Higher Education (Freedom of Speech) Bill

Debate between John Hayes and Matt Western

Consideration of Lords amendments
Tuesday 7th February 2023 Commons Chamber

[Matt Western]

I thank the right hon. Member for his comments, and for the style and energy that he brings to such interventions. The cases the right hon. Gentleman has been talking about are exceptions. Indeed, Office for Students statistics show how few cases there have been. I was making a point about the amount of parliamentary time that has been devoted to this over two years when there are much larger issues at play on our campuses.

[Sir John Hayes (South Holland and The Deepings) (Con)]

The hon. Gentleman says these are marginal considerations. I do not know whether on the visits he has described—which sound picturesque, as well as being, no doubt, informative—he ever meets members of the University and College Union, because its survey on this matter found that 35% of academics self-censor for fear of the consequences of saying what they really believe.

[Matt Western]

I talk to members of all university communities of course, as the right hon. Member would expect: I talk to the senior leadership teams, UCU members, Unison members, those who are non-affiliated, and also students. I listen to all points of view across the piece. I am sure that occasionally the right hon. Member did not say what he would have liked to have said in a Cabinet meeting when in power, but that is the nature of how society works and there should be no difference between what happens on campuses and in wider society.

Anyone would think that the Minister’s colleagues have come to the fair conclusion that the Bill is more about political posturing than delivering on students’ priorities. Let me be clear for the record: this Higher Education (Freedom of Speech) Bill and its passage through both Houses is a product of a Government who are out of touch, out of ideas and out of steam. It has been a masterclass in how not to pass legislation.

Higher Education (Freedom of Speech) Bill

Debate between John Hayes and Matt Western

Report stage
Monday 13th June 2022 Commons Chamber

[Matt Western]

My hon. Friend is absolutely right. We need more process, more transparency and an honest approach if we are to clean up our politics. I absolutely believe that that is what I would want any organisation to have. We must move away from what appears to be an increasingly transactional approach to these appointments.

In return for his being appointed, Lord Wharton’s company GBMW Ltd made what is now referred to as a golden thank you for being handed the job by the Prime Minister: a donation to the Conservative party of £8,000. That is small change for him, given that he gets paid £60,000 for just two days’ work per week.

Last month, we discovered that Lord Wharton had chosen to speak at the Conservative Political Action Conference in Hungary. It was a sell-out. In his speech, he endorsed Viktor Orbán’s far-right, autocratic regime—the regime that had forced George Soros’s Central European University to leave Budapest in 2019. So much for our champions of academic freedom! He also shared a platform with Zsolt Bayer, a television talk show host in Hungary who has been widely denounced for his aggressive racism; his grotesque comments do not bear repeating in this place.

Despite widespread condemnation from student groups here such as the Union for Jewish Students, and cross-party calls for the Government to take action against the chair, it is telling that Ministers have so far refused to do so. That is important, because independence, propriety and accountability in public life absolutely matter. That is the point of new clause 4.

It seems that the politicisation of the Office for Students has not stopped there. Three months ago, the Secretary of State appointed Rachel Houchen, the wife of the Tory Tees Valley Mayor Ben Houchen, as a non-executive director on the board of the Office for Students, despite her having no direct experience in the higher education sector.

In that context, the comments made in Committee by one of the Government’s own witnesses, Professor Nigel Biggar, especially alarmed the Opposition. He agreed that

“the Government…given the legislation…wants a director who has a certain partiality of that kind.”—[Official Report, Higher Education (Freedom of Speech) Public Bill Committee, 7 September 2021; c. 22, Q40.]

Even the Government’s own witnesses fear that the appointment will not be impartial: Dr Arif Ahmed and others made the point that the person “has to be impartial”.

In Committee, the Minister responded to a series of Opposition amendments by stating:

“There is no need to set up the bureaucracy of a non-statutory advisory body, as suggested by the amendment. The OfS is independent of the Government, so to do so would simply duplicate its role as set out in the statute.”––[Official Report, Higher Education (Freedom of Speech) Public Bill Committee, 22 September 2021; c. 343.]

Well, clearly not. If the appointments to the OfS are meant to reassure us that the director will be impartial, they have lost all credibility. I dare say that the Minister will repeat the same line today, as she has done—blind to any suggestion of improvement, not least because this morning her Department advertised for the position even though the Bill has not even had its Third Reading.

[Sir John Hayes (South Holland and The Deepings) (Con)]

The hon. Gentleman is right that we had a useful, productive and positive exchange in Committee. I just want to correct the record for him because, knowing him well, I know that he would never mislead the House except inadvertently. Dr Ahmed—Professor Ahmed, I should say—is an enthusiastic supporter of this legislation and an enthusiastic supporter of the idea of having someone to oversee it. What he emphasised in his evidence and subsequently is that there should be impartiality in the exercise of that person’s work. This was not, as the hon. Gentleman suggests it is, about Dr Ahmed in any way questioning either the custom or practice associated with this legislation.

[Matt Western]

The right hon. Member was very involved in the Committee, and I thought that his contributions were robust and helped the debate along. I do not mean to misrepresent what Professor Arif Ahmed may have said, and he did say that this should be impartial. However, it was clear from what was said by Professor Biggar that that will not be possible if the Government want to do what they have set out to do. This is the point that I was trying to make, and if I did not make it clearly I apologise, but I have certainly tried to put it back on the record now.

Higher Education (Freedom of Speech) Bill (Twelfth sitting)

Debate between John Hayes and Matt Western

Wednesday 22nd September 2021 Public Bill Committees

[Matt Western]

I do not have any points to make on this clause.

Question put and agreed to.

Clause 9 accordingly ordered to stand part of the Bill.

Schedule

Minor and consequential amendments

Amendments made: 17, in schedule, page 13, line 25, leave out from “subsection (1),” to end of line and insert—

“for ‘a provider’ substitute ‘a registered higher education provider, or a students’ union,’”.

This amendment is consequential on Amendment 18.

Amendment 18, in schedule, page 13, line 27, leave out “provider,” and insert—

“registered higher education provider or of a constituent institution of such a provider,”.

This enables costs recovery from constituent institutions in connection with the complaints scheme.

Amendment 19, in schedule, page 14, line 6, after “provider” insert “, constituent institution”.

This amendment is consequential on Amendment 18.

Amendment 20, in schedule, page 14, line 43, at end insert—

“(aa) after the definition of ‘a fee limit condition’ insert—

‘“constituent institution”, in relation to a registered higher education provider, has the same meaning as in Part A1 (see section A3A(4));’;”.

This defines “constituent institution” for the purposes of Part 1 of the Higher Education and Research Act 2017.

