Tagged / student protection plans

HE policy update for the w/e 18th September 2020

Hi all, there is very much of a “what will the new academic year hold” feel about this week.  Will there be another national lockdown?  Is the rise in virus cases a second wave or a small bounce?  What will university students do when they are not learning or socialising online?  In the “find someone to blame for everything” environment that is so prevalent (and so disheartening), students are the latest group to be targeted for vilification.  But there is other news too…

Research news

The Minister speaks

Science Minister Amanda Solloway spoke this week to promote researcher wellbeing and push for changes in the sharing and evaluation of research.

The Minister spoke of the barriers to sticking with a research career – little chance of secure permanent employment, a hamster wheel of short-term funding alongside publishing in the ‘right’ journals, alongside a focus on bullying and harassment. The Minister said:

  • it was an enormous shock… to learn that nearly two-thirds of researchers have witnessed bullying or harassment at work, and almost half have experienced it themselves…. As government, it is our duty not to condone the behaviour of bullies, no matter how talented they may be as individuals.
  • Institutions with widespread bullying and harassment problems should not benefit from the taxpayer’s support.

Career Path

  • we should make sure that we create real longevity in careers. Employers should provide clear career paths, and the stable employment contracts to match… for those that wish to pursue a career in R&D, we should provide clear routes to progression, including routes between academia and other places, and between technical and research roles
  • Having a casualised research workforce where the vast majority of people can’t develop a proper career is no way to build our status as a science superpower.
  • Because research is inherently creative – it’s about finding out new things, taking risks and venturing into the unknown. Nobody should live in fear that, if they don’t play exactly the same game as everyone else, according to the same narrow set of rules, they’ll lose their jobs.

Funding System

  • we must do whatever we can to put diversity at the heart of everything we do… promoting diversity should never simply be reduced to a tick-box exercise – just one more thing you have to demonstrate to win funding.
  • We must look seriously at whether the system of short-term grants for projects is really working… Or whether it’s instead promoting a monoculture of bureaucracy and risk aversion.
  • This means supporting sustainable and well-funded teams, units and institutions. With support for everyone involved in our R&D vision – from top scientists to postdocs to PhD students and doctoral apprentices, from technicians to professional support staff. From leaders, managers, governors, and people working in our funding agencies. To people interested in science, engaging with research, or considering a future in research for themselves or their children. Our R&D People and Culture Strategy should support the whole system – backing everyone to do their best.
  • And when we do provide funding, we should do it properly and sustainably.

Evaluation & Access to Research

  • it’s so baffling to me that scientists and researchers seem to evaluate each other in such strange ways – by obsessing over spurious metrics or narrow indicators of prestige…the pressure you feel from things like grant income targets or the impending Research Excellence Framework (REF)… I of course recognise that the ‘publish or perish’ culture in research is not unique to the UK
  • So I have today written to science ministers across the world, to invite them to join me in looking closely at this dependence on publications and to find out what we can collectively do about it….an outdated [reliance on]… closed-access journals which locks scientific discoveries away, tragically curtailing their usefulness. An important part of the solution must be to make research more openly available.
  • So let me restate this government’s commitment to full and immediate open access to all publicly funded research. And let me give my full backing to UKRI for the work they are doing to develop a new open access policy, working alongside international partners.
  • We should embrace, and encourage, new ways to share research – the exciting, diverse ways to communicate research… We should value datasets, code and open methods, just as much as we value books, journals and conferences… let’s celebrate the exhibition, the performance, the roadshow, the website and the wiki. The television programme, the community engagements, the patient involvement and the citizen science programme.

UKRI

New UKRI Chief Executive Ottoline Leyser presents her Viewpoint blog: We must reshape the system so it genuinely values and supports difference. It begins:

  • The data are clear. There are pervasive problems with equality, diversity and inclusion in research and innovation, which impoverish the system, stifle creativity and deny opportunity to people who have so much to contribute.
  • It is equally clear that there is huge appetite for change. We have reached a turning point in the debate…

Research Parliamentary Questions

  • When and how regularly the Government plans to publish diversity statistics for the UK’s research sector. (The next harmonised diversity data release is due early 2021.)
  • UKRI also committed to expanding their data collection and analysis capabilities including Innovate UK grants. And that they would publish other diversity data more regularly, e.g. the detailed ethnicity analysis of grant applications.
  • Whether BEIS plan to reform the REF to reduce admin, incentive collaboration, and focus on assessing groupings and teams. Answer – the Government will examine the mechanisms and agree a set of reforms – it is worth reading the full response
  • What assessment they have made of the reduction in research funding available to universities as a result of reduced charitable giving during the COVID-19 pandemic; and what plans they have to increase funding to compensate for any such reduction. (Answer references the SURE fund.)

The Lords Science & Technology Committee held a session debate on the report into Science research funding in Universities late last week. Excerpts:

  • The Committee registered surprise that the Augar review did not consider the impact the  recommendations  would have on universities’ ability to conduct science research—one of the key roles of universities: if  Augar  recommendations are implemented, it will seriously affect the Government’s ambition to make UK a science superpower …  Stagnation in QR funding for over a decade, a decrease in full economic costs to 70% from funders and a shortfall in support funding from government in relation to charities’ research grants leaves universities to have to cross-subsidise costs, mainly from international student fees. Added to these ongoing funding issues, there is now the significant and unknown effect of Covid-19 on university finances and research…The biggest threat to universities from the reduction in funding is a reduction in research talent. (Lord Patel)
  • On the Government’s response, Lord Patel noted it was positive but did not go far enough: The Government R & D road map sets out the framework, but now it needs the Government to engage with the university sector to get the details right.  
  • The issues of a decrease in funding and the long-term impacts this may have on R&D and medical advances were discussed.
  • Lord Willetts (Con), argued it would be a mistake to think that we can get anywhere near 2.4% if our research activities are concentrated in a small number of elite universities.
  • Lords from across the Chamber agreed that Scientific Research across HE needed to be prioritised.
  • Lord Callanan stated that the future global talent visa would help this skilled cohort of individuals to access the UK, empowering them to significantly enhance our knowledge base and make critical contributions to scientific and medical research.  And: Research, innovation and knowledge are the drivers of our global competitiveness and a key source of economic advantage. I assure noble Lords that we remain committed to maintaining the UK’s position as a global science superpower, and that we will continue to invest in our universities and in the science and research that will deliver the long-term economic growth and societal benefits.

The Secretary of State speaks

In Tuesday’s Education Committee accountability session Gavin Williamson answered questions on Covid related disruption of school and exams including a focus on grades and the system selected. There was no HE specific content. If you have an interest in the topic but do not wish to view the full session contact Sarah for a summary (ref: Thurs D1502).

International (Visas)

The House of Commons Education Committee has published the letter from the Minister for Future Borders and Immigration on the changes to the points-based student immigration routes. We mentioned this in last week’s update; here is all the detail from the letter:

  • The Government welcomes international students and places no limit on their number. This will not change under the points-based system. We are committed to increasing the number of international higher education students in the UK to 600,000 by 2030 and the new Student route will support us in achieving this aim.
  • From 5 October, all prospective international students, including those from the EU, coming to study in the UK after the end of the transition period will need to apply to the Student route before coming to UK. To help prepare EU students who will need to apply through the points-based immigration system in order to commence their studies here from January 2021, we have created tailored guidance, which can be found
  • The main differences between the new Student route and the previous Tier 4 are outlined below:
    • EEA nationals will be incorporated into a global application system. EEA nationals will be required to meet the same requirements to study within the UK as non-EEA nationals and will need to apply under the Student rules;
    • There will be a new set of simplified Immigration Rules for the Student and Child Student routes, in line with the recommendations made by the Law Commission;
    • Students will be able to apply for permission to come to the UK six months before they plan to travel;
    • There are increased switching permissions within the Student route and increased switching between routes within the new points-based immigration system. Students will be able to apply for further permission from within the UK, provided they meet the academic progression requirement and the new course of study commences within 28 days of the expiry of the current leave. This enables clearer pathways for students studying at all levels;
    • The eight-year time limit on studying courses at postgraduate level has been removed. There is no longer a limit on the time an individual can spend studying postgraduate courses;
    • Those applying for permission to stay in the UK on the Student route will not need to demonstrate funds if they have already been here with valid permission for 12 months or longer at the point they apply;
    • Students applying for leave as a Student Union Sabbatical Officer or to study on a recognised Foundation Programme will not be required to prove evidence of maintenance funds, as it is accepted these individuals will be earning an income during the validity of their visas;
    • Students at higher education providers with a track record of compliance will not routinely be required to provide evidence of academic qualifications used to obtain the offer of sponsorship;
    • Students who have passed relevant qualifications in English language or literature in the UK whilst studying under the age of 18 will be able to meet the English language requirement; and
    • EEA and Swiss nationals, and nationals of the USA, Canada, Australia, New Zealand, Japan, Singapore and South Korea, will be exempted from having to apply for an Academic Technology Approval Scheme (ATAS) certificate to study certain sensitive subjects in the UK.
  • To recruit international students, educational institutions must have a Home Office approved sponsor licence. Institutions who are already Tier 4 sponsors will automatically become Student sponsors.
  • To retain the brightest and the best students to continue to contribute to the UK post-study, we will launch the Graduate route in Summer 2021. This new route will allow those who have completed a degree at a UK higher education provider, with a track record of compliance, to stay in the UK for two years (three years for PhD graduates) and work at any skill level, and to switch into work routes if they find a suitable job.
  • There will be new rules on how applicants meet English language and finance requirements in immigration applications. These rules will only apply to the Student and Child Student routes initially, but will in time apply to all immigration routes. Guidance will be published in the near future.

The Commons Public Accounts Committee published a report on Immigration enforcement this week.

