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Tagged / mental health
End of year HE policy update December 2021
Business Engagement, EU, Industry collaboration, international, parliament, policy, Research news, Student Engagement jforster
2021 drew to a fairly quiet close from an HE policy point of view – with all the excitement saved for the new year, as the government focuses on other things (which might well also be very present concerns in the new year too). This is our last (planned) policy update for 2021, so we look forward to seeing you after the break.
The festive period is usually a time for much speculation and opinion as various people set out their "what I would like to be different in the New Year" thoughts in the press, a bit like new year's resolutions for other people, and the rumour mill can get a bit carried away if there isn't enough real news and people have time on their hands. So don't believe everything you read over the holiday. We predict a slow start in the new year for HE policy changes although it may be a big year when it gets going. Although here's what we said this time last year:
…it is already clear that 2021 is going to be an important year in terms of tougher rules and interventions from the OfS driven by the government agenda.
Meanwhile, the government have announced that the budget will be on 3rd March. Is that the date we will hear about the response to Augar and plans for the TEF?
And of course Brexit. Who knows what is going to happen there. MPs are starting their Christmas recess on Thursday – but they are likely to be recalled if a deal is achieved …
Well, Brexit happened. But we are still waiting for most of the rest.
Big changes…on hold
Apparently the levelling up white paper is delayed because it has not been agreed by government, which is not really surprising given the tight deadline that was given for it. We have not had the second part of the OfS consultation on quality and standards that we were promised, or the TEF consultation that would build on those minimum baselines. Is it a coincidence, or is that related to the fact that we have not had the white paper, or policy paper or whatever it was going to be that gave us the definitive answer to the outstanding HE-related questions in the Review of Post-18 Education and Funding?
So whether these are all connected and part of a grand plan that will be unveiled at some point, or whether they will dribble out as people get used to working in the new normal 3.0 after the holidays, we end another year with a lot of water having passed under various bridges, but very little clarity about the potentially big changes that are coming. And given how tired everyone is, and how disappointed we are to be approaching the end of the year festivities with a strong sense of pandemic-related déjà vu, that's probably just as well.
Levelling up: Labour stated the Government is in "disarray" over its levelling-up plans, arguing that it has failed to devise a "single idea" for effectively reducing regional inequality. However, government sources dismissed this, and Boris insisted that reforms will ensure a "win-win" situation for the whole UK, rather than wealthier areas losing out to others. Secretary of State for Levelling Up, Michael Gove, has suggested the aim of the paper will be to help young people "stay local and go far," creating opportunities outside London and the south-east. The paper is expected to set out new proposals for devolution including county mayors and a shake-up of boundaries of existing mayoralties.
Dods report that insiders say it will offer a "framework" for more devolution, with details to be agreed in consultation with local leaders. Other themes are likely to include skills, transport and investment – but not planning, with reforms to the planning system still on "pause" as they are reconsidered. Revised proposals are not expected to be published until the new year. More information here.
There was also a levelling up Tweet that garnered much interest this weekend. Esther Webber summarises things for Politico.
YouGov's recent polling highlights public opinion on levelling up priorities:
Further education should be prioritised by the Government to 'achieve levelling up', according to a new YouGov survey of 1,712 UK adults, commissioned by the Education and Training Foundation.
Overall, four in 10 UK adults (40%) said further education should be prioritised for achieving levelling up, when asked to select their top three. This was followed by investment in transport (33%), and work-based training and continual professional development (32%).
In contrast, just 15% of the public said that higher education was a top three priority, with the same number indicating that early years education was important for levelling up.
Augar: Oral Education Questions took place in the House of Commons. Wonkhe provide a succinct summary: Michelle Donelan once again promised a response to the Augar Report "shortly" and "in due course". Sustained questioning from Andrew Bowie, Carol Monaghan, and Matt Western did not yield any insight into thinking about changes to the student loan repayment threshold level. Donelan also fielded questions on visas for international students and researchers. SEND, technical qualifications and studying abroad were also discussed. You can read the detail of what was said in Hansard. And for a more entertaining take on the personalities involved take a quick skim through this Times article.
HEPI blog on funding: Perception is reality: changing how graduates see student finance
HEPI paper: Hidden Voices – Graduates' Perspectives on the Student Loan System in England
BU readers can find our comprehensive review of the current arrangements for funding and fees here. We think it's essential background reading for whatever will come in the New Year!
TEF, Wonkhe blogs:
To ensure equality of opportunity, an education strategyshould look beyond academic outcomes, says Janice Kay.
A laser-like focus on enhancement would improve the TEF dramatically, argues Paul Ashwin.
Skills Bill: Wonkhe: The Commons Skills and Post-16 Education committee met for its fifth and sixth sitting during which they discussed several amendments including a change which would alter the definition of higher education courses to allow for the recognition of individual modules as well as full courses. The Lords also discussed universal credit entitlement while studying and sharia-compliant lifelong learning loans.
HEPI: Par for the course or dumbing down?: The (intended or unintended?) threat to higher education standards posed by the Skills Bill
PQ: The FE funding model
PQ: Financial support to enable upskilling.
Free Speech: The Lords debated Freedom of Speech last week. There were numerous mentions of universities including: the dangers of playing it too safe and not discussing controversial topics, of avoiding group-think and building resilience, condemning recent events were staff members lost or stepped away from their job after outcry for their expression of opinion, of the line between sensitivity and hurtful, of the silencing of the gender-critical voice, and voices challenging the currently fashionable, progressive consensus.
Lord Sandhurst placed a foot in both camps: In December 2019, the Policy Institute at King's College London published an important report after a survey of some 2,150 students. It observed that universities increasingly face criticism over freedom of expression and for a perceived increase in safe-space policies and no-platforming. Yet this perception, it found, was often disproportionate to the number of instances where freedom of expression had actually been violated…None the less, it is important to note that the same report found signs of a "chilling effect" whereby some students were reluctant to express their views for fear of repercussions.
And there's a parliamentary question: Free speech on university campuses
Labour Reshuffle
Labour reshuffled the shadow Cabinet replacing the Kate Green with Bridget Phillipson as Shadow Education Secretary and Stephen Morgan takes up the post of Shadow Minister for Schools (replaces Peter Kyle). Matt Western remains as Shadow Minister for Further Education and Universities, and Toby Perkins remains in post as Shadow Minister for Apprenticeships and Lifelong Learning. TES have a good short piece –The key battlegrounds for Labour's new education team. It gives brief insight into the new shadow education and school ministers and the challenges they face.
Horizon Europe: BEIS published a written ministerial statement guaranteeing to provide a financial safety net for successful UK applicants to Horizon Europe. Delays to association are laid at the feet of Europe and the Government insists it continues to be a priority to associate to Horizon Europe.
UK researchers, businesses and innovators have been able to apply to calls as 'Associated Candidates' since early 2021. So to provide reassurance to UK-based applicants, the Government has decided to guarantee funding for the first wave of eligible, successful applicants to Horizon Europe who have been unable to sign grant agreements with the EU. The guarantee is a short-term measure intended to address the continued delays from the EU to formalise the UK's association to Horizon Europe. The funding will be delivered through UK Research and Innovation (UKRI) who will publish details on how the guarantee will work including eligibility, scope and how to apply in the coming weeks.
The Government has always been clear that our priority is to support the UK's research and development sector and we will continue to do this in all future scenarios. As announced in the 2021 Spending Review, in the event that the UK is unable to associate to Horizon Europe, the funding allocated to Horizon association will go to UK government R&D programmes, including those to support international partnerships.
PhDs: The Economic and Social Research Council has formally responded to October's review of the PhD in social sciences. The council pledges to raise funding from three to three-and-a-half years, it will ensure that support on "research in practice" is included in all doctoral training, and a Master's will no longer be a prerequisite for an ESRC-funded PhD. These and other changes – including the requirement for an equality, diversity, and inclusion strategy – will form a part of the doctoral training centre recommissioning process, due to start in early summer 2022. (Wonkhe)
UKRI review: The Westminster government has published terms of reference for the independent review of UKRI. Led by David Grant, the report will examine questions of efficacy, efficiency, accountability, and governance, and is projected to publish a final report by summer 2022. (Wonkhe)
Research Integrity: GuildHE has announced it will be partnering with UK Research and Innovation and Cancer Research UK to explore indicators of research integrity. The partnership hopes to open a national and international discussion on the topic and its direction, noting that no agreed framework currently exists to define integrity indicators in research. (Wonkhe)
University/Business Collaboration: The National Centre for Universities and Business (NCUB) published analysis on the number of interactions between universities and businesses, which finds that collaborations and partnerships fell by nearly a third (31%) between 2018/19 and 2019/20 as the impact of the pandemic started to be felt. In one year, there was a 39% fall in the number of SME interactions and a 2% fall in the number of interactions with large businesses. Despite falls in the number of interactions, universities' contribution to research commercialisation grew in 2019/20, with the number of licenses granted increasing by nearly a third (30%) compared with 2018/19. Full report here.
ARIA: Wonkhe – The Advanced Research and Invention Agency (ARIA) Bill was discussed in the House of Lords [on Wednesday 14 December]. Amendments around intellectual property were debated, with Lord Lansly stating that the Bill does not explicitly enough define ARIA's relationship to intellectual property or whether the agency will be able to benefit from revenue from its investments.
The future of REF: Driving a culture to maximise high-quality research and impact
Evolving and strengthening Knowledge Exchange metrics
China and India are the UK's most significant collaborators on international research – but their systems are very different. Jonathan Grant, Jo Johnson, and Jonathan Adams compare and contrast.
Wonkhe have a long blog which explains How did universities come to be involved in research?
National security and UK universities conducting research linked to the Beijing Genomics Institute.
Proportion of R&D funding announced at autumn budget that will support the UK's net zero target
Disabled Students: The Department for Work and Pensions (DWP) has announced a new Access to Work Adjustment Passport scheme to help ease the transition for disabled students from university into employment by reducing the need for repeated health assessments when starting a new job.
A passport will be offered to students who already receive extra support while studying at university, capturing information about their condition and the adjustments they already benefit from, avoiding repetitive disclosures when it comes to applying for the grant once they start work. The passport will also support potential employers by documenting the in-work support the student requires and raising awareness of Access to Work and the possibility of support the student could receive.
The scheme is being piloted, as part of the National Disability Strategy, at University of Wolverhampton and Manchester Metropolitan University with 2022 graduates the first to use the Adjustment Passports. The pilot will be completed by March 2023, but if it's successful the Government intends to consider rolling the scheme out before it ends. DWP will also be piloting Adjustments Passports with disabled young people on a supported internship, apprenticeship or a traineeship, in March 2022.
Meanwhile Wonkhe report that a series of questions discussing the Disabled Student Allowance have been raised in the House of Lords. Several peers stated that they believed the scheme needed overhauling, with Lord Holmes of Richmond calling for changes to "the 150-day wait between application and potential award" to better serve the scheme's applicants. The discussion is here.
And Wonkhe report on a policy briefing from the Child Poverty Action Group which raises concerns that the length of time it takes to receive an assessment for universal credit may stop disabled learners from entering higher education. The Independent has the story.
Care Leavers/Student Finance:
DfE: Colleagues at Student Loans Company England (SLC) have resolved a funding issue for care leavers who are the responsibility of the Local Authority but live with their parents. These students previously had been turned down for student finance as a care leaver, but it has now been agreed that these students will be treated as care leavers for funding purposes. It is estimated that this will help around 400 young people per year. Interim process – The student application portal will take these students down a non-Care leaver route due to the fact they live with parents. The portal is being updated to provide an alternative route as soon as it is developed. NNECL explain and provide a template here.
HEPI have a blog about care leavers: Creating an inclusive and sustainable future for estranged and care experienced university students (HEPI)
Hardship: The BBC have also reported on the rise in students seeking hardship funds.
Carl Cullinane has a blogdiscussing the findings of the IFS and Sutton Trust research on degrees and social mobility released last month.
Revamped access and participation plans must continue to follow the evidence, even where it feels counterintuitive, say Lizzy Woodfield and Liz Moores.
An open letter to the new Director for Fair Access and Participation (HEPI)
The Impact of travel poverty on education (HEPI)
The pervasive belief in low aspirations could undermine the Government's 'reboot' of widening the doors to higher education (HEPI)
PQ: Support for studentsmore likely to drop out of university.
Disability/WP: NEON: New regulations will come into force on 15 December 2021 that further restrict access to universal credit (UC) for disabled young people in education. This contradicts government policy to support disabled people 'to live independently and achieve their potential' by making it harder for them to advance their skills or in some cases complete basic education. Evidence from the Child Poverty Action Group shows that this change will severely affect disabled young people who reach the age of 19 before finishing non-advanced education, and those continuing to higher education. The forthcoming regulations will force disabled young people to make an impossible choice between continuing education and not accessing the means-tested benefits they need, or dropping out of education to access these benefits and damaging their future employment opportunities. You can read Child Poverty Action Group's briefing here
Why University? An article in Conservative Home by Dean Machin aims to challenge the 'productivity' view of university attendance – it is worth the short read. It also highlights 3 reasons why student choose to attend university.
It's a pervasive aspiration – parents want their children to go.
The UCAS system is universal and 'easy' – Dean argues that FE and apprenticeships need such a system.
With reference to disadvantaged students: school leavers have few good alternatives to university but – and this is the central point – for disadvantaged young people, university is by a long way their best bet. The state pays upfront for their education and offers (means-tested) living-costs – weighted to enable them to move to another town or city. There is no comparable level of support for any other option. if you do not live in a place that offers many economic opportunities, and if you have few financial resources and little social capital (so no friendly aunt in Islington to provide lodging while you find your way in the media), university is your best bet to reduce the degree to which your background determines your future.
Interestingly Dean's point that the Government's well-intentioned reforms might have perverse consequences, for which he gives the example of the Apprenticeship Levy which unintentionally resulted in a decline in intermediate and advanced apprenticeships at the same time as a significan[t] increase in higher apprenticeships, is familiar to some.
In fact Matt Hancock and Nadhim Zahawi state similar views in their book Masters of Nothing:
For too long, policymaking made assumptions about how people ought to behave, without stopping to observe how we actually do…It is astonishing…that even as events tested prevailing assumptions and found them wanting, no-one listened.
Hancock and Zahawi were writing about the financial crisis of 2008, and Research Professional who highlighted the book draw a parallel with the current pandemic and the tussle between scientific advice and Government policy. The irony is that, as Dean highlights, it also applies to the current speculation about changes in HE. It seems likely that the Government's hopes for changes within HE may be sent off course by what people actually do in response.
Access Cap: Part of the end of year speculation is continued talk of minimum grade entry requirements to access the student loans to attend HE provision. Over the weekend the Guardian highlighted data analysis conducted by MillionPlus on DfE data which finds that 48% of disadvantaged pupils in England would be ineligible for a student loan if the Government decides on a minimum level 4 (old system 'C') GCSE entry level for higher education. This is because only 52% of disadvantaged young people achieve a grade 4 in English and Maths compare to the 71% national average. Particularly controversial is that the analysis highlights that northern England would be disproportionately hit harder by the policy than the south. Research Professional explain it all nicely in Entry Barriers and particularly emphasise what it means for specialist provision such as music degrees or for refugees with limited English.
Universities Minister, Michelle Donelan, has called on all universities to sign up to the Student Minds Universities Health Charter within five years. Donelan noted the good work taking place in this field already but pushed for more progress particularly given the increased concern for student welfare during the disruption caused by the pandemic. Institutions will have the opportunity to sign up from summer 2022. And Wonkhe report that the DfE will also commission a new survey of university policies on mental health, wellbeing and suicide prevention. University Business has the story.
HE Staff
Wonkhe tell us about a new report on HE staff in higher education (written by Alison Wolf and Richard Jenkins, published by King's College London, and funded by the Nuffield Trust). It finds
that there has been a sharp increase in the numbers of senior managerial, administrative and teaching-only staff in a little over a decade. Numbers of managers and non-academic professionals increased by 60 per cent to almost 51,000 between 2005-06 and 2017-18, with a decline in support staff for academics in the same period. Of the increasing number of non-academic professionals, many are in marketing positions to attract new students, or are focused on the student experience, including welfare workers and careers advisors.
The authors found an 80 per cent increase in teaching-only staff in the 13 years to 2017-18, compared to an increase of 16 per cent in traditional roles combining teaching and research.
OfS priorities
The OfS published its annual review stating all students should expect a good quality experience of higher education. The review looks at the state of the English HE landscape, as well as the work the OfS has carried out in the last year, and what it expects to prioritise in the next. It makes clear that most HE courses in England are high quality, with the majority of universities and colleges expected to comfortably meet the OfS's requirements in this area. It argues that a minority of providers are letting students down with poor quality and uninspiring courses. And that poor quality courses – even in otherwise highly performing universities – are not acceptable.
They also outline research conducted around graduates moving into the labour market with their degrees. They find that almost a third of employers are only sometimes able to recruit the quality of graduates they want. A similar survey in 2019 by the CBI found a quarter of respondents dissatisfied with the literacy and numeracy skills of young people leaving education. Other research has found that weak literacy skills are relatively common among graduates in England, and that poor literacy may keep graduates in jobs that school leavers could do.
On equality of opportunity, the regulator says that, despite progress, stubborn gaps in terms of both access and success mean that talented people still miss out on the life-changing opportunities higher education can bring.
OfS Priorities for 2022:
Harassment and sexual misconduct
The Times has also reported that new (incoming) OfS Director for Fair Access, John Blake, is planning a "crusade" against campuses. They say an associate of Blake said that he had been fired-up by the poor university experiences of pupils he had taught. He said: "For 12 years as a school teacher, [Blake] told his students to strive to go to university because it was the best way to improve their lives, but it turned out that simply wasn't true for many of the young people he taught. Now he wants to right this wrong. This isn't a political project: it's a moral cause."
Alongside John Blake in the Fair Access role (starts January), there will be a new OfS Chief Executive (April) and a free speech champion role is also being created. It all dovetails nicely with the newer ministerial team who have already clearly stated the Governmental priorities for the OfS to address on the Government's behalf.
HEPI have a blog on the new reportable events framework: Rebooting the regulatory framework
While concerns start to mount about the impact of the Omicron variant of coronavirus and what it might mean for students starting or returning to university in January (with red list requirements in place for many already, and bad memories of last year's "stay where you are" requirements for home students), there is a House of Commons Library set of FAQs on student accommodation in the pandemic.
Unipol and the NSS have done a survey about student accommodation costs.
The average annual cost for student accommodation in the UK now stands at £7,374 but in London it is £9,488
…even if students received the full student maintenance loan, rent would consume 88% of it in London, leaving students just £38 per week to spend on anything else.
Outside of London accommodation costs account for 72% of the maximum loan, leaving students with £69.52 to spend on other living costs
…Student rents have risen by 16% since the last survey in 2018/19 and 61% since 2011/12. Last year, rents increased by 4.4%.
Private providers dominate the market, with 70% of the bed spaces surveyed, as universities move away from their own accommodation provision
There are lots of recommendations including about universities and the sector working together (Bournemouth gets a mention as an example of good practice but the report doesn't say more about that), increasing bursary support as well as providing better information about costs, and a specific redress system for private student accommodation.
In the meantime, Wonkhe report:
…the way that private renting is regulated in England is "not effective" in ensuring the sector is consistently fair for renters or that housing is safe and secure, according to a new reportfrom the National Audit Office (NAO). Noting that tenants face several barriers to enforcing their rights, and arguing that the Department for Levelling Up, Housing and Communities (DLUHC) does not yet have a detailed plan to address the problems that renters face, the report notes that the department does not have any formal joint working arrangements with the Department for Education.
Wonkhe blogs on the topic:
Introducing the results of the NUS/Unipol Accommodation Costs Survey 2021, Hillary Gyebi-Ababio argues that rent is pricing students out of education.
Student rents are growing faster than inflation – with big impacts on quality, safety and social mobility. Jim Dickinson wants to see the plan.
PQs:
What plans the Government have to introduce a voucher subsidy scheme alongside maintenance grants to enable students to upgrade their devices if they are becoming outdated. Answer: no plans.
The percentage increase to maintenance loans.
UCAS provides insight from the 2021 end of cycle analysis data highlighting a record number (103,010) UK 18 year olds were accepted onto courses at the most competitive (higher tariff) universities and colleges in 2021 (up 11% from 2020, up 28% from before the pandemic in 2019). The 11% rise contrasts with the 3% increase in the UK's overall 18 year old population during the 2021 cycle.
The number of applicants achieving A level grades equivalent to three A*s nearly quadrupled from pre-pandemic levels to 19,595 (5,655 in 2019), and close to doubled compared to 2020 (12,735). UCAS are careful to note the impact of Teacher Assessed Grades whilst emphasising that these grades were deserved alongside the flexibility shown by universities and colleges.
Other key headlines include:
The proportion of all UK 18 year olds with a confirmed place increased to 38.3% (275,235 students), up from 37.0% (257,895) in 2020 and 34.1% (241,515) in 2019.
223,315 UK 18 year olds secured their first choice of course (81% of all those placed), up from 194,035 (75%) in 2020 and 177,680 (74%) in 2019.
The number of UK 18 year olds choosing to defer starting their course for a year rose by 3,185 to 24,855, a 15% increase.
606,645 people of all ages across the UK applied (+5% on 2020), with 492,005 accepted (+1%).
Internationally, a total of 142,925 people of all ages applied (-5% on 2020), of which 70,055 were accepted (-18%). This is split between 111,255 people from outside the EU applying (+12%), with 54,030 accepted (+2%); while 31,670 people from the EU applied (-40%) and 16,025 were accepted (-50%).
A total of 749,570 applicants of all ages and domiciles applied in the 2021 cycle (+ 3% on 2020), of which 562,060 were accepted (-1%).
However, what we don't know is where students were placed (data to be released in January 2022). This will highlight whether the expansion at the most selective universities will have widened access and admitted proportionally more disadvantaged students or changed their traditional recruitment patterns in other ways.
The Commons Library has also published a briefing on HE student numbers. The paper considers trends in the size of the student population, changes in the number of entrants overall and for different types of students/courses and entry rates for different groups and areas. It notes concerns where there has been a downturn in student numbers such as part-time undergraduates, some postgraduates students, EU students, mature students and some disadvantaged groups and considers the impact of the pandemic. For a quick read there is a shorter summary.
Recognising Hong Kongbased qualifications
Recruitmentand training of midwives.
Increasing Covid travel restrictions – support for international students
Child care support for student nurseswith early years children and the number of student nurses with early years children (answer the Government doesn't know how many student nurses have early years children).
Girls in STEM careers
In-person teaching for nursing students.
Additional financial support for trainee nurses and paramedics
Funding the training of educational psychologists.
The impact of the government's sustainability strategy on universities
Steps against universities who do not adopt the IHRA definition of antisemitism.
One Nation Universities: a new HEPI paper The One Nation University: Spreading opportunity, reducing division and building community.
International: Wonkhe describe a new report from former universities minister Jo Johnson, Shashank Vira, Janet Ilieva, Jonathan Adams and Jonathan Grant for the Policy Institute at King's College London on UK-India collaboration highlights India's contribution to several areas of knowledge and suggests a comprehensive India-UK knowledge partnership including making it easier for students to move between the UK and India through mutually recognised qualifications, tackling visa fraud, promoting international student exchange, and increased funding for collaborative science project.
Careers Guidance: Wonkhe: The House of Commons Library has produced a briefing on careers guidance for schools, colleges and universities in England. The briefing outlines how careers advice enhancements promised in the Skills for Jobs white paper have been incorporated into the Skills and Post-16 Education Bill.
UUK changes: Chief Executive of Universities UK, Alistair Jarvis, tweeted to confirm he will leave UUK in June 2022 to take up the post of Pro Vice-Chancellor (Partnerships and Governance) at the University of London. Jarvis has served more than 8 years in UUK's senior leadership team, 5 of which have been as chief exec.
International students: UUK have published an 8 page briefing – The UK immigration system must keep attracting exchange students – calling on the Government to reform the visitor immigration route so that short-term exchange students can stay in the UK up to one year without need for a student visa (c. £700). Wonkhe have a blog. Research Professional discuss UUK's briefing here.
Gender Based Violence: EmilyTest – a Scottish charity that tackles gender based violence in education – has released a Gender-Based Violence (GBV) Charter for Colleges and Universities. The charter lays out minimum requirements that the charity states need to be in place at institutions to tackle GBV and pass the "Emily Test". The Herald has the story. (Source: Wonkhe.)
Turing Exchange Scheme: The Guardian covers criticisms of the announcement that the administration of the Turing exchange scheme has been awarded to Capita over the British Council.
Essay Mills: Wonkhe blog – The essay mills debate in Parliament may not be perfect, but Gareth Crossman and Michael Draper argue that they may be good enough to make a difference.
Student Loans: The DfE announced a change to maximum Plan 2 and Plan 3 student loan interest rates. From 1 January 2022 until 28 February 2022, the maximum interest rate applied to Plan 2 Income Contingent Repayment (ICR) student loans and the interest rate applied to Postgraduate loans will be capped in line with the prevailing market rate for comparable unsecured personal loans, which have recently reduced. From 1 March 2022, the maximum Plan 2 and the Postgraduate loan interest rates are expected to revert to RPI +3%.
Student Midwives: Health Education England has celebrated that record numbers of students were accepted to study nursing and midwifery. Over 30,000 students were accepted places which represents a 35% increase in comparison to 2018. (Wonkhe)
Placements: Student placement agencies or migration agents that have faced disciplinary action and had legal troubles are recruiting international students for universities and colleges around the world, PIE News reports. (Wonkhe)
Civic London Mapped: An interesting short blog on HEPI where Diane Beech of London Higher introduces the map illustrating the combined civic engagement of the London universities. Map here.
Value for Money: Wonkhe report on the latest OfS key performance indicator which asks students if they are getting value for money through their HE education – Of the 614 undergraduates surveyed, 32.9% said they thought they were receiving value for money, down from 37.5% the previous year.
Tags: access and participation admissions ARIA Augar review care leavers disability essay mills free speech international students levelling up mental health Office for Students parliament student finance Student mobility TEF
New publication from the Department of Psychology
BRIAN, BU research, COVID-19, Fusion, student research cpanourgia
A paper titled, 'Individual factors in the relationship between stress and resilience in mental health psychology practitioners during the COVID-19 pandemic" is now published in Journal of Health Psychology and is available at https://doi.org/10.1177/13591053211059393.
This paper is an outcome of a QR funded project that was conducted by Dr Constantina Panourgia, Dr Agata Wezyk and Dr Ala Yankouskaya from the Department of Psychology in collaboration with academics from University of West London (Dr Annita Ventouris) and Catholic University of Lyon (Dr Amanda Comoretto) and a former BU MSc student (Miss Zoe Taylor).
This paper explores the concurrent effects of pre-pandemic and COVID-19 stress on resilience in Mental Health Psychology Practitioners focussing on the mediation effects of specific individual factors. Optimism, burnout and secondary traumatic stress, but not coping strategies, self-efficacy, compassion satisfaction, or self-compassion, mediated both the relationship between pre-pandemic stress and resilience and COVID-19 stress and resilience. These findings may be explained by the increased workload caused by the pandemic, and the nature and duration of COVID-19. Very importantly, they address the role of training and supervision practices that allow Mental Health Psychology Practitioners to reflect on their capacity to deal with their job demands under circumstances of general and extreme stress and to identify early signs of burnout and secondary traumatic stress.
The research team plans to extend the above findings by examining the long-term effects of vicarious traumatisation on this group of professionals currently performing their duties in this complex historical moment.
Tags: mental health
The future of mental health research in Wessex – online meeting
BU research, Clinical Governance, Events, nhs, NHS, Research communication, Research news Suzy Wignall
Chaired by Professor Chris Kipps, in this meeting attendees will learn about the new mental health network in Wessex and explore opportunities to collaborate and discuss the mental health research landscape across Wessex. Register for a place here.
Tags: BU research clinical research collaboration collaborative research Health mental health nhs NIHR research Wessex CRN
HE policy update for the w/e 8th October 2021
Business Engagement, COVID-19, Impact, Industry collaboration, innovation, international, parliament, policy, Research news, Student Engagement jforster
Parliament was still in recess whilst the Conservative Party Conference takes place. We have the news from the Conference, some movement on Essay Mills and several new reports. And we have a big primer on student finance, ahead of the budget.
Conservative Party Conference
After the first day of the Conservative Party conference Wonkhe speculate what the personalities and lack of fiscal room for manoeuvre mean for HE in the forthcoming spending review (looming on the later October horizon):
At last night's Policy Exchange fringe meeting, new Secretary of State Nadhim Zahawi represented a breath of fresh air insofar as he was keen to stress that decisions would be "evidence-led", that he understood that universities delivered vocational skills and that a consultation is still coming over aspects of Augar. But the spending envelope isn't his call – and the big question for this spending review remains "What does Rishi Sunak want?" If he wants to balance the books and demonstrate fiscal prudence – and all the signs point to a reining in after the immense scale of public spending during Covid-19 – then universities could be in for a rough ride when stacked up against other pressing priorities. The potential for a fee cut, in particular, will be keeping university finance directors up at night. Without a complete rethink of the funding system, there are few good available options to reduce the overall cost of the system. Thanks to inflation, even maintaining the status quo of the frozen fee level means diminishing funding to higher education over time.
It now seems likely that a new financial settlement, aimed at reducing the Treasury's exposure to higher education, will see changes to graduate repayment terms, perhaps even retrospectively for existing students. Last week, former universities minister David Willetts, in a pamphlet for the Higher Education Policy Institute, suggested that this option is more politically defensible at a time of constrained public spending than reducing funding to universities via tuition fee cuts. Minimum entry standards could also do its bit to cap the supply of students over time, thus saving Her Majesty's Government a little more money, though with few outside the fringes of the Conservative Party genuinely believing that fewer people benefiting from a higher education is a desirable outcome, and ever-growing numbers of school and college leavers hoping to go – it's a policy that if implemented could end up coming back to bite the Conservatives in the future.
So with so many moving fiscal and political parts around the spending review and Budget, there's every chance that late deals could lead to unexpected outcomes and changes to what was previously thought to be a direction of travel. As ever in politics, decisions are not made until they are announced in public, and with this prime minister in particular, huge changes of direction can be made on a whim
New Education Secretary Nadhim Zahawi gave a keynote address at the Conservative Party Conference. It focussed heavily on schools (including emphasis on English and maths). Nadhim also gave HE a nod in crediting Oxford University for the vaccine development. The Government's intention towards T levels remains.
DfE is investing in maths hubs, while at post-16 there is funding for a further 2m courses. One day soon I want T levels to be as famous as A levels.
Zahawi promised a schools White Paper in the new year to focus on illiteracy and innumeracy. I will work tirelessly…to unleash the brilliance of young people in this country.
Nadhim added that as Vaccine minister he used evidence to deliver a world-leading vaccines programme and that DfE will deliver the same for education.
Chancellor Rishi Sunak promised new scholarships in artificial intelligence:
2,000 elite AI scholarships for disadvantaged young people within the Government's focus on innovative technology which he stated was a sign of the party's ambition for the future.
Prime Minister Boris Johnson made a particularly colourful rambling speech to entertain the Conference attendees. It was light on HE content. Within the context of levelling up he questioned why York (2 universities) had so many graduates yet Doncaster (a FE/HE college) didn't. Perhaps not the best example his aides could have chosen.
