Tagged / Review of fees and funding

HE policy update for the w/e 18th May 2018

Funding opportunities, Training

Summit on BME Leadership in HE

This event was hosted by AdvanceHE, the new agency that was formed recently to include the Leadership Foundation for Higher Education, the Higher Education Academy and the Equality Challenge Unit.

Wonkhe have pointed out that:

  • “So far only 45 out of 167 higher education institutions have signed the Advance HE Race Equality Charter’s principles [BU is one of them]. Of those 45, only nine have actually been formally recognised for demonstrating evidence of their commitment. The first wave of eight 2015 Charter award holders are reapplying for accreditation this summer.”

Baroness Valerie Amos spoke at this event on 16th May and also wrote in the Guardian. about leadership.

  • “There are deep-seated prejudices and stereotypes which need to be overcome. University leaders need to acknowledge that we are not doing enough. The UK has some of the best universities in the world – but what is the point of that if we are not offering real equality of opportunity?”

Also in the Guardian on Wednesday was an article by Shakira Martin, President of the NUS, who spoke at the same event.

  • “This year has also seen black students fighting back, rising up, taking to the streets, starting campaigns and writing powerful letters, like the three brave students from the University of Exeter, to say enough is enough. However, the onus should not be on them to tackle discrimination. The sector is pretty good at sharing best practice. This is one area where distinct, hardline initiatives are needed in abundance. Institutions must be bold. It only takes one or two to get serious about dealing with the issue head-on and others will follow suit.”

Launch of UKRI

UK research and Innovation have published its Strategic Prospectus which create a research and innovation system that is fit for the future and equipped to tackle the environmental, social and economic challenges of the 21st Century. As the press release outlines, the prospectus is the start of this process and over the next 12 months UKRI and its councils will continue to engage with their communities, the wider public, and undertake research, to further develop individual strategic delivery plans. Please see the following links for more information:

UKRI will work with its partners to push the frontiers of human knowledge, deliver economic prosperity, and create social and cultural impact. It describes four underpinning areas key to delivering this:

  • Leading talent – nurturing the pipeline of current and future talent
  • A trusted and diverse system – driving a culture of equality, diversity and inclusivity and promoting the highest standards of research, collaboration and integrity
  • Global Britain – identifying and supporting the best opportunities for international collaboration
  • Infrastructure –  delivering internationally-competitive infrastructure to ensure we have the best facilities to foster innovation and conduct research

Over the coming months, UKRI will be conducting research and consultation to further develop its approach to working with others and to answer a series of big questions. These include how to grow the economy across different regions of the UK whilst continuing to expand our existing world-leading excellence; how to reduce the gap in productivity and the best approaches to developing talent across the diverse population of the UK, providing the skills needs of the future.

UKRI Chief Executive Professor Sir Mark Walport said:

  • “Our Strategic Prospectus has been developed to ensure that everyone in society benefits from the knowledge, innovation, talent and ideas generated from our funding. UK Research and Innovation builds on the excellence of our individual councils. We will work collaboratively with researchers, innovators and entrepreneurs to develop the most exciting ideas and innovative technologies and bring these to fruition. Delivering this success will take commitment, a collective effort and new, ambitious ways of working.”

Vision: • We will push the frontiers of human knowledge and understanding. • We will deliver economic impact • We will create social and cultural impact by supporting society to become enriched, healthier, more resilient and sustainable.

Values: Collaboration, Excellence, Innovation, Integrity

  • On talent: We will:
    • Seek to increase skills at all levels, to maintain a broad disciplinary skills base, and work with partners to identify key skills gaps and build capacity. We will support vocational education and apprenticeships alongside more traditional pathways through higher education. • Support individuals to move between business and research careers, creating opportunities to develop careers in ways that stimulate creativity and innovation.
    • Back universities to develop vibrant research environments which act as magnets to attract and nurture talent.
    • Support multidisciplinary teams when these are needed to conduct research and innovation. This will require the creation of more highly valued roles for technologists, data scientists and others for the teams that are needed to tackle tough challenges.
    • Promote continuing professional development, accompanied by lifelong learning and training throughout the careers of researchers and innovators.
  • On the system: We will:
    • Drive change, both as an employer and through our research and innovation funding. • Embed equality, diversity and inclusion at all levels and in all that we do.
    • Seek to create a culture that facilitates and safeguards the opportunities for all to be respected and treated fairly.
    • Take an evidence-based approach, commissioning and funding research and evaluations to understand the issues, what interventions work – and what does not work. • Collaborate and engage with partners nationally and internationally, to gather evidence and ideas, to help catalyse and facilitate change.
  • On Research culture: We will prioritise four related areas:
    • Research and innovation ethics – norms that define acceptable behaviour and practice
    • Conduct – the use of honest and verifiable methods in proposing, performing, and evaluating research
    • Reproducibility – the ability to achieve commensurate results when an experiment is conducted by an independent researcher under similar conditions
    • Analysis of funding mechanisms and metrics and their impact on culture
  • On transparency: We will:
    • Identify the highest value areas where UKRI can drive improvements to the open research system in the near to mid-term.
    • Build on the expertise in Councils and the wider community to identify technological innovations that could transform open research.
    • Engage with Government and external groups to ensure the UK continues to play a leading role in the international open research movement

