Latest research and knowledge exchange news at Bournemouth University
This is an interesting report from the British Society of Gerontology analysing impact case studies from REF 2021. This includes work from Bournemouth University amongst various other centres.
Please find below the links to the report and presentation about “The impact of Ageing Research within the Research Excellence Framework 2021: an evaluation” as a useful reading in terms of the range and scope of age-related research.
The UK’s higher education funding bodies have published details of proposed changes to the Research Excellence Framework (REF) for 2028.
They state that they are seeking to change the emphasis of the national assessment from the performance of individuals to the contributions of institutions and disciplines to a healthy and inclusive research environment.
Some of the proposed changes include:
The changes come as part of the Future Research Assessment Programme (FRAP), which has reviewed how national research assessment is carried out in the UK.
Professor Dame Jessica Corner, Executive Chair at Research England, said:
“This is a once-in-a-generation moment for change as we shift national research assessment away from a focus on individuals to how institutions and disciplines contribute to healthy, dynamic and inclusive research environments, and as we shift from a focus on published research outputs towards a broader view of what constitutes research excellence and how it can be demonstrated.”
The sector will now have the opportunity to input into further development of REF 2028, with consultation running until October 2023.
Do you want to find out more about our REF 2021 submission and how we did? Or do you have burning questions to ask about research assessment and future strategies?
We’re holding two online sessions for BU staff to find out more about REF 2021.
As well as an overview of the REF and BU’s submission and results, you’ll also be able to hear from some of our Unit of Assessment (UOA) leads about their areas and future research and impact strategies. There will also be the opportunity to ask questions.
The sessions are open to all staff and will take place over Zoom on:
Book your place via Eventbrite: https://ref2021ses.eventbrite.co.uk
The wait is over and the REF 2021 results have now been published.
We’re delighted to reveal that 94% of our research has been found to be internationally-recognised or above, with 19% found to be world-leading in quality.
95.7% of our research was found to be delivering considerable impact or above, with 31.5% achieving an outstanding impact score.
This means that we have held and improved upon our position from REF 2014 while dramatically increasing the size of our submission. We submitted more than three times the number of staff than in REF 2014, and by maintaining quality, we have shown how the breadth and depth of our research portfolio has grown.
Highlights include:
Equality and diversity were key drivers in developing our submission, and we took a collaborative approach with a broad range of academic and professional staff working together to make our submission as inclusive as possible.
In total, we submitted 1,209 research outputs and 47 impact case studies across 13 Units of Assessment (up from eight UOAs in REF 2014) – which represents a huge amount of time, work, and energy from colleagues across the university.
A huge thank you to everyone who supported the REF 2021 in some way – this is a moment to reflect and feel proud of everything we have achieved.
More information about our submission can be found the BU website and the full REF 2021 results are available on the REF website.
The first annual BU research conference will take place on Tuesday 7 June.
Professor Simon Hettrick
This year’s theme is building impact, celebrating our REF 2021 submission and exploring practical ways to create impact and share your research.
Our keynote speaker will be Professor Simon Hettrick from the University of Southampton. He is Chair of the Hidden REF, which aims to recognise all research outputs and every role that makes research possible. He will be talking about the Hidden REF and its role in campaigning for a fairer approach to research assessment.
We’ll also have quick-fire presentations sharing some of our research impact and a panel discussion around the role of impact in research assessment.
Several practical sessions will provide tips and advice around building impact and sharing your research. These will explore working with the media and policymakers, public engagement, commercialisation of research, and how to write an impact case study.
These sessions will also be repeated online later in the week for anyone who cannot make it on the day.
The half-day conference will take place in the Fusion Building on Talbot Campus from 1pm – 5pm on Tuesday 7 June. Sessions will also be streamed online for those who can’t make it in-person. The conference is open to all BU staff and postgraduate researchers.
Light refreshments will be provided, and the conference will be followed by a drinks reception from 5pm to celebrate BU’s REF submission.
You can find out more and book your place via Eventbrite.
The virtual Conservative Party Conference took place – we’ve coverage of the relevant fringe events below; the Science and Technology Committee ran an interesting session on ARPA, and university adoption of the definition of anti-semitism is back on the agenda.
Jonathan Simons of Public First writes Ambitious Minds for Research Professional aiming to provide insight into the Government’s thought processes behind their HE agenda. The quick read is illuminating (even if you aren’t a policy geek).
The Lords debated the Lifetime Skills Guarantee and Post-16 Education on Tuesday (we mentioned Boris and Gavin’s announcements for this in the policy update last week). Debate followed similar lines as last week plus University Technical Colleges and parity of esteem were discussed.
Lord Storey triggered a chuckle in his enthusiasm for extra funding for FE colleges: My Lords, this is very good news. I do not have to sit on the Bishops’ Bench to say hallelujah. Later he raises: There is no mention of university technical colleges, which have done an excellent job. Does the Minister see an enhanced role for them?
Lord Baker of Dorking echoed this: I am very grateful for the mention of the colleges that I support, the university technical colleges. At the moment, they are by far the most able and successful technical schools in the country. We are having a record year in recruitment and we have incredible destinations. Last year, one of our colleges on the north-west coast of England produced 90% apprentices, which is absolutely incredible when the national average is 6%.
He continued: The trouble is that, since 1945, there has been a huge drive to send people to universities, which is good for social mobility but it means that graduates have had disproportionate esteem, disproportionate political influence and disproportionate reward compared with those who make things with their hands. This is the time when we have to elevate the intelligent hand: to train not only the brain but the hand as well.
Baroness Berridge (Minister for Schools): My Lords, I assure the noble Lord that there is no snobbery in the Department for Education; we want to promote parity of esteem for vocational and technical qualifications across our sector. The Prime Minister and the Secretary of State are behind this.
Maintenance Support
Meanwhile the Centre for Progressive Policy has published Beyond hard hats – What it will take to level up the UK and some of the recommendations chime with delivering the Lifetime Skills Guarantee. The report calls for a Learners’ Living Allowance to support those undertaking part- or full-time training, as an equivalent to maintenance loans available for higher education students, to be paid back under the same conditions upon employment.
There was a Conservative Party fringe event: Back in business: what can modern universities do to support Britain’s recovery? (sponsored by HEPI and MillionPlus). Universities Minister, Michelle Donelan, was on the panel. The event discussed changes within the FE and HE, the recent Lifetime Skills Guarantee announcement, and how universities can provide quality education in a post-Covid world. Also: technical qualifications, up-skilling and re-skilling, the Augar review, and institutions’ roles within their local community.
The Education Policy Institute (and Sheffield Hallam University) ran Higher and further education in post Covid recovery: Competitors or Collaborators? Former HE minister Jo Johnson was on the panel along with the CEO of the Association of Colleges (David Hughes), the public policy editor of the Financial Times (FT), Sheffield Hallam university, Sheffield College and EPI.
The level 4 & 5 ‘regulatory jungle’ was discussed, FE & HE working collaboratively, the FT pointed out that the forthcoming demographic bulge meant there was no shortage of students to go around, and suggested that ensuring a blend of FE and HE was the best way to meet the rising need. Skills were discussed with Jo stating he’d pushed for both credit transfer and modular funding during his HE Minster tenure, but neither are easy to achieve nor implement well. He also called for the removal of the ELQ rule across all subject areas. You can read the rest of the session coverage in this summary.
Wonkhe report specifically on Jo Johnson’s speech: Speaking on an Education Policy Institute panel yesterday, former minister Jo Johnson reported that snobbery about further education was an “artefact”, and there was currently an “aggression” towards higher education in the media. He also noted he had experienced “push back” from some more established universities in developing a national credit transfer framework. TES has the story. The recognition of the media aggression was a welcome acknowledgement from a former minister.
There was also an event on engineering.
The Education Committee held two accountability sessions this week (these are a regular occurrence and question a Minister or senior public figure on the handling of current business). Colleagues interested in disadvantaged school children, catch up, county lines, and educational inequalities will be interested in the summary of the first session here (prepared by Dods).
The second session questioned Michelle Donelan, sadly it was more watery than juicy. She stated that she did not know how many students were currently under lockdown at universities in England instead highlighting that C-19 rates were still relatively low at universities. Donelan said that most students were abiding by the guidelines but that a minority were socialising in a way that was driving spikes in infection. She confirmed the Government was committed that all students could return home at Christmas and various measures were under consideration as to how this would be achieved. Recent sector press has speculated that the DfE were completely unprepared for the guidance the Secretary of State promised would be issued to the sector guiding institutions on how to achieve this. And Wonkhe have confirmed the DfE will launch a Covid-19 helpline for both institutions and students. Donelan was unclear if this would be an automated system or a real person on the end of the line. On the guidance Research Professional report that Donelan was reticent, stating it was being drawn up and will contain a “robust” Q&A session, but it is not quite ready for publication yet….but that one approach being looked at was the quarantining of students in the two weeks before the end of the winter term
Donelan also commented on the perennial fee refund topic stating it was a matter for individual universities, rather than the government, to determine whether students should receive refunds, however she stated that online and blended learning was working well. She also took a strong stance and stated that universities that had not yet adopted the IHRA definition of anti-Semitism would ultimately be forced to do so by Government (more on this below).
