7 Sep, 2017

New HEPI paper warns of crisis in UK creative arts education

7 September, 2017|News

The UK’s pipeline of creative talent is fracturing because Art, Media and Design are being downgraded in schools, according to a new report – A crisis in the creative arts in the UK? – from the Higher Education Policy Institute by Professor John Last, Vice-Chancellor of Norwich University of the Arts (NUA).

Research conducted among local schools shows the Government’s decision to leave the Arts out of the ‘core’ subjects in the English Baccalaureate (EBacc) is leading to lower pupil attainment, less funding and more teacher recruitment challenges.

Research by NUA in Norfolk’s secondary schools shows:

72 per cent of teachers report a decline in attainment in Art and Design on entry to secondary school, with a growing number of pupils lacking basic drawing and painting skills;
over half of teachers report a decline in Art and Design (57%) or Design and Technology (59%) at Key Stage Four (GCSE level); and
73 per cent of teachers fear a decline in ‘creative stamina and resilience’ among pupils, with a growing fear that Art and Design take too much time and effort to achieve top grades compared to other subjects.

Professor Last said:

‘The aim of education in the past was to offer a balanced curriculum of arts, humanities and sciences. But the introduction of the English Baccalaureate in 2010 set us on a path where creativity falls outside the “core” of our children’s education.

‘The consequences of this downgrading of creative subjects are already being felt – in the choices pupils make about their GCSE options, in the practical creative skills they develop during their education and in the difficult decisions headteachers are making about funding and resources.

‘The economic value of the arts has been put at £84 billion a year but is […]

14 Aug, 2017

Where next for widening participation and fair access? New insights from leading thinkers – press release

14 August, 2017|By Nick Hillman|News

The Higher Education Policy Institute (HEPI) and the social mobility charity Brightside are jointly publishing a collection of essays by senior higher education figures entitled Where next for widening participation and fair access? New insights from leading thinkers.

Contributors include: Kirsty Williams AM, the Cabinet Secretary for Education in the Welsh Government; Vonnie Sandlan, the former President of NUS Scotland; and Peter Horrocks, Vice-Chancellor of The Open University. Les Ebdon, the Director for Fair Access, has contributed a Foreword.

The policies put forward in the chapters include: much bolder contextualised admissions policies for highly-selective universities (with AAA+ offers typically being reduced to CCC), more support for people in care with the potential to benefit from higher education and new Personalised Learning Accounts to meet demand for more flexible lifelong learning.

The Director of HEPI, Nick Hillman, who wrote the Introduction to the collection, said:
Despite the progress in opening up universities to people from under-represented groups, we have miles left to go. The current changes to higher education, including the closure of the Office for Fair Access, mean we could be in for a bumpy period. It is time to take stock by learning from all those working with disadvantaged people inside and beyond universities, being willing to change tack when initiatives are ineffective and incorporating new insights from areas like behavioural economics.
Anand Shukla, the Chief Executive of Brightside, said:
If we are serious as a country about having a higher education system that unlocks everyone’s potential rather than just helping a privileged minority, then bold proposals like radically reducing entry requirements for disadvantaged students will need to be embraced by universities and government.
In his Foreword, Les Ebdon, writes:
While we celebrate improvements in access for disadvantaged young people, we must […]

5 Aug, 2017

UK is (just) number 1 for educating the world’s leaders

5 August, 2017|By Nick Hillman|News|1 Comment

A new study by the Higher Education Policy Institute ( reveals the UK’s higher education sector has educated more of the world’s leaders than any other.

Among 377 serving heads of state and heads of government, 58 attended universities and colleges in the UK. This places the UK just ahead of the United States (57) but far ahead of all other countries. France is in third place, with 33 world leaders, ahead of Russia (9) and Australia (8).

Nick Hillman, Director of HEPI, said:
These results show the UK punches massively above its weight in educating the leaders of the world. This is of huge benefit to British influence, and could be especially useful as we negotiate Brexit.

