tag:theconversation.com,2011:/es/topics/higher-education-uk-9637/articleshigher education UK – The Conversation2023-09-05T17:03:24Ztag:theconversation.com,2011:article/2106592023-09-05T17:03:24Z2023-09-05T17:03:24ZUniversities and their students are vulnerable to money laundering – new research<figure><img src="https://images.theconversation.com/files/542976/original/file-20230816-21-towf59.jpg?ixlib=rb-1.1.0&rect=46%2C0%2C5184%2C3445&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Students are at risk of being exploited by financial and organised criminals.</span> <span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/back-view-man-presenting-students-lecture-478521652">Monkey Business Images/Shutterstock</a></span></figcaption></figure><p>Money laundering jeopardises the security of UK citizens and the integrity of its economy. Money launderers often target financial institutions, but they are also increasingly <a href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/945411/NRA_2020_v1.2_FOR_PUBLICATION.pdf">targeting</a> lesser regulated or unregulated sectors, such as universities. </p>
<p>Our <a href="https://orca.cardiff.ac.uk/id/eprint/160289/">research</a> has focused on how universities apply anti-money laundering legislation, as well as their response to identified threats. We have found that universities, their employees and students are vulnerable to threats from money launderers because universities are not explicitly included within the UK’s money laundering, terrorist financing and transfer of funds <a href="https://www.legislation.gov.uk/uksi/2017/692/contents/made">regulations</a>.</p>
<p>The government’s anti-money laundering laws and regulations focus on preventing the crime by requiring organisations to submit suspicious activity reports to the National Crime Agency’s (NCA) <a href="https://nationalcrimeagency.gov.uk/what-we-do/crime-threats/money-laundering-and-illicit-finance/ukfiu">Financial Intelligence Unit</a>. These are reports of financial transactions that may be linked to money laundering.</p>
<p>In the UK, <a href="https://www.nationalcrimeagency.gov.uk/who-we-are/publications/480-sars-annual-report-2020/file">more than 90%</a> of suspicious activity reports submitted to the NCA are from financial or credit institutions. However, money launderers have adapted their techniques to exploit the weaker controls and regulations in the university sector. </p>
<p>UK universities, in some cases, <a href="https://carnegieendowment.org/files/Page_AfricaUK_Corruption_1.pdf">attract</a> the family members of convicted criminals and corrupt politically exposed persons. These are people who hold prominent positions in government, business or other organisations. Their status makes them <a href="https://www.fatf-gafi.org/content/fatf-gafi/en/publications/Fatfrecommendations/Peps-r12-r22.html">vulnerable</a> to corruption and involvement in money laundering schemes.</p>
<p>The NCA <a href="https://www.nationalcrimeagency.gov.uk/news/nsa2020">revealed</a> in 2020 that increasing numbers of students are having their bank accounts used by organised criminals. Young people can be used or exploited as “<a href="https://www.bbc.co.uk/news/uk-england-45797603">money mules</a>” by crime gangs for laundering money. In 2018, students Abdi Mohamed and Nyanjura Biseko were <a href="https://www.bbc.co.uk/news/uk-england-sussex-46196850">found guilty</a> of laundering more than £10,000 through their bank accounts, part of a £37,986 fraud.</p>
<p>There have also been instances where people have used their student loans to finance terrorism. For example, Yahya Rashid was <a href="https://www.theguardian.com/world/2015/nov/18/yahya-rashid-used-student-loan-join-isis-syria-youth-custody">jailed</a> for five years in 2015 after using his student loan to pay for himself and four friends to go to Syria to join the terror group, Islamic State.</p>
<h2>What we found</h2>
<p>We sent freedom of information requests to 120 universities across the UK to discover how anti-money laundering legislation is being applied. Nine out of ten institutions responded to our requests, and while some universities provided a full response to every question we asked, others declined to answer some or all questions. Overall, <a href="https://orca.cardiff.ac.uk/id/eprint/160289/">we found</a> there is a disparity among universities regarding the implementation of anti-money laundering legislation. </p>
<p>A significant minority of universities are failing to provide staff and students with guidance on money laundering and terrorism financing risks. We found that 20% of respondents do not provide any internal anti-money laundering training for staff. While 24% of respondents do not provide any guidance to their students on the risks posed to them by financial and organised criminals. </p>
<p>Some universities are failing to recognise the money laundering risks inherent in large cash payments, with more than 21% of respondents willing to accept cash payments. For example, three universities received more than £1 million in cash between 2019 and 2020, for tuition fees and accommodation. This is concerning, particularly given that some universities do not impose any limits on cash payments. </p>
<p>Also, universities are seemingly failing to recognise the value of the financial intelligence created by submitting suspicious activity reports. This is despite the fact that university employees are bound by the obligation to submit these reports under the <a href="https://www.legislation.gov.uk/ukpga/2000/11/contents">Terrorism Act 2000</a> and the <a href="https://www.legislation.gov.uk/ukpga/2002/29/contents">Proceeds of Crime Act 2002</a>. </p>
<p>In fact, we found that most universities do not submit any suspicious activity reports at all to the NCA. Most suspicious activity reports are submitted by a small number of universities. </p>
<p>This means that while universities are not explicitly included within the regulations, the current disparity of its application by the sector will continue. It means that universities and their employees are at risk of criminal and civil liability for committing money laundering and terrorism financing offences, or for failing to establish preventative measures. </p>
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<img alt="Students wearing black gowns throw their mortar board hats in the air." src="https://images.theconversation.com/files/545238/original/file-20230829-15-tf55pk.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/545238/original/file-20230829-15-tf55pk.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=401&fit=crop&dpr=1 600w, https://images.theconversation.com/files/545238/original/file-20230829-15-tf55pk.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=401&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/545238/original/file-20230829-15-tf55pk.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=401&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/545238/original/file-20230829-15-tf55pk.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/545238/original/file-20230829-15-tf55pk.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/545238/original/file-20230829-15-tf55pk.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="caption">Students can be exploited as ‘money mules’ by organised criminals.</span>
<span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/portsmouth-july-20-graduation-ceremony-university-298907810">Enrico Della Pietra/Shutterstock</a></span>
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<p>To reduce the risks to which universities and their students are exposed, the UK’s money laundering, terrorist financing and transfer of funds <a href="https://www.legislation.gov.uk/uksi/2017/692/contents/made">regulations</a> should be explicitly applied to the higher education sector. This should include providing guidance to staff and students on terrorism financing and money laundering risks. And allowing cash payments for accommodation and tuition fees should be prohibited, or at least severely restricted.</p><img src="https://counter.theconversation.com/content/210659/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>The authors do not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and have disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Higher education institutions are not explicitly included within the UK’s anti-money laundering regulations.Nicholas Ryder, Professor of Law, Cardiff UniversityHenry Hillman, Lecturer in Law, University of ReadingSam Bourton, Senior Lecturer in Law, University of the West of EnglandLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/2020782023-05-04T11:54:40Z2023-05-04T11:54:40ZUK students are abandoning language learning, so we’re looking for a more creative approach<figure><img src="https://images.theconversation.com/files/519052/original/file-20230403-16-youwpw.jpg?ixlib=rb-1.1.0&rect=64%2C0%2C7200%2C4796&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><a class="source" href="https://www.shutterstock.com/image-illustration/learning-languages-online-audiobooks-concept-books-339642275">Maxx-Studio/Shutterstock</a></span></figcaption></figure><p>There is a storm brewing for modern language education in the UK. The uptake in higher education has <a href="https://www.thebritishacademy.ac.uk/documents/1764/BAR35-04-Kenny-Barnes.pdf">more than halved</a> in the past 15 years. And in the same period, ten modern language university departments have closed, while a further nine have been significantly downsized. </p>
<p>Meanwhile, language provision in schools is patchy. There are substantial regional differences, and only <a href="https://www.theguardian.com/education/2021/jul/08/millions-of-pupils-in-england-had-no-language-teaching-in-lockdowns-survey">half</a> of pupils in England learn a language at GCSE level. Together, these issues have created an <a href="https://www.thebritishacademy.ac.uk/documents/4437/Languages-learning-in-higher-education-November_2022_vf.pdf">overall problem</a> with access to language learning.</p>
<p>Given these challenges, as language lecturers we believe the way we teach and assess modern languages in our universities needs a <a href="https://theconversation.com/only-one-in-65-new-students-chooses-a-modern-language-degree-we-need-a-rethink-37768">rethink</a>. That’s why we want to explore how more creativity in the subject could help to make language learning more attractive and sustainable in the future. </p>
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Read more:
<a href="https://theconversation.com/english-is-not-enough-british-children-face-major-disadvantage-when-it-comes-to-language-skills-110386">English is not enough – British children face major disadvantage when it comes to language skills</a>
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<p>Despite numbers that suggest an overall sector decline, <a href="https://www.britishcouncil.org/sites/default/files/language-trends-2019.pdf">current trends</a> indicate that it is mostly single honours studies with one language and traditional language choices such as German, French, Italian and Spanish that are affected by dwindling numbers. Combination degrees, especially with non-European languages, appear to be <a href="https://www.thebritishacademy.ac.uk/documents/4437/Languages-learning-in-higher-education-November_2022_vf.pdf">relatively stable</a>.</p>
<p>So, departments offering single language degree combinations and more traditional languages could see these trends as an opportunity to reevaluate their approach.</p>
<figure class="align-center ">
<img alt="A woman wearing a pink top stands with arms crossed in front of a chalkboard, which features a range of words in different languages which mean " src="https://images.theconversation.com/files/519087/original/file-20230403-26-ktzjp5.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/519087/original/file-20230403-26-ktzjp5.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/519087/original/file-20230403-26-ktzjp5.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/519087/original/file-20230403-26-ktzjp5.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/519087/original/file-20230403-26-ktzjp5.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/519087/original/file-20230403-26-ktzjp5.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/519087/original/file-20230403-26-ktzjp5.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="caption">Should making podcasts, art installations and clowning be considered as part of language learning degrees?</span>
<span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/learning-foreign-languages-142539865">Shutterstock</a></span>
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<p>In higher education, traditional language teaching and assessment methods involve continuous assessment in four typical language learning areas: grammar, translation, listening and oral. On top of that, there is presentation and essay work, as well as oral and written exams. </p>
<p>Traditional language testing relies on memorisation of vocabulary or grammar to measure student performance. In contrast, feedback-based assessment in the form of written language tasks or translation can have a positive effect that goes beyond a person’s limited ability to use the language in pre-defined contexts. But it is also very <a href="https://www.ijtsrd.com/papers/ijtsrd39858.pdf">subjective and time-consuming</a>. </p>
<p>In addition, artificial intelligence software such as <a href="https://openai.com/blog/chatgpt">ChatGPT</a>, which generates detailed written answers to questions, or <a href="https://www.deepl.com/en/translator">Deep L</a>, which can translate texts with high accuracy, make take-home written assignments <a href="https://www.theguardian.com/technology/2023/jan/13/end-of-the-essay-uk-lecturers-assessments-chatgpt-concerns-ai">vulnerable to cheating, plagiarism</a> and superficial learning. </p>
<p>Neither memorisation or feedback-based testing encourages students to apply their language learning to real-life situations. Language is more <a href="https://www.advance-he.ac.uk/knowledge-hub/creativity-modern-foreign-languages-teaching-and-learning">complex</a> than simple memorisation, translation tasks or essay writing.</p>
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<img alt="People wearing headphones sit in booths, each looking at a screen." src="https://images.theconversation.com/files/519867/original/file-20230406-24-rx2d0n.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/519867/original/file-20230406-24-rx2d0n.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=418&fit=crop&dpr=1 600w, https://images.theconversation.com/files/519867/original/file-20230406-24-rx2d0n.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=418&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/519867/original/file-20230406-24-rx2d0n.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=418&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/519867/original/file-20230406-24-rx2d0n.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=525&fit=crop&dpr=1 754w, https://images.theconversation.com/files/519867/original/file-20230406-24-rx2d0n.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=525&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/519867/original/file-20230406-24-rx2d0n.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=525&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="caption">How a typical language laboratory would have looked decades ago.</span>
<span class="attribution"><a class="source" href="https://www.flickr.com/photos/lselibrary/3989339979/">Library of the London School of Economics and Political Science</a></span>
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<p>An alternative approach that is rarely used in language learning would be to include more creativity in assessment. Creative assessment in modern languages can be any artistically-inspired exercise aimed at measuring a student’s performance. </p>
<p>Examples of artistic research and creative assessment could include blog writing, podcasts, animation and art installations, creating graphic novels, writing poetry, painting, photography and even clowning. </p>
<p>If a student were to write and direct a <a href="https://creativemodernlanguages.uk/2022/11/25/womens-writing-in-latin-america-short-films/">short film based on women’s writing in Latin America</a>, it could provide lecturers with endless opportunities for creative, task-specific and more individualised feedback that is less repetitive. It would also provide a productive opening for more student group work, for critical reflection that goes beyond simple essay questions and could add valuable skills to a student’s CV.</p>
<p>Currently, creative assessments are mostly limited to theatre and art schools or to creative writing departments. We argue that ignoring such an approach in our subject area diminishes the potential <a href="https://www.cscjes.org.uk/articles/cbca5ccb-3272-4274-830c-66b5355d02d8">cultural, subjective and creative value of modern languages</a> because it neglects opportunities for intercultural, social and artistic exploration. </p>
<p>We already know that <a href="https://innovateinstructionignitelearning.com/wp-content/uploads/2020/04/GajdaKarwowskiBeghetto-metaGPAvscreativity.pdf">being more creative improves learning</a> in general. Plenty of research has been done looking at how creativity improves academic outcomes across age ranges and topics, including <a href="https://www.semanticscholar.org/paper/The-need-to-engage-students%E2%80%99-creative-thinking-in-Smare/dd9037fb1cf52e9f766933a91a0380e0c7cae91a">language learning</a>. </p>
<p>We think such <a href="https://www.semanticscholar.org/paper/Engaging-students%E2%80%99-imaginations-in-second-language-Judson-Egan/2ed8f9873be3a74e08bd6d7faa68caeb28fb538f">findings</a> should be applied practically to language learning to encourage students to approach their studies in different, more interesting ways. And this could ultimately inspire more students to study modern languages at university. Given the significant decline language teaching is facing, it’s vital that we look for and test such approaches.</p>
<h2>Creativity</h2>
<p>As a start, we’ve launched the <a href="https://creativemodernlanguages.uk">Creative Modern Languages project</a>. It’s an initiative that provides university researchers, students and teachers with an open-access modern languages hub. We are hoping that it will help to identify the best examples of creativity in language learning and act as a catalyst for more creative types of teaching, assessment and research.</p>
<p>There are some caveats, however. We acknowledge that implementing such changes may be met with fears and restrictions. Some colleagues say they are worried about time constraints and the administrative burden that may come with introducing creative assessment. They have also expressed concerns about not <a href="https://www.tandfonline.com/doi/full/10.1080/10400419.2017.1360061">feeling creative enough</a>, a lack of funding and increased workload. </p>
<p>But it is clear to us that implementing more creative forms of research and assessment in modern languages is necessary for attracting students in the future and countering the potential negative effects of AI technology. </p>
<p>What we are hoping to do is to encourage an ongoing discussion about more creative types of research and assessment in modern languages. Ultimately, it could help to introduce more students to the joys of other languages, people and cultures.</p><img src="https://counter.theconversation.com/content/202078/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Alex Mangold received funding from the British Academy for the research mentioned in this article (Talent Development Award 2021). </span></em></p><p class="fine-print"><em><span>Sarah Pogoda received funding from the British Academy for the research mentioned in this article (Talent Development Award 2021).</span></em></p>The number of students studying languages in UK universities has plummeted in recent years but some creative thinking may help to reverse that trend.Alex Mangold, Lecturer in German, Aberystwyth UniversitySarah Pogoda, Senior Lecturer in German, Bangor UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1071192018-11-19T14:07:51Z2018-11-19T14:07:51ZIntroducing Conversation Insights: a new team that seeks scoops from interdisciplinary research<figure><img src="https://images.theconversation.com/files/245993/original/file-20181116-194500-1srdrsx.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><a class="source" href="https://www.flickr.com/photos/jpellgen/">jpellgen/flickr</a>, <a class="license" href="http://creativecommons.org/licenses/by-nc-nd/4.0/">CC BY-NC-ND</a></span></figcaption></figure><p>When establishing The Conversation in the UK in 2013, we realised there would be two different types of content we could generate that might be of value to the general public.</p>
<p>Given that all our articles are authored by academic experts, then edited by our professional journalists, there was obvious scope for the writers to bring their knowledge to bear on developing news events. The newsroom experience of our team would help them do so in a manner that was timely, and aimed at a mainstream audience. </p>
<p>Like our colleagues in Australia before us, we quickly found that such reactive articles were popular with readers and mainstream media republishers, who were keen to find informed, trusted voices to explain and analyse topical events.</p>
<p>But surely the incredible research that our authors conduct, allied with the explanatory skills our journalists have honed through their careers, could also proactively set news agendas? Yes, we were soon <a href="https://www.theguardian.com/media/greenslade/2014/feb/03/digital-media-michaelgove">breaking stories</a> as well.</p>
<p>As journalists across the media will attest, digging out and breaking news takes time, and thought. Just as researchers can spend months, years and lifetimes making key discoveries, journalists often invest significant time in considering what makes a story, and how best it can be told. </p>
<p>For a while we have been eager to explore what we could produce if we brought together an editor (or editors) with a little more time to spare with academics who had been engaged in long-term research projects. It felt like a natural extension of our project – and one that could generate really valuable, insightful content. </p>
<p>So, I am delighted that Research England has now awarded us a grant which will allow us to establish a team that will pursue such work. The Conversation Insights team will build on the interdisciplinary experience we have already built up with the <a href="http://www.isrf.org/">Independent Social Research Foundation</a> to generate great investigations with academics from differing backgrounds who have been engaged in projects aimed at tackling societal and scientific challenges.</p>
<p>The content will be also launched via leading mainstream news media outlets that we have already collaborated closely with. </p>
<p>The Conversation Insights team will consist of <a href="https://theconversation.com/uk/team">Josephine Lethbridge and Paul Keaveny</a>. Together they bring a strong blend of journalistic experience, knowledge of The Conversation, and an understanding of the potential that exists within the Higher Education sector to produce groundbreaking exclusives that will be not only of interest, but hopefully of great use to readers around the world. </p>
<p>Based in Manchester, Paul also works for the BBC, is a former Sun northern correspondent and was a multimedia journalist covering major events for the Press Association. Josephine joined The Conversation as arts and culture editor in 2014, before becoming our interdisciplinary editor. She has an MA in English Literature from the University of Glasgow and an MSc in Science, Technology and Society from UCL. </p>
<p>All of us at The Conversation are incredibly excited about this development and grateful to Research England for giving us the opportunity to make it happen. We have already begun pursuing Conversation Insights projects. If you have ideas for studies that you believe could make great news, then do please get in touch with Josephine and Paul. We hope to see the first packages published in the first quarter of 2019.</p><img src="https://counter.theconversation.com/content/107119/count.gif" alt="The Conversation" width="1" height="1" />
Developing breakthroughs takes time. So why rush explaining them?Stephen Khan, Global Executive Editor, The ConversationLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/973852018-06-05T16:15:23Z2018-06-05T16:15:23ZWhy the UK must up its game when it comes to recruiting international students<figure><img src="https://images.theconversation.com/files/221741/original/file-20180605-119888-nuh015.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/diverse-people-studying-students-campus-concept-324319826?src=QlM1zW1AV9TBauI3ED5gGw-1-52">Shutterstock/rawpixl.com</a></span></figcaption></figure><p>International students make <a href="http://www.hepi.ac.uk/2018/01/11/new-figures-show-international-students-worth-22-7-billion-uk-cost-2-3-billion-net-gain-31-million-per-constituency-310-per-uk-resident/">billions of pounds</a> for the UK economy and help <a href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/240407/bis-13-1172-the-wider-benefits-of-international-higher-education-in-the-uk.pdf">open up a window</a> on the world to domestic students. That’s apparently why universities are supposed to recruit them, according to government policy. </p>
<p>Yet international students are at risk because of the government’s ‘<a href="https://www.theguardian.com/education/2018/may/01/how-universities-swept-into-hostile-environment-windrush">hostile environment</a>’ to migration and because of the way the sector recruits them. </p>
<p>International student recruitment is entirely driven by demand and so relies heavily on students from a small number of countries (see graphic). It concentrates students in particular subjects and universities and focuses on income generation rather than education. </p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/220948/original/file-20180530-120518-14r9b3y.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/220948/original/file-20180530-120518-14r9b3y.png?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=390&fit=crop&dpr=1 600w, https://images.theconversation.com/files/220948/original/file-20180530-120518-14r9b3y.png?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=390&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/220948/original/file-20180530-120518-14r9b3y.png?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=390&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/220948/original/file-20180530-120518-14r9b3y.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=490&fit=crop&dpr=1 754w, https://images.theconversation.com/files/220948/original/file-20180530-120518-14r9b3y.png?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=490&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/220948/original/file-20180530-120518-14r9b3y.png?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=490&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">The UK’s top 10 source countries.</span>
<span class="attribution"><span class="source">HESA 2017</span></span>
</figcaption>
</figure>
<p>This is a risky proposition for a sector that relies on reputation, as future students could see this country as using them as cash-cows instead of valued partners. An alternative vision of ethical student recruitment would not only be morally sound, it would be economically and educationally sustainable too.</p>
<h2>More is not always better</h2>
<p>Success is often defined as growth. Policy on international students has in the past often <a href="http://webarchive.nationalarchives.gov.uk/+/http:/www.dius.gov.uk/international/pmi/index.html">set goals</a> for increased numbers of students. For many institutions increasing numbers is a key indicator of success. </p>
<p>This growth can only be sustained if the supply of students keeps expanding. But population growth in the UK’s single most important market, China, is <a href="https://www.universitiesuk.ac.uk/facts-and-stats/data-and-analysis/Documents/patterns-and-trends-2017.pdf">slowing down</a>. </p>
<p>True, economic growth in key countries (such as China and India) which send students to the UK suggests growing <a href="https://www.brookings.edu/wp-content/uploads/2017/02/global_20170228_global-middle-class.pdf">middle classes</a>. Middle class students tend to seek international education to gain an advantage in tough job markets. And – more importantly – they can afford it. </p>
<p>But as the middle classes expand, so too does the <a href="https://theconversation.com/massive-expansion-of-universities-in-asia-raises-tough-questions-on-social-mobility-54680">domestic provision</a> of higher education in such “sending” countries. </p>
<p>Historically, the UK has been seen as “the” destination for quality higher education. But as education quality in the “sending” countries <a href="http://www.eua.be/activities-services/news/newsitem/2015/09/10/asean-and-eu-to-focus-on-quality-assurance-in-asean-higher-education">improves</a>, the UK will gradually lose this advantage. So the UK cannot define its success in recruiting international students exclusively based on growth. </p>
<h2>New competitors</h2>
<p>Competitive success means outdoing other providers and growing the market share. For the last decade, the UK has held second place to the US, recruiting 11% of globally mobile students (see below graphic). </p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/220932/original/file-20180530-120505-1s5ujp.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/220932/original/file-20180530-120505-1s5ujp.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/220932/original/file-20180530-120505-1s5ujp.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=388&fit=crop&dpr=1 600w, https://images.theconversation.com/files/220932/original/file-20180530-120505-1s5ujp.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=388&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/220932/original/file-20180530-120505-1s5ujp.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=388&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/220932/original/file-20180530-120505-1s5ujp.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=488&fit=crop&dpr=1 754w, https://images.theconversation.com/files/220932/original/file-20180530-120505-1s5ujp.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=488&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/220932/original/file-20180530-120505-1s5ujp.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=488&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">Global market share of internationally mobile students for leading study destinations, 2016.</span>
<span class="attribution"><span class="source">IIE/Project Atlas (2017)</span></span>
</figcaption>
</figure>
