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Enhancing Higher Education Attainment: Insights on Costs and Commitment

In July 2007, Ruth Thompson, Director General of the Higher Education Department for Innovation, Universities and Skills in Chicago, shared insights on higher education attainment, funding, and market reliance. She emphasized the need for quality measurement in workforce qualifications and the complexities of funding sources for education. Challenges such as drop-out rates and the importance of support systems were highlighted, alongside the significance of maintaining enrolments amid funding pressures. The discourse centered on the relationship between spending, outcomes, and the pathways for policy improvements.

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Enhancing Higher Education Attainment: Insights on Costs and Commitment

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Presentation Transcript

  1. Costs, commitment, attainment, market reliance… Ruth Thompson Director General, Higher Education Department for Innovation, Universities and Skills Chicago, July 2007

  2. Thoughts - attainment • Contentious data: we can all complain about EAG methodology • Measure needs to be proportion of people in the workforce with higher level qualifications (sub-degree or degree) • Even that doesn’t capture really important employability/productivity added measure

  3. Thoughts - spending • Various figures are a spur and a goad • Don’t capture value for money – without completion rates miss outputs, without employability consequences don’t capture outcomes • Consensus is that spend should go up because returns are good (but see above) – but whose money are we talking about – state, individual (student/household), employer?

  4. Thoughts – growing attainment • Getting the drop-outs to hang in there • Interventions to encourage progression and completion • Pre-HE interventions to widen participation and access • Manage transitions better: curriculum adjustment • Support (financial, but more IAG)

  5. Thoughts – enrolments and revenues or costs • England : unit of funding guarantee (stands out) - slows expansion • Elsewhere: squeeze on funding but competition ensures enrolments hold up? • Cost structure needs to be understood, but not assumed or generalised by funders, not compensated (except as deliberate incentive)

  6. Regulatory/Market continuum • No point in generalising • Taxonomy interesting but only if policy makers want to state a direction of travel and be clear about trajectory • Question how much movement since Wellington: Scots less market orientated, others static or some slight movement to market

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