Tagged / mental health

PATH Final Conference – November 18th

PATH perinatal mental health final conference

The final conference for the PATH project is in Antwerp on 18th November, 2022.

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

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

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

NIHR ARC Wessex Mental Health Research Hub

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

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

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

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

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

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

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

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

Email: jmurphy@bournemouth.ac.uk

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

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

Mini Reshuffle

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

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

In addition, last week these appointments were made:

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

Research

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

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

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

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

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

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

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

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

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

Parliamentary Questions:

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

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

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

Skills Bill – OfS’ proposed new powers

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

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

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

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

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

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

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

Here’s the short Wonkhe blog on the topic.

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

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

Access & Participation

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

In a presentation, there was the following advice:

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

We even get a mention in the speech!

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

Wonkhe blogs:

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

Admissions

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

Education Secretary Nadhim Zahawi said:

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

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

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

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

Balancing FE & HE

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

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

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

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

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

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

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

Students

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

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

Wonkhe blog by Mary Curnock Cook here.

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

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

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

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

Gambling: Parliamentary Question on supporting students with gambling addictions.

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

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

PQs

Other news

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

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

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

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End of year HE policy update December 2021

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

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

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

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

Big changes…on hold

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

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

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

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

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

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

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

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

TEF, Wonkhe blogs:

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

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

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

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

Labour Reshuffle

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

Research

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

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

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

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

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

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

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

Blogs:

Parliamentary Questions:

Access & Participation

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

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

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

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

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

Care Leavers/Student Finance:

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

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

Blogs:

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

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

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

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

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

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

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

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

Mental Health

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

HE Staff

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

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

OfS priorities

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

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

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

OfS Priorities for 2022:

  • Quality
  • Equality of opportunity
  • Harassment and sexual misconduct

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

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

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

Student Accommodation

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

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

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

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

In the meantime, Wonkhe report:

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

Wonkhe blogs on the topic:

PQs:

Admissions

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

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

Other key headlines include:

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

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

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

Parliamentary Questions

Other news

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

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

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

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

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

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

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

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

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

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

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

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

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

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New publication from the Department of Psychology

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

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

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

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

The future of mental health research in Wessex – online meeting

Date: 9 December 2021

Time: 12:30-14:00

Location: OnlineChaired by Professor Chris Kipps, in this meeting attendees will learn about the new mental health network in Wessex and explore opportunities to collaborate and discuss the mental health research landscape across Wessex. Register for a place here.

HE policy update for the w/e 8th October 2021

Parliament was still in recess whilst the Conservative Party Conference takes place. We have the news from the Conference, some movement on Essay Mills and several new reports.  And we have a big primer on student finance, ahead of the budget.

Conservative Party Conference

After the first day of the Conservative Party conference Wonkhe speculate what the personalities and lack of fiscal room for manoeuvre mean for HE in the forthcoming spending review (looming on the later October horizon):

  • At last night’s Policy Exchange fringe meeting, new Secretary of State Nadhim Zahawi represented a breath of fresh air insofar as he was keen to stress that decisions would be “evidence-led”, that he understood that universities delivered vocational skills and that a consultation is still coming over aspects of Augar. But the spending envelope isn’t his call – and the big question for this spending review remains “What does Rishi Sunak want?” If he wants to balance the books and demonstrate fiscal prudence – and all the signs point to a reining in after the immense scale of public spending during Covid-19 – then universities could be in for a rough ride when stacked up against other pressing priorities. The potential for a fee cut, in particular, will be keeping university finance directors up at night. Without a complete rethink of the funding system, there are few good available options to reduce the overall cost of the system. Thanks to inflation, even maintaining the status quo of the frozen fee level means diminishing funding to higher education over time.
  • It now seems likely that a new financial settlement, aimed at reducing the Treasury’s exposure to higher education, will see changes to graduate repayment terms, perhaps even retrospectively for existing students. Last week, former universities minister David Willetts, in a pamphlet for the Higher Education Policy Institute, suggested that this option is more politically defensible at a time of constrained public spending than reducing funding to universities via tuition fee cuts. Minimum entry standards could also do its bit to cap the supply of students over time, thus saving Her Majesty’s Government a little more money, though with few outside the fringes of the Conservative Party genuinely believing that fewer people benefiting from a higher education is a desirable outcome, and ever-growing numbers of school and college leavers hoping to go – it’s a policy that if implemented could end up coming back to bite the Conservatives in the future.
  • So with so many moving fiscal and political parts around the spending review and Budget, there’s every chance that late deals could lead to unexpected outcomes and changes to what was previously thought to be a direction of travel. As ever in politics, decisions are not made until they are announced in public, and with this prime minister in particular, huge changes of direction can be made on a whim

New Education Secretary Nadhim Zahawi gave a keynote address at the Conservative Party Conference. It focussed heavily on schools (including emphasis on English and maths). Nadhim also gave HE a nod in crediting Oxford University for the vaccine development. The Government’s intention towards T levels remains.

  • DfE is investing in maths hubs, while at post-16 there is funding for a further 2m courses. One day soon I want T levels to be as famous as A levels.
  • Zahawi promised a schools White Paper in the new year to focus on illiteracy and innumeracy. I will work tirelessly…to unleash the brilliance of young people in this country.
  • Nadhim added that as Vaccine minister he used evidence to deliver a world-leading vaccines programme and that DfE will deliver the same for education.

Chancellor Rishi Sunak promised new scholarships in artificial intelligence:

2,000 elite AI scholarships for disadvantaged young people within the Government’s focus on innovative technology which he stated was a sign of the party’s ambition for the future.

Prime Minister Boris Johnson made a particularly colourful rambling speech to entertain the Conference attendees. It was light on HE content. Within the context of levelling up he questioned why York (2 universities) had so many graduates yet Doncaster (a FE/HE college) didn’t. Perhaps not the best example his aides could have chosen.

  • There was also familiar messaging about the alternative routes than university: our universities are world beating, I owe everything to my tutors and they are one of the great glories of our economy but we all know that some of the most brilliant and imaginative and creative people in Britain and some of the best paid people in Britain did not go to university and to level up you need to give people the options the skills that are right for them and to make the most of those skills and knowledge and to level up you need urgently to plug all the other the gaps in our infrastructure that are still holding people and communities back
  • On foreign investment: It was not the government that made the wonder drug it wasn’t brewed in the alembics of the department of health. It was, of course it was Oxford University, but it was the private sector that made it possible behind those vaccines are companies and shareholders and, yes, bankers.

Lots of focussed discussion took place during the Conservative Party Conference fringe events. Here are some summaries of the content prepared by Dods with bold emphasis added so you can pick out the most relevant HE points.

Contract Cheating

On Tuesday the DfE stated it will introduce a ban on ‘essay mills’ via the Skills and Post-16 Education Bill which is currently making its way through Parliament. The Government intends to make it a criminal offence to provide, arrange or advertise cheating services for financial gain to students taking a qualification at any institution in England providing post-16 education including universities.

You’ll recall from our regular coverage on contract cheating that Lord Storey has campaigned to this end for a long period, including introducing two Private Member’s Bills (PMB) which the Government was not opposed to but neither succeeded. In contrast to Lord Storey’s PMB the DfE’s intention is to apply the legislation to all post-16 providers including colleges and sixth forms.

Previously the Government urged the QAA (Quality Assurance Agency for Higher Education), UUK and the NUS to collaborate and produce institutional guidance on combatting the threat from essay mills and compiled guidance for students to make them better aware of the consequences to send the clear message that these services are not legitimate.

Minister for Skills Alex Burghart said: Essay mills are completely unethical and profit by undermining the hard work most students do. We are taking steps to ban these cheating services. We have also announced a new measure to make sure all young people receive broader careers guidance so everyone can get the advice that’s right for them. [Perhaps meaning to pursue T levels and an alternative route than university.]

Gender Differences in subject choice

The Institute for Fiscal Studies (IFS) paper Gender differences in subject choice leads to gender pay gap immediately after graduation highlights how course choice exacerbates the gender pay gap.  IFS notes:

  • In 2019 – before the pandemic disrupted data collection – women were paid 16% less per hour than men on average. The gap in average annual earnings was even larger, at 37%, since women are much more likely to work part-time.
  • The financial return to getting a degree – how much more a graduate earns compared to an otherwise similar non-graduate – varies enormously across subjects. Previous IFS research estimates that studying economics at university boosts women’s pay by 75% by age 30; this is more than ten times the return to studying creative arts (7.2%). However, women make up nearly two-thirds of creative arts graduates but less than a third of economics graduates.
  • In general, women are overrepresented in degree subjects with low financial returns. There are some exceptions – for example, medicine and law both have average or slightly above average shares of female students and very high returns.
  • Differences in degree subject choices explain most of the gender pay gap soon after graduation.
  • Of the 5% gap in annual earnings at age 25, 2.9 percentage points (55%) can be accounted for by university subjects, with A-Level subject choices making up a further 0.2 percentage points (5%).
  • Subject choice continues to contribute between 3 and 5 percentage points to the gender pay gap over graduates’ early careers.
  • But over this period, other factors lead to a widening of the gender pay gap, so that by age 30, subject choice explains only a fifth of the total gender pay gap.
  • Other factors that come into play could include motherhood, gender differences in attitudes towards risk, recognition for group work, hours worked, the propensity to bargain over wages and ask for promotions, and discrimination.
  • We should be concerned if information on the returns to different subjects isn’t easily available to young people, and if the large differences in subject choice (arts for girls, economics for boys) are driven as much by gender stereotypes as by true preferences.
  • When it comes to a subject like economics, which delivers the very highest financial return for female (and male) graduates, there is an additional concern that many students cannot access the subject at all because it is not offered in their school.
  • More needs to be done to educate and inform young people about subject choices at A level and university, particularly in a system like the UK where subject choices narrow at an early stage and where decisions taken early can have long-lasting effects.

Research

Research and innovation review: BEIS published the terms of reference for the Review of the Research, Development and Innovation Organisational Landscape. The independent review (announced on 22 July) will be led by Sir Paul Nurse with the final report expected during Spring 2022.  The goals of the Review are to:

  • explore the features and characteristics in the existing ecosystem of RDI-performing organisations across the UK, learning from the best in the world and drawing on transformative examples
  • identify whether improvements to the organisational research landscape are required to deliver the government’s objective for the UK to be a science superpower at the forefront of critical and emerging fields of science and technology, and drive economic growth and societal benefit
  • futureproof the UK landscape of organisations undertaking all forms of RDI, from pioneering, visionary blue-skies research to practical support for innovators to commercialise or implement their ideas, and ensure an agile and sustainable system that can respond to future priorities and developments

The Review will consider the full and varied policy and funding context within which RDI-performing organisations are set up and operate. The Review is focused on the landscape of organisations that deliver research rather than on mechanisms for funding research and will:

  • analyse how the various organisations that contribute to the ecosystem of RDI-performing organisations across different parts of the UK – including universities, institutes and laboratories, across UK government and the devolved administrations, public, private and non-profit sectors – compare to each other and that of other countries with strengths in RDI
  • learning from international examples, consider the role that different mixes of organisations can play in delivering economic and societal impact from RDI, and the mechanisms and business models that will best enable the UK to capitalise on emerging and new fields of science and invention
  • consider how best to secure an organisational landscape now and in the future that delivers high-quality RDI outputs, and which is sustainable and cost-effective
  • consider options to support the UK’s strengths and what targeted interventions in the public sector might enhance the quality and diverse mix of RDI-performing organisations through our policy framework and the policies of the devolved administrations

Research Budget distribution: MillionPlus, the Association for Modern Universities, published a policy briefing calling for the pledged increase of the R&D budget to £22bn to be shared more equitably around the country in the name of the Government’s levelling up goal.  The briefing emphasises the importance of re-balancing the way research in the UK is funded so that modern universities, many of which sit in marginalised areas of the country, and those hit hardest by the pandemic, can do more to support a world-class system of research and innovation, for the benefit of their regions and the country. Recommendations:

  1. Scale up the Higher Education Innovation Fund, so that knowledge exchange makes up a greater proportion of overall grant funding from Research England.
  2. Increase the number of Knowledge Transfer Partnerships funded across the UK.
  3. Expand the Strength in Places Fund.
  4. Ensure that the Shared Prosperity Fund is devolved, based on long-term funding cycles, and accessible to universities and local businesses.

MillionPlus also published Innovate and generate: modern universities supporting local businesses aiming to highlight the partnerships that modern universities with local roots and an industry-facing outlook  have with businesses in their regions. The document emphasises their calls for Government to prioritise and dedicate specific R&D funding streams for such relationships and the positive impact it can have on levelling up the UK.

Quick news

  • Incentivising business innovation through taxation – CBI Economics consider the arguments for R&D tax credits
  • Imperial College London announced their new Institute for Infection. The aim of the Institute is to address some of the biggest unanswered questions in the field of infectious disease, such as how is climate change impacting the spread of diseases transmitted by flies and mosquitoes, how can gene-editing technologies help to reduce the spread of disease (such as Dengue and Zika), and how can animal vaccination programmes help to curb diseases which also affect humans.

Access & Participation

Student Hardship funding: Hitting the news last week (from the July OfS Board papers) was that £1.66 million of the additional £70 million hardship funding provided by the Government was unspent and recovered by the OfS.

Wonkhe say: Despite overwhelming evidence that the hardships caused by Covid-19 were near universal, the government was wedded to the idea of individual student problems rather than the systemic issues felt across the whole cohort. There were conditions attached to allocation: providers had to distribute funds to students that expressed a specific need, and all of the money needed to be handed out by 31 July…The complexity of existing hardship fund arrangements at providers (many had to recruit extra staff to administer the process) and the tight deadline (three months for the final tranche) made it difficult to get the money to where it was needed.

Mental Health

The Mental Health Foundation released new research combining evidence with expert opinion and public views. You can read about it here but in short it recommends (in order of popularity):

  1. Be aware of using drugs to cope with difficult feelings
  2. Build money skills and seek financial support if you need it
  3. Get more from your sleep
  4. Develop awareness of your feelings and emotions
  5. Have something to look forward to
  6. Get closer to nature
  7. Speak to someone you trust for support
  8. Stay curious and open to new experiences

Almost as popular (chosen by at least 45% of the public panel) were:

  • Have a healthy diet
  • Help others, contribute to something bigger
  • Engage in physical activity
  • Practice gratitude and cultivate hope
  • Strengthen social connections

Our research shows that it’s the fundamentals of life that protect our mental health: our finances, our relationships and our experiences

Student Finance

The DfE updated the information on who is eligible for undergraduate, postgraduate and further education financial support from Student Finance England. The update includes new policy notes on the rights to home fee status and student support for people covered by the Withdrawal Agreements who make a valid late application to the EU Settlement Scheme, and rights for joining family members under the EU Settlement Scheme:

Possible changes to fees and funding have been in the news a lot over the autumn in the build up to the Comprehensive Spending Review on 27th October when, yet again, we are promised the final response from the government to the Augar report and an outcome for the Review of Post-18 Education and Funding, which Augar was meant to inform.

Some changes have already happened:

  • Some OfS funding for “non-strategic” subjects was cut this year – but it was a small cut to a tiny amount of funding. Anxiety was heightened because the former Education Secretary kept saying in the HoC and to newspapers that he was “slashing” funding, but he was exaggerating.  A lot.  The OfS got very defensive about it.  You can read what they did here.  Anyway, it set the tone for what may be more to come.  The OfS were told to stop calling the main funding a “teaching” grant and call it a “strategic priorities” grant.  You get the point.  Let’s hope the updated Ministerial team choose their language more carefully, to avoid future misunderstanding.    Words matter.
  • The OfS decided to distribute a chunk of their capital funding via a competitive bidding arrangement, in a big departure from previous allocation methods. You can read what they did here.  This may well also set the tone for the future, and is consistent with what is expected to happen with some streams of research funding going forwards.

The main pre-announcement that we are expecting to see followed through with a consultation at the end of the month is on minimum entry requirements.  This is a technique to reduce or at least limit the growing cost of the student loan portfolio by applying a floor to the academic entry requirements that applicants must meet in order to qualify for a student loan.  Students could still go to university, if they pay their own way, of course, or are able to borrow the funding another way.  Widely criticised as a cap on aspiration and a retrograde step for social mobility, because of the risk that many of the potential students who will be excluded from university will be those whose prior attainment does not reflect their true potential, and because many of those will be in that position as a result of some form of disadvantage.   We have commented on this extensively before and note that Augar suggested that it be deployed as a last resort if universities did not clean up their act on quality.  We note that we are not convinced that there is necessarily a direct link between “quality” and low entry tariffs and that it feels a bit early in the cycle for last resorts.  But there you are.  The definition of quality debate is a much bigger one that is ongoing now as the OfS looks at its licence conditions.

And there could be many other things announced.  Most of the press coverage recently has been about a potential cut to the repayment threshold (increased by Theresa May in a shock move after the 2017 election that cost the government a lot of money).  This idea has not been well received by students or recent graduates.  We note that retrospective changes to the terms of loans (other than interest rates) are not usually allowed (for banks, for example), and that there is a general feeling that students and recent graduates, who have not had a great couple of years, will be asked to fill a government financial hole “because they don’t vote conservative anyway”.  Given that Theresa May put the floor up precisely because she was worried about the so-called youthquake in the 2017 election, the link seems to be a fair one.  The Tories in 2017 didn’t have the majority that they have now.  And the financial hole is very big.

BU staff can read our May 2021 summary of what else we might have to look forward to here.

Given that there is likely to be a flurry of press stories, better or less-well informed opinion, social media excitement etc, around any changes, we wanted to give you a bit of context.  Apologies to regular readers or those with students in the family who know all this, all too well, but here we go.  And apologies to readers in the devolved nations, we are focussing on England here.  Also we are focussing on undergraduates.

Undergraduate tuition fees

These are capped.  The cap hasn’t moved for a long time.  There is very little prospect of it moving for a long time to come.

They are not tuition fees.  The OfS in their most recent publication on the subject (well worth a read) calls them “course fees”.  They aren’t really that either.

When they were introduced they replaced a big chunk of government funding for universities and, apart from those universities with huge numbers of international or post-graduate students, or huge proportions of research or donor income, these fees are the main source of income for most universities.  They therefore pay for staff, services, loan interest, depreciation, building maintenance, IT, OfS registration fees, and so on – the lot.  They famously cross subsidise research which is generally funded at less than cost.

If a student has a tuition fee loan (most do as otherwise they need to pay up front), the fee is paid by the Student Loan Company directly to the university in three chunks across the year.  The biggest chunk (50%) is paid in the summer AFTER the student has completed most of the year.  This helps avoid a situation where the university gets money for students who don’t stick around.  But it also explains why cash flow across the year is a talking point in universities, and why a temporary change took place last year when the second instalment was paid early because of concerns about financial sustainability of universities in the pandemic.

Maintenance loans

These loans are made available to UK students to help with their living and other costs while at university.  They replaced the grant system.  Before loans were introduced, if students didn’t qualify for a grant they needed parental support or another source of income.  That is still the case.  There is a minimum amount for a maintenance loan, but above that loan eligibility is means tested according to the income of the student’s family.  So the vast majority of students in the UK still need parental support for their maintenance costs, and if that isn’t available, they will need to work or borrow money instead.

You can see more in the SLC document for 2021/22 students.

Maintenance costs are a huge issue for many students.  Unlike the tuition fee, which is paid by the SLC to the university, this is cash the students need to find and spend.  There has been a lot of coverage of the high cost of accommodation in many places (often more than the maximum loan) and of the particular unfairness of the situation over the last two years when students were told by the government not to return to accommodation they had paid for, with money neither they nor their families could afford.  That’s a long and separate story.

Student loans

Although they are called loans, student finance arrangements are very different from the usual loan arrangements we are all used to, and this is where it gets complicated and political.  So apologies again.  This very useful paper from the House of Commons library (September 2021) has lots of context on this.

As noted above, student loans are made up of two items, tuition fees and maintenance loans (you can also use a student loan for postgraduate support but that’s a different story).

Interest starts to accrue on the loan balance straight away, while the student is at university.  Interest rates are very high – compared to some other rates available in the market.  But the interest rate charged varies over time and according to the income of the graduate (not their family, this time).

