Tagged / student experience

HE Policy Update for the w/e 18th October 2019

Nationally, of course, this week has been dominated by Brexit and the Queen’s Speech. The biggest HE story has been OfS’ launch of their Value for Money Strategy.  We have missed out Brexit because it is dating too quickly and other sources are available!

NSS – more change to come?

The OfS have announced that they are reviewing the NSS (again).

  • In the next few months, detailed analysis of recent trends will be published: areas for which levels of satisfaction have increased, and where the survey results indicate that more work needs to be done to improve students’ experience. We will also be looking at some of the key themes emerging from the student comment sections, which offer respondents the opportunity to comment on an open-ended question.
  • Like all such surveys, however, the NSS has its limitations. It only surveys final year undergraduate students: those on shorter courses, or in other years, are currently excluded.
  • The survey also has its critics. There have been mixed views about its role in the TEF, with some querying whether NSS provides a proxy for teaching quality, and others disappointed that it doesn’t carry enough weight in the TEF. Some have questioned the design of the survey – for example, its use of a five point ‘Likert’ scale. Others have queried its timing. Students are asked to complete it at a stage in their final year when many will be doing their assessments.
  • ..this review…will include:
    • Plans to pilot an expanded survey for all undergraduates – not just those in their final year, as at present – phased over the next two years. Expanding the NSS in this way will give a voice to all students and will provide a much richer picture of the student academic experience.
    • Comprehensive review and testing of the survey questions (and scales) to ensure they remain fit for purpose, making changes where appropriate.
    • Plans to explore new survey questions around student mental health and wellbeing provision – something we are hearing strongly from students they wish to see.
  • There will be opportunities for you to have your say in the course of a consultation to be launched in spring 2020. More detail on the consultation will follow later this year.

Outcomes for Disabled Students

The OfS have had a busy week. They have published a new Insight Brief on outcomes for disabled students.

  • Disabled students are now a vital and significant part of campus life. However, challenges remain. Disabled students are less likely to continue their degrees, graduate with a good degree, and progress onto a highly skilled job or further study. This Insight brief asks what universities and colleges are doing to rectify these problems. What can the data tell us about the extent of these access and participation gaps? Are teaching and learning practices inclusive enough? Are funding changes exacerbating the difficulties that disabled students face?
  • The OfS is concerned about persistent gaps in access, success and progression for disabled students. We are looking to ensure that universities and colleges close these gaps through our regulation of providers’ access and participation plans and our funding and promotion of effective practice.
  • Teaching and learning in higher education is becoming more inclusive, but these positive developments are uneven. Universities and colleges could go further by, for example, offering alternative formats of course materials as standard, and ensuring more buildings are accessible.
  • Through the Disabled Students’ Commission, we will bring together a range of experts and educators, including a student representative, to highlight the barriers which remain and explore ways to dismantle them.

The brief cites “Effective practice for universities and colleges [taken from the Institute for Employment Studies, ‘Review of support for disabled students in higher education in England’, p5]

To better support disabled students and progress towards a more inclusive environment, universities and colleges need:

  • their senior management to commit to inclusive practice and culture
  • to involve all university staff in encouraging students to disclose an impairment.
  • more comprehensive written policies detailing inclusive support
  • to take a whole institution approach to inclusive support
  • build considerations of inclusivity and accessibility into curriculum design and programme review
  • to offer alternative formats of lectures and course materials as standard practice
  • to build considerations of inclusivity and accessibility into purchasing of services and equipment
  • better sharing of good practice internally and across the sector
  • better advice, guidance and training on digital accessibility for staff.

Queen’s Speech

Her Majesty has read her speech, wearing full robes and crown (last time she was in a suit and hat). You can read the Speech in full and the background briefing which provides a bit more detail and sets out a summary of the 26 bills. Not all the changes are legislation. The contents page contains links (useful because it is 130 pages long).

There is a nice explainer from the Institute for Government.

  • The Queen’s Speech can be voted down. This would be of major political significance, as it would clearly call into question the ability of the government to command the confidence of Parliament. Historically, a defeat on the address has been treated as an implicit loss of confidence in a government as it suggests that there is no majority to be found in the Commons for its programme for government.
  • It is rare for the government to be defeated on the address in the Commons – as governments usually have a majority in the House. But it has happened – most recently in 1924, when Stanley Baldwin’s minority government was defeated. Baldwin then resigned as prime minister, and the opposition went on to form a new government.
  • As no government has been defeated on the address since the passage of the Fixed-term Parliaments Act (FTPA) in 2011, it is unclear what would happen if such a situation were to arise. This is because a defeat on the address would not meet the requirements under the FTPA to trigger an election. But any defeat might encourage the opposition to then table a formal vote of no confidence, under the FTPA, in the government. There would also be intense political pressure on the government.

The PM has already said if the Government is defeated on the Queen’s Speech vote he does not intend to step down.

On HE specifically, the briefing notes say:

  • We are committed to making sure that higher education funding reflects a sustainable model that supports high quality provision, maintaining our world-leading reputation for higher education and delivering value for money for both students and the taxpayer.
  • We want to ensure we deliver better value for students in post-18 education, have more options that offer the right education for each individual, and provide the best access for disadvantaged young people.
  • We want to establish the UK as a global science superpower, building on our existing world-excellence. We will boost public R&D funding, launch a comprehensive UK Space Strategy, introduce a fast-track immigration scheme for top scientists and researchers and develop proposals for a new funding agency.
    • Backing a new approach to funding emerging fields of research and technology, broadly modelled on the US Advanced Research Projects Agency. We will work with industry and academics to finalise this proposal
    • Reducing bureaucracy in research funding to ensure our brilliant scientists are able to spend as much time as possible creating new ideas, not filling in unnecessary forms.
  • The R&D funding plans we will unveil in autumn 2019 will help accelerate our ambition to reach 2.4 per cent of GDP spent on R&D by 2027. This boost in funding will allow us to invest strategically in cutting-edge science, while encouraging the worlds most innovative businesses to invest in the UK.
  • There will be a Medicines and Medical Devices Bill to “Allow the UK to take a lead role in global research to find cures for rare diseases and improve treatments for patients around the world”.

Other relevant highlights:

  • An immigration bill, ending free movement, will lay the foundation for a fair, modern and global immigration system. My Government remains committed to ensuring that resident European citizens, who have built their lives in, and contributed so much to, the United Kingdom, have the right to remain. The bill will include measures that reinforce this commitment [Immigration and Social Security Co-ordination (EU Withdrawal) Bill]. 
  • Measures will be brought forward to support and strengthen the National Health Service, its workforce and resources, enabling it to deliver the highest quality care. New laws will be taken forward to help implement the National Health Service’s Long Term Plan in England, and to establish an independent body to investigate serious healthcare incidents [Health Service Safety Investigations Bill].
  • My Government will bring forward proposals to reform adult social care in England to ensure dignity in old age. My Ministers will continue work to reform the Mental Health Act to improve respect for, and care of, those receiving treatment.
  • My Ministers will ensure that all young people have access to an excellent education, unlocking their full potential and preparing them for the world of work. 
  • A white paper will be published to set out my Government’s ambitions for unleashing regional potential in England, and to enable decisions that affect local people to be made at a local level.
  • My Government is committed to establishing the United Kingdom as a world-leader in scientific capability and space technology. Increased investment in science will be complemented by the development of a new funding agency, a more open visa system, and an ambitious national space strategy.
  • My Government will take steps to protect the integrity of democracy and the electoral system in the United Kingdom.

Plus: criminal justice, longer sentencing, sustainable fiscal strategy allowing investment in economic growth, post-Brexit regimes for fisheries, agriculture and trade, financial services, domestic abuse, divorce, pension regulation, national infrastructure strategy, a Drones bill, railway reform and broadband, environmental protection, animal welfare, defence.

During the parliamentary debates on the Queen’s Speech this week Labour’s Angela Rayner (shadow Education Secretary) called for the restoration of university maintenance grants and the implementation of a system of post qualification admissions. There has been a reinvigorated wave of parliamentary questions surrounding research and outward mobility programmes. And the Royal Society published their analysis of Brexit’s harm to UK science research. Finally, Wonkhe dissect the mention of research funding within the Queen’s speech.

OfS Value for Money Strategy

I think I was expecting something new.  But no.  Read their news story here

According to a 2018 survey commissioned by the OfS, just 38 per cent of students believe their course offers good value for money.

The value for money strategy, published by the OfS today, identifies the ways in which the OfS will deliver better value for money for students and taxpayers – in line with the priorities identified in the 2018 student survey. The strategy also defines the OfS’s regulatory role in these areas and outlines how it will measure its success.

Among the priorities identified are:

  • improving teaching quality – over 90 per cent of students responding to the OfS survey felt that the quality of teaching, assessment and feedback are very important in demonstrating value for money
  • promoting transparency around fees and funding – 88 per cent of respondents said that seeing a breakdown of how fees are spent would be helpful in judging value
  • protecting students as consumers and improving consumer information – 24 per cent said they were not informed or prepared for the level of costs that came with being a student
  • securing positive employment outcomes – 65 per cent of respondents said getting a job and earning more were important factors in judging value for money.

The OfS will continue to survey students and graduates to measure student perceptions of value for money, the outcomes of which will form one measure of its progress in this area. The OfS will also consider measures of student experience and outcomes, including the National Student Survey, the Graduate Outcomes Survey, and data on graduate earnings.

The actual strategy is here but you’ve pretty much got it in the bullets above.

This is their definition of value for money:

  • Students receive value for money when they experience the full benefits of higher education – both during their studies and afterwards – in exchange for the effort, time and money they invest.
  • Taxpayers receive value for money when higher education providers use public money and student fees efficiently and effectively to deliver graduates, from all backgrounds, who contribute to society and the economy.

In the document, they also say:

  • We recognise that value for money means different things to different students. Tracking students’ perceptions of the value for money of their education will allow us to monitor progress without imposing our own definition on students.

So they are going to measure something that is not defined, when they know it means different things to different people at different stages?  And if it doesn’t improve they will hold universities to account for not improving something that is not defined? Is that unreasonable?

To be fair, they are also going to

  • assess value for money for students and taxpayers by analysing data on the benefits that have been delivered – for example positive student outcomes – and comparing this with data on the costs incurred”.

And this:

  • While our focus is on student outcomes, we make sure that providers use any income from taxpayers appropriately in delivering these outcomes. Providers receiving funding from the OfS or UK Research and Innovation (UKRI) must comply with our conditions of registration. This includes demonstrating that they have adequate and effective arrangements in place to manage public money appropriately and in accordance with the principle of value for money – it must be used economically, efficiently and effectively. These requirements apply even if a provider passes funds to another entity to deliver teaching or research. We will issue further guidance for providers about how they can meet these requirements.
  • We collect Transparent Approach to Costing (TRAC) data from providers in receipt of OfS funding to establish the cost of their various activities18. The data is benchmarked so providers can understand the cost of their activities in comparison with other similar providers. This helps them to determine where they can improve the value for money they offer to students and taxpayers.

How is BEIS getting on?

The National Audit Office has published a Departmental Overview for BEIS, describing what it does, its spending, recent and planned changes, and what to look out for across its main business areas and services. A summary of their overview prepared by Dods is below – it acts a good lookahead for certain projects and the likelihood of targets being met.

Specifically of interest are details on delivering an industrial strategy and investing in science, research and innovation. It recommends keeping an eye on whether the Department is stimulating additional investment from private sector companies in research and development to support the government’s target of spending 2.4% of GDP on research and development by 2027. This has been a key area of concern, given that the uplift required from Government to reach 2.4% without private sector support would be huge. It is widely expected that reaching 2.4% will rely very heavily on private sector investment. Key developments identified in this area are as follows:

Industrial Strategy Challenge Fund

  • The Industrial Strategy Challenge Fund is a key part of the government’s Industrial Strategy. The Fund, which is administered by UKRI, provides investment in projects that seek to address the grand challenges. The Fund is organised in waves.
  • In 2018-19, £325 million was invested across Waves 1 and 2. The Fund is also a key part of the government’s aim for 2.4% of GDP to be spent on research and development by 2027.

Productivity review

  • In May 2018, the Department launched a call for evidence to review the actions that could be most effective in improving the productivity and growth of small and medium-sized businesses. The Department has yet to publish the results of its review.

Things to look out for:

  • How the Department is monitoring the progress of the projects that were awarded funding through the Industrial Strategy Challenge Fund, and the extent to which they help to address the four grand challenges.
  • Whether government support is stimulating additional investment from private sector companies in research and development to support the government’s target of spending 2.4% of GDP on research and development by 2027.
  • Whether the Department and other government departments are coordinating effectively to deliver the Industrial Strategy, including the actions taken by the Industrial Strategy Council.

The report outlines the 5 objectives of the Department:

  1. Deliver an ambitious industrial strategy; increase UK economic performance and earning power, whilst promoting scientific innovation and local growth.
  2. Maximise investment opportunities; increase investment and employment following Brexit and maintain business and investor confidence amidst deal preparations/ exiting the EU.
  1. Promote competitive markets and responsible business practices; Secure better outcomes for consumers by creating a more competitive environment for businesses and improve corporate governance.
  1. Ensure the UK has a reliable, low-cost and clean energy system; Provide clean, secure and affordable energy supplies for consumers and businesses and support clean growth and promote global action on climate change .
  1. Build a flexible, innovative, collaborative business-facing department; Elevate the Department to an exceptional standard and enable digital, data and technology to deliver services for staff, people and businesses.

Education Statistics

The DfE have released lots of statistics

  • Destinations of KS4 and 16 to 18 KS5 students (2018) remains static with 94% of pupils were in sustained education, employment or apprenticeships in the year after key stage 4, unchanged from 2016/17. Overall, 88% of students (who took mainly level 3 qualifications) went to a sustained education, apprenticeship or employment destination. Students taking qualifications at level 2 and below were less likely to have a sustained destination overall. However, they were more likely to enter apprenticeships and employment.
  • A level and other 16 to 18 results (2018) – A level attainment increased for students at the end of 16-18 study in comparison to 2018.

A schools funding announcement was also made this week.

Other news

Brain retain: An early day motion in Parliament congratulated Glasgow which resume.io have recognised as the top graduate destination.

Commuter Students: HEPI have a blog on commuter students arguing that a student centred model is essential for both residential and commuter students. However, the blog, written by the VC of Manchester Met says three overarching strands of support would compensate commuter students for their lack of residential experience:

  • The first is to ensure that we use data on the journey of individual students to inform the support that we give them. We are investing in a Student Journey Transformation Programme that aims to ensure we have a clear picture of each student and their needs. The approach uses technology in an innovative way to support students and enable staff to identify any potential issues at an early stage.
  • The second dimension is campus design, where even simple things such as lockers can make a difference. Lockers mean commuter students do not have to carry around a day’s worth of materials. This removes a practical barrier to taking part in activities and events. Access to plug sockets means they can charge laptops and phones, supporting them to work on campus.
  • We are also working to provide more areas for students to spend time between timetabled sessions and to build their academic community. If the only options are studying in the library or sitting in a catering outlet where there is an expectation to buy something, there is a greater likelihood that students will drift off campus.
  • Thirdly, clear, sensible timetabling helps students plan their week, including travel, work and family commitments. While we have long provided personalised timetables for each student, we are looking at what more we can do. In one faculty, we have identified programmes with high numbers of students with caring responsibilities and scheduled lectures for a restricted number of days with start and finish times that accommodate these responsibilities. We need to understand the effects of this pilot, especially how well it supports students, before extending it.

Student Carers: Wonkhe have a new blog: Carers need more visibility in HE.

Student Votes: Wonkhe detail a piece by i News reporting that the number of students and young people registered to vote has spiked by around 50 per cent when compared to a similar period before the last general election.

Apprenticeships/Disability: HEPI have a blog on the new apprenticeship system and whether it works for disabled students.

Trust: The OfS blog on how leaders can rebuild public trust.

Lecture alternatives: The Wonkhe blog Is the lecture dead? considers an alternative learning model.

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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 27th September 2019

What a week! Parliament is sitting (but not quietly) and there is lots of coverage from the Labour Party conference including the fringe events.

Fresher loneliness

Fresher loneliness: The British Association for Counselling and Psychotherapy and Louise Knowles (Sheffield University) have spoken out on tackling loneliness during the first few weeks when starting university.

  • For many, the thought of Freshers’ Week conjures up images of non-stop partying, a whirlwind introduction to university life and new places, opportunities and friendships. But for some students it also brings a feeling of anxiety, isolation and the start of a long battle against homesickness.
  • Fresher’s Week can be a culture shock. Some students relish this and enjoy the excitement, but others are like a rabbit caught in headlights.
  • Being isolated affects your psychological wellbeing. When they start at university, many students have lost the comfort of home, someone to cook for then, that structure they had, their community of family and friends for support.
  • It’s especially true for marginalised students – such as international, disabled or mature students. They can feel at a loss. They will wonder ‘is there anyone else like me here?’ or ‘where can I get support?’

Having a sense of community can be key to helping a student overcome homesickness.

Sense of belonging

  • “They need to build up that sense of community, that sense of belonging.
  • “Some students can be very reserved. They might not be comfortable in large social groups or going out clubbing all the time with lots of new people. They might find it easier to join smaller, informal groups, and look for activities on a smaller scale to join in.
  • “We have to push ourselves a little bit to put ourselves out there and build a new community, but not to the depths of despair.”

There are university societies to pretty much cover every interest and hobby, as well as for specific groups of students, and they can often help people form a much-needed community to help them settle in.

Preparation

  • “Some students haven’t had much preparation for university. If they’ve accepted a place through clearing they may not even known where they were going until a few weeks before. It does help to familiarise yourself with where you’re going and what life’s going to be like before it’s thrust on you in the first week of term.

Freshers’ Week and the following few weeks can be a bit of a blur. Some people want to jump in and do everything. Others want to familiarise themselves with university life more slowly. “It’s important students remember to take it at a pace that they are comfortable with.”

