APPENDIX 48
Memorandum from the School of Physics
and Astronomy, University of Nottingham
Please find below a statement on the factors
determining the sustainability of university departments in the
physical sciences. The views expressed are based on my experience
as Head of Physics and Astronomy at the University of Nottingham,
and on consultations with academic colleagues.
Members of the School are keenly aware of the
current controversy and public debate surrounding the closure
of university departments in the physical sciences. However, we
question the prevailing explanation for such closures which is
based principally on a "supply side" problem—ie
a consequence of reduced student demand. On the basis of our experience
the problem is essentially a financial one, arising from the low
level of funding provided per physics student. This undermines
the financial sustainability of the physical sciences regardless
of the level of student demand.
These views are based on the following experience:
(i) We have an annual intake of about 170
first year undergraduates and have successfully filled our HEFCE
quota with high quality applicants for many years.
(ii) We have one of the highest number of
students per staff member amongst iUK Physics departments.
(iii) We were awarded Grade 5 in RAE 2001.
A recent notable recognition of the School's research was the
award of a Nobel prize to Professor Sir Peter Mansfield. This
is the first time in over a quarter of a century that research
undertaken in a UK physics department has been so recognised.
Despite our successful long term performance,
the School has run at a deficit for many years. Since we are achieving
our targets in student recruitment, operate with fewer staff members
than other UK departments with comparable student numbers, and
benefit from HEFCE Research support commensurate with our Grade
5 rating, it follows that our financial deficit is a consequence
of the low unit of resource for laboratory-based science subjects.
We were particularly disappointed that HEFCE considered raising
the unit of resource for Physics last summer, but then decided
at a late stage not to take this step. Clearly this decision will
have impacted on the sustainability of physics departments at
some universities and has almost certainly contributed to recent
closures.
We fully acknowledge that more suitably qualified
and motivated school leavers should be encouraged to take degrees
in physics and that, for some Universities, falling numbers of
applicants leads to difficulties in filling HEFCE quotas. However,
we emphasise that even when quotas are filled, physics departments
generally run in deficit.
IN RESPONSE
TO THE
QUESTIONS POSED
BY THE
COMMITTEE
The impact of HEFCE's research funding formulae,
as applied to Research Assessment Exercise ratings, on the financial
viability of university science departments;
It is clear that the HEFCE funding formula does
not provide sufficient funding to sustain financial viability
of physics departments. Even departments which are successful
both in terms of research and undergraduate recruitment find themselves
under-resourced.
The desirability of increasing the concentration
of research in a small number of university departments, and the
consequences of such a trend
We believe it would be disastrous to concentrate
research in a small number of departments. This is not only because
of the loss of many world leading, and potentially Nobel-prize
winning, groups outside of Cambridge, London and Oxford, but also
because of the close and important relationship between teaching
and research.
The implications for university science teaching
of changes in the weightings given to science subjects in the
teaching funding formula;
As stated above, the unit of resource for science-based
subjects is clearly too small to enable many of them to be financially
viable.
The optimal balance between teaching and research
provision in universities, giving particular consideration to
the desirability and financial viability of teaching-only science
departments;
Teaching-only science departments do not make
good sense educationally in the university sector, nor would they
be financially viable. This is especially true in science and
technology where our knowledge base is rapidly growing and evolving,
driven mainly by university-based researchers. It is most unlikely
that such departments would attract staff of the necessary calibre
to provide world-class university education and equip the country
with the scientists it needs for the future. The main reason why
UK Universities compete so successfully at international level
in science and technology is due to the quality of their staff.
The importance of maintaining a regional capacity
in university science teaching and research;
It is clearly necessary to maintain a regional
balance in science teaching and research. At present there are
many world-class science departments spread across the regions.
Concentration on a few research-led departments would cause serious
regional imbalance. Furthermore, the link between regional centres
of excellence and the ability to attract a new generation of students
into physics should not be underestimated. In recent months, we
have had many requests for lectures, for EPSRC researchers in
residence and for the establishment of other links with schools
both locally from Nottingham and right across the East of England
in locations up to 150 miles away. If there were only a handful
of Physics departments in the country, very few school children
would have the opportunity to visit a department, or meet a research
physicist in their school.
In addition, we are aware that many pupils taking
physics in the leading 6th form colleges in Nottingham do not
wish to leave the city to attend university. It is likely that
this view will become more prevalent as fees increase, particularly
amongst students from families who have not previously participated
in higher education. A regional perspective is vital to ensure
that the Government's ambitions for wider participation in higher
education are realised.
The extent to which the Government should intervene
to ensure continuing provision of subjects of strategic national
or regional importance; and the mechanisms it should use for this
purpose.
As noted above, the low level of resource is
a national strategic issue and needs to be addressed urgently
by central government. Unless adequate support is forthcoming
for science at both schools and universities, the trend of declining
numbers of students taking science and engineering subjects will
continue; even successful departments will remain under-resourced
leading, potentially, to further closures.
January 2005
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