Tagged / Research Excellence Framework

HE Policy Update for the w/e 9th October 2020

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.

What next for HE policy?

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).

Technical education

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.

HE at the Conservative Fringe

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.

Education Committee – HE Minister

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.

Anti-Semitism Definition

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.

  • …in January this year, the Secretary of State for Housing, Communities and Local …(Robert Jenrick) wrote to all universities demanding that they adopt the IHRA definition of antisemitism or face funding cuts…. This debate—and, indeed, previous requests by Members to universities—is intended not to be a stick with which to beat the higher education sector… (Christian Wakeford)
  • I am disgusted that we stand here today, in 2020, to condemn the ways in which universities have not only refused to engage with or listen to students…The institutional hijacking of freedom of speech that is currently being used as a façade for universities and professors to scurry behind is appalling. (Jonathan Gullis)

Vicky Ford (Parliamentary Under-Secretary of State) stood in for Michelle Donelan to give the ministerial perspective on the debate:

  • Universities have a big role to play. We expect them to be welcoming and inclusive to students of all backgrounds, and the Government continue strongly to encourage all higher education providers to adopt the IHRA definition, which would send a strong signal that higher education providers take those issues seriously. However, they are autonomous institutions and that is also set out in law. As such, the decision on whether to adopt the definition rests with individual providers… The Government will continue to call on providers to adopt that important definition. It is a decision for vice-chancellors, but I urge them all to listen to their staff and students, as well as to the wider community and, indeed, our proceedings.
  • Without doubt, the university experience of many Jewish students is overwhelmingly positive. However, the number of antisemitic incidents in the UK remains a cause for concern…in the first six months of this year, the number of incidents of antisemitism involving universities rose by an alarming 34%…That is absolutely unacceptable and shows how much further the sector has to go to tackle the issue.
  • Our universities should be inclusive and tolerant environments. They have such potential to change lives and society for the better. I am sure that our universities are serious in their commitment to tackle racism and hatred, but much more work remains to be done

At the end of this week’s Education Committee session Chair, Robert Halfon, stated:

  • It was “strange”, Halfon said, that so many universities had not adopted the definition when they were so quick to “pull down statues” that were deemed offensive. He posited that many institutions “seem to turn a blind eye” to antisemitism. 
  • There was no lack of clarity in Donelan’s response to this. “I want every university to adopt this definition. So did my predecessors, who have written several times to universities on this matter.” Williamson had also written, she said, but it had “not shifted the dial”.
  • “We are not seeing enough…universities adopting the definition and it is simply not good enough,” Donelan continued, adding that she and her department were looking at “other measures…to make it happen”.
  • “I urge universities to do this,” she said, or the Department for Education will find ways “to ensure that you do so”.

Research news

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:

  • The Wellcome Trust has released a new report – “The UK’s role in global research”. Among 24 recommendations to government, it calls for the full implementation of the BEIS R&D Roadmap, an increase in QR and other funding that promotes research flexibility, and measures to improve the experience of international researchers and collaborators in working with and in the UK.
  • Research Professional also covered the report (from half way down this link): The terms ‘science superpower’ and ‘Global Britain’ are now used frequently by the government as a shorthand for its ambitions for research.
  • International collaboration is not restricted to universities…and must also hold for industries with a strong research focus, such as the pharmaceuticals and aerospace. This is how Global Britain will stay competitive.
  • The UK must also be strategic and not waste resources on duplicating infrastructure that is available elsewhere. The country should use its reputation in science “for good”, combining research and diplomatic strengths to work with multinational organisations such as the UN, the World Health Organization and the G7.
  • To put it bluntly, if not upfront because the reference appears 10 pages into the report: “Full association to the EU’s Horizon Europe research programme must therefore be at the heart of the research strategy for Global Britain.” However, the country should also forge partnerships beyond Europe, says Wellcome, and this could be financed out of quality-related funding dedicated to international collaboration.
  • The research funder wants to see the government “commission an ‘international’ equivalent of the Department for Business, Energy and Industrial Strategy’s R&D Roadmap that sets the overall vision for Britain’s place in the world for research. This should become the ‘North Star’ for government decision-making, based around clear goals.”
  • There is a lot to unpack in the Wellcome report, including the idea of a “single front door” for investment in UK science; bilateral funding schemes; and making the UK a champion of “regulatory diplomacy”. The funder wants to see the cost of visas reduced for researchers and provision for research collaboration written into free trade agreements.

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:

Areas of Research Interest to policy makers

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.

R&D Place Advisory Group

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:

  • proposing, challenging & testing potential policy options to make the most of R&D potential to support local economic impact in areas across the UK, including how best to increase the place focus in public R&D investment, factor place into decision-making across the R&D system, and foster greater local and national co-creation and collaboration to make better decisions on R&D
  • contributing to the evidence base, including identifying priorities for long-term development
  • exploring other relevant issues as requested by the Minister

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.

Admissions – Level 2/3 Exams

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:

  • How can exams be run fairly when so much teaching time has been lost because of the pandemic?
  • And how do you make a definite plan for such an indefinite situation – where it’s impossible to know how much more disruption might lie ahead?

Concluding that the Government really does need to get its skates on!

International

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 requirementscertificates 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:

  1. Continuing to promote the new student route so that all international students are aware of the changes being introduced. This is particularly important for EU / EEA students.
  2. Improving and extending the Study UK campaign into key markets in Europe by coordinating existing campaigns currently in European markets and increasing investment in Study UK to £20 million a year.
  3. Providing targeted financial support for EU students such as through an expanded or newly developed EU scholarship offer.
  4. Lowering immigration route application costs so they are in line with the UK’s international competitors.
  5. Committing to continually reviewing immigration requirements in light of the Covid-19 pandemic

Disability

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:

  • Many of our findings make hard reading, and we cannot shy away from the fact that our evidence demonstrates an unhappy situation for many disabled students. Much progress has been made over the past few decades… However, our findings make clear that the road to progress has not ended, and it is vitally important to continue to call attention to the needs and experiences of disabled students.
  • There are numerous practical changes that HEPs can and are implementing themselves to improve disabled students’ experiences…the focus of the majority of our recommendations is on what the government and the Office for Students can do to create and ensure improvement across the HE sector.

