Tagged / mental health

Centre for Wellbeing and Long-Term Health (CWLTH)

The next CWLTH Research Seminar and Centre Meeting will be at 14:00-15:00 on Wednesday 13th November 2024.  Dr Steve Trenoweth (Principal Academic in Mental Health Nursing and CWLTH Workstream Lead for Mental Health and Psychosocial Care) will speak about ‘New directions in mental healthcare: international perspective’.  Steve will be drawing on his experiences of working with colleagues and CWLTH members at Bern University of Applied Sciences in Switzerland.  The second half of the meeting will be an opportunity to reflect on CWLTH activities and future plans.  All are welcome to join this event.  Click HERE to join the meeting and for more information contact CWLTH@Bournemouth.ac.uk.

Pregnancy & COVID-19 in UK: New study published

NHS, Women's Academic Network, writing

This morning the editor of the Frontiers in Psychiatry emailed us that the paper reporting the findings of the baseline data of a large-scale epidemiological study into pregnancy during COVID-19 in the UK has been published [1].  The interdisciplinary research team includes researchers from University Hospitals Dorset NHS Foundation Trust (Dr. Latha Vinayakarao & Prof. Minesh Khashu) and Bournemouth University (Prof. Edwin van Teijlingen). 

This longitudinal study explores how the SARS-CoV-2 [COVID-19] pandemic affected the mental health of pregnant people in the UK.  In mid-to-late 2020, we recruited 3666 individuals in the UK for the EPPOCH pregnancy cohort (Maternal mental health during the COVID-19 pandemic: Effect of the Pandemic on Pregnancy Outcomes and Childhood Health). Participants were assessed for depression, anxiety, anger and pregnancy-related anxiety using validated scales. Additionally, physical activity, social support, individualized support and personal coping ability of the respondents were assessed as potential resilience factors.

Participants reported high levels of depression (57.05%), anxiety (58.04%) and anger (58.05%). Higher levels of social and individualized support and personal coping ability were associated with lower mental health challenges. Additionally, pregnant individuals in the UK experienced higher depression during the pandemic than that reported in Canada. Finally, qualitative analysis revealed that restrictions for partners and support persons during medical appointments as well as poor public health communication led to increased mental health adversities and hindered ability to make medical decisions.

The study highlights the increased mental health challenges among pregnant individuals in the UK during pandemic. These results highlight the need for reassessing the mental health support measures available to pregnant people in the UK, both during times of crisis and in general.

Reference:

  1. Datye, S., Smiljanic, M., Shetti, R.H., MacRae-Miller, A., van Teijlingen, E., Vinayakarao, L., Peters, E.M.J., Lebel, C.A., Tomfohr-Madsen, L., Giesbrecht, G., Khashu, M., Conrad, M.L. (2024) Prenatal maternal mental health and resilience in the United Kingdom during the SARS-CoV-2 Pandemic: A cross-national comparison, Frontiers in Psychiatry, 15 https://doi.org/10.3389/fpsyt.2024.1411761

HE policy update 5: 26th February 2024

Industry collaboration, innovation, international, Knowledge Exchange, NHS, Student Engagement

An interesting mixture of news: a look around through the eyes of the House of Lords library and a lengthy analysis of the differences between the 4 nations, a hopeful look forward through the UUK manifesto for the election, Research England are taking steps on spin-outs and there are serious concerns about abuse of franchised provision arrangements in some parts of the sector.  I also look at the latest developments in two sad cases of student deaths and what the might mean for the sector going forwards.  A look at Scottish and Welsh funding for HE just makes everyone scratch their heads more about how to make the numbers add up.

Politics and Parliament

Here’s something cheerful in the context of all the criticism of the sector: a House of Lords library briefing on the sector’s contribution to the economy and levelling up.  This has come out because there is a motion in the House of Lords in early March:  Lord Blunkett (Labour) to move that this House takes note of the contribution of higher education to national growth, productivity and levelling up.

As we were reminded by all this week’s chaos and anger about the Gaza motion and its various amendments, these “motions” have no actual force: they don’t directly lead to any action or decision, they are usually very party political in nature and it is not unusual for one party or another to decline to vote on them at all so that while they may be passed there is even less meaning to be taken from them.

That is not to say that they don’t have some impact: the debate itself can influence perceptions in the longer term and the briefings are always interesting. A reminder that briefings from the libraries of the House of Commons and the House of Lords are not party political: they are intended to be factual and to be used by all potential participants in the debate.  As such they provide a useful summary of the current state of affairs.

So to this one:

Citing a London Economics report for UUK in August 2023: Its analysis estimated that the ‘economic footprint’ of HE providers across the UK resulted in:

  • 768,000 full-time jobs
  • £71bn in terms of gross value added (GVA)
  • £116bn in terms of general economic output

And goes on to quote from the report: In addition to the large impact within the government, health, and education sector itself (£52.8bn of economic output), the activities of UK HE providers are estimated to generate particularly large impacts within the distribution, transport, hotels, and restaurants sector (£15.4bn), the production sector (£12.6bn), the real estate sector (£9.7bn), and the professional and support activities sector (£9.2bn).

Using a separate London Economics Report with HEPI and Kaplan International Pathways from May 2023 it also refers to findings about the contribution of international students: The average impact was highest for parliamentary constituencies in London (with an average net impact of £131mn per constituency, equivalent to £1,040 per resident). The average impact per parliamentary constituency in the North East and Scotland was estimated at £640 and £750 respectively per member of the resident population; between £500 and £510 per member of the resident population in the East and West Midlands, Northern Ireland, and Yorkshire and the Humber; and between £360 and £390 in the North West, South East, South West, the East of England, and Wales

There is a load of data about participation, and then this on outcomes, using the government’s graduate labour market statistics from June 2023

  • Looking at the labour market as a whole (therefore not just 2020/21 graduates), the government has identified better employment outcomes for graduates than non-graduates:[28]
  • In 2022, the employment rate for working-age graduates (those aged 16–64) was 87.3%, an increase of 0.6 percentage points on 2021 (86.6%). For working-age postgraduates, the employment rate was 89.3%, an increase of 1.1 percentage points on 2021 (88.2%). For working-age non-graduates, the employment rate was 69.6%, a decrease of 0.2 percentage points from 2021 (69.8%).
  • In 2022, 66.3% of working-age graduates were in high-skilled employment, compared to 78.3% of postgraduates and 23.6% of non-graduates.
  • In 2022, the median nominal salary for working-age graduates was £38,500. This was £11,500 more than working-age non-graduates (£27,000), but £6,500 less than working-age postgraduates (£45,000).

The paper goes on to talk about government policy, including its levelling up strategy, but also its policy statement from July 2023 which was the final response to the Augar review from 2019.  You’ll remember this one, it talked about promoting level 4 and 5 courses, applying student numbers controls to provision with “poor outcomes”, and proposed fee caps and loan limits for foundation years.  [You will also recall that this confirmed they would not go ahead with the minimum entry requirements that had been proposed].

In the context of international students, the paper notes the concerns about immigration and the recent changes to visa rules to prevent most students bringing their families to the UK.  Following some exciting stories in the press about entry standards (which were covered in the last update), the paper notes the recent announcement by UUK that they will review admissions practices for international students.

UUK has recently announced a review of admissions practices for international students following concerns that institutions were lowering admission standards to bolster recruitment and fees. This will include reviews of:

  • foundation programmes for international and domestic students
  • the agent quality framework, which provides tools and best practice guidance for when universities use agents to help recruit international students
  • the admissions code of practice, which sets out expectations for university processes

There’s an analysis of responses to the levelling up approach including a reference to a report by Lord Willetts from October 2023 which set out four groups of benefits that higher education can offer individuals and society.

It should be an interesting debate, and a useful reminder of the value of higher education.  Just don’t expect any policy changes as a result.

Universities UK manifesto

The UUK manifesto sets out a wish list for the sector.  It all looks very expensive and so while ambitious, unlikely to be replicated in anyone’s actual manifesto.  We can expect to see more of these over the next few months. Research Professional have the story here.

Future of apprenticeships:

An article in the FT by Alison Wolf calls for the percentage of the apprenticeship levy to be reduced, for it to be extended to smaller businesses and for limits what it can be used for.

Regional inequalities

In the meantime, the Education Policy Institute, along with a range of partners, have published a report Comparing policies, participation and inequalities across UK post-16 education and training landscapes.  This is an interim report and compares contexts, choices and outcomes across the 4 nations.  It’s a weighty piece and mostly about 16-18 education, but some highlights relevant to HE include:

  • The level of policy churn experienced within UK E&T is enormous and potentially damaging for all the individuals and institutions involved. Constant policy churn emphasises the view that the E&T system is at best flawed and at worst failing. This has the potential to harm the morale of staff and stakeholders involved in the system as well as negatively shaping the aspirations of young people and their families and their perceptions of different E&T pathways. ….[they may be talking about FE mostly here but this applies to HE too, and the impact of this washes through to post-18 education]
  • When we were able to look at socio-economic inequalities in access and outcomes, we observed gaping differences in educational outcomes from choices. Those from more disadvantaged backgrounds were less likely to achieve A level or equivalent qualifications, and less likely to achieve degree-level qualifications. As a result, they are then less likely to be in employment, will have lower earnings and less likely to be in professional occupations when they do enter the labour market. These inequalities are of similar size across all four nations, with just slightly higher university attendance amongst the most disadvantaged students in England.
  • Outcomes are particularly concerning in Wales, including “Welsh boys having the lowest levels of higher education participation”

Recommendations are mostly about schools and FE not HE, but we would agree with this:

  • A new stable settlement is needed. In the short run, a new vision and policy approach for post-16 E&T may be needed. This will require political consensus within each nation on goals and ambitions that can be realised, well-funded institutions and structures, and a stable set of qualifications

In the section about funding it notes the divide between FE and HE (from p24):

  • Historically, the four nations have maintained a divided system that rests on a categorical distinction between academic and vocational knowledge and skills. This is rooted in entrenched class division and a perception of HE as a gateway to privilege, contributing to an esteem deficit for FE and negatively influencing young people’s choices (and their families’ perceptions of the sector) when considering available pathways to a good future. Arguably this restricts access and progression and emphasises differentiation and social selection at the expense of social inclusion and the needs of individual learners. …
  • However, the relationship between FE and HE has become increasingly blurred over the last decade. Universities have been increasingly encroaching on FE spaces through a variety of sub-degree level provision, including, but not limited to, foundation degrees while degree level qualifications are offered by some FE colleges, with degree apprenticeships sitting in a hybrid vocational-academic space….
  • As each attempts to operate in the others’ space, competitive behaviours are increased and colonisation, rather than quality or diversity of provision, becomes the de facto driver. ….

Research and knowledge exchange: Spinouts

You will recall that the government published alongside the Autumn Statement its response to the Independent Review of University Spin-out Companies.  The government said that it accepted all the recommendations of the review and would implement them all.  These were:

  • Government will work with universities to improve deal terms, data and transparency in the sector. This includes reporting on which universities have implemented the policies recommended by the review, creating a database of spin-out companies and supporting the sector to develop a full set of deal terms guidance for different sectors, including template term sheets….
  • We are providing £20 million for a new cross-disciplinary proof-of-concept research programme. Research England will review the Higher Education Innovation Fund (HEIF) to ensure commercialisation functions in universities are appropriately funded and incentivised. We will set up a pilot of shared technology transfer functions for universities….
  • Government will map and publish support services available to founders and develop proposals to fill gaps or improve support. UK Research and Innovation (UKRI) will ensure that all PhD students it funds have the option to attend high quality entrepreneurship training and increased opportunities to undertake internships in local spin-outs, venture capital firms or technology transfer offices. ….
  • Government will continue its work to support access to finance through the Long-term Investment for Technology and Science (LIFTS) scheme, establishing a new Growth Fund within the British Business Bank, delivering a new generation of British Business Bank Nations and Regions Investment Funds and extending British Patient Capital to 2033-34 with £3 billion of funding. The government will also continue to deliver the Mansion House reforms, including improvements to our capital markets. …
  • To support our ambition to make the UK’s Research, Development and Innovation landscape more open and navigable, the government will work with UKRI and the National Academies to develop opportunities to improve their fellowship offer for commercialisation, including the option of ‘academic returner’ fellows. ….

Research England have now set out how they are going to do all this.  There is a blog here.

  • They want universities to let them know if they have adopted the best practice policies ahead of a stock take at the end of 2024. The set of best practice policies will be published later in the Spring.  They don’t think this is relevant to very many providers.
  • HESA is going to consult in April 2023 on collecting additional data
  • Reviewing HEIF: not doing anything now as they have enough data for review, approach will be published in the Spring
  • Pilot of technology transfer arrangements: more to come in the Spring

And this: Our Connecting Capability Fund (CCF)-RED programme is our main approach to developing university commercialisation capability, through collaboration. We are shortly to publish our priority commercialisation themes for CCF-RED including a first opportunity to bid

Education: Subcontracted provision

In late January there was a National Audit Office report that triggered press interest into allegedly fraudulent outsourced providers of HE. It doesn’t name providers.  As a result there is a hearing at the Public Accounts Committee on 26th Feb.   More here from Wonkhe.

We already knew that subcontracted provision is one of the OfS priorities for quality assurance reviews this year but those quality assurance reviews are not usually announced in advance and we don’t believe that they have been kicked off for this year yet.

This week the OfS have announced a formal investigation into one university in relation to its subcontracted provision, looking at whether:

  • the courses delivered by sub contractual partners are high quality
  • the lead provider has effective management and governance in place for sub contractual partners
  • the lead provider has complied with the requirements relating to provision of information to the OfS

A Wonkhe article on the formal investigation: 22nd Feb 24 highlights the large proportion of subcontracted students at this provider.

Context from the NAO report:

  • Universities ….may create partnerships, also known as franchises, with other institutions to provide courses on their behalf. The … lead provider.. registers those students studying at their franchise partners, which allows them to apply for funding administered by the Student Loans Company (SLC).
  • Students may apply for loans covering tuition fees … and maintenance support …. Students normally repay these loans, including accrued interest, once they have finished studying and are earning above a certain amount. These loans represent a long-term liability to taxpayers if not repaid. …. during the 2022/23 academic year SLC made £1.2 billion of loans for tuition fees and maintenance for these [franchised] students.
  • Lead providers must be registered with the …OfS…, for their franchised provider’s students to be eligible for student funding. Franchised providers do not need to register. Lead providers retain responsibility for protecting all students’ interests, including teaching quality at franchised providers. They also confirm to SLC that students at their franchised providers are, and remain, eligible for student funding….

Summary findings:

  • …The number of students enrolled at franchised providers more than doubled from 50,440 in 2018/19 to 108,600 in 2021/22. Much of this expansion has been in a relatively small number of providers, with eight of the 114 lead providers responsible for 91% of the growth. Despite this increase, in 2021/22 those studying at franchised providers represented a small proportion, 4.7%, of the total student population…
  • ….Government intended the Higher Education and Research Act 2017 (HERA) to encourage providers to join the sector and improve innovation, diversity and productivity. DfE considers that franchising helps widen access to higher education. In 2021/22, 57,470 out of 97,000 (59%) students from England studying at franchised providers were from neighbourhoods classed as high deprivation, compared with 40% of students at all providers…
  • …As a lead provider retains responsibility for a franchised provider’s compliance with these standards for their students, there is no statutory or regulatory obligation on franchised providers to register with OfS. In 2021/22, 229 (65%) of the 355 franchised providers were not registered…
  • …Lead providers share fees with their franchised providers, the amount varying according to their contractual arrangements. OfS does not have detailed knowledge of these arrangements but, where it has, told us that some lead providers retained between 12.5% and 30% of tuition fee payments…
  • …We have seen that some providers use agents or offer financial incentives to recruit students, activities which government does not prohibit or regulate. Government does not know how many providers use these practices, but those we have seen are used by franchised providers. One scheme offered students rewards for referring other people to the provider, with no limit on the number of referrals. There are no regulations to prohibit or regulate these practices, which may present risks to taxpayers’ and students’ interests. Students who sign up in response to incentives may be vulnerable to mis-sold loans, while also being potentially less likely to make repayments…
  • …Over the past five years trend data show that, at franchised providers, detected fraud cases have increased faster than the proportion of SLC-funded students. In 2022/23, 53% of the £4.1 million fraud detected by SLC by value was at franchised providers…
  • …Routine analysis by SLC detected suspicious patterns of activity involving franchised provider students across four lead providers. Further investigation by SLC raised concerns across a total of 10 lead providers. Following a request from SLC, DfE instructed SLC to suspend payment of tuition fees while cases under suspicion were investigated. This led to SLC identifying and challenging 3,563 suspicious applications associated with £59.8 million of student funding, with 25% of this money still withheld as at January 2023…
  • …In May 2022 a lead provider disclosed to OfS, as required by its registration conditions, that it suspected widespread academic misconduct at one of its franchised providers and was undertaking investigations. Following investigation the lead provider withdrew the majority of the then 1,389 students enrolled at the franchised provider. SLC has recovered £6.1 million in respect of the tuition funding provided to withdrawn students. OfS has clawed back £172,600 of its grant funding paid to the provider in respect of these students. To date, DfE and OfS have not imposed other sanctions on providers…
  • …There is insufficient evidence that students are attending and engaging with their courses. In determining a student’s eligibility for loan payments, and before making payments, SLC uses lead providers’ data to confirm students’ attendance. Lead providers self-assure their own data, also having responsibility for the accuracy of their franchised providers’ information. There is no effective standard against which to measure student engagement, which attendance helps demonstrate, and there is no legal or generally accepted definition of attendance…
  • …Given SLC’s concerns about potentially fraudulent student loan claims, OfS required several lead providers to commission independent audits of their franchised provider controls and data submissions. This identified controls weaknesses. In October 2023, OfS announced that, for the first time, it would consider whether registered providers had franchise arrangements when deciding where to focus its work assessing student outcomes…
  • … DfE is consulting stakeholders on potential changes to how providers are regulated. SLC has undertaken a ‘lessons learned’ exercise which proposed recommendations that need to be taken forward by other bodies, including OfS and DfE. …. DfE told us there had been discussions on potential policy options with representative bodies and universities with a large proportion of franchised provision…

There are some interesting articles from the last year here:

  • A Wonkhe article from June 2023 that chillingly refers to “legal threats aimed at silencing the discussion”
  • A Wonkhe article on what better regulation might look like: June 2023
  • Wonkhe on the OfS priorities for quality reviews: October 23
  • Wonkhe piece on the NAO report: Jan 2024
  • A comment piece on Wonkhe on law regulation: January 2024

A HEPI paper from this week suggested some ways forward, describing what one provider (Buckinghamshire New University) already does and concluding: “We believe the solution is a strong sector-wide and sector-owned code of practice that requires higher education institutions to work together in the wider interests of students and stakeholders, including government and regulators. This would see higher education institutions establish effective consortia for each franchisee, simplifying and coordinating the multiple demands they place on franchisees, and strengthening the requirements to enhance quality and promote stability”.

Duty of care

There has been a long running campaign by bereaved parents, politicians and others to impose a “duty of care” on universities in relation to students with mental health issues, sometimes described as similar to universities being “in loco parentis” for students.  The stories are always terribly sad and this is a difficult area, especially as students are adults and sometimes do not want to engage with university services or staff on these issues, and sometimes don’t want to involve their parents either.   A little bit of clarity is emerging as a result of two recent cases.  There is no legal duty of care (whatever that means) yet, but there is discussion about a responsibility on staff to “notice” and also about a duty to ensure that process and procedures don’t get in the way of reasonable adjustments.

This debate will continue: the government is pushing all universities to sign up to the University Mental Health Charter (BU has) and the OfS is also undertaking work on this.  The government have a taskforce led by Professor Edward Peck, and I reported on their first stage report in the last policy update: you can find that report here and the policy update from 5th Feb here.  It is a complex area but one where there will certainly be a lot more changes in approach to come: including potentially OfS licence conditions in the future.

I noted last time the recent coroner’s report into a student death at the University of Southampton.  This Wonkhe article from January covers the story.

  • Like so many students [Matthew Wickes] was diagnosed after he began on his course, and did not disclose his condition to the university – and so formal codified reasonable adjustments were not able to be put in place.
  • … But despite the lack of disclosure, [the Coroner] does raise concerns about the “level of awareness, understanding and curiosity” of academic staff around the mental health of students – particularly in the post-pandemic climate – where “interruptions to their study and dysregulated student life have had a significant impact on their mental health”. The message seems to be – it was likely that there would be significant, long lasting mental health impacts from Covid and its lockdowns, which ought to have generated a strategic response in terms of staff capacity to recognise them.
  • … There is a thread in this and similar cases that is about capacity to “notice”. [The Coroner] noted the university’s processes for “raising a concern” by academic staff through student hubs, and the university talked in the inquest about a new “early warning system” involving triggers around academic absence or changes in study or support behaviours. But [the Coroner]’s worry was more basic: I am concerned that in not ensuring that academic staff are at least armed with the ability to spot or to know when to make initial enquiries of students or are clearly guided on how best to do so (particularly with regard to an understanding of the needs and skills required to liaise with students with neurodiversity), there is a risk that an over-focus on academic policies and procedures will endure and that those students who are struggling to adhere to them will be missed or overlooked.
  • For example, during the inquest the university had said that all staff were offered training on mental health management and provided with guidance on how to support students. But [the Coroner] said: I am concerned that aspects of this are not made compulsory for academic staff … It remains unclear as to who or how many staff have actually viewed or undertaken the online training around student mental health.
  • …But while the coroner isn’t saying that all staff or all personal tutors should be counsellors or mental health experts, he is effectively saying that all students ought to be able to expect that the staff that teach and support them have a basic level of awareness and competency over student mental health.
  • Even if an issue is identified, Wilkinson identified concerns with the interventions in place (particularly for neurodiverse students given an apparent focus on group based interventions) and also discussed concerns over the existence, frequency and accuracy of the recording and minuting of academic meetings with students: It was of concern to me that the university was unable to locate or provide clear minutes of supervisory catch ups, progress checks or agreed guidance or actions for Matthew. It was of further concern that the academic staff supporting and mentoring him in his third year had not provided written evidence of his progress or agreed minutes of actions etc to him.

The next case relates to the University of Bristol.  Again, Wonkhe have the story.

  • Natasha’s father, Robert Abrahart, brought a legal action against the university alleging it had contributed to his daughter’s death by discriminating against her on the grounds of Disability contrary to the Equality Act 2010, and by breaching a duty of care owed her under the law of negligence.
  • In May 2022, a senior County Court Judge, Alex Ralton, ruled that the university discriminated against Natasha and that this contributed to her death. Ralton found that the university had breached its duty to make reasonable adjustments to the way it assessed Natasha, engaged in indirect Disability discrimination against Natasha, and treated Natasha unfavourably because of the consequences of her Disability.
  • But Ralton did not find that the university owed Natasha a common law duty of care. The High Court has now considered both an appeal from the university, and a cross-appeal on the duty of care issue.
  • The university’s appeal challenged the court’s finding that the university breached the duty to make reasonable adjustments, and challenged the court’s finding that the university breached section 15 of the Equality Act 2010 (discrimination arising from Disability). Both areas failed.
  • …the university … failed in its argument that…the assessment of a student’s ability to explain laboratory work orally, to defend it and to answer questions on it was “a core competency of a professional scientist” and so not subject to the duty to make reasonable adjustments.
  • …The appeal judge …overall found that the County Court’s judgement – that the university’s reliance on due process and medical evidence before making adjustments did not outweigh its duty under the Equality Act 2010 to make reasonable adjustments – was sound, particularly given its awareness of Natasha’s challenges and the impact on her ability to participate in oral assessments.
  • Crucially, [the appeal judge] didn’t disagree with the County Court in rejecting the university’s arguments that it lacked sufficient knowledge or expertise as a defence for its inaction – and found that the university’s internal regulations and policies, while important, “must yield” to the legal requirements to accommodate students with disabilities. In fact, the procedures, in practice, became another barrier to making necessary adjustments.
  • ….The university had argued that “legitimate aims” were rigorous assessment and fairness among all students and that that hadn’t been properly considered. That wasn’t washing with [the appeal judge]. Finding the original judgment’s findings to be permissible, he concluded that if complying with the duty to make reasonable adjustments would have resulted in Natasha attending and potentially performing better, then the marks and penalty points ascribed to her (which were, after all, based on her non-attendance or performance in the unmodified assessments) could not be deemed proportionate.

The response from the University of Bristol is here.

Harassment and sexual misconduct

A year since the OfS launched their consultation on their new approach to this, we are still waiting for the outcome: the consultation closed in May 2023.  There’s an anniversary HEPI blog on the issues, which are complex and contested: perhaps why it is taking the OfS so long to reach a conclusion.

International

Recent updates have talked about the conflicting rhetoric on international students: Lord Jo Johnson has written in the FT with a plan to sort out the problem.  Nice try; but the first two seem unlikely to catch on:

  • First, Westminster must fix the funding crisis. With domestic fees frozen for all but one of the last 10 years, universities lose money teaching home undergraduates. The government must inflation-proof fees, ideally by linking increased funding to outcomes and aligning interests of universities, taxpayers and students. Such a mechanism exists in the Higher Education and Research Act and was used in 2017 to lift fees to £9,250. Institutions that deliver great outcomes, as assessed by the Teaching Excellence Framework, should once again be allowed to raise fees in line with inflation.
  • Second, the government should ensure the Office for National Statistics only counts international students as net migration when they stay on post-study. In this framework, they would be included in migration figures when they transfer from the student visa to a graduate route or work visa. Otherwise, they would be treated as temporary residents or tourists.
  • Third, universities would commit to ensuring that entry requirements for international students are comparable to those for domestic ones. This can be measured using the actual grades held by those who have accepted offers. And it should, in theory, be a low-cost commitment, as universities claim to be doing it already.
  • Fourth, universities would commit to transparency on effective entry requirements. This means publishing the distribution of actual grades held by those accepted, broken down by course and domicile, as opposed to just the advertised entry requirements. There is often a wide difference between the two. This would, additionally, be a game-changer for widening access for disadvantaged domestic students, who will see that they have a chance of admission to many institutions with lower grades than advertised. [this is part of the UUK fair admissions code anyway]
  • Finally, the government should require every institution recruiting international students to provide an annual statement to the Office for Students. This should detail plans for the international student body, broken down by domicile and programme. Greater visibility into institutional recruitment is needed to reassure domestic stakeholders that international students are not crowding out domestic ones. 

Student numbers and admissions

There has been concern about falling numbers taking up healthcare courses, recently.  This story on Research Professional notes the fall in nursing applications.

Research Professional noted that some of the mission groups have written to the Secretaries of State for Education and Health calling for a cross government taskforce.  You can read the letter via the University Alliance website here.

The mission groups argue the taskforce would:

  • bring together representatives from the Department for Education and the Department for Health and Social Care to meet alongside representatives from NHS England, health regulators, local government and higher education providers.
  • effectively co-ordinate activity to bolster student recruitment, work to find ways of increasing the capacity of clinical placements and medical school places, and develop strategies to ensure the recruitment and retention of staff.
  • help realise the Long-Term Plan’s ambitious targets for degree apprenticeships, and to tackle the low funding and high regulatory burden associated with delivering them.

Universities UK have issued a report on why students may not go ahead, based on a survey.

The future for student funding under a possible Labour government: the Welsh model?

As we have described before, we know very little about what a potential Labour government would do about HE funding: they want to make it both fairer and more affordable, they are not keen on capping ambition and reducing numbers, but there is no more money.  The only thing we do know is that they are interested in what is happening in Wales on post-16 regulation.  And it seems likely that they would improve maintenance funding, at least a bit.

So in that context this HEPI blog is interesting.  HEPI are doing a tour and holding events this Spring to talk about how funding works across the UK and how it could be changed: I will report the outcomes.

And the Scottish model?

The IfS have published a report on the Scottish budget for higher Education Spending.

