Tagged / Higher Education and Research Act 2017

HE Policy Update w/e 21st December 2022

international, open accecss, Student Engagement

There’s something for everyone in this final policy update of 2022. Although things have calmed down a bit as we approach the festive period there is still lots of news. We’ve kept matters as light as possible for you with links to more information for those that wish to read more. Here’s wishing you all a relaxing break, happy Christmas and a good start to the New Year.

Parliamentary News

Parliamentary session to continue: It’s been confirmed that the King’s Speech (and therefore, the State Opening of Parliament in 2023) will be delayed allowing more time for the Government to pass its legislative agenda. This is because when the Parliamentary session is closed any outstanding legislation drops away automatically unless a carry-over motion is passed to enable it to continue. (You’ll recall the Freedom of Speech (HE) Bill was carried over from the previous session because the Government is determined to get it on the statute books). The monarch then re-opens parliament with a speech setting out the Government’s legislative plans for the coming months. The Government indicated they plan to dissolve Parliament in Autumn 2023 meaning the new parliamentary session may begin in November 2023. The Prime Minister’s spokesperson said: “The programme is very full and to make sure we have the time we need to get through the packed agenda the Prime Minister wants to deliver, the session will run until autumn 2023.” A cynic might mention it’s also getting awfully close to the next general election. Both Houses will return from recess on the 9 January.

HE priorities: Education Select Committee session: HE Minister Robert Halfon was examined by the Education select committee and HE received a brief mention. Miriam Cates MP queried whether HE funded provided value for money considering the lower funding settlement received by FE institutions. Halfon stated he welcomed the impact and successes of both sectors and suggested that he wanted the sector to focus on social justice and bringing the most disadvantaged the opportunities to get enter higher or further education. This is a personal agenda for Halfon and he has been very open about his interest in social justice, social mobility and accessibility/performance of HE institutions in supporting disadvantage. Cates was unimpressed with Halfon’s response and pressed for a full review of joined up education post-16, not just 16 to 18, stating that the investment in HE did pay off in terms of jobs and prosperity.

Spring budget announced: Chancellor Jeremy Hunt will deliver the Spring Budget on 15 March 2023. This fulfils the obligation to produce two forecasts in a financial year (required by law).

HERA – the Christmas edition

The DfE published their policy paper assessing the Higher Education and Research Act 2017: post-legislative scrutiny. HERA was a major change to HE operations and was pushed through the Commons (against substantial Lords backlash) by Jo Johnson in 2017. It established the OfS and UKRI in their current form.

Although the paper seems to have come out of the blue the DfE are expected to do this for each major piece of legislation within their remit after the first 5 years. As the paper is written for the Education select committee we may well see a new inquiry in this field in the new year.

Even if you’re not interested in the paper per se it has an interesting synopsis of the sector from page 8 onwards. And what is a Christmas edition of anything without a review of the major occurrences over the last (5) years? Here are the ‘high’lights we’ve contended with:

  • Left EU
  • Global pandemic and all that implied: changed social and economic environment and remote/hybrid/blended learning
  • New regulatory and funding system
  • Revolving door for ministers each with their own stamp on specific priorities (printing and accommodation costs, free speech, antisemitism, university advertising, post qualification admissions, the role of universities in school performance
  • All the big things: disadvantage, quality and outcomes, Lifelong Loan Entitlements, degree apprenticeships, T levels, broader structural HE reform. Cue the adverts… phew!

On the paper Wonkhe say: It is meant to properly reflect on the act – what has worked, what hasn’t, and what needs to change, with a view to making sure we have the best law we can. The publication we got made a start – and there are some eyebrow-raising lines in there about the way the underlying assumptions and government policy have shifted, often quite radically. They have a blog for those who enjoy Wonkhe’s analyses: David Kernohan wonders if we really have the system that was asked for.

HEPI have a related blog: Have the Higher Education & Research Act and the Office for Students delivered for new and ‘challenger’ providers?

Regulatory & Free Speech

HE (Freedom of Speech) Bill

The HE (Freedom of Speech) Bill received its third reading in the House of Lords. The Lords made more amendments and have passed it back to the House of Commons. So we are now in the final stage of ‘ping pong’ where the Commons and Lords tussle over the ultimate wording before the Bill passes to the King for Royal Assent.

The Third Reading was a calm affair but the Lords didn’t roll over. Minister for the School System and Student Finance, Baroness Barran, stated she was pleased to have introduced a definition of “freedom of speech” to the Bill and that this was one of the many important clarifications as a result of their discussions in the House (during Report Stage). She also confirmed they had avoided inadvertently giving alumni the same protections as current students and had clarified that the new power given to the OfS to give guidance on supporting freedom of speech was not related to the duty on higher education providers and their constituent colleges to promote the importance of freedom of speech and academic freedom. She recognised as a breakthrough the banning of non-disclosure agreements in cases of sexual misconduct, abuse or harassment, or other forms of bullying. However, the proposed right to bring a civil claim in the courts against universities remains a big bone of contention. The Peers voted to remove it during the Report Stage and Baroness Barran said the Government would “reflect on this verdict and the arguments advanced to support it very carefully indeed.”

Lord Wallace spoke about the appointment of the new OfS free speech director. He asked the Government to “take particular care in finding a candidate for that position who will be accepted—possibly even welcomed—by the sector he or she sets out to regulate.” This reminds us of the controversy of partisan appointments that dogged Boris Johnson’s premiership.

Lord Wallace also drew attention to the outstanding question of the degree of overlap between this Bill, the recent National Security and Investment Act and the current National Security Bill, all of which imposed new duties and reporting requirements on universities. This has still not been fully resolved.

