Tagged / mental health

HE Policy update for the w/e 6th July 2018

Fees & Funding

The Government has announced that from 2019/20 EU nationals will continue to be eligible for home fee status for undergraduate, postgraduate and advanced learner financial support from Student Finance England for the full duration of their course as per current rules. Sam Gyimah said:

  • EU students, staff and researchers make an important contribution to our universities. I want that contribution to continue and am confident – given the quality of our HE sector – that it will.”

UK (home) student fees will remain frozen at £9,250 (full time) and £6,935 (part time) for 2019/20. The maximum fees for accelerated courses have not yet been confirmed. The student loan repayment threshold will remain at £25,000.  These arrangements will be laid before Parliament for confirmation in early 2019.

Meanwhile the post-18 education and funding review continues. Jane attended the Wonkhe “Proceed with Caution” event on Tuesday, and it was a lively and stimulating affair, as you will have seen if you follow @policyBU on Twitter (if you don’t, try it, we won’t sulk if you later unfollow us).

Wonkhe were live blogging during the day and you can read it here.  They have all the links to the materials referenced.

The first part of the day focussed on data and context for the discussion about fees.

  • Anna Vignoles, one of the authors of the infamous IFS report on LEO graduate earnings data that we reported on a few weeks ago, talked about what the research showed and why it was important. Anna acknowledged that the data told us something about government subsidy, might be useful to [some] students, and then more controversially, might highlight where programmes could be developed to improve employability.  It does not tell us anything about current course quality [please take note, politicians and media commentators]. Anna also pointed out that, as the data was adjusted for prior attainment, and showed socio-economic gaps in earnings after graduation means that the expansion of HE has not consistently supported social mobility.

Our thoughts: importantly on the subsidy point, there are other relevant issues – the government may decide to subsidise courses because they do, or they don’t, on average increase earnings – but they may also decide to do so because they meet a societal or economic need.  Or they might subsidise people not courses – ie choose who to subsidise not what.  Or they might of course choose which institutions to subsidise – as they do for research.

  • Andrew McGettigan gave a brilliantly clear exposition of the current accounting position for student loans and the perverse incentives for government that it creates, by hiding the true impact of the loan system on the economy – the “fiscal illusion”. To quote Wonkhe: “Accounting conventions make it look like our loan system creates a surplus – flattering the headline deficit figures. In reality, it does not. And the terms of reference of the post-18 review precludes any modification of this practice”.  

This is going to change, because the Office for National Statistics are undertaking a review, after being told off by their EU counterpart.  His main message is that this needs to be sorted out, because accounting should not drive policy – but he pointed out that an accounting change is more likely to leave the government with less, not more, money to spend on implementing the outcomes of the HE review.  That change to the repayment threshold earlier this year suddenly looks even more like a strange way to prioritise government spending on HE.

  • In one of the most through provoking sessions of the day, London Economics presented a model and then moved swiftly on to some options for the HE review. Their slides are here and are well worth a look. The  recommendations are controversial – some of this was prompted by the Diamond review of funding in Wales.
  • Up next was Philip Augar, Chair of the independent advisory panel to the review. He didn’t give much away – positively declining to answer two questions and ducking or giving very general answers to many.  Some potential leads:
    • He is very focused on simplifying the system so everyone can understand it. Or maybe improving the way it is explained so everyone can understand it.  The first would require some major change.  The second less so, it would be more about labels (graduate contribution not a loan)
    • He mentioned employers a lot. Might there be an apprenticeship levy type contribution for degrees?  He did talk about skills shortages and graduates doing non-graduate jobs, and referred to strengths – and weaknesses  – in the sector, but refused to be drawn on the latter.

What is most interesting is  what he described as his remit – to come up with some interesting options for the government to pick from.  They will be practical, realistic and simple and build on existing initiatives.  And may be ignore by a government that in March will be stuck with the outcome of the ONS review and dealing with Brexit?  The BBC review of the speech is here.  There’s another twitter thread from Rosemary Bennett of the BBC here

  • Later sessions focussed on a discussion about value for money – most of which has been well rehearsed in other contexts, but there was a good level of debate and some interesting points. Amongst them were the point that the government is with one hand telling students not to worry about student debt (because it is income contingent) and on the other hand raising concerns about responsible lending.  The squeeze on living costs and cap on maintenance loans is driving students to take out other loans for sums or to work too many hours.  The focus in the public debate on debt and interest, and on tuition fees, is unhelpful.  Living costs are the real practical day to day challenge for students –  which is why most of the panellists agreed that maintenance grants should be a priority

It does feel as there is a perfect storm coming – and while the timing might suggest that this review is headed for the filing cabinet, the costs involved will mean that something will have to be done.

Immigration – borders open for science

Sam Gyimah spoke at a science park opening on Thursday to announce a relaxation of the immigration regulations which will allow an influx of scientific talent to the UK. Gyimah stated

  • it was only the first step towards a liberalisation of visa restrictions on scientific talent amid concerns that Brexit could damage the UK’s ability to attract bright academics from overseas.

The Government coverage of the speech states the relaxation is Britain’s new unique selling point and aims to establish Britain as the ‘go-to place for science and innovation’.

The new scheme will allow non-EEA researchers, scientists and academics to reside in the UK for up to two years. It forms a new element within the Tier 5 (Government authorised exchange temporary worker) visa route. UKRI and 12 other approved research organizations (including Natural History Museum) have the ability to directly sponsor individuals to train and work in the UK.

Immigration Minister Caroline Nokes, stated:

  • I recognise the crucial contribution science makes to the UK economy and society and I am determined that the UK will continue to welcome leading scientific and research talent from around the world…We must have an immigration system that makes sure we can attract leading international talent and benefit from their knowledge and expertise.”

The Department for Business, Energy and Industrial Strategy (BEIS) will monitor this new scheme with UKRI regularly to ensure it meets the criteria for a Tier 5 scheme.

In his speech Gyimah stated:

  • “we…face a longer-term question: what should our post-Brexit economy look like? And we cannot wait till the Brexit deal is done to answer it… With the City less profitable today than it once was, and North Sea output naturally declining, the search is on for the next wave of world-leading British businesses… We need new sources of growth, and a vision of how to succeed. And we need to set a direction that will sustain us not just for the next 9 months, but for the next 30 years…The businesses of the future will be based on science, research and technology. The world is changing, and the UK needs to take advantage of this… To tackle the grand challenges our society faces, and to move up the economic league table, we need to double down on our strengths in science, technology and innovation.
  • This is partly a matter of investment. A decade ago, they idea that government investment had a role to play in fostering innovation was contentious, even controversial… investment is about much more than just public money. For every pound of public R&D in the UK, business contributes 2. And it takes more than R&D to build successful businesses. That’s why we are also working hard to create the conditions for greater long term private investment.
  • Now is the right time to ask ourselves some big questions when it comes to our public R&D investment. How can we do more to ensure our investment crowds in private money? Have we struck the right balance between funding for basic and applied research?
  • We should be proud that so many of the best and brightest from other countries choose to bring their knowledge and skills to Britain, and we should recognise that our economy is stronger for it. I don’t believe that the vote for Brexit was a vote for the UK to close ourselves off from the world.
  • We also need to make the most of our openness to ideas. We should learn from the sharp-eyed heroes of the Industrial Revolution and think not just how we commercialise our own technology, but what we can learn and borrow from the best research around the world.”

Gyimah went on:

  • “It is also time to ensure our institutions are playing the most effective role they backing innovation…Our universities are an intrinsic part of our innovation economy. Our best universities are not just powerhouses of research – they are also deeply connected to their local and national businesses, and to their community. There is an important geographical angle to consider. It is no surprise that many of the UK’s most successful publicly funded labs and institutions are in the Oxford-Cambridge-London triangle, because we rightly fund research on the basis of excellence and not political patronage, and one corollary of that is that the most successful universities have consistently punched above their weight in winning further research funding. But it is important that we recognise that, when it comes to innovation, there is life outside the Golden Triangle. Indeed, sometimes the private sector seems quicker to realise it than public research funders.
  • I want to see to N8 Alliance of Northern Universities become powerhouses of economic growth in their area, and to ensure we back innovation wherever it may be… But universities are not the only institutions that are can drive innovation. We should also consider how our regulatory systems can encourage innovation, by making sure that our rules keep up with the pace of technology and business change.”

Gyimah went on to:

  • Launch the new £10 million Regulators’ Pioneer Fund, as an integral part of the Industrial Strategy. The fund will invest in initiatives to support businesses that are bringing innovative products to market
  • Announce the Government Office for Science will work with UKRI and the Better Regulation Executive to develop standards for new technologies and their applications (to build on work for self-driving car testbeds).
  • State: “We need to consider whether we have struck the right balance between encouraging spin-outs and maximising university revenues.”

He concluded by stating: “By drawing on our national strengths of openness, entrepreneurship and strong institutions, we can make the UK a true platform for innovation. This in turn will help establish the UK’s place in the world, and our future prosperity.”

Gyimah’s speech was covered in The Times: UK opens door to gifted foreign scientists.

Mature students and cold spots

UCAS published a report into admissions patterns for mature applicants: Full report

“Research published by UCAS shows that mature students are more likely to apply to universities and colleges close to home, primarily for a limited selection of vocational subjects, and when there are fewer jobs available.  Our analysis also shows significant regional variations in entry rates to full-time higher education among mature students, and these differ notably from the patterns in entry to university among applicants of different age groups.

The report  Admissions patterns for mature applicants (5.37 MB) compares the characteristics within groups of mature students aged 21 and over, to those aged 18, applying for full-time undergraduate courses. The key findings are as follows:

  • Living at home – mature students are more likely to live at home while studying full-time, and this likelihood increases with age. Half of 21 to 25 year olds live at home while studying, compared to nearly 80% of those aged 30 and over. In comparison, 18 year olds are more likely to attend a university over an hour away from their home, with over 50% having a drive time of 70 minutes or more.
  • Vocational subject choices – mature students are typically drawn to a small range of courses, with subjects allied to medicine (including nursing), education, and social studies the most popular. As more female students typically apply for these courses, this may explain why more than 70% of mature students over the age of 31, accepted to full-time degrees, are female.
  • Entry rates by region – in 2017, for mature students aged 21 to 50, entry rates to higher education by UK country and region are highest in Scotland, followed by London. However, due to differences in age distribution across the regions, entry rates vary by region for different age groups of mature applicants, with London having the highest entry rates for those aged 36 to 50.
  • Applications are higher when the job market is weaker – there appears to be a relationship between applications and the number of job vacancies. When the number of UK employment opportunities was at its lowest, between 2009 and 2011, application rates for full-time undergraduate courses from mature students peaked. Since 2015, the number of job vacancies has increased, while application rates for full-time study have declined. This suggests mature students look to the employment market when jobs are plentiful, and apply to higher education when jobs are sparse.”

Clare Marchant, UCAS’ Chief Executive, said:

  • Mature students have different motivations, expectations, and needs compared to their younger counterparts.  Entering full-time higher education as an older student is a life-changing commitment, reflected in the focused choices many older students make to pursue highly vocational subjects.”

This was written up on Wonkhe by David Kernohan,  and reported in the Times Higher a

The same day a report was issued by IntoUniversity at a conference looking at the geography of higher education, access and participation.  Chris Millward, the Director of Fair Access and Particpation gave a speech:

So far, so not very surprising.  So what were the remedies that he proposed?

“Strategic and sustained work to:

  • engage with local communities, schools and colleges on expectations, pathways and attainment before HE
  • recognise background within admissions and support transition into HE
  • develop skills and attributes for employment and absorptive capacity for graduates in local areas”

Meanwhile the OfS is going to ensure:

“Pressure for individual universities and colleges to:

  • demonstrate continuous, year-on-year improvement through their access and participation plans by:
    • reducing the gaps in access, success and progression for underrepresented groups among their own students
    • improve practice, including through better evaluation and sustained engagement with schools from early years and with employers.

Sector-wide support for:

  • availability and use of more common and rigorous data and evidence to target and evaluate access and participation work
  • collaborative working between different universities and colleges and with schools and employers, e.g. NCOP
  • advancement and sharing of innovative and effective practice, e.g. Barriers to Student Success”

And Chris Millward also wrote a blog:

  •  ‘To ensure the benefits of higher education flow back into local economies and public services throughout the country, there need to be better opportunities and support for people who want to study close to home and later in life, as well as for young people who live on campus.
  • ‘The Office for Students is challenging higher education providers to reduce the gaps in access and outcomes for mature students through access and participation plans, which universities and colleges must have approved if they wish to charge higher tuition fees.”

We were puzzled by some of the analysis of this – which seems to imply that mature students are first deciding to go to university and then choosing a course, which happens often to be a vocational one, and happens often to be close to home.  And then of course the implication is that graduates of “vocational” courses are less well paid, see the headline story on fees and funding , and that by choosing local courses they may be choosing less good courses.  This was the line taken by Chris Parr on Research Professional.

In our view, this analysis is upside down – if mature students are choosing vocational courses, it is likely to be because they have a vocation – and have decided that they want to pursue it.  They may study locally because they may have family or other ties, or financial concerns that make it difficult to travel.  And they may choose low-tariff courses – but in some cases that may be because one of the reasons they are mature students is that they didn’t get very high grades at school but are now coming back to education.  Those local, low tariff vocational programmes may be an important means of allowing mature students with potential to gain life changing experience and qualifications that will enable them to give back to their communities as well as improve their own lives.

So the OfS focus on access, participation and outcomes is important, but once again, we need to be careful to challenge views that success is only measured in terms of entry tariffs and graduate salaries.  And too much focus on improving choice may miss the point for many mature students who can’t take advantage of the options.

Part Time Students and ELQs

As well as the decline in mature students, the decline in the numbers of part-time students has also been widely discussed as a challenge for the Post-18 review, and of course many mature students will also be part-time, so the same issues may apply.

This week the House of Lords held a debate on part-time and continuing education. Criticism for ELQs featured heavily in the debate. An ELQ (Equivalent and Lower Qualification) is when a student already holds a qualification at the same or a higher level than the programme they intend to study. A student with an ELQ cannot access student maintenance loan or tuition fee funding from the Student Loan Company – meaning they, or their employer, has to fully self-fund. There are a small number of courses that the Government considers a priority where the ELQ rule doesn’t apply and students can access student finance. Furthermore, a student with an ELQ can actually be charged above the £9,250, up to £13,000 (BU does not charge this higher fee for ELQ students).

Baroness Bakewell led a debate on part-time and continued education,  in particular the future of the Open University (OU). She said the OU’s purpose was to promote greater equality of opportunity and widen access to the highest standards of education. There had been a fall in part-time and mature students and the OU had been hit particularly hard by this drop. According to universities, she said, the cause had been the rise in the cap on part-time fees to £6,750 a year and the introduction of maintenance loans had not alleviated the issue significantly.  The post-18 review were welcomed by the Baroness, but she warned that this should not be a missed opportunity. She urged the minister to ensure that the post-18 review addressed a major review of student finance and that it considered different policy responses for different types of students.

  • “It must reappraise the availability of maintenance grants and the restrictions on maintenance loans, and it must further relax restrictions on equivalent or lower qualifications, ELQs. I ask, above all, that it prioritises mature students and lifelong learning.”

Lord Forsyth of Drumlean (Con) thought that the ELQ rule was a major cause in the decline of part-time education. Bakewell agreed this was contributing factor.

Baroness Bakewell spoke highly of Birkbeck University, of which she has been head for 10 years. She insisted the main cause of the decline in part-time students was the rise in tuition fees, which explained in part why mature students were no longer willing to take the risk of more debt. She asked the Government to provide a part-time premium to universities and colleges to promote the supply of part-time courses and stop relying on maintenance loans for part-time students, as the latter would increase their debt. She called for the reduction of fees in line with any premium provided for universities.

Baroness Garden of Frognal (LD) spoke highly of the work and the opportunities that the two universities offered. She called on the Government to release colleges from the tortuous and pointless demands of GCSE maths and English resits

Baroness Kennedy of The Shaws (Lab) suggested the establishment of a “learning nation fund” to go to the parts of the country where there are no opportunities.

Baroness Lane-Fox of Soho (CB) thought that there was a need to build wider partnerships into different communities, with employers and with government, with the skills needed to build a modern and resilient society. She added she would do her best to ensure that OU was fit for the future and asked what funding plan the Government had.