Wonkhe have a blog covering the Committee session and considering some of the aspects arising within a sector context. David Kernohan writes: the hearing was just more evidence that DfE is not on top of the situation when it comes to keeping students safe. Guitarists will find fine resonance with the beginning of the blog.
Drop the boo boo
Labour didn’t want to drop the Secretary of State’s mistaken statement last week (that £100 million was available to universities for digital access – it isn’t, it’s for schools) and raised a Point of Order because the mistake hadn’t been corrected in Hansard. Gavin Williamson managed to weasel out of outright confirming he’d got it wrong instead he said: As the House will know, the Government have made available more than £100 million for electronic devices. Those youngsters who are in care and going on to university can access that funding to enable them to have the right type of devices, whether that is a laptop or a router. If a student’s family circumstances change while they are at university, they can go to the Student Loans Company to have their maintenance grant re-assessed. Although the original record hasn’t been amended Kate Green has raised this enough now to have made her point about Gavin’s mistake.
The House of Commons debated universities (not) adopting the IHRA definition of anti-Semitism on Tuesday. Ahead of the debate the Telegraph reported that only one fifth of universities have adopted the IHRA definition of antisemitism.
Sarah has added some key snippets from the full debate below. You’ll spot from the summary that parliament were disdainful of the reasons the sector has given for not adopting the definition.
Vicky Ford (Parliamentary Under-Secretary of State) stood in for Michelle Donelan to give the ministerial perspective on the debate:
At the end of this week’s Education Committee session Chair, Robert Halfon, stated:
ARPA – The Science and Technology Committee held a particularly juicy session on the potential new ARPA style research funding agency. A summary of the two sessions is here and the full session content will shortly be available here.
In the first session the witnesses thought it right that Government should set broad strategic goals and research direction for the agency, particularly those centred on specific challenges (such as health, energy and defence policies). A witness suggested there was no need to wait for consultation outcome on ARPA – that set up could run parallel. Neither witness felt UKRI should run ARPA – that it should sit at a high Government cross-sector level, and that UKRI don’t currently have a challenge-setting role. Walport railed against this statement in the second session stating UKRI could be guided towards a more ARPA-like model without the need for a new body by giving UKRI more freedom and money to work on specific challenges.
The second session witnesses were Sir Mark Walport (UKRI’s previous CEO) and Jo Johnson (previous Universities Minister). Both were responsible for setting up UKRI and both were concerned that an ARPA body would be beneficial. Johnson stated a new body could work but it would have to complement the existing organisations. Furthermore, that there was still no clarity over what purpose a UK ARPA would serve and a new green or white paper should establish this. Overall, he was in favour of ARPA becoming a part of UKRI. Hosting ARPA outside UKRI could fragment the coherence and oversight of the UK research sector. The geographical location of where to locate ARPA was discussed.
Do read the summary here as the above only touches on part of the discussion.
Life Sciences – Two Conservative party fringe events touched on Life Sciences. Here are the summaries:
The Future of Life Sciences – panellists spoke on levelling up in the context of life sciences and the future impact that the sector could have the on the health and wealth of the UK. Data access within the NHS and speeding up access to new and innovative medicines were also mentioned.
Healthy Boost: Putting Life Sciences innovation at the heart of Levelling Up – panellists discussed the need to effectively integrate the life sciences in any future plans to rebuild the UK economy. The unequal effect of Covid on areas was discussed, alongside improving health outcomes and living healthier lives through prevention and Government investment. Manufacturing within the life sciences was mentioned alongside maintaining progress with medicines and medical devices. Universities were mentioned as anchor institutions.
Research Professional also cover the Life Sciences sessions.
REF Review – UKRI have publicised the REF Review which will consider researcher’s perceptions and experience in preparing and submitting to REF 2021. It aims to understand attitudes towards REF 2021 and the affect it has on the academic environment. It also intends to capture views on the challenges and opportunities; whether REF is a driver of research behaviours and culture; and reflection on the practical preparations for REF 2021 at the institution, including lessons learned and changes from REF 2014.
REF Modifications Survey – During lockdown REF was put on hold while new dates were agreed and a survey proposed modifications to the REF exercise. REF have published the summary of the 164 responses to the survey which examined the appropriateness of the modifications for outputs, impact and the environment. A majority of respondents were happy with the modifications although many felt further detail was needed.
REF have also updated information on:
Global Research – Wonkhe tell us about the Wellcome Trust’s Global Research report:
Postgraduate Research Students – UUK, OfS, UKRI and Vitae have published their collaboration – Supporting mental health and wellbeing for postgraduate research students which consider the 17 projects addressing PGR wellbeing that were supported by Catalyst funding. They describe the programme reach: The 17 successful projects covered a wide range of activities targeted at PGRs and supervisors, including workshops, mentoring programmes, peer networks and training embedded into induction events. Co-production was a positive theme, with 171 PGRs directly involved across 11 projects… A variety of resources have been developed for use by the sector available on the OfS website: these range from training materials to wellbeing apps, blogs, online hubs and videos… Fifteen projects have provided case studies that outline their activities, impact and challenges.
Two-thirds of the projects reported improved mental health from their PGRs involved including that PGRs were more aware of how to support and improve their own mental health, and had improved knowledge of where to get help and support. You can read more on the projects here, and the recommendations are on pages 8-9. The report concludes that while the quality of the supervisory relationship is key, all university and college staff have a part to play in supporting the mental health and wellbeing of PGR students.
This week’s research related parliamentary question:
The Parliamentary Office of Science and Technology (POST) have released a new opportunity for research colleagues:
In April POST ran a survey of experts on the COVID-19 outbreak expert database that resulted in the publication of syntheses about the future effects of COVID-19 in different policy areas. From this survey POST developed Parliament’s first Areas of Research Interest (ARIs) which are lists of policy issues or questions that policymakers are particularly interested in.
Currently only the ARIs which are linked in some way to Covid have been released. However, they are not all health based and touch on a range of themes from Crime, economics, inequalities, trade, supply chains, mental health, education, sustainability across several sectors, and so on. Do take the time to look through the full question list to see if it touches upon your research area. Non-researcher colleagues can share the list with academic colleagues within their faculty.
Alongside the publication of the ARIs is an invitation to experts to add current or future research relevant to the topics to a repository that Parliament may use to inform future policy making and Parliamentary work. Research with relevant research across any of the disciplines are invited to submit their work.
BU colleagues are strongly encouraged to take advantage of this rare opportunity to present their research to policy makers The Policy team is here if you need any help.
The Government have announced the R&D Place Advisory Group that will advise Ministers on the R&D places strategy which will build upon the R&D Roadmap and deliver the levelling up strategy across the public, private and voluntary sectors. The press release states that the aim is to build on local potential so that all regions and nations of the UK benefit from a R&D intensive economy. The Place Advisory Group support this by:
The press release also states the group will advise the ministers in confidence. So proceedings may be hard to come by.
The group will be chaired by Amanda Solloway as Minister for Science, Research and Innovation. You can read her speech launching the group here. The secretariat function will also be provided by her department – BEIS. The group is expected to meet monthly while the Government develops the place strategy.
In Scotland the National 5 exams are to be cancelled for 2021 and replaced with teacher assessments and coursework. Higher and Advanced Higher exams will go ahead but will commence 2 weeks later than usual on 13 May. The BBC explain it as: like using coursework and tests for GCSEs while carrying on with slightly later exams for A-levels.
Scotland’s Education Secretary John Swinney stated that going ahead with all exams during the continuing Covid pandemic was “too big a risk”…it couldn’t be “business as usual” for exams but also “there will be no algorithm”. And if Highers cannot be taken, there would be a contingency plan to use grades “based on teacher judgement”.
There are rumours the Government is less certain that exams will go ahead in England. This week they stated universities could start later in Autumn 2021 to accommodate a delay to A level exams. An announcement from the Government on exams is expected later in October. This was confirmed in response to a Parliamentary Question calling for clarity before students submit their UCAS applications. Donelan also confirmed a statement was forthcoming. During her Education Select Committee hearing when she commented that it would be inappropriate if she were to pre-empt and “steal his [Williamson’s] thunder” by making any announcement. And on potential disruption to the start dates for the 2021-22 academic year, the minister added that “if term time needs to be moved slightly to accommodate any potential change in examinations, that is something that can be done quite straightforwardly”. (Source.)
In their article the BBC pose the two key questions:
Concluding that the Government really does need to get its skates on!
Wonkhe report that: Government information on sponsoring an international student has been updated to reflect the new student visa route. There’s also detailed technical guidance on the new route, and a guide for sponsors with material on English language requirements, certificates of sponsorship and record keeping provisions.