Baroness Thornton, Shadow Equalities Spokesperson, said “the jury it still out” on whether the Bill was necessary at all, but she was confident the legislation was being sent back to the Commons in an improved state. She drew attention to other outstanding matters, such as the role of the students’ unions. She also agreed with concerns around the risk of duplicating security regulations, and the risk that the Bill might pose to the business community, the commercial relations and the trading futures of universities.

Baroness Fox of Buckley (Non-Affiliated) said she hoped the Commons would “restore some version of Clause 4 and material remedies for victims of cancel culture on campus”.

OfS Annual Review: The OfS published its annual review. In her commentary of the report, OfS Chief Executive Susan Lapworth, sets out the key OfS priorities for 2023 including how tackling poor quality provision, ensuring students from all backgrounds are able to enter higher education and succeed in their studies, and protecting freedom of speech on campus are the key priorities for the OfS in 2023.

Parliamentary Questions: Regulatory

Matt Western (Shadow Universities Minister) asked some interesting questions regarding OfS funding:

In response to a parliamentary question Robert Halfon (Universities Minister) confirmed that the department’s priorities for higher education are consistent with those set out in guidance to the Office for Students (OfS) earlier this year. This includes a continued focus on delivering the government’s skills mission, driving up quality and ensuring equality of opportunity and real social mobility for students. The Government will only issue the OfS with new guidance for the current financial year if new issues or priorities emerge. 

Matt Western also asked: whether a review of the potential changes required to the admissions system for HE course in advance of the delivery of the Lifelong Learning Entitlement (2024/25) has been conducted.  Robert Halfon responded:

  • To support the design and delivery of the Lifelong Loan Entitlement (LLE) from 2025, the department will continue to engage with sector bodies across both further education and higher education, as well as the Student Loans Company and regulatory bodies.
  • On admissions, the department is continuing to work with UCAS and sector bodies to improve transparency, reduce the use of unconditional offers, and reform the personal statement to improve fairness for applicants of all backgrounds.
  • The LLE consultation and other ongoing engagements are an important part of delivering a transformation of student finance. The department is carefully considering the contributions and will publish a response in due course.

Research

Pro-innovation regulation

The Treasury published a policy paper: Pro-Innovation Regulation of Technologies Project: Terms of Reference which announces a review considering how to regulate emerging technologies.

Pro-innovation regulation focuses on ensuring that we can safely and ethically accelerate the development, testing, route to market and uptake of new technology products. It should give confidence to innovators. This is key to making the UK an attractive destination for R&D projects, manufacturing and investment, and ensuring we can realise the economic and social benefits of new technologies as quickly as possible.

The Treasury also announced the appointment of five industry experts to help accelerate the development and deployment of emerging technologies in the following key UK growth sectors:

  • digital technology
  • green industries
  • life sciences
  • advanced manufacturing
  • creative industries.

Experts will collaborate with industry and Sir Patrick Vallance to advise on new rules that use regulatory freedom to promote innovation.  The aim of the review is to establish the UK as the best regulated economy ensuring that industry and investors have the certainty needed to drive innovation, investment and growth through anticipating new developments in emerging technologies. The experts are:

Matt Clifford, Chair of the new Advanced Research and Invention Agency (ARIA), and Priya Lakhani OBE, a member of the AI Council, have been appointed to support work to harness new digital technology such as artificial intelligence.

Sir John Bell, sits on Genomics England’s board of directors, and Camilla Fleetcroft, Eclevar UK’s Vice-President of Clinical and Regulatory Affairs, will work on cultivating the life sciences sector and help drive the next generation of discoveries, such as delivering genomics-enabled clinical trials.

Jane Toogood, Chief Executive of Catalyst Technologies at Johnson Matthey, will take forward work on building green industries like hydrogen and battery development in the UK.

Future Research Assessment Programme

UKRI/Research England published three reports on the Future Research Assessment Programme (FRAP). Taken together the reports speak out against a fully metricised system for the next REF but do suggest ways in which AI might support low risk areas of the exercise. The reports are:

  • Harnessing the metric tide: indicators, infrastructures and priorities for responsible research assessment in the UK
  • Responsible use of technology in research assessment
  • REF outputs analysis: maximising the use of REF data

Quick news:

Horizon Europe extension: The Government announced an extension to the support provided to UK Horizon Europe applicants, originally launched in November 2021. The extension will ensure that eligible, successful UK applicants will continue to be guaranteed funding. The guarantee will be in place to cover all Horizon Europe calls that close on or before 31 March 2023. Eligible, successful applicants to Horizon Europe will receive the full value of their funding at their UK host institution for the lifetime of their grant. Successful awardees do not need to leave the UK to receive this funding, which will provide reassurance for future collaborations, and support UK researchers whether association is confirmed, or otherwise.

Science Minister, George Freeman, has been busy recently:

Wonkhe blog: The International Science Partnerships Fund is out, and James Coe thinks it has implications for UK research post Horizon.

The Lords Science and Technology Committee wrote to the Minister for Science, Research and Innovation George Freeman with the findings of its inquiry into people and skills in UK STEM. And THE has a blog on the topic: Academic careers: Teetering progress: A House of Lords committee has warned that the precarity of academic careers is exacerbating the UK’s growing skills gap in STEM.

HEPI blog: Research Leadership Matters: Agility, Alignment, Ambition

Graduate outcomes and employment

Sir John Holman, Independent Strategic Adviser on Careers Guidance wrote to DfE and DWP Minister regarding England’s careers guidance system.The letter summarises his recommendations for the future of the careers guidance system. It draws upon 18 months’ of consultation and conversations with careers practitioners and sector representatives, employers, schools, colleges, local bodies and a range of other interested parties, as well as a review of available evidence from the DfE, the Department for Work and Pensions (DWP) and the wider sector. You can read Holman’s recommendations (9 Strategic Principles) here. It’s worth a read, put it on your January list! HE and Skills Minister Robert Halfon welcomed the recommendations and stated he will consider them carefully – and that the Department will publish more information on future plans for the careers guidance system “in due course”.

