Tag: opportunity

  • The UK can seize the opportunity from US academia’s brain drain

    The UK can seize the opportunity from US academia’s brain drain

    The American higher education system, long admired as a global bastion of innovation, faces an existential threat. Since early 2025, sweeping federal funding cuts and politically motivated restrictions have destabilised universities, echoing the mid-twentieth century flight of European scientists to the USA – but with the roles reversed.

    This time, the UK has a chance to emerge as a refuge for displaced talent. To do so, it must act decisively, blending strategic policy with moral clarity.

    Academia unravelled

    Federal grants have historically fuelled breakthroughs in US universities, from cancer therapies to artificial intelligence. However, recent policies have transformed funding into a tool of ideological control. Take Columbia University, which lost $400 million in federal contracts after refusing to dismantle its diversity initiatives. Or Dr Naomi Lee, a public health researcher in Arizona, whose decade-long NIH-funded programme linking indigenous students to STEM careers was abruptly defunded. “They told us our work ‘promoted division,’” she says. “But our data showed it was bridging gaps.”

    The consequences ripple beyond individual projects. At Johns Hopkins, layoffs have gutted labs studying pediatric vaccines. Graduate students at Southern Illinois University, already grappling with shrinking state support, now face indefinite pauses on dissertations reliant on federal grants. “I’ve seen colleagues pack up microscopes and hard drives,” says Dr Raj Patel, a materials scientist at SIU. “They’re not just leaving institutions – they’re leaving the country.”

    This climate of fear mirrors Europe’s 1930s, when scholars fled fascism for American shores. Albert Einstein, denied a professorship in Nazi Germany, reshaped US physics. Enrico Fermi’s reactor experiments at the University of Chicago laid groundwork for the atomic age. Today, the US risks squandering this legacy – and the UK can learn from history.

    Post-war America’s scientific dominance wasn’t accidental. Programmes like the Rockefeller Foundation’s refugee fellowships lured talent with visas, funding, and academic freedom. Similarly, the UK’s response must be proactive. Canada’s “Tech Talent Strategy,” which fast-tracked visas for 3,000 displaced US researchers in 2025, offers a blueprint. But Britain’s advantages – language, elite universities, and shared research traditions – could yield even greater rewards.

    Here’s how

    Simplify pathways for displaced scholars: the UK’s Global Talent Visa, while robust, remains underutilised. Streamlining applications for researchers in contested fields – climate science, EDI, public health – would signal openness. Pair this with grants to offset relocation costs, as Germany’s Alexander von Humboldt Foundation does.

    Forge strategic institutional partnerships: UK higher education institutions should leverage ties with US peers under duress. Imagine Cambridge and Columbia co-funding a “satellite lab” in Cambridge for researchers fleeing US restrictions. During the Cold War, the CERN particle accelerator thrived through multinational collaboration.

    Target gaps in the US research landscape: The Trump administration’s aversion to “politicised” fields has left vacuums. The NIH’s 2025 freeze on gender-affirming care research stalled dozens of clinical trials. By prioritising such areas, UK funders could attract top talent while addressing unmet needs.

    Mobilise private and philanthropic support: A modern “research sanctuary fund” could operate on this principle – pooling resources from philanthropic organisations, ethical investors, and forward-thinking corporations to create a safety net for displaced researchers. Unlike traditional grants tied to narrow deliverables, this fund might prioritise intellectual freedom, offering multi-year support for teams whose work has been deemed “controversial” or politically inconvenient elsewhere.

    The power of such a fund lies in its ability to align diverse interests. Corporate partners, for instance, could gain early access to breakthroughs in exchange for underwriting lab costs, while higher education institutions might leverage these partnerships to expand their global research networks. To attract talent, the fund could experiment with hybrid models – pairing academic stipends with industry fellowships, or offering “innovation visas” that fast-track relocation for researchers whose expertise fills critical gaps in national priorities like AI ethics or climate resilience.

    Speed would be essential. When a government abruptly withdraws funding, researchers don’t have years to navigate bureaucracy. A streamlined application process – perhaps involving peer endorsements rather than exhaustive proposal requirements – could allow decisions within weeks, not months. The goal? To position the UK as the default destination for thinkers seeking stability, not just survival.

    Critics might argue this approach risks politicising philanthropy. But that’s precisely the point. In an era where knowledge itself is increasingly weaponised, protecting open inquiry becomes a radical act. By framing the fund as a defence of academic sovereignty, backers could transcend traditional charity narratives, appealing to those who view intellectual migration not as a crisis to manage but a talent pipeline to cultivate.

    Navigating challenges

    Any ambitions for the UK to become a global hub for displaced academic talent face undeniable obstacles. Lingering funding shortfalls following Brexit, coupled with persistent political resistance to immigration, threaten to undermine even the most well-intentioned initiatives. The bureaucratic realities – such as visa processing times stretching to six months – create additional friction at precisely the moment when speed and flexibility are most critical.

    Yet these challenges only underscore the urgency of action. The competition for top-tier researchers has never been more intense. Countries like Canada and Germany have already streamlined their immigration systems to capitalize on the shifting academic landscape, offering faster visa approvals and more generous relocation packages. Every day of delay risks ceding ground to these rivals, eroding the UK’s long-term position as a leader in research and innovation.

    The choice is stark: adapt quickly or accept a diminished role in shaping the future of global scholarship. Addressing these hurdles will require more than piecemeal solutions – it demands a fundamental rethinking of how the UK attracts and retains intellectual talent. This means not only expediting visa processes but also confronting deeper questions about funding priorities and public narratives around immigration. The alternative – watching as the world’s best minds bypass Britain for more welcoming shores – would represent a historic missed opportunity.

    A question of values

    This isn’t merely about poaching talent. It’s about safeguarding the ethos of academia – curiosity, collaboration, dissent – at a time when the US is retreating from these principles. When the University of Frankfurt dismissed Einstein in 1933, he didn’t just bring equations to Princeton; he brought a belief that science should transcend borders and ideologies.

    The UK now faces a similar crossroads. By opening its doors, it can honour the spirit of figures like Rosalind Franklin, whose X-ray work in London (though overlooked in her lifetime) underpinned DNA discovery. It can also modernise its economy: a 2024 Royal Society study found that every pound invested in migrant researchers yields four pounds in patents and spin-offs.