  • …. Unlike in the rest of the UK (where students are charged tuition fees), the Scottish Government meets the whole costs of teaching, and has controlled these costs in recent years by controlling the number of places for Scottish students and freezing per-student resources. Funding per student per year of study has fallen by 19% in real terms since 2013–14 and, as a result, Scottish universities are increasingly reliant on international student fees.
  • A cut to higher education resource funding … was announced at the Scottish Budget for 2024–25. This is a cash-terms cut of 6.0…. This implies that funding for home students will fall, with the Scottish Funding Council (which allocates funding to universities) trading off a further squeeze on per-student resources with potential cuts to the number of funded places.
  • Around £600 million is provided in the form of living cost support to students each year, the vast majority in the form of living cost loans (£500 million), alongside non-repayable bursaries of up to £2,000 per year for the poorest students. Living cost support has become less generous over time, with total support for the poorest students declining in real terms by 16% (£1,600 per year) between 2013–14 and 2022–23…..
  • A £900 cash increase in loan entitlements this academic year, in response to cost of living pressures, was the first real-terms increase in support since at least 2013–14. A much bigger increase of £2,400 per year is planned for next academic year. This delivers the Scottish Government’s commitment to provide a total package of student support ‘the equivalent of the Living Wage’ by 2024–25. The earnings threshold above which Scottish borrowers make student loan repayments is also set to increase in April 2024…. If there was full take-up of living cost support, these changes would increase average lifetime loan repayments in real terms by around £5,000, and increase average loan write-offs by around £3,400 per student.
  • Importantly, the costs of issuing loans to Scottish students, and of any eventual loan write-offs, are currently met by the UK government. Increases in generosity of support or in repayment terms for Scottish borrowers of the type planned for 2024–25 come at no cost to the Scottish Government’s main budget so long as this funding arrangement continues.
  • This system costs the Scottish Government around £850 million more per cohort (£28,700 more per student) than the English system would. From this spending, Scottish graduates on average gain £23,800 (largely through lower borrowing and loan repayments), and the UK taxpayer gains £4,900 per student in the form of lower loan write-offs.

Research Professional have the story here.

Freedom of speech

The implementation of the new legislation on freedom of speech continues.  A new blog on the OfS website reminds us of where we are and of what is to come.

  • A reminder that we are currently consulting on our new free complaints scheme that we expect to launch on 1 August 2024. Students, staff and visiting speakers will be able to complain to us about restrictions on free speech at a university, college or relevant students’ union where they claim to have suffered adverse consequences. Under our proposals, if we find the complaint justified, we may make recommendations such as changes to policies or processes or payments to the complainant. Our consultation is open until 10 March 2024.
  • We have also been developing our proposed approach to the regulation of students’ unions in relation to their new free speech duties. This will be the first time the OfS directly regulates students’ unions and we expect our new role to take effect from 1 August 2024. We’re consulting on our proposals and this consultation is open until 17 March 2024.
  • In the coming weeks we expect to launch a further freedom of speech consultation. This will cover proposed guidance for universities, colleges and relevant students’ unions on securing free speech within the law and on publishing and maintaining a freedom of speech code of practice. At the same time, we will also consult on proposed revisions to the OfS’s regulatory framework to make reference to our new free speech functions. Finally, we will consult on our proposed approach to the recovery of costs in connection with our regulation in this area.

 

HE policy update: outlook for 2024

Industry collaboration, innovation, international, Knowledge Exchange, NHS, Research assessment, Student Engagement

New year, new start for the BU HE policy update.

It’s an election year, so I will be looking at the policies, predictions and plots as the year unfolds alongside the usual news and comment.  I’ll be trying some new approaches this year so let me know what you think.

Alongside all the policy and politics there are the big geopolitical issues that may escalate even more dangerously this year; with luck some of them may creep towards a resolution.  Just to list a few: Ukraine, Israel/Palestine, China/Taiwan, ongoing conflict or issues in Yemen, Afghanistan, North Korea, elections in the US, Mexico, Venezuela, India and Pakistan and a new leader in Peru, a third of African nations have elections this year) alongside climate change and equality issues across the world.  These issues have an impact on domestic politics including through the impact on cost of living and potentially as people seek clarity,  reassurance or perceived strong leadership in a time of fear or uncertainty.  There’s an interesting article here from CIDOB on the issues the world is facing this year.

If you are interested in predictions, IPSOS have a survey of what the public are expecting.

Politics and Parliament

Let’s start with the current government’s pledges and likely priorities: as the year unfolds I will look at some of these in more detail and review the alternatives.

YouGov have a take on the most important issues facing the country: the economy, health, immigration and asylum are at the top

Conservatives seeking re-election

A year ago the PM set out 5 pledges: we can expect to hear a lot more about them.  Reviews here from  the BBC and the New Statesman:

  • Halving inflation by the end of 2023: This has been met, but this will continue to be a focus along with the reason it matters: cost of living (see below).
  • Get the economy growing wages have improved somewhat in real terms but GDP is flat
  • And there is an issue with fiscal drag, as more people pay more tax (see the FT)
  • National debt falling: The pledge was that it would be forecast to fall in 2028/29 (i.e. not yet). The BBC points out:
    • In the Autumn Statement in November, the Chancellor Jeremy Hunt claimed to be on track to meet that pledge because the OBR predicted a fall in 2028-29. But it’s going to be tight and will involve challenging spending restraint for some government departments.
    • When will we know? The next debt forecasts will be published alongside the Spring Budget in 2024.
  • Cutting NHS waiting lists: This is not going very well.  The overall waiting list was expected to fall by March 2024: we will know in May 2024 when the figures come out.  The BMA have some data, and the BBC chart uses the same NHS data but helpfully splits it out by how long people have waited. Ongoing strikes will remain a challenge for the government this year.
  • Stopping the boats.  Controversial and difficult.  Chart from the BBC again. Here’s a link to the 2nd Jan update from the Home Office on this one.  Stopping the boats is just part of the larger policy agenda on cutting net migration to the UK (see below).

Things to watch this year: cost of living

The reason inflation mattered so much was the impact on cost of living.  The increases may have slowed but costs are still high:

… food bank charities like the Trussell Trust are helping record numbers of people, and some people are using debt to pay for essentials … The Joseph Rowntree Foundation (JRF) collects data on destitution in the UK. Someone is ‘destitute’ when they didn’t have two or more of six essentials in the past month because they couldn’t afford them, or their income is too low to purchase the items themselves. JRF found that 1.8 million households experienced destitution in 2022, a 64% increase since 2019. The rising prices of essentials has contributed to this increase. The essential that most destitute people went without most often was

  • food (61%), followed by
  • heating (59%)
  • clothes (57%),
  • toiletries (51%),
  • lighting (35%) and
  • shelter (which means they slept rough) (14%).

Things to watch this year: net migration:

Despite the focus on the small boats, the real policy issue is the net migration number, going back to the original pledge from more than a decade ago to reduce that number.

There is a useful annual report from the Migration Advisory Committee here (Oct 23).

This report also has a section on student migration which is discussed below in relation to international students.

Other things to watch in 2024 (as well as the general election)

Local elections and by-elections – always interesting in the run up to a general election: Local elections are in May (not in BCP), there is a by-election in February in Wellingborough: another test for the government as the former seat of Peter Bone MP is contested; and another possibly in Blackpool later in the year.

Spring budget: 6th March 2024: likely tax cuts, with a potential to reduce the fiscal drag point noted above, plus possible cut to inheritance tax. Other appeals to the Tory base are likely and there are rumours of “traps” to make life hard for Labour in the election campaign or if they win the election.

Political leadership: this is a mainly post-election consideration, but would Sunak step down if the Tories lose the election and who would replace him? What would happen to Starmer if Labour lose?  What about the SNP and what will happen in Northern Ireland?  Wales will have a new First Minister this year (in the Spring as they are holding leadership elections).

The political fallout from the Covid inquiry: which will continue through this year.

Some parliamentary bills of interest to HE were carried over to the new session, and new ones were announced in the King’s Speech such as:

Labour’s 5 missions

As well as these, Labour have also talked about the possibility of replacing the system of education regulators with one combined regulator, as they are doing in Wales,  Unlike the Conservatives, they do want to encourage more 18 year olds into HE.  See the bold highlights below.

These were set out a while ago:

  • Get Britain building again: not just about home building but this one is about growing the economy more generally: “Secure the highest sustained growth in the G7 – with good jobs and productivity growth in every part of the country making everyone, not just a few, better off.” This includes:
    • A new industrial strategy and a council to implement it
    • A Green Prosperity Plan: private sector investment
    • Changes to planning to help industry
    • Devolution
    • National Wealth Fund
    • “Making it easier for universities to develop self-sustaining clusters of innovation, investment, and growth in their local areas”
    • “reforming planning rules and arcane compulsory purchase rules, with new protections for renters”
    • “closing the holes in the government’s Brexit deal, cutting the red tape”
    • “Establishing a supply chain taskforce to review supply chain needs across critical sectors”
  • Switch on Great British Energy: this does include a plan for a new energy generation company but also a wider objective to “make the UK a clean energy superpower”
    • Act fast to lead the world with clean and cheap power by 2030, backing the builders not the blockers so Britain gets the cheap, clean power we need;
    • Establish GB Energy – a new home-grown, publicly-owned champion in clean energy generation – to build jobs and supply chains here at home;
    • Set up the National Wealth Fund, which will create good, well-paying jobs by investing alongside the private sector in gigafactories, clean steel plants, renewable-ready ports, green hydrogen and energy storage; and
    • Upgrade nineteen million homes with our Warm Homes Plan, so that families have cheaper energy bills permanently, with warm, future-proofed homes.
  • Get the NHS back on its feet: lots in here. for HE the most relevant are:
    • Labour will create 7,500 more medical school places and 10,000 more nursing and midwifery clinical placements per year. We will allocate a proportion of the new medical school places in under-doctored areas, to address inequalities in access to healthcare – because one of the strongest indicators of where doctors practice is where they train. We’ll also train 700 more district nurses each year, 5,000 more health visitors and recruit thousands more mental health staff.
    • Give everyone the opportunity to participate in research if they want to, so we can speed up recruitment and give patients access to treatments faster
  • Take back our streets: “Halve serious violent crime and raise confidence in the police and criminal justice system to its highest levels, within a decade”
  • Break down barriers to opportunity: lots in here, including:
    • urgently commission a full, expert-led review of curriculum and assessment that will seek to deliver a curriculum which is rich and broad, inclusive and innovative, and which develops knowledge and skills
    • Recruit over 6500 new teachers to fill vacancies and skills gaps across the profession.
    • Replace headline Ofsted grades with a new system of school report cards, that tell parents clearly how well their children’s school is performing.
    • Labour wants all young people to complete compulsory education with a firm foundation and will ensure that 80% of young people are qualified to Level 3 (A-Level equivalent) by 2035, with an interim target of 75% by 2030. Labour will reverse the decline in the number of young people moving into sustained education, employment or training after completing their 16 – 18 education. We will aim for over 85% of young people to be in a sustained destination by 2030, including more young people who have completed a level 3 qualification moving onto higher level education and training, with over 70% moving onto higher level opportunities by 2030
    • Labour will establish Skills England, bringing together central and local government, businesses, training providers and unions to meet the skills needs of the next decade across all regions.
    • “Improving the flexibility of the apprenticeship levy, turning it into a ‘Growth and Skills Levy”
    • we will work with universities to ensure there are a range of options on founder-track agreements helping to boost spin-outs and economic growth.
    • Labour will reform this [tuition fee] system to make it fairer and ensure we support the aspiration to go to university. Many proposals have been put forward for how the government could make the system fairer and more progressive, including modelling showing that the government could reduce the monthly repayments for every single new graduate without adding a penny to government borrowing or general taxation. Reworking the present system gives scope for a month-on-month tax cut for graduates, putting money back in people’s pockets when they most need it. For young graduates this is a fairer system, which will improve their security at the start of their working lives and as they bring up families. We will build on the legacy of the last Labour government’s target for 50% of young people to go to university to reverse the trend of declining numbers of adults participating in education and training. We’ll press on and ensure that the ambition for any young person to pursue higher education, regardless of background or geography, is realised.

And that election

Lots of MPS are stepping down: update here from the Institute for Government and a nice interactive map from Cambridgeshire Live here:  makes Scotland look very interesting as they lose standing MPs just as they are in trouble politically on lots of fronts.

Research and knowledge exchange

This will be an interesting year as plans for REF 2029 (as we must now call it) are developed further.  We will be watching for R&D announcements in the Spring budget.

If you missed our coverage of the King’s Speech and the Autumn Statement then you can catch it via the link and here are some highlights relating to RKE:

REF 2029

Announcements made in December including:

  • The next REF will be REF 2029, with results published in December 2029
  • Moves to break the link between individual staff members and unit submissions were welcomed by the community and this principle will be maintained
  • Outputs sole-authored by PGR students, including PhD theses, will not be eligible for submission, nor will those produced by individuals employed on contracts with no research-related expectations
  • The overall Unit of Assessment structure will remain unchanged from REF2021
  • The minimum number of Impact Case Studies that an institution can submit per disciplinary submission will be reduced to one, and the removal of the 2* quality threshold is confirmed

BU’s approach to the REF: the REF Steering Group, led by Professor Kate Welham, is working with the Interim Associate PVC for RKE, Professor Sarah Bate, and with colleagues from across BU on our approach to the REF and Kate is attending UET regularly to discuss developments.  The REF Committee is chaired by Professor Einar Thorsen.

BU has responded to the consultations so far on the REF and will continue to do so: we broadly welcome the changes although we have flagged some concerns about inclusivity and the administrative burden.

Strategic themes and research priorities

The government have a database of their areas of research interest.  These tell us “what policymakers are thinking, what their priorities are and where they need help”

UKRI are working through a 5 year strategy and it is helpful to recall their strategic themes:

Education

There is always a lot to talk about on education in the policy updates, but for the first one of the year I wanted to go back to basics and look at the priorities for the OfS and the government and set them in context.  For example, did you know:

  • That the OfS monitors continuation, completion and graduate outcomes against an absolute baseline for ALL students at all levels (including PGRs and apprentices) at an institutional level, by student characteristics and at a subject level? This is licence condition B3 and if you didn’t know, you can look at the OfS dashboard here for sector data and find data relating to our own provision on the Prime SharePoint site.
  • That the OfS have recently published the outcomes of 6 quality assessments for business and management and computing, with more to come in those subjects and other areas, with some important areas highlighted for other providers: see below for more on this.
  • That we have to inform the OfS within 5 days if certain things happen under what they call the “reportable events” regime, and this can include a wide range of academic or other things: please email reportableevents@bournemouth.ac.uk if you become aware of something that might be reportable (even if it might turn out not to be).
  • That the OfS provides funding for educational development and other work in universities including the development of apprenticeships and other programmes: worth checking their website from time to time.

Government education policy

Government policy as it relates to HE does not address the big elephant in the room: in other words they are NOT proposing any changes to fees and funding or maintenance arrangements.   A series of changes to student loan arrangements came into effect in the autumn, including extending the repayment period.

If you missed our coverage of the King’s Speech and the Autumn Statement then you can catch it via the link and here are some highlights relating to education:

  • In October 2023, the Prime Minister announced a strong action plan to ensure every student has the literacy and numeracy skills they need to thrive through the introduction of the Advanced British Standard. This new Baccalaureate-style qualification will bring the best of A-Levels and T-Levels together, creating a unified structure that puts technical and academic education on equal footing. This reform will ensure every student in England studies some form of maths and English to age 18, boosting basic skills and bringing the UK in line with international peers. It will increase the number of taught hours by 15% for most students aged 16 to 19 and will broaden the number of subjects students take. [this means abolishing T levels, which are supposed to be replacing BTECs, as well as A levels]
  • Proposals will be implemented to decrease the number of people studying poor-quality degrees, and to increase take-up of apprenticeships [as far as we can tell, this does not mean new measures but continuing to instruct the OfS to use its existing powers of regulation plus a continued focus on funding and promoting apprenticeships]

Funding priorities:

  • On 14th December the government asked the OfS to run a competitive scheme to allocate funding for 350 new medical student places for 2025: this follows an expansion by 205 for 2024 and supports the NHS long term plan (although they will need to do more).
  • In their latest strategic priorities letter to the OfS (March 23) the focus was on:
    • Choice and flexibility or provision: the changes to enable lifelong learning (i.e. changes to the structure of loan payments etc), technical education, apprenticeships
    • Strategically important subjects: subjects that support the NHS and wider healthcare policy; science, engineering and technology subjects; and specific labour market needs
    • Degree apprenticeships especially at level 6 (i.e. not level 7)
    • L4 and L5 provision: higher technical qualifications
    • Specialist providers
    • Mental health and wellbeing

Read about OfS funding for 2023-24

OfS strategy

The objectives are:

  • Participation: All students, from all backgrounds, with the ability and desire to undertake higher education, are supported to access, succeed in, and progress from higher education.
  • Experience: All students, from all backgrounds, receive a high quality academic experience, and their interests are protected while they study or in the event of provider, campus or course closure.
  • Outcomes: All students, from all backgrounds, can progress into employment, further study, and lead fulfilling lives, in which their qualifications hold their value over time.
  • Value for money: All students, from all backgrounds, receive value for money.

The two areas of focus are quality and standards and equality of opportunity. That results in 11 goals:

  1. Students receive a high quality academic experience that improves their knowledge and skills, with increasing numbers receiving excellent provision [see the section on quality below]
  2. Students are rigorously assessed, and the qualifications they are awarded are credible and comparable to those granted previously. [see the July 23 analysis of degree classifications]
  3. Providers secure free speech within the law for students, staff and visiting speakers [read the latest consultation on the new complaints scheme and their consultation on regulating students’ unions].
  4. Graduates contribute to local and national prosperity, and the government’s ‘levelling up’ agenda [measured by progression to highly skilled employment: see below for the outcomes data]
  5. Students’ access, success and progression are not limited by their background, location or characteristics [see the new guidance on access and participation plans].
  6. Prospective students can choose from a diverse range of courses and providers at any stage of their life, with a wide range of flexible and innovative opportunities [linked to the government agenda on higher technical qualifications, apprenticeships, lifelong modular learning etc]
  7. Providers act to prevent harassment and sexual misconduct and respond effectively if incidents do occur [ we are expecting the outcomes of a consultation on this fairly soon, it closed in May].
  8. Providers encourage and support an environment conducive to the good mental health and wellbeing that students need to succeed in their higher education [read their insight brief]
  9. Providers are financially viable and sustainable and have effective governance arrangements [see the section on sustainability below]
  10. Students receive the academic experience they were promised by their provider and their interests as consumers are protected before, during and after their studies.
  11. The OfS minimises the regulatory burden it places on providers, while ensuring action is effective in meeting its goals and regulatory objectives.

Outcomes

The OfS annual review provides some data to set the scene.

The report highlights that continuation is lower for:

  • students from more deprived areas or who were eligible for free school meals,
  • students from most (although not all) black and minority ethnic groups
  • mature students
  • students with reported disabilities, other than those with reported cognitive or learning difficulties (who make up 5.1% of students); and
  • care experienced students.

The report highlights that completion is lower for:

  • students from more deprived areas or who were eligible for free school meals,
  • students from most (although not all) black and minority ethnic groups
  • mature students
  • students with reported disabilities; and
  • care experienced students.

The report highlights that attainment rates are lower for:

  • students from more deprived areas or who were eligible for free school meals,
  • students from most (although not all) black and minority ethnic groups
  • mature students
  • students with reported disabilities with the exception of students with a reported mental health condition (4.5% of students); and
  • care experienced students.

The report highlights that progression rates are lower for:

  • students from more deprived areas or who were eligible for free school meals,
  • students from most (although not all) black and minority ethnic groups
  • students with reported disabilities other than those with reported cognitive or learning difficulties (who make up 5.1% of students); and
  • care experienced students.

In relation to mature students, those aged 31-40 have the highest progression rates while those aged 50 and over have the lowest.

Quality and standards in HE: OfS quality assessments

If you don’t follow the announcements from the OfS closely, you may have missed the trickle of OfS quality reports, so far in two subject areas, business and management and computing.  There are context papers which provide an interesting read and then the investigation reports themselves (so far 5 published for business and management and one for computing).  Concerns were found in 2 of the 5 business and management reports: no sanctions have been confirmed yet.

More detail is given below, but just to flag the priorities for 2024 quality assessments.  With the government already having announced that fee caps will be reduced for some foundation year courses, note the link to foundation year courses below: there will be quality reviews in this area especially as outcomes are lower, as noted in the linked Wonkhe article from October.

OfS sector context papers:

  • Business and Management
    • Growth in numbers (pp5 and 6) which highlights some potential issues which probably triggered these investigations and explain why they picked it as a subject priority
    • The percentage of full-time undergraduate entrants taught through sub contractual arrangements has more than doubled since 2018-19, from 10 per cent to 27 per cent (pp9 and 10)
    • The proportions of full-time undergraduate students that are from deprivation quintiles 1 or 2 are consistently higher in business and management than for all other subject areas (p18)
    • The proportions of full-time undergraduate students who are on courses that include an integrated foundation year are consistently higher in business and management than for all other subject areas (p20)
    • Low continuation for UG (p23), low completion for UG (p25), low progression at UG and PG (pp27 -28)
    • Low NSS for teaching (p30) and some other areas (not learning resources)
  • Computing
    • Low continuation and completion compared to other subjects (pages 23 to 26) at UG and PG
    • Balanced by good progression – but a provider that didn’t have good progression would stand out (pp 27 and 28)
    • Low NSS scores (pp29-34)
    • High proportions of non-permanent staff (p41)

Quality assessments: Business and management

Themes: concerns were found in relation to two of the five published so far and findings included:

  • Insufficient staff to provide adequate support, impacting personal tutoring, assessment and feedback and academic support
  • Not enough flexibility in course delivery to support the cohort of students recruited, namely not providing sufficient flexibility when students had to work to finance their studies or have caring responsibilities, having recognised that this was a specific feature of their intake: licence condition to deliver course effectively was brought into play
  • Inadequate central monitoring and pro-active management of engagement and attendance and over-reliance on individual academic staff to follow up  – licence condition to take all reasonable steps to ensure students receive sufficient academic resources and support.  Recommendations included:
    • Clear lines of responsibility at faculty and university level regarding who the lead for continuation is, and further channelling of university-level resource, expertise and effort towards the continuation problem in the Business School.
    • Systematic analysis of student failures on modules and historical withdrawals, to provide a more detailed picture and understanding of why students do not continue their studies at the university.
    • Better real-time monitoring of engagement and a university-level set of criteria that can be used to identify a student who may be at risk of dropping out, combined with systematic analysis of student behaviour and non-attendance so that proactive additional support can be offered.
    • A review of examination board processes and module performance criteria to ensure that under-performing modules are being picked up and addressed through the quality assurance and enhancement system. While the assessment team acknowledged the new course and unit enhancement planning process, this did not appear to be embedded and should be monitored closely.
  • Support for avoiding potential academic misconduct was not consistently provided in assessment feedback via the online assessment platform at Level 4
  • The format for providing formative feedback on assessments may not have been sufficient for some students across a number of modules reviewed. This concern also relates to condition of registration B2 because the assessment team considered that ensuring consistent access to formative feedback is a step that could have been taken to ensure students have sufficient academic support to succeed
  • Insufficient academic support for foundation year students once they progressed onto the main programme – support should have continued at higher levels

Quality assessment: Computing: no concerns were found in relation to the one report published so far.

Apprenticeships

As noted above these remain a priority for the government (and would likely be for a Labour government too).  In that context a report from the summer by UCAS with the Sutton Trust is interesting:

  • Today, 40% of students (430,000) interested in undergraduate options are also interested in apprenticeships. Despite this growth in demand, the number of starts for young learners remains low – with the number of Level 4 and above starts for under-19 year olds less than 5,000
  • Disadvantaged students are more likely to be interested in apprenticeship options, with 46% from the most disadvantaged areas interested in this route, compared to 41% from the most advantaged areas. Furthermore, those from lower socioeconomic backgrounds (63%) are more likely to have considered apprenticeships
  • A quarter (24%) of former applicants said that one of the top three reasons why they did not pursue an apprenticeship was because they felt they could not afford to do so.

Student experience, wellbeing and finances

Student finance

The cost of living update from the House of Commons Library Nov 23 has a section on student loan repayments and maintenance support (page 64) which links to this report from September 2023 on the value of student maintenance support.

International

Despite all the negativity about international students in the context of the migration policy (see above) and the OfS’ regulatory concern about the risk of large numbers of international students, there is a positive policy in relation to international students: the government have an International Education Strategy that has two ambitions by 2030:

  • increase education exports to £35 billion per year
  • increase the numbers of international higher education (HE) students studying in the UK to 600,000 per year

According to the annual report from the Migration Advisory Committee here (Oct 23) referred to below, this second target was achieved in 2020/21:

  • according to the Higher Education Statistics Agency (HESA), this target was met in early 2020/21, with 605,000 non-UK students at Higher Education Institutions (HEIs). This has increased further since then, with growth driven by a small cohort of countries, notably India and Nigeria.
  • Non-UK students accounted for almost 30% of first-year enrolments in tertiary education last year, up from 25% before the policy announcement in 2018/19.
  • In a global context the UK is a major market for international students. HEIs in the UK accounted for 9% of all international students in 2020, behind only the US for market share. The UK’s market share had been steadily declining since 2006 having been briefly overtaken by Australia as the second most popular destination for international students in 2019

Student visas

The annual report from the Migration Advisory Committee here (Oct 23) referred to above also has a section on international students.  It includes the policies on stopping dependants which have now been implemented.

There is some interesting data on student numbers: it shows the large number of international student in London and also Scotland (not surprisingly given their student number cap for home students).  Perhaps surprisingly, there are more international than UK students in the East of England and the North East and numbers are more or less equal in Yorkshire and the Humber, although this data includes students on the London campus of universities based outside London.

HE sector sustainability and change

Student numbers and admissions

UCAS projects that there could be up to a million higher education applicants in a single year in 2030, up from almost three quarters of a million today.

But will there be?  Applications and admissions fell last year, but that was after a bumper post-covid year in 2022 and UCAS described it as a return to normality.  Or is it the rhetoric from the government on mickey mouse degrees etc and changes to loan repayments making it more expensive for students in the long run having an impact?  Time will tell: eyes will be on this year’s applications.

Financial sustainability

The OfS annual review provides some context for this. The OfS issued their annual report on financial sustainability in May 2023 and identified the following key risks which are still relevant:

  • The impact of inflation on costs and challenges in growing income to meet increasing costs. In particular, the ‘per student’ income from tuition fees from UK undergraduates is capped and not increasing, while other costs rise.
  • Increasing reliance on fees from overseas students, particularly postgraduates, in some higher education providers’ business plans. (In May 2023, the OfS wrote to 23 higher education providers with high levels of recruitment of students from China. We reminded them of the importance of contingency plans in case there is a sudden drop in income from international students. We asked a subset of those higher education providers most exposed to a short-term risk to provide information about their financial mitigation plans)
  • Challenges in meeting investment needs for facilities and environmental policies

The OfS identifies a number of strategies that they may see to address financial sustainability concerns.

JANE FORSTER, VC’s Policy Advisor

Follow: @PolicyBU on X

HE policy update w/c 2nd Jan 2024

international, Research assessment, Student Engagement, student research

Welcome to the first update of 2024, which brings you up to date with what happened before the holidays.

We’ve provided pop out documents so those with a keen interest in each topic can read more detailed summaries.

We’ve the latest on the Renters (Reform) Bill, REF has been delayed until 2029, we summarise the Government’s response and commitments following the Nurse Review on research landscape, the UK celebrates official association with Horizon Europe, and we’ve gone in depth on international students bringing the hottest debate from the Parliamentary Chambers over the last few weeks.

I’ll be experimenting with some new approaches this year to make sure that the update is useful and relevant to as many people as possible: any feedback gratefully appreciated.

Quick parliamentary news

Schools and post 16 education: The Education Committee questioned SoS for Education, Gillian Keegan on the Advanced British Standard (ABS). Keegan stated that the ABS was being introduced to allow for more time, greater breadth, and better parity of esteem between technical and academic qualifications. The consultation on the new qualification is expected to be released soon.

Marking boycott: Gillian also stated that the marking assessment boycott was outrageous and damaging to the brand image of the sector. She stated the consultation on minimum service levels would help consider if it was helpful to equip universities with an additional tool to alleviate the impact of disruption. We introduce you to this consultation here.

Education oral questions: Minister Keegan also responded to education oral questions in the Chamber on Monday.

Healthcare students: A Westminster Hall debate, pay and financial support for healthcare students, was held following three petitions on the topic. We have a short summary of the debate provided by UUK here. Prior to debate the House of Commons Library provided a useful briefing on the matter (full briefing here, useful short summary here).

HE challenges: Minister Halfon spoke at the THE conference to set out his 5 ‘giants’ – the 5 challenges he believes HE faces in this decade and beyond: HE reforms, HE disruptors, degree apprenticeships, the lifelong learning entitlement, and artificial intelligence and the fourth industrial revolution. The speech is worth a quick read.

