Government reform of Higher EducationWritten evidence submitted by the University of East London
1. The University of East London is a microcosm of the challenges around social mobility and how they can be overcome. Much of the recent debate on the role of higher education in wider society has focussed upon the concept of social mobility and, in particular, access by a small group of disadvantaged and talented individuals to the professions. However, the role of HEIs in social mobility terms is as much about the up-skilling of large groups in society to reflect the wider requirements of UKPLC and the global knowledge economy. It is through skills-led regeneration that UEL and other HEIs have brought long-term social and economic change and provided a public service that would not occur should the sector become privatised in ethos and approach.
2. UEL in particular can demonstrate the important role played by working in partnership with other anchor organisations, in the private, public and voluntary sectors, to achieve that social change. Undoubtedly the future role of higher education is to increasingly adopt a partnership approach, using our skills and networks to squeeze the most public good from public funding.
“It is an established part of our tradition that we create opportunities for individuals to gain economic strength, often against the odds…”
Transformation for Excellence (university strategy, 2010)
3. 52% of UEL students are from East London and more than a third of UEL students are Black. A single moderately-sized London new university, such as UEL, accounts for half as many Black students as the entire Russell Group, and more than 15 times as much of the growth in Black student enrolments since 2005–06.
4. However, this high proportion of Black students at UEL does provide data which allows us to identify some of the major issues associated with this ethnic grouping. Our own data clearly shows that our efforts have resulted in steady improvements in attainment for Black students but they are still significantly less likely than White students, and Asian students, to be awarded a good degree. In 08–09 the percentage of Black students graduating with a 2:1 or 1st was half that of White students. This reflects a national statistic of only 37% of Black students obtaining a good degree. We also know that Black students are more likely to be admitted to UEL on qualifications other than A-Levels (27% of Black students compared to 15% of Asian students and 18% of White students).
5. UEL recognises that there is much to do in order to reverse these trends but we also know that it is those institutions most experienced at dealing with disadvantaged students who are best placed to do that work. What should concern policy-makers during a time of significant upheaval in the HE funding system is how the concentration of Black students in a tiny number of universities puts Black student participation at high-risk. Even if the wider sector is successful in increasing their intake of Black students to a representational level, how can government protect those universities with large Black student cohorts in the meantime? Of the top 10 most inclusive universities at least two have been widely reported as at high risk of financial failure.
6. Much of our work in this area clusters around enterprise and employability is often described as providing the support and networks (the “social capital”) that are not available to disadvantaged students – “the middle class parent”. We do this through a number of initiatives including:
Volunteering and mentoring programmes.
On campus recruitment agency.
On-line job vacancies.
One-to one advice and guidance on work opportunities and starting up a business.
Business Planning and Start-Up funding.
7. One of the areas of particular value to our students is the provision of internships. Recent reports about such opportunities being auctioned-off show how valuable they are. UEL was the lead partner in the Knowledge East cross-mission network’s (Goldsmiths, Queen Mary, Ravensbourne, Trinity Laban, London Met, Rose Bruford, Greenwich and South Bank) Graduate Internship Scheme. We exceeded our target of securing 500 internships, between January 2010 and March 2011, for graduates in local SMEs (no more than 50 employees). 1000 graduates registered for the scheme across the network with 500 of those chosen to go through an employment preparation programme that aimed to provide students with various skills ranging from effective communication to business etiquette. 66% of those students were Black. We worked with JobCentre Plus to tackle any issues associated with job-seekers allowance regulations.
8. We also have a business mentoring scheme that works with corporate employers (particularly those who do not have a record of employing UEL graduates) as part of their CSR schemes to develop employability skills and become more “job ready”. We worked closely with the East London Business Alliance to access large employers, including Barclays, Credit Suisse and BT. 117 students were placed in internships for those organisations in 2010 and feedback on student readiness has always been extremely positive. We have created an internship scheme with Taylor Bennett that aims specifically to increase the ethnic diversity of the workforce in the field of Public Relations.
9. In partnership with the Canary Wharf Group we have just opened a new space to develop our students in a business environment off campus. The Graduate Development Centre at Heron Quays, Canary Wharf, is a place for students and graduates to come into contact with business people and take part in activities to prepare them for the job market. Opened Jan 2011, we have already held three assessment centres with over 50 students and graduates, and employer assessors.
10. University of East London students are in the top 10 in London and top 20 in the UK for graduate starting salaries with an average first salary of £20,891.
11. UEL’s work with young people from a care background is closely linked to our widening participation mission. Facilitated through Aim Higher funding and working closely with the London Borough of Newham we have delivered activities targeting fosters carers, young people in care and care leavers and raised the awareness of the needs of this group with UEL trainee teachers. We are now leading a cross sector east London care leaver’s strategy group focusing on educational progression. More recently we have looked to our internal relationships and through the Buttle UK quality mark brought together colleagues in our pre-entry team, admissions, residential services and our student money advice and rights team to deliver what we hope will be a seamless of package of support to care leavers entering higher education including an additional care leaver’s accommodation scholarship.
12. In research terms also, the UEL ethos of serving the public need in east London continues. Much of our research is applied directly in our local communities. Our work on public health, for example, is linked into our network of schools where we give seminars to parents on making the right choices for their children. Our Well London initiative links UEL’s public health researchers with the NHS and other public and voluntary organisations to address poor public health in east London. We are a leader in this field in research terms.
13. It is difficult to respond directly to government proposals that are not yet complete. However the patchwork of primary and secondary legislation, ministerial guidance, and public announcements suggest a system of higher education that puts market forces at its centre. A recent announcement concerning the creation of a “BTEC degree” (where private bodies will be allowed to accredit degrees without being involved in their teaching) creates a world of flat-pack off-the-shelf degrees that have the potential to sit in isolation from wider social and economic problems. For socially disadvantaged students, it is not simply the degree that counts. It is also the network that you plug into by attending a university. It is access to extensive and wide-ranging partnerships that work together for your benefit and the wider public good.
14. The University has already engaged fully and extensively with the national debate on higher education. We would welcome the opportunity to discuss these issues further with the Committee and would want to formally extend an invitation to you to visit UEL as part of your review.
11 March 2011