Haldane Principle:

  • “(page 9): 3 In engaging with UKRI, BEIS will have regard to the Haldane principle …..The HER Act defines more precisely how the Haldane principle will apply with respect to UKRI.  For the science and humanities councils…. section 103 sets out that the Haldane principle is the principle that decisions on individual research proposals are best taken following an evaluation of the quality and likely impact of the proposals (such as a peer review process).  Section 97 provides equivalent measures for the activities of Research England. Strategic, long term decision making requires input from both subject matter experts and central government, as explained in the written ministerial statement. This includes investment in large capital infrastructure and research treaties.  The Haldane principle does not apply to the government’s funding of innovation and the activities of Innovate UK.”

Immigration

From Dods, referring to an article in Politico: May intervenes to speed up new UK immigration plan.  The Government have purportedly brought forward plans to publish the Immigration White Paper before the summer recess. This new timetable, if accurate, means the White Paper will be published before the long-awaited Migration Advisory Committee’s report into the economics of immigration, due to be published in September. Formerly, Home Office officials had said this report would inform Government immigration policy, justifying the long delay in publishing the White Paper.

More definitely, the Commons Science and Technology Select Committee have announced a new inquiry into “an immigration system that works for science and innovation”.

  • “The Committee published its report on “Brexit, Science and Innovation” in March, and has recently received the Government’s response. The report welcomed the Prime Minister’s call for a “far-reaching pact” with the EU on science and innovation. We had recommended that an early deal for science—including on the ‘people’ element—could set a positive tone for the rest of the trade negotiations, given the mutual benefits of cooperation on science and innovation for the UK and the EU. The Committee now intends to produce its own proposals for an immigration system that works for science and innovation, with the aim of completing this in advance of the MAC’s report later this year.”

The Committee Chair, Rt Hon Norman Lamb MP, said:

  • “It was disappointing that the Government doesn’t see the need to secure an early science pact, and assumes that scientists are happy to just wait and see what’s in the Immigration Bill next year. We’re going to roll up our sleeves now and set out our proposals for an immigration system that works for the science and innovation sector.”
  • “Today’s revelation that more than 1,600 IT specialists and engineers offered jobs in the UK were denied visas between December and March sends the message that the UK is not interested in welcoming science talent at the moment. The Government needs to work quickly to correct that impression.

The Committee will draw on the submissions to its previous Brexit inquiry and the sector’s submissions to the MAC to construct its proposals for the immigration system, but further input to this process is welcome on the following points:

  • If an early deal for science and innovation could be negotiated, what specifically should it to contain in relation to immigration rules and movement of people involved with science and innovation?
  • What are the specific career needs of scientists in relation to movement of people, both in terms of attracting and retaining the people the UK needs and supporting the research that they do?
  • What aspects of the ‘people’ element need to be negotiated with the EU-27, as opposed to being simply decided on by the Government?
  • On what timescale is clarity needed in relation to future immigration rules in order to support science and innovation in the UK?

The deadline for submissions is Wednesday 6 June 2018 – please contact policy@bournemouth.ac.uk if you would like to submit evidence to this inquiry.

Post-18 review

The Secretary of State for Education has written to the Chair of the Education Committee about the HE review:

  • “You asked for clarification on how the Review of Post-18 Education and Funding will inform my department’s preparations for the next spending review, particularly with regard to further education. The Spending Review 2019 will provide an opportunity to set budgets and fund government priorities across the whole DfE remit from 2020-21 onwards. The Department’s preparation for the Spending Review will include consideration of any recommendations from the Review of Post-18 Education and Funding.”

