Written evidence submitted by the 1994
Group
The 1994 Group welcomes the invitation from the Business,
Innovation and Skills Select Committee to submit evidence to its
inquiry on the
future of higher education.
EXECUTIVE SUMMARY
Our vision for the future of the higher education
sector is one where universities are able to flourish, delivering
social and economic benefits on an individual, national and global
scale. Universities will be hubs of knowledge in the most modern
sense, working internationally across networks to produce research
which has global impact. They will be platforms for innovation,
working interactively with businesses and industry to further
the economic development of the UK. Importantly, universities
will provide the stimulating student experience to produce new
generations of innovative thinkers.
Higher education is integral to the UK's intellectual,
social and economic prosperity. The current period of intense
change for higher education presents an excellent opportunity
to shape the future of the sector. This document sets out the
detail behind the 1994 Group's vision for higher education and
outlines the actions needed in four main areas: Research Excellence,
Economic and Social Impact; Student Experience; Internationalisation
and Sustainability to ensure that the sector can continue to prosper
and return benefits to individuals, society and the economy.
Research Excellence, Economic and Social Impact
— Ensure
that the funding system maximises opportunities for progression
onto masters' degrees and doctoral study and provides support
for the development of new researchers.
— Maintain
research concentration based on excellence by funding the very
best research but not spreading resources so thinly that we risk
damaging our world-class work within our research intensive universities.
— Direct
research funding to ensure maximum economic and social impact
both now and long term.
— Continue
investment in world-leading research in arts, humanities and social
sciences, alongside investment in STEM subjects. All disciplines
are needed to address global challenges and ensure the UK's future
prosperity.
Enhancing the Student Experience
— Increase
flexibility in terms of student numbers and provision to allow
the sector to respond to demand, functioning as a true marketplace.
— Continue
the autonomy of institutions to respond to their own individual
profile in selecting the best widening participation provision
and setting their own benchmarks. Targets and benchmarking should
be broad based - including student retention as well as admissions.
— Place
enhancing the student experience at the heart of strategy for
Higher Education and work with universities to enhance graduate
employability, especially by encouraging the involvement of employers.
— Strengthen
the information available to all prospective students about the
student experience and employability prospects at all universities,
including the development of Student Charters.
— Ensure
admissions processes are appropriate, efficient and applicant
centered.
— Prioritize
maintaining the academic quality of UK universities, extending
this to new providers
— Increase
the role of schools in engaging pupils with outreach activities
and measuring the impact of these.
Supporting Internationalisation
— Support
internationalisation and maintain the UK's global reputation
so that the UK can be at the forefront of research and teaching
and so UK students benefit from engaging in an internationally
rich learning environment.
— Limit
the damage of any changes to the student migration system by ensuring
other opportunities for international students to study with UK
institutions are supported.
Sustainable funding issues
— Continue
to provide incentives to boost private income streams such as
the matched funding scheme for voluntary giving to universities.
— Maintain
an appropriate provision of capital funding recognising the importance
of reinvestment in the sector.
— Ensure
the sector is supported in achieving environmental sustainability.
1994 GROUP VISION
FOR HIGHER
EDUCATION
1. Background
1.1 Our vision for the future of the higher education
sector is one where universities are able to flourish, delivering
benefits at all levels: economically; socially; nationally; globally;
and to individuals. Universities will be hubs of knowledge in
the most modern sense, with worldwide connections disseminating
research which has global impact. They will be platforms for innovation,
working interactively with businesses and industry to further
the economic development of the UK. Importantly, universities
will provide the stimulating student experience to produce new
generations of innovative thinkers.
1.2 Higher education is integral to the UK's
intellectual, social and economic prosperity. The current period
of intense change for higher education presents an excellent opportunity
to shape the future of the sector. This document sets out the
1994 Group's vision for higher education in four main areas: Research
Excellence, Economic and Social Impact; Student Experience; Internationalisation
and Sustainability. Universities occupy a pivotal role in our
societies and we must not take this for granted. Higher education
can and should continue to prosper, outlined here are some of
the catalysts required for this.