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:

  • Teaching and learning isn’t accessible enough – e.g. regularly being physically unable to get to or sit in lecture theatres or other academic spaces; unable to access learning materials; not receiving lecture capture where it has been promised; and not receiving other reasonable adjustments set out in their support plans, including adjustments to assessments. Student support services professionals are frustrated at the lack of change and adjustments they can enact within their institution – and not for lack of trying. Some students reported they felt there was no accountability, including at senior level, for ensuring access to learning.
  • The bureaucratic burden of applying for funding and support is too much – the Disabled Students’ Allowance admin and timeliness was particularly criticised. Complaints processes were also seen as working against some disabled students. Funding doesn’t cover enough of the additional costs a disability entails when studying at HE level.
  • The lack of accessibility occurs across social activities, clubs and societies too. The report finds there is a widespread lack of awareness or care among the wider student cohort for the existence of disabled students and their needs. Although some Students Unions are recognised for their awareness and culture changing work.
  • Disclosing the disability to the HE institution remains a barrier which impedes the transition to HE.

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:

  • This report provides welcome evidence for the Disabled Students’ Commission’s work, not just by illuminating the obstacles that exist, but also by promoting the wealth of good practice already taking place in the sector. During this time when it has become necessary to rethink modes of higher education delivery, the sector must harness the opportunity to embed accessibility into course design, and to make consideration of disabled students’ needs the norm.
  • I know that many of us share a vision for disabled students to have a positive experience in higher education, able to expand the horizons of their knowledge and to develop social capital which will support them to succeed in life. To achieve this, we must break down the barriers which have been uncovered by this inquiry, and work to create a future of equal access and inclusion for all students. I hope that this report will help to provide the momentum needed to carry us into that future.

Professor Geoff Layer, Chair of the Disabled Students’ Commission, praised the report. He stated:

  • The Disabled Students’ Commission welcomes the findings of this report. The issues and challenges raised in the Disabled Students’ Inquiry report are consistent with the work of the Commission and highlight the need to improve access to higher education and the experience of disabled students.
  • The Commission will be using the findings of the report to move forward with plans to inform and advise higher education providers about improving support for disabled students.

Students

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:

  • Students have been ignored time and time again during this pandemic, whether it was not providing them with hardship funding when they were in financial need or denying them the A-Level grades they deserved because this government were more concerned with grade inflation than social justice.
  • And now we are in the worst of all scenarios. Students are being forced en masse to return to campuses across the UK, without adequate procedures in place to keep them safe and coronavirus infection rates rising. It seems like every day we hear a new report of a mass outbreak on a university campus. But this is not the fault of students, who have been following the advice they have been given and abiding by the rules. This is the failure of government and university leadership to keep us safe.
  • I want you as MPs, and even those of us that are student leaders and students here to reflect on 2010, for a moment. Students were outside parliament marching together because they felt let down and betrayed by the government of that day. They were a generation who felt unheard, unseen and uncared for. Students today are feeling the same. They are fed up of being ignored, but now, just like in 2010, they are unmistakably fired up. Students are more politically engaged than ever and they are willing to take action to fight for the education they deserve. Students deserve better.

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.

Student Fees

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.

Governance

Advance HE published Diversity of Governors in HE. (Press release here.)

  • 9% of governing board members were women, compared to 54.6% of staff members overall.
  • Around nine in ten governors were white (89.2%), 5.3% were Asian and 2.6% were Black.
  • 4% HE governors were disabled, and a long-standing illness or health condition was the most commonly reported impairment among disabled governing board members.
  • In general, the age profile of governors was higher than for staff overall, but a higher proportion of governors were age 25 and under (reflecting the inclusion of student members on the majority of HEI boards).
  • A higher proportion of HE governors were UK nationals compared to staff overall (93.2% compared to 79.0%), and nearly 1 in 5 BAME governors (18.9%) were non-UK nationals.
  • A fifth (21.7%) of boards had 50% women members or more. In over two in five, 41.6%, women made up fewer than 40% of governors.
  • A fifth (21.1%) of governing boards had no BAME members, and over a third (35.6%) of boards had no disabled members

 PQs

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

  • The affordability and availability of academic ebooks
  • Potential merits of introducing an immigration checking service for Student Finance to check student eligibility similar to that of the employer checking service.
  • Whether funding is available for new applications from students or education institutions for support with digital access. (Emma Hardy, Shadow Universities Minister, asked this one so it is probably just a political point score after the Secretary of States gaffe on the tech funding last week.) And a similar one here.
  • If you’re interested in the number of study visas granted in 2020 the answer is given as a link within this parliamentary question.
  • The Government will present the TEF report (and their response will be published at the same time) in due course.

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.

Inquiries and Consultations

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

There are no new consultations and inquiries relevant to HE this week.

Other news

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:

  • Our Dyslexia Employer Guide is the latest instalment in our neurodiversity guidance series, offering organisations free advice on how to create a positive, supportive, and flexible workplace culture that permeates all levels of the business.
  • The guide provides comprehensive guidance and recommendations on reasonable adjustments that employers can make to recruitment processes, the workplace environment, support networks, and most importantly, how to treat employees as individuals.
  • In addition, it features case studies offering advice for dyslexic people written by dyslexic professionals, from junior marketing executives all the way to managing director level, on useful coping mechanisms they apply on potentially problematic areas and how their skillsets have helped them to thrive in the creative industries.

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:

  • We treat the handling of personal data – particularly data relating to schools and other education settings – extremely seriously and we thank the ICO for its report, which will help us further improve in this area.
  • Since the ICO completed its audit, we’ve taken a number of steps to address the findings and recommendations, including a review of all processes for the use of personal data and significantly increasing the number of staff dedicated to the effective management of it.