Lord Forsyth of Drumlean spoke critically about the ELQ rule, adding that at one point 50% of Birkbeck’s students had an ELQ and now it was 5%.

Lord Griffiths of Burry Port (Lab) noted that the Welsh Government was introducing a student support package to offer parity of support for full time and part time students alike and the university there was experiencing substantial increases in early registrations for study in the coming year.

Lord Addington (LD) argued that the Open University had a tremendous the capacity for credit transfer. “It is a conduit between different skills being credited in another institution.”. He thought ELQ decision and fees should be removed.

Lord Haskel (Lab) asked about the national retraining scheme, which was promised by the end of the Parliament and talked about the importance of retraining and continuing the relationship between universities and their alumni.

Viscount Hanworth (Lab) spoke critically of the current offerings of FutureLearn – “threadbare and compare unfavourably with the traditional course materials of the Open University”. He noted that large industrial enterprises were no longer as keen as they once had been to sponsor the education of their workforce.

The Lord Bishop of Oxford called for proactive investment in part-time, continuing, lifelong education, accessible in every place and to every part of society. “This new deal needs to be means tested, as we have heard, at the point of delivery, to prevent the stagnation of much of our economy”.

Lord Holmes of Richmond (Con) criticised the current student finance system and interest rates.

Lord Shipley (LD) asked the Government to look urgently at whether it was justifiable for tuition fees for part-time students in England to be two and a half times higher than in the rest of the UK. He also reminded the Government that around 20 million adults in the UK did not have level 4 qualifications, which he considered a huge untapped resource.

Baroness Taylor of Bolton (Lab) argued for more flexibility in education and spoke about the need to provide progressive pathways: “It is desperately important that people can move from one sector of education and one type of qualification approach, and we need credit accumulation and credit transfer to become an integral part of all we offer to part-time and mature students.”

Lord Watson of Invergowrie (Lab) suggested a single national portal showing career opportunities with available jobs, apprenticeship options and links to training requirements and a strategy for retraining and upskilling at all levels. He also called for flexibility.

Government Whip, Viscount Younger of Leckie, talked about the steps the Government had taken to address the fall in part time students, such as the Higher Education and Research Act.  He noted that in 2016-17, 47,000 OU students were able to benefit from a tuition fee loan for undergraduate courses and the Government had removed the so-called ELQ restrictions. He mentioned that HEFCE—now replaced by the Office for Students—targeted an element of the teaching grant in recognition of the additional costs of part-time study.  He added that the Government had tabled regulations that would allow part-time students on higher education courses to access maintenance loans similar to those received by their equivalents on full-time courses.

Viscount Younger of Leckie noted that:

  • the Government was committed to seek to introduce maintenance loans for part-time distance learning courses.
  • on credit transfer, he said the Section 38 of the Higher Education and Research Act allows such arrangements
  • on the post-18 review, he said the panel would publish its report at an interim stage at some point this year, before the Government concluded the overall review in early 2019. He noted the word flexible “was very much in there”.
  • according to the findings of the work that the Economic Affairs Committee, he noted the Government had overhauled apprenticeships to focus on quality and are fundamentally transforming technical education.
  • on the national retraining scheme, which would be set up by the end of the Parliament, he said that the strategic direction of the scheme was set by the National Retaining Partnership.

Motion agreed.

Digital Accord

On Thursday Matt Hancock (Secretary of State for Digital) visited Paris to announce a new agreement to strengthen ties between the UK and France’s digital industries.  The five-year accord aims to boost both countries’ digital economies and forge closer links between the leading companies in France and the UK. It forges closer working between each country’s leading digital research centres to deepen collaboration. The UK’s Alan Turing Institute signed the agreement with the French institute DATAIA. The two organisations will pursue collaborative research in areas of shared interest, e.g. in fairness and transparency in the design and implementation of algorithms. They will share expertise and visiting researchers will spend time at each Institute and hosting joint workshops and funding calls.

At the UK-France Digital Colloque – a summit of more than 350 businesses, researchers and officials from both countries – Mr Hancock and Mr Majoubi signed an accord on digital government committing UK and France to extending their cooperation in the digital sector on innovation, artificial intelligence, data and digital administration.

Digital Secretary Matt Hancock said:

  • “The UK is a digital dynamo, increasingly recognised across the world as a place where ingenuity and innovation can flourish. We are home to four in ten of Europe’s tech businesses worth more than $1 billion and London is the AI capital of Europe. France is also doing great work in this area, and these new partnerships show the strength and depth of our respective tech industries and are the first stage in us developing a closer working relationship. This will help us better serve our citizens and provide a boost for our digital economies.
  • Because throughout history, the nations who get the technology right in their era are the nations who succeed. And in our era, our challenge is these data-driven technologies that are transforming our economy and society beyond recognition. If we get them right, and work with other nations to do so, it will lay the path for productivity, prosperity, and a better quality of life. That is why this colloque is so important. Bringing together some of our greatest minds, to discuss the big issues and opportunities that lie ahead. So please keep creating, innovating and making the impossible possible. Because technology was forged by humankind. So we need to make it work for humankind.”

Read Matt Hancock’s speech in full here, it’s a lovely opportunity to brush up on your French.

 LEO data accessible through Unistats

The LEO (Longitudinal Education Outcomes) data is now available on Unistats through a user friendly interface. Applicants can access data on their chosen course to find out the national average salary for a graduate of that type of course. They can also select a HE institution and see the salary range of its graduates across all disciplines.

The OfS consulted prospective students on what graduate outcome information they would find useful. OfS report that applicants said they wanted to consider a range of factors when making decisions about future study and OfS expected earnings to play a role in decisions made by many students and be a key factor for some. The OfS expect to expands access to this dataset for prospective students in the future by incorporating responses from the new Graduate Outcomes record when this becomes available in 2020. Read the OfS press release here.

Conor Ryan, Director of External Relations at OfS, said:

  • “Adding the LEO earnings data to Unistats provides more valuable information to assist students in their course decision making. It comes as the Office for Students is developing our Information, Advice and Guidance strategy to help prospective students find and understand the information they need to make decisions about what and where to study…The Office for Students will take a leading role in ensuring the availability of unbiased information to help all students make informed choices. This should put students in a better position to make the most of their education experience and future careers.”

Parliamentary questions

STEM – Mr Jim Cunningham: To ask the Secretary of State for Education, whether he has had recent discussions with the Minister for Women and Inequalities on increasing the number of girls who choose to study STEM subjects at school; and if he will make a statement. [158682]

Nick Gibb:

  • The Government has taken focused action to increase the take-up of STEM subjects amongst all teenagers, and since 2010 there has been an 18 per cent increase in the number of entries by girls to STEM A levels in England. My right hon. Friend, the Secretary of State, plans to meet the Minister for Women and Equalities in the coming months to discuss how to build on this so that more girls are taking STEM subjects at all levels.
  • The Department funds the Institute of Physics to deliver an intervention to increase the number of girls studying physics at A level. The Department also funds a number of other programmes to improve the quality of teaching STEM subjects and to encourage take up. For instance, the Department is investing £84 million to improve the teaching of computing and increase participation in computer science. This includes a programme to identify effective approaches to increase participation in computer science amongst girls.

STEM: Equal Pay – Jim Shannon: To ask the Minister for Women and Equalities, what steps she is taking to tackle the gender pay gap in STEM industries. [158753]

Victoria Atkins:

  • In 2017 we introduced ground breaking regulations requiring large employers from all sectors, including STEM industries, to report gender pay gap information annually.
  • This increased level of transparency highlights where women are being held back in the workplace, and is motivating employers to tackle their gender pay gaps.
  • Government will be engaging with businesses and educators over the coming months to understand more about the barriers for women in the STEM workforce.

International Students

Lord Watson Of Invergowrie : Further to the Written Statement by the Minister for Immigration on 15 June (HCWS768), what criteria were used to determine which countries were included in the expanded low-risk Tier 4 visa category for overseas students; and why India was not amongst them. [HL8807]

Baroness Williams Of Trafford :

  • Careful consideration is given to which countries could be added to Appendix H of the Immigration Rules, taking into account objective analysis of a range of factors including the volume of students from a country and their Tier 4 immigration compliance risk.The list of countries in Appendix H will be regularly updated to reflect the fact that countries’ risk profiles change over time.

Mental Health

Q – Preet Kaur Gill: To ask the Secretary of State for Education, what recent discussions he has had and with whom on funding for mental health services at universities; and if he will make a statement.

A – Sam Gyimah:

  • Mental health is a priority for this government. This is why the Department for Health, together with the Department for Education, have published a joint green paper on Children and Young people, which sets out plans to transform specialist services and support in education settings and for families.
  • In higher education, there is already much work underway to improve the quality of mental health services for students, alongside services provided by the NHS, including through the NHS programme Improving Access to Psychological Therapies.
  • In addition, we are in the process of introducing a University Mental Health Charter, backed by the Government and led by the sector. This will drive up standards in promoting student and staff mental health and wellbeing.
  • Higher education institutions (HEIs) are autonomous bodies, independent from government. HEIs are not only experts in their student population but also best placed to identify the support needs of their particular student body.
  • Universities UK published its ‘Minding Our Futures’ guidance on 10 May 2018 which recommends: Links between NHS providers and student services to create ‘student mental health teams’ will help support students within the university provision and facilitate timely and seamless referrals for those who need specialist help.

Health

NHS Recruitment Drive

NHS England has launched an £8 million recruitment campaign following their research which showed although nurses and doctors are the most trusted and respected professionals in society the majority of the public don’t know the wider range of careers available. Under the banner ‘We are the NHS’ the recruitment drive aims to education and highlight the vast range of opportunities available to work within the NHS. It will initially focus on nursing, prioritising key areas (mental health, learning disability and community and general practice nurses) that are essential to deliver the long term plan for the NHS. While it will primarily target school children aged 14-18 aiming to increase the total number of applications into the NHS by 22,000, it also hopes to double the numbers of nurses returning to practice and improve retention of staff in all sectors.

The campaign hopes to improve the skills shortage the NHS is currently experiencing. In a 6 month period in 2017 there were over 34,000 nursing vacancies reported, with over 6,000 in mental health and 1,500 in community nursing. The campaign also hopes to work with parents to address gender stereotyping and address the perception that while nurses are ‘caring’ they can also be leaders, innovative and academic.

Professor Jane Cummings, Chief Nursing Officer for England, said: “The NHS is our country’s most loved institution and that is down to the expert skill, dedication and compassion of its brilliant staff.

  • “There are over 350 careers available within the NHS giving young people an astonishing range of options. Nursing and midwifery make up the largest part of the workforce and as I know from personal experience, provides a unique opportunity to make a real difference to peoples’ lives in a way that simply cannot be matched.
  • “Nurses and midwives provide expert skilled care and compassion, and they are highly talented leaders in the NHS. This campaign is all about inspiring young people and others who want a change of career to come and work for the NHS and have a rewarding and fulfilling career that makes a real difference.”

The autumn will see the recruitment drive expand when  the Department of Health and Social Care will run a national adult social care recruitment campaign to raise the profile of the sector and attract people to consider it as a career.

Applied Health Research – The National Institute for Health Research (NIHR) has announced £150 million of funding for applied health research aiming to tackle the key issues with the healthcare system. The funding will cover the pressures caused by our ageing population, the increasing demands on the NHS, and multimorbidity alongside the need to increase research in public health, social care and primary care. Of the new funding £135 million will be for new NIHR Applied Research Collaborations which will undertake applied health and care research and support implementation of research into practice.

Health and Social Care Secretary Jeremy Hunt said:

  • “As the NHS celebrates its 70th birthday, more people than ever before are living longer lives thanks to the dedication of hardworking staff. It is therefore vital we harness technology to develop the next generation of innovative treatments as part of the Government’s long term plan for the NHS.
  • That’s why I want our world-leading academics, researchers and technology experts to work with frontline staff to develop the innovations which not only allow people to live longer, but also to lead healthier lives, so the NHS can continue to provide world-class care to all.”

Health Minister Lord O’Shaughnessy stated:

  • “With a growing and ageing population, maintaining a world-class NHS depends on harnessing the discoveries of cutting edge research and rapidly bringing them into every day healthcare…The UK has a proud tradition of ground-breaking medical R&D and this funding means our country can continue to lead the world.”

Recess

Parliament enters recess on Tuesday 24 July so the volume of announcements and news will likely slow. We’ll continue to send a shorter policy update through the recess period on the weeks when there is sufficient content to share. Parliament reconvenes on Wednesday 5 September.

Consultations

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

New consultations and inquiries this week:

Zulfiqar Khan is the first BU academic to submit an elevated pitch to the Industrial Strategy Grand Challenges. Read his engaging posts on Clean Growth and Future of Mobility. Log in and leave a comment on his research to promote BU and support his ideas.

There is still time to submit your ideas and research to the Grand Challenges – deadline 21 July. This could be your first step towards policy influence and societal impact! Contact Sarah if you need support.

There have also been outcomes published to several items:

Other news

Finance Education: 70% of students state they wish they’d been better education in managing their finances before starting university. 50% acknowledge that when they are short of money their diet suffers, and 46% said that their mental health suffers, with 78% worrying about making ends meet. Read more in The 2018 Student Money Survey. The BBC covered the survey noting that poorer families often contribute to their children’s finances whilst at university than richer parents. Cosmopolitan magazine examines a student’s outgoings and questions when the maintenance loan is generous enough.

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JANE FORSTER                                            |                       SARAH CARTER

Policy Advisor                                                                     Policy & Public Affairs Officer

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

 

HE Policy update for the w/e 29th June 2018

Mental health – the next policy frontier

Sam Gyimah, the self-styled “Minister for Students” has been campaigning this week on student mental health.

You can read the government press release here.  “The plans include, As part of a new package of measures announced by Sam Gyimah on student mental health:

  1. The announcement of a University Mental Health Charter will see the development of new standards to promote student and staff mental health and wellbeing.
  2. The set-up of a Department for Education-led working group into the transition students face when going to university, to ensure they have the right support, particularly in the critical in their first year transition.
  3. Exploring whether an opt-in requirement for universities could be considered, so they could have permission to share information on student mental health with parents or a trusted person.”

The Charter is being developed by Student Minds, who have covered it on their website here:

  • A Charter is a voluntary award and quality improvement scheme which will recognise universities with exceptional approaches to promote and support the mental health and wellbeing of students and the university community.
  • To develop the Charter, Student Minds will lead a formative partnership of the UPP Foundation, Office for Students (OfS), National Union of Students (NUS) and Universities UK. This partnership supports the national view, and we will be inviting wider collaboration. …A wider advisory group will be announced in Autumn 2018.
  • …The Charter will recognise and reward those institutions that demonstrate good practice, make student and staff mental health a university- wide priority and deliver improved student mental health and wellbeing outcomes.
  • … we will invite universities to achieve recognition for high standards of practice in areas established in University UK’s Step Change, such as leadership, early intervention and prevention, data collection and high quality services, and will stretch institutions in their approach to co-producing with students and members of the university community and reducing inequality by ensuring the needs of all students, including BAME, LGBTQ+ and widening participation groups, are met by excellent services.
  • …We anticipate that the charter will take a banded approach, setting out basic, advanced and aspirational goals. Training and expert support will be provided to support the change and assessment process. We will take an outcomes-focused approach.“

The Minister was on Radio 4 and the BBC story is here.  The story from Thursday is in The Guardian:

  • The government has issued an ultimatum to vice-chancellors on student mental health, warning them it is not good enough to suggest that university is about academic education and nothing else. With as many as one in four students seeking help from counselling services at some institutions, the universities minister, Sam Gyimah, is calling on vice-chancellors to prioritise student mental health and take a personal lead on the issue.
  • The minister, announcing plans for a new deal on mental health for students, said: “There are some vice-chancellors who think that university is about training the mind and all of these things are extra that they don’t have to deal with.
  • “They can’t do that, they’ve got to get behind this programme. It can’t be something that belongs to the wellbeing department of the university. This requires sustained and serious leadership from the top.”
  • One of the key measures now being considered is asking students if they want to opt in to an alert system authorising their university to contact their parents in an emergency if they find themselves in a mental health crisis at some point during their studies. Until now universities have been unable to share a student’s private information because of data protection restrictions, but parents of students who have killed themselves have complained of being kept in the dark about their child’s illness when they might have been able to help had they known sooner.
  • Under the proposed scheme, outlined by Gyimah, students arriving in their first week at university would be asked if they would like to opt in to the system by nominating either a family member or friend to be contacted in case of serious mental health problems. The minister said it would be entirely voluntary and any students would be entitled to withhold information from their parents or change their preferences at a later date.
  • Gyimah was due to outline his plans on Thursday at a student mental health summit in Bristol where the issue has come under the spotlight with the deaths of 10 University of Bristol students since October 2016. A further two students from the University of the West of England (UWE) in the city have also died. A number have been confirmed as suicides.