Policy impact

I presented this week on engaging with policy makers, part of a regular series of workshops that we run at BU for academic and professional support staff.  Read my blog here.

And while we’re talking about the “what”…did you know that government departments publish their areas of research interest?  This is a guide to where research funds might go, and is useful if you are thinking about policy impact. The collection is here, and four new ones were added on Thursday:

The DCMS one says “It is designed to encourage researchers and academics to explore those topics that could be of benefit to DCMS and our sectors and act as a starting point for future collaboration.”

Digital Health, Life Sciences

The government have published the annual report from the Bioscience and health technology sector database for 2017 – there are some interesting graphics and context for the strategic investment areas:

There is scope for an argument about focus on place for the industrial strategy here – the detailed maps in the main report  highlight the weakness in the South West but opportunity for Bournemouth given our location almost in the South East and close to London.

And out on Monday, this report from the National Centre for Universities and Business:

  • “To compete, the UK must ensure that its universities are as embedded into the digital health knowledge exchange process as those in California and Massachusetts. Furthermore, as the UK cannot outspend the US, our systems for procurement and deployment into the NHS, and the high quality of research in UK universities, must be connected more effectively in the ecosystem. We noted earlier that patients and consumers are willing to share their data for research – although there is a sensible debate about opt-in versus opt-out, and patient control over what might be shared – but there remain significant standardisation challenges across primary and secondary care systems that must be overcome to drive research excellence.”

Postgraduate loans and numbers

New data from the Office for Students shows an increase in postgraduate masters’ student numbers since the introduction of the postgraduate masters’ loan.  ·        Read the news item in full on the Office for Students website.

The effect of postgraduate loans data – key findings (the survey uses HESA data)

  • In 2016-17 postgraduate masters’ loans of up to £10,000 were introduced to assist students with tuition fees and living costs.
  • In 2016-17 there was an overall increase in entrant numbers but only for students to eligible courses. The number for non-eligible courses decreased. Single-year transition rates straight from undergraduate degree to postgraduate study saw a similar increase in students to eligible courses.
  • Age: The largest increase in entrant numbers on eligible courses and increase in transition rates have been for students aged 25 and under. Overall, the age profile of entrants to postgraduate study has changed slightly, with a larger proportion of younger students than in previous years.
  • Gender: Male and female entrant numbers on eligible courses both show an increase. Similarly, there has been no difference between the genders in transition rates or loan take-up.
  • Ethnicity: There has been a larger increase in entrant numbers on eligible courses for black students than for white students, which has resulted in a change in the ethnic composition of the postgraduate entrant population. The proportion of postgraduate entrants on eligible courses who are black has increased from 8 per cent in 2015-16 to 11 per cent in 2016-17.
  • Disability: Disabled students comprised 12 per cent of the entrant population on eligible courses in 2015-16. However this has increased to 15 per cent in 2016-17.
  • Educational disadvantage: The proportional increase in entrant numbers on eligible courses, and increases in one-year transition rates, has been greatest for students from the lowest-participation areas. This means that those from the lowest undergraduate participation areas are now more likely to enter postgraduate study immediately after undergraduate study than those from the highest participation areas.
  • The proportion of students who were eligible for a loan and took one out was greatest among:
    • students aged 25 and under on entry
    • black students
    • students who declared a disability
    • students from lowest-participation areas.
  • For all student groups, the proportion of graduates able to realise their intention to continue postgraduate studies has increased. However, the increase was greatest among:
    • students aged 26 and over
    • black students
    • students who declared a disability
    • students from lowest-participation areas.

The Intentions After Graduation Survey data., key points:

Between January and April 2017 final year undergraduates on first degree courses were invited to answer the survey about their intentions after graduation. Overall, nearly 83,000 final year students from 268 UK higher education providers that take part in the National Student Survey (NSS) responded to the Intentions After Graduation Survey. This analysis focuses on almost 70,000 students at 238 English providers.

While the students’ most frequent intention within six months from graduation is to ‘look for a job’ (around 50 per cent of respondents each year), there is a clear upward trend in the percentage of students who intend to undertake postgraduate (PG) study. Among 2016-17 respondents, more than one student out of five selected ‘further study’ as their intention after graduation.

For all students, the intention to continue studying becomes greater further in the future (i.e. more than six months after graduation). Of students who are certain or likely to study at PG level in the future, 55 per cent intend to look for a job or have already been offered a job when surveyed.

