The White Paper The Future of Higher Education

1. The White Paper The Future of Higher Education

2. THE WHITE PAPER THE FUTURE OF HIGHER EDUCATION Council Briefing, 25th February 2003 Purpose To review and discuss the White Paper as a step towards development of a University Strategy in response to the proposals

3. General Overview CMT • Learning and Teaching JL • Research, Innovation and 3rd Mission MP (CMT) • Resource Aspects GA/NEP SHORT PRESENTATIONS

4. Difficult issue for the Government • Acknowledgement of under funding • Potentially divisive • Russell Group the main winners • Diversity and distinct missions - teaching, research and knowledge transfer • Encouragement for collaboration • Helpful in terms of the merger - diversity, FE/HE interface, fair access, social cohesion, skills... GENERAL OVERVIEW - 1

5. Graduate contribution scheme - free at point of delivery • Support for students from low income families • More into HE - Foundation Degree expansion • Centres of Excellence in Teaching • Teaching Quality Academy • Fair access - ‘Access Regulator’ • Premium funding increase GENERAL OVERVIEW - 2 (Learning and Teaching)

6. Expenditure to increase substantially • Research to be concentrated, sustainable and better managed • Encouragement of consortia and best research institutions • New grade 6* for Research Assessment • Support for emerging research • Arts and Humanities Research Council GENERAL OVERVIEW - 3a (Research/Third Mission)

7. Permanent stream of HEIF funding • Local and Regional dimension • Knowledge Exchanges to promote ‘technology transfer’ • Promotion of partnership with RDAs and others • Promotion of Foundation Degrees • Lambert Review GENERAL OVERVIEW - 3b (Research/Third Mission)

8. Cash increase of £2322 million (31%) over four years to 2005/2006( a real terms increase of over 6% pa) • Substantive portions of funding previously announced • Differential top up fees - by both course and institution • Independence through Endowments GENERAL OVERVIEW - 4 (Funding)

9. Growth will target work focussed Foundation Degrees flexibly designed and delivered in partnership with FE (2002/2003) • Grants (up to £1,000 pa) to support students from low income families (2004) • Raise threshold for graduates to repay fee contribution (up to £3,000 pa in 2006) from £10k to £15k (2005) • Support HEI’s role in community leadership including their cultural and social contribution • Encourage links with Business and Sector Skills Councils • Raise the profile of the student voice (Cooke Report et al) LEARNING AND TEACHING: (WHITE PAPER IS HELPFUL IN TERMS OF MERGER)

10. Centre of Excellence in Teaching (by subject) x 70 with 2.5 million over five years, plus Capital Funding available • Foundation Degrees Forward, to offer validation services and act as a National Centre of Expertise • Premium Funding to support ‘fair access’ from 5% to 20%? • Teaching Quality Academy, new standards/accreditation arrangements for staff and their CPD • Streamline Funding/QA for mixed economy providers SPECIFIC ISSUES REGARDING TEACHING AND LEARNING

11. Research needs to be: • More concentrated and better managed • Sustainable - not cross-subsidised from teaching, and recovering full economic cost • Able to demonstrate critical mass • Carried out more collaborative CHAPTER 2 - RESEARCH EXCELLENCE

12. Bradford is a ‘less research-intensive institution, with pockets of research excellence (5/5*) in some department’ • The key to protecting these areas and potentially growing some others is SUSTAINABILITY and/or COLLABORATION • SUSTAINABILITY in research is DEFINED as a) not requiring cross-subsidy from publicly funded teaching and b) recovering FEC of research IMPLICATIONS FOR RESEARCH

13. If particular current research activities are not SUSTAINABLE in these terms, or the sustainable levels do not provide sufficient CRITICAL MASS, then COLLABORATION (internally or externally) will be necessary • We need to decide whether external COLLABORATION is an institutional initiative (and, if so, with whom) or a series of ad hoc arrangements • Potential to bid for pump-priming funding for collaboration? • The Graduate School is essential to support research training, but its future might be linked to this wider collaborative framework IMPLICATIONS FOR RESEARCH

14. SUSTAINABILITY? Transparency Review Outcome 2001/2002

15. ‘Institutions should increasingly be embedded in their regional economies, and closely linked with the emerging agendas of RDAs’ • Create a network of 20 KNOWLEDGE EXCHANGES to promote the critical role of less research-intensive institutions in transferring technologies and knowledge, and in skills development, within local communities of practice (KEs - £0.5M per year for 5 years) CHAPTER 3 - HIGHER EDUCATION AND BUSINESS

16. We are currently very active in aspects of knowledge transfer. Could we/should we be Knowledge Exchange? • If yes, can we do it on our own, or what is the appropriate partnership(s)? • Same question of positioning as in context of research - should we be seeking a consortium package for research, 3rd mission (and teaching)? IMPLICATIONS FOR 3RD MISSION

17. Teaching Funds • Post code premium 5%  20% Bradford could receive £2m/pa • Foundation degree growth [£8.5m over 3 years] • Top up fees and bursaries • Staffing - proportion of extra £167 million to Bradford - all ‘something for something’ [Bradford share could be £1.2m] • Estates & Infrastructure - proportion of extra capital for research, teaching & learning [most previously announced] e.g Bradford SRIF £4.3m • In order to access these funds - more regulation/control RESOURCES: STRATEGIC FUNDING ISSUES for BRADFORD

18. 1990 - 23% 18-30 year olds in Higher Education • 2002 - 43% 18-30 year olds in Higher Education • 2010 - target remains 50% 18-30 year olds in HE • Growth through Foundation Degrees • No compulsory bridge to bachelor’s degree • Successful Bradford Bid for Additional Student Numbers • 372 FTEs in Foundation Degrees by 2006 [£1.78m per annum] • 80 existing FTEs in Foundation Degrees Future Growth by invitation and co-operation RESOURCES: STUDENT GROWTH AND FOUNDATION DEGREES

19. Currently DfES standard fees for f/t u/g are £1100/pa • 2006  freedom to charge u/g fees from £0 to £3,000/pa • Bradford 5,500 ugs @ £3k = additional £10.45m p/a • If third pay £3k, remainder £2.1k = additional £7.12m p/a • Fd’s students = additional £400k p/a [plus ASN £1.7m p/a] • Some Issues to Consider • perceptions VfM versus second rate if fees less than £3,000 • wither widening participation - ? bursaries • critical issue of course offerings • expectations of students paying £3,000 • cascade effect on other fees and recruitment RESOURCES: STUDENT FEES AND INCOME

20. lack of money set aside for Bett recommendations • £170m previously announced in Rewarding and Developing Staff in HE initiative now confirmed from 2003/4 baseline • additional £167 million for 04/05/06 - all ‘something for something’ • impact of institutional differentiation on staff recruitment/retention • revised HR strategies to include: • salary differentiation [market supplements to recruit/retain] • use of ‘golden hellos’ • more pay differentiation- especially at the ‘top end’ • rewarding good performance [teachers and researchers] HUMAN RESOURCES: PAY and REWARD

21. OTHER SIGNIFICANT HUMAN RESOURCE ISSUES • Improvements in equal opportunities for staff • Greater emphasis on teaching in promotion decisions • Reduction in use of fixed-term contracts • Schemes for: • National Teaching Fellowships • Promising Researcher Fellowships • Improving Professional Standards and establishment of: an Academy for Advancement of Learning in HE a Leadership Foundation

22. SPENDING REVIEW FOR ENGLAND SUMMARY

23. FLOW OF MEETINGS FOR INITIAL DISCUSSION