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

HE policy update for the w/e 28th June 2019

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…

Sharing access to health and social research in the UK

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.

New Commission for Students with Disabilities

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:

  • Living with a disability should never be a barrier to entering higher education and as Universities Minister, I am determined to ensure disabled students get the support they need to have a positive, life-changing university experience.
  • There are a record number of students with a disability going to university, but we must do more to level the playing field and improve the experience and outcomes for disabled students.
  • It’s my personal priority that those living with a disability have an equal chance to succeed in higher education. I want to see all universities face up to their responsibilities and place inclusion at the heart of their access and participation agenda.
  • The Commission will look at approaches which work well to improve support for disabled students, such as more inclusive curricula, restructuring support for students and enhancing learning and teaching environments.

Brexit

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.

REF

Research England have published the Real-Time REF Review evaluating perceptions and attitudes towards the Research Excellence Framework (REF).

  • Views on the REF are not as polarized or as extreme as is commonly believed, or reflected in coverage of the REF in the media. Extremely negative views were in the minority, while a majority of respondents had neutral or moderately negative attitudes about the REF.
  • REF has both positive and negative influences on research activity. The REF is seen to increase engagement outside academia and the use of open research activities, whereas game playing and impacts on creativity are deemed to be the most negative influences.
  • Open access and research practices was the most consistently positive and impactful influence of the REF on both researchers’ own work and UK academic culture. Survey data suggested the move to encourage more open research practices was seen as the most positive change in REF 2021.
  • Researchers generally saw the changes to REF 2021 in a positive light. Increased emphasis on open research practices was seen as the most positive change.
  • It may be fruitful for institutions to share best practices in REF readiness rather than attempting to ‘reinvent the wheel’ as the REF process approaches the submission stage and as the new rules are more widely embedded

And interestingly:

  • Notably, women and independent early and mid-career researchers reported that changes made to REF 2021 were more likely to influence the expectations placed on them, although it was not clear whether these changing expectations would be positive or negative ones. The finding that early-career researchers report more influence is consistent with interviews, in which managers highlighted a disproportionate influence of the REF on early-career academics. The difference across genders is also noteworthy and merits future consideration
  • Although not assessed in the survey data, analysis of the interviews conducted with university managers revealed some negative impacts upon the health and well-being of the research community with respect to the REF. With respect to the changes to REF 2021 where equality and diversity considerations are taken more plainly into account, most managers felt that this would have a positive impact upon the well-being of academics for whom equality and diversity issues were faced in the previous REF 2014. Analysis suggests that the new approaches to equality and diversity and reduction in outputs may lessen anxiety and stress caused by the rules of the previous REF cycle.
  • However, notable findings are: that those who identified as submitting to Panel B – engineering and physical sciences – reported the most beneficial influences on research activities in academic culture, and that those from Panel D – arts and humanities – reported the least beneficial influence of the REF on research activities.
  • Further, in survey data, Panel C participants reported a greater influence of the REF on the quantity, quality, scope, and prestige of outputs they produced. This may suggest a challenge to meet expectations of the REF, particularly as interdisciplinary research is often located within this group of cognate disciplines.

Immigration

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

  • consider how future salary thresholds should be calculated
  • what levels to set salary thresholds at
  • If there is a case for regional salary thresholds for different parts of the UK
  • whether there should be exceptions to salary thresholds, e.g. newly started occupations or work shortage occupations.

Free Speech

HEPI have published Free Speech and Censorship on Campus defending free speech in Universities.

  • HEPI say:the report recognises the concerns of those who wish to restrict free speech as a way of protecting others, but concludes that restrictions on free speech usually end up being counter-productive. Despite the UK’s Government’s strong rhetoric supporting free speech in universities, the paper claims the current single biggest threat to free speech on UK campuses currently comes from the Government’s own Prevent programme.
  • Corey Stoughton, the author of the report, states:“…honest confrontation of legacies of discrimination and unequal distribution of power allow us to see how censorship replicates those problems and to focus on the real threats – like the UK Government’s ill-conceived Prevent strategy, which has had a demonstrable chilling effect on free speech in universities.”
  • Nick Hillman, Director of HEPI, said:  ‘We are delighted to be publishing this nuanced but firm defence of free speech. It challenges students, universities and, above all, Government Ministers to be more careful when they are tempted to impose new restrictions on free expression.There are few justifications for limiting free speech beyond current laws. That is true whether it is students wanting to block provocateurs from speaking or Government Ministers mixing up the prevention of terrorism with blocking legitimate free expression.’

Raising aspirations

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:

  • interventions that focus on children’s parents and families
  • interventions that focus on teaching practice
  • out-of-school interventions or extracurricular activities

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.

Staff Mental Health

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:

  • Mental health is a priority for this government which is why last week (17 June 2019) my right hon. Friend, the Prime Minister announced measures which overhaul the government’s approach to preventing mental illness. These measures include £1 million to the Office of Students for a competition to find innovative new ways to support mental health at universities and colleges.
  • The Department for Education is also working closely with Universities UK on embedding the Step Change programme, which calls on higher education leaders to adopt mental health as a strategic priority and take a whole-institution approach to embed a culture of good mental health practice.
  • The university Mental Health Charter announced in June 2018 will drive up standards in promoting mental health and wellbeing, positive working environments and excellent support for both students and staff.
  • The Independent Review of the Concordat to Support the Career Development of Researchers led by Professor Julia Buckingham has recognised issues of wellbeing and the challenges that arise from the use of short and fixed term contracts. Recommendations are currently under review and a revised concordat is expected by the end of June.
  • However, universities are autonomous institutions and it is the responsibility of Vice Chancellors to give due consideration to the way their policies and practises impact on staff. This includes responsible use of performance management, workload models and other metrics to assure both student and staff success.

Changing nature of future work

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.

