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TNE consultation launched to protect reputation of UK HE abroad

Universities UK, GuildHE and the Quality Assurance Agency have launched a new sector-wide consultation on how to ensure the effectiveness of transnational education and protect the reputation of UK HE abroad.

Graduate employers lower entry criteria to boost diversity

Graduate employers setting no minimum entry grades have more than doubled in five years as they search for more diverse recruits, reports the Institute of Student Employers.

Progress on equality and diversity in HE 'still too slow', data shows

New higher education staff and student data published by Advance HE shows some movement towards equality goals, but the pace of progress remains slow.

UK must build on “instant” gains from post-study visa change

Interest in studying in the UK among prospective overseas students has already risen sharply following the government's decision to bring back study-study work visas. Now policy-makers and universities must build on this good news through the UK's new international strategy, says Vivienne Stern, Director of Universities UK International.

HEi-think: An evidence-based approach to tackling radicalisation on campus

As radicalisation on campus hits the headlines again with news of the identity and university education of Islamic State executioner "Jihadi John",  the Reverend Dr Paul Fitzpatrick, chaplain and Prevent co-ordinator at Cardiff Metropolitan University, outlines protocols developed by his institution to tackle radicalisation that have been approved by the Home Office and are to be rolled out to universities across the UK.

 

Even before the publication of the Counter Terrorism and Security Bill, there were at least seven - often contradictory - legislative requirements placed on universities for tackling extremism on campus.

At Cardiff Met, we quickly realised that there was little current research that directly helped us design and implement our own Prevent agenda and policies. So we as a team would need to conduct our own research, particularly exploring how vulnerable students were groomed and radicalised.

From our research we have developed a Prevent policy that will be run out across Wales, and then templated by the Home Office for England. It is the result of a realistic understanding of the individual risk to our universities.

The process and policies in the framework we have produced have to encompass the mundane as well as the difficult.

This week, for instance, I met a Muslim student to talk about her project on terrorist risk management within public events.  Using the protocols set out in our Prevent policy, I guided her through the process of applying for ethical approval and registered her work with our ‘Security Sensitive Databased” to ensure her safety and the reputational security of the university.

In another example of the Prevent policy in action, I recently asked the International Office Welfare Team to review the list of students from conflict zones. Students from such areas are regarded as particularly vulnerable to potential radicalisation and manipulation.

One of the team had just got back from visiting the flat of a group of Ukrainian and Russian students who have deliberately chosen to live together to express their mutual respect and their support for peace keeping efforts in the region. She reported that all was well.

To give staff the tools to deal with these kinds of situations, we have developed a very broad and evidenced based training package for all staff.  Underpinned by an e-module, the training is lecture based and includes the grooming process, risk assessment, radical ideology and a Police briefing on risk assessment. Staff are encouraged to engage fully with the process and initial feedback has been very positive.

It is a comfortable option to quote ‘free speech’ or moral/ethical complexity to justify none engagement with this agenda, and whilst acknowledging the real difficulties these dilemmas present, we have clearly chosen a different approach. Our response has been governed by what we consider to be our lead responsibility; the protection of our students and staff from those who would hurt them.

Dr Paul Fitzpatrick
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