The BBC have the link to this week’s Office for National Statistics report – interestingly this showed that the proportion of student suicides is lower than in the general population for the same age group – but of course suicides are, as the Minister says, only part of the problem:

And on Friday, Nicola Barden from the University of Winchester has written for Wonkhe on the role of parents in supporting students:

  • Parents and carers are the people we want to see when students need a helping hand that is beyond the university’s power to deliver. This could be financially (the bank of mum and dad), emotionally (going home for some TLC after a bad week), and in emergencies (who else will come out at midnight?) – but the law is clear that students are autonomous adults and have a right to be in control of their own information and choices. Universities are not in loco parentis, but they do have a duty of care to their students. So how, as HE institutions, can we view and engage with parental involvement, and consider the possibility that they too can be partners in education, while also respecting the rights of students to lead their own adult lives?
  • For the purposes of this discussion I will use the word ‘”parents”, but actually mean all those with parental responsibilities, as patterns of family life are now so varied that the role is no longer restricted to just two biological relationships….
  • Should parental contact be a default arrangement? As a policy suggestion, this has implications needing some serious thought. How informed is a student when they enrol at university about the sorts of things that may come under this rubric – would they really know what they were consenting to? How would they say no, if pushy parents wanted them to say yes? How would we explain to the parent that permission had not been given if they thought it had been, potentially worsening an already difficult situation? It is not simple – if it was, it would already have happened.

Race Equality and the Race Equality Charter

Race equality has also been in the HE headlines.  There was an article in the THE about the “onerous” red tape requirements of the Race Equality Charter.

  • “…the Race Equality Charter has struggled to win the same support from universities, with only two further universities achieving awards since the inaugural eight winners were named almost three years ago. At the same stage, Athena SWAN had managed to more than treble its initial number of award holders. Some university equality officers have complained that the race charter award is far more difficult and time-consuming to achieve than an Athena SWAN award. That is because it requires universities to collect information on staff, as Athena SWAN does, but also for students, with institutions required to create policies to address the fact that ethnic minority undergraduates often score lower than their white classmates of similar ability.…
  • Others have claimed that it is more complex to create policies for ethnic minority staff than for female academics, given the different challenges faced by different groups, such as black female staff, Asian men or international faculty.
  • Speaking at a forum organised by the Higher Education Race Action Group (HERAG) in London, Alison Johns, chief executive of Advance HE, which now has responsibility for the charter scheme, said she would undertake a review of the scheme next year after a similar examination of Athena SWAN had concluded.
  • Ms Johns told Times Higher Education that Advance HE was “incredibly proud” of the race equality charter scheme and, given that it was aimed at “tackling many centuries of ingrained racial inequality”, it was “unrealistic to think the process will be easy”.
  • The review would ensure that the scheme “is not unnecessarily burdensome and ensure higher education institutions are able to spend time advancing race equality, rather than applying for charter marks”, she added.

Wonkhe have had a series of articles this week on the issue.

Jess Moody of Advance HE writes about definitions and ownership:

  • Despite the diversity of institutions across the UK, the debate about ensuring diversity in institutions tends to be narrowly focussed, particularly in the mainstream press.
  • Time and again the public is invited to look at a couple, maybe a handful, of “top” institutions as undisputed symbols of national academic excellence and employability. Stories almost always focus on full-time undergraduate provision, and on school-leavers. When it comes to “race” and ethnicity, different identities tend to be aggregated into “BAME” (Black, Asian and minority ethnic) experiences: terminology with both strengths and limitations.
  • Such a narrow focus can draw attention to a problem in a powerful way: it can be a way to draw a line in the sand about expectations of a wider complex HE system in tackling injustices, lost voices, talents and opportunities. It can also lead to greater accountability, self-assessment and hard questions about white privilege. All this is wholeheartedly acknowledged, and discussed elsewhere in Wonkhe today. The following is meant as an “and” and not a “but”.
  • If we’re going to move forward on race (in)equality amidst a focus on who gets a place at university, what lessons can we draw from all these media and policy narratives about “convincing the unconvinced” that structural inequality even exists (let alone requires action)? There are some common barriers seen by those who do “diversity work” to moving forward as a sector, even in the middle of a (stumbling) national conversation on ‘race’.

Amatey Doku, the VP (HE) of the NUS, writes on the Black attainment gap:

  • There are issues at all levels of post-compulsory education where race is a determinant factor in students’ experiences of education, and yet Black students’ experiences have been routinely minimised, dismissed, or ignored by those able to make change.
  • These issues should be tackled simply to make sure our education systems are fair to Black students, although often they highlight the structural and systemic issues affecting all students that plague our institutions.
  • I am delighted to have just launched a project in partnership with Universities UK and Valerie Amos designed to gather and audit best practice on what institutions – and students’ unions – can do to begin to eradicate the “Black attainment gap”.
  • The sector has made some inroads in tackling the attainment gap. One of these is thanks to Advance HE – previously the Equality Challenge Unit – and its Race Equality Charter. Bronze awards in the REC demonstrates institutional commitment to racial justice – in itself, demonstrating commitment to race equity is a challenge and not one that most universities in this country have managed. In addition, under HEFCE, grants were given to groups of institutions under the Catalyst Fund to begin work on this area.
  • Race, in the context of equality, diversity and inclusion, is now firmly in the remit of the Access and Participation Plan framework – a development this year thanks to the Higher Education and Research Act, on which NUS lobbied extensively. I hope the recommendations from the audit we are conducting with UUK will also steer future access guidance. But access, retention and success at institutions has always been relatable to race. The new regulations merely reflect the existing reality.

Arthi Nachiappan writes about the lived experience:

  • It is always difficult to build arguments from lived experience rather than indisputable “facts”, especially when not everyone engaging with your argument has lived those experiences. It involves a level of trust to take someone’s experience as true and to draw wider conclusions from it – but when it comes to understanding systematic problems, experience is necessary.

And she looks at data before concluding:

  • I found when analysing data on black applicants to higher education earlier this year that there are few strong trends across mission groups, TEF awards, or regions. Institutional trends were more notable: there are a handful of institutions that have placed among the highest number of black applicants over the last few years and many others that traditionally place very few black applicants.
  • When challenged about institutional culture, small year-on-year variations mean that pointing to an incremental increase in recruitment of ethnic minority students in the previous year might just do enough for an institution to be seen as welcoming to ethnic minorities. But it does not do a lot to reach out to prospective students to show them any level of recognition that there is a culture that needs tackling. I, like Gopal, am tired of us all coming together to put pressure on organisations of all sectors to publish reactive written statements detailing how much they “abhor” racism, without making real cultural changes.
  • The communicative function of these instances and the wider experiences of staff, along with their visibility in higher education, all contribute to prospective and current students’ perceptions of their own place in these institutions. What it will take to deal properly with these issues is sensitivity towards experiences that are not universally understandable, and an understanding of the messages communicated to prospective students about institutional culture.

David Morris of the University of Greenwich writes about admissions:

  • A couple of years ago, UCAS took a substantial step forward in opening the admissions debate by releasing the rather un-sexily titled “Undergraduate reports by sex, area background, and ethnic group”.
  • In my previous life as Wonkhe’s resident data-digger we managed to publish some of the most comprehensive analysis of that dataset. We were able to demonstrate the continued substantial variance in university entry by both ethnicity and social class and, more importantly, point to where the data suggested that there might be bias operating in admissions.
  • I say “suggested”, because the data provided by UCAS is by no means conclusive proof of bias.

He goes on:

  • Simply looking at the offer-rate – the percentage of a group of applicants made an offer by a university – is insufficient, as it tells does not let us discern between differences in the entry grades of different groups of applicants. It also tells us nothing about the subject which applicants are applying to, as different subjects within universities tend to have very different entry criteria, patterns of offer-making, and demographics of applicants.

Free speech

The discussion, anecdotes and arguments about free speech at universities continue – there is no real agreement about whether there is an issue or not.  What seems clear is that even if there is no actual free speech problem on university campuses, enough people think there is, and there is enough confusion, it seems, about what the rules are and whose responsibility it is to (a)} ensure free speech and (b) stop illegal hate speech or radicalisation to mean that something needs to be done.  Student Unions think they need safe space policies to stop hate speech (or protect snowflakes from potentially offensive views, depending on your perspective).  Universities have to implement Prevent.  Many commentators forget that universities don’t control Students’ Unions.  And the Minister and others keep talking about being “nearly” censored, about self-censorship (I decided not to go because they wanted to see my speech in advance) etc. etc.

Research Professional report:

  • “As recently as Monday, the universities minister Sam Gyimah told Rachel Sylvester of The Times that “there’s a culture of censorship. At one institution when I turned up to speak to students they read the safe-space policy and it took 20 minutes. I’m all for safe spaces for vulnerable people, but the entire university can’t be a safe space. No-platforming just because you disagree with someone’s views is unacceptable. The lack of diversity of thought and a tendency towards a monoculture on campus is a problem. If universities are not for free speech, then what are they for?”
  • “Reading the safe-space policy” could become an idiom in English. Just as constables read the riot act in front of angry mobs in the 18th century, today—if the minister is to be believed—university administrators read the safe-space policy in front of bored audiences of students as a warning to moderate their language.
  • It is a ludicrous image, and in the absence of a named university we cannot confirm if this incident actually took place. However, it does show that the minister continues to double down on his claims about censorship on campus, even if his remarks demonstrate his own lack of familiarity with the government’s Prevent strategy and his inability to tell the difference between the unpopularity of the Conservative Party in universities and a crisis in Enlightenment values.”

[NB, Ed ; it wasn’t at BU]

And then we have a survey by YouGov. 

Research Professional report, using this research:

  • “that students are more likely to want to see speakers banned than the general public. 
  • The polling agency asked 1,004 students and 1,636 members of the public “whether they found each of nine controversial views offensive, and then whether or not they believed a speaker with each of those views should be allowed to give a speech at a university”.
  • The results provide no evidence that students are any more censorious or intolerant than the public at large. In five of the nine cases, there is essentially no difference between the percentage of students and of the general public who would ban a speaker. Three speakers were more likely to be banned by students, while the public were more likely to ban a speaker in one case.”

However, the reporting of this story seems to demonstrate our opening point – that this debate all depends on your perspective.  The Telegraph use the same data to say:

  • The “snowflake” generation of students’ hostility to free speech on campus has been revealed in a new survey which shows that the majority want controversial speakers to be “no-platformed”.
  • Students were presented with a list of hypothetical speakers holding a spectrum of contentious views, ranging from someone believes climate change is not caused by humans, to someone want to ban religion.
  • Assuming the speaker had already been invited to give a talk at their university, students were asked whether or not a talk should be allowed to go ahead.
  • More than two-thirds of students (68 per cent) said that talks by Holocaust deniers should not be allowed to take place, according the a YouGov poll of 1,004 British students.[Ed,as noted above,  the data shows that 61% of members of the public agreed with this]
  • Meanwhile 64 per cent said they would ban speakers who believe that terrorist attacks in the UK can be justified.[that one is 63% for the general population]
  • One in ten students said that speakers who want to Royal Family to be abolished should be no-platformed.[it was 23% of the general population]
  • And a fifth said speakers should be banned if they believe that God literally created the universe in six days.[that one is 19% for the public]

Conclusion: at least we are all free to say what we believe about all of this.  More serious conclusion: the debate seems really to be really about this (from the Telegraph article):

  • Sam Gyimah warned that universities must stamp out their “institutional hostility” to unfashionable views as he prepares to issue new guidance on free speech.  His intervention came after a series of attempts to censor gay rights activists, feminists and Conservative politicians due to concerns from students that their views may cause offence. 

So is this really about the perception that universities are monocultures (left-wing, remain voting ones)?  And therefore not really about safe spaces or free speech at all?.  It might be argued that this is more about the government shaking up an academic establishment which it believes is home to a lot of people who disagree with its views, and who have a dangerously high level of influence on impressionable students.  That may be true, of course.

And what will be impact of all this be?  There may be some clearer guidance.  But generally, those who believe in snowflakes will become further entrenched in their views as this goes on, and the reputation of the sector will continue to be diminished in the minds of those people and also others who only catch the headlines.

And it all sits very oddly besides the focus on mental health – which is one of the reasons behind safe spaces.  Politics can get a person into some very sticky paradoxical situations, it seems.

Social media, apps and student information

The Quality Assurance Agency has published a report on whether social media reviews can identify poor courses in higher education.

  • The study—called The Wisdom of Students: Monitoring quality through student reviews—compares publicly available online feedback through Facebook, Whatuni and StudentCrowd with the results of the NSS, the Teaching Excellence Framework and external reviews of the quality of provision.
  • It finds that in the main, online feedback about UK universities is positive. Universities were assigned a star rating out of five based on the combined social media rating. The average score of the 210,000 online reviews was a highly impressive 4.18 stars. This chimes with high rates of student satisfaction in the NSS, and the ratings in the report mapped onto institutions awarded gold, silver and bronze in the TEF.
  • The report’s authors (Alex Griffiths, Meghan Leaver and Roger King) encourage universities to engage with real-time online feedback as a good way of capturing concerns about course quality. To test if the report’s findings hold true over time, the QAA will undertake a pilot with 10 higher education providers this autumn.
  • As a co-regulator of UK higher education, the QAA seems to have faith in the wisdom of students. It is a shame that the government would like to use the conditions of registration at the Office for Students to send the message that it is more ambivalent when it comes to the common sense of young people.

Wonkhe also have an article on this topic by Alex Griffiths

  • A couple of years ago I was highly sceptical about the value of user reviews. Tiring of hearing the perennial promises that the Care Quality Commission (CQC), England’s health and social care regulator, would look at social media posts to identify poor quality care, my colleague and I decided to investigate. Much to our surprise, we found that patient reviews and social media posts were good predictors of the outcome of CQC’s in-depth inspections. When the data from multiple sources was combined, it proved even more effective than any of the individual data sources. Collectively, despite the majority having no clinical training and only interacting with a fraction of the services offered by a hospital, we found that patients provided meaningful insights into quality….
  • This “wisdom of students”: means the collective-judgement score is an effective predictor of other quality measures, but it also has a number of other attractive qualities. Collective-judgement is available in a more timely manner than many existing data sets, often at a more granular-level, offers new insights at different stages of the student experience, and adds no burden to providers’ existing duties.
  • It does of course have drawbacks too. Measures such as APR, TEF and NSS are not without their critics, and one must question whether agreeing with them to varying degrees is a positive.
  • In our research we have been careful only to use reviews that students have actively made public (e.g. we have not searched individuals’ Facebook profiles), and any future use of this metric must be mindful to maintain the privacy of reviewers. Finally, there is the clear incentive for providers to enter their own reviews to project a positive image. Steps can be taken to identify and reduce the impact of (or penalise) such activities, and the impact will always be limited by the large and growing volume of genuine feedback, but it cannot be wholly discounted.

This comes as The Minister promotes his app development competition

Wonkhe have an article by Sue Attewell from JISC:

  • Helping applicants choose the right course is a complex problem – our members tell us – and we welcome the potential use of this LEO data as a way students can make informed decisions about sustainable careers which also meet their expectations for future earnings… The benefit of this competition from DfE is that it brings bright minds from beyond the sector to tackle a very real problem. Using current data to design a tech-based solution should help students make informed decisions, so long as they too can inform the design process of an app that makes sense of their own data.