UUK also blogged on the topic: Government must act now or risk losing European students for years to come outlining 5 steps they want policymakers to adopt to stabilise demand for UK HE:
The Higher Education Commission convened by Policy Connect have published Arriving at Thriving – Learning from disabled students to ensure access for all. It highlights that despite higher numbers of disabled students accessing HE the barriers they face when they get here are still numerous and unacceptable in today’s inclusive society. The report makes 12 recommendations to improve disabled students’ experience of HE and have a positive knock on effect on their attainment, continuation and graduate outcomes. The report states:
In setting out the key information here we focus on what is lacking, however, the report contains case studies and examples of success too aiming to share and spread good practice throughout the sector.
Key findings:
The report concludes:
All of our twelve recommendations – and we could have made many more – require implementing in their own right if we are to achieve lasting change. The ideal would be for this to take place as part of the system transformation we set out in recommendation five – for the government to create a new system to support disabled people from the classroom to the workplace.
Former HE Minister Chris Skidmore, who set up the Disabled Students Commission in 2019, blogs for Wonkhe to launch the HE Commission’s report. He states:
Professor Geoff Layer, Chair of the Disabled Students’ Commission, praised the report. He stated:
Hillary Gyebi-Ababio, NUS Vice President for Higher Education spoke at the All-Party Parliamentary Group for Students on Tuesday warning MPs not to repeat previous mistakes by ignoring students during this pandemic. She raised the safety of students returning to campus, being locked into tenancy contracts and a lack of access to online learning. She called on the Government to give students the right to leave their course or accommodation without financial detriment and address the financial pressures within the education system (see this). Hillary said:
The APPG for Students Twitter feed highlights the other issues that were raised including digital poverty and the shift to online learning, Muslim students concerned about Test and Trace, and quality of teaching on courses which don’t suit digital delivery.
Research Professional talk of the continued policy intent to not charge HE fees or a graduate contribution in Scotland.
On calls for fee refunds due to Covid teaching changes the Office of the Independent Adjudicator has published an update. The key message that a blanket ban on fee refunds is unacceptable continues and the site has FAQs for students on whether a partial refund might be appropriate or not.
Also making news this week was the decision by the University of St Andrews which means first-year students can leave at any point before December without paying any course fees (accommodation fees are still accumulated). Research Professional speculate the decision could lead to a string of similar demands at other UK universities.
Advance HE published Diversity of Governors in HE. (Press release here.)
Please note – several parliamentary questions haven’t been answered within the required Parliamentary. If a link is not showing an answer check it again in 3 working days. The link is good, the Government are just slow in responding this week.
Students
Covid
And from Prime Minister’s questions this week:
Matt Western (Lab, Warwick and Leamington) said that universities were struggling to contain the coronavirus, with 5,000 cases reported in recent weeks. More local and immediate access for communities was needed, he said. In Leamington, he was told that Deloitte would not deliver testing facilities until the end of this month, weeks after students would have arrived in the town. He asked the PM if the Government was not expecting students to return to universities.
The PM responded it was important that students returned to universities and praised students for complying with the new regulations. There were particular problems in certain areas and the Government would be pursuing measures to bring the virus down, he added.
HE Sector
On social mobility from Prime Minister’s Questions this week: David Johnston (Con, Wantage) said that just 12% of journalists and chief execs came from a working class background and just 6% of doctors and barristers. He called for a renewed focus on social mobility to make better use of all of the country’s talent.
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 are no new consultations and inquiries relevant to HE this week.
Midwifery: The Royal College of Midwives has published a report on supporting midwifery students through a global pandemic and beyond.
Mental Health Nursing: Despite 1 in 4 people experiencing a mental or neurological condition at some point during their life mental health nursing remains an unpopular profession (despite making up one third of the UK mental health workforce). A new research report Laying foundations Attitudes and access to mental health nurse education by the Nuffield Trust considers how to attract more people to study mental health nursing and the reasons behind why numbers are currently limited.
C-19 student test results: The BBC raises the issue whereby new students C-19 test results are going to their home GP rather than the university area in which they now reside. This topic has been mentioned several times in Parliament this week with the Opposition pushing the Government to respond.
Dyslexia: The Data & Marketing Association (DMA) has published an employer guide to inclusivity in the workplace. They highlight that dyslexia in the workplace remains misunderstood and the guide aims to help employers support a diverse workforce. They state:
Balance: Wonkhe report that The Women’s Higher Education Network has published research into the experiences of parents working in higher education professional services during the lockdown. Drawn from a survey of 1074 parents, the report found that traditional gender roles still influence the division of domestic responsibilities. The report recommends that employers provide guidance to parents on workloads and expectations, and encourage them to work flexibly.
Similarly, HEPI has a piece on the difficulties student parents face studying at home during the pandemic.
Teaching via social media: Wonkhe have a blog about the wins and pitfalls of utilising the tech that students prefer and teaching through sites such as WhatsApp with notifications through Twitter. The comments are a must read for both sides of the discussion. There are also two other blogs on the adjustment HE lecturers underwent to teach online during Covid – one from a healthcare educator and one charting the human experience.
DfE: The Information Commissioner’s Office reviewed the DfE (who cooperated fully) and have found them in direct breach of data protection law. A DfE spokesperson said:
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Lots of MP commentary on universities this week including the (lack of) HE financial support measures. Virtual voting in the Commons wasn’t a great success, HEPI re-examine student experience across the 4 regions of the UK, concerns for graduate employment abound, and there is news on REF and KEF.
Most importantly, happy World Earth Day! Do try the google animation – it is particularly special (you get to control the bee!).
Virtual Commons – The House of Commons intends to follow a hybrid approach sitting Mon to Wed for approximately 2 hours (and with restrictions on volume of attendance and contact for those (up to 50) actually present in the chamber). These sessions will also be attended virtually to allow a fuller range of MPs and urgent business to take place. Question sessions will be facilitated online through Zoom (let’s hope the Treasury has stretched to procure the paid version otherwise debates may be shorter than usual – and are using passwords!). These sessions will mainly consist of parliamentary, departmental and urgent questions (30 minute sessions) and ministerial statements followed by the standard scheduled business. Operational detail for many aspects of parliamentary business hasn’t been worked out, e.g. how to manage voting and the legislative bills stages. However, a commitment has been made that any MP in the Chamber will be treated the same as one appearing virtually and would only be called to speak if scheduled to. And if a Member is called but cannot be heard or seen due to tech failure they’ll be given the chance to speak again later in the proceedings.
Speaker Sir Lindsay Hoyle said:
Dods discuss challenges and how the virtual parliament could work here.
Tuesday saw a trial of the secure voting procedure in the Commons. It was unsuccessful with some entertainingly choice language and a lot of commentary online about MP’s living room backdrops. Work on a more secure solution is taking place and Parliament hopes to have a workable voting system live by ‘early next month’.
DfE Board: Theresa May’s close advisor and campaign leader Nick Timothy has been appointed to the DfE Board as a non-executive director. Research Professional (RP) note Nick is
BEIS select committee chair: Rachel Reeves, who was elected Chair of the prestigious Business Energy and Industrial Strategy select committee, has resigned the Chair role (as required) upon her appointment to the Labour Shadow Cabinet. Several Labour MPs are vying to take over the Chairmanship. Politics Home are running a series profiling each candidate and Research Professional have a short piece. Business presented today states voting will take place electronically to elect the Chair (when is still to be confirmed).
The EU and UK have agreed three new rounds of Brexit negotiations to take place via video link during the weeks commencing 20 April, 11 May and 1 June.
There is a new poll examining whether the public are supportive of a Brexit deadline extension (47% support, 23% opposed).
There is more information on the UK points based immigration system was released as the Home Office published an introductory employer guide for Post-Brexit immigration.
The Home Office has also further updated the Tier 4 guidance in light of C-19 stating that no one will have a negative outcome through the immigration system due to a circumstance that was beyond their control. It also confirmed that enforcement actions will not be taken against sponsors who are responsible for students absent from studies due to coronavirus and that absences don’t need to be reported when due to coronavirus (e.g. self-isolating or travel). The guidance goes into more detail on distance learning; attendance monitoring during the coronavirus pandemic; English language requirements and pre-sessional courses; ATAS studies; right to work check and child students. It covers extending visas – students whose leave would have expired between 24 January and 31 May, will be able to apply for further leave within the UK. Extended leave will also be provided if students haven’t been able to complete a course/meet all requirements due to other requirements. Other points:
The House of Commons Library have published Coronavirus implications for the FE and HE sectors in England. Library briefings are a good basic introduction to the subject matter presented so if you missed the debate in previous policy updates this library briefing will catch you up on the concerns facing the HE sector.
Exams, offers and clearing
The Financial Times has a longer read on the international admissions crisis.
Education Minister, Gavin Williamson, confirmed A level results will be released on Thursday 13 August, and GCSE results on Thursday 20 August meaning the release dates will mirror all other years. What this means for the HE sector and clearing is still to be clarified. Earlier rumours suggested Government were considering a beefed up clearing with more students encouraged to enter the process than in previous years.