2. Research Excellence, Economic and Social
Impact
2.1 It cannot be denied that the contribution
universities make to the economy is hugely significant. In 2008
this was estimated by Universities UK to be £59 billion,
representing 2.3% of gross domestic product. Universities directly
spent £23 billion and fuelled an additional £32 billion
through their knock on effects on other industries. It should
not be forgotten that universities are major employers, accounting
for 315,000 full time jobs nationwide and generate a further 325,000
in connected sectors.
2.2 As centres of excellence for research, universities
give British industry the cutting edge. Innovative research generates
new ideas that boost business. Many of the fastest growing industries
such as green energies and healthcare services are closely linked
to current research. Universities provide the innovation which
allows business to flourish and compete in a global marketplace
and by generating a talented, forward-thinking workforce.
2.3 The Government has already outlined its commitment
for research over the Comprehensive Spending Review (CSR) period.
Announcements have been made regarding the further concentration
of research funding on internationally excellent work. Research
concentration on the basis of excellence is welcomed and should
continue provided this does not spread resources so thinly to
risk damaging our world-class research. Initiatives such as the
Higher Education innovation Fund (HEIF) are vital in stimulating
interaction between universities and industry. The continuation
of this fund is most welcome and there may be additional initiatives
needed in future to promote links further. As is commonly recognised,
the breadth and depth of research carried out in the sector means
industry needs easy routes to research expertise.
2.4 The economic importance of higher education
is clear, the sector has provided an excellent return on public
investment. The wider intellectual and social benefits of education
are of equal importance. Universities drive positive social change
that benefits individuals, the nation and the world. By investing
in research we can make great strides towards solutions to global
and national challenges such as combating climate change, improving
health and wellbeing and building global security. Although typically
harder to quantify, it is right that there is now an increased
focus on evidencing social benefits including the use of impact
assessments in the Research Excellence Framework (REF).
3. Supporting Internationalisation
3.1 Universities and the academy are international
in nature, reflecting their fundamental purpose in advancing and
disseminating knowledge without restriction to the origins of
ideas. Internationalisation is embedded within all aspects of
a university; the research undertaken, recruitment of the most
talented staff from around the world, a diverse multi-cultural
student body and teaching which is globally informed and made
available to students around the world. Internationalisation to
this degree brings great benefits at all levels and should be
promoted at every opportunity. For example, international research
partnerships link expertise across the globe to generate new knowledge.
The UK's participation in international research and partnerships
ensures we can be at the forefront of innovation bringing the
associated advantages for the economy and society. The whole is
greater than the sum of its parts and to reach new heights of
understanding we need to be part of the global academic community.
3.2 The catalysts for internationalisation are
varied and interlinked. Recruitment of the brightest and best
staff globally is vital for world leading research and ensures
international perspectives in teaching. Attracting leading staff
to the UK starts with being able to recruit the best international
students who choose to continue their career in, or connected
to, the UK. The UK's global reputation underpins both of the above.
A stimulating internationalised curriculum and international student
community on campus equips students with the knowledge and skills
to function in a global market place. Without this future students
would turn elsewhere. This is an oversimplified model but the
significance is clear, damage any of the matrix of elements which
make an institution international and the effects could be critical.
3.3 UK universities are world renowned for their
academic excellence and we have been able to contribute to university
education overseas. UK higher education has been extended overseas
with innovations in distance learning, though learning partnerships
and by welcoming international students. To try to quantify the
value of this provision, it has been estimated that higher education
generated approximately £5.3 billion in 2008 through both
tuition fee income and the additional spending of international
students. By way of comparison this is greater than the export
sales of alcoholic drinks, the cultural and media industries and
others making higher education one of the UK's most successful
export industries. There are currently 340,000 overseas students
registered at UK universities and with the right investment this
could double over the next two decades as demand grows.
