Tagged / online learning

HE Policy Update 1st July 2020

There’s been so much news recently we had to delay our two most recent ‘tomes’ to bring you coverage of the full debate. With this policy update being issued two days after the last we were hoping you’d breeze through a light read. However, Parliament has other intentions. Apprenticeships and FE have been big mentions this week, so far UK students aren’t deferring in droves, there’s new LEO data, the PM’s big speech wasn’t just about buildings, and – much fanfare – the R&D investment roadmap has been published (scarily it almost seems as if the writers have been paying attention to sector reports and campaigners recently). And the Minister for Universities thinks first in family children shouldn’t bother, at a stroke undermining huge efforts to widen participation in HE.  Where next for that agenda, particularly given what the PM said?  Levelling up doesn’t mean what you might think, it seems, or at least, not for other people’s children.

Parliamentary News

Kate Green was appointed as Shadow Education Secretary, she was the Shadow Minister for Work and Pensions (Child Poverty Strategy) and had previous parliamentary roles related to equalities and disability. Pre-parliamentary career she was a magistrate and a professional campaigner for children and single parents.

Boris’ Speech: The PM’s big economy speech on Tuesday covered schools, FE and the new blue-sky research agency but with little mention of HE. Here are the excerpts most relevant to our sector:

  • We have umpteen fantastic, globally outstanding universities and yet too many degree courses are not now delivering value and for a century we have failed to invest enough in further education and give young people the practical training and further education they need.
  • [Levelling up]…this moment also gives us a much greater chance to be radical and to do things differently to build back better to build back bolder and so we will be doubling down on our strategy we will double down on levelling up
  • …to make this country – a Britain that is fully independent and self-governing for the first time in 45 years the most attractive place to live and to invest and to set up a company with the most motivated and highly skilled workforce and so we are investing massively now in education [schools details] and a vast £1.5 bn programme of refurbishing our dilapidated Further Education sector – dilapidated in many places, but not here of course because it is time the system recognised that talent and genius are expressed as much by hand and by eye as they are in a spreadsheet or an essay…
  • …so when I say unite and level up, when I say build up people and build up talent, I want to end the current injustice that means a pupil from a London state school is now 50 per cent more likely to go to a top university than a pupil from the west midlands and that is not only unjust it is such a waste of human talent
  • We will unleash the potential of the entire country and in those towns that feel left behind we have plans to invest in their centres and with new academy schools, new green buses, new broadband and we want to make them places where people have the confidence to stay, to raise their families and to start businesses and not to feel that the action is all in the cities or the metropolis
  • we know that [jobs] is our biggest and most immediate economic challenge that we face and so we will offer an Opportunity Guarantee so that every young person has the chance of apprenticeship or an in-work placement so that they maintain the skills and confidence they need to find the job that is right for them
  • this summer we will be creating a new science funding agency to back high risk, high reward projects because in the next 100 years the most successful societies will be the most innovative societies and we in this country have the knack of innovation we lead the world in quantum computing, in life sciences, in genomics, in AI, space satellites, net zero planes, and in the long term solutions to global warming wind, solar, hydrogen technology carbon capture and storage, nuclear and as part of our mission to reach Net Zero CO2 emissions by 2050, we should set ourselves the goal now of producing the world’s first zero emission long haul passenger plane – Jet Zero, let’s do it
  • and though we are no longer a military superpower we can be a science superpower but we must end the chasm between invention and application that means a brilliant British discovery disappears to California and becomes a billion dollar American company or a Chinese company and we need now a new dynamic commercial spirit to make the most of UK breakthroughs so that British ideas produce new British industries and British jobs

Greg Clark MP, ex-Secretary of State for BEIS, responded to the speech:

  • I welcome the prominence of science and innovation in today’s speech from the Prime Minister. My Committee’s ongoing work relating to the COVID-19 pandemic has demonstrated just how indispensable, and how world-leading, science, research and innovation are in the UK. Innovation across every scientific discipline will play a critical role in economic recovery, making its place at the centre of recovery plans more essential than ever.
  • My Committee has already launched an inquiry on the Government’s plans for a new science funding agency and we will hold oral hearings in the weeks ahead.

Research Professional comment on the speech: The BBC fact-checking service has looked at the prime minister’s speech in detail and has identified most of its spending pledges as either previously announced or inaccurate.

Value

Chris Skidmore wrote for Research Professional in his official capacity as a regular (monthly) columnist welcoming his co-Chair role of the Universities APPG and lamenting that universities still aren’t recognised for their value.

  • It seems a cruel irony that the institutions which are at the forefront of research into how we escape out of the Coronavirus crisis, are also the ones which will be most badly hit by its impact. That irony extends to how poorly sometimes it seems we value our universities: unlike workers in the NHS, university staff and teachers have gone unrecognised in the remarkable efforts that they have made over recent months and still face hostile stories in the press.

He calls on Government to be clear about universities valuable role in the future [whereas currently they are tinkering with the mechanisms]:

  • We cannot simply pay lip service to ‘our world-leading universities’ without setting out how they must play a role for the future, and without creating a financially sustainable model of funding teaching and research that ends once and for all the curate’s egg of university funding, split across departments, both in Whitehall and on campus. 
  • A long-term vision for what our universities are for, why they are needed, and what they can achieve for the future is essential.
  • That does not mean, however, that it should be the responsibility of government simply to bail out universities so that things can continue unchanged…We need a new settlement upon which both the sector and the government can agree.
  • Education will inevitably play an essential role in retraining and reskilling those who have lost their jobs in the economic downturn; the potential for higher education to create modular, step-on step-off, courses that blend with further education learning and to establish new forms of training is huge. But the wider importance of relationships and networks that universities bring together for the benefit of society, should be better explored. 
  • One obvious link is that between higher education and the NHS, which should be strengthened where possible. 
  • And the ‘civic university’ approach has massive potential to demonstrate and prove what universities can contribute to regenerating their local communities.
    Much of this work is already underway at an institutional level, which brings me to my plea to institutions: just because you know it is happening, don’t assume that everyone else does

Disadvantage

Universities Minister, Michelle Donelan, spoke at the NEON summit on widening access and social mobility. BU’s Schools Liaison & Partnerships team ‘attended’ the full summit and hope to bring you full coverage of the juicy details of the event in next week’s policy update. Meanwhile Michelle:

  • Praised the innovation the sector had shown in responding to the pandemic stating it was more important than ever to share good ideas and good practise
  • Highlighted UpReach’s virtual internships
  • On social mobility she said:
  • But today I want to send a strong message – that social mobility isn’t about getting more people into university.
  • For decades we have been recruiting too many young people on to courses that do nothing to improve their life chances or help with their career goals.
  • True social mobility is about getting people to choose the path that will lead to their desired destination and enabling them to complete that path.
  • True social mobility is when we put students and their needs and career ambitions first, be that in HE, FE or apprenticeships.
  • Whatever path taken, I want it to lead to skilled, meaningful jobs, that fulfil their ambitions and improve their life earnings
  • universities do need to do much, much more to ensure that all students – and particularly those from the most disadvantaged backgrounds – are recruited on to courses that will deliver good outcomes and that they have the confidence to apply and the information they need to make informed choices.

She goes over similar points later:

  • Since 2004, there has been too much focus on getting students through the door, and not enough focus on how many drop out, or how many go on to graduate jobs.
  • Too many have been misled by the expansion of popular sounding courses with no real demand from the labour market.
  • Quite frankly, our young people have been taken advantage of – particularly those without a family history of going to university. Instead some have been left with the debt of an investment that didn’t pay off in any sense.
  • And too many universities have felt pressured to dumb down – either when admitting students, or in the standards of their courses. We have seen this with grade inflation and it has to stop.
  • let’s be clear – we help disadvantaged students by driving up standards, not by levelling down.

And here reappears that old Theresa May chestnut of Universities ‘sponsoring/intervening’ in schools:

  • But the onus must also be on universities to go further too, not just admitting disadvantaged students with good grades, but focusing even more on helping them to achieve and complete courses. And going the extra mile to raise standards and aspirations in schools.
  • One of the most successful initiatives in this area has been specialist maths schools – which are sponsored by and attached to universities. 
  • Whether its science, languages, engineering or the humanities, universities should be doing all they can to raise attainment for the less fortunate and work with schools.
  • That can be sponsoring schools, supporting a robust curriculum or running summer camps, universities have the potential here to make a tremendous difference in opening up opportunities.
  • So, I want your access budgets not to be spent on marketing but on raising standards, providing the role models, the information, encouraging aspiration and highlighting the high quality opportunities available.

And just when you thought you’d hit the pinnacle of speech writers’ bingo we match a full house with the levelling up agenda and ‘transformation’ mention…

  • …this Government was elected on a mandate to level up Britain, to deliver greater opportunities to every person and every community in the UK.
  • Universities must play a vital role in helping to achieve this mission and helping to achieve the transformation of lives.
  • So, today I’m calling for change, to start a new era on access and participation. One that’s based on raising standards, not on dumbing down; on putting prospective students and their ambitions and their needs first; on results and impact, not on box ticking and marketing; and on delivering graduates into jobs that really will transform their lives.

This looks like a potential huge change to the regulatory agenda on access and participation as well as setting the context for the TEF/Augar updates to come.