Amendment 21, in schedule, page 15, line 46, leave out sub-paragraphs (2) to (4) and insert—

“(2) In paragraph 1, for the words from ‘in relation’ to the end substitute ‘where under section 73 the OfS imposes a requirement to pay costs on—

(a) the governing body of a registered higher education provider,

(b) the governing body of a constituent institution of a registered higher education provider, or

(c) a students’ union.’

(3) In paragraph 2—

(a) in sub-paragraph (1)— in sub-paragraphs (3) and (5), after ‘governing body’ insert ‘or students’ union’.

(i) after ‘governing body’ insert ‘or students’ union’;

(ii) for ‘73(1)’ substitute ‘73’;

(4) In paragraph 3(1) for ‘of a provider’ substitute ‘or students’ union’.”.

This amendment is consequential on Amendment 18.

Amendment 22, in schedule, page 16, line 15, at end insert—

“(1A) In subsection (1)—

(a) in paragraph (b), omit the final ‘or’;

(b) after paragraph (b) insert—

‘(ba) a constituent college, school or hall or other institution in England or Wales of an institution within paragraph (b), or’.”.

This amendment aligns section 31(1)(b) of the Counter-Terrorism and Security Act 2015 with the concepts used in the Higher Education and Research Act 2017, in order to facilitate the Minister’s other amendments to Part 2 of the Schedule.

Amendment 23, in schedule, page 17, line 4, leave out from “provider” to end of line 7 and insert—

“or a constituent institution of such a provider has the meaning given by section 85(6) of the Higher Education and Research Act 2017;”.

This amendment and the Minister’s remaining amendments to Part 2 of the Schedule clarify how section 31 of the Counter-Terrorism and Security Act 2015 applies in relation to constituent institutions of registered higher education providers.

Amendment 24, in schedule, page 17, line 13, at end insert—

“‘constituent institution’, in relation to a registered higher education provider, has the same meaning as in Part A1 of the Higher Education and Research Act 2017 (see section A3A(4) of that Act);”.

See the explanatory statement to Amendment 23.

Amendment 25, in schedule, page 17, line 22, leave out from “provider” to end of line 24 and insert—

“(aa) a constituent institution of such a provider, and”.

See the explanatory statement to Amendment 23.

Amendment 26, in schedule, page 17, line 28, at end insert—

“(e) after the definition of ‘qualifying institution’ (inserted by paragraph (d)) insert—

‘“registered higher education provider” has the meaning given by section 3(10)(a) of the Higher Education and Research Act 2017.’”.—(Michelle Donelan.)

See the explanatory statement to Amendment 23.

[Sir John Hayes (South Holland and The Deepings) (Con)]

I beg to move amendment 70, in schedule, page 17, line 36, at end insert—

“14A After section 32, insert—

‘32A  Section 26(1) duty: exception for higher education providers

For the purposes of section 26(1) of this Act, the obligation to have due regard to the need to prevent people from being drawn into terrorism shall not apply to any decision made by a registered higher education provider that directly concerns:

(a) the content or delivery of the curriculum;

(b) the provision of library or other teaching resources; or

(c) research carried out by academic staff.’”.

We have had a useful debate on the principles of the Bill. A difference between us has emerged during that debate, which is essentially the difference between those of us who think the Bill is essential, because we think there is a prevailing problem that we need to address—that was reflected to some degree in the evidence we received from Professor Biggar, Dr Ahmed, Professor Kaufmann, Professor Goodwin and so on—and those who take the opposite view, that there is not a problem and, if there is, it can be dealt with by existing means.

My anxiety in all of these matters is to bring clarity to the Government’s intentions. I have made that point throughout. We have been reassured by the Minister a number of times that she is listening to the Committee and will go back and reflect further on the points that have been raised. We have also heard that much will be made clearer in guidance. That is not uncommon in this place. Over many years, as a shadow Minister and Minister, I have encountered many occasions where the implementation of a Bill, particularly when breaking new ground, has required that guidance be issued. It is right and important—if I were the Opposition, I would be making this point—that that guidance is made available at a time that allows it to be scrutinised. I understand that argument, and it is a perfectly reasonable one.

However, equally, from the point of view of good governance, it is important that the guidance—based on the discussions and consultations that will no doubt take place, as the Minister has assured us, between the sector and Government—is iterative and that it reflects those discussions and marks those consultations. I am not as concerned about that as some, because I assume a degree of good will in that respect.

My view about the Bill and the Committee is that, as was said by Members from across the House, our task is to improve the legislation during its passage. That is precisely what I have tried to do in the amendment. For me, it is about certainty and clarity and about establishing an environment where universities and others will be confident that the new regime is one that will deliver the outcomes we want, which is to facilitate and, indeed, to guarantee free speech on campuses across the country.

I am a supporter of the Bill, and the amendment, as hon. Members will see, is a helpful one. It is not designed to do anything other than to improve the legislation. I am also mindful that all Acts are rather different from the Bills they begin as. No Act of Parliament is quite like the Bill that is published; they all metamorphosise during their passage and improve as a result of that metamorphosis. So, the amendment, which is straight- forward, is designed to provide greater clarity, build the certainty I have described and also mark the progress of the Bill. Once the Bill becomes an Act we need to measure its effect. I have argued throughout the Committee for greater clarity, for greater certainty and for more information to be provided.

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[Sir John Hayes]

I spend a good deal of my time contemplating what I think now, and I occasionally contemplate what I thought once. However, the longer one has lived, the harder that becomes. I could not say with absolute conviction that I recall the considerations I made in years gone by. It is complicated, in my case, by the fact that I have held a lot of different ministerial offices, and dealt with a lot of legislation over a lot of years. I said to the Labour spokesman that I have sat many times where he sits today, and, while it is tough being a Minister, it is pretty tough being a shadow Minister too.

I hope I have made it clear that my intention is positive; good Committees are about responsible progress being made—to that end I do not want to delay the Committee any further. This is a probing amendment to clarify, and make straightforward, the relationship between these legislative imperatives, so that the universities know precisely what is to be done. Finally, I send this signal out again: the Prevent duty is not about curbing free speech, it is about identifying potential terrorists. It is no more or less than that. It should not be under-interpreted, because we need to find those people before they do harm. However, it should not be over-interpreted as a backdoor means of closing down free and open debate.

[Matt Western]

I thank the right hon. Member for South Holland and The Deepings for the clarification in the points he has put forward. I found reading what he was proposing a bit troubling, but I understand much more, having now listened to him and to the responses that have been made by colleagues. The right hon. Gentleman had already alluded to the fact that, under Prevent duties, specified authorities are required to have a due regard to the need to prevent individuals being drawn into terrorism. This applies to higher education institutions, local authority schools and further education institutions, as well as the health sector, prisons, probation and police services. I may have got this wrong, but my understanding was that there was a provision prior to the coalition Government’s introduction of the Prevent duty, and it was an enhancement of this that came in through the office of the right hon. Gentleman.