3.4 Higher education is an increasingly global
marketplace. Given the rising quality of HE provision from new
domestic and overseas HE providers the international market is
set to be increasingly challenging. Whilst currently the UK attracts
many of the world's brightest and best international students
this could easily be jeopardised by visa restrictions. As indicated
above the potential implications of this for the international
nature of universities could be huge. New ways must be sought
to maintain the international dimension and competitiveness of
the sector and new commitments made by the Government to support
this.
4. Enhancing the Student Experience
4.1 Higher education is one of the leading ways
of promoting social mobility and the sector embraces this role.
Universities offer an experience which delivers enhanced life
opportunities and earning prospects. Universities are committed
to widening opportunities for students from all backgrounds and
at all levels of study. Higher education institutions already
engage in outreach and widening participation work and this will
be strengthened with the introduction of variable graduate contributions.
Finance should never present a barrier to able students attending
university. Our vision for higher education is a sector which
represents the full diversity of society, this requires a flexible
higher education system.
4.2 Though barriers have been broken down between
full time and part time study with the introduction of student
loans for part-time students, more needs to be done to allow a
diverse and accessible HE system. We propose that students should
be able to change from full to part-time mode of studying, or
change course or university, or take time out from their studies.
Institutions should determine how flexible they wish to enable
their programmes to become. The example of the US Higher Education
system teaches us that incentives will need to be put in place
for institutions to push students to graduate rather than focusing
on obtaining modules only. These measures would make an important
contribution to the UK HE sector and the widening participation
agenda.
4.3 Higher education institutions (HEIs) must
have the autonomy to respond and develop according to student
need and their own unique student profiles. Regulation should
be kept to a minimum. The requirements placed upon universities
charging above £6,000 in terms of Widening Participation
through OFFA Access Agreements have been indicated. It is good
that these are not blanket requirements and that institutions
will have the autonomy to be involved in developing their own
targets in accordance with their own unique position and have
choice over the best form of widening participation provision
to suit their own profile. The National Scholarship Programme
(NSP) likewise gives institutions some choices over the direction
of the scheme. Being newly introduced it is understood that OFFA
Access Agreements and the NSP will be subject to review, it is
essential that these schemes allow institutions the autonomy to
make the best choices for them and that a wide range of widening
participation measures are taken into account. Any move to impose
sector wide regulations would be strongly opposed.
4.4 With the introduction of variable graduate
contributions higher education will function as a marketplace
to a greater extent. The competitive market place relies on prospective
students being able to make informed decisions based on accurate
data on the student experience and graduate prospects. There are
concerns that the Key Information Set (KIS) which HEFCE is currently
consulting on will not fulfil this need. Commitments will need
to be made to students in additional ways including through student
charters, as advocated by the Group. Research has shown that graduate
prospects rely on the overall student experience not on academic
experience alone. Co-curricular activities and awards as offered
by 1994 Group members have been found to be extremely valuable
in developing the employability of graduates. The involvement
of employers in the development of these awards is particularly
valuable and incentives need to be provided by the Government
to encourage employers to play a more active role and work in
collaboration with universities to ensure graduates are well equipped
for the employment.
4.5 There should be no barrier to able students
progressing to postgraduate level qualifications. Given the increase
in undergraduate contributions the effect upon postgraduate study
is potentially grave. Post graduate provision has become embedded
in the development of staff in both the public and private sectors
and post graduate researchers are vital for the future prosperity
of UK research. With increased graduate contributions, measures
should be proactively taken to prevent any negative impact upon
continuation to post graduate study. As acknowledged by the Smith
Report "One Step Beyond" there are already access issues
at postgraduate level. It would be unwise to postpone the development
of measures to mitigate any effect on post graduate study as the
threat posed by a loss of capacity at this level would be severe.
We therefore welcome the reconvening of the Smith Review panel
ensuring the continued focus on postgraduate level study.
