If you are a registered HEi-know user, please log in to continue.
You must be a registered HEi-know user to access Briefing Reports, stories and other information and services. Please click on the link below to find out more about HEi-know.
Universities across the UK have rapidly moved their learning, teaching and assessment online in response to the COVID-19 pandemic. The unprecedented overhaul of traditional teaching practices has presented a major challenge to institutions, staff and students. In this Good Practice Briefing, HEi-know shows how some universities have responded to the situation.
Sutton Trust associate director of media and communications Hilary Cornwell and research and policy assistant Maariyah Dawood comment on equality and widening access issues that have emerged in a week of higher education news.
Reviewing a week of higher education news, Action on Access Director Andrew Rawson celebrates positive action on equality and social inclusivity taken in the HE sector and calls for matching support from the government and employers.
The universities minister has strongly criticised the renaming of university buildings and the removal of statues prompted by the Black Lives Matter movement as “short sighted” and an attempt to censor the past.
Just as most people were returning to work and study after the Christmas break, non-continuation rates (or ‘dropout rates’, to use the sub-editors’ vernacular) seemed to dominate the HE news headlines in much of the national media, including the Daily Telegraph and others.
It is an issue for the whole sector and every type of provider; all universities need to examine how they are executing the responsibilities they have for their students.
This begins before they commence undergraduate or postgraduate study; it’s in the messaging of our outreach and access work, as well as our marketing. Are we, as a sector, clear enough about the challenges, demands and opportunities of higher education study? Do we have the right levels of academic support to help students deal with the curriculum?
The prominence of mental health issues in higher education – for both staff and students – this week reminds us that investment in professional wellbeing services is critical too. At Derby, we have adopted a holistic approach to optimising the student experience, and part of that ensures that our academic and welfare support are closely linked.
Flexibility is also an issue. How many universities can offer online learning options or transfer schemes, like the Midlands Credit Compass? By enabling students to have the possibility of switching courses and universities with ease to find the best fit for them, we may also be able to reduce non-continuation.
Of course, we need to recognise that each decision taken by a student to cease their studies is unique to them. It may be that finance, work or caring responsibilities are behind the choice. Whatever the cause, a better appreciation of the realities of our students’ lives and working closely with our student unions will help us to fully understand and respond to the changing demands that each of them is facing.
HE policy website Wonkhe this week posed the excellent question ‘are universities really prepared to grow in the next decade’?
The article notes that we are on the cusp of a once in a generation rise in the number of 18-year-olds in the UK. It is also worth adding that the post-study work visa is a very welcome proposal which may have a significant impact on applications from overseas applicants, although Kathy Daniels, writing for HEPI, made some interesting points about universities’ obligations to this.
The big question posed, however, is how will the sector meet rising costs in the face of “diffuse and distant returns”?
While the future of fees remains uncertain (former Universities Minister Jo Johnson again implored the Government this week not to cut fees), universities need to ensure they can continue to properly invest in academic and professional services, facilities and resources.
Generating diverse sources of income is now inescapable and key to that is our responsiveness to demands of employers, and a willingness to develop study programmes to meet the future skills needs of our post-Brexit economy. In fact, closer alignment with industry and the Knowledge Exchange Framework both offer some exciting opportunities for growth too, particularly for the post-1992 generation of universities.
But we must not forget the 50 per cent of young people who do not enter higher education . Our sector needs to work with government to support the growth of further and technical education too. And, should a reduction in fees become a reality, it may inevitably be accompanied by a cap in student numbers, which will impact negatively on the ability of universities such as Derby to offer the level of fair access and support for social mobility that we aspire to provide.
Finally, the future of the Erasmus programme has been a focus for coverage this week in THE and others. As someone who benefited from the scheme as a student, I can fully appreciate and recommend the academic and intellectual challenge of studying in a European university and experiencing a different country and culture. Erasmus should remain a vital link with Europe and I welcome the government’s reported “commitment” to a scheme which develops cultural awareness and an international perspective, which can only benefit the UK as we move to a more globalised set of economic relationships.
© 2013 Media FHE, all rights reserved