DSIT campus: DSIT is moving many of its roles to a base in Manchester. It’s part of the government’s Places for Growth programme, a civil service wide commitment to grow the number of roles outside of London and the south-east to 22,000 by 2027. Details here.

REF 2029

REF has been delayed from 2028 to 2029 to allow for additional time to implement the big changes the 2029 REF exercise will entail. Research England state the delay is in recognition of the complexities for HEIs in:

  1.   the preparation for using HESA data to determine REF volume measures
  2.   fully breaking the link between individual staff and institutional submissions, and
  3.   reworking of institutional Codes of Practice

The REF Team is working through dependencies in relation to this change, including the on-going work on people, culture and environment. We will provide an updated timeline as soon as possible.

More information on the detail behind the changes here. Research Professional has a write up here and here. Wonkhe coverage here.

Research: Nurse Review – Government response

The Government published Evolution of the Research, Development and Innovation Organisational Landscape, its response to the Nurse Review of the Research, Development and Innovation Organisational Landscape which began in 2021 and published the review outcomes in March 2023.

There are a large range of actions and approaches the Government has committed to take. Including

  • Developing a comprehensive map of the UK’s clusters of RDI excellence, to be published in the coming months.
  • Boost support for universities in areas with lower levels of R&D investment through the Regional Innovation Fund, which provides £60 million funding across the UK in 2023/24.
  • Publishing a breakdown of DSIT’s R&D budget over the financial years 2023/24 to 2024/25.
  • Invest £20 billion into R&D per annum by 2024/25 (this isn’t all new money!)

The Government state they will pilot innovative organisational models, embed data, evidence and foresight into their approach, maximise the impact of public sector RDI organisations and expand philanthropic funding into research organisations. The Government call on everyone within the sector to play their part, recognising the central role of DSIT as a single point of leadership and coordination.

The full 62 page detail is here, or you can read the key points in our pop out document.

Previous reports and letters relating to the Nurse Review are here. UKRI’s reaction to the Government’s response is here.

There’s also a parliamentary question on the Review and research funding:

Q – Chi Onwurah MP: [edited] with reference to the Government response to the Nurse Review what the (a) milestones, (b) deliverables and (c) timelines are for the review of the future of QR research funding.

A – Andrew Griffith MP: The Review of Research England’s (RE) approach to Strategic Institutional Research Funding (SIRF) which includes quality-related research (QR), will assess the effectiveness of unhypothecated research funding for Higher Education Providers. It will assess the principles and assumptions underlying current approaches and evaluate implementation. The review, set for 2024, will update the evidence on SIRF’s impact, enhance transparency, and engage the Higher Education sector. RE will commission an independent review on the ‘Impact of SIRF’ in December 2023 and stakeholder workshops in Summer 2024. Any changes to funding approaches will not be implemented before Academic Year 2026-2027.

Wonkhe delved into the government response in their usual pithy fashion making short work of a glaring omission:

  • It’s reckoned, on average, that the average research council grant covers around 70 per cent of the cost of performing research, rather than the 80 per cent it is supposed to. It was hoped that the government’s response to the Nurse review of the research landscape, published last week, would address this. It did not. Those hoping to see the full economic cost issue addressed saw it balanced against the overall project funding pot and the availability of other research funding, particularly QR allocations – with the implication being that a bump to one would result in losses to at least one of the others.

More analysis available in Wonkhe’s blog: DSIT published its response to the Nurse review of the research landscape, but there’s not much evidence of the unifying strategy Nurse asked for. James Coe breaks it down.

Research: Quick News

Horizon: On 4 December the UK formalised its association to the Horizon and Copernicus programmes. DSIT also announced their aim to maximise participation in Horizon with funding of up to £10,000 available to selected first time applicant UK researchers to pump prime participation, via a partnership with the British Academy and other backers. SoS Michelle Donelan stated: Being part of Horizon and Copernicus is a colossal win for the UK’s science, research and business communities, as well as for economic growth and job creation – all part of the long-term decisions the UK government is taking to secure a brighter future. UUK Chief Executive, Vivienne Stern MBE, said: This is a momentous day. I am beyond delighted that the UK and EU have finally signed the agreement confirming the UK’s association to Horizon.

There are several recent interesting parliamentary questions:

Research Funding: parliamentary question (edited) – Chi Onwurah MP – whether the £750 million of R&D spend is in addition to existing R&D funding (paragraph 4.49 of the Autumn Statement 2023).

Answer – Andrew Griffith MP: As a result of the UK’s bespoke deal on association to Horizon Europe and Copernicus, the government has been able to announce substantive investment in wider research and development (R&D) priorities. The £750 million package is fully funded from the government’s record 2021 Spending Review funding settlement for R&D. This includes £250 million for Discovery Fellowships, £145 million for new business innovation support and funding to support a new National Academy of mathematical sciences. These are transformative new programmes that maximise opportunities for UK researchers, businesses and innovators. We will also continue to deliver a multi-billion-pound package of support through the existing Horizon Europe Guarantee.

Regional inequalities: parliamentary question (edited) – Baroness Jones of Whitchurch: what steps the Government is taking to reduce regional inequalities in government-funded research and development.

Answer – Viscount Camrose: The Levelling Up White Paper (published in February 2022) committed to a R&D Levelling Up Mission, recognising the uneven distribution of gross R&D (GERD) spending across the UK. DSIT is delivering this mission to increase public R&D investment outside the Greater South-East by at least 40% by 2030, and at least one-third over this spending review period. We are making progress through investing £100 million for 3 Innovation Accelerators (Greater Manchester, West Midlands and Glasgow) for example, and investing £75 million for 10 Innovate UK Launchpads, £312 million for 12 Strength in Places Fund projects and £60 million for the Regional Innovation Fund.

Research Bureaucracy Review: Parliamentary question (edited) – Baroness Jones of Whitchurch: when the Government intend to implement the final report of the Independent Review of Research Bureaucracy published in July 2022.

Viscount Camrose: The Government is committed to addressing the issues set out in the Independent Review of Research Bureaucracy. We are working with other government departments, funders and sector representative bodies to finalise a comprehensive response to the Review and will publish it in due course. In the meantime, government departments and funding bodies have begun implementing several of the Review’s recommendations. We have established a Review Implementation Network, bringing together senior representatives from across the research funding system, to deliver the recommendations of the review and maintain momentum on this issue.

Independent Research Funding: DSIT announced an application round for the £25m Research and Innovation Organisation Infrastructure Fund. The fund will provide grants to research & innovation organisations to improve their national capabilities and is open to independent research and innovation bodies in the UK for funding for new small and medium scale research equipment, small and medium scale equipment upgrades, or small and medium scale facility upgrades. DSIT aim for the fund to address market failures in the funding landscape identified by the Landscape and Capability Reviews, therefore improving the R&I infrastructures available to RIOs, improving the quality of the national capabilities they provide and enabling them to better serve their users and the UK.

Spin outs: The Government published the independent review of university spin-out companies. The review recommended innovation-friendly policies that universities and investors should adopt to make the UK the best place in the world to start a spin-out company. To capitalise on this the government intends to accept all the review’s recommendations and set out how it will deliver them. You can also read the UKRI response here. We have a quicker read summary of the review here.

EDI: Remember the furore over the SoS intervene when Michelle Donelan ousted a member of UKRI’s EDI group for inappropriate social media posts/views? A recent parliamentary question on the matter tries to get behind the investigation to find out how it commenced.

Q – Cat Smith (Labour): To ask the Secretary of State for Science, Innovation and Technology, who authorised the reported gathering of information on (a) the political views and (b) related social media posts of members of the UKRI EDI board; and how much money from the public purse was expended in the process of gathering that information.

Answer – Andrew Griffth:

  • After concerns were raised about the social media activity of a member of a public body advisory panel, the Secretary of State requested information on whether other members of the group were posting in a manner that might come into conflict with the Nolan Principles. Minimal time was taken by special advisers to gather information already in the public domain.
  • Information is not gathered by special advisers on the views or social media of staff working in higher and further education, except in exceptional circumstances, such as this, where it supports the Secretary of State to reach an informed view on a serious matter.

Life Sciences: We introduced the autumn statement in the last policy update. However, we’re drawing your attention to the content announcing the £960 million for clean energy manufacturing and £520 million for life sciences manufacturing aiming to build resilience for future health emergencies.

Quantum: DSIT published the National Quantum Strategy Missions. The missions set out that:

  1. By 2035, there will be accessible, UK-based quantum computers capable of running 1 trillion operations and supporting applications that provide benefits well in excess of classical supercomputers across key sectors of the economy.
  2. By 2035, the UK will have deployed the world’s most advanced quantum network at scale, pioneering the future quantum internet.
  3. By 2030, every NHS Trust will benefit from quantum sensing-enabled solutions, helping those with chronic illness live healthier, longer lives through early diagnosis and treatment.
  4. By 2030, quantum navigation systems, including clocks, will be deployed on aircraft, providing next-generation accuracy for resilience that is independent of satellite signals.
  5. By 2030, mobile, networked quantum sensors will have unlocked new situational awareness capabilities, exploited across critical infrastructure in the transport, telecoms, energy, and defence sectors.

Research concerns: Research Professional publish the findings of two of their own research surveys: concerns over pressure to publish, predatory journals and culture issues. More here.

Regulatory

You’ll recall earlier this year the Industry and Regulators Committee delivered criticism and called for improvements to be made by the OfS in the way it engages with and regulates the HE sector. Recently the OfS wrote to the Committee to set out their response. The OfS confirmed their commitment to act on the Committee’s findings and set out these actions:

Engagement with students

  • Expanding our existing plans for a review of our approach to student engagement, to consider more broadly the nature of students’ experiences in higher education, and to identify where regulation can address the greatest risks to students.
  • Reframing of the role of our student panel – designed to empower students to raise the issues that matter to them.

Relationship with the sector

  • Robust, two-way dialogue is key to regulation that works effectively in the interests of students.
  • We have significantly increased our engagement with institutions in response to feedback, and this will be an ongoing priority.
  • The Committee’s report gives further impetus to that work with colleagues across the sector to reset these important relationships.

Financial Sustainability of the sector

  • We agree that the sector is facing growing risks and we are retesting our approach to financial regulation in this context, including developing the sophistication of our approach to stress-testing the sector’s finances.

The content the OfS provides in its response document at pages 4-26 pads out the above headline statements with more detailed plans and context and touches on wider topics such as free speech, value for money, and the regulatory framework. Read it in full here.

Research Professional discuss the main elements here (in rather a more polite tone than you might usually expect from them). Meanwhile Wonkhe summarise recent IfG content: the OfS

  • needs to assert its independence better – and the government must refrain from “frequent meddling” in the regulator’s work. These are among the conclusions of the Institute for Government think tank in its assessmentof the government and OfS responses to the Lords Industry and Regulators Committee report. It suggests that OfS’ dual role as regulator and funder is creating confusion, and that this issue was not sufficiently explored in the committee’s inquiry.

Renters (Reform) Bill – Committee Stage

The Renters (Reform) Bill completed Committee Stage and is waiting for a date to be considered at Report Stage in the House of Commons. We have a pop out document for you listing the most relevant information on the Bill in relation to student rental accommodation.

Mental Health

Nous and the OfS published a report on student mental health: Working better together to support student mental health – Insights on joined-up working between higher education and healthcare professionals to support student mental health, based on a ten-month action learning set project.

Separately, NHS Digital published the wave 4 findings as a follow up to the 2017 Mental Health of Children and Young People (MHCYP) survey. Overall, rates of probable mental disorder among children and young people aged 8 to 25 years remained persistently high, at 1 in 5, compared to 1 in 9 prior to the pandemic.

PTES

Advance HE published the Postgraduate Taught Experience Survey results:

  • 83% of students were satisfied overall with their experience, up 1% since 2022, and the highest since 2016 and 2014 when it also reached 83%.
  • Satisfaction levels among non-EU overseas students have continued to increase and now exceed by a sizeable margin those of UK students across all measures of the postgraduate experience.

Consideration of leaving their course

  • 18% of postgraduate taught students had considered leaving their course and, of those, the number who cited financial difficulties increased from 8% in 2022 to 11% in 2023.
  • UK students were considerably more likely to consider leaving their course than overseas students (29% of UK students considering leaving in comparison to, for example, students from India, of whom only 6% had considered leaving).
  • Women and non-binary students were more likely to consider leaving their course, as were those who studied mainly online.
  • Students who had free school meals as children were more likely to consider leaving their course, particularly because of financial difficulties, and this differential continued even among students aged 36 and above.

PRES

Advance HE also published the postgraduate research experience survey.

  • 80% postgraduate researchers express overall satisfaction with their experience at their institution.
  • Researchers working mostly or completely online were less satisfied than those who worked mostly or completely in-person.
  • The largest gaps in satisfaction between ethnicities focused around the opportunities provided for development activity with Black students a lot less likely to have been offered (or taken up) teaching experience and other development opportunities.
  • Among those considering leaving, cost of living is an increasingly important factor in how they view their challenges.

Jonathan Neves, Head of Business Intelligence and Surveys at Advance HE, said: It is positive to see nearly four out of five PGRs satisfied with their experience and there is encouraging feedback about research. But we should note that this is not for all groups. Institutions will also wish to explore why some – females and minority groups, in particular – are experiencing lower levels of satisfaction and at the same time to look at ways to address a gradual fall in satisfaction over time.

Student Loans

The Student Loans Company (SLC) published the latest figures covering student financial support for the academic year 2022/23 and the early in year figures for the academic year 2023/24, across England, Wales and Northern Ireland. In England:

  • 3% decrease in higher education student support in academic year 2022/23, at £19.7 billion.
  • Number of full-time Maintenance Loans paid remains relatively consistent to the previous year, at 1.15 million.
  • In 2022/23, as the last Maintenance Grant-eligible students conclude their courses, the % of full-time maintenance support attributable to grants falls below 0.1%.
  • Provisional figures indicate a potential 1.1% decrease in the number of Tuition Fees Loans paid on behalf of full-time students.
  • Continued decrease in the number of Tuition Fee Loans paid on behalf of EU (outside UK) students, due to the change in policy in 2021/22.
  • 1% decrease in the number of Tuition Fee Loans paid on behalf of part-time students.
  • Tuition Fee Loan take-up for accelerated degrees continues to increase.
  • 3% of all full-time loan borrowers took only a Tuition Fee Loan and opted out of Maintenance Loan support – consistent with the previous two years.
  • 7% decrease in the number of Postgraduate Master’s Loans issued in 2022/23.
  • Provisional figures for 2022/23 indicate a potential first, yet small decline in the take-up of Postgraduate Doctoral Loans.
  • Finalised figures confirm a 5.9% increase in the number of full-time students claiming Disabled Students’ Allowance in academic year 2021/22.
  • 3% increase in the amount claimed in Childcare Grant, reaching £244.1 million in 2022/23.
  • By end-October 2023, a total of 1.17 million undergraduates and postgraduates have been awarded/paid a total of £4.81 billion for academic year 2023/24.
  • Early look at academic year 2023/24 shows a continued decline in the number of EU (outside UK) students paid, due to the funding-policy change in 2021/22.
  • Early figures indicate a potential 4.5% reduction in the number of new students receiving student finance in academic year 2023/24.

A parliamentary question on the revision of the calculation formula used to determine overseas earnings thresholds for student loan repayments for English and Welsh students who live overseas or work for a foreign employer determine the review isn’t forthcoming. Minister Halfon confirmed it would require a legislative amendment to make changes to the formula.

There’s also a House of Commons Library briefing on students and the rising cost of living. It considers how students have been affected by escalating costs and what financial support is available. The Library briefings are useful because they support non-Minsters to understand debate topics better whilst formulating their opinions, and it provides them with facts and figures from which to engage in the debate. The full briefing is 34 pages long but there’s a shorter high level summary here.

Wonkhe blog: For the first time in almost a decade we have official figures on the income and expenditure of students in England. Jim Dickinson finds big differences between the haves and have-nots.

Graduate Employment

The Graduate Job Market was debated in the House of Lords. Lord Londesborough opened the session asking the government what assessment they have made of the jobs market for graduates, and whether this assessment points to a mismatch between skills and vacancies.

Baroness Barran spoke on behalf of the government stating that one-third of vacancies in the UK are due to skills shortages and that the HE sector delivers some of the most in-demand occupational skills with the largest workforce needs, including training of nurses and teachers. The DfE published graduate labour market statistics showing that, in 2022, workers with graduate-level qualifications had an 87.3% employment rate and earned an average of £38,500. Both are higher than for non-graduates.

Undetered Lord Londesborough pressed that we have swathes of overqualified graduates in jobs not requiring a degree (he stated the figure was 42-50%) and that graduate vacancies are falling steeply, as is their wage premium, and students have now racked up more than £200 billion of debt, much of which will never be repaid.

The debate also touched on regional differences in graduate pay, the importance of the creative industries which require a highly skilled workforce, the teacher skills shortage and whether tuition fees should be forgiven for those becoming teachers, and health apprentices not covered by the levy. You can read the full exchange here.

AI in jobs

The DfE published analysis on the impact of AI on UK jobs and training. It finds:

  • Professional occupations are more exposed to AI, particularly those associated with more clerical work and across finance, law and business management roles. This includes management consultants and business analysts; accountants; and psychologists. Teaching occupations also show higher exposure to AI, where the application of large language models is particularly relevant.
  • The finance & insurance sector is more exposed to AI than any other sector.The other sectors most exposed to AI are information & communication; professional, scientific & technical; property; public administration & defence; and education.
  • Workers in London and the South East have the highest exposure to AI, reflecting the greater concentration of professional occupations in those areas. Workers in the North East are in jobs with the least exposure to AI across the UK. However, overall the variation in exposure to AI across the geographical areas is much smaller than the variation observed across occupations or industries.
  • Employees with higher levels of achievement are typically in jobs more exposed to AI.For example, employees with a level 6 qualification (equivalent to a degree) are more likely to work in a job with higher exposure to AI than employees with a level 3 qualification (equivalent to A-Levels).
  • Employees with qualifications in accounting and finance through Further Education or apprenticeships, and economics and mathematics through Higher Education are typically in jobs more exposed to AI. Employees with qualifications at level 3 or below in building and construction, manufacturing technologies, and transportation operations and maintenance are in jobs that are least exposed to AI.

Enough Campaign

The Government announced the next (third) phase in the Enough campaign to tackle violence and abuse against women and girls, which focuses on HE. The government describe the initiative:

30 universities across the UK are partnering to deliver bespoke campaign materials designed to reflect the scenarios and forms of abuse that students could witness. It will see the wider rollout of the STOP prompt – Say something, Tell someone, Offer support, Provide a diversion – which provides the public with multiple options for intervening if they witness abuse in public places and around universities.

Graphics on posters, digital screens and university social media accounts will encourage students to act if they witness abuse, as part of wider efforts to make university campuses safer. The latest phase of Enough also contains billboard and poster advertising on public transport networks and in sports clubs, as well as social media adverts, including on platforms relevant to younger audiences.

Home Secretary, James Cleverly said: While the government will continue to bring into force new laws to tackle these vile crimes, equip the police to bring more criminals to justice and provide victims with the support they need, the Enough campaign empowers the public to do their part to call out abuse when they see it and safely intervene when appropriate.

Baroness Newlove, Victims’ Commissioner for England and Wales said: If we are to effectively tackle violence against women and girls, this requires a whole society approach with the education sector playing a key role. I welcome the latest phase of the Enough campaign as it expands into university campuses. Government commitments to future iterations of this campaign are crucial if we are to see the wider cultural shifts we know are necessary.

Apprenticeships

FE week report that the party’s over for degree apprenticeships as Chancellor Jeremy Hunt plans to restrict use of the apprenticeship level for degree level apprenticeships. Snippets: Multiple sources have said that Jeremy Hunt is concerned about the affordability of the levy amid a huge rise in the number of costly level 6 and 7 apprenticeships for older employees, while spending on lower levels and young people falls… Treasury officials have now floated the idea of limiting the use of levy cash that can be spent on the highest-level apprenticeships, but the Department for Education is understood to be resisting… Networks of training providers and universities contacted the Treasury this week to plead with the chancellor not to cut access to the courses, who claim the move is “political posturing” to appeal to certain parts of the electorate. Those involved in delivering the courses have also argued that the majority of level 6 and 7 management apprentices are in public services and “critical for the productivity agenda and fiscal sustainability”.

Think Tank EDSK are in favour of Hunt’s approach. Wonkhe report that they are campaigning for those who have already completed a university degree should be banned from accessing levy-funded apprenticeships, the think tank EDSK has argued in a new report, which criticises the proliferation of degree apprenticeships used to send “existing staff on costly management training and professional development courses.” The report sets out recommendations for improving the skills system for those young people who choose not to study at university – another recommendation is potentially preventing employers from accessing levy funds if they train more apprentices aged above 25 than aged 16 to 24.

Moving from opinion to data:

The DfE published 2022/23 data on apprenticeships.

  • Advanced apprenticeships accounted for 43.9% of starts (147,930) whilst higher apprenticeships accounted for a 33.5% of starts (112,930).
  • Higher apprenticeships continue to grow in 2022/23. Higher apprenticeship starts increased by 6.2% to 112,930 compared to 106,360 in 2021/22.
  • Starts at Level 6 and 7 increased by 8.2% to 46,800 in 2022/23. This represents 13.9% of all starts for 2022/23. There were 43,240 Level 6 and 7 starts in 2021/22 (12.4% of starts).
  • Starts supported by Apprenticeship Service Account (ASA) levy funds accounted for 68.1% (229,720).

Wonkhe on apprenticeships:

Admissions

Recruitment

UCAS released their end of cycle data key findings. These are notable as this cycle included questions to collect information on disability and mental health conditions as well as free school meals entitlement, estrangement, caring responsibilities, parenting, and UK Armed Forces options.

  • The number of accepted UK applicants sharing a disability increased to 103,000 in 2023, up from 77,000 in 2022 (+33.8%) and 58,000 in 2019 (+77.5%).
  • Those sharing a mental health condition rose to 36,000 this year compared to 22,000 last year (+63.6%) and 16,000 in 2019 (+125%). (Possibly because the changes mean that fewer accepted students needed to select ‘other’ when sharing their individual circumstances – 5,460 in 2023 versus 6,700 in 2022 which is -18.5%.)
  • The second highest number of UK 18-year-olds from the most disadvantaged backgrounds have secured a place at university or college this year. A total of 31,590 UK 18-year-olds from POLAR4 Quintile 1 have been accepted – down from the record of 32,415 in 2022 (-2.5%) but a significant increase on 26,535 in 2019 (+19%). …but…
  • The entry rate gap between the most (POLAR 4 Quintile 1) and least disadvantaged (POLAR 4 Quintile 5) students has slightly widened to 2.16 compared to 2.09 in 2022.
  • The number of accepted mature students (aged 21 and above) is down – 146,560 compared to 152,490 in 2022 (-3.9%) but an increase on 145,015 in 2019 (+1.1%).

Sander Kristel, Interim Chief Executive of UCAS,, said: Today’s figures show growing numbers of students feel comfortable in sharing a disability or mental health condition as part of their UCAS application… This forms part of our ongoing commitment to improve the admissions process, helping to ensure that all students have available support and guidance to progress to higher education, no matter their background.

Also:

  • There has been a decline in the number of accepted international students – 71,570 which is a decrease from 73,820 in 2022 (-3.0%) and 76,905 in 2019 (-6.9%). We see a different trend when broken down by international students from outside the EU – with 61,055 acceptances, down from 62,455 in 2022 (-2.2%) but significantly up from 45,455 in 2019 (+34%).
  • Of the 1,860 T Level applicants, 97% received at least one offer. A total of 1,435 people with an achieved T Level have been placed at higher education, up from 405 last year (+254%)

Wonkhe has other thoughts and doesn’t quite believe the rosy picture UCAS is known to paint: while a decline in acceptances for 18-year-old undergraduate students could be explained in terms of disappointing A levels or the cost of living, a two per cent decline in applications – confirmed in last week’s end of cycle data from UCAS – is rather more worrying. Coming at a time of a widely reported slowdown in international recruitment as well, the worries begin to mount up. There are blogs delving deeper:

School curriculum breadth

Lord Jo Johnson has been chairing the Lords Select Committee on Education for 11-16 Year Olds (report here) which highlights that the EBACC has led to a narrowing of the curriculum away from creative, technical and specialist interest subjects – which isn’t ideal for future HE study. The committee’s inquiry was established in response to growing concerns that the 11-16 system is moving in the wrong direction, especially in relation to meeting the needs of a future digital and green economy. Research Professional have a nice short write up on the matter in Bacc to the future.  Snippets:

  • “Schools have accordingly adjusted their timetables and resourcing to promote these subjects to pupils and maximise their performance against these metrics,” the Lords committee says. “As a result, subjects that fall outside the EBacc—most notably creative, technical and vocational subjects—have seen a dramatic decline in take-up.”
  • The evidence we have received is compelling; change to the education system for 11-to-16-year-olds is urgently needed to address an overloaded curriculum, a disproportionate exam burden and declining opportunities to study creative and technical subjects,” Johnson said.
  • It looks like more government education reform could be on the cards soon. If prime minister Rishi Sunak is returned at the next election—a big if, we appreciate—then he has post-16 reform in his sights, so we could be in for a busy time on that front.

Access & Participation

The OfS has a new approach to regulation learning lessons from the 30 (ish) HEIs that rewrote their Access and Participation plans a year early.

Wonkhe blog: John Blake deletes even more of the cheat codes to access and participation.

  • I’m also pleased that many wave 1 providers have put a greater focus on evaluation: hiring evaluation specialists, training staff, developing theories of change and evaluation plans for plan activities. This is promising for the future of the evidence base of what does and does not work relating to intervention strategies. We are keen to see this focus increase further and to see more evaluation plans that explore cause and effect robustly.
  • I want to see more evidence of collaboration between universities and colleges and third sector organisations, schools, and employers to address the risks to equality of opportunity that current and prospective students may face. Joining forces brings together expertise and agility and great numbers of students who can benefit from interventions.
  • I also want to see more ambitious work to raise attainment of students before they reach higher education. What the EORR clearly shows is that where a student does not have equal access to developing knowledge and skills prior to university, they are more likely to experience other risks at access, throughout their course and beyond.
  • We heard an understandable nervousness from providers around setting out targets and activity where the success of the activity undertaken is not necessarily entirely in their control. This was particularly in relation to collaborative partnerships and around work to raise pre-16 attainment. Whilst this is entirely understandable, I encourage providers to take calculated risks, and to know that where expected progress is not being made, we will provide you with an opportunity to explain the reasons for this, as well as your plans to get back on track, where possible. Our regulation is not designed to catch anyone out who is doing the hard work – even where that work does not always lead to the outcomes we all want.
  • We do not intend to update the access and participation data dashboard prior to May 2024 at the earliest. This is to ensure clarity, and as much time as possible for providers to work on new access and participation plans in light of delays to the first Data Futures collection of student data. Providers should use the data and insights that are currently available, including through the data dashboard published earlier this year, to support them to design their plans.

International

Short version – lots of debate on international students and migration. The Government plans for them to continue to be counted in the net migration statistics and continues to be opposed to bringing dependents into the country.

Here’s the five key exchanges in which the matter was discussed in Parliament over the last few weeks.

  1. At Home Office oral questions (transcript) Wendy Chamberlain MP (Liberal Democrat) asked what assessment had been made of the potential merits of providing temporary visas to the dependants of visiting students and academics when the dependants are living in conflict zones. The Minister for Immigration, Rt Hon Robert Jenrick MP, said that migration should not be the first lever to pull in the event of a humanitarian crises.

Jonathan Gullis (Conservative) described the recent ONS net migration statistics as completely unacceptable. He asked whether the Minister would support the New Conservatives’ proposal to extend the closure of the student dependant route to cover those enrolled on one-year research master’s degrees. The Minister stated that the level of legal migration was far too high and outlined the recent policy related to dependants. He believed the policy would have substantive impact on the levels of net migration but added that the government were keeping all options under review and will take further action as required.

  1. The Commons chamber debated net migration through the urgent question route. Immigration Minister, Robert Jenrick MP, stated:

Earlier this year, we took action to tackle an unforeseen and substantial rise in the number of students bringing dependants into the UK to roughly 150,000. That means that, beginning with courses starting in January, students on taught postgraduate courses will no longer have the ability to bring dependants; only students on designated postgraduate research programmes will be able to bring dependants. That will have a tangible effect on net migration.

He went on to say (and it’s not clear if he is referring to students or net migration across all areas): It is crystal clear that we need to reduce the numbers significantly by bringing forward further measures to control and reduce the number of people coming here, and separately to stop the abuse and exploitation of our visa system by companies and individuals. 

