs have been closed periodically during the pandemic and industrial partners have been making extensive use of the furlough scheme. There is a limit to the innovation you can do on MS Teams—it doesn’t even have a ‘breakout rooms’ function, for pity’s sake.

Research Funding Subsidy: Last week’s funding letter cut the additional teaching funding that London institutions receive to cover the additional costs relating to teaching within the capital. This prompted fears from London institutions that they may also lose research subsidies associated with their higher costs (12% inner and 8% outer London) – which would run to significant figures and threaten some London institutions’ stability. Research Professional explore this concern in London Waiting  and explain that Research England have stated they haven’t yet received the funding allocations for 2021/22 so cannot consider the impact on quality related funding.

Quick News

  • Sustainability: The University of Exeter have launched the National Interdisciplinary Circular Economy Hub (CE-Hub). The hub will work with the five centres recently announced to explore how reusing waste materials in a wide range of industries, including textiles, construction, chemical and metals, could deliver huge environmental benefits and boost the UK economy… It will create a repository of national research, knowledge and tools to inform new research, policy and industry solutions, facilitating collaboration across a wide range of sectors and strengthening a UK-wide community dedicated to delivering a circular economy.
  • Everyone loves a space story. Here is the Government’s press release on the spacewalk to install the British funded Columbus Ka-band Terminal.
  • Research Professional: Horizon Europe ‘will be open to UK researchers from the start’. European Commission encourages applications from, and collaboration with, UK-based researchers
  • The rumours that Scotland and Wales are committee to find a way to stay in Erasmus+ have bounced about ever since the announcement the UK would not take part. Research Professional covers the latest here.

Prevent

Home Secretary, Priti Patel, has announced the new Independent Reviewer of Prevent will be William Shawcross. Shawcross will have some time to settle into his role and to adjust the terms of reference and set timescales before he relaunches the Independent Review of Prevent. Originally a call for evidence as part of the review was launched in December 2019 but progress stalled due to the pandemic. Shawcross’ appointment isn’t without controversy. Prior to his confirmation in the role Muslim Engagement and Development expressed concern given his longstanding history of propagating Islamophobic views.

Industrial Strategy

All the way back in November 2017 Theresa May’s Government finally published the Industrial Strategy admist much fanfare and after months of trailing its contents. A flurry of activity and focus on the four grand challenges followed. However, Theresa May was ousted as PM and when Boris assumed the mantle there was an unofficial cooling towards the Industrial Strategy which was never explicitly stated. However, this week Boris’ Government have made a move and updated some of the missions associated with the four grand challenges and laid out further progress updates. You’ll need a keen eye to spot the new material.  It looks much the same.

More engaging was this week’s BEIS Committee session Post-pandemic economic growth: Industrial Strategy which contained various elements relating to HE (quick points below). Dods have provided a fuller summary of both sessions here. The second session included testimony from both Science & Research Minister Amanda Solloway and CEO of UKRI Dame Ottoline Leyser.

  • The scale of ISCF initiatives had led to a remarkable acceleration in collaboration with universities and that increasing the ISCF would be welcome by the university community.
  • The Grand Challenges largely spent money in the right places but there were issues in how this was then used, in particular which risk sharing mechanisms were used and relative spend on pure science/blue sky research vs targeted research.
  • Where there are linkages between universities facilitation of collaboration between academia and business at local level to support local industrial strategies the evidence shows large spillover effects on the local economies. The Researchers In Residence programme which puts academics into industry to solve specific problems was also mentioned.
  • Defining success of the delivery of the industrial strategy – Leyser, stated that defining success was a contested issue. She said proximal measures such as number of patents and jobs created could be used; she said the ISCF metrics on these issues looked positive but there was an issue over whether this translated into long-term productivity.
  • On ISCF delays/ Innovate UK grants Solloway said BEIS needed to work to fund ways to reduce bureaucracy and get grants out quicker.

Access & Participation

White & left behind: This week the Education Committee continued its inquiry into Left behind white pupils from disadvantaged backgrounds (summary of the session here). There was little content on HE aside from witness, Dr Javed Khan, Chief Executive Officer, Barnardo’s, stating that it was important not to over-emphasise the importance of university, compared with other further education pathways when he was questioned on what solutions there were to address the issue of white pupils from disadvantaged backgrounds being the least likely to attend university.

Meanwhile Chris Millward, Director for Fair Access and Participation, has published a new OfS blog – White students who are left behind: the importance of place. It reiterates familiar messages that HE colleagues focussed on access will be very familiar with, alongside hints and mentions of other Governmental priorities such as levelling up and HE institutions working in partnership with schools and colleges. It even tentatively touches on the (slightly controversial but so far has flown under the radar) sudden move of the Social Mobility Commission into the Cabinet office. Below are the best bits from Millward’s blog, but, really, I’d recommend you read the succinct version by the BBC instead.

  • The expansion of educational opportunities, and the belief that equality of opportunity would flow from this, have not delivered for them. So they are less likely to see education as the way to improve their lives. Research suggests that this is not about low aspirations or wanting any less for children; it is about expectations – a realistic assessment of the barriers to getting on. Schools can do a lot to shift expectations, but as recent focus groups have shown, people in left-behind towns feel the decline of local institutions and civic engagement.  The Social Mobility Commission has identified the need to join up educational interventions with other measures to improve local prosperity and it is now better placed  to drive this across government through the Cabinet Office…universities and colleges can bring this together in their local areas through the breadth of their subject interests, their relationships with businesses and public services, and their bridging of education and skills with research and development. This equips them to create pathways through all levels of education, both full-time and while in work, and for adults as well as young people.

From the BBC article, Poor white teens in ‘left behind’ towns not going to uni:

  • …male white British free school meal pupils are the least likely of all the main ethnic groups to progress to higher education (DfE)
  • 59% of youngsters from black African families on free meals went to university and 32% of black Caribbean youngsters eligible for free meals… for white pupils on free meals the figure was 16% – and only 13% for boys.
  • The research emphasises the importance of place, identifying particularly low entry rates in “former industrial towns and cities across the north and midlands, or coastal towns”.
  • But white students on free meals in London seemed to have bucked the trend, with an…entry rate that “has pulled away from that in other parts of the country” – and the capital overall has higher rates of going to university.

TASO: Wonkhe: A report from Transforming Access and Student Outcomes in Higher Education (TASO) highlights the lack of good quality evidence for interventions to support care-experienced students in higher education. Summarising 57 published studies, and validating findings with 18 sector practitioners, it calls for the availability of better quality data drawing on agreed definitions. There are also recommendations that each provider should have a named contact for care-experienced students.

Exams: Minster for School Standards Nick Gibb: Although exams are the fairest way we have of assessing what a student knows, we cannot guarantee all students will be in a position to fairly sit their exams this summer.

Disability: Wonkhe: The Disabled Students’ Commission has released guidance for pupils with disabilities when applying for undergraduate courses. The guide aims to highlight potential barriers during the UCAS application process, as well as detailed routes to and eligibility for funding for reasonable adjustment.

Decolonisation: Wonkhe: The National Union of Students (NUS) has launched a library of decolonisation resources. It hosts information on what decolonisation is and links to podcasts, books, videos and articles to help readers explore, and expand skills and knowledge of the decolonising higher education movement.

Parliamentary Questions

International

Graduate Visa Route – Covid Barrier. Research Profession explore the confusion surrounding graduate visas stating it threatens to undermine the government’s message to international students. This stems from the Government’s decision that international students who did not return to the UK by April 2021 might lose their eligibility for the Graduate Immigration Route (i.e. the right to remain in the UK for two years after completing their studies). The Government have stated: It is a core principle of the graduate route that someone must have spent some time studying in the UK…In light of the impact Covid-19 has had on international students, those who began studying overseas in autumn 2020 and who enter the UK before 6 April 2021 to complete their course will be eligible for the graduate route if they meet the requirements. And: Those who begin study overseas in January 2021 will also be eligible for the route if they enter the UK to complete their course before 27 September 2021 and meet the requirements…Any period of distance learning in the current academic year will not count against eligible students who graduate after 2021, providing they complete their course in the UK under the student route. Those who do not complete their studies in the UK will be ineligible.

Research Professional explain that the sticking point is that that government guidance for international students urged them to stay away unless their course required them to be on campus for face to face teaching. A commentator within the article states it is:  highly unreasonable, and from a policy point of view self-defeating, to take fees from international students, advise them to delay travel for health policy reasons and then pronounce that they cannot follow the graduate visa route because they did not return to the UK in time. Particularly when the pandemic’s second wave is raging and they would put themselves at risk by arriving in the UK. Quite!

Vivienne Stern, Director of Universities UK International, responded: We are working closely with the government, UK universities and sector bodies to support the smooth implementation of the route and to ensure its success. Given the current Covid-related restrictions, we understand that international students are, on the whole, being advised not to travel to the UK at this time, and we continue to work with partners to ensure that students can still benefit from this opportunity. And that Universities UK was “actively working with the Home Office to explore what further flexibilities can be introduced given the ongoing restrictions”.

You can read the full Research Professional article here.

Access to Healthcare: Wonkhe cover the i News report explaining that European students who study in the UK will have to pay more than £1,000 to access healthcare, with the opportunity to claim the cost back a year or more later.

More on last week’s announcements

You can read more in last week’s BU policy update here (for staff) or here on the blog.  We also did a separate 6 page summary of the White Paper for BU readers.

Admissions: Wonkhe have a short and interesting article outlining three options to address differential learning loss arising from pandemic restrictions. You’ll need to read the article to discover the options (worth doing) but these two HE-centric snippets stand out for admissions and student performance:

  • Because our education system, at multiple levels, is both about sorting and learning gain, it all presents two interlocking problems. One is how we fairly assess children and students given the impacts of restrictions have not been felt equally or equitably across society. The other is what we do about overall levels of learning loss which we might reasonably assume matter if we wish our society to be educated.
  • …If nothing else, there is a clear and present danger that universities will underestimate and underfund the support needed to address the problems presented by the intake of 2021. That seems to be a much more pressing educational issue than packing the Russell Group even tighter, destabilizing the rest of the rest of the sector in the process – which will mean no part of the sector will realistically have the time or capacity to address the issues we’re about to receive.

Credit transfer and flexible learning: HEPI have a blog “Can the pandemic bring a new dawn for flexible higher education?” by Luke Myer, Policy and Public Affairs Officer at the Quality Assurance Agency, looking at the new enthusiasm for credit transfer described in the Skills White Paper.

  • One major challenge identified by our participants was England’s current regulatory metrics. The importance placed on data for continuation, retention, and completion creates a regulatory disincentive to provide short, flexible higher education programmes. …So, the metrics need to change.
  • A related challenge is regulation from professional bodies on maintaining the currency of knowledge for particular sectors. One solution here may be to differentiate durations on the portability of different qualifications, depending on their relevance.
  • Along with regulation, the funding model in England was identified as a barrier. There is typically no module-based funding under the Student Loans Company’s current model; this is compounded by other limitations including inflexibility in the use of the apprenticeship levy and Equivalent and Lower Qualification (ELQ) funding restrictions. 

And some of the solutions?

  • Bringing higher education and further education closer together will require a careful balance between joining up the funding system and avoiding damage to institutional autonomy. Our participants referenced the new tertiary systems which appear to be developing in several Asian and emerging high-income economies, which have strong permeability between ‘academic’ and ‘occupational’ provision. …
  • A key part of this work should be to map the silos which already exist – between higher education and further education, between academic and vocational learning and between different kinds of learners – in order to understand the potential progression pathways for new students….

The pathway to high level skills: a HEPI blog “The Government risks narrowing the path to higher level skills” by Dr Scott Kelly:

  • We are already seeing the negative impact of reducing the number of qualifications available at level 3. Earlier this month Ofqual warned about the scale of the disruption that will be caused by the DfE’s decision to remove funding from Applied General qualifications such as BTECs. As Ofqual noted, the number of students accessing HE with BTECs continues to grow, with the proportion accepted with A levels alone having fallen from 63 per cent in 2017 to around 60 per cent in 2019. Ofqual echo the concerns I raised in my report for HEPI on BTECs in 2017
  • As with previous attempts to overhaul the qualification system, up to and including the introduction of T levels, policy is likely to fail because it falls between two stalls – neither driven by the market nor based on sufficient industry engagement to ensure employers really value the qualifications on offer.

