Higher Education and Research Bill

Lord Desai Excerpts

Committee: 4th sitting (Hansard): House of Lords
Wednesday 18th January 2017 Lords Chamber

[Lord Lipsey (Lab)]

My Lords, I chair the Trinity Laban Conservatoire of Music and Dance, which I think is a very effective conservatoire. On Monday night I was closeted with my board, making one of the most difficult decisions that as chairman I have faced: should we go in to the TEF, which I think is supposed to close in about a week’s time, or not? The situation was simple. None of us thinks anything of it, particularly because of the presence within it of the metric of the National Student Survey, on which I will say a bit more in a minute and a lot more in our next debate.

But if we did not go in for it, we would have £250 less per student to spend on teaching, on instruments and on bringing them up to our very high standard. The board decided to go ahead. I very much hope that, before we finish with the Bill, they will be shown to have been right for a different reason—because the Government have backed off from these really very ill-considered decisions.

Incidentally, I endorse what the noble Lord, Lord Kerslake, said about Chris Husbands: if there is a man who can sort out TEF, it is Chris, and we should wish him every power and a fair wind from Ministers at his back.

I am a bit of a statistician; I chair the All-Party Group on Statistics. I will go into this in more detail on a subsequent occasion, as I said, but the NSS seems to be a statistic that makes the statement on the side of the Leave buses an exemplar of statistical validity. It is just frightful. In particular, for a small institution such as mine, the sample sizes are tiny. It has had the most coruscating reviews from the Royal Statistical Society. The Office for National Statistics put it more cautiously but nevertheless said the same thing: you cannot use it to compare institutions—which is exactly what the gold, silver and bronze ratings do.

This is the first time that a piece of legislation for the post-fact era, where facts no longer matter, has made it to the statute book. It must be changed. Fortunately, it can relatively easily be changed, because I think we are all after the same thing: we are after a true measure of teaching effectiveness. I do not mean just whether students like it. At one stage, I joked to my board that I was thinking of withdrawing all music teaching at Trinity Laban and instead providing free beer in the bar every night. They would be jolly satisfied with the quality of their courses if they had free beer every night, but they would not be learning to play their instruments—which is bloody hard work, I can tell noble Lords who have not tried it. For that reason, this metric is dotty.

I have one or two other points to make. Information is very important in the new era. It is difficult enough to choose an institution now and, if the Government get their way and there is a proliferation of institutions, it will be more difficult in future for students to choose institutions. One thing that does not help is misinformation. We did not do terribly well in the National Student Survey this year. It was fine for me because I was able to say, as I had pointed out every year to the board, that the previous year had been completely different, because this number fluctuates almost completely randomly. But I had members of staff who were reduced to tears and considering resignation because we had a bad NSS score. Think how much more that will be so if it is incorporated into the midst of the TEF. Managers would then say, “You have a very bad NSS score, so we will do badly in the TEF, so we will have less grant”. The pressure will be enormous, crushing and based on wholly false information. We need proper information and a proper TEF based on the kind of assessment that Chris, with his team, is well capable of undertaking. New metrics are being developed that would help with this, although whether they will be available under the Government’s timetable is not yet clear.

We can get a TEF that works, which I would welcome. There are institutions that have not been as successful in their teaching as they have in other aspects of their work. If it fulfilled the Conservative election manifesto in the process, that is the sort of thing that we have to put up with in life. But please do not let us take this false step of a phony TEF that will reward only those who are good at gaming these things, not those who are doing what we really want: teaching well.

[Lord Desai (Lab)]

My Lords, I was present at Second Reading, when I did not speak, and I was not going to speak on the amendment, but I would like to make some contrary observations to what has been said so far. The first time I saw students rating teachers was in 1961, when I was at the University of Pennsylvania. The anger of teachers then was more or less the same as the anger being expressed now: “How dare anybody judge us, especially our students? They are so stupid that they will not like difficult courses. They are so stupid that they will always go for the soft option”. I do not want to comment on the quality of the National Student Survey, but we ought to reflect on whether we are not respecting our students enough if we think that they are stupid and likely to hurt themselves by grading soft courses higher than hard ones.

Several problems are getting mixed up here. First, can teaching be evaluated at all? Some people think it cannot. I was involved in the first round of the research assessment exercise, and virtually the same arguments were made by academics: “You cannot grade research or compare it; it is very difficult”, and so on. This was being evaluated by their peer group but, by and large, we academics are rather conservative people when it comes to being judged by others. Ultimately, I think that the research assessment exercise performed a very good function. It mattered that some universities were five star and others were three or two: if they were three star or two star, they had to get their act together and improve. There is no reason to believe that something as important as teaching cannot be judged and therefore that there can be no competition because it is such a pure product that it is impossible to find a methodology to judge it.

--- Later in debate ---

[Lord Desai]

My Lords, the question is: is anybody going to fail the exam? You cannot just have first, second and third, with nobody failing. If nobody fails, the third rating will be counted as failure.

[Viscount Younger of Leckie]

As I have said, the consultation has led us to believe that this rating system is the best that we have come up with. I have explained already that various other systems have been looked at and we believe that this is the right way forward. I understand that there is some passion around what methods should be used, but we believe that this is the right way forward.

I will continue on the same theme. My noble friend Lord Jopling and the noble Lord, Lord Lipsey, suggested that the TEF metrics will be gamed. We expect the assessment panels to take a holistic approach in assessing all the evidence, not just the metrics, and therefore it will not be easy to game the system. In addition, the role of the external examiners, a robust quality assessment system and the ONS review of the data sources we use are all important in tackling this issue.

The noble Baroness, Lady Warwick, suggested that the TEF will mean that some students will be forced to study at bronze institutions due to their circumstances. However, as I said just now, a bronze provider is still one that has passed a high bar on the quality we expect it to offer. The TEF assesses excellence above that baseline and will, we expect, incentivise and encourage that bronze provider to offer a better quality of teaching to that student than they do at present.

Then noble Baroness, Lady Lister, asked how lecturers and teachers will know how to improve their teaching on the basis of the TEF ratings. The TEF provides clear reputational and financial incentives for providers to improve teaching quality, but it is not for us to tell universities how to teach. However, all TEF provider submissions will be published and we would expect those in the sector to learn from one another and to continue to feed back to us as the TEF develops.

The noble Baroness, Lady Deech, raised the issue of the impact of the TEF on social mobility, which is a very fair point. She asked what effect the Government think that the linking of fees and teaching quality will have on social mobility. Fears about only the Russell group providers doing well in the metrics are, we believe, misplaced. The metrics have benchmarks that recognise the student body characteristics of each provider, and a number of other safeguards are in place to ensure that the TEF should actually enhance the quality of teaching for disadvantaged groups. I know that Les Ebdon has made some comments on that, which will be very much known by the Committee.

In conclusion, while I recognise the concern that has been expressed around the ratings of gold, silver and bronze, we should not deceive ourselves. Both home and international students already make judgments as to the relative merits of different universities, based on all sorts of unreliable measures. The TEF will allow those judgments to be better informed, based on evidence rather than prejudice. These amendments would undermine the TEF’s ability to provide clear ratings and clear incentives to the sector to drive up teaching quality.

As the noble Lord, Lord Stevenson, has requested this stand part debate, I remind noble Lords that removing this schedule in its entirety would remove any link between quality and the fees that a provider was able to charge. It would also mean that the sector would not receive the additional £16 billion of income by 2025 that we expect the TEF to deliver. I do not think that this is what we, or the noble Lord, want.