Alison Thewliss (SNP) challenged the anti-migration tone stating: I thank those people who have come to make their home here [Scotland] and to contribute to our universities, public services and health and care sector, and who have made our society and our economy all the richer for their presence. Have the Government thought this through? Who will carry out the vital tasks of those who have come to our shores if they pull up the drawbridge and send people away? 

Tim Loughton highlighted that 135,000 visas were granted to dependants last year, up from 19,000 just three years ago, and around 100,000 visas were granted to Chinese students, up 87% over the past 10 years.

The Immigration Minister confirmed the government has considered a regional system of immigration but discounted it as unlikely to work in practice.

Paul Blomfield shared familiar messaging about the investment that international students bring to the UK and called for their removal from the migration statistics: International students contribute £42 billion annually to the UK. They are vital to the economies of towns and cities across the country. Most return home after their course. Those who do not are granted a visa for further study or a skilled workers visa, because we want them in the country. Students are not migrants. The public do not consider them to be migrants. Is it not time we took them out of the net migration numbers and brought our position into line with our competitors, such as the United States, whose Department of Homeland Security, as the arm of Government responsible for migration policy, does not count students in its numbers?

The Minster was unmoved, and responded: I do not think fiddling the figures is the answer to this challenge. The public want to see us delivering actual results and bringing down the numbers. Of course, universities and foreign students play an important part in the academic, cultural and economic life of the country, but it is also critical that universities are in the education business, not the migration business. I am afraid that we have seen a number of universities—perfectly legally but nonetheless abusing the visa system—promoting short courses to individuals whose primary interest is in using them as a backdoor to a life in the United Kingdom, invariably with their dependants. That is one of the reasons why we are introducing the measure to end the ability of students on short-taught courses to bring in dependants. Universities need to look to a different long-term business model, and not just rely on people coming in to do short courses, often of low academic value, where their main motivation is a life in the UK, not a first-rate education.

  1. Next the Lords debated net migration (end of November) – Lord Sharpe of Epsom, Home Office Minster, stated the government had introduced measures to tackle the substantial rise in students bringing dependants to the UK. Baroness Brinton flew the flag for international students stating they add £42 billion to the UK economy. She questioned why the government constantly portray them as a drain on the UK and why are they proposing to reduce their numbers, rather than recognising their direct contribution to our economy, communities and universities. The Minister replied that many students stayed in the UK after their studies and that they are remaining in the net migration statistics.

Lord Johnson asked the Minister for assurance that there was no plan to axe the graduate route for international students. The Minister replied there are no plans to affect the student graduate route. These measures are specifically targeted at dependants.

  1. Next up UUK summarise James Cleverly’s statement on legal migration from 4 December:

The Secretary of State confirmed that he had asked the Migration Advisory Committee (MAC) to review the Graduate route to ‘prevent abuse and protect the integrity and quality of UK’s outstanding higher education sector’. Taken together with announcements in May and those outlined below, he claimed this would result in around 300,000 fewer people coming to the UK.

Other announcements:

  • End abuse of health and care visa by stopping overseas care workers from bringing family dependents.
  • Increase the earning threshold for overseas workers by nearly 50% from £26,200 to £38,700.
  • End the 20% going-rate salary discount for shortage occupations and replace the Shortage Occupation List with a new Immigration Salary List, which will retain a general threshold discount. The Migration Advisory Committee will review the new list against the increased salary thresholds in order to reduce the number of occupations on the list.
  • Raise minimum income required for family visas to £38,700.

The Shadow Home Secretary, Rt Hon Yvette Cooper MP, said that Labour had called for (i) an end to the 20% ‘unfair discount’, (ii) increased salary thresholds to prevent exploitation, and (iii) a strengthened MAC. She proceeded to note that while the UK benefitted from international talent and students, the immigration system needed to be controlled and managed so that it was fair and effective. She criticised the government’s approach saying that there was nothing in the statement about training requirements or workforce plans.

Chris Grayling MP (Conservative) asked if there was a case for looking at who comes to study and if they should have an automatic right to work after they complete their studies. In his reply, the Home Secretary said that the UK’s university sector was a ‘global success story’ and widely respected across the world. He added that higher education should be a route to study, rather than a visa route by the back door.

Layla Moran MP (Liberal Democrat) criticised the government for ‘starving’ the science industry of lab technicians and other talent by introducing these new measures.

Patrick Grady MP (SNP) asked what steps the government was taking to negotiate more visa exchange programmes with the European Union and other countries that could allow the sharing of skills and experience across borders. The Home Secretary said he had negotiated a number of youth mobility programmes to attract the ‘brightest and the best’.

  1. On 5 December the Lords debated the legal migration statement. Lots of the content was similar to what we’ve already described above. Here we mention some additional points:

Lord Davies of Brixton (Labour) pointed to the impact that a fall in overseas students could have on the education provided for UK domiciled students. He urged the government to do more to encourage people to study in the UK. He warned that the measures announced would deter some international student from coming to the UK alongside proposals announced in May to ban PGT students from bringing dependants. He asked for reassurances that these factors will be considered in any impact assessments.

Baroness Bennett (Green) asked how much income was expected to be lost to UK universities in light of government predictions that 140,000 fewer people would come via student routes. She also asked about the regional impact of this.

The Minister also confirmed that the ban on dependents at Masters study level was not differentially applied based on subject. The ban applies to science students as much as humanities.

Finally, the House of Commons Library published a briefing on International students in UK higher education, the shorter summary here is a useful quick round up of the key points. The Home Office’ press release on their plan to cut net migration is here. Research Professional meander through some earlier international migration speculation (scroll to half way down if you want the more focussed content).

Recent Wonkhe coverage addresses the predicted loss in tuition fees arising from recent increases to student visa and health charges over five years could be up to £630m – a figure criticised by the House of Lords Secondary Legislation Scrutiny Committee. Reviewing the Home Office’s impact assessments for the Immigration Health Surcharge increase and the student visa charge increases, the committee argues that both should have been considered together, with the possible effects “greater than the sum of each individually.” The Home Office had informed the committee that the two impact assessments were carried out independently. Plus Wonkhe blogs:

International Students Digital Experience

Jisc published International students’ digital experience phase two: experiences and expectations. Finding:

  • Most international students were positive about the use of technology enabled learning (TEL) on their course; notably, they appreciated how it gave them access to a wide range of digital resources, online libraries and recorded lectures.
  • Most were using AI to support their learning and wanted more guidance on effective and appropriate practice.
  • Home country civil digital infrastructure shapes digital practice, which in turn forms the basis of assumptions about how digital will be accessed and used in the UK
  • International students often struggled with practical issues relating to digital technologies, including setting up authentication and accessing university systems outside the UK

There is a shorter summary and some key information here.

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:

The DfE has published a consultation on minimum service levels (MSLs) in education which sets out regulations the government may implement on strike action days to require a minimum educational delivery to be maintained (including within universities). If introduced, regulations would be brought forward under the powers provided to the Secretary of State in the Strikes (Minimum Service Levels) Act 2023.

The government states your feedback will help to inform the design of a minimum service level in schools, colleges and universities.

Minister Keegan’s ministerial statement launching the consultation is here and the consultation document is here, the response window closes on 30 January 2024. Please get in touch with Jane Forster if you wish to discuss this consultation or make a response.

Wonkhe even published a blog on the new consultation.

Other news

TEF: The remaining 53 TEF judgements for providers appealing their original results are expected to be published soon. Wonkhe got excited as the qualitative submissions, student submissions, and panel commentaries were published: Our initial analysis suggests that consistency across subject and student type, along with demonstrable responsiveness to feedback from students, have been key to securing positive judgements on the qualitative side of the exercise. They have three new blogs:

Growth contributor: A quick read from Research Professional – Andrew Westwood argues that the quietly interventionist autumn statement overlooked universities’ role in growth.

Cyber: From Wonkhe – David Kernohan talks to the KPMG team you call when your systems have been attacked and your data is at risk.

LLE: Wonkhe – New polling shows that demand for lifelong learning entitlement fee loans is not where the government may hope. Patrick Thomson tells us more. Also:

2023: The year in review – read HEPI’s annual take on the state of higher education.

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JANE FORSTER

VC’s Policy Advisor

Follow: @PolicyBU on Twitter

HE policy update 27th November 23

innovation, international, Student Engagement

Autumn Statement

You can find the full autumn statement and all the associated papers here.

Somewhat acerbic summary from Research Professional here,

Some extracts from the statement

Science and Innovation:

  • Scientific breakthroughs are a crucial driver of long-run growth and play a critical role in improving lives and helping to tackle societal challenges. The UK hosts many of the world’s leading universities and the government provides the most generous support for business R&D in the OECD as a share of GDP through tax relief and public investment. The government is now going even further to ensure the UK remains at the cutting edge of science, innovation and technological development.
  • The Prime Minister has negotiated excellent terms for the UK to associate to Horizon Europe and Copernicus, getting great value for taxpayers while maximising opportunities for researchers. As a result, the government can now announce ambitious investments of over £750 million in UK R&D this financial year. These investments include transformative new programmes, including £250 million for long-term world-class Discovery Fellowships, £145 million for new business innovation support, and support to establish a National Academy focussed on mathematical sciences. The government is also ensuring the research, development and innovation organisational landscape is diverse, resilient, and investable, in response to Sir Paul Nurse’s review. The government will also continue to cut bureaucracy in grant applications.
  • University spin-outs are some of the UK’s most innovative companies and play a hugely important role for the UK economy, with investment increasing almost five-fold since 2014. To capitalise on this strength, the government is accepting all the recommendations of the Independent Review of Spin-outs and setting out how it will deliver them. Several universities and investors have already endorsed the recommendations of the review, and the government will provide £20 million for a new cross-disciplinary proof-of-concept research funding scheme, to help prospective founders in the UK’s universities demonstrate the commercial potential of their research.
  • Also published: government response to the independent review: https://www.gov.uk/government/publications/independent-review-of-university-spin-out-companies
  • Also published: government response to the Paul Nurse independent review of research, development and innovation landscape: https://www.gov.uk/government/publications/research-development-and-innovation-organisational-landscape-an-independent-review
  • The government is committed to staying at the forefront of new technology. For example, this Autumn Statement provides £121 million for the UK’s space sector. This investment will pave the way for new space clusters and infrastructure, make progress towards the government’s climate goals by supporting the earth observation industry and deliver new capabilities in low earth orbit satellite communications technology. The government is also building on the £2.5 billion ten-year National Quantum Strategy by publishing an ambitious set of quantum missions, including a mission to have accessible, UK-based quantum computers capable of running 1 trillion operations by 2035. Other missions focus on quantum networks, medical applications, navigation, and sensors for infrastructure.

Life Sciences

  • Life sciences is a strength of the UK economy, with the sector critical to the country’s health, wealth and resilience. In May 2023, the government committed £121 million in funding as a first response to Lord O’Shaughnessy’s recommendations on improving the UK’s commercial clinical trial offer. The government has published its full response to the review, supported by an implementation plan, to make the UK one of the best places in the world to conduct clinical research. Up to £20 million of this funding will launch the first Clinical Trial Delivery Accelerator, focused on dementia, to help innovation reach NHS patients even faster.
  • To build resilience for future health emergencies and to capture and capitalise on the UK’s R&D strengths, the government is providing £520 million in funding from 2025-26 to support transformational manufacturing investments in life sciences. It is also backing UK innovation by investing £10 million, with an additional £10 million from Scottish Enterprise, in a world class Manufacturing Centre of Excellence in Oligonucleotides. Tackling antimicrobial resistance will be essential for future health resilience, so to mark the 2028 centenary of the discovery of penicillin, the government is granting £5 million seed funding to help launch  the Fleming Centre. A collaboration led by Imperial College London and Imperial College Healthcare NHS Trust, the Centre will support the next generation of world changing health innovations.
  • The UK is uniquely placed to harness the power of health data to improve patient outcomes. In England the NHS has 1.6 million patient interactions every 24 hours generating real world experience and insights at scale.72 The government is therefore announcing a further £51 million for the Our Future Health (OFH) programme, a world-leading resource for health research, to genotype their first 1 million participants and to recruit hundreds of thousands of new volunteers, supporting the development of better ways to prevent, detect and treat diseases. The COVID-19 vaccine showed the UK is one of the best places to launch lifesaving therapies. Building on this legacy, Genomics England, along with a consortium of partners, is announcing the launch of a world first Rare Therapies Launch Pad, generating evidence on whether a pathway for new individualised therapeutics could be implemented in the UK for children with ultra-rare disease.

Creative industries

  • The UK has world-leading creative industries at the heart of an increasingly digital world. The sector grew at over one and a half times the rate of the wider economy between 2010 and 2019,73 contributing £126 billion in GVA in 2022. In June 2023, the government published its Sector Vision which set ambitions to grow the creative industries by £50 billion and deliver a creative careers promise to support a million more jobs by 2030. This included £77 million in new government spending, bringing the total announced since the 2021 Spending Review to £310 million. The sector also continues to be supported by significant tax reliefs, which were worth £1.66 billion in the year ending 2022.75
  • The government expects further growth and a rise in employment as creative industries embrace new technologies. To maximise the benefits of this, the government will further boost the international competitiveness of tax incentives for the UK’s world-leading visual effects sector. The government intends to increase the generosity of the Audio-Visual Expenditure Credit for visual effects expenditure, and will work with industry on how best to design this with the intention of implementing changes to the tax relief from April 2025.
  • To support the production of film and high-end TV across the UK, the government will provide £2.1 million of new funding next year for the British Film Commission and the British Film Institute Certification Unit. Furthermore, the government will review public investment in R&D spending for the creative industries to a Spending Review timeframe

Making a long-term investment in skills by delivering a world-class education system

  • A crucial part of securing Britain’s prosperity for future generations is building a world-class education and skills system. Long-term investment in human capital is crucial for growth and productivity: changes in labour quality contributed to around 15% of growth in labour productivity between 2001 and 2007, and the majority of labour productivity growth in the years after. This is why the government continues to make year on year increases to school funding in England, boost opportunities for adults to train, upskill and retrain, and, from 2025, transform the student finance system through the Lifelong Learning Entitlement.
  • In October 2023, the Prime Minister announced a strong action plan to ensure every student has the literacy and numeracy skills they need to thrive through the introduction of the Advanced British Standard. This new Baccalaureate-style qualification will bring the best of A-Levels and T-Levels together, creating a unified structure that puts technical and academic education on equal footing. This reform will ensure every student in England studies some form of maths and English to age 18, boosting basic skills and bringing the UK in line with international peers. It will increase the number of taught hours by 15% for most students aged 16 to 19 and will broaden the number of subjects students take.
  • The government is funding a down payment of over £600 million over the next two years. This will give teachers in key shortage academic and technical subjects – who are in the first five years of their career – a payment of up to £6,000 per year tax free, including further education colleges for the first time; support students to achieve their maths and English GCSEs where they did not pass first time; improve the quality of maths teaching; and build a deeper understanding of what works in 16-19 teaching and training with a £40 million capital investment into the Education Endowment Fund.
  • Beyond 16-19 education, the government is supporting employer based training in England so that adults of all ages can access high quality apprenticeships. The government has transformed apprenticeships to offer a prestigious and high quality alternative route to higher education. In 2021-22, almost a third of all starts were at Level 4 and above compared to only 4% in 2014-15.
  • The government continues to work closely with businesses to improve the apprenticeship system to meet the needs of learners, employers and training providers. The government is supporting plans to catalyse the growth sectors by committing £50 million to deliver a two-year apprenticeships pilot to explore ways to stimulate training in these sectors and address barriers to entry in high-value standards.

King’s Speech

King Charles III delivered his first King’s Speech to open the new parliamentary period on 7 November 2023. The speech is written by the government, not the King, and delivered within Parliament in a ceremony with all manner of pomp and tradition. If you’re interested in the history this article looks at how the custom developed and what themes were apparent in previous monarch’s first state opening speeches.

Onto business, the speech highlighted the broad areas the government intends to move in the forthcoming year. None were a surprise as the government has been announcing them across the last few weeks.

Of most interest to HE:

  • Steps will be taken to create the Advanced British Standard qualification, bringing technical and academic routes together.
  • Proposals will be implemented to decrease the number of people studying poor-quality degrees, and to increase take-up of apprenticeships. [There’s no new legislation for this so it will be a continuation of the OfS using existing powers and the proposal to include salary (by subject) in the graduate outcomes baselines in licence condition B3.  It’s not clear at this stage if there will be more proactive work to increase apprenticeships.]
  • Encourage innovation in new technologies such as machine learning and continue to lead international discussions to ensure AI is delivered safely.
  • Proposals will be published to reform welfare and support more people into work.
  • New legislation to empower police to tackle digital crime, including child sexual abuse.
  • New legislation to create a smoke-free generation, by restricting sale of tobacco, as well as the sale and marketing of e-cigarettes to children.
  • New legislation to promote the creative industries and support journalism.

Wonkhe also highlight this legislation which will impact on the HE sector:

  • A new Terrorism (Protection of Premises Bill) – known as “Martyn’s Law” – will require UK venues including universities to have preventative plans against terror attacks.
  • The new Data Protection and Digital Information (no. 2) Billis intended in part to “clarify and improve rules around using data for scientific research.”

The background briefing on these forthcoming Bills is available here.

In addition to the new legislation some Bills of interest to HE were carried over, such as:

Anything that wasn’t officially carried over is now defunct. This includes any parliamentary questions and Private Members’ Bills you may have been following.

If you’d like to read more delve into content from the House of Lords Library on the 2023 King’s Speech.

The King’s Speech was followed by several days of debate. Secretary of State Gillian Keegan led Friday’s  debate failed to answer Labour ex-Shadow HE Minister Emma Hardy’s question about how the government would identify low quality courses while controlling for local and regional differences in graduate salaries. Emma Hardy quoted the words of Lord Willetts to argue from research evidence that parental background also has a huge effect on graduate outcomes. The full transcript is here.

Cabinet Reshuffle

Although headline grabbing in a general sense there wasn’t much change for HE.

George Freeman resigned as Science Minister, replaced by Andrew Griffith:

The minister is responsible for:

Nick Gibb resigned as the long standing Schools Minister, replaced by Damien Hinds (another returner after a long period of absence),

Research

UKRI EDI Advisory Group

We mentioned this in the last update but there’s been significant sector interest, and some more movement on the UKRI EDI Advisory Group.  On 28 October DSIT SoS Michelle Donelan wrote to UKRI with concerns that individuals appointed to the UKRI EDI advisory group had expressed inappropriate views on social media which weren’t in keeping with their public responsibilities. Michelle recommended for UKRI to immediately close the group and undertake an urgent investigation into how this happened.’

Michelle also suggested that UKRI were overstepping their boundaries by going beyond the requirements of equality law in ways which add burden and bureaucracy to funding requirements, with little evidence this materially advances equality of opportunity or eliminates discrimination.

Wonkhe consider Donelan’s interventions and succinctly explain whether (in their opinion) she has the right to intervene or not. You can read Donelan’s letter and the two Wonkhe blogs: Michelle Donelan writes to UKRI over “jobs for Hamas terrorist sympathisers” and Can the Secretary of State tell UKRI what to do?

In response to the SoS letter UKRI immediately stated they would:

  • Suspend operations of the Research England Equality Diversity and Inclusion Advisory Group with immediate effect.
  • Launch an investigation into the specific areas of concern.
  • Use the findings to come to a conclusion about the ultimate future of the RE EDI advisory group, and how best to ensure its purpose is fulfilled, as advised by the Research England Council.
  • The Board would review advisory structures to ensure that they are fit for purpose. This will include the processes for their establishment and operation.

Most recently UKRI Chief Executive, Ottoline Leyser, highlighted that only the EDI Expert Advisory Group’s work had been suspended. All other UKRI EDI initiatives continue their work programmes. And: We are fully committed to the principles of freedom of speech within the law and equality, diversity and inclusion. These are the foundations on which research and innovation excellence is built. I am determined to uphold these principles through the actions we are taking, despite the heightened emotions surrounding these debates at the current time…In line with the principles we espouse, we understand that different people will take different views about the best way to act and we respect their decisions.

REF2028 – overload and dilution?

HEPI published a Policy Note by former Warwick VC Nigel Thrift: REF 2028: Outputs Matter expressing concern that research outputs will be reduced from 60% to 40% and outputs will not be directly tied to individuals. He argues the REF is becoming overloaded and this is diluting its core purpose and putting Britain’s science superpower status at risk.

Last week Sarah was at a research sector gathering and noted a clear divide between those who are extremely concerned with the REF changes including the strong voice of Professor Dinah Birch (who led main panel D in REF2021) and those in favour of progress and changes such as Helen Cross from the Scottish Funding Council who was involved in the FRAP. It feels the tussle for REF 2028 isn’t yet over, not least because Professor Birch is advocating delaying REF past 2028 if the assessment changes are implemented.

The very quick read of Thrift’s policy note is here or read the full seven pages here.

An analysis of REF 2021 impact case studies was published last week exploring the pathways to research impact, and the practices that enable it. Wonkhe report:

  • The team identified 79 “impact topics” that highlight the diverse range of areas where UK research is making a difference to policy, practice, and people’s lives. Notably, 72 per cent of impact case studies linked to two or more disciplinary areas. Of the 79 impact topics, those associated with “grand challenges”, such as environmental conservation and food policy, are more likely to be underpinned by interdisciplinary research than those for which disciplinary and professional practice are more closely linked, such as clinical medicine. Research collaboration also features prominently in generating research impact.
  • What lessons should be learned from this data? The one that the sector most hopes will be clear is that funding research generates societal benefit – there can be no doubt about that. Some might argue you don’t need an “impact agenda” to know that, but on a purely pragmatic level it really helps to have the evidence.
  • The second lesson might be about the links between research culture and excellence – the current debate over the extent to which research culture should form part of the REF is interrogating the extent to which inclusive, cooperative research culture is associated with excellence, and there are almost certainly links to be made around research collaboration, cooperation with non-academic partners, and the engagement of diverse disciplinary perspectives as being research practices that actively support research impact.
  • …to what extent should REF incentivise universities to align their research agendas to local challenges as well as grand global challenges? Some would say that it doesn’t matter how far away the impact occurs as long as the research is excellent and impactful. Others might point out that the relative “place-blindness” of research funding until recently has led to a situation in which R&D spend is not very evenly distributed across the country, and that part of universities’ social compact involves deploying their resources for the benefit of their places.
  • Universities will, in many cases, already be considering these questions in light of a new focus on place from funders, some of which will materialise in the next iteration of REF. But it is always worth considering the extent to which local research impact forms part of a university’s agenda and how that ambition might be realised in time for the next big assessment.

Blogs:

AI news

Similar to previous weeks, there’s a significant amount of artificial intelligence (AI) related news. We’ve kept content as brief as possible so do click the links for more information if this is your interest area.

Medical diagnostics (AI): The House of Lords published part two of their Current Affairs Digest: Science. It looks at how advances in AI are changing medical diagnostics. Once trained on vast datasets of images and research AI tools have been designed to interpret scans, refine images for clinical review, and map anatomy ahead of treatment. It looks at whether AI can save clinician time, costs and workload. Thes briefing presents a range of studies on applications, accuracy and challenges.

£118m AI Package: The Government announced a £118m “boost to skills funding”, including a new grant scheme and confirmation of a further 12 Centres for Doctoral Training in AI (£117 million), funded through UKRI. The remaining £1 million creates the AI Futures Grants scheme to help the next generation of AI leaders meet the costs of relocating to the UK- it’s currently being designed and will launch in 2024. The British Council and UK universities are also funding 15 GREAT scholarships for international students to come to the UK to study Science and Technology courses, including subjects related to AI or life sciences. The ‘Backing Invisible Geniuses’ (BIG) scholarship pilot is being launched. It’s led by the Global Talent Lab and champions outstanding high-school performers in International Science Olympiads, setting them on a path to excel in maths, science, and AI. Funded by XTX Markets and in partnership with DSIT. The government intends to create a new dedicated visa scheme for the world’s most talented AI researchers to come to the UK on internships and placements, early in their careers, to encourage them to build their careers, ideas and businesses.

AI Safety Summit: For weeks the government has been building up to the AI Safety Summit at Bletchley Park. You can read a summary of the Summit’s discussions provided by DSIT and the summaries of the eight roundtables are here.

Announcements:  

  • Michelle Donelan announced the government’s Frontier AI Taskforce and leading British researchers will be equipped with supercomputers to analyse the safety of advanced AI models.
  • The investment into the AI Research Resource has been tripled to £300m, up from £100m announced in March 2023, in a bid to further boost UK AI capabilities. This will bolster Isambard-AI (Bristol University) announcement and will connect Isambard-AI to the newly announced Cambridge supercomputer called ‘Dawn’.
  • The connection of the two new supercomputers means researchers will be able to analyse advanced AI models to test safety features and drive breakthroughs in drug discovery and clean energy (from summer 2024). The Frontier AI Taskforce will have priority access to the connected computing tools to support its work to mitigate the risks posed by the most advanced forms of AI. The resource will also support the work of the AI Safety Institute, as it develops a programme of research looking at the safety of frontier AI models and supports government policy with this analysis.

AI safety institute: DSIT published further information about the new AI Safety Institute. The creation of the Institute was announced by the Prime Minister in a speech at The Royal Society. It will focus on advanced AI safety for the public interest, minimising surprises to the UK and humanity from rapid and unexpected advances in AI. It will work towards this by developing the sociotechnical infrastructure needed to understand the risks of advanced AI and enable its governance. Read more about its three core functions here:

  • Develop and conduct evaluations on advanced AI systems
  • Drive foundational AI safety research
  • Facilitate information exchange.

The Frontier AI Taskforce has been subsumed within the AI Safety Institute to continue its safety research and evaluations. The other core parts of the Taskforce’s mission will remain in DSIT as policy functions: identifying new uses for AI in the public sector; and strengthening the UK’s capabilities in AI. Ian Hogarth continues as Chair of the AI Safety Institute and the External Advisory Board for the Taskforce will now advise the AI Safety Institute. A Chief Executive of the Institute will be recruited.

Quick research news round-up

Ex-Science Minister George Freeman announced the recipients of over £14 million funding for the UK’s quantum sector. He described how the government is continuing with its ambition to become a quantum-enabled economy by 2023 and broke the £14+ million down into the following elements:

  • The launch of a UK Quantum Standards Network Pilot that will help to ensure that the UK is at the forefront of establishing global standards for quantum
  • Over £10m in funding for 6 projects to accelerate the development of components and systems for quantum network technologies
  • Over £4m to strengthen collaborative research and development through Canada-UK partnerships to develop real-world quantum technologies for commercial use
  • The National Quantum Computing Centre (NQCC) closing its £30m competition to provide quantum computing testbeds, alongside a partnership with IBM to provide users cloud access to IBM’s full fleet quantum machines
  • A new science and innovation agreement with the Netherlands to deepen collaboration on quantum which will see closer cooperation covering research and development, commercialisation, investment, and skills

Full details here.

Horizon Europe PQ: Shadow Universities Minister Matt Western asked the government to assess the potential impact on the (a) finances and (b) reputation of individual universities of not having participated in the Horizon programme for two years; and to publish the 10 most affected universities. The government stated that the Horizon Europe Guarantee scheme meant no UK researchers has been left out of pocket, and that 2,600 grant offers (£1.39 billion) had been made by end September 2023.

RIF allocations: At the end of October UKRI released the 2023-24 Regional Innovation Fund (RIF) grant allocations to institutions (total £48.8 million for England). All HE institutions receiving HEIF will receive a RIF allocation. More detail here.

Spinouts: Wonkhe – The government should push universities to offer a two-track system for spinouts, with a “light touch” option taking a small equity stake for those who do not want additional support from technology transfer offices. This is according to a report from the Tony Blair Institute, Onward and the Startup Coalition on the need to harness artificial intelligence. The report also recommends reform to the High Potential Individual Visa so that it applies to graduates from a wider range of universities internationally, in particular institutions with a specialism in technology.

REF 2028 Parliamentary Question: Q – Ben Lake – will the SoS for DSIT meet with representatives of the Universities Policy Engagement Network to discuss the implications for Departments of the REF2028 requirement that universities demonstrate (a) impact and (b) engagement.
Answer – George Freeman: The design and implementation of the REF 2028 is being carried out by the devolved funding bodies of the UK nations, including Research England in England. During this process the funding bodies have engaged widely with stakeholders, including many of the members of the Universities Policy Engagement Network (UPEN), on the design of the next REF. This engagement, including a currently open opportunity to provide written comments, will continue through the autumn and the final design of the REF will take full account of stakeholders’ contributions to the engagement process. [Note, the consultation mentioned is actually closed now.]