[Sir John Hayes]

The difference was the statutory basis of what we did. I think there was a provision prior. Prevent is a longstanding part of the Contest strategy, which is the means by which counter-terrorism efforts are delivered. We specified in statute a new duty—that is the difference.

[Matt Western]

I thank the right hon. Gentleman for the clarification. As he has said, in essence this was a policy introduced by the coalition Conservative Government. I am interested to hear what the Minister’s view is in response to this amendment.

I have read that, in the view of Corey Stoughton, director of advocacy at the human rights organisation Liberty, the tactics of the strategy for monitoring campus activism has had a

“‘chilling effect’ on black and Muslim students, provoking self censorship for fear of being labelled extremist.”

We have to be very careful here, because blanket exemption is just as bad as blanket application. I have looked through the responsibilities of universities, which already have done very well to balance freedom of speech with the Prevent duty. My hon. Friend the Member for Brighton, Kemptown and I have discussed how the Nottingham Two incident—the right hon. Gentleman may be familiar with it—played out, and how such situations can be avoided. There must be an obvious method of ensuring that academics can research these subjects, whether it be the cultural impact of drugs or the impact of certain political movements, without the police knocking on the door. I would have thought that an obvious way of avoiding problems and difficult situations on campus would be to introduce processes to allow academics to make their governing bodies and departments aware of their work.

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[Matt Western]

Further to that point of order, Mrs Cummins. I will just add my thanks to you and to Sir Christopher Chope for your sterling work as Chairs of this Committee.

I also express thanks to both the Clerks for their great assistance in assembling the amendments; it was the first time I had to do that, so I greatly appreciated the support and direction that they gave me. I thank the Whips for putting all the work of the Committee together, and I thank all members of the Committee for the spirit of engagement that we have had.

[Sir John Hayes]

Further to that point of order, Mrs Cummins. The right hon. Member for Hayes and Harlington proposed me earlier as the spokesman of the ordinary members of this Committee, or something like that, so I thank the Minister and the shadow Minister for the way that they have performed in this Committee. It is always a challenge for both Ministers and shadow Ministers to maintain the attention of those of us who do not hold those great offices, but they have done so with style and aplomb.

Bill, as amended, to be reported.

Higher Education (Freedom of Speech) Bill (Eleventh sitting)

Debate between John Hayes and Matt Western

Wednesday 22nd September 2021 Public Bill Committees

[Matt Western]

I was not aware of that, so there is a gap in my knowledge, but I think that is exactly the right sort of approach. We need this appointment to have credibility.

[Sir John Hayes]

I am not going to continue the debate about the United States, although there are some virtues in its system—appointments to the Supreme Court spring to mind. To bring matters back to hand, Dr Ahmed, whom the hon. Gentleman has quoted, was very clear. He said:

“There is no evidence that I am aware of that there would be any problems with the appointments process.”––[Official Report, Higher Education (Freedom of Speech) Public Bill Committee, 7 September 2021; c. 20, Q37.]

When it comes to credibility, he said that what matters is having someone who has “guts and principles.” That is what we need in this role—someone who can grasp the nettle. The prickly nettle is the absence of free speech, which is becoming increasingly common in our higher education system.

[Matt Western]

It sounds as though we may be being slightly selective in our quotes from Dr Ahmed, because I take something slightly different from what he said. I take on board the point that the right hon. Gentleman has made, but I reiterate that, as Dr Ahmed has said:

“There are always concerns with the regulator—that it has to be impartial”.––[Official Report, Higher Education (Freedom of Speech) Public Bill Committee, 7 September 2021; c. 20, Q36.]

That is where we have real concerns about the direction of travel with the OfS.

Higher Education (Freedom of Speech) Bill (Ninth sitting)

Debate between John Hayes and Matt Western

Monday 20th September 2021 Public Bill Committees

[Matt Western]

I will address those points in due course. It is the possibility of students going through different bodies that is quite alarming and that will cause even more complication and complexity.

To go back to the point I was making about the processes, the then Secretary of State for Education himself said during the Second Reading debate that although

“this legal route is an important backstop, we do not want all cases going to court where they could otherwise be resolved by other means.”—[Official Report, 12 July 2021; Vol. 699, c. 50.]

I think that is what we all want, but it is certainly not clear to any of us how that is going to work in practice, particularly given the several bodies that can advise and take cases from students. The Bill as it stands does not ensure that the legal route is a backstop. During the evidence sessions, we heard from Smita Jamdar of Shakespeare Martineau—the only lawyer—who was called on by the Opposition. She gave striking and clear evidence and advice. She said:

“Built into certain types of court proceedings—judicial review, for example—is the expectation that you will first exhaust all alternative remedies, and that would include any internal remedies available under the complaints process. However, that is not the case in statutory torts; you could bring a claim outside the processes”––[Official Report, Higher Education (Freedom of Speech) Public Bill Committee, 7 September 2021; c. 50, Q93.]

That must be a real concern: the simple fact that you can bypass all the processes and go straight to court. The clause should therefore be removed or at least amended to reflect the Government’s own views on how they wish the tort to operate.

My second point is on facing the prospect of “lawfare”. We have wider concerns that the Bill will create a culture of lawfare against universities. Clause 3 does not restrict the tort to those who personally feel that their speech has been restricted or those who have been directly affected. It therefore risks opening up vexatious claims against universities from those who seek to do them harm. As Dr David Renton and Professor Alison Scott-Baumann said in their written evidence, the Bill means that,

“any lecture, seminar or guest speech could lead to a lawsuit.”

They pointed out that the statutory tort element of the Bill will open the floodgates to civil litigation and forms of lawfare, most likely from well-funded American groups on the hard right, or perhaps groups such as the Chinese state Communist party.

[Sir John Hayes (South Holland and The Deepings) (Con)]

I find the hon. Gentleman’s argument—I am being polite—paradoxical, or perhaps even contradictory, if I am being slightly less polite. On one hand, he and other critics of the Bill say that there is not a problem and that the Bill is not necessary, because these matters are not as numerous or severe as some suggest, despite our witnesses claiming that there is a culture of fear and a climate of silence. If there is not a problem, where does he imagine this welter of complaints will spring from? If there is not a problem and universities are dealing with these matters satisfactorily internally and settling people’s concerns, it will be hard to imagine the effects he set out in his remarks.

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[Matt Western]

Costly and burdensome, is what we were told on Thursday.

Institutions and student unions would therefore become risk averse and avoid inviting speakers, for fear of financial repercussions if they are subsequently cancelled. As a result, there would be fewer speakers, fewer debates and, we believe—not just us, but the whole sector believes—an overall reduction in free speech.