Wonkhe have a fresher related blog: Are freshers the new realists when it comes to mental health support?

Initiations: UUK have published a briefing, Initiations at UK Universities, to raise awareness of the dangers associated with initiation tasks and excessive drinking among students. The briefing sets out recommendations and actions they suggest universities should take to prevent and respond to dangerous behaviours and aim to drive a change in attitudes towards these events.

The briefing includes a consensus statement on the best way forward from stakeholders across the university and health sectors and examples of emerging good practice. Here are the key recommendations:

  1. Adopt a clear definition of what constitutes an initiation which focuses on prohibited behaviours
  2. Foster cross-working and a whole university approach. This means including work to prevent initiations as part of strategies to tackle harassment and promote good wellbeing and mental health
  3. Evaluate new initiatives and share knowledge and good practice, continuously assessing progress being made
  4. Update or develop policies and practices to explicitly refer to initiation events and the problems that arise from them
  5. Ensure proportionate disciplinary processes and sanctions are in place, noting that a “zero tolerance approach” is unhelpful as it implies initiations do not happen
  6. Provide clear reporting systems and advertise support available to students
  7. Raise awareness of initiations and their risks among students and staff
  8. Organise appropriate staff training, identifying the levels of training needed for different staff. First responders will need the most training, for example.
  9. Work with the local council, licensees and partners to ensure the campus environment promotes responsible behaviours towards drinking
  10. Work with alumni to encourage an increased sense of responsibility for the safety of student groups and societies of which they were a part

Wonkhe have a new blog exploring the complexities for universities to walk the right balance over initiation.

Parliament is back

The supreme court ruled that PM Johnson was unlawful in his advice to the Queen to prorogue parliament. A summary of the court’s decision is here. In essence:

  • For present purposes, the relevant limit on the power to prorogue is this: that a decision to prorogue (or advise the monarch to prorogue) will be unlawful if the prorogation has the effect of frustrating or preventing, without reasonable justification, the ability of Parliament to carry out its constitutional functions as a legislature and as the body responsible for the supervision of the executive. In judging any justification which might be put forward, the court must of course be sensitive to the responsibilities and experience of the Prime Minister and proceed with appropriate caution.

The court ruled that Parliament was frustrated and its ability to debate the Brexit change curtailed:

  • This was not a normal prorogation in the run-up to a Queen’s Speech. It prevented Parliament from carrying out its constitutional role for five out of the possible eight weeks between the end of the summer recess and exit day on 31st October. Proroguing Parliament is quite different from Parliament going into recess. While Parliament is prorogued, neither House can meet, debate or pass legislation. Neither House can debate Government policy. Nor may members ask written or oral questions of Ministers or meet and take evidence in committees. In general, Bills which have not yet completed all their stages are lost and will have to start again from scratch after the Queen’s Speech.
  • This prolonged suspension of Parliamentary democracy took place in quite exceptional circumstances: the fundamental change which was due to take place in the Constitution of the United Kingdom on 31st October. Parliament, and in particular the House of Commons as the elected representatives of the people, has a right to a voice in how that change comes about. The effect upon the fundamentals of our democracy was extreme. No justification for taking action with such an extreme effect has been put before the court.
  • The Court is bound to conclude, therefore, that the decision to advise Her Majesty to prorogue Parliament was unlawful because it had the effect of frustrating or preventing the ability of Parliament to carry out its constitutional functions without reasonable justification.
  • The prorogation was also void and of no effect. Parliament has not been prorogued. This is the unanimous judgment of all 11 Justices.

So all bills that were previously passing through parliament are resumed and Parliament is sitting again. A recess for the Conservative Conference was not approved.  Next week will be another interesting one.

Fees and funding

Meanwhile, on Monday, Wonkhe reported that the Sunday Times confirmed that ministers have “shelved” implementing the Augar recommendation to cut full-time undergraduate English tuition fees to £7,500. Wonkhe continue:

  • This does not mean that higher education finance will not make its way into a future Conservative election retail offer to students and young people – maintenance grants, expansion of higher technical and apprenticeship qualifications, and interest rates on student loans could all plausibly feature – and would generate fewer direct comparisons to Labour’s free tuition offer. Though other parts of the Augar recommendations will perhaps make it through the month, the “big difference” that education secretary Gavin Williamson claimed the Augar review is making to his thinking, now looks quite a bit smaller.

And there is a new Wonkhe blog on the topic.:

  • The Sunday Times reports that ministers felt there was no parliamentary majority for any legislation. However:
  • Making changes to the fee cap would just require a statutory instrument. From the way HERA has been drafted it is difficult to see what the precise process would be to lower fee caps… but there is no indication that lowering fees would require such a vote.
  • The blog suggests Jo Johnson killed off the fee reduction “Six weeks would be plenty for him to kill off the idea of ill-considered tweaks to his 2017 legislation. He lost his job over opposition to the post 18 review, so given a second chance he was always going to take the opportunity to render it harmless.”

Voter registration

Electoral Registration: With the prospect of an election before the end of 2019 looming an Electoral Commission report holds particular interest for the student voter registration hurdle. They find that local government registers are only 83% complete (so between 8.3 and 9.4 million people are not correctly registered). The greatest risk factors for non or inaccurate registration are:

  • Aged 18-24 years
  • Having lived at current address for less than two years
  • Renting from a private owner
  • Being of ‘other ethnic background’ or ‘mixed background’ ethnicity

Several of the risk factors chime with the HE student demographic, which also has the additional hurdles of understanding the electoral registration process given their dual (home/study address) residence status. Alongside the de-prioritisation of registering to vote against the many other items competing for their attention when they start or return to university.

KEF is coming – and more money for knowledge exchange

A couple of significant announcements were made this week by the Universities Minister.

Universities Minister Chris Skidmore has today announced a new strategic direction for university knowledge exchange funding to drive the high performance needed to deliver the government’s commitment to raise research and development investment to 2.4% of GDP.

The measures announced at the Research England Engagement Forum event in London today, Thursday 26 September, include:

  • Confirmation that Higher Education Innovation Funding (HEIF) will rise to £250 million by 2020/21
  • Roll-out of the first iteration of the Knowledge Exchange Framework (KEF), with the first results anticipated in 2020
  • A comprehensive Research England-review of the current HEIF funding method, aiming to put the KEF at the heart of the approach
  • The launch of a joint call with the Office for Students (OfS), making £10m available for projects that evidence the benefits to students of being involved in knowledge exchange

You can find more detail here: Research England

Universities Minister, Chris Skidmore, spoke to celebrate the broad range of topics and internationalism within the Future Leaders Fellowships second wave. He also spoke about early career researchers:

  • I also want to highlight what I’ve referred to as the ‘Cinderella subject’ of education and research policy: that surrounding early career research. How can we create an environment that ensures early career researchers are not only better paid, but feel valued, that their work is properly recognised and rewarded?

And on the academic juggle:

  • I also am acutely aware that for all Future Leaders Fellows, the ability to conduct your research unhindered and free from the constraints of what should I say, ‘normal academic life’, is just as important as some of the financial investment that has been made today.
  • Pressure is experienced by us all, but I know myself as a historian, writing books late into the night, that there are few disciplines such as the process of academic thought and research creativity, that can be so adversely affected by the impositions of the outside world.
  • So I’m keen to do all I can to help investigate how to reduce these pressures, to understand where we need to refine our processes and minimise unnecessary paperwork, and find out where additional flexibilities need to be created, to clear the path for researchers to be free to conduct the research they need to.
  • This includes looking again at our various research funding models, ensuring that we are doing everything we can to unlock the creativity and imaginations of everyone working in research, whether they work in universities, research institutes or in industry.
  • It also means focussing on our efforts on that critical point in a researcher’s early career, when they feel most precarious, and when the strictures of an academic career can seem so burdensome that most choose simply to take a different path in life, away from research altogether. 

More detail on the Future Leaders projects can be found here.

Skidmore also spoke on Space and the importance of small business innovation this week.

Lastly, PM Boris visited a school and the BBC captured his talk with the children when he reminisced that he didn’t do enough work at university and frittered too much time at university. He advised them to use their time productively: “Don’t waste your time at university, don’t get drunk…use it well”.

HE Data

The OfS have released a new area based measure of access named TUNDRA (tracking underrepresented students by area). As the name suggests it is a data source derived from the tracking of 16 year old state funded mainstream school pupils in England on an area basis who participate in HE at age 18 or 19. They have also updated the POLAR4 postcode data which measures how likely a young person is to participate in HE based on their postcode. Note: POLAR 4 covers all schooling types as it is an area based measure. However, questions of the validity of any postcode based metric remain due to start discrepancies which mask disadvantage within postcode areas. And Minister Chris Skidmore has been open within his criticism over the shortcomings of this measure. The Government (and OfS) are rumoured to be quietly investing more time in understanding whether the index of multiple deprivation has potential for greater use in the future. Back on the OfS site are also interactive maps selectable by each of the four types of recognised young participation measures (TUNDRA, POLAR 3 & 4, NCOP) and the calculation methodologies for each type of measure are here.

Data guru David Kernohan of Wonkhe gallops through the main features, issues and oddities of TUNDRA in A cold spot on the TUNDRA.

OfS data – Changes in Healthcare Student Numbers

The OfS have published data on healthcare student number changes following the removal of the bursary system (2017 entrants). The data compares 2016-17 to 2017-18 highlighting:

  • An 11% drop in the number of students starting nursing courses (19,790 down to 17,630). Students aged over 21 dropped by 17%
  • A 3% increase in students starting midwifery courses
  • Little overall change in the number of entrants to allied health courses, with some courses growing and others decreasing. E.g. physiotherapy increased by 19% (250 students), while podiatry decreased by 19% (45 students)
  • Overall, the number of young entrants to healthcare courses increased by 8%, BUT the number of mature students decreased by 30%
  • Overall, there was a slight increase in entrants from the lowest POLAR4 quintiles (areas of lowest participation).

They said that the full impact of the reforms will not be evident until more years of data are available.

Yvonne Hawkins, Director of Teaching Excellence and Student Experience, said:

  • The reduction in nursing and healthcare students is a concern for the health workforce of the future. We are working in partnership with universities, Health Education England, NHS England and representative bodies to increase the numbers of healthcare students and there is emerging evidence that this work is starting to have an impact.
  • The OfS is supporting a number of innovative projects to boost take-up and development of specialist healthcare courses – as well as providing direct additional funding for the delivery of high-cost healthcare subjects. This data will help universities to identify gaps and opportunities to increase recruitment and ensure that the country is provided with the next generation of highly-trained health professionals’

Immigration: The Tier 4 Visa list which catalogues the institutions licensed to sponsor migrant students has been updated. It includes information about the category of students a provider is licensed to sponsor and their sponsorship rating.

Students

UCAS have launched the UCAS Hub which aims to bring together all a student’s research about their next steps into one place including HE and apprenticeships. UCAS describe it as: a personalised, digital space for young people considering their post-18 choices, as well as anyone thinking about returning to education.

It seems it is a week for one-stop shops as UK music have launched their own to help students and parents consider a career in the creative industries. Excerpt:

DiscoverCreative.Careers is designed to help students and their parents, guardians and teachers find out more about the careers in industries including advertising, architecture, fashion, film and television, museums and galleries, performing arts and publishing – and the routes to them.

The creative industries are growing three times faster than the UK economy as a whole and to meet the predicted growth, there is a need for more young people to choose a career in one of the UK’s most dynamic sectors. The new site will signpost users to the full range of jobs available to counter an historic dearth of good careers information for the creative sector.
The initiative is part of the Creative Careers Programme being delivered by ScreenSkills, Creative & Cultural Skills and the Creative Industries Federation supported by the Department for Digital, Culture, Media and Sports as part of the Government’s industrial strategy. The lead partners have worked with organisations covering the 12 subsectors of the creative industries to provide expert information on the range of jobs. (More content here.)

HE Participation Stats

The DfE has published statistics on Participation Rates in HE from 2006 to 2018 (and this link gives previous years of data). It shows rise in the Higher Education Initial Participation rate, a stable gap between male and female HE participation and a highest rate of 18 year olds accessing HE.  The detail is explained here.

New Insight: See the OfS press release in our WP and Access section on their new Experimental Statistics which group disadvantaged student demographic characteristics to, hopefully, provide answers to tricky questions such as why certain groups of students are more likely to drop out or encounter difficulties whilst studying.

Widening Participation and Access

Experimental Statistics: The OfS highlight new experimental statistics which consider the interaction of demographic characteristics. Imaginatively named ABCS (Associations Between Characteristics of Students) the OfS state the statistics could offer important insights on the combining factors which leader to non-access or poorer outcomes for disadvantaged students. The OfS press release says:

Associations between characteristics of students’ (ABCS) is a new, experimental set of analyses that seeks to better understand how multiple characteristics – like age, sex, ethnicity and area background – interact to affect students’ outcomes in higher education, including whether they get in to university and, if so, whether they continue beyond their first year.

The methodology could also be used in future to look at the results students achieve and whether they progress to graduate employment, and across all levels of higher education.

The kinds of findings that can be explored using the ABCS methodology include:

  • black Caribbean students aged 21-25 are at higher risk of dropping out than other students, and this risk increases dramatically when looking at those who also report having a mental health condition
  • although young female students are, on the whole, much more likely to go to university than male students of the same age, those who received free school meals were far less likely to go than those who did not.

Chris Millward, OfS Director for Fair Access and Participation, commented:

  • Our guidance encourages universities and other higher education providers to address combinations of characteristics when they are setting targets, choosing measures and evaluating their work to close equality gaps.
  • Our hope is that, in the future, measures such as these will help them better understand these interactions, and therefore target their work more effectively.
  • This work is experimental, so we are looking to users to provide feedback on all aspects of the methodology and measures. This will be crucial to any future development and use of these analyses.

Power of the Parent: FE Week has an article stating the truism that every WP practitioner knows – the power of the influencing parent on a young person considering their HE prospects. Towards the end of the article are some suggestions on how to bring parents on board.

Differentiated Fees: Colin McCaig (Sheffield Hallam) has a policy paper explaining how differentiated fees (e.g. based on higher fees for higher tariff entry points to a course) would significantly undermine widening access for underrepresented social groups. In particular they find that applicants from low income households would gravitate towards lower cost provision rather than accessing the prestigious, high tariff, high cost institutions.

Tricky Target Decisions: The Times letters to the editor contains Degrees of Privilege (scroll to half way down the page to find it) which explores the complexities (and hints towards a fairness question) in widening access targets.

Private Tuition

The Sutton Trust and Ipsos MORI surveyed schools and found that 24% of secondary teachers have offered paid for private tuition, two-thirds did so after direct approach by parents of pupils. In primary school it is 14%.  The survey also found that in 2019 27% of 11-16 year olds have received private tuition at some point during the last four years, up from 18% in the 2005 survey. The duration of the tuition isn’t stated but looking at the data it appears around 10% of the 2019 27% had tuition across multiple years in the last four years.

24% accessed the private tuition for a school entrance exam, and 37% for a specific GCSE subject, 4% because their school doesn’t offer a particular subject they wish to study.

The increase in private tuition is contentious because, unsurprisingly, the young people who receive it come from better off backgrounds (34% from high affluence households, 20% from low affluence households). The Sutton Trust’s press release says:

  • The Education Endowment Foundation (EEF), the Sutton Trust’s sister charity, has identified one-to-one and small group tuition as a very cost-effective way to boost attainment. To level the playing field outside the classroom, schools should consider prioritising one-to-one and small group tuition in their Pupil Premium spending. The government should also look at ways of funding access to such tuition sustainably, for example through a voucher scheme.
  • The Trust would also like to see more private tuition agencies provide a certain proportion of their tuition to disadvantaged pupils for free, as well as an expansion of non-profit tuition programmes that connect tutors with disadvantaged schools. Agencies like Tutorfair, MyTutor and Tutor Trust operate innovative models in this area.

The Sutton Trust’s other recommendations are available here.  The survey results are available here.

This was a limited scope survey designed to provide a yearly update to the two key questions of how many mainstream teachers are offering private tuition and how many young people are being tutors. The research does not answer questions behind the increase in private tuition, such as whether the Government’s raising of curriculum standards may have been a factor in compelling parents that can afford additional tuition to do so. However, the data shows that accessing private tuition has increased at a steady rate since 2005.

The next challenge – continuation

The Ministers have made a big WP student success speech this week. SoS Education, Gavin Williamson, and Universities Minister Chris Skidmore both spoke out to compel universities to do more to reduce dropout rates, particularly within the disadvantaged student body. The Government news story highlights how the Government are looking to the Access and Participation Plans that all registered providers are required to have as a vehicle for sector movement to improve the drop out disparity. While more disadvantaged students now access university (although students from advantaged areas are still 2.4 times more likely to access HE) there is a gap with students from lower income backgrounds more likely to drop out of university. In 2016/17 6% of advantaged students dropped out compared to 8.8% of disadvantaged. Of concern is that the drop out gap has become wider from the previous year. The news story says:

  • Ahead of… the publication of new statistics on access and participation by university regulator the Office for Students, Mr Williamson has underlined his determination to take action and ensure every student choosing to go to university – regardless of background – is supported to get the most out of the experience….[he will]…say that more needs to be done to make progress on access and participation at our world-class institutions. He will urge all universities to follow in the footsteps of institutions like Kings College and improve their offer for students from disadvantaged backgrounds.

The Education Secretary of State, Gavin Williamson, said:

  • It is not good enough that white working class boys are far less likely to go to university and black students are far less likely to complete their courses than others. We cannot let this wasted potential go unchecked any longer.
  • I want all universities, including the most selective, to do everything they can to help disadvantaged students access a world-class education, but they also need to keep them there and limit the numbers dropping out of courses. My message is clear – up your game and get on with it.

Universities Minister Chris Skidmore said:

  • Progress is being made to ensure that more disadvantaged young people are going to university than ever before, but it’s not enough to get students through the door – they must then get the right support to complete their courses too.
  • Dropouts will be a key focus of mine as Universities Minister and I will be watching carefully to see how universities respond to this challenge. I fully support the OfS in taking action if providers fail to do all they can to deliver their commitments.