There was also familiar messaging about the alternative routes than university: our universities are world beating, I owe everything to my tutors and they are one of the great glories of our economy but we all know that some of the most brilliant and imaginative and creative people in Britain and some of the best paid people in Britain did not go to university and to level up you need to give people the options the skills that are right for them and to make the most of those skills and knowledge and to level up you need urgently to plug all the other the gaps in our infrastructure that are still holding people and communities back
On foreign investment: It was not the government that made the wonder drug it wasn't brewed in the alembics of the department of health. It was, of course it was Oxford University, but it was the private sector that made it possible behind those vaccines are companies and shareholders and, yes, bankers.
Lots of focussed discussion took place during the Conservative Party Conference fringe events. Here are some summaries of the content prepared by Dods with bold emphasis added so you can pick out the most relevant HE points.
Build back higher: how the Government and universities can work together
Towards recovery: the role of lifelong learning in addressing the skills gap
Boom or bust: The economy in a post-pandemic world
Employing the change: Putting green jobs at the heart of the economic recovery
Investing in FE: The key to a healthier, more prosperous society?
Contract Cheating
On Tuesday the DfE stated it will introduce a ban on 'essay mills' via the Skills and Post-16 Education Bill which is currently making its way through Parliament. The Government intends to make it a criminal offence to provide, arrange or advertise cheating services for financial gain to students taking a qualification at any institution in England providing post-16 education including universities.
You'll recall from our regular coverage on contract cheating that Lord Storey has campaigned to this end for a long period, including introducing two Private Member's Bills (PMB) which the Government was not opposed to but neither succeeded. In contrast to Lord Storey's PMB the DfE's intention is to apply the legislation to all post-16 providers including colleges and sixth forms.
Previously the Government urged the QAA (Quality Assurance Agency for Higher Education), UUK and the NUS to collaborate and produce institutional guidance on combatting the threat from essay mills and compiled guidance for students to make them better aware of the consequences to send the clear message that these services are not legitimate.
Minister for Skills Alex Burghart said: Essay mills are completely unethical and profit by undermining the hard work most students do. We are taking steps to ban these cheating services. We have also announced a new measure to make sure all young people receive broader careers guidance so everyone can get the advice that's right for them. [Perhaps meaning to pursue T levels and an alternative route than university.]
Gender Differences in subject choice
The Institute for Fiscal Studies (IFS) paper Gender differences in subject choice leads to gender pay gap immediately after graduation highlights how course choice exacerbates the gender pay gap. IFS notes:
In 2019 – before the pandemic disrupted data collection – women were paid 16% less per hour than men on average. The gap in average annual earnings was even larger, at 37%, since women are much more likely to work part-time.
The financial return to getting a degree – how much more a graduate earns compared to an otherwise similar non-graduate – varies enormously across subjects. Previous IFS research estimates that studying economics at university boosts women's pay by 75% by age 30; this is more than ten times the return to studying creative arts (7.2%). However, women make up nearly two-thirds of creative arts graduates but less than a third of economics graduates.
In general, women are overrepresented in degree subjects with low financial returns. There are some exceptions – for example, medicine and law both have average or slightly above average shares of female students and very high returns.
Differences in degree subject choices explain most of the gender pay gap soon after graduation.
Of the 5% gap in annual earnings at age 25, 2.9 percentage points (55%) can be accounted for by university subjects, with A-Level subject choices making up a further 0.2 percentage points (5%).
Subject choice continues to contribute between 3 and 5 percentage points to the gender pay gap over graduates' early careers.
But over this period, other factors lead to a widening of the gender pay gap, so that by age 30, subject choice explains only a fifth of the total gender pay gap.
Other factors that come into play could include motherhood, gender differences in attitudes towards risk, recognition for group work, hours worked, the propensity to bargain over wages and ask for promotions, and discrimination.
We should be concerned if information on the returns to different subjects isn't easily available to young people, and if the large differences in subject choice (arts for girls, economics for boys) are driven as much by gender stereotypes as by true preferences.
When it comes to a subject like economics, which delivers the very highest financial return for female (and male) graduates, there is an additional concern that many students cannot access the subject at all because it is not offered in their school.
More needs to be done to educate and inform young people about subject choices at A level and university, particularly in a system like the UK where subject choices narrow at an early stage and where decisions taken early can have long-lasting effects.
Research and innovation review: BEIS published the terms of reference for the Review of the Research, Development and Innovation Organisational Landscape. The independent review (announced on 22 July) will be led by Sir Paul Nurse with the final report expected during Spring 2022. The goals of the Review are to:
explore the features and characteristics in the existing ecosystem of RDI-performing organisations across the UK, learning from the best in the world and drawing on transformative examples
identify whether improvements to the organisational research landscape are required to deliver the government's objective for the UK to be a science superpower at the forefront of critical and emerging fields of science and technology, and drive economic growth and societal benefit
futureproof the UK landscape of organisations undertaking all forms of RDI, from pioneering, visionary blue-skies research to practical support for innovators to commercialise or implement their ideas, and ensure an agile and sustainable system that can respond to future priorities and developments
The Review will consider the full and varied policy and funding context within which RDI-performing organisations are set up and operate. The Review is focused on the landscape of organisations that deliver research rather than on mechanisms for funding research and will:
analyse how the various organisations that contribute to the ecosystem of RDI-performing organisations across different parts of the UK – including universities, institutes and laboratories, across UK government and the devolved administrations, public, private and non-profit sectors – compare to each other and that of other countries with strengths in RDI
learning from international examples, consider the role that different mixes of organisations can play in delivering economic and societal impact from RDI, and the mechanisms and business models that will best enable the UK to capitalise on emerging and new fields of science and invention
consider how best to secure an organisational landscape now and in the future that delivers high-quality RDI outputs, and which is sustainable and cost-effective
consider options to support the UK's strengths and what targeted interventions in the public sector might enhance the quality and diverse mix of RDI-performing organisations through our policy framework and the policies of the devolved administrations
Research Budget distribution: MillionPlus, the Association for Modern Universities, published a policy briefing calling for the pledged increase of the R&D budget to £22bn to be shared more equitably around the country in the name of the Government's levelling up goal. The briefing emphasises the importance of re-balancing the way research in the UK is funded so that modern universities, many of which sit in marginalised areas of the country, and those hit hardest by the pandemic, can do more to support a world-class system of research and innovation, for the benefit of their regions and the country. Recommendations:
Scale up the Higher Education Innovation Fund, so that knowledge exchange makes up a greater proportion of overall grant funding from Research England.
Increase the number of Knowledge Transfer Partnerships funded across the UK.
Expand the Strength in Places Fund.
Ensure that the Shared Prosperity Fund is devolved, based on long-term funding cycles, and accessible to universities and local businesses.
MillionPlus also published Innovate and generate: modern universities supporting local businesses aiming to highlight the partnerships that modern universities with local roots and an industry-facing outlook have with businesses in their regions. The document emphasises their calls for Government to prioritise and dedicate specific R&D funding streams for such relationships and the positive impact it can have on levelling up the UK.
Incentivising business innovation through taxation – CBI Economics consider the arguments for R&D tax credits
Imperial College London announced their new Institute for Infection. The aim of the Institute is to address some of the biggest unanswered questions in the field of infectious disease, such as how is climate change impacting the spread of diseases transmitted by flies and mosquitoes, how can gene-editing technologies help to reduce the spread of disease (such as Dengue and Zika), and how can animal vaccination programmes help to curb diseases which also affect humans.
Student Hardship funding: Hitting the news last week (from the July OfS Board papers) was that £1.66 million of the additional £70 million hardship funding provided by the Government was unspent and recovered by the OfS.
Wonkhe say: Despite overwhelming evidence that the hardships caused by Covid-19 were near universal, the government was wedded to the idea of individual student problems rather than the systemic issues felt across the whole cohort. There were conditions attached to allocation: providers had to distribute funds to students that expressed a specific need, and all of the money needed to be handed out by 31 July…The complexity of existing hardship fund arrangements at providers (many had to recruit extra staff to administer the process) and the tight deadline (three months for the final tranche) made it difficult to get the money to where it was needed.
The Mental Health Foundation released new research combining evidence with expert opinion and public views. You can read about it here but in short it recommends (in order of popularity):
Be aware of using drugs to cope with difficult feelings
Build money skills and seek financial support if you need it
Get more from your sleep
Develop awareness of your feelings and emotions
Have something to look forward to
Get closer to nature
Speak to someone you trust for support
Stay curious and open to new experiences
Almost as popular (chosen by at least 45% of the public panel) were:
Have a healthy diet
Help others, contribute to something bigger
Engage in physical activity
Practice gratitude and cultivate hope
Strengthen social connections
Our research shows that it's the fundamentals of life that protect our mental health: our finances, our relationships and our experiences
The DfE updated the information on who is eligible for undergraduate, postgraduate and further education financial support from Student Finance England. The update includes new policy notes on the rights to home fee status and student support for people covered by the Withdrawal Agreements who make a valid late application to the EU Settlement Scheme, and rights for joining family members under the EU Settlement Scheme:
Access to student finance in England: joining family members under the EU Settlement Scheme
Access to student finance in England: late applications to the EU Settlement Scheme
Possible changes to fees and funding have been in the news a lot over the autumn in the build up to the Comprehensive Spending Review on 27th October when, yet again, we are promised the final response from the government to the Augar report and an outcome for the Review of Post-18 Education and Funding, which Augar was meant to inform.
Some changes have already happened:
Some OfS funding for "non-strategic" subjects was cut this year – but it was a small cut to a tiny amount of funding. Anxiety was heightened because the former Education Secretary kept saying in the HoC and to newspapers that he was "slashing" funding, but he was exaggerating. A lot. The OfS got very defensive about it. You can read what they did here. Anyway, it set the tone for what may be more to come. The OfS were told to stop calling the main funding a "teaching" grant and call it a "strategic priorities" grant. You get the point. Let's hope the updated Ministerial team choose their language more carefully, to avoid future misunderstanding. Words matter.
The OfS decided to distribute a chunk of their capital funding via a competitive bidding arrangement, in a big departure from previous allocation methods. You can read what they did here. This may well also set the tone for the future, and is consistent with what is expected to happen with some streams of research funding going forwards.
The main pre-announcement that we are expecting to see followed through with a consultation at the end of the month is on minimum entry requirements. This is a technique to reduce or at least limit the growing cost of the student loan portfolio by applying a floor to the academic entry requirements that applicants must meet in order to qualify for a student loan. Students could still go to university, if they pay their own way, of course, or are able to borrow the funding another way. Widely criticised as a cap on aspiration and a retrograde step for social mobility, because of the risk that many of the potential students who will be excluded from university will be those whose prior attainment does not reflect their true potential, and because many of those will be in that position as a result of some form of disadvantage. We have commented on this extensively before and note that Augar suggested that it be deployed as a last resort if universities did not clean up their act on quality. We note that we are not convinced that there is necessarily a direct link between "quality" and low entry tariffs and that it feels a bit early in the cycle for last resorts. But there you are. The definition of quality debate is a much bigger one that is ongoing now as the OfS looks at its licence conditions.
And there could be many other things announced. Most of the press coverage recently has been about a potential cut to the repayment threshold (increased by Theresa May in a shock move after the 2017 election that cost the government a lot of money). This idea has not been well received by students or recent graduates. We note that retrospective changes to the terms of loans (other than interest rates) are not usually allowed (for banks, for example), and that there is a general feeling that students and recent graduates, who have not had a great couple of years, will be asked to fill a government financial hole "because they don't vote conservative anyway". Given that Theresa May put the floor up precisely because she was worried about the so-called youthquake in the 2017 election, the link seems to be a fair one. The Tories in 2017 didn't have the majority that they have now. And the financial hole is very big.
BU staff can read our May 2021 summary of what else we might have to look forward to here.
Given that there is likely to be a flurry of press stories, better or less-well informed opinion, social media excitement etc, around any changes, we wanted to give you a bit of context. Apologies to regular readers or those with students in the family who know all this, all too well, but here we go. And apologies to readers in the devolved nations, we are focussing on England here. Also we are focussing on undergraduates.
Undergraduate tuition fees
These are capped. The cap hasn't moved for a long time. There is very little prospect of it moving for a long time to come.
They are not tuition fees. The OfS in their most recent publication on the subject (well worth a read) calls them "course fees". They aren't really that either.
When they were introduced they replaced a big chunk of government funding for universities and, apart from those universities with huge numbers of international or post-graduate students, or huge proportions of research or donor income, these fees are the main source of income for most universities. They therefore pay for staff, services, loan interest, depreciation, building maintenance, IT, OfS registration fees, and so on – the lot. They famously cross subsidise research which is generally funded at less than cost.
If a student has a tuition fee loan (most do as otherwise they need to pay up front), the fee is paid by the Student Loan Company directly to the university in three chunks across the year. The biggest chunk (50%) is paid in the summer AFTER the student has completed most of the year. This helps avoid a situation where the university gets money for students who don't stick around. But it also explains why cash flow across the year is a talking point in universities, and why a temporary change took place last year when the second instalment was paid early because of concerns about financial sustainability of universities in the pandemic.
Maintenance loans
These loans are made available to UK students to help with their living and other costs while at university. They replaced the grant system. Before loans were introduced, if students didn't qualify for a grant they needed parental support or another source of income. That is still the case. There is a minimum amount for a maintenance loan, but above that loan eligibility is means tested according to the income of the student's family. So the vast majority of students in the UK still need parental support for their maintenance costs, and if that isn't available, they will need to work or borrow money instead.
You can see more in the SLC document for 2021/22 students.
Maintenance costs are a huge issue for many students. Unlike the tuition fee, which is paid by the SLC to the university, this is cash the students need to find and spend. There has been a lot of coverage of the high cost of accommodation in many places (often more than the maximum loan) and of the particular unfairness of the situation over the last two years when students were told by the government not to return to accommodation they had paid for, with money neither they nor their families could afford. That's a long and separate story.
Although they are called loans, student finance arrangements are very different from the usual loan arrangements we are all used to, and this is where it gets complicated and political. So apologies again. This very useful paper from the House of Commons library (September 2021) has lots of context on this.
As noted above, student loans are made up of two items, tuition fees and maintenance loans (you can also use a student loan for postgraduate support but that's a different story).
Interest starts to accrue on the loan balance straight away, while the student is at university. Interest rates are very high – compared to some other rates available in the market. But the interest rate charged varies over time and according to the income of the graduate (not their family, this time).
From an SLC document describing 2021/11 arrangements:
While studying and until 6th April after you finish: RPI pls 3%
After that:
Income £27,295 or less – RPI only
Income above £27,295 to £49,130 – Interest applied on a scale from RPI to RPI + 3%
Income above £49,130 – RPI + 3%
Martin Lewis explained the latest rate for Money Saving Expert in October 2021:
On 1 October 2021, for students from England and Wales who started university in or after 2012, the headline student loan interest rate decreased from 5.6% to 4.1% in line with the current RPI, and the temporary 'Prevailing Market Rate'
Despite the decrease, this rate is still higher than most mortgages, and far higher than for students from prior cohorts. And, the headline rate is expected to increase again, to 4.5%, on the 1 January 2022.
Repayment arrangements
This is where student loans really start to look different from "normal" loans. The student finance arrangements we have are not really loans at all. Really what we have here is a graduate tax. But shhh – it isn't called that. Because people don't like taxes, so it could never be called a tax.
The notional amount of the student finance grows throughout out the time that a student is studying, and interest is added during that time and afterwards. So far so like a loan.
But – graduates only start to repay it from the April after their course ends, and only when their income reaches a threshold. Most students are on what is called "plan 2" and we are going to use their data:
You'll only repay when your income is over £524 a week, £2,274 a month or £27,295 a year (before tax and other deductions).
G. Your annual income is £28,800 and you are paid a regular monthly wage. This means that each month your income is £2,400 (£28,800 divided by 12). This is over the Plan 2 monthly threshold of £2,274. Your income is £126 over the threshold (£2,400 minus £2,274). You will pay back £11 (9% of £126) each month.
In other words, repayments are means tested, and only the income over the threshold is used to calculate the repayments. Clearly in a lot of cases that means that the amount you are repaying is not enough to cover the interest that is also still accruing. So the overall amount just keeps on going up, just as it would with a "normal" loan if you didn't pay enough off each month.
The other big difference with a "normal" loan, though, is what happens at the end. The whole thing, interest and all, is written off after 30 years from the April after your course finished. That is a big and growing cost to the government. This very useful paper from the House of Commons library (September 2021) gives some context on what this means.
The RAB charge is the difference between the amount lent to a cohort of students, and the value of their repayments as graduates. For 2020/21 it is predicted by the Government to be 53%.
… repayments for the 2020/21 cohort will range from just over £1,000 on average in decile 1 to almost £63,000 for decile 10. The average lifetime repayment across all borrowers is just over £19,000.
"Overall, 22% of borrowers are forecast to repay their loans in full, this rate varies from 0‑2% in the bottom four deciles to 87% in decile 10"
So when students say that they are "paying" tuition fees – they aren't paying it yet, and in fact most will never pay it all back. Only the highest earners, mostly men, will pay it all back. The paper has charts showing the difference for women and men.
We should also note that the loan is not treated like a normal loan when you are taking out a normal loan, either. Your potential repayments are taken into account when considering your ability to pay, but it is not treated the same way for your credit score as a typical loan would be. So it is treated more like a mobile phone contract than a car loan.
So it's really a graduate tax which stops after 30 years. Or an income dependent contingent loan (which is written off after 30 years).
Potential changes
The government would clearly like to recover more of this money. It must be noted that it was never intended that it would all be repaid, however. When the system was set up it was deliberately intended that only the students with higher income would pay it all back. This was meant to be progressive.
That's why there has been little sympathy for arguments to reduce the interest rate. On the face of it, students seem to be "paying" a high interest rate. But they aren't in fact paying it at all, and most of them will never pay it. It accrues at a high rate, and then most of it is written off. So increasing the interest rate may be an option instead:
The impact of a 1 ppt increase in the interest rate would mean that the average repayment per borrower would increase by £1,500 or 5.2%.
However, this increase is not spread evenly across borrowers. Only those with higher earnings pay back more. The number of borrowers who repay their loan in full would drop from 22% under the current system to 18%.
For a long time the government was able to keep this cost "off the balance sheet" until the auditing rules were changed and the whole cost was added to the national debt. That started to change perceptions about it.
And of course, since the scheme was introduced, the number of students going to university has increased, we are just emerging from a demographic dip. So the potential cost just keeps on going up.
We have already mentioned changes to the repayment threshold may be under discussion. That has all sorts of consequences – but they are not very progressive (another HoC library paper):
Middle earners would see the largest absolute increase of around £4,000 on average, while the highest earners would see their repayments fall slightly.
While the increase for lower earners is below average in absolute terms, it represents the largest percentage increase at around 30%. The number of borrowers who repay their loan in full would increase from 22% under the current system to 25%.
There has also been talk of extending the payment term from 30 to 35 years (Augar said 40) and increasing the rate of repayment (different from the interest rate). Another helpful briefing paper here.
both measures result in increased lifetime repayments especially from middle to higher earners.
We'll see. But we think there will be some tinkering with repayment arrangements – despite the fact that these would be retrospective changes to the agreed terms. And there may be other changes that will reduce the number of people eligible to take these loans out in the future – as well as the minimum qualifications requirement.
Or there may a cut in the tuition fee. The latter would reduce the loan book and the notional interest – and give the government more direct control of university funding though the use of "strategic priorities" to top up (some of) the difference – consistent with the current direction as noted at the start of this section.
There could be caps on the numbers of students studying particular subjects, or at particular institutions (if they don't meet quality thresholds, for example). Note in this context that the government is increasingly linking definitions of quality to "outcomes", by which they mean highly skilled employment and relative earnings. And that is a whole different subject which we have discussed before, and will again.
The Lifelong Education Commission, supported by ResPublica and chaired by former universities minister Chris Skidmore MP, published The Pathway to Lifelong Education: Reforming the UK's Skills System. It is the first of 8 reports the Commission has planned on on lifelong learning and the UK's skills system. The Commission recommends how the barriers to adult learning can be removed; what future investment is needed to support this; and what change is needed to ensure the maximum flexibility that will benefit learners and deliver on the promise of a whole system change for lifelong education.
All citizens will be able to access the loan entitlement regardless of prior qualifications, or how they choose to study, including: modular or full qualifications; part-time or full-time; via face-to-face or distance learning.
The Lifetime Loan Entitlement should allow funding to be applied to different modules of learning to enable (i) existing qualifications to be unbundled into smaller units (e.g. 30 to 60 credits) and (ii) microcredentials to be stacked as part of larger units.
A more ambitious reform would be to create a unified credit-based funding system that does not distinguish between different modes of study and provides equal access and support for learners regardless of how they learn or where learning takes place.
Alongside the loan entitlement, Government should consider means-tested maintenance grants to provide support with living costs and encourage adult learners to access higher technical qualifications, particularly those for whom debt will be viewed as a disincentive and a barrier to reskill.
Government should: (i) Build on the existing credit framework and regional consortia approach to design a networked system that can guarantee the autonomy of higher education providers while enabling the transfer and accumulation of credit. (ii) Consider reform of the wider regulatory framework to simplify the jurisdiction between various bodies (HEIs, the Institute, QAA, Ofsted, OfS, etc.) regarding higher technical qualifications, which has the scope for duplication and inconsistency. (iii) Consider Scotland's 'articulation agreements', which provide a good model for clearer routes between FE and HE.
There is, especially in England, a need to bring together and better integrate the various parts of the careers system: (i) A single integrated careers service is required for all citizens at all stages of their working life. This will need to provide high level, specialist advice, available in every locality. (ii) A system should be established to regulate and support the continued professional development of careers advisers. As a minimum, all careers advisers should be registered with the Careers Development Institute and have relevant qualifications at Level 4 or above.
Retain part-time student premium funding and make part-time learning an explicit priority for the teaching grant to incentivise lifelong education and training.
Remove the remaining restrictions on ELQs so that available funding (including loans for fees and maintenance) can support those who want to study for a second higher education qualification in a different discipline.
Government should explore options, including a 'Flexible Skills Levy' and 'Tax Credits' to incentivise employer investment in skills training.
In addition to employers and educational institutions, Mayoral Combined Authorities in England with devolved responsibilities for adult skills should play a central role in the coproduction of local skills plan. Moreover, MCAs should be given genuine power over issues of essentially regional concern. Almost all of the functions currently exercised by the Department for Education could be devolved.
Former universities minister Chris Skidmore said: If there is one policy to deliver 'levelling up', it is adult learning and skills. Acquiring new skills is something we all do throughout our lives. Yet the formal process for acquiring them is incredibly constrained. There are too few opportunities to return to learning for those who have left it. And those willing to retrain or re-skill can barely see the wood for the trees; the pathways are so complex.
The government is embracing adult learning at just the right time. The Lifelong Learning Entitlement, combined with the prospect of modular and course-based learning and the expansion of Level 4 and 5 provision, has the potential to create new journeys into learning for those for whom a graduate route was not the way. But if these reforms are to succeed, it is essential that new partnerships are forged between HE and FE providers.
Grammar and spelling – the next stage of the culture war?
The OfS have published an ominous paper on this.
This review examines the policies on spelling, punctuation and grammar in written assessment at a small number of higher education providers. It features anonymised examples of approaches that maintain rigour in student assessment, and examples of approaches that do not.
The purpose of the review is to highlight to higher education providers which assessment policies are likely to be a cause for regulatory concern, and encourages providers to adjust their policies accordingly.
This supports the position in the recently closed consultation on quality conditions.
New condition B4.2:
…the provider must ensure that: …c. academic regulations are designed to ensure that relevant awards are credible; ….
"credible" means that, in the reasonable opinion of the OfS, relevant awards reflect students' knowledge and skills, and for this purpose the OfS may take into account factors which include, but are not limited to: …ii. whether students are assessed effectively and whether assessments are valid and reliable; ….
Guidance re "Credible": …identifying circumstances in which it is likely to be concerned about the credibility of a provider's qualifications:…c. Students are not penalised for poor technical proficiency in written English. For example, for assessments that would reasonably be expected to take the form of written work in English and for which the OfS, employers and taxpayers, would reasonably expect such proficiency, the provider's assessment policy and practices do not penalise poor spelling, punctuation or grammar, such that students are awarded marks that do not reflect a reasonable view of their performance of these skills. ….
Key bits from the report itself:
Because of the importance of these issues, we undertook a short review during summer 2021 to gather evidence and examples of practice from a small number of providers about the extent to which technical proficiency in written English is being assessed. This report summarises our findings and sets out their implications for our ongoing regulation of higher education providers.
We sought voluntary cooperation from a small number of providers, selected to allow us to explore a range of assessment practices. The inclusion of a particular provider in the review was not driven by whether or not it had featured in press reporting about its assessment practices, and this report does not identify the providers that were involved in the review
The common features we have seen in the small number of cases we have considered in this review suggest that the practices and approaches we have set out in the case studies may be widespread across the sector. We are therefore drawing the attention of all registered providers to our findings, because they highlight matters that are likely to raise compliance concerns, now and in the future.
The findings in this report are shared as case studies; we have not conducted a formal regulatory investigation. Any regulatory judgements we make in future would depend on the circumstances of an individual case, and would involve detailed consideration of the impact of a provider's policies on the marks awarded to students.
If we were to consider compliance with our current regulatory requirements for the practices described in the case studies, we would be likely to have regulatory concerns about the following:
Case studies 1 and 2: In these examples, it seems plausible if not likely that some students are not being assessed on their proficiency in written English. This is because learning outcomes do not include this requirement. In these circumstances we would have concerns about whether the provider's courses are well designed and provide a high-quality academic experience. We would also have concerns about whether the qualifications awarded to students are valued by employers or enable further study. We would consider whether such qualifications represent value for money for students and taxpayers.
For Case study 2, we would take a particular interest in the effect of the policies on groups of students whose first language is not English
Case study 3: In this example, we would have similar concerns as for case studies 1 and 2. We would also consider the adequacy and effectiveness of the provider's academic governance arrangements, which have the potential to create inconsistencies in the requirements for students in different subject areas.
We are currently consulting on proposals to clarify and strengthen our regulatory requirements for quality and standards. We will consider all consultation responses carefully before reaching a decision about whether or not we should take forward our proposals, in full or in part. For illustrative purposes, if we were to implement the proposals as set out in the consultation document, the practices we have seen would be likely to raise concerns in relation to proposed conditions B1, B2, B4 and B5
If the policies and approaches identified in this report are leading to students getting higher marks than they otherwise would, for instance because poor proficiency in written English is not being routinely assessed, then this not only undermines the rigour of assessment processes, but also contributes to unexplained grade inflation. 55. We will test this hypothesis for individual providers through our investigatory work.
Local Digital Skills Partnerships
DCMS published the findings of an independent Evaluation of the Local Digital Skills Partnerships which assessed the impact made by six regions operating Local Digital Skills Partnerships (LDSP). LDSPs are designed to build regional capacity to improve digital skills capability at all levels. They bring together and connect partners from the public, private and third sectors to upskill the current workforce, advance digital inclusion, and raise awareness of the importance of digital skills regionally. The evaluation found the LSDP model to be agile and worked effectively. Therefore, DCMS have confirmed they'll consider the key findings, and look to build on this early success and expand the model to other parts of the country.
Academic lockdown time recovery: A Wonkhe blog on the impact of lockdown on academic parents with suggestions on how to help them catch up on missed research and professional time:
Potential solutions here are: using a different form of annual evaluation, reducing the teaching load in future semesters on academic parents who've seen their research completely stalled, providing more teaching assistants or other types of support to reduce the teaching load, temporarily reduce service and administrative burdens, and/or have better parental leave arrangements. One respondent indicated that their university developed a working parent task force, to get input from the working parents and think about solutions together.
Taking a step back, we recommend developing a culture of care, and making our universities places where compassion and solidarity are important values.
Tags: academic quality access and participation Augar review contract cheating digital skills essay mills fees and funding Graduate Outcomes maintenance loans mature students mental health Office for Students OFS
NIHR Bulletin
BU research, Funding opportunities, NHS, pre-award, Research Centres, Research news Louise Ward
NIHR News
The legacy of the CLAHRCs 2014-19 – 5 years of NIHR-funded applied health research
eBulletins and Newsletters
News from NIHR School for Social Care Research: Research findings, public involvement and webinars
Latest NIHR funding calls
21/61 UK-wide antiviral clinical trial platform in non-hospitalised patients
Health Technology Assessment (HTA) Programme
21/532 Intensive Interaction for children and young people with profound and multiple learning disabilities
21/534 Surgical management of successfully reduced incarcerated inguinal hernia in children
21/535 Follow-up strategy after radical treatment for prostate cancer
21/536 Sodium bicarbonate in neonatal care
21/537 Neuroendoscopic lavage for preterm babies with post-haemorrhagic ventricular dilatation
21/538 Benefits and harms of reduced dose oral isotretinoin in the management of acne vulgaris
21/539 Benefits and harms of maintenance therapy for refractory acne vulgaris or previous relapses by reduced dose isotretinoin regimens
21/540 Pharmacological treatments for low back pain or sciatica
21/541 Medication support interventions and strategies for people with learning disabilities
21/542 Medication to manage sexual preoccupation in sex offenders
Policy Research Programme
Liaison and diversion services for children and young people
Access assessments for admission to adult medium and low secure services
Research for Patient Benefit (RfPB) Programme
Research for Social Care
Research for Social Care dementia call
Research for Social Care call for mental health research in Northern England
Your local branch of the NIHR RDS (Research Design Service) is based within the BU Clinical Research Unit (BUCRU) should you need help with your application. We advise on all aspects of developing an application and can review application drafts as well as put them to a mock funding panel (run by RDS South West) known as Project Review Committee, which is a fantastic opportunity for researchers to obtain a critical review of a proposed grant application before this is sent to a funding body.
Contact us as early as possible to benefit fully from the advice
Feel free to call us on 01202 961939 or send us an email.
Tags: CLAHRC clinical research dementia funding opportunities HTA low back pain mental health neonatal care nhs NIHR prostate cancer RDS RfPB Social Care Research
BU research, COVID-19, Funding opportunities, Fusion, NHS, pre-award, Research Centres, Research news Louise Ward
New vision for harnessing the full potential of data-enabled trials published
NIHR blog: Improving the uptake of research findings in global health
Forthcoming COVID-19 funding call: Community-based COVID-19 platform study for novel antivirals
The NIHR is intending to open a funding call on behalf of the DHSC Antivirals Taskforce, for a team to set up and run a community-based clinical trial platform for novel therapeutic candidates in the UK. The Taskforce was set up to find effective and safe treatments for COVID-19, and will identify and prioritise potential candidates for this study. The study team will be expected to quickly set up a clinical trial platform to evaluate these novel candidates, and start recruiting patients into the platform in Autumn 2021.
The likely advert date for this topic is 19 July 2021. However, please note this is an indicative date, which may change.
Harkness Fellowships in Health Care Policy and Practice
Efficacy and Mechanism Evaluation (EME) Programme
21/529 Efficacy trials in regenerative medicine
Public Health Research (PHR) Programme
21/525 Permitted Developments Rights
21/527 Development Award – Local authority-level research priorities on climate change
21/530 Application Development Award – Healthy extended working lives
Policy Research Programme (PRP)
Mental health services funding call
Tags: climate change EME mental health nhs NIHR policy research public health Public Health Research Programme RDS regenerative medicine
BU research, COVID-19, EPSRC, ESRC, Funding opportunities, Fusion, NHS, pre-award, Research Centres, Research communication, Research news Louise Ward
Updated guidelines for recruiting public members onto Trial and Study Steering Committees
NIHR launches Impact Toolkit
NIHR has developed an interactive dashboard that summarises, and signposts to, a range of tools to support research impact planning, delivery and/or assessment. (Will need to register for NIHR Learn if not already registered).