  1. A more diverse range of young people will participate in the labour market, with further increases in participation among women, people with disabilities, and other groups. This makes it even more important to tackle education and employment inequalities among young people, or these will have long-lasting impacts.
  • Higher occupations and sectors such as health and social care are likely to continue to grow, and the nature of work will continue to change.
  • There will be more opportunities for young people to work flexibly, with policy helping determine if this benefits both people and employers. Employment laws and the tax and benefit system need to support flexibility and security for young people. More workers in the workforce with caring responsibilities means employers will need to offer more flexible options. 
  • Longer working lives and economic change mean young people will need to be adaptable and flexible. A wider and deeper core set of skills will help young people adapt. Learning and social security systems must reflect this ‘new normal’.

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.”

Social Mobility

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:

  • Politics, the media, and public service all show high proportions of privately educated in their number, including 65% of senior judges, 59% of civil service permanent secretaries and 57% of the House of Lords.
  • 39% of the cabinet were independently educated, in stark contrast with the shadow cabinet, of which just 9% attended a private school.

However:

  • Significant is decline of grammar school alumni among the elite (20%), down about 7 percentage points in five years, and a consequent rise in those educated at comprehensives (40%, up 9%). This reflects the abolition of the selective system in most of England during the 1960s and 70s, and the rise of the comprehensively educated generation to positions of power.

Access to professions

  • Law, defence and the academic world had the highest level of these “elites”.
  • University Vice Chancellors had relatively low levels of private school and Oxbridge educated members among their number
  • Media – Britain’s media, including newspaper columnists, and high-profile editors and broadcasters, had some of the highest rates of attendance at independent schools and elite higher education institutions. Newspaper columnists, who play a significant role in shaping the national conversation, draw from a particularly small pool. Only 5% of newspaper columnists attended a non-Russell Group University.
  • Police and Crime Commissioners were more likely than those elected at local council level to have attended independent school, 29%, the same as MPs.
  • Civil service permanent secretaries (59%), Foreign Office diplomats (52%), and Public Body Chairs (45%) have among the highest rates of independently educated in their ranks. Despite recent efforts to overhaul entry into the Civil Service, its highest levels remain highly exclusive, with 56% of permanent secretaries having graduated from Oxford or Cambridge, and 39% having attended both a private school and Oxbridge.
  • The chairs of public bodies were more likely than their CEOs to have come from exclusive educational institutions; 45% from independent schools compared to 30%. This may reflect the age of such post-holders as well as their social class background.
  • Women are under-represented across the top professions (5% of FTSE 350 CEOs, 16% of local government leaders, 24% of senior judges, 26% of permanent secretaries and 35% of top diplomats). Socio-economic class and gender can often combine to create a ‘double disadvantage’, with women from lower socio-economic backgrounds less likely to be socially mobile. Interestingly for women who do make it to the top, their journeys do not always look the same as those of their male peers. In a variety of sectors, women at the top are less likely to have attended Oxbridge than their male counterparts.
  • The Creative Industries had the lowest levels of these groups; however, among the wealthiest members of the TV, film and music industries, university attendance was higher (42%), with about a quarter attending Russell Group institutions. Also 38% of independent school attendees, although the number attending comprehensives has risen by 18% since 2014.

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.

Industrial Strategy developments – tourism sector deal

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

  • The government will work closely with industry on the rollout of two new T Level courses to help deliver the hospitality and tourism workers of the future.
  • The government will continue working with industry, through ‘Fire It Up’ and other campaigns, to promote apprenticeship and the opportunities for careers in the hospitality and tourism sector.
  • The government will engage fully with industry during its Post-16 Qualifications review to ensure the sector has an opportunity to feed into future policy development.
  • `The Department for Work and Pensions will continue its partnership agreement with the hospitality industry to help provide its customers with a structured route into work in the Sector.

Sector action to support tourism

  • The sector will create 30,000 apprenticeship starts each year by 2025, covering all grades, from entry-level roles up to degree-level apprenticeship, and across a range of disciplines.
  • Employers will commit over £1m of funding to an ambitious retention and recruitment programme to revolutionise the pipeline of talent that joins the sector.
  • A new industry mentoring programme will be developed to support 10,000 employees each year. This will aim to enhance careers as well as helping to ensure talented people remain within the sector.
  • The sector will increase the percentage of the workforce receiving in-work training to 80 per cent.

Places

  • The government will pilot up to five new Tourism Zones to increase visitor numbers across the country. More information about the bidding process will be released later in the year, with a view to commencing projects in 2020.
  • Tourism Zones will also receive a range of support co-ordinated by central government.

Sector action to support tourism

  • Tourism Zones will be developed and delivered by businesses local authorities and Local Enterprise Partnerships (in England) who will determine the specific priorities of an area.
  • A range of larger businesses have offered training and support for small and medium enterprises within Tourism Zones.

Business Environment

  • Alongside the Sector Deal the UK government’s International Business Events Action Plan 2019-2025 has been published and sets out the steps the UK government will take to support the UK to maintain its position as a leading destination for hosting international business events in Europe.
  • The UK government will achieve this by providing support in relation to the six key drivers that event decision makers consider when determining where to host an event, from providing government advocacy to financial support.

Sector action to support tourism

  • The Events Industry Board, set up to advise government, has identified two priority areas which they can help and support – skills and infrastructure. These priorities are being considered by working groups set up by the Board and will report later in the year.

Infrastructure

  • The UK government will make travel to the UK and around the UK easier for tourists through the development of its Maritime and Aviation strategies, as well as a number of rail policy developments.
  • The UK government is investing in a number of projects across the Museums, Heritage and Arts sectors that will enhance visitor’s experience. These include supporting the conservation work at Wentworth Woodhouse, the development of a new interpretation centre at Jodrell Bank and the development of England’s Coast Path, the world’s longest coastal path.
  • The UK government will launch a new £250k competition to improve broadband connectivity in conference centres. This will be a UK wide competition.
  • The UK will build on its excellent existing offer, to become the most accessible destination in Europe.
  • The British Tourist Authority will increase their publicity about accessible travel and provide inbound visitors with increased information about the accessibility offer in the UK through a brand new website.