    History rarely offers second chances. The UK has an extraordinary, fleeting opportunity to redefine itself as a global hub for free inquiry – one that could echo America’s post-war ascent. This requires more than visas and funding; it demands a public commitment to academia as a force for progress, not a political pawn.

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  • The UPP Foundation is launching a new inquiry into widening participation to support the government’s opportunity mission

    The UPP Foundation is launching a new inquiry into widening participation to support the government’s opportunity mission

    Twenty-five years on from Blair’s target for 50 per cent of young people to go to higher education, the Labour Party set out a new ambition to “break down barriers to opportunity.”

    The opportunity mission articulates a multi-generational challenge: to make sure that children and young people can get on, no matter what their background; to change Britain so that a child’s future earnings are no longer limited by those of their parents; and to make Britain one of the fairest countries in the OECD. It is a fundamentally important challenge, and one that will be years in the undertaking.

    Widening participation in higher education plays a huge part in this mission, and it is for that reason that the UPP Foundation has announced a major new inquiry into the future of widening participation and student success. We have launched this inquiry by publishing a short “state of the nation” summary of the key issues in 2025. Because while success in the opportunity mission would transform the shape of British society, Labour is all too aware of the differences between the optimism of Blair’s famous 50 per cent pledge and the markedly different political and economic circumstances Keir Starmer’s government finds itself in now.

    A changed landscape

    Universities and schools face significant headwinds when it comes to dismantling the gaps students face when looking to get in and get on. The HE sector is facing well-publicised and unprecedented financial challenges, with the recent rise in fees doing nothing to alleviate pressure amid rising costs. With institutions contemplating restructuring moves and the government no closer to outlining a solution for widespread mounting deficits amid heavy fiscal weather, it is hard to see universities or the government finding much bandwidth for widening participation in the near future.

    There is also no equivalent target or metric that captures the challenge in quite the same way as Blair’s. This is understandable. Part of the reason no similar metric presents itself is because widening participation is now seen as multidimensional: not just focused on access to university, but also continuation rates, graduate outcomes, and less easily quantifiable measures of success, such as student belonging and participation in the immersive elements of the student experience.

    With the number of commuter students rising to reflect different learning patterns and pathways in a diverse student population, student living arrangements are also a major part of this puzzle. As the Secretary of State alluded to prior to the general election in an address to Universities UK, modern widening participation must reach out to more of those coming from nontraditional backgrounds, and those pursuing non-linear pathways through higher education.

    A wider view of widening participation means we need a more nuanced understanding of how access to university varies along socioeconomic, geographical and other demographic lines. As today’s report outlines, the difference in progression rates to higher education between students eligible for free school meals and their peers has widened to 20.8 per cent – the highest on record. Young people in London are significantly more likely to progress to higher education than their counterparts in the North East. The continuation gap between students from the most and least advantaged backgrounds now sits at 9.4 percentage points, having increased from 7.5 in 2016–17. As one of many charities operating in this space, we come face-to-face with the scale and scope of this disadvantage gap time and again. Equality of opportunity is still some way off.

    As well as this, some are schools struggling to do as much as others to support access to HE. Polling in our new report finds that 75 per cent of teachers in London expect at least half of their class to progress to higher education, compared to just 45 per cent in the North West and Yorkshire and the North East. Similarly, 75 per cent of teachers in Ofsted Outstanding schools thought that more than half their class would progress to HE, compared to just 35 per cent in schools rated as Requires Improvement or Inadequate.

    Although the Secretary of State said in a letter to heads of institution in November 2024 that expanding access and improving outcomes for disadvantaged students was her top reform priority in HE, the long list of challenges facing this government poses the risk that widening participation becomes a footnote to the geopolitical crisis.

    What we’re doing

    Despite the difficult environment facing both universities and the government, we think this agenda is too important to be put on the back burner. We hope our inquiry will help to establish new collective goals for widening participation and student success for the years ahead.

    The current moment provides a significant opportunity to interrogate the ways in which access and participation, student finance, student experience on campus, careers guidance, and student belonging intersect. It is in the context of this opportunity that the UPP Foundation, supported by Public First, is launching this inquiry, which aims to establish a new mission for widening participation.

    Following the introductory paper, we will publish two investigations, the first focusing on the persistent widening participation problems latent in “cold spot” areas of England, and the second exploring how the university experience differs based on students’ living arrangements and economic backgrounds, with poorer students often receiving a secondary experience that contributes to lower continuation and completion rates. Cumulatively, they will shed light on what meaningful widening participation really looks like to those who need it most, and what levers can be pulled to realise this vision.

    This inquiry comes at a crucial moment. We want to help the sector, the Office for Students and the government by setting out a series of evidence-based goals, recommendations and policies which could help make the broader vision a reality, while recognising “the art of the possible” in an era of fiscal restraint. Through these recommendations we hope to see the rhetoric of the opportunity mission and the Secretary of State start to become reality.

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  • Students can make a real difference to educational opportunity in their regions through tutoring

    Students can make a real difference to educational opportunity in their regions through tutoring

    Right now, improving access to educational opportunities for young people from disadvantaged backgrounds is high on the agenda of both universities and the UK government.

    While Labour draws up plans to break the link between background and success, universities continue to invest significant time and resources into creating and implementing widening participation initiatives. If these efforts are to be successful, it’s vital that more young people are given access to tailored tutoring support during their time in compulsory education.

    The advantage gap in achieving GCSE English and maths at age 16 is at its widest since 2011, with over half of pupils from disadvantaged backgrounds leaving school without these crucial qualifications. Missing these qualifications limits young people’s opportunities to progress in education. A 2021 study for the Nuffield Foundation primarily of the 2015 GCSE cohort found that young people who left school without GCSE English and maths are much less likely to study for a qualification higher than GCSE the following year, and even fewer pursue A levels.

    The 16-19 attainment gap persists in post-16 education. On average, young people facing economic disadvantage are over three grades behind their peers across their best three subjects by the time they leave compulsory education. The gap is even wider for those in long term poverty, at almost four grades behind.