You’ve seen our views on this in previous issues of this update

Industrial Strategy

The government have issued responses from the Department of Health and Social Care and the Department for Business, Energy and the Industrial Strategy to the House of Lords Science and Technology Committee report “Life Sciences Industrial Strategy: Who’s driving the bus”.  They respond to each recommendation, but the headlines are:

  • The views and recommendations expressed within the report have in many instances now been superseded by Government action. This reassures us that we have the support of the Committee for actions we are taking to support and grow the life sciences sector in the UK and we are grateful for their detailed scrutiny.
  • In terms of headline progress, only 12 weeks after the publication of the Life Sciences Industrial Strategy, the Government published the initial stage of implementation in the form of the first ever Sector Deal. The Life Sciences Sector Deal (herein referred to as the Sector Deal) committed £500m of Government funding to the UK life sciences sector and was backed by investment from 25 organisations across the sector. It was secured through extensive collaboration between Government and the sector, working together strategically to enhance the attractiveness of the UK. Our globally-renowned NHS will be a key partner in delivering the deal.

Since the publication of the Sector Deal in December, the Government has:

  • Set up the Accelerated Access Collaborative (AAC), held its first meeting and is on track to launch the full pathway this year.
  • Issued a £30m contract for a Vanguard Study, the first phase of a programme to whole genome sequence all 500,000 participants of UK Biobank.
  • Worked with industry stakeholders and the NHS to fully scope the competition for a digital pathology and radiology programme with artificial intelligence (AI), launched on 6thJune 2018.
  • Allocated £146m in support for medicines manufacturing from the Industrial Strategy Challenge Fund(ISCF), with £130m awarded so far.
  • Announced the Medicines Manufacturing Innovation Centre, a £56m UK innovation centre, which will revolutionise how medicines are manufactured, located in Renfrewshire.
  • Appointed Health Data Research UK to lead the delivery of Digital Innovation Hubs and agreed an outline vision and delivery plan to form the basis for the programme.
  • Announced the mission, as part of the AI and Data Grand Challenge, to use data, artificial intelligence and innovation to transform the prevention, early diagnosis and treatment of diseases like cancer, diabetes, heart disease and dementia by 2030.
  • Convened , alongside NHS and sector partners, the inaugural meetings of the Life Sciences Council (a strategic partnership between Government, NHS and the life sciences sector) and the Life Sciences Industrial Strategy Implementation Board (which oversees implementation of the Life Sciences Industrial Strategy including the first Sector Deal)

The government have issued their response to the Industrial Strategy: Intellectual Property Call for Views: Proposals:

  • First, as per the Chancellor’s Autumn statement of 22 November 2017 and the Industrial Strategy White Paper the IPO will work with businesses, lenders, insurers, the British Business Bank and HM Treasury to overcome the barriers to high growth, intellectual property-rich firms, using their intellectual property to access growth funding.
  • Secondly the IPO is working with Local Enterprise Partnerships and universities in the West Midlands to introduce an ‘Innovation Enabler’ fund. The fund is a pilot and it will provide financial and advisory support to help local SMEs develop and implement an IP strategy. In doing so, the fund will enable innovation and business growth.
  • Thirdly, the IPO will review the IP Finance Toolkit. The toolkit was launched in March 2015 in response to the IPO commissioned “Banking IP” report which highlighted the barriers IP-rich SMEs face when accessing finance. The report recommended that a resource be introduced to support a better dialogue between businesses and financial services professionals.
  • In addition to the interventions highlighted above, a strong theme throughout the responses was that whilst the IP system is strong and fit for purpose, there needs to be more work done to help users of the IP system to understand and navigate it, to ensure they get the most out of their IP. To that end the IPO will look to consolidate and enhance its suite of educational tools and services, focussing on the strategic protection and commercialisation of IP.

Consultations

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

Other news

Think tank Localis have produced the report Monetising Goodwill: empowering places for civic renewal following a public survey. The survey finds that many people would be willing to pay more in council tax or voluntary one-off levies to better fund certain local services across the country, in particular (and in order of popularity): public health, fire, police, adult social care and children’s social care. The survey uncovered six issues with majority support for paying some extra cash as a voluntary one-off levy: helping older people to live independently for longer; support for local homeless people; improving disability access; repairing potholes; reducing loneliness and reducing anti-social behaviour.

Subscribe!

To subscribe to the weekly policy update simply email policy@bournemouth.ac.uk

JANE FORSTER                                            |                       SARAH CARTER

Policy Advisor                                                                     Policy & Public Affairs Officer

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

New BU mental health publication

Congratulations to Faloshade Alloh (PhD student in Faculty of Health and Social Science), Dr. Pramod Regmi (Lecturer in International Health), Abe (Igoche) Onche (BU  graduate MSc in Public Health) and Dr. Stephen Trenoweth (Principal Academic and Leaded for BU iWell Research Centre) on the timely publication of their paper on mental health in developing countries [1]. 

Despite being globally recognised as an important public health issue, mental health is still less prioritised as a disease burden in many Low-and Middle-Income Countries (LMICs). More than 70% of the global mental health burden occurs in poorer countries. The paper addresses mental health issues in LMICs under themes such as abuse and mental illness, cultural influence on mental health, need for dignity in care, meeting financial and workforce gaps and the need for national health policy for the mental health sector.  This exciting paper has 51 references including several linking to BU publications on research in Africa [2-3] and several papers related to South Asia [4-6], particularly highlighting the recently completed THET project that was led by BU [4-5].

The authors highlight that although mental health education and health care services in most LMICs are poorly resourced; there is an urgent need to address issues beyond funding that contribute to poor mental health. In order to meet the increasing challenge of mental health illness in LMICs, there is a need for effort to address cultural and professional challenges that contribute to poor mental health among individuals. The authors suggest that mental health should be integrated into primary health care in LMICs. Creating awareness on the impact of some cultural attitudes/practices will encourage better uptake of mental health services and increase the ease when discussing mental health issues in these countries which can contribute to reducing the poor mental health in LMICs.

 

Well done!

Prof. Edwin van Teijlingen

Centre for Midwifery, Maternal and Perinatal Health (CMMPH)

 

Click here to view the full publication.

 

References:

  1. Alloh, F.T., Regmi, P., Onche, I., van Teijlingen E., Trenoweth, S. (2018) Mental health in low- and middle income countries (LMICs): Going beyond the need for funding, Health Prospect 17 (1): 12-17.
  2. Alloh F, Regmi P, Hemingway A, Turner-Wilson A. (2018) Increasing suicide rates in Nigeria. African Health Journal  [In Press].
  3. Alloh FT, Regmi PR. (2017) Effect of economic and security challenges on the Nigerian health sector. African Health Sciences. 17 (2):591-2.
  4. Acharya DR, Bell JS, Simkhada P, van Teijlingen ER, Regmi PR. (2010) Women’s autonomy in household decision-making: a demographic study in Nepal. Reproductive Health. 7 (1):15.
  5. Simkhada B, Sharma G, Pradhan S, Van Teijlingen E, Ireland J, Simkhada P, et al. (2016) Needs assessment of mental health training for Auxiliary Nurse Midwives: a cross-sectional survey. Journal of Manmohan Memorial Institute of Health Sciences. 2:20-6.
  6. Mahato, P., van Teijlingen, E., Simkhada, P., Angell, C., Ireland, J. on behalf of THET team (2018) Qualitative evaluation of mental health training of Auxiliary Nurse Midwives in rural Nepal. Nurse Education Today 66: 44-50. https://authors.elsevier.com/c/1Wu2axHa5G~S-
  7. Regmi PR, Alloh F, Pant PR, Simkhada P, van Teijlingen E. (2017) Mental health in BME groups with diabetes: an overlooked issue? The Lancet389 (10072):904-5.

Policy Update w/e 1 June 2018

Research Collaboration

Research/Horizon Europe

The Guardian draws on a leaked document to report that the UK will only have limited access to Horizon Europe through a costly ‘third countries’ deal, despite the PM’s intentions for full participation.

Theresa May’s appeal for a special Brexit deal on science and research collaboration, worth billions to the British economy, is being stonewalled by Brussels as it prepares to offer an arrangement less privileged and more expensive than that given to non-EU states such as Israel… the UK is set to join Canada and South Korea in the category of countries that will have to pay a higher price for the privilege of collaborating, while being barred from a particular raft of programmes designed to encourage innovation.

According to the draft paper, so-called “third countries” will not have a seat on the new European Innovation Council, which sets priorities, and their companies will not have the opportunity to apply for “fast, flexible grants and co-investments” designed to “bridge the ‘valley of death’ between research, commercialisation and the scaling-up of companies”.

The Guardian reports that Thomas Jørgensen, the senior policy coordinator at the European University Association (EUA) working on Brexit-related issues, stated: the commission was acting to protect its interests in the face of the emergence of the UK as a rival economic power. He said: “It is entirely understandable that you would want to help small countries in your neighbourhood, but why would you do that for small and medium-size enterprises in South Korea or other third countries such as the UK?”

The Guardian also report that on Wednesday the EU confirmed the UK could take part in Erasmus (for a fee) but would not allow the UK to influence programme’s design. More detail is provided in the Times Higher: In its proposal for the Erasmus+ programme for the period 2021-27, published on 30 May, the European Commission said that countries outside the EU and the European Economic Area would be able to participate fully as long as they do not have a “decisional power” on the programme and agree to a “fair balance” of contributions and benefits.

Research Professional also cover the EU’s decision to open Erasmus to other countries, and the requested significant boost to the Horizon budget (€20 billion).

Earlier this week Sam Gyimah discussed how international collaboration strengthens research excellence: The UK values international cooperation. That is why we will remain a leading power in science and innovation, and why our Industrial Strategy has a target that 2.4% of our GDP will go to R&D funding by 2027. We are committed to ensuring that this investment leads to real results for everyone.

We are also committed to remaining a place for scientists. Our success is built in part on the contribution of researchers and innovators who come to the UK from across the world to study, to research and to do business. Over half of the UK’s researchers come from outside the UK. And, as the Prime Minister said, we will ensure that this does not change.

Although we are leaving the EU, it’s important to remember that science is an international enterprise and discoveries know no borders. We are all strengthened by our collaborative links.

On the European research access Sam stated:

Full association would mean a particular amount – of course it’s too early in our discussions to put a figure on what this would be but based on existing precedents it would be billions of euros. Anything less than full association and we would need to consider whether this was a fair ask. I am accountable to the UK Parliament and would need to demonstrate that the amount contributed actually is fair.

Latest News

The latest news on our regularly featured topics.

 

OfS

  • OfS Board Member Carl Lygo has resigned (moving to new role in Germany).
  • OfS have a new blog: The ‘value’ of a degree is academic and vocational.
  • Just in case you missed it previously OfS released information showing an increase in masters’ student numbers since the introduction of the postgraduate loans.
  • The OfS Board met on Wednesday. OfS have committed to sharing the papers from the Board meeting soon.

 

Loans

A parliamentary question from Peter Dowd on the accrual of debt interest on student loans had Sam Gyimah clarify that the Student Loans Company does not apply interest to accounts until the information about repayments is received from HMRC. This means that borrowers are not disadvantaged by the time taken to exchange the data between HMRC and SLC…The government is taking steps to develop systems to allow the sharing of student loan repayment information more frequently between HMRC and SLC from April 2019. This will allow for repayments to be credited and for interest calculations to be undertaken regularly throughout the year.

 

Freedom of Expression

Q – Baroness Deech: How they propose to include representatives of student victims of (1) inhibition of freedom of speech, and (2) disruption of meetings, in the preparation of new guidance to promote freedom of speech at universities.

A – Viscount Younger Of Leckie: At the free speech summit on 3 May 2018….it was agreed that the report from the Freedom of Speech in Universities inquiry by the Joint Committee on Human Rights (JCHR) would be used as the foundation for a shared approach to free speech. The JCHR inquiry included evidence from a number of groups including those who had experienced disruption of events and student representatives with a range of experiences related to free speech. The new guidance will be drafted by the Equality and Human Rights Commission, who will work with a number of groups including the National Union of Students.

Research Professional report on Sam Gyimah’s latest Free Speech interview with Spiked stating: He [Sam] suggested that UK academics were marking down students whose political opinions they disagreed with…In what is attributed as a direct quote from Gyimah, the minister said that “there seems to be the development of a political monoculture” in which students are afraid to speak up in class because “80 per cent of the class disagrees with you…and [one of] them is going to be the one who gives you your grades”.

Gyimah has not tried to distance himself from the quote…Jack Grove of Times Higher Education wrote…“Is Sam Gyimah really claiming…that students should be genuinely afraid that their left-leaning lecturers are marking them down because they disagree with their politics? Extraordinary.”

Gyimah replied to Grove: “Nothing extraordinary. We need real diversity of thought on campus, and to be mindful that in some cases a monoculture means students and lecturers with legitimate but maybe unpopular views self-censor for fear of opprobrium. This is what I’m hearing on campus.”

The minister’s evidence for campus inhibitions on free speech has moved some distance: from claims of systematic censorship by students’ unions and masked gangs closing down events to unsubstantiated anecdotes about reluctance to speak up in class. Very different things are being lumped together here… For a minister to accuse academics of political bias in assessing students—without a scrap of evidence—is totally irresponsible.

 

Value for Money

A short article in Times Higher this week discusses the four myths surrounding value for money. It digs below the surface to explain why the four factors can’t really be used to determine value for money. A clear and simple read. If you continue to read the comments section you’ll find some alternative viewpoints too.

 

Degree Apprenticeships

A parliamentary question tabled by Rehman Chishti established that there are 102 universities listed on the register of apprenticeship training providers and all are eligible to deliver anywhere in England.

A further question from Barry Sheerman asked: whether there are any requirements that must be satisfied in order for bachelor’s degrees pursued at an institution of higher education to be described by that institution as a degree apprenticeship.

Anne Milton responded: In England, providers who want to deliver apprenticeship training, including higher education institutions (HEIs) offering degree apprenticeships, must be on the register of apprenticeship training providers…Employers must choose a provider from the register to deliver their apprenticeship training. A degree can be included in an English apprenticeship if the degree meets the mandatory qualifications criteria laid out in the Institute for Apprenticeships (IfA) guidance. The IfA website lists the degree level apprenticeships that include a degree. The Enterprise Act 2016 protects the term ‘apprenticeship’ to make sure that training providers cannot brand their products as apprenticeships if they do not meet our core quality requirements.

 

Student Immigration

The Independent ran the editorial If Theresa May wants to improve the quality of our universities, she must begin by addressing the disastrous effects of her immigration policy.

 

Accelerated Degrees – no news yet

Lord Luce questioned the government this week asking What decisions have been made about the provision of accelerated degree courses in higher education following their public consultation completed on 11 February. The Government responded: The Department for Education received a range of detailed and comprehensive responses from providers, organisations and individuals across the higher education sector. We are currently considering these responses and will respond to the consultation in due course.

 

Widening Participation and Achievement

National Collaborative Outreach Programme

OfS have released their first annual report on the National Collaborative Outreach Programme’s (NCOP) delivery. NCOP is a collaborative network endeavour between HE, schools, colleges and local businesses. It delivers a sustained, tailored outreach programme within geographically targeted areas and aims to rapidly improve progression to HE for school pupils in areas where the numbers accessing HE are lower than expected by the young people’s GCSE success. The current NCOP commenced in January 2017 and consists of 29 partnerships to pupils in Years 9 to 13.

The report states that NCOP has actively engaged 12% (52,878 pupils) of the identified target population. This is forecast to increase to 114,700 pupils (25%) by the end of 2018. It emphasises that the first year of the programme has been focused on creating local partnership infrastructures and with these now established OfS expect to see significant increases in the numbers of young people engaged over the next year. Demonstrating impact is integral to the NCOP programme. OfS require clear evidence to continue with the programme in the future and a comprehensive evaluation framework including longitudinal tracking, analysis of national datasets, and randomised controlled trials is in place. The report concludes that progress is promising (see page 14 for details) although at present: “it is too early to evidence the causal impact of the programme in terms of which interventions have the most impact on students progressing to higher education.”

NCOP is expected to significantly contribute to the Government’s social mobility action plan (launched Dec 2017) which ‘places social mobility at the heart of education policy and seeks to provide a framework for action to help transform equality of opportunity. It emphasises the importance of leaving no community behind with resources targeted at the people and places that need it most’.

 

The social mobility goals are to:

  • double the proportion of young people from disadvantaged backgrounds in higher education by 2020
  • increase by 20 per cent the number of students in higher education from ethnic minority groups
  • address the under-representation of young men from disadvantaged backgrounds in higher education.