NIHR Funding and support round-up: July 2021
NHS England and NHS Improvement – In Touch
New impact short course
NIHR has launched a new e-learning course, 'Introduction to impact through the lens of NIHR'.
In this self-paced and short e-learning course, you will get an introduction to what impact is, what it isn't, and why it's important to the NIHR. Find out more.
Artificial Intelligence in Health and Care Award (AI Award)
NIHR Senior Investigators
Programme Development Grants
Mental health call
21/523 Image and performance enhancing drugs
21/524 Health impacts of housing-led interventions for homeless people
Tags: AI funding opportunities impact mental health NIHR programme development grants public health RDS
NIHR i4i Programme Webinar 13 July 2021
Funding opportunities, innovation, NHS, pre-award, Research Centres Louise Ward
NIHR i4i Programme
The i4i team has a webinar coming up on 13 July for two new funding calls, including one around the theme of Children and Young People's Mental Health. Please do share with anyone you think may be interested:
The NIHR i4i Programme is launching two new funding calls this August:
i4i Connect 5 aimed at small to medium-sized enterprises (SMEs) in need of a funding boost to reach the next stage in the development pathway, addressing a clearly defined unmet clinical need.
i4i – Digital Health Technologies for Children and Young People's Mental Health– aimed at SMEs, NHS providers or higher education institutions (HEIs), this call encourages proposals addressing a range of children and young people's mental health conditions particularly in regions that have been historically under-served by research activity or where there is high unmet mental health burden.
The i4i team would like to invite you to attend a webinar on the 13th of July, where you can hear more about the call specifications and application process. They will have two guest speakers, Professor Chris Hollis and Dr Charlotte Hall, who will talk about how evidence-based digital interventions can address an unmet clinical need in children and young people. You can register for the webinar here.
Tags: children clinical research health research i4i mental health nhs NIHR RDS sme social care webinar young people
HE Policy Update for the w/e 2nd July 2021
EU, Funding opportunities, Industry collaboration, innovation, international, open access, parliament, policy jforster
A slower news week. this week, in HE policy terms. Make the most of the quiet while it lasts…
Wonkhe have a petite summary of the OfS blog on essay mills: It refers to growing concern about the use of essay mills, highlights that the consequences for using essay writing services can be severe, and notes that legislation to ban essay mills has been brought in in the Republic of Ireland and Australia.
However, two guest bloggers for Wonkhe argue the ban that Lord Storey hopes to bring in won't work and to neutralise contract cheating universities need to understand the aspects of their marketing that appeal to students. The researchers looked at 95 essay mill websites and reveal some common themes. The short blog is worth a read. A couple of excerpts.
We analysed the promotional rhetoric on 95 essay mill websites. Unsurprisingly, they all stressed the quality, price, and fast turnaround of their service. Beyond that, most of them reinforced the importance of students succeeding on their course.
But around half of them went further – promoting a distinctly hostile view of higher education. It was characterised as letting students down. Critical commentary mainly focussed on assessment processes, including assignment design. Five distinct propositions recurred in the text and images projected on these sites.
One common framing is that assignment tasks are typically irrelevant to personal ambitions. Tasks were described as not simply "boring": they were unrelated to the interests and passions that had originally made higher education attractive:
Assignment tasks are also framed as a distraction from authentic learning. These tasks "take up invaluable study time and are often responsible for students getting behind"
The mills also frame the demands of academic communication as unreasonable.
They also like to suggest that tutors fail to support students' assignment work. Assignment-setting tutors were characterised as disconnected from student experience, indifferent to their needs, imprecise in task specification, and often preoccupied with other matters
they frequently suggest that the delegation (of assignments) is a rational and an adaptive practice. In the outside world it is noted that:
The majority of successful people practice the delegating of huge and ineffective workloads to well-trained professionals".
The article continues to discuss how universities can address the problem and highlights A&E style tutorial support during assignment periods. Read more here.
Parliamentary News: Bills
Skills and Post-16 Education Bill
Wonkhe: In the Lords, Jo Johnson has proposed an amendment to the Skills and Post-16 Education Bill. Under the former higher education minister's plans, a note inserted after Clause 15 would make the Lifelong Learning Entitlement available to all regardless of prior qualification, subject of study, intensity of study, or student number restrictions – and forbid the Secretary of State to restrict access in future.
The Second Reading of the Higher Education (Freedom of Speech) Bill will take place on Monday 12 July.
It's all Quick News this week:
Dods tell us: Drafts of the UK's upcoming Innovation Strategy suggest it will be a 10-point plan focusing on seven key areas including quantum, advanced materials, life sciences, genomics, robotics and artificial intelligence. This is according to a Financial Times storyon Friday citing unnamed government sources, which said the strategy will outline plans for new science-focused schools and better access to private funding for tech-focused companies. The strategy will also suggest new pro-innovation policies, seek to cut red tape and confirm plans to increase annual state investment in R&D to £22 billion and set up the new Advanced Research and Invention Agency, according to the story. A government spokesperson said: We do not comment on individual leaks, but it is no secret that we intend for the UK to stand as a world-leading centre for the development of brilliant ideas, innovation in industry, and jobs for the future. The government says the strategy will set out the steps it will take to boost innovation in the UK, including investing more money than ever before in core research, having pledged to increase investment in core UK Research and Innovation and National Academies funded research by more than £1 billion by 2023 to 2024.
The Commons Business, Energy, and Industrial Strategy Committee has releaseda report on the government's industrial policy, while agreeing that there were problems with it.
The report is critical of the Government's scrapping of the independent Industry Strategy Council (ISC), which had been chaired by chief economist of the Bank of England, Andy Haldane. The report calls the axing of the ISC a 'retrograde step', removing valuable independent scrutiny, insight, and expertise.
The report warns that the lack of industrial strategy and oversight risks widening the gap between Government and business at a time when delivering productivity improvements, economic growth and decarbonisation is urgent.
While acknowledging that many businesses found the 2017 Industrial Strategy inaccessible and remote from their day-to-day concerns, the report expresses fears that scrapping the strategy risks leaving a 'fragmented' and piecemeal approach to solving sectoral problems and enhancing growth opportunities.
Ensuring open access policy is as permissive as possible for researchers whilst also achieving public value and affordability, and taking account of the changing landscape in publishing agreements in the UK are all key considerations of the [Open Access Policy] review. The outcomes of the review are due to be published this summer… For peer-reviewed research articles the proposed policy start date will be 1 April 2022, while the policy for monographs is proposed to start from 1 January 2024. UKRI will work closely with stakeholders in the lead up to the policy start dates to ensure any questions or issues are addressed.
UK Research and Innovation has announceda new funding model for universities to help increase the impact of their research.
The new Impact Acceleration Account (IAA) model represents the start of a range of efforts to improve the effectiveness and influence of funding processes.
The IAA will offer a UKRI-wide model with a single application and centralised reporting and monitoring that aims to improve strategic planning.
The IAA model will incorporate funding through the following UKRI councils:
AHRC
Science and Technology Facilities Council (STFC).
The opportunity for applications opens on 6 July and will run for three months until 6 October. Following assessment and evaluation, the first of the new harmonised funding awards will then be made from April 2022.
The National Network for the Education of Care Leavers launched their new Quality Mark for the inclusion and success of care experienced students awarding it to the 17 institutions who completed the award during the pilot and trail phases. The award has been in production and testing since 2019 and the UPP Foundation funded the initial developmental pilot. Patricia Ambrose, NNECL Director, commented: Our new Quality Mark enables universities and colleges to demonstrate the effectiveness of their support for care experienced students from pre-application through to graduation and beyond. Building on the excellent legacy of previous work by Buttle UK, the NNECL Quality Mark covers all aspects of the student lifecycle and has been informed by recent research findings and feedback from care experienced students on the types of support they value.
Universities Minister Michelle Donelan has mentioned care leavers in many speeches and letters. She said: Improving the opportunities available to care leavers as they gain independence and enter adulthood, is a top priority of this government. This new Quality Mark will help ensure students with experience of being in care have the support they deserve, and the information they need to choose the universities or colleges that work best for them. I warmly welcome this evidence-based approach, and encourage all institutions to join this sector-wide effort to provide targeted support for these students, at every stage of their education.
Black Lives Matters and the student voice
A report from Advance HE examines a sample of statements and actions undertaken by UK universities in response to Black Lives Matter (BLM) protests that occurred in the UK and around the world from May 2020.
The report aims to ensure that momentum gathered during the summer of 2020 is not lost and that universities are "encouraged to evaluate their response to BLM and explore the need for further work in terms of anti-racist initiatives and their applicability to other types of intersectional injustice."
This report does not answer criticisms about how universities responded to BLM nor does it evaluate which universities did what. Rather, it functions as an accessible introduction to how staff working in HE, whether as senior leaders or specifically as EDI practitioners, might 'build on' initiatives associated with BLM to advance structural change within their university. The examples identified are not intended as a comprehensive nor representative cut of the HE sector but as an illustrative launchpad for future work. The showcasing of particular initiatives is intended to highlight tactics, wedge points and themes that might inform the design and execution of future actions to address injustice in the sector more widely
It looks at 7 themes:
Listening and wellbeing
Research funding, scholarships and internships
Tackling the awarding gap
Diversity and data
Race Equality Charter.
Employment Prospects: Second-general ethnic minority graduates: The Institute for Fiscal Studies has published a report on the educational and labour market outcomes of second-generation ethnic minorities in the UK. It finds:
The UK's second-generation minority ethnic groups are performing well in education, especially in terms of attainment of degree-level education. This is striking because those from ethnic minority groups born or brought up in the UK are much more likely than those from white UK backgrounds to have been disadvantaged in childhood; and we know that childhood disadvantage is in general strongly associated with poorer educational outcomes.
Employment disadvantage of minority ethnic groups still, however, persists.Men and women from most ethnic minority groups have lower employment rates among those economically active than their white majority counterparts. This disadvantage is reduced but not eliminated when we account for disadvantaged family origins.
For those in work, education does offer a route to attaining a higher social class for some minority groups.Indian and Bangladeshi men and Indian and Caribbean women achieve considerably greater levels of occupational success than their disadvantaged family origins might suggest. But this is not the case for Pakistani and Bangladeshi women, despite the fact that they are successful in education
The Telegraph covers the report.
Supporting neurodiverse students
Statistics – Black undergraduates progressing to post graduate study
The Department for Education has published the results of a study examining the differences in mental health among students and non-students.
The aim of our research project was to improve our understanding of common mental health problems in young people who attend higher education, compared with those who do not. We investigated:
whether there were differences in symptoms of common mental disorder between these groups;
how these differences changed over time and what might drive them; and
whether the mental health of higher education students compared with the general population has changed during the past decade.
We conducted analyses of two large nationally representative cohort studies: the Longitudinal Studies of Young People In England (LSYPE).
Jim Dickinson digs into the detail over on Wonk Corner.
The Department for Education has published a report "Student mental health and wellbeing Insights from higher education providers and sector experts"
HE providers offer a wide range of services and are looking to further develop their services to support their students with their mental health and wellbeing needs and to promote positive mental health and wellbeing. These cover the spectrum from wellbeing initiatives through early intervention activities to targeted support for those with very specific support needs. …..it is clear that many providers view their services in a holistic or fluid manner, with considerable overlap between services to support wellbeing and those to support mental health needs.
For many, their work is backed by a clear strategy or policies which have evolved and will continue to evolve over time to address changing environments and emerging challenges. …. However more providers could develop strategies to guide and consolidate their work, following the lead of their peers. The new Mental Health Charter will help providers with this.
Providers collect data to try to understand the extent of the demand for support with mental health across their student population drawing on admin data, self-disclosure and in some cases clinical measures. Providers appear to struggle with assessing their students' wellbeing needs but some use or are planning to introduce student surveys (either bespoke or utilising standardised measures of wellbeing). ….. However, independent external evaluation is rare, and there is a lack of understanding about the real effectiveness of wellbeing support. ….there is a desire to do more to improve evidence and understanding around the influence of HE on students' mental health and wellbeing, potential mismatches in expectations for and experiences of support, those most at risk and least likely to seek support, and the prevalence and nature of mental health disorders and poor mental wellbeing in the student population.
Finally, the research highlights how definitions, language and terminology are still evolving and are sensitive and value-laden which can create challenges for understanding and describing what is happening in the sector and in developing any monitoring. The sector will need to work together – gathering perspectives of mental health experts, providers, and students – to agree a set of terms that will ensure a common understanding.
Sexual Harassment and Wellbeing
We've written about the OfS Statement of Expectations before. Clearly all the pressure around "Everyone's Invited" has made the Minister feel that she needs to be doing something, so a letter arrived on Friday afternoon. It's a combination of reminder and exhortation:
"I wanted to take the opportunity to state how seriously the Government takes this issue, following the recent letter to providers on this subject from the Office for Students (OfS), and meetings I have held with the founder of 'Everyone's Invited' and Universities UK (UUK)".
There is a threat of further legislation and action on the use of non-disclosure agreements and a reminder that the government considers the OfS document to be a "minimum".
One of the most frequently challenged policies recently has been the Government's unwavering policy not to permit international students to quarantine in their halls of residence. Instead they are required to pay for hotel quarantine (£1,750 – payment can be spread for those with demonstrated financial need) and there is no guarantee of the level of face to face learning they will received. Wonkhe report on comments by Sanam Arora, from the National Indian Students Union UK, who says that up to 55,000 Indian students are hoping to arrive – but – uncertainty means many are considering their options…Everyone is deferring their decision till the very last minute… £1,750 on top of fees is quite a significant cost for them. A lot are still in that confused state of should we come, should we not come?
Below we included a parliamentary question on the hotel quarantine highlighting that the Government has not undertaken any special liaison with universities to ensure sufficient hotel quarantine places are available for the peak autumn influx. Instead the Government recommended that international arrivals booked their quarantine place ahead of time to secure a spot.
International students should book their quarantine hotel ahead of time, Government reassurances over sufficient capacity are not reassuring.
This week the Scottish Government has approved a trial for incoming international students to quarantine in their on-campus accommodation. The trial will need to demonstrate that the on campus quarantine will meet the stringent safety measures enforced at quarantine hotels. Wonkhe report: It's not straightforward – some universities would be unable to meet the requirements necessary and there's nothing similar on the cards for English universities – yet. UUKi's Vivienne Stern welcomed the news but told the i news: "I think there are going to be questions about how the DHSC in the end feels about travel distance from port of entry to point of quarantine. So it's not resolved, there's no discussion of a pilot, it's simply that we're in that information sharing phase." So Scotland's on campus quarantine isn't certain yet and the Government maintain that international students entering English universities will use the hotel quarantine system.
Immigration Minister, Kevin Foster, has announced flexibility for visa arrangements to account for the continued uncertainty over the autumn term teaching model. International students are not required to enter the UK until 6 April 2022 to retain their visa.
This concession will extend to cover the first two semesters of the 2021-2022 academic year, until 6 April 2022. This date is encouraged to be seen as a deadline, not a target, and will help avoid a surge in travel and the associated resources needed to comply with quarantining measures, and help manage the arrival of students….An extension to these concessions helps in protecting international students from being further disadvantaged due to circumstances outside their control and allows a greater element of flexibility to start and continue their studies safely.
Research Professional also have a write up on the visa flexibility and cover other topics such as international students perception of online learning.
Graduate Work Visa: The two-year graduate visa route officially opened on Thursday, meaning graduate can stay for an additional two years without an employer sponsor or minimum salary. There are no limits on the number of graduates able to access this new immigration channel. The specifics are here. And in the face of continued Covid travel restrictions (and the online learning start to the year) the Government has confirmed that student who commenced courses in 2020 that wish to qualify for the visa must enter the UK by 27 September 2021. As mentioned above international students commencing the 2021/22 academic year online will need to enter the UK by 6 April 2022.
Research Professional have a short write up on the graduate visa in their usual entertaining style:
the two-year graduate visa that was hard won, in the face of Home Office opposition, by a parliamentary amendment jointly sponsored by former universities minister Jo Johnson and Labour's Paul Blomfield. It has been on the cards for some time, after the government was shamed into it during the last parliament.
As the Home Office put it, "international graduates must have completed an eligible course at a UK higher education provider, with a track record of compliance with the government's immigration requirements, to apply to the graduate route". That would be almost everyone.
The Home Office says: "Graduates on the route can work flexibly, switch jobs and develop their career as required."
While universities will be celebrating a significant victory at a time when wins are hard to come by with this government, the truth is that the UK is facing a major skills shortage because of both a squeeze on immigration and the effects of Covid.
Careers & Placements
Here are some of this week's blogs and publications
Careers: Wonkhe – Nearly half of students feel unprepared for employment following the pandemic according to a survey of 7,000 students and graduates by Prospects. Almost all the respondents said that they faced barriers to employment, often due to a lack of work experience over the last year, with a lack of opportunities and skills also cited. Many graduates surveyed said that they're considering changing career paths following the pandemic, some because they've been inspired by those involved in the pandemic response and others because they see an industry they wanted to work in struggling.
Careers: Wonkhe describe – The House of Commons Library has published a research briefing on careers guidance in schools, colleges and universities in England. The briefing covers the legal requirements to offer careers advice, the quality of the advice, and the outside organisations working to provide it.
Careers: Wonkhe have a blog – The global growth of start-ups means university careers services need to pivot, says Louise Nicol.
Placements: Wonkhe blog – If businesses don't offer work experience to students, they can't expect their new recruits to have it, says Charlie Ball.
Placements: Research Professional reports that a survey of more than 3,000 university and sixth-form students suggests that less than a fifth of students have undertaken work experience in the past 12 months.
Various media discussed digital content in the curriculum this week. Below are a selection of the blogs.
Wonkhe's blogs:
Debbie McVitty reports the findings of a Wonkhe/Adobe qualitative study exploring student perceptions of the links between their curriculum, their future aspirations, and their development of digital literacy.
Adobe pedagogical evangelist Mark Andrews looks towards a post-digital age in which technology innovation and digital fluency are enablers to build education capacity.
On Wonkhe SUs, Alan Roberts draws out the insights for students' unions supporting students to shape their curriculum.
THE blogs:
Innovative teaching:In a THE Campus webinar, four experts in teaching and digital innovation discuss forms of instruction that are proving effective as online and hybrid learning expands.
Eric Tsui of the Hong Kong Polytechnic University presents a framework he uses to guide students in the co-creation of scenarios that shape their studies. Meanwhile, Tim Coughlan of the Open University offers three key strategies that help make digital learning more accessible and inclusive.
Higher Technical Qualifications – publications
The Education and Skills Funding Agency published information and guidance on reforms to higher technical education, and the Institute for Apprenticeships and Technical Education unveiled a new quality mark to accompany the Higher Technical Qualifications. The DfE published the Government's response to the higher technical education consultation and details on their higher technical education reforms.
Universities are eligible for the Higher Technical Education Provider Growth Fund – as long as they meet the criteria.
Prevent – feedback from providers
Government pleased will the response and volume of applications to the Turing Scheme so far,
Study Abroad Programmes 2021-22
Students isolating but at the end of their accommodation tenancy agreement can move back home if there is no other choice – under The Health Protection (Coronavirus, Restrictions) (Self-Isolation) (England) if someone is legally obliged to move, they are allowed to do so even if isolating.
Finance: HESA published the HE Provider Finance Data. Research Professional pick out the elements they find interesting from the data for the unusual end to the financial year as the UK entered the Covid lockdown. You can read their analysis here. The very short version is: …the Hesa data for 2019-20 suggest that the bank balances of most universities were healthy enough, with decent surpluses reported from the Russell Group through to specialist institutions. Perhaps this does not reflect a hit taken in the final quarter of the financial year at a time when the final outcome for the 12-month period had been mostly set. We look forward to next year's data as a clearer indication of how the pandemic has affected universities.
Exam feedback: Wonkhe – Should students get individual feedback on exams? Andy Grayson thinks so, and he has ways of delivering it that aren't onerous.
Student Support: Wonkhe – Post the pandemic, Ellen Buck argues that being more cognisant of the support that students need to transition between spaces, experiences and identities should be core.
Tags: access and participation assessment and feedback care leavers careers contract cheating digital curriculum employability essay mills Graduate Outcomes industrial strategy mental health placements Racial disparities sexual harassment Skills Bill technical education
HE policy update for the w/e 25th March 2021
COVID-19, Funding opportunities, Industry collaboration, innovation, international, parliament, policy, Research news jforster
Welcome to your catch-up edition of the policy update. We bring you all the news from last week and from this week so far – it's doom and gloom for research funding.
Parliament rises for Easter recess on 25 March so the Policy Update will be back to its regular slot from w/c 19 April. If there are major HE happenings during recess we'll bring you a short Easter special!
There's been a lot of research news in the last ten days. The biggest announcements follow.
The House of Commons Library have a useful research briefing: The future of research and development funding; the webpage also summarises the recent Government funding commitments and announcements made in relation to research funding.
Aid funded projects: Previously UKRI stated most of its aid-funded research projects are unlikely to be funded beyond 31 July as a result of the Government slashing its overseas aid development budget (from 0.7% to 0.5% of gross national income (BNI) exacerbated by a fall in GNI as a result of the pandemic). UKRI wrote to universities with further details about the impact of its £120m budget shortfall. The letter appears to confirm that grants which have been awarded but not started will be cancelled.
Dods report: Christopher Smith, UKRI's international champion, wrote that the funder will work with the institutions "to maximise the benefits from the limited funding we have available" but that it is "unavoidable that some grants will need to be terminated". He also said that by reprofiling and reducing grants, UKRI would look for ongoing longer-term awards to remain active. But the situation looks bleak for a many grant holders. "It is our current assessment that we would be unable to provide funding for the majority of awards beyond the amount currently agreed up to 31 July 2021," Smith wrote, adding that UKRI "will not be liable for the cost of new activities entered into after receipt of this letter". "The reduction in Official Development Assistance spend also means that we are unable to initiate any new awards where proposals have been submitted but have not reached the grant award stage," Smith added.
Even the Department for Business, Energy & Industrial Strategy (BEIS), which provides ODA funding for UKRI, had its allocation halved by the foreign secretary Dominic Raab, from £1.4bn in 2020-21 to £706m for 2021-22. UKRI's allocation has been almost halved to £125m for the upcoming financial year, despite Raab saying R&D funding is ringfenced. The cuts will also affect large numbers of researchers and project staff overseas who collaborate with UK institutions on ODA-funded projects.
The full UKRI ODA letter is here.
Research Professional report that 10 more UK R&D funders will also see their aid budgets slashed, including:
Academy of Medical Sciences
Royal Academy of Engineering
British Academy
QR funding: Research Professional report that quality related (QR) funding will be cut by £60 million. This is in addition to the cuts to the research relating to the aid budget and the uncertainties surrounding how Horizon association will be funded. See this RP article for far more detail on the various cuts, changes and uncertainties to research related funding streams.
Funding cuts overall: Greg Clark, ex-BEIS Secretary of State and the current Commons Science and Technology Select Committee Chair, has written to the PM expressing his concern over the funding cuts to scientific research. He states that it is deeply concerning that at the very moment when the whole country recognises the importance of scientific research and when a Government has been elected with a promise to double the budget for research, that the science budget should be facing immediate and substantial cuts involving the cancellation of current research.
He states that leading scientists have expressed alarm at the consequences of:
The suggestion that Horizon Europe (£2 billion per year) will be funded from the BEIS science budget instead of additional to the budget as it was whilst the UK was a member of the EU. He highlights it would reduce the UKRI budget to a quarter which would reverse two years of intended increases and mean that the ambition for Britain to be a Science Superpower would be deferred for much of this Parliament
The reduction of the ODA budget and that this would have whole-system impacts in the UK and overseas
The lack of support for medical research charities suffering fundraising income falls of 41% as a result of the pandemic (other non-research frontline charities have received Government support). He states: It is clearly of huge public importance that medical research that can save millions of lives should not have to be cancelled. The Association of Medical Research Charities proposed a Life Sciences-Charity Partnership Fund to use the Government's existing commitments to increase science funding to allow these research programmes to continue, but the Government has not yet taken this or something similar forward.
He concludes: In the midst of a global pandemic, where we owe so much to science, and at a time when the Government has rightly chosen to double our national commitment to science, it would be paradoxical if science funding were cut. Knowing how personally important the UK's strength in science is to you and to the Government, and at this moment of maximum recognition of its impact, I would appreciate your personal attention to resolving this urgent situation.
2.4% GDP research funding target will be missed: Dods: The UK is likely to miss its target of spending 2.4% of GDP on research and development by 2027, analysts have warned, as funding cuts cast doubt on a key pillar of the government's strategy to rebuild the post-pandemic economy. A new study published today, accompanied by a blog from the Higher Education Policy Institute (Hepi) has shown that governments consistently fail to hit R&D targets linked to GDP and suggested economic uncertainty and progress so far showed the UK was on course to do the same.
BEIS Oral Questions – a non-update on research funding but telling in its own manner. At Oral Questions both Carol Monaghan (SNP Spokesperson for Education) and Chi Onwurah (Shadow Minister for Science, Research and Digital) asked when the UKRI budget would be confirmed, and if funding for association with Horizon Europe would come out of this budget, or a separate pot. Minister for Science, Research and Innovation, Amanda Solloway, stated that details would be announced "in due course".
Research Bureaucracy
The Government launched a new independent review into UK research bureaucracy aiming to identify new ways to free up researchers to pursue world-class research by removing unnecessary red tape that wastes the time of UK researchers. It will look to identify practical solutions to bureaucratic issues faced by researcher such as overly complicated grant forms that quire in-depth factual knowledge, a lack of clarity over funding available to researchers, and having to provide the same data multiple time in different formats to different funders. The review will be led by Professor Adam Tickell, VC at University of Sussex. The system-wide review will conclude by early 2022, with interim findings due to be published in autumn 2021. It will involve broad engagement with the whole UK research community, with a particular focus being placed on research undertaken in higher education institutions. Tickell has stated that he is open minded about the outcomes of the review but he does not expect it to result in the abolition of the Research Excellence Framework (REF). We anticipate a call for evidence will be issued as part of the review process. Here are the review's terms of reference.
Research Professional dive in with their usual welcome irreverent analysis and unpicking of the review details in greater depth here. Their piece begins: Sophocles's tragedy of Oedipus is the story of a man who sets out to discover who committed the terrible crime that has brought misery to his city, only to find that he was the perpetrator of the deed. The Westminster government has announced a review of university research bureaucracy—could it be about to discover that excess bureaucracy might have something to do with the party that has been in government for the past 10 years? Read on here.
Amanda Solloway, Science & Research Minister, said: As we build back better by unleashing innovation, it's crucial that we create a research environment that harnesses this same scientific speed and endeavour. This review will identify how we can free up our brightest minds from unnecessary red tape so they can continue making cutting edge discoveries, while cementing UK's status as a science superpower. The Minister's words are interesting as they sound more suited to the ARIA announcements.
Ottoline Leyser, CEO of UKRI, commented with warm words too: UKRI welcomes this independent and system-wide review to enable a reduction in unnecessary research bureaucracy, wherever it is found. The goal is to free up time for researchers and innovators to devote to their many vital roles at work and outside it. We are already making strides within our Simpler and Better Funding programme, which aims to make the funding process as user-friendly as possible for applicants, peer reviewers and awardees, as well as those who work with them. We look forward to supporting BEIS in delivering this review and working with them to create a research and innovation system that delivers for everyone.
Professor Julia Buckingham, President of UUK: We very much welcome the opportunity to challenge the parts of the research system which can restrict university staff and students from delivering impactful research.
ARIA: The Department for Business, Energy and Industrial Strategy (BEIS) has published the rationale and intended purpose for the Advanced Research and Invention Agency (ARIA) outlining its design principles and financial backing. The new funding agency aims to cement the UK's position as a science superpower. The full report is available here. The ARIA bill will travel through 3 more hurdles of parliamentary detail before you read this update (there's even a Library paper summarising the Bill). And the Government means to see this one through as they have even tabled a carry-over motion which would allow the Bill to be carried over to the next parliamentary session if not completed in this session (Parliament is due to be prorogued due to the local elections). So far ARIA has received its second reading and will now be scrutinised line by line at a Public Bill Committee. A shorter summary can be read here. The Committee will report by 27 April 2021. The Government have not announced where the new agency will be located.
Well worth a read is Wonkhe's reading-between-the-lines content analysis on what was said during Dominic Cumming's appearance before the select committee during their examination of ARIA last week. And former science and universities minister Chris Skidmore writes in ConservativeHome advocating for the high-risk-high-reward ARIA model and stating that the shift in the UK's research model is overdue. He says that projects will undoubtedly fail and there will be accusations of money being wasted, but that these are crucial for the UK's advancement toward being a science superpower
It is clear that MPs from both sides are broadly supportive of ARIA but questioning where the cost (cuts) will come from to fund the new agency. Research Professional have succinct pithy coverage of this, excerpts: Ed Miliband (Shadow Business Secretary): "[Dominic Cummings, former chief adviser to the prime minister] was also at the select committee meeting…saying that Aria would solve the problems of civilisation. That is all very well, but I fear that these cuts seem to be coming right here, right now; and we cannot launch a successful moonshot if we cut off the power supply to the space station." And: "We support Aria but it deserves clarity. These are people's jobs. This is incredibly important work and I hope he is fighting with his friends in the Treasury as hard as he can to give people that clarity and avoid the cuts."
Clinical research: Matt Hancock announced the Government's vision for the future of clinical research delivery. The NHS will be encouraged to put delivery of research at the heart of everything they do, making it an essential and rewarding part of effective patient care. This means building a culture across the NHS and all health and care settings that is positive about research, where all staff feel empowered and supported to take part in clinical research delivery as part of their job.
More detail here.
Welsh Erasmus: The Welsh Government has announced plans for their own new scheme to replace Erasmus+. The new International Learning Exchange will start next year and aims to enable 15,000 participants from Wales to go overseas over the first four years, with 10,000 reciprocal participants coming to study or work in Wales. The Welsh Government is backing the scheme with a £65 million investment starting in academic year 2022/23 with commitment to 2027. The scheme will be developed by Cardiff University in collaboration with education and youth sector partners ahead of its launch. The Welsh programme is intended to:
Enable reciprocal exchanges (whether based on physical mobility or co-operation remotely) between educational and training institutions as well as youth work settings in Wales and internationally
Support, as far as possible, the entire range of activities which have been available to learners in Wales under the EU's Erasmus+ programme 2014 – 2020
Build on the success of Global Wales in developing links with priority countries across the world, including the US, Vietnam and India, and supporting an ambitious range of scholarships that will attract the best and brightest students from across the world to study in Wales;
Ensure that opportunities are available to the widest range of learners and young people, including underrepresented groups, those with additional learning needs and protected characteristics
Include additional flexibilities, notably allowing for shorter exchanges involving higher education and support the capacity building necessary to facilitate a wide range of participation.
Potentially, it will also support exploratory exchanges to broker international research partnerships
Align closely with the Welsh International Strategy
The full written statement from the Welsh Government is here.
So while Welsh institutions will be able to participate in the Turing Scheme in 2021-22, they will also continue to benefit from Erasmus+ exchanges deferred from last year due to the pandemic and the new scheme. The Welsh Government said its scheme would fill the gaps Turing leaves. There is a comparison of the schemes on Twitter which makes the similarities and contrasts stark. Of course Scotland has been particularly vocal in their consternation of the Turing scheme and has been campaigning to rejoin the EU Erasmus+ programme. However, the EU appear to have turned Scotland's hopes away with Commission president Ursula Von Der Leyen stating that as a "constituent nation" of the UK, Scotland could not associate independently with the scheme.