The Government news story concludes:  The Government’s wide-ranging reforms to higher education has led to the publication of access and participation plans…The OfS will closely monitor all these providers to make sure they follow through on their plans.

UUK have responded to the speech – Julia Buckingham, UUK President, said: “there is more work to do” and called on the government to “quicken the progress” by “reintroducing maintenance grants for students most in need”.

Media coverage can be found in iNews and ITV.

Labour Party Conference

32 hour working week: At the Labour Party conference John McDonnell said the next Labour government will reduce the average full time working week to 32 hours within a decade. A shorter working week with no loss of pay. HEPI have a short new blog on what this might mean for university staff and whether it also applies to students who work long hours as part of their course load (medicine, health, architecture and education).

Abolishing Student Fees: Jim Dickinson from Wonkhe highlights the unknowns within Labour’s commitment to abolish student fees:

  • Blimey. Do you remember when the most interesting that happened at Labour Party Conference was Cherie Blair mouthing “the chancellor’s a liar” on her way out of Tony’s speech?
  • For higher education, the inclusion of “no fees” in Labour policy has never really been in doubt, and popped up several times in Brighton. The question is the deeper complexity – would existing debt be wiped? Would the unit of resource be protected? Would more students in England be discouraged from doing higher education in universities rather than FE colleges? What kinds of incentives will get the adults back? Will OfS be scrapped or reformed? The party is unforgivably vague or refreshingly open to ideas, depending on your perspective.
  • Labour’s Lifelong Learning Commission is expected to provide some answers, but has not produced its findings in time for conference. Gordon Marsden is furious that Gavin Williamson has announced subject TEF before the independent review has even been presented to Parliament. But given that every delegate agrees that the system is too “marketised”, the thorniest question was on student numbers. Say out loud that you’d have number caps and you look like an enemy of opportunity. Say you wouldn’t and you rule out the thing that has caused the intensification of competition in the first place. Marsden said neither, of course.

MillionPlus call for maintenance grants to be reinstated: Professor Lynn Dobbs, VC London Metropolitan University was a key speaker at a Labour fringe event. She said under a National Education Service (NES) a Labour government should restore student maintenance grants and guarantee investment, in order to deliver a well-funded tertiary education system for all. She said:

  • Guaranteeing sustainable investment across tertiary education can foster collaboration rather than competition between universities and colleges.
  • Shifting money around within education only moves problems from one part of the sector to the other, and from one set of students to other, does not address the critical issue of a real-terms reduction in investment in all of our students – none of us should EVER settle for that.

She urged for part-time and mature students to become a priority: The need to focus on part-time and mature students is much needed … Despite the populist narrative of ‘too many students’, fewer than 50% of 30 years olds in the UK have had the opportunity to experience any form of higher education – this is a low bar that we should be seeking to leap over. 

Abolishing Ofsted: There were tweets (and another tweet) and news stories from the Guardian and Politics Home on scrapping Ofsted to be replaced by a teaching standards support system. Angela Rayner: Schools will no longer be reduced to a one-word grade or subjected to a system that hounds teachers from the classroom. 

Further Education and the Fair Economy: The Social Market Foundation and the Further Education Trust for Leadership (FETL) ran the Further Education and the Fair Economy fringe event. The panel discussed further education and the opportunities it opened for elderly people, as well as disabled students. Time was also spent discussing the impact it had on social mobility and the future economy.

  • Chair James Kirkup, director, Social Market Foundation said that further education was pivotal to the future economy and insisted that politicians needed to increase their engagement in FE considerably.
  • Opinium’s research manager, Priya Minhas provided an overview of public perceptions of vocational qualifications, noting that they were well perceived in terms of practicality. However, she noted that most people saw university degrees as more useful for future careers and linked university education with more than just a skillset – they had an intellectual and social aspect too. Yet, vocational qualifications did have a reputation for helping people get into a job. She discussed the potential for “Nimbyism”, wherein people spoke positively about vocational qualifications but would not want them for their own child. However, the data did not simply support this hypothesis.
  • Lord Bassam of Brighton expressed disappointment at the gradual erosion of funding for FE, which had served to destabilise the sector and restrict access to FE for many people. He praised the Augar Review and said that it was through the review that the Government had realised that they needed to improve their work in the sector. He concluded by emphasising that if the Government truly believed in improving the quality of manufacturing in the UK, then it needed to increase support for FE.
  • Caireen Mitchell of Croydon College said that many colleges, including her own, had been forced into mergers due to financial pressures. She welcomed the announcement of £400m for the FE sector but said that far more was required. The implications of the funding shortage could be extensive, with far lower hours for a “full-time” programme compared to other European countries the primary concern for Mitchell. She also noted that health and mental health support was stretched, and extra-curricular activities were being slashed in favour of other priorities. The college could provide qualifications, Mitchell said, but a wider breadth of education was simply not possible. She linked the lack of funding to a lack of social mobility and productivity, with many low-income students unable to afford to continue in education. She said people on low-incomes needed free access to a rounded education, including subjects that were not “core” such as English and Maths.
  • Gordon Marsden MP (Shadow Minister for HE, FE & Skills) referenced the House of Lords Committee on seaside towns, noting the challenges that people in those areas had in accessing higher education and said that the educational challenges in those areas was “palpable”…The economic and political context was that skills were no longer siloed – the rise of technology meant that skillsets were far more fluid and varied than before. This, Marsden believed, made FE more vital than ever.
  • A representative from the Deaf Children’s Society noted that FE was often a better route for disabled children and asked what more could be done to assist disabled people get the careers they wanted. Gordon Marsden said that Labour had wanted to make provisions in law to put a special emphasis on disabilities generally in education and apprenticeships. The Government had not been willing to work with them so far, he said.

Immigration – What should be in Labour’s manifesto?: The session focussed on immigration policies as a whole and didn’t specifically cover HE.

  • Shadow home secretary Diane Abbot said that there was a lot of interest in immigration and that (following her own experience working in the Home Office after university) it was essential that the culture of the Home Office changed and the language it was having around migration. She highlighted a poll which suggested that in the last few years the UK had had an increasingly positive view of the benefits of immigration, with a poll this year showing that 22% of people believed immigration provided a net benefit to the UK.
  • Abbot said that Labour would look to unpick those policies introduced by both Labour and Conservative governments that tied into the hostile environment, principally that immigrants could not have access to resources once in the UK. Labour would not seek to impose salary limits for access to the UK as the £30,000 figure excluded valued professions like nurses. And that Labour would also entitle family members to join people already in the UK.
  •  Abbot criticised the Home Secretary’s commitment to end freedom of movement from day one and explained that it had to be reserved quickly because it was illegal. Abbot said that Labour would take a more liberal approach to immigration which she said had become increasingly popular.
  • Thom Brooks, professor at Durham University, offered his views on immigration, stating that an EU citizen amnesty should be introduced because the current EU settlement scheme was inadequate. He said he would like the 2014 Immigration Act to be repealed and reviewed with the view that immigration was positive for the UK overall. He also said that the Migration Advisory Committee was too small and should be expanded so there would be more expertise. He called for a Royal Commission to be conducted on immigration, which could form the basis of future immigration policies.
  • Kate Green, chair of the APPG on Migration, said that Ministers in the Home Office should be giving their civil servants a positive message about immigration and affirmed that immigration should be viewed as being beneficial to the UK. Green said that migration would rise across the world because of conflict and climate change and said that it was a shame the UK was leaving the EU because this was an important institution the UK could use to influence global issues.

Industrial Strategy, Skilled Jobs and Education; Run by the Fabian Society and the Association of the British Pharmaceutical Industry this event focused on assessing on how places, communities and regions can all see good work grow. The panel questioned what methods can be undertaken to ensure not only high employment, but also high skilled jobs. There was consensus that stronger regional strategy for providing skilled jobs is needed but also a strategy which guarantees that jobs remain “good” with the implementation of automation and new technology.

Shadow Minister for Business, Energy and Industrial Strategy Chi Onwurah MP opened the discussion on the topic of skilled jobs everywhere which she said is driving part of the industrial strategy. [Note – Labour have their own version of the Industrial Strategy.]  Key points are:

  • strong cross sector investment and a strong focus on investing in infrastructure so that people have sufficient access to jobs.
  • delivering skilled jobs as part of an industrial strategy, this would allow for some divisions to be healed amongst regions, prosperity would be delivered
  • innovation needs to be a part of the “cultural DNA of our country” and the UK needs to become an “innovation nation”; if this remains a key goal then access to skilled jobs can be broadened to those who are currently excluded
  • there should be the implementation of a National Education Service that champions adult education and enables people to reskill.
  • both the industrial strategy and education strategy should be combined and work alongside each other so that individuals can “realise their dreams”.
  • international talent is vitally important and even those who earn less than £30,000 should have access to work in the UK

Labour’s Anti-Private Schooling Motion:  At the Labour Party Conference a motion was passed intending to dismantle the private school system should Labour win the next general election. Previously Labour said they intended to close the tax loopholes available to elite private schools, redistributing this money to ‘improve the lives of all children’.  However, the motion, spearheaded by the Momentum faction, said the next Labour manifesto should include a: “commitment to integrate all private schools into the state sector…[and]…withdrawal of charitable status and all other public subsidies and tax privileges, including business rate exemption. Plus: “endowments, investments and properties held by private schools to be redistributed democratically and fairly across the country’s educational institutions”.  It also said that universities only admit 7% of students from private schools, to reflect the proportion of all pupils who attend them. More details are in this Politics Home article. Laura Parker, Momentum’s national co-ordinator, said: “This is a huge step forward in dismantling the privilege of a tiny, Eton-educated elite who are running our country into the ground.

The Letters to the Editor of the Times on Labour’s proposed abolition of private schools provide some interesting questions on how beneficial it would be to society to carry this policy through.

From the Labour NASUWT fringe event on valuing teachers:

  • Dr Patrick Roach, Deputy General Secretary of NASUWT – in some instances, teachers only had a single GCSE in the subject area they were responsible for, which had led, he added, to a culture where “as long as you are one-page ahead in the textbook of the pupils that you are teaching then that is good enough.” He lamented that this is not good enough.
  • Mike Kane, shadow schools minister, said that the Labour Party would bring an end to “toxic testing” and ensure that teachers had proper qualifications in a bid to bring “hope” back to the profession. He proceeded by highlighting how Conservative cuts to university budgets and training courses had led to an influx of unqualified teachers entering schools. He said “far too many teachers in our system are absolutely unqualified. It isn’t a profession, it is becoming more of a trade which you learn on the job”. Kane continued emphasising that forcing teachers to “teach to the test” coupled with a litany of legislation had resulted in plummeting morale.

The Class Ceiling: Barriers to Social Mobility in the UK today.  This event run by Demos and The Investment Association focused on the challenges facing social mobility today. In particular, how aspirations, access to jobs and attitudes can be altered amongst those who have the least opportunity and come from backgrounds that traditionally limits how far people go in life.

  •  Duncan Exley, former director of the Equality Trust, said that during the 20th Century there was more social mobility than in the 21st Century with the odds now greater that individuals will have a lower level job than their parents. He also said that no matter how much individuals are trained and educated, there needs to be an increase in supply of good jobs and homes if social mobility is going to occur. Finally, Exley said that there is a need to support collective wellbeing to encourage social mobility, as this in turn unleashes individual opportunity.
  • Claire Ainsley, Executive Director Joseph Rowntree Foundation said that the perceived social mobility problem is particularly worrying – younger people are less likely to believe that it is hard work and talents that gets them on in life, as most see background and parents as responsible for where they end up. Ainsley argued that this is a problem that needs to be tackled if levels of social mobility are going to improve. She continued that in order to properly address social mobility problems, bright young people from deprived backgrounds aren’t the only ones that need to be given attention, but maybe those who are older too; the lens on social barriers and mobility needs to shift.
  • Seema Malhotra, MP for Feltham and Heston, framed her remarks on social mobility about “creating conditions for success”. She said that there needs to be an increased readiness to learn amongst people, the opportunity to dream and a desire to achieve. Malhotra commented that not only do attitudes towards young people need to change if social mobility is to improve, but she also said that attitudes within families and communities that traditionally hold people back when there is an attempt to create opportunity need to be altered. She explained that young people are experiencing cumulative impact effects, whereby they are absorbing their parents’ anxieties about housing and this in turn is limiting their own mobility; Malhotra attributed this whole issue to poverty and austerity. Malhotra discussed what she called “the pillars of prosperity” –  she said that the education system needs to create conditions for success and that the levers and relationships within communities and society need to assist in creating opportunity.  To conclude she spoke on how there is a “fundamental” issue about human flourishing and providing mechanisms that support this; this is something that must start early in life and should be sustained if social mobility is to improve. Whilst this isn’t really a policy goal currently, she argued that it should be a central approach to the creation of policy.
  • CEO of the Investment Association, Chris Cummings, said industry should be prioritizing ‘potential’ over ‘polish’. Cummings said that financial services specifically has a bad habit of employing the “best” people – those that have good academic qualifications, perform very well at interview and have a high degree of social capital. However, Cummings said that this often leads to a “group thinking” attitude, instead of prioritizing diversity of thought, which in turn can be highly beneficial, and give overall better outcomes and returns. He said that if industry isn’t diverse in the way it thinks then decisions can often become constrained. Cummings described his own organisation as implementing an hour glass model, rather than a pyramid, to provide opportunity to those who can bring a “different dimension” to the world of work.

Labour’s cradle to grave careers service and the quality of careers advice was also discussed.

A guest blog from SUBU

Our guest blog series by Sophie Bradfield of SUBU continues this week

With a new cohort of students joining us this week, Unite’s recent report with HEPI on ‘The New Realists’ can help us gain some insights about prospective students, students enrolling and already enrolled at BU.  The aim of the report is to “investigate young people’s transition to university, their expectations and their experiences in the first year, looking at both academic and non-academic aspects.” There are 4 stages to the research: desk research, online communities, friendship triads, and a quantitative survey. (You can download the full methodology here). Respondents are diverse with a range of genders, nationalities, ethnicities, grades achieved, sexualities and abilities, ensuring a reflective view of the student mind set. 5,108 students were surveyed, with a fairly even split between applicants (2,535) and first year students (2,573). The majority of these respondents are in the 16-19 age bracket (86%) with the remaining 14% in 20+ age bracket. The report has 3 key themes which I have unpicked below.

Key Theme 1: University Provides a Bridge to a Stable Future

One of the key findings from the report is the general belief carried by generation Z that University is a way to foster stability in an unstable world where their futures are otherwise uncertain. 69% of respondents agreed “going to University is the only way to make sure I’ll get the life I want”. 68% felt they would face more challenges than their parents in becoming successful in life which may be because 59% felt there is more “chaos and risk in the world than there was 20 years ago”. ‘Independent but not adults’ is a term used in the report to explain how students felt. I’ve heard BU students refer to themselves as feeling ‘adultish’ which links to the findings of this report and shows how widespread it is. University is a place where students can try new things, challenge themselves and develop their future selves. For many students, University is a key development time to ‘become adults’.

Key Theme 2: Students are more Diverse than ever

The report finds that more than ever, students have diverse individual identities dispelling the myth that there is a ‘typical student’. For example over a fifth (22%) of students in the research study identified as being teetotal, demonstrating a shift away from the drinking culture often associated with the student experience. As noted in the report, this means it is essential that students are continuously listened to so their education experience meets their needs.

With the research depicting a rise in students declaring a disability (including mental health); a higher proportion of Black and Minority Ethnic students (BAME); a rise in students from lower participation neighbourhoods; and a higher proportion of students identifying as LGBT+, higher education institutions are fantastically diverse places for students to develop and grow as open-minded and progressive individuals. Nevertheless, the report finds that respondents from minority and under-represented groups are slightly less likely to see themselves as successful which shows there is still some way to go to level the playing-field for all students, through empowerment and liberation.

The report also finds that over 80% of respondents combined either don’t follow trends or don’t pay attention. We can see this in the political world too; 40% of respondents didn’t identify with a particular political party. Labour came top being supported by 19% of respondents, followed by 8% supporting the Green party; 7% the Conservatives and the remaining gaining 1-3%. We’ve seen this move away from tribal politics over the last few decades but these latest results show how pertinent it will be for political parties to attract the student vote in the anticipated General Election.

Key Theme 3: Peers Play a Pivotal Role in a Successful Student Experience

The report asks students about successful aspects of their student experience.

In SUBU we’ve been asking BU students a similar question for the last 7 years in an annual student experience survey: ‘When you graduate from BU, what are the 3 most important things that will determine whether your time at BU has been as good as it could have been for you?’ With an open text response, students have always chosen the same three themes: Degree Grade, Friends Made; and Employability Prospects. This shows similar themes to the Unite report above.

The report finds that the majority of students report feeling lonely occasionally with a further 22% saying they feel lonely often and 4% saying they feel lonely all the time. The BBC loneliness experiment reported in 2018 found a higher proportion of 16-24 year olds were lonely compared with the oldest in society. Wonkhe reported on this issue earlier in the year too making the link between loneliness, student activities and mental wellbeing. The Unite report also shows that students understand that they can increase their wellbeing through socialising, making friends and taking part in activities, demonstrating the importance of balancing the academic experience with the non-academic experience whilst at University. ‘Freshers’ Week’ events are highlighted as specifically making a positive difference to the experience of students who are estranged from their parents or have been in care. Yet, more can be done ‘to help students connect, make friends and integrate when they first come to University’.

The research shows that students feel ‘pressure to solve their own problems independently or with peers’ connected to ‘transitioning to adult life’. This belief is reflected in their approach to mental health too as despite an increase in students identifying as having a mental health condition, many want to manage it themselves rather than seeking support from University services. Only half of students report their condition to their University and trust their peers far more than their University to reach out to for support. The report found that 47% of respondents considered their mental health condition to be part of who they are, forming part of their identity, however 46% also acknowledge there is still a stigma around mental health. This reluctance to seek support due to stigma and trust is something that continues to be a key area for Universities’ to address in the midst of an ongoing national debate about whose responsibility it is to ensure students get support for mental health issues.