Students

The OfS have published a guide for students, representatives and students’ unions – Office for Students notifications. It explains how the OfS regulates universities, and specifically that the notifications process allows students, staff members and others to let us know about issues within a university. It emphases that the OfS doesn’t have a direct role in in dealing with individual complaints or with disputes between students and their university but they do want to hear about current issues on the aspects they do regulate on. Such as issues that might be affecting particular courses or groups of students (examples are given on pages 4-5) and recognising that students’ unions and representatives often have a great understanding of students’ experiences through their engagement and support

Wonkhe have a blog on the new guide Should students tell tales on their university or college? It states: What the guide doesn’t do is address in any meaningful way why a student, student representative or students’ union would bother. It doesn’t address what doing so might achieve, or what the ideal would be internally before getting this far. And nor does it reveal what OfS’ emphasis on it hides in the process – that the regulator doesn’t have much of a clue about what’s going on in universities.

The blog also explores the cost cutting reduction in OfS monitoring of universities and highlights how students sharing information on their university might be an opportunity for the OfS:

  • … during a pandemic in particular that leaves you in a bit of a monitoring hole – so to the rescue comes a beefing up of reportable events via students, student reps and students’ unions.
  • We’re not sampling. But we are “inviting” students and their reps to tell us stuff.
  • In practice, it is difficult to explain quite how flawed this monitoring sticking plaster really is. But I’m going to try.

The blog then carefully explains why it’s flawed and that it is unlikely students will use the OfS process en masse. Although perhaps they’ll complain to the Office of the Independent Adjudicator instead. This week they published their Operating Plans and we learnt that they received 2,604 complaints in 2020 (a 10% increase compared to 2019). Research Professional highlight:

  • Since student queries take some time before making their way to the OIA (complainants must first exhaust the internal arbitration options at their institutions), the numbers in today’s report will not include all those whose pandemic-related complaints about their universities were made last year.
  • Nonetheless, records have been broken. The OIA says it received 2,604 complaints in 2020—representing a 10 per cent increase on 2019 and marking the highest-ever number in a single year.

It is hard to imagine that this record will still stand when the numbers for 2021 are published next year. The OIA has reported record-breaking complaint numbers in each of the past three years, resulting in a cumulative increase in its caseload of nearly 60 per cent since 2017.

2019/20 student statistics

HESA released statistics on HE student enrolments and qualifications achieved in 2019/20.  We’ve got some extracts for you.

Much of the news in forthcoming weeks will likely focus on the increase in first class honours that were awarded (see below) which it will be argued are linked to the no detriment policies most institutions implemented. Wonkhe have good coverage on this in the first part of this blog. They remind us to:

  • …remember this. Students obtain at least their average grade. To get a first, someone would need to have been averaging a first in the year so far. This is emphatically not a matter of handing out firsts like confetti – this is recognising work that has already been done. Nobody who got a first in 2019-20 did so without working at a first class level for at least the normal part of the academic year. Class of 2020, take your praise.

Grades Achieved

  • The percentage of students achieving a first class honours increased from 28% in 2018/19 to 35% in 2019/20. Due to the COVID-19 pandemic this year, many providers issued public statements that a ‘no detriment’ approach would be adopted when it came to assessment. This typically ensured that students would be awarded a final grade no lower than the most recent provider assessment of their attainment. 
  • The share of students who received a lower second qualification classification fell by 4 – from 19% in 2018/19 to 15% in 2019/20.
  • A larger proportion of female students gained a first or upper second class honours than male students.
  • In a continuing trend, full-time students had a larger proportion of first or upper second class honours than part-time students.

Science Subjects

  • The percentage of qualifiers who gained qualifications in science subjects increased according to age group.
  • Among qualifiers obtaining a first degree, there was a 50% split between males qualifying in science subjects versus those qualifying in non-science subjects. For females, the proportion qualifying in science subjects was 41%.

Qualifications by level

  • There was a decrease in the number of qualifications obtained in all levels for the 2019/20 academic year, despite growth in the overall number of first year students in preceding years. Evidence suggests that some of this decrease is explained by significant numbers of qualifications awarded this year not being reported. This is likely to be linked to the impact on examinations and awards resulting from the COVID-19 pandemic.
    The impact is most noticeable on the number of part-time qualifications awarded (see 
    figure 15 here). More details of the impact of COVID-19 on the data can be read in the notes.
  • The number of other undergraduate qualifications continued to decline, reflecting the decrease in first year other undergraduate student enrolment numbers.

Numbers

  • The total number of HE students in the UK in 2019/20 was 2,532,385, an increase of 3% from 2018/19. (2,697,380 when including HE students registered at FE providers.)
  • Undergraduate first degree courses account for the overall increase in number from 2018/19 to 2019/20
  • 15% increase (37,605) in first year masters taught course enrolments from 2018/19 to 2019/20. Full time enrolments increased more than part time.
  • During the five year period 2015/16 to 2019/20, masters taught and first degree level course enrolments have seen year on year increases. All other postgraduate and undergraduate level courses have seen year on year decreases in enrolment numbers.
  • Full time postgraduates had the highest level of international students (see Figure 8 here)
  • Business and management attracted the highest number of students overall with 16% of all students enrolling in this subject
  • Among science subjects, subjects allied to medicine was the most popular for students, accounting for a quarter of all science subject enrolments

Protected Characteristics

  • The overall number of students with a known disability is increasing year on year both in enrolment numbers and in proportion of all students – from 2018/19 to 2019/20 the increase was 28,370
  • There were 122,755 students with a specific learning difficulty such as dyslexia, dyspraxia or AD(H)D in 2019/20 – this number accounts for 33% of all students with a known disability
  • A further 105,590 students reported a mental health condition, such as depression, schizophrenia or anxiety disorder.
  • The percentage of UK domiciled students that are White has decreased over the last five years, while the percentage that are Asian, Black and from Other ethnic backgrounds has increased
  • In terms of diversity within subjects, 82% of students studying veterinary sciences were female. For engineering and technology and computing, only 20% of students were female

Nicola Dandridge, Chief Executive of the OfS, said [and here is the kick on grade inflation, if you were waiting for it]:

  • This latest set of figures covers students graduating during the early stage of the pandemic. This was a period of intense disruption, with universities needing to move studies online very rapidly. As a result of this many universities implemented ‘no detriment’ policies, and these policies lie behind the significant increase in first class honours awarded to students graduating in 2020.
  • Before the pandemic, OfS analysis found evidence that unexplained grade inflation at our universities had begun to slow. However, there is more to be done to ensure that students, graduates and employers can maintain their confidence in the value of a degree and temporary changes in response to the pandemic should not bake in further grade inflation. This will require careful work which balances the importance of standards being maintained with recognition of – and response to – the exceptional pressures that students remain under this year.

 Student Experience

The Office for National Statistics (ONS) published the results of their experimental statistics on Coronavirus & HE students in England for January 2021, covering student’s life satisfaction, mental health and accommodation status.

  • Of those students who travelled to stay with family or friends over the winter break, 40% have since returned and 60% have not yet returned to their term-time address.
  • Of those students who provided complete travel information, 33% travelled to stay with family or friends over the winter break and 37% stayed in their accommodation; the remaining 30% were already living at their usual non-term address or family home, or in ‘other’ accommodation.
  • Almost two-thirds (63%) of students indicated that their well-being and mental health had worsened since the start of the autumn 2020 term.
  • A statistically significantly higher number (63%) of students reported a worsening in their well-being and mental health, compared with 57% reporting the same in the previous student survey (20 to 25 November 2020).
  • Average life satisfaction scores of students decreased by 9% from 5.3 to 4.8 out of 10, between 20 to 25 November 2020 and 8 to 18 January 2021.
  • A greater proportion of students reported being dissatisfied or very dissatisfied with their academic experience since the start of the autumn term (37%), compared with 29% reporting the same at the end of November 2020 (20 to 25 November 2020).

The ONS provide some context:

  • The most recent data collected from the Student COVID-19 Insights Survey (SCIS) show a further decrease in students’ average life satisfaction scores, with almost two-thirds of students reporting a worsening of their mental health and well-being.
  • These numbers are not surprising considering the new lockdown measures in place and the fact that many students have not yet returned to their university town or city. This is also reflected in the academic experience scores, with the number of students reporting dissatisfaction showing an increase since the last report.

Specifically on dissatisfaction:

  • A greater proportion of students reported being dissatisfied or very dissatisfied with their academic experience since the start of the autumn term (37%), than the 29% reporting the same at the end of November 2020 (20 to 25 November 2020). Of those who were dissatisfied with their academic experience, the most common reasons were learning delivery (75%) and quality of learning (71%).
  • Over half (56%) of students reported being dissatisfied or very dissatisfied with their social experience since the start of the autumn term. The most common given reasons that students were dissatisfied with their social experience were limited opportunities to meet other students (86%) and limited opportunities for social or recreational activity (85%).

Parliamentary Questions

Health care

  • Healthcare students on placement are confirmed as eligible for priority access to the vaccine.
  • Still no answer on decisions re: nurses out of pocket due to course extensions. Which is odd because the Universities Minister has already said they will not have to pay additional tuition fees: Health Education England is working locally with each higher education provider so that placements are available and is supporting healthcare students to ensure that as many as possible graduate on time.

Institutions should not charge nursing students additional tuition fees in circumstances where they need more study time to complete their course as result of undertaking a paid placement in the NHS, or as result of needing to undertake clinical placements over an extended period.

Regulatory

Students

Inquiries and Consultations

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

Other news

Budget 2021: You can read the Russell Group’s submission to the 2021 budget here.

Contract cheating: Previous Universities Minister Chris Skidmore intends to try his luck by presenting a Ten Minute Rule Bill aiming to make essay mills illegal, including advertising them, in the UK. Skidmore is concerned that the pressures of pandemic learning and being physically distanced from a student’s academic community and usual resources may create vulnerabilities that contract cheating services thrive upon. He has called on the sector to contribute evidence and examples for his Bill presentation. He writes: This bill won’t be the immediate end to essay mills, but it can be the start of a legislative process that can and does influence government to take action. By making the collective case against essay mills, at the very least I hope this is one legislative effort the sector can welcome. For an explanation of the Ten minute Rule Bill see last week’s policy update (page 18) or Chris provides a succinct explanation: the canary in the legislative coalmine. Research Professional cover the story.

Appeals and academic judgement– there’s a HEPI blog on this, linked to the consultations on the new proposals for A levels and vocational qualifications, which close on 29th January.

Careers Resourcing: The Association of Graduate Careers Advisory Services publishes a report on resourcing higher education careers services. Wonkhe say: More than 90% of careers services experienced a drop in income, related to the inability to host careers fairs. The majority of services have reported a rise in demand from students, with none experiencing a decrease.

Wellbeing: The Education Policy Institute and the Prince’s Trust has published a report on the drop in girls well being during adolescence.  While the wellbeing of all young people (Gen Z) declines by the end of their teenage years, there is a strong gender divide within this: girls see far lower levels of wellbeing and self-esteem than boys – driven by a sharp fall of both during mid-adolescence. Depressive symptoms rise among both boys and girls between the ages of 14 and 17 but they increase more markedly for girls.  For a summary of the paper including which factors have an impact on the mental health and wellbeing of Generation Z contact us.

Also out this week is the Children’s Commissioner for England’s fourth annual report on the state of children’s mental health services in England. Dods tell us it finds that, while there has been an expansion of children’s mental health services over the past four years, such was the poor starting point that services are still nowhere near meeting the needs of many hundreds of thousands of children. With 1 in 6 children estimated to have a probable mental health condition, the Children’s Commissioner calls for a major recovery programme for including an NHS-funded counsellor is every school in England and online wellbeing support.

Young employment: The Office for National Statistics released the latest Labour Market Overview on young employment.

  • The number of 16-24 year olds employed stands at 3,561,077 . This has fallen by 24,487 on the last quarter and by 203,386 on last year.
  • The number of 16-24 year olds unemployed stands at 596,400, up 15,403 on the previous quarter, up 114,662 on the previous year.
  • The number of 16-24 year olds economically inactive stands at 2,699,569, a decrease of 43,662 on the previous quarter, but up 53,514 on the previous year. This is an economic inactivity rate of 9.4%, down 0.6 ppts on previous quarter but up 1.0 ppt on previous year.
  • The number of 16-24 year olds claiming unemployment related benefits is 515,905. This is an increase of 2,730 or 0.5% in the last quarter and 281,413 or 120% on the previous year.