    Tutoring has long been recognised as one of the most effective ways to boost attainment. Research by the Education Endowment Foundation suggests targeted tutoring leads to an average of five months additional progress when delivered one-to-one and four months additional progress when delivered in a small group.

    Unequal access

    Parents are aware of this benefit, with private tutoring becoming increasingly popular, according to the Sutton Trust. But low-income families are often priced out of accessing this kind of support should their child fall behind.

    This unequal access is something that was addressed by The National Tutoring Programme and the 16-19 Tuition Fund – both government-funded tutoring schemes that ran in state schools and colleges between 2020–24. These programmes were created in response to the pandemic, to help young people catch up on lost learning. During the lifetimes of these programmes, the Sutton Trust examination of the tutoring landscape found that the gap in access to tuition between poorer and wealthier families in England all but disappeared.

    A new report published this week from Public First – Past lessons, future vision: evolving state funded tutoring for the future – finds that schools and colleges have struggled to maintain tutoring beyond the end of the dedicated funding provided by these schemes. despite the strong evidence base for tutoring, its popularity among parents and government plans for tutoring to become a “permanent feature of the system” provided by these schemes.

    The report compiles lessons learned from the National Tutoring Programme and the 16-19 Tuition Fund and uses these to create a blueprint for what the future of state-funded tutoring should look like. Based on interviews and focus groups with teachers, it reveals that many school leaders see relying on Pupil Premium funding to sustain tutoring as unrealistic. Schools face competing pressures on this funding, including the need to cover gaps in their core budgets.

    Funding for tutoring programmes in colleges is even more limited. Unlike younger pupils, disadvantaged students in further education receive no equivalent to the Pupil Premium, despite still being in compulsory education. As a result, there is no dedicated funding for initiatives that could help bridge the attainment gap.

    This is particularly troubling when you consider that young people in this phase have the shortest time left in compulsory education, and that the majority of students who resit their GCSEs in English and maths – subjects that are crucial for accessing higher level study – do so in FE colleges.

    Reaping the benefits

    Tutoring programmes don’t just benefit the young people receiving much needed academic support, they also bring wider advantages to the higher education sector. By partnering with local schools and colleges to deliver tuition programmes, higher education institutions can take a leading role in advancing social mobility, delivering on their access and participation priorities, and strengthening ties with their local communities.

    These programmes also create valuable job opportunities for undergraduate and postgraduate students. At Get Further – a charity that supports students from disadvantaged backgrounds to succeed in their GCSE resits through small-group tuition – 61 per cent of our tutors in 2023–24 were students: 23 per cent postgraduate and 38 per cent undergraduate.

    When recruiting new tutors, we prioritise offering opportunities to students at our partner universities, providing them with comprehensive training and ongoing personal development. This enables them to build transferable skills in a paid role while making a meaningful contribution to widening participation, enriching both their own educational experience and that of the learners they support.

    Similarly, the University of Exeter tutoring model has had success with its literacy programme for 12-13 year olds – a scheme delivered entirely by undergraduate tutors, who are either paid for their time or earn credits towards their degree. Programmes like these provide students with the opportunity to develop skills in communication, mentoring, adaptability, and critical thinking. This is all while taking on a flexible role that fits around their studies, supports their finances and makes a positive impact on their local communities.

    Creating tutoring jobs for university students could also create a pipeline into teaching – a critically understaffed profession. In 2024, a survey of Get Further tutors revealed that 68 per cent of our tutor pool either were interested or might be interested in pursuing a career in teaching, and 67 per cent said that they were more likely to consider pursuing a career in teaching having tutored on our programme.

    Investing in tutoring isn’t just about closing the attainment gap – it’s about expanding opportunity at every stage of education. By making high-quality tuition accessible to all young people, regardless of background, we can remove barriers to higher education while also creating valuable work experience for university students.

    The Past lessons, future vision report sets out a clear blueprint for a sustainable, national tutoring programme. The evidence is compelling, the need is urgent, and the potential impact is transformative. The government must act to reinstate state funding so that this vital support remains available to those who need it most.

    In the meantime, universities have a crucial role to play. By embedding tutoring within their widening participation efforts, they can not only support young people facing disadvantage but also strengthen ties with local colleges and schools, enhance student employability, and help shape a fairer, more ambitious education system.

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  • OPINION: The demographic cliff in higher education should be seen as an opportunity, not a crisis

    OPINION: The demographic cliff in higher education should be seen as an opportunity, not a crisis

    This spring, the number of high school graduates in the United States is expected to hit its peak. Starting in the fall, enrollment will likely enter a period of decline that could last a decade or more.

    This looming “demographic cliff” has been on the minds of education leaders for nearly two decades, dating back to the start of the Great Recession. A raft of college closures over the past five years, exacerbated by the pandemic, has for many observers been the canary in the coal mine.

    In the years to come, schools at all levels — reliant on per-pupil funding for K-12 and on tuition dollars for colleges and universities — will begin feeling the squeeze.

    The question now is whether to treat the cliff as a crisis or an opportunity.

    Related: Interested in innovations in the field of higher education? Subscribe to our free biweekly Higher Education newsletter.

    As they prepare for enrollment shortfalls, superintendents and college presidents are primarily focused on crisis management. With good reason, they’re spending the bulk of their time on the hard short-term decisions of cutting programs and personnel to meet looming budget shortfalls.

    In the precious few years before the situation becomes even more dire, the question is whether schools should just continue bracing for impact — or if they can think bigger in ways that could be transformative not just for the landscape of education, but for the economy more broadly. In my view, they should think about what it would look like to make a moment of crisis a real opportunity.

    Here are some ideas about how that could happen. The first involves blurring the lines between high school and college.

    Colleges today feel immense pressure because there aren’t enough high school graduates. High schools feel similar pressure because there are fewer young people around to enroll each year — not to mention the chronic absenteeism and disengagement that has persisted since the pandemic.

    What if the two worked more closely together — in ways that helped high schools keep students engaged while enabling colleges to reach a broader range of students?