From an SLC document describing 2021/11 arrangements:

  • While studying and until 6th April after you finish: RPI pls 3%
  • After that:
    • Income £27,295 or less – RPI only
    • Income above £27,295 to £49,130 – Interest applied on a scale from RPI to RPI + 3%
    • Income above £49,130 – RPI + 3%

Martin Lewis explained the latest rate for Money Saving Expert in October 2021:

  • On 1 October 2021, for students from England and Wales who started university in or after 2012, the headline student loan interest rate decreased from 5.6% to 4.1% in line with the current RPI, and the temporary ‘Prevailing Market Rate’
  • Despite the decrease, this rate is still higher than most mortgages, and far higher than for students from prior cohorts. And, the headline rate is expected to increase again, to 4.5%, on the 1 January 2022. 

Repayment arrangements

This is where student loans really start to look different from “normal” loans. The student finance arrangements we have are not really loans at all.  Really what we have here is a graduate tax.  But shhh – it isn’t called that.  Because people don’t like taxes, so it could never be called a tax.

The notional amount of the student finance grows throughout out the time that a student is studying, and interest is added during that time and afterwards.  So far so like a loan.

But – graduates only start to repay it from the April after their course ends, and only when their income reaches a threshold.  Most students are on what is called “plan 2” and we are going to use their data:

  • You’ll only repay when your income is over £524 a week, £2,274 a month or £27,295 a year (before tax and other deductions).
  • G. Your annual income is £28,800 and you are paid a regular monthly wage. This means that each month your income is £2,400 (£28,800 divided by 12). This is over the Plan 2 monthly threshold of £2,274. Your income is £126 over the threshold (£2,400 minus £2,274). You will pay back £11 (9% of £126) each month.

In other words, repayments are means tested, and only the income over the threshold is used to calculate the repayments.  Clearly in a lot of cases that means that the amount you are repaying is not enough to cover the interest that is also still accruing.  So the overall amount just keeps on going up, just as it would with a “normal” loan if you didn’t pay enough off each month.

The other big difference with a “normal” loan, though, is what happens at the end.  The whole thing, interest and all, is written off after 30 years from the April after your course finished.  That is a big and growing cost to the government.  This very useful paper from the House of Commons library (September 2021) gives some context on what this means.

  • The RAB charge is the difference between the amount lent to a cohort of students, and the value of their repayments as graduates. For 2020/21 it is predicted by the Government to be 53%.
  • … repayments for the 2020/21 cohort will range from just over £1,000 on average in decile 1 to almost £63,000 for decile 10. The average lifetime repayment across all borrowers is just over £19,000.
  • “Overall, 22% of borrowers are forecast to repay their loans in full, this rate varies from 0‑2% in the bottom four deciles to 87% in decile 10”

So when students say that they are “paying” tuition fees – they aren’t paying it yet, and in fact most will never pay it all back.  Only the highest earners, mostly men, will pay it all back.  The paper has charts showing the difference for women and men.

We should also note that the loan is not treated like a normal loan when you are taking out a normal loan, either.  Your potential repayments are taken into account when considering your ability to pay, but it is not treated the same way for your credit score as a typical loan would be.  So it is treated more like a mobile phone contract than a car loan.

So it’s really a graduate tax which stops after 30 years.  Or an income dependent contingent loan (which is written off after 30 years).

Potential changes

The government would clearly like to recover more of this money.  It must be noted that it was never intended that it would all be repaid, however.  When the system was set up it was deliberately intended that only the students with higher income would pay it all back.  This was meant to be progressive.

That’s why there has been little sympathy for arguments to reduce the interest rate.  On the face of it, students seem to be “paying” a high interest rate.  But they aren’t in fact paying it at all, and most of them will never pay it.  It accrues at a high rate, and then most of it is written off.  So increasing the interest rate may be an option instead:

  • The impact of a 1 ppt increase in the interest rate would mean that the average repayment per borrower would increase by £1,500 or 5.2%.
  • However, this increase is not spread evenly across borrowers. Only those with higher earnings pay back more. The number of borrowers who repay their loan in full would drop from 22% under the current system to 18%.

For a long time the government was able to keep this cost “off the balance sheet” until the auditing rules were changed and the whole cost was added to the national debt.  That started to change perceptions about it.

And of course, since the scheme was introduced, the number of students going to university has increased, we are just emerging from a demographic dip.  So the potential cost just keeps on going up.

We have already mentioned changes to the repayment threshold may be under discussion.  That has all sorts of consequences – but they are not very progressive (another HoC library paper):

  • Middle earners would see the largest absolute increase of around £4,000 on average, while the highest earners would see their repayments fall slightly.
  • While the increase for lower earners is below average in absolute terms, it represents the largest percentage increase at around 30%. The number of borrowers who repay their loan in full would increase from 22% under the current system to 25%.

There has also been talk of extending the payment term from 30 to 35 years (Augar said 40) and increasing the rate of repayment (different from the interest rate).  Another helpful briefing paper here.

  • both measures result in increased lifetime repayments especially from middle to higher earners.

What next

We’ll see.  But we think there will be some tinkering with repayment arrangements – despite the fact that these would be retrospective changes to the agreed terms.  And there may be other changes that will reduce the number of people eligible to take these loans out in the future – as well as the minimum qualifications requirement.

Or there may a cut in the tuition fee.  The latter would reduce the loan book and the notional interest  – and give the government more direct control of university funding though the use of “strategic priorities” to top up (some of) the difference  – consistent with the current direction as noted at the start of this section.

There could be caps on the numbers of students studying particular subjects, or at particular institutions (if they don’t meet quality thresholds, for example). Note in this context that the government is increasingly linking definitions of quality to “outcomes”, by which they mean highly skilled employment and relative earnings.  And that is a whole different subject which we have discussed before, and will again.

Mature students

The Lifelong Education Commission, supported by ResPublica and chaired by former universities minister Chris Skidmore MP, published The Pathway to Lifelong Education: Reforming the UK’s Skills System. It is the first of 8 reports the Commission has planned on on lifelong learning and the UK’s skills system. The Commission recommends how the barriers to adult learning can be removed; what future investment is needed to support this; and what change is needed to ensure the maximum flexibility that will benefit learners and deliver on the promise of a whole system change for lifelong education.

Recommendations:

  1. All citizens will be able to access the loan entitlement regardless of prior qualifications, or how they choose to study, including: modular or full qualifications; part-time or full-time; via face-to-face or distance learning.
  2. The Lifetime Loan Entitlement should allow funding to be applied to different modules of learning to enable (i) existing qualifications to be unbundled into smaller units (e.g. 30 to 60 credits) and (ii) microcredentials to be stacked as part of larger units.
  3. A more ambitious reform would be to create a unified credit-based funding system that does not distinguish between different modes of study and provides equal access and support for learners regardless of how they learn or where learning takes place.
  4. Alongside the loan entitlement, Government should consider means-tested maintenance grants to provide support with living costs and encourage adult learners to access higher technical qualifications, particularly those for whom debt will be viewed as a disincentive and a barrier to reskill.
  5. Government should: (i) Build on the existing credit framework and regional consortia approach to design a networked system that can guarantee the autonomy of higher education providers while enabling the transfer and accumulation of credit. (ii) Consider reform of the wider regulatory framework to simplify the jurisdiction between various bodies (HEIs, the Institute, QAA, Ofsted, OfS, etc.) regarding higher technical qualifications, which has the scope for duplication and inconsistency. (iii) Consider Scotland’s ‘articulation agreements’, which provide a good model for clearer routes between FE and HE.
  6. There is, especially in England, a need to bring together and better integrate the various parts of the careers system: (i) A single integrated careers service is required for all citizens at all stages of their working life. This will need to provide high level, specialist advice, available in every locality. (ii) A system should be established to regulate and support the continued professional development of careers advisers. As a minimum, all careers advisers should be registered with the Careers Development Institute and have relevant qualifications at Level 4 or above.
  7. Retain part-time student premium funding and make part-time learning an explicit priority for the teaching grant to incentivise lifelong education and training.
  8. Remove the remaining restrictions on ELQs so that available funding (including loans for fees and maintenance) can support those who want to study for a second higher education qualification in a different discipline.
  9. Government should explore options, including a ‘Flexible Skills Levy’ and ‘Tax Credits’ to incentivise employer investment in skills training.
  10. In addition to employers and educational institutions, Mayoral Combined Authorities in England with devolved responsibilities for adult skills should play a central role in the coproduction of local skills plan. Moreover, MCAs should be given genuine power over issues of essentially regional concern. Almost all of the functions currently exercised by the Department for Education could be devolved.

Former universities minister Chris Skidmore said: If there is one policy to deliver ‘levelling up’, it is adult learning and skills. Acquiring new skills is something we all do throughout our lives. Yet the formal process for acquiring them is incredibly constrained. There are too few opportunities to return to learning for those who have left it. And those willing to retrain or re-skill can barely see the wood for the trees; the pathways are so complex.

The government is embracing adult learning at just the right time. The Lifelong Learning Entitlement, combined with the prospect of modular and course-based learning and the expansion of Level 4 and 5 provision, has the potential to create new journeys into learning for those for whom a graduate route was not the way. But if these reforms are to succeed, it is essential that new partnerships are forged between HE and FE providers.

Grammar and spelling – the next stage of the culture war?

The OfS have published an ominous paper on this.

  • This review examines the policies on spelling, punctuation and grammar in written assessment at a small number of higher education providers. It features anonymised examples of approaches that maintain rigour in student assessment, and examples of approaches that do not.
  • The purpose of the review is to highlight to higher education providers which assessment policies are likely to be a cause for regulatory concern, and encourages providers to adjust their policies accordingly.

This supports the position in the recently closed consultation on quality conditions.

New condition B4.2: 

…the provider must ensure that:  …c. academic regulations are designed to ensure that relevant awards are credible;   ….

“credible” means that, in the reasonable opinion of the OfS, relevant awards reflect students’ knowledge and skills, and for this purpose the OfS may take into account factors which include, but are not limited to:  …ii. whether students are assessed effectively and whether assessments are valid and reliable;  ….

Guidance re “Credible”: …identifying circumstances in which it is likely to be concerned about the credibility of a provider’s qualifications:…c. Students are not penalised for poor technical proficiency in written English. For example, for assessments that would reasonably be expected to take the form of written work in English and for which the OfS, employers and taxpayers, would reasonably expect such proficiency, the provider’s assessment policy and practices do not penalise poor spelling, punctuation or grammar, such that students are awarded marks that do not reflect a reasonable view of their performance of these skills. ….

Key bits from the report itself:

  • Because of the importance of these issues, we undertook a short review during summer 2021 to gather evidence and examples of practice from a small number of providers about the extent to which technical proficiency in written English is being assessed. This report summarises our findings and sets out their implications for our ongoing regulation of higher education providers.
  • We sought voluntary cooperation from a small number of providers, selected to allow us to explore a range of assessment practices. The inclusion of a particular provider in the review was not driven by whether or not it had featured in press reporting about its assessment practices, and this report does not identify the providers that were involved in the review
  • The common features we have seen in the small number of cases we have considered in this review suggest that the practices and approaches we have set out in the case studies may be widespread across the sector. We are therefore drawing the attention of all registered providers to our findings, because they highlight matters that are likely to raise compliance concerns, now and in the future.
  • The findings in this report are shared as case studies; we have not conducted a formal regulatory investigation. Any regulatory judgements we make in future would depend on the circumstances of an individual case, and would involve detailed consideration of the impact of a provider’s policies on the marks awarded to students.

If we were to consider compliance with our current regulatory requirements for the practices described in the case studies, we would be likely to have regulatory concerns about the following: 

  • Case studies 1 and 2: In these examples, it seems plausible if not likely that some students are not being assessed on their proficiency in written English. This is because learning outcomes do not include this requirement. In these circumstances we would have concerns about whether the provider’s courses are well designed and provide a high-quality academic experience. We would also have concerns about whether the qualifications awarded to students are valued by employers or enable further study. We would consider whether such qualifications represent value for money for students and taxpayers. 
  • For Case study 2, we would take a particular interest in the effect of the policies on groups of students whose first language is not English
  • Case study 3: In this example, we would have similar concerns as for case studies 1 and 2. We would also consider the adequacy and effectiveness of the provider’s academic governance arrangements, which have the potential to create inconsistencies in the requirements for students in different subject areas.

We are currently consulting on proposals to clarify and strengthen our regulatory requirements for quality and standards. We will consider all consultation responses carefully before reaching a decision about whether or not we should take forward our proposals, in full or in part. For illustrative purposes, if we were to implement the proposals as set out in the consultation document, the practices we have seen would be likely to raise concerns in relation to proposed conditions B1, B2, B4 and B5

If the policies and approaches identified in this report are leading to students getting higher marks than they otherwise would, for instance because poor proficiency in written English is not being routinely assessed, then this not only undermines the rigour of assessment processes, but also contributes to unexplained grade inflation. 55. We will test this hypothesis for individual providers through our investigatory work.

Local Digital Skills Partnerships

DCMS published the findings of an independent Evaluation of the Local Digital Skills Partnerships  which assessed the impact made by six regions operating Local Digital Skills Partnerships (LDSP). LDSPs are designed to build regional capacity to improve digital skills capability at all levels. They bring together and connect partners from the public, private and third sectors to upskill the current workforce, advance digital inclusion, and raise awareness of the importance of digital skills regionally. The evaluation found the LSDP model to be agile and worked effectively. Therefore, DCMS have confirmed they’ll consider the key findings, and look to build on this early success and expand the model to other parts of the country.

Other news

Academic lockdown time recovery: A Wonkhe blog on the impact of lockdown on academic parents with suggestions on how to help them catch up on missed research and professional time:

  • Potential solutions here are: using a different form of annual evaluation, reducing the teaching load in future semesters on academic parents who’ve seen their research completely stalled, providing more teaching assistants or other types of support to reduce the teaching load, temporarily reduce service and administrative burdens, and/or have better parental leave arrangements. One respondent indicated that their university developed a working parent task force, to get input from the working parents and think about solutions together.
  • Taking a step back, we recommend developing a culture of care, and making our universities places where compassion and solidarity are important values.

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JANE FORSTER                                            |                       SARAH CARTER

VC’s Policy Advisor                                                              Policy & Public Affairs Officer

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

 

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Forthcoming COVID-19 funding call: Community-based COVID-19 platform study for novel antivirals
The NIHR is intending to open a funding call on behalf of the DHSC Antivirals Taskforce, for a team to set up and run a community-based clinical trial platform for novel therapeutic candidates in the UK. The Taskforce was set up to find effective and safe treatments for COVID-19, and will identify and prioritise potential candidates for this study. The study team will be expected to quickly set up a clinical trial platform to evaluate these novel candidates, and start recruiting patients into the platform in Autumn 2021.

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NIHR i4i Programme Webinar 13 July 2021

  

NIHR i4i Programme

The i4i team has a webinar coming up on 13 July for two new funding calls, including one around the theme of Children and Young People’s Mental Health. Please do share with anyone you think may be interested:

The NIHR i4i Programme is launching two new funding calls this August:

  1. i4i Connect 5 aimed at small to medium-sized enterprises (SMEs) in need of a funding boost to reach the next stage in the development pathway, addressing a clearly defined unmet clinical need.
  2. i4i – Digital Health Technologies for Children and Young People’s Mental Health– aimed at SMEs, NHS providers or higher education institutions (HEIs), this call encourages proposals addressing a range of children and young people’s mental health conditions particularly in regions that have been historically under-served by research activity or where there is high unmet mental health burden.

The i4i team would like to invite you to attend a webinar on the 13th of July, where you can hear more about the call specifications and application process. They will have two guest speakers, Professor Chris Hollis and Dr Charlotte Hall, who will talk about how evidence-based digital interventions can address an unmet clinical need in children and young people. You can register for the webinar here.

Your local branch of the NIHR RDS (Research Design Service) is based within the BU Clinical Research Unit (BUCRU) should you need help with your application. We advise on all aspects of developing an application and can review application drafts as well as put them to a mock funding panel (run by RDS South West) known as Project Review Committee, which is a fantastic opportunity for researchers to obtain a critical review of a proposed grant application before this is sent to a funding body.

Contact us as early as possible to benefit fully from the advice

Feel free to call us on 01202 961939 or send us an email.

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

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

Contract Cheating

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

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

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

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

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

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

Parliamentary News: Bills

Skills and Post-16 Education Bill

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

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

Research

It’s all Quick News this week:

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

Access & Participation

Care Leavers

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

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

Black Lives Matters and the student voice

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

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

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

It looks at 7 themes:

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

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

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

The Telegraph covers the report.

Parliamentary Questions:

Mental Health

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

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

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

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

Jim Dickinson digs into the detail over on Wonk Corner.

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

Conclusions:

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

Sexual Harassment and Wellbeing

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

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

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

International

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

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

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

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

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

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

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

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

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

Careers & Placements

Here are some of this week’s blogs and publications

Digital Curriculum

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

Wonkhe’s blogs:

THE blogs:

Higher Technical Qualifications – publications

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

PQs

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

Inquiries and Consultations

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

Other news

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

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

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

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JANE FORSTER                                            |                       SARAH CARTER

VC’s Policy Advisor                                                              Policy & Public Affairs Officer

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HE policy update for the w/e 25th March 2021

Welcome to your catch-up edition of the policy update. We bring you all the news from last week and from this week so far – it’s doom and gloom for research funding.

Parliament rises for Easter recess on 25 March so the Policy Update will be back to its regular slot from w/c 19 April. If there are major HE happenings during recess we’ll bring you a short Easter special!

Research

There’s been a lot of research news in the last ten days. The biggest announcements follow.

FUNDING

The House of Commons Library have a useful research briefing: The future of research and development funding; the webpage also summarises the recent Government funding commitments and announcements made in relation to research funding.

Aid funded projects: Previously UKRI stated most of its aid-funded research projects are unlikely to be funded beyond 31 July as a result of the Government slashing its overseas aid development budget (from 0.7% to 0.5% of gross national income (BNI) exacerbated by a fall in GNI as a result of the pandemic). UKRI wrote to universities with further details about the impact of its £120m budget shortfall. The letter appears to confirm that grants which have been awarded but not started will be cancelled.

Dods report: Christopher Smith, UKRI’s international champion, wrote that the funder will work with the institutions “to maximise the benefits from the limited funding we have available” but that it is “unavoidable that some grants will need to be terminated”. He also said that by reprofiling and reducing grants, UKRI would look for ongoing longer-term awards to remain active. But the situation looks bleak for a many grant holders. “It is our current assessment that we would be unable to provide funding for the majority of awards beyond the amount currently agreed up to 31 July 2021,” Smith wrote, adding that UKRI “will not be liable for the cost of new activities entered into after receipt of this letter”. “The reduction in Official Development Assistance spend also means that we are unable to initiate any new awards where proposals have been submitted but have not reached the grant award stage,” Smith added.

Even the Department for Business, Energy & Industrial Strategy (BEIS), which provides ODA funding for UKRI, had its allocation halved by the foreign secretary Dominic Raab, from £1.4bn in 2020-21 to £706m for 2021-22. UKRI’s allocation has been almost halved to £125m for the upcoming financial year, despite Raab saying R&D funding is ringfenced. The cuts will also affect large numbers of researchers and project staff overseas who collaborate with UK institutions on ODA-funded projects.

The full UKRI ODA letter is here.

Research Professional report that 10 more UK R&D funders will also see their aid budgets slashed, including:

  • Royal Society
  • Academy of Medical Sciences
  • Royal Academy of Engineering
  • British Academy
  • British Council
  • UK Space Agency
  • Met Office

QR funding: Research Professional report that quality related (QR) funding will be cut by £60 million. This is in addition to the cuts to the research relating to the aid budget and the uncertainties surrounding how Horizon association will be funded. See this RP article for far more detail on the various cuts, changes and uncertainties to research related funding streams.

Funding cuts overall:  Greg Clark, ex-BEIS Secretary of State and the current Commons Science and Technology Select Committee Chair, has written to the PM expressing his concern over the funding cuts to scientific research. He states that it is deeply concerning that at the very moment when the whole country recognises the importance of scientific research and when a Government has been elected with a promise to double the budget for research, that the science budget should be facing immediate and substantial cuts involving the cancellation of current research.

He states that leading scientists have expressed alarm at the consequences of:

  • The suggestion that Horizon Europe (£2 billion per year) will be funded from the BEIS science budget instead of additional to the budget as it was whilst the UK was a member of the EU. He highlights it would reduce the UKRI budget to a quarter which would reverse two years of intended increases and mean that the ambition for Britain to be a Science Superpower would be deferred for much of this Parliament
  • The reduction of the ODA budget and that this would have whole-system impacts in the UK and overseas
  • The lack of support for medical research charities suffering fundraising income falls of 41% as a result of the pandemic (other non-research frontline charities have received Government support). He states: It is clearly of huge public importance that medical research that can save millions of lives should not have to be cancelled. The Association of Medical Research Charities proposed a Life Sciences-Charity Partnership Fund to use the Government’s existing commitments to increase science funding to allow these research programmes to continue, but the Government has not yet taken this or something similar forward.