Student Accommodation: The House of Commons Library has published Coronavirus: Student accommodation issues to brief MPs on the key points prior to participation in parliamentary business. The blurb: Compliance with coronavirus restrictions has meant many students haven’t been able to live in their term-time accommodation for significant periods and many have had a poorer experience at university than expected due to Covid outbreaks and restrictions. This has led to students demanding rent refunds or discounts. How have universities, other accommodation providers and the Government responded to this?

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JANE FORSTER                                            |                       SARAH CARTER

VC’s Policy Advisor                                                             Policy & Public Affairs Officer

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

HE policy update for the w/e 22nd March 2019

This week we’ve got the government’s international education strategy alongside data that shows the value of international students to the UK.  We’ve got a consultation on dropping BTECs, some less than impressive data on educational attainment, more campaigning on essay mills and of course, our take on the B word.  And SUBU’s Sophie Bradfield explains why there have been posters all over campus with a note about the SUBU elections.

International Students

The Government published their International Education Strategy over last weekend. This publication was announced the Spring Statement by Philip Hammond and is co-authored by the DfE and DFIT. The strategy sets out 5 cross-cutting strategic actions, developed through consultation with the education sector:

  1. Appoint an International Education Champion to spearhead overseas activity.
  2. Ensure Education is GREAT promotes the breadth and diversity of the UK education offer more fully to international audiences.
  3. Continue to provide a welcoming environment for international students and develop an increasingly competitive offer.
  4. Establish a whole-of-government approach by implementing a framework for ministerial engagement with the sector and formalised structures for coordination between government departments both domestically and overseas.
  5. Provide a clearer picture of exports activity by improving the accuracy and coverage of our annually published education exports data.

Other specific actions include, encouraging sector groups to bid into the £5 million GREAT Challenge Fund to promote the entire UK education offer internationally and extending the period of post-study leave for international student visas, considering how the visa process could be improved for applicants and supporting student employment.

These actions are aimed to underpin the following objectives:

  • Drive ambition across the UK education sector: The Government pledge to work in tandem with the education sector, and provide the practical solutions and tools it needs to harness its full international potential.
  • Increase Education Exports to £35bn by 2030: Achieving this ambition will require an average annual growth rate of 4% per year. In order to drive progress against this target, the Government intend to build global market share in international students across the education sectors. They also intend to improve how we capture education exports data in order to monitor our progress against this ambition.
  • Grow the numbers of international higher education students studying in the UK to 600,000 by 2030.

The full Government press release can be viewed here.

  • Education Secretary Damian Hinds said: As we prepare to leave the EU it is more important than ever to reach out to our global partners and maximise the potential of our best assets – that includes our education offer and the international students this attracts.
  • International Trade Secretary Dr Liam Fox MP said: Our education exports are ripe for growth, and my international economic department stands ready to engage and support UK providers from across the education sector to grow their global activity as we implement this new International Education Strategy.
  • English UK chief executive Sarah Cooper said: “We are excited by the opportunities this bold strategy outlines, both for the promotion of the UK as the premier destination for English language learning, but also the support planned for growing the export of UK ELT quality and expertise to countries across the globe.”
  • Dr Greg Walker, Chief Executive of MillionPlus, said: “Universities are critical export earners for the UK and greatly expand our soft power globally. This new strategy shows welcome recognition and ambition from the government towards strengthening our status as an attractive destination for international students. A better post-study work offer will boost the economy and benefit businesses needing high level skills, while a new target for international student recruitment is also the right step.
  • Professor Dame Janet Beer, President of Universities UK, said: “I strongly welcome the publication of this strategy as a signal of a change in direction. I particularly welcome the ambitious target to grow the number of international students to 600,000 by 2030 which sends a strong message of welcome.

HEPI published a response:

  • The overall trajectory for desired growth is actually lower than that assumed by the last Government target. It is also, at 4% a year, much lower than elsewhere – Australia has been enjoying an annual growth rate of over 17%.
  • We are currently very badly off the trajectory to hit this last target, which shows that setting targets far from guarantees success. As page 5 of the new paper makes clear, instead of hitting the target set in 2015 of £30 billion in education export earnings by 2020, we are only currently on course to be on £23 billion by then.
  • Although the new target is less ambitious than the old one and way below what has been achieved in other countries, we can still only hit the new 2030 target if we perform better in the future than in every recent year.
    • In 2017/18 there were 458,000 overseas students studying at UK universities; 20% of the total student population, 54% of full-time taught postgraduates and 49% of full-time research degree students. 139,000 were from the EU and 319,000 from elsewhere.
    • The top sending countries for overseas students have changed over the last few years. China currently sends the most students to the UK, more than 76,000 in 2017/18; the number of Chinese student in the UK has risen by 43% since 2011/12.
    • There has been a general drop in entrants from the major EU countries since 2011/12; Ireland down by 41%, Germany 18%, Greece 16% and France 11%. Italy was the exception with numbers up by more than half.
    • In recent years, the UK has been the second most popular global destination for international students after the USA. In 2016 the US took 28% of higher education students
    • To hit the new target we would clearly need some new policies even if things like Brexit didn’t threaten current successes. While today’s paper is open about being the start of a new journey, it doesn’t include policies of the scale needed to guarantee success – the section on further education, for example, is particularly unambitious.

The HoC library has published FAQs about international students and EU students in the UK.

  • In 2017/18 there were 458,000 overseas students studying at UK universities; 20% of the total student population, 54% of full-time taught postgraduates and 49% of full-time research degree students. 139,000 were from the EU and 319,000 from elsewhere.
  • The top sending countries for overseas students have changed over the last few years. China currently sends the most students to the UK, more than 76,000 in 2017/18; the number of Chinese student in the UK has risen by 43% since 2011/12.
  • There has been a general drop in entrants from the major EU countries since 2011/12; Ireland down by 41%, Germany 18%, Greece 16% and France 11%. Italy was the exception with numbers up by more than half.
  • In recent years, the UK has been the second most popular global destination for international students after the USA. In 2016 the US took 28% of higher education students

The Higher Education Policy Institute (HEPI) and Kaplan International Pathways (Kaplan) published new research commissioned from London Economics on the financial contributions of international students who graduate from higher education and stay in the UK to work.

In September 2018, the Migration Advisory Committee failed to recommend the creation of a new post-study work visa, at least until there is “a proper evaluation, by us or others, of what students are doing in the post-study period and when they move onto other work permits.”. The HEPI / Kaplan report shows the tax and National Insurance payments of just one cohort of international students who stay in the UK to work after their studies amounts to £3.2 billion. This is made up of:

  • over £1 billion in income tax;
  • over £700 million in employees’ National Insurance Contributions;
  • over £800 million in employers’ National Insurance Contributions; and
  • nearly £600 million in extra VAT payments.

Graduates from other EU countries who stay here to work contribute £1.2 billion and graduates from the rest of the world contribute £2.0 billion.

The analysis additionally shows international graduates who find employment in the UK typically do so in sectors that suffer from acute skills shortages. Rather than displacing domestic graduates, international graduates are plugging skills shortages.

The study also measures the impact of the Home Office limiting post-study work rights in 2012. This costs the Treasury £150 million each year in foregone receipts – that is, £750 million every five years or just over £1 billion since post-study work was first restricted in this way in 2012.

  • Nick Hillman, Director of HEPI, said: “Universities firmly believe the Government’s biggest mistake in higher education has been to discourage international students from coming here. A hostile environment has been in place for nearly a decade. It is a testament to the strengths of our higher education sector that the number of international students has not fallen, but it is an absolute tragedy that we have been unable to keep up with the pace of growth in other countries. The Home Office used to say there is insufficient evidence to show international students bring benefits to the UK. We proved this to be false last year, when we showed international students contribute £20 billion a year net to the UK. But, afterwards, the Migration Advisory Committee claimed there was still a lack of evidence to show international students who stay in the UK to work make a positive contribution. We can now disprove this too. Just one cohort of international students who stay in the UK to work contribute over £3 billion to the UK Exchequer – and it would be even more if policymakers had not reduced post-study work rights in 2012. The hard evidence shows a new approach is overdue.”
  • Linda Cowan, Senior Vice President, Kaplan International Pathways, said: “Restricting post-study work rights for international graduates has hampered efforts to attract students to the UK, with the number arriving here growing more slowly than in other countries. Proposals in the Government’s White Paper to introduce a minimum salary threshold of £30,000 would undoubtedly make us even less competitive. …..we need to reinstate attractive and competitive post-study work rights for all international students. The recommendations in the Migration Advisory Committee report would continue to place the UK behind other countries. We need to go further.”
  • Maike Halterbeck, Associate Director at London Economics, and lead author of the report, said: “A detailed analysis of the most up-to-date labour market data has illustrated the huge economic contribution of international graduates to the UK economy in the first 10 years following graduation. However, the contribution of more than £3 billion hides the fact that in the longer term, this contribution is likely to be many times higher as international graduates make the UK their home.”

HEPI published a response to HEPI’s International Students research from Shadow Higher and Further Education Minister, Gordon Marsden MP

“Today’s report underlines everything Labour and the sector have been saying about the vital contribution international students’ play to our universities’ and the economy. The Home Office have consistently risked damaging our world-class HE sector and international brand through their hostile attitude towards international students. As HEPI have pointed out, the Government’s strategy and targets are meagre and neglect the opportunities for HE at FE Colleges.”

Changes to BTECs and other qualifications

The government is consulting on the future of certain qualifications. The consultation is about “only providing public funding for qualifications that meet key criteria on quality, purpose, necessity and progression” and “not providing public funding for qualifications for 16 to 19 year olds that overlap with T-levels or A-levels”.  It is really interesting – they seem to be very focussed on a twin track approach from 16.

  • Para 42: In the Skills Plan we set out an ambition to provide students with a clear choice between high quality technical and academic options. With this clarity in mind, T Levels have been designed to be the gold standard level 3 technical qualification, with a primary purpose of offering a direct route into skilled employment or into relevant technical options in the form of higher levels of technical study or apprenticeships. We believe this clarity and distinctiveness of role should apply to all qualifications at levels 3 and below, giving all students clear choices in the qualifications they study.
  • Para 49: “The number of students entering university using Applied General qualifications (or similar qualifications that pre-date the introduction of this category of qualifications in performance tables) has increased significantly in recent years, coinciding with the growth of entry to higher education overall. This is especially the case for students from poorer or some black and minority ethnic (BAME) backgrounds. Many students entering with Applied General qualifications are lower-achieving in comparison to students who gain a place at university through A Levels, and are more likely to drop out. We want to understand the role of Applied General and other qualifications in supporting progression to successful outcomes and whether, in some cases, students would be better served by taking T Levels, a level 3 apprenticeship or A Levels”
  • Para 62: We want there to be clearer and simpler options for those ready and able to study at level 3 – T Levels and A Levels for those choosing classroom based study, or apprenticeships for those choosing a work-based option.

The Education Secretary Damian Hinds has also issued a press release on the announcement.

  • Education Secretary Damian Hinds said: We have made huge progress to boost the quality of education and training on offer for young people. But we also want to make sure that all options available to students are high-quality and give them the skills they need to get a great job, go on to further education or training, and employers can be confident they can access the workforce they need for the future. We can’t legislate for parity of esteem between academic and technical routes post 16. But we can improve the quality of the options out there and by raising quality, more students and parents will trust these routes.
  • Matthew Fell, CBI Chief UK Policy Director, said: Young people need clear, high-quality and easy to understand options at 16 – whether that’s A-levels, new T-levels, or doing an apprenticeship. Each route is valued by employers, but it can sometimes be difficult to understand the difference between the thousands of qualifications and different grading systems out there. The Government is absolutely right to address this by giving employers a part in shaping the reforms, ensuring qualifications relate to the modern world and give young people the skills they need to succeed.

BU will be preparing a response, working with Academic Services, as this will affect access and opportunities for potential students.

Educational attainment

The Resolution Foundation has published a report on the slowdown in educational attainment growth and its effects. The report argues that while improvements to the country’s human capital stock have been driven by increasingly educated cohorts of young people flowing into the labour market, the pace of growth in young people’s educational attainment has more than halved since the start of the 21st century.