    In many states, this is already happening. At last count, 2.5 million high schoolers took at least one dual-enrollment course from a college or university. But it’s not enough to just create tighter connections between one educational experience and another. Today’s students — and today’s economy — also demand clearer pathways from education to careers. It makes sense to blur the lines between high schools, colleges and work.

    So imagine taking these changes even further — to a world in which instead of jumping from high school to college, students in their late teens entered entirely new institutions that paid them for work-based learning experiences that would lead them to a degree and eventually a career.

    That’s a lofty goal. But it’s the kind of big thinking that both high schools and colleges may need to reinvent themselves for the country’s shifting demographics.

    Colleges have an opportunity right now to double down on creating and expanding job-relevant programs — and to think even bigger about who they serve. That could include expanding opportunities for adult learners who have gained skills outside the classroom through credit for prior learning and competency-based learning. It could also mean speeding up the development of industry-relevant coursework to better align with the needs of the labor market and leaning into short-form training programs to upskill incumbent workers.

    Related: The number of 18-year-olds is about to drop sharply, packing a wallop for colleges — and the economy

    Not every student is ready to invest four years of time and money to earn a bachelor’s degree. But they shouldn’t have to be — and colleges have a chance to expand their offerings in ways that give students more pathways into today’s fast-changing economy and further education if they so choose.

    Part of the problem with the current trajectory from high school to college is that the wrong things get incentivized. Both K-12 schools and colleges get money and support based on the number of students they enroll and (sometimes) the number of people who graduate — not on how well they do at helping people gain the skills to effectively participate in the economy.

    That’s not anyone’s fault. But it often boils down to a matter of policy. Which means that changing policy can create new incentives to tighten the connections between high school, college and work.

    States like Colorado are already taking the lead on this shift. Colorado’s “Big Blur” task force put out a report with recommendations on how to integrate learning and work, including by creating a statewide data system to track the outcomes of educational programs and updating the state’s accountability systems to better reflect “the importance of learners graduating ready for jobs and additional training.”

    If schools and policymakers stay the course in the decade to come, they already know what’s ahead: declining enrollment, decreased funding and the exacerbation of all the challenges that they’ve already begun to face in recent years.

    It’s not the job of the education system to turn the tide of demographic change. But the system does have a unique, and urgent, opportunity to respond to this changing landscape in ways that benefit not only students but the economy as a whole. The question now is whether education leaders and policymakers can seize that opportunity before it’s too late.

    Joel Vargas is vice-president of education practice at Jobs for the Future.

    Contact the opinion editor at opinion@hechingerreport.org.

    This story about demographic cliff in higher education was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for Hechinger’s weekly newsletter.

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  • What’s next in equality of opportunity evaluation?

    What’s next in equality of opportunity evaluation?

    In the Evaluation Collective – a cross-sector group of like-minded evaluation advocates – we have reason to celebrate two related interventions.

    One is the confirmation of a TASO and HEAT helmed evaluation library – the other John Blake’s recent Office for Students (OfS) blog What’s next in equality of opportunity regulation.

    We cheer his continued focus on evaluation and collaboration (both topics close to our collective heart). In particular, we raised imaginary (in some cases…) glasses to John Blake’s observation that:

    Ours is a sector founded on knowledge creation, curation, and communication, and all the skills of enquiry, synthesis and evidence-informed practice that drive the disciplines English HE providers research and teach, should also be turned to the vital priorities of expanding the numbers of students able to enter HE, and ensuring they have the best chance to succeed once they are admitted.

    That’s a hard YES from us.

    Indeed, there’s little in our Evaluation Manifesto (April 2022) that isn’t thinking along the same lines. Our final manifesto point addresses almost exactly this:

    The Evaluation Collective believe that higher education institutions should be learning organisations which promote thinking cultures and enact iterative and meaningful change. An expansive understanding of evaluation such as ours creates a space where this learning culture can flourish. There is a need to move the sector beyond simply seeking and receiving reported impact.

    We recognise that OfS has to maintain a balance between evaluation for accountability (they are our sector regulator after all) and evaluation for enhancement and learning.

    Evaluation in the latter mode often requires different thinking, methodologies and approaches. Given the concerning reversal of progress in HE access indicated by recent data this focus on learning and enhancement of our practice seems even more crucial.

    This brings us to two further collective thoughts.

    An intervention intervention

    John Blake’s blog references comments made by the Evaluation Collective’s Chair Liz Austen at the Unlocking the Future of Fair Access event. Liz’s point, which draws on a soon to be published book chapter, is that, from some perspectives, the term intervention automatically implies an evaluation approach that is positivistic and scientific – usually associated with Type 3 causal methodologies such as randomised control trials.

    This kind of language can be uncomfortable for those of us evaluating in different modes (and even spark the occasional paradigm war). Liz argued that much of the activity we undertake to address student success outcomes, such as developing inclusive learning, teaching, curriculum and assessment approaches is often more relational, dynamic, iterative and collaborative, as we engage with students, other stakeholders and draws on previous work and thinking from other disciplinary area.

    This is quite different to what we might think of as a clinical intervention, which often involves tight scientific control of external contextual factors, closed systems and clearly defined dosage.

    We suggest, therefore, that we might need a new language and conceptual approach to how we talk and think about evaluation and what it can achieve for HE providers and the students we support.

    The other area Liz picked up concerned the burden of evaluation not only on HE providers, but also the students who are necessarily deeply integrated in our evaluation work with varying degrees of agency – from subjects from whom data is extracted at one end through to co-creators and partners in the evaluation process at the other.

    We rely on students to dedicate sufficient time and effort in our evaluation activities. To reduce this burden and ensure we’re making effective use of student input, we need better coordination of regulatory asks for evaluation, not least to help manage the evaluative burden on students/student voices – a key point also made by students Molly Pemberton and Jordan Byrne at the event.

    As it is, HE providers are currently required to develop and invest in evaluation across multiple regulatory asks (TEF, APP, B3, Quality Code etc). While this space is not becoming too crowded (the more the merrier), it will take some strategic oversight to manage what is delivered and evaluated, why and by whom and look for efficiencies. We would welcome more sector work to join up this thinking.

    Positing repositories

    We also toasted John Blake’s continued emphasis on the crucial role of evaluation in continuous improvement.