International Parliamentary Questions

Graduate work visa: The potential merits of extending the duration of the graduate work visa. Answer – no:

  • We believe that 2 years (3 years for PhD graduates) is a fair and generous amount of time to allow international graduates to have unrestricted access to the UK labour market, enabling them to gain valuable work experience and to kick-start their careers. We also believe this will help to ensure that the UK continues to be an attractive destination for international students. We will of course keep the operation of the graduate route under review once it has been implemented.

Recruitment: What discussions have been held with the British Council on the number of international students expected to enrol in UK universities during academic years (a) 2020-21, (b) 2021-22, (c) 2022-23; and what support his Department has offered to the British Council to help attract international students for the academic year 2020-21.

The Secret Life of Students

Wonkhe ran a two day event – The Secret Life of Students – this week. Nicola Dandridge (OfS) presented and included some news:

  • The admissions review that was launched before lockdown is to remain on pause to allow universities to deliver the 2021 cycle first (and tackle any difficulties that arise). So while it is possible that the government will want a new approach (PQ offer making?), they are not going to try and inflict it on us straight away – especially as there may be challenges next year from delayed exams or further waves of the pandemic.
  • Whether the NSS will run during 2021 will be decided shortly. Communication to the sector is expected after the next OfS Board meeting. ICYMI we covered the government’s plans for NSS in last week’s update.
  • The anticipated consultation on student outcomes will follow very soon. This will be an important set of changes because it is strongly linked to the government’s agenda on value and quality.
  • An OfS and Research England joint funding competition addressing diversity will be announced presently.

Wonkhe’s weekly podcast (The Wonkhe Show) promises to cover the highlights from the two day event. Info on how to subscribe to the podcast is here.

Digital Teaching & Learning

Research Professional report on a Jisc survey (mainly carried out pre-lockdown) in which 23% of students stated their digital teaching and learning was poor quality. 28% also said the university didn’t facilitate access to online systems from any location. Michael Barber, Chair of the OfS, is conducting a review into digital teaching and learning for the OfS before he steps down from the Chair’s role.

  • The survey also revealed that only around half of students said they receive guidance on digital skills from their university, which Jisc said showed “the higher education sector must up its game to deliver the high-quality experiences students deserve, and the skills they need to thrive”.
  • While 93 per cent of students said they had access to a laptop, Jisc said the fact that many universities had offered laptops or bursaries to students when lockdown began “implies that the devices some students owned did not meet their requirements”.
  • Sarah Knight, head of data and digital capability at Jisc, said the pandemic had “has highlighted the urgent need to address digital poverty” among students as more teaching is carried out online.
  • “Universities and colleges must do what they can to ensure all students have an equitable experience, whether they’re learning face-to-face, remotely, or through a blended approach,” she added.

You can read more on the OfS Digital Review in this Research Professional article and this is the OfS’ call for evidence.

Returning students – Covid concerns

With a nationwide jump in Covid cases attention continues to focus on students who begin to travel to their universities. Wonkhe have a series of articles discussing the latest:

The time for a nationally coordinated response for higher education to Covid-19 has passed – what matters now is how well organisations collaborate locally.  What might need to be in place to make that happen?

With the R number back above 1 in England, what data is useful for responding to C-19 risks?

As the UK cracks down on socialising will a heavy-handed interpretation damage students’ education and community safety?

The government has published its guidance for universities in England on reopening campuses but is it too little, too late?

Slightly off topic but related Wonkhe have a blog asking if league tables are pointless given they will rely on data collected during the pandemic – Has C-19 infected university league tables?

And from Research Professional (RP): several UK universities are launching their own efforts to test their students and staff for Covid-19, rather than relying on the highly criticised national system.

RP also cover the University of Bergen which has shutdown following 230 students contracting Covid.

University Wales have a joint statement setting out the shared responsibility to keep communities safe.

Wonkhe report that: The Department of Health has urged universities to prepare for the NHS Covid-19 app – due to launch on 24 September – by creating and displaying NHS QR posters from a government website. The app will automate checking in to a location, and the notification process where an outbreak has been reported.

Politics Home has an article stating Universities are launching their own C-19 testing regimes because the Government test and trace programme is descending into a shambles.

Some parliamentary questions:

Finally Wonkhe cover the Public Health England blog –

  • Student life in the time of Covid-19 advising students that their “household” will consist of housemates or flatmates who share a student home, or if living in university halls “your university will let you know what makes up your household”. Framing all students as people who live in student accommodation, it says that student housing “will be a key part of how you will be able to socialise” and indicates that opportunities to meet new people outside a household and socialise safely at university can still take place under social distancing rules – adding further confusion for universities who are working through the implications of the new “rule of six” for student social activity.

Free Speech Legislation targeted at Students’ Unions

Times Higher have an article stating the Government is considering legislating on free speech within universities with students’ unions under the microscope through extended statutory duties and threatening fines. Excerpts from the article:

  • Speaking in the House of Commons last week, Gavin Williamson, the education secretary, said the government was “exploring a range of legislative and non-legislative options” to protect free speech on campuses, following the Conservative manifesto pledge to “strengthen academic freedom and free speech in universities”. 
  • There have been discussions in the government about teeing up the issue of campus free speech in the further education White Paper, expected this autumn, then introducing legislation subsequently that would extend statutory free speech duties – already imposed on those who run universities – to students’ unions, sources told THE.
  • The Department for Education is also believed to be examining the system of block grants directed by universities to students’ unions.

HNCs & HNDs – in partnership with FE only?

EDSK (a thinktank) have published Further Consideration: Creating a new role, purpose and direction for the FE sector. The report focuses on the 16-19, FE and Institute of Technology sector and gets behind the Government’s current passion for FE with the aspiration that vocational and technical routes be of equal prestige as university academic studies. Its sets out a number of recommendations of how this could be delivered in practice. Including that:

  • Higher-level technical qualifications should be funded by government if they are publicly endorsed by employers, professional bodies or Institutes of Technology. Each awarding organisation should also be restricted to offering one qualification per level in each subject. (Recommendation 12)
  • Aside from the approvals process for technical qualifications, there is a longstanding issue regarding the institutions that are responsible for providing qualifications at Levels 4 and 5. FECs deliver just over half of the qualifications at these levels, with Higher Education Institutions (HEIs) such as universities delivering about a third of them. The list of qualifications available at Levels 4 and 5 is a mixture of academic and vocational courses of different sizes and with different purposes, such as Foundation Degrees, Higher National Certificates and various Awards, Certificates and Diplomas offered by a wide range of AOs that can last anything from a matter of hours up to two years. The problem is that HEIs currently compete with colleges to offer technical qualifications such as HNCs and HNDs, leaving learners and employers uncertain about who to engage with should they wish to pursue a higher technical pathway.
  • To reflect this report’s calls for greater collaboration among education providers within each locality, it is counterproductive for HEIs to be able to colonise the higher-level technical education space without any regard for similar provision available at nearby FECs. As discussed throughout this report, the advent of new ‘Technology Colleges’ will put the FE sector in a strong position to drive forward skills development and economic growth in their local areas, but this will only be possible if they become a ‘hub’ for higher technical courses that employers recognise and utilise.

And coordinating provision in a local area quickly moves to not permitting HEI’s to deliver these qualifications independently:

  • The provision of Level 4 and 5 technical qualifications should be led in future by Technology Colleges. This means that HE providers such as universities should not be allowed to offer these qualifications unless they deliver them in partnership with local FE institutions. (Recommendation 13)

Of course where there is partnership there is also top slicing as each institution attempts to cover some of the admin and quality assurance costs on top of the actual delivery and associated student services.

Recommendation 15 gives a (perhaps unintentional) nod to Labour and the Liberal Democrats repeated calls for individual learner accounts:

  • All learners should be given access to a new ‘lifetime loan limit’ of £75,000, which they can use to engage in education and training at any time throughout their career after the initial funds in their IEB have been used up. This lifetime loan system would cover both tuition and maintenance costs for university, college and apprenticeships.

So if you go to a University which charges higher fees you are looking at a one time hit. Of course, this is the case now for most learners, with only certain courses in key areas (such as STEM) which mean a student can access funding to study a second degree/equivalent level course.

The EDSK report reminds that there will be a white paper published in the autumn expected to address FE and particularly the technical skills agenda modelled on the admired German system.

HE Code of Governance

The Committee of University Chairs has published the Higher Education Code of Governance. It aims to identify the key values and elements that form an effective governance framework. Yet is also recognises that good governance practice is complex and goes beyond the adoption of the Code; that it requires an organisational culture which gives freedom to act; establishes authorities and accountabilities; and at its core fosters relationships based on mutual respect, trust and honesty.

The Code’s objectives are to:

  • determine, drive and deliver the institution’s mission and success in a sustainable way (financial, social and environmental)
  • protect and promote the collective student interest and the importance of a high-quality student experience
  • ensure student outcomes reflect good social, economic and environmental value; and effectively manage opportunities and mitigate risks to protect the reputation of the institution, ensuring financial sustainability and accountability for public funding
  • promote and develop a positive culture which supports ethical behaviour and equal, diverse and inclusive practices
  • promote excellence in learning, teaching and research, monitoring institutional and governing body performance
  • publish accurate and transparent information which is widely accessible
  • lead by example, being flexible and adaptable to create a resilient future
  • ensure arrangements are in place for meaningful engagement with relevant stakeholders (especially students and staff) locally, regionally, nationally and globally

How lucrative is postgraduate study?

The DfE and IFS have published The earnings return to postgraduate degrees in the UK. It analyses the earnings of postgraduate students by subject and institution type using LEO data and controlling for individual and background differences (including prior attainment). They compared the postgraduates’ earning against a control group who didn’t undertake further study. The study compared earnings by age 35 (to give sufficient time for employment and labour market experience post-qualification).