Not only do these leaders have a British qualification that helped them reach the top, they have also spent time here creating a strong sense of loyalty to the UK. It’s a source of real soft power, and a fantastic testament to the quality of our universities.

The 2017 Conservative election manifesto promised a new crackdown on international students. This survey proves that would be catastrophic to our influence around the world. It is one higher education promise that almost everyone wants to see broken.
Leaders educated in the UK include: Burmese State Counsellor Aung San Suu Kyi, who took degrees at Oxford and SOAS during the 1960s and 1980s; recently-elected Gambian President Adama Barrow, who worked as an Argos security guard while studying property management in London; and the Prime Minister of Australia, Malcolm Tunbull, who studied at the University of Oxford.

All of the leaders in the analysis came to study in the UK before the current migration target came in and, like the majority of international students, they returned to […]

20 Jul, 2017

New report calls for comprehensive universities to improve social mobility

20 July, 2017|News|5 Comments

HEPI is today publishing The Comprehensive University (Occasional Paper 17) by Professor Tim Blackman, the Vice-Chancellor of Middlesex University. The report argues the comprehensive ideal is the best way to fix how the UK’s class-based university system is holding back social mobility.

The paper’s recommendations include:

measures to ‘desegregate’ and diversify universities, including quotas for the proportion of student places that can be subject to academic selection;
targets for universities to re-balance their skewed social class intakes, driven by levies on the most selective universities; and
a funding system that reflects the benefits of higher education to both the individual student and wider society.

Professor Blackman said:
The UK’s higher education system is said to be one of the best in the world, but it is failing to make the contributions to tackling social inequality and poor economic productivity that our universities could make if regulated in a different way. The root of these problems is academic selection, which has created a sector based on social class advantages rather than recruitment and teaching practices that equalise opportunities.

The narrative of “leading” and “top” universities has marginalised the transformational potential of higher education, which lies in adopting comprehensive principles. Mixing students of different backgrounds and abilities and teaching them together would force more universities to develop their teaching expertise, but there are many added benefits.

Evidence shows that less selection and greater diversity would create a better learning environment for all students, and it is much the best and most cost-effective way to widen access.
In a Foreword to the report, Matthew Taylor (a former head of the Number 10 Policy Unit and author of the recent report Good work: the Taylor review of modern working practices), says:
Tim Blackman’s case for comprehensive […]

4 Jul, 2017

University applicants set for shock to the system

4 July, 2017|News|1 Comment

New report says more can be done to prepare young people for university.

The first major survey of its kind, Reality Check: A report on university applicants’ attitudes and perceptions, produced by the Higher Education Policy Institute (HEPI) and Unite Students, shows a significant gap between what university applicants think higher education is like and the realities of student life.

The research shows that applicants prepare for university in a state of mixed emotions. While 81% are excited about the prospect, 61% are anxious, with 58% having had trouble sleeping and 27% reporting panic attacks in the past year. The report highlights a number of specific areas where applicants’ expectations are out of step with the reality.

The key findings include:

60% of university applicants expect to spend more time in lectures than they do in school lessons, yet only 19% of students find this happens.
Only 37% of applicants with a mental health condition have declared, or intend to declare it, with their prospective university.
While most applicants (62%) believe they have a good grip on money matters, only 43% are confident about paying a bill and only 41% feel they understand student finances, with many under-estimating essential expenses.
Almost half (47%) of all applicants feel unprepared for living with people they have never met before, with gay, lesbian, bisexual and other sexuality applicants less confident about making friends (58%) than heterosexual applicants (74%).

While most applicants (67%) are confident they will find the right support for any mental health issues, friends emerged as the first line of support for most applicants (85%). Half (50%) anticipate turning to academic staff, ahead of university counselling services (47%) or their GP (43%).