Let me give some examples and come back to the point put to me by the right hon. Member for South Holland and The Deepings about what that might mean. I was reading about the former Home Secretary, the former right hon. Member for Hastings and Rye—I never had the opportunity to speak to her in the Chamber, although I spoke to her outside it, and I had time for her. She was due to speak at the UN Women Oxford UK society in March 2020, and I remember her response when she was barred from speaking, following a vote in the UN Women Oxford UK committee on her role in the Windrush scandal. The invitation was withdrawn an hour before she was due to speak. Those sorts of things have happened through the decades on campuses and across our universities. It was the society’s decision. Would I have done it? I would not have done that; I would have seen it through. I would much prefer to hear from someone and to put the point to them face to face. Sadly, that was the society’s decision.

What would happen with the tort in the Bill? What would Ms Rudd, the former right hon. Member, do? Would she take the society through some legal process, or threaten to do so, or would she just walk away? Rather than getting involved in some sort of complex legal process, which might have damaged her reputationally and made everyone look stupid, I imagine she would have walked away. Certainly, that is what I would have done. What happened, however, which I think is telling, is that the University of Oxford deregistered UN Women Oxford UK from its affiliated societies and asked it to apologise to Amber Rudd. The university concluded:

“We have determined that the cancellation of this event was not carried out in accordance with university procedures, codes of practice and policies, in particular that of the freedom of speech.”

I believe that was handled very well by the university and perhaps not so well by the society itself.

What damage was caused to Ms Rudd, other than in terms of her time and her train fare or whatever it was? Was her reputation damaged? I do not think that it was. In fact, even her daughter tweeted:

“Can not believe mum was ‘no-platformed’ at my old Uni yesterday. Mum doesn’t need the platform and travelled to talk for FREE”—

good for Ms Rudd, travelling to talk for free. It is a shame that the society did not allow her to speak on campus—though of course that was their prerogative.

Let me speak next to the case of the academic Selena Todd, who was dropped from the Oxford International Women’s Festival hosted by Exeter College for her views on transgender rights issues. That decision prompted the OfS to warn that there is a legal requirement on universities to take steps that are reasonably practicable. Again, I think it was a shame that she was dropped—these sorts of debates should be had—but it was the organisers’ decision. I believe, as I think do most of us, that there is good practice out there; we keep citing it. We heard about the work of Professor Jonathan Grant of King’s College London, who has created a collaborative, co-operative process between the students’ union and the university to ensure that all the steps are gone through before the invitation goes out, so that there is no subsequent problem and the person can be heard.

The third example that I want to raise—

[Sir John Hayes]

Before the hon. Gentleman gets into his third example, I would like to go back to his second example; otherwise, I shall lose count of his examples. The point about the former Home Secretary, Amber Rudd, is not the inconvenience to her. Of course, one regrets the fact that it might have wasted her time and cost her her train fare, but that really is not the point. The point is that her opinions, which, broadly speaking, we take to be mainstream, were, in effect, prohibited. That is not compatible with a university environment that is, one would hope, there to stimulate debate, discussion, challenge and argument. It is not compatible with a free and open society.

[Matt Western]

We have tabled amendments proposing how universities and student unions should find their way through that, and we will come to some of them later.

To finish, I want to raise the much-cited case of David Irving, who was uninvited from speaking to the Oxford union as long ago as 2001 because of pressure from academics and members of the student union, who were furious that he was being given a platform for his views on the holocaust. A High Court judge had previously described him as “racist” and “antisemitic” during a libel trial. During the evidence sessions, one of the witnesses hypothesised:

“If I am disinvited because I am David Irving—I have published a book and then I was disinvited because people read the High Court judgment—what is the material loss to David Irving? I suspect that it is quite small, but we do not know. That is the level of detail that the legislation does not take us to.”––[Official Report, Higher Education (Freedom of Speech) Public Bill Committee, 13 September 2021; c. 102, Q211.]

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[Matt Western]

I thank my hon. Friend for that suggestion.

What the amendment proposes is impractical. In evidence, we heard about the undefinable nature of the chilling effect. One of the Bill’s stated aims is to erode that effect, but how can the OfS be expected to rank universities on how they do that? As my right hon. Friend the Member for North Durham put it:

“Getting your head around the idea of self-censorship is like having blancmange in your hands.”––[Official Report, Higher Education (Freedom of Speech) Public Bill Committee, 13 September 2021; c. 95, Q194.]

How is it substantive? How is it made quantifiable and therefore a true measure?

[Sir John Hayes]

On that point, I want to get to the bottom of this issue of good practice. As the hon. Gentleman knows, clause 4 already states:

“The OfS may…identify good practice relating to the promotion of freedom of speech and academic freedom”.

As well as giving advice—dealt with in the next paragraph—the identification of good practice will end up ranking universities, because where good practice is identified it will be clear, and where it is absent it will be equally clear.

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[Matt Western]

I thank the right hon. Gentleman for that point of clarification, but even where good practice is identified, that is a qualitative judgment being made, in this case, by an individual or perhaps a small team of people; and while that is accepted and understood, and most people recognise good practice when they see or hear it, how it is quantified into some measure is a concern. Is it a matter of giving five points for this and three points for that? How is a genuinely substantive and transparent ranking system that people can understand to be arrived at? I understand the right hon. Gentleman’s intention, but I believe there are better ways of under-standing where there is good or bad practice. One of the witnesses, Sunder Katwala, said:

“self-censorship and chilling effects are cultural points”.––[Official Report, Higher Education (Freedom of Speech) Public Bill Committee, 13 September 2021; c. 103, Q214.]

When you need to do some quantitative analysis, how do you quantify what is essentially a cultural phenomenon?

The point made by the chief executive of the OfS was that

“Regulatory burden is not necessarily a bad thing,”

unless “it is disproportionate.” She added:

“The way through this is to ensure that our response is proportionate and risk-based”.––[Official Report, Higher Education (Freedom of Speech) Public Bill Committee, 13 September 2021; c. 113, Q245.]

I would say that what is coming from the OfS is some direction. They might want some sort of reporting, but it has to be proportionate to identifying risk, rather than some sort of beauty parade showing how different universities are performing.

In their impact assessment, the Government claimed that non-legislative work, including the OfS-led review and guidance is not sufficient to solve the problems identified. Non-legislative proposals would not have the desired effect because they are based on a voluntary approach. The amendment is fundamentally illiberal, putting the OfS in the position of an ombudsman that sits above the sector. Dr Greg Walker, the former chief executive officer of MillionPlus, was concerned about the OfS becoming an arbiter. He described it as being much like the British Board of Film Classification. How would that work? The Association of Colleges reminded me in our meeting that the OfS is provider-blind. How, then, can it be expected to rank institutions? The former Secretary of State, the right hon. Member for South Staffordshire (Gavin Williamson), said on Second Reading:

“The OFS will also play an important role in identifying best practice and providing advice in relation to the promotion of these rights.”—[Official Report, 12 July 2021; Vol. 699, c. 50.]