Page 6 gives interesting facts and figures on who undertakes a postgraduate degree and what they are studying

Here are the key points on earnings:

  • For both men and women, masters and PhD graduates earn more on average than those with only an undergraduate degree, while PGCE graduates earn less on average. In particular for men this last gap is large, with PGCE graduates earning around £38,000 on average at age 35 compared to nearly £51,000 for those with only an undergraduate degree. For both genders earnings growth through the thirties is largest among undergraduates and PhD graduates and smallest for PGCE graduates.
  • Earnings inequality varies widely across qualification groups, with very few PGCE graduates experiencing very high earnings, but also many fewer experiencing low earnings compared to those who left education after their undergraduate degree. As a result, despite the large differences in mean earnings, median earnings of PGCE graduates are very similar for men, and even somewhat higher for women, than those of undergraduates.
  • Once we control for differences between students, the earnings gap between undergraduate and masters and PhD graduates drops significantly: we estimate returns of 2% (women) and -2% (men) for masters and 8% (women) and -9% (men) for PhDs.
  • Our estimated returns for postgraduate degree are considerably smaller than previous estimates from the UK, which have been consistently positive. We believe this is because we have much richer data than has previously been available which allows us to much better control for differences between postgraduates and undergraduates.
  • PGCEs are a relatively ‘safe’ choice for both women and men: they reduce the chances of not being in employment, as well as earning less than £30k, but decrease the probability of earning more than £40k. We see quite similar patterns for PhD degrees, as well as for masters degrees for women. Perhaps this is because these degrees tend to result in people pursuing specific interests, such as research, where salaries are reasonable, but which are not necessarily the most exceptionally lucrative careers. For men masters degrees do not offer this insurance value.

Page 8 summarises how the returns vary by subject, institution and prior qualification. In short the return varies across subjects (see PhDs in maths and psychology – it’s not what you might expect); the institution means a difference between a negative and positive effect for masters (but its tangled up with subject choice too), prior study remains an effect with better returns when the masters subject diversifies away from the UG choice (except for high pay areas – law, economics, etc).

The report concludes:

Masters

  • The most striking finding, perhaps, is that while masters graduates on 55 8 average have higher earnings than graduates without postgraduate qualifications, once we account for differences in attainment and background characteristics we estimate a very low average return for women (1.5%) and even a small negative return for men (-2.3%). This average result masks important variation… Masters degrees in law, economics and business are particularly lucrative.
  • For students, the average returns to postgraduate degrees are perhaps less rosy than previously thought. However, more positively, for virtually all students there are some masters options they can do given their undergraduate subject that lead to positive earnings returns.

PhD

  • Our returns estimates suggest that PhD degrees boost earnings for women by around 7.5%, but reduce earnings for men by 9% [except for business]. One important point about the returns for PhD degrees is that there is some evidence that the returns continue to grow after age 35, as individuals gain more work experience. This suggests that the outlook might be more positive (especially for men) at later points in the life cycle. More generally, future research should consider the full life-cycle effects of postgraduate degrees.

And on disadvantage:

  • We also investigate access to postgraduate study and find that while large raw participation gaps do indeed exist, these are almost entirely explained away by prior attainment. This does not necessarily mean that if prior attainment were to improve amongst students from disadvantaged backgrounds then postgraduate fees would not generate barriers to access; it simply suggests that, currently, gaps in attainment in school and undergraduate degrees seem to be the binding constraint in terms of access to postgraduate courses among students from less well-off backgrounds.

Students as consumers

You may recall the student petition calling for a tuition fee refund due to Covid-19 disruption to their education and university experience. The Government dismissed it, however, it was reopened by the Petitions Committee and ran an inquiry to investigate the impact on students, particularly those from disadvantaged backgrounds and those from ‘hands on’ courses (the Committee’s report here). The Government have now responded to the Committee’s report (as they are required to do).

The Government’s response stated students have rights under consumer law but the exact circumstances in which a student might receive redress are not clear. This is because the question of whether an individual student is entitled to redress will depend in part on the specific contractual arrangements between them and their provider. It will also depend on the student’s individual circumstances, given that the move to online tuition will have been different for students on different courses and at different universities. The result is that each student’s situation is unique, and each case will depend on particular facts…. It is a matter for providers to determine whether a refund is appropriate and, if so, how such refunds should be paid. In other situations, including compensation paid in response to complaints arising from industrial action at universities, this has taken place via direct refund. Any refund is a matter for providers, so the Government is not considering writing off or reducing tuition fee loans.

The Government also refused to coordinate the matter: due to the individualised nature of student contracts and student circumstances, a new centralised system to support students seeking tuition fee refunds is not a preferred option at this time. Any such system would risk depriving institutions of the opportunity for early resolution of complaints with students, in situations where remedies other than refunds would be more helpful or beneficial to a student. Any centralised system would also be unlikely to be able to sufficiently take into account the circumstances an individual student has faced without detailed input from their institution, thereby replicating the first step in the established process for complaints – students in England and Wales first follow their institutional complaints process, and if they are not satisfied with the outcome can take their complaint forward to the OIA.

They also agreed students should be aware of their rights and how to make a complaint and… The Government is working closely with external stakeholders including UUK, NUS, OfS, CMA and OIA to explore existing communications channels and how these could be used to improve students’ understanding of their consumer rights…. More must be done to ensure that students know their rights and can play an active part in holding their provider to account, to ensure that they are receiving the value for money which should be expected of our world-leading universities.

In short, there has been no real change.

Wonkhe report that The Department for Education has set up a working group to consider whether existing guidance on consumer rights can be brought together or added to. They also discuss the Government’s response in this blog.

HEPI – student voting

HEPI has released another report on student voting, from another nuanced angle. This one looks at student voting within the last 4 general elections (2010, 2015, 2017 and 2019) asking Student voters: Did they make a difference? Focussing only on the 25 constituencies where well time students constitute at least 17.5% of the voting electorate. Nick Hillman (HEPI Director) states:

  • Our research confirms that student seats lean left, though perhaps to an even greater degree than previously thought. In constituencies in England with lots of students, Labour scored 25 percentage points more, while the Conservatives scored 25 percentage points less. The student vote has proved decisive in seats like Portsmouth South, Leeds North West, Canterbury and Coventry South. Labour also outperform the Conservatives in student seats in Wales and Scotland, though it is the SNP that tends to win in student areas in Scotland.
  • Our research highlights some common fallacies. For example, minor parties, such as the Green Party, have not generally done particularly well in student seats. Moreover, the common idea that the voice of students will be louder if they vote at their term-time address rather than their home address is often wrong – as students can sometimes just help stack up even bigger majorities in safe seats. While the Liberal Democrats struggled to maintain their previous performance after entering Government in 2010, they continued to do better in seats with lots of students than in England as a whole until 2019.

Nick also speaks directly to students:

  • As the new academic year begins, I urge students who move away to study to keep their options open by making sure they are registered to vote in their place of study as well as at their home address.

…and to and parliamentary candidates:

  • I would also urge policymakers not to take the student vote for granted. While students are interested in so-called “student issues”, such as student finance, they are also motivated by other issues, such as climate change, the state of the NHS and the UK’s place in the world.
  • We also all need to avoid the simplistic assumption that going to university makes people left-wing, as this idea is increasingly being challenged by academics with hard evidence.

The NUS have responded to the report:

The report confirms many things that NUS have previously asserted including:

  • Students have a significant impact in General Elections and should be considered as a key voter group
  • Students care about so-called ‘student issues’ such as student finance, but are also motivated by other issues such as climate change, the NHS and the UK’s place in the world
  • Whilst student seats lean left, it’s also important to remember that students are not a homogeneous group and students hold a wide range of political beliefs

The report comes at an important time as students prepare to organise around key issues for the 2021 May local elections and national elections in Wales and Scotland.

Social Mobility Commission

The Social Mobility Commission have released The long shadow of deprivation – research carried out by IFS, the UCL Centre into areas with the lowest social mobility. It links educational data and HMRC earnings information to identify young sons from disadvantaged families (entitled to free school meals) who attended state schools. The research tracked them from age 16 to 28. The press release states the results show a postcode lottery for disadvantaged people.  In areas with high social mobility, disadvantaged young adults earn twice as much as those with similar backgrounds in areas with low social mobility… . In the “coldest spots” those from disadvantaged backgrounds, entitled to free school meals, have little chance of making a better life for themselves or their children. 

  • Education, often blamed for social mobility differences, is only part of the answer. In areas with high social mobility, gaps in educational achievement account for almost the entire pay difference between the most and least advantaged sons. On average it accounts for 80% of the difference.
  • However, in local authorities where social mobility is low it is much harder to escape deprivation. In such areas, up to 33% of the pay gap between the highest and lowest earners is down to non-education factors, like local labour markets and family background.
  • Disadvantaged workers are restricted by factors including limited social networks (fewer internships); inability to move to more prosperous areas; limited or no financial support from family; less resilience to economic turbulence due to previous crisis such as 2008 financial crash and less developed soft skills.
  • The [social mobility] commission is now urging regional and community leaders to use the findings to help draw up tailored, sustained, local programmes to boost social mobility, building on the approach in some Opportunity Areas. The commission will also ask the government to extend its current Opportunity Areas programme – which gives support to 12 councils – to include several more authorities identified as the areas with the most entrenched disadvantage.

Steven Cooper, interim co-chair of the commission said:

  • These findings are very challenging. They tell a story of deep unfairness, determined by where you grow up. It is not a story of north versus south or urban versus rural; this is a story of local areas side by side with vastly different outcomes for the disadvantaged sons growing up there.

PQs

A financial focus runs across our remaining parliamentary questions this week:

Inquiries and Consultations

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

Other news

Unpaid internships: There are currently two Private Members’ Bills before Parliament on unpaid work experience/internships (prohibiting them). You can read the summary of the debate from the Commons Bill here.

Online events: The Parliamentary and Scientific Committee are running a series of online events on specialist topics (free to BU staff) see this link for the areas covered.

Degree Apprenticeships: Wonkhe report on an FE Week  article stating that the Office for Students is to be stripped of its role (held since June 2019) in overseeing degree level apprenticeships, with Ofsted taking on the responsibility alongside its existing role in inspecting apprenticeships up to level 5. This was a recommendation made by the Augar report.