FE & Apprenticeships

The weekend’s news emphasised building the FE sector and apprenticeships alongside the additional rescue research pot news. Robert Halfon (Education Committee Chair) called for changes to the focus and use of the apprenticeship levy, alongside pushing for a guaranteed apprenticeship offer:

  • Government should utilise the apprenticeship levy close the skills deficit primarily focused for young (16-24 years) apprenticeships from disadvantaged backgrounds and degree apprenticeships – not middle-managementMBA apprenticeships.
  • Where possible, all new recruits to the public sector should be offered an apprenticeship
  • The cost of the £3bn National Skills Fund should be redirected “towards the cost of funding the training of apprentices for non-levy payers. Alongside this, a wage subsidy for small and medium businesses — be that paying wages for the first year, or a lump sum upfront.”
  • Universities should work towards 50% of their students undertaking degree level apprenticeships, using the levy and wage subsidies. The £800bn they spend on access and participation should be allocated to universities and grow their degree apprentice student numbers.

Research Professional have a good write up speculating on Halfon’s position on apprenticeships (before he made the guarantee speech). Including a quote from Nick Hillman, Director of HEPI,

…many universities have stepped up to the plate to help deliver apprenticeships, and with difficult economic times to come, we need more good opportunities for raising skills and keeping people off the unemployment queues. But the common tendency to attack traditional higher education when lauding apprenticeships is very unhelpful he added, criticising Halfon’s quote. It wrongly implies that we need less of one and more of the other. In fact, we need more opportunities of all sorts if this generation of school leavers are not to be scarred for the long term.

And this Guardian article (on admissions reform which we covered in Monday’s policy update) contains FE content in its conclusion: The new post-18 education policy proposals came as Williamson wants to move beyond the coronavirus pandemic aftermath, with measures to improve the status and attractiveness of further education, which it regards as a more cost-effective means of meeting the UK labour market’s skills shortage.

There were two meaty Education Committee sessions examining the impact of C-19 focussed on FE and apprenticeships last week, with mention of the FE white paper. You can watch both sessions here, or read the transcript.

An interesting survey (pre-Covid) carried out by the Engineering Construction Industry Training Board on apprenticeship report found:

  • Mixed views towards the apprenticeship levy – 32% employers were positive; 19% negative.
  • Only 16% of those surveyed in England said the apprenticeship levy had increased the number of apprentices in their business.
  • SMEs surveyed had a more positive perception (45%) of the Apprenticeship Levy than large companies (29%).
  • Employers also identified a number of challenges facing apprenticeship recruitment, with a lack of suitable work and no current need for apprentices cited by 81%, and a preference to hire graduates or experienced staff over apprentices expressed by 18% of respondents.
  • Other barriers were lack of flexibility in off-the-job requirements (19%) and distance from training providers (29%).
  • Many of those interviewed saw apprenticeships as a way of ‘giving back’ and providing an alternative to those who were not suited to or interested in further academic study, favouring a more technical approach with real work experience.

They made several recommendations to improve apprenticeships:

  • Apprenticeships need better representation by Government, employers and in the mainstream media. Apprenticeships should be included as a destination at both 16 and 18 in school leaving measures and performance tables to bring them on par with further academic study and in media commentary as a destination at relevant school leaving ages.
  • Apprenticeships need to be more clearly defined because the current definition lacks detail and makes it difficult to distinguish between new entrants and apprenticeships used for upskilling and reskilling existing staff.
  • Apprenticeship delivery needs to be decentralised and led through collaborative, regional partnerships which include employers so the pipeline of new recruits aligns to local industrial strategies and skills shortages.
  • Apprenticeship recruitment needs to be more inclusive to improve the diversity of the workforce. Employers should actively reach out and appeal to a wider community rather than relying on traditional recruitment processes.
  • In England, more flexibility is needed around the requirement for 20% of training to take place off-the-job; more support is needed to allow courses to run with lower numbers of apprentices and to pay for apprentices to travel to and from both the employer and the training provider; and more alignment is needed with the upcoming T Levels to allow T level students to transfer into relevant level 3 apprenticeships.

And the APPG for Apprenticeships has called for evidence on how the sector has responded to the Covid-19 pandemic and what further work is required to improve apprenticeships policy for the future.

Student Survey

HEPI have a new survey of 1,000 undergraduates addressing their pandemic HE experience:

  • 1 in 5 students (19%) say they have had ‘very clear’ communications on Covid-19 from their higher education institutions (down from 31% in March);
  • 44% feel they have received clear communications about the next academic year from their HE provider
  • 63% are satisfied with the way their HE provider has handled their remaining assessments for this academic year
  • Fewer students are satisfied with the online learning replacement of face-to-face teaching than they when surveyed in March – 42% are satisfied, compared to 49% in March
  • 44% are satisfied with the delivery of support services, such as careers and mental health support, during lockdown
  • 57% are living away from their usual term-time residence. 30% have received a refund on accommodation costs or early release from a contract.
  • Thinking about measures implemented ready for next year HEPI highlight a hierarchy of expectations
    • 75% expect increased hygiene
    • 71% expect some learning online
    • 71% expect social distancing measures
    • 26% expect limitations to courses
    • 25% expect a delayed start to term
    • 18% expect all learning to be online

Rachel Hewitt, Director of Policy and Advocacy at the Higher Education Policy Institute, said:

  • The results show that students are realistic that the next academic year is likely to be radically different to the norm. They understand that some level of social distancing is likely to remain in place and blended teaching will combine online and face-to-face teaching. However, it is concerning that less than half feel they have had clear messaging from their university about the next academic year. While it is difficult to predict exactly where we will be by September, it is important universities are as clear as possible in their communications to students.
  • Staff are working their socks off to get their campuses ready for the new academic year and we hope these results will help them prepare.

Shadow Universities Minister Emma Hardy responded to the report:

  • These figures show that whilst universities have responded quickly and largely successfully to problems, there are still significant numbers of students not getting the support they need. Not all of this can be laid at the door of universities, which have had to meet the challenges with no meaningful help from government.
  • It is paramount that the government provides the support needed so universities can feel confident in dealing with students over the impact of COVID-19 during the next academic year. The government must also provide increased support to students regarding their mental health and wellbeing and providing well-sourced and sufficient hardship funds to universities so no student gets into further debt because of the pandemic.

Graduate Outcomes

The latest provider level LEO (longitudinal education outcomes) data highlighting graduate outcomes was released late last week. The exciting development in this release was for the first time the inclusion of graduates who moved overseas. This new tracking feature had little impact on the overall outcomes but it highlighted, unsurprisingly, that languages students were most likely to move overseas. Next most likely to work outside the UK were physics and astronomy graduates.

The chart below shows the median earnings distribution per subject studying 5 years post-graduation.

Business and management had the widest range of earnings variation – from £17,900 to £75,900. With law incomes also varying greatly.

If you scroll down to the charts on earnings by subject and sex you’ll spot that male salaries (their median earnings) are more than female earnings in the majority of institutions except for Veterinary Studies and Performing Arts.

Wonkhe’s data guru provides his interpretation and some interactive charts on the LEO data release in this blog.

Research

R&D Roadmap

On Wednesday Alok announced the R&D roadmap (with accompanying written ministerial statement). The roadmap aims to chart a course to science superpower status (which Research Professional argue the UK already is) through public investment (£22 billion by 2024/25) attracting private investment, making science and talent central to tackling the major challenges facing society whilst being green, closing the productivity gaps and harnessing technology to transform everything (work, health, people, process, services). The Minister says:  We can only make the most of the UK’s science superpower strengths by working with partners in government, academia, industry and charities across the UK. The roadmap marks the start of a conversation on what actions need to be taken and how to ensure our R&D system is fit for purpose now and for the future. We are engaging with the devolved administrations and other Government departments to ensure this is a cross Government and UK-wide discussion and will be undertaking a broader programme of engagement in the run up to the spending review this autumn.

Brief points from the roadmap (including those already announced):

  • Increase R&D investment to 2.4% of GDP by 2027; public funding of R&D to £22 billion by 2024/25 – with the investment intended to leverage further domestic and international business investment into UK R&D.
  • Diversity features frequently throughout the roadmap– access, workforce, innovation, international outlook. Our mission is to inspire and enable people from all backgrounds and experiences to engage and contribute to research and innovation and show that science is for everyone.
  • Celebrate our successes far and wide, showcasing our strengths, and promoting the UK as a destination for talent and investment, and a partner of choice.
  • Checking on the system to ensure the structural barriers aren’t impeding progress:

World-class research and dynamic innovation are part of an interconnected system; they depend on talented people and teams working in a supportive and diverse culture across multiple sectors, with access to the right funding, infrastructure, data and connections – locally, nationally, internationally – to do their best work. We will examine how this system is working across government, academia, universities, research institutes and technology organisations, businesses, charities, domestic and international investors, global networks and partners…

…we will make the bold changes needed to ensure our system is fit for purpose now and for the future. This will require tackling fundamental and challenging questions about our R&D priorities and addressing long-term problems in the system. It seems the Government has taken note of recent publications such as access to and diversity in doctoral research and a potential research bullying culture.

There’s an indicator of timescale …We will not be afraid to make tough choices to achieve this ambition. Many of these are for the UK Government and we will address these as we prepare for the Spending Review.

There are two full pages entitled being honest about where we need to improve (p9-10) covering bureaucracy, unhealthy work culture, Golden Triangle, national security issues, third party funding dependencies.

Similarly, in relation to innovation, the Government intends to: review how we fund and assess discovery and applied research, to cut unnecessary bureaucracy, pursue ambitious “moonshots”, and ensure that institutional funding and international collaboration can support our ambitions. More from page 49 onwards on this.