<p>But rival countries are constantly changing their strategies and policies on recruitment and new competitors are entering the market. <a href="http://monitor.icef.com/2017/03/japans-employment-outlook-helping-drive-foreign-enrolment-growth/">Japan</a>, <a href="https://thepienews.com/data/south-korea-record-high-growth-in-intl-student-numbers/">South Korea</a>, <a href="https://www.straitstimes.com/asia/south-asia/india-launches-international-campaign-to-attract-foreign-students-to-study-in-the">India</a>, <a href="http://monitor.icef.com/2017/03/foreign-enrolment-surging-china/">China</a> and <a href="http://monitor.icef.com/2016/08/malaysia-competing-greater-share-international-students/">Malaysia</a> now all attract significant numbers of students. Seeking to gain market share against competitors then becomes a perpetual arms race.</p>
<h2>No perfect number</h2>
<p>There is no perfect number or ratio of international to home students. For a start, international students are concentrated in particular subjects, like business studies (see below graphic).</p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/220947/original/file-20180530-120518-q3d2u0.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/220947/original/file-20180530-120518-q3d2u0.png?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=282&fit=crop&dpr=1 600w, https://images.theconversation.com/files/220947/original/file-20180530-120518-q3d2u0.png?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=282&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/220947/original/file-20180530-120518-q3d2u0.png?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=282&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/220947/original/file-20180530-120518-q3d2u0.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=354&fit=crop&dpr=1 754w, https://images.theconversation.com/files/220947/original/file-20180530-120518-q3d2u0.png?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=354&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/220947/original/file-20180530-120518-q3d2u0.png?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=354&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">International student numbers by subject area 2016-17.</span>
<span class="attribution"><span class="source">HESA 2018</span></span>
</figcaption>
</figure>
<p>International students are also concentrated in particular universities, from as few as 15 non-EU students at universities such as Leeds Trinity to over 11,000 at institutions like University College London. </p>
<p>Some have suggested that “<a href="http://higheredstrategy.com/many-international-students-many/">too many international students</a>” affects the “quality” of the university experience. This implies that all international students are less academically able than home students, ignoring their achievements and capacity to study in second and third languages. A more positive but equally simplistic assumption is that because there are international students in a classroom, beneficial “intercultural” exchanges will happen. </p>
<p>This flawed simplicity of the imagined impact of international students was made clear in <a href="https://www.theguardian.com/education/2018/may/18/home-office-sponsored-survey-on-foreign-students-is-withdrawn">a survey</a> by the UK Home Office which asked British home students whether international students had a positive or negative impact on their “university experience”. The survey had to be withdrawn after <a href="https://janeemcallaghan.wordpress.com/2018/05/16/home-office-it-is-not-ok-to-ask-our-students-about-the-impact-of-international-students-on-their-experience-of-university-life/">criticism that it was flawed</a> and “open to abuse”. </p>
<p>By positioning international students at odds with home students, the survey deepens a sense of exclusion within UK universities, rather than inclusion. Initiatives like this create the impression that universities are xenophobic and hostile places for international students. They should be <a href="https://www.tandfonline.com/doi/full/10.1080/14675980903371241?scroll=top&needAccess=true">egalitarian, diverse and hospitable environments for learning</a>. </p>
<h2>What would success look like?</h2>
<p>Universities need to decide for themselves what successful international student recruitment looks like. For some, this will mean large populations in particular courses. Other institutions may be more strategic in considering numbers and distribution, linked to curricular aims, graduate outcomes and teaching approaches. Raw numbers are not a helpful indicator for this decision.</p>
<p>The government’s role should be to support universities by establishing a <a href="https://www.tandfonline.com/doi/abs/10.1080/14767724.2017.1414584">welcoming environment</a> for international students. Committing to secure funding for higher education, rather than proposing <a href="https://www.theguardian.com/education/2018/feb/18/cutting-tuition-fees-would-backfire-justine-greening-warns-theresa-may">frequent changes</a> would offer the sector the stability to engage in long term financial planning, including – but not exclusively reliant on – international recruitment. </p>
<p>The sector and the government need to commit to developing international student recruitment ethically. Currently, international students <a href="https://www.timeshighereducation.com/opinion/language-requirements-international-students-are-too-low">achieve fewer good degrees than home students do</a>, yet pay significantly higher fees. </p>
<p>International students can come to study in the UK in the full expectation of experiencing a “British” education, only to find themselves on a course with an entirely international cohort, potentially of students from the same country.</p>
<p>They can also start the application process, expecting to be welcomed as a guest, and find instead a confusing, expensive visa process and a hostile media and political environment.</p>
<p>A commitment to <a href="https://www.palgrave.com/gb/book/9783319510729">ethical international student recruitment</a> would start from the premise that international education should equally benefit all students. It would mean universities putting international recruitment in service to education. And it would mean the government leading the way on valuing international students as part of a sustainable internationalised higher education sector.</p><img src="https://counter.theconversation.com/content/97385/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>The authors do not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and have disclosed no relevant affiliations beyond their academic appointment.</span></em></p>International student recruitment needs to be overhauled if the UK is to keep a foothold in an increasingly competitive market.Sylvie Lomer, Lecturer in Policy and Practice, University of ManchesterTerri Kim, Reader in Comparative Higher Education, Cass School of Education and Communities, University of East LondonLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/937052018-03-22T16:22:12Z2018-03-22T16:22:12ZUniversity strikes: can workers fully withdraw labour in the digital age?<figure><img src="https://images.theconversation.com/files/211568/original/file-20180322-54869-cf2g7h.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><a class="source" href="https://www.flickr.com/photos/chrisbertram/40033787774">Chris Bertram</a></span></figcaption></figure><p>Over the past month, <a href="https://theconversation.com/university-lecturer-explains-why-academics-are-striking-over-pension-cuts-93039">industrial action</a> by academics has seen picket lines outide many universities in the UK. Supported by members of the student body and a range of other education workers, academics have stood outside in the cold, encouraging their colleagues to not enter the buildings, and to instead join the strike outside.</p>
<p>These strikes are part of a long and inspiring history of denying access to physical space as a form of protest. From the eponymous character in Aristophanes’ comedy <a href="http://www.ancient-literature.com/greece_aristophanes_lysistrata.html">Lysistrata</a> seizing control of the Athenian state treasury in the 5th century BC, to the wall of 30,000 women surrounding <a href="https://www.theguardian.com/uk-news/2017/mar/20/greenham-common-nuclear-silos-women-protest-peace-camp">Greenham Common</a> air base in England in 1982, or the pickets of the <a href="https://www.theguardian.com/politics/guardianwitness-blog/2015/mar/05/miners-strike-30-years-on-i-fought-not-just-for-my-pit-but-for-the-community">1984/85 UK miners strikes</a>, blocking entrance to the workplace is one of the oldest methods of allowing the many to fight the few.</p>
<p>The aim of the blockade in each of these cases was to separate the worker from the means of their production, forming a physical barrier preventing employees from reaching, in those cases – war funds in the Acropolis, weapons of war at the air base, or machinery in the mines. Blocking access to space made sense because blocking access to space meant blocking access to work. But the difference between these historical strikes and the ongoing university action is that work, and the way we access it, has fundamentally changed. Work, for so many, is no longer a place that you go, but a thing that you do.</p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/211603/original/file-20180322-54875-7euw95.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/211603/original/file-20180322-54875-7euw95.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/211603/original/file-20180322-54875-7euw95.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/211603/original/file-20180322-54875-7euw95.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/211603/original/file-20180322-54875-7euw95.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/211603/original/file-20180322-54875-7euw95.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/211603/original/file-20180322-54875-7euw95.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Good morning, welcome to work.</span>
<span class="attribution"><span class="source">Monkey Business Images / shutterstock</span></span>
</figcaption>
</figure>
<p>Most academics, most UK workers, and an increasing percentage of humanity, wake up not to go to work, but to find work lying next to them on laptops, tablet computers or smartphones. Work now sits next to you on the bus or the train, it joins you at the dinner table, it flies with you on holiday. For most workers, particularly in cities, the product of their labour no longer requires machines tied to buildings, with those employed in service industries now outnumbering those in manufacturing <a href="https://www.google.co.uk/url?sa=t&rct=j&q=&esrc=s&source=web&cd=4&ved=0ahUKEwi3sv3XlYDaAhWLe8AKHVsfBccQFghRMAM&url=http%3A%2F%2Fresearchbriefings.files.parliament.uk%2Fdocuments%2FSN06623%2FSN06623.pdf&usg=AOvVaw09PxdDnaT-3krJ3vDiQiIb">by a factor of 10</a>. Instead they produce knowledge, as the working class has become the clerking class. </p>
<p>This poses new questions to those attempting to withdraw their labour in 2018. During recent strike days in the UK, while academics were refusing to work physically within their institution, many continued to publish work through blogs and social media, videos of lectures remained available on YouTube and online courses, and many staff and students were encouraged to relocate activities off-site, in cafes, pubs or halls of residence. These activities included not only strike-based “teach outs” but also research meetings and reading groups not considered to be the “core work” of academia.</p>
<p><div data-react-class="Tweet" data-react-props="{"tweetId":"970339085851209729"}"></div></p>
<p>Our conception of the “picket line” has not caught up with the fact that digital technologies have reframed how and where we can carry out work. In practice, this means an employee can produce work at home on their laptop conscience clear that they have not broken the physical picket line. To quote a research student who took part in the recent UCU strike: “We are striking, but we have not stopped working.” And to quote a professor who was regularly on the picket line: “I doubt any staff member will actually stop working altogether, we are on strike, but we are not striking from doing work.”</p>
<p>So here there’s an issue – the widespread use of mobile technologies means that a picket line is no longer encouraging people to strike from work, but to strike from space.</p>
<p>Nonetheless, some genuinely disruptive methods of “digital protest” have emerged. Early this year, unionised workers of the news organisation Vox all <a href="http://www.businessinsider.com/vox-employees-are-going-on-a-slack-strike-to-push-for-a-union-2018-1?IR=T">signed out of Slack</a>, the company’s internal messaging system, disrupting productivity en masse, even if only for an hour. And on November 10 last year, as part of Equal Pay Day, female employees of companies across the world <a href="http://www.bbc.co.uk/news/uk-41939988">switched on the “out of office” on their emails</a>, leaving every customer, client and colleague with a note that due to discrimination they were really not being paid for the rest of the year.</p>
<p>The most novel use of the digital to protest has to go to Italian employees of the tech firm IBM back in 2007. Prior to the strike, IBM had decided to invest a significant sum on a headquarters in the virtual world Second Life, to be used not only as an advertisement for the company, but to actually host internal company meetings between executives stationed across the world. When the strike occurred, then, workers protested in both physical and digital space, with 1,850 protesting avatars <a href="https://www.theguardian.com/money/2008/may/10/workandcareers1">storming the company’s virtual business centre</a>. Teleporting in and out of virtual meetings, taking the form of geometric shapes, placards with legs, and a range of angry fruit, the workers succeeded in disrupting their bosses who were on the other side of the physical world.</p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/211598/original/file-20180322-54875-14hc1da.png?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/211598/original/file-20180322-54875-14hc1da.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/211598/original/file-20180322-54875-14hc1da.png?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=403&fit=crop&dpr=1 600w, https://images.theconversation.com/files/211598/original/file-20180322-54875-14hc1da.png?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=403&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/211598/original/file-20180322-54875-14hc1da.png?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=403&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/211598/original/file-20180322-54875-14hc1da.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=506&fit=crop&dpr=1 754w, https://images.theconversation.com/files/211598/original/file-20180322-54875-14hc1da.png?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=506&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/211598/original/file-20180322-54875-14hc1da.png?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=506&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">Second Life picket line. Sign says (Google translate): ‘They wipe out the profits and instead IBM cancels our result bonus’</span>
<span class="attribution"><a class="source" href="https://www.youtube.com/watch?v=-lYDzz4UPGA">RSUIBM / Youtube</a></span>
</figcaption>
</figure>
<p>Before we answer the question of how workers withdraw labour in the digital age, though, we first need to work out what actually counts as labour. Unlike workers in France or South Korea, those in the UK have no <a href="https://www.theguardian.com/money/2016/dec/31/french-workers-win-legal-right-to-avoid-checking-work-email-out-of-hours">right to be disconnected</a>. The line between work and leisure is becoming increasingly blurred, with British academics regularly working <a href="https://www.timeshighereducation.com/news/how-many-hours-week-should-academics-work">50 or 60 hour weeks</a>, and contributing an estimated <a href="https://www.timeshighereducation.com/news/pro-bono-work-uk-university-staff-worth-ps32-billion-year">£3.2 billion</a> of pro bono work each year. By being on the picket line only during teaching hours, while carrying on answering emails or publishing blogs, academics risk discounting these activities as outside their “proper work”.</p>
<p>During the current dispute, many university staff have had to answer questions about what really counts as work to strike from. What if you are on sabbatical? What if you are in the field, or attending a conference in another country? And the wider problem for everyone whose work is based around producing knowledge, is that it is almost impossible to strike from thinking. This applies to me, too. As an anthropologist who researches work in the digital age, by thinking about the protests while on the picket lines, in order to eventually write about it – did I break the strike?</p><img src="https://counter.theconversation.com/content/93705/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Joseph Michael Cook receives funding from the Arts and Humanities Research Council. </span></em></p>Traditional picket lines feel outdated now that work is no longer a place that you go, but a thing that you do.Joseph Michael Cook, PhD Researcher, Material Culture Anthropology, UCLLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/930392018-03-09T13:08:26Z2018-03-09T13:08:26ZUniversity lecturer explains why academics are striking over pension cuts<p>University staff across the UK <a href="http://www.bbc.co.uk/news/education-43140729">are striking</a> over changes to their pensions. Academics at 64 universities, who are members of the University and College Union (UCU) and who are signed up to a defined benefit pension scheme (known as USS), are faced with cuts that could leave them significantly worse off in retirement.</p>
<p>Universities UK, the umbrella group for UK universities that manages the pension scheme, <a href="http://www.universitiesuk.ac.uk/news/Pages/uuk-open-letter-uss-members-pensions-dispute.aspx">claims</a> that the change is needed because there is not enough money to make the scheme financially viable. This is disputed by the striking staff and a closer look shows why this has merit.</p>
<p>From the outside, it might look like another case of a pension black hole problem hitting another UK institution. Many companies have made the news in recent years for pensions problems – retailer <a href="http://www.independent.co.uk/news/business/news/dominic-chappell-handed-10-million-bill-pension-regulator-bhs-deficit-a8189751.html">BHS</a>, construction company <a href="http://www.bbc.co.uk/news/business-42705641">Carillion</a>, <a href="http://www.bbc.co.uk/news/uk-wales-41227848">steel firm TATA in the UK</a>, telecoms giant <a href="https://www.ft.com/content/27f23762-a77a-11e7-ab55-27219df83c97">BT</a>, just to name a few. </p>
<p>What’s more, the UK is much worse than many other countries when it comes to pensions regulation – and has a widening pension deficit <a href="https://www.ftadviser.com/pensions/2017/09/01/uk-pension-deficit-soars-to-460bn/">across the board</a>.</p>
<p>But there is a big difference between the aforementioned failing companies and the universities whose staff are striking. These companies were all suffering from poor performance, whereas universities are not. <a href="http://www.bbc.co.uk/news/business-36175250">BHS</a> and <a href="https://theconversation.com/uk/topics/carillion-48724">Carillion</a> collapsed altogether. </p>
<p>BT has had a tough ride <a href="http://financials.morningstar.com/ratios/r.html?t=BT">since the financial crisis</a>. In March 2016 its revenues of about £19 billion were still lower than those reported in March 2009 (£21.7 billion). BT’s average dividend over the 2010-16 period was only £0.42 per share compared with £0.82 per share in 2009. Plus, the BT pension deficit of £14 billion came to about 70% of its total revenue.</p>
<h2>Problems with the deficit</h2>
<p>In contrast, the size of the USS deficit is <a href="https://www.institutionalinvestor.com/article/b15130txdnv7l0/the-story-of-the-uss-pension-fiasco#.WqB35E5PvwI.gmail">not entirely clear</a>. A £17.5 billion deficit is quoted under Financial Reporting Standards accounting rules. But USS says this figure is incorrect and that its actual deficit is £12.6 billion. </p>
<p>The differences result from how they account for mortality rates, discount future liabilities and value assets. Deficit/surplus calculations are always imprecise, as they are based on assumptions of various rates of return well into the future. </p>
<p>What we do know is that the universities’ annual revenue is <a href="https://www.hesa.ac.uk/data-and-analysis/providers/finances">nearly £35 billion</a>. Their pension deficit is therefore about 36% of revenues – making it appear much less of a problem than that facing a company such as BT. </p>
<p>Plus, when it comes to finances, it is safe to say that, in the past decade or so, British universities have been in good financial health. Indeed, in the last few months, when justifying their high salaries and expenses, vice chancellors <a href="https://www.liverpoolecho.co.uk/news/liverpool-news/eye-watering-salaries-university-chiefs-13592236">have</a> <a href="https://www.telegraph.co.uk/education/2018/02/21/vice-chancellor-suggests-deserves-salary-360000-has-oversee/">stressed</a> how successful they have been in managing their university finances. </p>
<p><div data-react-class="Tweet" data-react-props="{"tweetId":"968777039384928262"}"></div></p>
<p>According to the <a href="https://www.hesa.ac.uk/data-and-analysis/providers/finances">Higher Education Statistics Agency (HESA)</a>, in the past two years, the income of British universities from tuition fees alone increased by 14.2%, while the expenses on staff-related costs increased by just 3.6%. And in the 2016-17 academic year the surplus of total income over the total expenditure was £1.2 billion, itself a more than 40% increase on the surplus two years before, and nearly 10% of the USS estimate of the scheme’s deficit.</p>
<p>Hence, the view of those on strike – that the underlying finances and the direction of travel means that their universities are in a position to top up their pension pot rather than close it down. </p>
<p>Plus, there have been a number of changes <a href="https://www.gla.ac.uk/myglasgow/news/archives/2011/sep/headline_213214_en.html">in recent years</a> to the USS, which have put academics out of pocket. The lower CPI measure of inflation replaced the RPI measure for how pensions were calculated (a change the High Court <a href="https://www.ft.com/content/596f85d2-fd0c-11e7-a492-2c9be7f3120a">recently rejected</a> for BT). The retirement age has been increased from 60 to 65, which will further increase to 68 around 2037. The defined benefit scheme has also been limited to the first £55,000 of salary and is based on a carer average whereas it used to be based on an academic’s final salary. </p>
<p>The source of the conflict between universities and staff is further driven by the fact that universities are not corporations with shareholders who, given that they own the company, have a strong say on how revenues are spent. In contrast, in the universities, there is serious debate to be had about balancing growth with looking after employees. The fact that VCs’ salaries have risen <a href="https://www.timeshighereducation.com/data-bites/how-much-more-are-v-cs-paid-other-staff">at a much greater rate</a> than employees’ salaries further adds to the tension between the two sides.</p>
<p>Against this backdrop, a possible compromise may be to leave the staff pensions as they are for now and to wait and see. Changes in market conditions could dramatically reduce the scale of these pension deficits in the coming years. Hence, given that there appears to be enough cash in the system to keep the current situation going for a few years, a decision to close the defined benefit funds at this point may be premature.</p><img src="https://counter.theconversation.com/content/93039/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Ania Zalewska does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>From the outside, it might look like another case of a pension black hole problem hitting another UK institution. Not so.Ania Zalewska, Professor of Finance, University of BathLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/911812018-03-05T12:20:17Z2018-03-05T12:20:17ZAre too many graduates getting good degrees?<figure><img src="https://images.theconversation.com/files/208063/original/file-20180227-36693-1dmp8ex.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><a class="source" href="https://www.shutterstock.com/download/success?src=usPLYbcnPUaa5eNK60hjJQ-1-55">Shutterstock</a></span></figcaption></figure><p>More than a quarter of UK graduates received a first-class degree, and nearly half received an upper second-class award in <a href="https://www.hesa.ac.uk/data-and-analysis/sfr247/figure-17">2016-2017</a>. This means 75% of graduates gained “good degrees” – up from 60% <a href="https://www.hesa.ac.uk/data-and-analysis/students/chart-9">ten years ago</a>.</p>
<p>Repeated <a href="http://www.independent.co.uk/News/education/education-university-grade-first-numbers-soar-grade-inflation-warning-a7849936.html">media outcry</a> and government condemnation over this upward drift, continues to fuel debates over the robustness of the current degree classification system and slipping academic standards – bringing with it the charge of grade inflation. </p>
<p>But evidence suggests students are getting higher grades for valid reasons – such as <a href="https://www.theguardian.com/education/2017/aug/17/a-level-results-show-first-rise-in-top-grades-in-six-years">improved outcomes</a> in primary, secondary and further education – meaning students are better prepared for higher education.</p>
<p>Steps taken by universities in recent years have also improved student performance. These include increased emphasise on <a href="https://theconversation.com/tef-everything-you-need-to-know-about-the-new-university-rankings-79932">teaching excellence</a>, assessment and student <a href="https://www.researchresearch.com/news/article/?articleId=1372676">feedback</a>. As well as investments in <a href="https://www.ft.com/content/03522a1c-4a9b-11e6-8d68-72e9211e86ab">campus facilities</a>, such as 24-hour libraries, and improved student support services. </p>
<p>There are other developments that have also contributed to rising grades, such as changes to <a href="http://www.hefce.ac.uk/media/HEFCE,2014/Content/Pubs/2015/201521/HEFCE2015_21.pdf">subject mix, course and student characteristics</a>. For example, more women now go to university, and women are 5% more likely to get good degrees.</p>
<p>Students may also be <a href="http://www.telegraph.co.uk/education/2018/01/12/cambridge-don-claims-rapid-grade-inflation-tuition-fees-students">motivated to work harder</a>, as they are <a href="https://www.universitiesuk.ac.uk/policy-and-analysis/reports/Documents/2017/education-consumer-rights-maintaining-trust-web.pdf">paying consumers</a> and the graduate job market they will enter is <a href="https://theconversation.com/ten-tips-to-help-students-become-more-employable-62367">highly competitive</a>.</p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/208246/original/file-20180228-36671-za4h4s.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/208246/original/file-20180228-36671-za4h4s.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=344&fit=crop&dpr=1 600w, https://images.theconversation.com/files/208246/original/file-20180228-36671-za4h4s.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=344&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/208246/original/file-20180228-36671-za4h4s.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=344&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/208246/original/file-20180228-36671-za4h4s.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=433&fit=crop&dpr=1 754w, https://images.theconversation.com/files/208246/original/file-20180228-36671-za4h4s.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=433&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/208246/original/file-20180228-36671-za4h4s.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=433&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">HESA data.</span>
<span class="attribution"><span class="license">Author provided</span></span>
</figcaption>
</figure>
<p><a href="http://onlinelibrary.wiley.com/doi/10.1111/manc.12138/abstract">Academic studies</a> support the argument that grade increases are genuine. Here, rising grades are the result of what education economists call improved “<a href="https://doi.org/10.1057/s41274-016-0109-z">efficiency</a>” — where better outputs are achieved from inputs. But despite this, the government has asked the <a href="https://theconversation.com/what-toby-young-outcry-means-for-the-new-university-regulator-89586">new Office for Students</a> to look at the significant rise in the number of good degrees awarded in the last few years. </p>
<h2>Universities like good grades</h2>
<p>While more top grades doesn’t necessarily mean degree classification inflation is happening, the increases in the number of good degrees cannot be entirely explained by the reasons above. </p>
<p>Critics argue that the “<a href="http://www.universitiesuk.ac.uk/policy-and-analysis/reports/Documents/2017/understanding-degree-algorithms.pdf">degree algorithms</a>” universities use to determine final degree classifications are inflating grades. Degree algorithms are the rules and procedures that convert all the grades a student has achieved during their studies into one final classification. </p>
<p>Over the last ten years <a href="http://www.hefce.ac.uk/media/HEFCE,2014/Content/Pubs/Independentresearch/2015/Review,of,external,examining,arrangements/2015_externalexam.pdf">significant changes</a> have been made to degree algorithms by many universities, to achieve “competitor alignment”. This is where a university seeks to match the percentage of good degrees awarded by competitor institutions. </p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/208065/original/file-20180227-36686-dwf3s1.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/208065/original/file-20180227-36686-dwf3s1.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/208065/original/file-20180227-36686-dwf3s1.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/208065/original/file-20180227-36686-dwf3s1.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/208065/original/file-20180227-36686-dwf3s1.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/208065/original/file-20180227-36686-dwf3s1.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/208065/original/file-20180227-36686-dwf3s1.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Is the value of higher education is being eroded?</span>
<span class="attribution"><a class="source" href="https://www.shutterstock.com/download/success?src=usPLYbcnPUaa5eNK60hjJQ-3-80">Shutterstock</a></span>
</figcaption>
</figure>