The BBC, the Guardian and the Independent cover the Welsh scheme, and Wonkhe have a blog – replacement for Erasmus puts Welsh higher education firmly on the map.
Turing Troubles
The Friday before last the window for institutions to apply for funding for 2021/22 through the Turing scheme opened up. The programme guide is here. Grumbles abound for the financial (lack) of coverage for the scheme – see the Independent, and the latest programme guidance from the Government notes that there may be less financial support overall through Turing than there was through Erasmus.
Meanwhile last week English universities floundered at the complexities involved in drawing down the Turing funding within the very short window of opportunity – this Research Professional article highlights the difficulties:
[After the release of information and webinars]…leaving just 16 days to complete the form, including one weekend and the Easter holidays—it's actually nine working days, including the day of submission.
Only one submission can be made per institution. The application form requires some poor soul to list every single student exchange activity across every discipline in their university for the next 12 months. So, for example, if one student in geography is heading out to Prague in October, that has to be logged alongside the cohort of 40 engineers heading to Toulouse in December. It all has to be based upon projections—including coming up with a number for how many disadvantaged students will be involved—and will be subject to revision during reporting of how many of those engineering students actually made it on to the plane.
It would be fair to say that there were more questions than answers at the webinars. As one clearly frustrated participant posted in the Teams chat: "The whole application seems like an enormous amount of work. The word count for the first section is 8,500 words, plus 500 words for every month students start, plus a breakdown by country. This was advertised as less administratively burdensome than Erasmus, but that doesn't seem to have been the outcome."
… Apart from the obvious weakness in the scheme—it does not have much of the functionality of Erasmus and will fund fewer people—the rollout of the scheme is proving to be both a rushed job and a burden for universities.
That is not unexpected. It is an obvious outcome of trying to replace a genuinely 'world-class' international exchange scheme with a cut-price domestic alternative in three months
Turing is not the popular replacement scheme the Government intended.
New Shadow Universities Minister: Research Professional (RP) have interviewed new shadow universities minister Matt Western. Confirming the job offer was a surprise and acknowledging his lack of professional HE prior focus. However, RP state they see evidence of passion from the shadow universities minister. Read the interview in more depth here. Some excerpts:
"I have a real concern about where this government wants to take the higher education sector," he says. "The question is: What is their ideology? What is the belief about the value of higher education?
He questions the recent research cuts – I'm extremely worried about it, because we have a sector which is not just regarded globally as excellent but which actually has huge scientific research, cultural and social value—and which makes a massive contribution to us as a nation. In all those senses, it's something we should be building on, not cutting," he says. And goes on to confirm support for ARIA but fears a zero sum game: "The government wants to put money into the Aria scheme, which I'm not against—actually, I'm positive about the Aria scheme—but my concern is that this is going to be a substitutional [investment] and the money is going to be found from elsewhere."
He criticises the Government's obsession with free speech on campus as poor prioritisation: "This is a government that seems to be unable to get its priorities right, other than making attacks on ideology," Western says. "[Williamson] is a secretary of state in a government that has no appreciation of the value of our universities and has decided to go on the attack in some sort of culture war."
The article states Western is cognizant of student concerns (Warwick University and many students reside within his constituency) and he wrote to private landlords to urge leniency in rent rebates (to no effect), is a supporter of the blended learning approach universities have provided throughout the pandemic, worries for student mental health and believes more hardship funding should be provided by the Government. He confirms Labour's manifesto position to abolish tuition fees.
On Turing: "The Turing scheme sounds…like not even a half-baked idea at the moment," he says. "The amount of coordination and work that needs to go in to deliver it…It is almost as if the government has deliberately designed it so that they'll get very few people taking up the scheme." And on Turing's short deadlines: "How on earth you're supposed to turn that round in [such a short time], goodness only knows," Western says. "Just the administration and bureaucracy of it will, I think, impact very negatively and you could see very few people taking it up as a result—and I think that is shocking."
Adult Skills & Learning Response: The Education Committee published the Government response to its report on adult skills and lifelong learning (A plan for an adult skills and lifelong learning revolution). The Committee called for an ambitious and long-term strategy and identified four key pillars to revolutionise the adult education system. In short, the Government response mainly defers to the Skills for Jobs White Paper, and Lifetime Skills Guarantee. Big recommendations, such as retaining the Union Learning Fund, or removing restrictions on ELQ funding were a 'no'.
Augar: Research Professional:
The government has published letters exchanged late last year between the Council for Science and Technology and prime minister Boris Johnson on implementing the 2019 review of post-18 education and funding.
The letter from the council, signed by its co-chairs Patrick Vallance and Nancy Rothwell, declines to comment on the funding aspect of the review but notes that any reduction in funding would "seriously damage the government's important goals in research and development" and warns against "unintended consequences".
It suggests the government should focus on building incentives that support greater diversity and coherence in the education system. "The government should aim for complementarity and mobility between the further and higher education sectors," it says, with "well-aligned pathways" that are easy for students to navigate and employers to understand.
Johnson responds by saying the government wants higher education to "focus relentlessly on outcomes for the individual, on skills for the nation and on rigorous academic standards".
The OfS have published stern words on admissions and confirmed that unconditional offers are still banned:
We expect universities and colleges to do their part to admit and support the most disadvantaged students by continuing to meet commitments in their access and participation plans. In some cases, this will mean looking beyond grades to identify potential by understanding the context in which those grades have been achieved.
All prospective students should be able to make decisions that are right for them. Last year we banned 'conditional unconditional' offers – offers which only become unconditional once an applicant accepts them as their firm choice instead of offers from other institutions. This was to ensure that students were not being put under unfair pressure to accept offers which may not be in their best interests. Universities have started making offers to students who will start courses in the autumn and this ban remains in place for this year's admissions cycle.
We have already seen potential evidence that some universities and colleges may not be complying. For example, cases have been drawn to our attention where large numbers of unconditional offers are being made or where offers are based solely on predicted grades – rather than the grades students go on to achieve. We will be investigating these instances further and have powers to impose fines where our rules have been breached. I welcome the update Universities UK has made to their agreement on fair admissionspractices which will help guide universities and colleges in this admissions cycle.
Most importantly, it is vital that students starting this autumn do not face further disappointment because the quality of their course is reduced by over-recruitment and poor organisation. Universities and colleges need to plan wisely to ensure that all students have a high-quality experience. The Office for Students (OfS) will also use its powers to step in where this is not the case.
The burgeoning demand for higher education is a vote of confidence from students in the potentially life-changing benefits that – at their best – universities and colleges can provide. Universities and colleges must not abuse this trust by sacrificing quality for inflated intakes.
There is a trap in here for universities, not linked to unconditional offers but more generally. We mustn't be "swamped" at the cost of quality, but we must also make sure that we admit high potential disadvantaged students who might not get the grades. In other words, if the Government's policy on exams this year again results in disadvantaged students getting lower grades and privileged ones getting higher grades, it will be the sector's fault if we don't somehow stop that playing out in university admissions.
Wonkhe writes:
Office for Students (OfS) chief executive Nicola Dandridge has written to inform the sector that the regulator still keeps a gimlet eye on admissions practice. There have been reports of an increase in unconditional offers made to avoid the coming examnishambles 2.0, and some naughty providers are making offers based on barely moderated teacher-generated predicted grades available in January rather than unmoderated teacher-generated actual grades available in June. You may well laugh, but OfS can and will intervene. Jim Dickinson got into the detailon Wonk Corner.
The forced removal of the all-important final level 3 exams would, in a normal world, have prompted serious questions about the seemingly inevitable march of post-qualification admissions of some sort. Deciding to put all of our admissions eggs in a single basket is a curious choice in a year when the basket is on fire. Last week also saw an important intervention from the Higher Education Policy Institute (HEPI), in the form of a collection of essays that cast doubt on the simplistic idea that post-qualification admissions would solve equality problems. And, in the OfS board papers, we learned that the OfS consultation on admissions could yet be reanimated.
You can read the HEPI essays here.
Research Professional expand on the OfS Board papers element: board papers from the Office for Students have revealed that 67 institutions asked for extra cash to help them cope with an increase in student numbers following the exam results chaos last summer. Wonkhe have a helpful short dissection of the recent board papers here.
More generally on admissions Research Professional also have a blog from a vice-chancellor which argues that shifting university admissions to be based on actual rather than predicted grades is likely to be impossible in the window between A-level results day and the start of term. He states A-levels "simply don't work" as a university entrance system—should be replaced with an SAT-style system, involving studying more subjects and being assessed at more points throughout the course than with A-levels. This would give students more time for learning and offer greater breadth and depth than A-levels. What is needed is a bolder approach which would transform learning, assessment and university admissions.
In the meantime, UCAS have published a report on the latest admissions cycle "Where next? What influences the choices schools leavers make?". The executive summary sets out some conclusions:
The age at which students start thinking about HE varies: One in three applicants report first thinking about HE at primary school. Disadvantaged students are more likely to consider HE later, which can limit their choices, especially for more selective subjects and higher tariff providers. This suggests that careers information, advice and guidance (CIAG) should be embedded within primary education.
Students choose their degree subject before they think about the university or college they want to attend: 83% of students told us they decided on their degree subject before their university or college. This highlights the role of subject-specific outreach.
Decisions are most influenced by enjoyment, but employability is increasingly important post-COVID: 99% of students report making choices at school based on their enjoyment of a subject, and this is also the primary driver of degree choice. Over 50% report that high graduate employment rates have become more important to them since the start of the pandemic. Understanding what is important to individuals will help improve support for their decision-making.
Some HE subjects require more forethought than others: One in five students report they could not study an HE subject that interested them because they did not have the relevant subjects for entry – with medicine the most commonly cited. Students should be made aware of how choices made in school can affect later options.
Post-16 choices strongly influence students' futures: 49% of English 18 year olds with post-16 vocational qualifications enter HE, but are significantly less likely to attend higher tariff providers than those with general qualifications (entry rate of 3% vs. 27%). As the roll-out of T Levels accelerates, it is vital that students know where all pathways lead when making choices in school.
There is a need for earlier, broader, and personalised careers information, advice and guidance (CIAG): Two in five students believe more information and advice would have led to them making better choices, and almost one in three students report not receiving any information about apprenticeships from their school.
There is a set of recommendations too.
2022 Exams: In Wales, changes will be made to how A-levels, AS and GCSEs are assessed next year, but Qualifications Wales say they hope exams can go ahead in summer 2022.
Wonkhe: The Disabled Students' Commission published a guide for disabled students on applying for postgraduate courses in the UK. The guidance covers decisions over where to study, how to pre-empt barriers students may face in applying, and provides information on available funding to ease transition into postgraduate study. For successful applicants, there is also guidance on providing information on a students' condition, help for assessments, and advice on maintaining good mental wellbeing.
Wonkhe also talk technology in outreach: …the impact of widening participation initiatives driven by the use of technology. An attempt to support local schools around Lancaster by providing laptops and internet connectivity only started to bear fruit after schools began to provide wrap-around support services including technical support. Before this, school participation rates – as monitored by the University of Lancaster – stayed at the same rate, and only a quarter of mobile internet connections were set up.
Nik Marsdin at Lancaster and Alex Blower at Portsmouth conclude that moving outreach work to online workshops failed to take into account the disparity in digital participation. They found that work based on an understanding of community needs should support student ambassadors to provide support to help young people get online, and partnership working with other organisations can help to offer wrap-around support. Their blog: technology is not a simple fix for complex societal needs, and does not benefit participation by itself.
UUK describe how university mental health services are plugging the gaps that the NHS doesn't address. Alistair Jarvis, Chief Executive of Universities UK, said:
Universities have worked extremely hard to transform support services to meet the challenges of the pandemic, moving counselling and advice online, building digital communities and developing new services to meet new needs. However we are continuing to see significant increases in demand for university-funded support services, which were already plugging the gaps resulting from the lack of NHS resources and funding.
The differing level of mental health support for students depending on their location remains a concern. We need a substantive focus on students' mental health and wellbeing from the government, alongside student-facing NHS services to match the commitment made in the NHS Long Term Plan.
The Government have published the new Terms of Reference for the Independent Review of Prevent.
William Shawcross, Independent Reviewer of Prevent, said:
These Terms of Reference will enable me to lead a collaborative and evidence-based examination of the Prevent programme to help ensure we have a robust and effective strategy to protect vulnerable people from being drawn into terrorism. I am grateful to those who commented on the previous terms of reference. Those views are reflected in these new Terms of Reference.
I want to find out whether there are any parts of the Prevent strategy that need particular focus or change, and I want to ensure this Review is both broad and non-partisan and engages a wide range of opinion. I look forward to assessing how Prevent works, what impact it has, and what can be done better – or differently – to safeguard individuals from all forms of terrorist influence. I look forward to hearing from many voices, particularly those who have had experience of Prevent in practice.
There is opportunity for colleagues working in this area to comment on the review.
While the current Government are stepping away from the Industrial Strategy developed under Theresa May's premiership it still remains influential among some parliamentarians.
A convincing narrative from Greg Clark in Conservative Home on the thinking and preparedness behind the Industrial Strategy. Greg was Secretary of State when the Industrial Strategy was developed so we can expect him to mount a defence as to its usefulness.
The Industrial Strategy Council published the annual report on the progress in implementing the Government's 2017 Industrial Strategy
The Home Office published their New Plan for Immigration and invited views on their proposals through a consultation. The proposals include the asylum system, modern slavery, and addressing the criminal networks behind people smuggling. Dods have a short summary including Priti Patel's introductory statement in the Commons.
The Quality Assurance Agency for Higher Education (QAA) have published the new handbook for the enhancement of the quality of UK transnational education (TNE).
QAA also confirmed that the three countries participating in the QE-TNE programme for the 2021/22 academic year will be the United Arab Emirates, Egypt and Germany. These countries were selected based on criteria stipulated in the new handbook including factors such as the existing strong links they have with UK universities, as well as the size or growth of their higher education systems.
Fundamental to the new method is collaboration between QAA and local HE bodies. The approach to the quality evaluation and enhancement of UK TNE provision outlined in the handbook applies to all degree-awarding bodies across the UK on a voluntary basis and operates over the academic years 2021/22 to 2025/26.
The method maintains a UK-wide approach to the quality enhancement of TNE and supports the UK Government's International Education Strategy, which seeks to grow the opportunity and support available to UK TNE as a key UK export.
Cyber Security Workforce
The Department for Culture, Media and Sport (DCMS) published Understanding the Cyber Security Recruitment Pool research report, which quantifies and explores the supply of cyber skills in the UK. It covers:
The size and geographic location of the recruitment pool
The types of skills and experience that are prevalent in the pool
Recommendations on how employers can effectively recruit from the pool
DCMS also published Cyber Security Skills in the UK Labour Market 2021. The report explores the nature and extent of cyber security skills gaps (people lacking appropriate skills), skills shortages (a lack of people available to work in cyber security job roles) and job vacancies in the UK.
You can read a summary of the key findings and recommendations for both reports here.
Many of the parliamentary questions over the last two weeks repeat the same themes we've brought you recently with no new answers. Here are those we promised you answers on previously:
The support available for families paying for unoccupied student accommodation due to the pandemic.
The potential merits of changing the postgraduate student loan funding guidelines to account for students with an existing Masters degree – the Government do not intend to support this. It fits with their approach to funding tertiary education generally – a set volume of funding and if an individual 'spends' their allocation on the wrong course there is no second chance.
Academic Engagement in Policy
The International Public Policy Observatory (IPPO) is advertising for topic specialists for their new social impact observatory. They hope to develop a network of topic specialists who can advise on, review and author IPPO's various content streams – ranging from blogs and 'rapid answers' to in-depth evidence briefs and systematic reviews. If you wish to join the IPPO topic specialist network, or sign up for its newsletter and other communications, colleagues should fill in this very short survey by 30 April.
The IPPO is a collaboration of UK academic institutions and other global networks, established to help policymakers throughout the UK address the social impacts of the COVID-19 pandemic.
International Conference on Science Advice to Governments (30 Aug – 2 September). Register for this virtual and free event here.
BEIS Consultation survey– Get your voice heard on energy policy – BEIS are keen to understand how to more effectively engage experts and stakeholders in policy making process.
27 April – Universities Policy Engagement Event: Academic engagement with UK Legislatures – register here. The event will be based on a report by Dr Marc Geddes and Dr Danielle Beswick on Evaluating Academic Engagement with UK legislatures, and supported by the University of Edinburgh.
The latest select committee inquiries are here. Colleagues are asked to engage with the policy team when preparing their response to a select committee inquiry.
Blog: The hard labour of connecting research to policy during COVID-19 (LSE Impact Blog) – Professor Annette Boaz and Dr Kathryn Oliver. Read
LEO data: the Department for Education have published the Longitudinal Education Outcomes data for 2015 to 2016
Nurses: The DHSC announced a £25m investment in nurse training, for a new national critical care qualification for nurses and expanded virtual training:
Up to £15m will go to universities to invest in new simulated training facilities and technology. This will be in the form of virtual reality technology, manikins, computers and tablets, all to help nursing students practice clinical skills.
£10m will go to help develop a new, nationally recognised critical care qualification for qualified nurses. This will be rolled out immediately so to increase the number of people able to work in critical care.
Minister for Care Helen Whately said: We are committed to training more nurses for the NHS and supporting professional development, and this £25 million investment will provide more innovative training opportunities for nurses. Whilst there is no substitute for face to face training on wards, simulated training is a vital part of the curriculum and provides a safe space for students to develop their skills. Thanks to our investment, more nursing and other healthcare students will be able to benefit from the latest innovations and new technologies to better support their learning at this time. The funding will also recognise our critical care nurses, who have played a crucial role during this pandemic, with a new nationally recognised qualification.
Student Protests: Jim Dickinson (Wonkhe) reviews the threats to student protest posed by the Police, Crime, Sentencing and Courts Bill.
Harassment: Research Professional's blog Harassment at home considers the erosion of professional boundaries that can occur through online teaching.
UUK: Professor Steve West has been elected as the next President of Universities UK (UUK) following a members ballot. Professor West has been the Vice-Chancellor of UWE Bristol since 2008. He will succeed the current President, Professor Julia Buckingham CBE, Vice-Chancellor of Brunel University London, from 1 August 2021 and will hold the post for two years. Alongside being a vice-chancellor, Professor West has served on the Boards of HEFCE, UUK and the Office for Students, and Chaired the University Alliance, South-West CBI, West of England Academic Health Science Network and West of England Local Enterprise Partnership. He has chaired UUK's Health Policy Network and continues to champion the sector's work to address a wide range of mental health and wellbeing issues as chair of UUK's mental health in higher education advisory group.
OfS Board Papers: Wonkhe provide real insight into the OfS Board papers in a very short and digestible form.
Wonkfest: A virtual Wonkfest is taking place on 9-10 June, colleagues planning to attend should be aware they are eligible for the lower Wonkhe Plus/partner rate. Please let us know if you are planning to attend! Here's the blurb: We'll have sessions about the changes that universities have had to make at speed – what's worked, what hasn't and what we want to keep after the pandemic. From the leadership challenge, to the digital pivot to the many innovations in teaching. Inspired by our amazing community, we'll learn from some of the best ideas that have already shaped universities for the better this year, despite the circumstances. We'll have journalists and politicians from outside the sector to help put it all in context. We'll look to the next several years of higher education policy – from skills to fees to quality and try and work out what's going to happen and how to influence it. And much, much more besides.
Tags: access and participation admissions applicant guidance ARIA Augar review clinical research cyber security erasmus harassment immigration industrial strategy international mobility LEO mental health nurse training Prevent strategy protest R&D roadmap research bureaucracy shadow minister social mobility TNE transnational education Turing scheme
Graduation: End of an Era
BU research, COVID-19, Events, international, PG research, Postgraduate Research, Research news, student research Edwin van Teijlingen
Four PhD students, whom I had the pleasure of supervising, graduated yesterday with a Ph.D. I never had so many Ph.D. students graduating at the same time. Not all of these four students started at the same time. Moreover, two I was invited as a supervisor after the student had started, and for most I was not the lead/first supervisor . All four students have an internationally focused thesis:
Alice Ladur with her Ph.D. focusing on: Male involvement in facilitating the uptake of maternal health services by women in Uganda.
Peter Wolfensberger with his Ph.D.: Creating meaning- Understanding the experiences of people living with mental illness in Switzerland- A Qualitative Study.
Shaqaieq AShrafi Dost with her thesis: Factors that affect the management capacity, leadership and employee performance in the Ministry of Public Health (MoPH), Afghanistan: A single embedded single-case study.
Orlanda Harvey with her Ph.D. study under the title: Male anabolic androgenic steroid-users: A mixed-methods study -The voice of the AAS-user.
Orlanda is a good ambassador for Bournemouth University's PhD Integrated Thesis. The newly introduced Integrated Thesis allows Ph.D. candidates to incorporate papers in their thesis (e.g. instead of a chapter). Papers can be included that have been published or submitted for publication to an academic peer-reviewed journal. As the first BU student to submit an Integrated Thesis Orlanda paved the way with BU library staff to sort out the finer details around, for example, copyright issues and thesis formatting (https://blogs.bournemouth.ac.uk/research/2020/08/27/supporting-integrated-theses-at-bu/ ).
In this COVID-19 year the graduation was on ZOOM, something I didn't think would work as well as it did. I love the British-style graduation with the big audience, the ceremony, the gowns, the band, etc. In previous years I had always looked forward to ceremony in the BIC, the Bournemouth International Centre. This year because it was on ZOOM the event was smaller, shorter and more personal. This offered the opportunity to talk to students and colleagues which is otherwise nearly impossible in the hustle and bustle of thousands of people in the BIC.
Being a graduation it is also the end of an era for the student and the supervisor, and the beginning of a new one.
Tags: Afghanistan drugs Edwin-blog-post graduation mental health Prof. Edwin van Teijlingen Switzerland Uganda
HE Policy Update for the w/e 3rd December 2020
COVID-19, Doctoral College, EU, international, NHS, parliament, PG research, policy, Research news, Student Engagement jforster
The Government has announced the requirements for universities to prepare plans for students to return to campus safely in January, flexibilities for 2021 level 2/3 exams have been confirmed, there's a new report about higher technical education, and the attainment and continuation gap for estranged students is of concern.
Local Rebels: The Government experienced a rocky ride as Parliament passed the Covid tier legislation on Tuesday. The Conservative rebels that voted against the Government can be seen here. Notably several local MPs voted against or abstained from the vote. Chope and Drax voted against, Syms said he would vote against (but was unable to vote as he acted as a teller for the no votes), Tobias Ellwood abstained.
WMS – Skills Bootcamps: The DfE published a Written Ministerial Statement from Gavin Williamson (Education SoS) giving an update on the Lifetime Skills Guarantee. It announced the extension of the skills boot camps including to the 'Heart of the South West' covering digital skills (software development, digital marketing, and data analytics) and technical skills training such as welding, engineering, and construction. A further £43m will be invested through the National Skills Fund to extend Skills Bootcamps further across the country in 2021.
January Restart
The DfE released the January restart guidance explaining the rules and priorities universities should adhere to for the safe return of students. (Press release here)
The return of students should be staggered over 5 weeks – this is to minimise transmission risks from the mass movement of students
There is a priority order for students to return with medical, practical and placement students returning first (4 to 22 January) to access their essential face to face tuition. Those with external (e.g. professional body) exams that cannot be moved are also permitted to return.
Other students will receive online tuition and return to campus in a staggered manner between 25 January and 5 February. The Government set out a priority order for those in the second phase of return e.g. postgraduates first, new starters last.
All students should be offered (the asymptomatic) testing on return to university before tuition recommences, social contact to be curtailed whilst awaiting the results of both tests (3 days apart)
Students who returned home over the winter break should not be encouraged to return to their term-time accommodation until their face-to-face teaching is scheduled to resume
Students who remained in their term time accommodation over the winter break or those for whom an early return is essential (e.g. those without study space or connectivity within their domicile, international students, students without other suitable accommodation, those who need to return sooner for health reasons). Students who return early due to these reasons and commuter students are expected to be able to access campus facilities such as the library during the period.
International students returning from outside of a travel corridor must self-isolate for 14 days, although they can pay for a private test which if negative will reduce the isolation to 5 days.
Students who spend the winter break within tier 3 should take a test before they travel, if this is available locally.
In her letter to Vice-Chancellors Donelan stated:
We do not underestimate the work that will need to be done to accommodate this plan including moving exams or putting them online and creating more online materials and lessons.
This plan is the best way to ensure all students can return and blended learning can resume whilst reducing the risks of mass movement and also ensuring all students can be tested.
We continue to support the blended learning model that universities have been using and still consider you, in collaboration with local public health teams, to be best-placed in determining the proportion of online/in-person teaching working that works for your setting. However, where it is deemed safe to do so, we would encourage as much face-to-face learning as possible, recognising the benefits this brings to student experience.
Financial Hardship: The Minister also announced there would be £20 million allocated on a one-off basis to support those that need it most, particularly disadvantaged students. They will work with OfS to produce the detail on this.
One shot: Earlier in the week the Government stated that students would be counted within the 'home' household numbers for calculating visitor numbers during the Christmas window. It also confirmed that students are only permitted one visit home between 3 December 2020 and 8 February 2021.
Wonkhe have a blog delving into the detail of the Government's statutory instrument which covers the student related aspects here.
No plans to cancel A-levels in 2021 in England
On Thursday Education Secretary Gavin Williamson announced extra measures to support students during the 2021 exams:
Students sitting exams and other assessments next year will benefit from a package of exceptional measures to make them as fair as possible and manage the disruption caused by Covid-19
In recognition of the challenges faced by students this year, grades will be more generous, students will be given advance notice of some topic areas, and steps will be taken to ensure every student receives a grade, even if they miss a paper due to self-isolation or illness.
exam aids – like formula sheets – provided in some exams giving students more confidence and reducing the amount of information they need to memorise;
additional exams to give students a second chance to sit a paper if the main exams or assessments are missed due to illness or self-isolation; and
a new expert group to look at differential learning and monitor the variation in the impact of the pandemic on students across the country.
Students taking vocational and technical qualifications will also see adaptations to ensure parity between general and vocational qualifications
Where a student has a legitimate reason to miss all their papers, then a validated teacher informed assessment can be used, only once all chances to sit an exam have passed
Test and exam results will not be included in performance tables this year, and instead will be replaced by attendance information, and student destinations and the subjects taken at key stage 4 and 5
And on remote education within schools and colleges there are updated expectations:
Primary schools are expected to provide a minimum of three hours a day on average; secondary schools expected to provide at least four hours' worth
Similar expectations will apply for colleges and other further education providers which take into account the sector's role in delivering both academic and technical provision
A Government news story tells us that the Social Mobility Commission is contributing to DfE planning process for the 2021 exams. They have recommended the Government:
Suspend school performance tables for 2021, as they fail to take account of the disproportionate learning loss experienced by students in areas of deprivation.
Work with schools and colleges to develop a clear and consistent system for collecting centre assessed grades that can be used as a contingency measure if individual students are unable to take exams.
Offer students the opportunity to take exams in Autumn 2021, without this being considered a 'resit'. The results would need to be made available in time for UCAS applications for 2022 entry.
Support schools with extra resources, such as additional staff and venues, so that they can provide Covid-secure examination environments.
Mitigations in content and structure of exams benefit all candidates, and so do not address gaps between those who have struggled with remote learning due to home circumstance and those who have not. As such, while some adjustment (like the reduction in content of English Literature) may be practically necessary and useful, it should not be regarded as a solution.
Generosity in grading for 2021 should aim for a midpoint between 2019 and 2020, but following a normal mathematical distribution, rather than replicating the anomalies of 2020.
Arrangements for students isolating at the time of exams have to take into account the vast difference in personal and socio-economic circumstances. Home invigilation should be avoided.
For the students progressing to university:
Arrangements providing grants and opportunities for gap years for those with fewer familial resources should be retained.
At the moment, some courses prejudice those who have done an extra year, and some institutions struggle to accommodate retakes of years because of funding reductions for older students – this could easily be addressed.
Their recommendations aim to ensure equity in the 2021 exam system: Most recognise that there is a widening achievement gap in the nation's schools and that the impact of coronavirus has disproportionally hit pupils in areas of deprivation.
The Social Mobility Commission statement included:
Schools must not ambushed at the last minute on this – they need time to adjust their teaching and their focus in ways that allow them to provide an effective education for the most vulnerable…We must also not fall into the trap of thinking that solutions that benefit all students will address the widening achievement gap. In a competitive exam system like ours, the key worry is that disadvantaged students will be outperformed by their peers whose experience of lockdown has been far smoother and more productive.
The key question the commission has considered in setting out our advice is 'What constitutes a good outcome for the students who have been most disadvantaged this year? Are they better with weaker grades in more subjects, or better grades in the subjects they need?' We firmly believe that if we can free up schools by taking away some of the pressure of performance tables that we think are unlikely to tell us anything useful about the system this year, then we can allow deprived students who have often suffered the most to be given tailored solutions.
The Government's invitation to the Social Mobility Commission sits a little awkwardly with the outcomes of Ofqual's analysis of the 2020 GCSE and A level awards (published late last week) which and concluded that there was "no evidence" that the system systematically disadvantaged poorer pupils or those with protected characteristics. However, the report suggests that there was "some evidence that some 6,300 GCSE entries by low prior attainers with unknown socioeconomic status (most of whom are at independent schools) may have received disproportionately overestimated grades." The same effect was not seen for A levels.
Ofqual also pointed out that although poorer pupils saw a bigger drop in grades B to E as a result of standardisation, the proportion achieving A* and A grades actually fell by less than it did for pupils from better-off backgrounds.
The new report looked at the centre-assessment grades, calculated grades and final grades issued to pupils. It found that had calculated grades been issued, the results would have been more closely in line with the established relationships between student characteristics and outcomes seen in previous results.
A Wonkhe blog explains Ireland's university admissions system: The CAO [Central Applications Office] is best understood as an application clearing house, rather than a strict comparator to UCAS. The system in Ireland is what the UK is now terming PQO: post qualification offers.
…With up to 20 choices to play with, however, students can choose to be very ambitious with some of their choices
Students applying to university will have a sense of what they may achieve in the Leaving Certificate, and thus can apply to courses that cover this range, though predicted grades don't exist in the Irish system…there's very little penalty to being speculative.
…points mean places. Rather than being entry requirements, they specify the lowest points score that gained a place in the previous cycle. When looking at options, students thus need to be aware that this grade can vary wildly from year to year, as the process is based on supply and demand.
It's not quite that simple… The nature of the supply and demand system means that the order of preference becomes all important. In Round One, students will be given a place on the course that ranks highest on their list of preferences, with all places below automatically denied. Then, as the rounds progress throughout August and early September, students can be made offers from their higher-ranked preferences, if they open up based on the decisions of other students.
There's a blog on the Australian system here.
Parliamentary Questions: Universities expected to be flexible in admissions at high ranking institutions so students don't miss out on places due to Covid related schooling disruption
HE Student Experience
HEPI published the policy note – Students' views on the impact of Coronavirus on their higher education experience in 2020/21. Findings show students' increasing satisfaction with online learning and positivity with how institutions ensure the Covid risks are minimised. The survey also shows that some students are spending the majority of their time in their accommodation the majority of students have experienced a decline in their mental wellbeing since the outset of the pandemic.
59% UG students satisfied with online learning (was 42% June 2020, 49% March 2020)
58% of students report poorer mental health than at the beginning of the pandemic (14% better mental health, 28% report no change to their mental health state)
42% of students are satisfied with the university's mental health services, 16% are unsatisfied
50% are satisfied with the HEI's other (non-mental health) support services, e.g. careers support.
