Higher Education and Research Bill

Baroness Wolf of Dulwich Excerpts

Report: 1st sitting: House of Lords
Monday 6th March 2017 Lords Chamber

I particularly think that there is an opportunity to create an online community of all those who have been through British education. Someone who has been, say, to do engineering in Newcastle could derive support from being part of a community of everybody who has been to a British university, particularly everyone who has studied engineering at a British university, and have many more contacts and much more ability to derive strength from that association within the countries they have gone back to than if they are just connected with other people who had done engineering at Newcastle. We could really boost the value of a British university education by connecting people in that way and boost the value of those people to us. Again—particularly coming back to remarks which the noble Baroness, Lady Brown of Cambridge, made in Committee—it is clear that universities are not ready to collaborate in this voluntarily, so I would like to know that the Government have the power to push them in this direction and that if this is something that, after due consideration, we decide to do, we have in this Bill or elsewhere the power to make it happen.

[Baroness Wolf of Dulwich (CB)]

I support the amendment tabled by the noble and learned Lord, Lord Mackay, and I thank him for his interest in the amendment that the noble Viscount, Lord Ridley, and I tabled in Committee. I will return to that theme—although, he will be glad to know, not in the context of a new committee—in an amendment that I tabled for later in the proceedings.

I agree with the noble and learned Lord that it is important that this new regulator looks beyond the day-to-day and has some vision of how higher education in this country should be developing. I have recently been rereading Lord Robbins, and it does indeed feel like another world. The point that I want to underline, which is inherent in the amendment tabled by the noble and learned Lord, is that unless somebody in government—and who else but the OfS?—is looking at emerging needs and taking appropriate steps, many important things simply will not happen. As my noble friend Lady O’Neill pointed out a little while ago, the reality is that, with just the money that you can get for an individual student, you cannot create a visionary new university or create thriving STEM faculties. They need money, they need planning and they need government support.

One of the things that we now know more about than we did even a couple of weeks ago is the nature of the new providers coming into the market. As one would expect, they are, overwhelmingly, small providers of business education. Some of them are doing very interesting and exciting things, but this underlines that we cannot, in the current context of funding and loans, simply rely on making it easier for new providers to come in and on promoting competition to meet the needs of this country and create the sort of visionary institutions and well-endowed STEM faculties that we need for the future of the country.

Like many other noble Lords, I want to take this opportunity to thank the Minister for the amount of listening he has done so far, but it would be very helpful if he could do a little more listening and just make it clear to this new and powerful body that it also has a role and a responsibility for looking towards the future.

[Viscount Ridley (Con)]

My Lords, I will not detain the House for long, because a lot has been said by the noble Baroness, Lady Wolf, and my noble and learned friend Lord Mackay about Amendment 5, but will briefly express my support for this position. One of the prime purposes of the Bill is to open up the higher education sector to new entrants and to the fresh breath of air that they could possibly bring. We have heard, since the Bill started, not just of the many small providers, as mentioned by the noble Baroness, Lady Wolf, but also of Sir James Dyson’s expansion of his university. That is magnificent, but even he has admitted that it is very hard to start up a new university. How much harder would it be for those with fewer resources? There are huge barriers to entry in this field.

In Committee, the noble Baroness, Lady Wolf, and I argued for a new committee to encourage new entrants to come forward. Even at the time, I expressed some reservations about adding to the number of committees in the world, and I am delighted that my noble and learned friend Lord Mackay has come up with the simpler idea that this function should be added to the functions of the Office for Students. For a Bill designed to encourage new entrants in the university sector, there is surprisingly little in the Bill that actually addressed the encouragement of new entrants, and this is a modest and welcome suggestion.

--- Later in debate ---

[Baroness Wolf of Dulwich]

My Lords, I, too, support the amendment. I agree with my noble friend Lord Kerslake that to use the TEF in its current state as a mechanism for deciding what fees an institution can charge is premature and quite wrong. I agree with him also that, given that the Government wish to put students at the centre of things, it is extraordinary how little we are listening to them. At the moment, not a single representative body led by students has backed the proposal to link the TEF judgments to the level of fees. Twenty-six students unions, including a number in the best-known universities—in fact, largely in the better-known universities—are boycotting the national student satisfaction survey this year because they are so concerned that the metrics that the Government propose to use are inappropriate.

It is worth remembering that the Conservative manifesto undertook to recognise universities offering the highest teaching quality. I do not think that a single person in this Chamber does not believe that teaching quality and giving information to students about it are extraordinarily important. I want to quote my own institution. A joint statement from the college and its students union said:

“The university and the Students’ Union … agree that the Teaching Excellence Framework … metrics currently under discussion are not, in their current form, appropriate measures for improving educational quality”.


The president of our students union feels strongly that, while students have never disagreed with this principle, they dispute the employment of the teaching excellence framework in its current form to achieve the goal of improving teaching quality in higher education. These are serious young people and they have thought about what they are doing. They feel that linking fees to the TEF is not appropriate.

Many people will know that Universities UK feels that the Government have great concessions and that this is basically fine. It is worth remembering that this was an action on the part of its executive. It is also important to remember that in the current environment vice-chancellors are above all interested in behaving in such a way that they maximise their fee intake. I remind people who have not already heard it of Goodhart’s law, which basically says that any instrument, measure or metric used for making decisions or allocating funds which are of high importance automatically becomes unreliable. It is a law for which nobody has yet found a counter example; it is my daily teaching bread and it is true not just in education but in hospitals, social care and everywhere else. If we want to give people really good information on the teaching quality in their institutions, tying it to whether that institution can raise its fee is not a good way to improve the quality of the measurements.

I want to cite three groups of academics who are quite separately trying hard to get through to us, the Council for the Defence of British Universities, the Campaign for the Public University and the Convention for Higher Education, all of which feel, as do students, that in their current state the TEF metrics are not up to the job of determining fee levels and that, until we are sure that we have valid and reliable measures, we should not do this.

[Lord Lipsey]

My Lords, hearing the words “TEF metrics” made me come to my feet, because a consistent theme to run through our debates on the Bill has been the developing understanding that the metrics are wholly inadequate and, in particular, that the national student survey is not the basis for any judgments on teaching quality.

I am glad that the Government have moved as far as they have on the NSS and the metrics—now we are getting a thorough review; the metrics related to the NSS are being officially described as the least important of the metrics before us; for smaller institutions more scope is being given; and so on. That is all good news, but what seems knocking on bizarre is to plough on with bringing in this link between fees and the TEF before we have got the TEF right. It would be logical to get the TEF right first, see whether the metrics can be made to work and get them all in some sort of order, and then, when you have done that, you can seriously consider whether to have a link with fees. But when the TEF is such a self-evident mess, why put all your money on having the fees link, which will make people even angrier at the effects of the TEF? Why not show a little patience? The Government believe in linking the TEF and fees; others in this House do not. The Government would give themselves the best chance of proving themselves right and the sceptics wrong if they gave time for the TEF to settle down before they brought in the fees link.