Sector action to support tourism

  • Industry will create an extra 130,000 bedrooms across the UK by 2025 – a significant increase of 21 per cent in accommodation stock.
  • Industry will continue to invest in tourism attractions and innovative products, to remain a global leader in the experiences the UK offers visitors.
  • The sector will support the UK government’s ambition to be most accessible destination in Europe. They will take forward a number of measures, including better coordination of accessible itineraries online, and increasing the visibility of people with accessibility issues in promotion and marketing campaigns

Ideas

  • The government has supported the British Tourist Authority development of Tourism Exchange Great Britain. Launching in June 2019, this is an online business-to-business platform, which will connect tourism suppliers to global distributors.
  • The UK government has provided £40k to the Tourism Alliance in England to carry out further research on how, where and why businesses within the sector obtain advice on compliance, which will inform the shape of further advisory services including Primary Authority.

Sector action to support tourism

  • The industry and British Tourist Authority will work together to create a new, independent Tourism Data Hub, which can help the sector across the UK to better understand visitors’ preferences for location, activities and products in real time. It will also enable the sector for the first time to gather better data about the people choosing not to holiday in the UK

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:

  • Government advocacy – A comprehensive advocacy package will be offered – ranging from Ministers being available to write letters of support in order to help with bidding for events to offers of hosting delegates in historical Government property;
  • Financial support – We will continue funding the VisitBritain led Business Events Growth Programme,and look at opportunities for expanding it, especially where business events are identified as critical to meeting the UK’s key economic sector objectives; and,
  • Arrivals and welcome – The Border Force and UK Visas and Immigration will offer a relevant support offer to delegates.”

Lifelong learning

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:

  • Adults, and in particular women, with caring responsibilities who are outside of the labour market are under-represented in learning
  • Taking parental leave or returning to work can act as a trigger to engage in learning. This can result from greater time or a change in attitude or perspective.
  • Returners also face a range of barriers to learning. Adults returning to work after caring for children tend to face significant challenges in relation to work and time pressures, primarily related to childcare

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.

  • Moving into retirement can create space to consider learning for enjoyment for the first time. The perceived value of learning can often be greater than at previous life stages, with many adults placing greater value on the role of learning, particularly in relation to providing intellectual and social stimulation.
  • Adults facing retirement experience a range of barriers to engaging in learning. Attitudinal factors, such as feeling too old, not wanting to learn or the perception that their skills and capabilities may have deteriorated can be common.

The report’s recommendations for Policy:

  • National lifelong learning strategy – It is vital that every effort is made to harness the opportunities presented by the 4th Industrial Revolution, while ensuring that no one – including those seeking to leave or return to the labour market – is left behind.
  • Increase investment in lifelong learning – Government should reverse the decade-long fall in real-terms investment in lifelong learning to drive economic growth, promote social justice and support inclusive communities
  • Personal learning accounts – Government should develop and trial a personal learning account model, as a mechanism to both stimulate greater engagement in learning and provide a vehicle through which investment in learning by the state, employers and individuals can be aligned and optimised.
  • As part of the wider development of the National Retraining Scheme, the government should give particular attention to how returners can be supported to upskill and retrain to re-enter the labour market.
  • Access to apprenticeships. Flexible timetabling and blended learning options to facilitate part-time and flexible apprenticeship models should be developed and promoted.

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.

Other news

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.

  • In many respects the Augar Review represents a wider emerging consensus across England. We are sure that you will agree with us and other key stakeholders that further education colleges have been neglected, and that there is now a growing appreciation of their unique role, value and potential. What we now need are decisions and commitments: with your political leadership, support and resolve, colleges will be able to build on what they already do to reach more employers and more adults and make the differences our economy and society need.

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:

  • Clear, nationally agreed standards for digital skills are in place to enable learners and staff to meet industry, private and public sector requirements, building on the digital competences developed during compulsory schooling
  • The coherence and accessibility of digital learning is increased through a range of curriculum delivery methods that are appropriate to learner and employer needs
  • The benefits of digital technology, and possible barriers to their achievement, are understood by all staff including senior leaders
  • A culture of collaboration ensures that information and best practice are shared to drive effective use of digital skills to support leadership, learning and business processes
  • Staff, learning and business resources are aligned to enable efficient support of the continually evolving digital requirements of post-16 education

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.

What’s your favourite subject?

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:

  • Given the opportunity to start a university degree tomorrow, UK adults were most likely to choose a subject in the humanities and social sciences –
    • 28% would opt for either the humanities (14%) or social sciences (14%),
    • engineering and technology (10%)
    • mathematics and computing (10%)
    • medicine (9%) .
    • English (17%) and history/classics (15%) topped a list of the nation’s favourite school subjects,

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.

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HE Policy Update for the w/e 1st February 2019

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.

Universities Minister speaks out

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:

  • I hear your concerns and I am keen to work with you during this difficult period.
  • My vision for our universities and colleges is a positive one. I’m not going to be a Minister who comes in and beats up or needlessly berates the sector. Instead, I want to restate my commitment to you today to work in partnership with you to ensure our higher education sector remains one that works for everyone and of which we can be proud in generations to come.
  • Given the extent of recent regulatory changes, I understand the prospect of increased government intervention may raise alarm bells in the sector. But let me reassure you today that, as a former academic myself, I fully appreciate the concept of institutional autonomy. And I believe so much of what is good about our universities today has come about because of the freedom they have been able to exercise.

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.

  • On LEO: I also realise the LEO data could be developed further. So I am keen to engage with the sector to explore how to make the most of this data going forwards. For one, I want to look at ways of making this data more readily available to the academic research community to allow for more in-depth analysis. I also intend to set up a Data Advisory Committee to help me ensure, as Minister, that we are making the most of the opportunities thrown up by these rich new datasets and that they are being used in the best way possible – to ensure they are reaching those who could benefit from them; that they are being used in context; and that their insights and implications are being fully understood. 