On this Wonkhe wrote: Last week brought news from the Department for Education (DfE) that grades for cancelled A level exams in England will now be published on their originally-planned day of 20 August. Those who have seen drafts of the government bailout package told us that it also included proposals for a “bolstered” Clearing period to encourage students to wait until August to make their final decisions. There’s also no consensus yet about the proposal for number controls next year, with some voices both in government and the sector concerned that it would still enable high-tariff universities to expand at the expense of others.
The ban on unconditional offer making has been extended for a further two weeks until 4 May. The OfS and Government remain vigilant and determined to crack down on providers who find ways to flout the ban. The Universities Minister wrote to Vice-Chancellors last Saturday stating that any new conditional offers to students that asked for lower grades than expected “must be in the best interests of the student and not an unconditional offer by the back door”. The UCAS decision making deadline has also been pushed back and applicants are not required to select their preferred institutions until 18 June.
Disadvantaged tech access: Gavin Williamson announced an online learning support package making laptops and tablets available to disadvantaged children across England to enable remote education for pupils staying at home during the coronavirus outbreak. The provision will be available for children in the most vital stages of their education, those who receive support from a social worker and care leavers. 4G routers will also be available for disadvantaged secondary school pupils and care leavers to access the internet – where those families do not already have mobile or broadband internet in the household.
Some Parliamentary questions in this area:
Q – Helen Hayes: To ask the Secretary of State for Education, what assessment his Department has made of the (a) accuracy of predicted grades for (i) GCSEs and (ii) A-Levels and (b) potential effect of unconscious bias on those predicted grades in terms of (A) gender and (B) race. [34386]
A – Nick Gibb: This is a matter for Ofqual, the Office of Qualifications and Examinations Regulation.
Q – Helen Hayes: To ask the Secretary of State for Education, what discussions his Department is having with universities and higher education providers to ensure that students who are unable to sit their exams for A-Levels and other qualifications as a result of school closures are able to access higher education in the next academic year. [33629]
A – Michelle Donelan:
Financial sustainability
In last week’s policy update we described how UUK were lobbying the Secretary of State for Education to recognise the dangers and approve a range of stabilisation measures for the HE sector. Gavin Williamson appeared receptive to the requests but no announcements were forthcoming during the opportunities on Friday or Sunday among rumours that the Treasury squashed support spending. Wonkhe have this to say on the matter:
Research Professional’s reports are interesting due to their sources on the inside. They write:
The last minute news from RP on Wednesday (from a source they are unable to name, presumably at UUK) is that the Government have not told them to rethink their support measures request. Although it was indicated that such a deal will need to encompass a solution on “admissions restraint”, research spending and targeted support for vulnerable institutions.
And on Monday the Government issued guidance about the C-19 support measures universities can access. They also confirmed the Student Loans Company plans to make Term 3 tuition fee payments as scheduled; and we understand maintenance payments will be paid too.
Wonkhe have a blog on the scale of the financial risk for HE providers and whether the doubling of QR funding will be a drop in the ocean or help.
The opposition view
Shadow Minister for Universities, Emma Hardy, has written to the government calling on them to underwrite higher education funding to protect and prevent institutions from going bankrupt as a result of the coronavirus crisis. The letter argues that an over-reliance on international tuition fees and an unequal regional distribution of research grants mean higher education providers are vulnerable to closure or functioning at a reduced capacity, with a damaging effect for jobs and social mobility. Excerpts from the letter:
The letter goes on to say:
Another perspective
Research Professional (RP) interviewed Daniel Zeichner, Labour MP for Cambridge and Chair of the Universities all party parliamentary group. The interview shows the human side of policies and politicians; the honesty around Labour’s tuition fee approach is refreshing too. Excerpts from comments in the RP interview:
When Daniel was pressed on whether Labour’s approach to no tuition fees was right he responded: “It seems that virtually every party has occupied every position on tuition fees at one point or another, which ought to allow us all off the hook slightly, because we’ve all been in all the various places,”
RP write:
Research England has confirmed that the KEF submission deadline has been delayed due to the disruption caused by the pandemic. Submissions are now expected to be made by Friday 16 October 2020. Research England blog on Wonkhe: Now is the time for knowledge exchange.
OfS and Research England have announced the 20 recipients of the £10 million knowledge exchange projects. The projects aim to identify the benefits to students who involve themselves in knowledge exchange activities and partnerships with businesses, engagement with communities, third sector organisations and professional training. Furthermore, to address issues of equality, diversity and inclusion within the KE activities. OfS say
The successful projects aim to explore a range of knowledge exchange activities, including free-to-access courses run in partnership with the NHS for mental health service users, start-ups in the creative industries, and pro bono, social impact-driven consultancy and venture capital services. Flexibility over the projects and timescales has been conferred to adjust for the impact of C-19.
REF delays: UKRI have announced a short consultation on new deadlines for the REF. The consultation runs until 5th May and at BU we will work with RDS on preparing a response. There are two key deadlines in play – the end of the impact assessment period (which may end up being 31st December instead of 31st July) and the submission deadline (which could be 31st March next year).
Research funding
Meanwhile Chancellor Rishi Sunak continues to emphasise the Government’s focus on the levelling up agenda, and particularly how it might boost research and R&D spending levels.
The Research Professional article continues:
PhD students: UKRI have announced that UKRI funded PhD students who cannot continue their research due to C-19 will be allocated additional support funding to extend their study period by up to 6 months. UKRI have issued FAQs here.
R&D Tax Credits: HMRC has published statistics on Research and Development Tax Credits from Corporate Tax detailing the cost of tax credits and the type of companies claiming them.
HEPI published One for all or all four one? Does the UK have a single higher education sector?
The report draws on the Student Academic Experience Survey data from 2015 to 2019 comparing the experiences of students from England, Scotland, Wales and Northern Ireland on seven areas: value, finance, wellbeing, accommodation, pedagogy, workload and regrets. Devolution has resulted in different policies, priorities and funding regimes. As expected, there are both similarities and differences. HEPI conclude:
Nick Hillman, Director of HEPI and the author of the report, said:
The Sutton Trust published a report: Social mobility and covid-19 – Implications of the Covid-19 crisis for educational inequality examining the future challenges to the C-19 generation.
In their weekly newsletter NEON stated outreach projects are suffering as a result of the pandemic [with] The majority of organisations… trying to make the move to replace face to face activities with online resources and sessions.
HEPI have a guest blog: Navigating the aspiration trap: white working-class students and widening access to higher education. PhD Student Alex Blower, with a background in outreach, criticises the aspiration deficit model and argues for more nuance in tackling the white working class access gap.
Wonkhe report:
Youth unemployment: Impetus and the Youth Futures Foundation have published a report on youth unemployment and the profile of those young people struggling to access the labour market. It shows that those most likely to be out of work and education are some of the most vulnerable young people, and that the headline numbers overlook some pressing issues such as underemployment. The report also predicts that – even without the covid-19 pandemic – the numbers of young people affected were likely to rise, given economic, demographic and social changes. Excerpts:
Recommendations:
The likelihood of a squeezed job market and economic recession as a result of the worldwide pandemic has been regularly reported. Many parallels have been drawn to the 2008 graduation cohort who struggled to access graduate level employment, and often for a greater duration than other cohorts. Research Professional discuss a similar concern for the coronavirus cohorts. Here are the key points in relation to the call to provide tuition fee relief for the graduating cohort:
The Guardian has an article describing how large graduate employers are ceasing graduate recruitment programmes and internship opportunities.
The NUS are calling for a student hardship fund and the option for students to retake or be reimbursed for the academic year. A recent student survey conducted by the NUS found that 81% of students are worried about their future job prospects and 95% are concerned about the impact of Covid-19 on the economy.
NUS Recommendations:
Speaking at NUS’ Student Safety Net campaign launch, Zamzam Ibrahim, NUS National President, said:
Media coverage: TES, BBC, Guardian
And a couple of relevant parliamentary questions:
Q – Catherine West: To ask the Secretary of State for Education, whether he has had discussions with the university sector on the potential for rent refunds for students leaving campuses following the suspension of teaching as a result of the covid-19 outbreak. [33720]
AND, similarly
Q – Rosie Duffield: To ask the Secretary of State for Education, if he will provide financial support to universities to establish hardship funds for students residing in (a) private rented and (b) university accommodation. [35031]
A – Michelle Donelan:
Click here to view the updated inquiries and consultation tracker. Email us on policy@bournemouth.ac.uk if you’d like to contribute to any of the current consultations.
New consultations and inquiries this week:
Nursing student debt: Over Easter 80+ Labour MPs petitioned Matt Hancock requesting that student nurse debts be cancelled. Media Coverage: Mail, Nursing Times, and ITV News. The Guardian has a more recent piece including student comment.
Home productivity: And in non-policy news Ipsos Mori have a poll highlighting how Britons are occupying themselves at home during lockdown.
Surveillance: In a new online survey by Ipsos MORI, a majority of the public say they would support the use of mobile phone roaming data for surveillance by the Government in a range of ways to help limit the effect of coronavirus.