  • Recent decades have been characterised by a marked boost in educational attainment:  the proportion of 22-64 year olds whose education stopped at a GCSE-or-equivalent level has fallen by one-third; the proportion who went on to attain a degree or higher has more than doubled.
  • Attainment growth has been spread across the labour market, as well as across gender and ethnicity: While the wider 25-28 year old degree attainment rate more than doubled from 17 per cent in 1996-98 to 40 per cent in 2016-18, the share of young black women with degrees more than trebled (from 13 per cent to 49 per cent), as did the share of young Indian women with degrees (from 22 to 75 per cent). These patterns mean that the level of variation in attainment that exists between sex and ethnicity groups has fallen.
  • Large attainment gaps persist
  • The pace of educational attainment growth has more than halved since the turn of the century, and this slowdown has been widely spread.
  • This slowdown matters because educational attainment growth can deliver higher living standards – and cannot be dismissed as simply the result of migration or skills saturation
  • Skill shortage roles that are migrant reliant and pay below proposed salary thresholds indicate where further skills demand may emerge post-Brexit: The fact that these 1.4 million migrants work under conditions that would fail to pass proposed migration rules does not imply that they would be lost were the proposed migration policy changes to be implemented, and the possibilities of adjusting to a different migration regime should not be understated.
  • Employers are also suppliers of skills, but work-related training has long been directed away from lower-qualified staff, including those whom employers think lack necessary skills. For instance during 2016-18, 22-64 year olds with Master’s degrees were almost three times as likely to report having recently received work-related training as their counterparts with qualifications below GCSE A*-C-equivalent levels.

Essay mills

The Education Secretary Damian Hinds has called on online platforms to help tackle the use of essay writing services used by students as university.  Damian Hinds has challenged PayPal to stop processing payments for ‘essay mills’ as part of an “accelerated drive to preserve and champion the quality of the UK’s world-leading higher education system”. The Government states that technology giants such as Google and YouTube have responded to these calls and are taking steps to remove hundreds of advertisements for essay writing services and promotional content from their sites.

  • Damian Hinds said: Sadly there have always been some people who opt for the easy way and the internet has seen a black market in essay writing services spring up. However, no matter how easy it is to access these services now, it doesn’t change the fact that this is cheating, and students must understand it is unacceptable.
  • Universities Minister Chris Skidmore said: Developing your knowledge and applying it at a high standard is at the very core of a university education, but these essay writing companies and the students paying for these services are undermining the foundations that our HE system is built upon.

The press release also reaffirms that department will be publishing an Education Technology strategy this spring to help the industry tackle some of the key challenges facing the education sector. This will include encouraging tech companies to identify how anti-cheating software can tackle the growth of essay mills and stay one step ahead of the cheats.

The FT have an article here:

  • The qualification has a cost (fees, living costs, the cost of debt and the academic labour to acquire it), and an expected value in the labour market. If the individual realises he or she can’t perform the labour, they buy it. Their qualification is a kind of forgery that is very difficult to spot — a “prime fakement”.
  • So how many people are cheating? Cuckoo essays are hard to measure, because most of the contracts are privately arranged between companies and individuals. The businesses advertise on social media — YouTube has deleted adverts for these services — and even, in one case, on the London Underground.
  • …Historically, the authorities came down brutally on forgery, even for what now seem like minor instances of coin clipping. The fear was that such practices had the capacity to undermine the entire monetary system. Forgery has a natural inflationary risk, threatening to dilute the value of money, which threatens those who have already hoarded it. When too many prime fakements are exposed, there is a risk that trust in the real thing also disappears. At that point, no one will accept it as collateral any more.

Lifelong learning

The Independent Commission on Lifelong Learning, convened by the Liberal Democrats, have published a report on Personal Education and Skills Accounts. The full report and full list of recommendations can be viewed here.

This report sets out a vision for a culture of all-age learning in England, at the centre of which is a nationally available Personal Education and Skills Account (PESA). The report proposes that PESA would be an account opened at the age of 18 for adults in England, topped up with government funding, to help access learning and training opportunities throughout life. The committee state their belief that PESAs would widen access to adult learning and transform the landscape of post-18 education while putting the further education and skills sectors on a more sustainable financial footing.

  • The government will make three contributions to the accounts, each worth £3,000, when the account holder turns 25, 40 and 55.
  • Account holders and their employers will also be able to make payments into the accounts. This will be incentivised by government offering tax relief and/or match-funding on contributions made by account holders.
  • From the age of 25 onwards, account holders will be able to use money saved in the accounts to pay for education and training courses which are delivered through accredited providers.
  • Accounts will remain open and available to account holders throughout their life.

Association of College’s Chief Executive, David Hughes, who sits on the Commission said: “This is a timely and helpful report as the consensus grows from all parts of Westminster and from business that the time has finally come to rebalance the provision of education and skills to create a truly world class post-18 education system. As our country’s skills gaps widen further, and as the world of work continues to change at such a rapid pace, it is right that people are given more control and agency over their training and learning at all stages of their lives – Personal Education and Skills Accounts have the potential to play an important role in this.”

A Universities UK spokesperson said: “We welcome this independent report which highlights the economic, social and health benefits of continuing in education. It makes an important contribution to the debate on how we can continue to develop the highly skilled workforce our country needs. Anyone with the potential to benefit from doing so should have the opportunity to continue their education, regardless of background, circumstance or age.

Brexit

It’s all about process now.  And process, the order in which things happen and the timing, will determine the outcome – with no deal exit on 29th March still at least technically the default and no deal exit on or before 11th April still (as at the time of writing) the most likely result.

So what happens now?  To take advantage of the EU unconditional offer of an extension to April 12th (the last date for calling EU elections), Parliament doesn’t need to approve the withdrawal agreement but does need to agree to change the current exit date by passing a statutory instrument.   The motion for this is planned for Monday.  Note in the letter to the EU the UK government have agreed to the extension.  The longer extension to 22 May offered by the EU applies if Parliament approves the withdrawal agreement before 29th March.

These are much gentler terms than were predicted.  But it isn’t just kicking the can down the road.  There will have to be a majority in Parliament “for” something this time – i.e. either “for” the withdrawal agreement or “for” the extension of the exit date.  And it all depends on the motions filed by the government and amendments made. But if MV 3 is rejected, we will be in exactly the same position as we are now, for another two weeks.

This could change if there is:

  • an amendment to one of next week’s motions on indicative votes, which is passed, and then
  • one of the indicative votes is passed that requires a long extension (like a renegotiation of the deal to make it softer or a plan to have a second referendum), and then
  • MPs vote for a long extension to implement that.

Right now it looks as if (a) might happen but not (b) or (c).  so we’d be back to no deal unless the mood music changes (partly because of attempts to get (b) and (c) through), so that MV4 finally passes before 12th April – but there is also another way – the PM said she didn’t know what would happen if the withdrawal agreement was rejected again and it would be “up to the House”.  It seems options are being explored on what that might look like. See this BBC article.

Remember the big thing that a week ago was going to get the deal through – Geoffrey Cox was going to change his legal advice and persuade the DUP?  That hasn’t happened and no-one is talking about it anymore.

In an interesting development on Friday morning, Kwasi Kwarteng MP (Parliamentary Under Secretary of State for DExEU) said that he expected that there might be a free vote on some things (but not the meaningful vote).  Free votes really would make a difference to the arithmetic – but they may only get them on the indicative votes.

And those of you wondering why the Speaker’s rule about not bringing the withdrawal agreement back isn’t getting in the way of all this?  Of course the latest EU offer and their own approval of the agreement makes it all different now.

A government motion on extension filed for Monday refers to  the PM’s statement about extension on 15th March– things have changed since then.  Amendments text on twitter:

It’s all very complicated, but essentially the most likely outcome (unless there is a major change over the weekend) still appears to be no deal, either on 29th or, if as expected, the extension is passed, on 12th April.

Parliamentary Office for Science and Technology

We hosted POST at BU a couple of weeks ago, to discuss policy impact, and some good conversations were held on the day and since.  This is a reminder that the POST work plan provides further opportunities for staff to engage with the Parliamentary agenda.  Click on the links to learn more.

Biology and health

In production:

  • Advances in cancer treatment
  • Alternatives to plastic food packaging
  • Causes of obesity
  • Climate change and vector-borne disease
  • Outward medical tourism
Scheduled:

  • Blockchain technology in the food chain
  • Industry influence on public health policy
  • Researching gambling
Energy and environment

In production:

  • Adaptation and mitigation in agriculture
  • Assessing and restoring soil microbiomes
  • Climate change and fisheries
  • Climate change and wildfire frequency
  • Developments in wind power
  • Environmental gain
  • Food waste
  • Natural hazard risk assessment
Scheduled:

  • Insect population decline
Physical sciences and ICT

In production:

  • Integrating health and social care
  • Key EU space programmes
  • Online safety education for young people
Scheduled:

  • Civilian drones
Social sciences

In production:

  • Approaches to reducing violent crime, focusing on early interventions
  • Integrating health and social care
  • Research glossary
Scheduled:

  • Improving eyewitness testimony

That’s a wrap – Full-time SUBU officer elections 2019

Sophie Bradfield from SUBU brings us her latest update – this time looking at democracy in action in SUBU.

In spring each year, Students’ Unions around the country run elections across-campus for current students to run for and elect their full-time representatives for the next academic year. These representatives are called Full-Time Union Officers (sometimes referred to as Sabbaticals) and they lead the direction of the Students’ Union, representing and championing the collective student voice. Requirements for electing Full-Time Union Officers are set out in the Education Act 1994 as well as the Union Constitution and By-laws and are usually carried out using an online voting system.

Elections for SUBU’s Full-Time Union Officers (FTOs), wrapped up on Thursday at 5pm after a week of creative campaigns from the 26 students running for election, reaching out to fellow students at BU.

There are 5 full-time paid positions and the new officers will take up their positions in June. Each role has a different remit reflecting different areas of the student experience covering: the academic experience, student welfare, extra-curricular activities, sustainability, volunteering, democracy, the student voice and much more. These roles are: President; Vice President Activities; Vice President Community; Vice President Education; and Vice President Welfare & Equal Opportunities. Officers work closely with fellow students, Union and University staff to deliver projects, campaigns and create or enact policies to improve the student experience at BU and nationally across the Higher Education sector.

Student candidates campaign for these positions on a 300 word manifesto (you can read them here), setting out their pledges which they hope to achieve if elected. Elected Full-Time Union Officers work on achieving their manifesto aims which students have voted for, as well as representing the collective student voice, for example at University meetings. FTOs act on student feedback throughout the year and SUBU collects student feedback to shape work through a number of methods, ensuring SUBU is led and driven by students. For example the student representation system collects feedback through a tool called SimOn and SUBU receives around 10,000 individual comments a year (which we also report to relevant services in the University). We also receive student feedback through meetings, committees, forums, surveys and focus groups. 

Full-Time Officers are accountable to the student body that elected them and termly general meetings are held (called Big Student Meetings) for students to hear reports from their elected officers and ask questions. Big Student Meetings are also a time for students to put forward policy ideas and vote on or reject policies and this then becomes mandated work for Officers and the Students’ Union. A quorum of 100 students is required at a General Meeting for the policies passed to be valid. This ensures decisions are made by the collective student voice.

SUBU’s current FTOs will be in place until June. You can watch a livestream of the results for next academic year’s team on the SUBU Bournemouth Facebook from 7pm in Friday.

Consultations

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

Other news

The EU have reached “partial” agreement on Horizon Europe, the 2021-27 replacement for H2020, according to Research Professional.

  • The following day, the League of European Research Universities hailed the EU institutions’ “very impressive” work and said it approved of the content of the programme “on the basis of a first analysis”.  Leru praised the decision to use more ring-fenced funding to increase the involvement of researchers in low-participation countries, rather than programme-wide targets.
  • But Leru’s secretary-general Kurt Deketelaere warned that unresolved issues such as the programme’s rules of association for non-EU countries should be agreed “as soon as possible”.  He cautioned that the agreement will be subject to final approval by a new legislature and administration after the European elections in May. “Let’s hope that the next Parliament and Commission don’t feel the urge to reconsider substantial parts of this partial political agreement,” he said.
  • Markus Beyrer, the director-general of the industry lobby group BusinessEurope, welcomed the agreement but warned that subsequent negotiations on the budget would be “tough”. He and Leru called on the EU to ensure that at least €120 billion is devoted to Horizon Europe, rather than the €83.5bn in 2018 prices proposed by the Commission.  