In terms of motivation, almost 70 per cent of the students who intend or are likely to continue studying selected ‘interest in the subject’ as a reason for their intention. Only 35 per cent of the students would continue to study, among other reasons, to get a better job or to open up more career choices.

Female students are more likely to intend to continue to study than male students, as are black students relative to other ethnic groups. Also, young students from the lowest-participation areas are more likely to state an intention to continue study relative to those from higher-participation areas

Other news

The Office for Students is recruiting for its committees – provider risk, quality assessment and risk and audit.

Care leavers will be boosted by a new £1,000 bursary payment if they choose to do an apprenticeship from August 2018, the Government announced on 17 May

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JANE FORSTER                                            |                       SARAH CARTER

Policy Advisor                                                                     Policy & Public Affairs Officer

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

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

innovation

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

Political News

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

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

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

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

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

Office for Students (OfS) Strategy and Business Plan

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

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

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

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

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

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

And much more!

The Knowledge Exchange Framework

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Factors that demonstrate value for money:

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

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

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

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

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

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

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

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

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

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

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

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

Freedom of Speech

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

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

HEPI Free Speech blog

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

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

International Students

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

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

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

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

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

Widening Participation & Achievement

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

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

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

Brexit – Science & Innovation

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

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

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

Life Sciences

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

Mental Health

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

Strike law suits

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

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

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

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

No pause for Purdah

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

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

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

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

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

Consultations

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

New consultations and inquiries this week:

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

Interesting news

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

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 JANE FORSTER                                            |                       SARAH CARTER

Policy Advisor                                                                     Policy & Public Affairs Officer

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

HE Policy update for the w/e 23rd February 2018

Student Engagement

It has been a busy week with the launch of the “major review of HE fees and funding” (except it may not be…) on Monday and a deluge of commentary and calls for change to follow. And other things happened too.

Major Review of HE

The much announced, long postponed HE “major” review is finally happening. And following the early start during last summer’s “national conversation” there is a lot to say – and it is being said. So we will try to help you navigate the many, many arguments and angles over the next year .

To start with the facts

  • The review has been announced, it has a panel and terms of reference (these are very short and high level). There are links to the speeches and press releases on the gov.uk website. The PM’s speech is here: The right education for everyone
  • The review will run for a year with an interim report (not sure when) – and will be concluded in early 2019.

Panel (from the website):

  • Chaired by Philip Augar, a leading author and former non-executive director of the Department for Education
  • Bev Robinson – Principal of Blackpool and The Fylde College. She has over 20 years’ experience in Further and Higher education colleges in England and has been Awarded an OBE for her services to FE.
  • Edward Peck – Vice-Chancellor of Nottingham Trent University since August 2014. Previously, Professor Peck worked at the University of Birmingham as Director of the Health Services Management Centre and subsequently became Head of the School of Public Policy in 2006.
  • Alison Wolf – (Baroness Wolf of Dulwich) a cross-bench peer in the House of Lords, and author of the influential Wolf Review of Vocational Education, published in 2011. She has advised the House of Commons select committee on education and skills as well as the OECD, the Ministries of Education of New Zealand, France and South Africa, and the European Commission among others.
  • Sir Ivor Martin Crewe – Master of University College, Oxford and President of the Academy of Social Sciences. He is the former Chair of the 1994 Group and President of Universities UK.
  • Jacqueline De Rojas – President of techUK and the chair of the Digital Leaders board. She also serves on the government’s Digital Economy Council and was awarded a CBE for Services to International Trade in Technology in the Queen’s New Year Honours list 2018.

The terms of reference

After that there is much less detail – it all becomes less about facts and more about politics.  Firstly – the review is a DfE review not an independent review – the external panel is advisory – the website says:

  • “The wide-ranging review will be informed by independent advice from an expert panel from across post 18 education, business and academia”.

There is a total absence of process in any of the materials published so far. So what will the process be? Will there be a consultation? Surely there will be – but this does not look like the sort of review that has led to major review in the past.

Then there is the timing. The review will run for a year with an interim report at some point– and will be concluded in early 2019. Which, as has been pointed out, coincides with Brexit (we are due to leave and start the “transition” period on 29th March 2019) – and has also been pointed out, may coincide with a leadership change or a general election in the UK – depending on how things are going with Brexit including how things go with the parliamentary “meaningful vote” on Brexit.