    We must understand whether metrics moving is a response to our activity; without a clear explanation as to why things are getting better, we cannot scale or replicate that impact; if a well-theorised intervention does not deliver, good evaluation can support others to re-direct their efforts.

    In support of this, the new evidence repository to house the sector’s evaluation outcomes has been confirmed, with the aim of supporting our evolving practice and improve outcomes for students. This is another toast-worthy proposal. We believe that this resource is much needed.

    Indeed, Sheffield Hallam University started its own (publicly accessible) one a few years ago. Alan Donnelly has written an illuminating blog for the Evaluation Collective reflecting on the implementation, benefits and challenges of the approach.

    The decision to commission TASO and HEAT to develop this new Higher Education Evidence Library (HEEL), does however, beg a lot of questions about how material is selected for inclusion, who makes the selection and the criteria they use. Here are a few things we hope those organisations are considering.

    The first issue is that it is not clear whether this repository is merely primarily designed to address a regulatory requirement for HE providers to publish their evaluation findings or a resource developed to respond to the sector’s knowledge needs. This comes down to clarity of purpose and a clear-eyed view of where the sector needs to develop.

    It also comes down to the kinds of resources that will be considered for inclusion. We are also concerned by the prospect of a rigid and limited selection process and believe that useful and productive knowledge is contained in a wide range of publications. We would welcome, for example, a curation approach that recognised the value of non-academic publications.

    The contribution of grey literature and less formal publications, for example, is often overlooked. Valuable learning is also contained in evaluation and research conducted in other countries, and indeed, in different academic domains within the social and health sciences.

    The potential for translating interventions across different institutional and sector contexts also depends on sharing contextual and implementation information about the target activities and programmes.

    As colleagues from the Russell Group Widening Participation Evaluation Forum recently argued on these very pages, the value of sharing evaluation outcomes increases the more we move away from reporting technical and statistical outcomes to include broader reflections and meta-evaluation considerations, the more we collectively learn as a sector the more opportunities we will see for critical friendships and collaborations.

    While institutions are committing substantial time and resources to APP implementation, we must resist overly narrowing the remit of our activities and our approach in general. Learning from failed or even poor programmes and activities (and evaluation projects!) can be invaluable in driving progress.

    Ray Pawson speaks powerfully of the way in which “nuggets” of valuable learning and knowledge can be found even when panning less promising or unsuccessful evaluation evidence. Perhaps, a pragmatic approach to knowledge generation could trump methodological criteria in the interests of sector progress?

    Utopian repositories

    Hot on the HEELs of the TASO/HEAT evaluation library collaboration announcement we have put together a wish list for what we would like to see in such a resource. We believe that a well-considered, open and dynamic evaluation and evidence repository could have a significant impact on our collective progress towards closing stubborn equality of opportunity risk gaps.

    Submission to this kind of repository could also be helpful for the professionalisation of HE-based evaluation and good for organisational and sector recognition and career progression.

    A good model for this kind of approach is the National Teaching Repository (self-upload, no gatekeeper – their tag line “Disseminating accessible ideas that work”). This approach includes a way of tracking the impact and reach of submissions by allocating them a DOI.

    This is an issue that Alan and the Sheffield Hallam Team have also cracked, with submissions appearing in scholarly indexes.

    We are also mindful of the increasingly grim economic contexts in which most HE staff are currently working. If it does its job well, a repository could help mitigate some of the current constraints and pressures on institutions. Where we continue to work in silos there is a continued risk of wasting resources, by reinventing the same intervention and evaluation wheels in isolation across a multitude of different HE providers.

    With more openness and transparency, and sharing work in progress, as well as in completion, we increase the possibility of building on each other’s work, and, hopefully, finding opportunities for collaboration and sharing the workload, in other words efficiency gains.

    Moreover, this moves us closer to solving the replication and generalisability challenges, evaluators working together across different institutions can test programmes and activities across a wider set of contexts, resulting in more flexible and generalisable outcomes.

    Sliding doors?

    There are two further challenges, which are only nominally addressed in John Blake’s blog, but which we feel could have significant influence on the sector impact of the repository of our dreams.

    First, effective knowledge management is essential – how will time-pressed practitioners find and apply relevant evidence to their contexts? The repository needs to go beyond storing evaluations to include support to help users to find what they need, when they need it, and include recommendations for implications for practice.

    Second, drawing on the development of Implementation Science in fields like medicine and public health could help maximize the repository’s impact on practice. We suggest early consultation with both sector stakeholders and experts from other fields who have successfully tackled these knowledge-to-practice challenges.

    At this point in thinking, before concrete development and implementation have taken place, we have the potential for a multitude of possible future repositories and approaches to sector evaluation. We welcome TASO and HEAT’s offer to consult with the sector over the spring as they develop their HEEL and hope to engage in a broad and wide-ranging discussion of how we can collectively design an evaluation and evidence repository that is not just about collecting together artefacts, but which could play an active role in driving impactful practice. And then we can start talking about how the repository can be evaluated.

    John Blake will be talking all things evaluation with members of the Evaluation Collective on the 11th March. Sign up to the EC membership for more details: https://evaluationcollective.wordpress.com/

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  • Next Steps: A Practical Guide for Ensuring Access and Opportunity for All Employees

    Next Steps: A Practical Guide for Ensuring Access and Opportunity for All Employees

    by Julie Burrell | February 19, 2025

    The wave of new executive orders on DEI, immigration and gender identity has already significantly impacted the higher ed workplace. While the pace of change may feel overwhelming, HR departments are taking a leading role — just as they did during the COVID-19 pandemic — in navigating change and making sure all employees feel valued and supported at work.

    As CUPA-HR President and CEO Andy Brantley affirmed in his message about the recent executive orders, higher ed workplaces can still:

    • Promote equitable work and career pathing opportunities and pay for all employees.
    • Cultivate inclusive learning and working communities.
    • Create a workplace culture that embraces respect and civil discourse.
    • Level the playing field for everyone by working to remove bias, reviewing outdated policies, and creating transparency.
    • Reinforce institutional values by ensuring that all employees feel connected and supported.

    As you strategize your response to changes taking place on your campus, here are some considerations for ensuring that you are providing equal access and opportunity for all.