Chris Millward, Director for Fair Access and Participation, said:

“We know that sustained and targeted outreach is key to reducing the gaps in higher education participation…So I am very pleased to see the progress made by the OfS-funded NCOP… In its first year of operation, NCOP is already showing signs of success…It has reached significant numbers of schools, colleges and young people and looks set to increase its reach even further in the next year. And the early signs are that NCOP activities are contributing to improved information, advice and guidance for young people at key milestones in their education…NCOP is a great example of the kind of outreach activity we need – evidence-based, targeted, robustly evaluated, bringing local partners together and harnessing university resources and expertise to meet the needs of schools and teachers, students and their families. The OfS will ensure that this learning drives improvements to higher education outreach in the future.”

Gareth Oliver, Careers Lead at Broad Oak Sports College, said:

“Without the valuable support of [NCOP partner] GM Higher, both in terms of experience and one-to-one support, we would not have had the opportunity to access resources and programmes to aid the aspiration of our pupils. Already the number of pupils wanting to aspire to higher education has increased, but more importantly, the programmes and resources have allowed our pupils to have an ‘I can do it’ attitude. Schools like Broad Oak need organisations like GM Higher to ensure we break the mould that ‘higher education is only for the affluent families’.”

Next week (4-8 June) is an NCOP week of action aiming to spotlight the range of outreach activities occurring from motivational talks and role model sessions to live social media FAQs.

A timely blog by Stuart Billingham, Emeritus Professor of Lifelong Learning at York St John ponders the progress made in the 40 years Stuart has worked within the social mobility sphere. He urges patience from the Government, reviewing the initiatives they tried and dropped before they fully came to fruition, and noting that collaborative results take longer:

If quick returns are the priority, then learn the lessons of history and stop calling for greater collaboration and partnership working to widen participation. If, however, the real priority is to significantly and permanently change the social and economic student profile in our universities and colleges, then collaboration/partnership working is essential – but please don’t look always, or only, for quick wins.

 

School League Tables Outcry

The BBC ran an article on the new method by which secondary school league tables are devised stating it unfairly stigmatises schools in white working-class areas. Head teachers are opposed to the Progress 8 methodology calling it “toxic” for schools with a combination of high levels of deprivation and lower numbers of pupils speaking English as a second language. The DfE have responded: “Far from being unfair, our Progress 8 measure means that schools are now recognised for the progress made by all pupils, as every grade from every pupil contributes to the school’s performance – taking into account their ability when they started school.

 

Mental Health

A Debut study publicised on the Royal College of Midwives News site has demonstrated widespread reluctance to disclose mental health issues to potential employers amongst students in order to avoid negative impact on their career progression. 70% of the 1,000 full time employed graduates that were sampled would not inform their employer and 88% stated they believed there is still a negative stigma attached to admitting to suffering from a mental health issue.

Of the 70% who said they would avoid telling an employer about their mental health issues, 83% said they would be more inclined to seek mental health support if their employer offered an ‘off-the-record’ or fully anonymous service that would be kept separate from their employment record. Their preference for off the record support methods were: face-to-face meeting (61%), WhatsApp, or other instant online chat (19%), email (10%), via video call (7%), SMS/text-messaging (3%).

The study states that graduates don’t feel their workplaces are properly equipped to support workers with mental health issues. The graduates described their employer’s support system as: 15% – good; 51% – adequate; 34% – poor.

The study states: It appears that while mental health concerns are being discussed more openly in wider society, there is still work to be done in regards to the stigma associated with admitting to suffering from mental health issues and support offered to those transitioning from university to work.

CEO of Debut, Charlie Taylor, said that supporting new graduates as they transition from university to work should be a major consideration of progressive employers.  ‘If graduate recruitment specialists want to attract – and more importantly keep – the best talent as they emerge from education, they need to know what issues students and graduates are facing, and how best to support themGraduate programmes can be fiercely competitive, which can exacerbate mental health issues and employers need to ensure they are providing anonymous, ‘off the record’ support for this future workforce.”

 

Meanwhile in iNews Bristol’s VC has said poor mental health among students is the “single biggest public health issue” affecting universities and feels the perfectionism culture perpetuated through social media is a causal factor.

 

Disabled Students’ Allowances

The parliamentary questions pertaining to disabled students continue.

Q – Angela Rayner:

  1. what the evidential basis is for his statement that students spend on average £250 on computers.
  2. what costs Disabled Students’ Allowances are planned to cover.

 

A – Sam Gyimah:

  1. This figure comes from the most recent student income and expenditure survey …This shows that the average spend on computers by full-time students across the academic year was £253. The average spend on computers by part-time students across the academic year was £243.
  2. Disabled Students’ Allowances are available to help students with the additional costs they may face in higher education because of their disability. There are four allowances available and for 2017/18 these are: a specialist equipment allowance of up to £5,358 for the duration of the course, a non-medical helper allowance of up to £21,305 for each academic year, a general allowance of up to £1,790 for each academic year and a uncapped travel allowance for each academic year. They can be used for the purchase of specialist equipment, to pay for a non-medical helper to support students with their studies, for other assessed disability related costs and for travel.  As noted in the Oral Answer, the £200 student contribution is for computer hardware only. Students are not expected to pay for recommended specialist software or for training to use it.

Part Time Students

Welsh Universities will now be able to claim a full premium when recruiting part time students. Wales also enjoys a fee-waiver allocation for students in receipt of certain benefits when studying at less than 25%. It will be interesting to watch these developments in comparison to England’s declining part time student population.

 

HEPI

HEPI continue to share ideas and blog related to their prior report: Reaching the parts of society universities have missed: A manifesto for the new Director for Fair Access and Participation.

 

Sonia Sodha (The Observer) states:  If we were really committed to improving access to top universities, we would bite the bullet and introduce class-based quotas. Progress on this front has been pathetically slow: yes, young people from disadvantaged backgrounds are going to universities in greater numbers than before, but they remain disproportionately shut out of the highest-ranking institutions. The Office for Students should reintroduce a cap on student numbers…and introduce hard quotas for students from working- class backgrounds for each university. This would help break down the unfair and stubborn middle- class lock on privilege. It would also force more middle-class students down a vocational route – surely the only way we are ever going to get parity of esteem between post-18 vocational and academic qualifications.

 

Rosemary Bennett (The Times): [There should be] a universal system in transferrable credits so bright students who really take to their studies at university can trade up to a better institution after a year. If there is thriving competition between universities, as we are often told, it should not stop at the point of admission. Users need to be able to switch supplier.

 

Nik Miller (Bridge Group): The creation of the Office for Students is an important opportunity to… also look outwards; to convene influencers across sectors to deliver coherent approaches, and to dismantle prevailing contradictions….Employers play a critical role in determining students’ prospects. This demands greater scrutiny. For example, many employers continue to attract students from a limited list of the least diverse institutions, refuse to consider students below a certain A-Level tariff – as university contextual admissions opens the door for many students, it is slammed shut once more upon graduation – and offer unpaid and unadvertised internships.

 

Lorraine Dearden (Institute for Fiscal Studies): The Office for Students needs to fully link…data in one place. IFS research linking schools and Higher Education Statistics Agency (HESA) data shows that students who get the same GCSE results at age 16 are equally likely to progress to higher education, irrespective of their socio-economic status. However, there are socio-economic gaps in access to elite universities and the types of subjects studied, even allowing for school outcomes. We do not know fully whether this is because (i) bright disadvantaged students are less likely to apply for these courses, and/or (ii) they do, but do not get accepted, and/or (iii) their predicted grades and/or subject choice have some role. There are also socio-economic differences in drop-out rates, completion rates and outcomes once a person starts university. Good data would not only help us find out why these things are happening, but which access programmes are best at tackling them.

Read more sector change suggestions on the HEPI blog here.

 

T Levels

Damian Hinds, Education Secretary, has announced progress towards the commencement of T levels. T levels will be two year courses combining technical education and workplace experience making an important contribution to economic skills gaps and forming the third route for post-16 study (alongside apprenticeships and A levels).  The BBC report that the new two-year courses will have more teaching hours than most current technical programmes and will include a compulsory work placement of 40-60 working days. The Government have committed to learn from countries, work in partnership with business and the course content will be developed by expert employer panels. T Levels will commence from 2020 (construction, digital, and education and childcare) and be expanded into other sections from 2021 (finance, hair and beauty, engineering, and the creative industries). Controversy has dogged the announcement as earlier in the month a DfE official stated a 2020 start would be rushed and questioned whether the teaching would be of a high standard. These concerns were rejected and Hinds pushed ahead to unveil the 52 approved providers.

The Times article T levels have employers scratching their heads notes only 16% of employers  understand T levels: Business owners, who will be essential to the success of the new regime, say that they are not prepared for it. Just one in 12 employers at present provided placements of the duration required for T levels, and four in every five felt that financial support would be needed to enable them to offer the number of work placements needed.

Meanwhile Stage 2 kicks off for the 16 hopefuls (3 of which are universities) aiming to become Institutes of Technology. Research Professional also has a short article on it here.

Admissions

Next week the House of Lords will hold a one-hour debate on equality of opportunity in university admissions.

 

Fraudulent UCAS Applications

Previously The Independent challenged UCAS stating black students were 22 times more likely to have their university applications investigated for fraud than white students. UCAS investigated the issue and have published a report. Read the key points here. The story is covered by The Times and The Guardian.

 

Criminal Convictions

UCAS have also made news this week following their decision to not require applicants to declare criminal convictions when they apply for most courses.

Christopher Stacey, co-director of Unlock, said:

“Unlock very much welcomes the removal of the main criminal conviction box from the UCAS form. This is a significant change that has the potential to help many people with convictions see a university education as a positive way forward in their lives. For far too long, universities have operated arbitrary, unfair admissions practices towards those who ticked the box. Unlock has seen first-hand how people have been put off from applying to university as a result.

If universities are committed to widening participation, they should be considering the widest number of potential applicants. The change by UCAS provides a strong signal to universities that criminal records shouldn’t feature in their assessment of academic ability.

Many institutions are now rightly looking at how to amend their policies and practices. We look forward to working with UCAS and individual universities in developing fairer admissions policies towards students with criminal records.”

Nina Champion, Head of Policy at Prisoners’ Education Trust, said:

“People with convictions who are applying to university are showing a huge commitment to turning their lives around. As a society, we should be doing all we can to support them. The chance to go to university helps people to move fully away from crime, build careers and contribute to our communities. Their presence is also hugely beneficial for universities, which gain highly committed students, who help create a more diverse and inclusive learning environment for everyone. “We look forward to working with universities at revising their own admissions procedures in light of UCAS’ decision, ensuring fair chances for every student.”

Peter Stanford, Director of the Longford Trust, said:

“We…urge that, whatever arrangements universities now decide to put in place around risk assessment for those with criminal convictions, they do so in a manner that learns from the mistakes of the recent past, and enables the widest possible levels of participation”

 

Alternative Admissions

Jackie Labbe from De Montford University blogs for Wonkhe on the changes her university has made in Admissions to rely less on tariff based selection. Jackie states the changes have had a positive effect:

We support them [new students] via transitions programmes bridging their course of study and student services, so that any obstacles they have encountered in the past don’t continue to impede them.

We have seen success in our students’ improving outcomes, particularly our black and minority ethnic (BAME) students. We are now more than 50% BAME, and consider (in common with the sector) that the attainment gap is an unacceptable element of the status quo. We’re proud that our attainment gap is closing, and aim to continue to reduce it exponentially over the next few years.

 

Nursing – fall in Access course registrations

Nursing recruitment takes another hit as QAA data confirmed registrations onto the Access to HE Diplomas for nursing and health care fell by 18% (20,050 registrations) in 2016/17. Overall Access courses are down by 10%

Dr Greg Walker, Chief Executive of MillionPlus, calls on the HE Review panel to take the drop seriously:

“The news that registrations to these diplomas have dropped by almost a fifth in the space of a year is deeply concerning. The withdrawal of bursaries now appears to be impacting further down the supply chain for nursing degree students. A stalling pipeline of potential nursing students will offer no assurance to NHS employers as they struggle to fill vacant nursing posts…now is the time to review the impact of the shift away from bursaries.

Consultations

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

New consultations and inquiries this week:

Other news

Gender Gap: Using data from a French study Times Higher discusses how automatically considering women for senior positions would reduce the gender gap at the top.

Teaching excellence: Times Higher talk on how linking promotion to quality teaching may work better than the TEF!

Civic University: Read the latest from the Civic University forum.

Poaching: PIE news has an article on the poaching of international students that takes place in the US.

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New BU mental health paper published

Congratulations to FHSS students Folashade Alloh and Igoche Onche who found out today that their ‘Mental health in low-and-middle-income countries (LMIC): Going beyond the need for funding’ has been accepted for publication by the editors of Health Prospect.  The paper is co-authored by FHSS staff Dr Pramod Regmi, Prof Edwin van Teijlingen and Dr Steven Trenoweth. Health Prospect is an Open Access journal.

More than 70% of the global mental health burden occurs in many low-and middle-income countries (LMIC). The paper discusses mental health issues in LMIC under different themes such as abuse and mental illness, cultural influence on mental health, need for dignity in care, meeting financial and workforce gaps and the need for national health policy for mental health sector. The paper highlights that mental health education and health care services in most LMIC is poorly resourced; however, there is an urgent need to address issues beyond funding that contribute to poor mental health. In order to meet the increasing challenge of mental health illness in LMIC, there is a need for effort to address cultural and professional practices that contribute to poor mental health among individuals. The authors argue that mental health should be integrated into primary health care in LMIC. Creating awareness on impact of some cultural attitudes/practices will encourage better uptake of mental health services and increase the ease of discussing mental health issues in these countries which will contribute to reducing stigma faced by mental health patients.

Political Updates

 A smorgasbord of content for you this week – rifle through to find the topics most of interest to you. We’ve got: pollinators, research integrity, mental health, nursing news, plastic waste, several new funded competitions from the Government, praise for the arts and creative sectors, smart energy systems, immersive technologies, the Industrial Strategy’s Grand Challenges, tackling social challenges, Guidance from Innovate UK and on Horizon 2020, an important survey on international students, new Royal Society Fellows, an article on the AI brain drain, and the forthcoming Environmental Principles and Governance Bill. Enjoy!

 

Pollinators

On Tuesday Ben Bradley (Conservative, Mansfield) made his case for a Private Members’ Bill to make provision about the protection of pollinators. Permission to progress the Bill was granted and our regional MP Oliver Letwin will take part in presenting the bill.

 

Research Integrity

Sam Gyimah was interviewed for the Commons Science and Technology Select Committee investigation into research integrity. The committee heard that universities should be held responsible for the full compliance of upholding standards of research integrity but the Minister for Universities, Science, Research and Innovation declined to assert that funding should be dependent on this. Other topics covered included concordant sign up, self-assessment and disclosure in clinical trials. Read the full summary of the session provided by Dods Consultants here.

 

Mental Health

The Commons Education, Health and Social Care Committees have published their response to the inquiry on young people’s mental health: The Government’s Green Paper on mental health: failing a generation.   An oral parliamentary question was also asked on the topic on Tuesday:

Q – Helen Whately: I welcome the Green Paper on mental health in schools, which was published earlier this year, but it does prompt a question about the mental health of students in further and higher education. Does my right hon. Friend have any plans to look into that issue? If he does not, may I urge him to do so?

A – Jackie Doyle-Price: I thank my hon. Friend for her question and her continued industry on these matters. As she mentioned, the Green Paper outlined plans to set up a new national strategic partnership focused on improving the mental health of 16 to 25-year-olds. That partnership is likely to support and build on sector-led initiatives in higher education, such as Universities UK’s #stepchange project, whose launch I attended in September. The strategy calls on higher education leaders to adopt mental health as a strategic priority, to take a whole-university approach to mental health and to embed it across policies, courses and practices.

 

Nursing Places

Nursing has been in the news again this week. A series of oral parliamentary questions reveal the Government’s unwavering approach towards nurse training and on Wednesday there was a debate on the Government’s plans to remove funding from post-graduate converters into nursing (announced in February). The removal affects the two-year course for those who hold degrees in other subjects. It is controversial as this is the fastest way to train a registered nurse and there is currently a shortage of 40,000 nurses in England. The change brings the post-graduate courses in line with the undergraduate nurse training which has already lost the NUS bursary and now falls under the student loan system.