Coronavirus cost: The Centre for Policy Studies has published The Costs of Coronavirus estimating that government borrowing could hit £301 billion this year as a result of the Covid-19 outbreak. Page 2 has a neat table of how this adds up. The estimated total is nearly double the cost of public expenditure on health (£153bn in 2018-19). The cost estimations do factor in any bailout figures for HE institutions.
OfS business plan delayed: The OfS is revising their 2020-21 business plan to adjust for the impact of C-19. They intend to continue activity that was already planned whilst prioritising work relating to the current crisis. The business plan was due to be published during April 2020 however OfS have confirmed they will release the revised plan once they have a better sense of the scale of the disruption caused by the outbreak, and the timeline for the pandemic to pass.
To subscribe to the weekly policy update simply email policy@bournemouth.ac.uk.
JANE FORSTER | SARAH CARTER
Policy Advisor Policy & Public Affairs Officer
Follow: @PolicyBU on Twitter | policy@bournemouth.ac.uk
Although after the frantic weeks in early Spring we seem now to be in a political limbo, when nothing is achieved except an escalation in rhetoric and an increase in polarisation, actually, there’s quite a lot going on. Some of it looks like political legacy building, but hey, if it works…
BU is gathering views internally on the consultation “Make it Public” by the Health Research Authority. Responses to an internal survey will inform BU’s institutional response.
The HRA’s consultation gives everyone involved an opportunity to influence the Health Research Authority’s future strategy to improve public access to information about health and social research in the UK. Please read the strategy before you answer the questions.
The BU survey is anonymous, however we have asked about your role at BU to inform our response. We have taken the content and questions directly from the HRA’s consultation. Please take time to complete it if you have experience in this area.
The Minster has announced a new body to speak out for students with disabilities…or actually, has renamed an existing group and confirmed he supports its work. Chris Skidmore announces new Commission to improve support for disabled students: 27th June 2019. The OfS is setting it up: [The Minister] ”has instructed the Commission to identify and promote good practice which helps those with disabilities have a positive experience at university. The Commission, formerly Disabled Students’ Sector Leadership Group (DSSLG), will use the DSSLG’s existing guidance for providers on supporting disabled students inclusively and look at what more needs to be done.”
Universities Minister Chris Skidmore said:
All those who backed Boris on the basis that he would flunk a hard Brexit (eg George Osborne at the Evening Standard) seem to have their bluff called. This week Boris Johnson has written to Jeremy Hunt saying that leaving on 31st October is a “do or die” thing. So it looks like he has been nobbled by the Brexiteers , perhaps spooked by the reaction stories of his private life into thinking that his lead with the membership was slipping away. He looks pretty committed now. But he has also made lots of speeches suggesting it is all going to be very straightforward….(there’s a million to one chance of not getting a deal, apparently).
Jeremy Hunt meanwhile has refused to make such a robust commitment but continues to challenge Boris on a number of fronts and to present himself as the experienced negotiator.
Both of them sound like the US President from time to time. And they are both making huge spending commitments. They were both at the Pavilion on Thursday evening, and the local news showed Boris giving BU a tiny plug and also repeating his commitment (as we noted last week) to removing international students from the immigration cap.
Last week we talked about the possibilities for recess being cancelled – that seems unlikely, so we are likely to have an announcement of the new PM on 22nd July, a frantic couple of days in Parliament and then a recess that will probably end earlier than usual, with EU negotiations taking place in the background – if they can find anyone to negotiate with in what is likely to be a long hot European summer.
Local MP Tobias Ellwood was mentioned on Monday’s Radio 4 Today programme talking about the ‘nuclear’ Brexit option of taking down Boris Johnson’s Government through a vote of no confidence should he intend to push through a no deal Brexit to ensure exit from the EU on 31 October. Tobias states a group of 12 backbencher and ministerial Conservatives are already in talks and prepared to risk their careers, including losing their Conservative candidacy, to bring Boris premiership down if he pursues a no deal Brexit. This would be done either through ministers joining backbencher dissidents to vote against the Government (and party whip) or a larger group of MPs abstaining en masse so the Government loses the vote. Tobias also featured on BBC’s Panorama programme talking about this potential rebellion. If the Government lost a no confidence vote it would pave the way for a general election.
Research England have published the Real-Time REF Review evaluating perceptions and attitudes towards the Research Excellence Framework (REF).
And interestingly:
Home Secretary Sajid Javid formally requested the Migration Advisory Committee (MAC) to review and advise on salary thresholds for the 2021 immigration system. All the details remain as we’ve already informed in previous policy updates, this simply triggers the requirement for the MAC to carry out the review (again) and report back to the Government in January 2020.
Sajid stated: “It’s vital the new immigration system continues to attract talented people to grow our economy and support business while controlling our borders. These proposals are the biggest change to our immigration system in a generation, so it’s right that we consider all of the evidence before finalising them. That’s why I’ve asked independent experts to review the evidence on salary thresholds. It’s crucial the new immigration system works in the best interests of the whole of the UK.”
In their last review the MAC advised the Government to continue with the existing minimum salary thresholds for the future immigration system. This means international entrants would need to be paid at least £30,000 (for an ‘experienced’ role) and new entrants (including recent graduates) at least £20,800.
The new review asks the MAC to
HEPI have published Free Speech and Censorship on Campus defending free speech in Universities.
In a debate on raising aspirations of secondary school pupils Dr Matthew Offord MP (Conservative) urged the Government not to view academic and technical education routes as two simplistic alternatives. He insisted that permeability and flexibility between different types of learning, throughout the academic journey would be crucial in underpinning increased social mobility and productivity. He also argued that HEIs must develop an understanding of T-levels to communicate entry requirements to prospective students and level 3 providers. He pushed the Government to drive collaboration between schools, universities and local Government. To raise aspirations within school age pupils he set out three elements to be addressed:
Shadow HE Minister Gordon Marsden (Labour) suggested the Government should pursue sustained and dedicated programmes, with children from a much earlier age, and with particular social and ethnic groupings. He also argued for the need to enact a robust, independent and wide-ranging review of admissions processes to higher education, removing unconditional offers and investigating the value of post-qualification admissions.
Nick Gibb (Minister for School Standards) stated “For the good of our economy, we need more young people to pursue degrees and careers in the sciences, including computer science. We have already seen excellent progress, with entries to STEM A-levels increasing by 23% since 2010”. The Minister reassured members that views expressed during the debate had been taken into account as part of the Post-16 review process.
Q – Sir Mark Hendrick: To ask the Secretary of State for Education, with reference to the report by the Higher Education Policy Institute entitled Pressure Vessels: The epidemic of poor mental health among higher education staff, what assessment he has made of the reasons behind the increase in poor mental health among academics and the increasing numbers of university staff being referred to counselling and occupational health services.
A – Chris Skidmore:
The Learning and Work Institute has published Tomorrow’s World – Future of the Labour Market highlighting the shifts in employment culture and adaptive skills that young people will need for the future labour market. It suggests that young people will be increasingly likely to be self-employed, in busier jobs, need to adapt and more frequently update their skills because of the pace of technological changes and their longer working lives (50 years due to higher retirement age).
Some points from the report:
Young people will need a rising bar of skills needs and a wider pool of skills to enter and progress at work and to adapt to change. Changes in sectors and occupations, coupled with changes within existing jobs, imply an increased demand for interpersonal skills, cognitive skills, customer and personal service, English language, literacy, numeracy, digital, communication, team working, and management.
Stephen Evans, Chief Executive of the Learning and Work Institute, stated:
“Young people are going to face huge changes during 50 year careers. Attention often focuses on the risk of robots replacing jobs, but further growth in self-employment and changing skills requirements in most jobs could perhaps have bigger impacts. Young people must get the support they need to prepare for this future. It is no good just focusing on the skills needed for jobs today, we also need to give young people the skills they need to adapt to future changes, many of which cannot be predicted accurately.”
The Sutton Trust has published Elitist Britain 2019.
The nature of Britain’s ‘elite’ is higher in the national consciousness than ever, with a series of events, including 2016’s vote to leave the European Union, putting a focus on the strained trust between significant sections of the population and those at the highest levels of politics, business and the media.
Social mobility across the UK is low and not improving, depriving large parts of the country of opportunity. This contributes strongly to this sense of distance. This study, conducted for the first time by both the Sutton Trust and the Social Mobility Commission, looks at the backgrounds of around 5,000 individuals in high ranking positions across a broad range of British society, and provides a definitive document of who gets to the top in Britain in 2019.
The report paints a picture of a country whose power structures remain dominated by a narrow section of the population: the 7% who attend independent schools, and the roughly 1% who graduate from just two universities, Oxford and Cambridge.
Key findings:
However:
Access to professions
Policy recommendations from the report:
Sir Peter Lampl, Chairman of the Sutton Trust and the Education Endowment Foundation, stated:
“Britain is an increasingly divided society. Divided by politics, by class, by geography. Social mobility, the potential for those to achieve success regardless of their background, remains low. As our report shows, the most influential people across sport, politics, the media, film and TV, are five times as likely to have attended a fee-paying school.