Why have not the Government put that in place more, rather than potentially wasting thousands of pounds on implementing this legislation?

The amendment goes beyond identifying best practice and advice and into intrusive review and value-based judgments on a university’s attempts to navigate freedom of speech issues.

[Sir John Hayes]

The hon. Gentleman is being generous in giving way. What he describes is not uncommon when we look at universities. We heard earlier that student satisfaction is measured. Student satisfaction is, by its nature, a subjective judgment: students gauging their view of their university—the teaching, care and stewardship. Of course those judgments are subjective, but they are none the less valuable.

[Matt Western]

I understand that. My understanding of that student survey is that they complete it and assign a score, on different categories and measures, to how the university has met their expectations, to try to quantify that experience. It covers teaching, accommodation and how the curriculum has been delivered compared with their expectations. That is a positive thing.

The Opposition do not believe that there is a need for ranking. It is a qualitative measure and I think it is a stick to beat and bully those the Government may not like. I have real fears about the Bill. Increasingly, I sense that it is the work of the McCarthyite tendency, and the amendment would simply aid them in their subjective assault on the sector.

Higher Education (Freedom of Speech) Bill (Seventh sitting)

Debate between John Hayes and Matt Western

Thursday 16th September 2021 Public Bill Committees

[Sir John Hayes]

This has been a useful discussion. We have to be clear about what the director for freedom of speech and academic freedom within the Office for Students will do. Will he be driven by queries and complaints, which is perfectly possible? Is he there to monitor, to have a proactive monitoring role? Will he be a mentor and guide, and advise? Indications so far are that guidance will be issued and be sufficient to ensure the consistency I called for earlier, but to streamline the process rather than to complicate it, having a bottom-up rather than top-down approach—in other words, asking the universities themselves to make it clear how they will interpret and enact the duty—would seem to be a simpler process than many of the other things that I have described?

[Matt Western]

That could be the case—I thank the right hon. Gentleman for his intervention. The concern overall is about the number of reports. It could well be that guidance can assist in the delivery of that, but we will see. As my right hon. Friend the Member for North Durham mentioned, the criteria and what leads to sanction are important to establish.

Finally, we have to be careful about the number of demands on the universities, and we have to be consistent about how frequently we want those reports to be provided. Looking at the other amendments in which we ask for reporting from universities or from the OfS, there is some inconsistency—amendment 73 tabled by the right hon. Member for South Holland and The Deepings and our amendments 54 and 79. We have to have consistency. It would have much more weight if there were an annual report, which everyone knew they were working towards. With the introduction of the REF and the TEF—the research and teaching excellence frameworks—and so on, there are huge demands on the institutions.

Dr Greg Walker of MillionPlus made it absolutely clear—he was one of many to be quite outspoken—in saying that the Bill should

“avoid adding unnecessary bureaucratic burdens on universities which would risk diverting resources away from the frontline education of students.”

That is what the university institutions, and the NUS and the student unions want as well. That is not to defer, delay or prevaricate about understanding the need for reporting. Let us ensure that the reporting that is required, or requested, by the OfS is consistent and useable, as opposed to being about the sorts of issues that many on the Opposition Benches have suggested.

--- Later in debate ---

[Matt Western]

I actually agree. What is the new role? What is the remit of the director of free speech and academic freedom? It is not clear just how powerful that individual will be, what size the department will be, and how far-reaching those powers will be. The right hon. Gentleman’s point is extremely well made and very important. One of the Opposition’s amendments relates to how that person should be appointed and what reporting back there should be from them and that department. The key thing will be to appoint that person in the light of a set of criteria that set out the intention for that role.

[Sir John Hayes]

rose—

--- Later in debate ---

[Sir John Hayes]

He is shaking his head. He thinks that is a bridge too far.

[Matt Western]

rose—

[Sir John Hayes]

I happily give way to the hon. Gentleman, and then I will wrap up, because I know the Minister want to make progress. Did he want to intervene? Was it about Marxist-Leninism?

[Matt Western]

Well, it is just—

[Sir John Hayes]

It is about Marxist-Leninism!

--- Later in debate ---

[Sir John Hayes]

I start with the assumption that we will have to engender some good will towards the process, because the aim is for universities to be co-operative. I certainly would not want to make this an attack on the sector—that is not how I see it—but it is a requirement on the sector. Not all obligations are by their nature antagonistic. My aim in proposing the amendment is to say to universities, “Look, describe what you are doing and how you are doing it, pertinently, briefly and coherently.”

It may well be that once the new director is in place, he finds some other means—not this quarterly report—of eliciting this information from universities, but my purpose in putting the amendment forward was to create greater certainty and clarity in the minds of universities and those who are profoundly concerned about free speech and its absence, as my hon. Friend the Member for Congleton and I are, and, moreover, to send a signal about how serious the duties are. I re-emphasise that all the witness statements we received said that the Bill was significant, and many regarded it as essential.

[Matt Western]

Does the right hon. Gentleman agree with the point made by my right hon. Friend the Member for North Durham about criteria and sanction? We have to be very careful, because there are real concerns that an appointment could be political and that, if we do not have the criteria clearly established and laid out, where there are those in the OFS who are incredibly political, and who have certain institutions in their crosshairs, they will be gunning for those institutions.

[Sir John Hayes]

Yes, that is a fair point. Obligations necessitate some kind of sanction when people fail to meet them, do they not? That will also need to emerge in the course of our deliberations, either here, at a later stage, or in the other place. Maybe it will come in the guidance that we are promised from the new director.

The right hon. Member for North Durham was, as I was, a Minister in many Government Departments over a considerable time. Most of the people I dealt with in all those Departments would say to me—I would not be surprised if he found the same—“If you are clear about what you expect of us, we will build our plans around those expectations. If we know what we are obliged to do, we will develop a business plan to do it.” It is not always about what a Minister demands. It is about how clear they are about those demands. That is what I found with the various agencies and organisations I worked with as a Minister in different spheres of Government.

I hear what the Minister says. She has been very generous in saying she will reflect on the point. I respect that and thank her. I think we will return to this matter of being absolutely certain about what universities will do next, the signal that is sent to them and the role of the new director. I have no doubt that that will continue to be debated before the Bill becomes an Act. I hear what the Minister says. I was probing, as she knows. I am grateful for the way she has dealt with the matter. I beg to ask leave to withdraw the amendment.

