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The White PaperThe White Paper

The Future of Higher EducationThe Future of Higher Education

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THE WHITE PAPERTHE WHITE PAPERTHE FUTURE OF HIGHER EDUCATIONTHE FUTURE OF HIGHER EDUCATION

Council Briefing, 25th February 2003Council Briefing, 25th February 2003

PurposePurpose

To review and discuss the White Paper as a step towards development To review and discuss the White Paper as a step towards development of a University Strategy in response to the proposalsof a University Strategy in response to the proposals

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General OverviewGeneral Overview CMTCMT

Learning and TeachingLearning and Teaching JLJL

Research, Innovation and 3rd MissionResearch, Innovation and 3rd Mission MP (CMT)MP (CMT)

Resource AspectsResource Aspects GA/NEPGA/NEP

SHORT PRESENTATIONSSHORT PRESENTATIONS

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Difficult issue for the GovernmentDifficult issue for the Government Acknowledgement of under fundingAcknowledgement of under funding Potentially divisive Potentially divisive Russell Group the main winnersRussell Group the main winners Diversity and distinct missions - teaching, research and Diversity and distinct missions - teaching, research and

knowledge transferknowledge transfer Encouragement for collaborationEncouragement for collaboration Helpful in terms of the merger - diversity, FE/HE interface, Helpful in terms of the merger - diversity, FE/HE interface,

fair access, social cohesion, skills... fair access, social cohesion, skills...

GENERAL OVERVIEW - 1GENERAL OVERVIEW - 1

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Graduate contribution scheme - free at point of deliveryGraduate contribution scheme - free at point of delivery Support for students from low income familiesSupport for students from low income families More into HE - Foundation Degree expansionMore into HE - Foundation Degree expansion Centres of Excellence in TeachingCentres of Excellence in Teaching Teaching Quality AcademyTeaching Quality Academy Fair access - ‘Access Regulator’Fair access - ‘Access Regulator’ Premium funding increasePremium funding increase

GENERAL OVERVIEW - 2 (Learning and Teaching)GENERAL OVERVIEW - 2 (Learning and Teaching)

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Expenditure to increase substantiallyExpenditure to increase substantially Research to be concentrated, sustainable and better Research to be concentrated, sustainable and better

managedmanaged Encouragement of consortia and best research institutionsEncouragement of consortia and best research institutions New grade 6* for Research AssessmentNew grade 6* for Research Assessment Support for emerging researchSupport for emerging research Arts and Humanities Research CouncilArts and Humanities Research Council

GENERAL OVERVIEW - 3a (GENERAL OVERVIEW - 3a (ResearchResearch/Third Mission)/Third Mission)

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Permanent stream of HEIF fundingPermanent stream of HEIF funding Local and Regional dimensionLocal and Regional dimension Knowledge Exchanges to promote ‘technology transfer’Knowledge Exchanges to promote ‘technology transfer’ Promotion of partnership with RDAs and othersPromotion of partnership with RDAs and others Promotion of Foundation DegreesPromotion of Foundation Degrees Lambert ReviewLambert Review

GENERAL OVERVIEW - 3b (Research/GENERAL OVERVIEW - 3b (Research/Third MissionThird Mission))

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Cash increase of £2322 million (31%) over four years to Cash increase of £2322 million (31%) over four years to 2005/2006( a real terms increase of over 6% pa)2005/2006( a real terms increase of over 6% pa)

Substantive portions of funding previously announcedSubstantive portions of funding previously announced

Differential top up fees - by both course and institutionDifferential top up fees - by both course and institution

Independence through EndowmentsIndependence through Endowments

GENERAL OVERVIEW - 4 (Funding)GENERAL OVERVIEW - 4 (Funding)

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Growth will target work focussed Foundation Degrees flexibly designed Growth will target work focussed Foundation Degrees flexibly designed and delivered in partnership with FE (2002/2003)and delivered in partnership with FE (2002/2003)