Graduate employment: A catch up on the news that graduate employers aren’t focussed on degree outcome grade. The Times broke the story. Quickly followed up by Research Professional: The Times reports that fewer than half of graduate employers asked recruits for a 2:1 this year, according to a report by the Institute of Student Employers. And by Wonkhe: For the first time, less than half of graduate employers require a 2:1, new findings from the Institute for Student Employers suggest. The data from its 2022 student recruitment survey – drawn from 168 responses covering 32,110 hires, with larger organisations somewhat overrepresented – saw only 48% of responding employers having such a stipulation for graduate roles, down from 57% in 2021.

Data: The DfE released a new type of LEO data dashboard (and a report) looking at the earnings of individuals post GCSE over a 15 year period. Socioeconomic, demographic and education factors are within the data providing a granular picture. It isn’t directly comparable with the Graduate Outcomes data the HE sector routinely uses as there are small methodological differences, not least the inclusion of non-graduates. The box on page 23 explains the differences.  However, it provides a comparator for graduate and non-graduates of the same age (rather than mixed ages with all of the same graduation cohort). For the data buffs page 22 onwards explains the graduate/non-graduate comparators re: the value of a degree.

Key points:

  • People have diverse employment pathways in their 15 years. Taking into account the 50 most common pathways only accounts for 31% of individuals.
  • The report aims to show how education and labour market activities and outcomes differ for different groups of individuals despite similar education levels. Particularly, to see how education and labour market outcomes differ for graduates and non-graduates with different individual characteristics.
  • Higher proportions of individuals completing a degree are in employment, having higher average earnings than those without a degree and with lower proportions claiming out of work benefits.
  • Higher levels of education lead to better labour market outcomes for all. This compares like with like so an individual with SEN or who was in receipt of free school meals (FSM) has a better labour market outcome than their SEN/FSM counterpart who left education at a lower level.
  • However, when the comparison is not like with like certain groups have lower labour market outcome than others. Although in these cases those completing a degree have better labour market outcomes than their comparators who do not have a degree. For example, there are higher proportions of graduates that were FSM eligible in employment and lower proportions claiming benefits than non-FSM eligible nongraduates. Of those in employment, the FSM eligible graduates earn around £5,000 more per year than non-FSM eligible nongraduates and their earnings potential seem to have different trajectories.
  • For a few select sub-groups a higher education level does not always lead to better labour market outcomes than their peers with a lower education level. For example, individuals with a SEN statement even with a degree tend not to outperform those without SEN who only studied to a lower educational level.
  • There is considerable difference in the earnings trajectories and outcomes for graduate and non-graduate individuals in employment (see Figure 15 below). There is a £10,000 difference in annual average earnings for graduates and non-graduates in employment 15 years after finishing KS4 (for most graduates this is around 8 to 10 years after graduation). Though the curve for graduates flattens after a sharp increase as more graduates join the labour market, it continues to increase at a faster rate than that for non-graduates

The Institute for Fiscal Studies analysed the data in more depth using measures to control multiple background characteristics. They found prior attainment and subject of study at HE level to be very important in determining [financial] returns to degrees. Similarly, this report finds:

  • Those with poorer attainment at KS4 that go on to complete a degree do not have better labour market outcomes than individuals with better KS4 attainment that do not complete a degree. This is also the case for SEN statemented individuals when compared with those not identified with SEN.  However, every other sub-group that completed a degree benefits from the better labour market outcomes due to the degree premium. Table 14 below illustrates this for SEN individuals. If you are interested in this sectionality do read the key findings, paragraph 159 on page 86 onwards as they cover all the groups with lower outcomes in a more granular way.
  • Black and minority ethnic groups tend to have higher levels of post 16 education, when compared with those from the White British group, yet not necessarily better labour market outcomes
  • The report states it is novel in that it analyses the data by SEN, first language and school type (in relation to employment outcomes and benefit claims).
  • Graduates are more likely to be employed than non-graduates, however, there is an interesting regional effect (see Table 18 below). Bear in mind this is based on the individual’s current region (which is not necessarily their key stage 4 region) – yet the rankings by region for those completing a level 3 are exactly the same in table 19 on page 80 – suggesting it’s a regional thing more than a graduate thing

HEPI

HEPI published many interesting papers and blogs over the autumn semester. Here are the most relevant and recent apart from those featured elsewhere:

 Students are evenly split on whether or not they regard it as the responsibility of their higher education institution to find them a job, with one-quarter (34%) believing it is and only a slightly lower proportion (30%) saying it is not.

 Most students look to their careers service to offer help with finding an internship or placement (63%), writing their curriculum vitae (63%), interview preparation (61%), finding a career (60%) and hosting careers fairs (52%). Providing mentoring and life skills also has substantial support (49%) while far fewer students expect help with finding a holiday job (22%).

 A majority of students (53%) think ‘all university courses should be designed mainly with future employment in mind’ and a further 37% say ‘some university courses should be’. Very few students say only ‘a small proportion’ (4%) or no university course (4%) should have a focus on employment.

 However, over half of students oppose the proposal in England of providing reduced access to student finance to those opting for courses with poor employment prospects; 53% ‘strongly disagree’ and an additional 16% ‘disagree’.

 Nearly one-half of students are either ‘very confident’ (14%) or ‘quite confident’ (32%) that they are likely to find their desired job on graduation but a substantial minority are ‘quite unconfident’ (21%) or ‘very unconfident’ (9%).