Conclusions

The Unite/HEPI report highlights some very interesting insights from the student perspective, some of which are detailed above. Ultimately it all relates to conversations around transitions and support. There has been lots of research and work around improving the transition of students into University, for example Michelle Morgan developed the Student Engagement Transitions Model for Practitioners to demonstrate the importance of transition at all stages of University. This Unite report highlights this too; the whole University experience is a transitionary experience for many students into ‘adulthood’. As director of HEPI Nick Hillman notes, “Today’s students are not, in the main, going to university because they want to be rich; they are going because they want to absorb the lifelong transferable benefits that degrees continue to confer.” Therefore it seems Universities and Students’ Unions should continue to do all they can to shape and nurture a diverse and malleable University community for students to share, experiment and grow into progressive, engaged citizens of the future.

Inquiries and Consultations

Click here to view the updated inquiries and consultation tracker. There aren’t any new inquiries and consultations this week however, email us on policy@bournemouth.ac.uk if you’d like to contribute to any of the open inquiries or consultations.

Other news

Climate Change Funding: At the United Nations General Assembly on Monday PM Boris announced £1 billion aid funding to develop and test new technology targeted at tackling climate change in developing countries. The innovative new Ayrton Fund to give developing countries access to the latest cutting-edge tech to help reduce their emissions and meet global climate change targets.

The UK is home to some of the world’s best innovators in clean energy technology. Through the Ayrton Fund they and other scientists from around the world can work in partnership with developing countries to transform their energy sectors and reduce emissions by:

  • providing affordable access to electricity for some of the 1 billion people who are still off the grid, including through innovative solar technology for their homes
  • enhancing large-scale battery technology to replace polluting diesel generators and ensure clean energy can be stored and not lost
  • designing clean stoves like electric pressure cookers for some of the 2.7 billion people who still rely on firewood – with the smoke damaging their health as well as the environment
  • working with factories in major polluting industries like iron and steel, petrochemicals and cement to reduce their carbon output
  • improving the technology behind cooling systems so energy isn’t wasted – residential air conditioning alone is expected to raise global temperatures by 0.5°C in the years ahead; and
  • designing low-emission and electric vehicles to cut pollution and make transport systems cleaner and greener

Meanwhile Labour seem to have interwoven the environmental crisis through all their policy areas during their Party Conference this week. For example, when speaking of planned NHS reforms they said their: Green New Deal for our NHS – A Labour government will deliver the greenest health service in the world. As we rebuild our hospitals we’ll invest in solar panels and energy efficiency schemes. We’ll move to a fleet of low emission ambulances. And we’ll guarantee patients and staff a right to green space with an ‘NHS Forest’ – 1 million trees planted across our NHS estate – a tree for every member of staff.

Graduate Employment: The Times describe the biggest graduate recruiters in Top 100 Graduate Employers: bright young things flock to prison careers. In 2019 the Civil Service was the biggest graduate recruiter followed by PwC, Aldi, Google and the NHS. You’ll need to follow another link to find out about the variety of work within the prison service, however, this article talks about how young designers are influencing the prison environment.  And WONKHE have a quick and interesting new blog: Who is responsible for getting a graduate a graduate level job.

Positivity towards TEF (or not): Steven Jones (Manchester) speaks of how to harness TEF for positive gains during the SRHE conference:

  • [The Conference] was full of new ideas. Opposition to metrics wasn’t based on change-resistance and ideological stubbornness. Indeed…we urgently need to measure, understand and close differential attainment gaps in many areas, such as ethnicity. But there was consensus that current proxies for ‘excellence’ were incomplete, and creative thoughts about how they could be complemented. What about capturing graduates’ long-term well-being instead of their short-term satisfaction? Or encouraging institutions to develop their own frameworks based on their specific mission and their students’ needs? How about structural incentives for collaboration rather than competition? And a focus on teaching processes, not teaching outcomes?
  • The argument that the TEF is less about changing pedagogies than manipulating wider discourses shouldn’t bring any comfort to the sector. I tried to show how the dominant logic of teaching excellence primes the sector for more fundamental policy shifts, such as for-profit providers receiving taxpayer subsidy on pedagogical grounds. One delegate spoke to me at the end of the event to offer another example, explaining how employability-minded managers within his institution were squeezing out critical engagement with cultural theory to allow for further skills-based, professional training. The TEF may not change practice directly, but it retains the power to nudge the sector away from its core public roles towards more privatised and instrumental practices.
  • The challenge for us is to articulate a confident and robust defence of all kinds of university teaching. We need to explain how our pedagogies bring lifelong gains both to our students and to wider society, even if initial encounters can be difficult and unsettling. Policy has taken us a long way down the market’s cul-de-sac, but what’s reassuring is that we’re now moving on from TEF-bashing towards a coherent counter-narrative. This event confirmed that universities have more meaningful things to crow about than their fleeting goldenness against a bunch of false proxies.

Apprenticeships Access: The OU surveyed 700 employers in England and have published their Access to Apprenticeships report. Wonkhe describe the report contents: [the report]

  • concludes that many employers need more funding, training and information to support apprentices with declared disabilities. 24 per cent of companies surveyed find it challenging to fund training and development for apprentices with disabilities and 34 per cent of employers surveyed report an increase in entry-level applications from people with declared mental health conditions.
  • The report recommends that the government support employers through providing clearer guidance around hiring apprentices with disabilities, urges the Department for Education to simplify its funding model for providing additional learning support, and advocates the introduction of a training programme for employers recruiting apprentices with disabilities – akin to a Mental Health First Aid course.

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VC staff award 2017 winner Development day hosted

The Team Collaboration winners from the 2017 VC Staff Awards recently saw their prize legacy through with a development day. As part of the award, a staff development activity was offered to support the team on building on its success of hosting the British Conference for Undergraduate Research in April 2017 at BU. After much weighing out amongst the group into the options for activities and related calendar alignment (!), a development day was hosted at AFC Bournemouth. Much of the original team were able to take part however given the competing priorities of academic life, not everyone could make it! The programme for the day included guided tutorials from learning technologist John Moran with comprehensive input in providing the team with support of team teaching tools such as eg mentimeter, cahoot and padlet. In the afternoon, senior academic from CEL Curie Scott facilitated sessions. This included workshops on origami and collage, etc as a powerful way within pedagogy to articulate, reflect and critique within education practice.

It was timely to use Curie’s session and the methods within to think about future planning. Discussions then centred around sustaining work practices by connecting them, where possible, to our values. Curie explains ‘We used origami to consider responses to working creatively in education practice: that creative making may initially tricky to engage with as it may be unfamiliar to adults, that it stimulates a great deal of association and that meanings of image in juxtaposition are numerous. Critically, making an object allows highly personalised learning for the individual. Hopefully, the fun continued after our time together as each person was gifted a colouring in origami kit’.

CEL are creating more workshops and can connect this particularly with teams of colleagues for reflective practice, discussions of large topics such as curriculum re-design, group/ team working. If interested register with organisational development

For those considering nominations to VC Awards, our team was pleased to be recognised first by nomination, and then as an award winner. The next round of VC staff awards offers more opportunities for individuals and groups to be recognised and nominated.

HE policy update for the w/e 15th June 2018

A busy week for publications this week, while the government have been busy with Brexit votes and there is a positive story about immigration rules.

The Economics of HE

Commons Public Accounts Committee – The Commons public accounts committee published its report on the higher education market on Friday. After some interesting evidence sessions, Research Professional report that the outcome is disappointing:

  • “Rather than providing an analysis of the problem and proposed solutions as we saw in the Lords economic affairs committee’s report [see below], the PAC report takes the form of an exam question and moves rapidly—after two pages—to conclusions and recommendations. The recommendations mostly involve asking the Department for Education to return to the committee.
  • Those who work in universities will be familiar with complaints from students about the lack of detailed feedback they receive after going to all the effort of submitting a considered piece of work. The PAC might want to reflect on whether this report is an adequate response given the public concern over whether the fees and loans system is fair on students….
  • It’s all a bit vague, which is terribly disappointing given the very good evidence the committee received in this area. The recommendation is formulaic and is drawn in a broad way that lets the department off the hook. It will be quite easy to provide evidence of how the department is putting pressure on universities.”

The conclusions and recommendations are here.  No new news – please define the market, set up an evaluation framework for careers (a CEF?), evidence of success in WP and put pressure on providers, guidance to help students to change institution and a performance framework for the OfS (OfSEF?).

  • The Department treats the higher education sector as a market, but it is not a market that is working in the interests of students or taxpayers. There is greater competition for students between higher education providers, but no evidence that this will improve the quality of the education they provide. Higher education providers have increased their marketing budgets in order to attract students rather than compete by charging different tuition fees. However, the amount of funding for higher education (primarily via tuition fees) has increased by 50% since 2007/08. It is therefore critical that the higher education market is delivering value for money, both for individual students and the taxpayer. The new sector regulator, the OfS, has a primary objective that students “receive value for money”. But neither the OfS nor the Department has articulated well enough what value for money means in higher education, or how they will seek to monitor and improve it.

Recommendation: The Department should write to the committee by October 2018 to explain what it expects a successful higher education market to look like.

  • Young people are not being properly supported in making decisions on higher education, due in large part to insufficient and inconsistent careers advice. The substantial financial commitment required and wide variation in outcomes from higher education mean prospective students need high-quality advice and support to make decisions that are right for them. The complexity of the market and the volume of information available makes it difficult for prospective students, most of whom are teenagers, to assess the quality and suitability of higher education institutions, raising questions over whether student choice alone will drive up the quality of provision. A wide range of other factors influence students’ decisions, such as marketing by higher education providers, the reputation of institutions and their perceived prestige, a student’s family background, as well as the location and costs of travel and accommodation. High-quality, impartial careers advice is critically important, but the support available to students in schools is not good enough. The Department acknowledged that it needs to improve the quality of careers advice for young people. It told us that its Careers Strategy, published in December 2017, will have a “real impact” on young people’s lives and help students make choices which best fit their own aptitude, skills and preferences, but it is not clear how or whether the department will ensure high quality careers advice at school level. It is too early to judge its success, but action is needed quickly and the strategy should be robustly evaluated to ensure it is achieving its aims.

Recommendation: The Department should write to the Committee by October 2018 with details of progress it has made with its careers strategy and the impact it is having. It should set up an evaluation framework to enable it to assess progress.

  • The Department does not have enough of a grip on actions to widen participation in higher education, and is over-reliant on the actions of some universities. The Department’s reforms are designed in part to ensure equal access to higher education, regardless of a student’s background. However, students from disadvantaged backgrounds are still far less likely to enter into higher education than those from more advantaged backgrounds. There have also been substantial drops in part-time and lifelong learning, which are critical to social mobility. The Department told us that it has introduced a Social Mobility Action Plan to address inequalities across the education system, and one of the roles of the OfS will be to ensure best practice in reaching out to students from disadvantaged background is being applied across the higher education sector. However, we are concerned that the incentives in the higher education market do not sufficiently support widening participation. Outreach activities are primarily conducted by universities and while there are areas of good practice, some universities who find it easy to recruit students are not pulling their weight. The OfS told us that each higher education provider will set targets for widening participation and improving outcomes for disadvantaged groups, and it will oversee these Access and Participation Plans, which will be a condition of registration. But it remains to be seen whether the plans to improve performance will have an impact on the life chances for disadvantaged groups.

Recommendation: The Department should provide us with evidence of how it is widening participation and opening higher education to students from disadvantaged backgrounds. The Department should demonstrate how they will maintain pressure on providers to measure success.

  •  Students have limited means of redress if they are unhappy with the quality of their course, even if they drop out. The relationship between students and higher education institutions has changed substantially since tuition fees were introduced, with a much greater emphasis on whether a course or institution offers value for money. An effective market requires empowered consumers who can switch provider if they are dissatisfied, but this is not the case in the higher education market. Across the sector, only 2% of students transfer provider each year, and students are more likely to drop-out altogether if they are dissatisfied with their course rather than switch provider. When students do switch providers or drop out, they are unlikely to get any of their fees back unless they can demonstrate that they were misled in some way. The OfS will require universities to demonstrate what arrangements they have in place for facilitating transfers, and it will have a responsibility to make sure there is better use of transfers where appropriate. However, given the relative weakness of students as consumers, it is vital that the OfS uses its full powers actively, and works effectively with other regulators, such as the Advertising Standards Authority and the Competition and Markets Authority, to ensure the market functions in the interests of students.

Recommendation: In developing the new regulatory framework, the Department and OfS must ensure students’ interests are protected. The OfS should include clear guidelines to enable students to shift courses or institutions more easily.

  • The new Office for Students has not yet articulated how it will support the varied and complex interests of students. It told us that, as the sector regulator, its role is to regulate universities and colleges “on behalf of students”. However, it is clear that these interests are varied, complex and often competing. The OfS told us that it has established a student panel, although it has chosen not to work with the National Union of Students, to inform how it makes decisions and to ensure that its definition of the student interest is defined by students themselves. It also told us that it plans to develop a student engagement strategy to clarify what the interests of students are so that it can feed these into its regulatory framework, which would include quality of teaching, feedback and graduate outcomes as key areas of focus. But until the OfS has sufficient clarity over what it is trying to achieve in the interests of students, it will not be able to effectively monitor and evaluate the success of its regulatory approach.

Recommendation: The Office for Students should report back in six months to set out in detail how it will measure and report on its performance in regulating for students, and be clear about what its priorities are in protecting student interests.

The summary of the summary is this bit: “We spoke to the Office for Students at its inception and hope that it will set a clear marker that it really is acting in the interests of students from day one. It is still unclear how it will gauge the real concerns of students and ensure that institutions are delivering and sanctioned when they let students down.”

House of Lords Economic Affairs Committee – The House of Lords Economic Affairs Committee’s inquiry into the Economics of higher, further and technical education inquiry has reported. They find that the system of post-school education in England is unbalanced with too much emphasis on full time university degrees, and as a result offers poor value for money to individuals, taxpayers and the economy – and they stress the need for immediate reform.  As an official Committee the Government are expected to take note of, and respond to, the report – although it’s not binding on the Government. The current HE Review will certainly include these findings within its deliberations. There is a short summary pamphlet issued by the Committee here.

The report notes that undergraduate HE studies dominate post-school choices. They attribute this to the HE Finance system making it an easy option, alongside the lack of alternative viable, consistent and quality alternatives. The report notes this is not in the country’s best interest.

The key recommendations are:

  • Other post-school options need more funding – Funding for post-school education is too heavily skewed towards degrees. Public funding across all forms and institutions in higher and further education should be better distributed. There should be a single regulator for all higher education (Level 4 and above – the Office for Students is noted) and a single regulator for other post-school education (Level 3 and below).
  • Reversing the decline of part-time and flexible learning – The decline in part-time learning in higher education is a result of restrictions around accessing loans for students who already have a degree, the increase in tuition fees in 2012 and the lack of maintenance support for part-time students (which will be available from 2018/19). Funding restrictions have also led to a decline in part-time study in further education. A credit-based system whereby people can learn in a more modular way and at their own pace should be introduced.
  • Apprenticeships – The Government’s target of three million apprenticeships has prioritised quantity over quality, and should be scrapped. The Government must renew its vision for apprenticeships, concentrating on the skills and choices that employers and individuals really need. The Institute for Apprenticeships should be abolished and replaced with a new regulator for Level 3 and below qualifications, and the Office for Students should take responsibility for those at Level 4 and above.
  • Reforms to student loans and widening maintenance support – The Government claims the high level of interest charged on student loans makes the system progressive, but it is middle-earning graduates who end up paying back most in real terms. The interest rate should be reduced to the 10-year gilt rate, currently 1.5 per cent, from the current rate of RPI plus 3 per cent.

Lord Forsyth of Drumlean, Chair of the Economic Affairs Committee, said:

  • “The way we expect students to access higher and further education is deeply unfair. We must create a single system, including apprenticeships, that offers more choice and better value for money.
  • Maintenance support should be available for all students studying at Level 4 and above. The means-tested system of loans and grants that existed before 2016 should be re-instated, and total support increased to reflect the true cost of living.
  • We recommend that the interest rate charged on post-2012 student loans should be reduced to the level of the ten-year gilt rate. This would mean reducing the interest rate from around about 6 per cent today, to 1.5 per cent. No student should incur interest while studying.”

The report also noted:

  • The statistical claims made by the Government about the relationship between higher education and economic growth are oversimplified. Whatever relationship may or may not have existed in the past, the assumption that sending increasing numbers of today’s young people to university to study undergraduate degrees is the best option for individuals and the economy is questionable. The evidence suggests that there is a mismatch between the qualifications and skills provided by the higher education system and the needs of the labour market. A substantial proportion of current graduates may have been better off pursuing other higher education qualifications in areas where there are skills shortages.
  • The aim of the 2012 reforms to create an effective market amongst universities has not been achieved, as evidenced by the lack of price competition. We have seen little evidence to suggest that the higher education sector is suitable or amenable to market regulation. We are concerned that the replacement of nearly all grant funding by tuition fees, coupled with the removal of the cap on student numbers, has incentivised universities to attract prospective students onto full-time undergraduate degrees. This may also explain the striking increase in grade inflation.
  • The combination of incentives to offer and study for undergraduate degrees has had a negative effect on the provision and demand for other types of higher education.
  • The Teaching Excellence Framework will not impose sufficient discipline on the sector to ensure the quality of the ever-increasing provision of undergraduate degrees. The framework is based on metrics which are too general to relay much information about the quality of an institution or course and are too dependent on unreliable surveys. Risk is borne almost entirely by students and taxpayers rather than the institutions.