<p>The proportion of good degrees a university awards is included in <a href="https://theconversation.com/students-beware-university-rankings-should-come-with-health-warnings-48353">league tables</a> – where a greater number of good degrees means a higher ranking. Universities therefore have a reason to award more of them. Widespread practices of tweaking the rules by changing the algorithm to gain league table advantages, has fuelled sector wide grade inflation. </p>
<p>This produces artificially high average grades, compressing all grades at the top of the classification scale. And there have also been reports that lecturers are under pressure from senior management to award <a href="http://www.telegraph.co.uk/education/2018/02/01/university-lecturers-warned-could-face-investigation-award-21s/">more high grades</a> when marking. </p>
<p>On top of this, <a href="https://theconversation.com/tick-box-surveys-arent-the-only-way-to-measure-student-satisfaction-28780">student satisfaction</a> and <a href="https://www.theguardian.com/education/2017/may/03/annual-donations-to-uk-universities-passes-1bn-mark-for-first-time">alumni donations</a> are also now of much higher importance to universities. Students are more satisfied with higher grades than lower grades. And graduates with good degrees are happy alumni who are more likely to donate money later in life. </p>
<h2>Graduate employers</h2>
<p>So many graduates – all with the top grades – creates a challenge for graduate recruiters, who want to distinguish between differing academic abilities and skills. One solution is to supplement classifications with additional detail. </p>
<p><a href="https://www.heacademy.ac.uk/system/files/resources/GPA-report-2013-14.pdf">Grade Point Average</a> and the <a href="http://www.hear.ac.uk/about">Higher Education Achievement Report</a> – which gives a detailed picture of a student’s extracurricular activities, prizes and voluntary work – providing a holistic view of students’ achievements. Both were recommended by the <a href="http://www.hear.ac.uk/sites/default/files/Burgess_final2007.pdf">2007 Burgess Report</a>, which said that “the UK honours degree classification system was no longer fit for purpose”.</p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/208069/original/file-20180227-36680-wwu2ed.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/208069/original/file-20180227-36680-wwu2ed.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/208069/original/file-20180227-36680-wwu2ed.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/208069/original/file-20180227-36680-wwu2ed.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/208069/original/file-20180227-36680-wwu2ed.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/208069/original/file-20180227-36680-wwu2ed.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/208069/original/file-20180227-36680-wwu2ed.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Record number of university students graduated with first-class degrees.</span>
<span class="attribution"><a class="source" href="https://www.shutterstock.com/download/success?src=usPLYbcnPUaa5eNK60hjJQ-2-44">Shutterstock</a></span>
</figcaption>
</figure>
<p>Some of UK’s largest graduate employers like <a href="http://www.huffingtonpost.co.uk/2016/01/07/ernst-and-young-removes-degree-classification-entry-criteria_n_7932590.html">Ernst & Young</a> and <a href="http://www.huffingtonpost.co.uk/2016/01/18/penguins-random-house-scrapping-degree-requirements-jobs_n_9007288.html?1453113478">Penguin Random House Publishers</a>, no longer use degree classifications as entry criteria for their graduate schemes. Instead, they use their own assessment centres to filter applicants. Google also announced its move to <a href="http://www.businessinsider.com/google-hiring-non-graduates-2013-6?IR=T">debunk college transcripts</a> as a hiring metric in their recruitment processes. Such reactions from employers means universities need to do more to rebuild confidence in the value of a degree certificate. </p>
<h2>Government response</h2>
<p>It is easy then to understand why the robustness of the classification system has come under sustained criticism. The <a href="https://www.gov.uk/guidance/recognised-uk-degrees">UK honours degree</a> is a highly valued qualification and <a href="https://theconversation.com/everything-you-need-to-know-about-fake-degrees-and-the-universities-awarding-them-71132">recognised brand</a>, inseparable from higher education which is an important sector of the economy. </p>
<p>The government has warned against “gaming behaviour” and that long-term inflation trends will undermine the credibility of UK degrees. This also makes it difficult to differentiate genuine grade improvements from artificial grade inflation. But it is unlikely that universities, left to their own devices, will address grade inflation. </p>
<p>The <a href="https://www.gov.uk/government/speeches/jo-johnson-speech-to-uuk-annual-conference">former universities minister</a> challenged universities to ensure degree outcomes genuinely reflect improvements in student attainment, calling for a wholesale sector wide reform. A <a href="http://www.qaa.ac.uk/newsroom/new-project-to-look-at-grade-inflation#.Wo1i1a5l-po">project</a> has since been launched to look into the issue. </p>
<p>The <a href="https://www.gov.uk/government/consultations/office-for-students-regulatory-framework-for-higher-education">new regulatory framework</a> for higher education empowers the <a href="https://www.officeforstudents.org.uk/">Office for Students to take action</a> against universities failing to comply with sector agreed standards. The government has also added an analysis of degree trends to the <a href="https://doi.org/10.1080/00131911.2017.1410106">Teaching Excellence Framework</a> (TEF). </p>
<p>So while the government wants to intervene and mitigate against the risks of grade inflation at universities, it is clear that the myriad of complex reasons behind rising grades will make this a very challenging task.</p><img src="https://counter.theconversation.com/content/91181/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Andrew Gunn has received funding from Worldwide Universities Network, the British Council (administering the Newton Fund), the UK Higher Education Academy, Kantar Public, UEFISCDI Romania, the UK Political Studies Association, the New Zealand Political Studies Association and the UK Quality Assurance Agency. Andrew Gunn concurrently holds visiting academic positions internationally.</span></em></p><p class="fine-print"><em><span>Priya Kapade does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>The Government wants to crackdown on the high number of students being awarded first class or 2.1 degrees by universities.Andrew Gunn, Researcher in Higher Education Policy, University of LeedsPriya Kapade, Postgraduate Researcher in Higher Education, University of LeedsLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/896712018-01-05T14:03:37Z2018-01-05T14:03:37ZToby Young: what is ‘progressive eugenics’ and what does it have to do with meritocracy?<figure><img src="https://images.theconversation.com/files/200924/original/file-20180105-26166-1u6p7qe.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Toby Young at West London Free School in 2012.</span> <span class="attribution"><a class="source" href="https://www.facebook.com/147400295330624/photos/a.780822028655111.1073741826.147400295330624/780822465321734/?type=3&theater">Toby Young/Facebook</a></span></figcaption></figure><p>Since Toby Young’s appointment to the government’s new higher education watchdog – the <a href="https://en.wikipedia.org/wiki/Office_for_Students">Office for Students</a> – critics have trawled through his past for evidence of <a href="https://www.theguardian.com/media/2018/jan/03/toby-young-quotes-on-breasts-eugenics-and-working-class-people">unsuitability</a> for the role.</p>
<p>Included in a catalogue of <a href="https://theconversation.com/the-outcry-over-toby-young-and-why-the-new-university-regulator-could-already-be-doomed-89586">offensive tweets and choice quotes</a> is an article written by Young in 2015, titled <a href="https://quadrant.org.au/magazine/2015/09/fall-meritocracy/#_ftn2">The Fall of the Meritocracy</a>. In the article Young takes issue with past attempts to secure social mobility through heavy state intervention. He adopts the classic liberal argument that state intervention should be strictly limited or it becomes coercive.</p>
<p>The only way of encouraging social mobility in a liberal society – a society that values freedom – is to give individuals the power to drive their own upward mobility. Young’s solution: give parents with low IQs the tools to increase the intelligence of their offspring.</p>
<h2>Young’s argument</h2>
<p>The word “<a href="https://en.wikipedia.org/wiki/Meritocracy">meritocracy</a>” was famously coined by Young’s father as a <a href="https://www.theguardian.com/politics/2001/jun/29/comment">dystopian term</a>, but Young himself uses it in the positive sense. This is the idea that a just society is one that <a href="https://theconversation.com/the-truth-about-meritocracy-it-doesnt-make-society-fairer-65260">rewards ability and effort</a>, rather than patronage – the <a href="https://theconversation.com/the-meritocracy-is-a-smokescreen-for-inherited-privilege-70948">influence of social connections</a>. </p>
<p>In his argument, Young claims that a degree of social mobility is necessary to ensure that an unequal society remains palatable to those who suffer it most. If social divisions were relatively fixed, those at the bottom of the pile would be more likely to revolt. </p>
<figure class="align-left zoomable">
<a href="https://images.theconversation.com/files/200925/original/file-20180105-26145-1p4bin0.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/200925/original/file-20180105-26145-1p4bin0.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=237&fit=clip" srcset="https://images.theconversation.com/files/200925/original/file-20180105-26145-1p4bin0.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=375&fit=crop&dpr=1 600w, https://images.theconversation.com/files/200925/original/file-20180105-26145-1p4bin0.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=375&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/200925/original/file-20180105-26145-1p4bin0.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=375&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/200925/original/file-20180105-26145-1p4bin0.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=472&fit=crop&dpr=1 754w, https://images.theconversation.com/files/200925/original/file-20180105-26145-1p4bin0.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=472&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/200925/original/file-20180105-26145-1p4bin0.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=472&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">Toby Young with pupils at the West London Free School.</span>
<span class="attribution"><span class="source">Toby Young/Facebook</span></span>
</figcaption>
</figure>
<p>Meritocracy can nonetheless endanger itself, Young argues, and needs to be protected. Here he makes the highly controversial claim that meritocratic selection is reorganising class boundaries according to IQ. From Young’s perspective, this is a problem for social stability.</p>
<p>For many on the left – the so called “<a href="https://www.spectator.co.uk/2018/01/the-real-reason-im-a-target-for-the-twitchfork-mob/">twitchfork mob</a>” in Young’s terms – he will have already said enough to place himself on the wrong side of history. But he goes further, arguing for a revival of eugenics – the widely discredited science of selective breeding. </p>
<p>He imagines a type of “progressive eugenics” that would “discriminate in favour of the disadvantaged”. It would do so by offering a form of (as yet unavailable) embryo intelligence screening, “free of charge to parents on low incomes with below-average IQs”. This would help reverse the otherwise “inevitable” consolidation of each social class around a similar genetic profile.</p>
<h2>Confronting eugenics</h2>
<p>There is much one might take issue with in Young’s argument. For a start on the topic of meritocracy, there is sociologist Jo Littler’s recent claim that meritocracy scarcely exists. <a href="https://www.theguardian.com/commentisfree/2017/mar/20/meritocracy-inequality-theresa-may-donald-trump">She describes it as</a>:</p>
<blockquote>
<p>The great delusion that ingrains inequality. </p>
</blockquote>
<p>In other words, meritocracy only functions to offer <a href="http://www.tandfonline.com/doi/full/10.1080/00071005.2017.1404252">ideological cover for plutocracy</a> – or government by the wealthy. That is to say, it functions as a dominant social ideal, providing cover for exactly the kind of government that has promoted Young to a position of power. More simply put, Young’s argument about a cognitive elite seems odd to those who feel that there are already too many fools in power.</p>
<p>Young’s accompanying argument, that meritocracy can only be saved by eugenics, will strike many as almost too offensive to warrant reply. But this risks denying the long association between 20th-century efforts to establish meritocracy, and the late 19th and early 20th-century science of eugenics. </p>
<p>In my book <a href="http://www.palgrave.com/gb/book/9781137272850">Benign Violence</a>, I explain how eugenic thinkers were key players in the developing sciences of psychometric (intelligence) testing and statistics. Operating together, these scientific fields of investigation <a href="https://www.opendemocracy.net/ourkingdom/stephen-j-ball/review-%27benign-violence-education-in-and-beyond-age-of-reason%27">provided the intellectual and political framework</a> within which all debate relating to, and all efforts attempting to secure meritocracy, played out.</p>
<p>Eugenics is nonetheless generally treated as an example of “bad science”. It is also associated with the operations of an overbearing state, and the excessive, overweening aspirations of the social engineer and scientist who “plays God” with the lives of others. The ultimate destination of eugenic science was the holocaust. </p>
<h2>Eugenic continuities</h2>
<p>Without wishing to downplay the totalitarian associations of eugenic science, its first proponents also imagined a more “progressive” version. They hoped it would become a kind of secular religion, or moral framework, to regulate social behaviour in liberal society. </p>
<p>Its most famous, and derided proponent, <a href="https://en.wikipedia.org/wiki/Francis_Galton">Francis Galton</a>, argued that eugenics would only succeed if it became the commonsense of the age. Arguably, this is precisely what happened with the associated ideal of meritocracy.</p>
<figure class="align-Left ">
<img alt="" src="https://images.theconversation.com/files/200944/original/file-20180105-26145-112w3uq.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=237&fit=clip" srcset="https://images.theconversation.com/files/200944/original/file-20180105-26145-112w3uq.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=815&fit=crop&dpr=1 600w, https://images.theconversation.com/files/200944/original/file-20180105-26145-112w3uq.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=815&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/200944/original/file-20180105-26145-112w3uq.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=815&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/200944/original/file-20180105-26145-112w3uq.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=1025&fit=crop&dpr=1 754w, https://images.theconversation.com/files/200944/original/file-20180105-26145-112w3uq.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=1025&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/200944/original/file-20180105-26145-112w3uq.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=1025&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Francis Galton, the ‘father of eugenics’.</span>
<span class="attribution"><span class="source">Wikipedia/Public Domain</span></span>
</figcaption>
</figure>
<p>The history of meritocracy is the story of a social ideal that became so dominant it no longer needed much institutional support. It became an ethos of personal striving, rather than a regulating idea that state interventions would be measured against. </p>
<p>Like Littler, I too believe that meritocracy <a href="https://www.opendemocracy.net/ourkingdom/ansgar-allen/british-public-elect-their-jesus">no longer functions on a principle of fairness</a>. It operates through <a href="https://www.opendemocracy.net/ourkingdom/ansgar-allen/%E2%80%98you-never-will-be-rock-star%E2%80%99-britain-social-mobility-and-exploitation-of-ho">the exploitation of hope</a>, staging an aspirational drama where we are asked to negotiate our dreams against an upper limit of survivable self-delusion.</p>
<p>This is the kind of system that will reward someone like Young, who is distinguished not by institutionally accredited indicators of merit and suitability, but by his ability to ingratiate himself to power. Young’s much derided appointment is then, entirely symptomatic of meritocracy in its current form.</p><img src="https://counter.theconversation.com/content/89671/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Ansgar Allen does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Toby Young’s comments on meritocracy, and ‘progressive eugenics’ are shocking, but the history of its long association is far more disturbing.Ansgar Allen, Lecturer in Education, University of SheffieldLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/872792017-12-04T09:09:15Z2017-12-04T09:09:15ZBlack students on going to Oxbridge: ‘it’s not even asked or pushed for, it’s just assumed no one is applying’<figure><img src="https://images.theconversation.com/files/196976/original/file-20171129-12072-1b58434.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><span class="source">Pexels</span></span></figcaption></figure><p>Just 1.5% of all offers from Oxford and Cambridge universities went to black British A-level students in 2015, recent data <a href="https://www.theguardian.com/education/2017/oct/19/oxford-accused-of-social-apartheid-as-colleges-admit-no-black-students">obtained by Labour MP David Lammy</a> revealed. The majority of places went to students in the south-east of England with professional parents. </p>
<p>This has sparked <a href="http://www.independent.co.uk/news/education/education-news/oxford-cambridge-universities-black-ethnic-minorities-diversity-admissions-reform-mps-labour-a8018531.html">extensive debate</a> about the accessibility of elite higher education institutions for the socioeconomically disadvantaged and black, Asian and minority ethnic students. It has also led to calls for elite institutions to do more to improve their widening participation schemes and offer more places to students from different backgrounds.</p>
<p>In response to these debates, the Oxford African and Caribbean Society <a href="http://oxfordacs.com">explained</a>:</p>
<blockquote>
<p>It is true that the data reveals significant issues of institutionalised cultural and economic bias at Oxford; however it is also true that Oxford is a microcosm of the deep structural issues embedded in the British education system.</p>
</blockquote>
<h2>The Oxbridge battle</h2>
<p><a href="http://lntrg.education.ox.ac.uk/projects/understanding-widening-participation-in-elite-he-institutions/">Our recent research</a> focuses on understanding the experiences of ten students who are attending Oxford through an innovative widening participation approach. Of these students, six are also black, Asian or minority ethnic, while the other four are white.</p>
<p>In our research, the students described making the decision to apply to Oxford as a “fight” or a “battle”. They felt they had to overcome their educational backgrounds, particularly the limitations imposed on them by their state schools. These had given them the impression that Oxford was an unrealistic option. </p>
<p>The students felt there was an assumption by some school teachers that with their backgrounds, they would not want to, or be able to successfully apply to Oxford and would not “fit in”. As one student explained:</p>
<blockquote>
<p>It’s not even asked or pushed for, it’s just assumed that no one is applying to Oxbridge.“</p>
</blockquote>
<p>A recent report by the Sutton Trust similarly found 43% of state school teachers would <a href="https://www.suttontrust.com/research-paper/teachers-oxbridge-perceptions-polling/">rarely or never advise their bright pupils to apply to Oxbridge</a>. And in our research, some students felt their teachers were also limited by the wider education system. Time limitations meant they had to focus on maximising the number of passing grades in exams – at the expense of students who could achieve top marks. </p>
<h2>Strong self-belief needed</h2>
<p>The students we spoke to viewed their successes as being "in spite of” their schooling – rather than because of it. For many of these students, to actually apply to Oxford meant they had to overcome both a lack of support from their teachers as well as cultures that sometimes limited high academic attainment.</p>
<p>This meant that students required an enormous amount of self-belief to “fight” against these structural limitations. They described how this self-belief – often supported by family and friends outside school – was essential. It was vital to their desire to apply to Oxford.</p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/196977/original/file-20171129-12040-pmn1hl.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/196977/original/file-20171129-12040-pmn1hl.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=399&fit=crop&dpr=1 600w, https://images.theconversation.com/files/196977/original/file-20171129-12040-pmn1hl.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=399&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/196977/original/file-20171129-12040-pmn1hl.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=399&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/196977/original/file-20171129-12040-pmn1hl.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=501&fit=crop&dpr=1 754w, https://images.theconversation.com/files/196977/original/file-20171129-12040-pmn1hl.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=501&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/196977/original/file-20171129-12040-pmn1hl.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=501&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Education for all?</span>
<span class="attribution"><span class="source">Shutterstock</span></span>
</figcaption>
</figure>
<p>In this way, our research highlights the impact schooling has on student aspiration. It shows that there is a need for deeper partnerships between schools and elite universities to support these students and encourage them to apply. </p>
<p>This would help to challenge negative perceptions of elite institutions as well as helping to diversify the student population at these universities. This is important because as these institutions becomes more diverse and welcoming, they will become places where all students feel valued – and negative perceptions will eventually recede. </p>
<p>Our research emphasises the need for elite institutions to take a more radical approach to their admissions processes and entry criteria. And although this is a microcosm of the deep structural limitations that exist within the education system as a whole, these institutions should engage with those wider limitations. This should be done by modelling real change and working with schools to support all students’ aspirations and attainment – not just those students from the wealthiest backgrounds.</p><img src="https://counter.theconversation.com/content/87279/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>James Robson is a member of the Labour Party and has received funding from the Royal Society, the British Academy, The Edge Foundation, HEFCW, and Culham St Gabriel's Trust</span></em></p><p class="fine-print"><em><span>Katriona O'Sullivan receives funding from the Irish Research Council for Research for Policy and Society </span></em></p><p class="fine-print"><em><span>Niall Winters has received funding from a number of organisation including ESRC-DFID and EU Horizon 2020. </span></em></p>New findings reveal only 1.5% of all offers from Oxford and Cambridge went to black British A-level students.James Robson, Senior Postdoctoral Research Fellow, University of OxfordKatriona O'Sullivan, Lecturer, National University of Ireland MaynoothNiall Winters, Associate Professor of Learning and New Technologies, University of OxfordLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/804972017-11-17T14:16:38Z2017-11-17T14:16:38ZOnline learning can prepare students for a fast-changing future – wherever they are<figure><img src="https://images.theconversation.com/files/195198/original/file-20171117-7588-1rai1rs.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">The classroom of the future.</span> <span class="attribution"><span class="source">shutterstock</span></span></figcaption></figure><p>Take a moment to think back to the first classroom you ever entered, whether it was at school, or nursery, chances are there was a blackboard, with coloured chalk where you focused most of your attention. You were probably working from a booklet or on paper using pencil and crayons and drawing pictures by hand. </p>
<p>Now fast forward to the classroom of 2017 and everything has changed. Gone are the chalks and the crayons – which have been replaced by screens, social networks, cloud computing and augmented reality.</p>
<p>Technology has changed the way classrooms work, not just at school, but right throughout the education system. So from nursery to university, students these days engage with online learning from day one. And yet, despite this increased growth in technological advances, higher education institutions are operating in an increasingly competitive and unstable market. </p>
<p>In the UK, the introduction of <a href="http://www.bbc.co.uk/news/education-36856026">increased fees for undergraduate study</a>, the removal of the <a href="https://www.theguardian.com/higher-education-network/blog/2014/sep/18/removing-cap-student-numbers-six-questions-hepi-report">recruitment cap</a> and the subsequent competition for good students has created an unprecedented era of “<a href="https://www.higheredtoday.org/2014/02/28/confronting-higher-education-consumerism-challenges/">education consumerism</a>”. </p>
<p>Students too, expect more from their learning. Feverish recent press coverage of the “<a href="http://www.dailymail.co.uk/news/article-4790694/Top-universities-desperate-attempt-courses.html">clearing free-for-all</a>” where selective Russell Group universities offered places through clearing in traditionally highly selective courses has emphasised the view of students as consumers in a “<a href="https://www.theguardian.com/education/2017/aug/18/fewer-uk-students-degree-courses-ucas-clearing">buyer’s market</a>”. </p>
<p>The idea of a “typical student” <a href="https://www.theguardian.com/higher-education-network/blog/2014/jun/10/flexible-study-future-for-universities">is also changing</a>. With this comes a change in how these students prefer to learn. In particular, older students looking to obtain postgraduate qualifications want their education to be <a href="https://www.theguardian.com/education/2014/jun/11/postgraduate-students-feel-overlooked">valuable and worthwhile</a>. But it must also be flexible enough to fit in with their existing commitments and responsibilities. </p>
<p>Universities are also in the market of preparing students for jobs <a href="https://www.timeshighereducation.com/news/martin-boehm-preparing-students-for-jobs-that-dont-exist-yet">that don’t even exist yet</a>. Even after graduating from a first degree there is an increasing need and pressure on students to keep learning and adapting. </p>
<h2>Taking it online</h2>
<p>During the past decade, international student numbers have also rapidly grown at <a href="https://institutions.ukcisa.org.uk/info-for-universities-colleges--schools/policy-research--statistics/research--statistics/international-students-in-uk-he/">universities in both the UK and US</a>. But with the threat of Brexit on the horizon in the UK – as well as an altogether <a href="http://www.telegraph.co.uk/education/educationnews/11000084/Visa-rules-mean-UK-is-unwelcoming-for-foreign-students.html">not particularly welcoming visa system</a> – these are numbers that have recently <a href="https://www.ucas.com/corporate/news-and-key-documents/news/applicants-uk-higher-education-down-5-uk-students-and-7-eu-students">started to dwindle</a>.</p>
<p>Given these political issues – and increased difficulties for international students in terms of getting visas – one solution could be to change the way education is actually accessed. In a post-Brexit world, online education could provide an important method for international students to move ahead with their education. It could also enable them to study for a degree at a UK university from <a href="https://www.forbes.com/sites/ryancraig/2015/06/23/a-brief-history-and-future-of-online-degrees/">the comfort of their own home</a>.</p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/195199/original/file-20171117-7603-1qiqcmb.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/195199/original/file-20171117-7603-1qiqcmb.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=551&fit=crop&dpr=1 600w, https://images.theconversation.com/files/195199/original/file-20171117-7603-1qiqcmb.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=551&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/195199/original/file-20171117-7603-1qiqcmb.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=551&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/195199/original/file-20171117-7603-1qiqcmb.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=693&fit=crop&dpr=1 754w, https://images.theconversation.com/files/195199/original/file-20171117-7603-1qiqcmb.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=693&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/195199/original/file-20171117-7603-1qiqcmb.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=693&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">How to reinvent the classroom for the internet generation.</span>
<span class="attribution"><span class="source">Shuttertsock</span></span>
</figcaption>
</figure>
<p>In this way, a carefully constructed online learning programme that also has lots of support built in provides an international experience for students. But on top of that it also can provide an experience that is relevant and gives students a valuable skill-set for their future working life. The online classroom and the sense of collaborating across <a href="https://www.researchgate.net/profile/Ellen_Kossek/publication/234021856_Managing_the_Global_WorkforceChallenges_and_Strategies/links/5626b91a08ae4d9e5c4d4630.pdf">international and cultural boarders</a> mirrors the workplaces these students are in or aspire to work in. </p>
<h2>Future classrooms</h2>
<p>It is clear then that online programmes can and should be viewed as an innovative platform through which access to higher education can continue.