And perhaps positive thoughts for a balanced sector amid the differential fees rumours of late:

  • As much as I see the value of more data, I am also aware of concerns it has given rise to about the value for money of certain courses, disciplines and institutions. On this, I believe we need to take a step back and ask what exactly value for money means in the context of higher education. Successful outcomes for students and graduates are about much more than salary: if we are to define value purely in economic terms, based on salary levels or tax contributions, then we risk overlooking the vital contribution of degrees of social value, such as Nursing or Social Care, not to mention overlooking the Arts, Humanities and Social Sciences – the very disciplines that make our lives worth living.
  • How you define value for money depends heavily on how you envisage the kind of world you want to live in. For my part, a society without people to care for each other; to support each other; to teach the next generation; or to step in selflessly in times of crisis is a very sad society indeed. Equally, although I am officially Minister for Science, I take great pride in wanting to be Minister for the Arts and Humanities as well – disciplines which enrich our culture and society, and have an immeasurable impact on our health and wellbeing.
  • As we move forwards into the future, the last thing I want to see is value judgements emerging which falsely divide the Sciences and Engineering from the Arts, Humanities and Social Sciences. To do so would be a travesty. Our future success depends on all these disciplines being completely intertwined.  

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:

  • Talk was that RADA auditions were being held on the day a nervous Chris Skidmore took to a small stage in the bar to address a critical audience of wonks and journalists. But did he pass?
  • I’d have to say….no. Not on the lack of strength in his own performance, but on the blandness of his material. It was a crop of sector pleasing bromides that failed to hold attention and gave him little to work with. There were no popular press-pleasing pot shots at universities – so that’s the good news. He’s pitching himself more as late Sam Gymiah, less as Jo Johnson. But as a former history lecturer and pop-punk agitator, you expect the well-struck aside and the fascinating digression to be a part of Skidmore’s armoury – first time out he played it straight. I sat there for 30 minutes, and my abiding memory was him repeatedly hedging statements with the world “overwhelmingly”.
  • But there was little chance of the select audience being overwhelmed – the most interesting thing we learned was that Skidmore had already visited ten universities (naming most of them in the speech), and enjoyed responding to Radio 4 tweet prompts. There were no questions, and no huddle afterwards for journalists – though THE apparently has an exclusive interview. Good luck to them.

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:

  • Inaugural speeches from ministers also need to be looked at for what they do not contain. In the case of Skidmore’s outing yesterday, there was little about science, engineering or research. The phrase “world leading” cropped up many times as you would expect, but there was also no mention of the Russell Group, although Oxford and Cambridge did get a line.
  • There was the ritual nod to his predecessors—and every sign that the emphasis on mental health under Sam Gyimah will continue—but in other respects, we should expect some clearing out.
  • One of the most revealing sections of the speech was on the TEF. Skidmore began by appreciating that there is disquiet over the TEF but then added that “no university should shy away from it”. He mentioned that Dame Shirley Pearce’s independent review “provides an important opportunity to take stock of the TEF from a constructively critical perspective”. And then came the killer line: “Dame Shirley has commissioned the Office for National Statistics to carry out an analysis of the statistical information used in TEF assessments and its suitability for generating TEF ratings.”
  • Thanks to evidence from the Royal Statistical Society and the views of the Department for Education’s own office of the chief scientist, we already know that statisticians are singularly unimpressed with the TEF’s lack of statistical rigour. It is not beyond possibility that the Pearce review might precipitate the beginning of the end for the TEF. Skidmore ended with a call for universities to help twist the knife: “I hope that you will take the opportunity to make your views known to Dame Shirley over the consultation period ahead.”
  • Skidmore also went out of his way to praise the UK’s modern universities, something that ministers rarely do.

Here’s the link if you want to read more of Research Professional’s take on the Minister’s speech.

Post-18 review

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:

  • “This is fantastic news and a real vote of confidence in our student support package, the first of its kind in the UK or Europe.
  • We have always said that high living costs are the main barrier for students when thinking about university. Our package of support was specifically designed to address these concerns, making it easier for people to study part-time, especially if they have work or family commitments.
  • Our radical approach to supporting part-time study is essential to improving social mobility, employment outcomes, access to the professions and delivering on our commitment to lifelong learning.”

The DfE published analysis on the importance of financial factors in decisions about higher education.

Key Findings:

  • Some groups do express greater debt aversion than others, especially:
    •  those planning to live at home whilst studying (35%),
    •  those of a non-white ethnicity (30%), and
    • those from lower socio-economic group (26%).
  • 63% of applicants expected to use parents or 62% savings as a source of income whilst at university (particularly applicants from higher socio-economic groups (75% and 70% respectively).
  • University was the only option considered by the majority of applicants (75%), (this increases to 78% for Russell group applicants). This was consistent across socio-economic backgrounds. Getting a job and travelling were the main alternatives considered by applicants
  • The course offered (82%), university reputation (58%), and potential for high future earnings (41%) were the most commonly cited major influences on applicants’ choices about where to study.
  • Around half of applicants (54%) said they were ‘put off’ to some extent by the costs associated with university.

Accelerated Degrees

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:

  • “Greater choice for students is always good but I would caution ministers against ‘over-promising’. The government’s own projection for the likely take-up of these degrees is modest and we actually hear many students calling for four-year degrees, for example, to spend a year on a work placement or studying abroad. I wouldn’t want disadvantaged students to rule out a traditional three-year course because they didn’t believe they could afford it. Doing a more compressed degree also reduces the opportunity for part-time work, potentially increasing short-term financial pressure.”

It will be interesting to watch how many programmes are actually launched and the eventual outcomes for students.

Unconditional Offers

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:

  • ‘I welcome the publication of this data by UCAS, and the increased transparency it brings around the use of unconditional offers.
  • ‘We are especially concerned about ‘conditional unconditional offers’. These are offers where a student has to commit to making a particular university their first choice before the offer becomes unconditional. The risk is that this places undue pressure on students to reach a decision which may not be in their best interests.
  • ‘As we made clear when we published our insight brief on this topic last week, there are some good reasons why universities might make unconditional offers. However, for a number of universities this data will make uncomfortable reading – where they cannot justify the offers they make they should reconsider their approach.’