The Welsh Government has launched a Degree Apprenticeship Scheme, supported by £20m of funding. The university-run scheme will be fully funded by the Welsh Government, with all students’ fees paid for. Courses will be available in key sectors for economic growth identified by the Welsh Government, including IT, Engineering and Advanced Manufacturing.

The House of Commons library has issued a summary of funding for adult further education since 2010 and a summary of funding for 16-19 education since 2010.

Closing the gap, published by The Nuffield Trust, The Health Foundation and The King’s Fund says that the Government should introduce grants for student nurses if they want to reduce the workforce shortfall.

Shakira Martin has a guest blog on HEPI on widening participation

  • “What we need is greater investment in student support, with students able to expect to receive a minimum living income. We need maintenance grants, EMA and nursing bursaries and an apprenticeship minimum wage that’s at the level of a living wage. But it won’t be enough to increase student income alone, because doing so causes multiple generations to face increasingly unmanageable debts. How can we expect to improve social mobility when the money from the debts of the poorest students ends up back in the pockets of those already up at the top of the ladder? That is why we also need to see creative initiatives such as accommodation subsidies introduced for low-income students, private landlords halving rent on accommodation over the summer and discount cards for 50 per cent reductions on train fares and cheaper and better bus services. To make these dreams a reality we need the Government to step up and deliver for students by delivering greater investment in early years education and significant investment in IAG for students.”

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JANE FORSTER                                            |                       SARAH CARTER

Policy Advisor                                                                     Policy & Public Affairs Officer

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

 

BU Policy Update for the w/e 31st August 2018

It may be the recess, but not everyone is away, and the discussion on fees and funding, and other things, continues, as we speculate when the “autumn” is and how soon before Christmas we will get the interim report from Philip Augar on the Review of Post-18 Education.

Student fees and funding

Given the importance of this issue, we have prepared a (fairly length) summary of the latest position on fees and funding and we are updating it regularly.  You can read the latest version on the intranet here.

Lessons from Wales – HEPI have issued a policy note on the new student funding arrangements in Wales.  Somewhat controversially, in the light of the Augar review, it challenges the approach taken in Wales.  It notes the plaudits for the new regime:

  • for the evidence-based way in which it has been put together;
  • for attempting to build consensus around a sustainable system;
  • for rebalancing upfront public spending towards living costs;
  • for its progressive universalism, with all students entitled to a maintenance grant;
  • for protecting the income of higher education institutions;
  • for the continued transferability of support for students studying outside Wales; and
  • for treating part-time and postgraduate students more equitably.

But it also flags that there are losers as well as winners, and that the political spin may be “hampering wider understanding of how it works”.  The challenge is that student loans will be increasing in Wales – going in the opposite direction to the one that many are calling for in England.

  • All students will receive maintenance support of £9000 a year. The previous system was a mixture of means tested grants and loans, with a smaller maximum loan.  This may help students from lower income families who have access to more cash, but overall the government will be funding or subsidising more of the maintenance cost for students.  Cutting the parental contribution to student maintenance costs is not something we have seen supported widely in England as part of the Augar review (except for low income families).
  • The balance of loans and grants is also changing. All students will receive a grant of at least £1000, and for students from the very lowest earning households, this grant will increase to £8100, with a loan of £900 per year for maintenance.
  • The overall student loans, taking into account tuition fee loans as well All students will receive tuition fee loans for £9000 per year (tuition fees in Wales did not go up to £9250).  Tuition fees were previously around £4000 per year.  So all Welsh students will have bigger loans overall, even those from the lowest earning households.  But the change is much bigger for those from higher earning households (an 85% increase).  And of course it is income contingent like the UK system and the amounts will still be less than England.

So Nick Hillman flags some challenges to the system:

  • First, while the over-riding principle of income-contingent student loan systems is that the amount you pay depends on your earnings after leaving university, upfront means-testing means the total amount you are left owing depends a great deal on your parental income.
  • This can make for rough edges: someone who comes from a poor family and ends up as a millionaire will owe much less than someone who comes from a rich family but ends up in averagely-paid employment.
  • Parental income continues to be central to the new system of student support in Wales, despite the fact that all students are entitled to the same tuition fee loan and the same cash-in-hand support for maintenance, and despite the fact that the new Welsh system avoids the worst feature of the English system whereby the poorest students take on the largest debts.
  • Secondly, because different parents in similar income brackets have varying propensities to support their student children, even people from similar backgrounds will be left with different levels of debt.
  • …Put simply, some middle-class students will feel obliged to borrow the maximum loan entitlement to live and others will not because their parents will subsidise them directly, leaving students from similar backgrounds with very different levels of debt.
  • …But none of this should obscure the fact that the clearest winners from the new package could be parents, who are no longer under the same expectation to contribute. This could be said to fly in the face of widespread concerns about inter-generational fairness and the need to do more to support young people using resources accrued by older generations.
  • …Thirdly, although the Welsh support package is regarded as progressive for treating students from poorer families more generously than students from richer families, its level of progressivity depends on your comparator. The poorest students in Wales will actually be worse off in terms of cash-in-hand under the new system compared to the old one.

So what does this mean for the Augar review?   If they are considering reintroducing maintenance grants then the progressive approach of the Welsh system may be attractive.

Just to note on part-time students, the new Welsh system is said to be better than in England.  However, on the basis of our quick calculations, there doesn’t seem to be much difference between what you can get in England and Wales for a part-time course.  But of course in Wales, part of it is a grant.

Change the context not the structure

Jim Dickinson argues in a blog for Wonkhe that if free tuition is unaffordable and the graduate tax unworkable, then some other things need to change:

  • Making the public subsidy explicit – instead of hiding it behind the language of debt
  • Stop talking about debt when it isn’t, because it’s income contingent and time limited
  • Reduce the costs of student accommodation – it’s a housing crisis not a funding crisis
  • Stop expecting competition to fix everything

Certainly the first two of these are likely to appear in the Augar recommendations – demystifying the system is one of Philip Augar’s key priorities.

This is supported by another Wonkhe blog by Arthi Nachiappan on living costs

  • The cost of undergraduate tuition fees – and the loans required to cover them – are strictly controlled at the supply end, and while numbers are uncapped, this does give government and students some certainty over costs. But rent – the key living cost that maintenance loans are supposed to cover – is uncapped and uncontrolled…. As long as the residential model persists in large parts of the sector, both policy-makers and students need to know much more about the realities of the costs of private sector accommodation that go beyond the surface level exercises and tables that dominate the press. And we will need to see a much more joined-up strategy between local authorities, government departments and institutions to ensure that that model is affordable for students.

Graduate tax

In a blog for HEPI Paul Maginnis, the author of a new book entitled The Return of Meritocracy: Conservative Ideas for Unlocking Social Mobility puts forward the case in favour of a graduate tax.  His conclusion:

  • With a graduate tax, there would be no ‘debt’ that needs to be paid back (which seems to be the main issue for students) and it can be structured to be more progressive. If it was introduced at 7% on earnings over £27,000 it would be a clear indicator that a graduate would have to be on the average UK wage to begin paying back. It would be made affordable by graduates earning over £75,000 paying 10% of their earnings for their university education. At the same time if they slipped below the £27,000 threshold, nothing would be paid back. As with tuition fees, the tax would cease 30 years after graduating from university.
  • Reclassifying the student loan system as a graduate tax would, at a stroke, put all spending on student loans back onto current public spending. The consequence of this would be to significantly increase the deficit. The Government may as well embrace this move as the ONS are current reviewing the student loan system. They are likely to conclude that some or all of the current loans appear in the national accounts so the Government might as well take the initiative anyway.
  • With the current tuition fee repayment rate of 9% of earnings over the newly introduced threshold of £25,000, a cut to 7% on earnings up to £75,000 would be a progressive move. It would be understood as a tax which would stop graduates receiving alarming letters stating that they owe £50,000 in addition to enormous interest rates. The Government should continue to argue that graduates need to make a financial contribution to keep higher education affordable, while ensuring those who do not go to university are free from subsidising this.

Capping access to fees

A new possibility for reducing the cost of the system was raised by Ant Bagshaw in a Wonkhe blog –not student number controls, but controlling for quality – minimum entry stadnards.

“…what about a control on who can access the student support system? “Three Cs, madam? No, there’s no loan available for you.” Now, this is a problem for plenty of reasons. These include, but are probably not limited to, the following:

  1. Where does this leave contextual admissions? We could have different minima which take into account the correlations between social privilege and school performance, but what are the chances of this kind of nuanced policy?
  2. Where does experiential learning fit it? Not all students do A-levels or are aged 17 on application to university. Wouldn’t minimum qualifications disenfranchise some older prospective students or those who’ve taken other routes?
  3. How do you express a qualifications minimum across all types of pre-university learning, including combinations of awards and over decades of different types (and standards) of award?
  4. It’s a number control. The chances are that this would be dressed up as “these are students that won’t succeed in HE, so we’re doing them a favour by excluding them”, but let’s call a spade a number control when we see it.
  5. There will be a way around it. As I wrote recently for Wonkhe, the scourge of unconditional offers (amongst other consequences such as grade inflation) is a consequence of the marketised system as designed and implemented. There are easy ways around unconditional offers – make very low offers. There will be ways around minimum qualifications.

As Ant points out:

  • There’s a strong thread in the commentary about universities that “too many students” are going, and the system is too expensive and that avaricious vice chancellors are simply putting “bums on seats” with any student with a pulse.

So he suggests instead:

  • One way could be to reward universities for the value that they add to students’ outcomes. And outcomes not measured in terms of degree classifications which are in the control of the provider, but jobs, salaries, further study, and so on. A system like that would reward the universities which were able to admit the students with the lowest grades, but only those which could demonstrate that there admissions decisions were the right ones.

Now those are the sort of changes we may see recommended in the Augar review – differential fees by outcomes seems like a strong possibility, as mentioned by the PM when she launched it, and trailed perhaps by the Minister when he talked about the IFS report on graduate salaries and first mentioned the “bums on seats” issue in the context of allegedly “underperforming” degrees.  You can read more in our policy update on 15th June here.

Skills

We have also created a new summary of other policy matters relating to students, including student experience and access and participation, but also looking at government priorities around skills, technical education, social mobility etc.  You can find the latest version on the intranet here.

Professor Dave Phoenix, VC of South Bank University has written a report for HEPI “Filling in the biggest skills gap: Increasing learning at Levels 4 and 5”.

In the introduction, Nick Hillman notes:

  • Qualifications that are higher than A-Levels but lower than full honours degrees are known in eduspeak as Levels 4 and 5 but HNCs, HNDs, Foundation Degrees and other names in common parlance. They have collapsed in recent years. If there had been such a dramatic fall in any other qualification level, such as GCSEs, A-Levels or Bachelor’s degrees, the fall would have been given the status of a full-blown educational crisis.
  • Yet these awards were once the flavour of the month for aspiring politicians in power on both sides of the political spectrum. For example, in 1972, when Margaret Thatcher was the Secretary of State for Education and Science, the Government called for ‘a range of intellectually demanding two-year courses’ for those who did not want part-time study or to enrol on an honours degree.*  Almost a generation later, David Blunkett announced Foundation Degrees, which were designed to be more vocational but had similar aims.

..and concludes:

  • Given current reviews on issues like post-18 learning and the accounting treatment of student loans, there is no better time to build a new political consensus.

So what is the solution?  The executive summary notes:

  • Employer demand for employees at Levels 4 and 5 is often cited. However, it is unclear whether employers are pinpointing the education level of the employees they need or if they are basing their assessment on the qualifications of employees who are retiring.
  • There are views among some that restricting access to Level 6 (Bachelor’s degrees) could enhance the volume of Levels 4 and 5 being delivered. There are also aspirations for further education colleges to deliver more Level 4 and 5 qualifications to meet supposed employer demand for these qualifications. In the medium term, this could dilute higher education and undermine investment in Levels 2 and 3.
  • This paper proposes that the origin of our Levels 4 and 5 skills shortage in England is in the shortfall of learners progressing from lower levels. The number of young learners that do not proceed from Level 2 to Level 3 is 36.4 per cent and a further 20.9 per cent of all learners do not progress from Level 3. This amounts to a pool of over 57 per cent of young learners who do not progress to Level 4 or above. We therefore need a strong further education offer to enhance Levels 2 and 3 programmes and more effective promotion of these intermediate qualifications.

