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Emerging HE policies highlight new political landscape

Interventionism is suddenly all the rage with the Westminster Conservative government, and higher education is feeling the impact as new policies and legislation are brought to bear on the sector, writes Johnny Rich, Chief Executive of Push and of the Engineering Professors’ Council.

Rethinking universities from the outside in

Mike Boxall, an independent researcher and consultant on higher education policies and strategies, and a senior adviser to PA Consulting, considers the emerging post-COVID world and its implications for the future of universities. His blog is based on a paper published recently by PA Consulting, and co-authored with its HE lead, Ian Matthias.

Is the government missing the real 'levelling up' value of HE?

The Westminster government should wake up to the full potential of higher education to help it meet its ‘levelling up’ goals, argues Professor Martin Jones, Deputy Vice-Chancellor at Staffordshire University.

After a week of 'people power' it is time to listen to students

Jonathan Baldwin, managing director of higher education at Jisc, reflects on a week that’s felt the force of people power – and says it’s time for university leaders to respond to students’ calls for change.

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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