  • An Innovation Expert Group will review and improve the system including strengthening the interactions between discovery research, applied research, innovation, commercialisation and deployment (and juggling the devolved elements).
  • Focus is key – We will exploit competitive and comparative advantage where the UK can lead the world in key industries, technologies and ideas. And we will ensure we have the best regulatory system to support research and development. This includes supporting start ups and entrepreneurs and their access to finance.
  • A new R&D People and Culture Strategywe will increase the attractiveness and sustainability of careers throughout the R&D workforce – not just for researchers, but also for technicians, innovators, entrepreneurs and practitioners.
  • Set up an Office for Talentwhich will take a new and proactive approach to attracting and retaining the most promising global science, research and innovation talent to the UK. Research Professional highlight that this will need to work with the points based immigration system.
  • The Global Talent Visa (launched in Feb 2020) will be extended to allow highly skilled scientists and researchers from across the globe to come to the UK without needing a job offer.
  • International PhD students will be eligible for a three year work visa (from summer 2021 onwards); undergraduates and maters students remain at the two year visa level (Government has been listening again – you’ll recall Jo Johnson called for a four year visa recently).
  • A new R&D Place Strategy – to unlock local growth and societal benefit from R&D across the UK (due later this year), which will likely involve building on the Strength in Places Fund. Page 32 onwards tackles Levelling up R&D across the UK. Commenting on this section of the report Research Professional state: But for all the noise the government makes on levelling up, there is nothing new in the roadmap about what this might mean in practice.
  • Interestingly, the Government plans to: Provide long-term flexible investment into infrastructure and institutions. This will allow us to develop and maintain cutting-edge research, development and innovation infrastructure, with agile and resilient institutions able to play their fullest role. We will build on the UK’s system of universities, public sector research establishments and other publicly funded laboratories, developing our large-scale infrastructure, facilities, resources and services to make them world-leading. (See more from page 47.)
  • A new funding offer for collaboration to ensure the UK can further benefit from the opportunities of international scientific partnerships. Be a partner of choice for other world-leading research and innovation nations, as well as strengthening R&D partnerships with emerging and developing countries. This will create new opportunities for collaboration, trade, growth and influence. We aim to maintain a close and friendly collaborative relationship with our European partners, seeking to agree a fair and balanced deal for participation in EU R&D schemes. If we do not associate to programmes such as Horizon Europe, we will meet any funding shortfalls and put in place alternative schemes.
  • Creating the ARPA style body (‘at least’ £800 million) to set up a unique and independent funding body for advanced research, modelled on the US’ Advanced Research Projects Agency (ARPA). This body will back breakthrough technologies and basic research by experimenting with new funding models across long-term time horizons. The new body will collaborate internationally, championing bold and transformative R&D. Research Professional (RP) note that Boris promised ARPA would be created during the summer, however, as the new body will require legislation to create it and there are only three sitting weeks of Parliament left it seems likely it’ll begin to form in the Autumn at the earliest. RP also state that there isn’t a firm commitment to joining the European Innovation Council, which under Horizon Europe will be an Arpa-inspired funder of deep-tech-based innovation and entrepreneurship.

Specifically on HE the roadmap states:

We will refresh our relationship with universities in England to ensure that their research activities are sustainable and delivering even greater impact, and that their diverse roles in innovation and regional growth are supported and strengthened. We will review how we fund university research, ensuring that we support the highest quality research areas to grow efficiently with the minimum of bureaucracy

We will work with the higher education sector in England to agree a set of reforms to support university research and knowledge exchange to become more resilient, more efficient and ensure better outcomes from public funding. A new ‘compact’ between government and universities in England could strengthen accountability for discretionary funding, potentially bringing together existing separate higher education research concordats, reducing bureaucracy for institutions and their staff. We will work with the devolved administrations to ensure coherence of approaches across the UK.

Alongside this, we will be reviewing the mechanisms which we use to support university research in England and the incentives that these create within the R&D system. This includes the core block grant funding known as Quality-related Research (QR), which is used at universities’ discretion to fund a broad range of activities, including the work which universities undertake with businesses and other partners, and the nurturing of higher risk and emerging areas of research – especially early career research. We will continue to work closely with UKRI and the devolved administrations to achieve a healthy balance between QR (and its devolved equivalents) and the more directed funding that we provide to projects and people, ensuring that we maintain a vibrant and diverse research base which can respond flexibly to economic and societal challenges. And when we evolve the Research Excellence Framework after the current exercise is complete, we should aspire to run a system which is fair, unbureaucratic and rewards improvement.

In addition, we will work with other funders to consider opportunities to fund a greater proportion of the full economic cost of research projects in universities. This includes asking whether government should fund at a higher rate, to safeguard the sustainability of the research we fund. We must balance this with the need for research funding to be efficient and to protect universities’ ability to deploy their own resources strategically on research issues of particular importance to them. (Has the Government been listening to the Russell Groups’ lobbying for full economic costing?)

The roadmap receives the expected criticism for lack of detail and is best viewed as a series of policy commitments with Treasure backing (it is similar in approach to the Industrial Strategy). It states This Roadmap is the start of a big conversation on what actions need to be taken and how…Over the coming months we will develop the proposals in this Roadmap in a comprehensive R&D plan working very closely with the devolved administrations where plans cover or impact on their devolved policy responsibilities. This plan will only be effective if it is developed with people and organisations across the UK. We welcome responses to the high-level questions (survey).

Research Professional dissect the Roadmap is their usual entertaining way and have an article introducing the Roadmap from Amanda Solloway (Science Minister).

Alistair Jarvis, Chief Exec UUK, stated:

  • We welcome recognition of the role that university-based research and innovation activities will play in driving the UK’s social and economic recovery post Covid-19 and the particular focus on tackling climate change, developing new medicines, attracting the best scientists and researchers from around the world and addressing longstanding challenges around the sustainability of research activity.
  • The news that the new Graduate Route will be extended for PhD students to allow them to remain in the UK for three years after study is a bold policy move which will increase the UK’s competitive edge in the global competition for talented research students. The announcement of the Graduate Route is already having a huge impact on the UK’s attractiveness as a destination. It will give a competitive offer to some of the brightest minds from across the world who bring huge benefits to university campuses and local communities and can help to build the economy. The commitment to excellent customer service across the immigration system, so that it is simple, easy and quick recognises the benefits of attracting international talent and students to the UK, is a positive and welcome move.

Strength in Places Projects Alok Sharma, Business Secretary, announced a £400 million boost to regional R&D projects across the UK by funding 7 projects across the UK through the Strength in Places Fund. The Government (£186m) and industry (£230m) supplied funding forms part of the commitment to invest 2.4% of GDP in R&D and the Fund itself aims to drive local economic growth. The projects include zero-emissions tech for maritime vessels, smart-packaging to cut food waste, understanding and addressing financial behaviours, selecting medicines based on a patient’s genetics, and new health products to combat infections.

Business Secretary Alok Sharma stated:

  • Today’s announcement will ensure some of our country’s most promising R&D projects get the investment they need to take off and thrive. Working with the private sector our world-class universities, we’re backing new and innovative ideas that will create jobs and boost skills in every part of the UK for years to come.

There was also an announcement on the extension of the Future Fund for businesses.

Letter Outgoing Chief Executive of UKRI, Sir Mark Walport, wrote an open letter to the research and innovation community setting out UKRI’s achievements during his tenure and praising how the research sector has been instrumental in responding to the C-19 pandemic.

REF 2021 The REF team ran a webinar and are consulting on further changes to REF 2021 to adapt to the pandemic disruption. Also the nomination window to sit on the sub-panels is now open.

C-19 Research Funding The NUS are concerned the Government’s additional research rescue proposals (contributing to the loss of international student fees which often subsidise research) will increase inequalities:

  • The concerns of university leaders are clearly being heard in government. However, we are extremely concerned that only a select group of universities will benefit from this package. To offer funding to the research intensive parts of our education system, while only offering restructuring for teaching intensive universities and colleges, threatens to intensify inequalities in our education. It is the institutions which have the largest proportions of disadvantaged students which could suffer the most, turning back the clock on access to higher education.
  • Students, graduates and their families will be deeply disappointed to see another government announcement of funding for universities with no thought given to money for students. Students have been left jobless. Many are reliant on food banks, without access to Universal Credit. We need hardship funding that every single person in need can access right now.

Parliamentary Questions

Disability

The OfS have been prolific publishers during the pandemic. Their latest briefing note addresses the impact of C-19 on disabled students and applicants.

  • Many disabled students already face challenges during their time in higher education that students without a known disability do not…disabled students are less likely to continue their degrees, graduate with a good degree, and progress onto a highly skilled job or further study.
  • …there is a risk that the pandemic may be exacerbating these challenges and creating new issues, particularly if students are unsure of how to access study support or financial aid. It is also particularly important that disabled prospective students can continue to access advice and guidance to help them to make informed decisions about their higher education options.

The briefing note responds to concerns directly raised by disabled students and highlights good practice from HE institutions. It also looks forward discussing – the potential for the current expansion of remote learning and inclusive assessment processes to benefit disabled students if incorporated into longer-term teaching approaches.

Graduate Internships

UUK have published We are together –  Supporting graduates in a Covid-19 economy calling for a one-year paid internships scheme to be on offer for 2020 graduates to help them get a foothold on the employment ladder. UUK believe the internships would support graduate employment prospects and help businesses get back on their feet post-lockdown. UUK see the LEP (local enterprise partnerships) as integral to the creation of the internships both targeting businesses most in need and channelling recent graduates into the local community. Key points:

  • Targeted support for universities and businesses to set-up paid internship opportunities for graduates.
  • Greater support to co-ordinate graduate internship opportunities including better communication of existing schemes.
  • An in-study interest break on the Postgraduate Master’s Loan to encourage more – including those from poorer backgrounds – to consider postgraduate study.
  • Policy change to support a growth in modular and bitesize learning opportunities to help meet immediate business needs.

