Rachel Hewitt
Students highlight the challenges of their 2021 academic experience
Following a year of “major upheaval”, the value students place on in-person teaching is a key feature of the 2021 Student Academic Experience Survey. The impact of the Covid-19 pandemic on the student academic experience is brought into sharp relief by Student Academic Experience Survey 2021 published today (Thursday 24 June) by…
Students’ views on the impact of Coronavirus on their higher education experience in 2021
Key findings Two-thirds of undergraduate students (66%) say they have not received any financial reimbursement from their university or accommodation provider as a result of the pandemic. Around a fifth (19%) have received reimbursement from their accommodation provider, 13% from their university and 2% from both. Two-thirds of students (66%)…
More than half of students do not expect any more face-to-face teaching this academic year, but two-thirds of students are currently living in their usual term-time accommodation
The Higher Education Policy Institute has worked with YouthSight on a poll of over 1,000 full-time undergraduate students to understand how the COVID-19 pandemic is affecting them. The results show: Two-thirds of undergraduate students (66%) say they have not received any financial reimbursement from their university or accommodation provider as…
New HEPI report demonstrates that moving away from the use of predicted grades in university admissions could harm, rather than benefit, fair admissions
The Higher Education Policy Institute have published a new collection of essays on the future of undergraduate university admissions. Where next for university admissions? (HEPI Report 136), edited by Rachel Hewitt covers topics including: the arguments for and against post-qualification admissions; the role of contextual admissions; comparisons to international systems; and the…
Where next for university admissions?
In early 2021 the Government announced a review of the current admissions system. This edited collection explores the opportunities and challenges surrounding any move to post-qualification admissions. Among the topics considered are: Should the UK admissions system move to a model of post-qualification admissions and if so which: post-qualification applications,…
Reflecting on the value of higher education
Today marks one year since the last HEPI in-person event. On 10 March 2020, while we were getting used to using hand sanitiser more regularly but not quite at the point of cancelling events, we held a small Expert Policy Seminar on ‘Measuring the value of higher education’, where we…
International Women’s Day: Four ways COVID-19 may exacerbate gender differences in higher education
For women, studying in and/or working in higher education may offer opportunities which help to counteract some existing gender inequalities. For example, female graduates earn more than their non-graduate peers across all courses, unlike male graduates for whom some courses do not offer a graduate premium. Women enter higher education…
When will change come?
On Thursday, the Department of Education published a whole range of documents announcing developments in further and higher education. We were both overwhelmed with information and felt short-changed by the lack of firm details in some areas, such as the response to the Augar review which only received an interim response, with…
8 points of note from today’s announcements
Today, the Department for Education has delivered at least partial responses to many of the key sector debates from the last few years. With the release of the Skills for Jobs White Paper, an interim response to the Augar review, a consultation on post-qualification admissions reform, publication of the independent report on the Teaching Excellence and Student…