With this in mind, there was a parliamentary question on TEF this week:

Q – Gordon Marsden: T what external organisations he plans to consult to take forward his Department’s commitment to appoint an independent reviewer of the teaching excellence framework and its criteria of operation.

A – Sam Gyimah: My right hon. Friend, the Secretary of State for Education will appoint a suitable independent person for the purpose of preparing a report on the operation of the Teaching Excellence and Student Outcomes Framework (TEF), in accordance with the Higher Education and Reform Act 2017. In taking decisions about the TEF, he will take account of advice from partners in the higher education sector. That includes the department’s TEF Delivery Group, which is comprised of representative organisations from the sector plus the Office for Students and the devolved administrations, and gives advice on the design and development of the TEF.

Wonkhe have an analysis of TEF year 3 grade inflation data:

  • “Every institution where data is presented showed evidence of grade inflation [Ed: or just improvement in outcomes?] when comparing the most recent year of first class awards with the supplied historical comparator, in some cases up to a 20 percentage point difference. Most institutions also showed a steady increase over the most recent three years, all of which were substantially above the earlier figure.
  • Every institution showed a rise in the number of first class degrees, and a fall in the number of 2:2, third class or other honours degrees.
  • What doesn’t the data tell us?  Resits, basically. We don’t know to what extent degree candidates are simply not accepting lower awards, and instead choosing to resit elements of their course to achieve a higher award. We also do not know to what extent institutions are encouraging this – in light of the continued idiocy of certain parts of the rankings industry in including “percentage of first class degrees” in league tables, or in the light of student care (and a weather eye on DLHE metrics).
  • The simple proportions are also less reliable for smaller institutions, where you would expect to see a greater fluctuation year on year and cohort by cohort. And we don’t (yet – this may come in future years when the data is derived centrally from HESA) get any splits – of particular interest here would be prior qualifications, but we already know that various student attributes are a good predictor of final grade.”

And the BBC has cut last week’s IFS data and has an interactive tool – adding “But remember, there’s more to life than money…” and the all-important qualifier: “Earnings for different professions may vary over time. The figures are based on students graduating between 2008 and 2012.”  Read last week’s policy update for some critical perspectives on the relevance of this data for current applicants.  Past performance is not really a guide to future performance – and some graduates may end up doing a different job to the rest of the cohort….

Research funding

There were two Parliamentary questions about research funding, one in the context of Brexit

Q – Kemi Badenoch: To ask the Secretary of State for Business, Energy and Industrial Strategy, what steps his Department is taking to ensure the maintenance of funding for (a) universities and (b) research projects after the UK ceases to receive European Research Council funding.

A – Sam Gyimah:

  • The UK is eligible to fully participate in all aspects of the Horizon 2020 programme, including the European Research Council (ERC) while we remain a member of the EU. The Joint Report, reflected in the draft Withdrawal Agreement, envisages that UK entities’ right to participate will remain unaffected by the UK’s withdrawal from the EU for the duration of the programme and the lifetime of projects funded under Horizon 2020.
  • If necessary, the Government’s underwrite remains in place. This guarantees the funding for UK participants in projects ongoing at the point of exit, as well as any successful bids submitted before the UK leaves the EU.
  • As part of our future partnership with the EU, the UK will look to establish a far reaching science and innovation pact. The UK would like the option to fully associate to the excellence-based European research and innovation programmes, including Horizon Europe, the successor to Horizon 2020. The UK intends to play a full and constructive role in shaping these proposals and we look forward to discussing the detail of any future UK participation with the Commission.

Q – Rebecca Long Bailey: When the Secretary of State for Business, Energy and Industrial Strategy plans to publish a roadmap for meeting his target of increasing investment in R&D to 2.4 per cent of GDP by 2027.

A – Sam Gyimah: Since the publication of the Industrial Strategy, we have been speaking to businesses, academics and other stakeholders to develop the roadmap. Through this engagement we are exploring the barriers to increased R&D investment by business, the greatest opportunities for R&D growth over the next decade, and the key policies Government should prioritise to reach the 2.4% goal and deliver economic and societal impact.

Immigration & International Students

EU Students – This week both Layla Moran (Lb Dem Education Spokesperson) and Universities UK have been pressurising the Government to clarify the fee status of EU students for the 2019/20 academic year, warning of a further drop in EU numbers. The Scottish Government confirmed the fee status for EU students in February this year.

Alistair Jarvis, Chief Executive of Universities UK, said: “Students from across the EU, who bring great economic and academic value, are already enquiring about 2019 study, but face uncertainty on the expected financial costs of doing so. We know from research that the majority of international students start their research about studying abroad more than 12 months in advance of actual enrolment…there is now an urgent need for clarification to be provided across all parts of the UK. It is critical that action is taken to prevent a drop in EU applications next year.”

Non-EU Doctors and Nurses – Immigration Relaxation – The Government have announced a relaxation on the Tier 2 visa cap which currently limits immigration of non-EU skilled workers to 20,700 per year (see Politics Home) to ensure that non-EU doctors and nurses will be outside of the cap.

The Telegraph reported that a much wider review is expected: “businesses and employers will be able to recruit an extra 8,000 skilled migrants a year from other professions including IT experts, engineers and teachers, effectively increasing the cap by 40 per cent.”

Changes to the immigration rules were announced on Friday that come into force on 6th July that do not seem to go that far:

  • increasing the number of countries that benefit from a streamlined Tier 4 student visa application process – 11 additional countries including China have been added
  • leave to remain for children under the Dubs amendment – including study and healthcare for children who do not qualify for refugee or humanitarian protection leave
  • changes applying to Afghan interpreters and their families that were announced recently
  • the change relating to non-EU doctors and nurses who will no longer be in the Tier 2 visa numbers cap
  • including fashion designers and TV and film professionals in the exceptional talent visa

Opposition to Theresa May’s immigration policies, including whether international students should be included in the overall net immigration target, has been widely reported in the press over the last couple of years, including a lack of support for the current approach from Cabinet members. The change in relation to the NHS may be the start of something bigger. The promised Immigration White Paper was postponed due to the Migration Advisory Committee’s (MAC) investigations into workers within the UK labour market and the impact of international/EU students (due to report in September). Meanwhile there have been pressing calls from the sector (notably from HEPI following the publication of their research into benefits of international students) for the MAC Committee to report ahead of September.

The Immigration White Paper is now rumoured to be scheduled for release in July, to allow for consultation prior to the European Council leaders’ summit on the 18 and 19 October (the target date to agree a withdrawal treaty). The Immigration Bill is expected to be presented to Parliament before 2019.

‘Start up’ Visas – The Home Secretary has announced that people who want to start a business in the UK will be able to apply for a new “start-up” visa from Spring 2019. This is aimed to widen the applicant pool of talented entrepreneurs and make the visa process faster and smoother for entrepreneurs coming to the UK. It will replace the previous visa for graduates, opening it up to a wider pool of talented business founders. It will require applicants to have acquired an endorsement from a university or approved business sponsor, including accelerators.

The Home Secretary, Sajid Javid, said:

  • The UK can be proud that we are a leading nation when it comes to tech and innovation, but we want to do more to attract businesses to the UK and our migration system plays a key part in that.
  • That’s why I am pleased to announce a new visa for people wanting to start a business in the UK. This will help to ensure we continue to attract the best global talent and maintain the UK’s position as a world-leading destination for innovation and entrepreneurs.
  • This initiative builds on other recent reforms to the visa system – including doubling the number of visas available on the Exceptional Talent route to 2,000 per year – and shows the government’s commitment to making the UK a dynamic, open, globally-trading nation.”

International Students – During an American Senate hearing the US confirmed they will limit the study visa of Chinese students studying in ‘sensitive’ fields (robotics, aviation, high-tech manufacturing) to a one year duration with an option to renew and extend study into subsequent years after consideration.   The hearing, Student Visa Integrity: Protecting Educational Opportunity and National Security, (originally titled ‘A Thousand Talents: China’s Campaign to Infiltrate and Exploit US Academia’). A spokesperson from the Office of the Director of National Intelligence stated the policy decision was not driven by race or ethnicity but by the need to safeguard American Intellectual Property in the face of “the fact that China has a publicly-stated policy goal of acquiring sensitive information in technology around the world …that they seek access and recruit global experts regardless of their nationality to meet their science and technology aims.” In opposition to the visa limitations testimony was given on the value of international students at the hearing. What is most interesting is the difference in attitude between the US and UK in the consideration of the benefits of an international student population that the hearing revealed.

In the UK international students are welcomed for the diversity they bring, the further invigoration and internationalisation of the curriculum, the income boost through tuition fees, the levels of postgraduate students, and the significant economic ‘side effects’ benefiting the geographical community (see HEPI). There is also an assumption that (due to the visa system) most international students will return home,  having originally chosen to study here to enhance their own international career standing or bring fresh skills back to their own community (a personal motivation).
Yet the opinion expressed in the American Senate hearing was that the international students should be contributing to American society (and paying for the privilege of doing so):  “Most students and visiting scholars come to US for legitimate reasons. They are here to… contribute their talents to [the US].” Senator Cornyn (Chair of the hearing).  Most likely American academia would have alternative viewpoints to Senator Cornyn on the valuing of international students. Also this appears to be a niche policy decision to infuse intellectual property security concerns into the visa approval process rather than a blanket policy.

Britain and America are two of the major world players in attracting international students and both now have elements of unwelcome emanating through policy decision. It’s notable that Chinese student numbers are the biggest international group to access UK universities; in 2015/16 1 in 4 international originated from China..

Widening Participation and Achievement

There were several parliamentary questions within the widening participation sphere this week.

Part Time Students – Q – Richard Burden: To ask the Secretary of State for Education, what assessment he has made of the effect of changes to higher education funding on student numbers at the Open University in each year since 2011.

A – Sam Gyimah:

  • The government recognises the decline in part-time study within the sector, and is aware of the impact this has had on the Open University. That’s why the government is committed to supporting part time students and since 2012, it has paid the tuition fees of students studying on part-time courses up-front through a system of subsidised fee loans.
  • In addition, new part-time students attending degree level courses from August 2018 onwards will, for the first time, be able to apply for up-front loans to help them with their living costs. Subject to the development of a robust control regime, these loans will be extended to students on distance learning courses from August 2019.
  • The government continues, through the Office for Students (previously Higher Education Funding Council for England), to provide direct grant funding to support successful outcomes for part-time students. This was worth £72 million in the current academic year (2017/18), and the Open University received a sizeable amount of this funding.
  • This funding reflects the particular costs associated with recruiting and retaining part-time students and includes funds to support successful outcomes for part-time students. The Open University received £48 million to support teaching activity in 2017/18.

Effective Deployment of WP – Q – David Lammy: To ask the Secretary of State for Education, what steps he is taking to ensure that the widening participation funding is deployed effectively. And Q – David Lammy: To ask the Secretary of State for Education, what steps he is taking to increase the proportion of young people from disadvantaged backgrounds attending university.

The following response covered both questions: A – Sam Gyimah:

  • Widening participation in higher education remains a priority for this government. We want everyone with the potential to have the opportunity to benefit from a university education, regardless of background or where they grew up.
  • University application rates for 18 year olds to full-time study remain at record levels. The proportion of disadvantaged 18 year olds entering full time higher education has increased from 13.6 per cent in 2009 to 20.4 per cent in 2017. Building on this our major review of post-18 education and funding will consider how disadvantaged students receive maintenance support both from government and from universities and colleges and how we can ensure they have equal opportunities to progress and succeed in all forms of post-18 education.
  • We have set up the Office for Students (OfS) with powers to drive forward improvements in access and participation and we have asked the OfS to do more to maximise the impact of spending in this area. In their business plan the OfS plans to evaluate the return on investment on access and participation. We have also asked the OfS to set up an Evidence and Impact Exchange to improve the impact and value for money of providers’ access and participation expenditure.
  • In addition, through the Higher Education and Research Act 2017, we have introduced the Transparency Duty requiring registered higher education providers to publish data on application, offer, acceptance, dropout and attainment rates of students by ethnicity, gender and socio-economic background. This will hold the sector to account for their record on access and retention of students from lower socio-economic backgrounds and shine a light on where they need to go further

Targeted Outreach – Q – Gordon Marsden: To ask the Secretary of State for Education, what discussions he has had with (a) the Director for Fair Access and Participation and (b) the Office for Students on strengthening university programmes aimed at potential applicants between the ages of 11 and 16 from disadvantaged black, working-class white and other communities. And Q – Gordon Marsden: what discussions he has had with universities and their representative bodies on extending their outreach activities for disadvantaged groups of young people between the ages of 11 and 16.

A – Sam Gyimah:

  • In our first guidance to the Office for Students (OfS) we have asked them to challenge higher education (HE) providers to drive more progress through their Access and Participation Plans. Prior attainment is a critical factor in entering higher education and we are asking providers to take on a more direct role in raising attainment in schools as part of their outreach activity. The OfS have also established the National Collaborative Outreach Programme to target areas where progression into higher education is low overall and lower than expected given typical GCSE attainment rates.
  • Through the Higher Education and Research Act, we have introduced a Transparency Duty requiring higher education providers to publish data on application, offer, acceptance, dropout and attainment rates of students by ethnicity, gender and socio-economic background. This will hold the sector to account for their record on access and retention of students from lower socio-economic backgrounds and shine a light on where they need to go further.
  • Officials and I are in regular contact with the OfS, including the Director for Fair Access and Participation, and the higher education sector to discuss issues around widening access.

Disabled Applicants – Q – Gordon Marsden: To ask the Secretary of State for Education, what discussions he has had with the Office for Students on encouraging university applications from potential applicants with disabilities.

A – Sam Gyimah:

  • Widening access to higher education among under-represented or disadvantaged groups is a priority for this government. In our first guidance to the Office for Students we have asked them to ensure that higher education providers include, within their access and participation plans, those students that have been identified as requiring the most support. This includes students with disabilities.
  • Higher education providers have clear responsibilities under the Equality Act 2010 to support their students, including those with disabilities
  • Through access agreements – in future known as access and participation plans – higher education providers expect to spend more than £860 million in 2018/19 on measures to improve access and student success for those from disadvantaged backgrounds. This is a significant increase from £404 million in 2009.

Change in turbulent times

HEPI released Policy Note 7 – Change is coming: how universities can navigate through turbulent political times. It focussed on three key drivers for Universities: internationalisation, the impact of disruptive technologies, and changes to education delivery – the power not only to change the way we teach and learn, but also how we manage information and collect data.

Rebooting learning for the digital age?  As shown by HEPI report 93, improvements across the world in technology have already led to improved retention rates and lower costs:

  • in the US, technology-enhanced learning has produced better student outcomes in 72 per cent of projects and average savings of 31 per cent;
  • in the University of New England in Australia, student drop-out rates have reduced from 18 per cent to 12 per cent via learning analytics; and
  • at Nottingham Trent University, 81 per cent of first year students increased their study time after seeing their own engagement data “

 “Demand for higher education to 2030 As HEPI report 105 uncovers, universities in England should be preparing themselves to  take on at least 300,000 additional full-time undergraduate places by the end of the next decade. This is good news in the long-term but the scale of the transformation that is required now – in terms of increasing capacity – is substantial.

Many universities are already concentrating on the long-term picture. This is best shown by the improvements to university estates. Yet, with a smaller pool of prospective students being relied upon to fill these resources in the short-term, we can expect competition between institutions to increase sharply over the coming years – particularly if it becomes more common for students to switch providers of higher education mid-course under the new regularly landscape of the Office for Students (OfS).”

To steer effectively through the troubled waters the policy note suggests:

“On the one hand, this involves coming together to:

  • learn from each other’s experiences in the global context;
  • identify common challenges;
  • develop appropriate fixes; and
  • present a collective voice in the sector against current political sentiment.

On the other hand, this also involves enhancing the distinctiveness of higher education institutions to:

  • ensure they make a real difference on the ground in other parts of the world;
  • ensure challenges specific to different institutions do not get lost in the general policy debate;
  • develop appropriate strategies for success; and
  • get ahead in an environment of increased competition.

Coming together in unity to learn from one another and develop appropriate strategies, while still maintaining the diversity that is unique to UK higher education, is what will help universities to overcome some of the biggest emerging policy challenges of our time – posed by the pressures of internationalisation, advancements in technology and domestic political developments. Universities today ultimately have two obligations on their hands – the first, to ensure their own individual successes and, the second, to preserve their part in a healthy, wider higher education sector, complete with variety and choice, for generations to come.”

Student experience – what students really want and why it matters

BU hosted Dr Diana Beech from the Higher Education Policy Institute on Wednesday morning for a policy breakfast, part of this year’s CELebrate symposium.  In a packed room and despite the early start, we had a great discussion about student perceptions, value (and value for money). You can read about it and find links to the survey, her slides and other HEPI reports referred to elsewhere on the research blog here.

Student loans – the numbers

The Student Loans Company have published their statistics for England for the financial year 2017-18.

  • The amount  lent  in financial  year 2017-18 to  Higher  Education borrowers was  £15.0billion,   an  increase  of 11.9%  when  compared with 2016-17. A total  of £222.3m was  lent  to  Further  Education borrowers.
  • The amount lent  in financial year 2017-18 for Postgraduate Masters was £582.9million.
  • Net repayments posted to customer accounts within Higher Education amounted to £2.3billion in the financial year 2017-18, an increase of 16.0% compared with 2016-17 (including £399.2million in voluntary repayments).
  • The balance outstanding for Higher Education (including loans not yet due for  repayment)  at  the  end  of  the  financial  year 2017-18 was £104.6billion,an  increase  of 17.0%  when  compared  with 2016-17.
  • With the entry of the Higher Education 2018 repayment cohort into repayment in April 2018, there were 3.8 million borrowers liable  for repayment  and  still  owing  (an  increase  of  4%  compared  to  April 2017).  There  were  a  further  1.2  million  borrowers  not  yet  liable  for repayment bringing the total still owing to 5.0 million.
  • The average Loan Balance for the Higher Education 2018 repayment cohort on entry to repayment was £34,800. This is a £2,380 increase on the previous year average of £32,420.
  • 880,400 (18.6%) of the Higher Education borrowers who had become liable to  repay since  ICR  loans  were  introduced  in  1998 have fully repaid their loan.