This is important because <a href="http://oro.open.ac.uk/44281/3/Meeting%20the%20needs%20of%20disabled%20students%20in%20on-line%20distance%20education%20%28Final-English%29.pdf">online learning breaks down barriers</a> that are otherwise difficult to overcome and helps to share knowledge across the globe. This provides students with new knowledge that is enriched with international insights and cultural awareness. </p>
<p>It also ensures that learning can continue to be accessed remotely from across the globe, no matter how uncertain the future higher education landscape becomes. But, for this to happen, higher education institutions must continue to adapt, and develop new ways to deliver programmes and courses. This will not only ensure they follow global trends and advances, but also make sure that <a href="https://www.theguardian.com/education/2013/apr/28/disabled-students-use-e-textbooks">education truly is accessible to all</a>.</p><img src="https://counter.theconversation.com/content/80497/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Helen O'Sullivan does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>The future of education is in the clouds.Helen O'Sullivan, Associate Pro Vice Chancellor for Online Learning, University of LiverpoolLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/862602017-10-25T14:54:25Z2017-10-25T14:54:25ZBrexit, academic freedom and where the law stands on universities being quizzed about what they teach<figure><img src="https://images.theconversation.com/files/191811/original/file-20171025-25546-1rdybkt.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Banksy's Brexit mural.</span> <span class="attribution"><a class="source" href="https://www.instagram.com/banksy/">https://www.instagram.com/banksy/</a></span></figcaption></figure><p>It started with <a href="http://www.independent.co.uk/news/uk/politics/chris-heaton-harris-brexit-academics-list-tory-mp-conservative-university-vice-chancellor-david-a8017631.html">a letter</a>. A seemingly simple request for information, sent by the Conservative MP Chris Heaton-Harris to <a href="http://www.independent.co.uk/news/uk/politics/brexit-uk-universities-conservative-whip-chris-heaton-harris-demand-information-staff-telling-a8016876.html">university vice-chancellors</a>. </p>
<p>But you don’t even have to read between the lines before alarm bells start to ring, because in the letter, Heaton-Harris requests access to university course documents as well as the names of professors involved in “the teaching of European affairs, with particular reference to Brexit”. </p>
<p>The <a href="https://www.theguardian.com/education/2017/oct/24/no-10-disowns-tory-whip-accused-of-mccarthyite-behaviour-universities-brexit">UK government has distanced itself</a> from the letter, which has understandably caused outrage at universities across the UK. Many academics have spoken of their anger at such requests, calling the letter “sinister” and accusing the MP of carrying out a “<a href="http://www.dailymail.co.uk/news/article-5012511/Tory-whip-accused-McCarthy-witch-hunt-Brexit-letter.html">McCarthy-style witch hunt</a>”.</p>
<p>To put this into context, while asking a vice-chancellor for information regarding the institution generally is of no concern, it is unusual to address them for detailed matters of curriculum in this way. This is mainly because the information is held by the faculties and schools delivering the teaching. The curriculum of most universities is also publicly available and easy to research, via university websites. On top of this, universities also publish prospectuses outlining their whole teaching offering. </p>
<p>Then there is also the issue of the request of the specific names of professors engaged in teaching of “European affairs”. The question is: why would it matter? If parliament was interested in what courses are taught at UK universities, that information is publicly available. It is the link to the personnel involved in the delivery of the teaching that adds a very different flavour to what is claimed to be a harmless information request.</p>
<h2>Academic censorship?</h2>
<p>It is questionable then as to why an MP decided to approach universities via their vice-chancellors – what can only be described as at the highest and most bureaucratic level. In this way, it cannot have been for the purpose of gathering information quickly and efficiently. Instead, it rather suggests that this exercise was meant to gather information about specific aspects of academics and their work without their knowledge.</p>
<p>Although much has been done to <a href="http://www.bbc.co.uk/news/uk-politics-41747035">downplay the letter since its publication</a>, it is clear many (both inside and outside of academia) have already read this as the first step in an attempt to undermine academic freedom – by questioning universities impartiality in education and purpose in society. </p>
<p>On a legal level, it could be argued that it prepares an infringement of the freedom to expression as secured by Article 10 of the <a href="https://www.legislation.gov.uk/ukpga/1998/42/schedule/1/part/I/chapter/9">Human Rights Act 1998</a> and Article 19 of the Universal Declaration of Human Rights. These underpin the ability of any society to engage with critical and controversial issues and sit at the core of the democratic process.</p>
<p>Only if the expression of differing views is protected, can it be ensured that we live in a society where opinion is formed based on critical engagement with opposing views. </p>
<h2>Freedom of expression</h2>
<p>Heaton-Harris has since spoken out to defend his stance on free speech in universities. But it seems the damage has already been done. It is well known he is no supporter of the European Union, and was working on the side of the <a href="http://www.bbc.co.uk/news/uk-politics-eu-referendum-35616946">Leave campaign</a> before the UK referendum on EU membership. Viewing these requests in light of his political agenda, academics are understandably critical regarding the actual purpose of his letter.</p>
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<p><a href="https://worcesterobserver.co.uk/news/mps-brexit-demand-sparks-fury-from-university-chief/">David Green</a>, vice-chancellor of Worcester University, who was the first to draw attention to the letter, has been clear that Heaton-Harris will not receive the information he asks for. Though it is unknown whether, and how, other vice-chancellors responded. </p>
<p>Many academics though have seized the chance to challenge the letter at face value, and sent Heaton-Harris public invitations to their lectures. </p>
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<h2>A threat to democracy</h2>
<p>Academic freedom – just like freedom of expression – is an underpinning of a functioning democracy. And in this way, it is threatened when democracy is at threat. So rather than opposing views being seen as merely a challenge to the established way of thinking, they are seen as a threat to power. And all of this comes at a time when many academics both in the UK and beyond, will have watched with horror, when the Turkish president, Recep Tayyip Erdoğan, launched his attack on <a href="https://theconversation.com/purge-of-teachers-and-academics-bulldozes-through-turkish-education-62839">academic freedom</a> and academic colleagues in the aftermath of an attempted military coup in 2016. </p>
<p>A spokesman for the UK prime minister, Theresa May, has since said Heaton-Harris sent the letter in his capacity as a Member of Parliament, not on behalf of the government. Jo Johnson, minister of state for universities and science, has also been quick to <a href="https://www.timeshighereducation.com/news/minister-under-pressure-over-mps-mccarthyite-letter">condemn the request</a>.</p>
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<p>Johnson suggested Heaton-Harris should probably not have sent the letter and that he was very much regretting his decision. Speaking on BBC Radio 4’s Today Programme, Johnson told listeners he had spoken with Heaton-Harris, who was requesting the information for his own line of inquiries – part of a wider <a href="http://www.bbc.co.uk/news/uk-politics-41747035">research project</a> for an apparent book.</p>
<p>Johnson also took the opportunity to reinforce that “the government is absolutely committed to academic freedom and to freedom of speech in our universities”. But of course, it wasn’t that long ago that <a href="https://www.ft.com/content/3be49734-29cb-11e6-83e4-abc22d5d108c?mhq5j=e7">Michael Gove</a> was saying “this country has had enough of experts”. It is no wonder then that the letter has received such “unexpected” outcry, as the quest to defend academic freedom seemingly continues.</p><img src="https://counter.theconversation.com/content/86260/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Anne Wesemann does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Are British universities under threat of censorship?Anne Wesemann, Lecturer in Law, The Open UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/832532017-09-06T10:44:51Z2017-09-06T10:44:51ZDo international students in Britain need better English skills?<figure><img src="https://images.theconversation.com/files/184731/original/file-20170905-13709-bai7ol.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><span class="source">Shutterstock</span></span></figcaption></figure><p>The start of the academic year is fast approaching, with new students from across the UK looking forward to starting university with a mix of trepidation and excitement. </p>
<p>The UK is also a popular place for <a href="https://theconversation.com/now-we-know-most-international-students-go-home-after-their-courses-the-vilification-must-end-83008">international students to study</a>, given that it has some of the <a href="https://www.theguardian.com/education/2017/sep/05/oxford-cambridge-top-world-university-rankings">best universities in the world</a>. This means that many UK students studying at a British university will be joined in their lectures by students <a href="https://theconversation.com/indian-students-at-british-universities-is-a-tradition-we-should-cherish-and-protect-70456">from around the world</a>. </p>
<p>The latest <a href="https://institutions.ukcisa.org.uk/Info-for-universities-colleges--schools/Policy-research--statistics/Research--statistics/International-students-in-UK-HE/#International-(non-UK)-students-in-UK-HE-in-2015-16">UK Council for International Student Affairs</a> report shows that Chinese students studying at UK universities have far exceeded any other nationality since 2013. The same report also reveals that China is the only country showing significant increases compared with other non-EU countries where recruitment is virtually stagnant. </p>
<p>For many of these students from China, this may be the first time they are educated in only English. And there is the expectation that these students will be able to fully understand and keep up with other students.</p>
<h2>Language ability</h2>
<p>Having adequate English language skills is important to international students, as there’s no point in them turning up on their first day only to realise they don’t understand the curriculum. In the same way, this proficiency is also important to native English speakers – given that many courses require an element of group work and seminar discussions. Universities don’t want to accept students who will ultimately fail their course either. </p>
<p>International students are offered a place at UK universities on the condition that they have a certain level of English language proficiency. This is checked through a UK Home Office approved test known as the <a href="https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/600175/2017-03-14-SELT-frequently-asked-questions-for-candidates-v2.0.pdf">Secured English Language Test</a>. </p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/184732/original/file-20170905-13714-8jq8ap.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/184732/original/file-20170905-13714-8jq8ap.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/184732/original/file-20170905-13714-8jq8ap.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/184732/original/file-20170905-13714-8jq8ap.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/184732/original/file-20170905-13714-8jq8ap.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/184732/original/file-20170905-13714-8jq8ap.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/184732/original/file-20170905-13714-8jq8ap.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="caption">International students can sometimes struggle with the language.</span>
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</figure>
<p>In theory, students sit the test, pass and then look forward to starting their new life in a new country. But things get problematic when students do not achieve the required score. In this case, universities may then offer an additional pre-sessional programme of English language study at an extra cost to the student. If completed successfully, this allows these students onto their chosen course.</p>
<p>So far, so good. But the the problem here is that many students do not actually take the Secured English Language Test at the end of their pre-sessional programme. This means that it’s never categorically known if, by the end of the summer course, a student’s language proficiency is at the level originally required by the university.</p>
<h2>Testing times</h2>
<p>That said, it’s not in the interest of universities to set a student up for failure. But surely if the entry requirement of a university course is a certain grade in the Home Office exam, then the same exam should be given at the end of these programmes. This would help to maintain a level playing field for all students on the course. </p>
<p>As someone who works on these pre-sessional programmes as an assistant professor, I believe there is clearly a value in teaching English for academic purposes. These sessions are also a time when nonnative learners can get a sense of the UK’s academic culture along with the conventions they will be expected to follow – something some UK students would also benefit from, too.</p>
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<img alt="" src="https://images.theconversation.com/files/184735/original/file-20170905-13703-1y1mcq6.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/184735/original/file-20170905-13703-1y1mcq6.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/184735/original/file-20170905-13703-1y1mcq6.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/184735/original/file-20170905-13703-1y1mcq6.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/184735/original/file-20170905-13703-1y1mcq6.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/184735/original/file-20170905-13703-1y1mcq6.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/184735/original/file-20170905-13703-1y1mcq6.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="caption">International students need to be made to feel welcome.</span>
<span class="attribution"><span class="source">Shutterstock</span></span>
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<p>But of course, the point of the programmes is about getting students up to a certain standard of English. Perhaps then the answer is for the Home Office approved tests to be changed to better reflect what is being covered in university pre-sessional programmes.</p>
<p>What this all boils down to is that universities must make sure they are doing enough to support <a href="https://theconversation.com/why-internationalisation-matters-in-universities-72533">international students</a>. And this support is particularly important given the outcome of the EU referendum and the UK’s apparent fixation with <a href="https://theconversation.com/brutality-of-british-immigration-detention-system-laid-bare-83396">immigration</a>. In this way, <a href="https://theconversation.com/drop-in-overseas-students-adds-to-universities-cash-woes-25451">the numbers speak for themselves</a> – international students wanting to come and study in the UK is no longer something universities can simply take for granted.</p><img src="https://counter.theconversation.com/content/83253/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Bobby Pathak does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>An insider’s view.Bobby Pathak, Assistant Professor (Pre-Sessional) English for Academic Purposes, Heriot-Watt UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/809212017-09-01T12:52:05Z2017-09-01T12:52:05ZMissing from the tuition fees debate: student well-being and the public benefits of higher education<figure><img src="https://images.theconversation.com/files/184198/original/file-20170831-12201-7fiseg.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Telling it like it is?</span> <span class="attribution"><span class="source">shutterstock</span></span></figcaption></figure><p>As the summer comes to an end and a new academic year approaches, another wave of soon to be university students are eagerly awaiting the next stage in their educational journey. </p>
<p>For many of these students, it will have been a summer of firsts: first time on holiday with their friends, first time preparing to move away from home, and the first time voting in a general election.</p>
<p>This was an election that saw youth turnout reach a <a href="https://www.ft.com/content/6734cdde-550b-11e7-9fed-c19e2700005f">25-year high</a> and many young people were motivated to vote for the Labour Party – <a href="https://www.theguardian.com/politics/2017/jun/01/why-young-voters-are-backing-jeremy-corbyn-labour">at least partly</a> because of a promise to abolish university tuition fees and to reintroduce maintenance grants.</p>
<p>This spike in youth political mobilisation came as a surprise to some, but less so to those who work with young people. When fees were capped at £9,000, the most disadvantaged students were looking at graduating with as much as <a href="https://www.theguardian.com/education/2017/jul/05/poorest-students-will-finish-university-with-57000-debt-says-ifs">£57,000 in debt</a>. While it is tempting to think that debt is a problem for the future, it seems to have an immediate and egregious impact on student mental health. </p>
<p>In 2015, an <a href="https://www.theguardian.com/education/2015/dec/14/majority-of-students-experience-mental-health-issues-says-nus-survey">NUS survey</a> found that 78% of students had experienced mental health issues in the preceding year. The outgoing welfare officer at my institution’s Students’ Union, Anna Mullaney, <a href="https://issuu.com/forgepress/docs/issue103/8">explained</a> that students of her generation: </p>
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<p>Live and breathe in the context of a complex and constant mental health crisis. </p>
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<p>While fees are not the only factor to consider – the graduate job market, the cost of housing, and the evolving use of social media also loom large – students’ current and future financial situations are central to their concerns. And with some institutions set to raise their 2017 to 2018 fees to <a href="http://www.bbc.co.uk/news/education-36856026">£9,250</a> and interest rates on student loans <a href="https://www.ft.com/content/19c436f0-57e7-11e7-9fed-c19e2700005f">rising to 6.1%</a>, we can only expect this trend to deepen. </p>
<p>Yet, while the financial specifics negatively impact on student well-being, they form part of a multifaceted trend in higher education, namely, “<a href="https://theconversation.com/in-the-race-to-turn-higher-education-into-a-market-were-ignoring-lessons-from-history-35792">marketisation</a>”.</p>
<p>In 2016, then NUS vice-president for welfare, Shelly Asquith, <a href="https://www.theguardian.com/education/2016/mar/13/tuition-fees-have-led-to-surge-in-students-seeking-counselling">warned</a>:</p>
<blockquote>
<p>[The] marketisation of education is having a huge impact on students’ mental health. The value of education has moved away from societal value to “value for money” and the emphasis on students competing against each other is causing isolation, stress and anxiety. </p>
</blockquote>
<h2>Whose benefit?</h2>
<p>When fees were first introduced, it was pointed out that graduates earned comparatively more over a lifetime than non-graduates. The implication was that they should therefore carry some of the associated cost. </p>
<p>This focus on earnings is part of a wider trend where the “value” of undergraduate education is reduced to private gains made by graduates. This is <a href="http://www.keepeek.com/Digital-Asset-Management/oecd/education/education-at-a-glance-2016_eag-2016-en#page1">typically</a> in the form of higher earnings and higher rates of employment compared with non-graduates. </p>
<p>But what is missing in such talk is the sizeable <a href="http://www.huffingtonpost.com/muriel-howard/higher-education-and-the%20_4_b_6005080.html">public benefits</a> derived from living in a society populated by more, rather than less people with university degrees. These public benefits <a href="https://www.kcl.ac.uk/sspp/policy-institute/publications/Issuesandideas-higher-education-funding.pdf">include</a> increased tax revenue, higher exports, higher productivity, lower public health costs and reduced crime rates. </p>
<p>Having more people involved in higher education also improves <a href="https://trends.collegeboard.org/sites/default/files/education-pays-2016-full-report.pdf">civic participation</a> – through voting and volunteering – and it helps to generate higher levels of public trust and tolerance, as well as making <a href="https://theconversation.com/universities-have-the-power-to-create-exciting-connected-and-inclusive-cities-heres-how-81780">cities more dynamic</a>. </p>
<h2>Public values</h2>
<p>But it is not just graduates that yield public benefits, universities as institutions do so as well. Not only do they produce and communicate world-class research, universities <a href="https://www.theguardian.com/higher-education-network/2017/jun/28/regional-economic-growth-universities-regeneration-local-economy">connect</a> localities to the wider economy and have <a href="https://www.open.ac.uk/cheri/documents/transf-final-report.pdf">the potential</a> to help attract foreign investment and support specialised skills development. </p>
<p>From a cultural standpoint, universities act as international hubs, attracting students and staff from all over the globe. Moreover, they help to foster <a href="http://www.bbc.com/news/education-30417131">diplomatic goodwill</a> towards the UK (which has become scarcer since Brexit) thanks to connections with international students and international partner organisations.</p>
<p>And, despite growing pressures to fully embrace market competition, many people working in public British universities <a href="http://www.hepi.ac.uk/wp-content/uploads/2016/10/Hepi_Protecting-the-Public-Interest-in-Higher-Education-WEB.pdf">remain committed</a> to the idea that higher education can and should serve the needs of society. They aim to educate for a life of engaged citizenship and are attached to the notion that knowledge and understanding provide the only stable grounds for technological, cultural and political progress. </p>
<h2>Common endeavour</h2>
<p>But in spite of the deep changes to the sector over the past two decades, it is not too late to recover a sense of common endeavour. At its most general, this consists of fostering economic growth through innovation, <a href="http://webarchive.nationalarchives.gov.uk/+/http:/www.cabinetoffice.gov.uk/media/227102/fair-access.pdf">evening out life chances</a> and working towards <a href="http://www.unesco.org/education/educprog/wche/declaration_eng.htm">solving major collective problems</a> – such as, poverty, intolerance, violence, illiteracy, hunger, environmental degradation and disease. </p>
<p>But can universities be expected to be more publicly orientated when most of their financial support comes from tuition fees? I think not.</p>
<p>As a result, we might consider the urgent need to revise the current higher education funding arrangement to both reduce the strain on students’ mental health and refocus the connection between universities and their public goals. The health of Britain’s youth as well as the country’s future place in the world may well depend on it.</p><img src="https://counter.theconversation.com/content/80921/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Joshua Forstenzer, as part of his institutional role, advises the Vice-Chancellor of the University of Sheffield on matters relating to the public value of higher education. He is also a Fellow of the Royal Society for the Arts.</span></em></p>We need to revisit tuition fees. The health of Britain’s youth and the country’s future place in the world may well depend on it.Joshua Forstenzer, Vice-Chancellor's Fellow for the Public Benefit of Higher Education, University of SheffieldLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/810722017-08-11T11:37:39Z2017-08-11T11:37:39ZSeven ways universities benefit society<figure><img src="https://images.theconversation.com/files/181590/original/file-20170809-32183-q3qxf2.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">The value universities add to society.</span> <span class="attribution"><span class="source">shutterstock</span></span></figcaption></figure><p>With tuition fees in England set to <a href="http://www.bbc.co.uk/news/education-39577507">rise to £9,250</a> and interest rates on loans escalating from 4.6% to 6.1% this autumn, students are rightly asking <a href="https://theconversation.com/most-graduates-will-never-pay-off-their-student-loans-80582">what return they are getting for their investment</a>. </p>
<p>Jo Johnson, minister for universities, science, research and innovation, has called for the <a href="https://www.gov.uk/government/news/chief-executive-of-new-office-for-students-announced">Office for Students</a> – a new regulatory body coming online in 2018 – to look into legally binding <a href="https://www.theguardian.com/education/2017/jul/20/university-contracts-could-help-students-sue-if-tuition-is-poor">contracts between universities and students</a>. This aim is to provide “consumer” protection as regards the quality of tuition.</p>
<p>The government is also looking for a more direct return on public investment in higher education. As Brexit looms on the horizon, universities are being asked to assume a leading role in the UK’s <a href="http://www.telegraph.co.uk/education/2017/03/09/universities-will-help-make-britain-global-powerhouse-scientific/">new industrial strategy</a>. But the <a href="http://www.universitiesuk.ac.uk/news/Pages/The-voice-of-universities-must-be-heard-during-Brexit-negotiations.aspx">pending loss of European funding, expertise and collaborations</a> means <a href="http://www.raeng.org.uk/news/news-releases/2017/may/new-report-uk-universities-and-eu-funding">they are going to have to do more with less</a>.</p>
<p>In this way, understanding how universities can best help revitalise the <a href="https://www.theguardian.com/higher-education-network/2017/jun/28/regional-economic-growth-universities-regeneration-local-economy?CMP=share_btn_tw">fortunes of regions</a>, <a href="http://eprint.ncl.ac.uk/file_store/production/206446/62406D81-2D14-4F43-901E-4A879BE6F7D5.pdf">anchor growth</a> and <a href="https://docs.wixstatic.com/ugd/6c6416_b2d01ebd3c604ed6a8729f894293ef5e.pdf">support sustainable futures</a> has emerged as a key strategic policy question on both sides of the “town-gown” divide.</p>
<p>So how do universities transform their neighbourhoods, cities, regions and nations?</p>
<h2>1. Universities are economic engines</h2>
<p>Universities are hotbeds of innovation and entrepreneurship. In partnership with government and business, academic research and technologies <a href="https://books.google.com/books/about/The_Triple_Helix.html?id=hs2SAgAAQBAJ&printsec=frontcover&source=kp_read_button#v=onepage&q&f=false">help to drive an array of vital industries</a>. Universities provide students with the skills to compete in increasingly global workplaces and are themselves major employers. </p>