He concludes: In the midst of a global pandemic, where we owe so much to science, and at a time when the Government has rightly chosen to double our national commitment to science, it would be paradoxical if science funding were cut. Knowing how personally important the UK’s strength in science is to you and to the Government, and at this moment of maximum recognition of its impact, I would appreciate your personal attention to resolving this urgent situation.

2.4% GDP research funding target will be missed: Dods: The UK is likely to miss its target of spending 2.4% of GDP on research and development by 2027, analysts have warned, as funding cuts cast doubt on a key pillar of the government’s strategy to rebuild the post-pandemic economy.  A new study published today, accompanied by a blog from the Higher Education Policy Institute (Hepi) has shown that governments consistently fail to hit R&D targets linked to GDP and suggested economic uncertainty and progress so far showed the UK was on course to do the same.

BEIS Oral Questions – a non-update on research funding but telling in its own manner. At Oral Questions both Carol Monaghan (SNP Spokesperson for Education) and Chi Onwurah (Shadow Minister for Science, Research and Digital) asked when the UKRI budget would be confirmed, and if funding for association with Horizon Europe would come out of this budget, or a separate pot. Minister for Science, Research and Innovation, Amanda Solloway, stated that details would be announced “in due course”.

Research Bureaucracy

The Government launched a new independent review into UK research bureaucracy aiming to identify new ways to free up researchers to pursue world-class research by removing unnecessary red tape that wastes the time of UK researchers. It will look to identify practical solutions to bureaucratic issues faced by researcher such as overly complicated grant forms that quire in-depth factual knowledge, a lack of clarity over funding available to researchers, and having to provide the same data multiple time in different formats to different funders. The review will be led by Professor Adam Tickell, VC at University of Sussex. The system-wide review will conclude by early 2022, with interim findings due to be published in autumn 2021. It will involve broad engagement with the whole UK research community, with a particular focus being placed on research undertaken in higher education institutions. Tickell has stated that he is open minded about the outcomes of the review but he does not expect it to result in the abolition of the Research Excellence Framework (REF). We anticipate a call for evidence will be issued as part of the review process. Here are the review’s terms of reference.

Research Professional dive in with their usual welcome irreverent analysis and unpicking of the review details in greater depth here. Their piece begins: Sophocles’s tragedy of Oedipus is the story of a man who sets out to discover who committed the terrible crime that has brought misery to his city, only to find that he was the perpetrator of the deed. The Westminster government has announced a review of university research bureaucracy—could it be about to discover that excess bureaucracy might have something to do with the party that has been in government for the past 10 years? Read on here.

Amanda Solloway, Science & Research Minister, said: As we build back better by unleashing innovation, it’s crucial that we create a research environment that harnesses this same scientific speed and endeavour. This review will identify how we can free up our brightest minds from unnecessary red tape so they can continue making cutting edge discoveries, while cementing UK’s status as a science superpower. The Minister’s words are interesting as they sound more suited to the ARIA announcements.

Ottoline Leyser, CEO of UKRI, commented with warm words too: UKRI welcomes this independent and system-wide review to enable a reduction in unnecessary research bureaucracy, wherever it is found. The goal is to free up time for researchers and innovators to devote to their many vital roles at work and outside it. We are already making strides within our Simpler and Better Funding programme, which aims to make the funding process as user-friendly as possible for applicants, peer reviewers and awardees, as well as those who work with them. We look forward to supporting BEIS in delivering this review and working with them to create a research and innovation system that delivers for everyone.

Professor Julia Buckingham, President of UUK: We very much welcome the opportunity to challenge the parts of the research system which can restrict university staff and students from delivering impactful research.

ARIA: The Department for Business, Energy and Industrial Strategy (BEIS) has published the rationale and intended purpose for the Advanced Research and Invention Agency (ARIA) outlining its design principles and financial backing. The new funding agency aims to cement the UK’s position as a science superpower. The full report is available here. The ARIA bill will travel through 3 more hurdles of parliamentary detail before you read this update (there’s even a Library paper summarising the Bill). And the Government means to see this one through as they have even tabled a carry-over motion which would allow the Bill to be carried over to the next parliamentary session if not completed in this session (Parliament is due to be prorogued due to the local elections). So far ARIA has received its second reading and will now be scrutinised line by line at a Public Bill Committee. A shorter summary can be read here.  The Committee will report by 27 April 2021. The Government have not announced where the new agency will be located.

Well worth a read is Wonkhe’s reading-between-the-lines content analysis on what was said during Dominic Cumming’s appearance before the select committee during their examination of ARIA last week. And former science and universities minister Chris Skidmore writes in ConservativeHome advocating for the high-risk-high-reward ARIA model and stating that the shift in the UK’s research model is overdue. He says that projects will undoubtedly fail and there will be accusations of money being wasted, but that these are crucial for the UK’s advancement toward being a science superpower

It is clear that MPs from both sides are broadly supportive of ARIA but questioning where the cost (cuts) will come from to fund the new agency. Research Professional have succinct pithy coverage of this, excerpts: Ed Miliband (Shadow Business Secretary): “[Dominic Cummings, former chief adviser to the prime minister] was also at the select committee meeting…saying that Aria would solve the problems of civilisation. That is all very well, but I fear that these cuts seem to be coming right here, right now; and we cannot launch a successful moonshot if we cut off the power supply to the space station.” And: “We support Aria but it deserves clarity. These are people’s jobs. This is incredibly important work and I hope he is fighting with his friends in the Treasury as hard as he can to give people that clarity and avoid the cuts.”

Clinical research: Matt Hancock announced the Government’s vision for the future of clinical research delivery. The NHS will be encouraged to put delivery of research at the heart of everything they do, making it an essential and rewarding part of effective patient care. This means building a culture across the NHS and all health and care settings that is positive about research, where all staff feel empowered and supported to take part in clinical research delivery as part of their job.

More detail here.

Mobility

Welsh Erasmus: The Welsh Government has announced plans for their own new scheme to replace Erasmus+. The new International Learning Exchange will start next year and aims to enable 15,000 participants from Wales to go overseas over the first four years, with 10,000 reciprocal participants coming to study or work in Wales. The Welsh Government is backing the scheme with a £65 million investment starting in academic year 2022/23 with commitment to 2027. The scheme will be developed by Cardiff University in collaboration with education and youth sector partners ahead of its launch. The Welsh programme is intended to:

  • Enable reciprocal exchanges (whether based on physical mobility or co-operation remotely) between educational and training institutions as well as youth work settings in Wales and internationally
  • Support, as far as possible, the entire range of activities which have been available to learners in Wales under the EU’s Erasmus+ programme 2014 – 2020
  • Build on the success of Global Wales in developing links with priority countries across the world, including the US, Vietnam and India, and supporting an ambitious range of scholarships that will attract the best and brightest students from across the world to study in Wales;
  • Ensure that opportunities are available to the widest range of learners and young people, including underrepresented groups, those with additional learning needs and protected characteristics
  • Include additional flexibilities, notably allowing for shorter exchanges involving higher education and support the capacity building necessary to facilitate a wide range of participation.
  • Potentially, it will also support exploratory exchanges to broker international research partnerships
  • Align closely with the Welsh International Strategy

The full written statement from the Welsh Government is here.

So while Welsh institutions will be able to participate in the Turing Scheme in 2021-22, they will also continue to benefit from Erasmus+ exchanges deferred from last year due to the pandemic and the new scheme. The Welsh Government said its scheme would fill the gaps Turing leaves. There is a comparison of the schemes on Twitter which makes the similarities and contrasts stark. Of course Scotland has been particularly vocal in their consternation of the Turing scheme and has been campaigning to rejoin the EU Erasmus+ programme. However, the EU appear to have turned Scotland’s hopes away  with Commission president Ursula Von Der Leyen stating that as a “constituent nation” of the UK, Scotland could not associate independently with the scheme.

The BBC, the Guardian and the Independent cover the Welsh scheme, and Wonkhe have a blog –  replacement for Erasmus puts Welsh higher education firmly on the map.

Turing Troubles

The Friday before last the window for institutions to apply for funding for 2021/22 through the Turing scheme opened up. The programme guide is here. Grumbles abound for the financial (lack) of coverage for the scheme – see the Independent, and the latest programme guidance from the Government notes that there may be less financial support overall through Turing than there was through Erasmus.

Meanwhile last week English universities floundered at the complexities involved in drawing down the Turing funding within the very short window of opportunity – this Research Professional article highlights the difficulties:

  • [After the release of information and webinars]…leaving just 16 days to complete the form, including one weekend and the Easter holidays—it’s actually nine working days, including the day of submission.
  • Only one submission can be made per institution. The application form requires some poor soul to list every single student exchange activity across every discipline in their university for the next 12 months. So, for example, if one student in geography is heading out to Prague in October, that has to be logged alongside the cohort of 40 engineers heading to Toulouse in December. It all has to be based upon projections—including coming up with a number for how many disadvantaged students will be involved—and will be subject to revision during reporting of how many of those engineering students actually made it on to the plane.
  • It would be fair to say that there were more questions than answers at the webinars. As one clearly frustrated participant posted in the Teams chat: “The whole application seems like an enormous amount of work. The word count for the first section is 8,500 words, plus 500 words for every month students start, plus a breakdown by country. This was advertised as less administratively burdensome than Erasmus, but that doesn’t seem to have been the outcome.”
  • … Apart from the obvious weakness in the scheme—it does not have much of the functionality of Erasmus and will fund fewer people—the rollout of the scheme is proving to be both a rushed job and a burden for universities.
  • That is not unexpected. It is an obvious outcome of trying to replace a genuinely ‘world-class’ international exchange scheme with a cut-price domestic alternative in three months

Turing is not the popular replacement scheme the Government intended.

Parliamentary News

New Shadow Universities Minister: Research Professional (RP) have interviewed new shadow universities minister Matt Western. Confirming the job offer was a surprise and acknowledging his lack of professional HE prior focus. However, RP state they see evidence of passion from the shadow universities minister. Read the interview in more depth here. Some excerpts:

  • “I have a real concern about where this government wants to take the higher education sector,” he says. “The question is: What is their ideology? What is the belief about the value of higher education?
  • He questions the recent research cuts – I’m extremely worried about it, because we have a sector which is not just regarded globally as excellent but which actually has huge scientific research, cultural and social value—and which makes a massive contribution to us as a nation. In all those senses, it’s something we should be building on, not cutting,” he says. And goes on to confirm support for ARIA but fears a zero sum game: “The government wants to put money into the Aria scheme, which I’m not against—actually, I’m positive about the Aria scheme—but my concern is that this is going to be a substitutional [investment] and the money is going to be found from elsewhere.”
  • He criticises the Government’s obsession with free speech on campus as poor prioritisation: “This is a government that seems to be unable to get its priorities right, other than making attacks on ideology,” Western says. “[Williamson] is a secretary of state in a government that has no appreciation of the value of our universities and has decided to go on the attack in some sort of culture war.”

The article states Western is cognizant of student concerns (Warwick University and many students reside within his constituency) and he wrote to private landlords to urge leniency in rent rebates (to no effect), is a supporter of the blended learning approach universities have provided throughout the pandemic, worries for student mental health and believes more hardship funding should be provided by the Government. He confirms Labour’s manifesto position to abolish tuition fees.

On Turing: “The Turing scheme sounds…like not even a half-baked idea at the moment,” he says. “The amount of coordination and work that needs to go in to deliver it…It is almost as if the government has deliberately designed it so that they’ll get very few people taking up the scheme.” And on Turing’s short deadlines: “How on earth you’re supposed to turn that round in [such a short time], goodness only knows,” Western says. “Just the administration and bureaucracy of it will, I think, impact very negatively and you could see very few people taking it up as a result—and I think that is shocking.”

Adult Skills & Learning Response: The Education Committee  published the Government response to its report on adult skills and lifelong learning (A plan for an adult skills and lifelong learning revolution).  The Committee called for an ambitious and long-term strategy and identified four key pillars to revolutionise the adult education system. In short, the Government response mainly defers to the Skills for Jobs White Paper, and Lifetime Skills Guarantee. Big recommendations, such as retaining the Union Learning Fund, or removing restrictions on ELQ funding were a ‘no’.

Augar: Research Professional:

  • The government has published letters exchanged late last year between the Council for Science and Technology and prime minister Boris Johnson on implementing the 2019 review of post-18 education and funding.
  • The letter from the council, signed by its co-chairs Patrick Vallance and Nancy Rothwell, declines to comment on the funding aspect of the review but notes that any reduction in funding would “seriously damage the government’s important goals in research and development” and warns against “unintended consequences”.
  • It suggests the government should focus on building incentives that support greater diversity and coherence in the education system. “The government should aim for complementarity and mobility between the further and higher education sectors,” it says, with “well-aligned pathways” that are easy for students to navigate and employers to understand.
  • Johnson responds by saying the government wants higher education to “focus relentlessly on outcomes for the individual, on skills for the nation and on rigorous academic standards”.

Admissions

The OfS have published stern words on admissions and confirmed that unconditional offers are still banned:

  • We expect universities and colleges to do their part to admit and support the most disadvantaged students by continuing to meet commitments in their access and participation plans. In some cases, this will mean looking beyond grades to identify potential by understanding the context in which those grades have been achieved.
  • All prospective students should be able to make decisions that are right for them. Last year we banned ‘conditional unconditional’ offers – offers which only become unconditional once an applicant accepts them as their firm choice instead of offers from other institutions. This was to ensure that students were not being put under unfair pressure to accept offers which may not be in their best interests. Universities have started making offers to students who will start courses in the autumn and this ban remains in place for this year’s admissions cycle.
  • We have already seen potential evidence that some universities and colleges may not be complying. For example, cases have been drawn to our attention where large numbers of unconditional offers are being made or where offers are based solely on predicted grades – rather than the grades students go on to achieve. We will be investigating these instances further and have powers to impose fines where our rules have been breached. I welcome the update Universities UK has made to their agreement on fair admissionspractices which will help guide universities and colleges in this admissions cycle.
  • Most importantly, it is vital that students starting this autumn do not face further disappointment because the quality of their course is reduced by over-recruitment and poor organisation. Universities and colleges need to plan wisely to ensure that all students have a high-quality experience. The Office for Students (OfS) will also use its powers to step in where this is not the case.
  • The burgeoning demand for higher education is a vote of confidence from students in the potentially life-changing benefits that – at their best – universities and colleges can provide. Universities and colleges must not abuse this trust by sacrificing quality for inflated intakes. 

There is a trap in here for universities, not linked to unconditional offers but more generally.  We mustn’t be “swamped” at the cost of quality, but we must also make sure that we admit high potential disadvantaged students who might not get the grades.  In other words, if the Government’s policy on exams this year again results in disadvantaged students getting lower grades and privileged ones getting higher grades, it will be the sector’s fault if we don’t somehow stop that playing out in university admissions.

Wonkhe writes:

  • Office for Students (OfS) chief executive Nicola Dandridge has written to inform the sector that the regulator still keeps a gimlet eye on admissions practice. There have been reports of an increase in unconditional offers made to avoid the coming examnishambles 2.0, and some naughty providers are making offers based on barely moderated teacher-generated predicted grades available in January rather than unmoderated teacher-generated actual grades available in June. You may well laugh, but OfS can and will intervene. Jim Dickinson got into the detailon Wonk Corner.
  • The forced removal of the all-important final level 3 exams would, in a normal world, have prompted serious questions about the seemingly inevitable march of post-qualification admissions of some sort. Deciding to put all of our admissions eggs in a single basket is a curious choice in a year when the basket is on fire. Last week also saw an important intervention from the Higher Education Policy Institute (HEPI), in the form of a collection of essays that cast doubt on the simplistic idea that post-qualification admissions would solve equality problems. And, in the OfS board papers, we learned that the OfS consultation on admissions could yet be reanimated.

You can read the HEPI essays here.

Research Professional expand on the OfS Board papers element: board papers from the Office for Students have revealed that 67 institutions asked for extra cash to help them cope with an increase in student numbers following the exam results chaos last summer. Wonkhe have a helpful short dissection of the recent board papers here.

More generally on admissions Research Professional also have a blog from a vice-chancellor which argues that shifting university admissions to be based on actual rather than predicted grades is likely to be impossible in the window between A-level results day and the start of term. He states A-levels  “simply don’t work” as a university entrance system—should be replaced with an SAT-style system, involving studying more subjects and being assessed at more points throughout the course than with A-levels. This would give students more time for learning and offer greater breadth and depth than A-levels. What is needed is a bolder approach which would transform learning, assessment and university admissions.

In the meantime, UCAS have published a report on the latest admissions cycle “Where next?  What influences the choices schools leavers make?”.  The executive summary sets out some conclusions:

  • The age at which students start thinking about HE varies: One in three applicants report first thinking about HE at primary school. Disadvantaged students are more likely to consider HE later, which can limit their choices, especially for more selective subjects and higher tariff providers. This suggests that careers information, advice and guidance (CIAG) should be embedded within primary education.
  • Students choose their degree subject before they think about the university or college they want to attend: 83% of students told us they decided on their degree subject before their university or college. This highlights the role of subject-specific outreach.
  • Decisions are most influenced by enjoyment, but employability is increasingly important post-COVID: 99% of students report making choices at school based on their enjoyment of a subject, and this is also the primary driver of degree choice. Over 50% report that high graduate employment rates have become more important to them since the start of the pandemic. Understanding what is important to individuals will help improve support for their decision-making.
  • Some HE subjects require more forethought than others: One in five students report they could not study an HE subject that interested them because they did not have the relevant subjects for entry – with medicine the most commonly cited. Students should be made aware of how choices made in school can affect later options.
  • Post-16 choices strongly influence students’ futures: 49% of English 18 year olds with post-16 vocational qualifications enter HE, but are significantly less likely to attend higher tariff providers than those with general qualifications (entry rate of 3% vs. 27%). As the roll-out of T Levels accelerates, it is vital that students know where all pathways lead when making choices in school.
  • There is a need for earlier, broader, and personalised careers information, advice and guidance (CIAG): Two in five students believe more information and advice would have led to them making better choices, and almost one in three students report not receiving any information about apprenticeships from their school.

There is a set of recommendations too.

2022 Exams: In Wales, changes will be made to how A-levels, AS and GCSEs are assessed next year, but Qualifications Wales say they hope exams can go ahead in summer 2022.

Access & Participation

Wonkhe: The Disabled Students’ Commission published a guide for disabled students on applying for postgraduate courses in the UK. The guidance covers decisions over where to study, how to pre-empt barriers students may face in applying, and provides information on available funding to ease transition into postgraduate study. For successful applicants, there is also guidance on providing information on a students’ condition, help for assessments, and advice on maintaining good mental wellbeing.

Wonkhe also talk technology in outreach: …the impact of widening participation initiatives driven by the use of technology. An attempt to support local schools around Lancaster by providing laptops and internet connectivity only started to bear fruit after schools began to provide wrap-around support services including technical support. Before this, school participation rates – as monitored by the University of Lancaster – stayed at the same rate, and only a quarter of mobile internet connections were set up.

Nik Marsdin at Lancaster and Alex Blower at Portsmouth conclude that moving outreach work to online workshops failed to take into account the disparity in digital participation. They found that work based on an understanding of community needs should support student ambassadors to provide support to help young people get online, and partnership working with other organisations can help to offer wrap-around support. Their blog: technology is not a simple fix for complex societal needs, and does not benefit participation by itself.

Mental Health

UUK describe how university mental health services are plugging the gaps that the NHS doesn’t address. Alistair Jarvis, Chief Executive of Universities UK, said:

  • Universities have worked extremely hard to transform support services to meet the challenges of the pandemic, moving counselling and advice online, building digital communities and developing new services to meet new needs. However we are continuing to see significant increases in demand for university-funded support services, which were already plugging the gaps resulting from the lack of NHS resources and funding.
  • The differing level of mental health support for students depending on their location remains a concern. We need a substantive focus on students’ mental health and wellbeing from the government, alongside student-facing NHS services to match the commitment made in the NHS Long Term Plan.

Prevent

The Government have published the new Terms of Reference for the Independent Review of Prevent.