Policy revamp: Labour have begun revising their higher education policy. Research Professional speculate on the topics that are being discussed behind closed doors. Spoiler:

  • In truth, it is unlikely to be very much different from the plan Labour offered to the electorate in 2019. The same issues are driving the higher education agenda: training and lifelong learning, and the contribution of universities to national recovery and productivity.
  • We can expect Starmer’s Labour to back lifelong learning and the integration of further and higher education. The bigger question that Labour needs to answer is: How should the country respond to the growing demand for higher education in the next decade?

Deferrals: The DfE have announced a support package for students who were forced to defer their entry to university this year. Some of the support mechanisms will also be open to students who elected to defer. The press release states the support package will provide opportunities to gain new skills, undertake work placements in the public, private and voluntary sectors, undertake additional learning and support their career development. This includes support that the higher education sector will offer those students during the year ahead, including free courses and access to careers advice. It signposts to healthcare support roles, paid tutoring roles, the National Careers Service, the Skills Toolkit, University Officer Cadets, work experience with Network Rail, placements within the Courts and Tribunals Service, Special Constables, BEIS have an industry seminar programme, and the Civil Service are offering a 1 week virtual work experience. Read further down the article for Private and Voluntary sector opportunities.  On HE support the press release states all HE providers have committed to:

  • maintain regular contact with students who need to defer, and explore a range of means of supporting them over the coming year
  • offer greater transitional support to these students to support their enrolment in 2021
  • some online content will be made available to these students, at the appropriate level
  • where possible and appropriate, they will be offered online mentoring and access to careers guidance
  • they will receive guidance on what further options for study in preparation for their degree are available, with many providers supplying free online courses and/ or resources

UCAS will directly contact students who had to defer their place to inform them of the scheme.

Business Barometer: The Open University (OU) published their Business Barometer. It finds employers report continued skill shortages despite the growth in the pool job candidates. Management and leadership and digital skills are stated as the most difficult skills to fill. The OU recommends that businesses focus on their own workforce to grow the internal talent for future skills needs.  

  • Organisations spent £6.6 billion plugging short term gaps this year, up from £4.4 billion in 2019
  • 56% of UK organisations report they continue to experience skills shortages
  • 61% of organisations say that they are not as agile as they need to be because of shortfalls in their skills
  • 48% of employers stated that apprenticeships and work-based learning initiatives will be vital to their organisation’s recovery over the next year

Jobs outlook: The CBI published its annual survey stating half of UK firms plan to reduce their recruitment during the next 12 months (half plan to increase). This means the overall proportion of businesses planning increased recruitment has dropped compared to last year.  The BBC also cover business redundancies due to lower consumer demand following an Institute for Employment Studies (IES) Freedom of Information request.

Education Sector: C-19 and the classroom – Working in education during the pandemic has been published, it covers the impact on education professionals’ mental health and wellbeing during this unprecedented times.

Home working: Not remotely policy related – but there is a YouGov poll identifying what Brits working from home miss about the workplace

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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 20th December 2019

It’s our last update until the New Year – we give you the Queen’s speech (not that one, the one at the State opening) and the OfS annual review, to get you ready for what will be coming in the New Year. At the time of writing MPs are expected to pass the second reading of the EU Withdrawal Agreement Bill, paving the way for the more detailed third reading stage in January.

Happy Christmas and a happy new year to all our readers, and thank you for your patience in what has been a very interesting year!

Queen’s speech (again)

You can read the Queen’s Speech here along with the PM’s introduction and briefing notes about all the legislation etc. The Executive Summary in this briefing document sets out the legislative programme clearly.

This Queen’s Speech will deliver Brexit on 31 January and allow the Government to deliver on people’s priorities and unleash the country’s potential. The Government’s first priority is to deliver Brexit on 31 January and to negotiate an ambitious free trade agreement with the EU that benefits the whole country This Queen’s Speech sets out how we will seize the opportunities created by Brexit:

  • The European Union (Withdrawal Agreement) Bill will ratify the deal secured by the Government in October, delivering Brexit.
  • The Agriculture Bill will reform UK agriculture by improving environmental protections and strengthening transparency and fairness in the supply chain.
  • The Fisheries Bill will enable us to reclaim control over our waters, ensuring the sustainability of our marine life and environment.
  • The Trade Bill will establish the Trade Remedies Authority to protect UK industry from unfair trading practices.
  • We will end free movement and pave the way for a modern, fairer points based immigration system.

You will remember that “The Home Secretary has commissioned the Migration Advisory Committee (the MAC) to consider points-based systems, including the Australian immigration system and other international comparators. The MAC is due to report in January 2020.”

And this from the more detailed briefing:

Our new single system will allocate points on a range of criteria in three broad categories and it will be focused on skills and talents, not nationality:

  • Migrants who have received world-leading awards or otherwise demonstrated exceptional talent and sponsored entrepreneurs setting up a new business or investors.
  • Skilled workers who meet the criteria of the points-based system and have a job offer.
  • Sector-specific workers who enter on schemes for low-skilled work, youth mobility or short-term visits. These provide no route to permanent settlement and will be revised on an ongoing basis based on expert advice from the MAC.

Although it isn’t mentioned in the briefing, this was the October 2019 briefing on graduate employment rights

  • A Private International Law (Implementation of Agreements) Bill will provide a clear framework for cross-border resolutions for individuals, families and UK businesses involved in international legal disputes.
  • We will provide certainty, stability and new opportunities for the financial services sector.

The Speech sets out a number of proposals to invest in and support our public services:

  • Legislation will enshrine in law the largest cash settlement in the NHS’s history and we will deliver the NHS Long Term Plan in England to ensure our health service is fit for the future.
  • A Medicines and Medical Devices Bill will ensure that our NHS and patients can have faster access to innovative medicines, while supporting the growth of our domestic sector.
  • We will also pursue reforms to make the NHS safer for patients.
  • We will provide extra funding for social care and will urgently seek cross-party consensus for much needed long-term reform so that nobody needing care should be forced to sell their home to pay for it.
  • We will continue work to modernise and reform the Mental Health Act to ensure people get the support they need, with a much greater say in their care.
  • We will increase levels of funding per pupil to ensure all children can access a high quality education.

This is from the more detailed briefing on education

  • The Government is giving schools a multi-billion pound boost, investing a total of £14 billion more over three years, on top of £5 billion for teacher’s pensions. Overall, that translates to £150 million a week. The core schools budget will be £7.1 billion higher in 2022-23 compared to this year.
  • Every school will have more money for every child and we will level up minimum per-pupil funding for secondary schools to £5,000, and primary schools to £3,750 next year, and £4,000 the year after.
  • From next year, we will legally require all local authorities to deliver the minimum per-pupil funding in their local area. And that will be an important first step towards delivering this funding directly to schools, through a single national formula, so that it is fair and equitable for every school in the country.
  • It is vital we ensure that the pay offer for teachers is positioned at the top of the graduate labour market – ensuring we recruit and retain a world class profession – and that is why we have announced plans to significantly raise starting pay to £30,000 nationally by September 2022.
  • The Government will also continue to expand the successful free schools programme, promoting choice, innovation and higher standards to kick-start wider improvement.
  • The Government wants to bring renewed focus to further and technical education, and will ensure our post-16 education system enables young people and adults to gain the skills required for success and to help the economy.
  • This means an extra £400 million for 16-19 year-old education next year, an increase of 7 per cent overall in 16-19 year-old funding and the biggest injection of new money in a single year since 2010.
  • There will also be additional investment in T Levels, supporting continued preparation for these courses with the first three starting from September 2020.
  • The Government will invest an additional £3 billion over the course of this Parliament to support the creation of a ‘National Skills Fund’.
  • The Government will invest £8 billion over five years in a rebuilding programme to upgrade the entire further education college estate.
  • The Government are also planning to establish 20 Institutes of Technology across England- unique collaborations between further education colleges, universities, and employers –– offering higher technical education and training in science, technology, engineering and maths subjects, to give people the skills they need for key sectors such as digital, construction, advanced manufacturing and engineering.
  • The Government is committed to making sure 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.
  • The Government will ensure that our universities are places where free speech can thrive, and will strengthen academic freedoms.
  • The Government wants to ensure we deliver better value for students in post- 18 education, have more options that offer the right education for each individual, and remove barriers to access for disadvantaged young people.
  • The Government is considering the thoughtful recommendations made in the Augar Review carefully.
  • The Government will boost Ofsted inspection so that parents can be confident they have the fullest picture of quality at their child’s school. We will consult on lifting the inspection exemption so that outstanding schools are inspected routinely.
  • To ensure children are getting an active start to life, The Government will invest in primary school PE teaching and ensure that it is being properly delivered. The Government wants to do more to help schools make good use of their sports facilities and to promote physical literacy and competitive sport.

The Speech sets out a variety of measures to support workers and families:

  • An Employment Bill will enhance workers’ rights, supporting flexible working, extending unpaid carers’ entitlement to leave and ensure workers keep their hard earned tips.
  • A Renters’ Reform Bill will enhance renters’ security and improve protections for short-term tenants by abolishing “no-fault” evictions and introducing a lifetime deposit.
  • To ensure residents are safe in their homes, we will bring forward measures to implement the most urgent recommendations from the first phase of the Grenfell Tower Public Inquiry. We will also publish a draft Building Safety Bill to implement the recommendations of Dame Judith Hackitt’s review of building regulations.
  • Recognising our commitment to making the UK the safest place to be online, we will continue to develop an Online Harms Bill.
  • The Pension Schemes Bill will enable people to better plan their saving for later life and improve the protection of people’s pensions, strengthening the regulator’s powers to tackle irresponsible management of pension schemes.
  • We will reduce the cost of living, including through increases to the National Insurance threshold and the National Living Wage.