“As well as academic achievement an independent education tends to develop essential skills such as confidence, articulacy and team work which are vital to career success. The key to improving social mobility at the top is to tackle financial barriers, adopt contextual recruitment and admissions practices and tackle social segregation in schools. In addition, we should open up independent day schools to all pupils based on merit not money as demonstrated by our successful Open Access scheme.”
The Association of School and College Leaders released this statement:
“We need to do many things to break this cycle but a good start would be for universities and industry to do more to recognise the background of candidates through the greater use of contextual recruitment and admissions practices, as the report recommends.
The government have published the Tourism sector deal – the latest in a string of sector specific plans linked to the Industrial Strategy. They have also published an International Business Events Action Plan outlines how government will support the events industry in attracting, growing and creating international business events.
We have pulled out the actions from the sector deal below:
People
Sector action to support tourism
Places
Sector action to support tourism
Business Environment
Sector action to support tourism
Infrastructure
Sector action to support tourism
Ideas
Sector action to support tourism
Action plan
“The Action Plan lists a set of criteria that events will need to meet in order to qualify for the UK Government’s support. This includes criteria on the minimum number of delegates and the proportion of those travelling from overseas. It then outlines the UK Government’s support offer across a number of areas. Key actions include:
Life Transition Point Learning: The Learning and Work Institute published Learning at Life Transitions focussing on the importance of understanding the needs of adult learners particularly at the key points in their lives when they might be more or less likely to take up learning opportunities. In particular, these points can be parents returning to work after caring for young children and also people preparing for retirement.
Transition back to work after caring for children:
Transition into and through retirement: Participation in, and decisions about, types of learning opportunities alter as adults retire. Although participation in learning tends to decline with age, those approaching retirement have higher levels of participation than the national average.
The report’s recommendations for Policy:
Dame Ruth Silver, President of the Further Education Trust for Leadership
The changing nature of work and of retirement mean that these transitions are changing in nature and need to be rethought. People are more likely to move between jobs, or to need to re-skill or up-skill, than they were 20 or 30 years ago. They are also much more likely to continue working after ‘retirement’, or to seek different ways of combining work and life, and not only when approaching the sort of age traditionally associated with retirement. Transition is increasingly a part of our everyday life; an ongoing consideration.
The leaders of every general further education college in England have written an open letter to the Chancellor and Secretary of State for Education urging them to “answer the calls from business” and respond to the “challenges of technological change and Brexit” by urgently investing in the country’s technical and vocational education system by implementing the main recommendations of the government’s recent Post-18 Education Review. The Augar Review called for, amongst other things, an end to the 17.5% cut in education funding for 18-year-olds, support so that everybody, regardless of age, to achieve to at least level three, and a rebalancing of the traditional post-18 educational landscape.
David Hughes, Chief Executive of the Association of Colleges said: It is extraordinary to have every leader in every general further education college in the country collaborate like this. But then these are extraordinary times. These college leaders are uniquely placed at the hearts of their communities, working closely with local, national and international business, supporting individuals to get on in life, and driving the social mobility agenda. Government needs to listen to them if they’ve got any chance of tackling the major issues this country faces, now and in the future.
Welsh Digital Skills: the Welsh Government have published a strategic framework for post-16 digital learning to increase the continuity of learning experiences and transition from compulsory to post-compulsory learning provision. Vision and aims:
Kirsty Williams, Welsh Education Minister, stated: Our Economic Action Plan highlights the importance of businesses adapting to the opportunities and the challenges presented by new technologies in order to grow the Welsh economy and pursue our aim of prosperity for all. We can’t predict exactly how technology will evolve over the next decade, but we can equip our post-16 learners with the confidence and capability they will need to use digital tools in their work and their everyday lives.
The British Academy published a YouGov Poll revealing the nation’s favourite school and university subjects. The study, entitled, ‘a nation of enquiring minds’ reveals that:
The report finds that arts, humanities and social sciences (AHSS) graduates look forward to strong employment prospects. It states AHSS graduates are as likely to have a job, as resilient to economic downturn, and just as likely to avoid redundancy as STEM graduates. However, AHSS graduates are more flexible (more likely than STEM graduates to voluntarily change job or sector).
Professor Sir David Cannadine, President of the British Academy, said: “The humanities and social sciences help us to make sense of the world in which we live so it is little wonder that the desire to study these subjects at school and university is so great. We not only love the humanities and social sciences in the UK but we also excel at them. Graduates from these disciplines are highly employable and able to weather the changes of a fluctuating job market, while our researchers are disproportionately successful in international funding competitions, punching well above their weight on the world stage.
To subscribe to the weekly policy update simply email policy@bournemouth.ac.uk
JANE FORSTER | SARAH CARTER
Policy Advisor Policy & Public Affairs Officer
Follow: @PolicyBU on Twitter | policy@bournemouth.ac.uk
This week we bring you the latest on unconditional offers, Parliament give the nod to accelerated degree funding, the wonk-press frenzy in dissecting Chris Skidmore’s first formal speech, and a little on the B-word.
Chris Skidmore gave his inaugural formal speech as Universities Minister on Thursday which set out his vision for the higher education sector. He began by raising the uncertainties of Brexit and the knock on effect on recruitment, staffing and funding. He acknowledged the Post 18 HE Review added to this uncertainty and strove to reassure:
He continued on to talk of the TEF and the independent review which is “an important opportunity to take stock of the TEF from a constructively critical perspective”. On accelerated degrees he acknowledged they weren’t for everyone but were “just one way that the sector can expand its offerings for those who are looking for something different from their higher education experience”.
Value for money, the LEO data, and student mental health got a mention and there were hints in there that Skidmore feels passionately about students who drop out of university.
And perhaps positive thoughts for a balanced sector amid the differential fees rumours of late:
Although perhaps celebrations should be tempered by the fact Chris gave his speech at the Royal Academic of Dramatic Arts.
He concluded: In my vision for the sector, people should be free to embark on higher education at any time that is right for them. We should build bridges to make this happen. By 2030, I want us to have built a post-18 education system that gives people the flexibility they need – so that no-one who has quit higher education, for whatever reason or circumstance, has to feel they have dropped out with no routes back in later in their lives.
However, Wonkhe were not convinced by the Minister, they say:
Research Professional said: Chris Skidmore may not be in office for long, but his choice of setting and conciliatory tone in yesterday’s inaugural speech suggest there will be changes from the Johnson/Gyimah era. Not since David Willetts in 2010 has a universities minister arrived in post waving an olive branch rather than a brickbat.
They continue:
Here’s the link if you want to read more of Research Professional’s take on the Minister’s speech.
This from Research Professional: Augar leaks have substance, says Sussex vice-chancellor who claims that many of the rumours about the Review of post-18 Education and Funding are true (lower fees, barring lower grades from accessing loans, higher fees for medicine and science).
The House of Commons library has produced a briefing overview on the state of part time undergraduate education in England, discussing the decline in numbers and the impact this has on the HE sector. Traditionally the view has been that part time student numbers have dropped because of the introduction of higher tuition fees, the lack of viable loan funding and the influence of not funding a second degree for a student who has previously studied at the same level. The timing of the Commons briefing release this week coincides with an announcement from the Welsh Government of a 35% increase in part time undergraduates from Wales. Welsh post-grads have been were eligible for dedicated bursaries and support from Welsh universities since 2018/19. With means-tested grants and loans to be introduced from September 2019. The news story attributes the success through increased numbers to the new Welsh student support system. Welsh Education Minister Kirsty Williams said:
The DfE published analysis on the importance of financial factors in decisions about higher education.
Key Findings:
This week the Lords approved the statutory instrument which makes provision for the elevated fee level (and accompanying loan arrangements) to facilitate and prompt more universities to offer faster intensive degree programmes. The BBC reports on the decision. Ex-Universities Minister, Sam Gyimah, pushed for the accelerated degrees calling on universities to shake up their offer and provide more flexibility, included accelerated provision, to meet the needs of a wider range of students and businesses. While there can be inertia inherent within large, established organisations who know their recruitment draw well the sector did not offer opposition to the push for accelerated degrees. The welcome to the new arrangements has been similar to that for degree apprenticeships, perhaps slower uptake overall than the Government wanted and often for good reason – the devil is in the delivery detail. Dr Tim Bradshaw, chief executive of the Russell Group, sums it up:
It will be interesting to watch how many programmes are actually launched and the eventual outcomes for students.
UCAS published data on unconditional offers on Thursday detailing the significant rise in unconditional offers nationally. There were no new messages and we’ve already shared the details with you in the recent policy updates. The only change is that the OfS now have an ‘independent’ and reliable national data set from which to push for the sector to reduce its overuse of unconditional offers to support recruitment requirements. With the threat of sanctions from the Competition and Markets Authority as a harbinger of doom for any institutions who fail to heed warnings and curb their excessive overuse. Smita Jamdar dissects the threat below.