Student Drug Attitudes

The Higher Education Policy Institute (HEPI) and University of Buckingham have released a YouthSight survey on attitudes towards drug use based on the responses of 1,059 full-time undergraduate (UG) students.   On the number of students who have never (71%) or regularly (11%) use drugs the findings contrast slightly from the April 2018 NUS report which noted higher usage. HEPI explain that the NUS sample was targeted and believe this report is more representative of full-time UG students.

Nick Hillman, Director of HEPI said:

  • This survey provides an important corrective to some of the wilder ideas about today’s students. They are more hardworking and less hedonistic than is often supposed… Our survey shows most students support their institutions taking a tougher, rather than a more relaxed, line on the use of illegal substances by fellow students.’

The survey explains student drug use as attributable to:

  • 47% peer pressure
  • 81% took drugs for recreational purposes
  • 6% took drugs to cope with difficulties with exams

When considering if their HE institution has a drug problem the respondents split with 39% identifying a problem, and 44% stating there wasn’t. The students were concerned about the impact of drug use personally and in society. 88% were concerned drugs negatively impacted mental health; 68% felt it contributed to crime; and 62% were concerned about the cost of the health care burden caused by drug users. Many students recognised excessive alcohol consumption as a serious threat (87% considered alcohol overuse as very serious or quite serious compared to 64% on drug use). The report stated 62% of students want their university to ‘take a stronger line’ on drug dealers and ‘students who repeatedly use drugs’.

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.

There is still time to contribute to the industrial strategy topical blogs because they’ve extended the deadline until 21 July – yippee! Get your thinking caps on and get in touch with Sarah!

Other news

Local MPs: Richard Drax (South Dorset) used his prime minster question this week to call for her to support a grant for Weymouth’s harbour wall. The PM responded that there were various options that grant funding had to look at carefully, but said that this project was on a list of potential recipients. She anticipated a decision by the summer.

The House of Commons library have let an AI programme loose in Hansard looking at Brexit.

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JANE FORSTER                                            |                       SARAH CARTER

Policy Advisor                                                                     Policy & Public Affairs Officer

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

What students really want (and why it matters)

BU hosted Dr Diana Beech from the Higher Education Policy Institute on Wednesday morning for a policy breakfast, part of this year’s CELebrate symposium.  In a packed room and despite the early start, we had a great discussion about student perceptions, value (and value for money).

Diana started with a review of the HEPI/AdvanceHE 2018 Student Academic Experience Survey, which was published last week.  The survey was  established in 2006, so is now in its 12th year, giving useful data trends.  It surveys over 14,000 full-time undergraduate students in all years of study (not just final year students like the NSS).  The full survey is available to download for free.

  • It seems from the data, that contact time and private study have not changed much since 2006, despite the many changes in the sector, including growing student numbers, changes in funding etc.  However, since 2012, when fees were increased, perceptions of value for money by the students surveyed have fallen consistently – until this year.  This year the percentage of respondents saying that they believed that they were getting good, or very good value for money for their course, moved up from 35% to 38%.  And the percentage saying they got poor, or very poor value for money went down from 34% to 32%.  [Ed: These figures are often cited by Ministers, and were by Sam Gyimah at his speech last week (see our policy update last week for more on this topic) – “only [just over] a third of students think they get value for money” is the headline, and the government’s own initiatives in terms of a relentless focus on quality through the TEF, the new regulatory environment etc are credited with the improvement].
  • Diana described how this year a new question had been asked about what the reasons were behind the rating that had been given for value for money – for those saying that they received good or very good value, the top 5 reasons (in order) were teaching quality, course content, course facilities, career prospects and quality of campus.  On the other side, the top 5 reasons given by those who received poor or very poor value for money were tuition fees, teaching quality, contact hours, course content and cost of living.  It is interesting that teaching quality and course content are levers for good or bad value for money, that concern about money is clearly linked to perceptions of poor value.  It is also unsurprising to see contact hours linked to perceptions of poor value, but it may be of some surprise to see quality of campus linked to good value.
  • So on contact hours, Diana noted that those students with the highest perceptions of value for money also seem to be studying subjects with the greatest overall workload.  [Ed: This is not necessarily linked to contact hours – looking at contact hours the subjects seem to fall into three groups, with medicine, dentistry and veterinary and physical sciences standing out for the number of contact hours (15-19) and history, languages, business and social studies at the other end (8-10).  The rest fall in the middle, but the chart looks at total workload including independent study and work outside the course].
  • Diana also flagged another trend – the percentage of students saying that their experience has been better than they expected has fallen fairly consistently since a high point in 2013, and has fallen again this year from 25% to 23%.  Again, when students saying that the experience was worse than expected (12%), teaching quality came top of the reasons, with course organisation [Ed: a familiar NSS question], lack of support in independent study, lack of interaction with staff, poor feedback (Ed: NSS again) and contact hours featuring again.  The last two of the top 8 reasons were “not put in enough effort myself” (30%) and “too little interaction with other students” (26%).
  • Diana talked about commuter students, who are less likely to be satisfied, and more likely to say that if they had known what they know now, would not have entered HE – along with those who are employed for more than 10 hours and Asian students.  There is intersectionality here, Asian students and those who are employed for more than 10 hours have a higher propensity to be commuter students.  Diana talked about her recent report for HEPI looking at the potential growth in undergraduates by 2030 (as many as 500,000 more) – and the possibility that many of those may be commuter students – a challenge for the sector given the concerns raised above.
  • Developing this theme, Diana mentioned the recent paper written by Sir Anthony Seldon and Dr Alan Martin on the “positive and mindful university“.
  • Diana referred to the HEPI/Unite Students report “Reality Check – a report on university applicants’ attitudes and perceptions”.  One concern is that only 49% of applicants realise that rent will be their biggest cost apart from tuition fees.  Diana discussed concerns about whether students understand where their tuition fees are spent, and the interesting response to the question about how tuition fees should be spent (teaching facilities (65%), teaching staff (60%), student support services (57%) come top, campus development (52%), financial support for students (49%) and research facilities and resources (49%) come next.  Interestingly student recruitment and marketing are lower on the list (at 16% and 15%) and investing in the local community is supported by only 12%.

You can read Diana’s slides here.

We then had a Q and A and discussion session with a panel consisting of Debbie Holley, Lois Farquharson, Alex Hancox and Diana and chaired by Jane.

  • We discussed commuter students and the particular issues of making the campus “sticky” for these students, particularly in relation to HSS students who live near work and final year students who may have put down roots in their placement year and becoming commuter students is one reason why they can find it hard to reintegrate in their final year (there may be other reasons too). [Ed: see an interesting article on Wonkhe this week on stickiness generally)
  • We discussed issues linked to value for money – should we talk about value, and not focus on financial return [Ed: see last week’s policy blog for our take on the latest ministerial pronouncements about graduate salaries]
  • We also talked about the wider value of university in terms of life experience, friendships, soft skills- and how this is important but often overlooked [Ed: there are a couple of interesting articles on this in last week’s policy blog]
  • We talked about student information and the importance of making sure that applicants could access the information about the things that mattered for them, and how talking to students, and spending more time than just an open day, might be an important part of this.  We discussed briefly the importance of students understanding how their fees are spent (which is in the survey) and how to do this better.
  • In terms of expectations, Alex pointed out that students were overloaded with information in induction week and it was suggested that we need to follow up, drip feed etc.
  • We talked briefly about tuition and living costs.  Points were made about how challenges with living costs might be increasing the number of commuter students and affecting their outcomes.  We also discussed the unhelpful terminology around loans, debt, value for money, tuition fees that are really “university fees”.  [Ed: This is a very big subject, you might want to read BU’s response to the review of post-18 education and we gave links to other sector responses in our policy update on 4th May.]
  • We talked about mental health and wellbeing – including about how some students might choose to live at home for support.  We also discussed challenges with the definition of “living at home”  – it may be different issues for mature students who have families than 18 year old students who live with parents – although the impact on extra-curricular engagement may be the same
  • We talked about engaging students with research and equality of access to these sorts of opportunities for broader engagement
  • We discussed the TEF and the use of splits data – are universities really using their splits data and is it driving change?
  • In the context of contact hours, Alex made the point that quality of contact is as important as the amount – students may want more help not more lectures.

HEPI are interested in further research and policy publications, using this data or other data – please contact policy@bournemouth.ac.uk if you would like to discuss this further.

Many thanks to all who attended and we look forward to continuing the dialogue on many of these issues.

 

HE Policy Update for the w/e 8th June 2018

HEPI Student Experience Survey

The  Higher Education Policy Institute  (HEPI) and  Advance HE  have published a joint  report on student academic experience.  The report was launched at the annual HEPI conference and Sam Gyimah gave the keynote address.

The report includes a lot of insight and is worth looking at – there are some new questions this year too. The headlines focussed on two things – value for money (which has had a step up this year after years of decline) and mental health and wellbeing (which is declining amongst students).

They asked the respondents to consider what influenced their views on value for money – price driving perceptions of poor value and quality of good – perhaps not surprising – and that doesn’t tell the whole picture.  They also asked about how fees should be spent and it is interesting to note that campus development is high.

Commenting on the publication of the 2018 HEPI Student Academic Experience Survey, Yvonne Hawkins, director of teaching excellence and student experience at the Office for Students, said:

  • ‘We welcome the publication of the HEPI Student Academic Experience Survey – this kind of analysis underlines the importance of listening to students and capturing their voices. It also improves our understanding of what matters to them. 
  • ‘While we note the survey’s findings on value for money, and the fact that a slightly higher proportion of students feel they have received good value for money this year, significant numbers of students report not being satisfied with their higher education experience. Overall the results send a clear signal that there is more work to be done. 
  • ‘The concerns identified in the survey about the experience of particular student groups, and about student wellbeing, go to the heart of the OfS’s aim to ensure that every student, whatever their background, has a fulfilling experience of higher education that enriches their lives and careers. 
  • ‘Students have a diversity of perspectives on what constitutes ‘value for money’. We are working closely with our student panel to ensure that we understand and respond to students’ priorities. Our goal is to ensure that students have the information they need to make informed choices, receive high quality teaching and support, and know how providers are spending their income from tuition fees.’

Commenting on the Advance HE and the Higher Education Policy Institute (HEPI) Student Academic Experience Survey, Sir Peter Lampl, founder of the Sutton Trust said:

  • “It is good to see that more students feel their degrees are providing value for money. However, there’s only been a 3 percentage point increase and it’s just not good enough that only 38% perceive they are getting good or very good value from their course.
  • “In sharp contrast 60% of students in Scotland and 48% in Wales – where fees are lower or non-existent – think their courses are good value.
  • “English graduates leave university with debts of over £50,000. A more fair and affordable fees system would increase the number of students who believe they are getting value for money. To do this we need to see the reintroduction of maintenance grants and means-tested tuition fees.”

Value for money

Sam’s speech at the HEPI event focussed on value for money  – linked to student choice.  The Minister referred extensively to the latest IFS research into the LEO (Longitudinal Education Outcomes) data.  The research is here and the LEO data is being released in full on 21st June.

The IFS analysis shows that women who study one of the bottom 100 courses have earnings up to 64% (approximately £17,000) less than the average degree after graduation. For men, it can be up to 67% (approximately £21,000).  The analysis – commissioned by the Department for Education (DfE) – finds that family background has an important impact on graduates’ future earnings, as well as subject and institution choice.

The Minister said

  • “Today’s publication has important and far-reaching ramifications for the debate on value for money in Higher Education.
  • These findings demonstrate that studying the same subject at a different institution can yield a very different earnings premium. The choices that students make about what and where to study does matter.
  • We must build a system where everyone with the ability to benefit from a university education has the opportunity to attend, the information they need to make the right decision, and that when they go to university, they receive a first-rate education that delivers real value for money.

The Minister went on to challenge universities to review their offer to students:

  • The clutch of underperforming degrees is a problem for students – it is likely they include many of the courses whose students feel they are not getting value for money.
  • I believe mass participation in higher education is here to stay and is key to our economic future. But for this vision to be realised in full, universities need to focus relentlessly on value for money.”

In the coming weeks, Sam Gyimah will launch an Open Data competition – the first of its kind in the UK Higher Education sector – allowing tech companies and coders to use government data on universities to help students decide where to apply.

After his recent visit to BU, Sam mentioned us in his speech:

  • One sometimes hears the critique that Britain focuses too much on university degrees and not enough on vocational learning. Vocational and technical skills are vital.
  • But I reject the false dichotomy between university and vocational education. In fact, much of Britain’s best vocational education goes on in degree courses in universities.
  • Take Bournemouth University’s computer animation and visual effects courses, whose graduates have gone on to work on some of the biggest movies of the past decade… In all these cases – and countless others – universities have engaged with the wider world and are delivering courses that combine first-rate education with excellent outcomes for students.

Responding to the IFS report and comments from the minister,  Alistair Jarvis, Chief Executive of Universities UK , said: “It is right to expect that students receive a high quality education and that all universities offer a high value experience.

  • “A university degree remains an excellent investment. On average, graduates continue to earn £10,000 per year more than the average non-graduate and are more likely to be in employment. When looking at graduate salaries, it is important also to take into account the regional differences and socio-economic inequalities that exist in society, that a university degree cannot fully address.
  • “It is important that we do not use graduate salaries as the single measure of value. Many universities specialise in fields such as the arts, the creative industries, nursing and public sector professions that, despite making an essential contribution to society and the economy, pay less on average.
  • “A priority must be to make sure that all students receive timely and accurate information about different university courses, to ensure that their experience matches their expectations. Universities are keen to work with government to enhance information for students.”

At the conference and since, there has not surprisingly been some pushback on the research and the use that the Minister is making of it.  “The clutch of underperforming degrees is a problem for students – it is likely they include many of the courses whose students feel they are not getting value for money.”

The problem with this assertion of course is that there are no students on these courses. This data is from students who graduated years ago.  Those courses may not be offered any more or will have changed out of all recognition since those students graduated.

And that’s before you start unpicking the other challenges with using this data in this way.  Louis Coiffait from Wonkhe and Pam Tatlow both asked about regional employability differences and the issues with comparing nationally.   See the article on Research Professional here and the Wonkhe article here and here.

The research report itself questions this use of the results (page 10):

  • “Our findings significantly expand understanding of the variation in graduate earnings; however, we cannot argue that our findings can definitely be interpreted as the true causal effect of different subjects and institutions. We use new exciting data and apply sophisticated methodologies to control for the selection into HE courses, and in so doing move beyond the existing literature in UK. However, selecting an institution and subject to study is an inherently non-random process. It reflects the skills and preferences of young people, and may be affected by unobservable traits, such as confidence or other soft skills, that also determine labour market outcomes.”

And

  • “Furthermore, we do not observe identical people (even on observable characteristics) at multiple different institutions and the impact of a specific course may be different for different types of people. We estimate the average effect based on the people that take that course. For example, we are not claiming that all individuals would have higher earnings if they studied medicine.”

Your policy team are finding it rather frustrating to see everything reduced to an average in this way.  Although this sort of comparison might (subject to all of the issues above) make sense for a programme that leads directly to a specific career, it makes no sense at all if graduates are going on to do a range of jobs that bear no relation to each other.

In the old days, if you planned to do languages at university, a careers adviser would suggest that you could go on to teach or be an interpreter (I had that conversation).  Of course even in those days language students actually could go on to do a whole range of things, many of them nothing to do with their language skills, with salaries that varied enormously.

So applicants thinking about a degree in modern foreign languages (if they are interested in salary outcomes at all, which is another question) might be interested in the differences between salaries earned by languages graduates from one university rather than another, if they have a particular career in mind.  If I want to be an interpreter I might (and I mean might) want to know where the best paid interpreters studied.  But a cohort of language graduates from uni b who earned less than a cohort from uni a –where both cohorts include a random number of graduates who teach, become bankers, are academics, translate novels, are civil servants, work for the BBC world service, are ski instructors, lawyers, mountaineers, professional cricket players, work in advertising, are poets, musicians or artists, run a cupcake business, write computer software, work in Sainsbury’s or anything else– really, what is the point?

Whether your degree pays for itself is a function of a lot of things – such as what your degree is, and where you do it, but also what you did before you went there, where you live, where you work, the state of the national and local economy, what career path you choose now and in the future, your gender, your age, your ethnic group, your family background, your disabilities, how hard you work at university and at work, the culture, policies and success of the organisation you work for, your other life choices…and many more.

So putting aside for now the philosophical debate about whether the value of higher education should be measured by salaries, there is also a practical problem here – it just can’t be done.  The timelines are too long and there are too many variables.  And this debate is not just philosophical –the TEF now includes an assessment based on LEO of whether graduates earn above the median earnings threshold – and it might have a role to play in differential fees in the HE review.

Meanwhile Nicola Dandridge wrote for Wonkhe on how the Ofs will address value for money.

  • We will be doing this partly through our regulation of individual providers where our conditions of registration will ensure a common, high quality threshold for all registered providers. These conditions include requirements that applicants and students should be provided with accurate information about their course and their provider, and also that effective arrangements are in place to provide transparency and value for money for all students and taxpayers.
  • At the same time we will seek to empower students to make informed decisions about where and what to study. We will want to ensure that all students have a general understanding of what their higher education experience will be like and how much it will cost – including, as our survey highlighted, additional costs outside of tuition fees. Achieving this depends on the provision of information which makes sense to students. We will seek to empower students to make informed decisions about where they study, and strengthen their ability to challenge poor value for money once they are enrolled. Transparency will be one of the ways we will make this happen.
  • This is still work to be developed and we will be working with our Student Panel and engaging with students and other stakeholders over the coming months to ensure their views inform our response. But our objective is clear: by addressing these common themes, we will have more students reporting that they have received value for money, and that has to be a priority for us all.