44% satisfied with student union support
56% happy with how the institution has handled outbreaks of the coronavirus
79% say their HEI experience feels safe (see chart below)
33% of students spend all or most of their time in their accommodation. (Note 51% of students are receiving some face to face teaching nationally.)
60% understand the (Government's) end of term & Christmas travel window guidance
54% have concerns about the return to university in January 2021
There are colourful charts in the full policy note.
No detriment: Nationally students have been calling for no detriment policies to apply in 20/2021. Wonkhe have a blog. Snippet:
I can see a growing number of students signing petitions and commenting on SU forums that they are amazed that "no detriment" policies have generally not survived the summer, and are angry that poor performance this term might end up framed in institutional terms as something that is individual – and somehow their fault.
When we say we are maintaining "quality and standards" we may be hiding debates – about whether we mean the standard of that which universities might reasonably provide during a massively disruptive global pandemic, or the standard of attainment we might reasonably expect students to achieve during a massively disruptive global pandemic.
…What's very clear is that the comments from students on the forums and petitions should be seen as coalmine canaries – cries for help and exhortations for some empathy. Complex procedures to address individual failure caused by specific circumstances increasingly look tone deaf to a cohort whose only real shared experience is how miserable it's all been.
Pure "No Detriment" policies may well not fit the bill if there's not enough pre-pandemic academic performance evidence to establish a floor over. But we're going to need something…
There's the usual parliamentary question and response on HE student mental health. And the Universities Minister confirms the Government anticipates using mass testing as students return to university in January.
HEPI have a new blog written by a PhD student who experienced burn out. To support PhD students well-being she recommends:
Fostering cohesive online cohorts
Strong dedicated representation (Students Union) systems to raise and address issues
Hands on training (not virtual) to improve access to and experience of a range of career pathways beyond academia
The blog concludes: PhD funders need to recognise that, with the current financial provision, increasing mental health support services won't stop the pressures that undermine researcher wellbeing.
£61m boost for Europe's largest 'flying lab'
Facility for Airborne Atmospheric Measurements (FAAM) have been awarded £61m by the NERC
Spread over 10 years, the funding will help to uncover causes behind rising methane in the Arctic, understanding the effect of biomass burning and monitor volcanic gases
The Airborne Laboratory will provide 'world-class' measurements for the benefit of the UK government, businesses and research community
EoI: Manufacturing Made Smarter innovation hub
The Digital Supply Chain Innovation Hub should focus on manufacturing supply chains, looking to digitally optimise and integrate these supply chains from end to end. UK registered businesses and research organisations can apply for up to £10m from ISCF to set up and run a digital supply chain innovation hub
UK-German collaborative research projects announced – the AHRC and German Research Foundation have announced 18 collaborative research projects, bringing together arts and humanities researchers to conduct outstanding research projects which span a wide range of subjects. UK budget of £4.8m matched by €5m for research teams in Germany. Projects will start in early 2021 and are expected to run for at least three years until 2023
UKRI Global coronavirus research and innovation network pre-announcement
Individuals of lecturer level (or equivalent) can apply to establish a single international network for research into coronavirus. The network may run for up to 4 years
The total fund and maximum grant are £500,000. Applicationsopen on 4 January 2021, and close on 23 February 2021.
Improving health in low and middle income countries pre-announcement – no size or funding limited, proposals that combine expertise from more than one sector to meet a global health challenge particularly welcome. Applications open on 1 February 2021, and close on 8 April 2021.
UKRI formally recognises the contributions of reviewers
UKRI will be the first funder to formally credit contributions of reviewers through the Orcid system
Reviewers will be issues with a 'review credit', which will be publicly displayed in their Orcid profiles
Concerns over future of international development research. In the Spending Review, Sunak said they will reduce the aid budget to 0.5% of GNI from 0.7%. Concerns have been raised that this could represent a missing £4bn a year
Medical Research Council calls for more collaboration to get the most out of key research opportunities. The call comes following the MRC's independent review
Changing the UK's intellectual property regime to attract investment in life sciences.
Research Professional writes that just one more formal three-way talk among the European Union institutions should be enough to reach an agreement on the remaining parts of the legislation for Horizon Europe
The Student Loans Company published in-year statistics on the number of notifications of student withdrawals.
The Student Loans Company (SLC) does not routinely publish data on the withdrawal notifications it receives from Higher Education Providers (HEPs). However, during Academic Year (AY) 2020/21 to date, there has been significant public interest in this data in order to contribute towards an understanding of how the COVID-19 pandemic may be impacting students. Therefore, SLC has taken the decision to publish this on an ad hoc basis as experimental statistics.
Based on this data, SLC has not seen any increase in student withdrawal notifications for the purpose of student finance in this academic year, compared to the previous two years. In this respect, withdrawal notifications are currently slightly lower than the previous two years for UK & EU students funded by Student Finance England, Student Finance Wales and Student Finance Northern Ireland. Some of this reduction may be explained by the irregular start to the current academic year.
Estranged students: The OfS released a report at the end of last week highlighting that estranged students are less likely to be awarded a first or 2:1 and more likely to drop out during their first year of studies. Around 3,000 students are classed as estranged when they enter HE each year.
According to the data:
The continuation rate of entrants in 2017-18 who were estranged from their parents was 8.2% lower than students who were not estranged – though this gap has reduced from 11.2% in 2014-15.
The attainment rate (achieving a first or 2:1) of estranged students in 2018-19 was 13% lower than students who were not estranged.
Care experienced students are more likely to drop out and less likely to achieve a first or a 2:1. In 2017-18 the continuation rate of care experienced students was 5.6% lower than that for students who have not been in care. In 2018-19 the attainment rate (achieving a first or 2:1) of care experienced students was 12.1% lower than the attainment rate of students who have not been in care.
Students starting in 2017-18 who were eligible for free school meals were more likely to drop out than those who were not – data showing a 5.4% gap. For students graduating in 2018-19, the rate achieving a first or 2:1 was 13% lower for students who were eligible for free school meals compared with those who were not.
There is an OfS blog which addresses the gaps.
Chris Millward, Director for Fair Access and Participation at the OfS, said: We expect universities and colleges to identify and tackle the barriers to success for the student groups identified in this data, so it will help them to develop their access and participation plans during the coming year.
Care Leavers: Wonkhe: The National Network for the Education of Care Leavers, along with a number of other campaigning and support groups with an interest in care leavers, has written a "message to all vice chancellors and principals". The message sets out recommendations on key ways to support the academic, social, and mental health needs of care leavers remaining on campus over Christmas.
White Disadvantaged Pupils: The Education Committee continued with their inquiry into left behind white disadvantaged pupils. Dods have provided a summary here. Place and the impact of the family were key facets of the meeting. Excerpts:
was important to look at educational underachievement not through the lenses of ethnicity but through the characteristics of the place.
…the pandemic did not bring forward new ways of deprivation, but it exacerbated existing ones…On the issue of families, he spoke about a report that came out two weeks ago which found that children had regressed during the time of the pandemic. In his view, this was not solely because of deprivation levels, but also depended on the support structures in the homes.
Level 4/5 and Technical Provision
Assessing performance: With the current Government's favour for bite sized provision, technical and skills alternatives to the traditional degree, and favouring level 4/5 provision there is a great blog here that considers all the past versions of these. It starts out: As sometimes happens with HE policy, we've been here before. Several times. And also comments: In terms of level, a qualification that goes beyond that expected of 18 year olds (level 3) but stays at level 4/5, is a holy grail – which is odd because the problem is that it's the thing that people aren't seeking enough. At its worst, it's the solution that people propose for other people's children.
It quickly runs through the best and worst covering DipHE, Associate Degree, Foundation Degree, HND, HTQs, and problems with the word 'technical'.
Gatsby Review Follow Up: The Gatsby Foundation were commissioned by the Government to review level 4 and 5 technical education in England. The review looked at the development of higher technical education in England since the 1944 Education Act, and how it compares with the experience of other countries. (The review was actually published in December 2018.) The original report concluded that England has a very small higher technical sector by international standards – the 'missing middle'. In the 1960s and 70s, the rapid expansion in university education following the Robbins report privileged full-time degree level study, while many professions increasingly expected degree-level qualifications from new entrants. The Foundation Degree was seen as successful in filling the gap and the decline of part-time student numbers impacted higher technical enrolments. The report describes other countries that embrace a larger role for higher technical education, and agrees with the Secretary of State's ambition for England to learn from international experience as it builds the technical education system. This week the Gatsby Foundation published Beyond the Missing Middle: Developing Higher Technical Education – a follow up report that they commissioned which explores the international success stories.
The report calls for
…further development in the higher technical system – allowing for recognition of prior learning, drawing on workbased learning, and built from modular components.
The framework would offer alternative routes, tailored to the needs of different students, to occupational competence. Not only would this approach be well adapted to the needs of adults who are already the prime candidates for HTE qualifications, it would also compete very effectively with most higher education degrees, which rarely offer these flexibilities.
Recognition of prior learning is often a slippery beast. The report suggests: While many countries have sought to develop special procedures for assessing and granting credit for prior learning, these procedures can be cumbersome. An alternative approach, used extensively in different countries, is to grant adults with relevant work experience direct access to the final examinations for a qualification without going through a required programme of study. This allows students themselves to prepare for the examination in a manner tailored to their existing knowledge and skills
Workbased learning is also emphasised and the author argues for apprenticeship style end point assessments to be applied.
There is lots more detail in the full document and Wonkhe have a blog. Research Professional cover the report too.
Dods tell us:
Reports suggest that first-year EU students face £800 Brexit bill if not in UK before 2021.
The Home Office said they will not qualify for EU pre-settled status if they arrive after the end of the transition period, even though they have been unable to relocate because of Covid. It potentially means tens of thousands of students will have to pay £348 in application fees for a visa with £470 a year in health charges, both new post-Brexit costs. One issue for EU students who have not started their education in the UK before the end of the transition period is that they cannot evidence their residency with rent receipts, utility bills or bank accounts.
According to Home Office rules published on the government website, students only need to provide one document dated in the last six months in order to be granted pre-settled status, including a "passport stamp confirming entry at the UK border" or "a used travel ticket confirming you entered the UK from another country".
In a section entitled "evidence that covers shorter periods of time",the Home Office states: "these documents count as evidence for one month if they have a single date on" suggesting a short trip to the UK up to and including New Year's Eve is enough to evince free movement rights.
Parliamentary Questions: Course/professional qualifications admissibility to graduate immigration route not confirmed yet
OfS Annual Review
The OfS published their 2020 annual review. Key points:
HEIs are urged to radically improve digital teaching and learning as they continue to negotiate the impact of the coronavirus pandemic.
Concerns are levied as the pandemic has 'exacerbated' existing inequalities – especially those impacted by digital poverty. Certain groups of students are vulnerable – international students, postgraduates and students who are vulnerable by reason of disability or for other reasons
The report on digital teaching and learning will look at how high-quality digital provision can be continued and delivered at scale; consider the impact of digital poverty; and explore how digital technology has been used to deliver remote education since the pandemic started.
Greater demand for adults to retrain at HE level is expected during 2021. 2021 should be a year when we look more seriously at how courses could be made more attractive and responsive to mature students, and a year when more adults are encouraged to take up such opportunities
Quality (and the OfS current consultation):
Poor-quality courses should be improved or no longer offered – the OfS consultation on this is mentioned: [it] proposes a series of measures to define, monitor and take action regarding the quality and standards of courses that do not reach minimum requirements
Our proposals would ensure that providers that recruit students from underrepresented groups and with protected characteristics are held to the same minimum level of performance as other providers, and would see consideration given to outcomes at subject level within providers, as well as at the level of the whole provider
The OfS set out actions they plan to take during 2021:
Fair admissions and recruitment
Following the update of Discover Uni in autumn 2020, which involved a new look and feel and improved course pages, further content and functionality is planned, including a new and improved compare and search functionality for courses, and more content for international students and mature students.
We will continue to be vigilant in monitoring the impacts of the pandemic to take action to support fair admissions.
We will work closely with the Department for Education, UCAS and UUK on the next phase of their work. In doing so, we will consider whether there is a case for further investigation of the issues identified in our admissions review, in light of the proposals that emerge during the coming year. In particular, we will consider the extent to which any proposed reforms consider the experiences of part-time, mature, international and postgraduate students. If there is a case to relaunch our review of admissions with a more focused set of considerations, then we will do so.
Ensuring high-quality teaching and learning
Conclude our online teaching and learning review.
Publish the findings of our consultation on quality.
Consult on our future approach to the TEF.
Conclude our review of the NSS and publish the findings.
Supporting all students to success
Develop further regulatory and funding incentives for mature student participation.
Continue collaborating with Uni Connect programmes to build on innovative delivery during the pandemic to support diverse pathways for students applying next year and beyond, including local progression from further education colleges.
Work with Student Minds to mitigate the mental health effects of the pandemic.
Relaunch the consultation on how universities and colleges should prevent and respond to incidents of harassment.
Deepen our understanding of student populations, including the intersections between different groups, through the access and participation dataset and a new Associations Between Characteristics measure.
Track student progress from outreach through to higher education and into employment, through the Higher Education Access Tracker and similar services.
Develop evaluation practice and the use of evaluation findings through the OfS-funded 'what works' centre, Transforming Access and Student Outcomes in Higher Education.
Graduate skills and prospects in the pandemic
Evaluate the support for local graduates through our funding, working with further education colleges and universities.
Ensure universities and colleges are closing attainment gaps and securing equitable graduate outcomes.
Continue to fund courses that provide graduates for industries, such as certain science, technology, engineering and maths subjects, and health and medical subjects.
Research Professional have a short article covering the OfS annual review here.
The Guardian has an opinion piece – The government should not impose a faulty definition of antisemitism on universities.
[Education SoS Williamson] threatens to remove funding and the power to award degrees from universities that do not share his faith in the efficacy of the IHRA working definition.
This is misguided, for a number of reasons. First, it misconceives the task universities face…structural racism in universities is profound, and racial harassment on campus is widespread. These are problems that universities must address. The imposed adoption of the IHRA working definition will not meet this challenge. It will, however, privilege one group over others by giving them additional protections, and in doing so will divide minorities against each other. For this reason alone, Williamson should pause and consider how best to protect students and university staff from racism broadly as well as from antisemitism.
The IHRA working definition is anything but straightforward, and universities already have some tools to deal with antisemitism.
The article goes on to suggest that adopting the definition is symbolic and it is linked with the Labour party's initial rejection of the definition. It also discusses the pros and cons of the working definition and states: Universities, like everyone else, are sorely in need of good and clear guidance on when speech on Israel or Zionism becomes antisemitic. Sadly, this is not what the working definition provides. In these circumstances, its imposition by the secretary of state appears reckless and brings real dangers.
It concludes: Antisemitism on campus comprises one part of a mosaic of harms and harassment suffered by racial and religious minorities. Jewish students and staff deserve protection, but imposing the working definition will add nothing useful to secure it.
There was a parliamentary question on what legislative options the Government is considering for HEIs that do not sign up to the definition. Excerpt: officials are exploring how best to ensure that providers are tackling antisemitism, with robust measures in place to address issues when they arise. Options identified by my right hon. Friend, the Secretary of State for Education in the letter include directing the Office for Students to impose a new regulatory condition of registration, and suspending funding streams for universities at which antisemitic incidents occur and which have not signed up to the definition.
QAA
Douglas Blackstock, Chief Executive of the Quality Assurance Agency, has announced he will retire during 2021. Research Professional have coverage (scroll down to 'Early Bath') mentioning HERA, TEF and QAA's move to a subscription body. The article highlights:
With Michael Barber on the way out at the Office for Students, the imminent departure of Blackstock provides the government with another opportunity to influence an appointment that could reshape the higher education debate. Such appointments tend to last longer than the ministers that make them.
…The QAA has always had a piquant relationship with the Office for Students, at least since the dying days of the old regime at the Higher Education Funding Council for England. It is not so much one of open hostility: it is more like two kids sitting beside one another at the pantomime, passive-aggressively competing over who gets to plant their elbow on the arm rest.
The Higher Education and Research Act left responsibility for quality shared between a designated agency and the regulator, but the boundaries were not clearly defined and have become more blurred over time. The Office for Students' consultation on standards and value hints at a potential external inspection regime for universities, something the QAA might rightly have assumed to be its job.
To be accepted on the register of the Office for Students, providers must be in good standing with the QAA. But it has never been clear what store the regulator puts by QAA assessments.
The Higher Education and Research Act also requires the Office for Students to work in tandem with Research England, a collaboration that has not always been as proactive as some involved might have hoped. These relationships are the loose ends in the fabric of higher education left by the 2017 reforms. Playbook is only thinking aloud when it asks whether this government might be minded to tidy them up almost five years after Jo Johnson first published his white paper.
Access to NHS talking therapies to continue remotely during the pandemic
University refunds and student complaints: All higher education providers registered with the Office for Students provider must co-operate with the requirements of the student complaints scheme run by the OIA and make students aware of their ability to use the scheme.
Discussions Government has had with student representatives on their university related needs during the pandemic
The Government doesn't intend to reinstate the paid placements for trainee doctor, nurses and midwives during the second wave of the Coronavirus.
Consideration of the Swiss replacement scheme
What other aspects (apart from student placements) would the Erasmus+ replacement scheme cover
Barriers to HE for Gypsy, Roma and Traveller pupils
Shadow Universities minister asks about graduate employment rates for 2020 graduates
Online learning: The BBC looks at whether online degrees will become more 'legitimate'.
Diversity and inclusion: Dods report that The Office for Students (OfS) have recently published two insightful articles on the implications digital skills and data science courses on diversity and inclusion within the HE sector. In their article on Friday, they reported how the OfS-funded Institute for Coding is finding the flexible, modular, digital skills education can improve diversity in learner cohorts and in the tech workforce overall. They note that demand for talent has grown by 150 percent in the digital tech sector over the past four years, and the implications this has for future learning demand.
Referencing the 'Digital Skills for the Workplace' course collection, they note that within the participants:
47% of learners surveyed were women
More than half of surveyed learners were over the age of 25
19% of surveyed learners were unemployed or looking for work
48% were working full-time, part-time or are self-employed
The Government's Digital Strategy has also estimated that, within 20 year, 90 percent of jobs will require some element of digital skills.
In their article, the OfS also discussed new data for AI and data science postgraduate conversion courses, which have shown greater diversity in cohorts, including high admission from Black students, women and students with disabilities. Most importantly, they note that the lack of diversity within these fields can lead to entrenched dataset biases, and that a lack of representative testing in AI "creates an artificial world."
Both articles highlight the benefits of flexible and modular learning – drawing attention to platforms such as FutureLearn, as well as online courses offered by partner universities on these ventures.
EdTech Start Ups: Jisc and Emerge Education relaunched their step up initiative, which aims to transform higher and further education by matching EdTech start-ups with colleges and universities to solve their biggest challenges. They've published a top list of recommended start-ups – new ventures ready to tackle the sector's five biggest challenges of digital learning, assessment, employability, wellbeing and recruitment. The full list and more details are here.
Back to 'normal': An SRHE blog drops a pin in the July 2021 calendar for end of pandemic in the UK with a normal teaching programme resuming in autumn 2021.
Tags: A-levels admissions anti-semitism erasmus EU students level 4 local MPs manufacturing mental health no detriment Office for Students Ofqual ORCID parliament PGRs QAA skills social mobility student experience technical education UKRI widening access
The Government's Areas of Research Interest
The Parliamentary Office of Science and Technology (POST) have released a new opportunity for research colleagues:
In April POST ran a survey of experts on the COVID-19 outbreak expert database that resulted in the publication of syntheses about the future effects of COVID-19 in different policy areas. From this survey POST developed Parliament's first Areas of Research Interest (ARIs) which are lists of policy issues or questions that policymakers are particularly interested in.
Currently only the ARIs which are linked in some way to Covid have been released. However, they are not all health based and touch on a range of themes from crime, economics, inequalities, trade, supply chains, mental health, education, sustainability across several sectors, and so on. Do take the time to look through the full question list to see if it touches upon your research area.
Alongside the publication of the ARIs is an invitation to experts to add current or future research relevant to the topics to a repository that Parliament may use to inform future policy making and Parliamentary work. Research with relevant research across any of the disciplines are invited to submit their work.
BU colleagues are strongly encouraged to take advantage of this rare opportunity to present their research to policy makers. The Policy team is here if you need any help. If you're ready to go please do respond to the call directly, afterwards please let both the Policy team and your faculty's Impact Officer know that you have responded.
Tags: Areas of Research Interest ARI ARIs crime economics education inequalities Influencing parliament mental health policy research impact supply chains sustainability trade
HE policy update for the w/e 3rd June 2020
international, parliament, policy, Research news, Student Engagement jforster
Parliament has returned from recess and happily so has your policy update. Here are the main stories from the last two weeks.
The FT reports that ministers are preparing to unveil a stimulus package in July, with money expected to go into training schemes and infrastructure projects plus support for technology companies. "With unemployment rising rapidly, the prime minister is also due to make a major speech in June aimed at encouraging Britons into work". The fiscal event is not expected to constitute a Budget. Some No 10 officials are reportedly pushing for the national infrastructure strategy to be repackaged as spending to fuel the economic recovery after the Covid-19 crisis.
House of Commons Speaker Sir Lindsay Hoyle wrote to MPs to outline new voting arrangements after hybrid proceedings were ended. Leader of the House of Commons Jacob Rees-Mogg has tabled a Government motion on proposals for voting, which could include socially distanced queues through the halls of Parliament.
The Labour Party and other opposition parties tabled an amendment to the Government motion on voting in the Commons, which they lost. Valerie Vaz  MP, Shadow Leader of the House, said
"Jacob Rees-Mogg 's discriminatory proposals would result in two classes of MPs. Those who can physically attend and those unable to owing to the Government's own rules, including having an underlying health condition or shielding responsibilities. The abolition of the hybrid remote parliament which allowed all MPs to take part regardless of their personal circumstances is discriminatory and would not be acceptable in any other workplace. We remain ready to work with the Government and all parties to reach a consensus that would allow all MPs to participate on an equal basis."
In Wednesday's PMQs, the PM appeared to say that proxy votes would be allowed, which contradicted the statement from Rees-Mogg – this debate will probably continue.
The DfE published an update to their Apprenticeships and Traineeships (England) statistics paper. In 2019/20 (up to March) higher level apprenticeships made up 24.1% of all starts (62,600). In the March – April 2020 (C-19 and lockdown period) 33.8% of starts were on higher apprenticeships – nearly double the proportion for the same period in 2018/19 (which was 17.1%). Overall the number of apprenticeships starting in this period were much lower meaning the almost doubled proportion of higher starts overtook the proportion of intermediate apprenticeships.
Postgraduate LEO data
The Government published statistics on the employment and earnings outcomes of postgraduates.
UK Postgraduates
2017/18 saw an increase in Level 7 (Masters level) postgraduate earnings one, three and five years after graduation, although earnings ten years after graduation saw no change in nominal terms.
For 2014/15 to 2017/18 tax year median earnings for the most recent postgraduates (one year after graduation) increased by £1,400 (5.6%) and by £1,200 (3.9%) for the five years after graduation cohorts. However, in real terms recent postgraduates saw no increase in their median earnings and those five years after graduation saw a fall of £500.
Five years after graduation, level 7 postgraduates earn more than first degree graduates (£32,200 compared to £26,600). However those who continue onto postgraduate study are a non-random subset of the first degree population and these figures do not control for differences in the characteristics of those who continue to postgraduate study.
The absolute increase in earnings between 2014/15 and 2017/18 for Level 7 postgraduates five years after graduation is largely equal for males and females but the gender gap is larger than that seen for first degree graduates. Five years after graduation male Level 7 graduates earn 19.1% more than females compared to first degree graduates where males earn 14.3% more than females.
For EU domiciled graduates, those who completed a Level 8 qualification were more likely to be in sustained employment and/or further study in the UK after graduation compared to those who completed a Level 7 (taught) qualification. For example, 43.9% of Level 8 graduates were in sustained employment and/or further study one year after graduation compared to 35.3% of Level 7 (taught) graduates. This pattern is also true for Non-EU graduates where 28.9% of Level 8 graduates were in sustained employment and/or further study one year after graduation compared to 13.0% of Level 7 (taught) graduates.
Overall, within each study level, Non-EU domiciled graduates were less likely to be in sustained employment and/or further study in the UK than EU domiciled graduates. However, when looking at those who graduated with a Level 7 (taught) qualification ten years after graduation, nearly the same proportion of EU (18.1%) and Non-EU (17.6%) domiciled graduates were still working and/or studying in the UK.
Median earnings five years after graduation for Non-EU domiciled Level 7 graduates are in line with those for UK domiciled graduates (£32,100 compared to £32,200). Whereas earnings for EU graduates are higher at £35,000.
However, this pattern varies by English region. London has a similar picture to the overall national data but in a number of regions UK domiciled graduates have the highest regional earnings. This is particularly noticeable in the more northern regions. For example, in the North West median earnings for UK domiciled graduates are £29,600 compared to £27,400 for EU graduates and £26,600 for Non-EU graduates.
Immigration statistics
The Home Office published immigration statistics for the year ending March 2020.
In the year ending March 2020, there were 299,023 Sponsored study (Tier 4) visas granted (including dependants), a 23% increase on the year ending March 2019, and the highest level since the year ending June 2011.
Chinese nationals were the most common nationality granted Tier 4 visas in the year ending March 2020, up 18% compared with the year ending March 2019 to 118,530 (accounting for 40% of the total).
The number of grants to Chinese students is now more than double the number in 2012.
Indian nationals also saw a notable increase in the number of Tier 4 visas granted, more than doubling (up 136% to 49,844) compared with the year ending March 2019, continuing an increase seen since 2016
Those coming on Tier 4 visas bring relatively few dependants, with 94% of the visas issued being to main applicants, compared with 71% for Work visas.
The vast majority (97%) of those with Tier 4 visas expiring in the year ending March 2019, were known to have departed from the UK before their visa had expired. In 2018, 46,782 former Tier 4 visa holders extended their leave in the UK, either for further study or to remain in the UK for other reasons, such as for marriage or work.
Sponsored study visa applications
In the year ending September 2019 sponsored study visa applications rose 13% to 258,787. The majority (86%) of these were for study at higher education (university) institutions, whose number increased by 14% to 222,047, the highest level on record.
Applications per sector: higher education (86%), independent schools (5%), further education (5%), English language schools (3%), other (1%)
Frank words
Jo Johnson writes for the Spectator on movement in the role international students will play within the universities of the world. Some of the content is the same old but it is worth a read to hear the Ex-Universities Minister speaking frankly and adding nuance to newer aspects. Excerpts:
The UK's ability to bounce back will be gravely impaired if international students are no longer around to underpin the foundations of institutions central to our performance as a knowledge economy. A drop in international student numbers of potentially 50 to 75 per cent will threaten the vitality of dozens of mid-sized British university towns from Chichester to Newcastle and send into reverse one of the great boom businesses of the globalised economy.
..The £7 billion they bring in fees provides an annual cross-subsidy that compensates for losses incurred in research and the teaching of high-cost subjects. These include not just laboratory-based sciences but also courses vital for our creative industries.
..So far, a plea from lobbyists Universities UK for a sector-specific bailout package has gone largely unanswered. Barring a £100 million dollop of research funding and the bringing forward of £2.6 billion of tuition fee payments, universities have been told to manage their financial risks with the same grant, loan and furlough schemes available to others.
To say the sector feels unloved is an understatement….It is a victim of its own relentless growth, itself a function of the poor quality of the alternatives, a demand-led higher education funding model and, above all, the changing occupational structure of the workforce.
But the message to the sector from government is clear: any university approaching the Treasury for special treatment can expect to emerge in a very different shape following a rigorous debt workout. Forced mergers and the closure of programmes deemed to be offering low quality or poor value for money will be the order of the day, even if measuring this objectively will prove to be immensely challenging.
…The return of domestic student number controls, ostensibly on a temporary basis to prevent an unseemly scramble to backfill places left empty by international students this September, will in time turn into a tool to dial back the expansion of the sector. It will make international students more keenly sought after than ever.
Those institutions that have the financial reserves to ride out the storm this coming academic year will find that pessimism about the medium-term future for international education is overblown. …As developing countries seek to improve their own league table performance and welcome overseas students themselves, international education will cease to be considered in terms of a mainly Western and English-speaking archetype.
Parliamentary questions relating to international students:
No plans to extend tier 4 service standards
Guidance for visas that have been extended but person unable to leave by that date
Increasing capacity and reducing bureaucracy for student visas
Whether EU/EEA nationals entering the UK for full-time study at a UK university in academic year 2020-21 will be required to apply for a Tier 4 visa.
Ministerial Research Taskforce
The Ministerial University Research and Knowledge Exchange Taskforce has published its membership, terms of reference and ways of working confirming it will be a time limited endeavour.
The purpose of the taskforce is to provide an advisory forum for ministers at BEIS and DFE to engage with university research and knowledge exchange stakeholders with the aim of sustaining the university research base and its capability to contribute effectively to UK society and economy in the recovery to coronavirus (COVID-19) and beyond.
share information and intelligence about the health of the university research and the knowledge exchange carried out by and within higher education institutions (HEIs)
identify potential impacts on the sustainability of university research and knowledge exchange directly arising from the response to COVID-19
share intelligence on government and other sources of support or funding that may be available and develop approaches that building on these to address the impacts of coronavirus and protect and sustain HEI research capability and capacity
where possible share evidence of the impacts on university research and knowledge exchange of the taskforce's advice
The taskforce will have an advisory role, providing views on these topics alongside a range of other sources of advice.
Regional Research & Development Funding Imbalance
NESTA have taken a look at the geographical location of R&D investment. It states Innovation drives economic growth. It makes people and places better off by creating modern, productive businesses and higher paid, more meaningful work. Research and Development makes innovation possible. Businesses and governments spend money on R&D to create and test new ideas. There's a lovely little map which highlights how badly the South West does on R&D funds compared to other locations. And their Design the Future tool is interactive allowing you to adjust the priorities based on your view of their importance and see what impact it has on the regions. Maybe you can find the right combination of policy options for the South West's prospects to improve but I found there wasn't much movement even with extreme policy combinations! NESTA's report: The Missing £4 Billion calls for things to be done differently. Excerpt:
The current situation is the result of a combination of deliberate policy decisions and a natural dynamic in which these small preferences combined with initial advantages are reinforced with time. For example, of a series of major capital investments in research infrastructure between 2007 and 2014, 71 per cent was made in London, the East and South East of England, through a process criticised by the National Audit Office. The need for continuing revenue funding to support these investments lock in geographical imbalances in R&D for many years. Imbalanced investment in R&D is, at most, only part of why the UK's regional economic divides widened in the past and have failed to close in recent decades. But it is a factor that the government can influence. It has failed to do so. Where attempts have been made to use R&D to balance the UK's economic strengths, they have been insufficient in scale. They describe the South West's position as: low levels of public investment but slightly higher private sector spending on R&D, similar to Northern Ireland.
NESTA report summary from Wonkhe Monday – A report for Nesta by Tom Forth and Richard Jones, which explores the regional imbalance in research and development funding, estimates that it would take an additional £4 billion in funding for regions, cities, and nations to be funded at the same rate as London and the South East of England. Though stuffed with technical detail at its core, the report is calling for a review of political priorities in the allocation of research and development funds, incorporating an overt agenda for economic growth whose benefits are spread across the nation. An accompanying online tool allows users to explore the relative impact of a series of possible priorities for research and development funding. Though released with relatively little fanfare, we shouldn't underestimate the likely influence of the report, which goes very much with the grain of current government policy thinking.