<p>During the 2011 to 2012 financial year, London’s universities contributed a total of <a href="http://www.universitiesuk.ac.uk/policy-and-analysis/reports/Documents/2014/economic-impact-london.pdf">£5.8 billion</a> to the city and supported 145,921 jobs (directly and indirectly) across all skill levels. And recent research by <a href="http://www.universitiesuk.ac.uk/policy-and-analysis/reports/Documents/2014/the-impact-of-universities-on-the-uk-economy.pdf">Universities UK</a> shows such economic impacts are even more pronounced in smaller cities and towns. Bottom line: if you live in a university town or city, the chances are that you’re already reaping some of those benefits. </p>
<h2>2. Universities can change the face of a city</h2>
<p>As major landowners, universities are significant investors in the built environment. Campus developments reshape the skyline while providing new <a href="http://www.ucl.ac.uk/urbanlab/news/university-regeneration-case-studies">civic identities</a>.</p>
<p><a href="http://www.coventrytelegraph.net/news/coventry-news/coventry-university-spend-125m-redeveloping-8818519">Coventry University’s plans</a> to channel £125m into a series of new buildings has been warmly welcomed as a way to revitalise an historic part of the city centre blighted by unsightly post-war offices. The same goes for the University of Northampton’s proposed <a href="http://hellowaterside.northampton.ac.uk/">Waterside Campus</a>. </p>
<p>Such projects are not only about expansion – they are increasingly centred on opening universities up as physical and social spaces for the wider community.</p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/181761/original/file-20170811-1148-18w8aov.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/181761/original/file-20170811-1148-18w8aov.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/181761/original/file-20170811-1148-18w8aov.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/181761/original/file-20170811-1148-18w8aov.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/181761/original/file-20170811-1148-18w8aov.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/181761/original/file-20170811-1148-18w8aov.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/181761/original/file-20170811-1148-18w8aov.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Liverpool University buildings old and new.</span>
<span class="attribution"><span class="source">Shutterstock</span></span>
</figcaption>
</figure>
<h2>3. Universities attract global talent…</h2>
<p>Universities have a tremendous ability to attract global talent to cities and nations. Latest figures show that <a href="http://www.universitiesuk.ac.uk/facts-and-stats/data-and-analysis/Documents/facts-and-figures-2016.pdf">28% of academic staff at UK universities are from overseas</a>. And between 2014 and 2015, the country hosted <a href="http://www.universitiesuk.ac.uk/policy-and-analysis/reports/Documents/2017/briefing-economic-impact-international-students.pdf">125,000 EU and 312,000 non-EU</a> international students who generated in excess of <a href="http://www.universitiesuk.ac.uk/policy-and-analysis/reports/Documents/2017/briefing-economic-impact-international-students.pdf">£25 billion</a> for the national economy. </p>
<p>Given the international reputation of its universities as well as the resources and English language instruction available the UK will likely remain an attractive destination for non-EU international students. But Brexit has <a href="http://www.independent.co.uk/student/news/brexit-international-students-in-the-uk-after-eu-referendum-hobsons-survey-a7161661.html">raised legitimate concerns</a> – UCAS reports <a href="http://www.bbc.co.uk/news/education-40581643">student applications from EU countries have fallen</a> from 51,850 in 2016 to 49,250 in 2017. </p>
<h2>4. …and build international connections</h2>
<p>International staff and students do more than just boost the economy. They contribute to the vitality of their communities and help develop tolerant and inclusive societies. </p>
<p>Internationalisation helps create lasting links into global networks. <a href="https://www.timeshighereducation.com/blog/brazils-science-without-borders-programme-deserves-more-credit">Academic mobility and research collaborations</a> extend intellectual and cultural interaction and in doing so help to develop <a href="http://www.nature.com/nature/journal/v490/n7420/full/490335a.html?foxtrotcallback=true">international relations</a> Numerous <a href="https://www.timeshighereducation.com/features/12-world-leaders-who-attended-uk-universities/2007333.article">world leaders have been educated at UK universites</a> – in fact one in seven countries has a <a href="http://www.bbc.co.uk/news/education-29361704">leader who studied in the UK</a>. Universities, in this sense, are essential spaces of soft diplomacy.</p>
<h2>5. Universities help address societal challenges</h2>
<p>Closer to home, academic analysis provides local governments and communities with a robust evidence base to inform public policy. At an institutional level, universities are well positioned to offer comprehensive, independent assessments of issues ranging from <a href="https://docs.wixstatic.com/ugd/6c6416_5aa9257c1c184be59803bddea5547f5b.pdf">global health</a> to the <a href="https://davidwachsmuth.files.wordpress.com/2017/08/short-term-cities-report-2017-08-081.pdf">impacts of AirBnB</a>. Academics engage in such work not as consultants or handmaidens to government, but as <a href="http://www.tandfonline.com/doi/abs/10.1080/13604813.2015.1024072?journalCode=ccit20">critical</a> <a href="http://www.tandfonline.com/doi/abs/10.1080/13604813.2016.1267331?journalCode=ccit20">allies</a>. </p>
<p>Universities also offer vital services to their surrounding communities that are otherwise scarce, <a href="http://www.universitiesuk.ac.uk/facts-and-stats/impact-higher-education/Pages/universities-support-local-communities.aspx">including access to health-care, cultural amenities</a> and even sports facilities – especially following cutbacks in public sector funding. Many <a href="http://www.oum.ox.ac.uk/">universities also have museums</a>, which are open to the public across the UK, and run a series of <a href="https://www.york.ac.uk/research/yorktalks/">free lectures</a> for the community to engage with. </p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/181762/original/file-20170811-1197-93l0q8.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/181762/original/file-20170811-1197-93l0q8.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/181762/original/file-20170811-1197-93l0q8.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/181762/original/file-20170811-1197-93l0q8.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/181762/original/file-20170811-1197-93l0q8.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/181762/original/file-20170811-1197-93l0q8.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/181762/original/file-20170811-1197-93l0q8.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">The importance of research.</span>
<span class="attribution"><span class="source">Shutterstock</span></span>
</figcaption>
</figure>
<h2>6. Universities foster creativity and open debate</h2>
<p>Universities support a number of creative activities. These, in turn, generate exciting intellectual and artistic scenes that are strong pulls in their own right. Artistic and creative endeavours can help to put a city on the map – helping to boost <a href="http://www.creativeclass.com/richard_florida/books/the_rise_of_the_creative_class">global competitiveness</a>. But academia’s critical cultural impulses also catalyse necessary acts of subversion and protest which help marginalised groups <a href="https://www.theguardian.com/society/2014/aug/27/artists-against-austerity-campaign-against-cuts-china-mieville-grace-petrie-peter-kennard-bragg">speak truth to power</a>. This can be seen in the way the <a href="https://www.theguardian.com/society/2014/aug/27/artists-against-austerity-campaign-against-cuts-china-mieville-grace-petrie-peter-kennard-bragg">Artists’ Assembly Against Austerity</a> – a grassroots alliance of more than 200 creative artists – was set up by a number of academics to help combat the austerity agenda.</p>
<h2>7. Higher education improves lives</h2>
<p>Most fundamentally, we must not lose sight of the fact that access to <a href="https://books.google.com/books?id=_k3pZxmPSVUC&printsec=frontcover&dq=what+universities+do&hl=en&sa=X&ved=0ahUKEwiRoO7U_s3VAhXEZiYKHbqoCuAQ6AEIOzAD#v=onepage&q=what%20universities%20do&f=false">higher education improves lives</a>. It enhances self-knowledge, employment opportunities and promotes civic participation. </p>
<p>As agents of social mobility, universities are more than sites of training and instruction, they are crucial intellectual milieus where knowledge is created, disseminated and challenged. Setting foot on campus is (and should be) an aspirational experience. And by <a href="http://blogs.lse.ac.uk/impactofsocialsciences/2015/05/12/the-porous-university-michael-stewart/">rendering campuses more porous</a> universities can foster opportunities for collaboration, knowledge exchange and social empowerment.</p>
<p>Well-funded and resourced universities have a tremendous social and economic impact. Of course, <a href="https://www.theguardian.com/cities/2016/mar/29/en-suite-education-the-rise-of-luxury-student-housing">tensions</a> <a href="http://journals.sagepub.com/doi/abs/10.1068/a396">still</a> <a href="http://journals.sagepub.com/doi/abs/10.1177/0042098014550950">exist</a> and <a href="https://www.versobooks.com/books/2403-speaking-of-universities">more can still be done</a> – inside and outside the walls of the “ivory tower” – to harness this potential.</p><img src="https://counter.theconversation.com/content/81072/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Jean-Paul Addie receives funding from the European Union’s Horizon 2020 research and innovation program under the Marie Skłodowska-Curie Grant Agreement No. 657522.</span></em></p>Universities can help cities grow and boost employment opportunities.Jean-Paul Addie, Marie Curie Research Fellow in Urban Geography, UCLLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/799622017-06-22T16:18:52Z2017-06-22T16:18:52ZWhy ranking universities on graduate job prospects is a step in the right direction<figure><img src="https://images.theconversation.com/files/175251/original/file-20170622-27023-ritbzj.jpeg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Welcome to the new age of higher education.</span> <span class="attribution"><span class="source">Pexels</span></span></figcaption></figure><p>Some may argue it’s always wrong to try to evaluate something as complex as teaching. As an educationist – who knows just how complex teaching can be – I have some sympathy with this. </p>
<p>But more than ever before, students are investing significant sums of money – and personal risk – in their higher education. And they are particularly interested in precisely the things the new <a href="https://theconversation.com/tef-everything-you-need-to-know-about-the-new-university-rankings-79932">Teaching Excellence Framework</a> (TEF) measures. Things such as how likely they are to secure a highly skilled job as a result of their course, or how good their chosen university or college is at retaining students. These are both valid questions and we have the data to answer them – not crudely collected, but carefully collated.</p>
<p>As well as job prospects and dropout rates, the TEF also looks at how effective students think the assessment and feedback is at their university, along with the mix of students from different backgrounds and ethnic groups. </p>
<h2>Students first</h2>
<p>In many ways, the TEF signals <a href="https://theconversation.com/why-the-tef-could-change-the-way-students-think-about-a-university-education-68028">a new way of thinking for universities</a>. It sits alongside a number of recently published studies as part of an increased focus on outcomes for students. This includes the <a href="https://www.gov.uk/government/statistics/graduate-outcomes-longitudinal-education-outcomes-leo-data">Longitudinal Education Outcomes</a> data on salaries and employment, as well as the pilot studies of “<a href="http://www.hefce.ac.uk/lt/lg/">learning gain</a>” – a measure of the improvement in knowledge, skills, work readiness and personal development – made by students during their time spent at university. </p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/175245/original/file-20170622-12008-1h0uis5.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/175245/original/file-20170622-12008-1h0uis5.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=411&fit=crop&dpr=1 600w, https://images.theconversation.com/files/175245/original/file-20170622-12008-1h0uis5.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=411&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/175245/original/file-20170622-12008-1h0uis5.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=411&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/175245/original/file-20170622-12008-1h0uis5.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=517&fit=crop&dpr=1 754w, https://images.theconversation.com/files/175245/original/file-20170622-12008-1h0uis5.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=517&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/175245/original/file-20170622-12008-1h0uis5.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=517&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Universities are changing the way they view their students.</span>
<span class="attribution"><span class="source">Pexels</span></span>
</figcaption>
</figure>
<p>In the past, universities have thought more about inputs, processes and outputs. Attention has been concentrated on staff, technology, curriculum, assessments and degree classifications. But this new focus on outcomes is a potential game changer. Not because outcomes are all that matter, but because, in a mass higher education system, they do matter. These <a href="https://theconversation.com/why-universities-will-have-to-pay-more-attention-to-the-quality-of-their-teaching-47186?sr=3">outcomes are at the very core of the TEF</a>, and they require universities to think hard about the impact of what they do and how they evaluate it. </p>
<p>Institutions which did best, wherever they are in the sector, grasped this with coherent and compelling ways to describe that relationship. The very best submissions were a joy to read, conveying a rich, vibrant learning experience which, among other things, engaged and stretched students – extending their sense of what is possible and orienting them to success beyond university or college. And this success was distributed across the sector – it is independent of institutional reputation, age, subject makeup or regional location. </p>
<h2>Performance gaps</h2>
<p>Quite rightly, the TEF panel was required to focus on the way higher education meets the needs of the most disadvantaged. There are real success stories here, but few submissions were systematic on the ways in which disadvantage is addressed, and how they act to close performance gaps among groups of students. </p>
<p>This proved to be one of the most revealing and absorbing parts of the exercise, and one where almost everyone has things to learn – particularly from those institutions which are already working with marginalised groups in difficult settings. </p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/175249/original/file-20170622-26496-l1245e.jpeg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/175249/original/file-20170622-26496-l1245e.jpeg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/175249/original/file-20170622-26496-l1245e.jpeg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/175249/original/file-20170622-26496-l1245e.jpeg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/175249/original/file-20170622-26496-l1245e.jpeg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/175249/original/file-20170622-26496-l1245e.jpeg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/175249/original/file-20170622-26496-l1245e.jpeg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">UK universities need to be more representative.</span>
<span class="attribution"><span class="source">Pexels.</span></span>
</figcaption>
</figure>
<p>As an educationist whose research expertise has been in schools, it strikes me that universities have much to learn from schools in the way they <a href="https://theconversation.com/how-to-improve-the-chances-of-poor-children-at-school-34787?sr=12">address disadvantage</a>. It’s not enough simply to widen participation. What is important is to close gaps in attainment and to secure success beyond enrolment. </p>
<h2>Lessons to learn</h2>
<p>It’s been an exceptional privilege to <a href="https://www.gov.uk/government/news/professor-chris-husbands-named-as-inaugural-tef-chair">chair the TEF panel</a> and to oversee the assessment. The results clearly demonstrate the UK has a world-class higher education sector with outstanding examples across the country.</p>
<p>Almost inevitably it has been controversial, but it marks a striking advance for the sector – focused on outcomes and the processes which produce them. It is also a way of further raising the profile of one of the most important things all universities do: teaching. </p>
<p>The TEF team is not only publishing the results, but all the data – statistical and written submissions – that the assessments are based on. No higher education system in the world has previously released such a fabulous resource for understanding teaching. I will be using these results to ask tough questions of my own team at Sheffield Hallam, about what we do and how. And I hope other universities will use the opportunity to do the same.</p><img src="https://counter.theconversation.com/content/79962/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Chris Husbands is retained by the government to chair the TEF panel.</span></em></p>The TEF’s focus on outcomes is a potential game changer for universities.Chris Husbands, Vice Chancellor, Sheffield Hallam UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/799322017-06-22T11:51:19Z2017-06-22T11:51:19ZTEF: everything you need to know about the new university rankings<figure><img src="https://images.theconversation.com/files/175154/original/file-20170622-12021-192k366.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">The results are in.</span> <span class="attribution"><span class="source">shutterstock</span></span></figcaption></figure><p>The results of the new Teaching Excellence Framework (TEF) have now been announced. Universities across the UK have been ranked gold, silver or bronze based on the quality of their teaching, learning and student experience. </p>
<p>The <a href="http://www.hefce.ac.uk/lt/tef/">results reveal</a> that 59 higher education providers were rated gold, 116 silver and 56 bronze. Gold rated universities include Cambridge, Coventry, Huddersfield, Lancaster, Loughborough and Oxford. </p>
<p>Among the Russell Group universities – traditionally seen to be the best in the country – eight out of 21 institutions were awarded the gold rating, while 10 got silver. The world-renowned <a href="https://www.timeshighereducation.com/news/tef-lse-southampton-and-liverpool-get-bronze">London School of Economics</a> was awarded the lowest bronze rating, as was Liverpool, Southampton, Goldsmiths and the School of Oriental and African Studies (SOAS).</p>
<p>All of these universities were outperformed in the TEF by newer universities such as Liverpool Hope and Lincoln, along with small specialist institutions including The Royal Veterinary College and Royal Northern College of Music – which are among those awarded the gold standard.</p>
<p>While these new rankings present something of a mixed picture in comparison to traditional league tables, it’s hoped they will help students make informed choices about which degree course might be right for them. But many universities awarded with the lowest bronze level have criticised the system as unfair and unreliable. </p>
<p>Here’s how you can make sense of the new rankings.</p>
<h2>What is the TEF?</h2>
<p>Since <a href="https://theconversation.com/why-universities-will-have-to-pay-more-attention-to-the-quality-of-their-teaching-47186">late 2015, the UK government has been developing</a> a completely new scheme to recognise excellent teaching and learning, and raise its importance within UK universities. </p>
<p>The Universities Minister, Jo Johnson, said:</p>
<blockquote>
<p>The Teaching Excellence Framework is refocusing the sector’s attention on teaching – putting in place incentives that will raise standards across the sector and giving teaching the same status as research.</p>
</blockquote>
<p>Part of the thinking behind the TEF was also that the government wanted to provide more in depth data to help students – regarded by the government as “consumers” – choose which university or college to study at.</p>
<h2>How is the TEF worked out?</h2>
<p>The TEF assesses three key areas: </p>
<p><strong>Teaching quality:</strong> teaching that stimulates and challenges students, and maximises their engagement with their studies.</p>
<p><strong>Learning environment:</strong> the effectiveness of resources and activities – such as libraries, laboratories and work experience – which support learning and improve retention, progression and attainment.</p>
<p><strong>Student outcomes:</strong> the extent to which all students, in particular those from disadvantaged backgrounds, achieve their educational and professional goals.</p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/175195/original/file-20170622-12008-obniom.jpeg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/175195/original/file-20170622-12008-obniom.jpeg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/175195/original/file-20170622-12008-obniom.jpeg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/175195/original/file-20170622-12008-obniom.jpeg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/175195/original/file-20170622-12008-obniom.jpeg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/175195/original/file-20170622-12008-obniom.jpeg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/175195/original/file-20170622-12008-obniom.jpeg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Student satisfaction is a big part of the process.</span>
<span class="attribution"><span class="source">Pexels.</span></span>
</figcaption>
</figure>
<p>The Olympic-style ratings are worked out by an independent panel of academics, students and employer representatives – who collectively consider metrics measuring student satisfaction, drop outs and progression to employment. </p>
<p>To make the process fair for all universities, these metrics take into account differences in student characteristics, entry qualifications and subjects studied. The panels also consider written submissions made by each university.</p>
<h2>Why is the TEF important?</h2>
<p>The TEF results obviously have reputational consequences – a gold rating is a big marketing gift from the government for any university. The results will be widely shared and are expected to have an impact on student recruitment – especially in the important <a href="https://theconversation.com/ten-sure-ways-countries-can-turn-away-international-students-48419">international student market</a>.</p>
<p>The TEF is part of the government’s aim to improve the “product information” <a href="https://theconversation.com/power-to-the-students-how-the-nature-of-higher-education-is-changing-60031">available to prospective students</a>. This is why the TEF awards will appear on the <a href="http://unistats.direct.gov.uk/">Unistats</a> and <a href="https://www.ucas.com/">UCAS</a> websites, to help prospective students make an informed choice about where to study. </p>
<p>The TEF results will also be used to inform undergraduate fee rises. All universities which have achieved a TEF award – either gold, silver or bronze – in this round will be able to increase their fees in line with inflation in 2018 to 2019.</p>
<p>The government intends that in future years, TEF results will lead to variable fee increase – where universities awarded gold will be able to increase their fees by more than those who receive bronze.</p>
<h2>Why is it controversial?</h2>
<p>Before the TEF, most rankings assessed universities on their research – based on the grants they’ve received and the quality of their publications. These factors benefit the oldest universities, guaranteeing them a place at the top of the table. But research performance isn’t included in the TEF, creating a completely new hierarchy. </p>
<p>This explains why the TEF results don’t match up to people’s preconceived perceptions or prejudices about the higher education sector, and why many of the so-called “top unis” have failed to make the highest grade in the TEF.</p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/175196/original/file-20170622-12049-ym7wno.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/175196/original/file-20170622-12049-ym7wno.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/175196/original/file-20170622-12049-ym7wno.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/175196/original/file-20170622-12049-ym7wno.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/175196/original/file-20170622-12049-ym7wno.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/175196/original/file-20170622-12049-ym7wno.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/175196/original/file-20170622-12049-ym7wno.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">The University of Liverpool, which failed to make the top grade in the new rankings.</span>
<span class="attribution"><span class="source">Shutterstock</span></span>
</figcaption>
</figure>
<p>Then there is the criticism that the TEF is measuring the immeasurable – in that the whole teaching and student experience of a university can’t be reduced down to a three-medal rating. </p>
<p>For example, the <a href="https://www.timeshighereducation.com/news/tef-meaningless-results-devoid-credibility-says-v-c">Vice Chancellor of the University of Southampton</a>, which received a bronze rating, has said the TEF is “devoid of credibility” and its results are “meaningless”.</p>
<p>It must also be remembered that these TEF results are institution wide – not broken down by subject areas. This means a university receives one TEF rating for the whole institution. That said, the government plans to introduce a subject level TEF in future years, to take into account that universities often vary internally between different departments. And looking to the future, the TEF will continue to evolve as the government adds additional dimensions and new metrics.</p><img src="https://counter.theconversation.com/content/79932/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Andrew Gunn receives funding from Worldwide Universities Network, the British Council (administering the Newton Fund), the UK Higher Education Academy, the United Kingdom Political Studies Association, the New Zealand Political Studies Association and the UK Quality Assurance Agency. Andrew Gunn concurrently holds visiting academic positions internationally. This article represents the author's personal views.</span></em></p>There are a fair few surprises – so what’s going on?Andrew Gunn, Researcher in Higher Education Policy, University of LeedsLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/753412017-06-19T10:57:51Z2017-06-19T10:57:51ZAcademics fear the value of knowledge for its own sake is diminishing<figure><img src="https://images.theconversation.com/files/174025/original/file-20170615-23518-1d10ljr.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Is“useful” knowledge the only knowledge worth knowing?</span> <span class="attribution"><span class="source">shutterstock</span></span></figcaption></figure><p>A climate of “<a href="https://www.theguardian.com/environment/2017/apr/18/donald-trumps-march-for-science-washington-climate-change">anti-intellectualism</a>”, faltering levels of trust in “<a href="https://www.theguardian.com/tv-and-radio/2016/jul/02/professor-brian-cox-interview-forces-of-nature">experts</a>” and an era of “<a href="https://theconversation.com/navigating-the-post-truth-debate-some-key-co-ordinates-77000">post-truth</a>” provides a rather dreary depiction of the state of academia today. </p>
<p>Compound this with the reorganisation of higher education – where universities are run more like <a href="https://theconversation.com/in-the-race-to-turn-higher-education-into-a-market-were-ignoring-lessons-from-history-35792">businesses</a> – along with the politics of austerity, and it may be little surprise that the sector is said to be in <a href="https://www.theguardian.com/news/2017/jan/08/from-universities-to-schools-the-system-is-in-crisis">crisis</a>.</p>