The Commons debate was secured as a result of opposition pressure, following a report by the Lords Secondary Legislation Scrutiny Committee, which referenced evidence submitted by the Royal College of Nursing (RCN). The RCN arranged for a number of student nurses, who currently receive post-graduate funding, to visit parliament during April to meet MPs and peers and explain what financial support has meant for them.

 

Michael Lawton, who received the NHS post-graduate bursary and is currently working as a registered nurse, said: “Without the bursary I couldn’t have applied and I wouldn’t be in a career I love, giving patients the great care they deserve. I know I make a difference every day.

MPs I’ve spoken to are shocked at how many hours we do in clinical placement. By removing the bursary, the Government is asking people to pay to work on placements to keep the NHS afloat and that isn’t right.

Current post-graduate nursing student Georgie Ellmore-Jones said:

“After my undergraduate degree I was already in a lot of debt. When I looked at pursuing a career in nursing and saw it was funded, it made it more certain in my mind that I wanted to do it. At post-graduate level many of the students have families and children to look after so adding more debt will only discourage potential students.”

 

On Tuesday there were a series of oral questions on nursing to the Minister for Health (Stephen Barclay), his answers reveal the Government’s thinking towards nurse training.

Q – Gill Furniss (Sheffield, Brightside and Hillsborough) & (Lab) Stella Creasy (Walthamstow) (Lab/Co-op) & Stella Creasy (Walthamstow) (Lab/Co-op): What assessment he has made of the effect of the withdrawal of NHS bursaries on applications for nursing degrees.

A – The Minister for Health (Stephen Barclay): Nursing remains a strong career choice, with more than 22,500 students placed during the 2017 UCAS application cycle. Demand for nursing places continues to outstrip the available training places.

Q – Gill Furniss: Figures from the Royal College of Nursing show that applications have fallen by 33% since the withdrawal of bursaries. At the same time, the Government’s Brexit shambles has led to a drastic decline in EU nursing applications. How many years of such decline do we have to see before the Secretary of State and the Minister will intervene?

A – Stephen Barclay: What matters is not the number of rejected applicants, but the increase in places—the number of people actually training to be a nurse. The reality is that 5,000 more nurses will be training each year up to 2020 as a result of the changes.

Q – Stella Creasy: The NHS already has 34,000 nursing vacancies. Given that there has been a 97% drop in nursing applications from the EU and that studies show that nearly half of all hospital shifts include agency nurses, will the Minister at least admit that cutting the bursary scheme has been a false economy for our NHS?

A – Stephen Barclay: It is not a false economy to increase the supply of nurses, which is what the changes have done. Indeed, they form part of a wider package of measures, including “Agenda for Change”, pay rises and the return to practice scheme, which has seen 4,355 starters returning to the profession. More and more nurses are being trained, which is why we now have over 13,000 more nurses than in 2010.

Q – Grahame Morris: I respectfully remind the Minister that this is about recruitment and retention. The RCN says that we can train a postgraduate nurse within 18 months, which is a significant untapped resource, so why are the Government planning to withdraw support from postgraduate nurses training, too?

A – Stephen Barclay: We have a debate involving postgraduate nursing tomorrow, but the intention is to increase the number of such nurses by removing the current cap, which means that many who want to apply for postgraduate courses cannot find the clinical places to do so. That is the nature of tomorrow’s debate, and I look forward to seeing the hon. Gentleman in the Chamber.

Q – Robert Halfon (Harlow) (Con):  Will my hon. Friend, on top of the degree nursing apprenticeships, rapidly increase the nursing apprenticeship programme so nurses can earn while they learn, have no debt and get a skill that they and our country need?

A – Stephen Barclay: My right hon. Friend is absolutely right to signpost this as one of a suite of ways to increase the number of nurses in the profession. As he alludes to, there will be 5,000 nursing apprenticeships this year, and we are expanding the programme, with 7,500 starting next year.

Q – Stephen Lloyd (Eastbourne) (LD): With every reputable independent body showing very clearly that we have a staffing crisis in the NHS nursing profession, can the Minister explain how cutting bursaries actually improves the situation?

A – Stephen Barclay: I am very happy to do so. We are removing the cap on the number of places covered by the bursaries and increasing the number of student places by 25%, which means that there will be 5,000 more nurses in training as a result of these changes.

Q – Dr Philippa Whitford (Central Ayrshire) (SNP): The Secretary of State’s removal of the nursing bursary and introduction of tuition fees have resulted in a 33% drop in applications in England. In Scotland, we have kept the bursary, a carer’s allowance and free tuition, which means that student nurses are up to £18,000 a year better off, and indeed they also earn more once they graduate. Does the Minister recognise that that is why applications in Scotland have remained stable while in England they have dropped by a third?

A- Stephen Barclay: The hon. Lady speaks with great authority on health matters, but, again, she misses the distinction between the number of applicants and the number of nurses in training. It is about how many places are available, and we are increasing by 25% the number of nurses in training. That is what will address the supply and address some of the vacancies in the profession.

Q – Dr Whitford: Workforce is a challenge for all four national health services across the UK, but, according to NHS Improvement, there are 36,000 nursing vacancies in England, more than twice the rate in Scotland. The Minister claims that more nurse students are training, but in fact there were 700 fewer in training in England last year, compared with an 8% increase in Scotland. The key difference is that in Scotland we are supporting the finances of student nurses, so will the Government accept that removing the nursing bursary was a mistake and reintroduce it?

A – Stephen Barclay: The distinction the hon. Lady fails to make is that in England we are increasing the number of nurses in training by 25%; we are ensuring that nurses who have left the profession can return through the return-to-work programme; and we are introducing significant additional pay through “Agenda for Change”. As my right hon. Friend the Member for Harlow (Robert Halfon) said, we are also creating new routes so that those who come into the NHS through other routes, such as by joining as a healthcare assistant, are not trapped in those roles but are able to progress, because the Conservative party backs people who want to progress in their careers. Healthcare assistants who want to progress into nursing should have that opportunity.

Q – Justin Madders (Ellesmere Port and Neston) (Lab): When defending the decision to scrap bursaries, the Secretary of State said that, if done right, it could provide up to 20,000 extra nursing posts by 2020. Well, that figure now looks wildly optimistic, with applications down two years in a row. Is it not time that Ministers admitted they have got this one wrong and joined the Opposition in the Lobby tomorrow to vote against any further extensions to this failed policy?

A – Stephen Barclay: If Members vote against the policy tomorrow, the reality is that they will be voting for a cap on the number of postgraduate nurses going into the system, and therefore they will be saying that more people should be rejected—more people should lose the opportunity to become nurses—because they want to have a cap that restricts the supply of teaching places.

 

Plastics

The Government have announced a new research and innovation hub to tackle plastic waste in the oceans.

 

Arts Projects Support for the North

The PM spoke on Tuesday to praise Britain’s arts sector:

But of course, the value of culture and creativity lies not only in its economic strength. Just as important is the less tangible contribution that it makes to our national life. The work you do brings joy to millions. It fosters unity, gives us a common currency. It helps to define and build our sense of national character.

“Without culture […] society is but a jungle”. Your work is a vital part of our national life and our national economy, and I am absolutely committed to supporting it.

Our ambitious sector deal for the creative industries, announced just before Easter, will see a further £150 million invested by government and industry, spreading success and making the sector fit to face the future.

She also announced a £3 million fund of new money to support creative projects within the Northern Powerhouse region on Tuesday. Offering a mix of grants and loans, the social investment fund will be open to non-profit, community-based organisations that deliver a positive social impact.

Full speech here.

 

Smart Energy Systems

The Government announced £41.5 million funds for design and trial of of new business models that intelligently link supply, storage and demand in heating, power and transport. Thee Innovate UK competition has two elements: up to £40 million is available for 3 smart energy system demonstrators, while up to £1.5 million is available for studies into new, smarter approaches to local energy.

 

Audiences of the Future – Commercial opportunities in the creative industries

The Government has announced a funding competition – Audience of the future: demonstrators opening Monday 21 May. £16 million will be invested in 4 large scale creative industries demonstrator projects (£5-£10 million each) through the Industrial Strategy Challenge Fund. It aims to explore future global, mass market, commercial opportunities in the creative industries. Primarily this will be through pre-commercial collaboration at scale. Projects should significantly improve the current state of art in their field. The projects must explore new ways of communication with mass audiences (100,000+) using new immersive technologies and experiences that are a significant advancement on the state of art in the chosen area. The high level of innovation and scale should be capable of transforming the sector and replicable across the creative industries. The project should generate audience and consumer information that could be used to test the viability of new business models. The Government suggests that areas with strong potential could include moving images, access to live sporting events, visitor experiences in museums and galleries, and music and theatre performance.  See here for more information.

A further £1 million is available for early-stage projects (£20-60k) that seek to understand customer needs for immersive experiences and the tools needed to deliver them. Early-stage projects should use human-centered design and look at audience behaviour to develop ideas for new products and services. Particular areas could include:

  • advancing the state-of-the-art with immersive experiences that are desirable and fit-for-purpose
  • producing high-quality immersive content cheaper, faster and in a way that is more accessible
  • improving physical devices such as eyewear and controllers, or haptic feedback
  • new digital platforms and services to deliver immersive content

See here for more information on the early-stage projects.

Resolving Social Challenges

On Thursday Oliver Dowden (Minister for Implementation) announced a series of competitions for tech firms to develop solutions tackling current social challenges.  While the initiatives focus on the business sector some of the topics are interesting. Each contributes to the Government’s Grand Challenges – the data economy; clean growth; reducing plastic waster, tackling loneliness and healthy ageing and the future of mobility – the competition is designed to incentivise Britain’s tech firms to come up with innovative solutions to improve public services.

The forthcoming challenges:

  • Identifying terrorist still imagery (Home Office). Home Office research shows that more than two-thirds of terrorist propaganda disseminated online is still imagery. This project will support both Government analysis of, and broader efforts to remove, this harmful material.
  • Tracking waste through the waste chain, submitted by Department for Environment, Food and Rural Affairs (DEFRA). A new technological approach could help record, check and track waste, helping boost productivity, reduce costs, and protect both human health and the environment.
  • Tackling loneliness and rural isolation, submitted by Monmouthshire Council. The government recognises that rural transport is vital to local communities, and businesses. A technological solution, exploiting vehicles with spare capacity could support rural economies.
  • Cutting traffic congestion, submitted by Department for Transport (DfT). Greater collection and new analysis of data could help target interventions to cut congestion.
  • Local authorities have large numbers of council vehicles crossing their areas every day. If they can be equipped with innovative data capture systems, they could understand potholes, litter, recycling, parking, air quality and more in real-time, every day, for no added cost. This could mean reduced service delivery costs and better local services.

The first of these competitions opens on Monday 14 May and runs for six weeks, with the remaining competitions being launched in subsequent months. Tech firms bidding to the fund will have free rein to create truly innovative fixes. Winning companies will be awarded up to £50,000 to develop their ideas.

 

Guidance

Innovate UK have released general guidance for grant applicants, including applying for a business innovation grant, funding rules and participation levels.

The Government have released guidance on Horizon 2020: what it is and how to apply for funding.

International Students

The Migration Advisory Committee (MAC) has been tasked by the Government to assess the impact of international students. Previously they asked for evidence of impact from the HE sector with much response from HE institutions but little response from international students themselves. To redress this evidence gap the MAC have issued a survey directly to students. Universities have been asked to disseminate this survey and encourage their students to complete it. Here is the link.

Environmental Principles and Governance Bill

Michael Gove has announced the introduction of the Environmental Principles and Governance Bill, which will “ensure environmental protections will not be weakened as we leave the EU.” It will introduce a new body to hold the Government to account for environmental outcomes. Subject to consultation, the new body could specifically be responsible for:

  • providing independent scrutiny and advice on existing and future government environmental law and policy;
  • responding to complaints about government’s delivery of environmental law; and
  • holding government to account publicly over its delivery of environmental law and exercising enforcement powers where necessary.The Government is also consulting on an intention to require minister to produce a “statutory and comprehensive policy statement setting out how they will apply core environmental principles as they develop policy and discharge their responsibilities”. The new Bill will also ensure Government’s continue to have to regard environmental principlesRoyal SocietyArtificial Intelligence
  • The Financial Times has an article: UK universities alarmed by poaching of top computer science brains.
  • Wonkhe report that: 50 new Royal Society Fellows and Foreign Members have been elected to join the existing c.1,600. They are all scientists, engineers, and technologists who are from, or living and working in, the UK and the Commonwealth. New additions include Jim Al-Khalili, Michelle Simmons and Elon Musk, with David Willetts the Honorary Fellow,. Of the 50 12 are women.
  • The consultation will run for 12 weeks, closing on Thursday 2 August. The draft will be published in the Autumn, and the Bill will be introduced in the second session of this parliament.

Best wishes,

Sarah

HE Policy Update for the w/e 4th May 2018

A bumper policy update for you packed full of political changes and arguments, and BU gets a mention in the House of Commons. Enjoy the sunny bank holiday weekend!

Political News

Amber Rudd resigned on Sunday. Replacing her are Penny Mordaunt and Sajid Javid.

Penny Mordaunt (Secretary of State for International Development) will replace her as Women and Equalities Minister. Penny’s pre-UK political career is varied ranging from magician’s assistant, working in Romanian hospitals and orphanages, and as Head of Foreign Press for George W Bush. Previously she was the Minister of State for Disabled People, Work and Health. Her political interests are care and quality of life for the elderly, healthcare, defence, the arts, and space.

Sajid Javid will replace Amber as Home Secretary. (James Brokenshire will replace Sajid as Housing, Communities and Local Government Secretary). Sajid’s political interests are civil liberties, free enterprise, defence, and welfare policy. Sajid has held a string of parliamentary roles including  Economic Secretary 2012-13, Financial Secretary 2013-14; Secretary of State for Culture, Media and Sport 2014-15; Minister for Equalities 2014; Secretary of State for: Business, Innovation and Skills and President of the Board of Trade 2015-16, and Communities, Local Government and Housing Secretary 2016-18. Times Higher took to Twitter to remind the HE world that Sajid believes international students shouldn’t stay on to work in Britain post-graduation.

#BUProud – Sam Gyimah praised BU in a recent Education select committee meeting. Questioned on whether the three year full time degree is an outdated dinosaur and whether accelerated or non-standard degrees are the future Sam replied:

  • I will start off, before saying what I think the answer is, by saying that there is some good practice in the sector that is often not acknowledged. For example, 42% of degrees are currently vocational. If you look at what some universities are doing, Bournemouth University, where I was a few weeks ago, is a most effective place at training people for media and film studies. Most people would dismiss some of these things, but if you want to work at Universal Studios, one of the best universities in this country to go to is Bournemouth. They have a focused university curriculum.  

Office for Students (OfS) Strategy and Business Plan

The OfS have published their strategy and business plan.  They set out their familar 4 objectives ( participation, experience, outcomes and value for money). The OfS will deliver their strategy by:

  • Ensuring providers meet the quality threshold (the 24 conditions of registration)
  • Supporting informed student choice about courses and careers
  • Taking action to ‘ensure that the sector is working effectively in the interests of students, employers, and society’.
  • The OfS will publish key performance indicators in the summer to measure the business plan.
  • Being an efficient and effective regulator

The OfS will also measure contributory progress against these cross cutting strategic outcomes:

  • Public trust and confidence in HE
  • National social mobility
  • Equality & diversity within HE and beyond
  • A dynamic national workforce

There is more detail in the Business Plan 2018-19, including:

  • The intention to evaluate the return on investment on access and participation plans and impact work; develop, address cold spots and evaluate IAG; and increase transparency data in relation to access and participation.
  • New providers – address barriers to entry; facilitate alternative forms of provision and develop measures of diversity of provision and innovation (including a work placement measure beyond sandwich placements and the ‘Higher education – business and community interaction’ survey data; also to support growth in technical routes.
  • Deliver NSS and explore new measures and monitoring tools.
  • Develop the OfS approach to student welfare and wellbeing.
  • Remove barriers to student transfer.
  • Continue the TEF, KEF and REF.
  • Develop strategy and processes surrounding student protection and managing market exit.

And much more!

The Knowledge Exchange Framework

Research Professional published a mock Knowledge Exchange rankings table  based on three years of data from the Higher Education Business and Community Interaction surveys.  Hamish McAlpine, senior policy adviser for knowledge exchange at Research England, has written a progress report on work towards the real KEF.  We have been a bit sceptical about the KEF at BU – because something with great potential to measure something of great benefit (going beyond REF impact) looks like being a way to channel more money to those who make money already from commercialisation….