 When it comes to the type of employer, many students say they do not mind (34%) what size their future employer is. Among those with a preference, a similar proportion chose larger employers (28%) with 250 or more staff than small-to-medium sized enterprises (31%) with 249 staff or fewer.

 More students prefer employers who consider characteristics such as work experience and extra-curricular activities (41%) than prefer employers who mostly care about degree results (30%).

 When asked what they regard as ‘the best definition of a “graduate-level job”‘, students split three ways: 30% say a graduate-level job is one where an employer requires applicants to have a degree; 29% say it is one that is officially classified as ‘graduate-level’; and 26% say it is a position that pays above the student loan repayment threshold.

 Nearly half of students are either ‘very confident’ (16%) or ‘quite confident’ (31%) that they will secure a graduate-level role, while 17% are ‘quite unconfident’ and 8% are ‘very unconfident’.

 Around half (49%) of students have not used their careers service to date, which is slightly higher than the proportion who have (43%).

 Those who have used a careers service are more satisfied than unsatisfied, with 59% saying they were ‘very happy’ or ‘quite happy’ with the service they received. However, 13% were ‘quite unhappy’ and 7% were ‘very unhappy’.

 Those who have not used their careers service were given an opportunity to explain why. Some said they do not know what their careers service has to offer, some believe the careers service would not support their specific career needs and some feel they are too early in their course to consider career planning.

 Students want a single digital learning platform that is easy to use.

The vast majority (87%) of students would like to see digital learning resources streamlined onto a single platform with one, intuitive user experience, where texts are easily readable and navigable. The platform should be compatible across a range of devices and accessible on- and off-campus.

Students want to be able to access digital resources without waiting lists.

Nearly all (95%) of students say digital copies of their course books should be available to them at the point of need, without waiting lists.

Although many students say that they do not worry about being able to access course books through the library when they need them, 59% of students who are impacted by such worries say the wider availability of digital resources would improve their mental health.

Students want digital recordings of their lectures.

The most in-demand digital learning resource is lecture recordings. Students want to see recordings uploaded onto a single, user-friendly platform and for them to be made available for the duration of their courses.

HE Sector Resource

The Institute for Fiscal Studies published its fifth annual report on education spending in England. Here’s the summary of HE spending provided by Dods Political Intelligence:

  • Up-front spending on teaching resources per higher education student has continued to decline steadily, standing at £9,300 per year for the 2022–23 university entry cohort. That is around £1,700 less per year in real terms than for 2012–13 entrants, largely because the cap on tuition fees is now 18% lower in real terms than it was in 2012–13.
  • The nominal freeze in fees is set to continue for another two years, adding to other financial pressures on universities. The most important pressure in the near term is likely to be the cost of any settlement with staff over pay and pensions.
  • A major package of student loans reforms was announced in February and has substantially reduced the expected long-run cost of higher education, shifting a larger share of the cost onto graduates themselves. Changes to future repayment thresholds mean most students from the 2012 to 2022 university entry cohorts can expect to repay substantially more, with middle-earning graduates hit hardest.
  • From the 2023 entry cohort onwards, a lower repayment threshold, a longer repayment period and a lower interest rate mean most students can expect to repay their loans in full and to repay roughly the same amount as they borrowed in real terms. High earners will no longer pay off more than they borrowed, and only low-earning graduates’ loans will be subsidised by the taxpayer.
  • For current students, higher-than-expected inflation has eroded the real value of maintenance loans. Students in 2022–23 will be entitled to borrow 10% less towards their living costs than they were in 2020–21, a cut equivalent to £90 a month for the poorest students. Without a change in policy, living cost support for future students will be permanently lower, causing hardship for some.

Admissions, Access & Participation

Disabled students: Wonkhe blog – Endless reports have promised progress on access failures for disabled students – but how much difference has been made? Meg Darroch and Jim Dickinson take some regulatory ideas for a spin.

Disadvantage gaps: The Education Policy Institute published a report on the disadvantage gaps in England during 2021. It finds that much of the reduction in the disadvantage gap over the last decade has been reversed during the pandemic. The report mainly focuses on key stage 4 and 16-19 education. If this report was of interest you may also be interested in Ofsted’s annual report,

HEPI blog: Designing outreach with people of Gypsy, Roma and Traveller heritage – a lesson in critical unlearning and Raising institutional aspirations for supporting Gypsy, Traveller, Roma, Showmen and Boater students in higher education

HEPI blog: Why every university needs an advisor for care leavers and estranged students

Admissions:

HE – massification

Research Professional ran a thought-provoking article describing how the massification of HE has resulted in an unequal and divided workforce as graduate culture permeates companies. It describes ways to rebalance HE to provide vocationally oriented degrees – but this isn’t article just trumpeting skills, it believes HE should be universally funded and as natural as completing secondary schooling. It supports levelling up – although not in quite the same style as the Government originally intended through technologically advanced regions. Also: At the same time, there would need to be a corresponding growth in graduate jobs. This would involve spinouts and cooperative ventures with research universities, incentivised through their endowments to build these kind of links. Regional government would need to be involved in planning health, care and education systems, and the supply of graduate jobs in the health and education sectors would need to be underwritten before graduate employment in private and not-for-profit sectors caught up. It’s alternative in its solutions and it is easy to dismiss the article but closer readers may find aspects that resonate.

International

Transnational £: DfE estimates of the value of transnational education (TNE) for 2020 (this includes education programmes that take place outside the UK, through partner institutions or distance learning or international campuses).

  • Total UK revenue estimated to be £25.6 billion in 2020, an increase of 0.8% since 2019 in current prices.
  • HE was the main contributor with £19.5 billion of export revenue – equating to a share of 76.3% of the value of total exports, representing an increase of 6.3 ppts from 2019.
  • In 2020, international (EU and non-EU) Higher Education students at UK universities generated an estimated £18.0 billion in exports through living expenditure and tuition fees (£15.9 billion in 2019), which accounts for around 70.2% of the total value of education exports and TNE activity (62.6% in 2019).