The Speech reaffirms our commitment to strengthening the criminal justice system, ensuring it keeps people safe:

  • A Counter Terrorism (Sentencing and Release) Bill will ensure the most serious and dangerous terrorist offenders stay in prison for longer.
  • A Sentencing Bill will ensure the most serious and violent offenders serve more of their sentences in custody.
  • A Serious Violence Bill will place a duty on public bodies to work together to identify and tackle early factors that can lead to crime and ensure the police can more easily stop and search habitual knife carriers.
  • A Police Powers and Protection Bill will establish a Police Covenant and ensure the police are able to fully conduct their duties by providing them with additional support and protection.
  • Recognising the pain felt by victims and their families when offenders refuse to disclose certain information about their crimes, the Prisoners (Disclosure of Information about Victims) Bill will require the Parole Board to take this into account – a version of “Helen’s Law”.
  • The Divorce, Dissolution and Separation Bill will remove unnecessary conflict during the divorce process, in which children are so often caught up, while ensuring that divorce remains a carefully considered decision.
  • We will re-introduce the Domestic Abuse Bill, strengthening protections for victims and providing new enforcement mechanisms.
  • The Extradition (Provisional Arrest) Bill will empower police officers to immediately arrest someone wanted for a serious crime committed in a trusted country, without having to apply to a court for a warrant first.
  • We will consider proposals to deal more effectively with foreign national offenders, including increasing the maximum penalty for those who return to the UK in breach of a deportation order.
  • We will set up a Royal Commission to improve the efficiency and effectiveness of the criminal justice process.

The Speech sets out how we will improve our infrastructure and level up opportunity across the country:

  • We will invest in public services and infrastructure while keeping borrowing and debt under control and will publish a National Instructure Strategy.
  • We will accelerate the delivery of fast, reliable and secure broadband networks to millions of homes, with legislation to make it easier for telecoms companies to install digital infrastructure and to ensure all new homes are built with reliable and fast internet.
  • The Air Traffic Management and Unmanned Aircraft Bill, will maintain our position as a world-leader in aviation by modernising our airspace, making journeys quicker, quieter and cleaner whilst also tackling the unlawful use of unmanned aircraft (drones).
  • Legislation will be brought forward to ensure that minimum levels of service are maintained during transport strikes so that hard-working commuters can still get to work.
  • We will develop measures to ensure people can get home quickly when an airline goes bust.
  • In response to the Williams Review, we will publish a White Paper containing reforms that address passengers needs while providing value for the taxpayer and delivering economic benefits across the UK.
  • A draft National Security and Investment Bill will strengthen the Government’s powers to investigate and intervene in business transactions (takeovers and mergers) to protect national security.
  • To maintain the UK’s position as a global science superpower, we will boost public R&D funding, launch a comprehensive UK Space Strategy and develop proposals for a new funding agency.

The detailed note says:

To build on our world-leading excellence in science and deliver solutions to some of the world’s greatest challenges we are:

  • Setting out plans to significantly boost public R&D funding.
  • Backing a new approach to funding high-risk, high-payoff research in emerging fields of research and technology. The Government will work with industry and academics to finalise this proposal.
  • Introducing a new fast-track immigration scheme for the best and brightest scientists and researchers.
  • Reducing bureaucracy in research funding to ensure our brilliant scientists are able to spend as much time as possible creating new ideas.
  • Establishing a new National Space Council and launching a comprehensive UK Space Strategy.
  • The R&D funding plans the Government will unveil 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 the UK to invest strategically in cutting-edge science, while encouraging the world’s most innovative businesses to invest in the UK.
  • Under our new funding plans the Government will prioritise investment in industries of the future where the UK can take a commanding lead – such as life sciences, clean energy, space, design, computing, robotics and artificial intelligence. The Government will drive forward development of these technologies by investing in hubs around world-leading universities.
  • Some of this new R&D spending will go towards a new approach to funding emerging fields of research and technology. It will provide long term funding to support visionary high-risk, high-pay off scientific, engineering, and technology ideas, and will complement the UK’s existing world class research system.
  • The Government will increase the tax credit rate to 13 per cent and review what R&D-related costs qualify for tax credits, so that important investments in cloud computing and data, which boost productivity and innovation, are also incentivised.
  • Removing unnecessary bureaucracy in the science funding system will help ensure all UK investments have the greatest possible impact by cutting the time wasted by scientists filling out forms.
  • The UK’s new fast-track immigration scheme for top scientists and researchers will help significantly enhance the intellectual and knowledge base of the UK. The changes to the immigration system will:
  • Abolish the cap on numbers under the Tier 1 Exceptional Talent Visas;
  • Expand the pool of UK research institutes and universities able to endorse candidates; and
  • Create criteria that confer automatic endorsement, subject to immigration checks.
  • Under the current Tier 1 Visa system, the immigration system already:
  • Ensures dependents have full access to the labour market;
  • Removes the need to hold an offer of employment before arriving; and
  • Provides an accelerated path to settlement.
  • This new immigration scheme will support our world-leading research by ensuring that UK teams can recruit the best skills and talent from abroad. We will continue to collaborate internationally and with the EU on scientific research, including with the EU through Horizon.
  • The Government will unlock long-term capital in pension funds to invest in and commercialise our scientific discoveries, creating a vibrant science-based economy post-Brexit.

 

  • We will publish a White Paper to reiterate our commitment to levelling up opportunities and investment in the regions across England.
  • We will reform business rates to protect high streets and communities from excessive tax hikes and keep town centres vibrant. We will bring forward the next business rates revaluation and make future revaluations in England more frequent.

This Queen’s Speech deepens our commitment to safeguarding the natural environment for future generations:

  • Our landmark Environment Bill will protect and preserve the planet for generations to come. It will establish a new Office for Environmental Protection, increase local powers to tackle air pollution, introduce charges for specified single use plastic items, and ban exports of polluting plastic waste to non-OECD countries.
  • We will also continue to take steps to meet the world-leading target of net zero greenhouse gas emissions by 2050.
  • We will introduce legislation to promote and protect animal welfare, including measures to increase maximum sentences for animal cruelty, to ensure animals are recognised as sentient beings, and ban the import and export of trophies from endangered animals.

The Government will continue to work to strengthen the bonds between the different parts of the UK and to safeguard its constitution and democratic processes:

  • We will continue to uphold the constitutional integrity of the UK, working constructively with the devolved administrations and their legislatures to ensure our Union continues to flourish.
  • We will urgently pursue the restoration of the devolved power-sharing government at Stormont to ensure the people of Northern Ireland have the political leadership of their elected local representatives.
  • We will set up a Constitution, Democracy and Rights Commission to consider the relationship between Government, Parliament and the courts and to explore whether the checks and balances in our constitution are working for everyone.
  • We will take forward work to repeal the Fixed-term Parliaments Act.
  • We will protect the integrity of our democracy and elections, tackling electoral fraud through the introduction of voter ID and banning postal vote harvesting.

The Speech confirms our determination to celebrate and support the work of our courageous armed forces and to retain and enhance the UK’s global status and reach as we leave the EU:

  • We will continue to invest in our Armed Forces and honour the Armed Forces Covenant.
  • We will continue to uphold the NATO commitment to spend at least two per cent of national income on defence.
  • We will legislate to bring an end to the unfair pursuit of our Armed Forces through vexatious legislation.
  • We will seek the prompt implementation of the Stormont House Agreement to provide both reconciliation for victims of the Troubles in Northern Ireland and greater certainty for military veterans.
  • The Prime Minister will undertake an Integrated Defence, Security and Foreign Policy Review – the deepest review of these issues since the end of the Cold War.
  • We will secure ambitious new trade deals with our international partners across the world.
  • We will take forward our commitment to ban public bodies from imposing their own direct or indirect boycotts, divestment or sanctions campaigns against foreign countries.
  • Finally, this Government will champion Conservative values and put a strong United Kingdom front and centre in the world. We will champion the UK’s interests and uphold our values of the rule of law, freedom of expression, and the importance of human rights on the international stage. We will continue to work alongside our international partners to tackle the most pressing global challenges, including terrorism and climate change.

Research funding

We have mentioned the government’s promises on research funding above. Wonkhe have done some analysis

  • The ten-year science and innovation investment framework launched to much fanfare in 2004 made a similar promise, but ultimately didn’t deliver. Given 2.4 per cent is a “whole economy” target, i.e. made up of both public and private sector spending, we’d argue that what really counts this time is the pledge made by the Prime Minister during the election that a returning Conservative government would increase its annual investment in research and development to £18 billion by 2024/25.
  • Clearly that level of investment will need to ramp up over time to address capacity issues in the research sector: the UK will need thousands more research workers in universities, businesses and research institutes and the wider public sector.
  • Interestingly, the Conservatives’ costings document appears to only indicate a rise to just over £14 billion public investment in research and development by 2023/24, so these pledges will also need ongoing scrutiny. And we will need a strategic plan to deliver this level of change and that plan will need to show how the government will leverage private investment, alongside its own, to deliver on the GDP target as soon as possible.

Office for Students Annual Review

The Office for Students have issued an annual review which defends their approach to date and sets out some continuing and  new frontiers for intervention in the sector. The headline lets you know what is coming: England’s universities world class, but pockets of poor provision letting students down.

Before we get stuck into the detail, there is some analysis of this and the OfS board papers from Wonkhe – Jim Dickinson on plans for student protection:

  • The interesting question here is what students actually expect in each of those areas, where they get those expectations from, and what happens if the expectation doesn’t match the reality.
  • For example – a university website that boasts ”there’s lots of support available to you… no problem is too big or no worry too small for our team of experts, and there are plenty of services so you can choose the one that’s best for you” might not be setting an appropriate expectation of its waiting lists to access these services are over a term long.
  • Similarly, a university boasting that “students experience an open, informal study environment with teachers and students usually on a first-name basis… a more collaborative approach, where students are respected as junior colleagues and their opinions valued and encouraged by more experienced peers” sounds great, but may be hard to access if there’s 300 people on all your modules.
  • A student enrolled at a university whose assessment policy says that “you will normally receive work back within three weeks” and claims “you will be allocated a supportive personal tutor” might reasonably have rights to redress if all their marks take six weeks to appear, and if they get to their final year having never met their personal tutor.
  • Much of this sort of stuff isn’t in contracts now, but is certainly implied in prospectuses or university policies – and what this probably points to is providers having to be much more specific about the nature, quality and level of service on offer – both to help students compare, and enable them to enforce their rights if it doesn’t materialise.