The article is interesting because it is clear that thinking is still evolving – this sentence gives some hope about the value of the framework:

  • “To this end we are looking at creating clusters of institutions with similar capabilities. These include not just staff numbers, but also things such as disciplinary mix, research strengths and intensity, income, student numbers and capital investments.” 

And they haven’t yet decided on the link to funding…..but it still looks as if income is the driver:

  • “Income is only a proxy for impact, but it is the best measure we have at present. Income is also robust and relatively easy to audit. It is not in anyone’s interest to distribute lots of public money based on unsound metrics”

Income is a very unreliable proxy for impact outside STEM.  In her previous role at BU Jane supported a number of projects with HSS that have limited potential to make money (because they help the NHS) but have potential to make a real difference to care and outcomes.  And what about all the work in social sciences – and knowledge exchange projects in FoM and FMC?  So we’re still sceptical about the KEF – but it might be a bit less pointless than it was looking a few months ago.  I’ve added a comment to the article – we’ll see what the response is.

Major review of post-18 education (fees and funding)

We have submitted BU’s response to the HE review and you can read it here.  SUBU’s response is here.

There is a useful article by Gordon McKenzie of GuildHE on Wonkhe.

The Higher Education Policy Institute (HEPI) published their 10 points for the HE review – a useful round up of some of the issues based on HEPI’s own research over the last few years.  Their 10 points relate to:

  • Part-time learners
  • Differential fees
  • Maintenance grants
  • Mixed funding model
  • Uses of tuition fees
  • Misunderstanding among applicants
  • Outreach versus spending on bursaries
  • Accounting treatment of student loans
  • Level 4 and Level 5 qualifications
  • Student number controls

UUK have blogged on their response to the review calling for the review to address confusion about the tuition fees system. UUK note that while the funding system hasn’t deterred young people from full time study (and is beneficial in creating stability for universities) ‘there is a lack of public confidence and understanding of how it delivers value for money for students’. They note those wishing to study flexibly, or part time, or young students who wish to earn whilst they learn aren’t serviced adequately by the existing funding system. They also call for maintenance grants to be restored.

The Universities UK submission makes a number of recommendations, including:​

  • government should, in partnership with universities, provide more targeted information to prospective students on the costs and benefits of higher education
  • universities could develop their value for money statements, to better explain how pricing decisions for undergraduate courses are arrived at. These should explain how the university uses income from tuition fees, and other sources of income, to fund the student experience and other activities such as research
  • to deal with students’ concerns about living costs, new funding should be introduced to restore maintenance grants for those most in need
  • to help address students’ fears of debt, government should remove the interest rate that starts building from the start date of the course, and deliver better financial advice, especially on the difference between student loan debt and conventional debt
  • greater exploration of ways that learners can study more flexibly and piloting preferential loan repayment terms for subjects that address national skills shortages

You can read Baroness Wolf in the TES on what the review is about (not just HE).

From March – the OfS report on student perceptions of value for money: – not providing a definition but see below 

  • Funded by OfS, our SUs led some research into what students think. The purpose was not to definitively answer the question of what ‘value for money’ means in higher education but, rather, to explore value for money from the student perspective. Do students feel they are receiving value for money? Do student perceptions of value for money evolve as they go from school to higher education, and then into the world of work? What can higher education providers – and the OfS – do to help improve the value students perceive they are getting from the considerable investment they have made in higher education?”

Factors that demonstrate value for money:

Maintenance Grant Raid – David Morris wrote for the Guardian this week stating: The government has hinted it will reintroduce maintenance grants, but that there will be no extra money to pay for it. David believes this will take the political pressure out of the tuition fee conundrum because ‘expensive rent is probably far more of a barrier to widening access than expensive fees, since students don’t repay these until after graduation.’ David believes the Government might solve the issue of funding maintenance grants by utilising the current teaching grant. He states: ‘This time around, universities will have to convince government to find additional spending, or it will be their pockets that are raided.’

Political Battles – Martin Lewis (MoneySavingExpert) tackles Chi Onwurah (Labour MP) in BBC Question Time. In essence his fiery response blames both Government and Opposition for making Fees and Student Loans a political battlefield – serving only their own political ends and leaving prospective students bewildered about affordability. He states in itself this is what is putting off even more students because they believe they can’t afford to attend University.

  • Martin: “Look politicians do this all the time and you’re making your political points and you’re doing it and you put off young people from underprivileged backgrounds going to university with a fear of debt by framing it as debt when you know it doesn’t work like that.”
  • “Politicians need to take responsibility, your political football that you and all the parties have used student finance to be has miseducated a generation about how student finance works and it is an abomination you should all hang your heads in shame.
  • Chi comes back to argue that fees are a psychological barrier:  “It is psychological but a lot of the world is psychological Martin, how things are perceived is what informs peoples choices.”
  • Martin: “Then let’s re-educate.”

Watch the short (1 minute) clip here, the Express also covered the argument.

Higher Earning Graduates – Sam Gyimah avoided responding to a parliamentary question on higher earning graduates this week.

  • Q – Jim Cunningham: What estimate he has made of the number of graduate students who are earning over £50k and have begun repaying their student loan since 2010.
  • A – Sam Gyimah: This is a matter for the Student Loans Company (SLC). I have asked the SLC’s Interim Chief Executive, Peter Lauener, to write to the hon. Member for Coventry South and a copy of his reply will be placed in the Libraries of both Houses.

Student Loan Overpayments  –Another parliamentary question revealed that 55% of the nursing, midwifery and allied health professions students who were overpaid by SLC (leading to concerns about how the money would be clawed back), were overpaid by more than £1,000. And the non-repayable support has been confirmed

  • Q – Baroness Thornton: Whether, given that the Student Loans Company (SLC) has accepted responsibility for overpayments to healthcare students and that the SLC told students that they were not being overpaid, the SLC will write off overpayments to physiotherapy and other healthcare students.
  • A – Viscount Younger Of Leckie: The government announced on 18 April 2018 that the Student Loans Company (SLC) will provide support to ensure that none of the students affected by the error suffer hardship. Students affected by this will be eligible to apply for additional, non-repayable, support of up to £1,000 for the remainder of this academic year, and should contact the SLC. In addition, repayment of overpaid maintenance support will be deferred for all students affected until they have finished their courses and can afford to repay. Repayment of overpaid maintenance loans will happen via HM Revenue and Customs in the normal way, which is how students will have expected to repay their loans when they took them out.

Loan Terms – Another week, another student loan parliamentary question – this time Sam’s answer fails to confirm whether the Government will change the loan terms for the post-2012 students, leading to worry over how students may be affected if the post-2012 loans are sold off.

  • Q – Caroline Lucas: To ask the Secretary of State for Education, whether he retains the legal power to revise the terms and conditions of student loans, including those sold to the Student Loans Company; and whether his Department has any plans to standardise those terms and conditions irrespective of the higher education start date of those loans.
  • A – Sam Gyimah: Key student loan repayment terms are set out in legislation, and can therefore be amended through the applicable parliamentary processes. It is important that, subject to this Parliamentary scrutiny, the government retains the power to adjust the terms and conditions of student loans. However, the government has no plans to change, or to consider changing, the terms of pre-2012 loans, including those sold recently.Student loans are subsidised by the taxpayer, and we must ensure that the interests of both borrowers and taxpayers continue to be protected. The review of post-18 education and funding will look at how we can ensure a joined-up education system that works for everyone.

Paramedic Student Loans – A parliamentary question on reclassifying paramedic degrees for existing graduates to access the student loan whilst retraining:

  • Q – Peter Kyle: To ask the Secretary of State for Health and Social Care, pursuant to the Answer of 19 April 2018 to Question 135158, if he will classify paramedic science as an exception course to allow those who study it as a second degree to obtain a student loan.
  • A – Stephen Barclay: Since the decision taken by the Health and Care Professions Council on 21 March 2018 to move paramedic programmes to a degree level, the Department of Health and Social Care has been working with Health Education England and the Department for Education to actively review the position of students wishing to study a paramedic programme. This review will consider aligning paramedic courses with other healthcare courses reviewed during the recent healthcare education funding reforms.

Freedom of Speech

The Universities Minister gave a speech on Thursday at a free speech summit calling for new guidance for organisations and students on freedom of speech. Covered by The Times Sam is portrayed as championing free speech way beyond his predecessor (Jo Johnson’s) intent to ‘enforce existing measures’. Sam plans for the OfS to name and shame or fine institutions for failing to uphold his view of free speech. He has announced the intention to create a single set of guidelines ‘to clarify the rules and regulations around speakers and events to prevent bureaucrats or wreckers on campus from exploiting gaps for their own ends’. The NUS is permitted to input into the new rules. See the Government’s press release here.

  • UUK commented:  “Tens of thousands of speaking events are put on every year across the country. The majority pass without incident. A small number of flashpoints do occasionally occur, on contentious or controversial issues, but universities do all they can to protect free speech so events continue.”
  • Sector press has noted that the Joint Committee on Human Rights report (March 2018) did not believe there to be a problem with free speech at universities: we did not find the wholesale censorship of debate in universities which media coverage has suggested. And on the ‘chilling’ (deterrent) effect ‘which is hard to measure’: A much broader survey of students’ opinion would be needed to assess levels of confidence amongst the student body as a whole. Source
  • Free Speech does get a (very limited) mention in the OfS’ new Business Plan – one mention (page 7) ‘Incentivise positive student experiences beyond the conditions of registration – Define and begin to deliver the OfS’ role to promote and protect free speech.’
  • THE also reported on Sam’s speech, ironically noting it was delivered at a ‘behind-closed-doors’ event.
  • Sam wrote for The Times Red Box on Thursday: The time I was almost censored on campus. There is an entertaining range of reader comments following Sam’s piece, only overshadowed by the Twitter glee that the quote Sam opens his article with is misattributed. Whoops.

HEPI Free Speech blog

On Tuesday HEPI got the last word in on Free Speech ahead of Sam’s speech. See their blog Six points about free speech at universities. Nick Hillman commenced with HEPI’s survey statistics on free speech. Most of his six points are familiar:

  1. The current law is ‘in about the right place’ on free speech issues – and notes the need for legitimate limits (terrorism influence, inciting violence, risking safety of others)
  2. Universities have the expertise, the time and resources to debate issues freely
  3. Debate and expose bad ideas to defeat them (not hide away)
  4. HEPI refer to their detailed study of free speech. The blog suggests a quarter of students are illiberal wanting to ban some extreme positions, and HEPI interpret mixed results as confusion amongst students (saying yes to almost any question on free speech, whether supporting free speech, backing trigger warnings or supporting Prevent). It could be confusion, it could be students repeating back the social ideal they may not genuinely sign up to, or it could be poor questionnaire design! But on the confusion the blog goes on to recommend…
  5. Universities need to help students through the complexities of free speech issues (and avoid too much red tape when putting on events)
  6. HEPI don’t believe the situation is as bad as the media portray, however, they note if the sector continues to provide contentious ‘juicy’ examples of threats to free speech then the media will seize on them and further blow the debate out of proportion.

International Students

False Deportation – On Tuesday the Financial Times broke the news of 7,000 international students falsely deported in: Home Office told thousands of foreign students to leave UK in error.  Wonkhe have provided a summary:

  • The Financial Times reports that the Home Office may have ordered up to 7,000 international students to leave the country on the basis of false accusations that they “faked” their proficiency in English. The error allegedly occurred when US-based organisation Educational Testing Services (ETS) carried out an investigation on behalf of the Home Office into cheating in their Test of English for International Communication (TOEIC) in 2014. The investigation results led the Home Office to revoke the Tier 4 visas of around 35,870 students studying in the UK who were suspected to have used proxies to sit the test.  An immigration tribunal heard in 2016 that the computer analysis used to identify fraud had been correct in only 80% of cases, meaning that 7,000 students had been deported in error.  The Home Office told us “the Government took immediate robust action, which has been measured and proportionate and so far 21 people have received criminal convictions for their role in this deception” and noted that courts had consistently found in their favour that evidence in these cases was enough to act on. However, the FT cites a judgement published in 2017 that said that the Home Office’s behaviour was “so unfair and unreasonable as to amount to an abuse of power”.

The Guardian also has the story, noting that new Home Secretary Sajid Javid has been urged to conduct a review.

International Post-Doc Researchers – Earlier in the year HEPI released their report The costs and benefits of international students ahead of the Migration Advisory Committee’s consultation on international students (outcomes expected autumn 2018). At the HEPI launch event there was strong argument for the sectors which need international talent to fulfil economic and business needs but which have low graduate starting salaries. An oral question this week extended this debate to cover post-doc employment:

  • Q – Jeremy Lefroy (Stafford) (Con): I declare an interest as a trustee of the Liverpool School of Tropical Medicine. Post-doctoral research fellows are a vital part of this country’s research base, and they come from all over the world, including from the EU. What discussions are my right hon. and hon. Friends having with the Home Office to ensure that our future immigration policy is based not on salaries—post-docs often receive pretty miserly salaries compared with their qualifications—but on the skills that we really need in this country.
  • A – Robin Walker: I regularly attend the higher education and science working group chaired by my hon. Friend the Minister for Universities, Science, Research and Innovation, where we discuss these issues, and we have been feeding into the work being done by the Migration Advisory Committee and the Home Office on that front. The Prime Minister made clear that we will want to continue to attract key talent from around the world, and Britain will want to continue to be a scientific superpower in the years to come. It is essential that we get our policies right on this.

Widening Participation & Achievement

New Fair Access Tsar, Chris Millward, blogs for UUK on the ‘OpportUNIty for everyone’ campaign aiming to promote the work done by universities on social mobility. Chris’ entry into the sector as Director for Fair Access and Participation has had WP buffs pondering whether there will be an entirely different fair access landscape with new directives. Perhaps unintentionally Chris’ blog continues to repeat Les Ebdon’s constant calls for ‘faster change’:  ‘Opportunity for everyone’ shows how universities are opening their doors, but they must build on this for faster change. It perhaps favours a focusing of the WP target groups by specifically mentioning:

  • Young people from identified low participation neighbourhoods (LPN) – concern: access and successful completion
  • White boys from low income families (also within LPN and in receipt of free school meals) – concern: access
  • Mature students – concern: falling numbers accessing HE
  • Black and Asian, and Disabled students – concern: parity of numbers receiving good degree and/or successfully securing a graduate level job
  • Students reporting mental health concerns – concern: better support to complete degree

It notes all universities are expected to narrow their gaps in all these areas. Chris promises the OfS will ‘develop evidence and effective practice guidance, and create opportunities to promote its use’ through a national Evidence and Impact Exchange. You can follow the Opportunity for everyone campaign on Twitter via: #YesUniCan

Brexit – Science & Innovation

The House of Commons Science and Technology Committee have published Brexit, science and innovation (fifth special report of session 2017-19). This gives the Government’s response to the Committee’s previous paper. Here are excerpts from the introduction:

  • The Government welcomes the Science and Technology Select Committee’s report ‘Brexit, Science and Innovation’, and is grateful for the Committee’s positive view on the Government’s input to the EU’s consultation on the shape of Framework Programme 9 (FP9). The Committee’s report highlights key issues that will need to be considered as we leave the European Union and continuing to build the broadest and deepest possible partnership with the EU on Science and Innovations remains a top priority.
  • As made clear in the UK’s position paper on Framework Programme 9, a continued focus on excellence is essential, and the EU and its Member States should facilitate and strengthen collaborative working with other countries on shared priorities for mutual benefit. The principles of excellence and competitiveness that underpin European collaboration drive up the quality of research outputs and contribute to higher skills levels.
  • The Government’s commitment to underwrite Horizon 2020 funding has provided clarity and assurance to UK businesses and universities.
  •  The Government has been consistently clear that the UK is, and will continue to be, a place that welcomes talented scientists and researchers from across the globe to work or study here.
  • We value the strong collaborative partnerships that we have across the EU in the areas of science, research and innovation and recognise the important contribution they make to the UK.

Read the Government’s response to the four recommendations here.

Life Sciences

And just in case you missed it last week here is the House of Lords Science and Technology Committee report – Life Sciences Industrial Strategy: Who’s driving the bus?