The research, which surveyed over 2,000 applicants, also provides early insight into […]

22 Jun, 2017

Mary Curnock Cook: How to improve technical education to deliver higher skills and better productivity

22 June, 2017|News|2 Comments

In a new report for the Higher Education Policy Institute (, Mary Curnock Cook, the former Chief Executive of UCAS, says the Government must address six big gaps in technical education policy to raise skills and productivity.

Mary Curnock Cook, the author of Misunderstanding Technical and Professional Education: Six Category Mistakes (HEPI Policy Note 1), said:

‘The success of the British economy, particularly after Brexit, will depend in large part on the quality of technical and professional education. In the past, this has generally been ignored, underpowered and underfunded.

‘Before the recent general election, skills policy was – rightly – placed at the heart of a new industrial strategy. Technical education is now being reorganised into 15 routes matching the main industrial sectors and new technical qualifications, called T-Levels, are being introduced.

‘I’d love to see this new attempt succeed because students and employers would welcome it. But there are some fundamental design flaws that need to be ironed out up front.’

Nick Hillman, Director of the Higher Education Policy Institute, said:

‘The Conservative manifesto promised to make British technical education “as prestigious as our world- leading higher education system”. That challenge has proved a particularly big conundrum for British policymakers, bedevilling past administrations.

‘Recent changes provide hope that we can raise our game, but they will not succeed without further improvements. In particular, if the new T-Levels are to be respected by students and employers, they need to be clarified, tweaked and explained.’

Notes for Editors

HEPI Policy Note 1, Misunderstanding Technical and Professional Education: Six Category Mistakes, considers six areas:

Parity of esteem: The new T-Levels are supposed to give technical education the same status as academic education. But they have a different purpose and structure to A-Levels. So they will […]

7 Jun, 2017

The 2017 Student Academic Experience Results: Teaching is improving but students want better value for money

7 June, 2017|News|2 Comments

The 2017 Student Academic Experience Survey, published today by the Higher Education Policy Institute (HEPI) and the Higher Education Academy (HEA) reveals:

how hard students are working;
how satisfied they are with their lives; and
what they think of recent government policies.

Over 14,000 full-time undergraduates took part in the survey this year.

Nick Hillman, Director of HEPI and co-author of the report, said:

‘This is the biggest sector-wide survey on what students think throughout their time in higher education. It needs to be taken seriously by universities and whoever is in Government after the election. Much of the story is positive, but students are less happy and more anxious than non-students.

‘The survey proves beyond all doubt that the student experience differs depending on ethnicity, the type of accommodation and sexual orientation. Such factors have a direct impact on how engaged students are with their studies as well as on their overall quality of life. For a truly great academic experience, we need to think ever more deeply about how to respond to the individual characteristics of each student.

‘The election has seen a lively battle for student votes. The Survey shows students want universities to provide information on where fees go, taxpayers to cover more of the costs and policymakers to provide stronger arguments for future fee rises. Above all, the Survey confirms higher education transforms lives but also that it does not currently help all students equally.’

Principal author Jonathan Neves, HEA Head of Surveys, said:

‘The positive responses to our new questions about learning gain and on teaching quality are encouraging. But the feedback also shows that there is important work required to address the less positive academic experience of minority groups, and to realise the potential benefits from […]

22 May, 2017

Hey, big spenders!

22 May, 2017|By Nick Hillman|News|1 Comment

It was a busy weekend for higher education announcements. First, the Green Party announced a plan to pay off all outstanding student debt on graduates’ behalf. The details were sketchy but there is over £75 billion worth of outstanding debt in England alone. So it is a big policy whichever way you look at it.

The Green Party’s own calculations focus on the annual cost of servicing the debt on graduates’ behalf. They cost the policy at about £14 billion between now and 2022 but claim the long-term cost is ‘more difficult and uncertain to estimate.’