And David Kernohan on the OfS board papers – he has a whole advent calendar full of points (26) but we’ve pulled out a few

  • 13) More publications on the way. There’ll be more guidance on value for money transparency expectations in early 2020, which may include a consultation (and thus, we guess, changes to the regulatory framework)
  • 14) We’ll be getting the results of a survey of students and graduates about VfM views in March 2020.
  • 15) There’s a consultation coming very soon, which may mean changes to the regulatory framework to help tackle harassment and sexual misconduct.
  • 19) The Student panel have been getting stuck into TEF, and they reckon the purpose of TEF should be to “incentivise continuous improvement” within providers rather than to guide student choice, which tells its own story. They don’t like the current stratification of awards (Bronze can still mean bad), but they do fancy an increased number of awards to identify providers with greater precision.
  • 20) The panel also “appreciated the level of student engagement” included within the subject-level pilot and supported “increasing the level of direct engagement and introducing more qualitative data to TEF”. There was even support for “less reliance on NSS data” as there was a feeling that “it could be gamed” and that low response rates “can lead to unreliable data which then can’t be used”.

So back to the Review.  Nicola Dandridge says:

  • ‘It is simply wrong to suggest that criticism of poor-quality provision and poor outcomes for students, when appropriate and evidenced, amounts to disloyalty that will damage the reputation of English higher education. Indeed, the reality is exactly the opposite: saying that everything is perfect in every university and college, when it plainly is not, is dishonest and corrosive, and ultimately will do more damage by undermining trust and confidence.
  • ‘More to the point, it is not in the interest of students. The OfS seeks to be honest about the experience students receive, however uncomfortable that may be. That is our job. In this, we take our cue from the principles that underpin the institutions we regulate: universities are places of intellectual exploration and, above all, honest enquiry. By drawing attention to the evidence, and to areas of concern as well as outstanding strength, we aim to offer challenge, support and opportunity for improvement that will make our exceptionally strong higher education sector even stronger

The blog summarises the areas of focus:

  • Within the OfS’s broad agenda, Ms Dandridge highlights three key issues that the OfS will pay particular attention to in the year ahead: admissions and recruitment, the quality of information for prospective students, and improving the quality of teaching and courses. To address the first of these issues, the OfS plans to launch a review of the admissions system. Ms Dandridge says:
  • ‘To the extent that the existing system is not serving students’ needs in a fair, transparent and inclusive way, it must change, and we will consult widely with students, schools, providers and others to understand their views and perspectives.
  • ‘We will also consider ways of addressing increasing concerns about some student recruitment practices. Students can be offered enticements and inducements which are often not in their best interests, at a time when they may be especially vulnerable. In particular, we will continue closely to monitor the impact of the damaging growth of ‘conditional unconditional’ offers that require students to commit to a particular course.’
  • Reforming admissions practices is one way of addressing entrenched gaps in access and participation in higher education which, historically, universities and colleges have been too slow to address. Ms Dandridge continues:
  • ‘What we have seen in the past is ‘slow but steady’ improvement. The trouble is that slow and steady is too slow when people’s livelihoods and opportunities are at stake. That is why we are now looking for a radical improvement in progress.
  • ‘There is work to do to dispel wider, persistent myths and misperceptions about access and participation: that universities and colleges cannot be expected to compensate for poor schooling and wider social inequalities; that contextual admissions are unfair; that disadvantaged students will always do less well in their degrees. Research shows that if students from disadvantaged backgrounds are helped to make the right choice of what and where to study, and given the support that they need during their time in higher education, they can end up performing just as well as, if not better than, their more privileged peers.’
  • The second of three issues identified by Ms Dandridge as priorities for the year ahead is improving the quality and reliability of information available for prospective students:
  • ‘Providers registered with the OfS must demonstrate that the information on their websites and marketing materials is accurate and accessible. At a time when questions are being asked, and concerns raised, about the value of a higher education degree, it is more important than ever that students are able to make informed choices about what and where to study based on clear, correct information. There can be no place for false and misleading advertising in how universities sell themselves to prospective students, or a lack of clarity about their rights.
  • ‘We cannot have a situation where students’ expectations are raised unrealistically before they go to university, only to be dashed when they get there. Such marketing is clearly within the scope of consumer protection law, and we will act swiftly and decisively where we find evidence of breach.’
  • The third priority identified is how universities, colleges and other higher education providers address concerns identified by the new regulatory system – particularly the quality of teaching. Ms Dandridge says:
  • ‘As our attention turns to regulating the providers we have now registered, we now plan to use our regulatory tools to support improved quality of teaching and courses. We plan to consult on whether our requirements for quality are sufficiently demanding to ensure that all students receive a good education.
  • ‘We set numerical baselines for indicators such as continuation, completion and employment as part of our assessment of the outcomes delivered for students. Our view is that a minimum level of performance should be delivered for all students, regardless of their background or what and where they study. We will consult on raising these baselines so that they are progressively more demanding and using our regulatory powers to require providers to improve pockets of weak provision.’

In the main document, there are some interesting points:

Registration:

  • Over 500 applications were received from higher education providers to join the OfS register.
  • A total of 387 providers were registered.
  • Eight providers were refused registration
  • The majority of applications (446) and registrations (330) were for the ‘Approved (fee cap)’ category, which allows providers to charge tuition fees up to the higher limit.
  • The majority of providers on the Register (373) had been regulated under the previous higher education regulatory systems. 14 providers not regulated under the previous systems have been registered

And the process has not been without challenges:

  • The vast majority of registered providers have had some form of regulatory intervention imposed. Some have had more than one intervention applied to them. Only 12 providers had no interventions as part of the registration decision. The total number of interventions applied as of 23 October 2019 was 1,109.
  • Most interventions (615) took the form of a formal communication. There were 464 requirements for enhanced monitoring, and 30 specific ongoing conditions were imposed.
  • As Table 1 on page 23 shows, interventions have been imposed across all of the conditions of registration. The majority relate to the first condition, on access and participation plans. This is in large part a reflection of our level of ambition and challenge in relation to access and participation.
  • Fair access and participation is an important OfS objective, and there is an expectation of continuous improvement in reducing the gaps between the most and least advantaged students in access, student success and progression into further study and employment. Many providers not considered to be at increased risk for other conditions of registration were judged to be at increased risk for this condition. The greatest number of interventions (229) have been made to improve progress on access and participation by those universities and colleges that wish to charge higher tuition fees. 

And what does the future hold:

  • There are notable gaps in the data we collect on students’ wellbeing. We are developing ways of capturing more data and as a first step have produced experimental statistics on background characteristics including sexuality and gender identity, which will cover mental health.
  • We intend to publish a consultation document laying out our expectations for universities and colleges in terms of preventing harassment and sexual misconduct, and dealing appropriately and effectively with reports of infringements
  • We will work to improve the quality of the academic and pastoral experience of students, using our powers of monitoring and intervention where appropriate.
  • We will:
  • Explore expanding the NSS survey to cover all years of a student’s course.
  • Continue to fund and evaluate priority areas such as mental health.
  • Set out our expectations of universities and colleges in preventing and dealing with incidents of harassment and sexual misconduct.
  • Following the outcomes of the independent review of the TEF, develop the scheme to increase its future role in securing high-quality teaching and learning in the sector.
  • To ensure we fully understand students’ ideas about value for money, and to maintain pressure on universities and colleges to deliver it in the future, we will:
  • Consider putting a question in the NSS about value for money.
  • Encourage universities and colleges to be more transparent in their value for money plans about how student fees are spent.
  • Continue to monitor the pay of senior staff, and consider taking action if it is unjustified.

On 20th December, Nicola Dandridge published a blog with similar themes:

  • …students reported valuing the quality of teaching and the learning environment above everything else. This chimes with the discussions I have had with students over the past 18 months, during which the quality of their courses and the academic support on offer was raised again and again – but not always in complimentary terms. Addressing poor quality provision, where it exists, has been one of our top priorities and will continue to be into the future
  • In particular, we are deeply concerned that some students – disproportionately from disadvantaged backgrounds – are recruited inappropriately on to poor quality courses and left to flounder without the support they need to succeed. Many end up dropping out altogether – a terrible waste of talent.
  • Over the course of the next year, we will champion areas where universities and colleges are doing great things. Where there are examples of good practice from which others can learn, we will promote them. We want to get the balance right between promoting good practice where we can, while never shying away from identifying and addressing poor practice and speaking openly about what we are doing

Prevent statistics

From Wonkhe: The Home Office has published statistics on individuals referred to and supported through the Prevent programme for April 2018 to March 2019. Of 1,887 cases reported by the education sector (the largest single sector in terms of referrals), only 324 linked explicitly to Islamic extremism – 530 cases specified right wing extremism. David Kernohan asks if we should be thinking again.

Nursing bursaries are back

In an announcement trailed in the Conservative manifesto the government has confirmed the reintroduction of maintenance support for nursing (and other healthcare) under=graduates, with more details to follow in the New Year.

Students will receive at least £5,000 a year, with up to £3,000 further funding available for eligible students, including for:

  • specialist disciplines that struggle to recruit, including mental health
  • an additional childcare allowance, on top of the £1,000 already on offer
  • areas of the country which have seen a decrease in people accepted on some nursing, midwifery and allied health courses over the past year

This means that some students could be eligible for up to £8,000 per year, with everyone getting at least £5,000. The funding will be available from next year. Further details on who can access the support will be available in early 2020.

The funding will not have to be repaid by recipients. Students will also be able to continue to access funding for tuition and maintenance loans from the Student Loans Company.