The OFS responded: Nicola Dandridge, chief executive of the Office for Students, said:
The OfS also issued a news story warning universities against indiscriminate use of unconditional offers stating it ‘is akin to pressure selling and could put them in breach of consumer law’. The statement accompanies the launch of a new series of Insight briefs on ‘priority policy issues’ you can read the first research paper on unconditional offers here.
Wonkhe ran an article by Smita Jamdar of Shakespeare Martineau, on the OFS’s allegations that some practices in offer making could amount to “pressure selling”. Smita says that there are several ways that unconditional offers could be relevant to consumer law:
Of course, any case will depend on its particular facts. Action might be taken in court for a criminal offence, by the Competition and Markets Authority seeking assurances about compliance, or by a student seeking redress – including withdrawing from their programme and getting their course fees back.
Here are some press links: The Guardian, The Telegraph, Daily Mail, The Times, TES, Financial Times and the Belfast Telegraph highlights Northern Ireland’s two universities who between them only made 10 unconditional offers for the last cycle.
Prior to the UCAS data release Dean Machin from Portsmouth wrote a thought provoking HEPI blog on UCAS as the gate keeper of admissions data and how their previous reluctance to release data may actually have implications for the Competitions and Market Authority too.
This story will run and run and we can expect more from the OfS in the coming months.
Meanwhile a new blog on Wonkhe rounds up the end of the 2018 application cycle to give a national comparative perspective. Wonkhe also comment: For the 2018 cycle overall, the relentless rise of the Russell Group seems to have slowed, with post-92 institutions the big winners in terms of year on year growth in acceptances. There’s also some surprises in those seeing large year-on-year shrinkage
Lastly, the HESA 2017/2018 release reports that the number of students in higher education in 2017/18 is at a five year high (2,343,095 students), and reflects a steady increase since 2012/13. The increased numbers also reflect increased diversity within the student body with a growing proportion of black, Asian, and mixed background students, as well as those from other ethnicities, and increased levels of students with a disability.
However, David Lidington MP, is not encouraged by the increased diversity within the HESA statistics and spoke out via a Government news story on Friday. The story announces measures to improve outcomes for ethnic minority students in higher education… [which are]… part of a bold cross-government effort to “explain or change” ethnic disparities highlighted by the Prime Minister’s Race Disparity Audit website, so people can achieve their true potential, whatever their background and circumstances.
The figures from the Race Disparity Audit and OfS show that while record numbers of ethnic minorities are attending university, only 56% of black students achieved a First or 2:1 compared to 80% of their white peers in 2016/2017, and black students are the most likely to drop out of university. In the workforce, only 2% of academic staff are black. White British low-income males remain the least likely to attend higher education.
Universities Minister, Chris Skidmore, said he expected universities’ access and participation plans: to contain ambitious and significant actions to make sure we are seeing material progress in this space in the next few years…It is one of my key priorities as the Universities Minister to ensure… we redouble our efforts to tackle student dropout rates. It cannot be right that ethnic minority students are disproportionately dropping out of university and I want to do more to focus on student experience to help ethnic minority students succeed at university.
The carrot and stick measures include:
The OfS have also published their commissioned research into Understanding and overcoming the challenges of targeting students from under-represented and disadvantage ethnic backgrounds. WP Wonks will recognise some familiar names from the sector within the authors of the report. There are also guidance and case studies available on the OfS page.
The OfS have published a case study of a successful academic study skills support service programme implemented in three northern FE colleges for non-traditional HE learners to support their transition and success at HE level. The study found engineering and IT students the hardest to reach with few self-accessing the service. The case study describes changes made to scheduling, flexibility in approach and embedding core elements within the programme induction. The programme’s success was partly measured using the Duckworth’s GRIT questionnaire. Which looks at confidence levels and the ability to sustain interest in and effort towards long-term goals, such as academic study.
In other WP news the Social Mobility Commission expect to issue their regular publication State of the Nation updated for the 2018 year in the spring.
Here is our regular student feature from SUBU’s Sophie Bradfield…
On Wednesday 23rd January I attended a Westminster Briefing on behalf of SUBU, on supporting students into Higher Education (HE) which focused on how to prepare students with realistic expectations to help them transition into University life. The current generation (Z) is the most likely to go into Higher Education with almost half going to University, but student expectations aren’t always an accurate picture of reality and this is a problem for transitions. Unrealistic student expectations of Higher Education can be linked to access for widening participation students; student mental health; retention; progression and success. Alongside the importance of helping students to have realistic expectations of University, a key theme identified by each speaker was the significance of students developing a sense of belonging to help them transition into HE. Below are a few key thoughts from the day.
The briefing began with a presentation from Dominic Kingaby, the Student Experience Policy lead at the Department for Education (DfE), who emphasised the way that mental health affects incoming and current students. The Office for National Statistics’ work around Measuring National Wellbeing shows that prospective and current students have lower mental health than the general population. The 2017 ‘Reality Check’ report from HEPI and Unite Students found that around 1 in 8 applicants to University have pre-existing mental health conditions, which they often won’t disclose to their University. Mental Health can be exacerbated by a number of pressures which are part of University life, for example money issues, accommodation issues, assignment pressures etc. The report also found that when facing issues, 85% of prospective students would feel most comfortable talking to their friends/course-mates and flatmates about it, showing the importance of peer support and students establishing good friendships whilst at University.
It was reflected by the group that the pressures of going to University and the academic workload itself hasn’t necessarily changed that much in the last ten years however the mind sets of students have. Of course class sizes are bigger; students have more information at their fingertips and financing a degree is at the forefront of most students’ minds, which is intensified by social media and the news. Yet more than ever before, students are coming to University suffering with ideals of ‘perfectionism’ cultivated through years of their educational progress being monitoring and tracked from a very early age. (Dominic noted that he was feeding these unintended consequences of monitoring into the DfE). This ‘perfectionism’ then deepens a mantra of University just being for “a degree” and students having a sense that they don’t “have time” to take part in and be transformed by the whole experience. Consequently they are missing out on the vital extra-curricular elements which foster skills for progression and success. Students are also increasingly suffering with ‘Imposter Syndrome’ leading to sentiments of not belonging at University which impacts retention.
Students who aren’t prepared for HE will have very different expectations to the reality as FE is very different. The Government’s work on a strategy for tackling loneliness notes that “Students and those in higher education can be at risk of loneliness, especially when starting their course, and this can lead to greater feelings of anxiety, stress, depression and poor mental health.” On the academic side of things alone they will be challenged by the difference in student-staff ratios and going from fixed curriculums to independent self-study. It was agreed in the briefing that more needs to be done for students before they are even old enough to apply to University but there is also a lot that can be done in the period between an offer being given and coming to campus. There were a whole range of good practices from different institutions; from linking up incoming students with current students for peer support; to providing a portal for incoming students with all the information they would need on life at University (not just the academic side of things); and also a trial at Plymouth University of the whole of the first year being a transitionary period.
Other noteworthy aspects of the briefing include the impact that going to an Insurance choice rather than a 1st choice can have on delaying the ‘sense of belonging’ that a student has. It was also discussed that with a diverse student body with many different identities, transition needs to be a whole institutional and partnership approach. Universities need to work alongside their Students’ Unions to offer a diverse package of support and activities for students. An example of how this can help is; one student may speak to their academic advisor because they know them from one of their units and therefore feel comfortable seeking support on an issue with them, whereas another student facing the same issue may instead get the support and information they need when speaking to their peers at their academic society. Both students have the same support needs but their identities and ‘sense of belonging’ are different, therefore they get this support from different places. This shows how a whole institution-collaborative approach is needed for transitions and student support.
From Research Professional:
From Dods: On Monday morning the Exiting the European Union Committee have published their twelfth report of session 2017-2019 on ‘Assessing the Options.’ The report is the first published since the defeat of the Withdrawal Agreement and covers a number of outcomes and assessments:
Process – from the BBC: The next steps and the various alternative scenarios are set out nicely here with an exploration of each of the different possibilities
From HEPI:
The Higher Education Policy Institute (HEPI) has worked with polling company YouthSight to survey FT UG students’ attitudes towards Brexit. Students are overwhelmingly in favour of remaining in the European Union:
However, opinion divides further when the option to remain is removed:
Student opinion is interesting because only 43% were eligible to vote in the 2016 referendum (93% are eligible now). Some facts:
And separately:
Student opinion on the political parties: support for Labour is strongest but has dropped 10% since the previous HEPI poll, Theresa May as a leader is unpopular amongst students while student’s choosing to vote Conservative or for the Liberal Democrats remains relatively stable. You can read more on student party opinions in the full blog here.
Students say they would turn out to vote in high numbers should there be a General Election (81% would vote). HEPI note this supports recent trends, as it was estimated that 64% of 18-24 year olds voted in the 2017 election, the highest turnout for this age group since the 1992 election.
Science Salaries
The Minister also gave evidence to the House of Commons Science and Technology Committee this week noting concern that the recommended minimum salary thresholds for EU workers after Brexit would be detrimental to science.