William Shawcross, Independent Reviewer of Prevent, said:

  • These Terms of Reference will enable me to lead a collaborative and evidence-based examination of the Prevent programme to help ensure we have a robust and effective strategy to protect vulnerable people from being drawn into terrorism. I am grateful to those who commented on the previous terms of reference. Those views are reflected in these new Terms of Reference.
  • I want to find out whether there are any parts of the Prevent strategy that need particular focus or change, and I want to ensure this Review is both broad and non-partisan and engages a wide range of opinion. I look forward to assessing how Prevent works, what impact it has, and what can be done better – or differently – to safeguard individuals from all forms of terrorist influence. I look forward to hearing from many voices, particularly those who have had experience of Prevent in practice.

There is opportunity for colleagues working in this area to comment on the review.

Industrial Strategy

While the current Government are stepping away from the Industrial Strategy developed under Theresa May’s premiership it still remains influential among some parliamentarians.

Immigration

The Home Office published their New Plan for Immigration and invited views on their proposals through a consultation. The proposals include the asylum system, modern slavery, and addressing the criminal networks behind people smuggling. Dods have a short summary including Priti Patel’s introductory statement in the Commons.

Transnational Education

The Quality Assurance Agency for Higher Education (QAA) have published the new handbook for the enhancement of the quality of UK transnational education (TNE).

QAA also confirmed that the three countries participating in the QE-TNE programme for the 2021/22 academic year will be the United Arab Emirates, Egypt and Germany. These countries were selected based on criteria stipulated in the new handbook including factors such as the existing strong links they have with UK universities, as well as the size or growth of their higher education systems.

Fundamental to the new method is collaboration between QAA and local HE bodies. The approach to the quality evaluation and enhancement of UK TNE provision outlined in the handbook applies to all degree-awarding bodies across the UK on a voluntary basis and operates over the academic years 2021/22 to 2025/26.

The method maintains a UK-wide approach to the quality enhancement of TNE and supports the UK Government’s International Education Strategy, which seeks to grow the opportunity and support available to UK TNE as a key UK export.

Cyber Security Workforce

The Department for Culture, Media and Sport (DCMS) published Understanding the Cyber Security Recruitment Pool research report, which quantifies and explores the supply of cyber skills in the UK. It covers:

  • The size and geographic location of the recruitment pool
  • The types of skills and experience that are prevalent in the pool
  • Recommendations on how employers can effectively recruit from the pool

DCMS also published Cyber Security Skills in the UK Labour Market 2021. The report explores the nature and extent of cyber security skills gaps (people lacking appropriate skills), skills shortages (a lack of people available to work in cyber security job roles) and job vacancies in the UK.

You can read a summary of the key findings and recommendations for both reports here.

Parliamentary Questions

Many of the parliamentary questions over the last two weeks repeat the same themes we’ve brought you recently with no new answers. Here are those we promised you answers on previously:

Academic Engagement in Policy

The International Public Policy Observatory (IPPO) is advertising for topic specialists for their new social impact observatory. They hope to develop a network of topic specialists who can advise on, review and author IPPO’s various content streams – ranging from blogs and ‘rapid answers’ to in-depth evidence briefs and systematic reviews. If you wish to join the IPPO topic specialist network, or sign up for its newsletter and other communications, colleagues should fill in this very short survey  by 30 April.

The IPPO is a collaboration of UK academic institutions and other global networks, established to help policymakers throughout the UK address the social impacts of the COVID-19 pandemic.

Other Opportunities

  • International Conference on Science Advice to Governments (30 Aug – 2 September). Register for this virtual and free event here.
  • BEIS Consultation survey– Get your voice heard on energy policy – BEIS are keen to understand how to more effectively engage experts and stakeholders in policy making process.
  • 27 April – Universities Policy Engagement Event: Academic engagement with UK Legislatures – register here. The event will be based on a report by Dr Marc Geddes and Dr Danielle Beswick on Evaluating Academic Engagement with UK legislatures, and supported by the University of Edinburgh.
  • The latest select committee inquiries are here. Colleagues are asked to engage with the policy team when preparing their response to a select committee inquiry.

Blog: The hard labour of connecting research to policy during COVID-19 (LSE Impact Blog) – Professor Annette Boaz and Dr Kathryn Oliver. Read

Inquiries and Consultations

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

Other news

LEO data: the Department for Education have published the Longitudinal Education Outcomes data for 2015 to 2016

Nurses: The DHSC announced a £25m investment in nurse training, for a new national critical care qualification for nurses and expanded virtual training:

  • Up to £15m will go to universities to invest in new simulated training facilities and technology. This will be in the form of virtual reality technology, manikins, computers and tablets, all to help nursing students practice clinical skills.
  • £10m will go to help develop a new, nationally recognised critical care qualification for qualified nurses. This will be rolled out immediately so to increase the number of people able to work in critical care.

Minister for Care Helen Whately said: We are committed to training more nurses for the NHS and supporting professional development, and this £25 million investment will provide more innovative training opportunities for nurses. Whilst there is no substitute for face to face training on wards, simulated training is a vital part of the curriculum and provides a safe space for students to develop their skills. Thanks to our investment, more nursing and other healthcare students will be able to benefit from the latest innovations and new technologies to better support their learning at this time. The funding will also recognise our critical care nurses, who have played a crucial role during this pandemic, with a new nationally recognised qualification.

Student Protests: Jim Dickinson (Wonkhe) reviews the threats to student protest posed by the Police, Crime, Sentencing and Courts Bill.

Harassment: Research Professional’s blog Harassment at home considers the erosion of professional boundaries that can occur through online teaching.

UUK: Professor Steve West has been elected as the next President of Universities UK (UUK) following a members ballot. Professor West has been the Vice-Chancellor of UWE Bristol since 2008. He will succeed the current President, Professor Julia Buckingham CBE, Vice-Chancellor of Brunel University London, from 1 August 2021 and will hold the post for two years. Alongside being a vice-chancellor, Professor West has served on the Boards of HEFCE, UUK and the Office for Students, and Chaired the University Alliance, South-West CBI, West of England Academic Health Science Network and West of England Local Enterprise Partnership. He has chaired UUK’s Health Policy Network and continues to champion the sector’s work to address a wide range of mental health and wellbeing issues as chair of UUK’s mental health in higher education advisory group.

OfS Board Papers: Wonkhe provide real insight into the OfS Board papers in a very short and digestible form.

Wonkfest: A virtual Wonkfest is taking place on 9-10 June, colleagues planning to attend should be aware they are eligible for the lower Wonkhe Plus/partner rate. Please let us know if you are planning to attend! Here’s the blurb: We’ll have sessions about the changes that universities have had to make at speed – what’s worked, what hasn’t and what we want to keep after the pandemic. From the leadership challenge, to the digital pivot to the many innovations in teaching. Inspired by our amazing community, we’ll learn from some of the best ideas that have already shaped universities for the better this year, despite the circumstances. We’ll have journalists and politicians from outside the sector to help put it all in context. We’ll look to the next several years of higher education policy – from skills to fees to quality and try and work out what’s going to happen and how to influence it. And much, much more besides.

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Graduation: End of an Era

Four PhD students, whom I had the pleasure of supervising, graduated yesterday with a Ph.D.  I never had so many Ph.D. students graduating at the same time.  Not all of these four students started at the same time.  Moreover, two I was invited as a supervisor after the student had started, and for most I was not the lead/first supervisor .  All four students have an internationally focused thesis:

Alice Ladur with her Ph.D. focusing on: Male involvement in facilitating the uptake of maternal health services by women in Uganda.

Peter Wolfensberger with his Ph.D.: Creating meaning- Understanding the experiences of people living with mental illness in Switzerland- A Qualitative Study.

Shaqaieq AShrafi Dost with her thesis: Factors that affect the management capacity, leadership and employee performance in the Ministry of Public Health (MoPH), Afghanistan: A single embedded single-case study.

Orlanda Harvey with her Ph.D. study under the title: Male anabolic androgenic steroid-users: A mixed-methods study -The voice of the AAS-user.

Orlanda is a good ambassador for Bournemouth University’s PhD Integrated Thesis.  The newly introduced Integrated Thesis allows Ph.D. candidates to incorporate papers in their thesis (e.g. instead of a chapter).  Papers can be included that have been published or submitted for publication to an academic peer-reviewed journal. As the first BU student to submit an Integrated Thesis Orlanda paved the way with BU library staff to sort out the finer details around, for example, copyright issues and thesis formatting (https://blogs.bournemouth.ac.uk/research/2020/08/27/supporting-integrated-theses-at-bu/ ).

In this COVID-19 year the graduation was on ZOOM, something I didn’t think would work as well as it did.   I love the British-style graduation with the big audience, the ceremony, the gowns, the band, etc.  In previous years I had always looked forward to ceremony in the BIC, the Bournemouth International Centre.  This year because it was on ZOOM the event was smaller, shorter and more personal.  This offered the opportunity to talk to students and colleagues which is otherwise nearly impossible in the hustle and bustle of thousands of people in the BIC.

Being a graduation it is also the end of an era for the student and the supervisor, and the beginning of a new one.

 

Prof. Edwin van Teijlingen

CMMPH (Centre for Midwifery, Maternal & Perinatal Health)

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

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

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

HE Strategic Priorities – Williamson’s letter to OfS

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

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

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

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

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

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

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

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

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

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

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

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

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

So here we go.

Quality and Standards: The biggie.

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

And he means business:

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

And related to quality:

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

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

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

Funding:

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

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

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

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

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

All this whilst reducing the regulatory burden:

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

Free speech & Academic Freedom:

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

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

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

International recruitment:

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

Those other letters:

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

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

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

Research

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

The letter proposes 6 recommendations focused on 4 areas:

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

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

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

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

The report examines:

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

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

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

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

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

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

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

Quick News

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

Admissions

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

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

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

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

You can read the full blog here.

Harassment

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

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

Turing – Student Mobility

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

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

More details are expected in March.

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

International

International Education Strategy

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

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

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

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

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

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

Access & Participation

Left behind white pupils from disadvantaged backgrounds.

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

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

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

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

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

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

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

Other recent care leaver relevant resources

OIA – Complaints

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

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

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

Wonkhe have a blog by Jim Dickinson.

HESA

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

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

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

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

Parliamentary News

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

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

OfS Chair

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

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

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

Students

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

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

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

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

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

And the article suggests that some students are returning anyway:

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

TEF

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

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

Three Wonkhe blogs tackle TEF:

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

Brexit

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

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

Across all HEIs, the analysis suggests that:

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

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

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

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

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

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

Inquiries and Consultations

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

Other news

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

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JANE FORSTER                                            |                       SARAH CARTER

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HE policy update for the w/e 21st January 2021

After a long wait the sector received a landslide of HE policy interventions on Thursday. The FE Skills White paper, PQA consultation, the Government’s take on Augar, publication of the Pearce TEF review with the DfE’s response, and significant changes to the HE recurrent grant, alongside some far less exciting stuff! And it wasn’t a quiet week before all that.

Some of it is good, some of it is very ominous indeed.  Some of it is very high level and vague and so could go either way.  There are a lot of new consultations to come and there will be lots to talk about in 2021.  It will keep Sarah and I busy!

Boil that kettle, locate your reading glasses, and get comfy on the sofa ready to enjoy a bumper policy update!

Skills White Paper

This is the biggy because it’s a White Paper,  However, most of it is not about HE. The Government has published the Skills for jobs: lifelong learning for opportunity and growth white paper setting out their ambition for reform to the post-19 technical education and training landscape.

Gavin Williamson spoke in the House of Commons (see this link at 13:08 pm)

  • White paper on skills for job published today (see below)
  • Enormous challenges ahead to rebuild the economy. Support packages already announced (etc).  Strong and independent trading nation (etc).
  • Lifetime skills guarantee, flexible digital skills bootcamps (etc).
  • April – kick start Higher Technical Education by making it easy to get a loan. Pilots on modular learning.  Lifelong loan entitlement running from 2025.
  • Employers at the centre of technical education. Supporting local economy.  German style local skills improvement plans led by Chambers of Commerce. Strategic development funding for FE.
  • New courses – trailblazer areas this year. Fund of £65m in 2021-22.
  • $1.5bn of capital funding for FE. Announced next phase for FE and T-levels.
  • Longer term – more coherent longer term funding model that will collaborate on with the sector. Principles of high value, greater flexibility and greater accountability.  By 2030 nearly all technical courses will follow employer led requirements.
  • Continue with apprenticeships and T-levels.
  • Network of Institutes of Technology will expand across the country.
  • Top quality teaching staff in FE – recruitment campaign, more support etc, training and development and industry experience.

We’ve done a separate 6 page summary for BU readers, because it’s long (and repetitive and full of the usual patting on the back about other good things already announced).

RP say (amongst many other things):

  • It’s almost as if there is a good news story to be told about further education, while the government hopes its lack of decision-making on higher education falls off the news agenda…
  • It’s actually called the Skills for Jobs white paper, which in fact takes the story away from underfunded further education and pivots towards post-Covid economic recovery. You will have seen much of the content before.
  • …So modular funding is on its way, but 2025 is a long way off—that takes us into the next parliament. Perhaps the Treasury has costed the commitment and decided to kick that particular can down the road.
  • The Skills for Jobs white paper… will seek to justify both disinvestment in higher education and funding of technical education on the cheap. It will play to the prejudices of the Conservative base and the idea that too many people are going to university and that decades of regional inequality can be resolved by more plumbing courses at local further education colleges.

From Dods: The Department says that the measures announced today “will put an end to the illusion that a degree is the only route to success and a good job, and that further and technical education is the second-class option.”

The White Paper is being pitched as forming part of the Plan for Jobs

  • As expected, the Paper enshrines the Lifetime Skills Guarantee, providing a clearer idea of what the programme looks like in practice – adults without a full level 3 qualification (A-level equivalent) to gain one from April 2021 for free in a range of sectors including engineering, health and accountancy.
  • The long-touted Lifelong Loan Entitlement is also fleshed out in more detail, representing significant reforms to student finance. [Actually, there is very little detail and there is going to be a consultation on this “in early 2021”.]

Measures include:

  • The Government is investing £1.5bn in further education colleges, to allow for high quality buildings and facilities
  • Employers will have a central role in designing “almost all” technical courses by 2030, to ensure education and training reflects the skills needed in the job market, supported by the Institute for Apprenticeships and Technical Education
  • Business groups, including Chambers of Commerce, will work alongside colleges to develop tailored skills plans“to meet local training needs”
  • This will be supported by a £65m Strategic Development Fund to put said plans into action, and establish new College Business Centre
  • New approved qualifications from September 2022, supported by a Government-backed brand and quality mark, to boost the quality and uptake of Higher Technical Qualifications(levels 4 and 5)
  • From 2025, people can access flexible student finance so they can train and retrain throughout their lives, supported by funding in 21/22 to test ways to boost access to more modular and flexible learning.
  • Nationwide recruitment campaign to get more teachers into further education and supporting professional development including a new Workforce Industry Exchange Programme
  • An “overhaul” of the funding and accountability rules, so funding is better targeted at supporting high-quality education and training that meets the needs of employers
  • An introduction of new powers to intervene when colleges are failing to deliver good outcomes for the communities they serve, and strengthening of Education Secretary’s powers to intervene in corporations and local areas with persistent weaknesses.  [The sales pitch on this is a good bit of spin, it is presented as an opportunity to have a strategic discussion with the department and pitch the strengths of the college, but….]

The next phase of the FE Capital Transformation Fund has also been launched today, and further education colleges across the country are invited to bid for funding to upgrade buildings and campuses.

The Augar report stressed the need for impartial and quality careers advice and guidance, so more people can be support to make the right education, training and career choices. There will be an expansion of Careers Hubs and other infrastructure in line with the Gatsby Benchmarks of Good Career Guidance. Furthermore, Dods tell us that, as part of the Skills White Paper reforms, Professor Sir John Holman has been appointed as Independent Strategic Advisor on Careers Guidance, and will oversee the local and national alignment between The Careers & Enterprise Company and the National Careers Service. Sir Holman is currently an Emeritus Professor in Science Education at the University of York, and is also Senior Adviser to both the Gatsby Foundation and the Wellcome Trust.

RP continue:

  • The Department for Education says: “The measures announced today will put an end to the illusion that a degree is the only route to success and a good job, and that further and technical education is the second-class option. Instead, they will supercharge further and technical education, realigning the whole system around the needs of employers, so that people are trained for the skills gaps that exist now, and in the future, in sectors the economy needs, including construction, digital, clean energy and manufacturing.”
  • The government may be hoping that first sentence becomes true; it surely knows that the second sentence lacks credibility. The white paper proposals are accompanied by a £65 million Strategic Development Fund to put the plan into action and to “establish new College Business Centres to drive innovation and enhanced collaboration with employers”.
  • To put that in context, the much-mocked Turing one-way exchange scheme has a budget of £100m, which is a reduction by nearly half of its Erasmus predecessor. The £65m fund is not going to reverse decades of underinvestment in skills, while College Business Centres sound like a classic ministerial vanity project doomed to irrelevance when their limited funding dries up.
  • There is going to be a lot of that sort of thing today, including the Workforce Industry Exchange Programme, aimed at coaxing talented individuals to teach in further education. It is not thought to involve basic incentives such as a competitive salary or security of employment.

RP also pick apart the percentage comparisons in the DfE’s criticism of the sector.

Wonkhe did a special email update at lunchtime: Debbie McVitty runs through the highlights so that you don’t have to.

On the proposals for funding lifelong learning, Debbie says: If the government can crack this policy Holy Grail, it will have a genuine claim to having radically transformed post-compulsory education. But this white paper marks an intention to start developing the answers rather than concrete proposals. 

Commenting on the government’s interim response to the post-18 review of education and funding, Nicola Dandridge, chief executive of the Office for Students, said:

  • ‘An increased focus on lifelong learning will help develop the highly skilled graduate workforce needed to support our economy, nationally, regionally and locally. The OfS plans to work with students, the sector and employers to explore how higher education can be made more attractive and responsive to mature learners, and ensure that mature students are aware of the breadth of options available to them in both further and higher education.
  • ‘The focus on quality and the need to tackle poor quality provision is a strategic priority for the OfS as we consult on new proposals to enable us to anticipate and respond to poor quality, while ensuring that our approach is proportionate and targeted where it is needed.’

Robert Halfon, chair of the Education Committee:

  • “The proposals from the prime minister and department for education mark a sea-change in government thinking on skills.
  • “It will help address our skills deficit by boosting the accessibility of technical qualifications alongside the lifetime skills guarantee. It meets the needs of businesses in building an employed-led system, working with FE, to design employer qualifications and ensure funding follows employer requirements. It will give those from disadvantaged backgrounds the chance to climb the skills ladder of opportunity, through the skills guarantee and easier access to finance. It is good that new funding will be made available in areas where colleges work with employers to transform their skills offering.
  • “‘Build back better’ clearly means building back a skills nation. I am really excited by these plans.”

Policy Exchange blog – Alun Francis and Andy Westwood preview the forthcoming FE White Paper.

There are some relevant blogs on HEPI:

Research

Academic spinouts: Wonkhe review: The Royal Academy of Engineering’s Enterprise Hub has published a report on academic spinouts. Just four universities – Oxford, Cambridge, Imperial and UCL – account for a third of UK spinout companies, with all such companies raising £1.30 billion in investment in 2018. While the impact of the pandemic is not yet fully known, indications point to increased investment in spinouts dealing with medical technology and pharmaceuticals. The Scotsman has the story.

Parliamentary Question: The potential merits of extending funding for all PhD students who have faced disruption as a result of the covid-19 outbreak.

Changes to HE Teaching Grant

So alongside all of this it is not surprising that we see some “rebalancing” in funding away from HE.  And given that “low value” courses have been a focus for some time, it is not surprising to see how this has gone.

Gavin Williamson spoke in the House of Commons (see this link at 13:08 pm)

  • Proposed reform to teaching grant will allocate funding to deliver value for money for students and the taxpayer. Strategic priorities.  Engineering and medicine.  Will “slash” taxpayer funding for subjects such as media studies.
  • Will provide additional support for specialist arts institutions.
  • Will consult on introduction of minimum entry requirements and addressing the high cost of foundation years. We cover this in more detail with the rest of the Augar content below, the minimum entry requirements bit is a cost saving measure, of course.
  • Full response on Augar and post-18 review with next spending review (well maybe).

There’s more (a lot more) in the response to Augar, which we cover below, but let’s get down to brass tacks and immediate changes to 2021/22 funding first.

Gavin Williamson has written to the OfS to set out new guidance for the allocation of the £1.48 billion HE teaching grant for the 2021/22 financial year.