Amendment, by leave, withdrawn.

[Matt Western]

I beg to move amendment 75, in clause 1, page 3, line 9, at end insert—

“(e) the procedures to be adopted for consulting by ballot staff and students of the provider in making decision about whether to allow the use of premises, and on what terms, for events.”.

This amendment would provide the governing body with a democratic procedure for inviting or withholding invitations to speakers.

Higher Education (Freedom of Speech) Bill (Eighth sitting)

Debate between John Hayes and Matt Western

Thursday 16th September 2021 Public Bill Committees

[Matt Western]

My hon. Friend is absolutely right. To that we can add all sorts of institutions—Warwickshire College Group in my constituency and many others up and down the country. That is the concern. We have this absolutely bizarre situation where we will have a two-tier system operating. For some reason, those groups that are viewed by many as being more privileged and, some would say, elite—though I would not necessarily describe them as such—are somehow being protected and insulated from the legislation in a way that others are not. It seems to be an extraordinary contradiction of the legislation when they are perhaps in need of this legislation more than, or as much as, others.

That was the first point in terms of the dual effect: preventing student bodies from explicitly deciding not to affiliate. That is a real concern about the future of student union bodies. The second point was the effect of including outside student bodies, such as JCRs and MCRs. I mentioned the point about removing the picture of the Queen from Magdalen College in Oxford. JCRs and MCRs are just as lively forums as any affiliated student union. I therefore struggle as to why the Minister would not wish to support this proposal. All we are seeking is consistency and a level playing field. There should be one rule for all, not one rule for some.

[Sir John Hayes]

I heard what the hon. Gentleman said about trade union. Like many in the Committee, I imagine, I served as an officer of the students union when I was at Nottingham. My son was the faith and belief officer at Newcastle University students’ union last year. We understand the significance of student unions, but they must be subject to the same democratic accountability that the right hon. Member for Hayes and Harlington championed a moment ago. The provisions of the Bill in respect of freedom must apply liberally—I hesitate to use that word except pejoratively, but I will—in that way. I am concerned that student unions should not be elevated to a status that prevents them from being subject to the same expectations and disciplines in democratic terms that the right hon. Gentleman is championing.

[Matt Western]

I thank the right hon. Gentleman for his intervention. I am not seeking for them to be elevated in any way. I just believe there should be direct relevancy to the MCRs and JCRs as well. I want to add that groups that may be beyond the thoughts of the Committee, but that do exist, should also be covered—groups that may be more familiar to certain members of this Government, such as the Bullingdon club or the Piers Gaveston society. If societies affiliated with student unions are subject to the new duties, why should other student groups not be subject to those same duties?

Higher Education (Freedom of Speech) Bill (Fifth sitting)

Debate between John Hayes and Matt Western

Wednesday 15th September 2021 Public Bill Committees

[Sir John Hayes]

I am grateful to the right hon. Gentleman. Like him, I certainly never compromised on what I believe.

On the point that was made—I invite the hon. Gentleman to acknowledge this—these things, generally speaking, are dealt with in guidance, as the Minister said, for the very reason that once the Bill becomes an Act, as we hope it will, and it beds down, we will need to refine precisely how universities interpret it, and the guidance will reflect that continuing work. I therefore think we have got a win in the Minister saying that she would expect the guidance to include that, and we should take that win and move on.

[Matt Western]

I thank the right hon. Gentleman for that intervention. I genuinely respect him and would like to accept his point. However, I have profound concerns over the direction of the Office for Students and its leadership. He said that generally these things are put in place, but “generally” is not good enough for me, and I do not think it can be for any of us today.

--- Later in debate ---

[Sir John Hayes]

I very much welcome the tone that the hon. Member for Warwick and Leamington has adopted this morning, following the advice of his senior colleague—he is senior in so many ways—the right hon. Member for Hayes and Harlington. In particular, the hon. Gentleman made a profoundly important point about the online transmission of information, because of course that is pertinent given the events of the past couple of years. Many universities have taught exclusively online. Seminars and lectures have been provided by that means by necessity. Others have adopted a more flexible approach, and so on.

Nevertheless, mindful of that, I think the hon. Gentleman makes a good point. This is an improvement to the Bill. I had not given it as much consideration as I might have done until I read his amendment and heard him articulate it, but it seems self-evidently an improvement to the spirit and tone of what the Government are hoping to achieve. Far be it for me to teach the Minister to do her job—if I start doing that, I will get chastised by both her and my Whip, no doubt—but this is a very good example of where a Bill can be improved by sensible Opposition amendments. I hope we will have a lot more sensible amendments from them, and no wrecking or destructive ones.

[Matt Western]

I very much welcome the right hon. Gentleman’s tone, too, and I thank him for it. This is absolutely about trying to do the best. I described the Bill as a bit of a dog’s breakfast. I do not know whether, in his experience, he has had a 17-page Bill to which so many amendments have been tabled, but this is certainly the first time I have come across quite so many per page. I would also welcome the right hon. Gentleman’s comments on amendment 31, which he is perhaps about to move on to.

[Sir John Hayes]

I am coming to that. The hon. Gentleman anticipates my next contribution—which will be brief, I hasten to add. I think that the point he makes with amendment 31 is also good. He is right that where universities deliver what they do is not a simple matter, not just because of the changes in technology and the way in which they operate, but in other respects as well. There are many premises, many different kinds of operators and many people involved in the university community. That has become increasingly true over time, and again I think the hon. Gentleman makes an extremely reasonable and valid point. I have been inspired by the right hon. Member for Hayes and Harlington to embrace the spirit of collaboration and helpfulness, and I hope that the Minister will do so, too.

--- Later in debate ---

[Sir John Hayes]

With that hearty recognition of my point, I will happily withdraw the amendment. I take the points that have been made on both sides of the Committee about how vital it is to protect students from all the things that I think we would all regard as fundamentally unacceptable. In the light of the comments from Professor Biggar and others on the need to get the balance right, and with the Minister’s assurances, I beg to ask leave to withdraw the amendment.

Amendment, by leave, withdrawn.

[Matt Western]

I beg to move amendment 55, in clause 1, page 2, line 7, at end insert—

“members and visiting academic speakers”

This amendment would ensure that the objective of securing freedom of speech within the law includes securing the academic freedom of members and visiting academic speakers.

Higher Education (Freedom of Speech) Bill (Sixth sitting)

Debate between John Hayes and Matt Western

Wednesday 15th September 2021 Public Bill Committees

[Sir John Hayes (South Holland and The Deepings) (Con)]

rose—

[Matt Western]

I will give way to my hon. Friend first.

[Matt Western]

I now give way to the right hon. Gentleman.

