1 The White Paper The Future of Higher Education

2 THE WHITE PAPER THE FUTURE OF HIGHER EDUCATION Council Briefing, 25th February 2003 Purpose To review and discuss the White Paper as a step towards development of a University Strategy in response to the proposals

3  General OverviewCMT  Learning and TeachingJL  Research, Innovation and 3rd MissionMP (CMT)  Resource AspectsGA/NEP SHORT PRESENTATIONS

4  Difficult issue for the Government  Acknowledgement of under funding  Potentially divisive  Russell Group the main winners  Diversity and distinct missions - teaching, research and knowledge transfer  Encouragement for collaboration  Helpful in terms of the merger - diversity, FE/HE interface, fair access, social cohesion, skills... GENERAL OVERVIEW - 1

5  Graduate contribution scheme - free at point of delivery  Support for students from low income families  More into HE - Foundation Degree expansion  Centres of Excellence in Teaching  Teaching Quality Academy  Fair access - ‘Access Regulator’  Premium funding increase GENERAL OVERVIEW - 2 (Learning and Teaching)

6  Expenditure to increase substantially  Research to be concentrated, sustainable and better managed  Encouragement of consortia and best research institutions  New grade 6* for Research Assessment  Support for emerging research  Arts and Humanities Research Council GENERAL OVERVIEW - 3a (Research/Third Mission)

7  Permanent stream of HEIF funding  Local and Regional dimension  Knowledge Exchanges to promote ‘technology transfer’  Promotion of partnership with RDAs and others  Promotion of Foundation Degrees  Lambert Review GENERAL OVERVIEW - 3b (Research/Third Mission)

8  Cash increase of £2322 million (31%) over four years to 2005/2006( a real terms increase of over 6% pa)  Substantive portions of funding previously announced  Differential top up fees - by both course and institution  Independence through Endowments GENERAL OVERVIEW - 4 (Funding)

9  Growth will target work focussed Foundation Degrees flexibly designed and delivered in partnership with FE (2002/2003)  Grants (up to £1,000 pa) to support students from low income families (2004)  Raise threshold for graduates to repay fee contribution (up to £3,000 pa in 2006) from £10k to £15k (2005)  Support HEI’s role in community leadership including their cultural and social contribution  Encourage links with Business and Sector Skills Councils  Raise the profile of the student voice (Cooke Report et al) LEARNING AND TEACHING: (WHITE PAPER IS HELPFUL IN TERMS OF MERGER)

10  Centre of Excellence in Teaching (by subject) x 70 with 2.5 million over five years, plus Capital Funding available  Foundation Degrees Forward, to offer validation services and act as a National Centre of Expertise  Premium Funding to support ‘fair access’ from 5% to 20%?  Teaching Quality Academy, new standards/accreditation arrangements for staff and their CPD  Streamline Funding/QA for mixed economy providers SPECIFIC ISSUES REGARDING TEACHING AND LEARNING

11 Research needs to be:  More concentrated and better managed  Sustainable - not cross-subsidised from teaching, and recovering full economic cost  Able to demonstrate critical mass  Carried out more collaborative CHAPTER 2 - RESEARCH EXCELLENCE

12  Bradford is a ‘less research-intensive institution, with pockets of research excellence (5/5*) in some department’  The key to protecting these areas and potentially growing some others is SUSTAINABILITY and/or COLLABORATION  SUSTAINABILITY in research is DEFINED as a) not requiring cross-subsidy from publicly funded teaching and b) recovering FEC of research IMPLICATIONS FOR RESEARCH

13  If particular current research activities are not SUSTAINABLE in these terms, or the sustainable levels do not provide sufficient CRITICAL MASS, then COLLABORATION (internally or externally) will be necessary  We need to decide whether external COLLABORATION is an institutional initiative (and, if so, with whom) or a series of ad hoc arrangements  Potential to bid for pump-priming funding for collaboration?  The Graduate School is essential to support research training, but its future might be linked to this wider collaborative framework IMPLICATIONS FOR RESEARCH

14 SUSTAINABILITY? Transparency Review Outcome 2001/2002

15  ‘Institutions should increasingly be embedded in their regional economies, and closely linked with the emerging agendas of RDAs’  Create a network of 20 KNOWLEDGE EXCHANGES to promote the critical role of less research-intensive institutions in transferring technologies and knowledge, and in skills development, within local communities of practice (KEs - £0.5M per year for 5 years) CHAPTER 3 - HIGHER EDUCATION AND BUSINESS

16  We are currently very active in aspects of knowledge transfer. Could we/should we be Knowledge Exchange?  If yes, can we do it on our own, or what is the appropriate partnership(s)?  Same question of positioning as in context of research - should we be seeking a consortium package for research, 3 rd mission (and teaching)? IMPLICATIONS FOR 3RD MISSION

17  Teaching Funds  Post code premium 5%  20% Bradford could receive £2m/pa  Foundation degree growth  Foundation degree growth [£8.5m over 3 years]  Top up fees and bursaries  Staffing - proportion 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 & Infrastructure - proportion of extra capital for research, teaching & learning [most previously announced] e.g Bradford SRIF £4.3m  In order to access these funds - more regulation/control RESOURCES: STRATEGIC FUNDING ISSUES for BRADFORD

18  % year olds in Higher Education  % year olds in Higher Education  target remains 50% year olds in HE  Growth through Foundation Degrees  No compulsory bridge to bachelor’s degree  Successful Bradford Bid for Additional Student Numbers  372 FTEs in Foundation Degrees by 2006 [£1.78m per annum]  80 existing FTEs in Foundation Degrees Future Growth by invitation and co-operation RESOURCES: STUDENT GROWTH AND FOUNDATION DEGREES

19  Currently DfES standard fees for f/t u/g are £1100/pa  2006  freedom to charge u/g fees from £0 to £3,000/pa  Bradford 5,500 £3k = additional £10.45m p/a  If third pay £3k, remainder £2.1k = additional £7.12m p/a  Fd’s students = additional £400k p/a [plus ASN £1.7m p/a]  Some Issues to Consider  perceptions VfM versus second rate if fees less than £3,000  wither widening participation - ? bursaries  critical issue of course offerings  expectations of students paying £3,000  cascade effect on other fees and recruitment RESOURCES: STUDENT FEES AND INCOME

20  lack of money set aside for Bett recommendations  £170m previously announced in Rewarding and Developing Staff in HE initiative now confirmed from 2003/4 baseline  additional £167 million for 04/05/06 - all ‘something for something’  impact of institutional differentiation on staff recruitment/retention  revised HR strategies to include:  salary differentiation [market supplements to recruit/retain]  use of ‘golden hellos’  more pay differentiation- especially at the ‘top end’  rewarding good performance [teachers and researchers] HUMAN RESOURCES: PAY and REWARD

21 OTHER SIGNIFICANT HUMAN RESOURCE ISSUES  Improvements in equal opportunities for staff  Greater emphasis on teaching in promotion decisions  Reduction in use of fixed-term contracts  Schemes for:  National Teaching Fellowships  Promising Researcher Fellowships  Improving Professional Standards and establishment of: an Academy for Advancement of Learning in HE a Leadership Foundation a Leadership Foundation

22 SPENDING REVIEW FOR ENGLAND SUMMARY

23 FLOW OF MEETINGS FOR INITIAL DISCUSSION