Economic Activity of Public Bodies (Overseas Matters) Bill

Prior to the prorogation for the King’s Speech, the Economic Activity of Public Bodies (Overseas Matters) Bill 2022-23 was debated in the House of Commons at Report Stage against the backdrop of increased tension in the Middle East. Labour called for the Bill to be delayed or withdrawn due to the geopolitical context. Margaret Hodge MP (Labour) also criticised the Bill stating it was flawed and would not solve the problem of the Boycott, Divestment and Sanctions (BDS) movement and accused the Conservative party of introducing it for party political point scoring. She was also concerned it would inflame recent community tensions on university campuses and in workplaces.

During the debate several MPs spoke about the antisemitism and Islamophobia following the 7 October attacks and examples of antisemitism on campus were cited.

Previous Secretary of State for Education, Kit Malthouse (Conservative), introduced his amendment which requested universities were exempted from the Bill. He believes that aspects of the Bill run contrary to the recent HE Free Speech Act and the work of the new OfS Free Speech tsar. Kit also felt including universities would be another step towards universities being classed as public bodies – which he was opposed to – because the Treasury had taken on significant debt when FE colleges had become public bodies and the government risked greater debt should they bring universities into the fold. He requested his amendment be considered and did not present the amendment for a vote.

Chris Stephens (SNP) spoke to Clause 4 stating the Bill would, in effect, prevent elected councillors and university Vice-Chancellors from publishing public statements indicating intention to act in ways that would contravene the ban. He highlighted that anti-boycotts laws in the US had curbed freedom of expression. Angela Rayner (Labour) also spoke to the Clause 4 gagging clause and stated Labour believed it was incompatible with Article 10 of the European Convention on Human Rights (ECHR) – she called on MPs to remove or amend the Clause. David Jones (Conservative) also spoke out against Clause 4 again highlighting the HE (Freedom of Speech) Act 2023; he stated the Clause was an unacceptable constraint on free speech and a deeply un-conservative measure – he called for the removal of the Clause from the Bill.

Angela Rayner also outlined her amendment which would allow public bodies to produce a document setting out their policy on procurement and human rights. She said this could ensure that ethical considerations could be applied equally to all countries rather than singling out individual nations, adding consistency and avoiding the critique from some around Israel having special treatment.

John McDonnell (Labour) argued that BDS actions should be seen as an overall tactic rather than solely in the current Israel/Palestine context, citing BDS actions throughout history including for apartheid South Africa, and more recently for Russia and Iran. MPs from both sides of the House raised concerns that the only states and territories explicitly named on the face of the Bill, were Israel, the Occupied Palestinian Territories (OPTs), and the Golan Heights. Angela Rayner said that this showed how the government were failing to treat Israel like any other state or nation, despite the Secretary of State previously claiming the Bill would be non-country specific. Angela highlighted how the Bill would apply as much to China, Myanmar and North Korea, as it does to Israel and this would have significant impact on the ability for e.g. communities to support Uyghur minorities in China.

George Eustice (Conservative) stated including the OPTs and the Golan Heights alongside Israel on the face of the Bill could send a signal that the UK had changed its longstanding position of a two-state solution and that the Israeli settlements in the occupied territories were illegal. He warned the government against equating Israel with those territories.

Kit Malthouse outlined his cross-party amendment which sought to remove the prohibition on the government specifying Israel, the OPTs or the Occupied Golan Heights as a country or territory to which the prohibition on boycotts does not apply. He said that this was seeking to ensure that Israel was treated like any other country in the world and avoid adding fuel to the argument that it receives special treatment, which he said gave rise to antisemitism.

Michael Gove, Secretary of State for Levelling Up, Housing and Communities, responded on the government’s behalf stating he appreciated the debate came at a sensitive time, but that the House was united in their horror of terrorism, their desire for peace and belief in a two-state solution. He highlighted that the Bill was introduced following a manifesto commitment, made prior to the current conflict in the Middle East. [This is significant because when the Bill reaches the House of Lords, while they can amend and offer challenge protocol dictates they should not deliberately oppose manifesto commitments.] Gove acknowledge the debate concerns but felt they had misunderstood the provisions and intention of the Bill. He said the Bill did not prevent any individual from articulating their support for the BDS campaign, rather it prevented public bodies and public money from being used to advance these ideals. On free speech, again he said the Bill would not affect individuals right to free speech but prevent public bodies themselves from making their own foreign policy. Finally, he said that the Bill did not prevent human rights considerations from being taken into account by public bodies, and that the Bill made it clear that legitimate human rights considerations, provided that they are noncountry-specific, should be taken into account.

All amendments were rejected and the Bill passes to the House of Lords unamended.

Education Questions

The DfE ministerial team answered Education Questions. Here is the content most relevant to HE:

  • Rosie Duffield (Labour) highlighted the regular use of food banks among the student community, questioning what the government were doing to support students and staff that were forced to turn to food banks. Halfon, Universities Minister, stated the Government had frozen tuition fees and provided £276 million student premium funding. He added that it was important to provide a system that was fair for students and the taxpayer, and that prioritised the most disadvantaged.
  • Lilian Greenwood (Labour) highlighted that the maintenance loan had fallen £1,500 in real terms since 2020/21. She said the cost-of-living crisis was affecting students’ education and physical and mental health; she challenged the Minister on whether this was acceptable. Halfon responded that the government were doing everything possible to support the most disadvantaged.
  • Matt Western, Shadow HE Minister, highlighted the increased level of paid work among students, and the negative impact it was having on their studies. He asked Minister Halfon whether he expected students to balance paid employment with university work, and to acknowledged it was forcing many students out of higher education. In his reply, Minister Halfon stated: Actually, the opposite is true. We have a record number of students going to university. Disadvantaged students are 71% more likely to go to university now than they were in 2010. We have a huge package of support. I have mentioned the £276 million for disadvantaged students. We are doing everything we can to help disadvantaged students. The hon. Gentleman criticises the money we are giving but does not come up with a figure of his own. Warm words butter no parsnips.
  • Carol Monaghan MP, SNP spokesperson (Education): The Minister mentions some things that are maybe trying to help these students, but recent Higher Education Policy Institute analysis shows that students who previously received free school meals are less likely to complete their degree and those who do are less likely to get a first or a 2:1. Support cannot stop once they get to university. She asked the Minister to detail what support he is giving those students at every stage of their journey to make sure they really do have the same opportunities as those from more privileged backgrounds. Halfon responded: Many universities offer bursaries to students…we are doing everything possible to ensure that students who do courses get good skills and good jobs at the end. That is the purpose of our higher education reforms…

There were also a number of questions on Higher Technical Qualifications (HTQs) – you can read the content here (scroll down the page to locate the HTQ questions).

Growth for the sector

Lord Willetts (and the Economy 2030 inquiry*) published How higher education can boost people-powered growth. The report notes the success of HE and rejects the claim that there are too many university degrees. It calls for reforms to the system to properly fund HE and to support new innovative universities to enter the market. The report recommends:

  • An open, evidence-based debate about the calibration of the graduate repayment scheme so the system is adjustable and reflects changing political judgements. Via a once every five years review of fees and loan terms so the system can be modified without tearing it all up and starting again.
  • Banks could be invited to partner with universities to buy the debt of a university’s graduates from the Student Loans Company.
  • The DfE could launch a competition inviting applications to create a new university with a particular focus on places that do not currently have one.

If you prefer the short version Lord Willetts wrote about the recommendations in Conservative Home: This is the moment to seize the opportunity for growth in apprenticeships and higher education.

* The Economy 2030 inquiry is not a Select Committee or a Select Committee inquiry – it’s the name of a collaboration between the Resolution Foundation and the Centre for Economic Performance at the London School of Economics.

Rip off degrees

Minister Halfon dodged responding to a parliamentary question requesting the Government state which degree courses they plan to increase controls for to prevent rip-off university degrees (reference: Crackdown on). Halfon used the Prorogation of Parliament to state they wasn’t enough time to respond to the question before the parliamentary session closed. Let’s hope Charlotte Nichols (who tabled the question) reintroduces it in the new session so we can receive the official government word on the matter.

Meanwhile Wonkhe have managed to find the time and have highlighted that OfS published prioritisation criteria for its 2024 quality round, stating where it (OfS) sees the greatest risk to student outcomes. The OfS areas for quality focus for the year ahead are as expected: business and management courses, foundation year provision, and franchised provision. There’s a blog: England’s higher education regulator has announced its areas of focus for its next round of inspections. Snippet: What is OfS getting at? The combination of mentions of integrated foundation years, business courses and subcontracting is very interesting – partly because a good hypothesis is that all three characteristics make up a good chunk of the story in the DfE figures on foundation years that were released recently. Wonkhe suggest universities for whom all three areas of focus intersect should prepare for the ‘boots on the ground’.

Mental health

The Minister for HE has suggested that he might ask the OfS to consider a licence condition to require universities to take more action to address mental health. In a speech to a UUK conference, Robert Halfon said:

  • I’d like to begin by paying tribute to all the student services staff who work on the frontline, day in, day out, to support students. You are there for them on their hardest days at university. You strive to help them find a way through. You do it because you care – because you want the best for your students.
  • … In my year as Minister for Higher Education I have made this an absolute priority. There are 3 pillars to our approach: Funding vital services and projects; spreading and implementing best practice; and clear responsibilities for providers and protection for students.
  • The first pillar is about investing in the wellbeing of students. To provide nationwide access to free mental health resources and confidential support, we provided Student Minds with £3.6 million to set up Student Space. Over 450,000 students have now benefitted from this service, including those who recently braved the “freshers” experience… We are backing university wellbeing services to support these students as part of this year’s £15 million investment in mental health by the Office for Students (OfS)
  • Our second pillar is about best practice. We need to create the right conditions on campus for students to thrive through a whole-university approach to mental health. This means not just relying on student wellbeing services. It means everyone, from the Vice Chancellor down to the librarian takes responsibility for creating an environment and culture that supports positive mental health and wellbeing. The principles for achieving this are laid out in the University Mental Health Charter. ..Thanks to the hard work of university staff, and the backing of your leaders, you have delivered an incredible 50% increase in University Mental Health Charter Programme membership over the summer. We’re now at 96 universities, which is a big step – perhaps even a giant leap – closer to our target of all universities joining by September 2024. 
  • Clear responsibilities for providers and protection for students:…
    • I wrote to university leaders in June to ask them to take ownership of mental health at an executive level. The sector needs to come together to finish the job of embedding the guidance that has been set out.
    • I now want to turn to the work of Professor Edward Peck, and take this opportunity to thank him for all the progress he has made since his appointment as HE Student Support Champion. This summer I asked Edward to build on that work and chair the Higher Education Mental Health Implementation Taskforce – a vehicle for delivering real change… The taskforce will conclude its work in May next year, providing an interim update in early 2024.

He ended:

  • As I’ve said before, I am confident we have a strong plan in place, but I don’t rule out going further if needs be. If we do not see the improvements we need, I will not hesitate to ask the Office for Students to look at introducing a new registration condition on mental health.
  • Ultimately, we must do what it takes to provide the safety net that students and their loved ones expect and deserve as they embark on the amazing privilege of university life.

Not off the hook yet…

The House of Lords has continued their theme of inquiring into regulation. They’ve published a new inquiry into UK regulators. It’s described as a short and cross-cutting inquiry into UK regulators as a whole (including the OfS), with a specific focus on roles, remit, independence and accountability.

The inquiry will examine whether regulators as a whole have been given a clear job to do and whether their roles and remits are sufficiently discrete from one another. The inquiry will also examine whether regulators are appropriately independent of Government, including whether the right balance is being struck between strategic and political input from government and preserving regulators’ operational independence.

The inquiry will further examine how regulators should be held to account for their performance, and by whom – including the respective roles of the Government and of Parliament.

Lord Hollick, Chair of the Industry and Regulators Committee, said: The committee has recently conducted scrutiny of regulators including Ofwat, Ofgem, and the Office for Students. A common area of concern arising from all these inquiries is the relationship between the regulator and the Government, and the level of independence and accountability regulators have. Many regulators are public bodies funded by the taxpayer and have significant powers; it is therefore vital that they are scrutinised and held to account.

Quality

UUK report on the QAA’s (Quality Assurance Agency for HE) latest policy paper in the Future of Quality in England series: The right ambition, the wrong solution? How the Lifelong Learning Entitlement can deliver a high-quality learning experience.

UUK: The paper argues that the eligibility and scope of modules included within the Lifelong Learning Entitlement (LLE) is too narrow, and that pathways for progression throughout a learner’s lifetime are unclear. It outlines ways in which the learning experience will need to be adapted for modular learners and how this will impact the way quality is measured. The paper recommends that policymakers should:

  • Balance the option of working towards a full qualification with accessing a suite of standalone modules.
  • Facilitate greater collaboration with the sector.
  • Use evidence to determine how quality is measured. You can read the full policy paper.

Short summary available from QAA here.

Modules

UUK published their response to the OfS call for evidence on positive outcomes for modular study. The response includes:

  • Welcoming the OfS’ approach to policy development.
  • Agreeing with the OfS that the approach to regulation will need to change because of the LLE.
  • Supporting the exploration of completion measures for modular study.
  • Recognising the importance of understanding where students go after studying, whether that’s through further study or employment.
  • Considering how the reflective questions in the Higher Education Statistics Agency (HESA) graduate outcomes dataset could inform what successful study looks like for modular learners.

Student Finance

The Minister for the School System and Student Finance, Baroness Barran, announced the introduction of regulations to allow plan 2 (undergraduate), plan 3 (postgraduate) and plan 5 (undergraduate) student loan interest rates to be capped automatically each month, where they would otherwise exceed comparable prevailing market rates.

There’s also to be a change to the calculation of the overseas fixed instalment repayments for plan 1 student loans (1998 to 2012) with the amended fixed instalment rate increasing to be equivalent to the monthly repayments of a plan 1 student loan borrower earning twice the median working age graduate salary in England. The Minister stated that this would remove a perverse incentive whereby higher earning borrowers residing overseas may have chosen not to submit their earnings information to the SLC in order to reduce their monthly payments.

Student loans:  Wonkhe – The Student Loans Company has posted provisional figures for its student finance dispersals in the current academic year – over £5bn in total, of which £2.06bn are tuition fee payments to providers.

Quick Student News

Commuter students: Shadow universities minister Matt Western: asked for an estimate of the number of domestic students commuting to university campuses in each of the last five years. HE Minister Halfon stated the closest approximation of commuter students shows the proportion remains at around one in four between 2018/19 and 2021/22.

Grades: Wonkhe report – Graduate employers are less inclined to focus on grades when looking for suitable employees – just 44 per cent of the 169 organisations surveyed by the Institute of Student Employers asked for a 2:1 or above, down from 76 per cent a decade ago…This year’s ISE Recruitment Survey also reveals that graduate vacancies are up six per cent on last year, but the average organisation receives 86 applications per vacancy (up 23 per cent on last year). It describes graduate employers as “cautiously optimistic”, but notes that less is being spent on recruitment. Overall, 92 per cent of employers were either “often” or “almost always” able to find the graduate employees they need. The Telegraph covers the report. Blog: The chief executive of the Institute of Student Employers shares the findings of this year’s survey of student recruiters.

Student deaths: Wonkhe – The government’s review of student suicides has come in for criticism from #ForThe100, the campaign in support of bereaved families. On Wonk Corner, Jim Dickinson goes over the issues.

Healthcare courses: Wonkhe – Recent UCAS data indicates that healthcare-related courses are not as attractive to applicants as they used to be. If the last time you looked at this area of provision was during the pandemic’s peaks of aspiration, more recent data will make it clear that all Universities UK, the Medical Schools Council, and the Council of Deans of Health have responded to the NHS Long Term Workforce Plan with a call for thoughtful reform of medical and healthcare provision and funding.

And UUK published Universities Powering the NHS: Working together to deliver future health skills. The paper sets out actions to meet the NHS Long Term Workforce Plan goals. Snippets: Universities fully recognise the challenges involved in such a radical expansion and transformation of health education system capacity…Success will depend on cross-party commitment to support and fund the plan across the next 15 years, which includes general elections and spending reviews.

UUK recommendations:

For universities and the NHS to work together successfully, five system conditions need to be addressed:

  1. a strategic shift within higher education to dramatically expand health education capacity
  2. a culture shift within the NHS to value and support learners and educators and improve the working environment
  3. implementation must be co-produced to an agreed roadmap
  4. funding must be sustained across the plan’s 15-year horizon
  5. regulation must be aligned, outcomes-based and adaptive

There are also five threshold conditions that need urgent attention:

  1. student recruitment including widening participation
  2. the educator and clinical academic pipeline
  3. capital investment to boost system capacity
  4. extending and diversifying placements and practice-learning
  5. health student and early career attrition

BU’s medical simulation game is featured under case studies.

Regional graduate premium: blog – Data on the graduate premium in the UK’s regions suggests some struggle to make the most of graduate-level skills. Debbie McVitty tries to work out what’s going on.

Political News

Dods provide a roundup of the Labour Party’s recent policy statements in The Labour Policy Roadmap – post-conference update. A sectoral breakdown of the party’s pledges and ambitions. Of interest to HE is their commitment to ban unpaid internships, however, it’s not a blanket policy as they caveat their policy commitment to allow unpaid internships when part of an education or training course.

They also commit to:

  • Reform university tuition fees system to lower pay-back costs for graduates.
  • Increase private and public R&D spending to 3 percent of GDP, improve collaboration between universities, business and local economic institutions, enable universities to develop self-sustaining local clusters of innovation and investment, and Introduce 10-year R&D funding settlements to support innovation.
  • Create more medical school places.
  • Create 7,500 more medical school places, 10,000 more nursing and midwifery clinical placements per year, and train 5,000 more health visitors.
  • Include a creative or vocational subject as one of the non-EBacc subjects in pupil’s Progress and Attainment 8.

HE statistics

The DfE published the education and training statistics with the most recent data on schools, attainment, qualifications gained, education expenditure, further education and higher education in the UK.

For HE there were 2,972,33 higher education (HE) students in 2021/22, of which 72% were undergraduates and 28% were postgraduates.

  • More females than males made up the overall student population (57%) and females made up a greater share at every level.
  • The most popular subject was Business and Management with 18% of all students enrolled (over half a million students), followed by Subjects allied to Medicine (12%) and Social Sciences (10%).
  • The majority of students studied full-time but proportionally more females than males studied part-time (23% vs. 19% respectively across all course levels).
  • In 2021/22, 23% of all HE students were from overseas (681,600 students).
  • Overall, 4% of 19 to 64-year-olds held a NQF level 4 or above in 2022 – 67% had level 3 or above, and 83.1% had level 2 or above.
  • Total UK government expenditure on education across the UK increased by 5.1% from financial year 2021-22 to financial year 2022-23.
    • Primary and secondary education saw an increase in spend of 2.2% and 7.1% respectively, while tertiary education saw a 3.6% decrease in spend.
    • Expenditure on education in real terms decreased by 1.3% from financial year 2021-22 to financial year 2022-23. Expenditure on education as a percentage of Gross Domestic Product (GDP) decreased by 0.1 ppts.

DfE also published the statistics which measure HE participation by school cohorts, calculating the proportion of the population aiming to complete a qualification at HE level (measured at age 15, excludes apprenticeship HE hopes).

Full data here.

Applicants

UCAS published the first statistical release of the 2024 undergraduate cycle highlighting applicant numbers for HE courses (with the early October deadline). Dods highlight the key findings:

  • The number of UK 18-year-olds from the most disadvantaged areas (POLAR 4 quintile 1) is at a record high, with 3,160 students having applied, up by 7% from the 2023 cycle (2,950). 17,080 of the most advantaged (POLAR4 quintile 5) have applied this year compared with 16,720 last year, up by 2%.
  • A total of 72,740 have applied to start an undergraduate course with an October application deadline in 2024, down by 2% from last year (74,090), but up by 6% from 2020 (the October 2019 application deadline, for autumn 2020 entry) – the last pre-pandemic cycle (68,690).
  • In total, there have been 39,310 UK 18-year-olds apply by the deadline, the second highest number on record. This is up by 2% since 2023 (38,660) and up by 11% since 2020 (35,290).
  • The total number of UK 18-year-olds who have applied to medicine is 11,750, which is down by 7% since last year (12,700), but up by 8% since the October deadline for 2020 entry (10,930).
  • The number of UK students aged 35 and over applying to medicine for the first time (230) is up from 170 in 2023 (+31%), down from the record of 260 in 2021. This is the largest year on year percentage increase since 2021 (up 39%).
  • There has been a 18% decrease in the total number of UK 19-year-old applicants – which is 5,580 this year, but down from 6,770 in 2023.
  • The total number of international students (all ages) who have applied is 20,850, which is down from 2023 (20,970) but up from 2019 (20,280).
  • China remains the largest source market for international applicants; however the number of applicants from China is down 1% from 2023 (but up 31% against the October deadline for 2020 entry). The USA and Singapore have had the largest growth in applicants since last year, with applicants from USA increasing by 9% and Singapore by 6%.
  • There has been a 6% increase in UK domiciled applicants declaring receipt of free school meals. This is in the context of rising numbers of pupils in England receiving free school meals.

Access & Participation

The House of Commons Library briefing paper Support for care leavers provides an overview of the government’s policies to support care leavers.

The Women and Equalities Committee has endorsed the appointment of Alun Francis as chair of the Social Mobility Commission, following a pre-appointment hearing.

Wonkhe blog: Universities are often failing to enable disabled doctoral students to access their education. Pete Quinn explains a new research report on what can be done to change things.

Wonkhe also outline a new report from TASO examining the effectiveness of four interventions at universities in England – either intended to support disabled students, or improve employability – as well as making recommendations on the evaluation methods used. It notes that evaluations of the “scope and calibre” of those considered in the report are “time-consuming and resource-intensive”, and recommends institutions invest in further evaluation capacity and consider whether academics can provide support with evaluation.

The Sutton Trust published 25 Years of University Access – How access to HE has changed over time. They state it reveals persistent gaps for poorer students, particularly at the most selective universities. Key findings:

  • Over the last 25 years there has been a substantial increase in the number of young people going to university, with 50% of young people going on to higher education by age 30 for the first time in 2017.
  • Proportional gaps in access to university by under-represented neighbourhoods (POLAR) have narrowed over that time, though the gap itself remains significant.
  • Russell Group share of disadvantaged and low participation area students has declined since 1997 compared to the rest of the sector.
  • 4,700 state school students and 1,000 students from areas of the country with low historic participation ‘missing’ from 30 most selective universities each year – these students have the required grades but don’t get places.
  • Students from London are considerably more likely both to apply and to go on to attend higher education, with the rest of the country falling further behind each year.
  • Male students have fallen further behind female students and entry rates for White young people have lagged behind other ethnic groups.
  • These stubborn gaps persist despite considerable efforts from universities, government and the third sector to improve access rates. This emphasises the scale of the challenge in tackling access gaps in an environment with substantial social inequalities, and increasing demand for a limited resource (places at the most prestigious universities).
  • Widening participation efforts have likely prevented POLAR gaps from growing further. Groups promoting widening access in some senses have been ‘running to stand still’. In contrast, where access efforts have had less focus, for example on region, ethnicity or gender, gaps have widened.

Recommendations:

  • Tackling the access gap is likely to become more, rather than less challenging in the medium term, as a population bulge goes through the higher education system.
    • Universities should make greater use of contextual offers, taking into account the wider circumstances of applicants when accessing their potential.
    • It is also vital that universities are properly monitored and held to account on their progress in widening participation.
  • Findings show the importance of looking at how several different aspects of someone’s background and identity can impact on their likelihood of going onto university, and that it is important to look at these factors in combination, as well as overall trends for each group.
  • In the longer-term, we cannot tackle access issues at university level without also tackling the education attainment gap earlier on in a young person’s journey. This should start from the early years onwards, with efforts made at every part of the education system to ensure all young people can fulfil their potential.

International

Parliamentary question what assessment the government has made of the impact of changes to student visas on international students coming to the UK.

The International Higher Education Commission published Is the UK developing global mindsets? The challenges and opportunities for Internationalisation at Home in driving global engagement The report suggests a decline in the international diversity of UK campuses with the loss of incoming Erasmus+ exchange students and UK students’ decline in foreign language studies contributing. To address this the report recommends actions to enhance the advantages of internationalisation at home, including strengthening capacity and capability across various aspects of internationalisation.

The QAA published another policy paper within the Future of Quality in England series. Instilling international trust in English HE – a quality perspective argues that England’s HE international reputation is integral to its role as one of the UK’s biggest assets. It highlights that this reputation is built on trust, which is at risk of being undermined by divergence from international commitments in quality, unhelpful political rhetoric, and a lack of collaborative global outlook.

The briefing contends that, if steps aren’t taken to reinforce international trust, there are potential risks to international student recruitment, international research funding and mutually beneficial international partnerships. To reinforce international trust, the paper recommends that:

  • Policymakers should publicly champion the higher education sector on the world stage.
  • The Government should adopt a collaborative global outlook.
  • Make changes to England’s external quality system to increase international trust.

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

Good relations: Advance HE updated their guidance on promoting good relations in HE.  Covering how to prevent intolerance and develop a culture where relationships between diverse groups and individuals enhance the learning experience, protect freedom of speech and academic freedom, tackle harassment, and contribute to an inclusive society. It supports institutions to take a proportionate approach in decision making and suggests immediate, medium and long-term strategies for promoting good relations within the present legal framework. It is recommends that institutions should consider any incidents of hate and intolerance or situations where free speech and good relations intersect on a case-by-case basis within the framework of agreed policies, seeking specific legal advice where necessary.

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HE policy update w/e 3rd November 23

international, Research assessment, Student Engagement

We have a response from the Government on student accommodation, DSIT is all about the AI research, whole-sector foundation year student statistics are rather damning, we hear from the new Free Speech Tsar, and the BTEC | T level | Advanced British Standard confusion takes the next step as 85 qualifications are defunded.

Parliament – new session beckons

Parliament has been prorogued ready for the Kings Speech and the new session of Parliament to open on Tuesday 7 November. Carry-over motions were agreed for six Bills, with the Economic Activity of Public Bodies (Overseas Matters) Bill being of most relevance to universities. In addition, the Renters Reform Bill was introduced but was still awaiting a second reading when this briefing was published (see below for a discussion of that one).

Bills that had not completed the legislative process and for which a carry-over was not agreed have now fallen.  They might be brought back, along with the ones that were announced but had not gone forward, including bills on media, audit reform, and mental health.

The King will formally open Parliament on 7 November and in his speech (which is written by the Government) he will announce the Government’s proposed policies and legislation for the coming session. The new session will end when Parliament is dissolved ahead of the general election – which must be held in January 2025 or before.

The House of Commons Library briefing King’s Speech 2023 has lots of useful information, including setting out some potential areas for the 2023-23 new legislative session:

  • Criminal justice measures, including knife crime and sentencing
  • Raising the age of sale for tobacco products
  • Implementing legislation for UK accession to the Comprehensive and Progressive Agreement for Trans-Pacific Partnership
  • Transport
  • Leasehold and commonhold reform
  • Changing the Habitats Regulations to ‘scrap nutrient neutrality’.

Conference season – final elements

Jonathan Woodhead of Birkbeck College has written a piece for the campaign for Learning on the LLE after the party conference season – lack of clarity seems to be a theme.

Wrapping up the final elements from the 2023 party conference season we highlight the aspects in Labour’s conference most of interest to HE:

  • Keir Starmer criticised the Prime Minister’s comments on universities, saying I never thought I would hear a modern Conservative Prime Minister say that 50% of our children going to university was a “false dream”. My Dad felt the disrespect of vocational skills all his life. But the solution is not and never will be levelling-down the working-class aspiration to go to university.
  • Labour’s speeches were light on policy announcements throughout the conference, likely because the polls suggest Labour is favoured for the next election. Members of the Lighthouse Policy Group suggest staying non-committal on policy announcements means they can avoid making any gaffes that would hurt the party’s chances in the polls and avoids the Conservatives producing a reactive manifesto that usurps Labour’s plans.
  • Kier also spoke of Technical Excellence Colleges describing them as having stronger links to their local economies…planted firmly in the ground of young peoples’ aspiration. TECs are expected to transform existing FE colleges and will have improved links to local universities.
  • Bridget Phillipson, Shadow Secretary of State for Education, stated that Labour would change the way students pay for their time at university, so none of our young people, fear the price they’ll pay for the choice they’d like. The feeling in the sector is that they are favouring a graduate tax, unlikely to increase the cost of tuition fees (despite sympathy for universities’ unit of resource), may be open to reintroducing maintenance loans on a small scale, and are likely to introduce some form of tuition forgiveness for teaching and nursing/midwifery.
  • Shadow Secretary of State for the Department for Science, Innovation, and Technology, Peter Kyle, announced that Labour would create 10-year R&D budgets allowing relationships with industry to build and long-term partnerships to form – leading to investment in new technology and the infrastructure that underpins it. Also that Labour would increase the number of universities spinouts, accept the recommendations of Lord O’Neill’s start-up review. This would include publishing annual data on the performance of university spinout support and a new founder track, giving more flexibility to people who establish spinouts and want to keep a higher stake of the equity. You can read the full transcript for Keir Starmer’s speech and Bridget Phillipson’s speech.