In electoral terms, the danger with such eye-catching announcements is that, while they may appeal to students, they may repel other voters. Non-students may raise questions about a party’s wider economic competence when they choose to spend so much on an area of policy that actually appears to be working rather well. Other voters may also wonder if they will have to pick up the tab.

The second announcement came this morning from the Labour Party. Just a few days ago, they published a manifesto that included the abolition of tuition fees and the reintroduction of maintenance grants. This was their biggest single spending commitment, and is costed by the Institute for Fiscal Studies at £8 billion a year. Now, Labour have apparently offered something even more generous or unaffordable (depending upon your view).

Their latest promise is to abolish fees from this autumn rather than 2018 as originally planned. The Tory Party have been accused of tweaking a manifesto commitment of their own today (on social care), but it is hard to find another similarly-sized spending commitment being made after a manifesto has been published in any past election. For most of the past seven years, the Labour Party has said […]

4 May, 2017

Students support Labour but don’t trust them on fees, according to HEPI / YouthSight poll

4 May, 2017|News

Last week, HEPI and YouthSight polled over 1,000 full-time undergraduate students entitled to vote. The results, which we are making available in full, show:

considerable support for the Labour Party and Jeremy Corbyn;
a majority of students are registered to vote and expect to vote – but most expect to do so at home rather than at university;
the most important issues to students are the EU and the NHS, while very few give a high priority to personal indebtedness or defence;
a majority of those students who are planning to vote and whose vote could be affected by Brexit are willing to consider voting tactically;
students want more election information, with big support for a TV leaders’ debate;
students have not forgiven the Liberal Democrats for breaking their promise on tuition fees; and
students are distrustful of the Labour leadership’s support for abolishing tuition fees and bringing back maintenance grants.

Nick Hillman, Director of HEPI, said:

‘There are over a million undergraduates entitled to vote at this election and they are concentrated in certain constituencies. They are an important group of voters, but only if they choose to wield their power. This time, students have registered to vote in large numbers but they are less likely than the electorate as a whole to back the Conservatives.

‘An overall majority of students who have made up their mind support Jeremy Corbyn. But it is not a forgone conclusion that this will win Labour extra MPs on 8th June. This is partly because students want more information, partly because their vote could be more dispersed than usual and partly because many students are willing to vote tactically.

‘Labour, Coalition and Conservative Governments have all backed tuition fees in recent times. […]

27 Apr, 2017

Whither Teacher Education and Training?: new HEPI report calls for fresh thinking and practical action now to avoid a crisis in teacher recruitment and training

27 April, 2017|News|1 Comment

A new HEPI paper on the past, present and future of teacher training written by Dr John Cater, the Vice Chancellor of Edge Hill University, will be launched at a HEPI conference at King’s College London on Thursday, 27 April 2017. Among the various recommendations is a call to consider replacing bursaries for trainee teachers with a new system of forgivable fees.

John Cater, the author of HEPI Report (95) Whither Teacher Education and Training?, said:
There are worrying signs that the profession is failing to attract enough entrants and failing to retain existing teachers in sufficient numbers and with appropriate specialisms to deliver the revised curriculum to a rapidly increasing school-age population.

This is no longer the time for hackneyed debates about the merits of different types of provision of Initial Teacher Training, which should be judged solely on the quality of provision and the success in recruiting and retaining future teachers.

But it is the time for all stakeholders to work together to ensure that an emerging issue does not manifest itself into a crisis which affects the life chances of a generation.’
Nick Hillman, Director of the Higher Education Policy Institute, said:
Policymakers love to meddle in teacher training. In recent times, they have tried to shift the training out of universities and into schools. But the numbers speak for themselves: in every year between 2013 and 2016, teacher recruitment missed its targets. Large sums have been splurged on bursaries for trainee teachers to stem the flow, but without much effect.

We need to stop ignoring the facts. Trainee teachers typically do not want to be at the same chalkface all of the time. Learning how to teach in a university environment – and not just at a single […]