Joint working with universities, LEPs and businesses with support from the UK government could create fair and meaningful opportunities for young people and ensure this crisis does not lead to a rise in unpaid internships – and reverse the hard-won progress the sector has begun to make on social mobility. UUK is happy to work with government, the Office for Students, and other relevant bodies on the different ways any additional support for this scheme could be provided and allocated.

Professor Julia Buckingham, UUK President and VC Brunel University, stated: Universities have been offering widespread support to help this year’s graduates find jobs and, while some employers are still running recruitment programmes online, the fact remains that there are thousands fewer jobs this year. Government support to incentivise and grow paid internships would benefit both graduates and employers, creating impactful opportunities for these young people and supporting the economic recovery.

Mark Bretton, LEP Network Chair, said: LEPs are already working with HE and FE partners on their LEP Boards to build the recovery and invest in the future lives of local young people. The graduate paid internship proposal from UUK is a logical extension of that work and would prove an effective way to support new graduates, help local businesses, boost the local economy, and contribute to the national recovery.

We look forward to discussing the design and details with UUK and the government, and hope to explore how we can widen the initiative to include other areas like the FE sector. Our partnership with UUK on the Graduate 2020 programme is a natural fit, ensuring funds are targeted based on the needs of local businesses, particularly SMEs, and the priorities identified by LEP Skills Advisory Panels and Growth Hubs as part of economic recovery planning. The partnership clearly demonstrates how LEPs and universities can work together, not only to support business, but to help young people build their lives in one of the most economically challenging periods of modern times.

Liam McCabe, President of NUS Scotland, said: We welcome these proposals from UUK and urge government to implement them. In particular, investment in widening access to postgraduate study and more modular and bitesize learning opportunities will be essential to graduates’ and the UK’s future.

Stephen Isherwood, Chief Executive of the Institute of Student Employers (ISE), commented: The current crisis is likely to have a long-term negative impact on the career prospects of the 2020 and 2021 graduating cohorts. Employers facing significant financial challenges, particularly small and medium sized enterprises, will struggle to provide internships and entry level jobs in sufficient quantities to meet students’ needs.

A government funded stimulus package that encourages businesses to invest in young people will boost both the employment prospects of students and the skills base of the UK economy.

Matthew Percival, People and Skills Director at the CBI, said: Graduates face a challenging labour market due to the impact of coronavirus. Businesses will do what they can to ensure that young people have opportunities as the economy restarts, but a new partnership between companies and government is needed. Financial incentives to create jobs and training opportunities earlier in recovery will be vital to reducing youth unemployment.

Admissions

UCAS have confirmed a rise in the number of students accepting places to start HE in September 2020 start. UK applicants accepting a place are up by 1% (2,200 more) compared to 2019. EU acceptances have fallen by 6% with UCAS stating this needs to be seen alongside the overall dwindling EU application numbers. Overall for UK applicants less have deferred their university place than in 2019. With 290 students less opting to defer (2% less overall). However, applicants from outside the EU have increased in number choosing to defer, up by 21% (200 more deferrals). UCAS suggest this deferral rate should also be set in the context of the increased volume (+15%) of non-EU applicants this year. While less UK applicants overall have chosen to defer unfortunately there is a disadvantaged element. UCAS have also examined the POLAR data showing a small increase in applicants from the most disadvantaged area (quintile 1) selecting to defer (+60 applicants, up by 6%)

Parliamentary Questions

Students

HE Sector The importance of good indoor ventilation.

Student Number Controls

Some parliamentary questions provide new content on the student number controls:

In case you missed it previously – confirmation that degree apprenticeships are not counted within the student number controls.

On the reasoning behind the thresholds set for the student number controls Donelan explains:

  • The intention is that it is simple, competitive and places minimal burden on higher education providers.
  • The Teaching Excellence Framework (TEF) Year Four data was used…It is publicly available and requires no additional aggregation or calculation, ensuring transparency. Other data sources are or will be available, but do not average across multiple years of data as is done in TEF.
  • The…minimum qualifying thresholds, ensures that the 5,000 places are awarded on a competitive basis, by restricting eligibility to only the top performing providers.

Deferring students – Donelan dials back on last week’s pro-student choice rhetoric stating: If students do want to defer, it is a matter for individual providers and not the government, so students should speak to their providers directly to determine what flexibility exists.

And the competition for the 5,000 extra healthcare places has been reopened (after institutions had already made their bids and after the original deadline closed). Nursing Times say this is because the Government are planning to free up further funds to increase the places above the 5,000 limit due to ‘significant demand’. It will also provide more time for universities to ensure there are enough clinical placements for increased numbers of new students. As reported last week UCAS have confirmed there are vacancies on all nursing specialism courses, despite applications being up by 6%.

Matt Hancock, Health and Social Care Secretary of State, said:

  • Following the fantastic news last Thursday that we have over 12,000 more nurses working in our NHS compared to last year, we have seen huge demand from universities for the additional places we’ve made available on nursing, midwifery or allied health courses.
  • This pandemic has demonstrated just how important our healthcare professionals are, and the demand for places shows that there are thousands of prospective students looking to train for rewarding careers in our NHS.

HE Sector Finances

Research Professional report on a [leaked] briefing note written by the Department for Business, Energy and Industrial Strategy, seen by Research Professional News, explains that several government departments are working together “to develop a process through which higher education providers at risk of closure will be able to apply to government to access a restructuring regime as a last resort”

There will be “attached conditions” wherever the government decides restructuring is needed, BEIS wrote, and the regime “will look to support teaching intensive institutions where there is a case to do so and where intervention is possible and appropriate.

There is nothing unexpected in this, the mood music throughout the pandemic is that the Government will not bail out providers who are financially insolvent. Although there has been suggestion they will step in and intervene ensuring changes relevant to the Government’s agenda are made in return for keeping the institution running (in the short term) – leading some to suggest institutions would be unrecognisable after intervention, including the sale of properties and land.

Lords Debate

The Lords debated the parliamentary question: To ask Her Majesty’s Government what support they are providing to universities to assist them in dealing with the impact of the COVID-19 pandemic. In essence the Government representative (Lord Parkinson of Whiley Bay) received quite a grilling whilst he maintained the party line of stating the range of support methods the Government has put in place for the HE sector. Just a few indulgent excerpts here to highlight that Lords are fighting the HE corner:

Baroness Randerson: My Lords, the Government’s recent announcement provides little new money, and 75% of that will be in loans. Universities’ research is heavily subsidised by international student fee income, which is predicted to drop by £2 billion this year. Many universities have made massive contributions of equipment, research and staffing to the fight against coronavirus. Does the Minister accept that they now need a much more ambitious package of support, because they are making research and staff cutbacks at this moment?

Lord Parkinson Of Whitley Bay :The noble Baroness is absolutely right to point out the vital contribution that universities are making to solving the pandemic, which is putting pressures on them as well as on everybody else. She referred to the further package of support which the Government announced this weekend. In addition to bringing forward the tuition fee payments which I mentioned in my Answer, the Government are providing a package of support to universities to continue research and innovation. That includes £280 million of taxpayer funding available to sustain UK Research and Innovation and national academy grant-funded research, which is available immediately. From the autumn, there is a further package consisting of low-interest loans with long payback periods and supplemented by a further amount of government grants. I am therefore not sure that I accept what she says about the Government’s response being inadequate.

The Lord Bishop Of Winchester: My Lords, universities make a significant contribution to their local communities and economies, particularly smaller institutions that attract a larger proportion of students from disadvantaged backgrounds. These make a significant contribution to their local context, particularly in this pandemic…How will the Government work with higher education institutions to maintain the widening of access and retention of students, especially those preparing for key public service roles that have been so important during this pandemic crisis?

Lord Parkinson Of Whitley Bay: …I am pleased that higher education providers can draw on existing funding, which is worth around £23 million a month at the moment, to provide hardship funds and support for disadvantaged students who are particularly affected by Covid-19.

Lord Craig Of Radley: My Lords, many university students in England have been missing tuition and access to libraries, laboratories and other university facilities, and may face financial hardship. The Minister says that the Government will not cut the amount paid to universities in tuition fees, but will they reduce sums to be recovered from formerly affected students in later life?

Lord Parkinson Of Whitley Bay: The noble and gallant Lord is right to point out some of the many ways in which the university experience is being affected by this pandemic with regard to access to libraries, laboratories and so on. I am pleased that universities across the sector have responded swiftly and creatively to ensure that they remain open and that students can continue to avail themselves of high-quality education. Universities are autonomous and responsible for setting their own fees, and of course, as they approach the forthcoming academic year, if they decide to charge full fees, they will want to ensure that they can continue to deliver courses which are fit for purpose and which help students to progress their qualifications. However, any matter regarding the level of those fees and refunds is first and foremost for the providers and those who apply to them.

Vis Count Chandos (Lab): In the absence of more appropriate emergency grant funding to compensate for irrecoverable loss of revenues, the Government have encouraged universities to apply for business interruption loans. How does the Minister think these loans, designed for profit-making companies, can be repaid by non-profit HE institutions, other than at the expense of the quality of courses for future generations of students?

Lord Parkinson Of Whitley Bay:…he is also right to point out the wider societal benefits that universities bring, which is why the Government brought forward the additional package of measures which I outlined in my Answer.

Baroness Garden Of Frognal (LD): My Lords, what plans do the Government have to reform student and university funding to enable a greater number of people, especially mature learners, to undertake short higher education courses and build up to a full degree in a way that suits them? That will be increasingly important as individuals reskill post Covid.