Research Budget
BEIS have announced the 2020-21 R&D budget allocations. Research Professional cover it here, and state on the face of it, the proposed science budget of £10.36 billion looks as if it has been trimmed from a previously promised £11.4bn. And there is no mention of the much-vaunted Advanced Research Projects Agency backed by Cummings—unless it is coming from within the UKRI budget.
Recent research parliamentary questions
Determining the length of doctoral extensions
When the Research Taskforce will publish its recommendations (it won't)
This one includes mention of the REF
UCAS Plus
UCAS blog about Clearing Plus on Wonkhe:
Clearing Plus works by suggesting courses to students that are typically favoured by similar applicants, and that they are eligible for.
Two critical factors are involved:
Available courses and a university's own recruitment criteria.
A match score of students and courses based on historical acceptances.
From early July, those not holding an offer or place can see their individual list of matched courses in Track (their online UCAS account) by clicking a button. From there, they can easily send an expression of interest to their chosen universities. After a conversation, the student can decide whether to officially add them to their application. As ever, admissions teams have the final say over who they admit onto their courses
University of X wants to recruit to their physics course, and therefore submits physics to Clearing Plus, stipulating that it is only visible to applicants with a confirmed A level grade B in maths. They will then receive the details of all unplaced applicants who have clicked on their course to register interest. Applicants won't see the course if they don't have the required B (or higher) grade, so admissions teams can have confidence in those registering interest. This means that the applicant's achieved regulated grade is used, as it would be in any other year.
The widening participation opportunities are obvious. Admissions teams can also choose to use POLAR and SIMD as part of their criteria to effectively reach underrepresented applicants, helping them achieve a diverse student population.
The article goes on to explain matched scores and clusters and promises:
…by basing matches on clusters of students who have been previously placed on courses, using factors mentioned earlier (e.g. grades and not sex), students will discover courses which may not have been on their radar in the past, but are qualified to succeed on.
Student number controls were announced on Monday with the regulatory adjustments presented to Parliament on Tuesday. Here is the written ministerial statement. A reminder of the main points:
Introduced to help maintain the overall health and stability of the higher education sector in these unprecedented times. Time limited as direct response to C-19 and the potential financial instability facing HE institutions. Student number controls aim to prevent large swings in the number of students between providers, with much higher levels of recruitment at some providers potentially leaving others in financial difficulty. They also aim to prevent recruitment practices which are against students' best interests because they may encourage them to accept an offer from a provider that is not best suited to their needs.
Aim to prevent excessive recruitment. Allow for planned growth (based on submitted institutional plans). Grumbles within the sector state the cap favours the highest tariff institutions/those who normally recruit high levels of international students because they will be able to replace lost international students with more domestic students plus still have growth room. It remains to be seen if this will widen access at the highest tariff institutions. The other variable is whether international recruitment really turns out to be as dire as predicted.
Institutions who recruit above the cap will be penalised financially by a reduction in the fee level the following academic year (penalties on page 15 here). A loophole is institutions who already have confirmed offers above the cap level before they received their capped value.
Part time, most postgraduate and international students are not included within the capped numbers count. Foundation years are. Students with a family income above the level to access student loan funding are not included within the cap. On this Wonkhe say: providers that recruit many students from well-to-do backgrounds can, seemingly, fill their boots.
The number cap placed on each institution will not be published as it is considered commercially sensitive, but the methodology for calculation has been published.
Institutions can apply for a share of the additional 5000 places for nursing and allied health once the planned numbers plus 5% have been filled (and assuming enough clinical placements can be offered) . Alongside this an additional 5000 for 'strategically important subjects' (see annex B here for the list). For example, STEM, architecture, teacher training, social work, veterinary but not medicine. Institutions can bid for 250 of these places. There are other conditions such as a continuation rate of 90+% and 75% go onto highly skilled work/further study. Providers scoring highest on these two conditions are most likely to succeed in securing the additional places, this is the Government's high-quality agenda.
For HE institutions in the devolved nations recruitment of English domiciled students is capped with 1.5% growth. You likely won't have missed the arguments raging in the early part of the week from the devolved nations who feel their different funding rules and situations shouldn't be subject to imposed restrictions. Penalties for devolved nations that go over their share of English domiciled students are set out at page 15-16 here. And if you've lost the threads of what is up and down within the devolved nations HE policies Wonkhe have a beginner's guide.
There is a good article from Wonkhe here it critiques the approach and points out several loopholes, including students retaking exams in autumn and January starters. And a commenter on the Wonkhe article says: A topic that hasn't had so much attention is that the fact that it's Department for Education managing these rules rather than the Office for Students. Presumably the HE regulator felt it lacked the time and the legal authority to take quick action. Just two years after OfS started work and the department is stepping in to regulate where the regulator can't.
Research Professional have the usual coverage of the cap and some interesting points on how the over recruitment penalties which reduce the fee levels the providers can charge in future years will make the 'naughty provider' more attractive to students who wish to pay a lower fee in the following academic year. Although it isn't clear if students would be expected to take and pay the higher fee with the Government pocketing the difference between what the institution is allowed to charge. A dangerous policy for the Government's PR! There are also the arguments equating a drop in income with lower quality teaching.
And a parliamentary question with a different admissions focus: Increasing the number of students enrolling on courses with a public service focus.
There has been much talk about returning to campus and how it affects recruitment and the student experience in recent weeks. Refreshingly. Wonkhe have a new blog looking at it more from the professional services perspectives of estates space requirements and timetabling. The blog also refers to this briefing paper produced by consultants which: explores the impact of Covid-19 on the process of timetabling, the timetable itself, and the way that academic space is used, both in transition and in the "new normal". We include our thoughts on the impact of wider space use, including a challenge to institutions to think about space as enablers of activities, as places where people come together to co-produce something. This extends to digital space as a place where people come together and links both to digital education and other work that we are doing on digital service delivery.
The Times reports on Dublin City University which is offering flexible accommodation options – booking accommodation for just a few days or a week at a time.
Wonkhe report that Advance HE has published guidance on creating socially distanced campuses, with communication, humanity, inclusion, and partnership with SUs as four key principles.
UCU and Youthsight surveyed (only 516) students due to start in September 2020:
32% of students are worried their university will go bust
71% support a delay to the start of term if it means they'll receive more face to face teaching rather than online content
72% are concerned pandemic related funding cuts will negatively impact their education
A previous survey estimated that 120,000 students may defer this academic year. The deferral figures are interesting because it is unclear what prospective students would do instead – travelling abroad is limited, work opportunities are limited and there are high levels on unemployment, internships have been slashed, apprenticeships are disrupted and mean a longer term perspective change. Of course the danger is the student defers and then never returns to HE study. And ITV news have a short piece on the perspective of two students who are opposed to online study and considering deferring instead.
On their survey UCU General Secretary, Jo Grady, said:
It is hardly surprising that students are anxious about what the future holds for universities and for their education. Given the impact this uncertainty is having on students, it is now critical that government agrees to provide increased financial backing to the sector. Students need to be confident that they will get a high quality education, despite the hugely damaging impact of the pandemic.
Without increased support, our research has shown that thousands of jobs could go in a £6bn shock to the economy. While university staff and students will bear the brunt of this, higher education is also important to many local businesses around the UK who will be fatally damaged by this contraction.
Claire Sosienski Smith, NUS Vice President (Higher Education), commented:
COVID-19 has shown that university management is not prioritising staff or students at this time, but is forced instead to focus on how to bring money into an institution because the government refuses to sufficiently underwrite the higher education sector.
It is no surprise that university management would like to continue as if it is 'business as usual' for fear of losing out on the income students provide – but students and staff are not just figures on a balance sheet. Bringing students and staff members back onto campuses too early could result in deaths that are entirely preventable.
The government must underwrite the higher education sector to ensure its survival as a vital public good and integral part of our economic recovery. This should include a student safety net and funds to allow all students to redo this year at no extra cost, or have their tuition fees reimbursed or written off.
A parliamentary question on reopening with the response we'd expect:
Q – Hilary Benn: To ask the Secretary of State for Education, what plans he has for the re-opening of universities in autumn 2020. [48283]
A – Michelle Donelan:
We expect universities to be open for the autumn term, with a blend of online teaching and in-person tuition that they consider appropriate, taking account of the need to minimise risk to staff and students.
We are working with the higher education sector to identify guidance and best practice that will be needed for universities to make informed decisions about their provision. This will help them to decide when and how they can make facilities accessible again for staff and students in a way that minimises the risks and in line with public health advice.
Universities have remained open throughout lockdown and have applied their research expertise to finding solutions to the COVID-19 outbreak in this unprecedented period. They have also delivered some fantastic and innovative examples of high-quality online learning, and now the sector is working hard in preparation for the new academic year.
Summary of Intentions
The Student Crowd website is amalgamating a list of the type of learning providers plan to offer from September.
Strategic Guidance
On Wednesday UUK, QAA and UCEA released strategic guidance on factors to consider for HE providers to move forward as the UK slowly emerges from lockdown. The principles have been released rather late – BU finalised our principles three weeks ago. Here are our Major Incident Group planning principles for how we are planning our return to campus if you haven't already read them. And all three sets of guidance cover what you would expect with nuanced differences relating to their organisational missions.
UUK published Principles and considerations: emerging from lockdown stating it is imperative that its universities can emerge from lockdown safely and in line with guidance from governments, public health advice and health and safety legislation. They offer 9 priority areas that HE institutions can use as a framework…to adapt to their own institutional settings and contexts. Here are the 9 principles in brief:
The health, safety and wellbeing of students, staff, visitors, and the wider community will be the priority in decisions relating to the easing of Covid-19 restrictions in universities.
Universities will make appropriate changes to university layout and infrastructure in accordance – at minimum – with public health advice, including guidelines on social distancing.
Universities will review their teaching, learning and assessment to ensure that there is the required flexibility in place to deliver a high-quality experience and support students to achieve their learning outcomes in a safe manner.
Universities will regularly review the welfare and mental health needs of students and staff, and take steps to ensure preventative measures and appropriate support are in place and well communicated as restrictions are eased.
Universities will develop effective processes to welcome and support international students and staff, including throughout any self-isolation period.
Universities will regularly review their hygiene and cleaning protocols in all university spaces, and adapt them in response to changing public health advice and risk levels, to ensure students, staff and visitors have confidence in their safety.
Following appropriate risk assessment, universities will introduce measures to enable research to be conducted in a safe and responsible manner, following government guidance specifically designed to protect researchers in laboratories and other research facilities and spaces.
Universities will engage with students and staff, including consultation with recognised trade unions, to ensure the transition from lockdown both protects the wellbeing of staff and students and enables the safe resumption of university activities.
Universities will work with civic or local partners wherever appropriate including councils, local resilience forums (in England) and community groups.
The full 21 page document pads out these headline principles with further details to guide institutions.
The Universities and Colleges Employers Association worked with the major HE unions to publish: Principles for working safely on campus during the coronavirus (Covid-19) pandemic. It covers health & safety, risk assessments and, as you would expect, a focus on consulting with unions, communicating with staff and assessing the impact of different staff groups alongside a close eye on equality. It advocates for reasonable actions to mitigate possible adverse impacts on specific group/s including those, or those living with, people who are shielding or vulnerable. The UCEA press release is here.
QAA published Preserving Quality And Standards Through A Time Of Rapid Change: UK Higher Education In 2020-21 it focuses more on ensuring the quality of curriculum delivery alongside the familiar messages of ensuring any onsite delivery is safe, engaging with and providing flexibility for staff and students whilst maintaining quality. Page 5 looks in more detail at the 3 possible models of attendance. And they have an interesting fact for onsite delivery: early sector-wide studies suggest that incorporating an approved physical-distancing requirement per student reduces useable capacity to 10-20% of actual space. There is a comprehensive section from page 8-13 on how changes to delivery will affect quality and standards. QAA's press release launching their guidance report is here.
HEPI are also of a quality mindset and have a new blog on the topic: How can we assure quality in online higher education?
Wonkhe blog on the principles. And Research Professional have a lighter hearted and different perspective in their coverage of what was said in the pre-launch conference of the UUK proposals on Tuesday.
On the release of the UUK guidance Shadow Universities Minister Emma Hardy stated:
The coming academic year will be a very different experience for students and staff alike and producing a clear set of principles on which to proceed, with a focus on the wellbeing of staff and students, is exactly what is needed.
At a time when leadership is called for it is a matter of regret that the Government has so far remained on the sidelines, introducing heavy handed powers to the Office for Students and allowed uncalled-for caps on English student numbers on the devolved regions.
Labour urges the Government to take this opportunity to work with UUK to ensure all universities are adequately supported through this crisis.
Student Minds have published Planning for a Sustainable Future – the important of university mental health in uncertain times.
No adjustments to the Universal Credit rules will be made to accommodate student hardship
(No) free access to educational website for HE and FE students
Student Loan Company tender for assistive technology services
HE Sector
Impact of C-19 outbreak on the HE sector
Still no publication date for the independent TEF review.
No plans to convert some universities back to polytechnics
What consideration has been given to converting the 30 poorest-performing universities to vocational training colleges following the COVID-19 pandemic.
The usual question fishing for progress on Horizon Europe membership and keeping the topic on the Government's mind: whether agreement can be reached on Horizon Europe irrespective of whether a trade deal is agreed with the EU by the end of the transition period.
STEM funding in light of cross subsidisation from arts subjects.
Whether schools pupil premium funding will continue at same funding level post C-19
The PM was questioned by the Liaison Committee last week:
Q – Robert Halfon: Cambridge University has announced it would move all courses online while Nottingham Trent said it would have a mix of campus and online learning. Which example should HE institutions follow? And second question: Should every student working in the NHS be reimbursed this academic year at the very least?
A – Johnson: I will come back to you on the question regarding the NHS students. On your point on Cambridge and Nottingham Trent, it is a matter for universities but clearly I think the implication of your question is that face to face tuition is preferable. I hope all universities understand that this is also important for their students and for social justice.
Student Accommodation (Scotland): The Scottish Bill allowing students to terminate their accommodation contracts has passed and is now law.
Nursing fees: The Royal College of Nursing is still pushing for the Government to abolish nursing tuition fees. The Government has not responded to their letter.
International Students: OfS have a briefing note containing advice and best practice examples in relation to international students.
Student Panel: The OfS will open a call to seek students to sit on their student panel from 8 June. Information will appear here on the 8th.
Graduate Skills: Gradconsult has published a series of resources including developing skills and experience in a time of reduced employment; connecting students and employers in a virtual world, and planning your early careers strategy (this one is basic – a jumping off point resource). You can access a wider range of resources here.
DSA: Wonkhe have a new blog on the additional assistance (non-medical help) utilised by students in receipt of Disabled Students' Allowance during C-19.
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A bumper week (again) – here is your easy way to catch up on everything all in one place
Emma Hardy, the Shadow Universities Minister, has written to Michelle Donelan (Government's Universities Minister) to highlight students facing significant hardship.
In our last meeting we discussed the fact that many university students needed urgent financial help to cope with the extraordinary circumstances they find themselves in. You assured me you were confident that every university would be in a position to help every student in genuine need through its hardship funds. However, after speaking to universities and the NUS I do not share your confidence.
She goes on to describe universities so overwhelmed by the demand for hardship funds they have begun crowdfunding and another university with tricky fund rules which Hardy says prevents those most at need from applying. She also explains that students without children are ineligible for Universal Credit, and few have been furloughed due to the nature of their part time work contracts.
I do not have to emphasise the fact that it will mostly be those students who have overcome the greatest barriers to get to university who will be affected the most. I have already heard concerns from those in the sector that the drop-out rate will be higher this year and the news I am hearing, about the failures of hardship funds to support all those who need help, adds to my worry… It cannot be right for their welfare to be considered the sole province of individual universities, which under current circumstances means consigning it to the luck of the draw—a lottery which has left some unable to manage…I would urge the Government to take a pro-active role and I would welcome any proposals for guaranteeing there is adequate financial provision for the young people who have been caught in this storm.
Research Professional say:
This is not a shouty letter venting outrage but one that begins by thanking the minister for listening to different points of view, before shining a light on an area of government failing.
There has been no mention so far of universities in the UK government's strategy for national recovery after lockdown. This is something of an oversight and one that the opposition parties might want to start asking questions about as we all begin to emerge from our houses blinking into the early summer sunlight.
They also highlight that the Shadow letter doesn't set out suggestions for how the Government should support students. Their daily email runs through some possibilities and effectively discounts them.
Student Petition: And if you've been wondering what happened to the student petition to have tuition fees reimbursed due to this year's strike and the loss of face to face teaching due to C-19 the official word is – The Committee decided to take further oral evidence on this petition, from the relevant Government minister.
Students recovering possessions in vacated accommodation.
Whether the needs of students still resident in accommodation are being met and housing is adequate.
Avoiding financial penalisation for students experiencing a delayed academic year
The Government listened to the measures UUK requested on behalf of the HE sector and issued their support package cherry picking the elements that fitted with the Government's aims and doing little other than moving payments forward with the rest. Research Professional have an interesting article rethinking it all from Pam Tatlow (ex-MillionPlus Chief Executive).
The deal that universities need to support them through the coronavirus crisis is not the one that they asked for. Nor is it the one that was begrudgingly put on the table by the Westminster government, which is little more than a lend-lease agreement with strings.
The article critiques the UUK approach in compiling and launching their request to Government.
UUK's first requests focused on research…Its proposals would undoubtedly have benefited the small group of universities that receive the lion's share of taxpayer-funded research monies. In the event, only a very modest amount of quality-related funding (£100 million) has been brought forward.
Universities that have used international fees to subsidise their reputations as world leaders in research will undoubtedly claim that without additional funding they will no longer be financially viable. This may well be so, but if such a bailout is forthcoming there should be conditions attached. For example, these institutions could be required to demonstrate that they are financially viable within five years based on their UK activities.
UUK's own estimates suggest that there may be up to 15 per cent fewer home and European Union students progressing to university in 2020. It is therefore difficult to understand its proposal that universities in England and Wales should be able to recruit up to 5 per cent more students than the numbers they forecast
Nor do the elaborate rules and stern warnings from the Office for Students about unconditional offers and admissions practices add up. All a university higher up the hierarchical food chain has to do is issue many more offers at lower grades in the first place, leaving the majority to keep afloat by reducing courses, student opportunities and staff.
Pam concludes:
The right deal for universities has to mean a return to collaboration and an end to the market that has bedevilled higher education for a decade. It has to mean a return to the idea (which students have never abandoned) that studying a subject that you love for its own sake is as good a rationale for higher education as the money that you will earn (or probably not earn to the same extent in a long recession).
It has got to mean more and not less funding for social justice, giving the students who study at the most socially inclusive institutions the same resources as those whose institutions are well endowed through decades of public funding, private endowments and capital investment.
And of course it must mean a return to the direct funding of universities, the restoration of maintenance grants and an end to the tuition fees that have restricted the ambitions of those who would have liked to study at university when they were older, or to return to study, including as postgraduates and part-time.
Universities, with all their talents and ideas, should be on the front line and on the front foot in arguing that the crisis should not be paid for through extra taxes and pay freezes but that the government should borrow to invest, especially in higher education as a right for all.
Many questions from both MPs and Lords asking about additional financial support for the HE sector, to which the response always points to the already announced support package. Here is just one example.
Mitigating the reduction of international students (answer: just the package already announced). And attracting international students to creative and specialist universities.
Increase in midwifery places.
Availability of courses (and welcome) to international students.
Consideration of replacing tuition fees with a teaching grant for health professions and other key workers.
Education Select Committee
The House of Commons Education Select Committee met virtually to explore the effect of the coronavirus on children and young people's services (including HE). You can read a summary of the sessions compiled by Dods here, one by Research Professional here, Wonkhe's version is here, or watch the full Committee sessions here. In brief it covered:
2020/21 recruitment ramifications will not be known until September.
The Government's support package isn't enough to support the HR sector. Criticism included that it simply brought forward payments rather than provided additional funds and that the student number cap benefitted the wealthier universities at the expense of locally based universities.
Students have lost their supplementary incomes and are struggling financially. Wellbeing, mental health and the option to redo the year without cost were mentioned. Concerns over PhD students were raised.
The increased workload on HE staff was a concern.
The student rent situation was discussed and calls were made for the Scottish move to release students from their private rental agreements to be adopted in England.
Quality of online tuition was discussed covering that it wasn't what students had expected from their degree programme and online access and assessment issues. (The Financial Times has a nice counterpoint to this emphasising the positive benefits since the move online, and why is should continue to some degree.)
There was discussion on fees being revisited during the pandemic.
The importance of how UCAS 'control clearing' was mentioned.
UCU stated Government should indicate when universities should reopen their campuses rather than it being an individual decision taken by the university itself. Research Professional give this aspect a lot of coverage in their description of the Committee's session. iNews specifically covered this aspect of the session, as did the Telegraph.
Session 2 focussed on disadvantaged students. The OfS reiterated the importance of the access and participation targets, including discussion on degree apprenticeships. The access gap and unconscious bias faced by black and disadvantaged communities were mentioned. The OfS stated they believe the next 5 years will show the biggest step forward in social mobility and social justice for 2 generations.
On a return to 'normal' campus based learning in autumn 2020 OfS stated that they required universities to be as clear as possible in explaining students what to expect if they accepted an offer. They did not want any promises of a return to university life when it might not be possible. The Times and BBC covered this.
OfS stated there were not any HE institutions at immediate risk of collapse but they do expect the financial sustainability of the sector to be affected by the pandemic and C-19 poses serious risks to the sector. They also stated that international students were not being chased simply as cash cows. Research Professional disagree and name SOAS as teetering on the financial edge.
OfS stated they have disseminated good practice examples in student mental health and accommodation and that sharing good practice examples is a powerful way to influence the agenda.
OfS dodged an answer to whether student paying full tuition fees was justifiable if they were only receiving partial online learning stating it was a 'live' question and that it depended on the quality of the university provision. However, at present students should pay full fees and if the provision is inadequate take this up with the Office of the Independent Adjudicator.
Chair, Robert Halfon, followed up on how OfS judged quality to which they responded they measure through output indicators and student complaints. (Wonkhe give this a mention here.)
Research Professional cover the House of Commons Science and Technology Committee who have
issued a 19-page letter to prime minister Boris Johnson, setting out "10 key lessons the UK government should learn from its experience of handling the first months of the pandemic". The Chair of the Science and Technology Committee is the ex-Secretary of State for BEIS, Greg Clark.
Virtual Parliament
Prospect Union, who represent staff working in the Houses of Parliament, will be resisting government plans to cancel the virtual parliament and bring MPs back to Westminster as early as next month over fears about safety and the practicality of social distancing. Prospect says it will work with government on restoring any essential functions but that the key elements of the system must be retained for now. Politics Home have an article on the return to parliament schism.
However, a survey by The House says only 23% of MPs believe the virtual ability to ask questions and take part in debates remotely via video link should be retained. Only 11% believed the right to vote remotely under any circumstances should be retained. Although 55% agreed that remote or proxy voting for MPs unable to attend due to ill health should be retained and there was some support for parental leave remote measures. MPs representing remote areas of the country (such as the Outer Hebrides) have called for online voting to continue and emphasised it would stop a huge amount of unnecessary journeys by MPs and 35% agreed MPs on overseas trips should be allowed to vote remotely. Yet only 19% of MPs agreed that MPs with constituencies over 4 hours travel away should be allowed to vote remotely. Some MPs are opposed to the remote working because it would restrict access to
get hold of government ministers in person. The fact that we can nab the chancellor of the Exchequer in the division lobby is worth an awful lot. I think that would be a huge mistake.
Another says
Though the temporary measures are working "reasonably well", he fears that MPs could risk losing out "on reading the mood of the room and picking up water cooler chat" if they continue to work remotely in the future. He adds: "I am sceptical about this becoming the default. I don't ever want to be the moaning voice on the screen and the wall that you can basically mute and ignore."
Others point to gender equality and greater diversity measures that can be achieved through the technologies.
Conference Recess
The Labour Party has cancelled their annual September conference due to C-19. It remains to be seen if the other parties will follow suit and Parliament will continue to sit rather than take recess.
Autumn opening
The Financial Times talks of a blend of online and in-person education post pandemic, not just as a temporary measure but as a more accessible and comprehensive overall offer. It states it
could revolutionise universities, help them survive the economic crisis and bring higher education to tens of millions of people who have never set foot on campus…Many "left-behind" adults everywhere would love to learn from home, get qualifications and change their lives, especially if the pandemic has left them jobless…We need more adult learners. Their numbers in the UK almost halved between 2004 and 2016…As lifespans expand, and technology changes, we should top up our education over the decades, while keeping our jobs and families. University is wasted on the young…Blended teaching could help more students enter higher education, argues Chris Stone of Oxford University's Blavatnik School of Government. He proposes a model in which some students spend a month on campus, then months studying from home, before returning to campus for the final weeks. That would allow universities to teach multiple cohorts a year, cutting tuition costs…Anita Pilgrim, who teaches at the UK's Open University, which pioneered blended learning, cautions that remote learners need lots of support. Her university has educational advisers who help students find a study-life balance, apply for funding, access resources for dyslexia etc…Teaching online has shortcomings — but so does in-person teaching.
OfS, UUK, Advance HE and the QAA are all rumoured to be putting together guidance for the HE sector on autumn 2020 possible commencement. Whilst answering questions at the Covid-19 press conference Grant Shapps, Transport Secretary, stated that: The education secretary will be returning to the subject and providing guidance. Meanwhile more and more sector sources are acknowledging that the teaching model is likely to be a blended approach from the autumn.
Wonkhe have a blog ostensibly about student spirit with a nice slant looking at how online interaction and socialisation worked well during lockdown for a sporting tournament. Rather than the deficit approach of what has been lost during lockdown it illustrates new self-organised approaches which were different and positive.
On Tuesday evening Cambridge University stated it intended to conduct all teaching online possibly with some smaller in-person taught groups if social distancing could be achieved. Of course, they intend to adjust their model in-year should restrictions be relaxed or further curtail contact. The University of Bolton takes a completely different approach – they intend to open for in-contact teaching: be able to study and engage in person regularly with other students and staff. With students allocated 12 hours on campus per week. Of course, the remaining time will be topped up by online and self-study.
Wonkhe cover both stories and provide media links:
Cambridge may be one of only a few universities that could still expect a full, or near-full cohort to start in the autumn with the year ahead expected to be online – as other providers that have struggled to recruit in the past may yet find it challenging to convince students to turn up to a fully online academic year. The position is complicated further by the fact that the college system may not be an easy point of comparison for others that rely more on large lectures.
The news was originallybroken by Varsity, was picked up last night by the BBC, and is covered this morning by the Times, the Mail, the Telegraph, the Express, the Evening Standard, the Guardian, the Independent, the Tab, the FT and is on the Press Association It's also on several international news sites including Forbes.
Meanwhile, the University of Bolton has moveddecisively in the other direction, announcing a number of technical measures – from temperature sensors, to queueless catering, to bike loans – to support a return to campus in the autumn. Manchester Evening News has the story, and the university has released an animated video.
Here is the full list of Bolton's intended changes to enable on campus teaching:
Providing regular socially distanced face-to-face tutorials, laboratory experience, access to arts studios and specialist facilities, etc
Implementing an effective scheduling system, limiting significantly the number of students on campus at any one time to keep you secure
Dividing sessions for access on campus into set times per day, for example, possibly between 8am-2pm and 2pm-8pm
Strictly observing recommended social distancing guidelines at all times
Installing sophisticated airport style walk through temperature scanners at every building entry
Making bicycles available for loan by students, enabling them to avoid crowded public transport
Providing on-campus bike parks as well as car parks
Ensuring there are adequate additional sanitiser stations
Providing and making the wearing of face coverings on campus compulsory for the foreseeable future to safeguard the safety of those around you. In exceptional circumstances, such as misplacing or forgetting face coverings, students will be issued with replacements
Carefully managed walking routes including one-way navigation
Multiple 'learning zones' being created across the campus, by identifying and transforming large spaces into areas featuring tables with plastic dividing screens to allow communication between people facing one another. (E.g. The ground floor of the National Centre for Motorsport Engineering will be cleared to become such a zone and other areas will also be repurposed)
Additional self-service, café-style takeaway food and drink stations to minimise queues
Instigating a rigorous cleansing programme throughout all university buildings.
On Bolton the Manchester Evening News says:
Students are currently using video calls to take classes virtually and the campus is unable to reopen until the government gives the all clear.
This will mean widespread changes to create a 'new normal' on campus and enable all students to physically attend the university campus safely at specified sessions.
During those sessions they will be able to work in laboratories, studios and workshops, attend tutorials, meet other students or converse with their tutor, on top of continuing their learning online.
This British Council article on how Chinese Universities are returning (in part) to face-to-face teaching contact is worth a quick skim through.
On reopening universities and other educational institutions (answer – it is up to the individual university).
Another on the Government's plans for reopening universities in Autumn 2020 (this won't be answered until 2 June but the answer will pop up on the hyperlink once it is answered)
Access, Participation & Success
This week one of the main discussion topics has been access to university and disadvantaged success whilst at university. This isn't surprising – as lockdown 'eases' and contemplation of what the autumn 2020 restart may consist of, alongside the constant recruitment conundrums – attention focuses more and more on how the national situation may play out for equalities.
Advance HE have a blog on the entrenched structural inequalities in HE. Looking through the lens of the student lifecycle in the UK, these have resulted in many challenges, including:
Underrepresentation of specific student groups: both generally, and in different disciplines, levels of study, and types of institution.
significant degree awarding gaps for different student groups – particularly relating to ethnicity (and gendered intersections) and disability.
differential experience of safety and harassment
unequal progression to highly skilled employment, and postgraduate study
teaching staff and senior academic staff who do not yet reflect the diversity of student cohorts.
OfS have relaxed the monitoring requirements of the Access and Participation Plans, whilst emphasising institutions should still do all they can to deliver the chosen goals. Advance HE continue:
all these external drivers – APPs (or equivalents), transparency returns, funded projects, Equality Charters – should ultimately be considered instruments collectively working to achieve a greater aim: a vision of an equitable student learning experience. The test of COVID-19 is how embedded that aim is in an institution's vision of what sort of educational experience it can and wants to provide coming out of this crisis, and for whom.
The article concludes with 5 suggestions to keep student equity momentum going.
SRHE published the blog: Paid, unpaid and hidden internships: still a barrier to social mobility.
It explains the different sources of data from which to judge whether and how big an issue unpaid internships are. At the end of the article it puts the current data into perspective:
These findings show that, whilst unpaid internships appear to be declining in most sectors, they are still a key access route in some key industries and occupations and that this is likely to present a barrier to entry for less privileged graduates. The fact that graduates with better grades or from more prestigious institutions are more likely to do the paid internships reinforces findings from previous studies that suggest paid internships are more competitive and sought after. The findings also show that participation in graduate internships, paid or unpaid, is more commonplace in less vocational subjects, such as mass communication and documentation, historical and philosophical studies and creative arts and design. This may suggest that graduates of these subjects feel more need to supplement their educational qualifications with internships to 'get ahead' in an increasingly competitive graduate labour market.
The Wonkhe blog In this pandemic, admissions policy is being developed in real time urges organisations to work collaborative on the principles of admissions implying the Government will impose changes if the sector doesn't move on its own consensus and practice first. It also states
Now is certainly the time to think about what to do if demand for places drops significantly in September. If selective courses start forecasting to under recruit in 2020 then maybe some of this demand can be absorbed by a greater focus on helping previously excluded WP students gain access to these programmes and a new way of thinking about how these courses recruit and select students.