The Government have updated their policy issuing details of Temporary leave to remain as a Brexit no deal stopgap solution. This relates to new arrivals after March if there is no deal – students and staff already in Britain should be fine as long as they can demonstrate their residency prior to Brexit. There is a three year limit on the temporary leave to remain which may have implications for students on 4 year courses, who may need to apply for a visa mid-course to complete their programme.
Here is the detail from Dods:
The Immigration and Social Security Co-ordination (EU Withdrawal) Bill 2017-19 received its Second Reading on 28 January and has passed into Committee stage. On the same day, the Secretary of State for the Home Office, Sajid Javid, announced a new ‘European Temporary Leave to Remain in the UK’ as part of the Government’s no-deal Brexit planning.
The Government plans to implement the Immigration Bill and end free movement from 30 March 2019 in the event of a no-deal Brexit. This means that for the most part, EU citizens and their family members who come to the UK from 30 March 2019 will require immigration permission to enter the UK. The Government and the Home Office will need rules in place to grant immigration leave to enter and remain to EU citizens.
However the Government has said that the new immigration rules, as set out in the White Paper, will “take some time to implement.” This means there will be a gap in immigration law and policy between the end of free movement and the implementation of the new immigration rules for EU citizens. To fill this gap, the Home Office has announced it will implement the new ‘European Temporary Leave to Remain in the UK,’ subject to parliamentary approval.
The main features of European Temporary Leave to Remain
EU citizens (including EFTA citizens) will be able to enter the UK as they do now (i.e. without the need for a visa/immigration permission) for a period of up to three months. During this time EU citizens will have the right to work and study in the UK.
EU citizens who wish to remain in the UK for more than the initial three months will need to apply for ‘European Temporary Leave’. The Home Office has explained that this will be done through an online application where the applicant will need to prove their identity and declare any criminal convictions. This sounds similar to the application process for ‘settled status’.
European Temporary Leave will allow the holder to remain in the UK for 36 months from the date of their application. EU citizens with this type of leave will have the right to work and study in the UK. It will be temporary and cannot be extended, nor will it lead to settlement in the UK. Holders of this type of leave would be required to apply for further leave to remain under the UK’s new immigration rules when implemented in the future. As the Home Office explains: “there may be some who do not qualify under the new arrangements and who will need to leave the UK when their leave expires.”
There will be an application fee and family permits will be required for non-EEA ‘close family members’. The Home Office explains in further detail:
Those who don’t need to apply
The following people will not be required to apply for European Temporary Leave:
Those who are a “serious or persistent criminal or a threat to national security” will not be eligible and the UK’s deportation threshold will apply.
EU citizens can enter the UK with either their passport or a valid nationality identity card.
The Home Office explains that employers and landlords conducting right to work and rent checks for EU citizens will not be required “to start distinguishing between EU citizens who were resident before exit and post-exit arrivals.” Until 2021, EU citizens can continue to rely on their passports or national identity cards.
Settled status and no-deal
The introduction of European Temporary Leave does not affect those eligible for the settled status scheme. EU citizens living in the UK prior to 29 March 2019 can still apply for settled status in a no-deal Brexit, as European Temporary Leave is a status for those who arrive after 29 March 2019. For more information on this, see the Library’s Insight ‘What does the Withdrawal Agreement say about citizens’ rights?’.
The settled status scheme has completed its restricted pilot testing phases and is now open for applications from all eligible EU citizens. The Prime Minister Theresa May announced on 21 January 2019 that the £65 fee for settled status will be abolished. People who have already applied and paid the fee will be refunded.
The Home Office has further said that EEA citizens who arrive in the UK after 29 March 2019, but who had lived in the UK prior to 29 March 2019, will be eligible to apply for settled status. It is not clear what the specific eligibility requirements will be for people with these circumstances who wish to apply for settled status.
Further reading
Erasmus+ and EU Solidarity Corps in the UK if there’s no Brexit deal
If the UK leaves the EU without a deal, funding is available from the government to underwrite all successful bids for UK applicants submitted to the Erasmus+ programme and EU Solidarity Corps while we are still in the EU, where planned projects can continue. The DfE have updated guidance.
The Government continue to recommend that applications are submitted to the European Commission or UK National Agency for the 2019 Erasmus+ and ESC Call for Proposals as normal. In the event that the UK leaves the EU with a withdrawal agreement in place, the UK will participate in Erasmus+ and the ESC until the end of the current cycle in 2020.
In the event that the UK leaves the EU without a deal, the UK will engage with the European Commission with the aim of securing the UK’s continued full participation in Erasmus+ and ESC until 2020. There are a range of options for the UK’s continued participation in Erasmus+ and ESC, including programme country status, partner country status or another arrangement. Partner country access to Erasmus+ varies between different regional groups. In the event that the UK leaves the EU without a deal, the government’s underwrite guarantee will cover the payment of awards to UK applicants for all successful Erasmus+ and ESC bids.
The European Commission have also adopted a final set of contingency proposals in the area of the Erasmus+ programme.
Today’s measures would ensure that in the event of a “no-deal” scenario:
Research England have published the final guidance for the REF 2021.
Timeline:
Wonkhe discuss the key changes:
Catriona Firth writes the following blog for Wonkhe:, Head of Policy at Research England highlights the key features of REF 2021 and the REF Steering Group’s ongoing quest for injecting clarity in the review process.
Click here to view the updated consultation tracker. There are lots of new updates to past inquiries and consultations, links to reports issued and Government responses to the reports. Currently we are working on:
We have recently submitted responses to:
Email us on policy@bournemouth.ac.uk if you’d like to contribute to any of the current consultations.
Insolvent FE providers: The Government has published guidance on changes to the statutory regulation of insolvency and interventions regimes for FE colleges. It aims to ensure that there is legal clarity about what will happen in the exceptional event of an FE or sixth-form college becoming insolvent. It will also aim to ensure that in the event of insolvency current students are protected – it includes a special administration regime for the sector called education administration, with the objective of avoiding or minimising disruption to the studies of the existing students of the FE body as a whole. In March 2019, the DfE will publish full details setting out what is changing within the FE college intervention regime, ahead of the new insolvency regime coming into operational effect on 1 April 2019.
Apprenticeships: The CBI have published the first in a series of reports in 2019 on the apprenticeship and skills system. Getting Apprenticeships Right: Next Steps recommends that the Government gives the Institute for Apprenticeships (IfA) the independence and clout it needs to reform and regulate the English skills system. It calls for a new wave of Government action to ensure apprenticeships lead to high-skilled, high-paid jobs, which fit firms’ needs now and in the future. The Financial Times reported that the CBI has called for the creation of an independent apprenticeship body to “fix the failings” of the government’s reforms to workplace training. It goes on to say that CBI said:
the apprenticeship levy, which was introduced in April 2017 and forces organisations to set aside money for workplace training, had proved frustrating for many employers, which would like to train more staff but feel prevented from doing so by the system’s rules. The CBI argue that more independence should be given to the Institute for Apprenticeships, which oversees all workplace training schemes, adding that businesses had complained that the system gave too little time to spend the money.
The CBI’s report’s key recommendations include:
NEON report on Policy Connect’s/HE Commission Degree Apprenticeships: Up to Standard? report, stating: Findings are released by the Higher Education Commission which show that degree apprenticeships may be good in theory but they’re not delivering for small employers or disadvantaged students. The new report ‘Degree Apprenticeships: Up to Standard?’ reveals that of 51 approved degree apprenticeship standards, 43% have no providers that are delivering to Small and Medium-sized Enterprises (SME), this is despite over 99% of UK businesses being SMEs.
Engineering: Education for Engineering has published a report arguing that the UK education system cannot produce enough engineers to support the economy, especially with increasing reliance on home grown talent post-Brexit. The report concludes that if the industrial strategy is to achieve its aims, government must nurture and grow its skilled engineering workforce to improve productivity and economic growth. Since the original Perkins Review, the report found that scant progress in addressing the UK’s chronic engineering skills gap has been made and calls on government and the engineering community to take urgent action. Report recommendations:
Dame Judith Hackitt, Fellow of the Royal Academy of Engineering, and Chair of EEF, the manufacturers’ organisation, said: In particular, there is a need to radically reform technical education – creating an Apprenticeship Levy system that is fit for the future and genuinely meets employers’ needs. We also need to ensure T Levels do not face the same fate as the Levy but are employer-led and driven and, sufficiently funded in disciplines such as manufacturing and engineering.
Videoing lectures: A Research Professional article looks at the use and misuse of recorded lectures and the ethical and legal position surrounding this.
Finding the right disability support: The Guardian ran a thought provoking article by Ellie Drewry on the hurdles she faces at her university because of her disability.
Mental health: A relevant parliamentary question was answered this week –
Q – Jim Cunningham: To ask the Secretary of State for Education, what steps his Department is taking to support the mental health and well-being of postgraduate students in universities.
A – Chris Skidmore:
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