Lord Parkinson Of Whitley Bay: The noble Baroness is absolutely right that many mature students and others may wish to consider courses of different lengths and varieties, and the Government are glad to see that wide range of courses offered. As she says, that will be particularly important over the coming months. The package of support which the Government have announced is of course available to providers irrespective of the length and format of the courses they offer.

Lord Norton Of Louth (Con):… Given how crucial that export is and that from next year EU students will no longer be subject to home fees, will the Government consider extending the new graduate route post-study work visa to three or four years to ensure that the United Kingdom has a competitive offer to international students?

Lord Parkinson Of Whitley Bay :My noble friend draws attention to the new graduate route which comes into effect from next summer, which allows people graduating from UK universities to stay here in work of any level and any remuneration for up to two years— an increased and very generous offer. That is part of the Government’s ambition to increase the number of international students coming to study here in the United Kingdom.

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: Open University VC Tim Blackman writes about digitally rendered online learning, how selectivity has become a misnomer for prestige, and their new thrust to attract young learners.

Easing lockdown: The House of Commons Library has published a briefing paper discussing the impact of the easing of lockdown restrictions on the FE and HE sectors in England.

EdTech: Articles on edtech are a dime a dozen during lockdown. This week’s offering is in a similar vein.

Lockdown placements: Wonkhe have a blog exploring how universities need to adapt content, assessments and requirements where placements have fallen during lockdown because the employer hasn’t offered a remote alternative.

Staying at home: The Guardian have an opinion piece on commuter students.

German HE: Research Professional report that private HE institutions have doubled their student numbers in the last decade in Germany. 8.5% of the student population attend a private university; they are particularly popular with part-time and already employed students. Of all German part time students nearly half (48%) chose a private provider and 41% of distance learners also opted for this type of provider. The most popular subjects were economics, law and social sciences.

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HE Policy Update for the w/e 29th June 2020

The government are apparently planning a radical overhaul of admissions (maybe), they have found some funding for research support, EU students will face higher fees in 2021/22, Education Questions in the Commons kept the Ministers on their toes, there’s the latest on student complaints, a brief mention of the B word and the sun has been shining.

University research support package

In coverage of the so called bailout deal announced earlier in the lockdown – which consisted of bringing the second instalment of student loan payments to universities forward by a few months and vaguely threatening proposals for a fund for restructuring universities that fail – it was made clear that no more would be forthcoming. But the government have reached down behind the sofa cushions and found a bit of extra money to support research, although like the additional student numbers (more on that later), it is limited and strings are attached. It was announced late on Friday night so made for a busy Saturday for pundits. You can read David Kernohan’s piece for Wonkhe here, Research Professional here, and THE cover it here.

There will be grant extensions to cover researchers’ salaries and other running costs for UKRI and some other grants, which will be very welcome, as there has been great concern about covering extensions to projects with no extra money. More details are still to be announced.

The main announcement, however, was of a new package of support for research-active universities. It looks odd on the face of it, to those outside the sector and unfamiliar with the weird cross subsidies that exist in the HE market:

  • low-interest loans with long pay-back periods, supplemented by a small amount of government grants. In sharing responsibility for the future of science and research with our world-leading university system the government will cover up to 80% of a university’s income losses from international students for the academic year 20/21, up to the value of non-publicly funded research activity in that university.

So if you have a lot of international students who aren’t coming this year, you can get a loan or a grant (maybe) to cover your income loss, capped by how much funding you normally get from sources other than the government, i.e. businesses and charities as well as the university itself. Complicated?  Yes.  Targeted at a very particular small number of universities, yes, indeed.  This sentence demonstrates the strangeness  “Support is also capped at the level of an institution’s non-publicly funded research to ensure that funds are being directed towards universities conducting research.”  What it is really saying is that there will be support for universities who fund their own research from the fees paid by international students, or from businesses or charities who won’t have any money this year.  That’s not quite the same thing as “universities who do research”.

  • So this: The international student metric when combined with the measure of ‘non-publicly funded research’ is a good proxy for overall Covid-19 losses to research revenue. In return for support, Government will be asking for universities to demonstrate how funds are being utilised to sustain research in areas typically funded by charities and business. We will also take into account the income HEIsreceive from business and charity research.
  • And there is a catch: Universities will be required to demonstrate that funds are being spent on research and on retaining research talent. Universities will be expected to show they are taking their own steps to make efficiencies, in line with the rest of the economy, to protect their research bases. Precise metrics and outputs/outcomes will be developed as we develop the details of the policy over the next few weeks. There will be separate requirements for grant extension proposals.

Some universities will have limits on their borrowing.

And for the institutions (that the information calls “teaching intensive”) who don’t qualify – we’re back to the vaguely threatening restricting fund:

  • The DfERestructuring Regime will look to support teaching intensive institutions where there is a case to do so and where intervention is possible and appropriate. The Government recognises the important role that higher education providers make to regional and local economies through the provision of high-quality courses aligned with local, regional and national economic and societal requirements. This will be within scope of the decision making process for intervention. Further detail on the Restructuring Regime will be announced in due course. 

Radical overhaul of admissions?

Saturday’s Guardian had a headline about a leaked draft report on admissions changes.  As the OfS have recently confirmed that they will be restarting their normal activity, presumably with the “paused” admissions review near the top of their list, it is not surprising that options are being considered.

The Guardian said: The models include:

  • Exams results published in August as is currently the case, but with university and college terms starting in January, allowing five months for processing applications.
  • Moving exam results forward into July and the start of the university term back into mid-October, allowing a 12-week window for students to apply.
  • An unchanged timetable, with only a five-week window for the application process to run between exam results in August and the start of the university term in September, as now.
  • University applications made before A-level results are received, but offers of places to students not released until after results are published, with no change to current timings.

Potential A level exam delay: Consistent with the story above in last Monday’s Oral Education Questions it was confirmed that the DfE is discussing moving A level exams to July 2021 to accommodate some of the C-19 disruption. The BBC and the Times covered the story. The Times noted:

  • some head teachers suggested that a delay risked creating more difficulties. “It would mean either exam boards having a narrower window in which to mark millions of scripts, or results being published later, which would potentially run into the autumn term,” Geoff Barton, general secretary of the ASCL union, said. “This would affect progression to further and higher education. It’s important that the approach to next year’s exams supports pupils without creating more problems than it solves…” 

The article goes on to note the Government have confirmed full funding for the virtual Oak National Academy suggesting that it is preparing for some disruption in the full return of pupils to ‘normal’ schooling. It also highlights that some of the support funding usually available has been cut (e.g. the year 7 catch up in English and Maths for weaker pupils). Alongside the announcements last week of the £1 billion funding programme to help schools support initiatives to bring children back on track after the home schooling disruption to their normal studies. There are likely to be implications for some disadvantaged children in the cuts alongside sharing the newly funded initiatives amongst a wider pool of pupils. It is raising further concerns for an access disadvantaged generation.

Admissions Report

Recently EDSK (a think tank) published Admitting Mistakes: creating a new model for university admissions calling for a fair, transparent and equitable admissions process. It takes issue with the current system:

  • This admissions system has remained almost unchanged for the past three decades, but this inertia should not necessarily be interpreted as an indication that the UCAS system is working well.
  • Politicians from both major parties have raised serious concerns in recent months about university admissions practices, while the Office for Students (OfS) has launched a review of the entire admissions process in its capacity as regulator of the Higher Education (HE) sector. Given this intense pressure, maintaining the status quo is no longer an option. The new rules on admissions proposed by the OfS last month to ensure that universities demonstrate a ‘socially responsible approach’ during the COVID-19 crisis shows that it is perfectly feasible to change the admissions system – even at short notice. It is now simply a question of which changes ministers and regulators wish to make once the crisis subsides.

It also takes issue with the current practices tackling the use of predicted grades for university applications; the growth of ‘unconditional offers’ from universities; and the barriers facing disadvantaged students.

It concludes:

  • In recent months, both the Education Secretary Gavin Williamson and the OfS have referred to the importance of ‘trust’ in the context of university admissions because they realise how crucial it is that students, parents and teachers trust the admissions process when so much money and so many hopes and aspirations rest on its shoulders. In light of this, it is deeply concerning how wealth and privilege continue to unduly influence who gets accepted onto university degrees, particularly at the most prestigious institutions. This inevitably results in an overwhelming sense of unfairness as well as risking a catastrophic loss of trust – not just in the admissions process, but in the education system as a whole.
  • The reduction in autonomy over admissions proposed by the OfS in response to the outbreak of COVID-19 is intended to prevent universities from undermining students’ interests and threatening the stability of the HE sector during the crisis, yet the protection of students and maintaining the stability of the sector should be permanent features of our admissions system rather than temporary measures. A fundamental change is therefore needed to make sure that the admissions system prioritises the interests of students, not universities, after the current crisis is over. To this end, it is necessary for universities to give up some of the autonomy they have in relation to how they attract and select applicants each year.

Finally it recommends that in return for the financial support that they are receiving from government to mitigate the impact of COVID-19…universities should be required to accept a new model for the whole admissions cycle. It seems the authors are under the impression that the C-19 financial support is a sufficiently worthwhile and substantial enticement.

While the aggressive language in the press release may rile some in the sector many of its recommendations such as a national contextual offer are already being discussed. The difficulty with such blanket policies is that some students still fall through the cracks as drawing thresholds always results in winners and losers. For example, the report’s recommendation 5 doesn’t include student carers within their definition of greatest disadvantage, and there is little mention of ethnicity throughout the report.