  • Strategic reprioritisation of high-cost funding towards the provision of high-cost, high-value subjects that support the NHS and wider healthcare policy, high-cost STEM subjects and/or specific labour market needs, reducing funding initially by 50% for high-cost subjects that do not support these priorities (with further decreases in subsequent years).
  • Remove weightings for London providers from across the T-Grant, including the students attending courses in London supplement, and weightings within the student premiums. (This saves the Government £64 million.)
  • Allocate £5m to providers in order to provide additional support for student hardshipThis is to mitigate the rise in student hardship due to pandemic impacts on the labour market which particularly affect, for example, students relying on work to fund their studies, students whose parents have lost income and students who are parents and whose partner’s income has been affected. The OfS should establish exactly how this is distributed but the funding should be clearly targeted towards disadvantaged students. The £5m will be a drop in the ocean across the national provider base but provide another support statistic for the Government to trot out when asked how they are addressing the issue.
  • Allocate £15m to help address the challenges to student mental health posed by the transition to university, given the increasing demand for mental health services. OfS to establish how to target those students in greatest need of such services, but likely through a Challenge Competition.
  • Protect the £256m allocation for the student premiums to support disadvantaged students and those that need additional help [yes, that £256m]
  • Reduce the allocation for Uni Connect to £40m (losing £20m). With the lost £20m redirected towards mental health and student hardship (as per the bullet points above) – so it’s not really new money, more robbing Peter to pay Paul.
    Back to Uni Connect – the letter says: Funding for Uni Connect was originally agreed until July 2021, and so this is an appropriate moment to consider the scope and objectives of the programme. We welcome the current [OFS] consultation on the future of the Uni Connect programme… we believe that future investment is best directed to support the core infrastructure of partnerships, and funding targeted activities to fulfil specific policy objectives.
  • Increase funding for specialist providers, particularly those who are world leading and specialise in the performing and creative arts, by approximately £10m to £53m. This will help to support and/or expand the provision at those providers best equipped to secure positive outcomes for graduates, boosting outcomes for the sector. Note the wording there – positive outcomes, boosting outcomes…so specialist providers without the right metrics might be disappointed! Again the OfS is to decide who is eligible.
  • Deliver capital funding to providers through a strategically targeted bidding process and target funds at specific projects and activities aligned with the high-quality, skills-based education agenda – not the old formula model (because: The extent to which we can assure ourselves that funding is adding value and investment is focussed on key government priorities is, therefore, limited.) Jisc and HESA’s Data Futures Programme can still be supported too.
  • If you are willing to delve far enough you’ll spot that Annex C allocates £28 million for Turing outward mobility in 2021/22 from the teaching grant.

The letter also instructs OfS to consult with the HE sector given the impact on the HE sector anticipated from the proposed changes. With all the other special allocations to iron out and their regular workload the OfS will be busy!

Nicola Dandridge, chief executive of the Office for Students, said about the Department for Education’s statutory guidance for the OfS’s approach to funding:

  • ‘Distributing funding is an important part of our regulatory work. Our annual grant funding for universities and colleges plays a critical role in ensuring the availability to students of high quality, cost-effective higher education across the country. We intend to consult on the government’s proposed changes to how we distribute this funding, and have written today to universities outlining our proposals for consultations and a revised schedule for distributing next year’s grant allocations.’

Wonkhe: Gavin Williamson has set out his strategic priorities again to OfS including changes to the teaching grant that will hit London universities the hardest.

HEPI also has a blog piece on the case for the Office for Students to be a strong regulator, working closely with universities and sector bodies.

Post-18 Review of Post-18 Education and Funding and interim response to the Augar report

The Augar report from 2019 has been gathering dust for a long time following the (2018) Post-18 Review of Education and Funding (one of  Jo Johnson’s legacies). The Augar Review made 53 recommendations for the reform of the FE & HE sectors including a more coherent unified post-18 system.   You might want to look back at what Augar actually said (way back in May 2019).

The Government’s response to Augar has been long promised and many times shifted further down the road due to elections, Brexit, the pandemic, and the further postponement of the comprehensive spending review.

While the sector may approach the Government’s response to Augar with both anticipation and trepidation – alongside a healthy dose of just tell us! – it seems we’ll still have to wait for the real decisions. The DfE’s interim conclusion of Augar has been released, the main points are below. Much is inextricably tied in with the Skills white paper and FE decisions. The Government also plan to consult on further reforms to the system in spring 2021, before setting out their full response. The full conclusion of the review is promised to sit alongside the next Comprehensive Spending Review. Augar: the sequel, we can’t wait!

  • The TEF will continue to play an important role in driving improvement in HE provision. The OfS will consult on a more, streamlined, improved, low-burden TEF exercise, and in an aim to reduce bureaucracy, the Government will not be introducing subject-level TEF. There is a lot more on the TEF below.
  • The Government are considering further reforms for tackling ‘low quality provision’ and will set out a response in due course.
  • The report highlighted the significant taxpayer subsidy in the HE student finance system. The Government intend to freeze the maximum tuition fee cap to deliver better value for students and to keep the cost of higher education under control, initially for one year, with consideration of further changes before the next Comprehensive Spending Review. It appear the reduction in the fee cap to £7,500 may still be on the table.

Wonkhe have a blog: editor in chief Mark Leach argues that the government’s chronic failure to resolve the Augar recommendations on reducing home undergraduate fees is storing up serious problems for later this year – Holding the threat of reducing fees over the sector will not help universities or students. 

Research Professional (writing before the response was officially released): What will be presented as an interim response to Philip Augar’s review of post-18 education and funding will be little more than a holding position, with all the big financial decisions put on hold until the comprehensive spending review…It is also, no doubt, a way of putting pressure on universities so that the government gets its way on other policy priorities, such as low-value courses. Time will tell whether these interim findings will be a sword of Damocles held over universities or part of a process by which the Augar review is finally put out to pasture.

Autumn 2021 is the earliest the next CSR is likely to take place.

Some extracts from the response – but at 13 pages it is worth reading in full:

  • The Government’s focus on the response to the coronavirus pandemic means that now is not the right time to conclude the review in full. However, we remain committed to introducing further reforms that will ensure a just and financially sustainable student finance system, drive up the quality of higher education provision and promote accessibility for students. This will include consideration of elements mentioned in the Augar Report, including student finance terms and conditions, minimum entry requirements to higher education institutions, the treatment of foundation years and other matters. [note the minimum entry requirement piece. You will recall the outrage about this proposal which was going to be in Augar – the discussion at the time about the impact of a 3Ds minimum level.  Augar actually stopped short of recommending it but threatened it as a response to the sector not sorting out issues relating to “low value courses”.  See more detailed section below.]
  • We plan to consult on further reforms to the higher education system in spring 2021, before setting out a full response to the report and final conclusion to the Review of Post-18 Education and Funding alongside the next Comprehensive Spending Review. [and how many times have they said that – the last two spending reviews at which we were promised this were cancelled]
  • As a further part of our Lifetime Skills Guarantee, and informed by the recommendation of the Augar panel, we will move to a system where everyone has a Lifelong Loan Entitlement, giving them access to the equivalent of four years of post-18 education. This flexible entitlement will bring technical and academic education closer together and will help people to train, retrain and upskill throughout their lifetime. The Lifelong Loan Entitlement will provide fairness of opportunity by making the same funding system available regardless of the route you choose and when you choose to study. We will consult on the scope and detail of the entitlement in early 2021, including seeking views on objectives and coverage.
  • This is potentially huge: We will move towards modularisation of higher education in order to provide a truly flexible system that provides more opportunity for upskilling throughout people’s careers, as recommended by the Augar Report. We will consult widely about the changes that are needed to enable universities and colleges to provide a modular offer.[doesn’t say when they will consult on this]
  • Our vision is that the substantial majority of post-16 technical and Higher Technical Education will be aligned to employer-led standards by the end of this decade
  • We will set out how the higher education teaching grant will be used next year to ensure that more of taxpayers’ money is spent on supporting provision which aligns with the priorities of the nation, such as healthcare, STEM and specific labour market needs. This gives reassurance to potential students that incentives are aligned to encourage courses with good job outcomes and reinforces the Government’s commitment to safeguarding the UK’s high-quality research base.
  • As recommended by the Augar Report, we will create a system that stimulates demand for technical education, improving the nation’s skills and encouraging growth…..
    • …We need a better balance between academic and technical education – we are currently too skewed towards degrees above all else
    • .. We want every student with the aptitude and desire to go to university to be able to do so and we want technical, employer-centric training to be a viable option for many more people.
  • We will ask the OfS to consult on a more streamlined, improved, low-burden TEF exercise that will ensure that the drive to improve the quality of provision applies across all providers, not just those at the lower end. In line with the ambition to reduce bureaucracy, we will not be introducing a subject-level TEF. [that is a fascinating nuance – see the TEF section below]
  • We are considering what further reforms may be needed to tackle low-quality provision and will set out a full response on this issue in due course. [So what is that, then?  More than what the OfS are already doing with their quality and standards work, presumably.    Augar also looked at, in the same way as it looked at minimum grade requirements, (i.e. “we aren’t recommending but you could look at”), targeted number caps on courses offering low value for money.  Is that what the government response is hinting at?.  We look at this in more detail below as well].
  • The Augar Report highlighted the significant, and growing, taxpayer subsidy in the higher education student finance system. It is important that the student finance funding systems remain sustainable and that those who benefit from their higher education should make a fair contribution. We intend to freeze the maximum tuition fee cap to deliver better value for students and to keep the cost of higher education under control. This will initially be for one year and further changes to the student finance system will be considered ahead of the next Comprehensive Spending Review. [There you are, postponed again to another spending review. Which is surely unlikely to happen this year, for the same reasons as it hasn’t happened the last two years.]

HEPI has a blog “The Government’s emerging vision for universities: labour-market need at the heart of the system.”

  • The Government might be determined to put short-term labour-market need at the heart of our higher education system – determining the subjects that people are encouraged to or able to study… If enacted, these proposals will lead to (i) a weaker student voice, (ii) an un-benchmarked metric that equates professional-level employment fifteen months after graduation with success, and (iii) connecting university courses’ conditions of registration to a pass/fail rule about successful outcomes that takes no account of the social backgrounds of different students. This would be a very significant change in how universities are held to account and, by implication, a philosophical shift on what the fundamental purpose of university is considered to be. Short-term labour-market need, not student choice, will be at the heart of the system. The Government is perfectly entitled to do all this but it will have ripple effects. The current funding model puts primary responsibility on the individual graduate to pay for their education. Young people might wonder whether they should pay in a system that steers their choices in a direction someone else has judged appropriate.

So what’s coming next on Augar?

So, the response to Augar says there will be a consultation on minimum entry requirements and one on “further reforms”  – and more work on low value courses.  We remind you about the previous debates about minimum entry requirements, and what Augar said about them, as well as what it said about further action on capping student numbers for low value courses.

Minimum entry requirements: This suggestion was made in Augar the context of this:

  • Our preference is for the HE sector, through the OfS, to resolve the problem of students being inappropriately recruited onto low value courses.
  • We believe that the sector should have three years – until the start of academic year 2022/23 – to put its house in order

If not, Augar said, then the government should do two things – impose minimum entry requirements and cap numbers on low value courses.

To remind you about the arguments:

Augar was published in May 2019 and actually said this on minimum entry requirements (see pages 99-101)

  • We have considered the introduction at some future date of a contextualised minimum entry threshold for access to Level 6 student finance for students under the age of 25, to be used if the measures outlined above did not deliver the scale and pace of change needed. Students under 25 with tariff points below a certain level would be ineligible for student loans for tuition at Level 6. To repeat, this policy would need to be implemented such that disadvantaged students were not unfairly penalised.
  • The choice of threshold would be critical. As Figure 3.14 shows, there is no clear drop-off point in graduate earnings by attainment. To be effective, a threshold would need to be both high enough to address the issues of drop-out and lower wage returns set out earlier; and low enough to ensure that the impact could be managed across the sector and would avoid disproportionate impact on disadvantaged groups.
  • Were a minimum entry requirement introduced, it should apply only to students under the age of 25, after which work experience, rather than Level 3 qualifications alone, would be the appropriate entry criterion. The policy should apply only to Level 6 courses: any young person with Level 3 attainment below the threshold would still be eligible for student finance to study at Levels 4/5, and could then use their qualification at those higher levels to progress on to, and therefore receive finance for, Level 6 in the future. Introducing high-quality alternatives to degree study will be crucial to addressing the problems of low-value degrees set out above. Students recognise the value of higher-level study but they must have these alternatives available to them or they will continue to enrol for poor-value degrees. We are aware that even with contextualisation the impact on some HEIs would be significant. Some of them might wish to focus on the new higher technical provision discussed in the previous chapter; if they chose to do so, this would be a positive outcome [ouch]
  • We consider a minimum entry threshold contextualised for socio-economic background to be feasible and that it could address the problems of low returns for graduates in a socially progressive way.
  • However, such a threshold would be a significant intervention into what has been designed as a competitive autonomous market. It could be seen as a reversal of the principle of allowing all who are able to benefit from HE to attend, a principle that has underpinned HE policy in recent years and was first pronounced in the 1963 Robbins Report.
  • It might be objected that the contextualisation process breaks the clear link between attainment and entry established by a minimum entry threshold. For example, it could result in a position where two students at the same school with the same grades holding the same offer from the same university would have different outcomes; one would be moderated over the threshold and attend university while the other would not. In so doing, it could be presented as an example of social engineering – and breach of concepts of fairness – that do not fit comfortably within a meritocratic education system.

There was a lot of debate about this idea before Augar was published – because it was leaked as a possible recommendation.  Chris Skidmore, who was Universities Minister at the time, did not like the idea.  In the end it was watered down as a threat if the sector did not sort out “low value courses” by 2022/23.  The current government look to be a bit more impatient and have assumed that these issues will not be sorted out by then.  And it may not be just this that they are considering – we look at the other Augar threat on targeted number caps below.

Targeted number caps on courses offering poor value for money

This was in the same context as the minimum entry requirements proposal:

  • Our preference is for the HE sector, through the OfS, to resolve the problem of students being inappropriately recruited onto low value courses.
  • We believe that the sector should have three years – until the start of academic year 2022/23 – to put its house in order

..and if not then: Augar said this on capping numbers (see pages 101-102)

  • If recruitment practice has not improved by 2022/23, discussed further below, an alternative or complementary option for the government and OfS is the imposition of a cap on the numbers admitted to courses that persistently manifest poor value for money for students and the public. The existing regulations give OfS the power to implement such caps where that is justified in accordance with their regulatory aims, at institutional or subject level.
  • The government has made it clear that it will not re-impose a cap on student numbers at national level. It would be out of scope for us to propose this and we would not wish to do so, even if it were within our terms of reference. However, we are mindful that the government does exceptionally place a cap on numbers, notably on university places for Medicine, because of the very high cost of a medical degree and of the professional training that follows it, and have considered whether this practice could be extended.[this looks interesting now in the light of the attempt to apply student number caps in the pandemic which was abandoned so quickly when the extent of the 2020 A-level results mess-ups became apparent].
  • We therefore invite the government to consider the case for encouraging the OfS to stipulate in exceptional circumstances a limit to the numbers an HEI could enrol on a specific course, or group of courses.
  • Where there is persistent evidence of poor value for students in terms of employment and earnings and for the public in terms of loan repayments, the OfS would have the regulatory authority to place a limit, for a fixed period, on the numbers eligible for financial support who could be admitted to the course. The institution in question would remain free to recruit to all other courses without restriction. Such a cap system would clearly target the institutions that are offering poor value, rather than altering the entry criteria for individual students.

International and mobility

Wonkhe have new content: Ahead of the British Council’s international education virtual festival this week, Director Education Maddalaine Ansell takes stock of the state of international recruitment.

Parliamentary Question: Ensuring the UK remains an attractive destination for education for international students

Wonkhe have a blog on what is needed for Turing to be a success. Here are some of the recommendations:

  • Monitor the graduate outcomes of Turing on a longitudinal basis so we can measure its benefit not just as a snapshot six or twelve months from graduation but over an individual’s lifetime
  • Be global in principle but trade oriented in focus because the rise of the Asian Century means giving our students as much opportunity to travel to Asia and learn Asian languages/culture as engaging with Europe and North America.
  • Ensure more industry and employer engagement which will require universities to understand their international graduate destinations and form alliances and partnerships with international companies that can host students on work placements overseas. With robust country specific data on international graduate outcomes institutions can focus employer engagement where it will have the most impact.
  • Attribute value to soft power because global goodwill is essential for the UK’s future economic success particularly during and following the global pandemic. Mapping the careers of those that take part in Turing will put the UK in the driving seat when it comes to having alumni with a wide network of contacts with the authority to invest and trade.
  • Demonstrate excellence through international employability by showing the value to an individual’s future career if they take part in Turing. Evidencing the outcomes from the scheme must be part of the hearts and minds approach to ensuring that UK students are motivated to take part in outward mobility.

Meanwhile Wonkhe report: Welsh education minister Kirsty Williams is reported to be in discussions with her counterparts in Scotland and Northern Ireland about the possibility that the three nations could rejoin the Erasmus+ scheme. Nation Cymru has the story.

HEPI have a blog: Five questions to ask about the Turing scheme

Parliamentary Questions

  • Whether UK students will be liable for fees in their host countries under the Turing programme. Answer – students taking part will receive grants to help them with the costs of their international experience…On tuition fees, we expect these to be waived for Turing scheme participants consistent with the arrangements for Erasmus+.
  • Will Turing involve a competitive bidding element? Answer: We will be making further information available very shortly to enable providers across the UK to prepare to bid for funding when applications open in the coming weeks for placements to take place from September 2021. This will include information on how applications will be assessed, and funding allocated and we plan to have a call for bids much like Erasmus+. Successful applications will receive funding for administering the scheme and students taking part will receive grants to help them with the costs of their international experience.

This scheme will be demand-led and will be open to bids from providers across the UK. As such, there is no projection as to the number of students from each nation or specific limits for any specific region.

TEF

The Independent (Pearce) Review of the Teaching and Student Outcomes Framework (i.e. the TEF Review) has been published. This was completed and submitted to government (in August 2019) but hibernated in the Ministerial in tray (election etc…) whilst Governmental focus and priorities shifted.

RP:

  • the subject-level Teaching Excellence Framework looks to be heading for the highest shelf in the cupboard of abandoned higher education policy initiatives. It seems as if the Office for Students is to be sent back to the drawing board to come up with something less burdensome and more in keeping with government priorities on low-value courses.
  • As ever, higher education should be careful what it wishes for, as the replacement for the subject-level TEF might be even less rigorous and more intrusive. The absence of benchmarking in the Office for Students’ consultation on quality has spooked some, who fear the imposition of a less sophisticated assessment process for universities.

Here are all the links:

Overall: Is it worth it?: Given the value of HE to the UK, we believe it is firmly in the public and student interest for TEF to have, as its primary purpose, the identification of excellence across all HE and to encourage enhancement of that provision.

We’ll set out the Pearce recommendations and the government responses together so you can compare.

Statistical analysis:

Pearce: Improvements are needed in the management and communication of:

  • statistical uncertainty at all levels of the process, including multiple comparisons
  • small numbers ( small providers and/or small datasets ) and non-reportable metrics
  • relative versus absolute comparisons

These have a significant impact on flagging and generating the initial hypothesis.

Appendix B sets out the essential ONS recommendations that address these concerns.

Government: …we would like the OfS metrics group to take into account and address the concerns raised by the Office for National Statistics (ONS) when reviewing the robustness of its metrics and data.

Subject level exercise:

Pearce: The process and statistical risks become exacerbated at subject level where the impact of problems due to small numbers becomes greater. This, in addition to the problems with subject categorisation and risks of inconsistencies at scale, mean that ratings at subject level risk undermining the successful development of TEF as a whole.

There is evidence however, that a subject-level exercise has value for driving internal enhancement. For this reason, we recommend that while TEF should not progress to ratings at subject level at this stage, a subject-level exercise should be incorporated into the provider-level assessment and inform provider-level ratings.

Work is needed to develop the most effective way to do this. We propose that all providers receive a full set of subject-level metrics and that failure to sufficiently address variability in subject performance should act as a limiting factor on ratings of the aspects of assessment and the overall provider rating.