Jim Dickinson wrote for Wonkhe on value for money from a different perspective – not related to salaries

  • Inside universities, it’s almost too easy to debunk. You can argue that multiple meanings and motivations make “value” impossible to meaningfully measure. You can argue that the total “money” that is paid varies according to earnings and the rules of the loans system. You can argue that “value” is only created in later life. You can point out that in many cases the money isn’t paid by the user, or that the benefits are to wider society, or that it distorts student behaviour, or that what you get is difficult to compare or that, anyway, it’s all neoliberalism.
  • One of the often-used arguments against this agenda centres on deferred benefits and impacts. “Value is created when students realise their potential”, goes the argument – or it’s created when students “benefit from their education in later life”, or even “when they earn more”- all of which render the measurement of VfM meaningless.
  • But the argument misses the point. Of course, I only get “value” from a TV if I watch it, or “value” from a gym membership if I bother to go. But that doesn’t change the fact that unlike a gym or a TV purchase, university is a public endeavour jointly funded by the taxpayer and the student. Both groups have the right to demand standards in the service being offered. Both groups also have the right to ask that regulation ensures that their money isn’t being wasted.
  • One of the classic public policy mistakes of universities in their response to massification and marketisation has been simply to sneer. But VfM gets deployed by policymakers not just as a fig leaf in return for high fees, but because it’s popular – right across society, there is something simplistically positive about getting good value for money and something viscerally unpleasant about the feeling of being ripped off.
  • Ministers know this. The public wants it. Being part of society rather than above it, spending oodles of its money and engaging with half the population in the endeavour requires engagement with it, not dismissal. And accepting the desire for value for money as a legitimate concept is central to understanding how government policy and the new market regulator will develop over the next decade.

And some more perspectives from Louis Coiffait on Wonkhe here “The argument here is not to ignore money and efficiency, but also not to be too myopic about such things. It’s necessary not sufficient, a means not an end. Money is an output, not an outcome.”   Hurray.

TEF

It’s been a busy week for TEF news with the year 3 results coming out.  Much of the sector press commentary has focussed on the potential for gaming  – a Guardian article criticised the gold/silver/bronze awards system and suggested the Minister would be wise to cancel the TEF, that it doesn’t really measure what it sets out to do and the costs to run it are far higher than the benefits.  There is a planned parliamentary review in 2019

Subject-level TEF continues to be mentioned in parliament. This week Gordon Marsden asked:

Q – Gordon Marsden: what discussions he has had with representatives from universities on his proposals for a subject-level version of the Teaching Excellence Framework.

A – Sam Gyimah: The department has met regularly with university representatives about the development of the Teaching Excellence and Student Outcomes Framework (TEF) at subject level. Between 12 March and 21 May, we also undertook a technical consultation on subject-level TEF. This consultation provided an opportunity for all stakeholders, including universities and other higher education providers, to comment on the proposals for subject-level TEF both in writing and at consultation events.

It was interesting that in his speech, the Minister said very little about it.  We were expecting a defence of it, but there wasn’t one.

Latest News

The latest news on our regularly featured topics.

Immigration – Immigration Caps remain controversial. The HE sector is concerned to maintain freedom to recruit from the international talent pipeline and attract the brightest and best minds to teach and research in the UK – but without additional fees and charges. This week at Prime Minister’s Questions the fear around immigration fees was highlighted in the case of Grimsby Hospital. Melanie Onn MP (Labour) stated that Grimsby Hospital had been forced to pay £50,000 a month on fees for doctors’ visas. 85% of those applications had been rejected because of restrictions that May imposed as Home Secretary. Onn asked if NHS staff would be exempted from the cap. May responded that she was aware of the issue. The Government had already taken action in relation to nurses and were currently looking at recent figures to determine what further action should be taken to solve the problem.

Brexit – A parliamentary question clarifying whether the Brexit White Paper will specifically cover HE matters:

Q – Gordon Marsden: To ask the Secretary of State for Exiting the European Union, whether the Government plans to include sections on (a) higher education and (b) further Education in the forthcoming Brexit White Paper.

A – Robin Walker: The White Paper will offer detailed, precise explanations of our position, and set out what will change and what will feel different outside the European Union. It will cover all aspects of our future relationship with the European Union, building on the ambitious vision set out by the Prime Minister in her speeches in Mansion House, Florence and Munich.

As the Prime Minister said in her Mansion House speech on 2 March, ‘There are many other areas where the UK and EU economies are closely linked – including education and culture.’ And we will continue to take part in specific policies and programmes which are greatly to the UK and the EU’s joint advantage, such as those that promote science, education and culture.

Senior Pay – The Committee of University Chairs has published The Higher Education Senior Staff Remuneration Code for senior staff.  Commenting on the publication of the new code Nicola Dandridge (Chief Executive, OfS) stated: “Later this month, the Office for Students will publish its accounts direction for universities and colleges. We will set out our increased expectations around transparency for senior pay, and will be expecting all higher education providers to justify how much those who lead their organisations are paid. Where an institution breaches our regulatory conditions, we will not hesitate to intervene.”’ The Universities and Colleges Employers Associated have commented here.

OfS – The Office for Students (OfS) is set to take on a greater regulatory role and be differently focussed than HEFCE was. If you’re not quite sure what the OfS encompasses the House of Commons library have a neat little reference briefing to catch you up. Its sets out how the OfS was established, their duties, the regulatory framework, the Provider Registers, Degree Awarding Powers and University Title, quality and standards, data collection, participation and access and the issues of contention raised against OfS so far.

Admissions – On Thursday the Lords debated equality within Admissions. Contact Sarah if you would like the content of this. – School attainment has kept up with the rise in undergraduates – the growth in student numbers has not lead to university entrants having lower qualifications. This week Universities UK published Growth and Choice in University Admissions. Wonkhe report that since 2010, increased competition for students has emerged in the UK higher education sector  due to the nationwide decrease in the number of 18-year-olds and the removal of student number controls. Universities are now making more offers to a wider range of students throughout the recruitment cycle. The report shows that this has not led to a decline in the prior attainment of the students going to university. As undergraduate acceptances have increased, average student attainment has also risen. The story is covered in the Times here.

Alistair Jarvis, Universities UK Chief Executive, said the analysis shows the changing face of university admissions:

“Reforms to the university system have led to more students, greater choice for them and increased competition among universities. This analysis shows that university entrants continue to be highly qualified and increasing numbers of applicants are accepted with vocational qualifications at all types of universities. This has made it possible for people from a broader range of backgrounds to benefit from a university education.

“There are a growing range of university courses with a vocational focus, from traditional undergraduate degrees such as architecture and engineering to newer courses like degree apprenticeships in cyber security. In fact, four in ten university courses could be considered vocational in some way.”

Nursing Application Decline

Q – Rushanara Ali: To ask the Secretary of State for Health and Social Care, what assessment he has made of the effect of the withdrawal of NHS bursaries on the number of applications for nursing degrees.

A – Stephen Barclay: The University and Colleges Admissions Service (UCAS) published data 5 April 2018 which shows that the number of students applying to study nursing and midwifery has decreased by 13% from this point in the cycle last year.

There is still strong demand for nursing courses with more applicants than available training places. The UCAS data show that up to March 2018 there had been around 1.4 nursing and midwifery applicants per available training place. The university application cycle for 2018/19 is on-going up until 30 June 2018. Applications received after 30 June are entered in to Clearing.

In support of this, Health Education England has recently launched a national clearing campaign to recruit more students to courses in the lead up to the end of clearing, 23 October 2018. Further information is available at: https://www.healthcareers.nhs.uk/knowaboutnursing

Officials in the Department are also introducing the ‘golden hello’ incentive scheme for postgraduate nursing students, which I announced on 9 May.

These payment incentives offer £10,000 to future postgraduates who completed courses funded by loans in the 2018/19 academic year and are anticipated to be contingent on these graduates working in specific fields of the health and care sector including mental health, learning disability and community, including district, nursing.

Digital Student ID Cards

Inside Higher Ed report that Apple and Blackboard are using Near-Field Communications technology to create a digital student ID card for the iphone and Apple Watch. The student’s device can be waved past the card reader for standard services such as taking out library books, gym or halls access, paying for lunch or printing credits. Six American Universities go live with the system this autumn.

Widening Participation & Achievement

Dominating Monday was criticism towards Cambridge for their poor diversity and acceptance of black applications. It was widely discussed on Radio 4 and in the press: Cambridge: BBC, Guardian, FT and TImes. Oxford was discussed in the FT and Wonkhe delved a little more widely in their consideration of Oxford as an institution. Malia Bouattia took to the Guardian to reemphasise the UCAS troubles but also to highlight that racism in education is entrenched as a far earlier age.

On Wednesday UUK and NUS launched a joint call for evidence to help universities tackle the BME attainment gap. Between 2007 and 2016 there was an almost 50% increase in the number of BME undergraduates in England. However, the disparity in achievement outcomes continues – 78% of white students who graduated last year ended up qualifying with a first or a 2:1, 66% of Asian students achieved the same, and 53% of black students. Prior qualifications have an influence on the attainment gap, however are not the whole story.

The BME attainment gap is well known in the sector and many universities are trialling a wide range of initiatives to reduce the gap. However, progress has been slow and inconsistent across the sector.  UUK and NUS have made a direct call to students, their representatives and university staff to identify best practice in closing the attainment gap.

The work aims to:

  • Increase understanding of the barriers to BME student success
  • Identify initiatives that have been successful in addressing this
  • Share experiences and best practice of what works in narrowing the BME attainment gap

A series of evidence gathering sessions and online survey data from students and staff are planned for later in 2018, with the outcome recommendations to be published in December 2018. Parliament have shown interest in this initiative so we can expect the HE Minister and OfS to be pressing universities for faster progress.

Following this call for evidence NEON are encouraging Universities to attend their working group on 13 July (free to BU staff as we are a NEON member).

The place of good careers advice

This week HEPI blogged a manifesto idea from Justin Madders MP: The Class Ceiling report by the Social Mobility APPG on access to the leading professions advocates increasing the use of contextual recruitment, and the Office for Students should encourage exactly the same in higher education.

  • While universities have made much more progress towards this than the elite professions, the exact mechanisms of the recruitment process can too often be a mystery to the young people approaching it. This is particularly prevalent in those from schools without a history of sending pupils to top universities.
  • In relation to this, good careers advice can be transformative for young people and can drive them towards educational opportunities that they have never considered, but it is far too variable. There is a place for much greater collaboration between schools, universities and employers in spreading a ‘what works’ approach, so that as many people as possible find the options that suit them best.
  • This should be part of a far more strategic approach to social mobility, led by government, requiring cross-sector leadership and real collaboration. While there are excellent examples of good practice, too often this work is carried out in isolation.

Youth Employment and Social Mobility – At Prime Minister’s question time this week youth employment and social mobility was discussed:

Alex Chalk (Conservative) noted that the number of children growing up in workless households in the UK was at a record low. He stated that to further drive opportunity and social mobility in the UK, it was vital to support projects like the Cheltenham Cyber Park to ensure children had the opportunity to go as far as their talents would take them.

May, responded that, to continue to lift people out of poverty, helping young people get into the workplace was pivotal. She noted that employment sat at a record high and unemployment at a 40 year low. May concluded there were one million fewer people in absolute poverty since 2010.

Social Mobility featured again in the PM’s questions. This time Thelma Walker (Labour) criticised gaps that had been left unfilled on the Social Mobility Commission following resignations and said that it showed the Government did not take the issue of social mobility seriously. May dismissed the claims, saying the Government had implemented policies specifically to address issues of social mobility.

Disabled Students’ Allowance – There continue to be questions asked about the Disabled Students’ Allowance computing equipment.

Q – Steve McCabe: To ask the Secretary of State for Education, pursuant to the Answer of 26 April 2018 to Question 137102 on Disabled Students’ Allowances, excluding the cost of a standard computer, what other equipment his Department includes as a mainstream cost to participate in Higher Education; and what items are covered by a maintenance loan.

A –Sam Gyimah: Disabled Student Allowance (DSA) is available solely where a student is obliged to incur additional costs while studying as a result of their disability. In the case of computer equipment, it was clear from evidence that this had become a mainstream cost for all students and that disabled students should therefore contribute towards the cost of computer equipment recommended through DSA. On receipt of a DSA Needs Assessment Report, the Student Loans Company will make a decision where necessary as to whether a particular piece of equipment that has been recommended is a mainstream cost or not.

Maintenance loans are available to help fund the costs of study that all students incur. However, the department does not issue guidance to students on how they should spend these funds.

World Access to Higher Education Day – NEON are asking Universities with widening access activities taking place on Wednesday 28 November 2018 to sign up to World Access to HE Day to showcase the activities to an international audience. Follow World Access HE day on Twitter: @WorldAccessHE

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:

And a shameless additional plug for the industrial strategy topical conversations. These are a fab chance for academics to have a mini (2 paragraphs) elevated pitch on their research hitting directly at the heart of Government and sharing your ideas for the future with the public too. The engaging set up allows the public (and other academics) to directly comment and support your research and future vision. An opportunity academics won’t want to miss! Think laterally about how your work fits with the themes of:  AI and data,  Ageing society,   Clean Growth,  and the Future of mobility.  Have a chat with Sarah and then get involved!

Other news

APPG’s: A new register of the All Party Parliamentary Groups (APPG) is available. First up are the Country interest groups, after this all the topical interest groups. Have a browse through and follow those that fit with your work and personal interest areas. APPG’s are cross-party groups convened by Members of the Commons and Lords who come together with a joint purpose and interest in the specified area. The administration of APPGs is often provided by external sector bodies and the APPG members may visit organisations and sites of relevance to their remit. APPGs have no officials status within Parliament, however, some are very successful at canvassing Government and influencing policy making. Some groups are more active than others, and easier to follow. Some have a clear and up to date web based presence, whilst others are more aloof!

Nursing: The Education Committee interrogated nursing degree apprenticeships this week finding low uptake, high supervisory costs, insufficient dedicated learning time and difficulties arising from the inflexibility of the apprenticeship model. Read the summary of the session here.

Rankings: U-Multirank have released their annual world university ranking.

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JANE FORSTER                                            |                       SARAH CARTER

Policy Advisor                                                                     Policy & Public Affairs Officer

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

 

Fair Access Research project (FAR) webpages are launched

The FAR project webpages have now been published.

BU’s pioneering Fair Access Research project has brought together students, SUBU, professional, service and academic staff from across the university to develop and expand expertise and reflexive practice in the field of fair access to higher education.

Each member of the team has brought different knowledge and experiences to a series of innovative research projects exploring what it means to be a ‘non-traditional’ student in the 21st century. FAR has inspired new ways of thinking about fair access and widening participation through this ‘whole institution approach’,

The team has explored all the different stages in the student lifecycle developing an understanding of the challenges some students face in accessing or succeeding at university, how university is experienced by diverse groups of students and how the university can support them in the optimum way when they are here.

Explore the five themes of the FAR programme on the webpages at https://research.bournemouth.ac.uk/project/fair-access-research-and-practice-far/

 

Outreach

Admissions

Experience 

Continuation 

Ways of Working

 

 

Contact principal investigators Dr Vanessa Heaslip or Dr Clive Hunt for further information

The British Conference of Undergraduate Research (BCUR) is coming to BU!

On 25-26 Apr 2017, BU will be hosting the highly valued and increasingly popular BCUR (http://www.bcur.org/).  Almost 400 UG students from across the country attended BCUR 2016 at Manchester Metropolitan University. Hosting BCUR will be hard work, but also a great opportunity to promote BU’s excellent facilities and postgraduate opportunities. Undergraduates of all levels are invited to submit an abstract to BCUR, abstracts are peer-reviewed and works accepted can be presented in a variety of formats (oral presentations, posters, art displays, workshops and performances).

Prof Gail Thomas (Head of CEL), Dr Luciana Esteves (SciTech) and Dr Mary Beth Gouthro (Faculty of Management) are co-chairing BCUR 2017 and are currently setting up the organising committee. If you are interested in helping organising the event, please contact one of the chairs. Representatives from all Faculties, SUBU and central services are welcome.

You can also help by stimulating your students to submit their abstracts to BCUR – your incentive is the most important factor influencing students’ decisions in taking part of extra-curricular activities. Submissions are likely to be open between Oct-Dec – so watch this space!

BU’s application to host BCUR was one of the successful outcomes of the Fusion-funded SURE project (Showcasing Undergraduate Research Excellence). The project has delivered two SURE conferences (March 2015 and 2016), an  extra-curricular opportunity open to all BU UG students (across all levels and programmes). You can find a brief summary of the two conferences in this CEL blog.

BU students taking part in the SURE conferences not only gain valuable transferable skills and experience, they can win fantastic awards and prizes (see below) and be selected to present their work in the Posters in Parliament event. You can read about this year’s BU research showcased in Parliament here.

SURE Conference award winners:

Research Excellence (MSc or MRes fee waiver): Jozef Kulik, Psychology (2015); Rosie Lumley, Nutrition (2016)

Best oral presentation (funds to present at an external conference): Ben Hayes, Physiotherapy (2015); Charlotte Fodor, English (2016)

Best poster (iPad): Emma Packer, Biological Sciences (2015); Christopher Dwen, Forensic Science (2016)

2016 winners

 

Launch of the summer round of the BU Undergraduate Research Assistantship programme

I am delighted to announce today the launch of summer round of BU’s Undergraduate Research Assistantship (URA) programme. Funded by the Fusion Investment Fund, this programme offers paid employment opportunities for approximately 40 BU undergraduate students per year to work in clusters, centres and institutes, under the guidance of experienced academics, in a research position that is directly related to their career path and/or academic discipline. This enables the students to assist academic staff with their research whilst also gaining valuable research experience themselves.

Research shows there is a direct link between student satisfaction and research-based learning, particularly when the opportunity is in their field of study[1], and that the undergraduate student experience is improved by engaging them with research early and often.[2] URA programmes are common in North America and are offered in a significant number of universities, for example Harvard University, Northern Illinois University, Kent State University and Cornell University.