Another Wonkhe blog, Delivering remote support for neurodiverse learners. this time by an assistive technology trainer, highlights the positive and negatives within an online learning environment for some students. The comments at the end that remind about autism are worth a read.
The admissions problem isn't just about "prediction" takes a good gallop through why the use of predicted grades will double hit disadvantaged students, mentions other contributing factors, and gently calls for admissions reform.
Andrew Ross from University of Bath talks digital outreach.
A Bridge Group blog argues we should ensure that disadvantaged students are admitted to university at the same proportion as previous years so as not to lose progress on widening participation after the lockdown.
The OfS published a briefing note on the needs of students without family support during the pandemic. It covers all the main concerns and aims to share ideas, case studies, and signposting between universities to support these most vulnerable of students. Examples include:
offering personalised financial support in the form of hardship funds and graduate bursaries
tailoring mental health and wellbeing support and providing a buddy system to mitigate the isolating effects of lockdown
prioritising the provision of internet access, laptops and any other necessary course equipment for care experienced and estranged students.
The importance of addressing challenges faced by prospective students – whose access to information, advice and guidance to make informed choices for next year may have been affected by school closures.
And Wonkhe report that: An open letter promoted by NUS and UCU is circulating regarding specific reasonable adjustments during the pandemic for disabled, chronically Ill and neurodivergent PhD students. It argues that many actions being taken by universities and funding bodies do not provide for the differentiated impacts and pressures experienced by disabled, chronically ill or neurodivergent students – or if they do, frame them entirely as matters of "health and wellbeing" rather than marginalisation, inequity, or structural discrimination.
It's foster care fortnight and care leavers across the UK have amalgamated their definition of care into an online collaborative poem.
Wonkhe report that: New research from the Cardiff University's Children's Social Care Research and Development Centre finds that young people who were either in care or care-experienced at 13- or 14-years old, had significantly lower expectations of attending university than their peers. The report recommends that social workers, teachers, and higher education providers can all contribute to closing this gap.
Marginal prospective students
The Research Professional (RP) blog All being equal reports that TASO (Transforming Access and Student Outcomes in HE) met this week with RP stating that:
One worry is that Covid-19 will not only widen existing gaps but also make it harder to collect the evidence needed to find what works in reducing them. The group has already had to cancel plans to assess the effectiveness of summer schools, since none are happening this year. Given all this, the ambitious target set by the OfS to eliminate gaps in entry and dropout rates and degree outcomes between different groups of students in higher education within 20 yearslooks to be at risk.
However, they report that
Anna Vignoles, professor of education at the University of Cambridge, suggested Covid-19 could also potentially offer "a once-in-a-lifetime opportunity for a big widening participation intervention".
While going to university just to hide from a difficult labour market is not ideal, the evidence still points to higher education generally benefiting young people both economically and psychologically, Vignoles said. The chances are that they will be better off if they go. And she suggested to Playbook that stronger communication from higher education institutions was needed to make this happen.
Her main concern is for the students "at the margins"—not those who have always assumed they will be going to university. It is these "marginal" students who will suffer most from a bad labour market, she says, including the many apprentices likely to see the firms they work for go under, leaving their qualifications up in the air. Higher and further education institutions need to work together to help this group, she argues—and by this, she means those higher education institutions with traditional roots in their communities, that are used to responding to local skills needs.
Science Outreach for School Pupils
UKRI is funding to I'm a Scientist, Stay at Home! a school-age outreach platform for pupils to engage with STEM research during the school closures. UKRI say it is a unique programme where students can engage with scientists over fast-paced online text-based chats. Pupils can ask them anything they want such as: What's the nearest meteorite to us? What's your favourite thing about being a scientist? These chats are complemented with lesson plans for teachers to engage their students and at the end students vote for their favourite scientist. Part of the UKRI's vision for public engagement is to nurture a future generation passionate about research and innovation and they state that I'm a Scientist provides a safe, moderated space for students to be inspired by science through conversations with active research staff.
UKRI state that with limited opportunities for practical science classes and engagement with research, I'm a Scientist provides a unique opportunity for classes to reconvene and explore cutting-edge scientific research together. Taking part in I'm a Scientist has been shown to help students get a better understanding of research and gain confidence in asking questions about science, technology, engineering and maths (STEM). It also supports researchers to improve their communication skills and enables them to engage with young people from regions across the UK.
Medical Research Council (MRC) has funded the Medical Research Zone with around 30 MRC-funded researchers and technicians engaging in conversations with school pupils.
Tom Saunders, UKRI Head of Public Engagement, said:
"This is a great opportunity for us to support STEM teaching during this difficult time for everyone. I'm a Scientist, Stay at Home! will inspire young people about research and the role it plays in our lives as well as provide a great way for UKRI researchers and technical staff to engage with young people,"
How DfE is supporting school leavers to prepare for HE study, vocational training, or employment.
A level grades (interesting because it asks how will handle grading in improving schools within disadvantaged areas)
Assessment of the impact of C-19 on drop out rate of low income HE students.
Amending Universal Credit to allow students in financial difficulty to access it.
FE & HE Disabled students' access to home learning and educational support.
Entrepreneurship programmes for HE graduates 2020.
A question pushing Government to offer emergency hardship grants to HE students from low incomes (to no avail).
Enabling international students to return to UK to complete their studies.
Students at risk of homelessness due to on-campus accommodation being terminated.
Postgraduate Education
HEPI and the British Library have published a 154 page report: Postgraduate Education in the UK. It considers the changing postgraduate landscape over the last decade. It takes a pre C-19 perspective, however, it does tackle how postgraduate education was affected by 2008 recession – when students sought out additional education to help surmount the economic challenges and when those who already had postgraduate qualifications fared better than others in the labour market.
The 8 page executive summary is a quicker read for those with only a passing interest.
Some key Points taken mainly from HEPI's press release:
There were 566,555 postgraduate students in 2017/18, of which 356,996 (63%) were in their first year – up by 16% since 2008/09
Two-thirds (65%) of new postgraduates are studying for Master's degrees, 10% are taking doctorates or other research degrees, 7% are doing teacher training and the rest (18%) a range of diplomas, certificates, professional qualifications and modules
The most popular discipline is Business & Administrative Studies (20%), followed by Education (14%) and Subjects Allied to Medicine (12%). Research postgraduates (64%) are more likely to study STEM (Science, Technology, Engineering and Mathematics) but most taught postgraduates (68%) take non- STEM subjects
Just over half of new UK-domiciled postgraduates (53%) study full-time, reversing past trends favouring part-time study – back in 2008/09, most postgraduates (59%) were part-time students
More than half (60%) of new postgraduate students at UK institutions come from the UK, while one-third (32%) come from outside the EU and 8% come from EU countries. The majority of Master's students (53%) come from outside the UK
The female:male ratio among new postgraduates is 60:40, or 62:38 among UK-domiciled students alone. This reflects greater female participation over time – in 2008/09, the overall female:male ratio was 55:45
The gender ratio varies considerably by discipline: women are in a big majority in Subjects Allied to Medicine (77%), Veterinary Sciences (72%) and Education (70%) and men are in a big majority in Engineering & Technology (78%), Computer Science (76%) and Mathematics (71%). Males outnumber females among PhD researchers (51%)
White men, particularly disadvantaged White men, are less likely to undertake postgraduate study than others. Among UK-domiciled postgraduate entrants from the poorest areas, 64% are women and 36% are men
The proportion of postgraduate students aged under 30 has grown from 52% to 57% since 2008/09, reflecting a broader decline in people accessing lifelong learning opportunities
The introduction of £10,000 Master's loans for home / EU students in 2016 has had a big positive impact: UK-domiciled student numbers grew by 29% in one year and by 59% among those from the most disadvantaged areas. The loans have also encouraged above-inflation fee increases
The number of people taking Taught Master's courses grew by 30% from 2008/09 to 2017/18, but the total has been volatile, particularly among UK students. Among all new postgraduates, just over half (51%) were full-time Taught Master's students in 2017/18 (Table 3.1 and p.23).
Between 2008/09 and 2017/18, UK-domiciled postgraduate entrants increased by 10% but students from overseas grew faster: EU-domiciled student numbers increased by 11% and non-EU international students grew by 33%
Chinese students formed 38% of the non-EU postgraduate cohort by 2017/18. Such heavy reliance on a single country exposes universities to greater risk from geo-political events
Since the referendum on the UK's membership of the European Union, the number of new postgraduate students from EU countries has fallen (by 2% in 2017/18 and another 2% in 2018/19), but the reduction in the value of the pound contributed to a 10% increase in non-EU postgraduate starters in 2017/18
The great recession following the 2007/08 financial crash witnessed a marked rise in Master's take-up, as employment opportunities were restricted and people brought forward their plans to study
The abolition of post-study work visas (announced in 2011 and implemented in 2012) had a negative impact on demand for postgraduate study, most notably within India. The announcement that this policy is to be reversed is welcome but needs communicating quickly and clearly
Women have a bigger boost to their earnings from postgraduate study, earning 28% more than women with only undergraduate degrees – the comparable figure for men is 12%. But women with postgraduate qualifications still earn 14% less on average than men with the same level of qualifications
In the last crash, employment among those with postgraduate qualifications was slower to fall and faster to recover than for those with only a first degree, which may signal how the labour market will respond to the current Covid-19 crisis
Demand for postgraduate education is likely to grow over the long term: there could be an additional 22,750 undergraduates moving directly to postgraduate study by 2030 in England alone. While Brexit could mean a drop of around 11,500 EU postgraduates, successful implementation of the UK Government's International Education Strategy could see an increase of 53,000 in other overseas postgraduates by 2030, although this partly depends on how the world recovers from the current Covid-19 crisis
Transnational education, where people take UK qualifications abroad, has seen substantial growth, more than doubling since 2007/08 to 127,825 postgraduates in 2017/18 and overtaking the number of overseas postgraduate students in the UK. Students studying in this way are excluded from the other figures in the report.
Dr Ginevra House, report author, describes her concerns for fair access to postgraduate study:
Despite a tumultuous decade, including the 2008 financial crash, restrictive changes to visas and Brexit, the UK's postgraduate sector has emerged bigger and more diverse than ever before. However, the gains in fair access to postgraduate education – and by extension the professions – delivered by the introduction of Master's loans may yet stall as rising fees consume most of the funds, leaving little or nothing for living costs. Other challenges to fair access remain, with under-participation by males, by White British students, and by those from less advantaged backgrounds. When writing this report, the Covid-19 pandemic had yet to reach its current height, but the risk posed by universities' increasing reliance on international students was evident. The crisis is providing a timely reminder of the importance of a diverse and balanced student body to weather future shocks to the system, supported by government policies that foster international co-operation and mobility of the world's brightest. With the shadow of a new recession ahead, combined with a rapidly changing, more automated job market, postgraduate education has never been more important, to build the highly skilled, knowledgeable, flexible and independent workforce needed to tackle the challenges of the future.
Nick Hillman, Director of HEPI, said:
'A proper study of UK postgraduate education is long overdue, given the growth it has enjoyed in recent years and the changing demographics of postgraduates. Postgraduate qualifications are increasingly expected by employers and more people want to achieve them. In some respects, postgraduate education now more closely resembles undergraduate study, with today's postgraduate students more likely to be women, full-time and young. A higher proportion of postgraduate students are also from overseas. The higher education sector is in the midst of an horrendous and unprecedented crisis that is pulling the rug from under our institutions. But the story in this report is a positive one, showing the power of higher education to do good, extending people's options, delivering the skills employers need and pushing forward the boundaries of knowledge. Another big positive in this report is the power of public policy to help individuals. The introduction of taxpayer-supported loans for postgraduate study has opened doors that were previously locked for many people who wanted to continue studying. If international postgraduate numbers fall, some courses will become unviable – this is true even if there are more home postgraduates because of the higher fee levels for international students.
Wonkhe describe the media sources covering the report:
The report is covered in the Times, the Telegraph, and ITV. HEPI also has a response to the report from Diana Beech, Head of Government Affairs at the University of Warwick [and who used to write for HEPI]. And Research Professional also describe the report in: Avoid 'shocks' by diversifying postgrad intake, says think tank.
Following on, some days later, Wonkhe state:
What that [HEPI] report didn't set out to cover was what it's like to study at postgraduate level, especially if you're doing so with a view of trying to enter academia. And so today's publication of initial findings of a survey by the Student Mental Health Research Network and Vitae exploring the impact of Covid-19 on doctoral and early career researchers provides a complementary and concerning picture.
Of the early career researchers whose contracts end in 2020, only 10 per cent report their funding has been extended. Only 12 per cent of doctoral researchers said their institution has provided an option to extend their doctoral studies. The impacts on research progress are largely negative, ranging from reduced access to essential software and reduced ability to collect and analyse data, disseminate findings, and maintain contact with colleagues to widespread stress about work, future plans, and finances. Four-fifths of doctoral researchers are showing some level of mental distress.
For many students, postgraduate study and early career research are a high-stakes endeavour, whether because of the investment of time and money, or because they're trying to accrue enough academic capital to take the next step in a hugely competitive career path. It's not entirely surprising, then, that a crisis like Covid-19 is causing serious distress – many of these people were walking on a knife edge before the pandemic hit.
Research Professional have been on a reporting mission to find out all they can about the University Research Taskforce. They describe the run around they got trying to obtain the names of the taskforce members. The membership list is here and on the membership RP say: That is a lot of know-how in the room: the people who know the right questions to ask but also have their hands on the levers that might actually lead to solutions.
On the group's purpose RP state:
The terms of reference for the group have not been released, but Playbook understands that this membership will be flexible—waxing and waning—depending on the topic under discussion. The taskforce certainly has some firepower and no shortage of issues to discuss.
However, it is clear from this membership that universities are very much outnumbered by politicians and civil servants. The purpose of this group is not to receive future requests for a bailout from higher education.
Rather, it is there to gather evidence on the state of university research during the Covid-19 pandemic, to look at possible policy solutions and to present all this in a coherent way to the big bosses who really matter: the UK Treasury, the prime minister's office and the leaders of the devolved nations (in that order).
There is no union representation, nor are there multiple voices from the mission groups that represent smaller but no less important research efforts in higher education. There is a strong sense that this is a task and finish group that will put something of substance on the table, even if it is not necessarily something that universities have a casting vote over.
It is to be hoped that, when the need arises, the taskforce will take soundings from independent voices in university research—such as a Graeme Reid, a Richard Jones or an Athene Donald—because it is always wise to consult those you are about to do something to before doing it to them.
PG Research Degrees – The UK Council for Graduate Education released a guidance note on the potential impacts of Covid-19 on the delivery of postgraduate research degrees and the institutional support doctoral candidates should expect to receive, including possible mitigation strategies. And as mentioned earlier there is an open letter circulating which request reasonable adjustments and time extensions for chronically ill and neurodivergent PhD students as a result of C-19.
New UKRI Head – Professor Ottoline Leyser has been appointed as the new CEO of UK Research and Innovation (UKRI) and will replace Sir Mark Walport on 29 June. One of her key functions will be to guide the delivery of the government's ambition to increase investment in R&D to 2.4% of GDP by 2027, establishing the UK as a global hub for science and technology.
Professor Ottoline Leyser commented:
UKRI has a unique opportunity to make a profound contribution to tackling the many challenges facing the world. During my career, I have seen the power of genuinely collaborative cultures to catalyse the transformative thinking needed to create effective solutions. I look forward to working with the UKRI team to ensure that the UK's superb research and innovation system continues to work for everyone, by pioneering new partnerships, developing innovative funding models and strengthening international collaboration.
You can read UKRI's press release on the appointment here, the Government's press release here and Research Professional's coverage here. Research Professional have also dug two articles by Ottoline out on UKRI (written in 2018 as UKRI was about to begin official operations) and the REF.
UKRI also published their preventing harm policy for safe research and innovation environments this week.
The British Academy have published a comment ahead of their formal response to the UKRI Open Access Review Consultation.
Other Research News
A parliamentary question on the research package to support universities through the C-19 turbulence (no new news). And others on Horizon 2020 and Erasmus Plus, and another on Erasmus+ continuation during the transition period, the Research sustainability taskforce, guidance for STEM PhD students unable to complete lab work and the UKRI consultation on Open Access policy.
Research Professional has an article describing how researchers and doctoral students are concerned about their research and personal situation due to the confines of lockdown.
CaSe have written to the Science Minister calling on the government to ensure that all areas of the UK research base are protected from the effects of the Covid-19 pandemic.
UUK have updated their mental health framework in Stepchange Mentally Healthy Universities. The framework calls on universities to take a whole university approach, meaning that mental health and wellbeing is considered across every aspect of the university and is part of all practices, policies, courses and cultures. The four areas cited in the framework are: Learn; Support; Work; Live. These map onto the University Mental Health Charter, developed by Student Minds.
Recommended actions within the new framework include:
demonstrating visible leadership and senior ownership of mental health as a priority to promote open conversations and sustain change
working closely with students and staff to develop mental health strategies and services
ensuring accessible and appropriately resourced support for mental health and wellbeing for all students and all staff
focusing on staff mental health; inclusion of mental health in staff performance discussions and provision of appropriate training for line managers and supervisors
clarification of the key role of academic staff in supporting the mental health of students through appropriate training and development
commitment to assessments and course work that stretch and test learning without imposing unnecessary stress
The Guardian have an article looking at the value and changes to Nightline mental health support on its 50 year anniversary.
Admissions – offer making
The sector is (almost) over talking about OfS' intention to obtain temporary powers to prevent what OfS consider unscrupulous admissions behaviour that is not in the student interest. There is a consultation currently open on the topic. However, HEPI have a new blog written by Dean Machin (Jane's equivalent over in Portsmouth) – The Office for Students' new power: a 'necessary and proportionate' response to the pandemic, or not wasting a crisis? – challenging the OfS thought process on the student interest. The blog concludes by calling on the OfS to address 6 concerns:
Will the OfS publish its evidence that the proposed non-compliant conduct has systematically and non-trivially increased since 11 March?
Given the Government's prompt action on 23 March, why has the OfS taken so much longer to act?
Will the OfS publish the criteria it will use to form its opinion on whether the new condition is violated and what constitutes a material negative effect?
Will the OfS explain how it understands the 'student interest' in this area and what steps it has taken to get students' views on the student interest in the pandemic?
Has the OfS considered the effect on students' interests of fining universities potentially millions of pounds just at the time they are expecting a significant decline in income? This question should be viewed in light of the fact that the Government support package for universities includes no extra funding.
Finally, if the problems the condition seeks to solve are pandemic-specific and created by the conduct of a small number of universities, why is the condition 'broad and onerous' and why will it be in force until at least the middle of 2021?
In fact the OfS have published frequently asked questions including covering the time-limited condition of registration and other topics (although the regulatory answers are a bit hard to navigate).
Degree Apprenticeships and Social Mobility
The Sutton Trust have published COVID-19 and Social Mobility Impact Brief #3: Apprenticeships. Here I include detail only on the aspects most relevant to HE.
Many young people from disadvantaged backgrounds undertake apprenticeships. They are more likely to be concentrated in apprenticeships at lower levels, be paid lower salaries, and work at smaller companies. At early April, employers surveyed reported that on average just 39% of apprenticeships were continuing as normal, with 36% having been furloughed and 8% made redundant. 17% of apprentices had their off-the-job learning suspended.
The Sutton Trust has previously raised concerns over degree apprenticeships and the prioritisation of spending in the levy. Degree Apprenticeships (level 6 and 7) are dominated by those from less deprived areas – there are twice as many degree level apprentices from the wealthiest areas as there are from the poorest.
The number of degree apprenticeships has grown rapidly, from 756 in 2015/16 to 13,587 in 2018/19.
Since 2017, there has also been a big rise in other degree-level apprenticeships, award qualifications equivalent to a degree but not from a university, from just 19 four years ago, to 8,892 last year.
Much of this growth has not benefitted young people, with more than half of degree apprenticeships taken up by people over 30
Senior leadership courses – equivalent to an MBA – have expanded significantly, growing six-fold from 552 to 3,410 in 2018/19
Conversely, the proportion of young apprentices from deprived communities taking degree level apprenticeships up has fallen (from 9% in 2016 to 6% last year).
The number of older apprentices from well-off areas has more than doubled (from 5% to 11%), leading to a growing access gap for those under 25.
Senior leadership and chartered management courses alone now make up almost half (46%) of the entire degree apprentice cohort as employers look to put their senior staff through these courses rather than train younger, less affluent employees.
At a time of economic downturn and limited resources, apprenticeship levy funding should not be spent subsidising senior executives taking MBA-style qualifications, but should instead be focused on providing new opportunities for young people facing a challenging labour market. The Government should consider a maximum salary ceiling for levy-funded apprentices to avoid it being spent on highly paid and well qualified senior staff. Employers could also be required to top up level funding for certain categories of apprentice or conversely incentivise apprenticeships to increase opportunities for groups who need it most.
The priority for current apprentices should be to continue training where possible, even when on furlough or if redeployed within a company
In order for apprenticeships to deliver on the social mobility agenda as we come out of the coronavirus crisis, social mobility and widening opportunity should be an explicit criterion in the government's review of the apprenticeships levy.
FE Week covers the brief with good volume of content on degree apprenticeships.
The surveys and speculation on international students' intention to commence UK universities in autumn 2020 disagree. Some predict dire impacts with low recruitment, others suggest there will only be a smaller reduction. Wonkhe round up two news points from this week:
A new survey from QS suggests that seventy two per cent of prospective international students are interested in starting their UK course online this autumn. This breaks down to 46 per cent being definitely committed to the idea, and 26 per cent being unsure. Sixty-two per cent of international students have had their plans to study abroad affected by Covid-19.
The Russell Group has set out proposals to support international recruitment, which includes further improvements to visa conditions and a new international marketing campaign. PIE news has the story.
Research Professional also cover the Russell Group's proposals in Big Ask and talk of the Group distancing themselves from UUK after the Government snubbed their bailout proposals. Excerpts:
The government is being asked to continue "reforms to ensure Britain remains a globally attractive destination for students". What this means in practice is passing "the two-year post-study work visa through emergency immigration rules (secondary legislation) immediately". The Jo Johnson-Paul Blomfield amendment has yet to pass into law and surveys suggest it is not well known among prospective international students.
The Russell Group also wants: international students to be prioritised in visa applications once travel restrictions are lifted; the government to increase the visa to 30 months to give UK universities a competitive edge; students to be allowed to apply for their visa six months in advance rather than three, to avoid those taking online classes facing the prospect of starting courses and then potentially being refused a visa; visas to be extended for current students affected by the pandemic; rules to be relaxed on monitoring students in the UK, such as reporting to police stations; European Union students to be allowed to apply to the EU settled status scheme; and universities to be allowed to conduct their own language capacity assessments.
The problem is that "many overseas governments do not recognise degrees which are comprised of significant amounts of distance learning. This lack of recognition could deter students from studying in the UK where they fear their qualifications will not be recognised." This is a particular concern in China, the UK's primary market for international students… Accordingly, the Russell Group is calling on the government to work with the international community to agree reciprocal recognition of online classes following the impact of Covid-19. The problem is also that international cooperation is in short supply at the moment, especially where popular nationalism encourages both protectionism and undercutting of rivals.
Recently, one forlorn international recruitment expert in the north of England told Playbook that if the student cohorts did not return to Leeds, Sheffield, Manchester, Nottingham and Durham, the economic impact would be like closing the mines all over again. That might be an argument worth making to those still aspiring to level up.
Graduate prospects and student employment
The Resolution Foundation published a report on young workers in the coronavirus crisis using evidence from a survey they conducted. The report finds that younger and older workers have experienced the brunt of the hit to jobs and pay, with the very youngest in the most challenging position.
A third of 18-24-year-old employees (excluding students) have lost jobs or been furloughed, compared to 1 in 6 prime-age adults.
Similarly, 35% of non-full-time student 18-24-year-old employees are earning less than they did prior to the outbreak, compared to 23% of 25-49-year-olds.
The proportion of 18-24-year-old non-fulltime students who have lost their main job since the coronavirus outbreak began (9%) is three times as large as the figure across all employees
Young people are more likely than other age groups to work in atypical jobs. Recent analysis shows that people in atypical work are concentrated in 'shutdown sectors' directly affected by lockdown measures, such as hospitality and non-food retail.
Those aged 25-39 are most likely to be working from home during the crisis, and most likely to expect to do more of this in the future. Conversely, the youngest employees and those aged 55 and older are the most limited in what they can do from home.
Maja Gustafsson, report author said:
Our findings show the disproportionate impact of the coronavirus crisis on the youngest and oldest earners. These employees are more likely to have lost work or been furloughed due to the crisis than those of prime age, and have experienced the biggest pay swings with large proportions losing earnings. Government support through the Coronavirus Job Retention Scheme is helping many of these affected workers get through the crisis. As the crisis continues to unfold, comprehensive support across ages and targeted support for the very youngest workers will be essential to minimise the damage done, and especially to minimise long-term employment and pay scarring for the young.
The Institute of Student Employers has issued a report on the graduate labour market and Chief Executive, Stephen Isherwood, writes for the Guardian. He explains there are still glimmers of hope for graduate employment – although overall volume is down (12% cut in graduate jobs and 40% cut in placements) many employers are still recruiting or delaying induction programmes until later in the Autumn. Furthermore, certain sectors are not anticipating a downturn and this alongside vacancies in key sectors (STEM and digital) offers many opportunities. The article states interviews, assessments, and seeking out recruitment talent have been online for some time, but C-19 has increased the overall volume of virtual activity and that we can expect this increased practice to continue post-virus:
Many of these practices are long-term trends accelerated by coronavirus. Even though broadband can falter, interviews and assessments are delivered faster and more economically online. Employers won't revert to labour intensive methods as business returns to normal. Finally, Stephen warns about the lure of a Masters. Stating There is absolutely nothing wrong with the pursuit of postgraduate study for the love of learning, if students are making an informed investment decision. And warning that some employment sectors did not value a Masters above an undergraduate degree.
The Financial Times has an article which begins with the doom and gloom outlook (worst economy since the Depression, UK hiring intentions at their lowest level in 15 years). However, it goes on to highlight how some larger firms are running their summer programmes online with almost-guaranteed jobs at the end to fill their need for 'fresh blood'.
… the onus on companies that can work virtually to step up and prevent this generation from paying a disproportionate price. We've had a lot of talk during this crisis about stakeholder capitalism and the need to prevent economic scarring. This is one of those moments where push comes to shove.
…the big Wall Street banks, including Goldman Sachs, Citigroup and JPMorgan Chase, are pushing ahead with online summer programmes and will bring in thousands of new trainees on schedule in the autumn. "We want to be there for our communities. We need new blood to make sure that we can forge ahead," says Ryland McClendon, who runs career development programmes for JPMorgan. Citi has also guaranteed that participants in its abbreviated summer intern programmes will be offered full-time jobs in 2021, as long as they meet minimum requirements. "We saw an opportunity to relieve some of the stress and uncertainty so many young adults are feeling right now, especially those preparing to enter a job market in the midst of great economic uncertainty," bank executives explained in a
That is not only admirable but good business. Recovery from Covid-19 may come slowly. But, when it does, some companies will have well-trained young staff ready to get to work. Others will only have a string of disappointed youngsters with bitter memories.
Wonkhe have new blogs:
If industry-oriented degrees are the answer, what are some of the questions?
Supporting student careers in challenging times –
New loans: The Guardian have an explainer article on loan application following the Student Loan Company who have urged prospective students to apply for their 2020/21 loans early to ensure they don't face delays.
Devolved consequences: Both Wales and Scotland are reporting significant consequences of C-19 on universities finance, recruitment and stability. If you are interested in the devolved position Wales Fiscal Analysis has issued a paper.
Home School: The Institute for Fiscal Studies has published a report on learning during the lockdown focusing on the experience of children.
Immigration: With the Immigration Bill passing the vote Wonkhe talk about the Impact Assessment: The Impact Assessment for the Immigration and Social Security Co-ordination (EU Withdrawal) Bill suggests that 20 per cent of EU/EEA students would be deterred by newly applicable visa requirements – around 15,000 per annum during the first five years of the policy, an estimate of up to 25,000 fewer EU higher education students in the UK by academic year 2024-25 relative to the baseline.
However the projections of an increase in non-EU/EEA international students following the implementation of the Post-Study Work Visa dwarf these changes – a 10 per cent increase in enrolments would mean an estimated annual increase of around 25,000 over the first five years of the policy. The projected increase in international tuition fee income would be between £1 billion and £2 billion over the first five years.
Behavioural changes and migration flows are notoriously difficult to predict, so the document cautions that these figures are indicative only.
Home working: in non-policy news the CMI have found that many managers have found working from home a largely positive experience and intend to incorporate it into their regular working week post-virus. And New Zealand's prime minister Jacinda Ardern urged employers to consider flexible working options, including a four-day week , as part of efforts to rebuild the economy after the pandemic.
Online graduation: Wonkhe have a comedy round up of the latest (mainly American) virtual graduation antics.
Post Covid Society: Politics Home cover a survey by The House (parliament) on MPs expectations of a post Covid society.
Three quarters of MPs believe taxes will increase to fund public services in the wake of the coronavirus crisis.
Almost two-thirds of MPs believe pay for NHS and care workers should be higher, while 56% say the pay packets of key workers such as bus drivers should also increase
72% of MPs agree that "taxes will increase to fund public services", while 83% agree that "the state will play a greater role in the economy"
73% agree that "tough spending choices will have to be made" – but just four in ten would back cuts to public services to rein in spending
Freezing public sector pay was opposed by the majority of MPs
90% believe that unemployment will be higher
65% agree that "people will be kinder to each other" after the pandemic – but just 10% say politics will "be less partisan"
Just 8% believe the public will have more trust in politicians
51% of MPs support a further extension to the Brexit transition period (49% don't)
On handling coronavirus 9 in 10 MPs believed the NHS had performed very well, with half of those selecting performed 'very well'. 60% of MPs surveyed believed the police had performed well. 63% of MPs felt the British media had performed poorly (10% felt had performed well).
Conservative opinion on the debt is split. Some warn against increasing taxes to pay off the debt accumulated from tackling the virus. However, a number of Conservative backbenchers would prefer Sunak to pursue economic growth and pay off the obligations over time.
Tags: access and participation admissions apprenticeships employability financial sustainability Graduate Outcomes international students mental health Office for Students OFS outreach parliament postgraduates reopening campus social mobility student experience student finance UKRI
COVID-19, humanities, Impact, NHS, parliament, policy, Research news, Student Engagement jforster
Speculation on what the easing of lockdown means for universities and particularly research labs. Contention over the Augar Review recommendations. Further concerns for the employment outlook of the graduating cohort alongside conjecture that the lack of work may mean those who hadn't planned to may consider postgraduate study or even commencing university at undergraduate level. And more parliamentary questions than you could ever dream of!
BEIS Chair: Darren Jones MP won the vote and has been appointed as the Business Energy and Industrial Strategy select committee chair. The Labour representative on 13 other select committees will also change due to the incumbents accepting Shadow Cabinet roles. Dawn Butler and Kim Johnson will replace Lucy Powell and Fleur Anderson on the Education Select Committee.
Virtual Parliament Ends: Despite all the investment and flurry of activity finding a virtual solution for Parliament it has been announced that the hybrid arrangements whereby some Parliamentarians remain in the chamber for business and some remote in virtually will end by Friday 22 May. MPs and staff have been told they'll need to return 'to normal' from June. Many MPs feel this is precipitous and inappropriate.