The Minister for Universities was very open on this subject the question of timing early after his appointment (see our policy update from 2nd Feb)– he said it would not be “credible” to expect changes before the 2018/19 intake. On the announced timing, the changes may not be in time to take effect before the 2019/20 intake either – although less significant changes to the current system, such as interest rates, repayment thresholds, small changes to fee caps, would be possible. If maintenance grants are part of the change they could be in place for 2019/20 entry although they may not affect access that year as most students will already have applied or made other plans – unless plans are trailed very heavily in the interim report and clear indication is given that they will be in place. But we are leaping ahead.

After much discussion about the need to review funding for Further Education as well, and people talking about a post-16 review, the terms of reference call it a “Review of Post-18 Education and Funding”. So it does apply to FE but only applies to post-18 provision.

So it is a major review of fees and funding?

The title is important – it is a review of “Education and Funding”. The speech and the terms of reference were revealing – at least as it has been announced, this is not primarily a review of tuition fees and university funding. What it is (from the terms of reference) is “a major review across post-18 education and funding to ensure a joined up system that works for everyone”.

  • It’s a review of the “system”.
  • Its objectives are:
    • accessibility of the education system
    • a funding system that “provides value for money and works for students and taxpayers”
    • choice and competition
    • skills development

But isn’t this already happening anyway?

So the review is about choice, competition, flexible provision, accelerated degrees, degree apprenticeships, technical education. We already have:

  • the changes put in place by the Higher Education and Research Act
  • the arrangements for the Office for Students and new regulatory system to promote choice and accessibility
  • a new regime for alternative providers
  • an consultation on accelerated degrees which has just closed
  • arrangements for degree apprenticeships and Institutes of Technology
  • a plan for better careers advice (see our policy update from 8th December)

The two areas that have not been addressed by existing initiative are part-time and life-time education.

Might the review therefore make new recommendations to take these initiatives and priorities forward?

In her speech the PM said:

  • “This is a review which, for the first time, looks at the whole post-18 education sector in the round, breaking down false boundaries between further and higher education, so we can create a system which is truly joined-up.  Universities – many of which provide technical as well as academic courses – will be considered alongside colleges, Institutes of Technology and apprenticeship providers. There are huge success stories to be found right across the sector, at every level, and by taking a broad view, Philip and his expert panel will be able to make recommendations which help the sector to be even better in the future.”

So it seems not. It is about “joining up” and “breaking down false barriers between further and higher education”. What does that mean? Changing admissions policies after recent press relating to BTECs? (see a recent HEFCE publication here), doing something to support pathways from FE to HE. From the terms of reference it seems to be about transparency and choice for students in relation to funding.

That’s really interesting. Degree apprentices not only don’t pay (or borrow) tuition fees, but they also receive a salary while completing their apprenticeship. That will be a real incentive and as more apprenticeships become available over time is likely to have an impact on enrolments for traditional degrees. So is this just about making sure that more students realise the financial implications of apprenticeships?

Or is this something different – is this hinting at having one single system of funding for all post-18 education at whatever level? If based on loans, that would reduce the value of the current apprenticeship offer – and it would not help with recruitment to achieve the government’s target. But there could be – the government is piloting a flexible lifetime learning fund.

It is interesting that the two quotes alongside the PM’s on the website are from the CBI and David Hughes, Chief Executive of the Association of Colleges, who said:

  • “I am very pleased that the Review is looking at the whole system of post-18 education funding. The growth in higher education numbers and the widened access has almost exclusively been for young people taking traditional 3 year undergraduate degrees. That is good news for our economy and for society, and must not be damaged going forward.
  • However, that very growth has been at the expense of adequate and fair investment in the 50% of young people who leave education at 18 and who want to study to higher levels later. Their opportunities have been hampered because of the lack of attention, leading to fewer chances, less funding and a lack of support for them to learn whilst working.”

It will be interesting to see what questions the review starts to ask and where this goes.

It’s all about skills

Consistent with the Industrial Strategy, the term of reference talk about skills.  The Industrial Strategy has a focus on skills which is supported by a whole raft of educational policies, some before 18, such as the new T-levels, and some mentioned already, such as Institutes of Technology and degree apprenticeships.  This is another area where it will be interesting to see what more the review will do beyond the policies already announced. After all, Baroness Wolf was the author of the review on vocational education for 16-19 year olds.