    Conduct an Audit of Your Institution’s DEI Efforts

    If you haven’t started already, conducting an audit of programs, policies and procedures can help identify areas of concern. Design a simple spreadsheet to help you organize and track your findings in areas such as training and development, hiring, performance management, communications and website content. For each item, indicate where it falls on the legal spectrum. Does it violate the law? Is it in compliance but in need of adjustments? Is it in compliance and effective as it stands?

    When reviewing your programs and processes, the central question to ask is, do they provide equal access and opportunity to all employees without giving special advantages to any one person or group?

    Here’s one example. The language of the recent DEI-focused executive orders emphasizes merit. Merit has always been critical to hiring, reviewing performance and making promotion decisions. Do your policies around hiring and promotion reflect that focus on merit? Are hiring and promotion processes fair and transparent? Are hiring and promotion decisions documented, and do they reflect those policies and processes?

    Connect with Campus Partners

    Your institution’s general counsel can help ensure any changes made to policies and procedures are in compliance with the new executive orders and mitigate risk for your institution.

    If you’re undertaking a website audit, consult your chief information officer. Is there AI-enabled software that might help identify noncompliant wording or outdated programs?

    Is your institution a federal contractor or subcontractor? If so, you may face additional oversight, including new contract terms certifying that your institution is following federal antidiscrimination laws. If your status is unclear, first check with the office of research.

    Consider creating a neutral body of campus stakeholders to help suggest, implement and communicate changes in response to the executive orders, but also expect that employees and administrators will have strong opinions and feelings about these changes.

    Reframe Inclusion

    As you review policies and communications to ensure compliance, take the opportunity to make your workplace even more welcoming and accessible.

    Align with your institution’s values. What are your institution’s core values and mission? It’s likely they involve respecting diversity of thought and perspective, creating a welcoming environment, and providing equal access and opportunity to all regardless of identity. Affirming and communicating these values can be an important way to stay focused on what matters during times of change.

    Consider accessibility. When revising programs and processes to be more inclusive, envision accessibility for all. For example, if your goal is to make career development programs accessible to all employees, look for gaps in access across your employee population. Just as holding trainings in non-ADA compliant buildings may limit the ability of some people to participate in career development, so might neglecting the needs of groups like non-exempt employees and working parents and caregivers. Are there more flexible options? Can you support supervisors to make it easier for an employee to take time away from regular duties?

    Ensure clarity and transparency. Equity in compensation, hiring and promotion is an effective way to bolster recruitment and retention. For example, hiring and promotion practices that are not transparent, written down, and consistently followed can negatively affect the workforce. Women are less likely than men to be promoted if clear, fair criteria aren’t used. Neurodivergent candidates are disadvantaged when job interviews rely on indirect measures like succeeding at small talk rather than a skills-based assessment. In both of these instances, vague criteria such as “culture” and “fit” may prevent qualified, highly skilled employees from being hired and from moving up the ladder. Finally, be sure that your institution’s job descriptions and job requirements are up to date and are being used as the basis for decisions related to hiring and pay.

    Focus on purpose. To avoid misinterpretation, your efforts at creating an inclusive workplace should be characterized in ways that are purpose driven. For example:

    • Communities of people with varied backgrounds and life experiences create opportunities for community members to grow personally and professionally. When employees thrive, institutions thrive.
    • Parity and equity, in opportunity and pay, support job satisfaction, recruitment and retention.
    • A safe and welcoming work environment fosters community and collaboration.

    Emphasize outcomes. Lily Zheng, author of the book DEI Deconstructed, encourages those invested in fair and healthy workplaces to strengthen outcomes. Zheng recommends an outcomes-based approach “focusing on measurable results like pay equity, physical and psychological safety, wellness, and promotion rates, rather than … a one-time training, posting on social media, or other behaviors that signal commitment without demonstrating results.”

    Take Steps to Educate Employees

    Review the ways managers and senior leadership are implementing the policies and processes that are in place. Is additional training required? If you have made changes to policies and processes, how will you communicate those to supervisors and other campus leaders?

    Be sure to evaluate anti-harassment and antidiscrimination trainings you have in place. These trainings should continue, although they may need to be adjusted to emphasize even more strongly the importance of opportunity and respect for all.

    Know That You’re Not Alone

    The higher ed HR community has been through challenging times before, most recently as the pandemic reshaped the workplace. If you have resources or ideas to share with other CUPA-HR members regarding ways that you and your HR colleagues are creating and sustaining an inclusive campus community, please email them to communications@cupahr.org. Your submission will be treated as confidential and, if shared, will be described in terms that will not identify your institution.

    Related CUPA-HR Resources

    Recent DEI-Focused Executive Orders: Next Steps for Higher Ed HR — This CUPA-HR webinar, recorded on February 13, offers excellent insights into steps institutions can take to ensure they are in compliance.

    Recent Executive Orders and Higher Ed HR’s Role in Creating and Sustaining an Inclusive Campus Community — A message from CUPA-HR President and CEO Andy Brantley.

    CUPA-HR Data — CUPA-HR is the premier source of higher ed workforce and workplace data.

    Compensation Toolkit — This HR toolkit includes resources to help ensure that compensation plans are fair and transparent.

    Recruitment Toolkit and Interviewing Toolkit — These HR toolkits include resources to help ensure that hiring practices are fair and transparent.

    Performance Management Toolkit — This HR toolkit includes resources to help ensure that performance management practices are fair and transparent.

    Layoffs/RIF/Furloughs Toolkit — This HR toolkit includes valuable resources for managing workforce reductions.

    Resilience in the Workplace — This CUPA-HR webinar, recorded in 2021, was designed to serve as resilience training for attendees, as well as a model that could easily be replicated at your institution for HR teams and other employees.

     



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  • An opportunity to reframe the DEI debate (opinion)

    An opportunity to reframe the DEI debate (opinion)

    The U.S. Department of Education’s Office for Civil Rights issued a Dear Colleague letter on Friday that instructs college leaders to eliminate any campus activities that directly or indirectly treat students differentially on the basis of race. Others will rightly push back on the logic of the department’s stated justifications, the absurdity of its timing and the accuracy of its examples, but I want to suggest that campus leaders can also take this as an opportunity to enact real change on behalf of all students.