Government: …we do not want to move to subject-level TEF ratings, because we do not consider at this stage it can be achieved without significant burden

Metrics:

Pearce:

  • Teaching and Learning Environment: Institutionally determined evidence addressing ‘how we create an excellent environment for teaching and learning and how we know we are doing this well’. Subject variability in teaching and learning environments should be addressed.
  • Student Satisfaction: Evidence to address ‘what our students think of our educational provision’. National comparisons should use National Student Survey (NSS) metrics. In the submission, institutions should address their performance in the NSS metrics and may also add their own data. Subject variability in satisfaction should be addressed.
  • Educational Gains: Institutionally determined evidence addressing ‘what our students gain from our educational experience and how we evidence that’. Educational gains might include knowledge, skills, experience, work readiness, personal development and resilience. This will be conceptualised differently in different institutions. Since there is no single nationally comparable metric of ‘learning gain’, each provider would be expected to demonstrate how, within their own particular mission, they articulate and measure ( quantify if possible ) the educational gains that they aim to provide for their students. Subject variability in those gains should also be addressed.
  • Graduate Outcomes: Evidence to address ‘what our students do as graduates and how we have supported these outcomes’. In addition to the existing TEF employment metrics, measures beyond employment should be used and regional differences in labour markets should be controlled for. Continuation and differential degree attainment should also be part of this aspect. Institutions would use their submission to respond to the metrics and add their own data. Subject variability in graduate outcomes should also be addressed.

Government:

  • ….the Government does not consider ‘Student Satisfaction’ to be an appropriate measure of excellence, as satisfaction can, potentially, be too easily obtained via a reduction in quality or academic rigour – we believe ‘Student Academic Experience’ to be a more appropriate aspect
  • …we would like the OfS to ensure that the TEF ratings are based on an assessment of high quality, nationally gathered metrics and data (e.g., Graduate Outcomes, Longitudinal Education Outcomes and non-continuation data) and contextual qualitative information.
  • It should use more than just earnings and should take account of regional variations
  • OfS will also need to consider if and how educational gain can be reliably measured
  • The outcomes of the NSS Review will be important in considering the role the survey plays in the TEF assessment. We recognise that there is a place for students’ feedback on the quality of their teaching and learning experience and we will work with the OfS to develop how this aspect of quality could be included

Plus, new: For this reason, the Government considers it essential that student outcomes should act as Limiting Factors, such that a provider should not achieve a high TEF rating if it has poor student outcomes. We will work with the OfS to determine how the Limiting Factors should work. [so they will be a baseline in the quality framework and a limiting factor in the TEF -they are doing a lot of work here]

Submission

Pearce: …a standard structure should be developed which incorporates a subject level exercise. The student body should also be given the opportunity to provide direct input in an independent structured submission.

Government: We agree with the Independent Review’s recommendation that provider-level ratings should be derived from robust data and structured submissions from providers and students.

Ratings:

Pearce: Greater granularity in the rating system would provide more information about excellence and reflect the complexity of educational provision. We therefore recommend providers are awarded both an institutional rating, and a rating for each of the four proposed aspects.

We also recommend that the names of the ratings should reflect the level of excellence identified. We propose the following names:

  • Meets UK Quality Requirements
  • Commended
  • Highly Commended
  • Outstanding

Government: We agree with the Independent Review that there should, in future, be four TEF ratings overall, with the top three being signifiers of excellence to varying degrees.

The new bottom category will capture those providers failing to show sufficient evidence of excellence, and it will be made clear that these providers will need to improve the quality of their provision. We will work with the OfS to confirm the names for the four ratings in due course. [this is really interesting – the OFS quality consultation has a whole thing on using the bottom TEF rating as a reason to investigate a provider, which suddenly makes sense].

The name of the scheme

Pearce: We heard much frustration that the name ‘Teaching Excellence and Student Outcomes Framework’ does not adequately reflect what the TEF really measures. Teaching is only assessed via proxies and the student learning experience is dependent on more than just teaching. We recommend that the name should reflect more accurately what a revised TEF will measure and assess. Of the options we have considered, we propose the Educational Excellence Framework (EdEF).

Goverment: The Government would like the scheme to continue to be known as ‘the Teaching Excellence and Student Outcomes Framework (TEF) This name has a well-established brand value, and is increasingly understood, in the UK and internationally, to mean a rating on teaching, learning and student outcomes.

And in terms of the practical question about what happens next, the government have said:

  • … we will end the current approach of TEF running each year and expect the TEF to be a periodic exercise, taking place every 4 or 5 years.
  • Its costs should also be kept proportionate and for each exercise the costs, for both providers or the OfS, should, at an absolute maximum, not exceed the costs per provider of the TEF exercise that has taken place to date

And the OfS have told us (Letter to universities):

  • We are developing proposals for the TEF to be an integral part of the overall quality system in England. The role of the TEF is to continue to incentivise excellence above our baseline requirements. In developing our proposals for the TEF, we will take into account the Independent Review recommendations and the government’s response to these, and the evidence from the subject-level pilots. We expect to consult on these proposals in the spring, aligned to more detailed proposals on our approach to the regulation of quality and standards through the conditions of registration. 
  • We do not expect a new TEF framework to be in place before the current TEF awards expire in summer 2021. We are considering the options for the interim period until a new TEF framework is in place and expect to consult about this soon.

Nicola Dandridge, chief executive of the Office for Students, said:

  • ‘Students invest a significant amount of time and money in higher education and should expect a high-quality academic experience. The Teaching Excellence and Student Outcomes Framework (TEF) plays an important role in driving up the quality of provision in universities and colleges – we welcome the publication of Dame Shirley Pearce’s review and the recommendations she has identified for developing the scheme further.
  • ‘We are committed to raising the bar on quality and standards across the English higher education system. As we refine our overall approach to regulation, the TEF will continue to incentivise improvement in areas that students care deeply about: the quality of teaching and learning, and how well their courses set them up for success after their studies.
  • ‘We will develop proposals on how best to take forward the independent review recommendations and the government response to these, as well as evidence from our own subject-level pilots. We expect to consult on proposals for the future TEF in the spring, aligned to more detailed proposals on how we regulate quality and standards through conditions of registration.’

On Wonkhe: TEF – Big changes lie ahead and David Kernohan is here to walk you through them.

Admissions

The DfE launched a consultation on their proposed changes for post-qualification admissions (PQA) in HE as part of Thursday’s deluge. The consultation explores whether student’s receiving and accepting university offers after they have achieved their A level grades would ensure a fairer higher education admissions system.

Brief overview of rationale from the documentation:

  • There is evidence that disadvantaged students ‘undermatch’ in relation to the grades they actually achieve
  • A PQA system might encourage disadvantaged students to be more aspiration in their choices and identify courses they are better matched to
  • Use of conditional unconditional offers and other undesirable admissions practices such as material inducements to persuade students to enter certain courses has increased in recent years, dramatically in the case of conditional unconditional offers
  • The current system is complex and difficult to navigate
  • Post-Qualification Admissions (PQA) has been proposed as a reform that could help alleviate some of these issues by a wide variety of groups and commentators across the political spectrum – including The Sutton Trust, The Universities and Colleges Union (UCU), The UCL Institute of Education and Policy Exchange
  • UCAS and Universities UK have concluded that now is the time for admissions reform to be considered, following months of engagement with students, schools, colleges and universities. This consultation will build on these findings, working across education sectors, to agree how reform could be delivered.

The consultation document states: We believe that it is time to explore whether a PQA system could address some of the challenges posed by the current HE admissions system: namely, that it is complex, lacks transparency, works against the interests of some students, and encourages undesirable admissions practices. Key delivery partners, as well as those across the education sector, have signalled that this is the right time to review the system. The experience of having completed full Level 3 qualifications, and knowledge of their actual results could put students in a better position to decide on their best options for further study. PQA could allow them to consider the full range of available qualifications, including higher technical qualifications as well as degree level study. Hence, it may lead to more students making better informed decisions, improve continuation rates in higher education and potentially lead to better career outcomes for students.

Prior to publication Research Professional said:

  • while a consensus seems to be gathering that post-qualification admissions are the right thing to do, a rearguard action is being mounted by vice-chancellors of low-tariff and medium-tariff universities who think that their institutions will be disadvantaged by the change.
  • The feeling is that there are some universities that need to spend more time building a relationship with applicants, and post-qualification admissions will see school leavers migrate towards established brand names. This, of course, may be what the government is hoping for.

Wonkhe have: A consultation from DfE on post-qualification admissions landed and Jim Dickinson has everything you need to know.

Exams in 2021: 

Nick Gibb, the Minister of State for School Standards, issued a written ministerial statement on exams. There was no new content or updates, all remains as we outlined in last week’s policy update, the consultation closes next week.

Meanwhile Sammy Wright, a Social Mobility Commissioner, has stated that:

  • fair A level results are impossible and calls for a fully funded foundation year at university to avoid “catastrophic unfairness” among this year’s cohort.
  • Wright said disadvantaged students would not face “a level playing field” because they had missed out on more digital learning than their peers, and he warned that asking teachers to be objective in their grading could result in “a worse disaster than last year”. He also stated that no matter how grades are awarded, many students will be embarking on courses in September 2021 at a lower level than they may have done in a normal year

Wright was in favour of the Government’s proposal for clearing to take place after students have had time to appeal their grades. Wright states: At all costs we must avoid the chaos of clearing in 2020—and as such, we again call on UCAS and universities to ensure that clearing does not happen until all appeals have been responded to.

HEPI have a blog: How to be ‘innovative’ in school exam assessment – fewer grades

The Sutton Trust has published a report on how teachers and parents are responding to the second period of school closures.

Free Speech

During 2018 the debate over Free Speech in HE was a frequent topic in the policy update. While the HE sector agrees free speech is essential many were baffled by the Government’s dogged pursuit of the topic and the lack of evidence of its prevalence. This week we were transported back to 2018 – but on steroids – gone are the Ministerial speeches and push for the HE sector to sign up to ‘agreements’, now some Parliamentarians want a law and the ability to fine universities if they fail to uphold free speech. Conspiracy theorists might hypothesise that it all feels like another step towards a different agenda of tighter Governmental control over these (pesky) semi-autonomous university organisations. But back to this week…

David Davis (Conservative MP, currently an under-secretary of state for Wales and assistant Government Whip) presented a Ten Minute Rule motion on Freedom of Speech (Universities). In essence the Bill aims to: place a duty on universities to promote freedom of speech and to make provision for fining universities that do not comply with that duty. Davis’ introductory speech included:

  • Today, there is a corrosive trend in our universities that aims to prevent anybody from airing ideas that groups disagree with or would be offended by. Let us be clear: it is not about protecting delicate sensibilities from offence; it is about censorship. We can protect our own sensibilities by not going to the speech. After all, nobody is compelled to listen. But when people explicitly or indirectly no-platform Amber Rudd, Germaine Greer, Peter Tatchell, Peter Hitchens and others, they are not protecting themselves; they are denying others the right to hear those people and even, perhaps, challenge what they say.
  • …views expressed in a recent survey commissioned by Britain’s biggest university academic union showed that Britain has the second-lowest level of academic freedom in all Europe. Just last month, a report by Civitas found that more than a third of our universities impose severe restrictions on freedom of speech—including, I am ashamed to say, Oxford, Cambridge and St Andrews. The fact is that a number of our international allies today protect freedom of speech much better than we do.
  • Although in the UK we theoretically have laws protecting freedom of speech, in practice they are buried in education Acts, resulting in the protections not being widely known and universities not always upholding their duties.
  • speech that is illegal—incitement to violence, for example—would of course be forbidden, but speech that is merely unpopular with any sector of the university would not be proscribed. Controversial views and the challenging of established positions would not be proscribed.

Ten Minute Rule motions are an opportunity for backbencher MPs to float an idea for a new Bill to the House, a ‘vote’ at the end of the (roughly) 10 minutes decides whether the Bill passes to the next stage. Similar to Private Members Bills the Ten Minute Rule motions rarely pass into legislation. However, some are introduced as a plant for the Government (perhaps to judge sentiment and support within the house without Cabinet embarrassment). This Bill was supported by 11 other Conservative MPs and it passed the initial ‘vote’ meaning it can progress to the second reading stage.

In theory Davis’ Bill should now stall – because time for all private bills has been paused due to Covid – but Davis knew this before he presented the Bill. Furthermore, if the Government wishes to back the Bill they can allocate it some of the time set aside for the Government’s agenda to progress it through the legislative stages. It will be an interesting one to watch.

Wonkhe take issue with the content of Davis’ speech: David Davis’ speech in support of his Ten Minute Rule motion to introduce a Freedom of Speech (Universities) Bill was passed unopposed in the House of Commons. His speech took in the 1689 Bill of Rights, the 1948 Universal Declaration of Human Rights, and the “no-platforming” of Germaine Greer, Peter Tatchell, “professional iconoclast” Peter Hitchens, and Amber Rudd – none of which were actually denied a platform.

Free Speech was one of the landmarks within Sam Gyimah’s tenure as Universities Minister in which he seems to have made several unsubstantiated claims that he later had to row back from. This BBC article stated the committee found little evidence that such censorship was “pervasive” – but instead found that a relatively small number of incidents were being widely shared. Research Professional dismissed another of Gyimah’s claims about overegging a safe space culture – With the Department for Education unable to confirm this latest claim about safe-spaces in universities, there remains little documented evidence of a culture of censorship in UK higher education. And an Oxford Professor states the obvious elephant in the room about lack of evidence in this Guardian article –  When it comes to Sam Gyimah and Jo Johnson’s warnings that free speech is threatened, I’ve never seen either of them produce any evidence to support those statements. In education you’re supposed to be able to back up what you say, and they just don’t. The same article has Amatey Doku speaking within his 2018 role at NUS: There is vigorous debate every single day at universities. If there really were a censorship problem we’d hear about it. What we actually find are isolated instances blown out of proportion. There are a couple of reasons why ministers exaggerate: politically it plays well for their voter base. 

iNews provide up to date coverage of the issue highlighting that Free Speech has continued as a hotspot for the Government, they state:

Michael Barber (outgoing Chair of the OfS) made a farewell speech on Wednesday evening in which he mentioned free speech. Research Professional pick it apart in their inimitable manner:

  • Referring to high-profile cases of “no-platforming”, Barber said: “I am often told that the vast majority of such possibly controversial speaking engagements do in fact go ahead. I am willing to believe that this is the case, but I would love to see the data. It is hardly a job for a regulator but if I were a university administrator or an influence at Universities UK, I would be collecting the data.”
  • England’s higher education regulator-in-chief seems to be unaware that the organisation he has chaired for the past four years gathers precisely these data, asking universities to return figures on the number of speakers approved or rejected as part of the Prevent legislation. In 2017-18…53 speaker requests [were] rejected. Of those 53, how many were to do with extremist views and how many were to do with a failure to complete the onerous paperwork properly? We are willing to bet on the latter for quite a few.
  • The Prevent statistics do not capture the Amber Rudds and Germaine Greers, but they do capture the reality of free speech in UK universities, rather than the issue imagined by some who mistake inherited privilege for inalienable rights.
  • Barber said: “My critique of the current free speech debate is not that it is too extensive but that it is too limited. After all, the conceptual rule for such events is surely clear: a university should be a place that actively promotes and protects the widest possible freedom of speech within the law.” At which point he should have sat down, or turned off his Zoom, because nobody ever, anywhere, has disagreed with that.

So will the Bill progress or fizzle…? I’m not sure even the Government know right now. Wonkhe’s irreverent interpretation (written before the Bill was presented) made me smile: There’s little chance of whatever’s in it becoming law all on its own – so we’ll have to wait and see to work out whether an extension of the culture war that the public looks increasingly bored with will take off this time around.

Education Oral Questions

Gavin Williamson took centre stage for Education Oral Questions and the Topicals on Monday breezing through content asking about:

  • the end of the Brexit transition period for HE,
  • Turing – Question: how will the Secretary of State ensure that the Turing scheme, a poor replacement for Erasmus, is as effective in encouraging inward student mobility? Answer: The Turing scheme is not a poor replacement…It is about us looking around the globe as to how we can expand opportunities for students. No comment on inward student mobility was made.
  • Research investment
  • Students paying rent for accommodation the Government have mandated they may not use (Answer: hardship funds)

Wonkhe covered the HE questions: Education Questions in the House of Commons saw Gavin Williamson once again reiterate that support for students remains under review – but apart from the £20m put towards hardship funds just before Christmas there has been no action.

Specific questions from Labour’s Emma Hardy and the SNP’s Stuart McDonald on support for rent where students are unable to use the property if following government guidelines saw no substantive answer.

  • Remote education (for pupils). Williamson states problems should be addressed with the school first before resorting to Ofsted complaints. Live lessons for SEN pupils was also covered as was laptops for disadvantaged pupils and internet access and free school meals.
  • Technical and vocational exams

During topicals:

  • Q – Bim Afolami: Many students have suffered as a result of inadequate teaching and pastoral care at their universities, in addition to unfair costs for accommodation that they are not even allowed to stay in. What action will my right hon. Friend take to ensure that the Government are a voice for students, that they stand up for students and that they allow them to be compensated in some way by their universities when those universities fail them and let them down?
  • A – Gavin Williamson: There can be no excuses when universities are not offering the type of remote teaching and educational support that is expected. That is why it is so critical that, where that remote teaching and support is not happening, students’ rights are upheld. We saw at the tail end of last year that students’ rights were upheld and universities had to redress that. That is the right approach. We recognise how important it is to support students, which is why we will continue to look at how best we can support them through programmes such as the hardship fund.

This week’s Education Committee session focussed solely on the impact of COVID-19 on education and children’s services. There was no HE content. Do get in touch if you would like to receive Dods’ summary of the Committee session.

Case for Commons Reform

UCL’s Department of Political Science have an interesting publication: Taking back control – Why the House of Commons should govern its own time. It highlights that much of the time within the Commons is directed by the Government ministerial agenda and that several of the reforms recommended 10 years ago have not been implemented – some of its central concerns about the management of time in the House of Commons went unheeded… whereby MPs [despite coming from the majority party] have inadequate say over the running of their own institution. The report makes recommendations for change such as allocating more regular opposition and backbench business days, that the weekly agenda be put to members in an amendable form for decision (as happens in other parliaments) which would make ministers more responsive to the Commons majority (particularly their own backbench MPs). Also: that there should be a wide-ranging formal review of the extent of government control of House of Commons business.

In conclusion: As the Wright committee pointed out more than a decade ago, the extent of government control of the House of Commons is both unusual in international terms, and problematic for the functioning of Westminster. This was already true under periods of single party majority government, but it became even more obvious under minority government, as applied between May 2017 and November 2019. At present, House of Commons rules too often explicitly privilege the government rather than privileging the parliamentary majority. But these two will not always be the same thing. The core principle guiding House of Commons functioning should be majority decision-making, not government control.

Strategic Education Recovery Plan

Previous universities minister, Chris Skidmore, writes Thinking, fast and slow. Why we need a long-term Education Recovery Plan for Conservative Home. The article begins with humble words acknowledging the reality of home schooling whilst working. He recognises the disruption to all children’s learning and calls for an all through long term education plan from nursery to university. He states: We cannot afford to simply react to events, waiting to see what happens with the spread of the virus and its containment, before we decide the next stages of an entire generation’s future. The impact of the pandemic will emerge like the widening ripples in a pond when a stone has been thrown: its impact, in particular its educational impact, will be with us for years, a fact which we must come to terms with and have a strategic plan to help counter.

Already the Chair of the Education Select Committee and educational leaders have called for a redesign of the examination system. What is needed foremost, however, is a definitive understanding of the outcomes that we wish to achieve, before moving onto the processes to deliver this.

He highlights with two years’ worth of key stage assessments cancelled a system is needed to monitor individual pupil progress, so that pupils at risk of educational failure due to the pandemic can be rescued as quickly as possible, and given the individual support and tuition that they need to get back on track. This should be viewed as the critical mission. Identifying those pupils at risk of educational disadvantage means new forms of assessment, and data collection, will need to be considered. Above all, there must be transparency and a common approach to what is being measured. And this is the crux of his point. While schools will all be tracking and assessing the individual pupils without a national approach where is the policy push and additional funding. Remember the year 7 support funding – for pupils below year 6 SATs standards has been sucked into the coronavirus catch up fund – with different criteria for access.

He also talks about exams and HE admissions – I’m cautious about re-inventing the wheel at a time when stability and certainty is needed. Pupils deserve exam results to show for all their hard work, and existing systems that have held their own as a standard over time should not be thrown out for the sake of change. But we do need to address the issue of admissions to university, and how results and assessment are used to deliver this.

Post Qualification Admissions have been proposed as a way forward, yet with the qualifications themselves under review, we need greater long-term certainty of how we can achieve an equitable admissions system that encourages disadvantaged pupils to reach their potential.