Of course, there is also the potential link between skills and differentiated fees or funding (see below).

It’s about fairness and access

The first point is about access, progression and success for people from disadvantaged backgrounds – a consistent theme from the PM since her appointment – the “great meritocracy” and a focus on social mobility. This is enshrined in the rules of engagement for the Office for Students, and we are eagerly awaiting the first set of guidance from the Office for Students on the next round of fair access agreements. So the review might look at how this is going and what more could be done – although it seems a bit early as this the first opportunity the OfS will have had since taking over.

The second point is very important.   You won’t have missed the many calls from students, the NUS, UUK and others to remember that tuition fees are not the whole story – and that day to day, the real worry for many students is their living costs.

  • Unlike tuition fees, which for undergraduate students are covered in full by loans paid directly to universities, so that they never see the money or the bill until much later, concerns about maintenance costs directly affect students while they are at university.
  • Maintenance loans are means tested based on family income. They therefore fluctuate each year, leaving parents to make up the difference. Not all parents are able, or willing to do that, especially when the assessment depends on last year’s income – which may have changed.
  • The cost of living for students can be extremely high, especially in London, but also depending on the available accommodation – so even students with a full loans are unlikely in many cases to have enough money to cover all their living expenses.
  • Students may have to work to support themselves, which can have an impact on their studies.
  • There are concerns about the impact that this pressure has on the wellbeing and mental health of students.

So many have called , not least UUK, to look at a reintroduction of maintenance grants for disadvantaged students. Could this be the big change that this review will recommend?

Before anyone gets carried away, though, the terms of reference refer to support from the government and from universities and colleges. Is this a reference to the question of bursaries – OFFA have for a long time questioned the effectiveness of bursaries in supporting access and with the new focus on participation and outcomes this area may now be looked at again.

According to OFFA, in 2015/16, universities spent:

  • £447.5 million on financial support, of which:
    • £428.8 million on bursaries, scholarships and fee waivers (discounts) for lower income students and other under-represented groups. The vast majority of this money (87 per cent) went to the poorest students i.e. those with a household income under £25,000
    • £18.7 million on hardship funds for students experiencing severe financial difficulties.

Could universities be directed to increase bursary funding (and presumably not reduce other fair access expenditure)? That seems unlikely given the OFFA view that bursaries don’t necessarily improve access – OFFA have recently challenged institutions to collect evidence about impact. Maybe there are different ways of organising bursaries.

There are already concerns expressed in the new regulatory framework about universities gaming the system to improve outcomes by cutting back on WP students but the conflict would be even greater if universities have to fund maintenance costs for WP students. So universities may be calling for incentives and support if the funding is to come from them and not in the form of grants.

So it’s about fees and funding?

So while we have said above that the review is about the system, about skills and about social mobility, of course fees and funding are at the heart of the review. Aren’t they?

What the PM said was:

  • “But the review will also look more widely, and examine our whole system of student funding.  There are many aspects of the current system which work well.  Universities in England are now better funded than they have been for a generation. And sharing the cost of university between taxpayers as a whole and the graduates who directly benefit from university study is a fair principle. It has enabled us to lift the cap on the number of places – which was in effect a cap on aspiration – so universities can expand and so broaden access.
  • But I know that other aspects of the system are a cause for serious concern – not just for students themselves, but parents and grandparents too. This is a concern which I share. The competitive market between universities which the system of variable tuition fees envisaged has simply not emerged. All but a handful of universities charge the maximum possible fees for undergraduate courses.
  • Three-year courses remain the norm.
  • And the level of fees charged do not relate to the cost or quality of the course. We now have one of the most expensive systems of university tuition in the world.  We have already begun to take action to address some of these concerns. We scrapped the increase in fees that was due this year, and we have increased the amount graduates can earn before they start repaying their fees to £25,000.
  • The review will now look at the whole question of how students and graduates contribute to the cost of their studies including the level, terms and duration of their contribution. Our goal is a funding system which provides value for money for graduates and taxpayers, so the principle that students as well as taxpayers should contribute to the cost of their studies is an important one. I believe – as do most people, including students – that those who benefit directly from higher education should contribute directly towards the cost of it. That is only fair. 
  • The alternative – shifting the whole burden of university tuition onto the shoulders of taxpayers as a whole – would have three consequences.
  • First, it would inevitably mean tax increases for the majority of people who did not go to university, and who on average earn less than those who did.
  • Second, it would mean our universities competing with schools and hospitals for scarce resources, which in the past meant they lost out, putting their international pre-eminence at risk.
  • And third, it would mean the necessary re-introduction of a cap on numbers, with the Treasury regulating the number of places an institution could offer, and preventing the expansion which has driven wider access in recent years.
  • That is not my idea of a fair or progressive system.”