    This is a moment for campus leaders to reframe the terms of the current debate over the legitimacy of special diversity, equity and inclusion programs by doing the long-needed work of truly decentering whiteness as the normative identity and experience within so many campus curricula and co-curricular programs.

    If we are to truly serve our students regardless of race, and if—as the department’s letter states—we have to put an end to even the subtle ways racial preferences and privileges are attached to seemingly race-blind policies, then watch out. Most campuses have a lot of work to do, and much of it is not going to be to the liking of those who believe that it is DEI programs that make an otherwise level playing field an unfair one.

    What the Dear Colleague letter fails to mention is that the proliferation of DEI activities on campuses came about as a more or less conservative compromise position as the population grew more diverse and as students demanded greater access. In treating Black and other minoritized students as “special,” such programs meet the needs of these students in supplementary ways rather than by ensuring that the core curriculum and student life experience are equally useful, meaningful and available to all. If the department insists that we put an end to all DEI programming, then it will also have to support efforts to ensure that whiteness is not smuggled in as the norm or standard.

    Early in my teaching career, I saw the ways that DEI programs could be used to reinforce white centrality rather than challenge it. Student demands for a more representative and accurate curriculum were met with resistance by senior faculty uninterested in expanding their own spheres of knowledge. Special courses in “women’s history” or “Black studies” became the compromise position. Rather than revising the canon to reflect the needs of a curious student body, rather than incorporating new scholarship into the university’s core, rather than interrogating the biases and histories of the curriculum, new courses and departments were created while the original ones were left intact. This détente (you teach yours and I teach mine) became the model.

    Many of the special programs that the Dear Colleague letter seems to have in mind follow this pattern. They keep in place a curriculum and campus culture firmly centered around the interests and perspectives of white students while offering alternatives on the side. If compromise via DEI activities is no longer an option, then a better solution will have to be found. The diversity of the student body is a fact that will still require a reckoning. Decades of scholarship reveal the many ways whiteness is encoded in supposedly neutral policies and programs, and this will not be magically erased. For many colleges, achieving a campus where white students are not unintentionally given extra opportunities based on their race will require radical change.

    My guess is that the department knows this on some level. Otherwise, why is race rather than sex or religion targeted? A sex-neutral campus would have to do away with single-sex housing and sex-segregated sororities and fraternities. A religiously neutral campus could no longer privilege Christian holidays or values.

    We should absolutely fight against the many overt inaccuracies of the Dear Colleague letter. And we should fight against both overt and covert expressions of racism and white supremacy. But we need not fight on behalf of compromise solutions to the very real problems that inspired our current DEI campus environment. Instead, we can use this unexpected opportunity to pick up where we left off and ensure that every program, every aspect of the curriculum, every student service is designed with the needs of our very diverse student body in mind. We can stop treating the experiences and needs of white students as the default or the neutral.

    What would our institutions look like if normative whiteness were no longer at the center and the need for many of the special DEI alternatives were made moot? Let’s find out.

    Marjorie Hass is president of the Council of Independent Colleges.

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  • Excluding Level 7 modules from the LLE is a huge, missed opportunity

    Excluding Level 7 modules from the LLE is a huge, missed opportunity

    Ahead of a House of Lords debate on the topic of lifelong learning later this week, today’s blog features two posts on the topic.

    Elsewhere on the site, Professor Harriet Dunbar-Morris, Pro Vice-Chancellor Academic and Provost at The University of Buckingham, highlights what is, in her view, a critical flaw in the LLE: the unfair funding gap facing students on accelerated two-year degree programmes, despite their clear benefits for employability and skills development. You can read that piece here.

    And below, Dr. Michelle Morgan explores the gaps in the Government’s Lifelong Learning Entitlement (LLE), questioning why postgraduate taught courses have been left out and what this means for students, universities, and businesses.

    So the Government has announced that the Lifelong Learning Entitlement (LLE) will come into effect in September 2026.

    The government is arguing that the LLE will allow people to develop new skills and gain new qualifications at a time that is right for them. The LLE will focus on:

    • full courses at level 4 to 6, such as degrees, technical qualifications, and designated distance learning and online courses
    • modules of high-value technical courses at levels 4 to 5.

    It is argued that it will help drive sustained economic growth, break down barriers to opportunity broaden access to high-quality, flexible education and training, and support greater learner mobility between institutions.

    However, yet again the sector’s postgraduate taught (PGT) provision has been ignored. By excluding this level of study, the ambitions of the Government will not be as great as they could be, and it is a huge, missed opportunity for higher education and this is why.

    The first problem: Declining PGT participation of UK-domiciled students

    In the past 10 years, the higher education sector has increasingly relied on international master’s students to fund itself.  EU and non-EU PGT students are nearly all undertaking master’s degrees, whereas for UK-domiciled students, a master’s degree only constitutes around 55% of those on PGT courses. Taught courses include master’s, postgraduate certificates, diplomas, and institutional credits and postgraduate certificates in education.

    For Master’s participation, 2019/20 was a pivotal year as non-EU participation surpassed UK-domiciled for the first time. In each year since 2021/22, UK-domiciled Master’s enrolments have declined (see Table 1). Although we do not have Higher Education Statistics Agency (HESA) return data to view for 2022/23 and 2023/24, there is a strong sense across the sector that we will see a decline in master’s participation, especially among international students.

    Source: Who’s studying in HE? | HESA

    The decline is the same pattern that occurred leading up to 2010/11. The only reason why master’s participation continued to increase then was due to non-EU enrolments. The response by the Government to re-energise the UK-domiciled market after the Higher Funding Council for England’s (HEFCE, which was then the regulator) Phase 1 and 2 of the Postgraduate Support Scheme was to bring in the Postgraduate Loan. As soon as this happened, you could hear an audible sigh of relief across the sector, and there was an attitude of ‘that will solve the problem so let’s just focus on growing the master’s market’. The sector did not consider the demand for master’s qualifications by business and industry, especially small and medium enterprises (SMEs).

