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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.
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.
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.
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.
Alison Johns, Chief Executive of Advance HE, reviews another week in which higher education found itself in the spotlight, even when a royal funeral dominated the headlines.
The current crisis has underlined the critical role played by the UK’s experts and researchers and the institutions supporting them, as well as the need for collaboration between them, says Dr Joe Marshall, Chief Executive of the National Centre for Universities and Business.
As governments, international agencies, global corporations and institutions grappled to keep pace with the spread of Covid19, it is the scientific community that has provided us with guidance, evidence and grounded recommendations. In circumstances that would not have seemed possible just a few days ago, the Chief Scientific Adviser and Chief Medical Officer have stood tall, citing the best evidence they have and seeking to be both reassuring and stark in their assessment of the risks and challenges that lie ahead. Now, we all need to adapt temporarily to a different way of living our lives, of working and of learning.
As many who have worked in central Government will testify, the pace is frenetic at the best of times. In a time of crisis, it becomes a mind-blowing blur powered by adrenaline, caffeine and nervous energy. In a cauldron of political interference, public perceptions and media interpretation, the Government has sought to stand behind the scientific evidence. In such a dynamic environment it is difficult to make any assessment of the efficacy of the decision making (especially at this point). But through different channels and at different times there has been a willingness to open up the scientific workings to wider scrutiny.
The actions of governments will be critical to save lives, but so too are the actions of educational institutions, researchers and individuals. Many institutions have had to respond to the evolving crisis with unprecedented measures at an unprecedented pace. All face-to-face teaching will temporarily cease and switch to online learning; facilities and services are closing or changing; and many staff are working from home. This week, Education Secretary Gavin Williamson confirmed that many university entrants next year will start without having taken their final exams. Institutions are temporarily operating in an entirely new environment.
Without doubt, those institutions training medical professionals have a particularly acute role to play. UK medical schools have been urged to fast-track qualifications for final-year medical students to enable them to be quickly registered as doctors to help tackle the coronavirus outbreak. Thought is being given as to how 18,000 nursing students could be drafted in to help at the peak of crisis. Once-competitive institutions have been sharing innovative ideas and approaches on ways to help fight Covid19. They are driven by the clarity of a shared and immediate purpose: saving lives and livelihoods.
The much-cited soundbites that the UK “punches above its weight” in terms of research excellence was illustrated beautifully this week. A publication from the World Health Organisation’s Collaborating Centre for Infectious Disease Modelling, which is based at Imperial College London, underpins much of the Government’s thinking on how we best manage and mitigate the impacts of the Covid19. The recommendations it offers are driven by evidence and modelling, but also take account of the context and concerns that policymakers have. This was not consultancy or contract research, and perhaps I am biased when I say this, but it exemplifies the best of collaborative action: mutual understanding of the other, a genuine exchange of ideas and thinking, and the development of new knowledge and thinking – in other words, collaborative, knowledge exchange.
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