University Admissions: Equality

Lord Rees of Ludlow Excerpts

Thursday 7th June 2018 Lords Chamber

[Lord Rees of Ludlow (CB)]

My Lords, the topic of this debate is in the context of Oxbridge, but we should surely see the issue as a broader one. A good degree has become a prerequisite for many jobs for which it was not needed in the past. In consequence, a degree is crucial for social mobility. Eighteen year-olds who have been unlucky or ill advised in their schooling or come from deprived backgrounds do not have a fair chance of access to the most selective courses, even if they have great potential—and they have no second chance.

I declare an interest as a member of Cambridge University, which spends £5 million a year on access initiatives. A special initiative targets young people in care and we are discussing a transfer year programme. Last year, 22% of our home admissions came from an ethnic minority. We take background into account in admissions, though we do not have quotas. Incidentally, we took 58 black students—not many, but a third of all black students in the country who had two A* grades. Cambridge gives a bursary to one home student in four; increasing this is a prime goal of our current fundraising. But Oxbridge could do more to widen its appeal. I would favour, for instance, a cut-back in activities that sustain a Brideshead image of extravagance and entitlement. However, even after all realistic outreach efforts, there will be high-potential young people who, through unfavourable circumstances, do not reach the bar at 18. That is why it would send an encouraging signal if Oxbridge were to reserve a fraction of its places for students who do not come straight from school but have caught up by earning credits online, at another institution or via the Open University. Indeed, I suggest to the Minister that there is a case for formalising some system of transferable credits across the whole HE system.

Some critics of Oxbridge cite America’s Ivy League as a model to which we should aspire. I would strongly contest that claim. A recent survey revealed that more than 20% of the Ivy League’s intake had families in the top 1% of income, whereas only a few percent were in the bottom 60%. Moreover, Harvard overtly offers an inside track to the children of alumni or donors—that is something that we in Oxford or Cambridge would absolutely not countenance. What makes Cambridge and Oxford special is that they combine the strength of world-class research universities with the pastoral and educational benefits of the best American liberal arts colleges. They are unique worldwide in doing that. That is why, according to a recent HEPI report, their students show a higher satisfaction rating—and work harder—than those studying elsewhere. Incidentally, in terms of student satisfaction, HEPI found little difference between Russell group and non-Russell group universities. This is not surprising, because league tables focus on research, which is, at best, weakly correlated with teaching quality.

There is in any case a need for more diversification among universities. They should not all try to compete in the same league table. So let us hope that some universities, right across the UK, emulate US liberal arts colleges in offering high-quality teaching, and thereby counterbalance the special allure of Oxbridge to students. Moreover, there is too sharp a demarcation with further education, aggravating concern about our skill levels, apprenticeship quality and so on, as compared with other advanced countries. Let us focus on these broader deficiencies, rather than just on Oxbridge.