So no major review of the funding system, then. Instead it will look at “the whole question of how students and graduates contribute to the cost of their studies including the level, terms and duration of their contribution”. That’s not a shift away from loans to government funding of HE although it may be a shift towards renaming and changing the current system as a graduate tax of some form. It suggests a review of interest rates, and of the 30 year repayment term. Many will argue that this is not the “whole question” at all. And of course the review may be faced with overwhelming evidence that there is more to the issue than this, despite the assumptions made at the start.

And the Prime Minister herself chose to describe the system as broken:

  • “…we must have an education system at all levels which serves the needs of every child. And if we consider the experience which many young people have of our system as it is, it is clear that we do not have such a system today.”

This is a direct response to the argument that young people turned to Labour partly as a result of the Labour position on fees – see my blog for the Lighthouse group on this. More recent research has questioned whether young people really did turn out in force after all.

It is worth mentioning here that the idea that the PM has just realised that tuition fees are high is odd – but apart from the point that this is a result of her own party’s policy in the coalition government there is a real point here – i.e. that nearly all courses cost the same. Many of those involved in the changes to tuition fees – including David Willetts, have said that was not what was expected. I have heard, but have not seen any analysis, that although fees generally replaced HEFCE funding (so no windfall), there was an uplift in university income because the modelling did not assume that the full amount would be charged for all courses. Of course the change in the student number cap has meant an increase in income as well – but with associated costs.

The news over the weekend was all about differentiated fees. There is nothing about that as an outcome in the terms of reference.   They do however refer to the problems that might drive the review towards differentiated fees

  • the fact that most universities charge maximum fees for their courses (implication is that this may not be value for money – but the value for money section doesn’t refer to it
  • the fact that graduate debt has increased but salaries haven’t
  • the issues raised by the PM in her speech “…the level of fees charged do not relate to the cost or quality of the course”.

There are various ways that fees could be differentiated, on cost, on quality, on outcomes, or by having differentiated fees for different groups of students, different fees for course that support the skills agenda, for example, or a combination of all of them. Read some of our earlier analysis of this in my blog for the Lighthouse Group in October. See what students think about this idea in the section about the HEPI report below.

We’ll be watching and reporting on the next steps and the main ideas raised be commentators over the next months.

Differential tuition fees

Talk of differential tuition fees has been constant over the last year and as described above this is a likely feature of the review. The Higher Education Policy Institute (HEPI) have responded by publishing a report Differential tuition fees: Horses for courses? summarising the debate and results from a relevant student survey.

Here are excerpts from HEPI’s briefing on the report’s contents:

  • around two-thirds of students (63%) think full-time undergraduate courses should all have the same fees while one-in-three disagree (33%)
  • when asked to state a preference, students prefer higher fees for ‘courses that cost more to teach’ (57%) than ‘courses that lead to higher earnings’ (17%) or ‘courses at more famous universities’ (7%)
  • when questioned about the possibility of introducing higher fees for some subjects, more than half of students (52%) say higher fees might be justified for Medicine but just 7% think they could be justified for Arts (such as History or English) and only 6% for Modern Languages
  • when questioned about the possibility of introducing lower fees for some subjects, 39% say lower fees might be justified for Arts (such as History or English), but just 9% think they could be justified for Law and only 8% for Physics
  • most students (59 per cent) oppose lower fees for poorer students, although a substantial minority (38 per cent) back the idea

The survey was conducted using YouthSight’s Student Omnibus survey, which is the UK’s largest panel of young people, and there were 1,019 full-time undergraduate respondents. Quotas were set on gender, university type and year of study and weights were applied to ensure a balanced sample. Respondents received a £1 Amazon gift voucher

There is a lack of consensus among those who favour greater differentiation in fees for undergraduate students:

  • some want lower fees for science and engineering courses;
  • some want lower fees for disadvantaged students;
  • some want lower fees for less prestigious universities;
  • some want lower fees for courses that tend to deliver poorer outcomes;
  • some want lower fees for courses that tend to deliver higher earnings;
  • some want lower fees for less intensive courses; and
  • some want a free for all with no fee caps.