The National Statistician, Sir Ian Diamond, has explained why international students are included in the net migration figures.

  • The United Nations definition of a long-term migrant is: “A person who moves to a country other than that of his or her usual residence for a period of at least a year (12 months), so that the country of destination effectively becomes his or her new country of usual residence.” International students will typically live in the UK for more than a year, and so meet the definition of a long-term migrant.
  • However, we recognise this definition is narrow and doesn’t always meet user needs. We have plans to explore alternative definitions, including estimating net migration by reason, such as study. This will help provide more context to headline measures of migration, addressing recent findings from the ONS research that most international students will leave the UK after their studies are concluded.

Wonkhe blog – For Nick Isles, recent ministerial comments about international students have been dangerously underinformed.

Parliamentary Questions:

Inquiries and Consultations

Click here to view the updated inquiries and consultation tracker. There are not any new consultations or inquiries this week.

Other news

Gaming: Grants for R&D and recruitment of video game graduates (parliamentary question).  

OIA appointment: The Office of the Independent Adjudicator for HE (OIA) announced the appointment of Helen Megarry as the next Independent Adjudicator. Helen takes up the post in May 2023, and will jointly lead the organisation with Ben Elger, Chief Executive. Megarry is currently the Independent Adjudicator for His Majesty’s Revenue & Customs (HMRC) and Valuation Office Agency, and independent reviewer of decisions made under the Windrush Compensation Scheme. She was previously Deputy Housing Ombudsman at the Housing Ombudsman Service, and a Board member of the Ombudsman Association. The current Independent Adjudicator, Felicity Mitchell, will continue to jointly lead the organisation until her term of office concludes at the end of April 2023.

PTES: Earlier this month the 2022 Postgraduate Taught Experience Survey results were released. Research Professional has a nice write up suggesting that satisfaction levels among PGT students have bounced back after hitting record lows during the Covid-19 pandemic.

Power sharing:  Gordon Brown’s Commission on the UK’s Future (Labour party) published A New Britain: Renewing our Democracy and Rebuilding our Economy – a report on devolution and constitutional reform. Key points:

  • A new “constitutional statute” will be written which codifies social rights for citizens and the devolution of power amongst the 4 nations.
  • Local authorities will be given the opportunity to gain new powers from central government.
  • A “suite” of R&D programs will aim to drive growth across England via local growth.
  • The UK Infrastructure Bank will be given an explicit mission to address regional economic inequality in the provision of infrastructure.
  • Local authorities will be given longer term funding settlements
  • Local people will have greater input to local authorities spending priorities.
  • Powers for devolved nations will be broadened
  • Councils of the Nations and Regions and of England will open opportunities for shared decision making from local government, devolved and national government.
  • New rules and enforcement procedures for standards in public life.
  • The House of Lords will be abolished and replaced with an elected 2ndchamber which will focus on protecting the constitution, devolution and standards in public life.

The report was strongly criticised by Plaid Cymru and the SNP.

Consumer Law: New OfS enforcement deal raises consumer law compliance pressure on universities. Higher education providers in the UK need to step up their efforts to protect students’ rights and comply with consumer laws, an expert has said as the Office for Students (OfS) and National Trading Standards announced a new partnership. The OfS’ partnership with National Trading Standards is a sign that the higher education regulator is moving into “regulatory compliance mode”, according to Rami Labib of Pinsent Masons. Read more.

Fees & Funding: Wonkhe blog – It was a trip down memory lane as graduate tax – and all the reasons to reject it – were rehearsed at a sector event. But the sector needs some bigger thinking on fees and funding soon, argues Jim Dickinson.

Enterprise: The All-Party Parliamentary University Group praised the work of the National Centre for Entrepreneurship in Education in the blog: How can higher education be at the forefront of enterprise and entrepreneurship?, 

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HE policy update w/e 23rd June 2017

international, Student Engagement

Two items have dominated this week – the Queen’s Speech at the state opening of Parliament, and the TEF results.

Queen’s Speech

The Queen’s Speech sets out the government’s legislative agenda for the session of parliament. In a rare departure this year the parliamentary legislative session is planned to last for two years, instead of one, to accommodate Brexit and the Repeal Bill. Both the Commons and Lords will debate the planned legislative programme for six working days.  Education will be debated on Tuesday 27 June by the Commons and Thursday 29 June by the Lords. Usually during the final days of debate two Opposition amendments are considered and one is voted upon – it will be interesting to see what they pick. The Commons vote on the final motion takes place on Thursday 29 June. The government must win this vote  -although the DUP are likely to support the government, Labour are hovering in the wings ready to capitalise on any opportunity.

The significance of the Queen’s Speech for HE was more about what it did not contain. Across the board many manifesto commitments were absent or lacked detail, but that is not unusual.

Schools were addressed with a commitment to increase the schools budget further and to make schools funding fairer. Furthermore, of importance to HE, in line with the ‘Schools that work for everyone’ consultation, the Queen’s Speech makes reference to encouraging more people, schools and institutions to come forward to help to create more good school places. This falls short of promising legislation to force universities or independent schools to sponsor or open free schools, as mentioned in the manifesto. However, legislation isn’t required to force universities into sponsorship.  We await the next steps in the response to the Schools consultation.  Labour’s Shadow Secretary of State for Education, Angela Rayner, has tabled the parliamentary question: What her policy is on the involvement of universities in academy sponsorship and the founding of free schools and charging maximum tuition fees. We’ll bring you the response in next week’s policy update. Grammar schools were not mentioned. While the policy has not been officially dropped the BBC cite a DfE source who stated ”the Queen’s Speech was an unambiguous decision not to go ahead with creating more grammar schools”.