Grants (up to £1,000 pa) to support students from low income families Grants (up to £1,000 pa) to support students from low income families (2004)(2004)

Raise threshold for graduates to repay fee contribution (up to £3,000 Raise threshold for graduates to repay fee contribution (up to £3,000 pa in 2006) from £10k to £15k (2005)pa in 2006) from £10k to £15k (2005)

Support HEI’s role in community leadership including their cultural and Support HEI’s role in community leadership including their cultural and social contributionsocial contribution

Encourage links with Business and Sector Skills CouncilsEncourage links with Business and Sector Skills Councils Raise the profile of the student voice (Cooke Report Raise the profile of the student voice (Cooke Report et alet al))

LEARNING AND TEACHING:LEARNING AND TEACHING:(WHITE PAPER IS HELPFUL IN TERMS OF MERGER)(WHITE PAPER IS HELPFUL IN TERMS OF MERGER)

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Centre of Excellence in Teaching (by subject) x 70 with 2.5 Centre of Excellence in Teaching (by subject) x 70 with 2.5 million over five years, plus Capital Funding availablemillion over five years, plus Capital Funding available

Foundation Degrees Forward, to offer validation services Foundation Degrees Forward, to offer validation services and act as a National Centre of Expertiseand act as a National Centre of Expertise

Premium Funding to support ‘fair access’ from 5% to 20%?Premium Funding to support ‘fair access’ from 5% to 20%? Teaching Quality Academy, new standards/accreditation Teaching Quality Academy, new standards/accreditation

arrangements for staff and their CPDarrangements for staff and their CPD Streamline Funding/QA for mixed economy providersStreamline Funding/QA for mixed economy providers

SPECIFIC ISSUES REGARDINGSPECIFIC ISSUES REGARDINGTEACHING AND LEARNINGTEACHING AND LEARNING

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Research needs to be:Research needs to be:

More concentrated and better managedMore concentrated and better managed Sustainable - not cross-subsidised from teaching, and Sustainable - not cross-subsidised from teaching, and

recovering full economic costrecovering full economic cost Able to demonstrate critical massAble to demonstrate critical mass Carried out more collaborativeCarried out more collaborative

CHAPTER 2 - RESEARCH EXCELLENCECHAPTER 2 - RESEARCH EXCELLENCE

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Bradford is a ‘less research-intensive institution, with Bradford is a ‘less research-intensive institution, with pockets of research excellence (5/5*) in some pockets of research excellence (5/5*) in some department’department’

The key to protecting these areas and potentially The key to protecting these areas and potentially growing some others is SUSTAINABILITY and/or growing some others is SUSTAINABILITY and/or COLLABORATIONCOLLABORATION

SUSTAINABILITY in research is DEFINED as a) not SUSTAINABILITY in research is DEFINED as a) not requiring cross-subsidy from publicly funded teaching requiring cross-subsidy from publicly funded teaching and b) recovering FEC of researchand b) recovering FEC of research

IMPLICATIONS FOR RESEARCHIMPLICATIONS FOR RESEARCH

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If particular current research activities are not SUSTAINABLE in If particular current research activities are not SUSTAINABLE in these terms, or the sustainable levels do not provide sufficient these terms, or the sustainable levels do not provide sufficient CRITICAL MASS, then COLLABORATION (internally or externally) CRITICAL MASS, then COLLABORATION (internally or externally) will be necessarywill be necessary

We need to decide whether external COLLABORATION is an We need to decide whether external COLLABORATION is an institutional initiative (and, if so, with whom) or a series of ad hoc institutional initiative (and, if so, with whom) or a series of ad hoc arrangementsarrangements

Potential to bid for pump-priming funding for collaboration?Potential to bid for pump-priming funding for collaboration? The Graduate School is essential to support research training, but The Graduate School is essential to support research training, but

its future might be linked to this wider collaborative frameworkits future might be linked to this wider collaborative framework

IMPLICATIONS FOR RESEARCHIMPLICATIONS FOR RESEARCH

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SUSTAINABILITY?SUSTAINABILITY?