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:

  • The first is falsely stating that an offer will only be open for acceptance for a particular time, or will only remain available on certain terms for a certain time. The second is providing distorted information about market conditions to get a consumer to purchase the service on terms that are less favourable than market conditions. So cases where students are put under pressure to accept quickly, or to accept because they won’t get a better offer elsewhere, might amount to a banned practice.
  • Depending on the facts and circumstances, there may be other features of unconditional offers that constitute “aggressive practices”. A practice is aggressive if it significantly impairs a consumer’s freedom of choice through coercion or undue influence and it leads to the consumer entering into a transaction where he or she would not otherwise have done so. Persistence, and exploiting any vulnerability on the part of the consumer, are examples of factors that could lead to a practice being regarded as aggressive.
  • Finally, the regulations also make unlawful a broader range of “unfair practices”. A practice is unfair if it contravenes the requirements of professional diligence and materially distorts or is likely to distort the economic behaviour of the average consumer (average in the context of the regulations means taking into account any particular vulnerabilities of the consumer group targeted, so in the case of many prospective students, their youth and inexperience).

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 GuardianThe TelegraphDaily MailThe TimesTESFinancial 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.

Admissions  – and access to HE

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:

  • Holding universities to account through their Access and Participation plans – with the OfS using their powers to tackle institutions who do not fulfil their promises
  • Including progress in tackling access and attainment disparities within league tables to pressurise institutions to make better progress
  • OfS to develop a new website replacing Unistats with a particular mindset to ensuring the needs of disadvantaged students are taken into account. The website will provide better information to students so they can make informed choices.
  • Reducing ethnic disparities in research and innovation funding – UK Research and Innovation is commissioning evidence reviews on challenges for equality and diversity and how they can be addressed.
  • Gathering evidence on what works to improve ethnic minority access and success – through the OfS Evidence and Impact Exchange
  • Reviewing the Race Equality Charter. Advance HE will look at how the sector charter can best support better outcomes for both ethnic minority staff and students.
  • Encouragement for institutions to address race disparities in their workforce – using tools such as the Race at Work Charter and Race Equality Charter.
  • Scrutiny of each universities published data on admissions and attainment broken down by ethnicity, gender, and socio-economic background with a focus on all institutions to make progress, not just providers who have the poorest records.

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.

Preparing and supporting students in the transition to University

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.

Brexit

From Research Professional:

  • Tuesday night’s vote on Graham Brady’s amendment to require the government to reopen negotiations with the European Union over the withdrawal agreement was one of the more bizarre moments of theatre in the Brexit process, with the prime minister voting for a backbencher’s amendment against the deal she had spent two years negotiating.
  • You may be wondering how the cavalcade of MPs with a significant interest in higher education voted. Former science ministers and second-referendum advocates Jo Johnson and Sam Gyimah both abstained from the vote. Universities minister Chris Skidmore and his boss Damian Hinds voted with (sorry, against, but really with) the government. Gordon Marsden and Chi Onwurah of Labour voted against the amendment, naturally. Greg Clark and other business ministers voted for the amendment.
  • Eight Conservative MPs voted against the amendment but not Johnson and Gyimah, which is curious.

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:

  • No deal: The report says that there is deep concern about the readiness of business for a no-deal exit and that the “Government’s belated efforts to engage with business and provide some form of guidance is unlikely to be sufficient to mitigate the worst effects of a no-deal exit.” It also highlights that the Government’s no-deal technical notices “place significant weight on assumptions about how the EU will respond in the event of no-deal”,  and that the maintenance of goodwill depends on a settlement of financial obligations and a generous guarantee of the rights of EU citizens.
  • Renegotiation of the deal: The report argues that a renegotiation of the Political Declaration would, most likely, require a limited extension of the Article 50 process; a deal that would enable frictionless trade to continue is not possible under a CETA-style free trade agreement with the EU and under such rules N Ireland would have to trade under different rules from the rest of the UK as set out in the backstop; A Norway Plus relationship between the UK and the EU would enable frictionless trade on the condition that the UK continued to adhere to EU rules – including the Single Market and remain in a UK-EU customs union.
  • A second referendum: The report acknowledges that a second referendum would be logistically and politically complex, but not unobtainable if the will existed in UK Parliament. However, there is now insufficient time to hold a referendum before 29 March 2019 and so if the will for one did exist then Article 50 would have to request an extension to Article 50.  The report highlights that under the Wightman Judgement there is a possibility of the UK unilaterally revoking the notification to leave under Article 50 but makes the distinction that this would not be a mechanism to buy time and would instead bring the withdrawal process to an end.
  • Conclusion: The report says there is no majority in the House for the Prime Minister’s deal in its current form and repeats the recommendation of the eleventh report that “it is vital that the House of Commons is now given the opportunity to identify an option that might secure a majority.” It says that there does not appear to be a majority for no deal exit but acknowledges that this remains the default outcome if the House is unable to approve the deal or pass legislation required to implement it in domestic law. It concludes that the final options remaining are for re-negotiation, legislate for a referendum, or the revoking or extension of Article 50.

Process – from the BBCThe 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:

  • 76% opt for remaining in the EU
  • 6% back Theresa May’s recently rebuffed deal
  • 7% for no deal
  • 11% undecided.

However, opinion divides further when the option to remain is removed:

  • 37% opt for Theresa May’s deal
  • 36% ‘don’t know’
  • 27% choose no deal

Student opinion is interesting because only 43% were eligible to vote in the 2016 referendum (93% are eligible now). Some facts:

  • 69% want a second referendum
  • 21% are willing to work through their MP to demonstrate their voice within the Parliamentary voting
  • 8% of students who did vote in the referendum said they would change the way they voted if there was another referendum. With Leave voters more likely to change the way they voted in a second referendum (34%) than Remain voters (2%).
  • If students were given the choice between remaining in the EU and no deal:
  • 80% of them would choose to remain
  • 10% no deal
  • 10% unsure
  • 75% of students believe Britain was wrong to vote to leave the EU (14% believe it was right to vote to leave, 12% unsure).