The commitment remains to refreshing technical education, funding and delivering the new Institutes of Technology as part of the Industrial Strategy. Angela Rayner has also tabled a parliamentary question on reviewing funding across tertiary education. HEPI published a report on technical and professional education this week.

Immigration – the government pledged “A Bill to establish new national policies on immigration, completed by legislation to ensure that the UK makes a success of Brexit”. The new factor in this debate is the role of the DUP which has indicated it wants a policy that meets the skills needs of Britain. This may not completely dovetail with May’s commitment to the net migration target. In the election aftermath there have been rumours that the government will soften their immigration stance. However, the migration cap was confirmed again by Damien Green on Wednesday.

The Queen’s Speech also addressed Social Care, Mental Health and the tech sector. Please contact Sarah for a summary if these areas interest you.

The Teaching Excellence Framework (TEF)

Relish or rubbish it TEF is one of the most significant policy initiatives in recent years. Despite sector opposition and Lords legislative amendments, Jo Johnson’s drive to bring teaching excellence into focus survived largely intact with a review promised in 2019. The categorisation of universities into a single label of Gold, Silver or Bronze gives a highly visible message to the public. A debate rages on how much influence TEF will have on prospective students’ choices and their parents’ opinion. However, including the awards on unistats, and UCAS course pages means that  TEF is a force to be respected.  Jane’s blog for Wonkhe gives a personal perspective – the good outweighs the bad.

What is TEF?

TEF is a government endorsed evaluation of teaching excellence. Wonkhe have a useful beginner’s guide to the TEF which sets out the component parts within the three categories of Teaching Quality, Learning Environment and Student Outcomes and Learning (also see diagram, and explanation of  TEF flags). Controversy within the sector (and Lords debate during the HE and Research Bill) centred on the metrics- which use measures of student experience, retention, and outcomes as a proxy for teaching excellence. In May Jo Johnson stated that TEF was ‘an iterative process’ and would ‘evolve and develop’ over the years. New metrics including LEO will be considered for inclusion as TEF matures.

The government’s aims for TEF are to:

  • Inform prospective student choice
  • Recognise, reward and drive excellent teaching (balancing a research focus at the expense of teaching experience)
  • Inform and meet employer, business and industry needs

Read Wonkhe’s interesting political history of the methods successive policy makers have attempted to drive progress. And HEPI’s (short!) idiots guide to the arguments for and against the TEF.

Participation in TEF was voluntary but most (nearly all in England, fewer in the devolved administrations) chose to participate. TEF is linked to the raising of the higher fee cap.  However, to allow the HE and Research Act to pass swiftly the government agreed to postpone the further link which differentiated the fee cap based on TEF ratings. This has been postponed until 2020 and can only be reinstated after an independent review of TEF has been conducted. Read John Vinney’s research blog which highlights the Lords unease over the TEF fees link as the HE and Research Bill made its way through parliament.

TEF also aligns with the government’s social mobility agenda. The metrics deliberately split out widening participation indicators such as BME and part time students to ensure consideration of these groups at institutional level.

TEF – the outcome

As the data that underlines the metrics are widely published, he sector already had a ball park idea of where institutional ratings would fall, although the subtlety of the individual benchmarking process did make it hard to predict with confidence.  For some the TEF heralds a refreshing shake up of the sector, a move away from research influenced league tables.  For pre-results release comment see TEF will check the most complacent and privileged and Performance management is here to stay, but TEF needs a rethink.

The TEF results for all participating providers were released by HEFCE on Thursday 22 June. At the time of writing the HEFCE TEF webpages were very slow, as an alternative see this Times Higher page which lists all institutions results but not the provider results statements. The Times Higher page also compares each provider’s TEF result with their THE World University Ranking and REF GPA.

As the policy wonks digest the national results picture, questions emerge about the relative influence of the provider statement against metrics, and a good article by Wonkhe provides volumes and information on institutions that were up or downgraded against their initial metric based ranking. There are interesting results analysis tweets and diagrams by the University of Huddersfield.  Chris Husbands, the chair of the TEF, has responded to the reaction with a strong defence of the system on Wonkhe.

Jo Johnson, in the TEF results release, harks back to the original TEF objectives:  “These results, highlighting the extraordinary strengths of our higher education system, will help students choose which university or college to study at. The Teaching Excellence Framework is refocusing the sector’s attention on teaching – putting in place incentives that will raise standards across the sector and giving teaching the same status as research. Students, parents, employers and taxpayers all have a shared interest in ensuring that higher education equips the next generation of graduates for success.”  He also tweeted “Kudos to all 295 institutions that volunteered for the first Teaching Excellence Framework assessment”.

BU’s approach

BU’s continuing approach to TEF reflects our fundamental commitment to Fusion. Read John Vinney’s HEPI blog which addresses the importance of both research and teaching in inspiring learning excellence, and the comments from Professor Holley on this research blog: “BU is unusual in the sector in drawing together preparation for both REF and TEF, mirroring their Fusion agenda of excellence in research, education and professional practice. It is exciting to be at the centre of these policy opportunities, to build synergy in a way that will further enhance the student experience. At BU we pride ourselves on delivering innovative teaching and learning that works for all of our students, regardless of background.”  If you missed it, you can read about BU’s silver award here.