What about the Youthquake?

The day of the election, twitter was full of pictures of long queues of students at University polling stations waiting to vote. Students were encouraged by the Labour party to vote tactically.  HEPI have a blog about the impact and David Kernohan of Wonkhe did some more intensive analysis.

Nick Hillman says:

  • The embers of Labour’s defeat are now being pored over for clues on how they might do better next time. It would be wrong to assume that appealing even more to students is likely to boost Labour significantly at the next election, at least with regard to these seats. This is because, despite the general swing away from Labour, Labour held on to all 18 out of 20 that they already held, with the two Scottish seats staying in the hands of the SNP. When you already hold 90 per cent of the most student-dominated seats, there isn’t much further room for improvement.
  • Indeed, if anything, our tentative results support the idea that Labour’s problem is among less well-educated older people than it is more well-educated younger people.

David asks:

  • Are constituencies with universities in likely to see changes in the size of the majority of the winning party, or changes in voter turnout?
  • Turnout is down on 2017 (with a wet December day certainly playing a part in this trend). Intriguingly, turnout fell more in seats now held by Labour, and less in seats held by the SNP. SNP seats, too, saw a polarisation effect – the majority is higher for the winning party on a higher turn out. Conservative seats tended towards a falling turnout and a rise in polarisation.
  • But there was no way of associating “university seats” with these trends. Behavior was indistinguishable from non-university seats. More generally, if you are looking for an “anyone but the tories” get-the-vote-out pattern in any seat in England you will look in vain. Like other elections before it, 2019 was not the tactical voting election.

Updated UCAS data

UCAS issued more data about the 2019 admissions cycle. There were headlines about unconditional offers (they went up) with some faux outrage associated with it (the bit Ministerial assault on conditional unconditionals came too late for any institution to change its policy for 2019.

From the UCAS reports – main report

  • Clearing acceptances have been on the rise for several years. This continues into 2019. Over 34,000 UK 18 year olds secured a place through Clearing – the highest number on record. This figure accounts for 14% of all placed UK 18 year old applicants.
  • On A level results day this year, almost all UK universities and colleges had courses available in Clearing. This covered over 30,000 courses.
  • Clearing covers a broad range of subject areas. This includes typically highly selective courses, such as preclinical medicine (over 400 placed through Clearing, comprising 7.9% of all UK 18 year old acceptances to this subject) and mathematics (over 600 placed through Clearing – 14% of acceptances to this subject).
  • 2019 also brought the highest ever proportion of places secured through Clearing at higher tariff providers – 9.8%, compared with 8.3% in 2018.
  • New in 2019 was the option for placed applicants to ‘self-release’ online into Clearing. Nearly 16,000 UK 18 year olds with main scheme places took advantage of this option, with over 11,000 of these placed on a new course.

On unconditional offers:

  • In 2019, 20.6% of these applicants selected their conditional unconditional offer as their first choice, compared to 25.6% in 2014. Despite applicants needing to select their conditional unconditional offer as their first choice if they wish it to become unconditional, they are now only marginally more likely (1.3 percentage points) to select their conditional unconditional offer as their first choice than any of their other offers individually.
  • Applicants with unconditional offers were less likely to report feeling stressed when waiting for their exam results. In 2019, over 30,000 English, Welsh, and Northern Irish 18 year old applicants told us how they felt whilst waiting for their exam results. Figure 3 shows applicants with an unconditional offer at their first choice were less likely to feel stressed, worried or uncertain while waiting for results, and more likely to feel calm.
  • Men receiving an unconditional offer are, on average, 15.5 percentage points more likely to miss their predicted attainment by three or more grades than if they had received a conditional offer.
  • Women are, on average, 9 percentage points more likely than if they had received a conditional offer.
  • However, men with conditional offers are less likely to miss their predicted attainment by three or more grades than women with conditional offers. The net effect of the above is that men and women with an unconditional offer have similar attainment relative to predicted grades.
  • Overall, POLAR4 quintile 5 applicants are least likely to miss their predicted attainment by three or more grades (and quintile 1 most likely).
  • However, modelling did not show a significant difference between POLAR4 quintiles in the impact of an unconditional offer on attainment.
  • When the OfS talk about incentives, this is what they mean – UCAS have some data:
    • Based on responses from over 30,000 applicants in 2019, 54% of 18 year old applicants in England, Northern Ireland, and Wales reported receiving an offer with an incentive to select the provider as their first choice.
    • Of those:
    • 56% reported receiving an offer where the provider would change the conditional offer to unconditional (a conditional unconditional offer)
    • 30% reported receiving an offer promising a guaranteed place in university halls
    • 17% reported receiving an offer which would include a scholarship, bursary or cash payment
    • The biggest change in the responses to this question was in the promise of a lower grade offer or entry requirement as an incentive for selecting the provider as their first choice. In 2018, 23% reported receiving this type of offer. In 2019, this proportion has risen to 36%.
    • UCAS’ terms of engagement require providers to communicate their offers through the UCAS system. This promotes transparency and provides consistency in experience for applicants.
    • However, survey data suggests 30% of applicants who received any type of incentivised offer only received them directly from the provider – via post or email.
    • When looking at applicants who received an offer which would be changed from conditional to unconditional if selected as their first choice, 26% reported only receiving it via post or email, and that it was not mentioned in their offer conditions.

    All very interesting stuff for the OfS when doing their review of admissions.

    Wonkhe have an article

    • With only one in five 18 year olds meeting or exceeding their predicted grades in 2019, there are clearly questions to be asked
    • However the margin of error is highly predictable – predictions generally lie within 2-3 points above the actual grades, and this year’s figure is 2.35 points. There are differences based on attainment – higher predicted grades are likely to mean a smaller average difference – and more likelihood that an applicant would meet or exceed predicted grades.
    • ….The emphasis in guidance and reporting is that predicted grades should be seen as one part of a holistic system – a nod to more contextual approaches to admissions playing a wider role. Intriguingly there has been a rise in the acceptance rates for applicants holding three E grades over last year.

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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 20th September 2019

With Parliament suspended until 14th October (despite calls for a recall, pending the outcome of this week’s Supreme Court hearing on the lawfulness or otherwise of the prorogation), things are a little quieter in policy circles, although there is likely to be plenty of news from the Labour and Conservative party conferences over the next couple of weeks  Labour kick off first, and the Tories next week.

Two things struck us this week – a much bigger interest than usual in the Lib Dem conference, with the national press streaming lovely views of the Bournemouth sea front all week, and the level of blow by blow coverage of the Supreme court hearing. With an election now inevitable, probably before Christmas, and a Lib Dem surge predicted, the first isn’t surprising, and the second is just the latest in the Brexit/Boris soap opera. We are taking a break from making predictions about what will happen on Hallowe’en. It’s all too difficult to call.

 OfS urged to act on ‘quality’ matters

Secretary of State Education, Gavin Williamson, has written to the OfS setting out his priorities and giving support for the OfS to use a big stick to push for progress (e.g. on the attainment gap) and curb unpopular practices (e.g. conditional unconditional offers). The letter is a very long wish list (including the kitchen sink) in which the Minister basically asks the OfS to solve all perceived ills in the name of safeguarding the sector’s reputation and encourages them (in bold type) to use their regulatory sharp stick boldly.

The Government press release has the Minister urging the OfS to: “set as high a bar as possible on quality in the sector, so universities are focused on reducing dropout rates and ensuring the best possible value for money. We have to fight to keep the public trust and respect in our world-leading universities and to me that means a relentless focus on quality. That’s why I want the OfS to go even further on this, developing more rigorous and demanding quality requirements, and I give my full backing to boldly use its powers to ensure value for money.”

Excerpts from the letter (use of bold type reflects the letter, a new style approach in these letters):

  • Value for money – OfS must attach “the highest priority to this work” and make sure that it is reflected in its forthcoming value for money strategy.
  • Exercise your powers boldly to ensure you are an effective regulator. Refers to refusals to register,  Suggests using powers where there are “courses and providers that are not delivering value for students”, such as “unacceptable levels of drop-out rates or failure to equip students with qualifications that are recognised and valued by employers, falling short of what is required…under the registration conditions”…
  • Develop “even more rigorous and demanding quality requirements”. This means apparently, raising current baseline requirements to ensure that providers deliver successful outcomes for all students.  Supports the “OfS intention to revisit the minimum baselines”…
  • Be ambitious for the TEF in both scope and timing. That means publishing subject level TEF in 2021 alongside the implementation of a new TEF following the Pearce review.  Those hoping that subject level was going to be abandoned will be disappointed, and presumably subject level will also be continued in the “new model” otherwise it would an orphaned measure with weird reputational consequences.
  • Consider running a further provider level TEF assessment with results published in 2020.  If they are going to do that, having already said everyone’s TEF is extended and we don’t have to, they need to get on with it.
  • Refers to the “injudicious use of unconditional offers” and other inducements “that could have an adverse impact on the access and success of students in HE”.  Other than the OfS working with the CMA on enforcement of consumer law, no particular action here.
  • “Prioritise work supporting students as empowered consumers” – complaints, Ts and Cs, free speech, harassment, etc. The OfS are to review current practice and consider standard contractual templates by Feb 2020. He commends their plans on student protection and urges “action in this area to be as ambitious as possible”
  • Focus on part-time and flexible learning, mature learners, “regulatory and funding arrangements surrounding flexible provision” (including how performance metrics support and incentivise flexible provision) – plan by end Nov 2019 and interim report by end of March 2020. Also a Challenge Competition for that.
  • Raising awareness of accelerated degrees.
  • Monitoring schemes and arrangements for student transfer –institutions to develop a plan for how they will use regulatory powers to promote greater student choice.
  • Explore how international students can be better supported and integrated, in line with Global Britain’s efforts to strengthen relationships around the world.

The Sec of State also tasked the OfS Review of Admissions to fully consider a Post Qualification Applications system (note application not admission – so students would apply after their level 3 results).