Reforms to post-18 education to ensure lifelong learning and flexible qualification structures have taken on a fresh urgency in light of the pandemic, especially with the likely need for retraining and reskilling of a large number of people seeking new forms of employment. 

Ultimately, a long-term education recovery plan must start not from what is convenient for existing systems and vested interests of the organisations that operate in this space. To do this would mean that those with the loudest voices, and greatest lobbying efforts, win out. What is needed instead is an approach that defines the “points of contact” at every stage of a child’s educational journey — and defining how these have been adversely affected by the pandemic, and what can be done to resolve this.

Defining and delivering a long-term plan, with the investment needed to achieve this, will be hard work: easier, more tactical approaches, may seem more attractive. Yet to achieve an effective recovery, the longer term, strategic planning is now essential… With all the immediate talk of laptop provision as the instant solution to current learning problems, we must not forget that now is also the time to prepare all pupils for their educational recovery, encompassed in a long-term strategic approach.

HE Staff Statistics

HESA have released HE sector staff statistics and data for the (pre-Covid) period to 1 December 2019.

Much media content has focussed on the lack of improving diversity, particularly at professorial level (see BBC). Some headline points from the HESA analysis.

  • Staff ethnicity – 18% BMC – an increase of 1 since 216/17; 11% of professors are BME
  • Staff nationality – 17% EU (excluding British), 14% non-EU
  • Gender – Men are more likely to work full time (52%) and academics are more likely to be male (53%); Females make up the larger proportions of part time staff (66%) and work in a non-academic role (63%).
  • Age – 19% of academic staff are aged 56 or over; almost half of all professors are aged 56+ years.
  • 78% of academics’ salaries were paid in full by the institution. The other 22% were financed in part by research councils, UK branches of multinational companies, the NHS and/or UK and overseas charities.
  • 44% of academic staff held teaching and research contracts. 32% held teaching only contracts. Teaching only contracts are increasing steadily each year, in 2015/16 teaching only contracts were held by 26% of staff.

Wonkhe have a good analysis delving into more detail (with understandable interpretations) here. Their blog specifically looks at Black underrepresentation too. The blog concludes by looking forward and reminding us that today’s issues will all have an impact on future figures. The pandemic has resulted in redundancies without appointing replacements, Brexit and the new immigration system may affect the diversity of nationalities employed, and, Wonkhe: A lot of what happens depends on government decisions as well as those made by providers – in particular institutional managers will be watching the decisions made by the Office for the Independent Adjudicator that could have a wider impact on student fee refunds. Other decisions made about university funding, for example as part of the response to the Augar report, will have an impact on university liquidity too.

Welsh support for students

The Welsh Government announced an additional £40m for universities to support students facing financial hardship. The fund aims to help the students most affected by the pandemic with expenses such as accommodation costs and addressing digital poverty. The £40 million is in addition to the previous £40 the Welsh Government provided to support students and universities. Kirsty Williams, the Welsh Education Minister, said:

  • This year, due to reasons beyond their control, many thousands of students have not been able to return to campus yet. In some cases, this means some students might still be paying for their accommodation while they are unable to use it. We recognise how difficult this is, which is why we are announcing this additional funding.
  • Our universities have worked tremendously hard to support their students, ensuring learning has continued, while putting measures in place to protect their students, staff and their local communities.  This funding will allow them to build on that good work.

The Welsh Minister’s tone differs substantial from her English counterpart Michelle Donelan (who is still under fire on her Twitter feed). This week Research Professional dissect and comment on Donelan’s 6 ‘student’ Tweets, and they offer MP and leading HE sector figures censure on her simplistic slogans.

Access & Participation

HEPI have two blogs:

Digital Poverty

At the end of last week Jisc, Universities UK, GuildHE and ucisa wrote to Gavin Williamson, Education Secretary, calling on the Government to lift higher education students out of digital poverty to avoid a lost generation of learners. By ignoring university students while helping other disadvantaged learners to study online, the government and telecommunications companies risk creating a ‘lost generation’of young people who are missing out on their education. They state:

  • Half of higher education students are digitally disadvantaged
  • Many families are at risk of slipping into poverty and cannot afford the data costs required for online study
  • Digital and data poverty is the main issue that prevents effective delivery of online learning
  • Demand for hardship funding from universities has doubled

Indicating that around half of HE students are digitally disadvantaged, the letter cites the learning and teaching reimagined research project conducted by Jisc with sector partners, which found that digital and data poverty is the main issue that prevents delivering online learning effectively.

The letter goes on to highlight that, despite the welcome extra government funding to alleviate hardship for HE students, the demands on hardship funding have doubled, putting significant strain on university resources.

In conclusion, the letter, which calls for an urgent meeting with government and telecoms companies, states: Universities have moved mountains to provide learning and teachingonline since the first lockdown and are now much better equipped to deliver a quality curriculum online. However, without urgent action to ensure students can get online affordably, the government is risking creating an even deeper and more long-term digital divide in education. We urge you to take action now on behalf of all higher education students experiencing digital poverty, or risk creating a lost generation of young people who are missing out on their education.

The Guardian cover the story here.

Disabled Students Commission: Wonkhe summarise the new report: The Disabled Students Commission has published its annual report, Enhancing the disabled student experience. The report outlines how the commission approached supporting disabled students during the Covid-19 pandemic. Going forward the Commission plans to adopt a student lifecycle model to inform its research and recommendations, with considerations including the intersection of disability with other characteristics such as race and gender, the diversity of disabled student experience, and greater consultation with disabled students.

Parliamentary Questions:

  • Access to post-16 education for asylum seekers is governed by funding rules in further and higher education.
  • What proportion of people (a) applying for and (b) securing places at higher education institutions were from (i) working class and (ii) disadvantaged backgrounds for the academic year 2019-20.
  • The effect of the covid-19 lockdown on the attainment gap (pupils). Answer: The Department has commissioned an independent research agency to analyse catch-up needs and monitor progress over this academic year. This research is based on a large sample of pupils and will identify whether particular groups of pupils have been more affected by time out of school – including the most disadvantaged, those with historically poor outcomes, and those in particular areas.
  • What assessment the Government has made of the report by the Social Mobility Commission Changing gears: understanding downward social mobility, published in November 2020; and what plans they have to address the Commission’s finding that one in five people move into a lower occupational group than their parents.

Students

Wonkhe have two student focussed blogs:

Parliamentary Questions:

  • Sharia compliant alternative student finance product (no update yet); but this one on potential barriers to Muslim students has been answered
  • Additional support for HE students who have caring responsibilities for children and who are engaged in university studies alongside home tutoring. Government response: it’s up to the university but we expect them to be supporting student welfare
  • What support the Government plans to provide for undergraduate students whose university education has been disrupted by the covid-19 outbreak. Answer (as you’d expect): we are working with the sector to make sure that all reasonable efforts are being made to enable all students to continue their studies and provide the support required for them to do so. Our expectation, during these challenging times is that universities should maintain the quality and quantity of tuition and the Office for Students (OfS) will continue to actively monitor universities to ensure that quality of provision is maintained and accessible for all. And yes, Donelan also mentions the £256 OfS Student Premium funding which can go towards student hardship funds and the £20 million of additional hardship funding expected by providers soon
  • Student Finance – Illness/shielding: Students who suspend their studies for a variety of reasons, including shielding, can apply to Student Finance England for their living costs support to be continued while they are absent from their course. Students who suspend their studies due to illness automatically receive living costs support for the first 60 days of their illness.
  • Supporting students who have paid rent for accommodation at university but are unable to use it as a result of covid-19 restrictions. Answer: The government plays no direct role in the provision of student accommodation. However, the government encourages all providers of student accommodation to review their accommodation policies to ensure that they have students best interests at heart. We also urge them to communicate their policy clearly and be fair.
  • Emma Hardy, Shadow universities minister has been asking some emotive questions about students nurses such as whether they’ll have to pay extra tuition fees because Covid has prevented them from completing their placement hours and similar on course extensions
  • Private rented student accommodation – no Government support for release from contracts, use of hardship funds mentioned
  • While the parliamentary question asked about the mental health taskforce the minister sidestepped to respond: it is for higher education providers as autonomous bodies to identify and address the needs of their student body and to decide what mental health and wellbeing support to put in place…the government has asked universities to prioritise mental health support, and continue to support their students, which has included making services accessible from a distance…Many providers have bolstered their existing mental health services, and adapted delivery mechanisms including reaching out to students who may be more vulnerable. You can read more on the Government’s response here.

Inquiries and Consultations

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

Consultations to look forward to from today’s pile of announcements:

  • OfS consultation on a new TEF (in the “Spring”)
  • OfS consultation on interim arrangements for the TEF because the current awards expire in the summer (“soon”)
  • DfE consultation on further reforms to the higher education system in spring 2021, before setting out a full response to the report and final conclusion to the Review of Post-18 Education and Funding alongside the next Comprehensive Spending Review.
  • DfE consultation on the Lifelong Loan Entitlement – “we will consult on the scope and detail of the entitlement in early 2021, including seeking views on objectives and coverage.”
  • DfE consultation on the changes that are needed to enable universities and colleges to provide a modular offer – doesn’t say when they will consult on this.
  • DfE: We will set out further plans to use the National Skills Fund in due course, consulting on the details in spring 2021 to ensure that the investment from the Fund helps to meet the needs of adults, employers and providers
  • DFE will consult on the proposals to reform FE funding and accountability

The OfS say: We are aware of the sustained pressure on providers as the impact of the pandemic continues to be felt and of the additional burden that may be caused by these proposed additional consultations. We have extended the deadline to our quality and standards consultation to 25 January 2021 and will continue to monitor the situation regarding current and future consultations. 

Other news

  • Remote teaching: Wonkhe: Matt Jenner led a popular online course about teaching online – here’s what he learned from the experience about how to support educators in adapting to remote teaching.
  • On Monday Boris Johnson launched a new business initiative – the Build Back Better Council. Details including the Council members are here.
  • Teach online this year: UCU (the University and Colleges Union) are calling for teaching to remain online for the rest of the academic year to protect the wellbeing of staff, students and their communities. UCU state they fear staff will be forced to return to work in unsafe and unpredictable working conditions. UCU have warned they are considering balloting members for action against an unsafe return to in-person teaching.
  • Student rent strikes: The BBC cover student rent strikes in Wales. Politics Home also have an article on rent strikes.
  • Asynchronous learning: From Wonkhe – Asynchronous learning gives students the chance to treat modules like box sets, bingeing or skipping as they see fit. Tom Lowe wonders what this might mean for learning.
  • Academic misconduct: Contract cheating is well known however this (short) Times article explores the perspective of the innocent who was wrongly accused of cheating. It is written by lawyers who represent students appealing against academic misconduct.

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HE Policy Update for the w/e 3rd December 2020

The Government has announced the requirements for universities to prepare plans for students to return to campus safely in January, flexibilities for 2021 level 2/3 exams have been confirmed, there’s a new report about higher technical education, and the attainment and continuation gap for estranged students is of concern.

Parliamentary News

Local Rebels: The Government experienced a rocky ride as Parliament passed the Covid tier legislation on Tuesday. The Conservative rebels that voted against the Government can be seen here. Notably several local MPs voted against or abstained from the vote. Chope and Drax voted against, Syms said he would vote against (but was unable to vote as he acted as a teller for the no votes), Tobias Ellwood abstained.

WMS – Skills Bootcamps: The DfE published a Written Ministerial Statement from Gavin Williamson (Education SoS) giving an update on the Lifetime Skills Guarantee. It announced the extension of the skills boot camps including to the ‘Heart of the South West’ covering digital skills (software development, digital marketing, and data analytics) and technical skills training such as welding, engineering, and construction. A further £43m will be invested through the National Skills Fund to extend Skills Bootcamps further across the country in 2021.

January Restart

The DfE released the January restart guidance explaining the rules and priorities universities should adhere to for the safe return of students. (Press release here)

  • The return of students should be staggered over 5 weeks – this is to minimise transmission risks from the mass movement of students
  • There is a priority order for students to return with medical, practical and placement students returning first (4 to 22 January) to access their essential face to face tuition. Those with external (e.g. professional body) exams that cannot be moved are also permitted to return.
  • Other students will receive online tuition and return to campus in a staggered manner between 25 January and 5 February. The Government set out a priority order for those in the second phase of return e.g. postgraduates first, new starters last.
  • All students should be offered (the asymptomatic) testing on return to university before tuition recommences, social contact to be curtailed whilst awaiting the results of both tests (3 days apart)
  • Students who returned home over the winter break should not be encouraged to return to their term-time accommodation until their face-to-face teaching is scheduled to resume
  • Students who remained in their term time accommodation over the winter break or those for whom an early return is essential (e.g. those without study space or connectivity within their domicile, international students, students without other suitable accommodation, those who need to return sooner for health reasons). Students who return early due to these reasons and commuter students are expected to be able to access campus facilities such as the library during the period.
  • International students returning from outside of a travel corridor must self-isolate for 14 days, although they can pay for a private test which if negative will reduce the isolation to 5 days.
  • Students who spend the winter break within tier 3 should take a test before they travel, if this is available locally.

In her letter to Vice-Chancellors Donelan stated:

  • We do not underestimate the work that will need to be done to accommodate this plan including moving exams or putting them online and creating more online materials and lessons.
  • This plan is the best way to ensure all students can return and blended learning can resume whilst reducing the risks of mass movement and also ensuring all students can be tested.
  • We continue to support the blended learning model that universities have been using and still consider you, in collaboration with local public health teams, to be best-placed in determining the proportion of online/in-person teaching working that works for your setting. However, where it is deemed safe to do so, we would encourage as much face-to-face learning as possible, recognising the benefits this brings to student experience.

Financial Hardship: The Minister also announced there would be £20 million allocated on a one-off basis to support those that need it most, particularly disadvantaged students. They will work with OfS to produce the detail on this.

One shot: Earlier in the week the Government stated that students would be counted within the ‘home’ household numbers for calculating visitor numbers during the Christmas window. It also confirmed that students are only permitted one visit home between 3 December 2020 and 8 February 2021.

Wonkhe have a blog delving into the detail of the Government’s statutory instrument which covers the student related aspects here.

No plans to cancel A-levels  in 2021 in England

On Thursday Education Secretary Gavin Williamson announced extra measures to support students during the 2021 exams:

Students sitting exams and other assessments next year will benefit from a package of exceptional measures to make them as fair as possible and manage the disruption caused by Covid-19

In recognition of the challenges faced by students this year, grades will be more generous, students will be given advance notice of some topic areas, and steps will be taken to ensure every student receives a grade, even if they miss a paper due to self-isolation or illness.

  • exam aids – like formula sheets – provided in some exams giving students more confidence and reducing the amount of information they need to memorise;
  • additional exams to give students a second chance to sit a paper if the main exams or assessments are missed due to illness or self-isolation; and
  • a new expert group to look at differential learning and monitor the variation in the impact of the pandemic on students across the country.

Students taking vocational and technical qualifications will also see adaptations to ensure parity between general and vocational qualifications

Where a student has a legitimate reason to miss all their papers, then a validated teacher informed assessment can be used, only once all chances to sit an exam have passed

Test and exam results will not be included in performance tables this year, and instead will be replaced by attendance information, and student destinations and the subjects taken at key stage 4 and 5

And on remote education within schools and colleges there are updated expectations:

  • Primary schools are expected to provide a minimum of three hours a day on average; secondary schools expected to provide at least four hours’ worth
  • Similar expectations will apply for colleges and other further education providers which take into account the sector’s role in delivering both academic and technical provision

A Government news story tells us that the Social Mobility Commission is contributing to DfE planning process for the 2021 exams. They have recommended the Government:

  • Suspend school performance tables for 2021, as they fail to take account of the disproportionate learning loss experienced by students in areas of deprivation.
  • Work with schools and colleges to develop a clear and consistent system for collecting centre assessed grades that can be used as a contingency measure if individual students are unable to take exams.
  • Offer students the opportunity to take exams in Autumn 2021, without this being considered a ‘resit’. The results would need to be made available in time for UCAS applications for 2022 entry.
  • Support schools with extra resources, such as additional staff and venues, so that they can provide Covid-secure examination environments.
  • Mitigations in content and structure of exams benefit all candidates, and so do not address gaps between those who have struggled with remote learning due to home circumstance and those who have not. As such, while some adjustment (like the reduction in content of English Literature) may be practically necessary and useful, it should not be regarded as a solution.
  • Generosity in grading for 2021 should aim for a midpoint between 2019 and 2020, but following a normal mathematical distribution, rather than replicating the anomalies of 2020.
  • Arrangements for students isolating at the time of exams have to take into account the vast difference in personal and socio-economic circumstances. Home invigilation should be avoided.

For the students progressing to university:

  • Arrangements providing grants and opportunities for gap years for those with fewer familial resources should be retained.
  • At the moment, some courses prejudice those who have done an extra year, and some institutions struggle to accommodate retakes of years because of funding reductions for older students – this could easily be addressed.

Their recommendations aim to ensure equity in the 2021 exam system: Most recognise that there is a widening achievement gap in the nation’s schools and that the impact of coronavirus has disproportionally hit pupils in areas of deprivation.

The Social Mobility Commission statement included:

  • Schools must not ambushed at the last minute on this – they need time to adjust their teaching and their focus in ways that allow them to provide an effective education for the most vulnerable…We must also not fall into the trap of thinking that solutions that benefit all students will address the widening achievement gap. In a competitive exam system like ours, the key worry is that disadvantaged students will be outperformed by their peers whose experience of lockdown has been far smoother and more productive.
  • The key question the commission has considered in setting out our advice is ‘What constitutes a good outcome for the students who have been most disadvantaged this year? Are they better with weaker grades in more subjects, or better grades in the subjects they need?’ We firmly believe that if we can free up schools by taking away some of the pressure of performance tables that we think are unlikely to tell us anything useful about the system this year, then we can allow deprived students who have often suffered the most to be given tailored solutions.

The Government’s invitation to the Social Mobility Commission sits a little awkwardly with the outcomes of Ofqual’s analysis of the 2020 GCSE and A level awards (published late last week) which and concluded that there was “no evidence” that the system systematically disadvantaged poorer pupils or those with protected characteristics. However, the report suggests that there was “some evidence that some 6,300 GCSE entries by low prior attainers with unknown socioeconomic status (most of whom are at independent schools) may have received disproportionately overestimated grades.” The same effect was not seen for A levels.

Ofqual also pointed out that although poorer pupils saw a bigger drop in grades B to E as a result of standardisation, the proportion achieving A* and A grades actually fell by less than it did for pupils from better-off backgrounds.

The new report looked at the centre-assessment grades, calculated grades and final grades issued to pupils. It found that had calculated grades been issued, the results would have been more closely in line with the established relationships between student characteristics and outcomes seen in previous results.

Admissions

A Wonkhe blog explains Ireland’s university admissions system: The CAO [Central Applications Office] is best understood as an application clearing house, rather than a strict comparator to UCAS. The system in Ireland is what the UK is now terming PQO: post qualification offers. 

  • …With up to 20 choices to play with, however, students can choose to be very ambitious with some of their choices
  • Students applying to university will have a sense of what they may achieve in the Leaving Certificate, and thus can apply to courses that cover this range, though predicted grades don’t exist in the Irish system…there’s very little penalty to being speculative.
  • …points mean places. Rather than being entry requirements, they specify the lowest points score that gained a place in the previous cycle. When looking at options, students thus need to be aware that this grade can vary wildly from year to year, as the process is based on supply and demand. 

It’s not quite that simple… The nature of the supply and demand system means that the order of preference becomes all important. In Round One, students will be given a place on the course that ranks highest on their list of preferences, with all places below automatically denied. Then, as the rounds progress throughout August and early September, students can be made offers from their higher-ranked preferences, if they open up based on the decisions of other students.

There’s a blog on the Australian system here.

Parliamentary Questions: Universities expected to be flexible in admissions at high ranking institutions so students don’t miss out on places due to Covid related schooling disruption

HE Student Experience

HEPI published the policy note – Students’ views on the impact of Coronavirus on their higher education experience in 2020/21. Findings show students’ increasing satisfaction with online learning and positivity with how institutions ensure the Covid risks are minimised. The survey also shows that some students are spending the majority of their time in their accommodation the majority of students have experienced a decline in their mental wellbeing since the outset of the pandemic.