[Sir John Hayes]

I am very grateful to the hon. Gentleman for giving way. I take his point about the technical difficulties with what is proposed. He is right about the different status and, indeed, different challenges faced by students and teachers. None the less, as my hon. Friend the Member for Congleton said, there is an issue—we heard this in evidence—about students self-censoring, and students may fear that they cannot say what they think. That could be outside teaching or it could be in seminars and so on. Therefore we do need to address the issue of students. Whether or not this proposal is the best vehicle to do so, I am sure the hon. Gentleman would agree with that.

[Matt Western]

I thank the right hon. Gentleman for his point and, likewise, my hon. Friend the Member for Kingston upon Hull West and Hessle for hers. I accept that there is a need for protection under freedom of speech. The differentiator for me is about academic freedom. I totally concur that all students, whether they be postdoctoral students or students in week two, arriving on campus in September or October of this year, have the right to freedom of speech, to say what they wish to say—with responsibility. But there is an area where I differ, and this was what I was edging towards in my questioning to various academics during the two witness sessions. What Professor Stock actually said was interesting. She made this very distinction. She thinks that

“the difference between academic freedom and freedom of expression”—

I am quoting her word for word—

“assuming there is one, can only be in principle grounded in expertise.”––[Official Report, Higher Education (Freedom of Speech) Public Bill Committee, 7 September 2021; c. 11, Q17.]

That is the case however we wish to define that expertise. And there is a problem, actually, about how people might consider what expertise is. I would say that the expertise is much more to do with methodology and understanding of academic rigour and discipline and how an academic arrives at a process of thinking, which a student is not necessarily—

--- Later in debate ---

[Sir John Hayes]

The hon. Lady now really is opening a hornet’s nest with the issue of money, how universities are motivated, and how far that is skewed. I have struggled against the narrow interpretation of learning as an entirely utilitarian matter for all my political career, including my ministerial career. As Committee members will know, I was a stout defender of adult and community learning, not because it was necessarily and directly linked to employment, but because it fed societal wellbeing. Let us make the case for the glory of learning for its own sake.

The hon. Lady provoked me into that digression, Mrs Cummins, but she is right to say that sometimes universities are driven by those utilitarian purposes, hence my point about senior management. We have recently heard about money from outside sources—China was mentioned in our witness sessions, and rightly so, given recent revelations. There are all kinds of ways in which what is taught and learnt at universities can be altered by factors that go well beyond the interests of either academics or students. I am concerned about the matters that the hon. Lady has raised, and the Government will have a watchful eye on all that, too.

I have a fundamental disagreement with Opposition Members, in that I think the Bill is welcome and a good thing. I know that they have reservations. However, I am equally sure that if the Bill is to be effective, it needs to be as well drafted as it can be. That is precisely what scrutiny is designed to do. In that respect, drawing out and codifying the distinction in some way seems to me to have value. I make no definitive judgment about how that should be done; my amendment is very much a first stab.

I should not say before the Minister has spoken that I will not press the amendment to a Division, or I will extract no concessions from her. Instead, I shall hang on, hold fire, and hear what she has to say. The amendment is very much designed to push and probe the Government, but if she says it is a complete load of nonsense, I will have to test the Committee’s view.

I feel some responsibility to reflect the fact that the amendment is one of a group. There are some very good amendments in the group, tabled by Members on both sides. I will not name them all, but amendment 48, in the name of the hon. Member for Warwick and Leamington, is helpful, and amendment 60, in the name of my hon. Friend the Member for Congleton, brings value to what we are doing. A number of strong amendments in the group are designed in a constructive way to hone and improve the Bill. I will not go through them all because that would be tedious and people can speak for themselves, but there are some good amendments worthy of further consideration by the Committee and the Government.

[Matt Western]

I thank the right hon. Gentleman for his remarks and his amendment, which has generated a huge amount of debate. It is interesting that several of us have had a go at the same provision to embellish and improve it. The definition of academic freedom is loose and hard to pin down. The fact that three amendments are addressing it emphasises how concerned we all are about how it is defined.

The right hon. Gentleman’s amendment seeks to expand academic freedom to encompass how a teacher delivers their classes. The amendment tabled by the hon. Member for Congleton goes a little further in seeking to protect academics under the umbrella of academic freedom whenever they express an opinion about the practices of a provider. I guess that this is where we get into subjective interpretations of what academic freedom should be.

During my research I came across part 6 of the UNESCO definition of academic freedom, which guides my thinking and that behind amendment 46, tabled by me and my right hon. Friend the Member for Hayes and Harlington. Under the UNESCO definition, the concept of academic freedom is broken down into five parts: freedom of teaching and discussion; freedom in carrying out research and disseminating and publishing the results thereof; freedom to express freely their opinion about the institution or system in which they work; freedom from institutional censorship; and freedom to participate in professional or representative academic bodies.

My concern about the amendments tabled by the right hon. Gentleman and the hon. Member for Congleton is that they are trying to nail down a definition, but may have left out a couple of crucial components. Amendment 46, tabled by me and my right hon. Friend the Member for Hayes and Harlington, is a compromise with the position of the right hon. Gentleman and the hon. Lady. It touches on two of the most of crucial elements in providing that clarity: freely pursuing chosen topics and expressing views of their institution. Interestingly, the University and College Union favours an amendment in the realm of ours. It is also deeply concerned that narrowing the definition of academic freedom will limit the ability and willingness of education staff to speak out on wider social or political issues, or indeed against their employers. An amendment such as ours would offer expansive protection for the academic freedom of staff, including from pressure and censorship by public authorities like the Department for Education and the Office for Students or by employers.

The amendments would offer protection against redundancies targeted at particular academic disciplines or those perceived to be politically motivated.

--- Later in debate ---

[Matt Western]

I thank my hon. Friend for her intervention. I totally agree.

In response to the point raised by right hon. Member for South Holland and The Deepings about the detransitioning research at the University of Bath, Professor Whittle said that

“had Bath addressed it properly, they could have done more to say, ‘This needs sorting and this does before we will consider it.’”––[Official Report, Higher Education (Freedom of Speech) Public Bill Committee, 7 September 2021; c. 41, Q75.]

The amendment would incorporate innovative research under the academic freedom duty, which would push the likes of the University of Bath towards exploring further how such research proposals can be encouraged.

The issue goes both ways and cuts across the political divide, as we have heard. A briefing I received from Ruth Pearce from the Center for Applied Transgender Studies revealed examples of where research has been disrupted by aggressive anti-liberal voices. That included Peel and Newman’s survey on legal gender, which received an uptick in polarised, confrontational responses after being shared on a UK anti-trans forum. Stein and Appel describe how a survey on young LGBTQ people’s experience of cyber-bullying in Germany was derailed, with nearly every dataset containing expletives and hate speech.