    Employer demand for Master’s graduates

    There are disciplines where a master’s is required for career progression such as professional accreditation. However, as the 11 University Postgraduate Experience Project found, which was one of 20 projects funded as part of the HEFCE Phase 1 Postgraduate Support Scheme, many SMEs did not need master’s graduates. Most useful to them was for higher education to provide short courses and modules that provided their staff with advanced skills in key areas such as Business and IT and emerging ones such as Generative AI. According to the Department for Business and Trade’s report on Business population estimates for the UK and regions in 2024, there were 5.6 million UK businesses in 2024 of which 5.5 million were SMEs, accounting for 99.8% of all businesses. By ignoring the needs of business and industry, we are losing an opportunity to engage with a critical market.

    Funding and repayment

    As soon as the Postgraduate Loan was introduced, most universities immediately raised their fees. The aim of the £10,000 loan was to cover fees and some maintenance. Although the loan for September 2024 English starters is now £12,471, for many this will not come close to covering their costs. What is also not factored into any discussion is that someone who has both an undergraduate and a postgraduate loan must pay them back concurrently. This equates to 9% for the undergraduate loan and 6% for the postgraduate, or 15% of someone’s salary on top of tax, National Insurance and any other employee-related costs. Although employers’ national insurance contributions are increasing next year, if there is any tax or National Insurance increase for the individual next year, this will further reduce their disposable income.

    The Postgraduate Loan also differs between UK countries. In England, the loan does not cover stand-alone postgraduate certificates and diplomas, unlike in Scotland, where non-master’s postgraduate taught course participation is 56% compared to 44% in England. If they were included, then maybe the LLE as it stands would not be quite as restricted. The English loan system is not agile enough to support engagement in short or non-master’s courses, and English universities plan their finances for master’s enrolments and anticipated completions. A student should not have to register and enrol on a master’s if they only want or need to do a postgraduate certificate or diploma. If an individual needs a master’s for professional accreditation, this will not stop them from doing a master’s. In fact, we may see an increase in integrated degrees being undertaken where a master’s is incorporated into the undergraduate degree as a result.

    Additionally, we have just had the announcement that undergraduate loans are slightly increasing, but no announcement has been made for postgraduate loans. The current system hinders engagement. It also adopts a deficit model approach, as these qualifications are deemed exit qualifications if someone fails to achieve the Master’s.

    Ability to participate in master’s study

    What is also overlooked in discussions are the debt levels of undergraduate alumni and how this could explain the decreasing number of UK-domiciled 21-24-year-old participants. The majority of PGT enrolments are for the age group of 30 years and over.

    table visualization

    Source: Who’s studying in HE? | HESA

    When the Postgraduate Loan was introduced in 2016, only one cohort had graduated under the £9,000 a year fee regime introduced in 2012.  We now have 10 cohorts who graduated under that regime. It is maybe not a surprise therefore that the largest group investing in postgraduate taught study are those with the smallest amount of undergraduate debt.

    Last year, I got the results of a Freedom of Information request from the Student Loan Company regarding the debt levels for English-domiciled recipients entering postgraduate Master’s study in 2021/22 (see Figure 1). Of the 72,618, 74.8% had debt in excess of £40,000 and 11.9% over £70,000. This debt will include any repeated years as well as longer length undergraduate courses such as integrated degrees with placements. With the recent announcement that fee levels will rise by £285 to £9,535 in 2025/26, this will increase individual debt.

    Figure 1: Debt levels of 72,618 English-domiciled master’s students who also have an undergraduate loan (fee and maintenance) in 2021/22 only 

    The recent Times and Sunday Times showed how parental financial support differs by student groups and universities. The universities where parents pay the most – up to £30,000 – are mainly Russell Groups. And when you explore postgraduate taught participation by ethnicity,  66% are White. How will the factors highlighted above enable widening participation at the postgraduate level which delivers advanced skills, competencies and knowledge?

    We need a rethink

    The LLE that will be introduced will not super-proof the pipeline for longevity of postgraduate taught study nor provide the advanced skills that are accessible, meaningful and needed for the individual, society or business and industry.

    So we need to start thinking now about the long-term implications of student debt, and social and economic needs so we can develop policy, strategy and practice. To do this though, the sector needs to start thinking about how we can reimagine and do things differently, Government needs to listen to key stakeholders, and we must proactively work together and not against one another.

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  • Department of Education Issues Report on Diversity and Opportunity in Higher Education – CUPA-HR

    Department of Education Issues Report on Diversity and Opportunity in Higher Education – CUPA-HR

    by CUPA-HR | October 18, 2023

    On September 28, 2023, the Department of Education released a report titled “Strategies for Increasing Diversity and Opportunity in Higher Education.” The report was issued in response to the Supreme Court’s June 2023 ruling against affirmative action in college admissions and it outlines ways institutions and states can adapt to prioritize improved accessibility to educational opportunities for underserved students.

    The Report

    In an introductory message for the report, Secretary of Education Matthew Cardona emphasized the enduring commitment to equal opportunity and student body diversity in higher education on behalf of his department and the president’s administration. While condemning the Supreme Court’s decision on affirmative action, Cardona pledged the Department of Education’s and the Biden administration’s support in promoting inclusivity and equity and stimulating long-term prosperity.

    The Department of Education’s report centers around four areas that the administration believes institutions should consider when working to promote diversity and opportunity on campus: student recruitment, admissions, financial aid and student retention. The report focuses mostly on promoting diversity, equity and inclusion (DEI) initiatives in these areas to ensure underserved students have an equitable opportunity to be admitted into and succeed in postsecondary programs.

    Relevant to higher education HR, the report discusses the need for improved training of admissions officers and other employees to ensure consistent, equitable evaluations of applicants.

    Moving Forward

    Prior to the release of the Supreme Court’s affirmative action decision, stakeholders also raised concerns regarding the impact such a decision could have on hiring and employment decisions as well as programs or initiatives focused on creating diverse and inclusive workplaces that align with institutional values. The decision to strike down race-based affirmative action in admissions practices could leave employers open to future legal challenges regarding their hiring decisions and other diversity programs.

    CUPA-HR endorses efforts to promote inclusive communities on campuses across the nation. The government relations team continues to track developments impacting these efforts and will inform members of updates as they become available.



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