Higher Education and Research Bill — House of Commons, 2016-07-19
Topic: Education
Daniel Stephen Zeichner (Labour, Centre-left): It is a pleasure to follow the hon. Member for Bath (Ben Howlett). Bath is another beautiful university city. I live in Cambridge, a city of universities. Of course, almost everyone knows of the University of Cambridge, and most people now know of Anglia Ruskin University, which has expanded and improved dramatically over the last decade, particularly under the excellent leadership of the recently retired Vice-Chancellor, Mike Thorne. In Cambridge, we have also enjoyed the Open University and the University of the Third Age, so there is something for everyone, and a precious eco-system that we do not want to risk being disrupted Cambridge also has a number of other educational establishments that feed off the Cambridge brand, and one of my concerns is that if we rush to encourage new providers, we must make sure that the quality of the Cambridge brand and others is not tarnished. I am told that when a similar exercise was undertaken in New Zealand a few years ago and a couple of new entrants did not stay the course, the reputational knock-on effect led to a drastic fall in foreign students for the established institutions over the following years—along, of course, with the consequent financial costs—so I say we should be careful here Let me start by following on from the excellent points made by my hon. Friend the Member for Sheffield Central (Paul Blomfield). In facing the Brexit challenge, it is absolutely clear that the sector is suffering from instability and uncertainty. I echo the suggestion of many of my hon. Friends that now might not be the time for undertaking more major reforms. Our research institutions and universities currently face a real challenge to maintain our global reputation, and we should not make it any more difficult for them I am not saying that the existing regulatory frameworks in place for our universities and research are perfect. Of course they are not, and of course they could be simplified and improved. What I do say, however, is that now is the time for safeguards and support for our higher education providers and research councils—not for further disruption. Let us not rock the boat when we are already faced with such unsteady waters Plenty of people are making this point. Perhaps not surprisingly, the University and College Union has asked the Government to stop and wait. It sensibly called for an "immediate nonpartisan inquiry into how we can ensure that our colleges and universities remain open to staff and students from around the world." I rather agree. Even putting aside the minor matter of our uncertain place in Europe at the moment—one has to say, what price the great aspirations for the Bologna process and a pan-European higher education system?— there are real problems here The impact assessment for the Bill outlines that a single market regulator, the office for students, will be established and says that it will provide "competition, choice and the student’s interest at its heart". That sequence of phrasing raises a further problem—that competition is being put first, and the student’s interest put last. Let us take, for example, the provision that would see new entrants into the higher education market given the ability to compete on equal terms with existing institutions and to immediately possess powers to award their own degrees, albeit on a probationary basis. As I have suggested, there are real risks here. It could dilute the trusted UK brand, risking our country’s reputation for educational excellence on the international stage. The Public Accounts Committee has already found standards at some private providers to be lacking, saying: "The Department has failed to protect the interests of legitimate students, and the taxpayer." The Russell Group has urged the Government to consider a longer period of enhanced scrutiny and peer review to help maintain the UK’s reputation and high standards, and I agree that ensuring the high quality of any institution afforded degree-awarding powers is paramount The increased marketisation that this proposal signifies could also threaten providers, and could, in some cases, lead to what we call "market exit". That might be quite dramatic. The closure of such institutions, whether they are vocationally orientated or traditional international-facing universities, would have a significant, and possibly more than significant, impact on local communities and students. A survey undertaken by the now defunct Department for Business, Innovation and Skills showed that less than half of alternative providers had a student protection plan to implement in the event of "market exit". Moreover, if providers fail, who will pick up the tab? What will be the effect on the other institutions? I think we need to know the answers to some of these questions The National Union of Students has called the marketisation of higher education a "failed experiment", and has chastised the Government for trying to "turn students into consumers." I hope that the Government will think again, and will recognise that creating a conveyor belt of higher education providers risks doing real damage to the dynamic, trusted institutions that have been built over so many centuries in our country The proposed teaching excellence framework will allow some universities to charge tuition fees rising in line with inflation. While it is fair, and welcome, to highlight the importance of teaching quality, the removal of the fee cap in what can only be described as a slightly underhand way is not very welcome. Another issue of concern relating to the TEF is the splitting of research and teaching oversight between the office for students and UK Research and Innovation. The Royal Society rightly points out that "today’s PhD content is tomorrow’s course content", and, as the University of Cambridge tells me, the close and mutually beneficial relationship between teaching and research—their interdependency—is a central tenet of UK university excellence. Consequently, it is important for the TEF to recognise the value of research-led teaching in its assessment criteria I appreciate that the review of the research excellence framework is currently under way and expected soon, and I am sure we all await its conclusions on how the assessment of teaching and research quality will be streamlined and interlinked, but I think that there must be a strong requirement for co-operation between the office for students and UKRI. The implications for wider research are profound. Let me say in passing that an omission in the Bill is the lack of provision for post-graduate student supervision: there is more to be said on that, I think. The Bill restructures our country’s research base by revoking the royal charters of the current research councils and bringing them under the umbrella of the new body that will be created when UK Research and Innovation is merged with Innovate UK. Lord Rees, who has already been quoted today—a very wise voice from Cambridge, and a former president of the Royal Society—has observed that while reshuffling the administrative structure of our research councils is "seductive", it "may not prove either necessary or sufficient, and may indeed be counterproductive." It is positive that the Bill at least hints at codifying a long-standing convention, the principle of dual funding, but many have observed that the wording is vague, possibly less clear than that in the White Paper, and that the "reasonable balance" referred to in the Bill is insufficient. I hope that the Minister can give us a stronger commitment today, because dual funding is key, and quality-related funding for research is essential The integration of Innovate UK into UK Research and Innovation also raises questions. While we are assured that Innovate UK will retain a separate budget and its own business-facing outlook, I think I am right in saying that Members of the House of Lords have already queried the merger and its impact on the independence of the research councils. I am sure that that will be examined closely in Committee Let me end by returning to my opening observations. Our research community is already under great pressure, despite the Government’s reassurance that the European referendum result has "no immediate effect" on those applying to or participating in Horizon 2020. As a net recipient of EU funding, science research in particular will be hit hard by Brexit, and although the Universities Minister said recently that "nothing has changed overnight", we are hearing just the opposite from those on the front line of research in our country, as other Members have observed. We are hearing that—literally overnight—they have been forced to the back of the queue when it comes to forming the collaborative links with European partners that are necessary for applications for EU research grants Research and higher education are intimately intertwined with free movement, European alliances and investment, but we may still be years away from knowing what kind of settlement will finally emerge. Before we can begin to think about reforming our vital higher education and research sectors, we must be absolutely sure of our place in Europe and in the wider world. The Government say that it is business as usual, but I say that these sectors are just too important to our country’s economy, and to our society, for us to take further risks in such uncertain times.