House of Lords HE Debate
Last Wednesday (6 May) the House of Lords debated the impact of the Coronavirus on the HE sector and students. You can read the full debate here. Summary:
Lord Blunkett (Lab) tabled a private notice question on the support package unveiled for universities and students and what steps the government were taking to protect quality and accessibility in the sector.
The Parliamentary Under-Secretary of State, Baroness Berridge, said that all providers must adhere to Office for Student conditions on quality and access. She affirmed that the Government were bringing forward £2.6 billion of forecast tuition fee income to help universities' cash flow, and providing students with more support, including increasing student hardship funds.
Lord Blunkett (Lab) queried whether the definition of a 5% student uplift referenced in the package was based on forecast numbers, rather than a historic benchmark. He also pressed the minister for timelines of the publication on the work of the research sustainability taskforce, "in respect of the likely catastrophic loss of income from overseas students and the urgent need to underwrite research funding".
The Minister confirmed that the precise figures to determine the 5% uplift on the cap would be provided at provider level, and the methodology for that will be published shortly.
Baroness Garden of Frognal (LD) said the loss of income from foreign students would be compounded by the loss of research income from Horizon 2020 and other EU participation programmes. She queried what steps were being taken to encourage overseas students to come to the UK.
The Minister confirmed that the Department for Education was working with the Department for International Trade to amend the international education strategy. "The clear message is that the UK is open for business and for international students to come at the start of the academic year", she said.
Opposition Spokesperson for Education and Business, Energy and Industrial Strategy, Lord Bassam of Brighton, commented that "the Government are allowing universities to charge students the full £9,250 annual tuition fee while our campuses remain closed—as long as there are highest standards of online teaching".
He posited that many courses were simply unfit for online learning and contended that the market-driven higher education system had forced students to see themselves as consumers, "and they are not getting what they have paid for".
The Minister responded that the Office for Students had been very clear on quality of provision that should be maintained during this period.
Baroness Bennett of Manor Castle (GP) queried how future policies could help universities move towards a more co-operative model and eliminate the waste emanating from competition. "The kind of waste that could be eliminated is, as the Augar report highlighted, the £500 per student that is spent on marketing", she added.
The Minister responded that the Office for Students was a modern regulator, encouraging greater innovation and putting student choice at the centre of the system.
In last week's policy update we highlighted the petition to Government to refund student's tuition fees. On Thursday the Petitions Committee examined the petition and took oral evidence. You can read a summary provided by Dods here.
Research Professional report on a conversation with UUK on the dangers if universities are required to repay tuition fees – paying back fees could see some universities pushed to the edge.
Universities Minister, Michelle Donelan, answered another parliamentary question to confirm that tuition fees remain payable as long as the quality and volume of delivery is appropriate.
Q – Stella Creasy: To ask the Secretary of State for Education, whether universities that have closed as a result of the covid-19 outbreak will require their students to pay their fees in full.
Fee loans are being paid directly to universities as planned at the start of the third term.
We are working with universities to make sure all reasonable efforts are being made to enable students to continue their studies to the best of their abilities. There are some fantastic and innovative examples of high-quality online learning being delivered by institutions across the UK, and the sector is already working hard to prepare learning materials for the summer and autumn terms.
Students ordinarily should not expect any fee refund if they are receiving adequate online learning and support. However, the government has made it clear that if universities are unable to deliver adequate online teaching then it would be unacceptable for students to be charged for any additional terms of study, which would effectively mean that they were being charged twice.
Whether or not an individual student is entitled to a refund of their fees will depend on specific contractual arrangements between the student and their university.
In the first instance, students should speak to their university. We expect student complaints and appeals processes to be operated flexibly, accessibly and sympathetically by institutions to resolve any concerns. Students who are not satisfied with their institution's final response can ask the Office of the Independent Adjudicator for Higher Education to consider their complaint if their institution is based in England or Wales.
A Lords response on (not) adjusting tuition fees for online provision.
There is a Bill before the Scottish Parliament that will allow students who cannot take up their place in university accommodation because of C-19 to end their lease. Research Professional report that
those already with halls of residence contracts will be able to cancel their agreements with seven days' notice, and those who enter into such contracts will also be able to cancel with a month's notice. This, if passed, will stop students from being liable for rental costs for next year when, in all probability, at least part of their teaching will be taking place virtually.
The BBC has covered the news of the Bill.
Private student renter support for those the university encouraged to go home.
This on Government – University discussions on rent.
Government's Support Package for HE
The Shadow Universities Minister, Emma Hardy, was unimpressed with the Government's support package for HE institutions. Research Professional (RP) ran the exclusive with her writing an open letter to higher education.
RP report that the Shadow Minister stated: I was very disappointed that the government rejected the collective proposals put forward by Universities UK and chose instead just to bring forward the payment of student fees alone. This does nothing to address the underlying loss of income in the long term and consequently universities are being forced to set budgets in the dark without a safety net.
RP continue: In her letter, Hardy addresses university budgets, widening participation, casual contracts, student rent, open learning, mental health, anchor institutions, skills and training. She rounds on the government's apparent neglect for students, saying that students are seen as "somehow a different category of person whose welfare is the sole province of universities and the Office for Students". She calls Monday's financial rescue package an "abdication of the government's responsibility".
On easing Lockdown Emma Hardy was similarly unimpressed stating the PM's speech contained a total lack of clarity. Research Professional has also considered what easing lockdown could mean for Universities.
The Office for Budget Responsibility has published a coronavirus analysis modelling the impact of the virus and the measures put in place to tackle and ameliorate for it. Research Professional reported from the report on Sunday that while universities may not suffer in terms of income lost until September, they would be the sector hardest hit by the coronavirus crisis.
Wonkhe explain why the schemes the Government want Universities to access (furlough and business continuity schemes) don't really work for the HE sector.
There is lots of talk about the Policy Exchange report, A training opportunity in the crisis, which some sector reporters suggest is another way for the Government to close down the degree courses they don't feel add value to the UK economy – "mickey mouse courses".
This Wonkhe blog looks at the options available for the sector and highlights these excerpts from the Policy Exchange report:
…a Policy Exchange report that's officially on "skills", but is really onreorganising tertiary. First some clickbait keywords – current bail out conditions provide Government, he says, with short term leverage to "weed out" weaker courses and push back against "grade inflation", "unconditional offers" and other "pathologies of modern", market-driven HE.
Dods summarise the key points of the Policy Exchange paper:
[The paper] sets out how the coronavirus crisis could be a watershed moment for education and training in the UK. Among other recommendations, it urges the Government to undo the policy error of abolishing the polytechnics in 1992… it argues that the current crisis offers an opportunity to cut through many of the normal blockages and vested interests, not least since we may – in the wake of coronavirus – be moving into a period of high unemployment, which will require a radical rethinking of current policy.
These are the executive summary points taken from within the paper itself:
The coronavirus crisis underlines the need for an education and training system that is better aligned with the economic and social needs of the UK. We can no longer afford the luxury of a wasteful mismatch produced by low value degrees and a disorganised approach to vocational training.
The Government must overcome the resistance of the higher education sector, which has quietly become a powerful cultural and economic vested interest.
This paper recommends that a new "opportunity grant", to train or retrain, of at least £3,000 should be on offer for every individual, with added loans to cover more expensive courses and maintenance costs for those who want to take courses full time (repaid in the same way as student loans). The grant money would not go to the individual but would be drawn down by the training provider or FE college or, in a few cases, university.
It recommends suspending the apprenticeship levy for new entrants and replace it with a radically simplified model focused on school leavers (only about 9 per cent of whom currently enter an apprenticeship) and young people up to the age of 24, with Government and employers splitting the full cost 50:50.
Lastly, it recommends the creation of a sub-set of "applied universities," essentially undoing the policy error of abolishing the polytechnics in 1992. With the exception of the "higher" vocational courses in medicine, engineering, and perhaps law, most vocational degrees should be clustered in the applied universities
Admissions – support for HE providers who recruit only at a significantly decreased level for 2020/21 (answer – just the package already announced).
What plans the Government have to provide financial assistance to universities during C-19.
New guidance as lockdown "eases"
As educational institutions make decisions on where to go with Sunday's announcements on the easing of lockdown from Wed 13 there is clear guidance on Gov.uk on a couple of points at least.
Q – Can students return to their family home if they've been in halls all this time?
A – In general, leaving your home – the place you live – to stay at another home is not allowed. If a student is moving permanently to live back at their family home, this is permitted.
Q – Who is allowed to go to work?
A – In the first instance, employers should make every effort to support working from home, including by providing suitable IT and equipment as they have been already. This will apply to many different types of businesses, particularly those who typically would have worked in offices or online.
Where work can only be done in the workplace, we have set out tailored guidelines for employers to help protect their workforce and customers from coronavirus while still continuing to trade or getting their business back up and running. We will be publishing even more detailed COVID-19 secure guidelines in the coming days, which has been developed in consultation with businesses and trades unions.
These 'back to work' guidelines apply to selected groups, including those working in labs and research facilities.
There are specific guidelines for those who are vulnerable, shielding, or showing symptoms.
And on attending university – there is no answer (yet) but there is a question.
Q – Can children go back to early years settings, schools or university?
A – We initially urge those who are currently eligible to use school provision (children of critical workers and vulnerable children) to attend. As soon as it is safe to do so we will bring more year groups back to school in a phased way when it is safe to have larger numbers of children within schools, but not before. Keeping children and staff safe is our utmost priority.
Schools should prepare to begin opening for more children from 1 June. The government expects children to be able to return to early years settings, and for Reception, Year 1 and Year 6 to be back in school in smaller class sizes from this point.
Secondary schools and further education colleges should also prepare to begin some face to face contact with Year 10 and 12 pupils who have key exams next year, in support of their continued remote, home learning.
The government's ambition is for all primary school children to return to school before the summer for a month if feasible.
There might be some clues here for what the answer will be when there is one:
Q – How will you make sure it is safe?
A – Schools can now operate if they are organised in a way that is compatible with minimising the spread of the virus. The next phase of measures will require the development of new safety standards to set out how physical spaces, including schools, can be adapted to operate safely.
We will publish guidance advising schools on reopening to ensure schools can adequately prepare for the next phase. One of the main protective measures we can take to reduce transmission is to have small consistent group and class sizes.
Labs and research facilities – there is a specific set of broad guideline for cautious reopening
On lab based researchers returning to work research Professional write:
Perhaps of most immediate interest to higher education people—particularly those engaged in lab or field-based research—was the announcement that as of today, those who cannot carry out their work from home are "actively encouraged" to go back to work.
While Johnson used the example of the construction industry, it is hard to argue that researchers whose lab work is housed on campus or in research institutes can meaningfully carry out their work from home. Those who have such work to go back to (though who knows how many experiments have been lost, either due to a lack of attention or by lab capacity being usurped by urgent coronavirus work) are now, it would appear, permitted to do so.
That is, provided that they can get there—without using public transport, wherever possible. Also, their employers (which is where university professional and support services come in) must ensure that their workplaces have been made "Covid secure".
Easing back to Education
Another week brings a further set of opinions on what a graduate emergence from lockdown might be like within HE. These two were written before Sunday's announcements:
Wonkhe consider the middle ground with some aspects back on campus but respecting social distancing.
Research Professional (RP) report that Italian research labs reopen and describe their working conditions.
And these published after the announcement:
RP look for clues within the published schools reopening guidance and speculate about which research labs it is most important to open first. Alongside the tricky issue of the volume of support staff that would be needed back on site to support those working in labs (cleaners, post services, estates functions, senior supervision).
RP cover Portugal (instructed to blend face to face with distance from September, and relaxing the entrance rules) and Germany (partially open for teaching and research where face to face necessary – but digital learning prioritised, some states prefer digital only, face to face contact remains controversial).
The Centre for Education and Youth has produced a report stating that summer schools likely won't deliver the catch up for school pupils that is needed (although different approaches may result in success). They also recommend balancing academic ideals and emotional wellbeing. Teachers are most concerned about their disadvantaged pupils. Furthermore, special consideration should be given to pupils transitioning between phases or schools.
RP suggest that Universities or parts of universities could be moving in and out of quarantine on a regular basis. And another article details the institutions who do not intent to (immediately, at least) reopen their labs.
A Wonkhe student union blog looking at what we're allowed to do, able to do, and willing to do when the autumn term commences – and how individual differences may create further inequities.
General Public Opinion on easing lockdown
A snap YouGov poll conducted after Sunday's easing of lockdown announcements showed divided sentiments within the nation.
44% of surveyed support the easing, 43% are opposed, 13% are 'unsure'.
Conservative voters support the intended measures more than Lib Dem or Labour voters.
Support for the easing rises with age, and men are a little more likely to support the work and exercise relaxation rules than women.
However, those opposing the easing measures are not opposed to ending lockdown, instead 91% of the opposed feel the relaxation of measures go too far.
70% of the survey population weren't keen on the new Government catchphrase either (stay alert, control the virus, save lives), finding it unclear on what they are supposed to do. Again there is a party divide influencing whether the responders like the slogan.
Another YouGov poll finds that 82% of the public think they could easily cope with the current state of affairs until June.
Those that would find it hard is up 2% from 11% to 13%.
63% said they'd be OK until July. But by August predicted coping drops to 44%, with 50% of respondents saying they'd have a hard time continuing as present until August.
It drops again to 35% who could cope into September. And 22-25% believe they'd be OK until January 2021.
YouGov say: The fact that figures level off at this point [November] could simply reflect the limits of how far into the future Britons are able to imagine their emotional state, rather than representing the bedrock figure for how many people could effectively cope indefinitely.
Augar Review
The surprise news of the weekend was Phillip Augar stating that C-19 has changed the sector and that he no longer stands by some of the recommendations the Post-16 review of tertiary education report made.
You'll recall that the Augar report has been published for nearly a year but due to Government procrastination, in part caused by the change in Conservative leadership, there has been no official response to the recommendations.
Now Augar writes in a personal capacity for the Financial Times stating now might not be the time to reduce the social science/humanities fee level as the Augar review originally recommended. However, it is not quite the 'U-Turn' that the HE media are reporting. Much of what Augar has to say continues along the report's party line, i.e. not all courses financially benefit the economy as much as others. Here are the key excerpts from the Financial Times article – the time is ripe to reform UK university finance.
Higher and further education will play a key role in shaping this [the way the world of work will change due to C-19]. England, where the sectors are disconnected and unevenly funded, faces particular challenges. A panel on post-18 education, which I chaired, reported a year ago and the government says it will respond this year. Reform would be timely.
However, there are signs that the dividend from higher education as currently delivered in England has played out. One in three graduates are not in graduate-level employment; one in five would have been better off financially had they not gone to university; and outcomes for the disadvantaged vary too widely. Recruiting large numbers on to poor quality, irrelevant courses is not a triumph of social mobility. Better directed recruitment at scale could be.
This is a public as well as a private issue. University education in England is funded by state-backed student loans, written off after 30 years. Nearly half of all students receive a government subsidy in this way. The write-off varies between subjects. The state loses money on around a third of all subjects studied. It writes off more on social studies subjects than on maths, computer science or engineering; more on communications and media studies than on agriculture and veterinary science; and more on creative arts than on any other subject. Without denigrating any subject as being unworthy of study, there is a clear misalignment between the subsidy and the economy's needs.
The funding model is the root of the problem. It allows universities to charge £9,250 for all courses, cross-subsidising research and expensive subjects from fee income earned on high-margin courses and overseas students. This has led to an oversupply in some disciplines, under-investment in science degrees and over-reliance on overseas student fees, which necessitated this week's government support package.
The panel I chaired recommended cutting tuition fees to the average cost of a humanities degree — £7,500, according to Universities UK — and increasing the existing top-up for strategically important courses. Covid-19-related disruption may now mean that such a fee cut would be too destabilising. But the problem has not gone away. An alternative would be to freeze fees for a further five years and ramp up the teaching grant for strategic subjects. Other options include number caps on some courses or a payment back to government by universities for reinvestment in priority subjects.
One final point. The importance of the country's research base has been underlined during this crisis. In future, university research needs to be funded openly, generously and strategically, not partly via the back door.
So he hasn't really changed his mind as others are reporting. He's just saying make the proposed cuts by another method so as not to add to the immediate destabilisation of the sector. And the alternatives he proposed might not be that popular either, although they will resonate with those who like the Policy Exchange report referred to above.
Research Professional reached out to Nick Hillman, director of HEPI, to ask his opinion on Augar's pronouncement. Here's his response: Augar's tuition fee U-turn made me splutter into my Pimm's.
One of the great unwritten rules of politics is that if you ask a member of the great and the good to review a policy area for you, you can reliably expect them to defend their conclusions for years to come… Augar's volte-face is nothing to do with the government ruling out his idea. We are still waiting for them to tell us what they think of a report that was originally announced at the Conservative Party conference back in 2017… Indeed, the U-turn is oddly timed because, in some respects, the chances of the Augar report's main proposal being implemented have improved in recent months. Alison Wolf, an influential member of the Augar panel, has started advising Number 10 and numerous people have called for fee reductions to help students hit by Covid-19. Former UCAS chief executive Mary Curnock Cook, for example, has called for a 20 per cent fee discount.
Hillman takes exception with Augar blaming Blair for the 50% young people entering HE aspiration. Hillman states:
This historical inaccuracy matters because it allows Augar to continue portraying the recent expansion of higher education as an error. He argues that "the dividend from higher education as currently delivered in England has played out". That is a very odd argument to make on the cusp of a recession. Earlier downturns have proven that being better educated is an insurance policy against unemployment.
And on Augar's FE points (see article) Hillman also disagrees:
But his third argument is highly questionable. He says there is a need to boost further education to provide "a viable alternative to degrees". This is half true and half crazy. Do we need a better offer for people who do not undertake higher education? Indubitably. But are there too many people doing degrees? No.
The problem the UK faces, as shown clearly in comparative OECD data, is that we have too many low-skilled people, not too many highly skilled people. In eduspeak, too many people are educated only to levels 2 and 3, and not enough at levels 4 and 5 and levels 6 and 7.
The Royal College of Midwives, the Royal College of Nursing (RCN), UNISON and the NUS have written to Matt Hancock asking him to "acknowledge students' selfless service, not only with words, but in a tangible and quantifiable way". By:
reimbursing tuition fees or forgiving current debt for all current nursing, midwifery, and allied healthcare students;
abolishing student-funded tuition fees for all nursing, midwifery, and allied healthcare students starting in 2020/21 and beyond, in recognition that they will be supporting vital public services; and
introducing universal, living maintenance grants that reflect actual student need.
The RCN have been a very effective lobby force over recent years as they have ceaselessly campaigned again the introduction of tuition fees and the removal of the NHS bursary. Have you ever noticed how we talk about nursing fees far more than the other allied health professions? This is down to the organisation's effectiveness in keeping their demands in the spotlight, the relationships they've developed with policy makers and applying pressure on the Government. While these demands are not new, especially during the increased calls for it during C-19, nurses have even more public attention, awareness and positive public feeling behind their campaign for change now. But will the Government cave and reform the system at a time when the pressure on public spending is almost unprecedented? It could go either way, we wouldn't like to predict!
There was also a parliamentary question on the topic:
Q – Stuart Anderson: To ask the Secretary of State for Education, whether he has made an assessment of the potential merits of replacing tuition fees with a teaching grant for courses taken by (a) health professionals and (b) other key workers.
The government subsidises the costs of higher education through the teaching grant and write-off of unpaid tuition fee loans, which ensures a sustainable system. Nurses and other healthcare students are currently eligible for a range of financial grant support in addition to tuition fee and living cost loans. There is also a range of additional support and bursaries for students in other professions where they are considered to be critical workers.
This week we had International Nurses Day and Nursing Times have published a call from NHS England's Chief Executive, Sir Simon Stevens, for universities to increase the number of nursing students they take each year. The article claims that 8,000 more clinical placements are available for trainees. Outstripping supply of students by an additional 4,000. NHS England has called for a Spring start as well as the traditional autumn intake. The Council of Deans have confirmed several universities already do this and it primarily attracts mature students. Dr Kolyva from the Council of Deans stated:
Multiple student cohorts do have implications for staffing and timetabling…Though these are not necessarily insurmountable if there is enough student interest, it would be useful to work with Government on supportive measures, including more flexible student finance arrangements and policies to boost the academic workforce. [There are also] …challenges to be addressed around student placements and the provision of support in practice so long as the pandemic continues".
The Royal College of Nursing Chief Executive also contributed to the article commenting that to truly grow the nursing workforce more needed to be done including the scrapping of tuition fees. The Independent also cover the story of additional clinical placements without students to fill them. Wonkhe have an older (2019) blog on difficulties associated in the expansion of nursing.
Graduate Outlook
This week has seen a myriad of sources all covering the graduate outlook for those students finishing their degree this year. Prospects have published Graduating into a pandemic: the impact on university finalists. The article leads with: Nearly two-thirds of university finalists feel negative about their career prospects and many have lost job offers or placements as a result of the COVID-19 crisis – but others say they now have more time to plan their future. The article goes on to describe the results of their graduate recruitment survey:
1% lost their work placement/internship
2% lost their job
2% had their job offer deferred or cancelled.
Some other stats:
47% are considering postgraduate study
82% feel disconnected from employers
See the article for more content including what students expect from Careers services and would like to know from employers.
The Telegraph covers the survey in Almost a third of graduate jobs have been cancelled or deferred due to coronavirus and on the national situation in Graduate job adverts fall by three quarters ahead of 'extremely challenging' summer.
Financial Times write that The class of 2020 need help to start their careers.
i News reports that the job crisis may persuade more young people to commence a degree in September. They quote Nick Hillman of HEPI as saying: If you were leaving school this summer you're not going to get a job frankly… If you were thinking you might go and get a job, you might as well stay on and go to higher education. Although there isn't comment on how this potential phenomenon might impact of non-continuation rates. i News also reports on the Prospects survey we mention above:
Separately, a survey by the careers service, Prospects, found that nearly half (47 per cent) of final year students are now contemplating postgraduate study, as graduate job opportunities have dried up in the wake of the pandemic. The survey found that 28 per cent of final year students have had their graduate job offers deferred or rescinded. There could be a marked rise in applications for courses which lead towards occupations which are perceived to be "recession-proof", such as teaching.
The same article states UCAS have noted calls from students who planned to defer but now wish to attend in September – perhaps because their internship or travelling plans have to be rethought. Finally iNews state that applications by mature students and graduates wishing to take postgraduate courses are also set to rise, as older adults seek a safe haven amidst the economic turmoil caused by Covid-19.
The British Academy are upbeat (their report has a general outlook – it isn't commenting on the effects of the Coronavirus) and they have published a report examining the employment prospects of graduates from different subject groups. It finds that graduates in the arts, humanities and social sciences (AHSS) are just as employable as their counterparts in STEM subjects, fuel some of the fastest-growing sectors in the UK and enjoy rewarding careers in a wide range of sectors. They are also more likely to change sector and role voluntarily, without wage penalty, suggesting greater flexibility and choice than STEM graduates. Furthermore graduates of arts, humanities and social sciences are just as resilient to economic upheaval as other graduates and are just as likely to remain employed as STEM graduates during downturns.
Research Professional also write that further study could ease the pressure from graduating into a collapsing job market in More time at university could protect graduates from recession.
And Wonkhe have scoured the Student Hut's Covid-19 tracker finding that students
are hoping for discounts on postgraduate fees as compensation for time lost due to the pandemic – with more than half prepared to accept a "significant" discount on future study or continuing professional development to make up for interruptions to their learning this year.
Labour Market Statistics
The DfE published graduate labour market statistics for 2019 graduate, postgraduate and non-graduate employment rates and earnings (for England). These set out a breakdown of employment rates, unemployment rates and gross median annual earnings by different age groups and by undergraduate and postgraduate degrees. Key Points:
Non-graduates were most likely to be employed in medium/low-skilled roles (48.1%). The proportions for graduates and postgraduates were 21.9% and 9.8% respectively; 0.4 and 1.2 percentage points lower than in 2018.
In 2019, the median salary of working-age graduates was £34,000. This represents no change from 2018. Non-graduate salaries rose to £25,000, narrowing the gap between the two groups to £9,000.
Post-graduates saw the largest increase in median salary from 2018 (+£2,000). Increasing the gap between graduates and post-graduates to £8,000, the largest it has been since 2007.
The employment rate for working-age graduates in 2019 was 87.5%, slightly lower than the rate in 2018 (87.7%).
6% of working-age graduates were in high-skilled employment in 2019, compared with 78.9% of postgraduates and 23.9% of non-graduates. Although this represents a slight increase of 0.2 percentage points since 2018 for graduates, the rise was larger for both postgraduates (2.4 percentage points) and non-graduates (1.0 percentage point).
Young non-graduates performed the worst across (employment rate, inactivity and unemployment). The inactivity rate for young non-graduates (20.2%), was more than double the rates for young graduates (7.9%) and postgraduates (8.0%). However, this cohort is likely to include a significant proportion of economically-inactive students.
Across all qualification categories those aged 21-30 were more active in the labour market than the general working-age population, however, with the exception of graduates, the unemployment rates of the young cohort were also higher. This could indicate that young postgraduates and non-graduates find it relatively more difficult to find employment than their working-age counterparts.
Across all qualification types, individuals in the young population had lower high-skilled employment rates than their working-age counterparts. This may provide some evidence for graduates and non-graduates 'upskilling' as they acquire increasing amounts of labour market experience. It could also, however, reflect the limited number of high-skilled employment opportunities available to younger individuals and the potential difficulties they face matching into relevant jobs early in their careers.
Skills Challenges
The Federation for Industry Sector Skills and Standards has published a report on which industries face the biggest skills challenges. The report takes a longer term view, beyond immediate challenges posed by C-19, and compiles data on long term and transformative trends shaping the future of skills, such as automation and the ageing workforce. Dods summarise the key challenges:
Automation – The fourth industrial revolution could alleviate skills challenges, but some industries are more amenable than others. While 58% of jobs in hospitality are at risk of automation, this falls to just 34% of jobs in Information and Communication.
Ageing workforce – By extending working lives, this is as much an opportunity as a challenge. Agriculture, forestry and fishing is the sector with the oldest workforce. Over 50% are over the age of 50 compared to just 17% in hospitality.
Brexit – Immigration policy will be a more significant challenge for some sectors than others. While only 3% of the Public admin and defence workforce are EU nationals, this rises to 15% for the industry known as households as employers (e.g. gardeners, babysitters, cleaners etc.).
Staff turnover – Skills policy often concentrates on the talent coming into an industry. But stemming the flow of talent leaving the industry can build up the stock of skills. Sectors like Education have a low proportion of employees leaving the industry each year (14%) while for Arts, entertainment and recreation it stands at 35%.
There has been a lot of reflection on research this week,
Research Professional have a blog which argues for the practice of using international tuition fees to cross subsidise research to be reconsidered – which an emphasis on Government support to pay more. It is set both within the context of expected reduction in international student numbers (so less money available to fund the research) and that post-crisis research should be funded more comprehensively and fairly.
Wonkhe have a blog A bold plan for research will guide choices in a post-Covid economy.
Another Research Professional article reiterates last week's messages that the Government support package only represents a 5% drop in the ocean against what UUK calculated was needed.
Taskforce: The University Research Sustainability Taskforce (part of the Government's non-bailout support package) held its first meeting on Tuesday co-chaired by both Ministers (Michelle Donelan – universities and Amanda Solloway – science). Details from the meeting haven't yet been released.
The Power of Place: CaSE (Campaign for Science and Engineering) have an 11 page report with case studies demonstrating the importance of investing in regional R&D.
Access, Participation and Success
Wonkhe report that Student Minds have called on the government to offer further mental health support for students during the Covid-19 pandemic.
HEPI have a blog by UCAS chief executive Clare Marchant Above and beyond predictions – No exams presents an opportunity for innovation in contextual admissions.
Laptops for vulnerable and disadvantaged young HE students.
Ensuring universities provide e-learning.
Definition of disadvantage among year 10 pupils to qualify for the C-19 laptop ameliorative scheme.
Whether online testing for dyslexia and other neurodiverse conditions is acceptable.
Whether online testing can be used as confirmation of disability for the Disabled Students' Allowance (a holding response was given).
Unite blog for HEPI on their concerns for care experienced and estranged students who are struggling without a familial support network or their part time employment during the coronavirus crisis. They call on Government to put: in place an emergency grant for care-experienced and estranged students, to make sure that they are not forced to drop out of their studies in order to support themselves.
Changes in Further Education
Wonkhe report that the government is planning on bringing further education colleges back into public ownership in (another) major shakeup of that sector. Gavin Williamson has suggested that a white paper about this is imminent – we should watch this closely for clues as to the government's plans for the whole tertiary landscape.
FE Week cover the story, excerpts:
Work has begun on a White Paper to be followed by legislation, after recent attempts to financially stabilise the sector with an area review programme and restructuring funds totalling around half a billion pounds were deemed to have failed.
The number of colleges in formal intervention over their finances, currently more than 30, continues to rise and government bailouts have not stopped in recent months despite attempts to end them last March with the introduction of a new education administration regime.
…it is understood that civil servants have concluded the first and so far only colleges to be put into administration… have been both too slow and too costly.
FE week states the Government have been working on a FE Bill since January and that SoS Education, Gavin Williamson, has stated the reforms will be 'revolutionary'. Government is concerned that where a college is failing both financially and poor quality provision the governing body remains independent and the Government has limited powers of intervention. FE week says:
It is understood Williamson and the team around him are becoming increasingly frustrated by this inability to step in when they deem there to have been leadership failures.
On the planned changes the DfE have stated:
The education secretary has already made clear that we are working on a White Paper aimed at delivering ambitious reform in our vital FE sector. The FE sector is playing a pivotal role in making sure more people can access the high-quality education and training they need to progress and will support our economic recovery following the Covid-19 outbreak. Our reforms will build on and strengthen the excellent work already happening across the country and will ensure the FE sector is at the heart of every community.
It seems the Government intend to seize all opportunities to change of course of tertiary education through coronavirus leverage. One wonders whether Augar is needed at all.
On the expected FE changes Research Professional state: The implications could be far reaching for universities as part of the government's skills and levelling-up ambitions.
An absolute flood of parliamentary questions this week! We've put them where relevant in the main part of this update and the rest are here:
What steps the [Government] are taking to ensure that university courses which supply (1) health workers, (2) teachers, and (3) other core public sector workers, are (a) protected, and (b) expanded, following the COVID-19 pandemic.
This on English language testing for international students (but particularly pertaining to Africa).
Encouraging more EU and International students to study in the UK post C-19.
Distance learning courses in HE institutions.
Position on visa extensions for international students unable to complete degree due to C-19.
And still no news on the TEF response from the Government.
Use of this year's NSS results.
C-19 effect on student's employment (whilst studying)
The role of University Technical Colleges.
OfS Board papers: Research Professional highlighted that OfS are censoring an unexpectedly large amount of their Board papers and other materials. Read the article for more detail. On this the Shadow Universities Minister stated during this incredibly difficult time, the need for honesty and transparency is even more important and I would encourage the OfS to reflect on the need to redact such huge quantities of information. Wonkhe also pick out 20 points of interest in the Board papers.
NSS results: NSS results are to be published on the OfS website on 1 July (09:30am). With provider-level and subject-level question responses, open text comments, and all providers' NSS results published on the results portal at the same time. OfS stated
UK funders and regulators will look at the data when received to assess any impact the coronavirus outbreak has had on the results and make professional judgements about its statistical reliability.
Tags: access and participation Augar review employability financial sustainability Further Education Graduate Outcomes mental health NSS nursing Review of post-18 education skills social mobility student accommodation tertiary education tuition fees