Nevertheless they proposed a nuanced version of post qualification admissions. No predicted grades will be submitted to institutions (although presumably level 3 teachers will still have to produce them) and prospective students instead chose 10 degrees ranked in preference order. On results day students achieving the required (fixed) grade level are automatically placed based on preference order. Where courses are oversubscribed all applicants who are eligible are entered into a lottery. Where courses are undersubscribed still only those who reach the level will be admitted. It sounds simple but when you sit quietly with the concept for a moment you begin to realise it the cracks, for example removing the choice for a student to change their mind – or trade up if they perform better than their teacher predicted (which itself has long been a disadvantage conundrum). There’s also the gaming of the system – if you want that place on that popular oversubscribed course and you’re certain of the grades there will be ways to maximise your likelihood of achieving it based on your preferences…and who will advise prospective students on the game – parents, social networks, teachers and careers staff (again resources which some disadvantaged students lack). The report isn’t to be dismissed and provides a welcome interjection on the admissions system which is due for overhaul in some shape or form, however, it doesn’t offer all the answers it claims to. Perhaps because there isn’t a system which is flawless and which can guarantee equity, particularly for those prospective students with the least support and resources.

Wonkhe have a good blog on the report considering it fairly and offering critique where they see holes. The comments at the end are worth a read too, while most establish serious points Sarah smiled at this one: Think tanks are supposed to think from outside the box.

Diversity in HE

UCAS have highlighted that

  • nursing and social work degrees have the most diverse pool of applicants compared to other major undergraduate subject areas. Health and social care courses are among the subjects attracting the highest proportion of applications and acceptances from black applicants, mature students, and young people from disadvantaged backgrounds.

Other key facts:

  • For all subjects allied to medicine, 16% of acceptances are from students from the black ethnic group (the highest proportion for any wider subject group), followed by social studies courses, with 13%.
  • 42% of students accepted onto social work courses are aged over 30, the highest proportion of any subject. Nursing courses are second, with 29% of acceptances from students in this age group.
  • Social work is the only subject (with more than 150 applicants) that has more students from disadvantaged backgrounds applying (1,055 applicants), than from the most advantaged backgrounds (1,000 applicants). This a ratio of just 0.94 applicants from advantaged backgrounds for each disadvantaged applicant – the lowest ratio of all subjects.
  • Nursing follows with a ratio of 1.12, with 2,100 applicants from disadvantaged backgrounds, alongside 2,350 from the most advantaged backgrounds. Both subjects have similar patterns of accepting students from a wide range of backgrounds.
  • While male applicants remain in the minority, the number of men applying for nursing grew by 8.5% to 5,370, with the number of acceptances also growing (by 7.1% to 2,700).

UCAS are using the welcome news on diversity to urge more prospective students to apply for autumn 2020 entry. They state Around 40% of adult nursing and social work courses are still accepting applications…with some universities having up to 50 places available. The vacancy level seems slightly surprising on several counts. First the Government are offering bursaries for specified courses, second they are employment gap areas (and the Government has an additional 5,000 places not yet allocated to institutions), third the positive and high profile PR generated for key services such as nursing through the pandemic was predicted to increase demand for nursing, finally demand from mature students (who make up a bigger proportion of the cohort) could be expected to increase if lockdown has prompted a career re-evaluation. UCAS do note that mature student apply later in the summer months than school leavers and that at January nursing applications were up by 6%.

Postgraduate BAME data: The UK Council for Graduate Education have published a policy briefing summarising the access and participation of Black, Asian and minority ethnicities in UK postgraduate research. Key points:

  • BAME students participate in postgraduate research at a lower level that those enrolled in undergraduate studies.
  • Between 2016/17 – 2018/19 the proportion of BAME postgraduate research students (PGRs) grew by 0.13% however, this rate of growth means it would take 51.8 years for BAME participation in postgraduate research to reach the equivalent proportion at undergraduate level.
  • 15% more white PGRs received financial contributions for their tuition fee than BAME PGRs
  • More white PGRs (19%) qualified in 2018/19 than BAME PGRs (16%)

Disadvantage:

Wonkhe have two blogs on access and disadvantage:

There is also the promised report from the Social Mobility Commission: Apprenticeships and social mobility: fulfilling potential. It raises concerns over the structural barriers within apprenticeships and concludes that they are not fulfilling their social climbing potential.

Key points:

the introduction of the (2017) apprenticeship levy led to a “collapse in overall apprenticeship starts that hit disadvantaged learners hardest”

  • a 36% decline in apprenticeship starts by people from disadvantaged backgrounds, compared with 23% for others
  • just 13% of degree-level apprenticeships, the fastest growing and most expensive apprenticeship option, goes to apprentices from disadvantaged backgrounds
  • more than 80% of apprenticeships undertaken by learners from disadvantaged backgrounds are in enterprises in the services, health, education or public administration sectors
  • on average, apprentices from disadvantaged backgrounds earn less than apprentices from more privileged backgrounds
  • there is a 16% boost to wages for learners from disadvantaged backgrounds who complete their training, compared with 10% for others

The report calls on the Government to address concerns and channel resources directly where it can have the greatest social benefit.

There was also a slight FE emphasis in one of Donelan’s PQ answers (reminding us the FE remains an underfunded sector and the Government has plans, even if they aren’t sharing them yet):

Q – Mohammad Yasin: In addition to maintaining current commitments to widen participation and extend bursaries for students from disadvantaged backgrounds, will the Minister make sure that the necessary extra funding is provided so that universities such as the University of Bedfordshire can play a key role in retraining and reskilling young and mature students to meet the serious employment challenges ahead?

A – Michelle Donelan:

  • The hon. Gentleman is quite right to say that access and participation are key priorities for this Government, and the Office for Students has launched access and participation measures for every institution. Higher education plays a key role in filling the skills needs of the economy, but so does further education, and our priority is to ensure quality provision and that students can make informed choices that are in the best interests of their career destinations.

EU Student Fees Decision

Very unsurprisingly, Michelle Donelan issued a written ministerial statement confirming that EU, EEA and Swiss national students will no longer be eligible for home fee status or Student Finance England financial support from 2021/22. The rules also apply to FE and apprenticeships. EU students starting in 2020/21 will continue to be classed as home students. Irish nationals will be preserved as home student status under the Common Travel Area arrangement.

The announcement may encourage some EU students to take up UK study in September (despite online blended provision being the main method on offer). Likewise the sector anticipates a drop in EU student numbers from 2021/22.

Alistair Jarvis, Chief Executive of Universities UK, responded to the announcement:

  • Universities would have preferred the certainty of current arrangements for EU students in England being extended for those starting courses in 2021/22. However, it is important to note that EU students starting courses in autumn 2020 will continue to pay home fees for the duration of their course and be eligible for the UK’s EU settlement scheme if they arrived before the end of this year.
  • The government’s new Graduate Route – starting next summer – also means that students who are not eligible for the settlement scheme will have the opportunity to stay and work in the UK for two years after completing their studies. This will apply to those who initially have to study by distance or blended learning because they are unable to travel to the UK to start in autumn due to Covid-19. Universities are committed to working with government on further measures to support international students to study at UK universities.
  • Our message to international students is that UK universities are ready to welcome and support you through your studies. Whether you choose to study in the UK this year, or in the future, you will receive a high-quality education and learn skills that will benefit you for years to come.

Nick Hillman, Director of HEPI, puts it plainly:

  • Today’s announcement will be seen as bad news inside universities. To date, EU students have benefited from lower fees and access to student loans that are subsidised by UK taxpayers. Together, these have lowered the financial obstacles to studying in the UK. My message to any EU citizen wishing to benefit from the current arrangements is that it is not too late to apply for entry in 2020, before the new rules come into force next year.
  • In the past, we have shown that higher fees and no more access to student loans could risk a decline of around 60% in the number of EU students coming to the UK to study. If that happens, our universities will be less diverse and less open to influences from other countries.
  • However, it is morally and legally difficult to continue charging lower fees to EU citizens than we already charge to people from the rest of the world once Brexit has taken full effect. So today’s decision is not a huge surprise. Moreover, history suggests that the education on offer in our universities is something people are willing to pay for. So, if we adopt sensible post-Brexit migration rules and if universities work very hard to recruit from other EU nations, it is likely that many of our fellow Europeans will still wish to study here.
  • Above all, we need to make it abundantly clear to people from the EU and beyond that our universities remain open to all.

Research Professional have a write up on the fee changes.

Michelle Donelan also answered oral questions specifically on international students describing her

  • two-tier covid response to attract international students: first, by working across government to remove and reduce the logistical barriers faced by students, including visa issues; and secondly, by communicating that the UK is open for business via advertising and open letters to international students, our embassies, and international media.

She also reminded Parliament about the International Education Champion appointment.

Since the parliamentary question session Donelan (and her devolved counterparts) have composed a 6 page letter to international students. It sings the praises of a British education, urges them to apply for the 2020/21 recruitment round (for which visas will be ready in time) and reminds them of their eligibility for the 2-year graduate visa. Excerpts:

  • Although admissions processes and modes of teaching might look slightly different this year, the UK’s world-class universities are continuing to recruit international students and you are encouraged to apply even if you are unable to travel to the UK to meet usual timelines. Universities will be flexible in accommodating your circumstances where possible, including if you are unable to travel to the UK in time for the start of the academic year. We have seen some fantastic and innovative examples of high-quality online learning being delivered by institutions across the UK, and the sector is already working hard to prepare learning materials for the summer and autumn terms.
  • The UK cares immensely about the health and wellbeing of international students, and ensuring they are safe is our number one priority… To keep number of transmissions in the UK as low as possible, and to protect UK residents and international students in the UK, all international arrivals are now required to supply their contact and accommodation information and self-isolate in their accommodation for fourteen days on arrival into the UK. We have been clear that universities are responsible for, and must support their students on arrival to the UK. We are proud that UK universities are already demonstrating how seriously they are taking this responsibility, in ensuring that their students are safe and well cared for both upon arrival and for the duration of their stay.
  • In addition to support from their universities, NHS services are available to both domestic and international students. International students will always be able to access treatment that clinicians consider is immediately necessary or urgent at no upfront cost. No charges apply to testing for coronavirus…

Graduate Outcomes

The second batch of data from the 2017/18 Graduate Outcomes survey has been released, there is even more to come on 9 July. The tables are interactive allowing you to look at employment rates for different qualification levels (e.g. undergraduates, foundation degrees, doctoral research, taught masters and all the others) at HE or FE, full or part time.