And the recommendations are:

  • Improving the skills pipeline at Levels 2 and 3:
    • provide Mathematics and English qualifications that do not as a default position fail 30 per cent of learners; and
    • provide free access to learning through schools and further education colleges for all learners regardless of age at Level 2 and Level 3.
  • Raising the profile and esteem of Level 4 and 5 qualifications:
    • clearly designate Level 4 and 5 as higher education, ensuring that quality assurance and regulation of Levels 4 and 5 delivered by higher education institutions remain within the current higher education regulatory framework;
    • encourage higher education institutions to offer these awards (especially Foundation Degrees, CertHEs and Higher Education Diplomas) as positive targets rather than as early exit awards from Level 6 qualifications; and
    • re-introduce a reputable national careers information, advice and guidance programme.
  • Revising funding rules to encourage higher education institutions to offer Level 4 and 5 qualifications and individuals to undertake them:
    • introduce flexibility to student loans to allow learners to step-on and step-off this educational continuum;
    • allow Advanced Learner Loans made for Access to Higher Educational Diplomas to be written off after Level 4 rather than Level 6; and
    • allow those taking out Advanced Learner Loans access to maintenance support on the same basis as those accessing Student Loans

Sexual harassment in Universities

Ruth Wilkinson and Rory Murray write for Wonkhe about a new campaign by Kent Union:

The Stick: We lobbied our local councils (Canterbury and Medway) to change their licensing policy so that every license holder would have a licensing obligation to actually tackle sexual harassment on their premises. Hopefully it will never have to be done, but if a premises decides not to play ball in making the night time economy safer, they could have their license reviewed and ultimately withdrawn.

And the Carrot: After a year of running on seed funding from partners, the wonderful Kent Police Crime Commissioner awarded us £12,300 to deliver a training and accreditation scheme so that we could pull together some best practice training and deliver it on the ground to the staff actually in a position to tackle harassment and challenge behaviours. Once trained we’re asking premises to edit and add to their internal policies so that at all new staff inductions they know just how seriously their employer takes harassment, and know exactly what to do when something happens. We’re asking them to take on the Ask For Angela scheme, a wonderful initiative coined in Leicester, where patrons can ask for “Angela” at the bar as a discreet way to say they need help.  After a premises is accredited they get a load of materials and promotional items to display about their premises. Shouting loud and proud that they do not tolerate sexual harassment, and that any reports will be taken seriously. We are also building a brilliant interactive map to show to students where the “Zero Tolerance” premises are, so it’s also a bit of free advertising!

And the next bit:

The University of Kent and Kent Union are also delivering further amazing initiatives to tackle sexual violence including an online anonymous reporting system, compulsory consent training, bystander training for committee members (and anyone else who wants to do it), and awareness raising through a powerful film shown at inductions. There’s still a way to go for the sector but acknowledgement of the issue and appetite to take action is so crucial.

Access, participation and outcomes

AGCAS has published the latest edition of What Happens Next? which reports on the first destinations of disabled graduates and provides real evidence of the effect of a disability on a graduate’s employment prospects.

  • Following the same pattern as previous years’ findings, this year’s report highlights that notable differences remain in the outcomes of disabled and non-disabled graduates. At all qualification levels (first degree, postgraduate taught and postgraduate research) disabled graduates were less likely to be in full-time employment than non-disabled graduates. Compared to last year’s findings, the gap between the proportion of disabled and non-disabled graduates entering full-time employment has decreased at first degree and postgraduate research levels. However, at postgraduate taught level, the gap has increased.

Essay mills

Essay mills and contract cheating have been in the news again.  Jonny Rich wrote a blog aimed at students and has launched a petition proposing a ban.  Paul Greatrix of Nottingham University has also blogged for Wonkhe on essay mills, referring to 2017 QAA guidance and a recent ruling from the Advertising Standards Authority.  Paul has recently had a twitter discussion with one.

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The Commissioning of Essay Mills: A Focus on BU

 

Essays Mill in UK HE

The use of essay mills in UK higher education has been a topic of concern for several years. It has been considered a sensitive subject within academia by students and staff alike, with institutions requiring that academics take preventative measures.

Since the increased marketisation of UK higher education in 2012, where tuition fees increased as a result of the Browne Review (2010), and the subsequent reduced cap in the number of students who can now attend university, institutions have seen an increase in students applying for a place to study.

Universities are seemingly weighted by a digital mindset coined as Generation Z (aka as iGen or Linksters), the newest age group to emerge since the Millennials, who in turn, were the largest group since the baby boom generation. The later two generations – Gen Z and Millenials – have had the advantage of technology providing instant responses and offering information 24/7, allegedly creating a generational digital need within the curriculum and delivery, processes and procedures in order to exploit engagement and feedback in ways that a knowledge institution, or its inhabitants, may not yet be fully – or seemingly desirably – aligned.

With students entering HE from a mixed economy of practical, academic, cultural and educational skill sets, alongside external issues and commitments, and hopes for secure employment, students may, at times, struggle to engage with courses, assessment, multiple deadlines, grades, and feedback.

In frustration, students may be tempted to turn to the phenomenon of essay mills, a paid-for external service that writes essays for students, and crosses intellectual boundaries that underpin plagiarism, a much-frowned-upon activity by those in academia and beyond.

It is not just the students who do not wish to admit to being tempted by an essay mill offer, it can be a complex conversation for the institution and society, too.

Project Purpose: The purpose of this project is to gather perceptions and experiences relating to the essay mill phenomena. It focuses on the academic, student, and professional staff voices, and seeks to understand experiences of students commissioning essay writers/essay mills, an external paid for service whereby essays are written to order.

This overall project was not designed to be pejorative or demonise any of the participants, but to find out what’s really going on. The data will be important for understanding the needs of the C21st student, as seen through multiple lenses.

If you would like to be interviewed informally over coffee or off campus, please contact Steph Allen: stephaniea@bournemouth.ac.uk.

Survey links can be found below. Please share the relevant link to academics or student cohorts.

Undergraduates: https://bournemouth.onlinesurveys.ac.uk/turning-to-the-churnthe-commissioning-of-essay-mills-in-u

Masters: https://bournemouth.onlinesurveys.ac.uk/the-commissioning-of-essay-mills-in-uk-higher-education-p-2

Doctoral Candidates: https://bournemouth.onlinesurveys.ac.uk/the-commissioning-of-essay-mills-in-uk-higher-education-p-3

Academics:  https://bournemouth.onlinesurveys.ac.uk/turning-to-the-churnthe-commissioning-of-essay-mills-in-u-2

Deciding to take part or not, will not impact on your (or others) employment or studies at BU, or elsewhere in the future. Ethics number: 21274

 

 

HE Policy Update (w/e 20 April 2018)

A week of intense debate over fees, artificial intelligence, student nurses and the decline of part time provision. Enjoy!

Fees, fees, fees…and the HE Review

HEPI’s Free and Comprehensive University

HEPI have published a new blog The Comprehensive and Free University by Professor Tim Blackman (VC Middlesex, but writing personally). In essence it argues for free fees and a greater focus on the comprehensive university model (institutions that service their regional community with less focus on entrance requirements, generally less research intensive too).

Blackman commences by tackling the current HE Review. He highlights that because the Government have informed the ‘independent’ panel conducting the HE Review that abolishing tuition fees isn’t an option there is already a political bias. He addresses the arguments against abolishing fees (unfair – non-graduate taxpayers footing bill for those that will become higher earners and unaffordable to the public purse) and raises cross-generational fairness (older graduates had no fees and maintenance grants). Instead he feels the simple solution is to raise income rates within the higher and additional tax bands (effectively raising the repayment threshold to £45,000). He notes approx. 66% of graduates are within these tax bands (so 34% are non-graduate high earners that would contribute). He states the cost of abolishing fees is £7.5 billion per year and that increasing the higher rate tax from 40% to 45% (and the additional rate from 45% to 65%) would fully cover the £7.5 billion.

This approach would see the Treasury holding these taxation purse strings. So a pertinent question is – how much of this funding would actually reach universities and who would be the winners and losers from the Government’s allocation method? Currently the funding going direct from students to Universities is a neater, perhaps fairer, system from the University prospective and one that many within Government appear keen to retain. As the tax would be retrospective we could question whether student number controls be reintroduced, at least until the Treasury was confident the public purse would be repaid. And surely there would be even more focus on graduate outcome earnings?

Returning to Blackman, he isn’t a fan of writing off the loans of existing graduates, despite the unfairness of their being the only paying meat within the chronological free tuition sandwich. He feels those paying off their loans will “know that new cohorts paying no fees will still contribute if and when they become higher earners”. He also doesn’t propose the re-introduction of maintenance grants (as the tax income wouldn’t cover this) and states its right for students who chose to move away from home to study to take out a loan to do so. Blackman believes far more students should study locally and the costs commuter students incur to study at their nearest university could be partly met by public transport discounts funded by reducing the subsidy away from the over-60’s away free travel. Note, adjustments for rurality or areas without public transport aren’t adequately addressed.

At first Blackman’s suggestions that only students that are willing to take loans and pay fees should attend a distant institution appears socially regressive. After all it seems to close down student choice – preventing selection of an institution dependent on whether the course content best fits their interest, selection for the perceived quality of the institution, or attending a prestigious institution for the reported employment outcome boost. There is a clear hit to social mobility in expecting those in the poorest areas, who may be most debt adverse to only attend their nearest institution. What if their local institution doesn’t deliver their programme, e.g. medicine. Is Blackman suggesting the choice would be loans and fees or abandon their career aspirations? Blackman defends his localism by explaining that moving away to attend university residentially is a colonial legacy, and happens less in other countries (America, Australia). He sees moving away as a perk which would only continue via the loan system. He states:

A policy of encouraging local study has many benefits. It is less costly to students and taxpayers, greener in transport terms and would take pressure off many local housing markets. It also offers an option for phasing in free higher education. Just as going to university ‘in state’ in the United States means considerably lower fees than studying out of state, free higher education in England could at least initially be restricted to studying ‘in region’, based on the Government Office regions abolished in 2011. Studying out of region would mean paying a regulated fee, at a level to be decided, but similar in principle to how students from Scotland pay fees to attend English universities.

He does go on to address the social mobility elements:

…of course, [its] potentially an argument against this idea if local study becomes the only choice for many people from low income households because they cannot afford the out-of-region fee or lack the resources to maintain themselves away from home. This would only really be an issue of educational disadvantage if the effect was to narrow the choice of types of university or course, but this choice is already narrowed by ‘top’ universities using academic selection in a way that excludes many such people, whose prior attainment tends to be significantly lower than those from better-off households.

Blackman feels the answer lies within requiring all universities to have more diverse intakes – socially, ethnically and by ability: Institutional quotas incorporating a required balance across entry grades and social background – basically an elaboration of current access benchmarks – would provide a basis for the diversification I advocate even without initially confining free higher education to local study. But it would enable such a policy to be managed so that there are enough free local places for the range of prior attainment in any region.

Above all, at a time when young people are under pressure from so many directions, and the number of part-time adult learners is collapsing, abolishing fees and using higher rate tax bands to pay for it would be an important statement about those who are successful in their careers and businesses investing in young people and adult learning.

Blackman pushes back against HE sector criticism that it is seen as the only way and discredits other vocational routes by weaving in the Government push for more flexible methods of degree delivery:

It also seems possible that with this review we will see the progressiveness of student loans for degree study being criticised as a market distortion, tempting students who would be better opting for shorter vocational courses or apprenticeships. Not only does that threaten to undo the progress made so far with widening access to degree study, but it fails to address far more important issues about what we are teaching and how, such as replacing outmoded academic years and credit with more flexible competency-based learning and assessment.

Blackman does believe there is a risk that student number controls could be reintroduced, even with the current fee loan system by noting that the Treasury’s purse isn’t unlimited. The expected future rise in the number of young people aspiring to enter higher education (as outlined in HEPI report 105) will challenge any funding system, but loans no longer mean that student number controls are off the agenda given the level of taxpayer contribution to settle unpaid debt and support high-cost subjects. The idea that fees and loans would guarantee university autonomy and funding has also worn thin with the Office for Students’ new regulatory regime and a further fees freeze.