<p>This is all coming at a time when there is an <a href="https://theconversation.com/what-ref-case-studies-reveal-on-measuring-research-impact-39349">increased expectation</a> for academics to be more accountable for their research by evidencing its economic and societal benefits – known as impact. </p>
<p>This expectation has received mixed responses from many people working in universities. At first, some academics crudely dismissed impact as a nasty government idea. Many researchers could not see how their work could align with it and, fearing a loss of freedom <a href="http://www.nature.com/news/science-funding-duel-to-the-death-1.11073">some claimed</a> “science is dead”. This was even accompanied by the <a href="http://www.nature.com/news/science-funding-duel-to-the-death-1.11073">arrival of a hearse</a> outside the offices of the Engineering and Physical Sciences Research Council in the UK – sending out the message loud and clear that the <a href="https://theconversation.com/chasing-the-money-in-science-funding-will-lead-to-fools-gold-14310">impact agenda</a> was problematic and unwelcome. All of which reflected deep emotional and moral concerns within academia about the over management and politicisation of knowledge.</p>
<p>But on the flip side, impact has been welcomed by others for the <a href="https://theconversation.com/scientists-need-to-prove-their-research-is-worth-it-14618">opportunity</a> it provides academics to make their work more visible and accessible.</p>
<h2>The impact agenda</h2>
<p>To find out more, <a href="http://www.tandfonline.com/doi/abs/10.1080/07294360.2017.1288709?journalCode=cher20">our research</a> looked at academics’ emotions in response to the impact agenda – both in the UK and Australia. As part of this, we carried out interviews with 51 professors and senior career-level academics. </p>
<p>Our findings confirm that while pockets of the academic community are deeply concerned about an impact agenda – both in terms of funding and assessment – these reactions do not reflect a lack of willing or sense of duty. Rather academics want to see disciplinary diversity respected and this reflected in terms of research policy.</p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/174003/original/file-20170615-23518-walbd8.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/174003/original/file-20170615-23518-walbd8.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/174003/original/file-20170615-23518-walbd8.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/174003/original/file-20170615-23518-walbd8.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/174003/original/file-20170615-23518-walbd8.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/174003/original/file-20170615-23518-walbd8.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/174003/original/file-20170615-23518-walbd8.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">What makes research valuable?</span>
<span class="attribution"><span class="source">Pexels</span></span>
</figcaption>
</figure>
<p>The academics we spoke to expressed a range of emotions regarding this increased focus on impact. These ranged from distrust to acceptance, and from excitement, to love and hate. For every academic who spoke of despair, a balance of commitment and even love for their work (and its potential for impact) was also expressed.</p>
<p>As one politics lecturer said: </p>
<blockquote>
<p>It’s sort of where my heart lies – quite deliberately and specifically working to apply the research that you are doing to real world political and social challenges across domains of theory and practice.</p>
</blockquote>
<p>An archaeology professor also expressed similar sentiments:</p>
<blockquote>
<p>We are paid from the public purse and we should be doing research – we are ridiculously privileged to work on whatever we like and it’s wonderful. </p>
<p>To bend your mind a little bit to the fact that some of the stuff you do does have benefits outside the academy, and to put measures in place to make that happen, it’s a minor tax.</p>
</blockquote>
<h2>Justifying your job</h2>
<p>But despite these positive sentiments, academics we spoke to also expressed concerns over their workloads and career security. </p>
<p>Others feared losing credibility and worried about being “exposed” or losing control of their work through public engagement. Though this is perhaps indicative of a lack of skill and confidence in this area. As well as a greater need for academics to understand how to communicate their research appropriately as opposed to “tokenistically”.</p>
<p>Academics also felt the impact agenda challenged them to justify their existence and their academic freedom – something which was felt on a very personal level. A music professor explained:</p>
<blockquote>
<p>I don’t feel happy with it, and do I need to justify my job? How many levels do I have to justify it?</p>
</blockquote>
<h2>Useful knowledge</h2>
<p>During the interviews, words such as “scary”, “threat”, “nervousness” and “worry” were used, as many spoke of their “frustrations”, “suspiciousness” and even “resentment” of the focus on impact. </p>
<p>Academics reported feeling sad, unhappy, jealous, anxious, demoralised and disillusioned by the impact agenda. And this sense of vulnerability seemed to be further exacerbated by risks of <a href="https://www.theguardian.com/higher-education-network/2016/oct/28/i-couldnt-get-funding-for-my-research-so-i-sold-out-and-i-dont-regret-it">professional penalisation from their academic peers</a>. </p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/174004/original/file-20170615-23518-1t4sl9a.jpeg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/174004/original/file-20170615-23518-1t4sl9a.jpeg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/174004/original/file-20170615-23518-1t4sl9a.jpeg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/174004/original/file-20170615-23518-1t4sl9a.jpeg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/174004/original/file-20170615-23518-1t4sl9a.jpeg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=502&fit=crop&dpr=1 754w, https://images.theconversation.com/files/174004/original/file-20170615-23518-1t4sl9a.jpeg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=502&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/174004/original/file-20170615-23518-1t4sl9a.jpeg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=502&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Who gets to decides what’s useful knowledge and what isn’t?</span>
<span class="attribution"><span class="source">Pexels</span></span>
</figcaption>
</figure>
<p>But it was clear from talking with these academics that these criticisms do not come from a place of entitlement or frustration at having to account for their work. Instead, this was in response to fears about the changing nature of their role and concerns for those whose work does not naturally align with what’s considered to be “useful”. And this increasing pressure to focus on impact at all costs could well damage academic morale, as one theatre professor described:</p>
<blockquote>
<p>This agenda reinforces the notion that the only valuable thing in life is money. That is deeply worrying.</p>
</blockquote>
<p>Ultimately, our research shows that most academics feel a duty to share their work, they want to make a difference, and they want <a href="http://www.humansandnature.org/the-moral-obligations-of-scientists">to communicate their findings</a> to wider audiences. But many are still uncomfortable with this idea of having to “sell” their work, as well as the preoccupation with what is “useful” – because after all how do you really decide what is or isn’t useful to society?</p><img src="https://counter.theconversation.com/content/75341/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Jennifer Chubb consults for FastTrack Impact</span></em></p>Are we in danger of losing academic freedom?Jennifer Chubb, Doctoral Researcher, University of YorkLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/755842017-06-12T18:04:24Z2017-06-12T18:04:24ZMore students are dropping out of university because of mental health problems<figure><img src="https://images.theconversation.com/files/173357/original/file-20170612-10242-tcvvhn.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Mental health issues have become a growing problem among students.</span> <span class="attribution"><span class="source">shutterstock</span></span></figcaption></figure><p>The UK student population has doubled in the last twenty years to almost <a href="http://www.universitiesuk.ac.uk/facts-and-stats/Pages/higher-education-data.aspx">two million</a>. During this time, higher tuition fees have placed <a href="http://www.independent.co.uk/student/student-life/finances/university-students-work-summer-tuition-fees-student-loans-graduate-jobs-a7171586.html">increased pressure</a> on students – with a <a href="https://www.intelligentenvironments.com/students-struggling-debt-stress-university/">recent survey</a> finding that 75% of students who receive a maintenance loan feel stressed about their debt. </p>
<p>It may not be a total surprise then that a 2015 <a href="http://appg-students.org.uk/wp-content/uploads/2016/03/Mental-Health-Poll-November-15-Summary.pdf">NUS survey</a> revealed that 78% of students experienced mental health issues during the previous year. And for 33% of those questioned this included suicidal thoughts. </p>
<p>The situation has been described as a “<a href="https://www.theguardian.com/education/series/mental-health-a-university-crisis">mental health crisis</a>” – with student support services <a href="https://www.theguardian.com/education/2016/sep/23/university-mental-health-services-face-strain-as-demand-rises-50">struggling</a> to meet demand. ONS <a href="http://www.independent.co.uk/student/student-life/health/student-suicides-at-their-highest-level-since-2007-according-to-office-for-national-statistics-a7049916.html">data</a> on the issue also shows student suicides are at a ten-year high.</p>
<p>A <a href="http://www.unitestudents.com/about-us/insightreport/2016-full-report">Unite survey</a> of students in 2016 also found lower life satisfaction levels reported in the 16-19 and 20-24 age groups, compared to the general population – which suggests that attending university can negatively affect students’ well-being.</p>
<h2>Student pressures</h2>
<p>Of course, not all students are the same. Some will have “the time of their lives” at university, while others will struggle. There are many factors that can reduce a students’ ability to cope with the challenges of university life that include living independently for the first time, making friends, or managing an increased workload.</p>
<p>Some students may also have additional work responsibilities, family or <a href="https://www.nus.org.uk/en/advice/caring-and-studying/who-are-student-carers/">care</a> commitments. International students may encounter <a href="https://www.ukcisa.org.uk/Information--Advice/Preparation-and-Arrival/Facing-culture-shock">culture shock</a>, language barriers, and homesickness. While other students may be dealing with pre-existing mental health conditions alongside their studies.</p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/173355/original/file-20170612-10249-16pdh9b.jpeg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/173355/original/file-20170612-10249-16pdh9b.jpeg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/173355/original/file-20170612-10249-16pdh9b.jpeg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/173355/original/file-20170612-10249-16pdh9b.jpeg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/173355/original/file-20170612-10249-16pdh9b.jpeg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/173355/original/file-20170612-10249-16pdh9b.jpeg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/173355/original/file-20170612-10249-16pdh9b.jpeg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">University can be a lonely time for many students.</span>
<span class="attribution"><span class="source">Pexels.</span></span>
</figcaption>
</figure>
<p>This has led to an increasing number of charities and universities now taking action to tackle mental health problems on campus and raise well-being among the student population.</p>
<p>Increased student suicides have also prompted the Samaritans to begin adapting their <a href="http://www.samaritans.org/education/step-by-step">Step by Step</a> schools programme for a university setting. Samaritans advisers will work with institutions to create a response plan of communication and support to help reduce “<a href="https://www.hhs.gov/answers/mental-health-and-substance-abuse/what-does-suicide-contagion-mean/index.html">suicide contagion</a>” on campus. This is when exposure to suicide can increase the risk of suicidal behaviour in vulnerable individuals.</p>
<h2>Trying to help</h2>
<p>Many universities also now offer dedicated events and initiatives to enhance student well-being, such as Leeds University’s <a href="https://www.luu.org.uk/news/article/6001/Light-Cafe/">Light Cafe</a> – which uses lighting to boost concentration, lift the mood and increase energy. Then there is also <a href="http://www.ed.ac.uk/news/2016/pet-therapy-offers-students-home-comforts">pet therapy</a> sessions such as those run at Edinburgh University, as well as numerous <a href="https://en-gb.facebook.com/wbcafesheffieldsu/">well-being cafes</a>, and <a href="https://kent.wellbeingzone.co.uk/#!/guest/home/">well-being zones</a>.</p>
<p>More ambitious projects include Ulster University’s <a href="https://www.ulster.ac.uk/news/2017/march/ulster-university-rolls-out-pioneering-sport-based-mental-health-programme">sport-based programme</a> to increase mental health awareness and encourage students to seek treatment. </p>
<p>Edinburgh University also recently launched a <a href="http://www.ed.ac.uk/news/2017/strategy-to-boost-support-for-mental-health">mental health strategy</a> that involves allocating £140,000 to their counselling services. They will train personal tutors in <a href="https://mhfaengland.org/">mental health first aid</a>, and offer online support and mindfulness courses to students.</p>
<h2>Letting students down</h2>
<p>But while it’s great that schemes like these are up and running, there is currently no agreed minimum level of mental health support universities must provide to students. </p>
<p>This means that while some institutions may have appropriate policies and processes in place and be doing great work in this area, others may be letting their students down. And without a common standard of practice, it’s difficult to know on which side of this divide an institution sits.</p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/173356/original/file-20170612-10252-3y5xyh.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/173356/original/file-20170612-10252-3y5xyh.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=600&fit=crop&dpr=1 600w, https://images.theconversation.com/files/173356/original/file-20170612-10252-3y5xyh.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=600&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/173356/original/file-20170612-10252-3y5xyh.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=600&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/173356/original/file-20170612-10252-3y5xyh.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=754&fit=crop&dpr=1 754w, https://images.theconversation.com/files/173356/original/file-20170612-10252-3y5xyh.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=754&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/173356/original/file-20170612-10252-3y5xyh.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=754&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">It’s not all fun and games at University.</span>
<span class="attribution"><span class="source">pexels.</span></span>
</figcaption>
</figure>
<p>Our research also found that some universities actively avoid collecting student mental health data, fearing <a href="https://ico.org.uk/for-organisations/guide-to-freedom-of-information/what-is-the-foi-act/">Freedom of Information</a> requests that may damage their reputation. </p>
<h2>Rising standards</h2>
<p>This is why, earlier this year, researchers at Salford University launched <a href="https://www.protect-ed.org/">ProtectED</a>, a not-for-profit national accreditation scheme to assess how well universities look after their students’ safety, security and well-being. </p>
<p>Developed by academics, in consultation with sector experts, the scheme is informed by a student survey, and discussion groups with university security managers, <a href="https://www.protect-ed.org/">police officers</a> and students’ union sabbatical officers.</p>
<p>The ProtectED Code of Practice brings together guidance <a href="http://www.universitiesuk.ac.uk/policy-and-analysis/reports/Documents/2015/student-mental-wellbeing-in-he.pdf">recommendations</a>, training programmes and university case studies to support its measures for addressing student mental health. And trained assessors have to verify that a university meets all the requirements before accreditation is awarded.</p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/173360/original/file-20170612-10232-bx7bld.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/173360/original/file-20170612-10232-bx7bld.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/173360/original/file-20170612-10232-bx7bld.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/173360/original/file-20170612-10232-bx7bld.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/173360/original/file-20170612-10232-bx7bld.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/173360/original/file-20170612-10232-bx7bld.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/173360/original/file-20170612-10232-bx7bld.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Financial worries are partly to blame for the rise in students accessing mental health services.</span>
<span class="attribution"><span class="source">Shutterstock</span></span>
</figcaption>
</figure>
<p>It also covers additional areas to create an all-round approach to student well-being. This includes university security, international <a href="https://www.theguardian.com/higher-education-network/blog/2012/oct/22/safety-international-students-uk-universities">student safety</a> and well-being, student harassment and <a href="http://www.telegraph.co.uk/women/womens-life/11343380/Sexually-assault-1-in-3-UK-female-students-victim-on-campus.html">sexual assault</a>, as well as measures to keep students safe on a night out. This includes training bar staff to support vulnerable adults and offering late night transport options.</p>
<p>Data collected during accreditation will also be anonymously combined with data from other ProtectED universities, which will help to give members an understanding of problems and solutions. And this is vitally important, given that recent figures show the number of students to drop out of university with mental health problems has <a href="https://www.theguardian.com/society/2017/may/23/number-university-dropouts-due-to-mental-health-problems-trebles">more than trebled in recent years</a>.</p>
<p>It is clear then that universities need to ensure the right sort of support is in place to avoid a continuing crisis on campus, as well as making sure that student mental health is taken seriously.</p><img src="https://counter.theconversation.com/content/75584/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Lucy Winrow is a researcher for the team of Salford University academics who have been developing the ProtectED Code of Practice - a not-for-profit accreditation scheme for university student safety, security and wellbeing.</span></em></p>This is how to stop it.Lucy Winrow, Researcher at ProtectED, University of SalfordLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/786342017-06-07T09:50:08Z2017-06-07T09:50:08ZWhat each party manifesto means for student voters<figure><img src="https://images.theconversation.com/files/172445/original/file-20170606-3710-hnbax4.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><span class="source">shutterstock</span></span></figcaption></figure><p>For students voting in the 2017 General Election, there is much to consider – with fees and the future of higher education featuring strongly in the campaigns and manifestos. </p>
<p>Political parties are keen to attract <a href="http://www.hepi.ac.uk/wp-content/uploads/2015/10/Students-and-the-2015-general-election.pdf">student voters</a>. Not only can their votes make a <a href="https://www.timeshighereducation.com/student/news/where-could-students-impact-2017-general-election">big difference in battleground seats</a>, but they are also the potential party members of the future. With a UK student population in excess of two million, there are also a lot of them out there.</p>
<p>So what do students in England need to know?</p>
<h2>Conservatives</h2>
<p>Higher education doesn’t have its own section in the Conservative <a href="https://www.conservatives.com/manifesto">manifesto</a>, but there are many parts of the Tory agenda with consequences for universities, students and graduates. </p>
<p>A big consideration is how controls on immigration would restrict access to student visas. This is aligned to Theresa May’s intention to keep international student numbers down. <a href="http://www.universitiesuk.ac.uk/news/Pages/Universities-UK-response-to-Conservative-manifesto.aspx">Universities are anxious about this</a>, as fewer international students would mean a reduction in income, possibly resulting in course closures and job losses.</p>
<p>The party has <a href="https://www.timeshighereducation.com/blog/conservative-manifesto-pledge-cut-overseas-student-numbers">also stated</a> it would “launch a major review of funding across tertiary education as a whole”, indicating there may be changes to the <a href="https://theconversation.com/understanding-the-increase-in-university-fees-and-what-it-means-for-students-62985">existing fees and funding arrangements</a>.</p>
<p>A Conservative government would also make it a condition for universities charging the maximum level of tuition fees to be involved in <a href="https://theconversation.com/what-business-do-universities-have-in-academy-schools-50805">sponsoring</a> an academy or founding a free school.</p>
<p>It would also expand University Investment Funds, which provide finance to turn new discoveries into profitable companies or products – such as turning new drugs research into medicine. </p>
<p>This is to improve the <a href="http://www.telegraph.co.uk/finance/newsbysector/industry/11625044/The-surprising-success-of-Britains-university-spin-outs.html">commercialisation</a> of university research, which is part of the party’s <a href="https://theconversation.com/is-the-uk-finally-getting-serious-about-industrial-strategy-71692">industrial strategy</a>. </p>
<p>The Conservatives would also fund schemes to get graduates to serve in schools, police forces, prisons, and social care and mental health organisations – so they can use “their talents to tackle entrenched social problems”, as detailed <a href="https://blogs.spectator.co.uk/2017/05/2017-conservative-manifesto-in-full/">in their manifesto</a>.</p>
<p>And they also plan to <a href="http://www.conservativehome.com/platform/2017/05/nick-faith-to-deliver-world-class-vocational-education-may-must-take-on-the-higher-education-establishment.html">link existing universities</a> to new institutes of “technical education”. These would be <a href="http://www.telegraph.co.uk/news/politics/conservative/6263479/Conservative-party-conference-Tories-promise-technical-school-for-every-town.html">created in every town</a> to deliver <a href="https://www.fenews.co.uk/featured-article/12732-degree-apprenticeships-and-the-new-pathway-into-higher-education">higher level apprenticeships</a>. </p>
<h2>Labour</h2>
<p>Labour’s <a href="http://www.labour.org.uk/index.php/manifesto2017/towards-a-national-education-service">manifesto</a> places university education in their proposed “<a href="http://press.labour.org.uk/post/160515197224/labour-launches-national-education-service">National Education Service</a>”. This is basically cradle-to-grave learning that is free at the point of use. Labour points out that university tuition is free in many <a href="https://theconversation.com/why-finland-and-norway-still-shun-university-tuition-fees-even-for-international-students-36922">northern European countries</a>, and that average debt for UK students on graduation is now £44,000.</p>
<p>Labour pledges to reintroduce maintenance grants and completely abolish tuition fees – their biggest spending commitment, <a href="https://epi.org.uk/report/election-2017-manifesto-analysis/?yutm_content=bufferc267e">costing £11.5-£13.5 billion</a>. </p>
<p>Jeremy Corbyn has also stated his ambition to <a href="https://www.politicshome.com/news/uk/political-parties/labour-party/jeremy-corbyn/news/86362/jeremy-corbyn-labour-could-write">write off existing student debts</a>. Abolishing fees has clearly resonated with the electorate: a <a href="https://yougov.co.uk/news/2017/05/25/manifesto-destinies">poll by YouGov</a> shows it has been instrumental in tightening the race between Corbyn and May.</p>
<p>Labour’s policy is popular with those who believe higher education is a “<a href="http://jeremycorbyn.org.uk/articles/jeremy-corbyn-education-is-a-collective-good-its-time-for-a-national-education-service-labourlist/">collective good</a>” and a public service which should be free. It also means people <a href="http://www.bbc.co.uk/news/education-40112033">may not be deterred</a> from going to university because they <a href="https://theconversation.com/poorer-students-arent-applying-to-university-because-of-fears-of-high-debts-78694">fear debt</a>.</p>
<p>The Labour Party manifesto claims: </p>
<blockquote>
<p>There is a real fear that students are being priced out of university education. Last year saw the steepest fall in university applications for 30 years. </p>
</blockquote>
<p>But <a href="https://www.ucas.com/corporate/news-and-key-documents/news/applicants-uk-higher-education-down-5-uk-students-and-7-eu-students">data shows</a> that the number of people going to university, relative to the size of the 18-year-old cohort, is actually increasing – including applications from disadvantaged groups. </p>
<p>It has also been shown that the abolition of fees and the reintroduction of maintenance grants would in fact <a href="https://election2017.ifs.org.uk/article/labour-s-higher-education-proposals-will-cost-8bn-per-year-although-increase-the-deficit-by-more-graduates-who-earn-most-in-future-would-benefit-most">benefit higher-earning graduates</a>. This is because under the new system, these graduates wouldn’t have to repay any money. </p>
<p>For this reason, the <a href="https://epi.org.uk/report/election-2017-manifesto-analysis/?yutm_content=bufferc267e">Education Policy Institute</a> says Labour’s plan is not an effective use of public money, as it will not help the mobility of underrepresented or disadvantaged students.</p>
<h2>Liberal Democrats</h2>
<p>At this election, the Liberal Democrats hope to regain some of the student vote. But their <a href="http://www.libdems.org.uk/manifesto">2017 manifesto</a> doesn’t try and win over students by promising to abolish fees. Instead, it promises to “establish a review of higher education finance in the next Parliament”. </p>
<p>This noncommittal position avoids a repeat of the politically costly pledge to abolish fees made in their 2010 manifesto, which they then abandoned when in <a href="http://www.ingentaconnect.com/content/ioep/clre/2015/00000013/00000002/art00007?crawler=true.">coalition government with the Conservatives</a> – although the party has committed to reinstate maintenance grants for the poorest students. These were replaced with maintenance loans by the <a href="http://www.bbc.co.uk/news/education-36940172">Conservative government</a> last year. A move which has proved unpopular with many.</p>