  • 59% UG students satisfied with online learning (was 42% June 2020, 49% March 2020)
  • 58% of students report poorer mental health than at the beginning of the pandemic (14% better mental health, 28% report no change to their mental health state)
  • 42% of students are satisfied with the university’s mental health services, 16% are unsatisfied
  • 50% are satisfied with the HEI’s other (non-mental health) support services, e.g. careers support.
  • 44% satisfied with student union support
  • 56% happy with how the institution has handled outbreaks of the coronavirus
  • 79% say their HEI experience feels safe (see chart below)
  • 33% of students spend all or most of their time in their accommodation. (Note 51% of students are receiving some face to face teaching nationally.)
  • 60% understand the (Government’s) end of term & Christmas travel window guidance
  • 54% have concerns about the return to university in January 2021

There are colourful charts in the full policy note.

No detriment: Nationally students have been calling for no detriment policies to apply in 20/2021. Wonkhe have a blog. Snippet:

  • I can see a growing number of students signing petitions and commenting on SU forums that they are amazed that “no detriment” policies have generally not survived the summer, and are angry that poor performance this term might end up framed in institutional terms as something that is individual – and somehow their fault.
  • When we say we are maintaining “quality and standards” we may be hiding debates – about whether we mean the standard of that which universities might reasonably provide during a massively disruptive global pandemic, or the standard of attainment we might reasonably expect students to achieve during a massively disruptive global pandemic.
  • …What’s very clear is that the comments from students on the forums and petitions should be seen as coalmine canaries – cries for help and exhortations for some empathy. Complex procedures to address individual failure caused by specific circumstances increasingly look tone deaf to a cohort whose only real shared experience is how miserable it’s all been.
  • Pure “No Detriment” policies may well not fit the bill if there’s not enough pre-pandemic academic performance evidence to establish a floor over. But we’re going to need something…

There’s the usual parliamentary question and response on HE student mental health. And the Universities Minister confirms the Government anticipates using mass testing as students return to university in January.

Research

HEPI have a new blog written by a PhD student who experienced burn out. To support PhD students well-being she recommends:

  • Fostering cohesive online cohorts
  • Strong dedicated representation (Students Union) systems to raise and address issues
  • Hands on training (not virtual) to improve access to and experience of a range of career pathways beyond academia

The blog concludes: PhD funders need to recognise that, with the current financial provision, increasing mental health support services won’t stop the pressures that undermine researcher wellbeing.

£61m boost for Europe’s largest ‘flying lab’

  • Facility for Airborne Atmospheric Measurements (FAAM) have been awarded £61m by the NERC
  • Spread over 10 years, the funding will help to uncover causes behind rising methane in the Arctic, understanding the effect of biomass burning and monitor volcanic gases
  • The Airborne Laboratory will provide ‘world-class’ measurements for the benefit of the UK government, businesses and research community

EoI: Manufacturing Made Smarter innovation hub

  • The Digital Supply Chain Innovation Hub should focus on manufacturing supply chains, looking to digitally optimise and integrate these supply chains from end to end. UK registered businesses and research organisations can apply for up to £10m from ISCF to set up and run a digital supply chain innovation hub

UK-German collaborative research projects announced – the AHRC and German Research Foundation have announced 18 collaborative research projects, bringing together arts and humanities researchers to conduct outstanding research projects which span a wide range of subjects. UK budget of £4.8m matched by €5m for research teams in Germany. Projects will start in early 2021 and are expected to run for at least three years until 2023

UKRI Global coronavirus research and innovation network pre-announcement

  • Individuals of lecturer level (or equivalent) can apply to establish a single international network for research into coronavirus. The network may run for up to 4 years
  • The total fund and maximum grant are £500,000. Applicationsopen on 4 January 2021, and close on 23 February 2021.

Improving health in low and middle income countries pre-announcement – no size or funding limited, proposals that combine expertise from more than one sector to meet a global health challenge particularly welcome. Applications open on 1 February 2021, and close on 8 April 2021.

UKRI formally recognises the contributions of reviewers

  • UKRI will be the first funder to formally credit contributions of reviewers through the Orcid system
  • Reviewers will be issues with a ‘review credit’, which will be publicly displayed in their Orcid profiles

Concerns over future of international development research. In the Spending Review, Sunak said they will reduce the aid budget to 0.5% of GNI from 0.7%. Concerns have been raised that this could represent a missing £4bn a year

Medical Research Council calls for more collaboration to get the most out of key research opportunities. The call comes following the MRC’s independent review

Changing the UK’s intellectual property regime to attract investment in life sciences.

Research Professional writes that just one more formal three-way talk among the European Union institutions should be enough to reach an agreement on the remaining parts of the legislation for Horizon Europe

Withdrawals

The Student Loans Company published in-year statistics on the number of notifications of student withdrawals.

  • The Student Loans Company (SLC) does not routinely publish data on the withdrawal notifications it receives from Higher Education Providers (HEPs). However, during Academic Year (AY) 2020/21 to date, there has been significant public interest in this data in order to contribute towards an understanding of how the COVID-19 pandemic may be impacting students. Therefore, SLC has taken the decision to publish this on an ad hoc basis as experimental statistics.
  • Based on this data, SLC has not seen any increase in student withdrawal notifications for the purpose of student finance in this academic year, compared to the previous two years. In this respect, withdrawal notifications are currently slightly lower than the previous two years for UK & EU students funded by Student Finance England, Student Finance Wales and Student Finance Northern Ireland. Some of this reduction may be explained by the irregular start to the current academic year.

Access & Participation

Estranged students: The OfS released a report at the end of last week highlighting that estranged students are less likely to be awarded a first or 2:1 and more likely to drop out during their first year of studies. Around 3,000 students are classed as estranged when they enter HE each year.

According to the data:

  • The continuation rate of entrants in 2017-18 who were estranged from their parents was 8.2% lower than students who were not estranged – though this gap has reduced from 11.2% in 2014-15.
  • The attainment rate (achieving a first or 2:1) of estranged students in 2018-19 was 13% lower than students who were not estranged.
  • Care experienced students are more likely to drop out and less likely to achieve a first or a 2:1. In 2017-18 the continuation rate of care experienced students was 5.6% lower than that for students who have not been in care. In 2018-19 the attainment rate (achieving a first or 2:1) of care experienced students was 12.1% lower than the attainment rate of students who have not been in care.
  • Students starting in 2017-18 who were eligible for free school meals were more likely to drop out than those who were not – data showing a 5.4% gap. For students graduating in 2018-19, the rate achieving a first or 2:1 was 13% lower for students who were eligible for free school meals compared with those who were not.

There is an OfS blog which addresses the gaps.

Chris Millward, Director for Fair Access and Participation at the OfS, said: We expect universities and colleges to identify and tackle the barriers to success for the student groups identified in this data, so it will help them to develop their access and participation plans during the coming year. 

Care Leavers: Wonkhe: The National Network for the Education of Care Leavers, along with a number of other campaigning and support groups with an interest in care leavers, has written a “message to all vice chancellors and principals”. The message sets out recommendations on key ways to support the academic, social, and mental health needs of care leavers remaining on campus over Christmas.

White Disadvantaged Pupils: The Education Committee continued with their inquiry into left behind white disadvantaged pupils. Dods have provided a summary here. Place and the impact of the family were key facets of the meeting. Excerpts:

  • was important to look at educational underachievement not through the lenses of ethnicity but through the characteristics of the place.
  • …the pandemic did not bring forward new ways of deprivation, but it exacerbated existing ones…On the issue of families, he spoke about a report that came out two weeks ago which found that children had regressed during the time of the pandemic. In his view, this was not solely because of deprivation levels, but also depended on the support structures in the homes.

Level 4/5 and Technical Provision

Assessing performance: With the current Government’s favour for bite sized provision, technical and skills alternatives to the traditional degree, and favouring level 4/5 provision there is a great blog here that considers all the past versions of these. It starts out: As sometimes happens with HE policy, we’ve been here before. Several times. And also comments: In terms of level, a qualification that goes beyond that expected of 18 year olds (level 3) but stays at level 4/5, is a holy grail – which is odd because the problem is that it’s the thing that people aren’t seeking enough. At its worst, it’s the solution that people propose for other people’s children.

It quickly runs through the best and worst covering DipHE, Associate Degree, Foundation Degree, HND, HTQs, and problems with the word ‘technical’.

Gatsby Review Follow Up: The Gatsby Foundation were commissioned by the Government to review level 4 and 5 technical education in England. The review looked at the development of higher technical education in England since the 1944 Education Act, and how it compares with the experience of other countries. (The review was actually published in December 2018.) The original report concluded that England has a very small higher technical sector by international standards – the ‘missing middle’. In the 1960s and 70s, the rapid expansion in university education following the Robbins report privileged full-time degree level study, while many professions increasingly expected degree-level qualifications from new entrants. The Foundation Degree was seen as successful in filling the gap and the decline of part-time student numbers impacted higher technical enrolments. The report describes other countries that embrace a larger role for higher technical education, and agrees with the Secretary of State’s ambition for England to learn from international experience as it builds the technical education system. This week the Gatsby Foundation published Beyond the Missing Middle: Developing Higher Technical Education – a follow up report that they commissioned which explores the international success stories.

The report calls for

  • …further development in the higher technical system – allowing for recognition of prior learning, drawing on workbased learning, and built from modular components.
  • The framework would offer alternative routes, tailored to the needs of different students, to occupational competence. Not only would this approach be well adapted to the needs of adults who are already the prime candidates for HTE qualifications, it would also compete very effectively with most higher education degrees, which rarely offer these flexibilities.

Recognition of prior learning is often a slippery beast. The report suggests: While many countries have sought to develop special procedures for assessing and granting credit for prior learning, these procedures can be cumbersome. An alternative approach, used extensively in different countries, is to grant adults with relevant work experience direct access to the final examinations for a qualification without going through a required programme of study. This allows students themselves to prepare for the examination in a manner tailored to their existing knowledge and skills

Workbased learning is also emphasised and the author argues for apprenticeship style end point assessments to be applied.

There is lots more detail in the full document and Wonkhe have a blog.  Research Professional cover the report too.

International

Dods tell us:

  • Reports suggest that first-year EU students face £800 Brexit bill if not in UK before 2021.  
  • The Home Office said they will not qualify for EU pre-settled status if they arrive after the end of the transition period, even though they have been unable to relocate because of Covid. It potentially means tens of thousands of students will have to pay £348 in application fees for a visa with £470 a year in health charges, both new post-Brexit costs. One issue for EU students who have not started their education in the UK before the end of the transition period is that they cannot evidence their residency with rent receipts, utility bills or bank accounts.
  • According to Home Office rules published on the government website, students only need to provide one document dated in the last six months in order to be granted pre-settled status, including a “passport stamp confirming entry at the UK border” or “a used travel ticket confirming you entered the UK from another country”.
  • In a section entitled “evidence that covers shorter periods of time”,the Home Office states: “these documents count as evidence for one month if they have a single date on” suggesting a short trip to the UK up to and including New Year’s Eve is enough to evince free movement rights.

Parliamentary Questions: Course/professional qualifications admissibility to graduate immigration route not confirmed yet

OfS Annual Review

The OfS published their 2020 annual review. Key points:

  • HEIs are urged to radically improve digital teaching and learning as they continue to negotiate the impact of the coronavirus pandemic.
  • Concerns are levied as the pandemic has ‘exacerbated’ existing inequalities – especially those impacted by digital poverty. Certain groups of students are vulnerable – international students, postgraduates and students who are vulnerable by reason of disability or for other reasons
  • The report on digital teaching and learning will look at how high-quality digital provision can be continued and delivered at scale; consider the impact of digital poverty; and explore how digital technology has been used to deliver remote education since the pandemic started.
  • Greater demand for adults to retrain at HE level is expected during 2021. 2021 should be a year when we look more seriously at how courses could be made more attractive and responsive to mature students, and a year when more adults are encouraged to take up such opportunities

Quality (and the OfS current consultation):

  • Poor-quality courses should be improved or no longer offered – the OfS consultation on this is mentioned: [it] proposes a series of measures to define, monitor and take action regarding the quality and standards of courses that do not reach minimum requirements
  • Our proposals would ensure that providers that recruit students from underrepresented groups and with protected characteristics are held to the same minimum level of performance as other providers, and would see consideration given to outcomes at subject level within providers, as well as at the level of the whole provider

The OfS set out actions they plan to take during 2021:

Fair admissions and recruitment

  • Following the update of Discover Uni in autumn 2020, which involved a new look and feel and improved course pages, further content and functionality is planned, including a new and improved compare and search functionality for courses, and more content for international students and mature students.
  • We will continue to be vigilant in monitoring the impacts of the pandemic to take action to support fair admissions.
  • We will work closely with the Department for Education, UCAS and UUK on the next phase of their work. In doing so, we will consider whether there is a case for further investigation of the issues identified in our admissions review, in light of the proposals that emerge during the coming year. In particular, we will consider the extent to which any proposed reforms consider the experiences of part-time, mature, international and postgraduate students. If there is a case to relaunch our review of admissions with a more focused set of considerations, then we will do so.

Ensuring high-quality teaching and learning

  • Conclude our online teaching and learning review.
  • Publish the findings of our consultation on quality.
  • Consult on our future approach to the TEF.
  • Conclude our review of the NSS and publish the findings.

Supporting all students to success

  • Develop further regulatory and funding incentives for mature student participation.
  • Continue collaborating with Uni Connect programmes to build on innovative delivery during the pandemic to support diverse pathways for students applying next year and beyond, including local progression from further education colleges.
  • Work with Student Minds to mitigate the mental health effects of the pandemic.
  • Relaunch the consultation on how universities and colleges should prevent and respond to incidents of harassment.
  • Deepen our understanding of student populations, including the intersections between different groups, through the access and participation dataset and a new Associations Between Characteristics measure.
  • Track student progress from outreach through to higher education and into employment, through the Higher Education Access Tracker and similar services.
  • Develop evaluation practice and the use of evaluation findings through the OfS-funded ‘what works’ centre, Transforming Access and Student Outcomes in Higher Education.

Graduate skills and prospects in the pandemic

  • Evaluate the support for local graduates through our funding, working with further education colleges and universities.
  • Ensure universities and colleges are closing attainment gaps and securing equitable graduate outcomes.
  • Continue to fund courses that provide graduates for industries, such as certain science, technology, engineering and maths subjects, and health and medical subjects.

Research Professional have a short article covering the OfS annual review here.

Anti-Semitism

The Guardian has an opinion piece – The government should not impose a faulty definition of antisemitism on universities.

  • [Education SoS Williamson] threatens to remove funding and the power to award degrees from universities that do not share his faith in the efficacy of the IHRA working definition.
  • This is misguided, for a number of reasons. First, it misconceives the task universities face…structural racism in universities is profound, and racial harassment on campus is widespread. These are problems that universities must address. The imposed adoption of the IHRA working definition will not meet this challenge. It will, however, privilege one group over others by giving them additional protections, and in doing so will divide minorities against each other. For this reason alone, Williamson should pause and consider how best to protect students and university staff from racism broadly as well as from antisemitism.
  • The IHRA working definition is anything but straightforward, and universities already have some tools to deal with antisemitism.

The article goes on to suggest that adopting the definition is symbolic and it is linked with the Labour party’s initial rejection of the definition. It also discusses the pros and cons of the working definition and states: Universities, like everyone else, are sorely in need of good and clear guidance on when speech on Israel or Zionism becomes antisemitic. Sadly, this is not what the working definition provides. In these circumstances, its imposition by the secretary of state appears reckless and brings real dangers.

It concludes: Antisemitism on campus comprises one part of a mosaic of harms and harassment suffered by racial and religious minorities. Jewish students and staff deserve protection, but imposing the working definition will add nothing useful to secure it. 

There was a parliamentary question on what legislative options the Government is considering for HEIs that do not sign up to the definition. Excerpt: officials are exploring how best to ensure that providers are tackling antisemitism, with robust measures in place to address issues when they arise. Options identified by my right hon. Friend, the Secretary of State for Education in the letter include directing the Office for Students to impose a new regulatory condition of registration, and suspending funding streams for universities at which antisemitic incidents occur and which have not signed up to the definition.

QAA

Douglas Blackstock, Chief Executive of the Quality Assurance Agency, has announced he will retire during 2021. Research Professional have coverage (scroll down to ‘Early Bath’) mentioning HERA, TEF and QAA’s move to a subscription body. The article highlights:

  • With Michael Barber on the way out at the Office for Students, the imminent departure of Blackstock provides the government with another opportunity to influence an appointment that could reshape the higher education debate. Such appointments tend to last longer than the ministers that make them.
  • …The QAA has always had a piquant relationship with the Office for Students, at least since the dying days of the old regime at the Higher Education Funding Council for England. It is not so much one of open hostility: it is more like two kids sitting beside one another at the pantomime, passive-aggressively competing over who gets to plant their elbow on the arm rest.
  • The Higher Education and Research Act left responsibility for quality shared between a designated agency and the regulator, but the boundaries were not clearly defined and have become more blurred over time. The Office for Students’ consultation on standards and value hints at a potential external inspection regime for universities, something the QAA might rightly have assumed to be its job.
  • To be accepted on the register of the Office for Students, providers must be in good standing with the QAA. But it has never been clear what store the regulator puts by QAA assessments.
  • The Higher Education and Research Act also requires the Office for Students to work in tandem with Research England, a collaboration that has not always been as proactive as some involved might have hoped. These relationships are the loose ends in the fabric of higher education left by the 2017 reforms. Playbook is only thinking aloud when it asks whether this government might be minded to tidy them up almost five years after Jo Johnson first published his white paper.

 PQs

Inquiries and Consultations

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

Other news

Online learning: The BBC looks at whether online degrees will become more ‘legitimate’.

Diversity and inclusion: Dods report that The Office for Students (OfS) have recently published two insightful articles on the implications digital skills and data science courses on diversity and inclusion within the HE sector. In their article on Friday, they reported how the OfS-funded Institute for Coding is finding the flexible, modular, digital skills education can improve diversity in learner cohorts and in the tech workforce overall. They note that demand for talent has grown by 150 percent in the digital tech sector over the past four years, and the implications this has for future learning demand.

Referencing the ‘Digital Skills for the Workplace’ course collection, they note that within the participants:

  • 47% of learners surveyed were women
  • More than half of surveyed learners were over the age of 25
  • 19% of surveyed learners were unemployed or looking for work
  • 48% were working full-time, part-time or are self-employed

The Government’s Digital Strategy has also estimated that, within 20 year, 90 percent of jobs will require some element of digital skills.

In their article, the OfS also discussed new data for AI and data science postgraduate conversion courses, which have shown greater diversity in cohorts, including high admission from Black students, women and students with disabilities. Most importantly, they note that the lack of diversity within these fields can lead to entrenched dataset biases, and that a lack of representative testing in AI “creates an artificial world.”

Both articles highlight the benefits of flexible and modular learning – drawing attention to platforms such as FutureLearn, as well as online courses offered by partner universities on these ventures.

EdTech Start Ups: Jisc and Emerge Education relaunched their step up initiative, which aims to transform higher and further education by matching EdTech start-ups with colleges and universities to solve their biggest challenges. They’ve published a top list of recommended start-ups – new ventures ready to tackle the sector’s five biggest challenges of digital learning, assessment, employability, wellbeing and recruitment. The full list and more details are here.

Back to ‘normal’: An SRHE blog drops a pin in the July 2021 calendar for end of pandemic in the UK with a normal teaching programme resuming in autumn 2021.

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The Government’s Areas of Research Interest

The Parliamentary Office of Science and Technology (POST) have released a new opportunity for research colleagues:

In April POST ran a survey of experts on the COVID-19 outbreak expert database that resulted in the publication of syntheses about the future effects of COVID-19 in different policy areas. From this survey POST developed Parliament’s first Areas of Research Interest (ARIs) which are lists of policy issues or questions that policymakers are particularly interested in.

Currently only the ARIs which are linked in some way to Covid have been released. However, they are not all health based and touch on a range of themes from crime, economics, inequalities, trade, supply chains, mental health, education, sustainability across several sectors, and so on.  Do take the time to look through the full question list to see if it touches upon your research area.

Alongside the publication of the ARIs is an invitation to experts to add current or future research relevant to the topics to a repository that Parliament may use to inform future policy making and Parliamentary work. Research with relevant research across any of the disciplines are invited to submit their work.

BU colleagues are strongly encouraged to take advantage of this rare opportunity to present their research to policy makers. The Policy team is here if you need any help. If you’re ready to go please do respond to the call directly, afterwards please let both the Policy team and your faculty’s Impact Officer know that you have responded.