Research

  • AI & medicine: The House of Lords library published their science current affairs digest for October looking at how AI is changing drug discovery and its role in pharmaceutical changes such as anti-ageing, personalised cancer cures and robotic dosing implants. The paper includes the government’s approach to regulation.
  • AI safety summit: DSIT published the programme for the AI Safety Summit on 1 and 2 November. Day 1 will consist of roundtables on AI risks and AI safety and a panel discussion on the immense opportunities of AI to transform education for future generations, Michelle Donelan will provide closing remarks. On day 2 PM Rishi will convene a small group of governments, companies and experts to further the discussion on what steps can be taken to address the risks in emerging AI technology and ensure it is used as a force for good. Michelle Donelan will led a group of international counterparts to agree next steps.
  • Innovation funds: DSIT announced funding for £32 million for innovation projects that can improve productivity in key sectors through the use of AI; and £5 million for feasibility studies into 100 small firms’ pioneering AI ideas. Artificial intelligence projects in areas as diverse as fashion, farming and fire-fighting are being backed…as…Michelle Donelan highlights how AI can be a force for good ahead of next month’s AI Safety Summit. The funding is from the UKRI Technologies Mission Fund (administered by Innovate UK).
  • AI safety research team: Yet another AI announcement from DSIT the government’s Frontier AI Taskforce has begun building an AI safety research team to evaluate the risks at the frontier of AI. The Taskforce has partnered with Advai, Gryphon Scientific and Faculty AI – to tackle questions about how AI systems can improve human capabilities in specialised fields and risks around current safeguards. The findings of the research will be incorporated into presentations and roundtable discussions with government representatives, civil society groups, leading AI companies and experts in research at the AI Safety Summit in November. The findings of the research will be incorporated into presentations and roundtable discussions with government representatives, civil society groups, leading AI companies and experts in research at the AI Safety Summit in November.
  • AI superpower: The Lords Communications and Digital Committee met to examine whether the Government is striking the right balance between opportunity and risk in their ambition to make the UK an AI superpower. Large Language Models were considered. You can read or watch the session here.
  • Creative: Wonkhe – The Council for Science and Technology has set out recommendations to the government for harnessing research and development in the UK creative industries. Its recommendations include the Treasury and the Office for National Statistics collaborating on improvements to data collection on creative industries R&D.
  • Horizon funding: Parliamentary Question – UKRI funding of Horizon Europe guarantee scheme and other aspects of the UK research system. George Freeman MP: The government’s priority is to ensure the UK’s R&D sector gets the right support to allow them to continue their ground-breaking research and international collaboration. UKRI has to date issued grant offer letters totalling approximately £1.36bn through the Horizon Europe Guarantee scheme with further funds to be committed throughout 2023-24. UKRI has delivered further support across the Horizon programme, including elements of targeted investments to support UK research, as announced by the Government in November 2022, – with spend underpinned by the Department for Science, Innovation and Technology. UKRI’s budget remains as published in our Annual Report and Accounts for 2022-23
  • Innovation clusters: DSIT announced £75 million to fund eight Launchpads (regional SME innovation clusters). These initiatives will build on existing clusters of high-tech innovation in each region…The £7.5 million bespoke funding from each Launchpad will allow SMEs in each region to bid for support that is tailored to the unique needs of each business cluster, helping them drive innovation, expand operations, and boost their local economies. The Launchpads cover Net Zero, Digital Technologies, Health Technologies, Agri-Tech and Food Tech, Marine and Maritime, Bio-based Manufacturing, Immersive and Creative Industries, and the Life and Health Sciences.

George Freeman, DSIT Minister: The UK science, research and innovation economy is not just the ‘golden triangle’ of Cambridge-Oxford-London. It is all around the UK. That is why we have launched our flagship Launchpads programme – and this £75 million investment will support high-growth companies to build the industries of tomorrow – in sectors from renewable energy through to digital health. These Launchpads will play a pivotal role in growing our local economies, creating jobs and levelling up the UK

Regulatory: Free Speech

Professor Arif Ahmed, Director for Freedom of Speech and Academic Freedom at the OfS made his inaugural speech at a King’s College London event. He confirmed his role was non-partisan and stated freedom of speech is not the property of one side in any culture war and that the role exists to protect and to promote freedom of speech within the law. On academic freedom Arif stated that data showed academic freedom in the UK had dropped in the last 10 years and now ranks around 60th in the world, below most EU countries. There is lots more in the transcript, it follows the messaging you’d expect from OfS covering the chilling effect and institutions silencing controversial voices.

Smita Jamdar explores how the Middle East conflict challenges free speech principles and practice in an article for Research Professional.

Meanwhile Michelle Donellan, Science Minister, has drawn huge amounts of criticism for intervening to tell UKRI to change its approach to equality and diversity, citing the social media accounts of two members of a committee as symptoms of a much wider problem and calling for the committee to be disbanded.  This is a row that is likely to run for a while.  James Coe writes for Wonkhe on the exchange of views with links to how the issue unfolded and escalated if you missed it.  Regardless of views on whether the Minister should have made comments about the individuals concerned or her criticism is justified (and we express no view on that ourselves), the elision of that issue with a wholesale challenge to the equality and diversity work at UKRI seems unhelpful.  The wholesale challenge has been on the agenda for a while, alongside other challenges to what the papers like to call “woke” ideology in universities, but ought perhaps to be treated as a separate and important issue in its own right not at raised the end of an unconnected and different sort of letter – which makes it look less considered than it probably is.

Students

Mental health – by characteristic

OfS published the Meeting the mental health needs of students insight brief examining issues relating to mental health at university. It considers the likelihood students will report mental health conditions by characteristic (age, sex, ethnicity, free school meals and area deprivation measures) and how these affect student outcomes (continuation, completion, attainment, and progression).

Mental health & climate change

Student Minds published the Climate Change and Student Mental Health report which considers curriculum design, leadership, behaviour changes, the impact on specific student groups, the role of government and HEIs:

  • 71% of student respondents were quite or very concerned about climate change.
  • 68% were quite or very concerned about the impact on them personally.
  • 53% of students wanted to learn about sustainability in their curriculum, while only 20% already had.
  • Students believe their universities and the government should focus on energy and recycling over measures to tax or ban meat on campus.

Richard Brabner, Director of the UPP Foundation, said: This fascinating report illustrates the need for universities to offer students practical and constructive ways for them to tackle climate change and wider environmental issues – not only for the good of the planet – but for their own wellbeing too.

Research Professional has a good write up and analysis of the report here.

Student mental health – blogs

Wonkhe has two blogs on student mental health:

Foundation year student statistics

The DfE published foundation year student statistics for 2021/22. Bear in mind the Government is currently reviewing HE funding for foundation years in key areas and the presentation of the statistics seems to match their agenda.

Providers, courses and entrants

Foundation year courses have proliferated in the last 10 years with the greatest number of foundation year providers in London and the South East.

  • There are 69,325 foundation year entrants at English HE providers. This is an increase of over 60,000 since 2011/12 (8,470 entrants), and a 718% increase overall (more than 20% increase each year).
  • Since 2011/12, the number of foundation years available has been growing rapidly, with the number of courses increasing more than fivefold between 2011/12 and 2021/22, from 678 to 3,717.
  • The proportion of foundation year entrants studying a classroom-based subject reached 59% in 2021/22. Most entrants were studying business and management (51% of total foundation year entrants). The figure is higher than undergraduates in the first year of their course, of whom only 13% were studying business and management in 2021/22. Business and management are one of the key areas the Government intends to discontinue foundation year funding.

In total, there were 105 English providers of foundation years in 2021/22.

  • 23 of these providers were based in London, the second highest cluster was South East England (16 providers).
  • 42 of the 105 providers (40%) had a low or unknown tariff in 2021/22, the highest percentage across all OfS provider typologies.

Student characteristics 

Foundation year students are older, more ethnically diverse, balanced between the genders, and less declare disabilities compared to first year undergraduates.

  • 64% of foundation year entrants were aged 21 and above in 2021/22
  • 58% of students entering HE through a foundation year do not have prior attainment in the standard tariff population. (For comparison, only 15% of first year undergraduates entering HE are in this category.) After excluding those recorded as not in the standard tariff population, the prior attainment of those who undertook a foundation year was still lower than for first year undergraduates.
  • In 2021/22, foundation year students identified as White (54%), Asian (14%), and Black (14%). In 2021/22 the proportion of non-white entrants was significantly higher among foundation year entrants (46%) than among first year undergraduate entrants (34%).
  • Gender is split evenly among foundation year entrants (for comparison 58% of first year undergraduates are female).
  • The proportion of foundation year entrants with at least one known disability in 2021/22 was slightly lower than the proportion among comparable first year undergraduates (11% compared to 18%).

Outcomes

Students who complete full HE study that commenced through a foundation year have lower graduate outcomes than non-foundation entrants.

  • 53% of entrants who started in HE with a foundation year completed HE within 6 years (during the academic year 2021/22). Whereas 80% of first year undergraduates completed their qualification within 5 years.
  • Foundation year students studying at high tariff and medium tariff providers saw the highest percentage of graduates in employment or further study (90%).
  • The average salary for a foundation year graduate five years after graduation was £24,500, almost £4,000 lower than that of comparable undergraduates (£28,200).

Full data available here.

Student accommodation

The Government’s response to the Levelling Up, Housing and Communities Committee inquiry on reforming the private rented sector includes information that touches on student tenancies.

The Committee recommended that fixed-term tenancies should be retained for the entire student housing sector and require all landlords letting to students to sign up to one of the existing Government-approved codes of conduct. Long term the Committee called on the Government to replacing existing codes with a single national code of conduct. Also to consider ways to prevent or deter landlords from abusing the exemption such as introducing financial penalties.

The Government response:

  • The government recognises that the student market is cyclical – and that removing section 21 will mean landlords cannot guarantee possession each year for a new set of tenants.
  • Having engaged across the sector, we understand the cyclical model is critical for landlords’ business models and ensures a timely and robust supply of student accommodation. We will therefore introduce a ground for possession that will facilitate the yearly cycle of short-term student tenancies.This will enable new students to sign up to a property in advance, safe in the knowledge they will have somewhere to live the next year.
  • Retaining fixed terms for students, as per the committee’s recommendation, would not in itself mean properties are available at the end of an academic year for next year’s students. Unless notice is served, tenants have a right to remain in a property when a fixed term ends, and a landlord must still use a ground for possession or section 21 to evict them. We believe retaining fixed terms would unfairly lock students into contracts, meaning they could not leave if a property is poor quality, or their circumstances change. Student tenants should have the same flexibility as others.
  • We do not think it is viable to introduce codes which cover all student housing. There are a very large number of private rented sector student properties which would make enforcement extremely challenging, and further regulation would be a significant burden on small landlords. There are key distinctions between private housing rented to students and purpose-built student accommodation (PBSA) which warrants a different approach. PBSA is designed specifically with students in mind and caters for their needs, often with additional facilities or support services that would not be available in a standard home rented to students.

Read the full 25-page Government response here.

Renter’s Reform Bill

Wonkhe have a blog: Jim Dickinson reviews the emerging compromise between students and landlords over the Renters (Reform) Bill – and wonders if it will be enough to get the legislation through.

Here’s the latest on the Renter’s Reform Bill discussions taking place in Parliament.

  • Clive Betts MP (Labour), Chair of the Levelling Up, Housing and Communities Committee, described exempting purpose-built student housing from the ban on 6 periodic tenancies as ‘entirely sensible.’ Regarding non-purpose-built student accommodation, he said landlords having the right to terminate a tenancy in line with the university year may prove a good compromise and will be further probed at Committee stage.
  • Mary Robinson MP (Conservative) highlighted concerns from landlords operating student lets on the abolition of fixed-term lets. She said it may prevent landlords from securing tenants ahead of time for the next academic year, taking away certainty and security for both landlords and students. She also warned that the changes could negatively impact the rental market and make it unattractive for landlords to let to students.
  • Paul Blomfield MP (Labour) raised the concerns of student renters, drawing on his findings as Chair of the APPG for Students. He highlighted that approximately 45% of students who live in the private rented sector and are currently not covered by the Bill. Participants in a recent roundtable had agreed on the many positive elements of the Bill but stressed the need for it to succeed for all renters. Paul Blomfield proceeded to note the heterogeneity across the student community, urging the Minister to not rush to exempt students from the protections in the Bill relating to non-fault evictions…without careful consideration of the impact on all types of students.
  • Helen Hayes MP (Labour) recounted an experience of a constituent who had lost their first-year university student son to suicide. As their son had signed a tenancy for second-year accommodation with a guarantor agreement, after their son’s death the parents were pursued for rent. She said she would table an amendment to address this issue.
  • Caroline Lucas MP (Green) warned against excluding students from the reform, reminding the Secretary of State of the White Paper which stated, it is important that students have the same opportunity to live in a secure home and challenge poor standards as others in the PRS.
  • Matthew Pennycook MP, Shadow Minister for Housing and Planning, said Labour would press for clarification of the new grounds for possession for students’ landlords to ensure they are not too expansive and ensure the complexities of the student market are reflected.

The Bill is being carried over to the next Parliamentary session where it will be considered in depth at Committee Stage. It’s this stage that the real shape of the Bill will begin to emerge.

UUK have a good in-depth briefing on the implications of the Renter’s Reform Bill for students.

HEPI report on student accommodation costs

Student accommodation costs across 10 cities in the UK: Cost pressures and their consequences in Purpose-Built Student Accommodation (HEPI Report 166) provides an authoritative picture of student living, conducted in response to the unprecedent rent rises and supply issues witnessed over the past two academic years. It includes data voluntarily submitted by both universities and the 10 largest providers of Purpose-Built Student Accommodation operating across ten major regional university cities who collectively manage more than 125,000 beds in those cities (including Bournemouth).

Consequences

  • The overall picture that has emerged is one of very challenging market conditions. While many accommodation providers acknowledge there is an undersupply of accommodation and rising rents, there are no easy fixes.
  • Although there is much talk of affordability, the ability of providers to build more to relieve supply pressures is being hit by high development costs. The new rooms that do get built come with a higher price tag, so that providers can recoup their development costs. The pipeline of new accommodation is being slowed by historically high interest rates which are driving up funding costs. Rent levels in existing buildings have also been increasing as a consequence of rising running costs.
  • All providers surveyed recognise that the result of all this is that many students are having to put up with steep rent rises because they have no other options.

Policy implications and recommendations (from main report):

Student maintenance system

  • The student maintenance system needs resetting, if access to higher education is to be maintained evenly across both richer and poorer students. ‘Maintenance loans’ could more accurately be described as ‘a contribution to living costs’. The importance of the parental contribution should be highlighted rather than just mentioned in passing and parents should be provided with clearer official information on the minimum they are expected to contribute.
  • Maintenance support needs to be based on how much it actually costs to be a student living independently and away from home. In England, there is a golden opportunity to harvest the invaluable data collected for the government-funded Student Income and Expenditure Survey (SIES) and to use it as an evidence base towards a better system.

Affordability and financial intervention

  • Beyond the talk of affordability, the figures show that new and additional PBSA is getting more and more expensive. Rent for new beds in 2023 is 22 per cent more than for existing stock.
  • The main driver for the growth of PBSA is the private sector, and they are unlikely to increase their risk by going it alone on innovative products or lower-cost accommodation to fulfil an educational agenda. These options will only be developed if led by educational institutions, sharing some of the risk through private sector partnerships: universities must get more involved.
  • Accommodation bursaries can be effective in markets where there is a lack of affordable options.Finding resources for partnering with private providers is essential if educational institutions are going to make this support available. This is an important short-term approach, even if it serves to help shore up a dysfunctional student maintenance system.

Wonkhe blogs on the topic:

Admissions

Grading of level 3 results

Dr Jo Saxton, Ofqual’s Chief Regulator, wrote to HEIs to communicate grading arrangements for England’s 2023/24 admission cycle. It notes the 2-year transition to pre-pandemic grading is complete and normal grading arrangements will continue for GCSE, AS and A levels in 2024. Meaning national results in 2024 are expected to be ‘broadly similar’ to those of the summer of 2023. Grading arrangements for vocational and technical qualifications will continue as normal with awarding organisations adopting the same approach for the academic year 2023 to 2024 as they did previously.

Progression to HE: key stage 4 and 5 student data

The DfE published three data releases on the destinations of key stage 4 and 5 students in 2021/22. The releases cover whether students go into apprenticeship, education and employment destinations, and whether they progress to HE. All three data sets are available here.

The data release covering progression to higher education or training look at the percentage of level 3 pupils continuing to a sustained education or training destination at level 4 or higher in the two years after they completed their 16 to 18 study back in 2019/20.

The proportion of students that progressed to a sustained level 4 or higher destination was 68.3% (+2.3%); of the 68.3%:

    • 64.0% were studying for a (full level 6) degree.
    • 1.7% were participating in a higher/level 4 apprenticeship.
    • 2.6% were studying other qualifications at level 4 or 5

Disadvantage

  • Disadvantaged students (those eligible for pupil premium in year 11) were less likely to sustain a level 4 or higher destination (63.4%) than other students (69.5%) – a larger gap than last year
  • Disadvantaged students were much less likely to sustain a degree destination at a top-third HEI (12.2% vs 21.6%).
  • However, this gap reverses looking at the value-added scores (which take prior attainment at GCSE and qualification type into account).
    • Disadvantaged students scored +1.9, compared to -0.5 for other students, showing that a student of given prior attainment and qualification type is actually slightly more likely to progress if part of the disadvantaged cohort.
    • This could be because disadvantaged students are more likely to enter into level 3 study with the intention of progression, or it could be that they are boosted by the London effect (London has by far the highest proportion of disadvantaged students and a very high progression rate).

Gender

  • Female students were more likely to progress to a level 4 or higher destination (71.4%) than male students (64.7%), a slightly larger gap than last year. Except there are more males on tech levels (qualifications prior to T levels) with male tech level students obtaining a higher progression score (+2.7) than female students (-1.8). Gender bias it likely at play here due to the type of tech level subjects chosen (some tech subjects lead to higher rates of education/ apprenticeship destinations than others).
  • Though female students were much more likely to sustain a degree destination, male students were slightly more likely to sustain a level 4 or level 5 destination and nearly twice as likely to sustain an apprenticeship.

Ethnicity

  • There is large variability in the rate of progression by ethnicity group. Asian or Asian British students were most likely to sustain a level 4 or higher destination at 84.6% overall. 21% ahead of students from the White ethnicity group which had the lowest progression rate.
  • Once prior attainment and qualification type were accounted for, students from the Black or Black British ethnicity group achieved the highest progression scores (+17.2), followed by students from the Asian or Asian British group (+13.4). Students from the White major ethnicity group were the only ones to average a negative progression score, however they were more likely than students from other groups to have a high-level apprenticeship or level 4/5 destination.

Region

  • London continues to have the highest rates of progression to level 4 or higher (79.1%), while the South West continues to have the lowest (61.7%). This difference remains even when prior attainment and qualification type are considered. The gap has widened on last year. Proximity to HEIs is likely a biasing factor here – students from London might have the opportunity to sustain degree destinations while living at home, while those from the South West have fewer options and may find the necessary travel/rental costs prohibitive. London also has a higher-than-average ratio of schools to colleges, creating a stronger bias towards education destinations over employment.

Previous provider type

  • Students from non-selective schools in highly-selective areas continue to progress well below the national average even once prior attainment is taken into account.
  • For two students with the same GCSE results and studying the same qualification types, both at non-selective schools, the one studying in a highly-selective area is 5.5% less likely to progress to a level 4 or higher destination than the other student.
  • Students from selective schools continued to progress at a very high rate (89.7%) with an average progression score of +2.0.

You can find the full data release on progression to HE here.

The DfE has also published data on 16-18 destination measures detailing students who left 16-18 study in 2020/21 and follows their destinations in 2021/22. Excerpt: Disadvantaged students were more likely to stay in further education and less likely to progress to higher education: While 45.8% of non-disadvantaged students leaving 16 to 18 education progressed directly to higher education, the rate for the disadvantaged group was 35.6%. On the other hand, 7.7% of disadvantaged students continued in further education, compared to 6.1% of all other students.

Finally, there is also information on key stage 4 destination measures.

BTECs out. T levels in for now.

Rishi’s announcement that T levels will be defunded when (if) Britain moves to the Advanced British Standard put the DfE in a bit of quandary as to whether to continue the (unpopular) cancellation of BTECs that are gradually being replaced by T levels or whether to have a serious rethink. After a quick ponder the DfE are moving ahead and continuing to pull back from BTECs (and similar technical qualifications) and have published the final list of 85 qualifications assessed to overlap with wave 3 T Levels. The overlap occurs in these areas:

  • Business and Administration
  • Engineering and Manufacturing; and
  • Finance and Accounting.

The Government will withdraw public funding from these qualifications, for new starters, from August 2025.

Universities and Skills Minister Halfon has issued a written ministerial statement announcing the changes. It points out that of the 85 qualifications – 30 didn’t have any current enrolments and another 23 had fewer than 100 enrolments in the 2020/21 academic year. Although given that parents knew these qualifications were about to be dumped there is a question over the chicken and egg here!

Moving onto the Advanced British Standard (ABS) Education Secretary Gillian Keegan published a written ministerial statement on the Government’s proposals. She confirmed the Government would provide £600 million over the next two years to prepare for the ABS, consisting of:

  • £100m each year to double the rates of the Levelling Up Premium and expand it to cover FE colleges (to disproportionately benefit disadvantaged students). All teachers who are in the first five years of their career, teaching key STEM and technical shortage subjects and working in disadvantaged schools and all FE colleges, will be paid up to £6,000 per year tax-free.
  • £150m each year to support students who need the most support. I.e. those without a grade 4 or higher pass in maths and English GCSE at age 16. And supporting English and maths for all post-16 apprentices who have not gained their Level 2 qualification, uplifting the funding rates to match the Adult Education Budget.
  • £60m over the next two years to expedite evidence-based techniques for maths teaching, including in post-16.
  • £40m to the Education Endowment Foundation to expand their post-16 work and embed evidence-based approaches in 16-19 teaching.

Keegan stated the Government will consult extensively over the coming months on the design of the new qualification with the consultation resulting informing a White Paper to be published during 2024.

Wonkhe report that since the ABS was announced student enthusiasm for T levels has waned. They have a blog: As demand for “gold standard” T levels atrophies in the face of news that they’ll be replaced, Johnny Rich laments an obsession with killing off BTECs.

Access & Participation

Social Mobility

HEPI published The English Social Mobility Index which compares the performance of (English) HEIs was published. Research Professional set to the Index and have questions in this good article: Mobility Issues. Excerpts:

  • If accurate, it would seem to confound assumptions about which sort of universities are doing the heavy lifting on social mobility.
  • The results are somewhat counter-intuitive. Are Imperial College (13) and the University of Cambridge (16) doing more for social mobility than Brunel and Birkbeck (18 and 19 respectively)?
  • Is the University of Manchester (22) a more effective engine of social movement than Manchester Metropolitan University (36)? Is the University of Oxford (21) doing more on social mobility than Middlesex University (44)?
  • Examples like this could be multiplied as you move through the ranking. The bottom nine institutions are all post-92s, with the University of Exeter the only member of the Russell Group in the bottom quartile.
  • The obvious question would be, how accurate a portrait of social mobility is this? The emphasis on graduate outcomes—weighted equally between median salaries and the Office for Students definition of “positive outcome” of graduate-level employment or further study—would tend to favour both high-tariff institutions and those based in the capital.
  • … the graduate outcomes and continuation data are very broad-brush strokes, especially in larger universities, which may or may not bear much relevance to the experience of “social mobility students” at any given institution. For example, Oxford’s access numbers might be quite low, but its continuation and outcomes figures will be great, producing a decent score in the table—but that is not the same thing as delivering on social mobility, and certainly not en masse.

Read more here.

Service Children

NEON cover the new report which analyses universities’ APP plans: Under the Radar – Service Children in the UK today, highlighting that only a quarter of universities (10% drop since 2000) in England have strategies in place to support Service children to progress to HE and these numbers may fall over the next year. Read more here. You can also access a recording of the event covering service children.  And Graeme (from NEON) writes for Wonkhe: Children from military families have worse progression rates into higher education. Graeme Atherton argues that they should be a target group for access work.

Neurodiverse students

Wonkhe blog – As retention rates for autistic students are lower than any other disability group, Helen Guyatt explains what could be done to help – and what incentives there are for institutions to do so.

International

China

The Lords Chamber debated the long-term strategic challenges posed by China. The Government’s approach to protecting Chinese students from undue pressure on political issues was criticised and Lord Stirrup questions mechanisms that could effectively be used to protect students including monitoring interactions students have with their own government.

  • Lord Alton of Liverpool (Crossbench) raised Confucius Institutes and suggested the UK worked with the Government of Taiwan for language and culture studies rather than the Chinese Communist Party (CCP). He queried what steps were being taken to help universities reduce dependency and diversify their funding sources.
  • Baroness Coussins (Crossbench) cautioned against ‘throwing the baby out with the bathwater’ in responding to Confucius Institutes. She added that ‘closer monitoring of the situation in some universities is clearly advisable, but any action against the Confucius Institutes should be proportionate and properly targeted.’
  • Lord Ahmad of Wimbledon, Minister of State FCDO, responded on behalf of the Government stating a series of measures had been introduced to tackle threats to HE, such as the HE (Freedom of Speech) Act 2023. Also that the Government were working to increase protections for academic freedom and university research, including strengthening the screening of Chinese academics and researchers in sensitive areas of research. On Confucius Institutes, the Minister said they were ‘taking action to remove government funding from Confucius Institutes in the UK, but currently judge that it would be disproportionate to ban them.’ More details here.

There’s also a Wonkhe blog that may be of interest: Glen Noble explains how UK universities need to develop their own risk management processes for collaborating with China – especially when it comes to sensitive research areas.

International Growth

Lord Jo Johnson has spoken out (again, same messages) on restricting further international student growth and the need for universities to diversify their portfolio.

Wonkhe report: Speaking at a Universities UK International conference yesterday, Johnson said the sector is “reaching the political limits” of tolerance for higher numbers – because of dropout rates among Indian and Bangladeshi students of “approaching 25 per cent”, and questions over students’ ability to support themselves. Reflecting on accusations that universities were “selling immigration into the UK rather than education, he called on universities to take “collective action to weed out poor quality and fraudulent applications”.

There is full coverage in the Financial Times.

Health surcharge

Wonkhe report that the Home Office has published an equality impact assessment for the forthcoming increase to the Immigration Health Surcharge, which for students and their dependants (the discounted rate) will rise from £470 to £776 per person per year. It shows that the disparity between the median weekly wage for younger and older migrants may mean that students see higher impacts from the increase to the charge, making saving to pay the Health Charge more difficult.

Digital Teaching

Digital experience: UUK report on the JISC staff digital experience insights survey 2022/23 covering perceptions of HE teaching staff to technology and its potential in teaching.

  • 71% of teaching staff agreed the use of digital technology in teaching is convenient.
  • 61% agree that it allows them to teach in ways they prefer.
  • 64% rate the quality of their online teaching environment as above average.
  • 61% agree that it enables students to make good progress.

However, the survey also shows that teaching staff need more time and encouragement when it comes to improving their digital skills, with nearly half (49%) rating support for teaching effectively online as average or below average.

Kathryn Heywood, Head of Business Intelligence at Jisc said: This year’s student digital experience insights survey shows that HE students find online learning more engaging and motivating since 2020, and they have reaped the benefits of teaching staff working hard to improve their practice. What’s clear from this year’s staff survey, is that teachers need more dedicated support from the organisation to focus on their digital skills.