And separately:

  • 74% believe the Government is doing badly at listening and engaging effectively with young people over Brexit.
  • 77% of students believe their future prospects will be worsened by the decision to leave the European Union (13%  expect improved prospects, 11% believe it makes no difference).

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.

Temporary leave to remain

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:

  • “European Temporary Leave to Remain will allow EEA citizens arriving in the UK after 29 March 2019 to live, work and study in the UK if there’s no Brexit deal.
  • “EEA citizens who are granted European Temporary Leave to Remain will be able to stay in the UK for 36 months from the date of their application. European Temporary Leave to Remain will be a temporary, non-extendable immigration status. It will not give indefinite leave to remain (ILR), lead to status under the EU Settlement Scheme or make EEA citizens eligible to stay in the UK indefinitely. If EEA citizens want to stay in the UK for more than 36 months, they will need to apply for an immigration status under the new immigration system, which will come into effect from 1 January 2021. Those who do not qualify will need to leave the UK when their European Temporary Leave to Remain expires.”

Those who don’t need to apply

The following people will not be required to apply for European Temporary Leave:

  • EU citizens and their family members with settled or pre-settled status.
  • Irish citizens.

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 & Brexit

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:

  • Young people from the EU and the UK who are participating in the Erasmus+ programme on 30 March 2019 can complete their stay without interruption;
  • EU Member State authorities will continue to take into account periods of insurance, (self) employment or residence in the United Kingdom before withdrawal, when calculating social security benefits, such as pensions;
  • UK beneficiaries of EU funding would continue to receive payments under their current contracts, provided that the United Kingdom continues to honour its financial obligations under the EU budget. This issue is separate from the financial settlement between the European Union and the United Kingdom.

Research

Research England have published the final guidance for the REF 2021.

Timeline:

  • In early 2020, the four UK higher education (HE) funding bodies will invite UK HEIs to make submissions to REF 2021.
  • Each submission in each UOA will contain a common set of data comprising information on all staff in post with significant responsibility for research on the census date, 31 July 2020; and information about former staff to whom submitted outputs are attributed
  • The deadline for submissions is 27 November 2020.
  • Submissions will be assessed by the REF panels during the course of 2021. Results will be published in December 2021, and will be used by the HE funding bodies to inform research funding from the academic year 2022–23.

Wonkhe discuss the key changes:

  • Some of the key changes in REF 2021 includes identifying more clearly staff who have significant responsibility for research in institutions and providing a consistent approach to interdisciplinary research. The guidance distinguishes between identifying staff who have significant responsibility for research from selecting those staff whose work is to be submitted for expert review.
  • Additionally, Dianne Berry, the chair of the REF Equality and Diversity Advisory Panel has released a statement to address the concern that “measures put in place to promote inclusion and support equality and diversity might be used by institutions as a mechanism for excluding staff in order to concentrate quality in their submission,” and pressures on researchers to disclose sensitive information. The revised guidance references the importance of voluntary declaration of individual circumstances and decoupling staff circumstances from research output.

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.

Consultations & Inquiries

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:

  • Proposed changes to the degree classification system
  • EHRC inquiry into Racial harassment in HE
  • The TEF review
  • Knowledge Exchange Framework (KEF) proposals

We have recently submitted responses to:

  • Institutional cost of the current Tier 4 processing system
  • OfS’ approach to IAG

Email us on policy@bournemouth.ac.uk if you’d like to contribute to any of the current consultations.

Other news

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:

  • The Government must make clear that the Institute is the principal body for vocational skills in England with the clout to hold policymakers and the skills sector to account.
  • The Institute must take further steps to speed up the apprenticeship standards approval process so that businesses can start using them.
  • Given employer levy funds are due to start expiring from April 2019, the Government must urgently set up an appeals system that gives employers longer to spend their money where apprenticeship standards remain in development.
  • With the IfA assuming responsibility for T-levels and higher T-levels, they must set out how these routes will work in practice to give employers and the public confidence in them.

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:

  • Government should review the issues affecting recruitment and retention of teachers and go beyond plans announced this week by introducing a requirement for 40 hours of subject-specific continuing professional development for all teachers of STEM subjects, not just new recruits, every year.
  • An urgent review of post-16 academic education pathways for England is needed. Young people should have the opportunity to study mathematics, science and technology subjects along with arts and humanities up to the age of 18, to attract a broader range of young people into engineering.
  • Government must ensure engineering courses are adequately funded with increased top-up grants for engineering departments if tuition fees are to be reduced.
  • Government should give employers greater control and flexibility in how they spend the Apprenticeship Levy, including to support other high-quality training provision in the workplace, such as improving the digital skills of the workforce.
  • Professional engineering organisations and employers should address the need to up-skill engineers and technicians to prepare for the introduction of disruptive digital technologies into industry.
  • Employers should take an evidence-based and data driven approach to improve recruitment and increase retention and progression of underrepresented groups within organisations, including by introducing recruitment targets for underrepresented groups.

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:

  • Mental health is a priority for this government, which is why the government is working closely with Universities UK on embedding the Step Change programme within the sector. Step Change calls on higher education leaders to adopt mental health as a strategic priority. Step Change also advocates a whole-institution approach to transform cultures and embed mental health initiatives beyond student services teams.
  • The former Higher Education Funding Council for England’s Catalyst Fund also provided £1.5 million for 17 projects to improve the mental health of postgraduate research students. The Office for Students (OfS) is working with Research England to deliver this scheme.
  • This investment and the ongoing work of the OfS will support a range of activities. It will develop new practice for the pastoral support of postgraduate research students, and enhance training for their supervisors and other staff. Postgraduate research has different expectations and working practices to undergraduate work, so it will also help students adjust to the change.

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JANE FORSTER                                            |                       SARAH CARTER

Policy Advisor                                                                     Policy & Public Affairs Officer

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