The Future

Amid the excitement of ‘results day’ it is easy to forget that TEF is still evolving. There will be an extended two-year subject level pilot in 2017/18 and 2018/19, with a final version rolled out in 2019/20 (TEF year 5). Despite extensive sector consultation and comment over the past year few decisions have been made about the complexity and level of detail that will dictate the subject level structural framework.  The approach based on many categories of disciplines will most genuinely reflect the learning experience of students but could be  burdensome and costly – some say broader groups will be easier and less time consuming to manage but will have a masking effect by grouping together subjects that don’t really belong together. For example, subjects as diverse as geography and nursing could banded together under a social sciences heading. Subject level TEF will also make labelling harder. How will a silver institution with a range of gold and bronze subject judgements market themselves effectively but unambiguously? Will parents and prospective students (who need clear, simple branding to make decisions) pay more attention to the Gold rating for their intended subject or an overall Bronze for the intended institution? If that doesn’t have you reaching for the headache medication read Wonkhe’s article which delves further into the complexities of subject level TEF.

Also don’t forget postgraduates. Postgraduate TEF was scheduled for TEF year 4 (assessed in 2018-19 based on 2017-18 data); however, many speculate that given the extension of the subject level TEF pilot and the independent review of TEF, as well as everything else, postgraduate TEF may be shelved until further notice.   See Wonkhe’s TEF article about postgraduate TEF.

But with the Bill passed, what will the Universities Minister do during this parliament? Perhaps focus more on the Science and Research part of his portfolio, with the Industrial Strategy and Brexit issues to deal with.

Lastly, at a June Wonkhe TEF conference Mark Jones (HEA) called on the sector to ‘take back control’ of teaching excellence and play a part in developing teaching metrics rather than simply critiquing them. He advocated engaging with Gibbs (2010) Dimensions of quality research and looking at international initiatives as part of potential metric development.  Chris Husbands repeated this call in his blog this week.

Media Coverage

Times Higher has a hub page where they gather together key articles and comment on the TEF, and Wonkhe gather together many articles and blogs whilst also providing key results analysis. You may like eight first lessons from the TEF results.

Media coverage has focussed mostly on the mixed ratings achieved by Russell Group members:

Sector response

Nick Hillman, Director of the Higher Education Policy Institute, said:  ‘The Teaching Excellence Framework would have comprehensively failed if it had simply replicated existing hierarchies. It was always designed to do something different to other league tables and rankings – namely, to show where there are pockets of excellence that have been ignored and to encourage improvements elsewhere.

‘So the fact that some of the results seem surprising suggests it is working. I visit around 50 universities a year so know the Gold ratings have been hard won by committed staff and students and are very well deserved.

‘Nonetheless, in this early guise, the TEF is far from a perfect assessment of teaching and learning. While it tells us a lot of useful things, none of them accurately reflects precisely what goes on in lecture halls. I hope university applicants will use the results in their decision making but they should do so with caution, not least because the ratings are for whole universities rather than individual courses.’

 

Jane Forster                                   Sarah Carter

VC’s Policy Adviser                                    Policy & Public Affairs Officer

 

HE policy update w/e 16th June 2017

international, Student Engagement

New Parliament – On Monday we sent out a special edition policy update to keep you current on the political arrangements as the new government is formed. If you missed it you can read it here. Locally, all the incumbents were re-elected, meaning the whole of Dorset continues to be represented by Conservatives. A breakdown of the local MPs, the profile of their vote share, and current political interest areas is available here. It has now been confirmed that the Queen’s Speech and state opening of Parliament will take place on Wednesday 21 June. Since Monday’s update it has been confirmed that Jo Johnson remains in post as Universities Science Research and Innovation Minister. Anne Milton is the new Apprenticeships and Skills Minister. Locally Tobias Ellwood will move to the Ministry for Defence.

  • Student voting preferences: YouGov’s post-election poll states that 64% of full time students voted Labour, 19% for Conservatives, 10% Lib Dems. For graduates Labour got 49% and Conservatives 32%.
  • Effect of age: The survey states that young turnout was not as high as the media initially reported – 59% of 20-24 year olds voted. The survey highlights that age is a new dividing line in British politics. For every 10 years older a voter is, the likelihood they will vote Conservative increases.
  • Effect of education: The survey reports that education is also an electoral demographic divide with support. In the recent election support for the Conservatives decreased the more educated a voter was, with the reverse for Labour and the Lib Dems. Age is a factor, the young have more qualifications than the old, however YouGov report even accounting for this the Conservatives still have a graduate problem.

Longitudinal Education Outcomes (LEO) data – The full longitudinal education outcomes (LEO) data was released this week. It shows graduate earnings and employment outcomes from 2014/15 taking data from the students graduating 1, 3 and 5 years before 2014/15. The methodological of how the data measured prior attainment has changed and ethnicity identifiers have been removed from the dataset for this release. LEO will be published alongside the Key Information Set on Unistats. Wonkhe ran a live LEO blog on release day (BU got a mention) and have an assortment of articles discussing the LEO findings as well as university rankings for each subject area. Polar data is available so comparison of the class effect on graduate earnings is possible even at a subject level. BU is generally positioned well within the LEO data, which is consistent with our DLHE outcomes data.

Gender pay gaps: Wonkhe reported on the first trial release of LEO data highlighting that the pay gap between women and men is visible from graduation. Wonkhe have explored this gender pay gap through the full LEO dataset released this week. Their new article identifies that, while the gender gap remains, subject area has an affect and where there are lower numbers of men than women on a subject, e.g. nursing, the men outperform the women’s pay by an even greater margin. The article questions whether universities are failing to prepare women to enter the most well-paying graduate jobs, and failing to encourage women’s aspirations on the same par as men. The article also anticipates that when the pay data can be cut by ethnicity that further gender racial divides will been seen. The Guardian also report on the gender pay gap.

Brexit – residency rights for EU citizens wishing to remain in the UK post Brexit are not as black and white as it seems. This report from Migration Watch UK on the EC’s negotiating position explores the shades of grey. There are ongoing rumours of pressure to soften the approach to Brexit but no indication of it – the formal negotiations with the EU start on Monday.