<p>Tim Farron also wants to <a href="https://timfarron.co.uk/en/article/2017/1213339/farron-announces-nursing-bursaries-at-royal-college-of-nursing-speech">bring back student nurses’ bursaries</a> – which were <a href="https://theconversation.com/the-nhs-faces-a-staffing-crisis-for-years-to-come-75426">recently axed</a> resulting in a <a href="https://www.theguardian.com/education/2017/feb/02/nursing-degree-applications-slump-after-nhs-bursaries-abolished">sharp fall</a> in nursing degree applications.</p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/172450/original/file-20170606-3662-o2kwo2.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/172450/original/file-20170606-3662-o2kwo2.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=379&fit=crop&dpr=1 600w, https://images.theconversation.com/files/172450/original/file-20170606-3662-o2kwo2.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=379&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/172450/original/file-20170606-3662-o2kwo2.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=379&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/172450/original/file-20170606-3662-o2kwo2.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=476&fit=crop&dpr=1 754w, https://images.theconversation.com/files/172450/original/file-20170606-3662-o2kwo2.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=476&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/172450/original/file-20170606-3662-o2kwo2.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=476&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Can students forgive the Lib Dems?</span>
<span class="attribution"><span class="source">PA</span></span>
</figcaption>
</figure>
<p>Of particular importance to current and future graduates is the party’s pledge to stop the retrospective raising of rates on student loans. Student loan repayments are a <a href="http://www.telegraph.co.uk/money/student-money/student-loan-interest-rise-33pc-inflation-spikes/">growing issue</a> as millions of students and graduates are about to experience <a href="http://www.bbc.co.uk/news/education-39577507">large increases in the interest rates</a> on their loans because of rising inflation.</p>
<h2>UKIP</h2>
<p><a href="http://www.ukip.org/manifesto2017">UKIP</a> pledges to restore maintenance grants. The party sees the abolition of tuition fees as a long-term goal for when economic conditions allow. </p>
<p>In the meantime, undergraduate science, technology, engineering and mathematics (STEM) courses would be free – provided graduates go on to work in these subject areas and pay tax in the UK for at least five years.</p>
<h2>Green Party</h2>
<p>Higher education doesn’t receive much attention in the <a href="https://www.greenparty.org.uk/green-guarantee">Green manifesto</a>, but the party does pledge to “scrap university tuition fees”.</p><img src="https://counter.theconversation.com/content/78634/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Andrew Gunn receives funding from Worldwide Universities Network, the British Council (administering the Newton Fund), the UK Higher Education Academy, the United Kingdom Political Studies Association, the New Zealand Political Studies Association and the UK Quality Assurance Agency. Andrew Gunn concurrently holds visiting academic positions internationally. This article represents the author's personal views.</span></em></p>Who comes up trumps in tertiary education?Andrew Gunn, Researcher in Higher Education Policy, University of LeedsLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/786942017-06-06T12:18:01Z2017-06-06T12:18:01ZPoorer students aren’t applying to university because of fears of high debts<figure><img src="https://images.theconversation.com/files/172066/original/file-20170602-20599-vxe5co.jpeg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Is the sky really the limit when you're from a poorer background?</span> <span class="attribution"><span class="source">Pexels</span></span></figcaption></figure><p>With various political parties <a href="http://www.labour.org.uk/page/-/Images/manifesto-2017/Labour%20Manifesto%202017.pdf">pledging</a> to abolish or <a href="https://www.greenparty.org.uk/assets/files/gp2017/greenguaranteepdf.pdf">alter tuition fees</a>, the question of how to fund higher education is squarely back on the political agenda. </p>
<p>The Conservative government <a href="https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/523396/bis-16-265-success-as-a-knowledge-economy.pdf">has argued in favour of tuition fees</a> and student loans. It <a href="https://www.gov.uk/government/publications/higher-education-student-support-regulations-2015-equality-analysis">confidently declared</a> that neither the <a href="https://www.gov.uk/government/publications/higher-education-student-finance-2017-to-2018-equality-analysis%E2%80%8Blinks">abolition of undergraduate grants</a> – which happened in 2016 – nor the proposed rise of full-time undergraduate tuition fees to £9,250 later this year will deter disadvantaged students from going to university.</p>
<p>But our <a href="http://journals.sagepub.com/doi/full/10.1177/0002716217696041">recently published research</a> shows this is actually not the case. It seems a “fear of debt” is a significant deterrent for many students who are taking A-levels and are wondering whether to go to university. And this is particularly the case for those students from poorer backgrounds.</p>
<p>As part of our research, we surveyed just more than 1,000 17 to 21-year-olds in England in 2002 and then just under 1,500 in 2015. All were studying towards university entry level qualifications in state and independent schools and at further education colleges. </p>
<p>We found that debt aversion has increased both among working-class and middle-class students – with about a third of students surveyed in 2015 strongly agreeing with the statement: “I would worry a lot if I ever got into debt.”</p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/172067/original/file-20170602-20596-1anwudy.jpeg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/172067/original/file-20170602-20596-1anwudy.jpeg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/172067/original/file-20170602-20596-1anwudy.jpeg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/172067/original/file-20170602-20596-1anwudy.jpeg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/172067/original/file-20170602-20596-1anwudy.jpeg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/172067/original/file-20170602-20596-1anwudy.jpeg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/172067/original/file-20170602-20596-1anwudy.jpeg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Tuition debt scares poor students off going to university.</span>
<span class="attribution"><span class="source">Pexels.</span></span>
</figcaption>
</figure>
<p>Our research also shows that working-class young people are actually far less likely than students from other social classes to apply to university because of these debt fears. </p>
<p>When we compared working and upper-class students with similar GCSE results, taking account of differences in gender, ethnicity and type of school attended, we found that a lower percentage of working-class students had applied to university compared with those from an upper class background because of these fears. </p>
<h2>Reliant on loans</h2>
<p><a href="http://www.llakes.ac.uk/sites/llakes.ac.uk/files/58.%20Callender%20and%20Mason.pdf">The study</a> I undertook with my colleague Geoff Mason, looks at changes in prospective students’ attitudes towards student loan debt between 2002 and 2015 – a period that saw a big change in the way universities are funded.</p>
<p>During this time, more of the costs of going to university shifted from taxpayers onto students and their families – driven by an ideological quest for greater “marketisation” and a growing belief that “who benefits from higher education pays”. </p>
<p>This saw undergraduate tuition fees increase by 553% – after allowing for inflation – while median household incomes <a href="https://www.ons.gov.uk/employmentandlabourmarket/peopleinwork/earningsandworkinghours/bulletins/annualsurveyofhoursandearnings/2016provisionalresults">grew by only 3% and earnings stagnated</a>.</p>
<p>As a result, students have become far more reliant on loans if they want to go to university. By 2015, <a href="http://www.slc.co.uk/official-statistics/financial-support-awarded/england-higher-education.aspx">93% of undergraduates took out a loan</a> for tuition and 89% for maintenance. </p>
<h2>Large debts</h2>
<p>What all this means, is that under the current system an ever greater proportion of disadvantaged young people may be be deterred from gaining a university education. </p>
<p>This is because many potential students, especially from the poorest backgrounds, do not see the loans offered as affordable – or as a safety net against an uncertain future. This is despite understanding that their loan repayments will be linked to their earnings on graduation. </p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/172068/original/file-20170602-20586-o1xiax.jpeg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/172068/original/file-20170602-20586-o1xiax.jpeg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=338&fit=crop&dpr=1 600w, https://images.theconversation.com/files/172068/original/file-20170602-20586-o1xiax.jpeg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=338&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/172068/original/file-20170602-20586-o1xiax.jpeg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=338&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/172068/original/file-20170602-20586-o1xiax.jpeg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=425&fit=crop&dpr=1 754w, https://images.theconversation.com/files/172068/original/file-20170602-20586-o1xiax.jpeg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=425&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/172068/original/file-20170602-20586-o1xiax.jpeg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=425&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Students from poorer families are more likely to be deterred from university by tuition fee debt.</span>
<span class="attribution"><span class="source">Pexels</span></span>
</figcaption>
</figure>
<p>Since maintenance grants for low-income groups were abolished in 2016, students have had to take out even larger loans to replace their lost income from grants. </p>
<p><a href="https://www.gov.uk/government/publications/higher-education-student-support-regulations-2015-equality-analysis">Government figures</a> also suggest that the poorest 40% of students can now expect to leave university with the largest debts of £58,815. And the forthcoming rise in tuition fees and the abolition of NHS bursaries for nurses and others last year will only worsen the situation. </p>
<h2>The squeezed middle</h2>
<p>So-called <a href="https://www.theguardian.com/business/2016/jul/19/middle-income-families-poverty-ifs-report">middle income groups</a> – which covers people whose parents are in clerical, sales, service and technical occupations – have been particularly squeezed due to restrictions on grant eligibility and limited access to university financial support. In many of these families, there is also a lack of spare parental disposable income to compensate for these losses.</p>
<p>The current government argues that student loans broaden and equalise university opportunities. But as our research shows, the reality is that socioeconomic inequalities in access to higher education persist. The current system disproportionately limits opportunities for young people from low-income backgrounds.</p>
<p>So if the current government does care about social mobility and those who are “just about managing”, it needs to rethink its policies urgently. Maybe then the election pledges to abolish tuition fees altogether or change them are at least a step in the right direction.</p><img src="https://counter.theconversation.com/content/78694/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Claire Callender receives funding from the ESRC and HFCE.</span></em></p>The current system disproportionately limits opportunities for young people from low-income backgrounds.Claire Callender, Professor of Higher Education Policy, Birkbeck, University of LondonLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/725332017-03-06T11:48:40Z2017-03-06T11:48:40ZWhy internationalisation matters in universities<figure><img src="https://images.theconversation.com/files/158562/original/image-20170227-20702-s066rs.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><span class="source">shutterstock</span></span></figcaption></figure><p>We are living in strange times. The US has elected the most <a href="http://www.counterpunch.org/2016/11/29/regime-change-abroad-fascism-at-home-how-us-interventions-paved-the-way-for-trump/">authoritarian ruler in the country’s history</a>, while the EU has been split by the Brexit vote. </p>
<p>Both Donald Trump’s election and Brexit triggered sharp uptakes in <a href="http://www.independent.co.uk/news/uk/crime/brexit-hate-crimes-racism-eu-referendum-vote-attacks-increase-police-figures-official-a7358866.html">racial violence</a>. In both countries, death threats and hate crime increased rapidly – <a href="https://www.forbes.com/forbes/welcome/?toURL=https://www.forbes.com/sites/maureensullivan/2016/11/29/are-there-really-more-hate-crimes-at-schools-following-donald-trumps-election/&refURL=https://www.google.co.uk/&referrer=https://www.google.co.uk/">particularly in schools</a> – <a href="https://www.nytimes.com/2016/11/11/us/police-investigate-attacks-on-muslim-students-at-universities.html">while hostility towards minorities</a> was higher than anything seen in the past 30 years. </p>
<p>Both events have been attributed (in part) to the <a href="https://www.washingtonpost.com/news/wonk/wp/2016/11/09/how-trump-won-the-revenge-of-working-class-whites/?utm_term=.219be1ac3612">revenge of the white working class</a> – a group of people who have been <a href="http://www.newstatesman.com/politics/staggers/2016/11/white-working-class-another-form-identity-politics">left behind by globalisation</a>. And in line with this thinking, Marine Le Pen, the nationalist leader who is competing to be the next president of France, has spoken about the <a href="https://www.axios.com/the-french-trump-declares-war-against-savage-globalism-2301756254.html">war she will wage</a> on “savage” globalism – which she described as “an ideology with no constraints”. </p>
<p>Against this background, internationalisation is promoted as a top priority in many universities around the world. International students are said to be <a href="https://theconversation.com/the-uk-government-is-undermining-one-of-its-most-valuable-exports-education-29681">more lucrative than home students</a>, and university profit margins increase <a href="http://www.universitiesuk.ac.uk/policy-and-analysis/reports/Documents/2014/the-impact-of-universities-on-the-uk-economy.pdf">in proportion to their ratio</a>. </p>
<p>Indeed, new research into the <a href="http://www.universitiesuk.ac.uk/news/Pages/International-students-now-worth-25-billion-to-UK-economy---new-research.aspx?mc_cid=47981f5766&mc_eid=58af58a7d1">economic impact of international students</a> in the UK shows that between 2014 and 2015, spending by international students supported 206,600 jobs in university towns and cities. The research conducted for Universities UK by Oxford Economics found that, in that period, on and off-campus spending by international students and their visitors <a href="http://www.universitiesuk.ac.uk/news/Pages/International-students-now-worth-25-billion-to-UK-economy---new-research.aspx?mc_cid=47981f5766&mc_eid=58af58a7d1">generated more than 25 billion</a> for the UK economy – providing a significant boost to regional jobs and local businesses.</p>
<p>But while universities need to sustain themselves financially, viewing international students only from an economic point of view means the quality of higher education is cheapened – and the students themselves are commodified.
This is an important point, because internationalisation – in the broadest sense of the term – is about a great deal more than just profit margins. </p>
<p>So at a time when our globally interconnected world is not at peace with diversity, I want to offer four arguments in favour of internationalisation in higher education, that reach well beyond economic sustainability:</p>
<h2>1. For the greater good</h2>
<p>Internationalisation is an ethical imperative. We live in a racist age. Brexit and the US elections have both revealed that if communities do not embrace racial, ethnic, cultural, religious, and national diversity, then the world as we know it will cease to function. </p>
<p>The number of people who favour restrictions on minorities has become evident by their strong showing at the voting booths, and the highly radicalised patterns of recent elections. </p>
<p>So in light of this, universities must do more than simply promote internationalisation in the generic sense. They must actively resist the forces that oppose it.</p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/158565/original/image-20170227-26306-6y7mnm.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/158565/original/image-20170227-26306-6y7mnm.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=406&fit=crop&dpr=1 600w, https://images.theconversation.com/files/158565/original/image-20170227-26306-6y7mnm.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=406&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/158565/original/image-20170227-26306-6y7mnm.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=406&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/158565/original/image-20170227-26306-6y7mnm.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=510&fit=crop&dpr=1 754w, https://images.theconversation.com/files/158565/original/image-20170227-26306-6y7mnm.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=510&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/158565/original/image-20170227-26306-6y7mnm.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=510&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Loving internationalism.</span>
<span class="attribution"><span class="source">Shutterstock</span></span>
</figcaption>
</figure>
<h2>2. It helps people to grow</h2>
<p>Internationalisation is a necessary means of “self-transformation”. Contact with international students enables people to see the world from vantage points that reach beyond their own backgrounds – and this allows them to learn about new cultures and countries. </p>
<p>It may well be the case that the UK needs international students for monetary reasons too, but if universities do not bring longer term ethical and intellectual considerations to bear on the profit motive, then who will? </p>
<h2>3. Best of both worlds</h2>
<p>Internationalisation is the process through which people contribute to the world, while also being shaped by it. </p>
<p>Successful internationalisation means training students to approach their own cultures, texts, and traditions in different ways and through comparative perspectives. </p>
<p>This is a process through which all involved are transformed, and compelled to think differently about their own traditions.</p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/158567/original/image-20170227-25959-12m7gda.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/158567/original/image-20170227-25959-12m7gda.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=421&fit=crop&dpr=1 600w, https://images.theconversation.com/files/158567/original/image-20170227-25959-12m7gda.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=421&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/158567/original/image-20170227-25959-12m7gda.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=421&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/158567/original/image-20170227-25959-12m7gda.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=529&fit=crop&dpr=1 754w, https://images.theconversation.com/files/158567/original/image-20170227-25959-12m7gda.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=529&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/158567/original/image-20170227-25959-12m7gda.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=529&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Time for a new internationalism in UK universities.</span>
<span class="attribution"><span class="source">Shutterstock</span></span>
</figcaption>
</figure>
<h2>4. It helps people to see beyond themselves</h2>
<p>Internationalisation is a comparative project. And it is an agenda with
intellectual implications. It gives students and scholars the opportunity – and indeed the pressure – to view themselves and their cultures in new ways.</p>
<p>But if universities invest in the economic agenda of internationalisation without being prepared to embrace its intellectual consequences, then they embark a doomed project. Internationalisation pursued in this way will end, not only with the failure of its mission, but also with the cheapening of university education. And so for universities to fully internationalise themselves, it is clear that they must look to internationalise their fellow citizens first.</p><img src="https://counter.theconversation.com/content/72533/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Rebecca Ruth Gould does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Our globally interconnected world is not at peace with diversity, this is where internationalisation can step-in.Rebecca Ruth Gould, Reader in Comparative Literature and Translation Studies, University of BristolLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/725502017-02-22T10:53:43Z2017-02-22T10:53:43ZWhy universities and academics should bother with public engagement<figure><img src="https://images.theconversation.com/files/157345/original/image-20170217-10195-rvclpf.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><span class="source">shutterstock</span></span></figcaption></figure><p>Universities and their academic members benefit from significant sums of money from the UK taxpayer. It seems only right then, that academics should engage the public in what they do. </p>
<p>It’s fair to say though that this hasn’t always been the main priority for researchers, which has led to the idea for some that public engagement just isn’t something that’s done much in the ivory towers of academia.</p>
<p>But this makes it hard for the taxpayer to know where their money is actually going, which then leads to the impression that <a href="http://www.telegraph.co.uk/education/educationnews/11756727/Universities-wasting-public-money-on-pointless-research-says-think-tank.html">universities are wasting public money</a> on “pointless” research. </p>
<p>To combat the public perception that academics aren’t very good at sharing their wisdom, significant investments have been made in establishing what some call a “culture of public engagement” in UK universities. But for many academics the point of public engagement isn’t always entirely clear. And it is still frequently thought of as more of a discrete and fringe activity – found <a href="http://www.tandfonline.com/doi/abs/10.1080/03075079.2015.1034261?journalCode=cshe20">in the shallows</a> of what many consider to be important. </p>
<p>Of course, that isn’t the case for everyone, and there are some really great – <a href="https://www.theguardian.com/media/greenslade/2014/feb/03/digital-media-michaelgove">and exciting</a> – examples of <a href="https://www.theguardian.com/higher-education-network/2015/sep/23/academics-leave-your-ivory-towers-and-pitch-your-work-to-the-media">academics engaging with the wider public</a>. But although there is increased evidence of <a href="https://wellcome.ac.uk/sites/default/files/wtp060036.pdf">academics involved in public engagement</a>, it seems, their motivation for doing so varies considerably. </p>
<p>There are, for example, academics <a href="http://venpopov.com/2017/01/09/all-scientists-should-be-storytellers/">who undertake public engagement</a> on the basis of a moral commitment to the idea of being public intellectuals. But there are also others who see public engagement as nothing more than a box-ticking exercise.</p>
<p>This perhaps is not so surprising given the context of the UK’s increasingly performance-regulated university sector and a pervasive sense of academics doing <a href="http://link.springer.com/article/10.1007/s11024-016-9298-5">daily battle</a> to justify what they do. </p>
<h2>Speaking to the wrong people?</h2>
<p>And herein lies part of the problem, because opinion related to public engagement in universities tends to be dominated by academics. Far less prominent, if at all visible, is the opinion of the people whose job it is to “support” public engagement activity. </p>
<p>These are the people known as professional services staff, who are often much more informed on this matter than academics. This is because they have an understanding of public engagement as it occurs across an institution – not just limited to any one person or project. </p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/157349/original/image-20170217-10232-j2esog.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/157349/original/image-20170217-10232-j2esog.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=600&fit=crop&dpr=1 600w, https://images.theconversation.com/files/157349/original/image-20170217-10232-j2esog.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=600&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/157349/original/image-20170217-10232-j2esog.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=600&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/157349/original/image-20170217-10232-j2esog.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=754&fit=crop&dpr=1 754w, https://images.theconversation.com/files/157349/original/image-20170217-10232-j2esog.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=754&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/157349/original/image-20170217-10232-j2esog.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=754&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Public engagement lets academics talk about their research and become more visible to their communities.</span>
<span class="attribution"><span class="source">Shutterstock</span></span>
</figcaption>
</figure>
<p>So with this in mind, we recently ran an <a href="http://www.tandfonline.com/doi/abs/10.1080/03075079.2016.1272566?journalCode=cshe20&">online survey</a> targeting these staff with responsibility for supporting public engagement in their universities. Our line of questioning was simple. We wanted to know what they considered to be the current and future state and status of public engagement in UK universities.</p>
<h2>Impact agenda</h2>
<p>Our research showed that respondents saw public engagement as being integral to the potential success of academics in gaining research council funding – where demonstrating “impact” is a mandatory requirement of the application process. In other words, academics have to show how their research has or is benefiting society. </p>
<p>Our respondents’ spoke of an increasing “impact agenda” in the UK’s higher education sector. This has led to public engagement being seen as integral in enabling academics to demonstrate both the social and economic impacts of their research. </p>
<p>An increase in institutional competitiveness was also cited as an important factor in the need for public engagement – along with the introduction of the UK’s <a href="http://www.ref.ac.uk/">Research Excellence Framework</a> (REF), the new system for assessing the quality of research in UK higher education institutions.</p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/157350/original/image-20170217-10190-1exator.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/157350/original/image-20170217-10190-1exator.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=316&fit=crop&dpr=1 600w, https://images.theconversation.com/files/157350/original/image-20170217-10190-1exator.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=316&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/157350/original/image-20170217-10190-1exator.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=316&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/157350/original/image-20170217-10190-1exator.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=397&fit=crop&dpr=1 754w, https://images.theconversation.com/files/157350/original/image-20170217-10190-1exator.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=397&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/157350/original/image-20170217-10190-1exator.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=397&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Public engagement can act as a bridge between the university and the outside world.</span>