In 2015 BU is offering two modes of the URA programme:

  1. semester-based programme (c. 20 part-time positions running for eight weeks in semester 2)
  2. summer programme (c. 20 full-time positions running for six weeks in June/July 2015)

There are two stages to the application process: 1) Faculty application stage whereby BU academic staff can apply for URA positions, and 2) student selection stage whereby Faculty staff recruit to the positions.

We are now accepting applications from academic staff for URA positions for the summer-based programme. The deadline for applications is Friday 20th March 2015. All applications received will be reviewed by a panel comprising two Deputy Deans (Research and Professional Practice) and the Head of Research and Knowledge Exchange. Decisions on which positions to fund will be announced at the start of April.
.
Further details, including the application form, are available here: Undergraduate Research Assistantship (URA) programme

[1] For example: Healey and Jenkins (2011) Linking discipline-based research with teaching to benefit student learning, available from: http://www.mickhealey.co.uk/wp-content/uploads/2010/10/Linking-RT-Handout-Website1.doc

[2] For example: Madan, C R & Braden, D T (2013) The Benefits of Undergraduate Research: The Student’s Perspective, available from: http://dus.psu.edu/mentor/2013/05/undergraduate-research-students-perspective/

Apply for the Undergraduate Research Assistantship programme now!

Last week we announced the launch of the Undergraduate Research Assistantship (URA) programme and opened the call for applications for positions to run in semester 2 (see Launch of the BU URA programme). The deadline is fast approaching (14th November) so you will need to get your applications in soon (apply here).

Having a URA working with you has many benefits to both you and the student. These include:

  • Increased opportunity for co-creation between you and the student
  • Increased satisfaction for you and the student
  • Promotion of careers in academia and research to the student
  • Promotion of opportunities for postgraduate study to the student
  • The student will support you with your research

Picking up on this last point, this could include supporting you with undertaking a pilot study which could then be used to strengthen your application for external research funding. Typical duties of a URA include (but are not restricted to):

  • performing experiments and analysing the results
  • disseminating new knowledge orally or in written outputs
  • literature searches
  • presenting results at conferences
  • providing general research support to academics

You can apply for a URA position to run in semester 2 by competing this short application form and submitting it by 14th November.

Launch of the BU Undergraduate Research Assistantship programme

I am delighted to announce today the launch of BU’s Undergraduate Research Assistantship (URA) programme. Funded by the Fusion Investment Fund, this programme will offer paid employment opportunities for approximately 40 BU undergraduate students to work in clusters, centres and institutes, under the guidance of experienced academics, in a research position that is directly related to their career path and/or academic discipline. This will enable the students to assist academic staff with their research whilst also gaining valuable research experience.

Research shows there is a direct link between student satisfaction and research-based learning, particularly when the opportunity is in their field of study[1], and that the undergraduate student experience is improved by engaging them with research early and often.[2] URAs are common in North America and are offered in a significant number of universities, for example Harvard University, Northern Illinois University, Kent State University and Cornell University.

In 2014-15 BU is offering two modes of the URA programme:

  1. semester-based programme (c. 20 part-time positions running for eight weeks in semester 2)
  2. summer programme (c. 20 full-time positions running for six weeks in June/July 2015)

There are two stages to the application process: 1) School/Faculty application stage whereby BU academic staff can apply for URA positions, and 2) student selection stage whereby School/Faculty staff recruit to the positions.

We are now accepting applications from academic staff for URA positions for the semester-based programme. The deadline for applications is 14th November 2014. All applications received will be reviewed by representatives from the University Research and Knowledge Exchange Committee, with decisions on which positions to fund announced at the start of December. There will be a second round next year for the summer programme.
Further details, including the application form, are available here: Undergraduate Research Assistantship (URA) programme

[1] For example: Healey and Jenkins (2011) Linking discipline-based research with teaching to benefit student learning, available from: http://www.mickhealey.co.uk/wp-content/uploads/2010/10/Linking-RT-Handout-Website1.doc

[2] For example: Madan, C R & Braden, D T (2013) The Benefits of Undergraduate Research: The Student’s Perspective, available from: http://dus.psu.edu/mentor/2013/05/undergraduate-research-students-perspective/

Sport Management Researcher and Students Create Impact on International Field

Last weekend, Dr Tim Breitbarth (Senior Lecturer in Sport Management) and MSc Sport Management students Lisa Kaisner, Manuel Perez Vehi, Chih-Heng Kwan and Junbeom Kim returned from their 8-day trip attending the 22nd European Association for Sport Management (EASM) Conference, EASM Masters Seminar and EASM PhD Student Seminar. Following various successes at the 21st EASM conference in Istanbul last year, the BU travel party again made strong contributions to this leading international sport management conference.

Together with 60 students from around the globe, the students worked in mixed groups on three different sport marketing cases and had to present their findings and plans in front of a critical jury over the period of 4 days before the main conference. Lisa and her team won the case competition on the Olympic legacy of the Coventry Ricoh Arena and, therefor, were invited to present at the main conference. Feedback from the students on the Masters Seminar in particular was largely positive – especially in terms of networking, making new friends, learn from one another and visiting sport venues/matches like the Rugby School and the season opening of the Leicester Tigers.

 

Invited Keynote and Conference Workshop Convener

Besides tutoring at the Masters Seminar, Dr Tim Breitbarth was invited to provide a keynote at the PhD Student Seminar titled “Book or articles? Assessing the strengths and weaknesses of the form of your PhD thesis”. His contribution was very well received and awarded during the conference dinner. He also mentored three PhD researchers from Belgium, South Africa and Mexico at the Seminar and gave advise on their research.

At the main conference, Tim together with his small international team organized and convened a workshop on corporate social responsibility in and through sport. Again, the workshop was the second most popular in terms of submissions and all five sessions attracted a great audience. The academic workshop was spiced-up by inviting Nico Briskorn (Head of CSR at German professional football club VFL Wolfsburg) and Chris Grant (CEO, Sported Foundation – the London 2012 charity legacy) to contribute their expert insights into the application of CSR and sport.

 

Highly Cited Paper and Special Issue Editor

The relevance of the topic is also manifested by the fact that the paper “The Role of Corporate Social Responsibility in the Football Business: Towards the Development of a Conceptual Model” by Tim Breitbarth and Phil Harris from 2008 published in European Sport Management Quarterly (second highest ranked sport management journal in the world) has been the journal’s most cited article over the past 3 years. Also, Tim is the lead editor of the Special Issue “Governance and CSR Management in Sport” in ‘Corporate Governance: The International Journal of Business in Society’ which will be published early/mid 2015.

In addition, Tim presented two research papers, one of which based on an awarded Bachelor dissertation by last year’s graduate David Thomas whom he supervised.

In general, despite being a rather small party at a 500+ delegates conference, the BU team created awareness for our sport programs in particular and Bournemouth in general. Travelling Masters students were somewhat lukewarm about the practical value of the main conference (e.g. as a means to find a job), but overall enjoyed the experience and talking to experts from various fields. Several visits from renown (inter-)national scholars, academics from partner universities and PhD students are already in planning for 2015.

Please contact Dr Tim Breitbarth at tbreitbarth@bournemouth.ac.uk

 

F.l.t.r.: Lisa Kaisner, Chih-Heng Kwan, Manuel Perez Vehi, Tim Breitbarth

F.l.t.r.: Nico Briskorn (VFL Wolfsburg), Christos Anagnostopoulus (Co-Convenor, University of Central Lancashire), Frank van Eekeren (Co-Convenor, Utrecht University), Tim Breitbarth (Lead-Convenor, Bournemouth University), Wojtek Kulczycki (Technische Universität München), Chris Grant (Sported Foundations), Stefan Walzel (Co-Convenor, German Sport University Cologne)

Group of Masters students at Rugby School

Students Reflect on Internationalisation Experience

In September, four sport students engaged in intensive extra-curricula internationalisation activities in order to enhance their study, professional and personal intercultural experience. This BU blog article combines their personal reflections.

Sport management and sport development students Luke Frary, John Bryson, Oliver Johnson and Stefan Ferencz significantly contributed to the Student Seminar and the main conference of the European Association for Sport Management (EASM) in Turkey from 7 to 14 September (http://blogs.bournemouth.ac.uk/research/2013/09/19/bu-sport-students-and-academic-succeed-at-european-association-for-sport-management-conference-in-istanbul).

 

The students’ key reflections and conclusions in short:

  • Oliver Johnson: “Upon first hearing about the opportunity to participate in the reputable European Association of Sports Management conference and Master Student Seminar in Istanbul, I was instantly attracted and impressed that my university was able to offer this to me. (…) Looking back, what I achieved over the course of the week has been astonishing, as I honestly believe that the experiences that I have gathered shall put me in a great stead for the future. I would recommend such an experience to anyone, it really is an opportunity not to be missed.”
  • Luke Frary: “Over the next few days we got to know the various individuals from all over Europe as we engaged in the Masters Student Seminar. The topics covered where not entirely different to those I had covered at Bournemouth, but through adding an international perspective, the approach becomes refreshingly different. (…) Later in the week we were divided into groups to work on a management game. I was grouped with students from Germany, Finland and Holland. Once again it was insightful to work with the addition of an international dimension. It became clear that when studying in just one country, it is easy to adopt a narrow approach to your studies.”
  • John Bryson: “I thoroughly enjoyed this international experience and the chance to stay in a foreign city and work collaboratively with people from such diverse backgrounds and cultures. This is an experience that I have gained many new skills form and will benefit me greatly going forward.”
  • Stefan Ferencz: “The main conference enabled me to learn about current issues and trends in the field of sports management, thus providing me with useful information that I will utilise in my final year. Having observed how speakers structure their presentations, I now feel more confident about speaking at the presentations required for some of my units during level H. (…) I would recommend any sports management student to attend an EASM conference as it will definitely have a positive impact on skills, knowledge and future career. Overall, I feel proud to have successfully represented Bournemouth University at an international stage.”

 

Please read about their reflections in more length below the pictures.

 

Part of the international student group during venue visit and on-site lecturing in Istanbul.

John Bryson (second from left) during team work.

Luke Frary in discussion with the NBA Europe Business Development Manager

International students mingling during coffee break. In the middle, BU students talking to retired UNICEF Partnership Director.

Stefan Ferencz (third from right) with his team, awarded for winning their case competition.

 

John Bryson

“I travelled to Istanbul along with three other Bournemouth University students to attend the European Association of Sports Management (EASM) Masters Student Seminar and EASM Conference. The seminar and conference provided me with some excellent experiences including presenting my dissertation research, working in a team with other international students in a sports management game, gaining an insight into cutting edge sports management research and issues and also making many professional and personal contacts.

With help and guidance from Dr Tim Breitbarth I was able to present my dissertation research at the corporate social responsibility workshop during the EASM Conference alongside many of the authors that I had referenced in my own work. This was a rewarding experience as I was able to make a contribution to the conference while showing off my dissertation that I had worked on throughout the previous academic year.

During the student seminar I also worked on a sports management game. I found this particularly interesting as it allowed me to work on a real life scenario to devise and implement solutions. During the management game I was required to work in a team with students from The Netherlands, Finland, Germany and Turkey. I really enjoyed the opportunity to work alongside other students from different countries and cultures and the challenge of combining many different ideas and perspectives into a successful end product. In the end our hard work paid off as we won our case competition and were able to work on the project further and present it our final solution at the main conference.

The seminar and conference also provided me with the opportunity to make many professional and personal contacts that will be very useful going forward in my career. The management game was especially useful for networking as we were devising solutions for industry professionals and it was a useful task to showcase your imagination, creativity and problem solving skills.

I thoroughly enjoyed this international experience and the chance to stay in a foreign city and work collaboratively with people from such diverse backgrounds and cultures. This is an experience that I have gained many new skills form and will benefit me greatly going forward.“

 

Luke Frary

“Upon leaving the arrivals lounge of Istanbul’s Ataturk Airport it was highly satisfying to be instantly reminded that we were visiting new territories when our non-English-speaking taxi driver some how managed to gesture that there would be a suspicious extra charge for our ‘over sized luggage.’

After a short ride we arrived with a warm welcome at the reception of our hotel (which clearly was going to exceed all expectations of accommodation at a student conference). Here we were informed that we would be separated and would be sharing rooms with students from other European Universities as a way of encouraging the ‘multicultural atmosphere’ that the conference programme alluded to. In hindsight, we were extremely naïve as we approached this with scepticism – one of the many valuable lessons we learnt during the conference.

After a short while we were escorted to the Sports campus of Mamara University for the opening of the Masters Student Seminar. Once again the scepticism set in when we heard the words ‘ice-breaker’ bellowed above the closed conversations taking place in small clusters of previously familiar friends.  We then proceeded to play a number of games that finished with holding hands and dancing around in a circle to a Turkish song. Little did we know that this song would become a regular during the conference and a very memorable part of the trip.

Over the next few days we got to know the various individuals from all over Europe as we engaged in the Masters Student Seminar. The days started with Key Note speeches on some highly engaging topics. The topics covered where not entirely different to those I had covered at Bournemouth, but through adding an international perspective, the approach becomes refreshingly different.

Later in the week we were divided into groups to work on a management game. I was grouped with students from Germany, Finland and Holland. Once again it was insightful to work with the addition of an international dimension. It became clear that when studying in just one country, it is easy to adopt a narrow approach to your studies.

In between the keynote speakers and the management game, we were able to select from a number of sports activities. For me the highlight was kayaking along the Bosphorus and mooring alongside a Turkish restaurant to sample a local snack.

The following week welcomed the main conference. There were some very interesting presentations and there were many great opportunities to generate ideas and inspirations to take into one’s own studies. In the evenings the hospitality the Turkish had arranged was phenomenal. It was great to share these moments with the large group of new friends we had made.

The conference came to its finale with a cruise around the Bosphorus in a yacht big enough to accommodate the entirety of the conference delegate list. As the   boat returned at the end of the evening and it was time to say goodbye to our new friends, it became clear how enriching the whole experience had been and how our expectations had been greatly exceeded in all areas.”

 

Stefan Ferencz

“The EASM 2013 conference in Istanbul has been a unique experience that has given me the opportunity to expand my knowledge in the field of sports management and also to create a network of sports management students from around Europe.

The adventure began with the Student Seminar held at one of the campuses of Marmara University. Presentations delivered by academics and professionals were soon followed by the Management Game. The Management Game focuses on a very engaging and challenging group activity which gave me the opportunity to work with students from different countries, to develop communication and decision making skills and to work effectively under time pressure. I feel that I have benefited from all the challenges that arose during group work, from the research required to deliver the presentation as well as from the reward of producing the best case study for the allocated subtheme.

The main conference enabled me to learn about current issues and trends in the field of sports management, thus providing me with useful information that I will utilise in my final year. Having observed how speakers structure their presentations, I now feel more confident about speaking at the presentations required for some of my units during level H. The conference has been an amazing source of information provided by well-known academics and professionals and has generated many ideas for my future dissertation. Along with great social and sporting activities organized by staff, the conference has ended in style, with a superb boat trip on the Bosporus.

I would recommend any sports management student to attend an EASM conference, as it will definitely have a positive impact on skills, knowledge and future career. Overall, I feel proud to have successfully represented Bournemouth University at an international stage and I would very much like to get involved in future EASM projects.”

 

Oliver Johnson

“Upon first hearing about the opportunity to participate in the reputable European Association of Sports Management conference and Master Student Seminar in Istanbul, I was instantly attracted and impressed that my university was able to offer this to me.  I applied in order to further my working experience, looking to participate in activities outside my comfort zone and within a foreign environment.  I believe this is crucial to any student’s development, as not only does such an activity like appealing on a CV to employers, it helps to develop key characteristics such as communication, team work and working under pressure within a foreign environment.

A factor that enabled me to participate in the conference was the backing of the Global Horizons Fund, as they seek to provide financial assistance to students, like myself, who are enthusiastic and eager to learn or participate in competitions abroad to further their education.  Organisations such as Global Horizons make such an opportunity all the more attainable, as there are often financial restrictions associated with learning abroad which often dissuade students from participating.

My week in Istanbul was split into two halves: the first half, as part of the Master Student Seminar, was based at Marmara University and the other half, in the heart of Istanbul, at the Istanbul Convention and Exhibition centre for the main conference. The structure of the Master Student Seminar was organised excellently, as there was balanced daily routine of informative, interesting speakers and leisure activities.

The main focus of the seminar was the Master Student Seminar competition, where students were randomly assigned to multi-national working groups. The aim was to put together a presentation and report on an assigned topic. I was assigned to the topic of Corporate Social Responsibility, whereby our group had to propose an idea, on behalf of a local company, in order to promote physical activity amongst the community. Initially, I did find the task challenging, as the groups were comprised of foreign students, it was occasionally difficult to communicate effectively. However, I believe that our group gelled remarkably and were able to collate a strong argument for our case. This was proven as we were selected as the winners of our topic, where we would progress to present at the main conference in front of a jury of astute professionals and conference attendees, competing against other student groups’ topics. Personally, I have very little experience in presenting in front of a large audience; therefore I initially felt the prospect of doing so very daunting. Nevertheless, it was a fantastic experience to showcase our hard work at such an esteemed event.  My group was eventually announced as winners of the overall competition, an achievement that I am extremely proud of.

Although the work involved was demanding, there was allocated time to see the sights of wonderful sights of Istanbul and to have fun. My personal highlight of the trip was kayaking up the river Bosporus and under the Fatih Sultan Mehmet Bridge, a spectacular sight. As mentioned previously, the organisation of the trip was excellent, with the assistance of several Marmara University students, who would often act as tour guides always willing to recommend places for us to visit and making sure everyone was looked after.

Looking back, what I achieved over the course of the week has been astonishing as I honestly believe that the experiences that I have gathered shall put me in a great stead for the future. I would recommend such an experience to anyone, it really is an opportunity not to be missed.”