Digital enabling: Wonkhe and Kortext published Setting the curve – deploying technology for learning, teaching, and student success looking at how to deploy technology to support longer term learning, teaching, and student success strategies. Excerpt: in making technology part of the solution universities must also ask some searching questions: about the degree of digital capability required of staff and students; about what “hybrid” work and learning should look like and why; about the interaction of the digital and physical estate; and, crucially, about the nature of the spaces available for being critical about technology adoption, and how the conversation about technology moves forward. Read more here.

Other Wonkhe blogs:

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

General Election: The Times reported that the Government has been advised not to call the general election for November due to security concerns should the campaigning period align with America’s (fixed) November presidential election. The Times quotes an official as saying There are huge security and market implications if two Five Eyes countries are holding elections at once. It could potentially open up two countries to cyberwarfare and electoral manipulation from hostile states and if a security threat were to arise during a campaign it would leave western countries exposed. With a second Whitehall source stating: Far more care would have to be taken around national security and meddling from hostile countries. The Times also reports that Labour are preparing for a May election. The last possible date the UK election can be held on is 28 January 2025.

HE growth: Wonkhe blog – On the tenth anniversary of David Willetts’ 2013 Robbins Revisited report, David Kernohan wonders if it still stands up.proroSubscribe!

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Conversation article: Like many women, I didn’t know I was autistic until adulthood – how late diagnosis can hurt mental health and self image

Dr Rachel Moseley writes for The Conversation about the gender differences in autism and the impact of late, or no, diagnosis for autistic people…

Like many women, I didn’t know I was autistic until adulthood – how late diagnosis can hurt mental health and self image

Dagerotip/Shutterstock

Rachel Moseley, Bournemouth University

For many women, adult diagnoses of autism are “a light in the darkness”, an epiphany of self-understanding. My “lightbulb moment” came in my late 20s. “They thought you were autistic,” my mum mused when I told her I was embarking on an academic career in autism research.

As a child, I was painfully aware of being different. The adults and the children around me had noticed my strangeness, my inability to fit in. It turned out that autism had been suggested to my mother – but then dismissed by a child psychiatrist. I didn’t fit what was known about autism. Although socially gauche, I’d mastered eye contact and was fairly eloquent.

A few years after my mum had made that off-the-cuff comment, I was re-evaluating my life in the context of a shiny new diagnosis.

Researchers are learning more and more about the way autism differs in people of different sexes and genders. As they do so, the lights are coming on for more of us who’ve felt lost in the world.

The female face of autism

There is no one type of autistic person. The key features of autism – differences in the way we think, communicate and interact with others – show up in more diverse and subtle ways than the limited examples suggested by the diagnostic criteria. This is often true in autistic girls.

This article is part of Women’s Health Matters, a series about the health and wellbeing of women and girls around the world. From menopause to miscarriage, pleasure to pain the articles in this series will delve into the full spectrum of women’s health issues to provide valuable information, insights and resources for women of all ages.

You may be interested in:

Women still feel like they aren’t listened to when they give birth – here’s what could help change things

Birth trauma is a growing problem — experiencing it myself revealed how few people understand it

Science experiments traditionally only used male mice – here’s why that’s a problem for women’s health

While they struggle with social understanding, many autistic girls are adept mimics of the social behaviour of other people. In the way they speak and the things they talk about, they are more similar to neurotypical children than autistic boys are. This may explain why, on first impression, people tend to underestimate autistic girls’ difficulties.

In comparison to autistic boys, the conversation of autistic girls tends to be more social in nature, focusing more on the people and friendship groups around them. Their interests tend to be more social, involving fictional characters, animals or celebrities rather than non-living objects. Tellingly, they express greater longing for the friendships and relationships which often elude them.

As they grow, some girls learn scripts to use in social situations, and develop a passive way of behaving with others that focuses on making the other person feel comfortable. Many autistic girls and women engage in this kind of “social camouflaging” constantly in order to seem acceptable to others.

The subtleties of autism in girls mean that they’re diagnosed significantly later than boys. In part, this reflects lack of awareness in the professionals who typically signpost children to autism services. However, others will be passed over because diagnostic assessment tools are less sensitive to autism in girls with cognitive abilities in the normal range.

The price of being overlooked

Undiagnosed autistic people are often painfully aware of their inability to fit in and to do the things that others do easily. If no one gives you an explanation, you’re left to find one yourself.

I knew as a teenager that I must be fundamentally bad, since I was bullied and had no friends at school. Autistic people I’ve worked with in my research have similarly blamed themselves for a lifetime of struggling and being abused, pinning these things on personal failings.

Woman looking sadly out of window.
Undiagnosed autism can lead to mental health struggles.
Rocketclips, Inc./Shutterstock

Across research studies, we late-diagnosed autistics are that societal subgroup with a history of academic struggles, employment problems, mental illness and relationship breakdowns. Our self-narratives are ones of inadequacy and failure.

Research has found that autistic girls and women have poorer mental health than autistic men. So are people who are diagnosed later in life compared to those diagnosed when young. These two facts are almost certainly interrelated. Autistic children who grow up without a diagnosis are unlikely to receive appropriate support. What’s more, they’re less likely to be viewed with compassion when they struggle.

Recognition of autism in girls and women may come at a crisis point. For some, this occurs in the pubertal chaos and complex social world of adolescence, where rates of anxiety and depression climb steeply in autistic girls. For some, it happens in the world-rocking turmoil of menopause, which appears to derail the coping skills and social camouflage that undiagnosed people rely on.

For some, it never happens. Undiagnosed autistic people are believed to constitute a high number of suicide deaths.

Further challenges

Beyond diagnosis, there are other ways that autistic girls and women face greater challenges than boys and men. While women generally suffer higher rates of sexual abuse, this risk is even higher for autistic women.

Autistic women often find their difficulties are poorly understood by employers, and must also contend with gendered pressures to perform emotional labour at work – taking on the unpaid and implicit responsibility to look after the emotions of others – or face damage to their reputation.

Perhaps unsurprisingly, autistic gender disparities in stress-related illnesses and risk of suicide are stark. Despite this, autistic women still face greater barriers to accessing help.

It’s uncertain to what extent these disparities can be traced back to the fundamental fact that autism is poorly understood and under-catered for in women and people of minority sexes and genders.

What we do know is that early diagnosis seems crucial for girls to grow up with positive self-image and lower risk of mental illness.

For we lucky women who got there in the end, a discovered autistic identity can be a life-changing gift. Finding ourselves means finding each other, release from self-blame and a new sense of belonging.The Conversation

Rachel Moseley, Principle Academic in Psychology, Bournemouth University

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

Conversation article: Postnatal depression – what new fathers need to know

Dr Andy Mayers writes for The Conversation about how postnatal depression can affect new fathers…

Postnatal depression: what new fathers need to know – and how to ask for help

Postnatal depression symptoms are quite similar to depression symptoms.
christinarosepix/ Shutterstock

Andrew Mayers, Bournemouth University

Many people think of postnatal depression as a condition that only affects women. But in reality, postnatal depression affects almost as many men as women – with some research estimating it occurs in up to 10% of fathers.

Yet despite how common postnatal depression may be in men, there still isn’t very much information out there about it. This can make it hard to know if you may have postnatal depression – and how to get help if you do.

Here’s what you need to know.

Quarter life, a series by The Conversation

This article is part of Quarter Life, a series about issues affecting those of us in our twenties and thirties. From the challenges of beginning a career and taking care of our mental health, to the excitement of starting a family, adopting a pet or just making friends as an adult. The articles in this series explore the questions and bring answers as we navigate this turbulent period of life.

You may be interested in:

‘He is always there to listen’: friendships between young men are more than just beers and banter

Body image issues affect close to 40% of men – but many don’t get the support they need

Anxiety can lead to erection problems in young men – but reaching for Viagra isn’t always the solution

Why it happens

There are many reasons why postnatal depression happens. And, contrary to popular belief, it isn’t just due to hormones. Even in women, hormones only play a small role in postnatal depression.

Instead, postnatal depression is typically due to a combination of risk factors – such as a previous history of depression, sleep problems after the baby is born, lack of social support or financial challenges. Postnatal depression can also happen at any age.

The symptoms of postnatal depression are quite similar to symptoms of depression. As such, symptoms of postnatal depression may include low mood, lack of motivation, poor sleep, feeling guilty or worthless, poor concentration, changes in appetite or weight, fatigue and thoughts of death or suicide.

The main difference between depression and postnatal depression is that these feelings tend to happen in the postnatal period (typically the first year or so after the baby is born).

It can be normal to struggle with your mental health somewhat after your baby is born. After all, it can be an overwhelming and emotional time, with nearly every aspect of your life changing – from your daily routine, your relationship with your partner, to the amount of sleep you get every night.

Female doctor speaks with male patient.
Consider speaking with your GP if symptoms have lasted more than a few weeks.
fizkes/ Shutterstock

But if you’ve been experiencing low mood and lack of motivation for more than a few weeks, and are finding these feelings are making it difficult to engage with your infant, you may want to consider speaking with your GP or a mental health professional. It’s also worth noting that postnatal depression can happen at any time in the first year or two after the baby is born – not just in the early months.

Getting help

Postnatal depression is not likely to go away on its own. If you suspect you may be struggling with postnatal depression, it’s important to seek support – not only for your wellbeing, but because postnatal depression can also affect your bond with your baby.

First of all, there’s nothing wrong with needing help, and seeking support – either from loved ones, friends or a doctor – is nothing to be embarrassed by.It does not make you weak, nor does experiencing postnatal depression make you a “failure”.

While it can be difficult to know how to take the first step in getting support, a good starting point is simply acknowledging that this is a difficult thing to talk about. As simple as this sounds, it may just help you feel less awkward about sharing your experiences when you do speak to someone. It’s also worth remembering that when you do speak to someone, it’s important to say how you really feel – not what you feel you should say.

It’s also normal if you feel angry about feeling the way you do. Many young men who struggle with their mental health feel angry that they feel this way, or worry that they’ve let their loved ones down or that the system will not listen to them. To deal with that anger, be patient. Try to let the anger go – it may help you feel more at ease opening up about your other emotions.

You may also find it easier to talk about your experiences in certain settings. For example, while some people may find it easier to speak with their GP or in online chat groups, you may find it more comfortable to speak up in a less formal setting – such as while watching sports with friends. You can begin this conversation with something as simple as asking how others are doing, before sharing your own feelings and experiences. Or, if your friends are also parents themselves, you might ask if any of them experienced similar feelings during the postnatal period.

If you’re finding it hard to speak to loved ones, you could also consider using a mental health app. Some people find it easier to use an app to ask questions, find solutions and discuss how they’re feeling. Apps such as DadPad have a number of resources that can help you navigate fatherhood.

Postnatal depression in fathers is real and it does matter. Fortunately, compared to just a few years ago, there’s more awareness and help available than ever before.The Conversation

Andrew Mayers, Principal Academic in Psychology, Bournemouth University

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

Faculty of Health and Social Science –

conferences

ASPiH Conference ’22ASPiH

Two Healthcare Simulation Projects for the Bournemouth University School of Health and Social Science were presented by Dr Anthony Basiel.

Adult nursing communication skills-Final-jpg

Download the Adult Nursing Communication talk PDF file

Sims for mental health nursing students-Final-jpg

Download the Adult Nursing Mental Health talk PDF file

Please contact Ursula Rolfe urolfe@bournemouth.ac.uk,  or Dr Anthony Basiel at abasiel@bournemouth.ac.uk if you have any questions about physical or virtual learning simulations.

PATH Final Conference – November 16th

conferences, international

PATH perinatal mental health final conference

The final conference for the PATH project is in Antwerp on 16th November, 2022.

The cross-border Interreg PATH initiative aims to improve perinatal mental health and includes a wide communications campaign, training for healthcare professionals and new services for families.

PATH involves thirteen partners from France, Belgium the Netherlands and the UK, including Bournemouth University. Leading BU’s project contribution is Professor Wen Tang, from the Faculty of Science and Technology.

For more information about the project and the conference, please contact Zequn Li or Timothy Devlin.

NIHR ARC Wessex Mental Health Research Hub

The NIHR ARC Wessex has been awarded funding to boost mental health research. The newly established NIHR ARC Wessex Mental Health Research Hub seeks to bring together researchers from different disciplines and partners across the region to plan and conduct research. It will also encourage and support new research talent through mentorship, internships, a summer school, and new post-doctoral positions. For more details see Wessex Mental Health Research Hub gets £750,000 to boost research into mental health | NIHR Applied Research Collaboration Wessex

The Mental Health Research hub is seeking academics from BU to join teams as co-applicants, collaborators of steering group members.

To build capacity, the following projects have been developed in the approved theme areas:

Ageing (excluding dementia) – promotion of healthy ageing by implementing and evaluating strategies to address alcohol disorders, loneliness and isolation.

Healthy Communities – developing, implementing and evaluating strategies to identify young people at risk of mental health conditions, promote early intervention and care transitions and bolster resilience.

Long-term conditions –  enhancing evidence-based support for those with long term mental health disorders such as treatment resistant anxiety and depression, approaches to mobilising community systems of support and fostering resilience, include social prescribing.

Workforce and Health systems – develop and test evidence-based interventions matched to staff need and the organisational and professional context, to promote mental health, wellbeing and resilience in workforce providing care and treatment to people with mental health problems.

If you are interested in getting involved in one of these projects to boost your own research and develop collaborative opportunities for new research in mental health, please contact me  ASAP and will connect you up!

Email: jmurphy@bournemouth.ac.uk

HE policy update for the w/e 14th February 2022

international

Hi all, Parliament are in recess but there is plenty going on.  We start with last week’s reshuffle and research, but there are strong hints about new plans for access and participation

Mini Reshuffle

Last week there was a mini reshuffle of the parliamentarians holding Government. The appointments effectively draw his loyal staff ever closer and bolster up support for Boris personally within the Cabinet.

  • Michael Ellis MP has been made Minister for the Cabinet Office on top of his current role as Paymaster General and will be attend cabinet. The role was previously held by Steve Barclay. Ellis has become more visible lately as the minister most often sent up to the despatch box to answer urgent questions around ‘partygate’.
  • Stuart Andrew MP becomes Minister for Housing, leaving his role as Deputy Chief Whip and replacing Christopher Pincher at the Department for Levelling Up, Housing and Communities. As the Mirror points out, this makes him the eleventh housing minister in almost as many years, narrowly overtaking the ‘curse’ of the Universities Minister.
  • James Cleverly MP becomes Minister for Europe, leaving his role as Minister for Middle East, North Africa and North America and replacing Chris Heaton-Harris who has been made Chief Whip.
  • Heather Wheeler MP becomes Parliamentary Secretary in the Cabinet Office, a ministerial role previously held by Julia Lopez, in addition to her current role as Assistant Government Whip.
  • Jacob Rees-Mogg MP becomes Minister for Brexit Opportunities and Government Efficiency and will attend cabinet. He leaves his role as Leader of the House of Commons. It also looks as though he might take on the former responsibilities of Minister for Efficiency and Transformation – the position held by Lord Agnew until last month when he resigned over the Government writing off furlough fraud.
  • Mark Spencer MP becomes Leader of the House of Commons (and Lord President of the Privy Council) and will attend cabinet. He leaves his role as Government Chief Whip to replace Rees-Mogg.
  • Chris Heaton-Harris MP becomes Chief Whip and will attend cabinet. He leaves his role as Minister for Europe (FCDO), a role he held for roughly 51 days, to replace Spencer.

In addition, last week these appointments were made:

  • Steve Barclay MP, the Chancellor of the Duchy of Lancaster, took up the post of the Prime Minister’s Chief of Staff following the resignation of Dan Rosenfield.
  • Andrew Griffith MPwas appointed Director of the Number 10 Policy Unit, having already served as Johnson’s PPS for some time, following the resignation of Munira Mirza.
  • Guto Harriwas appointed Director of Communications following the resignation of Jack Doyle. He previously worked with Johnson during his time as London Mayor. His appointment sparked controversy.

Research

Research Spend: Andy Westwood reminds us of some key research spend points in Research Professional’s Sunday Reading Balancing the Books: The R&D mission

  • to increase public spending outside the greater south-east (in this case, the ‘golden triangle’) by a third over the spending review period and by 40 per cent by 2030 is to be welcomed. So too is the commitment to spending 55 per cent outside the greater south-east by 2024-25…As commentators…have pointed out, this is not much of a departure from existing spending and should be easily achieved. Richard Jones… has also suggested that this spending is likely to be more at the applied end of R&D, and the stated expectation of a “2:1 private sector match” more or less confirms this. It should also remind us that this R&D mission has an explicit purpose of boosting productivity, pay and economic success rather than just dividing up the spending review’s spoils.
  • But that spending context is important—as are the government’s longer-term targets of spending 2.4 per cent (and eventually more) of GDP on R&D by the middle of the decade. The spending review allocations offer real headroom for growth and much of this spending remains unprescribed. Of the £20 billion promised across government by 2024-25, only £5.9bn will be spent on the “core research budget”.
  • So it’s less a fight over research councils and quality-related funding and more about other R&D spending, such as that distributed elsewhere in BEIS and by other government departments, including health and defence.

Horizon Europe: the prospect of the UK joining Horizon Europe appears to be slipping away. Last week in the Commons Science and Technology Select Committee Science Minister, George Freeman, stated:, It’s clear to me we can’t go into a financial year with ongoing uncertainty. So, internally, our thinking is that we need to be ready in the new financial year to start to release some of the funding that we’ve put aside for Horizon into programmes so that the science community isn’t left sitting on the bench, as it were, rather than on the pitch. What I’m keen to do is make sure that those could seamlessly—like a motorway’s slipway—segue back into Horizon association, were that to materialise after the French election [in April].

Research Professional suggest that 31 March will be make or break decision time. Research Professional report: Freeman spoke to the Financial Times about the UK’s ‘Plan B’, describing a £6bn global science fund to run over three years. The science minister is quoted as wanting a “coherent and ambitious plan for international science…based on the elements of Horizon that researchers find most valuable: global fellowships, strong industrial challenge funding [and] innovation missions around tomorrow’s technologies”. He added: “Outside Horizon, we have the freedom to be more global.” … The UK is not alone in feeling excluded from Horizon, with Switzerland similarly feeling its membership is being held up over debates around the wider political relations between the country and the EU…The FT story is not so much news as a periodic reminder that making a decision on association seems as difficult as ever.

Here’s the latest from the European Affairs Committee on Horizon Europe.

The ongoing campaigning to remain part of Horizon Europe has been a regular news feature this week. Wonkhe: Organisations across Europe are calling for science to be put above politics as the UK and Switzerland’s association with Horizon Europe remains in limbo. Universities UK has partnered with the Royal Society, Wellcome, EPFL, ETH Zurich, and the ETH Board to launch the Stick to Science campaign, which argues that the UK and Switzerland’s inclusion in the scheme will bring an estimated €18billion in additional funding, and are inviting signatures for the initiative. The PIE News and the Financial Times cover the story.

UKRI Chair: Business Secretary, Kwasi Kwarteng, was reported as vetoing the appointment of Jonathan Michie for UKRI’s Executive Chair role for party political reasons. The Guardian also run the story.

Global Talent: Wonkhe – The government’s new Global Talent website has launched with the aim of attracting research experts to come and innovate in Britain. The site, which is a collaboration between UKRI and several government departments, will provide information on working in and with UK universities, innovation, and business.

Destination Australia: The Russell Group call for closer research and mobility ties with Australia. In a joint letter sent to the Australian and British foreign and trade ministers, the Chairs of the Group of Eight (Go8) and the Russell Group, their countries’ key representative bodies for world-class research-intensive universities, said they would establish a new committee to look at ways to increase two-way research collaboration and explore how this could be used to boost trade and investment and support economic growth.

Parliamentary Questions:

France took up the rotating six-month Presidency of the Council of the European Union in January with the motto Recovery, strength and a sense of belonging. The agreed priorities for the next 18 months are:

  • To protect the citizens and freedoms by focusing on respecting and protecting European values such as democracy, rule of law, gender equality, and on strengthening the Schengen area and the EU’s common asylum and migration policy
  • To promote a new growth and investment model for Europe, based on sustainable green growth and strengthening the EU’s industrial and digital sovereignty
  • To build a greener and more socially equitable Europe that better protects the health of Europeans
  • A global Europe that promotes multilateralism and renewed international partnerships and adopts a shared vision among the 27 member states on strategic threats

Pages 4-5 of this briefing indicate more on the above themes and is an interesting short read. Also in the document is analysis of what the French premiership means. While the above listed items are the EU priorities France intends a particular focus on climate change, digital transformation, and security. The priorities have connotations for both research priorities and budgets as well as economic competition between the UK and EU.

Skills Bill – OfS’ proposed new powers

Proposed amendments to the Skills and Post-16 Education Bill tabled by the Government aims to change the way the Office for Students (OfS) publicises investigations with HE providers and protect it from defamation claims. The OfS will be able to state publicly if it intends to investigate, or already is investigating, a provider or individual and will be protected from defamation claims. Where it publicises an upcoming investigation it must also publish the findings, even if no decision is reached or no further action is taken. The provisions would allow the OfS to publish notices, decisions and reports given or made in the performance of its functions, while considering:

  • The interests of HE students, potential applicants, alumni, and HE providers
  • The need for excluding from publication any information that “would or might, in the opinion of the OfS, seriously and prejudicially affect the interests of that body or individual”
  • The public interest

Publications relating to a decision to conduct an investigation are to be protected from defamation claims if they include information on:

  • A statement of the OfS’ decision to conduct the investigation,
  • A summary of the matter being, or to be, investigated, and
  • A reference to the identity of any higher education provider or other body or individual whose activities are being, or to be, investigated.

Wonkhe: …new clause 67C. In publishing details of a decision to conduct an investigation, summarising the matter that is being investigated, and naming the provider (or other body) under investigation the OfS is protected from defamation claims. This doesn’t apply to other information that the OfS may publish, and – wonderfully – it doesn’t apply if the publication “is shown to have been made with malice”.

The clause is controversial as this sort of disclosure risks damaging the reputation of HE providers even when the OfS decides not to take further action or implement sanctions.  It also came up in the context of the consultation on student protection directions in 2020.   In that context, there were concerns about the impact on an institution that was in difficulty if the OfS published their market exit plans.  In that context the guidance now says that they will consider the public interest when considering publication.

The DfE has published an updated assessment of how the Skills Bill interacts with human rights legislation, to account for the new provisions. There are also questions over how the Skills Bill will interact with the Freedom of Speech Bill.

Here’s the short Wonkhe blog on the topic.

In other OfS news last week Susan Lapworth was appointed as the OfS Interim Chief Executive from 1 May until the end of 2022. This covers the recruitment period for a permanent OfS chief executive. Susan takes over from Nicola Dandridge’s planned departure as her tenure in the chief role ended.

Lord Wharton, chair of the OfS, said: This is an excellent appointment to see the OfS through an important phase of our work, including the delivery of our reforms to quality and student outcomes. Susan has worked closely with the board since the OfS was established and is perfectly placed to lead the team through this period. Her experience and expertise has been invaluable to the OfS, and I am looking forward to working closely with her in this new role.

Access & Participation

The OfS has shared more than a hint of what is to come under the new Director for Fair Access and Participation.

In a presentation, there was the following advice:

  • We strongly encourage you to vary your plan to take account of the priorities outlined by the Director for Fair Accessand Participation.
  • We will publish advice on how to do this in spring 2022.
  • The advice will include information on the areas that should be covered in variations. This is likely to cover:
    • strategic partnerships with schools to raise attainment
    • improving the quality of provision for underrepresented students
    • developing non-traditional pathways and modes of study
    • the production of two-page access and participation plan executive summaries using an optional template.

We even get a mention in the speech!

  • But we are expecting providers to pull their weight on pre-16 attainment, a challenge which affects us all.
  • We will be generous in our expectations of the work providers undertake in this area.
  • It may be expanding evidence-led, provenly-successful interventions like Bournemouth University’s work on literacy in primary schools. Their student ambassadors worked with Year 6 pupils through a 10 week reading programme, which saw the reading ages of two-thirds of the participants increased.
  • It could be new thinking and tools for measuring and enhancing the knowledge and skills of disadvantaged pupils in subjects and year groups where we do not yet have coherent curricula matched with integrated, informative assessment.
  • It will almost certainly include both place-based policy initiatives tied closely to localities and more wide-reaching regional and national initiatives.
  • We are keen to see innovation and experimentation – provided there is commitment to independent, published evaluation.

Wonkhe blogs:

Research Professional (writing before the well-trailed speech was delivered)

Admissions

The English exam boards published information on the 2022 GCSE, AS and A level exam adaptations which adjust for Covid related learning disruption. Plans for grading will be more generous for summer 2022, with boundaries likely to be lower than in previous years. Ofqual is planning on returning to pre-pandemic grading over a two-year period, meaning this year there will be a ‘mid-point’ set between 2019 boundaries and the grade levels used in teacher assessments last year. Also:

Education Secretary Nadhim Zahawi said:

  • Exams are the best and fairest form of assessment, and we firmly intend for them to take place this summer, giving students a fair chance to show what they know.
  • We know students have faced challenges during the pandemic, which is why we’ve put fairness for them at the forefront of our plans. The information to help with their revision published today, as well as the range of other adaptations, will make sure they can do themselves justice in their exams this summer.

EPI have published Covid-19 and Disadvantage gaps in England 2020. It considers the national disadvantage gap (the gap in grades between disadvantaged students and their peers) in 2020 at key stages 4 and 5. Highlighting the impact of the 2020 (teacher assessed) grades on different students. Dods have provided a summary of the report and the recommendations here. Or these are the high-level points:

  • The gap in GCSE grades between students in long-term poverty and their better off peers has failed to improve over the last ten years.
  • More students have now fallen into longer-term poverty.
  • Fears that the switch to teacher assessed grades for GCSEs in 2020 would penalise students from disadvantaged backgrounds are largely unfounded – with no evidence poorer GCSE students lost out under this system.
  • But for students in college and sixth form (16-19 education), the gap in grades between poorer students and their better off peers widened in 2020.
  • This was driven by A level students gaining a whole grade more from teacher assessments than those who studied qualifications such as BTECs.

Also this week Teach First have published Rethinking pupil premium – a costed proposal for levelling up.

Balancing FE & HE

The Civic University Network and partners published Going further and higher: How collaboration between colleges and universities can transform lives and places. It calls for greater collaboration between colleges and universities and setting out recommendations for governments and sector leaders to support regional priorities and deliver UK-wide economic recovery.

Recommendations for sector leaders, which focus on creating strong local networks:

  1. Agree the institutions who are involved in the network and embrace the local geography and specialisms that already exist.
  2. Develop a cohesive education and skills offer for local people, employers and communities built around lifelong learning, ensuring inefficient duplication and competition is reduced.
  3. Move beyond personal relationships and agree how the whole institution is involved in collaboration, with clear roles and shared responsibility for partnership.

Recommendations to governments across the four nations to build better education and skills systems:

  1. Set an ambitious 10-year strategy to ensure lifelong learning for all and to deliver on national ambitions.
  2. Balance investment in FE and HE to ensure the whole education and skills system is sustainably funded so that colleges and universities can work in the interests of their local people, employers and communities.
  3. Equal maintenance support across loans and grants for HE and FE students, regardless of age, personal circumstances, or route into education.
  4. Tackle the ‘messy middle’ by defining distinct but complementary roles for colleges and universities to avoid a turf war over who delivers various types of education and training.
  5. Create a single funding and regulatory body for the entire post-16 education and skills system in each nation to deliver more aligned and complementary regulatory approaches that will ensure smoother learner journeys.

The report fits well with the Government’s cohesive approach to sharing learners such as emphasising the technical education route as an equal status to HE academic study. Planning education from schools to postgraduate with interaction of industry and the education providers at each level has long been a Conservative ideal and was apparent in this week’s speech from the newly-appointed OfS Director for Fair Access and Participation (more here).

Research Professional analyse the report and weave it together with the Government’s current intent on Levelling Up, the Skills and Post-16 Education Bill, Augar, the OfS and vocational education.

Students

Careers 2032: Wonkhe report on a new Careers report –A new research report on the future of careers support from Handshake, in partnership with AGCAS, the Institute of Student Employers and Wonkhe, finds that 32% of students worry they aren’t good enough or ready for a graduate job, rising to 39% of students from less privileged backgrounds. Employers are primarily worried about retaining the graduates they hire, with 71% concerned about rising to this challenge in the decade ahead. For careers professionals, dealing with the fallout from Covid-19 and responding to students’ knocked confidence will be a major priority in the coming years. The Careers 2032 report brings together insight from student representatives and SU professional staff, employers, and careers professionals to explore how careers support is changing – concluding that deeper collaborations within and outside universities will be needed to support a more personalised journey towards graduate employment for a greater diversity of students. For further analysis have a look at Wonkhe’s blog.