<span class="attribution"><span class="source">Shutterstock</span></span>
</figcaption>
</figure>
<p>The incorporation of <a href="https://theconversation.com/qanda-what-is-the-ref-and-how-is-the-quality-of-university-research-measured-35529">impact as an evaluation factor in the REF</a> was also credited in helping to increase the value of public engagement as an academic activity. And it was the opinion of many respondents that the <a href="https://theconversation.com/what-ref-case-studies-reveal-on-measuring-research-impact-39349">REF might encourage academics to be more adventurous</a> as they explore new ways to be “impactful”. </p>
<p>But fears were also raised that this “impact agenda” could potentially <a href="https://theconversation.com/stress-put-on-academics-by-the-ref-recognised-in-stern-review-63237">threaten the creative freedom</a> associated with the best kinds of public engagement. Respondents reported feeling like the <a href="https://theconversation.com/how-the-refs-regime-of-excellence-is-changing-research-for-the-worse-37187">REF might end up restricting the kinds of activities</a> pursued by academics to those deemed to be most “impactful”. </p>
<h2>The value of engagement</h2>
<p>Our study reveals a strong view that public engagement in UK universities is being dominated by its relationship with research evaluation and funding. It also highlights considerable variation in the role and identity of those who support its undertaking in universities – and the unequal ways with which it is valued by individuals and institutions. </p>
<p>Some claim that public engagement enriches the research process. Others see public engagement as helping academics to become better teachers. It’s also generally recognised as a bridge between the university and the outside world and a way for academics to talk to and <a href="http://onlinelibrary.wiley.com/doi/10.1111/j.1468-2273.2011.00492.x/abstract">become more visible in their public communities</a>. </p>
<p>Our study only really scratches the surface of the ways public engagement is being supported or led in universities. But with suggestions that the <a href="https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/541338/ind-16-9-ref-stern-review.pdf">terms of impact will broaden in the next REF</a>, and that public engagement will play an even bigger role, it is clear that wider conversation with these missing voices will become even more urgent.</p><img src="https://counter.theconversation.com/content/72550/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>The authors do not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and have disclosed no relevant affiliations beyond their academic appointment.</span></em></p>But are UK universities running the risk of institutionalising public engagement?Richard Watermeyer, Reader in Education, University of BathJamie Lewis, Lecturer in Sociology, Cardiff UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/715912017-01-27T15:18:48Z2017-01-27T15:18:48ZWhy universities can’t take all the credit for graduate employment rates<figure><img src="https://images.theconversation.com/files/154303/original/image-20170125-10546-f3xsb2.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption"></span> </figcaption></figure><p>As many students have come to recognise, the degree qualifications can make weak currency in a labour market flooded with graduates. And, as a result, many students are turning to extracurricular activities to try and get a competitive advantage in the battle for those graduate jobs. </p>
<p>This is probably a pretty sensible move, given that the <a href="https://www.timeshighereducation.com/features/global-university-employability-ranking-2016">2016 University Employability Survey</a> shows that employers of graduates ranked degree classifications fourth in their list of the most important recruitment criteria. First on the list was an applicants skills profile, including creativity, the ability to solve problems and entrepreneurship – none of which shout very loud from a degree certificate.</p>
<p>This has marked a shift in how students are playing the “game” of higher education – as our <a href="http://www.southampton.ac.uk/sociology/about/staff/pp3g10.page#research">research</a> shows. We found that students are now specifically choosing extracurricular activities which could help their “employability”. This has led to the rise of enterprise societies at universities that are often <a href="http://enactusuk.org/sponsors/">sponsored or supported by private sector businesses</a>.</p>
<p>We also found that some students are playing an even more advanced version of “the game”, making the conscious decision to invest more time in their extra-curricular activities than their degree programmes. They do so in the belief that building a portfolio of distinctive experiences will give them more of an advantage when they enter the labour market.</p>
<h2>Enhancing employability</h2>
<p>This poses a problem for the participants and the assessors of the Teaching Excellence Framework. This is the flagship initiative from the <a href="http://services.parliament.uk/bills/2016-17/highereducationandresearch.htmls">Higher Education and Research Bill</a> which aims to give students more choice by ranking universities gold, silver or bronze depending on the quality of their teaching and the employment levels of their graduates. The latter is based on destinations of leavers taken from <a href="https://www.hesa.ac.uk/data-and-analysis/students/destinations">higher education data</a> averaged over the past three years. </p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/154305/original/image-20170125-23858-wvcr4o.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/154305/original/image-20170125-23858-wvcr4o.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/154305/original/image-20170125-23858-wvcr4o.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/154305/original/image-20170125-23858-wvcr4o.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/154305/original/image-20170125-23858-wvcr4o.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/154305/original/image-20170125-23858-wvcr4o.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/154305/original/image-20170125-23858-wvcr4o.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Is the future brighter for graduates with wider skills?</span>
</figcaption>
</figure>
<p>While the exercise benchmarks against age, gender, ethnicity, disability and markers of deprivation, it doesn’t – and arguably cannot – recognise the <a href="http://eprints.soton.ac.uk/199739/">significant role played by extracurricular activities</a> in enhancing graduate “employability”. By failing to do so, the TEF is partially blind to student life. </p>
<p>And given that our research shows more students are actively choosing to join clubs or societies simply because they view them as being a good way to boost their chances of getting a job, it may well be that university teaching could actually have a lot less to do with the employment rates of graduates than universities assume.</p>
<h2>Taking a wholistic view</h2>
<p>What has been largely ignored in debates about the TEF so far is the tenuous connection between teaching quality and employment outcomes. It is assumed that student outcomes – such as employment and further study – are directly and solely attributable to learning on degree programmes. The broader employability environment – such as extracurricular activities both on and off campus, are ignored. </p>
<p>I’m one of many who have issues with this reduction of employability to employment. And while the TEF is set up in a way that fails to distinguish between the two, we need at the very least, to have a discussion about how student outcomes are attributed. </p>
<p>It is clear that as a sector, we need to take a wholistic look at university life and recognise the distinctive contributions of curricular and extracurricular dimensions to student outcomes – while also enabling better coordination of both. And a reconfigured TEF might well be the instrument to incentivise such coordination. Because as it currently stands the TEF may well reward universities for outcomes which are not theirs to claim.</p><img src="https://counter.theconversation.com/content/71591/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Pathik Pathak does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>A flooded labour market is forcing more students to take up extracurricular activities in the hope of getting a job, but what does this mean for the TEF?Pathik Pathak, Faculty Director of Social Entrepreneurship, Founding Director of the Social Impact Lab, University of SouthamptonLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/713742017-01-23T09:24:42Z2017-01-23T09:24:42ZWhat the government’s plans for a hard Brexit mean for the UK’s universities<figure><img src="https://images.theconversation.com/files/153600/original/image-20170120-5260-15e3y07.JPG?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">The University of Cambridge is expecting a fall in applications from EU students.</span> <span class="attribution"><span class="source">Azeira/Wikipedia</span></span></figcaption></figure><p>Theresa May’s <a href="https://theconversation.com/theresa-may-confirms-itll-be-a-hard-brexit-heres-what-that-means-for-trade-71417">confirmation that Brexit means leaving the single market</a> has been met with anxiety in many UK universities. The sector <a href="http://www.universitiesuk.ac.uk/policy-and-analysis/reports/Documents/2014/the-impact-of-universities-on-the-uk-economy.pdf">currently contributes</a> £73 billion annually to the economy (2.8% of GDP), 757,000 jobs (2.7% of the labour market) and brings £10.7bn in export earnings. Less than half of univerities’ income is from public sources. Graduate unemployment is half that of non-graduates and salaries are 43% higher among graduates.</p>
<p>The government says EU students will continue to study in UK universities, with no impact on loan eligibility or fees. But, of course, that’s only true while the UK remains an EU member. The position after Brexit “<a href="https://www.theguardian.com/politics/2016/oct/02/brexit-theresa-may-prioritises-immigration-curbs-over-free-movement">depends on negotiations</a>”. But <a href="https://www.theguardian.com/education/2016/dec/08/brexit-could-see-eu-student-numbers-nose-dive-cambridge-warns">it has been reported</a> that the Russell Group of research-intensive universities has concerns about EU students and staff – the University of Cambridge has said it has had a 17% drop in EU student applications for 2017 and is modelling for a two-thirds fall in future years.</p>
<p>The EU programme <a href="https://erasmusplus.org.uk/statistics-0">Erasmus+</a> – which supports student and staff mobility and training throughout Europe and beyond – has supported 86,585 individuals and 2,775 projects to the value of €354m between 2014-16. UK participation will not suffer immediate impact, but this will change after Brexit. The vice-chancellors’ group, Universities UK, is demanding continued access – but without financial contributions this is unlikely. Losing Erasmus+ access would dramatically reduce staff and student mobility, including participation in work placements abroad.</p>
<h2>Research after Brexit</h2>
<p>The impact on research is likely to be equally severe. While the UK remains a member of the EU, access to the European Commission’s €80bn funding programme <a href="https://ec.europa.eu/programmes/horizon2020/">Horizon 2020</a> is in theory unaffected. <a href="https://theconversation.com/how-to-read-theresa-mays-brexit-speech-71359">In her speech on January 17</a>, May said she would welcome agreement to continue to collaborate with the UK’s European partners on major science, research and technology initiatives.</p>
<p>But funding from Horizon2020 will not be available to the UK without it making contributions to the budget – and these stop on the day the country leaves the EU. Even if access is secured, the UK will have to pay all the costs of its participation. Moreover, there is no guarantee that UK engagement can or will continue. The government has <a href="https://theconversation.com/autumn-statement-2016-experts-respond-69304">guaranteed support for existing projects up to 2020</a>, but thereafter there is only uncertainty. The government has not even formally triggered the exit process yet many academics already <a href="https://www.ucu.org.uk/article/8584/Academics-survey-shows-little-support-for-HE-Bill-amid-Brexit-brain-drain-fears?utm_source=lyr-ucu-members&utm_medium=email&utm_campaign=members&utm_term=__all-he-members&utm_content=UCU+update:+Brexit+and+the+Higher+Education+Bill">report difficulties</a> for bids involving UK partners. </p>
<p>The Royal Society says the UK received <a href="https://royalsociety.org/topics-policy/projects/uk-research-and-european-union/role-of-EU-in-funding-UK-research/how-much-funding-does-uk-get-in-comparison-with-other-countries/">€6.94bn from Framework Programme Seven</a> – the predecessor to Horizon 2020 – during 2007-13, making it the second-highest recipient. This income, combined with structural funding, amounts to <a href="https://www.theguardian.com/politics/2016/oct/02/brexit-theresa-may-prioritises-immigration-curbs-over-free-movement">€8.8bn of the total €107bn</a>. UK-based researchers also receive by far the greatest amount of funding of any nation from the European Research Council and the Marie Curie Fellows Association.</p>
<p>The impact on staffing may also be dramatic if universities cannot easily hire staff from the from the European Economic Area (EU members plus Norway, Iceland and Liechtenstein) after Brexit. Currently 14% of senior lecturers are non-UK members of the EEA and a further 10% are from outside the EEA.</p>
<p>Worryingly, <a href="https://www.ucu.org.uk/article/8584/Academics-survey-shows-little-support-for-HE-Bill-amid-Brexit-brain-drain-fears?utm_source=lyr-ucu-members&utm_medium=email&utm_campaign=members&utm_term=__all-he-members&utm_content=UCU+update:+Brexit+and+the+Higher+Education+Bill">a survey from the University and College Union</a> (which represents staff at UK institutions), published on January 9, highlights this insecurity. As many as 42% of respondents reported that they were considering leaving the UK – with some blaming reduced access to research funding. Almost half said “they know of academics who have lost access to research funding as a direct result of the Brexit vote”. And Irish universities <a href="https://www.theguardian.com/politics/2016/oct/02/brexit-theresa-may-prioritises-immigration-curbs-over-free-movement">are already attracting UK-based researchers</a> worried about funding or their status after Brexit. Clearly, the confirmation that UK is leaving the single market is not going to make the situation any better.</p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/153603/original/image-20170120-5260-1407lf0.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/153603/original/image-20170120-5260-1407lf0.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=415&fit=crop&dpr=1 600w, https://images.theconversation.com/files/153603/original/image-20170120-5260-1407lf0.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=415&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/153603/original/image-20170120-5260-1407lf0.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=415&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/153603/original/image-20170120-5260-1407lf0.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=522&fit=crop&dpr=1 754w, https://images.theconversation.com/files/153603/original/image-20170120-5260-1407lf0.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=522&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/153603/original/image-20170120-5260-1407lf0.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=522&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Will universities be able to attract the talent they need?</span>
<span class="attribution"><span class="source">dannyman/Wikipedia</span>, <a class="license" href="http://creativecommons.org/licenses/by-sa/4.0/">CC BY-SA</a></span>
</figcaption>
</figure>
<p>Meanwhile, the Higher Education Policy Institute, a think tank, has reported that the Home Office is also considering further restrictions on overseas student visas, which <a href="https://www.researchprofessional.com/0/rr/news/uk/politics/2017/1/Crackdown-on-overseas-students-may-cost--2bn-a-year.html">it claims could cost the UK £2bn a year</a> in lost revenue. </p>
<h2>The road ahead</h2>
<p>So where to from here? The vice-chancellors’ group demands that the government maintains and builds international research collaboration in UK universities and wants guarantees that the UK remains attractive to talent. In what may be wishful thinking, the group has also said that <a href="http://www.universitiesuk.ac.uk/policy-and-analysis/brexit/Pages/policies-post-exit.aspx">there may be post-Brexit opportunities</a> for continued engagement in collaborative international research projects if government support is strong – suggesting universities can thrive outside the EU.</p>
<p>There is some reason for optimism. The prime minister announced an Industrial Strategy Challenge Fund with an extra <a href="https://theconversation.com/autumn-statement-2016-experts-respond-69304">£2bn of R&D investment per year up to 2020</a>. This was subsequently confirmed in the autumn statement in which the chancellor also promised £400m through the British Business Bank to support venture capital and new incentives for investment. </p>
<p>But, of course, none of this allays the acute anxiety in the sector. What is needed is a more assertive approach from UK universities’ leadership. They need to be outspoken in reminding the public, industry and politicians of the risks from Brexit. They must stress universities’ direct and indirect contribution locally and nationally – and particularly that of non-UK staff and students. Damage to research threatens the UK’s industrial base and the reputation of the country’s world class universities. </p>
<p>Going forward in this uncertain climate, UK universities need to enhance trans-institutional partnerships and links with industries. Currently <a href="http://www.universitiesuk.ac.uk/blog/Pages/What-the-Autumn-Statment-means-for-universities.aspx">76% of all UK publicly funded research is in universities</a>. Yet this isn’t without risks. Increased reliance on industry may privilege STEM subjects and applied research – blue-sky research is less appealing to investors wanting a quick return. Companies will also want ownership of research findings.</p>
<p>Research collaboration with continental universities should also be developed. Universities such as Nottingham, Liverpool and Coventry are already engaged in distance learning or overseas campus operations, but this is not everyone’s choice. There is no substitute for the diverse international appeal of most UK campuses. </p>
<p>Researchers and other staff in the UK’s universities did not expect the hard Brexit that now seems probable. If quitting the single market leads to reduced access to EU funding, reduced opportunities for collaborative research as well as difficulty in attracting students and staff from EEA countries, the impact on universities will be severe.</p><img src="https://counter.theconversation.com/content/71374/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Simon Sweeney does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>There is no guarantee that the UK can or will continue to be part of the €80 billion EU research funding programme Horizon2020.Simon Sweeney, Senior Lecturer in International Political Economy and Business, University of YorkLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/711832017-01-17T14:26:30Z2017-01-17T14:26:30ZWhy we need to collaborate with ‘generation snowflake’ to improve universities<figure><img src="https://images.theconversation.com/files/152684/original/image-20170113-11806-8hfqoa.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><span class="source">shutterstock</span></span></figcaption></figure><p>University students have been called many things over the years, and the most recent term “snowflake”, is now being used to characterise a whole generation of “overly sensitive students”, more often labelled millennials. </p>
<p>The word “snowflake” was both a <a href="https://www.ft.com/content/65708d48-c394-11e6-9bca-2b93a6856354">Financial Times</a> and <a href="http://www.independent.co.uk/arts-entertainment/books/news/collins-dictionarys-10-word-of-the-year-from-brexit-and-snowflake-generation-to-jomo-a7395121.html">Collin’s Dictionary</a> “word of the year” for 2016, with the definition given as:</p>
<blockquote>
<p>Someone deemed too emotionally vulnerable to cope with views that challenge their own, particularly in universities and other forums once known for robust debate.</p>
</blockquote>
<p>The phrase has been thrown around recently in relation to the changing face of higher education and the current reforms that will soon be impacting the sector. These reforms include the introduction of the Teaching Excellence Framework (TEF), a flagship initiative from the <a href="http://services.parliament.uk/bills/2016-17/highereducationandresearch.html">Higher Education and Research Bill</a> which aims to give students more choice. </p>
<p>The TEF will see increased scrutiny of English universities, which will be ranked as gold, silver or bronze depending on the quality of their teaching.</p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/152687/original/image-20170113-11822-1m9ggec.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/152687/original/image-20170113-11822-1m9ggec.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/152687/original/image-20170113-11822-1m9ggec.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/152687/original/image-20170113-11822-1m9ggec.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/152687/original/image-20170113-11822-1m9ggec.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/152687/original/image-20170113-11822-1m9ggec.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/152687/original/image-20170113-11822-1m9ggec.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">The higher education sector faces massive change.</span>
<span class="attribution"><span class="source">Shutterstock</span></span>
</figcaption>
</figure>
<h2>Professional care?</h2>
<p>These reforms are contentious, with many in the sector agreeing with the <a href="http://www.telegraph.co.uk/news/2017/01/08/universities-warned-snowflake-student-demands/">Sunday Telegraph’s</a> analysis that:</p>
<blockquote>
<p>Universities will be forced to pander to the demands of “snowflake” students if controversial changes to the ranking system are approved </p>
</blockquote>
<p>In the same article, Baroness Wolf, a professor at King’s College London, was quoted, saying: </p>
<blockquote>
<p>The student satisfaction measure is fantastically dangerous. The way to make students happy is not asking them to do any work and giving them a high grade.</p>
</blockquote>
<p>This perspective is leading to growing fears that university students cannot be trusted with power to shape how universities operate, and how education performance is measured. </p>
<p>But I want to challenge this view, because an important motivation for the TEF is to address longstanding doubts about the level of professional care for teaching and learning in universities. The reforms are designed to prod the academic profession into less self serving behaviours, and instead to care more about the wider role of universities. </p>
<p>As universities minister Jo Johnson put it in his 2015 <a href="https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/474266/BIS-15-623-fulfilling-our-potential-teaching-excellence-social-mobility-and-student-choice-accessible.pdf">green paper</a> that “for too long, teaching has been regarded as a poor cousin to academic research”. </p>
<h2>Working in partnership</h2>
<p>Having spent nearly two decades working and studying in universities it is clear to me that the academic profession – and the institutional environment of higher education more widely – has not cared enough about students and how their learning will shape the world.</p>
<p>The right response for a profession that cares about learning is to work more closely with students in shaping the future. This means working in partnership with them. And this is why I am open to the challenges the TEF presents.</p>
<p>There are legitimate questions about how <a href="https://theconversation.com/students-dont-know-whats-best-for-their-own-learning-33835">teaching performance</a> can be fairly and reliably assessed, and whether surveying students should be the primary method. But concerns here are overblown. Because if students in our universities are learning to think critically about all kinds of subjects, then they can cope with learning about the limitations of psychometric “customer satisfaction” methods.</p>
<h2>Shared future</h2>
<p>We need to move beyond what Ronald Barnett, emeritus professor at the Institute of Education, has called the “conspiracy for safety” in university teaching. This is the notion that the best way to achieve high satisfaction scores is to give students an easy ride, <a href="https://theconversation.com/ranking-universities-on-excellent-teaching-will-be-better-for-everyone-44256">inflate their grades</a>, and turn education into light entertainment.</p>
<p>We can overcome this by building structures of “co-design” and “co-creativity” with students – working with them as collaborators in learning and knowledge building. </p>
<p>This means students redefining their role as “architects” of learning rather than “customers”. The latter being a role they can leave behind as soon as they have secured their place. </p>
<p>This is what I have started to do as part of a <a href="https://www.timeshighereducation.com/features/the-university-of-utopia">co-design process</a> with undergraduates. And although it takes a lot of time, care and energy, it is also professionally rewarding.</p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/152685/original/image-20170113-11800-8t44lv.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/152685/original/image-20170113-11800-8t44lv.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/152685/original/image-20170113-11800-8t44lv.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/152685/original/image-20170113-11800-8t44lv.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/152685/original/image-20170113-11800-8t44lv.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/152685/original/image-20170113-11800-8t44lv.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/152685/original/image-20170113-11800-8t44lv.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Let’s collaborate with our students.</span>
<span class="attribution"><span class="source">Shutterstock</span></span>
</figcaption>
</figure>
<p>For academics worried about the “<a href="https://theconversation.com/universities-at-risk-of-dumbing-down-into-secondary-schools-30553">dumbing down</a>” of teaching through the involvement of students in evaluating performance, my experience working with co-design has increasingly been the reverse. </p>
<p>Yes, there is resistance and the occasional “meltdown” that might be expected from young people in the process of becoming independent adults – the kind of thing we have all been guilty of in our lives. But undergraduates also demonstrate a hunger to learn, to share, and a motivation to succeed.</p>
<p>So let’s fulfil our professional duty to care about students and how they learn. And let’s work with them as collaborators to shape the future of higher education.</p><img src="https://counter.theconversation.com/content/71183/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Mark Gatenby does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Let’s stop putting students down, and instead work together with them.Mark Gatenby, Associate Professor in Organizations, University of SouthamptonLicensed as Creative Commons – attribution, no derivatives.