Higher Education and Research Act (HERA) – With Jo Johnson, Justine Greening and Greg Clark’s continuation of their cabinet roles the sector anticipates that both TEF and the HE and Research Act will move forward with more certainty now. UUK have published a briefing on the implementation of the Higher Education and Research Act 2017. UUK remain positive in their approach to the act whilst acknowledging the potential risk to institutional autonomy. The act replaces HEFCE with the OfS, establishes the combined UKRI, and begins to establish the new regulatory system for the sector. UUK call for universities to engage and influence how OfS and UKRI approach their remit and to consider the implications of these split bodies with reference to the relationship between teaching and research within universities.

Regulation: The sector will be regulated through the register of HE providers. The OfS can vary the conditions applied to providers (as the pool of providers will be wider) and requirements relating to access and participation. A technical consultation on registration fees is expected during autumn 2017. Student protection plans will be a requirement of registration, including transparency in enabling provision for student transfers. The OfS will consult on whether there are appropriate bodies that could perform quality assessment and data collection in advance of April 2018 and that would command the confidence of the sector.

Teaching quality: During amendment through parliament conditions of registration relating to quality and standards of teaching meant conditions should relate to sector recognised standards. The detail and ownership the sector will have over the definition of standards is unclear. However, amendments within the Lords ensured that ‘quality’ and ‘standards’ should be properly defined and separate and the independent ability of institutions to set their own standards was protected. The UK-wide standing committee on quality assessment is working to coordinate a shared regulatory baseline and is also reviewing how the quality code, including standards, may need to evolve in the context of the new regulations. HEFCE is also expected to conduct a review of the Annual Provider Review in the autumn.

Degree awarding powers: will be subject to independent quality advice from either the designated quality body or an independent committee, and replicates much of the role of the QAA’s Advisory Committee on degree awarding powers (Section 46). A consultation on how the OfS should exercise its new powers, including ‘probationary’ degree awarding powers, and the removal of degree awarding powers is expected. There are additional conditions to be met before OfS can vary or revoke degree awarding powers or university title, royal charters cannot be revoked in full. There is to be additional ministerial oversight of new providers without a validation track record. Amendment discussions secured tightened regulation around degree awarding powers and university title to protect both students and the sector reputation on sector entry for new providers.

Financial powers: OfS will have the ability to make grants or loans to a HE provider, replicating HEFCE’s powers to provider funding for high cost or strategic/vulnerable subjects. It’s likely any support for providers in financial difficulty would require DfE and Treasury input.

Fee limits & TEF: Fee limit changes require (active) approval by both Commons and Lords, even if the increase is below inflation. An approved access and participation plan is required. There are three levels of fee limits:

  • the higher amount which will ordinarily increase by inflation (LINKED TO TEF)
  • an intermediate cap LINKED TO TEF (but won’t be implemented before 2020)
  • a basic cap (currently set at £9,000)

Until the academic year 2020/21 all providers participating in TEF with approved access plans will be permitted to charge the full inflationary increase up to the higher amount. Before differential fees determined by TEF rating can be implemented an independent review of TEF must take place. The review would need to take place in winter 2018/19 for differential fees to be implemented in 2020/21. The review will cover:

  • the process by which ratings are determined under the scheme and the sources of statistical information used in that process
  • whether process and statistical information are fit for purpose in determining ratings under the scheme
  • the names of the ratings under the scheme and whether those names are appropriate
  • the impact of the scheme on the ability of higher education providers to which the scheme applies to carry out their functions (including in particular their functions relating to teaching and research)
  • an assessment of whether the scheme is in the public interest
  • any other matters that the appointed person considers relevant

Subject level TEF have been delayed by an additional year but will be piloted in 17/18 and 18/19.

UKRI: will operate from April 2018 and is expected to commence by drafting its research and innovation strategy in collaboration with the sector. Research England will have to consult on the terms and conditions attached to the quality-related funding it provides. The government must publish details of the funding provided to UKRI, the terms and conditions attached, and the amount granted to each of the seven councils. This is designed to give public oversight of the process, and to encourage responsible allocation of funding to the different councils. The dual support system will not be undermined. The Act enshrines the Haldane principle within the legislation ‘decisions on individual research proposals are best taken following an evaluation of the quality and likely impact of the proposals (such as a peer review process)’. UKRI should give equal regard to all nations of the UK.

Widening Participation – The Social Mobility Commission have published the Social Mobility Barometer surveying the public’s attitude towards UK social mobility. The Barometer is new and there will be follow up polls each year until 2021. It was run by YouGov. Press coverage: BBC; TES focus on the belief education will be better in the future.

  • 48% of the public believe that where you end up in society today is mainly determined by your background and who your parents are; 32% believe everyone has a fair chance to get on regardless of their background.
  • 79% believe that there is a large gap between the social classes in Britain today.
  • A large majority of people believe that poorer people are held back at nearly every stage of their lives – from childhood, through education and into their careers.
  • 71% believe opportunity is dependent on where a person lives (something the government’s intended Industrial Strategy aims to tackle)
  • Young people increasingly feel they are on the wrong side of a profound unfairness in British society. The report links this dissatisfaction with the recent election where record numbers of young people voted.
  • Personal finances, job security and housing are key issues.
  • 76% of the public say poorer people are less likely to attend a top university and 66% say poorer people have less opportunity for a professional career.

Fees and Funding

The House of Commons Library have published a clear briefing paper on HE funding in England. It covers the 2012/13 higher fee increase, removal of maintenance grants and student loan repayment threshold decisions. It also summarises the public spend on HE (within England) and the impact of student loans on the national debt.

Jane Forster                                   Sarah Carter

VC’s Policy Adviser                                    Policy & Public Affairs Officer