Wonkhe also published their report with UPP and the Student Futures Commission “A Student  Futures Manifesto”.  This calls all institutions to work with students to develop actions and commitments to securing successful student futures by the end of the 2022/23 academic year.  It also calls for better IT, a “what works” review of online teaching and assessment and a “challenge fund” for mental health and wellbeing.

Wonkhe blog by Mary Curnock Cook here.

Student Drug Use: Wonkhe report that a major new taskforce has been established to tackle student drug use, investigate how a common approach to reducing harm might be developed, and determine how collective action might tackle the supply of drugs on campus. It follows concerns about the impact of student drug use, with the associated risks of learning and mental health problems, damage to future job prospects, addiction and avoidable deaths. The group, chaired by Middlesex University vice chancellor Nic Beech, has been established by a partnership between Universities UK, Unite Students, GuildHE and Independent HE, and will include input from a range of government departments, sector agencies, charities and law enforcement.

Blog: which areas of the new taskforce investigation will need particular care in order to avoid unintended consequences.

This week the Times also ran an article on why county lines gangs are targeting students.

Mental Health: Student Space has been extended to July 2022.  Wonkhe review the underpinning evidence.

Gambling: Parliamentary Question on supporting students with gambling addictions.

Cost of living: The Institute for Fiscal Studies (IFS) has published Government uses high inflation as cover for hitting students, graduates and universities. The article begins: The government is quietly tightening the financial screws on students, graduates and universities. Students will see substantial cuts to the value of their maintenance loans, as parental earnings thresholds will stay frozen in cash terms and the uplift in the level of loans will fall far short of inflation. This continues a long-run decline in the value of maintenance entitlements… Separately, the student loan repayment threshold will also be frozen in cash terms. This is effectively a tax rise on middle-earning graduates. A graduate earning £30,000 will need to pay £113 more towards their student loan in the next tax year than the government had previously said. Finally, tuition fees will remain frozen in cash terms for another year, which hits universities and mainly benefits the taxpayer. On the whole, as our updated student finance calculator shows, the government is saving £2.3 billion on student loans under the cover of high inflation. More here.

Research Professional report on the IFS article and include opposing comment by Nick Hillman, Director of HEPI.

PQs

Other news

We talked in a recent update about the new TEF and the requirements to explain what we are doing about learning gain – there is a Wonkhe blog here calling this out as “virtue signalling!.

Apprenticeships: Education Secretary Nadhim Zahawi announced a new flexible apprenticeship scheme.

AI & Data Converts: DCMS has announced that up to £23 million in government funding will create more AI and data conversion courses, helping young people from underrepresented groups including women, black people and people with disabilities join the UK’s Artificial Intelligence (AI) industry. Up to two thousand scholarships for masters AI conversion courses, which enable graduates to do further study courses in the field even if their undergraduate course is not directly related, will be available. The Government is calling on companies to play their part in creating a future pipeline of AI talent by match-funding the AI scholarships for the conversion courses. They highlight that industry support would get more people into the AI and data science job market quicker and strengthen their businesses.

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End of year HE policy update December 2021

Business Engagement, Industry collaboration, international, Student Engagement

2021 drew to a fairly quiet close from an HE policy point of view – with all the excitement saved for the new year, as the government focuses on other things (which might well also be very present concerns in the new year too).  This is our last (planned) policy update for 2021, so we look forward to seeing you after the break.

The festive period is usually a time for much speculation and opinion as various people set out their “what I would like to be different in the New Year” thoughts in the press, a bit like new year’s resolutions for other people, and the rumour mill can get a bit carried away if there isn’t enough real news and people have time on their hands.  So don’t believe everything you read over the holiday.  We predict a slow start in the new year for HE policy changes although it may be a big year when it gets going.  Although here’s what we said this time last year:

  • …it is already clear that 2021 is going to be an important year in terms of tougher rules and interventions from the OfS driven by the government agenda.
  • Meanwhile, the government have announced that the budget will be on 3rd March.  Is that the date we will hear about the response to Augar and plans for the TEF?
  • And of course Brexit.  Who knows what is going to happen there.  MPs are starting their Christmas recess on Thursday – but they are likely to be recalled if a deal is achieved …

Well, Brexit happened.  But we are still waiting for most of the rest.

Big changes…on hold

Apparently the levelling up white paper is delayed because it has not been agreed by government, which is not really surprising given the tight deadline that was given for it.  We have not had the second part of the OfS consultation on quality and standards that we were promised, or the TEF consultation that would build on those minimum baselines.  Is it a coincidence, or is that related to the fact that we have not had the white paper, or policy paper or whatever it was going to be that gave us the definitive answer to the outstanding HE-related questions in the Review of Post-18 Education and Funding?

So whether these are all connected and part of a grand plan that will be unveiled at some point, or whether they will dribble out as people get used to working in the new normal 3.0 after the holidays, we end another year with a lot of water having passed under various bridges, but very little clarity about the potentially big changes that are coming.  And given how tired everyone is, and how disappointed we are to be approaching the end of the year festivities with a strong sense of pandemic-related déjà vu, that’s probably just as well.

Levelling up: Labour stated the Government is in “disarray” over its levelling-up plans, arguing that it has failed to devise a “single idea” for effectively reducing regional inequality. However, government sources dismissed this, and Boris insisted that reforms will ensure a “win-win” situation for the whole UK, rather than wealthier areas losing out to others. Secretary of State for Levelling Up, Michael Gove, has suggested the aim of the paper will be to help young people “stay local and go far,” creating opportunities outside London and the south-east. The paper is expected to set out new proposals for devolution including county mayors and a shake-up of boundaries of existing mayoralties.

Dods report that insiders say it will offer a “framework” for more devolution, with details to be agreed in consultation with local leaders. Other themes are likely to include skills, transport and investment – but not planning, with reforms to the planning system still on “pause” as they are reconsidered. Revised proposals are not expected to be published until the new year. More information here.

There was also a levelling up Tweet that garnered much interest this weekend.  Esther Webber summarises things for Politico.

YouGov’s recent polling highlights public opinion on levelling up priorities:

  • Further education should be prioritised by the Government to ‘achieve levelling up’, according to a new YouGov survey of 1,712 UK adults, commissioned by the Education and Training Foundation.
  • Overall, four in 10 UK adults (40%) said further education should be prioritised for achieving levelling up, when asked to select their top three. This was followed by investment in transport (33%), and work-based training and continual professional development (32%).
  • In contrast, just 15% of the public said that higher education was a top three priority, with the same number indicating that early years education was important for levelling up.

Augar: Oral Education Questions took place in the House of Commons. Wonkhe provide a succinct summary: Michelle Donelan once again promised a response to the Augar Report “shortly” and “in due course”. Sustained questioning from Andrew Bowie, Carol Monaghan, and Matt Western did not yield any insight into thinking about changes to the student loan repayment threshold level. Donelan also fielded questions on visas for international students and researchers. SEND, technical qualifications and studying abroad were also discussed. You can read the detail of what was said in Hansard. And for a more entertaining take on the personalities involved take a quick skim through this Times article.

TEF, Wonkhe blogs:

Skills Bill: Wonkhe: The Commons Skills and Post-16 Education committee met for its fifth and sixth sitting during which they discussed several amendments including a change which would alter the definition of higher education courses to allow for the recognition of individual modules as well as full courses. The Lords also discussed universal credit entitlement while studying and sharia-compliant lifelong learning loans.

Free Speech: The Lords debated Freedom of Speech last week. There were numerous mentions of universities including: the dangers of playing it too safe and not discussing controversial topics, of avoiding group-think and building resilience, condemning recent events were staff members lost or stepped away from their job after outcry for their expression of opinion, of the line between sensitivity and hurtful, of the silencing of the gender-critical voice, and voices challenging the currently fashionable, progressive consensus.

Lord Sandhurst placed a foot in both camps: In December 2019, the Policy Institute at King’s College London published an important report after a survey of some 2,150 students. It observed that universities increasingly face criticism over freedom of expression and for a perceived increase in safe-space policies and no-platforming. Yet this perception, it found, was often disproportionate to the number of instances where freedom of expression had actually been violated…None the less, it is important to note that the same report found signs of a “chilling effect” whereby some students were reluctant to express their views for fear of repercussions.

And there’s a parliamentary question: Free speech on university campuses

Labour Reshuffle

Labour reshuffled the shadow Cabinet replacing the Kate Green with Bridget Phillipson as Shadow Education Secretary and Stephen Morgan takes up the post of Shadow Minister for Schools (replaces Peter Kyle). Matt Western remains as Shadow Minister for Further Education and Universities, and Toby Perkins remains in post as Shadow Minister for Apprenticeships and Lifelong Learning. TES have a good short piece –The key battlegrounds for Labour’s new education team. It gives brief insight into the new shadow education and school ministers and the challenges they face.

Research

Horizon Europe: BEIS published a written ministerial statement guaranteeing to provide a financial safety net for successful UK applicants to Horizon Europe. Delays to association are laid at the feet of Europe and the Government insists it continues to be a priority to associate to Horizon Europe.

  • UK researchers, businesses and innovators have been able to apply to calls as ‘Associated Candidates’ since early 2021. So to provide reassurance to UK-based applicants, the Government has decided to guarantee funding for the first wave of eligible, successful applicants to Horizon Europe who have been unable to sign grant agreements with the EU. The guarantee is a short-term measure intended to address the continued delays from the EU to formalise the UK’s association to Horizon Europe. The funding will be delivered through UK Research and Innovation (UKRI) who will publish details on how the guarantee will work including eligibility, scope and how to apply in the coming weeks.
  • The Government has always been clear that our priority is to support the UK’s research and development sector and we will continue to do this in all future scenarios. As announced in the 2021 Spending Review, in the event that the UK is unable to associate to Horizon Europe, the funding allocated to Horizon association will go to UK government R&D programmes, including those to support international partnerships.

PhDs: The Economic and Social Research Council has formally responded to October’s review of the PhD in social sciences. The council pledges to raise funding from three to three-and-a-half years, it will ensure that support on “research in practice” is included in all doctoral training, and a Master’s will no longer be a prerequisite for an ESRC-funded PhD. These and other changes – including the requirement for an equality, diversity, and inclusion strategy – will form a part of the doctoral training centre recommissioning process, due to start in early summer 2022. (Wonkhe)

UKRI review: The Westminster government has published terms of reference for the independent review of UKRI. Led by David Grant, the report will examine questions of efficacy, efficiency, accountability, and governance, and is projected to publish a final report by summer 2022. (Wonkhe)

Research Integrity: GuildHE has announced it will be partnering with UK Research and Innovation and Cancer Research UK to explore indicators of research integrity. The partnership hopes to open a national and international discussion on the topic and its direction, noting that no agreed framework currently exists to define integrity indicators in research. (Wonkhe)

University/Business Collaboration: The National Centre for Universities and Business (NCUB) published analysis on the number of interactions between universities and businesses, which finds that collaborations and partnerships fell by nearly a third (31%) between 2018/19 and 2019/20 as the impact of the pandemic started to be felt. In one year, there was a 39% fall in the number of SME interactions and a 2% fall in the number of interactions with large businesses. Despite falls in the number of interactions, universities’ contribution to research commercialisation grew in 2019/20, with the number of licenses granted increasing by nearly a third (30%) compared with 2018/19. Full report here.

ARIA: Wonkhe – The Advanced Research and Invention Agency (ARIA) Bill was discussed in the House of Lords [on Wednesday 14 December]. Amendments around intellectual property were debated, with Lord Lansly stating that the Bill does not explicitly enough define ARIA’s relationship to intellectual property or whether the agency will be able to benefit from revenue from its investments.

Blogs:

Parliamentary Questions:

Access & Participation

Disabled Students: The Department for Work and Pensions (DWP) has announced a new Access to Work Adjustment Passport scheme to help ease the transition for disabled students from university into employment by reducing the need for repeated health assessments when starting a new job.

A passport will be offered to students who already receive extra support while studying at university, capturing information about their condition and the adjustments they already benefit from, avoiding repetitive disclosures when it comes to applying for the grant once they start work. The passport will also support potential employers by documenting the in-work support the student requires and raising awareness of Access to Work and the possibility of support the student could receive.

The scheme is being piloted, as part of the National Disability Strategy, at University of Wolverhampton and Manchester Metropolitan University with 2022 graduates the first to use the Adjustment Passports. The pilot will be completed by March 2023, but if it’s successful the Government intends to consider rolling the scheme out before it ends. DWP will also be piloting Adjustments Passports with disabled young people on a supported internship, apprenticeship or a traineeship, in March 2022.

Meanwhile Wonkhe report that a series of questions discussing the Disabled Student Allowance have been raised in the House of Lords. Several peers stated that they believed the scheme needed overhauling, with Lord Holmes of Richmond calling for changes to “the 150-day wait between application and potential award” to better serve the scheme’s applicants. The discussion is here.

And Wonkhe report on a policy briefing from the Child Poverty Action Group which raises concerns that the length of time it takes to receive an assessment for universal credit may stop disabled learners from entering higher education. The Independent has the story.

Care Leavers/Student Finance:

  • DfE: Colleagues at Student Loans Company England (SLC) have resolved a funding issue for care leavers who are the responsibility of the Local Authority but live with their parents. These students previously had been turned down for student finance as a care leaver, but it has now been agreed that these students will be treated as care leavers for funding purposes. It is estimated that this will help around 400 young people per year. Interim process – The student application portal will take these students down a non-Care leaver route due to the fact they live with parents. The portal is being updated to provide an alternative route as soon as it is developed. NNECL explain and provide a template here.
  • HEPI have a blog about care leavers: Creating an inclusive and sustainable future for estranged and care experienced university students (HEPI)

Hardship: The BBC have also reported on the rise in students seeking hardship funds.

Blogs:

Disability/WP: NEON: New regulations will come into force on 15 December 2021 that further restrict access to universal credit (UC) for disabled young people in education. This contradicts government policy to support disabled people ‘to live independently and achieve their potential’ by making it harder for them to advance their skills or in some cases complete basic education. Evidence from the Child Poverty Action Group shows that this change will severely affect disabled young people who reach the age of 19 before finishing non-advanced education, and those continuing to higher education. The forthcoming regulations will force disabled young people to make an impossible choice between continuing education and not accessing the means-tested benefits they need, or dropping out of education to access these benefits and damaging their future employment opportunities. You can read Child Poverty Action Group’s briefing here

Why University? An article in Conservative Home by Dean Machin aims to challenge the ‘productivity’ view of university attendance – it is worth the short read. It also highlights 3 reasons why student choose to attend university.

  • It’s a pervasive aspiration – parents want their children to go.
  • The UCAS system is universal and ‘easy’ – Dean argues that FE and apprenticeships need such a system.
  • With reference to disadvantaged students: school leavers have few good alternatives to university but – and this is the central point – for disadvantaged young people, university is by a long way their best bet. The state pays upfront for their education and offers (means-tested) living-costs – weighted to enable them to move to another town or city. There is no comparable level of support for any other option. if you do not live in a place that offers many economic opportunities, and if you have few financial resources and little social capital (so no friendly aunt in Islington to provide lodging while you find your way in the media), university is your best bet to reduce the degree to which your background determines your future.

Interestingly Dean’s point that the Government’s well-intentioned reforms might have perverse consequences, for which he gives the example of the Apprenticeship Levy which unintentionally resulted in a decline in intermediate and advanced apprenticeships at the same time as a significan[t] increase in higher apprenticeships, is familiar to some.

In fact Matt Hancock and Nadhim Zahawi state similar views in their book Masters of Nothing:

  • For too long, policymaking made assumptions about how people ought to behave, without stopping to observe how we actually do…It is astonishing…that even as events tested prevailing assumptions and found them wanting, no-one listened.

Hancock and Zahawi were writing about the financial crisis of 2008, and Research Professional who highlighted the book draw a parallel with the current pandemic and the tussle between scientific advice and Government policy. The irony is that, as Dean highlights, it also applies to the current speculation about changes in HE. It seems likely that the Government’s hopes for changes within HE may be sent off course by what people actually do in response.

Access Cap: Part of the end of year speculation is continued talk of minimum grade entry requirements to access the student loans to attend HE provision. Over the weekend the Guardian highlighted data analysis conducted by MillionPlus on DfE data which finds that 48% of disadvantaged pupils in England would be ineligible for a student loan if the Government decides on a minimum level 4 (old system ‘C’) GCSE entry level for higher education. This is because only 52% of disadvantaged young people achieve a grade 4 in English and Maths compare to the 71% national average. Particularly controversial is that the analysis highlights that northern England would be disproportionately hit harder by the policy than the south. Research Professional explain it all nicely in Entry Barriers and particularly emphasise what it means for specialist provision such as music degrees or for refugees with limited English.

Mental Health

Universities Minister, Michelle Donelan, has called on all universities to sign up to the Student Minds Universities Health Charter within five years. Donelan noted the good work taking place in this field already but pushed for more progress particularly given the increased concern for student welfare during the disruption caused by the pandemic. Institutions will have the opportunity to sign up from summer 2022. And Wonkhe report that the DfE will also commission a new survey of university policies on mental health, wellbeing and suicide prevention. University Business has the story.

HE Staff

Wonkhe tell us about a new report on HE staff in higher education (written by Alison Wolf and Richard Jenkins, published by King’s College London, and funded by the Nuffield Trust). It finds

  • that there has been a sharp increase in the numbers of senior managerial, administrative and teaching-only staff in a little over a decade. Numbers of managers and non-academic professionals increased by 60 per cent to almost 51,000 between 2005-06 and 2017-18, with a decline in support staff for academics in the same period. Of the increasing number of non-academic professionals, many are in marketing positions to attract new students, or are focused on the student experience, including welfare workers and careers advisors.
  • The authors found an 80 per cent increase in teaching-only staff in the 13 years to 2017-18, compared to an increase of 16 per cent in traditional roles combining teaching and research.

OfS priorities

The OfS published its annual review stating all students should expect a good quality experience of higher education. The review looks at the state of the English HE landscape, as well as the work the OfS has carried out in the last year, and what it expects to prioritise in the next. It makes clear that most HE courses in England are high quality, with the majority of universities and colleges expected to comfortably meet the OfS’s requirements in this area. It argues that a minority of providers are letting students down with poor quality and uninspiring courses. And that poor quality courses – even in otherwise highly performing universities – are not acceptable.

They also outline research conducted around graduates moving into the labour market with their degrees. They find that almost a third of employers are only sometimes able to recruit the quality of graduates they want. A similar survey in 2019 by the CBI found a quarter of respondents dissatisfied with the literacy and numeracy skills of young people leaving education. Other research has found that weak literacy skills are relatively common among graduates in England, and that poor literacy may keep graduates in jobs that school leavers could do.

On equality of opportunity, the regulator says that, despite progress, stubborn gaps in terms of both access and success mean that talented people still miss out on the life-changing opportunities higher education can bring.

OfS Priorities for 2022:

  • Quality
  • Equality of opportunity
  • Harassment and sexual misconduct

The Times has also reported that new (incoming) OfS Director for Fair Access, John Blake, is planning a “crusade” against campuses. They say an associate of Blake said that he had been fired-up by the poor university experiences of pupils he had taught. He said: “For 12 years as a school teacher, [Blake] told his students to strive to go to university because it was the best way to improve their lives, but it turned out that simply wasn’t true for many of the young people he taught. Now he wants to right this wrong. This isn’t a political project: it’s a moral cause.”

Alongside John Blake in the Fair Access role (starts January), there will be a new OfS Chief Executive (April) and a free speech champion role is also being created. It all dovetails nicely with the newer ministerial team who have already clearly stated the Governmental priorities for the OfS to address on the Government’s behalf.

HEPI have a blog on the new reportable events framework: Rebooting the regulatory framework

Student Accommodation

While concerns start to mount about the impact of the Omicron variant of coronavirus and what it might mean for students starting or returning to university in January (with red list requirements in place for many already, and bad memories of last year’s “stay where you are” requirements for home students), there is a House of Commons Library set of FAQs on student accommodation in the pandemic.

Unipol and the NSS have done a survey about student accommodation costs.

  • The average annual cost for student accommodation in the UK now stands at £7,374 but in London it is £9,488
  • …even if students received the full student maintenance loan, rent would consume 88% of it in London, leaving students just £38 per week to spend on anything else.
  • Outside of London accommodation costs account for 72% of the maximum loan, leaving students with £69.52 to spend on other living costs
  • …Student rents have risen by 16% since the last survey in 2018/19 and 61% since 2011/12. Last year, rents increased by 4.4%.
  • Private providers dominate the market, with 70% of the bed spaces surveyed, as universities move away from their own accommodation provision

There are lots of recommendations including about universities and the sector working together (Bournemouth gets a mention as an example of good practice but the report doesn’t say more about that), increasing bursary support as well as providing better information about costs, and a specific redress system for private student accommodation.

In the meantime, Wonkhe report:

  • …the way that private renting is regulated in England is “not effective” in ensuring the sector is consistently fair for renters or that housing is safe and secure, according to a new reportfrom the National Audit Office (NAO). Noting that tenants face several barriers to enforcing their rights, and arguing that the Department for Levelling Up, Housing and Communities (DLUHC) does not yet have a detailed plan to address the problems that renters face, the report notes that the department does not have any formal joint working arrangements with the Department for Education.

Wonkhe blogs on the topic:

PQs:

Admissions

UCAS provides insight from the 2021 end of cycle analysis data highlighting a record number (103,010) UK 18 year olds were accepted onto courses at the most competitive (higher tariff) universities and colleges in 2021 (up 11% from 2020, up 28% from before the pandemic in 2019). The 11% rise contrasts with the 3% increase in the UK’s overall 18 year old population during the 2021 cycle.

The number of applicants achieving A level grades equivalent to three A*s nearly quadrupled from pre-pandemic levels to 19,595 (5,655 in 2019), and close to doubled compared to 2020 (12,735). UCAS are careful to note the impact of Teacher Assessed Grades whilst emphasising that these grades were deserved alongside the flexibility shown by universities and colleges.

Other key headlines include:

  • The proportion of all UK 18 year olds with a confirmed place increased to 38.3% (275,235 students), up from 37.0% (257,895) in 2020 and 34.1% (241,515) in 2019.
  • 223,315 UK 18 year olds secured their first choice of course (81% of all those placed), up from 194,035 (75%) in 2020 and 177,680 (74%) in 2019.
  • The number of UK 18 year olds choosing to defer starting their course for a year rose by 3,185 to 24,855, a 15% increase.
  • 606,645 people of all ages across the UK applied (+5% on 2020), with 492,005 accepted (+1%).
  • Internationally, a total of 142,925 people of all ages applied (-5% on 2020), of which 70,055 were accepted (-18%). This is split between 111,255 people from outside the EU applying (+12%), with 54,030 accepted (+2%); while 31,670 people from the EU applied (-40%) and 16,025 were accepted (-50%).
  • A total of 749,570 applicants of all ages and domiciles applied in the 2021 cycle (+ 3% on 2020), of which 562,060 were accepted (-1%).

However, what we don’t know is where students were placed (data to be released in January 2022). This will highlight whether the expansion at the most selective universities will have widened access and admitted proportionally more disadvantaged students or changed their traditional recruitment patterns in other ways.

The Commons Library has also published a briefing on HE student numbers. The paper considers  trends in the size of the student population, changes in the number of entrants overall and for different types of students/courses and entry rates for different groups and areas. It notes concerns where there has been a downturn in student numbers such as part-time undergraduates, some postgraduates students, EU students, mature students and some disadvantaged groups and considers the impact of the pandemic. For a quick read there is a shorter summary.

Parliamentary Questions

Other news

One Nation Universities: a new HEPI paper The One Nation University: Spreading opportunity, reducing division and building community.

International: Wonkhe describe a new report from former universities minister Jo Johnson, Shashank Vira, Janet Ilieva, Jonathan Adams and Jonathan Grant for the Policy Institute at King’s College London on UK-India collaboration highlights India’s contribution to several areas of knowledge and suggests a comprehensive India-UK knowledge partnership including making it easier for students to move between the UK and India through mutually recognised qualifications, tackling visa fraud, promoting international student exchange, and increased funding for collaborative science project.

Careers Guidance: Wonkhe: The House of Commons Library has produced a briefing on careers guidance for schools, colleges and universities in England. The briefing outlines how careers advice enhancements promised in the Skills for Jobs white paper have been incorporated into the Skills and Post-16 Education Bill.

UUK changes: Chief Executive of Universities UK, Alistair Jarvis, tweeted to confirm he will leave UUK in June 2022 to take up the post of Pro Vice-Chancellor (Partnerships and Governance) at the University of London. Jarvis has served more than 8 years in UUK’s senior leadership team, 5 of which have been as chief exec.

International students: UUK have published an 8 page briefing – The UK immigration system must keep attracting exchange students ­– calling on the Government to reform the visitor immigration route so that short-term exchange students can stay in the UK up to one year without need for a student visa (c. £700). Wonkhe have a blog. Research Professional discuss UUK’s briefing here.

Gender Based Violence: EmilyTest – a Scottish charity that tackles gender based violence in education – has released a Gender-Based Violence (GBV) Charter for Colleges and Universities. The charter lays out minimum requirements that the charity states need to be in place at institutions to tackle GBV and pass the “Emily Test”. The Herald has the story. (Source: Wonkhe.)

Turing Exchange Scheme: The Guardian covers criticisms of the announcement that the administration of the Turing exchange scheme has been awarded to Capita over the British Council.

Essay Mills: Wonkhe blog – The essay mills debate in Parliament may not be perfect, but Gareth Crossman and Michael Draper argue that they may be good enough to make a difference.

Student Loans: The DfE announced a change to maximum Plan 2 and Plan 3 student loan interest rates. From 1 January 2022 until 28 February 2022, the maximum interest rate applied to Plan 2 Income Contingent Repayment (ICR) student loans and the interest rate applied to Postgraduate loans will be capped in line with the prevailing market rate for comparable unsecured personal loans, which have recently reduced. From 1 March 2022, the maximum Plan 2 and the Postgraduate loan interest rates are expected to revert to RPI +3%.

Student Midwives: Health Education England has celebrated that record numbers of students were accepted to study nursing and midwifery. Over 30,000 students were accepted places which represents a 35% increase in comparison to 2018. (Wonkhe)

Placements: Student placement agencies or migration agents that have faced disciplinary action and had legal troubles are recruiting international students for universities and colleges around the world, PIE News reports. (Wonkhe)

Civic London Mapped: An interesting short blog on HEPI where Diane Beech of London Higher introduces the map illustrating the combined civic engagement of the London universities. Map here.

Value for Money: Wonkhe report on the latest OfS key performance indicator which asks students if they are getting value for money through their HE education – Of the 614 undergraduates surveyed, 32.9% said they thought they were receiving value for money, down from 37.5% the previous year.

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JANE FORSTER                                            |                       SARAH CARTER

VC’s Policy Advisor                                                               Policy & Public Affairs Officer

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

New publication from the Department of Psychology

BRIAN, Fusion, student research

A paper titled, ‘Individual factors in the relationship between stress and resilience in mental health psychology practitioners during the COVID-19 pandemic” is now published in Journal of Health Psychology and is available at https://doi.org/10.1177/13591053211059393.

This paper is an outcome of a QR funded project that was conducted by Dr Constantina Panourgia, Dr Agata Wezyk and Dr Ala Yankouskaya from the Department of Psychology in collaboration with academics from University of West London (Dr Annita Ventouris) and Catholic University of Lyon (Dr Amanda Comoretto) and a former BU MSc student (Miss Zoe Taylor).

This  paper explores the concurrent effects of pre-pandemic and COVID-19 stress on resilience in Mental Health Psychology Practitioners focussing on the mediation effects of specific individual factors. Optimism, burnout and secondary traumatic stress, but not coping strategies, self-efficacy, compassion satisfaction, or self-compassion, mediated both the relationship between pre-pandemic stress and resilience and COVID-19 stress and resilience. These findings may be explained by the increased workload caused by the pandemic, and the nature and duration of COVID-19. Very importantly, they address the role of training and supervision practices that allow Mental Health Psychology Practitioners to reflect on their capacity to deal with their job demands under circumstances of general and extreme stress and to identify early signs of burnout and secondary traumatic stress.

The research team plans to extend the above findings by examining the long-term effects of vicarious traumatisation on this group of professionals currently performing their duties in this complex historical moment.