The possibility of introducing greater price differentiation for undergraduate degrees has been under discussion for at least 20 years, since the Dearing report appeared in 1997. Variable fees for undergraduates were the most controversial aspect of Tony Blair’s Higher Education Act (2004), the main recommendation of the Browne review (2010) and promised by the Coalition.

Nick Hillman, Director of HEPI, said:

  • ‘Different degrees are already meant to cost different amounts but, in England, fees have bunched up at the maximum price of £9,250 a year. Moving to a system of truly differential fees has many influential supporters. Some people seem to think having different fees for different degrees is inevitable. But the supporters of differential fees are deeply split on who should pay less and who should pay more, while most students reject the whole idea. At first glance, differential fees appear to have some advantages. It seems they could help poorer students, send signals about the value of different courses or help satisfy labour market needs. But, on closer inspection, these benefits prove to be largely illusory. Students are not price sensitive when choosing courses and differential fees are not even guaranteed to bring extra resources to universities. There are sound reasons why course fees have bunched at the level of the current fee cap. In opposing differential fees, students appear – yet again – to understand the logic of the current funding system better than many of its critics. It is vital the Government’s funding review takes the whole picture in to account.’

Treasury Committee Student Loan Review

Before the major review of HE was announced the Treasury Committee published the outcome report of its review into student loans.

  • The report found no justification for student loan interest rates to be above the market or inflation rate and called for the Government to ditch the ‘flawed’ RPI method of interest calculation.
  • It criticised the accumulation of loan interest pre-graduation.
  • The committee concluded that reducing tuition fees would be regressive (only the highest earning graduates benefit and university funding would reduce).
  • The report criticised the replacement of grants with maintenance loans inferring the government was creating additional barriers for the very students they were trying to encourage to attend University.
  • A fundamental rethink of part time funding should take place
  • Sharia-compliant student loans should be introduced as soon as possible
  • Simplify the system to ensure that student finance is better communicated
  • The report recommended the Government consider transferring responsibility for loans away from the Student Loans Company to HMRC.

Reported in Research Professional the Treasury Committee said:

  • …it welcomes the planned major review of student financing and university funding, initially announced in October 2017. However, it said it hoped that the universities and science minister Sam Gyimah would keep more of an “open mind” than his predecessor Jo Johnson, who “regrettably” ruled out radical change to the system through the review.

Knowledge Exchange Framework (KEF)

Read John Vinney’s blog KEF: the missing HE accountability link, or an unnecessary distraction? published by Wonkhe. The blog considers how a discipline level KEF with a wider set of benchmarked metrics supplemented by qualitative assessment would benefit the sector. It calls for Government to reconsider the limitations of the current KEF proposals:

  • One of the often-repeated strengths of the REF is that it allows excellence to be highlighted and celebrated (and funded) wherever it is found. The KEF could do the same for knowledge exchange. But not without a much broader view of knowledge exchange, and a much wider, more meaningful, and fairer assessment. The definition phase for the KEF seems to have been skipped in a rush towards more metrics – we hope that it will be reconsidered.

Widening Participation

A parliamentary question focussed on low household income applicants:

Q – Dan Carden: To ask the Secretary of State for Education, what steps his Department is taking to increase the number of people from lower socio-economic backgrounds applying to university.

A – Sam Gyimah:

  • Widening participation is a central priority for this government….The independent Office for Fair Access, led by the Director of Fair Access (DfA), is the regulator currently responsible for widening access to higher education (HE) in England (a function that will soon transfer to the Office for Students). HE providers wishing to charge tuition fees above the basic fee level must have an Access Agreement, setting out their targets and planned expenditure to improve access for disadvantaged and under-represented groups, and approved by the DfA.
  • The department is introducing sweeping reforms through legislation. The Office for Students (OfS) will have a statutory duty to promote equality of opportunity, across the whole lifecycle for disadvantaged students, not just access. As a result, widening access and participation will be at the core of the OfS’ functions. The department’s reforms will introduce a Transparency Duty requiring HE providers to publish application, offer, acceptance, dropout and attainment rates of students by ethnicity, gender and socio-economic background. This will help to hold the sector to account for their record on access and retention of students from lower socio-economic backgrounds.

Consultations

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JANE FORSTER                                            |                       SARAH CARTER

Policy Advisor                                                                     Policy & Public Affairs Officer

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