There are also salary bands that are adjustable to look at the characteristics of the students within them. For example the below looks at pay levels by subject studied in HE institutions. It shows a clear salary gain in the high skilled roles but little difference in pay between low and medium skilled jobs.

The pay bands can be examined by age, ethnicity, gender, and disability. Below demonstrates the impact of gender for undergraduates, the postgraduate picture shows more clustering at the higher pay bands. No matter which level of qualification is selected males always number more than females earning the highest pay band.

There is a chart illustrating the proportions of students who are satisfied with their current activity, its fit with their future plans, and whether they are using what they learnt. It varies greatly when you adjust for low medium or high skilled roles, with the low skilled employees feeling least satisfied. And this page breaks down the three elements of satisfaction (meaningful, fit future, useful) even further looking at it by degree subject area, degree classification, salary and by provider.

And at the bottom of the page you can view BU’s student opinion on meaningful, fit for future plans, and useful (it is too large to display here). BU had a response rate of 51%, with higher numbers of postgraduate research students responding.

All the tables are interactive and able to be cut by different parameters – go ahead and have a play!

Wonkhe have a good blog digging into and interpreting meaning from the latest data.

In Parliamentary Questions, Graduate outcomes also received a mention with the stock answer referring to T levels and promoting technical routes. Also:

Q – Neil O’Brien: The Institute for Fiscal Studies found that for 30% of students, the economic return on their degree was negative both for them and for taxpayers. Surely with such clear economic evidence that so many young people would be better off if they took a different route, it is time to rebalance from just higher education to a stronger technical education system?

A – Michelle Donelan:

  • It is important that students make as informed choices as possible from a range of high-quality courses, and university is not the only or the best route for certain careers. Some students may be better placed if they do higher technical qualifications or apprenticeships. That is why the Secretary of State is spearheading a revolution in further education in this country, including the introduction of T-levels.

Research

HEPI have published PhD Life: The UK student experience. It highlights that for UK students:

  • the average PhD student works 47 hours per week, which is over 50% more than the average undergraduate and three hours less than the average academic
  • meaning PhD students earn less than the minimum wage (if they are on the basic Research Council stipend)
  • 78% of PhD students are satisfied with their degree of independence
  • 63% of PhD students see their supervisor for less than one hour per-week
  • 23% of PhD students would change their supervisor if they were starting their PhD again now
  • 80% of PhD students believe a career in research can be lonely and isolating
  • over one-third (37%) of PhD students have sought help for anxiety or depression caused by PhD study
  • one-quarter (25%) of PhD students feel they have been bullied and 47% believe they have witnessed bullying, and
  • one-fifth (20%) of PhD students feel they have been discriminated against and 34% believe they have witnessed discrimination.

The data informing the report is based on two surveys taking place between June and November 2019 by the Wellcome trust and Nature.

The report includes testimonials capturing PhD students’ perspectives on their situation:

  • Due to being [funded] by a stipend and not through student finance, and not technically being employed by the university means that I am not eligible for childcare funding. The cost of childcare is around £11,000 per year, my stipend is £14,200.
  • ..almost all the staff I meet from different universities are “pals from [insert elitist uni here]”. As such they have very little understanding of the challenges someone from a “normal” or disadvantaged background faces, especially financially, giving the overwhelming impression that your skills are secondary to your class.
  • The higher up you go, the more male and white-dominated the environment becomes. There’s only one full female professor in my whole institute, and I have genuinely never met a black PI [Principal Investigator] or professor since starting my PhD.

Nick Hillman, HEPI Director, commented:

  • Too often, people taking PhDs are regarded as neither one thing nor the other. They are not seen as students the way undergraduates are and they are not seen as staff the way academics are. Sometimes, PhD students receive excellent support but, too often, they fall through the cracks, making them demoralised and unhappy. When that happens, we all lose because the world desperately needs people who push forward the frontiers of knowledge.
  • We know far more about undergraduates than we used to and we now need similar levels of research on the student experience of postgraduates to help policymakers, regulators and funders improve their lives.

In the Foreword to the new report, Dr Katie Wheat, Head of Engagement and Policy at Vitae, said:

  • This report makes an important contribution to current debates on research culture by presenting the views of doctoral researchers in the UK extracted from the recent Wellcome Trust and Nature reports. It highlights several areas of concern, including working conditions, wellbeing, supervision and incidents of bullying and harassment…The findings chime with growing recognition of the need to improve research culture.

Student Numbers Cap

The deadline for universities to apply for additional places expired on Friday.

Emma Hardy questions the reasoning behind the threshold levels set for continuation and graduate outcome rates which determine whether a provider can bid for some of the 5,000 non-healthcare course additional places for the 2020/21 recruitment round. She also asks why these indicators were chosen rather than using the TEF, whether an equalities impact assessment was undertaken, and if the DfE considered a HEIs social intake and the communities served when setting the rates (because they appear to discriminate against certain types of provider).

The additional 5,000 biddable places within the student numbers cap restrictions allow the Government to exert a small measure of control over which courses they wish to see more (or less) of within the UK. In this vein Research Professional had an interesting narrative on Monday covering Australia who intend to more than double tuition fees for some arts subjects, raise fees for business and law, and lowered fees for some in-demand courses which contribute to national gap and growth needs. The reforms will be implemented in 2021 – if they pass the parliamentary hurdles.

The increase/decreases:

  • +28% law and commerce studies
  • +113% arts and humanities (making a three year degree roughly £24,150 in UK terms)
  • -62% maths and agriculture
  • -46% teaching, nursing, clinical psychology, and languages (including English)
  • -20% science, health, architecture, environmental science, IT and engineering
  • 0% (no change) for medicine, dental and veterinary

The price rises are per unit of study so it encourages students who might study history to also consider teaching too, or to add in a language.

The changes are designed to incentive students to follow the career growth areas that Australia needs. They aiming to get 39,000 students on skills shortage courses by 2023 and 100,000 by 2030 to produce the ‘job ready graduates’ that Australia needs.

The Australian Government also intends to increase support for rural and indigenous students through the reforms. They will direct fund universities to run bespoke programmes with local significance to attract indigenous students from the lowest participation rate areas and guarantee a place at public universities. Other reforms include a $48.8m research grants programme for regional universities to collaborate with industry, and $21m to set up more regional university study centres to provide tutoring and IT support for students in remote areas.

Research Professional highlight that the UK Government could utilise the LEO data to set price variation in the levels of student loan that would be offered to priority and non-priority courses. Also that if more students took courses with higher salaries the repayment levels of loans would be higher – ultimately saving the public purse. Although one does wonder whether so many of these high paid roles are standing vacant or whether such a policy increasing the volume of graduates following some programmes would simply displace the current holders of such posts. Nethertheless, it is food for thought for the Government who love a decent worked example from elsewhere. Particularly with the response to the Augar report (which advocated cutting humanities tuition fee/loans down to £7,500) not due until the spending review.

Ant Bagshaw (ex-Wonkhe, now working in Australia) has a blog on the proposals and what this might mean for UK HE. As ever there are some interesting comments to the blog. And the Guardian have an opinion piece taking issue with the Australian proposal for job ready graduates.

Returning to the UK student numbers cap there is an interesting piece from a specialist institution explaining how the student number controls will reduce access for those from certain disadvantaged backgrounds.

The Government has also released the latest information on how the student number cap will be run. Wonkhe summarise it:

  • It suggests that the controls will apply to fee-loan and self-funded full time undergraduates, with exemptions for new providers and students retaking A levels in the autumn. Franchised provision will count towards the cap of the registering institution, and this will not change if the agreement is terminated. It appears that number restrictions will apply to providers that do not recruit via UCAS, though we get little information as to how this will work in practice.
  • According to the same document, the list of specified subjects for additional places will not be changed, and includes subjects which relate to skills or professions at risk of shortage in the economy, or that “generate positive economic returns for the individual and the taxpayer”. This marks the first time longitudinal salary data has been used in higher education policymaking.