Mental Health

OfS blog on the HE partnership who are trialling new strategic methods to support good mental health through the Catalyst funding. The approach is based on UUK’s Step Change framework. Student suicides were in the news this week and there is a parliamentary question asking about national student suicide figures due for answer next week.

Strike law suits

Wonkhe report that some students intend to sue their universities over the strike action. In line with the wishes of the self-appointed “Minister for Students”, some students are now seeking compensation for teaching time lost at the 65 institutions affected by the 14 days of recent USS pension strikes.

Over 100,000 students have signed petitions to complain about the issue and request refunds. However, widespread media coverage has focused on Tel-Aviv/London-based English law firm Asserson, a “disputes” specialist, which has set up a website encouraging UK, EU, and non-EU students to sign up to a class action lawsuit to potentially claim “hundreds of pounds each”. Apparently, it now has over 1,000 signatures, enough to apply for a group litigation order. If the firm can secure funding from a specialist litigation funder for the no-win-no-fee claim, get insurance against a failed claim, and work out how to distribute claimants across institutions, we may see a landmark case. Shimon Goldwater of the firm said this could cost universities “millions of pounds”.

Some institutions have put unspent pay in hardship funds, and those with student contracts will be checking the wording carefully. At the time, Universities UK (UUK) advised students to start with institutional complaints procedures, then if necessary escalate them to the Office of the Independent Adjudicator (OIA) in England and Wales. The OIA’s annual report came out on Thursday, showing a slight increase in complaints in 2017 – 1,635 compared to 1,517 the previous year. The student-as-consumer trend continues.

Wonkhe’s website also explains how group litigation works and a blogger warns that calls for money back could result in them becoming victims of another compensation scam.

No pause for Purdah

Research Professional explores how a Purdah period needn’t be a gag order. They confirmed that scientists are permitted to make public statements during election campaigns. On 11 April, the Cabinet Office issued revised election guidance for civil servants permitting scientists to continue with their work in the run up to an election.  During the 2017 general election, the UK Research Councils “strongly” advised against issuing press releases about new research. Jeremy Heywood, Head of the Civil Service, stated: the [purdah] principles are not, and have never been about restricting commentary from independent academics.

Fiona Fox (Chief Executive of the Science Media Centre) writes in Research Professional to urge all to get the message out:

This is an important moment for the scientific community, but only if we shout about it. We must make sure that the new guidance is to hand the next time someone tries to use purdah as a reason to restrict scientists from speaking publicly about their research during election time.

UK Research and Innovation in particular has an important role here to ensure that all the academics it funds know about and understand these positive changes. The multiple sets of guidance on guidance, which emphasises what scientists cannot say in elections, should be replaced with a simple statement of what academics should continue to do as normal.

Purdah was never intended to silence scientists, but in the absence of real clarity, some allowed that to happen. Now that we have the clarity there is no excuse to let it happen again.

Consultations

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

New consultations and inquiries this week:

  • The House of Commons Education Committee has launched an inquiry into the challenges posed and opportunities presented by the Fourth Industrial Revolution. As outlined in the inquiry press release, the Fourth Industrial Revolution is characterised by the emergence of a range of new technologies including artificial intelligence, robotics and the internet of things. The changes are likely to have a major impact on both productivity and the labour market, with low and medium skilled jobs most at risk.  The inquiry will examine how best to prepare young people to take advantage of future opportunities by looking at the suitability of the school curriculum. It will also look at the role of lifelong learning and how best to help people climb the ladder of opportunity in the future. Please see further details and links below:

Interesting news

  • If you’re a bit rusty on the different elements of parliament this 1 minute You Tube Video may be for you: Why does the House of Commons Chamber look empty?
  • Trans experience: Wonkhe bloggers examine the experience of trans and gender diverse staff in HE and how matters can move forward more positively.
  • Alumni & data protection: BU’s own Fiona Cowrie writes for Research Professional on how the imminent data protection changes will affect universities’ relationships with their alumni.
  • Personal statements: A role for school’s to supplement second-hand cultural capital by supporting students through tailored super-curricular experiences. A simple read setting out what makes the difference in successful UCAS personal statements.
  • Influencing policy through research: We’ve mentioned this previously and Wonkhe have a new blog post on getting parliament to pick up research and translate it into policy. It lists 10 simple steps to make connections and present your research effectively for policy makers.
  • Useful complaints: A blogger from the Office of the Independent Adjudicator blogs on the impact listening to and acting on complaints can have in: Complaints – student engagement in its rickets form?
  • BTEC students: BTEC students are more likely to fail and not progress to their second year, although the non-continuation rate varies with subject choice. Overall patterns of progression show more BTEC students fail the end of first year examination as compared to entrants with other qualifications. One possible explanation for this is that they are at a different starting point in terms of academic preparedness and understanding assessment expectations in HE. Interventions may therefore need to target support around learning and progression of BTEC students during first year in HE or even earlier to encourage transferable learning.  Subject-wise patterns of progressions for BTEC students show they are less successful in Computer Science and Business Studies as compared to Sports. Interventions and academic support in HE need to be tailored across subject-areas in line with course structure and programme requirements to help BTEC students achieve better educational outcomes. It might be the case that not just inclusive pedagogies across universities, but a collaborative approach between higher education providers and FE colleges, can support the progression of these students better. This is all the more important as BTEC qualifications are acknowledged as contributing to widening HE access.   Read How successful are BTEC students at university? for more detail and interactive charts.

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 JANE FORSTER                                            |                       SARAH CARTER

Policy Advisor                                                                     Policy & Public Affairs Officer

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

FHSS student needs help with online questionnaire for her research

Our PhD student Orlanda Harvey is currently conducting her study on why people use Anabolic Androgenic Steroids (AAS).  Since steroid use is a sensitive topic and its users are a hard-to-reach population we need as much help as we can get to get her survey distributed to as many as possible potential steroid users (aged 18 and over).  We, as her PhD supervisors, would like to ask you to alert friends, family, neighbours, health care professionals working with this target group, etc. to the existence of this survey.   Her questionnaire is available in paper version (from harveyo@bournemouth.ac.uk or telephone Edwin van Teijlingen at: 01202-961564).  However, the easiest and most anonymous way would be for people to complete it online using the following online link.

 

Thank you very much in advance!

Dr. Margarete Parrish

Dr. Steven Trenoweth

Prof. Edwin van Teijlingen

 

 

AHRC report about arts and humanities research on mental health

A new report, Exploring Mental Health and Wellbeing, published by the Arts and Humanities Research Council highlights the important role that arts and humanities based research can play in helping to address complex issues around mental health.

The report brings to life a wealth of case studies that are contributing to the mental health debate. These include examining the work of academics at the University of Cambridge who are pioneering an innovative design of a personalised fragrance dispenser to help manage anxiety to a project being managed by the University of Essex to educate policy-makers on the issues surrounding impaired decision-making capacity.

Research around mental health is focused around developing a cross-disciplinary approach – and arts and humanities scholars have a key role to play. The AHRC has funded research in many different aspects of mental health research in recent years, with an investment of over £10m in seventy-six projects since 2010.

The new cross-disciplinary mental health research agenda sees the UK’s seven research councils joining forces to collaborate on mental health research. Published in August this year, the agenda paves the way for cross-council collaboration on mental health, highlighting the importance of including the arts and humanities in this area of research.

Cross research council mental health networking event

Location: London Date: 31 October 2017 Time: 09:00 – 17:00

Ahead of a planned cross-disciplinary research call on mental health, the research councils are holding an informal networking event at the Imperial War Museum in London on 31 October 2017. The aim of this event is for potential applicants to learn more about our expectations of the successful network plus awards, as well as meeting potential collaborators.

Attendance at this event will be capped at 100 spaces. In the event of oversubscription they will limit the number of attendees per organisation, and also by discipline to allow for even representation across the remits of the research councils. Therefore attendees will be expected to represent the wider interests of their organisation as well as their individual interests. Due to the cross-disciplinary nature of these awards, the aim is for attendees at the networking event to span the remits of the research councils.

They welcome attendance from potential applicants and collaborators representing academia and also charities, service providers, businesses, clinicians etc.

Registration will close at 16:00 on 12 October 2017.  For further information on how to register please see the ESRC website

RCUK Mental Health webinar

Date: 20 September 2017;  Time: 14:30 – 15:30

This cross Research Council organised webinar is open to participants from across the remits of the Councils. It will provide further detail regarding the recently published Cross-disciplinary Mental Health Research Agenda (PDF on RCUK website), which was collectively developed by the Research Councils in consultation with a wider audience.

It will also provide details about a soon to be announced Cross-disciplinary Network Plus call, which will be led by the ESRC on behalf of the Research Councils, and will be open to applications from across the remits of the Research Councils. Participants will have the opportunity to take part in a Q&A session towards the end of the webinar.

Registration

Participants will need to register in advance by emailing mentalhealth@esrc.ac.uk. Please include the following information within your email:

  • Full name
  • Institution
  • Country you will be dialing in from

Once your place has been confirmed you will receive a confirmation email giving you the details needed in order to participate in the webinar.

The deadline for registration is 15 September 2017. Please note that places are limited and will be allocated on a ‘first come, first served’ basis within each Research Councils remit.

UK Research Councils join forces on mental health

The UK’s seven research councils have announced they will be working together to encourage and strengthen mental health research. Mental health is recognised as a major societal challenge that requires novel cross-disciplinary research approaches, that is, research that spans more than one branch of specialist knowledge. They have published a new research agenda, paving the way for cross-council collaboration on mental health in the years ahead. Following the publication of the research agenda, a cross council call will be launched in early September 2017.

In 2016 an expert group was set up to advise the research councils on the development of a new mental health research agenda to strengthen cross-disciplinary research. The group was made up of leading academics in the field of mental health. It considered specific research areas that could be tackled through cross-disciplinary work and across the individual remits of each research council. A wider group was also consulted, including academics, funders, mental health charities, representatives of end users of research and service user organisations.

It is estimated that 23% of the UK population is affected by mental health problems at some point each year. In spite of recent progress, more research is needed to better understand how to prevent, diagnose and treat mental illness. Only about a quarter of people with a mental health problem are deemed to receive ongoing treatment, leaving the majority grappling with mental health issues seeking help or information on their own, and depending on the informal support of family, friends or colleagues.

You can view the new mental health research agenda here .

RKEO will publish on the blog the calls related to this agenda; with the first expected in September.  BU academics are well-placed to submit to upcoming calls.  Watch this space!

NIHR – mental health advisor required for panel

The NIHRs  Health Technology Assessment (HTA) programme is seeking to appoint a member of the Mental, Psychological and Occupational Health (MPOH) advisory panel, one of the five Topic Identification, Development and Evaluation (TIDE) panels. These panels advise on the research agenda for the HTA programme based on the needs of the NHS. This opportunity is for a commissioner with a mental health background.

The MPOH panel focuses on therapies relating to mental health and psychological disorders at all ages including diagnosis of mental illness or cognitive deficits and learning difficulty, as well as therapies used in any aspect of occupational health.

The term of office is four years starting in May 2017. Travel and expenses will be paid.

If you have any questions about this opportunity please contact Emma Catlin at emma.catlin@nihr.ac.uk.

You will find advice on how to apply in the specification document, as well as a link to the application form and optional equal opportunities form at the top of the advisory group opportunities page.

BU Visiting Fellow Dr. Flora Douglas speaking as THET volunteer in Nepal

Flora final speechToday we had our first training session of the final THET mental health in maternity care project.  UK volunteer Dr. Flora Douglas spoke about key aspects of health promotion and focused particularly on notions of community-based approaches.  Flora is based at the University of Aberdeen and she is also a Visiting Fellow in the Centre for Midwifery, Maternal & Perinatal Health (CMMPH).  This was her first visit to Nepal.  She was inspired to volunteer as she had been a MSc supervisor some years ago on a project that related to the Green Tara Nepal health promotion intervention.  Bournemouth University has been working with Green Tara Trust, a Buddhist charity based in London for many years.BC Flora

Yesterday Flora had visited one of the 20 birthing centres in Nawalparasi, the district where the THET training takes place.  Flora was very humbled by the experiences of the community-based maternity care workers in the light of many constrains.  She said: “I have seen pictures of such birthing centres and read about them in the literature, but it is not until you see them first hand that you realise how staff have to work with such limited resources.certificate

The attendees, who are nearly ANMs (auxiliary nurse midwives) were highly enthusiastic and very keen to discuss and learn.  They shared some very personal and touching stories about their practice.  Flora added: “I am very struck by their understanding of the importance of the social and cultural determinants of both psychical and mental health.”  Many found they had learnt something in previous THET sessions in 2016 about communication with women and counselling family members about mental health, and perhaps most importantly, listening more to women.  Last, but not least, Flora commented on the dedication of the participants: “At least two of the participants told me they travelled ten hours to get here for our one-day workshop. This really shocked me, particularly having seen the quality of the roads and public transport!”logo THET

 

Prof. Edwin van Teijlingen

CMMPH

New THET project paper published

thet-needs-assessmentToday saw the latest publication on our BU-led THET in Nepal.  The paper ‘Needs assessment of mental health training for Auxiliary Nurse Midwives: a cross-sectional survey’ was published the Journal of Manmohan Memorial Institute of Health Sciences [1].   This paper reports on a quantitative survey with nearly all Auxiliary Nurse Midwives in Nawalparasi District in the southern part of Nepal. The findings illustrate the lack of training on mental health issues related to pregnancy and childbirth in this group of health workers. Thus the paper’s conclusions stress the need for dedicated training in this field.logo THET

This is the third publication linked to our mental health and maternity care project. In Nepal mental health is generally a difficult to topic to discuss. THET, a London-based organisation, funded Bournemouth University, and Liverpool John Moores University in the UK and Tribhuvan University in Nepal to train maternity workers on issues around mental health.  This latest paper and the previous two papers are all Open Access publications.  The previous two papers raised the issue of women and suicide [2] and outlined the THET project in detail [3].

np-thet-2916-jilly

Prof. Edwin van Teijlingen

CMMPH

 

References:

  1. Simkhada, B., Sharma, G., Pradhan, S., van Teijlingen, E., Ireland, J., Simkhada, P., Devkota, B. & the THET team. (2016) Needs assessment of mental health training for Auxiliary Nurse Midwives: a cross-sectional survey, Journal of Manmohan Memorial Institute of Health Sciences 2(1): 20-26. http://www.nepjol.info/index.php/JMMIHS/article/view/15793/12738
  2. Simkhada, P., van Teijlingen E., Winter, R.C., Fanning, C., Dhungel, A., Marahatta S.B. (2015) Why are so many Nepali women killing themselves? A review of key issues Journal of Manmohan Memorial Institute of Health Sciences 1(4): 43-49. http://www.nepjol.info/index.php/JMMIHS/article/view/12001
  3. van Teijlingen, E., Simkhada, P., Devkota, B., Fanning, P., Ireland, J., Simkhada, B., Sherchan, L., Silwal, R.C., Pradhan, S., Maharjan, S.K., Maharjan, R.K. (2015) Mental health issues in pregnant women in Nepal. Nepal Journal of Epidemiology 5(3): 499-501. http://www.nepjol.info/index.php/NJE/article/view/13607/11007

Human Henge: Historic landscapes & mental health at Stonehenge

Stonehenge in the sunshineCongratulations to colleagues on the recently funded project “Human Henge: Historic landscapes and mental health at Stonehenge”.  This research led by the Restoration Trust. The project has been funded by the Heritage Lottery Fund, English Heritage Trust and Wiltshire County Council and has multiple partners and contributors including Wiltshire County Council, Richmond Fellowship, English Heritage Trust and Bournemouth University. From BU, Prof Tim Darvill (Director Centre of Archaeology, Faculty of Science & Technology) and Dr Vanessa Heaslip (Faculty of Health & Social Sciences) are engaged in this project.

The Human Henge research project is a therapeutic sensory experience of Stonehenge for two facilitated groups, each of up to 16 local people with mental health problems, plus carers, support workers, volunteers and staff. Over ten weekly three-hour sessions, one at night, each group walks the landscape, reaching through time to other humans whose traces are illuminated by accompanying pre-historians, curators and artists. Individual experiences cohere in a shared spoken epic which is augmented from session to session. The groups arrive inside the Stone Circle near the winter solstice and spring equinox; collaborating with their chosen artist, they decide what they do there.

Congratulations!

Prof. Edwin van Teijlingen

CMMPH