4.6 The original Smith Review called for more
targeted approaches to postgraduate provision, and the provision
of doctoral training centres funded by ESRC, EPSRC and HEFCE has
duly come about. This approach should be maintained to provide
the best support for our postgraduate researchers. Postgraduate
taught provision has thus far been a mass market activity and
should be treated separately to postgraduate research provision
which as research has shown is better provided by research intensive
institutions.
4.7 The intention of the Coalition Government
has been to create a marketplace, however it is essential that
the Government fulfil their commitments to a market led sector
by removing regulations which will otherwise impede development.
The regulations on student numbers must be lifted, whilst maintaining
an overall cap on student numbers greater flexibility should be
introduced to allow providers to respond nimbly to the market.
Flexibility in student numbers should be on the basis of demonstrable
and consistent quality and demand for places rather than any arbitrarily
imposed formula.
4.8 In the higher education marketplace new providers
can be expected to emerge. It is paramount that the world-class
quality of the UK higher education system is preserved. Therefore
the same quality assurance requirements of existing higher education
institutions (HEIs) should be extended to all new providers. In
future, as now, there is likely to be a finite number of student
places dues to the restraints of the student finance system. Therefore
there will be opportunities for traditional and private HE providers
to work in partnership; these opportunities should be harnessed
to produce great efficiency and competitiveness in the sector.
5. Sustainable Funding
5.1 The case for investing in the academy is
compelling; economic growth is driven by investment in research
and development. We recognise the fiscally challenging environment
but investment is needed to boost fast growing industries and
to maintain quality whilst meeting greater student demand. It
is therefore more important than ever for universities to boost
their income streams through voluntary giving and industry connected
activities. Incentives are vital to successful fundraising which
is why the continuation of the match funding scheme is much welcomed
and should be secured for future.
5.2 World class universities and research units
require the best facilities. The reduction in capital funding
from 2011-12 means universities are likely to look to graduate
contributions to replace lost teaching capital. Whilst this is
logical, funding for research capital is in a much more vulnerable
position. High specification research facilities are needed for
the continuation of world leading resources and a strong case
must be made for reinvestment in research assets.
5.3 Highly ambitious carbon reduction targets
have been set for the sector. Universities are committed to reducing
emissions and environmental sustainability issues and have already
taken large steps in improving facilities and reducing energy
consumption. Universities should be supported in achieving their
environment targets set rather than being required to purchase
carbon credits under the Carbon Reduction Commitment (CRC). There
are currently many financial pressures upon the HE sector and
the purchase of carbon credits represent are a punitive approach
rather than empowering universities.
6. Conclusion
6.1 Our vision for the future of the higher education
sector is one where universities are able to flourish and contribute
further to the economic development of the UK, to new research
developments which make a global contribution, to the individual
experience of university and to society as a whole. To do this
universities need the freedom to operate in the newly created
marketplace, the best and brightest researchers, continued investment
and the ability to connect globally.
11 March 2011
APPENDIX 1
The 1994 Group represents 19 of UK's leading student-focused
research-intensive universities. It was established in 1994 to
promote excellence in University research and teaching.
12 of the top 20 universities in the Guardian University
Guide 2011 league tables published on the 8th June 2010 are 1994
Group members. In 17 major subject areas 1994 Group universities
are the UK leaders achieving 1st place in their field (THE RAE
subject rankings 2008). 57% of the 1994 Group's research is rated
4* "world-leading" or 3* "internationally excellent"
(RAE 2008, HEFCE). 10 of the top 200 universities in the 2010-11
THE World University Rankings are 1994 Group members.
The 1994 Group represents: University of Bath, Birkbeck
University of London, Durham University, University of East Anglia,
University of Essex, University of Exeter, Goldsmiths University
of London, Institute of Education University of London, Royal
Holloway University of London, Lancaster University, University
of Leicester, Loughborough University, Queen Mary University of
London, University of Reading, University of St Andrews, School
of Oriental and African Studies, University of Surrey, University
of Sussex, University of York.
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