Transparency Review Outcome 2001/2002Transparency Review Outcome 2001/2002

Cost 2001/2002(£M)

Income 2001/2002(£M)

Income-Cost(£M)

Teaching PF 33.0 35.4 2.4

Teaching NPF 1.9 8.5 6.6

Research PF 17.1 6.3 -10.8

Research NPF 10.5 7.1 -3.4

Other 22.1 15.0 -7.1

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‘‘Institutions should increasingly be embedded in their Institutions should increasingly be embedded in their regional economies, and closely linked with the emerging regional economies, and closely linked with the emerging agendas of RDAs’agendas of RDAs’

Create a network of 20 KNOWLEDGE EXCHANGES to Create a network of 20 KNOWLEDGE EXCHANGES to promote the critical role of less research-intensive promote the critical role of less research-intensive institutions in transferring technologies and knowledge, and institutions in transferring technologies and knowledge, and in skills development, within local communities of practice in skills development, within local communities of practice (KEs - £0.5M per year for 5 years)(KEs - £0.5M per year for 5 years)

CHAPTER 3 - HIGHER EDUCATIONCHAPTER 3 - HIGHER EDUCATIONAND BUSINESSAND BUSINESS

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We are currently very active in aspects of knowledge We are currently very active in aspects of knowledge transfer. Could we/should we be Knowledge Exchange?transfer. Could we/should we be Knowledge Exchange?

If yes, can we do it on our own, or what is the If yes, can we do it on our own, or what is the appropriate partnership(s)?appropriate partnership(s)?

Same question of positioning as in context of research - Same question of positioning as in context of research - should we be seeking a consortium package for should we be seeking a consortium package for research, 3research, 3rd rd mission (and teaching)?mission (and teaching)?

IMPLICATIONS FOR 3RD MISSIONIMPLICATIONS FOR 3RD MISSION

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Teaching FundsTeaching Funds Post code premium 5% Post code premium 5% 20% Bradford could receive £2m/pa 20% Bradford could receive £2m/pa Foundation degree growth Foundation degree growth [£8.5m over 3 years] Top up fees and bursariesTop up fees and bursaries

Staffing Staffing - - proportion of extra £167 million to Bradfordproportion of extra £167 million to Bradford

- all ‘something for something’ [Bradford share could be £1.2m]- all ‘something for something’ [Bradford share could be £1.2m]

Estates & InfrastructureEstates & Infrastructure - - proportion of extra capital for proportion of extra capital for research, teaching & learning [most previously announced] research, teaching & learning [most previously announced]

e.g Bradford SRIF £4.3me.g Bradford SRIF £4.3m In order to access these funds - more regulation/controlIn order to access these funds - more regulation/control

RESOURCES: STRATEGIC FUNDING ISSUES for BRADFORDRESOURCES: STRATEGIC FUNDING ISSUES for BRADFORD

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1990 - 23% 18-30 year olds in Higher Education1990 - 23% 18-30 year olds in Higher Education 2002 - 43% 18-30 year olds in Higher Education 2002 - 43% 18-30 year olds in Higher Education 2010 - target remains 50% 18-30 year olds in HE2010 - target remains 50% 18-30 year olds in HE Growth through Foundation DegreesGrowth through Foundation Degrees No compulsory bridge to bachelor’s degreeNo compulsory bridge to bachelor’s degree Successful Bradford Bid for Additional Student NumbersSuccessful Bradford Bid for Additional Student Numbers

372 FTEs in Foundation Degrees by 2006 [£1.78m per annum]372 FTEs in Foundation Degrees by 2006 [£1.78m per annum] 80 existing FTEs in Foundation Degrees 80 existing FTEs in Foundation Degrees

Future Growth by invitation and co-operationFuture Growth by invitation and co-operation