Student Complaints

The Office of the Independent Adjudicator has published a second briefing note on their approach to complaints arising from C-19. These excerpts make their approach to complaints clear:

  • Consumer protection legislation has not been suspended for students. This means that providers still need to deliver learning and other services that are consistent with students’ reasonable expectations. 
  • What students can reasonably expect, and what providers can reasonably be expected to deliver, is likely to change and evolve as circumstances change and evolve, especially if restrictions are tightened again. But providers should be planning to deliver what was promised – or something at least broadly equivalent to it – and to ensure that learning outcomes can be met. It’s unlikely to be reasonable not to do that, especially now the initial crisis period has passed.
  • Where providers have not or decide they cannot deliver what was promised they will need to consider how to put that right. A blanket refusal to consider tuition fee refunds in any circumstances is not reasonable. There may be groups of students that are particularly affected, and providers should take steps to identify those groups and address their issues. But they also need to consider concerns raised by students about their individual circumstances.
  • Some students may feel unable to continue with their studies because the way their course will be delivered has changed materially, their personal circumstances have changed, or they are shielding or are very anxious. Providers should consider requests for deferrals sympathetically and should be ready to depart from their normal policy where it is reasonable to do so. [This is interesting in light of recent media reports that second or third year students wish to defer for a year rather than continue with online teaching in subjects such as theatre studies.]
  • We can look at complaints about what was promised and what was delivered, but we can’t look at concerns that involve academic judgment such as the quality of academic provision.
  • We can consider (for example) a complaint that a provider did not cover subject areas that it said it would; that a student’s supervisor was unavailable; that a student didn’t benefit from teaching because they could not access it, or the delivery method did not work for them; that a provider did not support its students adequately; or that the provider did not follow a reasonable assessment process.
  • But an assessment of the quality of what has been delivered is likely to involve academic judgment, which we can’t look at…This means that we can’t look at a complaint that teaching was not of an adequate academic standard; that an online teaching session was just not as good as it would have been face to face; that the student’s work was worth a higher mark; or that a postgraduate student did not get the right academic guidance from their supervisor.
  • We will look at whether what the provider has done is reasonable in the circumstances – so reasonable delivery in the middle of lockdown is likely to look different to reasonable delivery in a more managed and planned environment.

The lack of judgement over quality of academic delivery slams the door on the Universities Minister’s claims to contact the ombudsmen if students aren’t able to resolve concerns directly with their provider.

There is also clear emphasis on individual student differences:

  • Some students are more seriously affected than others…Arrangements that might work well for many students may not work for all and providers should be proactive about identifying and supporting students who may need additional help. Students are likely to encounter all sorts of accessibility issues. Online teaching arrangements may not work for some students with learning or processing differences. Some students will be shielding or have caring responsibilities that continue even after lockdown restrictions are eased. Some will have poor internet connection – some will not have access to IT equipment at all. Some will simply not be able to work effectively from the space they are living in.
  • Careful thought and planning is needed to address these issues in advance, whenever possible. Planning that starts with meeting the needs of those likely to have accessibility issues is more likely to result in arrangements that work for everyone.

And a pro-active approach is urged:

  • Providers also need to seek out students who are not engaging with online delivery, and those whom they know may find it difficult because of their individual circumstances.
  • Some students such as those who had planned to study abroad or take up industry placements may be facing additional uncertainties. Providers may need to give those students more support and advice, for example on accommodation and financial issues.
  • A rigid adherence to regulations and processes is unlikely to be fair: empathy and flexibility are key.

Mass Action

Meanwhile the NHS is encouraging students to join their mass action complaint chain to win the chance to REDO, REIMBURSE, WRITE-OFF  (compensation funding for reimbursements, a debt write-off, or the chance to redo the year at no extra cost). Research Professional report that

  • the NUS estimates that around 20 per cent of students have been unable to access their learning at all during the pandemic and 33 per cent do not believe it to have been good quality. Particularly badly affected, the union says, are the many disabled students who have not received reasonable adjustments remotely, those who have lost access to studio, lab or workshop space, and students on placements.

Claire Sosienski Smith, VP HE at NUS, stated:

  • We know the scale of the disruption has been so vast that we need a national sector-wide response from government for this, including funding from Westminster… even if students complain to their individual institutions, how will universities afford it when the UK government haven’t announced a single penny of additional funding to support them? Our plea to the UK government is clear: you must offer tangible help to students who can’t access their education right now.

On the Government’s insistence that students individually take up their complaint with the Office of the Independent Adjudicator Zamzam Ibrahim, NUS President, said:

  • We were told students were going to be ‘empowered consumers’ but actually, when something like this happens, we feel we’ve got less rights than if we’d booked an Airbnb. The UK government are desperate to reduce this to a series of individual problems. It’s a total betrayal of trust to the thousands of students who are now facing lifelong debts for a once-in-a-lifetime education they haven’t received.

Online learning

HEPI have a guest blog – Learning from lockdown: harnessing tech to improve the student experience. It begins:

  • The recent transition to online learning has been as rapidas it has been impressive. Many universities have put very large elements of their curricula and assessments online in just a few short weeks.
  • Things that would previously have taken years to plan and execute have been designed, developed and implemented with alacrity. In short, there has been a huge amount of digital acceleration in universities since the advent of the pandemic.
  • However, let’s not kid ourselves; what has been achieved recently is mostly basicand will be largely ephemeral. I’ve heard it said that the transition is more about remote learning than online learning – about adding new tools to old pedagogy, rather than digitally enabling education across the board.

Next it considers the levels at which universities engage most fully with online learning. It concludes with a plug for Jisc and states:

  • The big effort that many universities are embarking on this summer is to develop more extensive, robust and higher quality online learning experiences for their students. Those that created a digital strategy a few years ago and invested in digital infrastructure, skills, content and applications must be feeling a little smug – and relieved. But it’s never too late to start on technology enablement and now is an ‘opportune’ time.
  • I suggest that there is more than enough technology and written experience out there about what works well. Universities need to harness both to capitalise on the newfound energy and goodwill among staff and students.

OfS

It has been a season of high-profile step downs. The latest is Sir Michael Barber who will not seek a second term as Chair of the OfS, meaning he will step down in March 2021. Like most of those relinquishing roles he still has a parliamentary to do list before he can return to his garden and long walks – he has agreed to lead a review into digital learning. The review will consider how universities and other higher education providers can continue to enhance online teaching and learning for the new academic year, and explore longer term opportunities for digital teaching and learning.

The Education Secretary, Gavin Williamson, commented on Sir Michael’s decision to step down:

  • I have hugely valued Sir Michael’s leadership, insight and advice during his time as Chair and I have enjoyed our working relationship.
  • I am very thankful to him for his work leading the set up and transformation of the OfS, and particularly for his work tackling unconditional offers, senior executive pay and grade inflation.
  • As the higher education sector emerges from the pandemic, I look forward to the findings of the review into ways of enhancing the quality of online learning and driving innovation, which will be critical for the future of the sector.

Let’s hope Sir Michael’s review receives ministerial attention quicker than that of the TEF or the Augar reports.

Brexit

We haven’t mentioned the ‘B’ word more than in passing recently. However, we’re halfway through the transition period and the Government is adamant it will end without extension on 31 December. Little progress has been made in talks and businesses are fearful of no deal particularly following the economic downturn associated with the pandemic. Dods have a Brexit briefing examining the key areas of contention in the talks, the possibility of an extension, and the implementation hurdles that need to be overcome before the end of the year.

Easing Lockdown

The House of Commons Library have issued a briefing paper on the impact of easing lockdown restrictions within the FE & HE sectors (in England). The paper covers the expected issues including re-opening campuses, prospective student numbers (2020/21), and temporary student number controls.

Parliamentary Updates

APPG Universities: Ex-universities minister Chris Skidmore has been appointed co-chair of the All Party Parliamentary interest group for Universities. Daniel Zeichner continues to also co-chair the APPG.  Chris states: I look forward to continuing to make the case for why our world leading UK universities can drive innovation, lift social mobility and regenerate local economies- and why they deserve support. Chris has also committed to a monthly spot writing for Research Professional too. Between Chris and Jo Johnson it seems Michelle Donelan’s time in the spotlight will be harried by two ex-Ministers who are willing to speak out. This is likely good news for the sector (for now) as Donelan has been keen to stick closely to the party line to date.

Parliamentary Questions

Contract Cheating; If you’ve been following this topic in the policy update for a while you’ll be aware that Lord Storey continues his campaign to stamp out essay mills and academic cheat services. He often asks nuanced parliamentary questions on the topic and this week he got an encouraging answer. Here it is in full:

Q – Lord Storey: Her Majesty’s Government what assessment they have made of the impact on academic performance in those countries who have banned contract cheating services; and what plans they have, if any, to adopt similar policies. [HL5328]

A – Baroness Berridge:

  • The government is aware that legislation has been introduced in several countries to ban contract cheating services, including in New Zealand, several states in the USA and, most recently, Ireland. It should also be noted that a bill was introduced in Australia in December which, if passed, would make it an offence to provide or advertise academic ‘contract cheating’ services in higher education.
  • We would be willing to consider supporting any legislation, including a Private Members’ Bill, that is workable and that contains measures that would eliminate essay mills in ways that cannot be delivered through other means, provided that the Parliamentary time permitted.
  • Ministers have called on universities, sector bodies, educational technology companies and online platforms to do everything in their power to help eradicate academic cheating of any kind from our world-class higher education sector. We have set a clear expectation that the Office for Students (OfS) should take a visible lead in challenging the sector to eliminate the use of essay mills. We expect the OfS to work with the members of the UK Standing Committee for Quality Assessment to ensure that the sector has the support it needs and that it is taking firm and robust action to ensure that this threat to the integrity of the higher education system is being tackled.

Other Questions

  • Financial and educational support for postgraduate students whose education is now online.
  • This question is about schools rather than HE but it reminds us that young/student carers may be more disadvantaged as they may have had to self-isolate throughout lockdown to protect the vulnerable condition of those they care for.

Oral questions in the House of Commons on Further and Higher Education covered a range of topics this week (no new news). Some are covered in other sections.  The student number cap, international students, support for students and the economy all featured.

Research Professional cover all the major HE oral questions and add a little entertainment value in their descriptions.

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.

There aren’t any new HE consultations or inquiries this week. However, if you are interested in the bigger picture you may like to be aware that:

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JANE FORSTER                                            |                       SARAH CARTER

Policy Advisor                                                                     Policy & Public Affairs Officer

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