That work needs to be protected under the legislation, and most academics would agree that this kind of work falls within their academic freedom. Amendment 47 would also bring us in line with the German model, which is based on the Humboldtian approach and focuses on the unity of teaching and research, with both staff and students able to enjoy academic freedom. It is important to include innovation within the definition of academic freedom in the Bill.

Amendment 27 addresses the point about field of expertise, which was raised by the hon. Member for Congleton. I share some concerns about this, as do my colleagues. Indeed, my hon. Friend the Member for Kingston upon Hull West and Hessle commented in the evidence session on the submission from Professor Anderson, saying:

“His concern is around changing the wording in the Bill from ‘freedom within the law to question and test received wisdom’ to ‘freedom within the law and within their field of expertise’.”––[Official Report, Higher Education (Freedom of Speech) Public Bill Committee, 7 September 2021; c. 10, Q17.]

I have concerns that a Bill allegedly intended to promote academic freedom could limit it if people are limited to what their field of expertise is.

[Sir John Hayes]

rose—

[Matt Western]

And speaking of expertise.

[Sir John Hayes]

I entirely agree, and I wanted to say that on the record. Professor Biggar made that point, too, as the hon. Gentleman will remember. The problem is how we define someone’s field of expertise. If we define it too narrowly, they will not be covered. The Minister, I know, will have an explanation of this and a counter-argument that may satisfy us, but I am concerned, as witnesses were and the hon. Gentleman is, that we risk getting this wrong in the Bill unless we take account of the fact that people’s field of expertise is often broader than the definition of what they do professionally. Expertise is a complex thing. I think we need to look again at this. I am sure the Government will have heard what the hon. Gentleman and others have said.

[Matt Western]

I thank the right hon. Gentleman for his intervention. Yes, we heard virtually all the academic witnesses and others express the importance of this point. Dr Ahmed, referring to Professor Stock, spoke about Professor Richard Dawkins, saying:

“theology is not his area of expertise. Many…would argue that it is not even his area of competence. I would dispute that myself, but it could be argued. Nevertheless, we would certainly want a Bill that protects his freedom to muse about religion as he likes. That is one issue.”––[Official Report, Higher Education (Freedom of Speech) Public Bill Committee, 7 September 2021; c. 11, Q18.]

[Matt Western]

I thank my hon. Friend again for a valuable intervention.

[Sir John Hayes]

Is this not about areas of interest versus fields of expertise? An academic may have areas of interest that extend beyond the strict and narrow definition of their expertise in their subject. By using that sort of term—I am sure the lawyers will go one better—we might be able to solve the problem.

[Matt Western]

I thank my—I was about to say hon. Friend. I thank the right hon. Gentleman for that point. I am sure that my hon. Friend the Member for Kingston upon Hull West and Hessle will elaborate.

The reality of the academic community in higher education is that their areas of work are fluid. They do not see themselves as necessarily specialists in one field or another. As we heard in our evidence session, a statistician is a mathematician, but a mathematician could become a specialist or well versed in issues such as migration or epidemiology—medical science, in essence. How does one define “their area of expertise”? We have to be extremely careful. The right hon. Gentleman’s suggestion may well be in the right area, but much more consideration is needed, and for the purposes of the Bill we have to remove these words.

I will not expand on what Professor Nigel Biggar said. That has been done already.

Higher Education (Freedom of Speech) Bill (Second sitting)

Debate between John Hayes and Matt Western

Tuesday 7th September 2021 Public Bill Committees

[Matt Western]

Well, thank you for joining us in those circumstances. Professor Stock from Sussex University said she felt that perhaps the university did not promote her enough in terms of her freedom of speech. Do you feel like you do get promoted by Manchester Metropolitan University? The second point she made was that there could be some improvements to current processes on campus; can you suggest any that would obviate the need for this Bill?

Professor Whittle: I have never personally felt that Manchester Metropolitan has not supported me in what I have done, what I have organised or the events that we have had, some of which have been potentially quite contentious. For example, we have had gender critical feminists and trans activists speaking at the same event. The university has always been supportive.

I do not think that universities do enough to promote what we do, to either our student body or to the external world. I often think it is a great shame that we do not get the message out about what our academics are talking about to a wider group than just my department, for example. There must be a better way than sending out a bland email to everybody saying X event is taking place—which most people will then delete. It is thinking about how we want to promote the events that take place; about how we could do that through calendars, through doing more public events, where we invite the public in to listen to what we do and the conversations that we have. That is really important because, the fact is that we have very serious discussions. We often have multidisciplinary and interdisciplinary groups having extremely important conversations about the way we consider the world that we want and how we might live in it. However, in order to do that we have to have the support of the university, in the sense that it believes that we are public-facing and student-facing—we are not little isolated islands within little isolated faculties. There is not a sense, for example, even within the university budget that there is money to promote anything. You have always got to dip into your own budgets. Things like that—the idea that universities really think about looking outwards—would be a really positive change.

[Sir John Hayes (South Holland and The Deepings) (Con)]

Q I am interested to hear your view that, essentially, this is a Bill that is not addressing a problem, because the evidence we have received, both in writing and verbally earlier today, suggests the opposite; academics were saying that it is indeed a problem. They claimed that criticism of the Bill by saying what you have said today is, and I quote, “not true.” There is empirical evidence that the freedom to speak and research of a significant minority of university students and teachers is being inhibited. Specifically, in the summer of 2017, at Bath Spa university, research into transgender detransitioning was prohibited on the grounds that it was politically incorrect. There is in other universities, and in the minds of other academics, a problem. How do you explain that?

Professor Whittle: At that time there was clearly a media scare about the power of transgender activists and about the rights of transgender people. I read the research proposal of that particular piece and I looked at why it was not approved. I do not think that I would have approved it for my university, because it was not sufficiently sound. It was not sufficiently based on preliminary research. I think it had a political motivation, which I would not expect from any of my students; I would expect a certain level of objectivity from them.

I looked at that quite closely, thinking, “Have Bath made a big mistake here?” but I think what happened was that their decision to refuse to go ahead with that research at that time became a media story that they had refused because the transgender world would attack them for accepting it. Good research has been done on the question of young people and whether they would continue to transition or would detransition—a lot, in fact—and I have never known anyone else have their research stopped, but that was not sound. When you read it, it did not feel as if it was a good piece of research. Maybe had Bath addressed it properly, they could have done more to say, “This needs sorting and this does before we will consider it.”

Higher Education (Freedom of Speech) Bill (Second sitting)

Debate between John Hayes and Matt Western

Tuesday 7th September 2021 Public Bill Committees

[Matt Western]

[Sir John Hayes (South Holland and The Deepings) (Con)]