Loan Interest Rates

The RPI inflation rise created renewed criticism this week as it means student loan interest rates will increase to 6.3% in September (up from 6.1%). Much of the controversy stems from the use of RPI which has been denounced as inappropriate method for student loans (RPI is no longer used as a national statistic). The Government now uses the consumer price index for many calculations and there have been calls for it to be applied to student loans.  The Guardian ran with the story: Ministers under fire as student loan interest hits 6.3% on Wednesday. To put this into context re-read Martin Lewis’ explanatory article for his clear explanation of why (for 83% of students) the interest rate rise won’t mean they ever pay more. Here’s an excerpt:

The interest doesn’t change what you repay each year

You become eligible to repay your student loan in the April after you leave University.

From this point, students must repay loans at a rate of 9% of everything they earn above £25,000 each year (or more technically £2,083 a month). So if you earn £30,000, as that’s £5,000 more than the threshold, you repay 9% of it – which is £450 a year.

This means the amount you owe (the borrowing plus interest) never has an impact on what you repay each year. I know people really struggle with this, so let’s pick out of the air a current salary of £35,000 (purely done for maths ease as it’s £10,000 above the threshold) and look at how different levels of borrowing impact your repayments – though the same principle applies whatever you earn.

  • Student loan & interest: £20,000. Your earnings: £35,000.
    As you repay 9% of everything above £25,000 your annual repayment is £900.

 

  • Student loan & interest: £50,000. Your earnings: £35,000. 
    As you repay 9% of everything above £25,000 your annual repayment is £900.

 

  • To get silly to prove a point: student loan & interest: £1 billion. Your earnings: £35,000. 
    As you repay 9% of everything above £25,000 your annual repayment is £900.

 

As you can see, changing what you owe – even to the absurd level of £1 billion – simply doesn’t impact your repayments (you may find it easier to listen to my BBC Radio 5 Live student finance podcast to understand this).

 

HE Review and Fees

At UUK’s Political Affairs in HE Forum on Thursday HE fees received frequent mention. A wide range of personal views were stated: Conference Chair Stephen Bush (New Statesman) opened by declaring the days of £12,000 fees are gone. Katie Perrior (previous Director of Comms at No 10) highlighted how if the Government can only make a measly concession on fees its better ’not to go there’ with the nuance the review should focus on wider issues instead. Her take was that the review outcome would tackle loan interest rates and perhaps address maintenance grants. Speaking officially in the session on the Review of Post-18 Education and Funding Philip Augar (Chair of the HE Review panel) set out to bring the audience ‘up to date’ and provide an ‘inking into the panel’s current thinking’. The official word on the HE Review is that it will be much broader than a review of fees, covering far more ground. The review has to fit with the Government’s objectives to reduce the deficit and the national debt, and decisions must be taken based on evidence.

The panel are approaching the review based on two questions:

  1. What should the tertiary education system be doing for the country (what are its objectives)?
  2. How does the current system match up to this?

The panel are subdividing the evidence between economic and social objectives.

Economic requirements for tertiary system:

  • Skills
  • Innovation (expectation for the tertiary system to create innovation)
  • The assertion that FE and HE is crucial for economic dynamism
  • Value for money (one of the biggest issues)
  • The premise that all must be done transparently and in the most official manner
  • There must be a balance of contributions between state and employers

Social elements:

  • Improving life chances
  • Accessible education and training
  • Cultural issues – education fostering good citizenships and interaction
  • Excellence – any changes must not risk the sector’s academic excellence

Philip confirmed workstreams matching and measuring against these criteria were currently in progress, including reference and focus groups across the range of students, employers and providers. He stated he felt there was ‘room to improve value and coherence’, and then promptly left the conference for a pressing parliamentary engagement before questions could be asked.

Other members of the panel were:

Rt Hon Lord Willetts, former Universities and Science Minister​ (Conservative)

Professor John Denham, Professor, University of Winchester and former government minister (Labour)

Each went on to give their opinion of the HE Review.

Willetts presented a supportive stance for Universities and felt the problems and challenges within tertiary education mainly lay outside of the University sector. He felt the review should tackle:

  • The underfunding of FE
  • Strengthening non-university routes
  • Part time and mature HE opportunities

He felt the current fees model was the best way (for young, full time, undergraduates) – but that the grievances over the interest rate should be addressed. He was clear that fees were over-debated and echoed the need to move away from fees to tackle the more pressing above three issues he described. On part time and mature he felt an entirely different funding model (non-loan) is needed.

An interesting point he highlighted is that public spending on apprenticeships now exceeds public spending on Universities.

 

John Denham presented a range of more complicated messages questioning whether the HE system is actually producing what the UK economy and students need, specifically on graduate underemployment. He felt how an institution responds to the funding system is pivotal – more than what the funding system is.

Although Denham is a Labour party member, and while he conceded that abolishing fees is attractive, he doesn’t feel it’s the answer. He noted if fees are abolished but everything else stays the same the result will be a costly system that delivers exactly as it does already (and doesn’t tackle any of the systemic problems – widening participation, achievement gaps, graduate outcomes). Denham’s argument was that the HE system can be made cheaper. He also noted that the investment in FE is ‘pathetically low’ and requires addressing [although presumably not at the expense of the HE sector – which the current system of direct fee payments from student to institution provides a limited safeguard against].

Quality of Apprenticeships & Skills

On Tuesday the House of Commons Education Select Committee met to consider the quality of apprenticeships and skills training. Witnesses called to provide evidence were:

  • Mark Dawe, Chief Executive, Association of Employment and Learning Providers
  • Lady Andrée Deane Barron, Group Education and Central Skills Director, Central YMCA
  • Petra Wilton, Director of Strategy and External Affairs, Chartered Management Institute

The session focused on apprenticeships and what support could be offered to apprentices who were struggling. There was discussion about entry level requirements to apprenticeships and whether they would be able to recruit the kind of able candidate who could not suit or afford university.

Dawe was sceptical of the idea that everyone should be a level 3 or level 4 apprentice. He stated there was a lack of level 2 apprentices and the UK really needed more of these.

Degree-level apprenticeships were discussed with Lucy Powell (Lab/Co-op, Manchester Central) explaining that the committee had met a lot of degree-level apprentices, and despite the impressive quality of candidate, many had needed an A grade in their maths exam to win a place. She questioned what this meant for social mobility.

Dawe responded that high grades did not necessarily differentiate between different social classes. However, many organisations were considering different ways of assessing potential candidates, e.g.  Dyson has an “amazing programme” full of “incredible applications“. Dawe argued the more high-grade students who moved in, the more tertiary education would transform. Petra Wilton presented statistics to argue that apprenticeships were supporting social mobility: 49% of apprentices were aged 30, 52.5% were female, and 51% were from disadvantaged regions. She went on to say the all age process means that those that did not get a degree the first time round, had access now and ‘failed graduates’ found it opened their career prospects in ways “they had never imagined“.

It was also noted that travel cost support for apprentices would particularly benefit those living in rural areas and could improve attendance at face to face delivery sessions.

More generally it was argued that the external evaluation of apprenticeship quality requires improvement to support employer deliver and stronger progression pathways are needed.

Other apprenticeship news

DfE’s Apprenticeship and levy statistics note a drop in apprenticeship starts – down by 31% (25,400 starts in Jan 2018 compared to 36,700 in Jan 2017). The Independent covered the story noting ‘the structure and implementation of the apprenticeship levy has acted as a barrier and brake to skills development’.

Artificial Intelligence

The House of Lords Select Committee on Artificial Intelligence has published AI in the UK: ready, willing and able? following their recent inquiry. The inquiry concluded the UK is capable of being an AI world leader and a great opportunity for the British economy. Excerpts:

As soon as it works, no one calls it AI anymore …

Artificial intelligence has been developing for years, but it is entering a crucial stage in its development and adoption. The last decade has seen a confluence of factors—in particular, improved techniques such as deep learning, and the growth in available data and computer processing power—enable this technology to be deployed far more extensively. This brings with it a host of opportunities, but also risks and challenges, and how the UK chooses to respond to these, will have widespread implications for many years to come.

‘Access to large quantities of data is one of the factors fuelling the current AI boom.’  The report describes how balancing data gathering and access with personal privacy needs careful change. To do this means not only using established concepts, such as open data and data protection legislation, but also the development of new frameworks and mechanisms, such as data portability and data trusts.  A nod is made to safeguarding amid the recent scandal too: ‘Large companies which have control over vast quantities of data must be prevented from becoming overly powerful within this landscape’.

The report calls for:

  • Government and the Competition and Markets Authority to proactively review use and monopolisation of data by big technology companies
  • To ensure use of AI does not inadvertently prejudice the treatment of particular groups in society. Government to incentivise the development of new approaches to the auditing of datasets used in AI, and to encourage greater diversity in the training and recruitment of AI specialists.
  • Create a growth fund for UK SMEs working with AI to scale their businesses; a PhD matching scheme (costs shared with private sector) and standardisation of a mechanism for spinning out AI start-ups (based on University research).
  • Increasing visas for overseas workers with valuable skills in AI.
  • An AI Council is formed to rationalise the hopes and fears associated with AI and to inform consumers when artificial intelligence is being used to make significant or sensitive decisions.
  • Government investment in skills and training to mitigate the digital disruption to the jobs market that AI is likely to exacerbate. The National Retraining Scheme may be vital, needs to be developed in partnership with industry taking on board lessons learnt from the apprenticeships scheme. More AI in children’s curriculum. Conversion courses (3-6 months) to meet needs of researchers and industry.
  • The Presenti-Hall Review (intellectual property management in AI) recommendations be endorsed and the government commit to underwriting, and where necessary replacing, funding for European research and innovation programmes.
  • Law Commission should provide clarity regarding the adequacy of existing legislation should AI systems malfunction, underperform or otherwise make erroneous decisions which cause harm.
  • AI developers to be alive to the potential ethical implications of their work and the risk of their work being used for malicious purposes. (This was discussed on Monday 16th’s Today programme on Radio 4). Funding applications should demonstrate consequential understanding of how the research might be misused. 5 principles were proposed to form a shared ethical AI framework.

Read the report in full here.

The report has been heavily criticised by the Institute of Economic Affairs (see their press release) who state: The recommendations on how the UK can become a global leader in Artificial Intelligence are off the mark. While the report contains numerous uncontroversial and welcome suggestions on such topics as increased use of AI in the National Health Service, more visas for talented technologists, and the need to make public sector data sets available to the private sector, many of the recommendations would hamper the development of AI domestically and antagonise foreign innovators.

The report acknowledges the need to make it easier for universities to form “spin-out companies,” which are effectively startups with university ownership of intellectual property. Reform of the current spin-out procedure is necessary, though that is only a small part of the large amount of regulatory barriers for startups in the UK. It is not enough to care only about university research when the large American companies criticized for being too large were not university spin-outs themselves. 

 

It is helpful that the UK’s Parliament is examining the opportunities that artificial intelligence creates. However, it would do better to focus on removing the barriers currently in place, rather than developing new ones.

 

Do read the short press release for critique on other elements of the Lords report if you have an interest in this area.

UKRI – Interim Executive Chair

UK Research and Innovation have appointed Dr Ian Campbell as the new interim executive chair of Innovate UK. Campbell will take over from 4 May until a permanent Executive Chair is appointed. His background is within aging, life sciences, medical devices and diagnostics.

Dr Ian Campbell said: “I am absolutely delighted to be appointed as interim Executive Chair of Innovate UK. Our role as the business-facing arm of UK Research and Innovation is more important than ever as we seek to meet the target of spending 2.4% of our GDP on research and development. Innovate UK, working together with all the research councils has a key role to play in realising that ambition through flagship programmes such as the Industrial Strategy Challenge Fund. I am really looking forward to working with and leading our fantastic team to make sure that businesses have the support they need.”

Here is the press release on the interim appointment.

 

Widening Participation & Achievement

HE’s influence on life and death

Nora Ann Colton (UCL) blogs for Wonkhe to explore the link between lack of HE provision and high rates of mortality within cold spot areas. Excerpt: In 2014, HEFCE published maps that revealed “cold spots” in higher education provision across England. These maps revealed gaps in subject provision, student mobility, and graduate employment. Though this work was significant in providing useful information for higher education providers and local authorities, there is more to the question of educational “cold spots”. There has always been an understanding that a lack of employment opportunities, poverty, and deprivation lead to higher mortality rates, but recent research suggests a link between a lack of higher education provision and high rates of mortality.

