Higher Education and Research Bill

Lord Sutherland of Houndwood Excerpts

2nd reading (Hansard): House of Lords
Tuesday 6th December 2016 Lords Chamber

[Lord Sutherland of Houndwood (CB)]

My Lords, a number of years ago—probably three decades ago—I found myself in Ohio at 8 am on a cold January morning with two feet of snow, yet the class were all there to hear my first lecture as a visiting lecturer. At the end of the lecture, a large Texan student—and he was very large—stood in front of me, produced a digit that was the size of a small pumpkin, pushed me in the chest and said, “This better be good. My old man’s paying four thousand bucks a year for this”. I have to say I think my lectures were better than his essays, but that is a different matter. The point is that that seems to characterise what could be the worst version of this Bill. As it happens, it was not that his father could pay $4,000 a year that got him a good education; it was the dedication of teams of teachers in American colleges who sent students to the best graduate schools.

I take the hint from the noble Lord, Lord Storey: the Bill encourages the hope that we will all soon have a gold postbox outside our premises that will indicate how well our university did in the international rankings. However, the Bill has a pair of tensions within it. I shall focus on teaching rather than on research, which others who are rather more competent will focus on. Both sets of tensions match up with the Minister’s introduction. One of them, which came out in that introduction, is the tension between saying, “Gosh, we’re a great organisation. British universities really are top of the tree”—actually, it is staggering how good they are in most international rankings—and, on the other hand, saying, “However, the following flaws in the system require quite desperate changes and we will effect X, Y and Z”. Parenthetically, I would add that I am not against private institutions; there is room for independence and what it can bring to the university system.

The other set of tensions, however, are more important, and they relate to practical problems that the Bill will generate. I hope the Minister can give answers to these questions, if not today then certainly in Committee. The Bill has already been through several hours of debate in the House of Commons, but the questions relate to the following. The focus of the Bill, and half its activity, is on teaching quality and standards of teaching. That is absolutely right, but the Bill is notoriously short of practical advice on how to assess teaching quality. There are various marks of teaching quality, and if you have been in the business a long time you will recognise them. You will also recognise them if you are a student who is getting a bad deal. However, the Bill assumes that a metric can be devised that can be applied across the system and answer all these questions. I find that difficult to believe. What criteria will be used to assess teaching quality? We need specific answers. Who will be the people making the judgment? How will they be selected?

A few years ago, I had the very interesting experience of helping to set up Ofsted. In doing so, the most difficult problem that we faced, and it is still there, was how to evaluate teaching quality. It is one of the most difficult problems there are in evaluating what is going on in schools. Schools have a head start on this; because of the good offices of Ministers who nursed these things in this House, schools now have a national curriculum, a national examination system and national assessment through inspection. None of these is present for universities, nor are they easily foreseeable in future, yet they are at the heart of sorting out where there is quality and where there is no quality. We do not have them as a platform for higher education, and we need answers to the question, “What will the alternative platform be?”.

When I was preparing these short remarks, one of my daughters—not a teenager, she is older than that; she is a mature lady who is professionally a structural engineer, so you are not simply getting stuff that a 16 year-old has got from the television—asked what I was doing, so I told her. She went and read through what is on the DfE website about this. I said, “Well, what do you think?”, and she said, “It looks to me like a power grab”. I fear, my friends, that that may be the reality.