The TEF stuff has caused a little stir – there is not supposed to be a TEF this year, and the idea of running a subject level TEF in 2021 alongside the development of a new TEF seems like a lot of work to produce a set of outcomes that would not be very useful for anyone, as they would not be comparable with what has gone before or what will come after. As there is no link to fees etc. (yet, we still think that this might re-emerge as one outcome from the Post-18 Review), and students are not using TEF, what is the point? See Wonkhe on this.

Access, Participation & Success

HEPI have published The white elephant in the room: ideas for reducing racial inequality in HE. It consists of a series of essays by national HE figures recommending how to reduce a range of racial inequalities including the attainment gap. Some recommendations:

  • All Higher Education Institutions should participate in the Race Equality Charter (56 are members). Funding bodies should consider creating financial incentives behind them doing so – such as making research grants conditional on participation. This proved effective when applications for the gender equality focused Athena SWAN Charter went up 400% after the British Medical Research Council made funding conditional on holding a Silver Athena Swan Award.

Kalwant Bhopal, Professor of Education and Social Justice, University of Birmingham: ‘Work on gender is seen as worthwhile and contributing to an equalities agenda. Race, on the other hand has always been seen as a secondary priority. If higher education is serious about social justice, then race equality must be seen as a priority – linking the Race Equality Charter to research funding would be a good start.’

  • Do groundwork to facilitate conversations about race within institutions. Do not underestimate the obstacles faced in doing this and the need for ground rules.

Professor Shân Waring, DVC, London South Bank University: ‘In a room of people talking about race, there will be people confused about which words are okay and which are not. And there will be people in the room who will not join in the conversation, for fear of appearing racist, of being called racist, and perhaps of finding out when it comes down to it, they are racist.’

  • Make sure that work done by BME staff and students to tackle racial inequalities is recognised and rewarded. Being an informal mentor to BME students, or giving up time to help with racial equality initiatives, should not become another form of disadvantage.

Amatey Doku, former Vice President for Higher Education at the National Union of Students: ‘Universities are under more pressure than ever to address the 14% attainment gap between BME and white students. Some universities are responding positively, but end up putting a disproportionate burden on BME staff and students. Ultimately it is the institutions themselves that need to fix the problem.”

  • Academic faculties should look to their curricula and to other ways of addressing inequalities in their subject, such as Studentships for BME candidates.

Margot Finn, President of the Royal Historical Society: ‘A third of black and minority ethnic historians have faced discrimination or abuse – twice as many as for white historians. That tends to shock white historians, but it has never surprised BME historians with whom that I’ve shared our findings.’

  • Diversity practitioners within institutions need senior management diversity champions to rely upon. For instance, inclusion networks should be sure they have the resources and the remit to make changes. (Sanchia Alasia)
  • Avoid well-meaning but vague actions which are unlikely to effect change. For instance, implicit bias training should be used in a targeted way to map how biases are playing out in an organisation and to tackle specific issues. (Srabrani Sen)

Access Gap – FE news have published a news article by UCAS highlighting that 20.4% of students from the most disadvantaged communities (polar 4 quintile 1) have a confirmed HE place. The Daily Mail have coverage too.

Brexit and Parliament

Apart from the battle over prorogation and the focus on who said what to the Queen when (which is getting David Cameron as well as Boris Johnson into trouble this week), there is ongoing speculation about what will happen in October.

An interesting YouGov poll revealed that 52% of Leave voters believe the PM should break the law by refusing to ask the EU to extend the Brexit deadline. 28% believe Boris should follow the law despite his ongoing insistence personal campaign that the 31 October exit deadline is non-negotiable, with 21% undecided.

Speaker Predictions – YouGov have also reported that according to a Jan 2019 poll Lindsay Hoyle (current deputy speaker) is the MP’s favourite candidate for the next Speaker of The House of Commons. YouGov state:

He [Lindsay] was the only potential successor nominated by a substantive number of MPs, with a further 41% saying they didn’t know who the next Speaker should be. Hoyle’s fellow Deputy Speaker, the Conservative MP Eleanor Laing, came in a distant second on just 6%, with former Labour deputy leader Harriet Harman in third on 5%. Both have announced that they will run for the Speakership.

4 year study in only 3 years leave to remain – Gavin Williamson tackled the conundrum of EU students who are studying 4 year courses (e.g. in Scotland) but will only be afforded 36 months of temporary leave to remain post Brexit. The Education secretary saidthe UK Government would find a solution”.

Education Spending

There is a new Institute for Fiscal Studies report on education spending.

The HE highlights are (our emphasis added):

  • Universities currently receive £27,500 per full-time undergraduate student to fund the cost of teaching for the full course of their studies (usually three years). This has fallen by 5% since 2012, but is about 50% higher than at its low point during the mid 1990s.
  • While per-student funding is similar today to its early 1990s levels, total resources for teaching undergraduate students have doubled in real terms over that period. This was driven by a near-doubling in student numbers. The nature of that funding has changed significantly, with it now coming primarily through tuition fees rather than through teaching grants.
  • The overall cost of the current system is about £17 billion per cohort entering higher education. More than half of the cost is expected to be paid for through graduate contributions (£9.0 billion), particularly from higher-earning graduates. The long-run cost to government is expected to be about £8.0 billion, about £7.4 billion through unrepaid student loans and £700 million in up-front grants.
  • The Augar Review proposed cutting fees to £7,500, reintroducing maintenance grants and changing the terms of repayment. This would give policymakers greater control of spending on different subjects, which they have little control over at present due to funding being dominated by tuition fees and to a lack of controls on student numbers. The proposals would reduce repayments amongst higher earners and increase repayments amongst mainly middle earners. But there is no good reason to say the current distribution of repayments and incentives is the ‘correct’ one.
  • Labour’s policies of abolishing fees altogether and bringing back maintenance grants would come at a cost to the public finances of just over £6 billion per cohort of full-time students over the long run. This policy would give the government even more control over the distribution of spending on certain subjects or institutions, but would benefit the highest-earning graduates substantially. The policy is significantly cheaper now as a result of the 2017 increase in the repayment threshold on student loans from £21,000 to £25,000. 
  • Considering part-time students adds approximately another £1 billion to the cost of Labour’s proposals at current student numbers. However, the cost of this policy could increase rapidly if the large decline in part-time student numbers since 2010 were reversed.

 

Inquiries and Consultations

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

Other news

Graduate Outcomes: The Telegraph has an interactive comparator to accompany their article stating that Oxbridge doesn’t always result in the highest salaries, and that some subjects at ‘lesser known institutions’. Engineering, computer science and business graduates ‘from a wide variety of universities’ are said as ‘punching above their weight’.

Money Mules: The phenomenon of targeting students to act as money mules has been around for several years but the Telegraph has teamed up with Barclays to publish an article warning what to watch out for. Staff working directly with students may be interested in reading about this fraud scam.

Arts & Heritage: The Taking Part 2018/19 survey statistics have been released. It is a continuous face to face household survey of adults and children in England providing reliable national estimates of engagement with the arts, heritage, museums, libraries, digital and social networking. It is a key evidence source for DCMS. In 2018/19:

  • 77.4% of adults had engaged with the arts at least once in the last year. The rate of adults engaged in the arts has remained relatively stable since 2005/06.
  • 72.4% of adults reported having visited a heritage site in the last 12 months, similar to 2017/18, and an increase from 69.9% in 2005/06.
  • 50.2% of adults reported having visited a museum or gallery in the last year. This is similar to 2017/18 and a significant increase from 2005/06 (42.3%).
  • 59% of adults reported being aware of UK events to commemorate the Centenary of the First World War. This represents a significant increase from 2017/18 (50.5%).
  • 35.2% of adults had used a public library service in the last year for any purpose, similar to 2017/18 and 32.9% had used a public library service in the last year for voluntary work or in their own time, this is similar to 2017/18 but a decrease from 2005/06 (48.2%).

Marketisation: HEPI have a new blog – Changes to student entry quality in a marketised English higher education system. It concludes Universities appear to have been adopting different strategies with many focusing on growth in volume, at the expense of entry points, and a smaller number prioritising quality. 

Trading Up: iNews have an interesting article regarding students who undertake a foundation year (and therefore an extra year of debt) with the aim of completing it successfully and transferring (‘upgrading’) to another university. The article carries the tone that this is a risky manoeuvre and Geoff Barton, Association of School and College Leaders, said “we advise students against trying to use foundation years to ‘trade up’.” Instead the advice is that it is cheaper to retake their A levels. The article is interesting because while the Government is very keen that universities support students and proactively facilitate transfers to another institution they didn’t have this in mind – yet the young population seem to have found their own solution. There was also recent negativity stating that universities were capitalising on Foundation Years (because of the fee income received) and that students would be better off taking Access to HE courses. Despite this, foundation courses have increased in popularity in recent years. Perhaps, not least because of the different way in which students are treated and expected to learn between FE and HE. Furthermore, retaking A levels suggests failure, whereas a foundation year allows the individual to move away, be independent, and experience and learn the skills needed to succeed in HE study.

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To subscribe to the weekly policy update simply email policy@bournemouth.ac.uk

JANE FORSTER                                            |                       SARAH CARTER

Policy Advisor                                                                     Policy & Public Affairs Officer

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

HE policy update for the w/e 2nd November 2018

The Budget

As previously trailed in the media the Autumn Budget was focused on demonstrating the end of austerity. There wasn’t much in the way of HE announcements, however paperwork released with the budget confirms that the Government intends to continue to freeze the maximum tuition fees at the current £9,250 level (UUK report this means £200 million less funding for the sector by 2023-24). Previously announced increases to research and development funding (£1.6 billion more) were reiterated:

  • £1.1 billion through the Industrial Strategy Challenge Fund
  • £120 million through Strength in Places fund
  • £150 million for research fellowship schemes
  • Funding for 10 university enterprise zones, and for catapult centres

(more…)