RESOURCES: RESOURCES: STUDENT GROWTH AND FOUNDATION DEGREESSTUDENT GROWTH AND FOUNDATION DEGREES

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Currently DfES standard fees for f/t u/g are £1100/paCurrently DfES standard fees for f/t u/g are £1100/pa 2006 2006 freedom to charge u/g fees from £0 to £3,000/pa freedom to charge u/g fees from £0 to £3,000/pa Bradford 5,500 ugs @ £3k = additional Bradford 5,500 ugs @ £3k = additional £10.45m£10.45m p/a p/a If third pay £3k, remainder £2.1k = additional If third pay £3k, remainder £2.1k = additional £7.12m£7.12m p/a p/a Fd’s students = additional £400k p/a [plus ASN £1.7m p/a]Fd’s students = additional £400k p/a [plus ASN £1.7m p/a] Some Issues to ConsiderSome Issues to Consider

perceptions VfM versus second rate if fees less than £3,000perceptions VfM versus second rate if fees less than £3,000 wither widening participation - ? bursarieswither widening participation - ? bursaries critical issue of course offeringscritical issue of course offerings expectations of students paying £3,000expectations of students paying £3,000 cascade effect on other fees and recruitmentcascade effect on other fees and recruitment

RESOURCES: RESOURCES: STUDENT FEES AND INCOMESTUDENT FEES AND INCOME

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lack of money set aside for Bett recommendations lack of money set aside for Bett recommendations £170m previously announced in Rewarding and Developing Staff £170m previously announced in Rewarding and Developing Staff

in HE initiative now confirmed from 2003/4 baseline in HE initiative now confirmed from 2003/4 baseline additional £167 million for 04/05/06 - all ‘something for something’additional £167 million for 04/05/06 - all ‘something for something’ impact of institutional differentiation on staff recruitment/retentionimpact of institutional differentiation on staff recruitment/retention revised HR strategies to include:revised HR strategies to include:

salary differentiation [market supplements to recruit/retain]salary differentiation [market supplements to recruit/retain] use of ‘golden hellos’use of ‘golden hellos’ more pay differentiation- especially at the ‘top end’more pay differentiation- especially at the ‘top end’ rewarding good performance [teachers and researchers]rewarding good performance [teachers and researchers]

HUMAN RESOURCES: PAY and REWARDHUMAN RESOURCES: PAY and REWARD

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OTHER SIGNIFICANT HUMAN RESOURCE ISSUESOTHER SIGNIFICANT HUMAN RESOURCE ISSUES

Improvements in equal opportunities for staffImprovements in equal opportunities for staff Greater emphasis on teaching in promotion decisionsGreater emphasis on teaching in promotion decisions Reduction in use of fixed-term contractsReduction in use of fixed-term contracts Schemes for:Schemes for:

National Teaching FellowshipsNational Teaching FellowshipsPromising Researcher Fellowships Promising Researcher Fellowships Improving Professional Standards and establishment of: Improving Professional Standards and establishment of:

an an Academy for Advancement of Learning in HEAcademy for Advancement of Learning in HE

a a Leadership FoundationLeadership Foundation

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SPENDING REVIEW FOR ENGLAND SUMMARYSPENDING REVIEW FOR ENGLAND SUMMARY

02-03 03-04 04-05 05-06 % growth

Research 1,910 2,144 2,318 2,633 38

KnowledgeTransfer

62 82 101 114 84

Teaching andLearning

3,943 4,230 4,604 4,963 26

Management 15 23 32 34 127

StudentSupport/other

1,681 1,853 2,034 2,208 31

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FLOW OF MEETINGS FOR INITIAL DISCUSSIONFLOW OF MEETINGS FOR INITIAL DISCUSSION

MEETING DATE

Council Briefing 25th February 2003

Senior Management Group 13th March 2003

Planning and Resources Committee 21st March 2003

Planning and Budgeting Sub-Committee 27th March 2003

Senate 2nd April 2003

Senior Management Group 10th April 2003