Nora highlights Blackpool as an example of ‘death by no higher education’ where demand for professional occupations is increasing and fewer and fewer jobs are available for lower skilled workers. Nora discusses the research demonstrating that better-educated people live in less-polluted areas, tend to be less obese, are more physically active, are less likely to smoke, and do not as frequently engage in risky behaviours. She argues against an economically focussed reductionist approach to HE:  A reductionist approach to higher education, its mission, and its impact fails to recognise the profound effect that it can have on an individual in terms of shaping their quality of life, health and life expectancy. Nora calls for the sector to re-consider their messaging:

If a university education is the best signifier of future good health and high earnings, the higher education sector needs to get its messaging right. This approach requires that we recognise that higher education and the missions of universities are more than simply getting a student a job. Institutions must work with the government and the health sector to ensure these life changing outcomes. The higher education sector needs to start adopting this approach to fulfil its role in ensuring that we not only have a better-educated working population, but a healthier one as well.

 

PARLIAMENTARY QUESTIONS

Disabled Students

Q – Sir Mark Hendrick: To ask the Secretary of State for Education, what assessment his Department has made of the effect of the introduction of the £200 self-contribution for disabled students who are in receipt of disabled student allowances on (a) the take-up of the equipment needed to study independently and (b) trends in the level of participation of disabled students; and if he will make a statement.

A – Sam Gyimah: The most recent data show that, for full-time undergraduate students domiciled in England, 4,600 fewer students were in receipt of equipment Disabled Students Allowances (DSAs) in 2015/16 than in 2014/15. The main reason for this fall is that the £200 student contribution to the costs of computer hardware took effect from September 2015.

This government remains committed to supporting disabled students in higher education, both through DSAs and through supporting higher education providers’ efforts to improve the support they offer their disabled students. Alongside this commitment, we are keen to better understand the impact of DSAs on eligible students, including that of recent DSAs reforms. We have commissioned a research project to explore this – we will respond to the research findings when they are available in spring 2018.

WP Statistics

HESA have released their statistical UK performance indicators for 2016-17 using the Polar 4 measures. This link gives a good summary, or for a brief insight Wonkhe note:

6.6% of UK-domiciled full-time first-degree students received Disabled Students’ Allowance (DSA).

On the non-continuation rates of part-time first-degree entrants, and rates of resumption of study after a year out – of the 31,155 full-time, first-degree entrants who did not continue into their second year in 2015/16 10% resumed study at the same provider the following year. The release also shows that, two years after entering higher education, around a third (33.5%) of part-time students had terminated their studies. The Open University accounted for 83% of these students.

Lifelong Learning (House of Lords)

On Tuesday the House of Lords debated Lifelong Learning. Baroness Garden of Frognal (Lib Dem) opened the debate by discussing the huge decline in part time degree uptake and stated the higher fee system was “undoubtedly one of the major factors that prevents adults from upskilling or reskilling” She asked the minister to comment on fee changes and its impact on disadvantaged groups. Shadow spokesperson for education, Lord Watson of Invergowrie, agreed that fees were a cause of decline and raised questions on the Government’s target for apprenticeship starts.

The impact of technology creating changes within employment and employment opportunities was raised and the Baroness called on the minister to comment on the Made Smarter review (proposes to digitally upskill 1m people over the next five years through an online platform). Lord Knight of Weymouth (Labour) stated a lifelong learning culture was vital as technology will force multiple career changes within an individual’s life. He concluded that radical reform was needed and “not just tinkering with a redundant system“.

The Baroness stated craft and creativity had “been squeezed out” of the school curriculum in favour of academic content and she asked the Government to discuss their engagement on this topic, along with how the Government were encouraging adults to learn languages.

She said that Government should recognise that lifelong learning was critical and explicitly give the recommendation that all universities should “consider how best to support this educational provision, either through developing a more flexible curriculum or producing open educational resources.” Lord Addington (Lib Dem) added the importance of lifelong learning and skills for those with dyslexia and other hidden disabilities.

Baroness Bakewell (Lab), a member of the Artificial Intelligence Committee, asked if the post-18 review of funding would confront the fourth industrial revolution.

Lords Spokesperson for Higher Education, Viscount Younger of Leckie, discussed the points made throughout the debate and stated that ‘lifelong learning was becoming increasingly important due to a number of trends and challenges that are shaping the future of work in the UK.”

He outlined the various Government schemes and initiatives that aided in the development of skills throughout life which included the national retraining scheme, career learning pilots, the flexible learning fund and the outreach and cost pilots. He stated that the response to the T-level consultation would be released “very soon.”

On barriers to part-time learning he said that the review of the post-18 education-plus funding would look at how we can encourage flexible and part-time learning to allow people to study throughout their lives.

Nursing Students

Earlier in the academic year some nursing students were overpaid on their student loan.

Helen Jones asked a parliamentary question to follow this up:

Q – Helen Jones: what estimate he has made of the number of nursing students who have received incorrect payments from the Student Loans Company and who have been told that money will as a result be deducted from their future payments.

While the parliamentary question hasn’t been answered yet (due on Monday) the Government have responded on how they intend to recover the funds from nursing students who have been overpaid on their student loan. Additional payments of up to £1,000 and a deferred re-payment scheme have been set up. The Government says affected students can apply for this additional, non-repayable, maintenance support for the rest of this academic year if they are facing hardship. The Student Loan Company will also defer the recovery of the overpaid funds until affected students have finished their courses and can afford to repay. Overpaid students will be eligible for normal support as per usual in the next academic year.

Sam Gyimah stated: “My priority has been to ensure none of the affected student nurses should suffer hardship as a result of an administrative error. These short-term, practical steps will provide immediate help for those who need it so they can concentrate on their studies and their future careers without concern.”

The Royal College of Nursing have responded:

“This is a small but welcome recognition of the problem. But it does not go anything like far enough. Student nurses will still struggle to pay bills and childcare costs and they must not be forced to turn to loan sharks or even quit their studies as a result. 

“This was not a problem of their making and we will not let them pay the price. The overpayment mistakes must be written off and they need money this month without a bureaucratic nightmare.

“This announcement lacks detail and we will keep asking the difficult questions until students have the answers.”

Parliamentary Questions

Student Loans – Appointment

Q – Gordon Marsden: To ask the Secretary of State for Education when he plans to appoint a new permanent chief executive of the Student Loans Company.

A- Sam Gyimah: The Student Loan Company’s (SLC’s) Shareholding Administrations (the Department for Education, the Welsh Government, the Scottish Government and the Northern Irish Executive) are working closely with the SLC Board on the appointment of a new permanent CEO. This appointment will take place as soon as possible.

TEF

Q – Gordon Marsden: To ask the Secretary of State for Education when he plans to appoint the independent chair of the review into the Teaching Excellence Framework.

A – Sam Gyimah: My right hon. Friend, the Secretary of State is planning to appoint a suitable independent person to report on the operation of the Teaching Excellence and Student Outcomes Framework by autumn 2018. The department is currently engaged in a process for identifying people who have both the required experience and can command the confidence of the sector.

 

STEM

Q – Gordon Marsden: what discussions he has had with the (a) Home Secretary and (b) Secretary of State for the Department for Exiting the European Union on universities being able to continue to recruit academics to teach STEM subjects after the UK leaves the EU.

A– Sam Gyimah: The government recognises that the ability to continue to attract Science, Technology, Engineering and Mathematics (STEM) academics from across the EU post-exit is a priority for the higher education (HE) sector. That is why departments are working to ensure the interests of the HE sector are represented in EU exit planning, and the government has been clear that the UK will remain open to academic staff and researchers from Europe and beyond.

To help provide certainty to current and prospective EU academics, in December 2017 we reached an agreement with the EU that EU citizens living in the UK when we exit will be able to get on with their lives broadly as now, and enjoy rights such as access to healthcare, benefits, and education. We will extend the December deal to those that arrive during the implementation period, but EU citizens who arrive here during this period must register with the Home Office after three months residence in the UK.

We are considering the options for our future migration system and a crucial part of this work is the government commissioning the Migration Advisory Committee to assess the impact of EU exit on the UK labour market. Their report in September will help to inform our thinking.

Elsewhere, the government is taking steps to increase the supply of important STEM skills, including by supporting new institutions such as the New Model in Technology and Engineering and the Institute of Coding, where a consortium of employers and universities will ensure HE courses meet the needs of the economy.

Contract Cheating

Q – Stephen Timms: what assessment he has made of the prevalence of fraudulent dissertation-writing services for university students; and what plans he has to address that practice.

A- Sam Gyimah: Higher education providers, as autonomous organisations, are responsible for handling matters of this nature, including developing and implementing policies to detect and discourage plagiarism. To help providers tackle the issue, we asked the Quality Assurance Agency, Universities UK and the National Union of Students to produce new guidance, which was published in October 2017.

This guidance is the first set of comprehensive advice for providers and students on the subject. It makes clear that where providers are working with others to deliver programmes, such as through validation, care should be taken to ensure that partner organisations are taking the risks of academic misconduct seriously. Providers are also encouraged to consider steps to scrutinise potential partners’ processes and regulations when developing validation arrangements. This is in line with the wider expectations set out in the UK Quality Code for Higher Education which all providers must meet. The code establishes the fundamental principle that degree awarding bodies have ultimate responsibility for academic standards and the quality of learning opportunities, regardless of where these opportunities are delivered and who provides them.

Going forward, I expect the Office for Students to encourage and support the sector to implement strong policies and sanctions to address this important issue in the most robust way possible.

2019/20 EU student fee levels

Q – Hilary Benn: To ask the Secretary of State for Education, whether non-UK EU students starting university courses in the UK in academic year 2019-20 will be charged home student fees for the full duration of their course.

A – Sam Gyimah: Applications for courses starting in 2019/20 do not open until September 2018, and we will ensure EU students starting courses at English Institutions in that academic year have information well in advance of this date.

 

Consultations

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

Other news

Social Media: a new All Party Parliamentary Group has launched on Social Media and Young People’s Mental Health and Wellbeing. It will be chaired by Chris Elmore MP (Labour).

Disadvantage: An Education Policy Institute report comparing educationally disadvantaged pupils within England with other nations has concluded England needs to double the number of disadvantaged pupils achieving the top GCSE grades to match the performance of the best nations.

Industrial Strategy: Ministers have announced £8 million for innovation to tackle global climate change and prepare for natural disasters as part of the Industrial Strategy for Commonwealth countries.

Transition to work: Stephen Isherwood writes about the stark differences between academic and working life in Communicating the university-to-work transition to students.

He states we underestimate the difficulties of the transition that students have to make when they start full-time work. That it’s a myth that employers expect fully work-ready hires who don’t require any development, but the spectrum of experience ranges from the student who hasn’t even had a bar job, to those with a one-year placement and more. The biggest development need is found in the complex areas of working with others. “Teamwork” is vague – a term used to describe managing up, dealing with conflicts, and working across complex team structures – University group exercises don’t match up to this. Real on the job experience is valued most and graduates with meaningful work experience are more employable. Isherwood states employers think that interns are much more likely to have the skills they seek than those without work experience:

But not all work experience has to be gained via a city internship in a gleaming Canary Wharf skyscraper. Work experience comes in many forms. Pulling shifts in a restaurant often involves dealing with demanding people. A student on a supermarket till can see around them the business decisions that companies make on a day-to-day basis. The fact that fewer and fewer young people are now working part-time during their school years is a problem.

Students who interview well demonstrate how they proactively developed relevant skills. A problem with course-related group work examples is that everyone has them. Employers are more likely to hire the student who has done more than they were told to, and can explain how they overcame difficulties and got stuff done.

He concludes:

It’s in the interests of employers, universities, and the students themselves to improve transitions into work. The more students gain meaningful experiences to develop the skills that will get them started in their career, the deeper their understanding of their strengths, and the easier and quicker they will transition to the world of work.

The Guardian ran a related article this week: Working while you study: a means to an end or a career opportunity.

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JANE FORSTER                                            |                       SARAH CARTER

Policy Advisor                                                                     Policy & Public Affairs Officer

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