Higher Education (Freedom of Speech) Bill (Fourth sitting) Debate
Full Debate: Read Full DebateDepartment: Department for Education
Michelle Donelan
Main Page: Michelle Donelan (Conservative - Chippenham)Department Debates - View all Michelle Donelan's debates with the Department for Education
Higher Education (Freedom of Speech) Bill (Fourth sitting)
Michelle Donelan Excerpts(2 years, 7 months ago)
Public Bill CommitteesRead Full debate Read Hansard Text Read Debate Ministerial Extracts
Mr Holden
Q Your emphasis has been on the student and their feeling of academic freedom, which is something that we have not discussed in as much depth as we have for the academics themselves. Do you get the feeling that some of the academics you work with also feel that they have to self-censor in what they are doing, or is that more on the student side in your experience?
Professor Grant: I am going to be very dull and say that we do not know, because I like to look at the research and evidence. I have looked to see how you would survey academics to ask the same questions that we ask the students, and from a purely methodological point of view, it is really difficult to do that, so I will sit on the fence for that question.
The Minister for Universities (Michelle Donelan)
Q The Committee has heard evidence from a number of people who have said that their individual academic freedom, or that of their colleagues and, potentially, their students, has been restricted. Do you both acknowledge that that demonstrates that restrictions on freedom of speech in our universities are actually happening and are not a rare phenomenon?
Professor Layzell: Universities have a range of processes and procedures in place that protect and provide some protection against that. In my own institution, for example, promotions and reward procedures are anonymised—we focus on the CVs and the evidence in front of us—so existing mechanisms provide a degree of protection. I cannot comment on individual cases. I can guess some of the individuals you are referring to, and they may well have had some experiences where they felt disadvantaged or adversely affected; we recognise that.
In addition, the wording in the Bill varies in different places. In some places it talks about “likelihood” and in others it talks about being “adversely affected”. In our submission, we have suggested that “adversely affected” is a better term and should be used consistently throughout the Bill.
Professor Grant: I am going to be boringly analytical again. There is no issue when it comes to the cancelling events. The numbers are small, as the OfS demonstrates. There is potentially an issue when it comes to this idea of self-censorship in the classroom, and I think that is a legitimate concern. As I just said, when it comes to academics, we do not know. It is inevitable that people who feel that they have had their freedom of speech inhibited will talk about that, but we do not know about all the other people who are not talking about it. We need to get the data. At this stage, I will say that you cannot answer that question on academics.
Michelle Donelan
Q I have just one more question. What more do you think universities could do to promote free speech?
Professor Grant: What we did at King’s was work with our student union in developing a joint statement modelled on the Chicago principles and signed by both the president of the student union and the president of King’s College London. On the back of that, we developed a committee that reviewed all so-called high-risk events. That committee was made up of equal numbers of university staff, academics and professional staff, and students. It made recommendations to the senior vice-principal for operations and, potentially, to the principal. In my mind, creating a sort of co-production and co-creation process around managing those events was deeply beneficial because, as the previous witness said, both sides started having conversations about the boundaries of what is and is not acceptable. Both groups then owned the process and the mitigations thereafter.
Professor Layzell: I think Universities UK would support what Professor Grant said. Many universities will have similar sorts of processes. I think one other step that could be taken—this comes under the promotion of free speech duty in the Bill—is to help students to better understand the role of university education. It is quite different from school and college. I think the concern that some students have about expressing a view is not necessarily about freedom of speech; it is about having the confidence to speak out and express an opinion.
I think we could do more to help students to understand how the university education process works and the role of freedom of speech and freedom of expression within that, in order to encourage them to have the confidence to express views that might be contrary to those of others in the room and to feel comfortable with that, and to help them understand that that is a normal part of how we do our business; that that is the lifeblood of academic research and teaching. I think we could do more in that respect.
Lloyd Russell-Moyle (Brighton, Kemptown) (Lab/Co-op)
Q Jonathan Grant, I am interested in this chilling effect. Did you do any baseline studies on what the chilling effect was in other areas? I ask that because I have done some cursory searching. It is difficult to find, but Facebook has done some internal research and says that 71% of its users, even online, will censor what they say in order to meet the desires of friends and colleagues. Therefore, if that figure of 71% is about accurate—we do not know, because this could be a ballpark figure—a quarter of students is much lower than wider society, so is that an example of how universities are actually much better?
Professor Grant: That is an excellent question, and the short answer is no. When we did the survey, we went out to the general public and asked them a range of questions on their attitudes to free speech, and they were broadly the same as students, but we did not ask them that question about self-censorship, so I think it is an entirely legitimate question.
If I may, I just want to pick up on the previous comment, because I visited the University of Chicago a number of years ago, which had set up a programme to teach high school students about free speech, how to debate effectively and take contrarian views, and about the resilience needed to hear something challenging. I absolutely agree with Paul that in universities we could do more to help our students understand what debate is about, how at times it might be painful and the resilience needed to engage in some of that debate.
Matt Western
Q Finally, other legislation is quite clear in how it addresses and balances competing freedoms, but there is seemingly no such balance in this legislation. Can you expand on the importance of balancing competing freedoms on campus, particularly in a higher education setting?
Danny Stone: I learnt a lot about the balancing of freedoms from a guy called Ray Hill. He was a far-right mole who talked to me about the importance of not always shutting down debate. His experience of working with young people, particularly on the far right, was that opportunities to ask difficult questions and raise difficult issues should not be shut down. Equally, he acknowledged the harms caused by some people who express particular views in harmful ways.
This has been addressed in the higher education sector. Malcolm Grant did a report in 2010 in which he talked about trying to promote freedom of speech while understanding its limits. He said that universities need to balance the competing interests and might reach
“different but equally legitimate conclusions about the same matters.”
The Prevent guidance that followed talked about freedom of speech and moral obligations to address harms. We have seen it in Government guidance from 2008 about free speech, which said that everyone can be safe and not intimidated at university.
In fact, the human rights memorandum for this Bill says that there will be competing freedoms, but it suggests leaving it to the end point: the universities. You have heard from people today who say, “Well, the universities aren’t getting it right.” My view is that it should be on the face of the Bill, per the Online Safety Bill, the Joint Committee on which I appeared before the other day. Recognition of the complexities and the competing freedoms would be welcome.
Michelle Donelan
Q Danny, you have previously raised concerns about a lack of consistency in the duties on higher education providers, in that they do not apply to student unions—something that this Bill would correct. Do you think that it is important that we do that?
Danny Stone: In terms of student unions? Absolutely. Again, if we are talking about complexities, there was a move to essentially prohibit the Jewish society at the University of Essex from becoming a society. That was unacceptable, and I believe it was reversed in the end. Similarly, there have been moves in the past to ban Jewish societies, and I was involved in campaigning against a motion at the University of Manchester that essentially would have done that.
On the flip side, there are front groups such as Hizb ut-Tahrir, which is not a proscribed organisation, that will seek to set up on campus, and there are far-right organisations that will seek to set up student societies on campus. That presents me with real concern. Could they potentially appeal and try to get money and find a route through? Yes, they might. There is a complexity in this which I would like to see recognised in the Bill. I would like to see something about the competing freedoms that exist.
Michelle Donelan
Q Do you think Jewish students feel comfortable reporting incidents where they may have had their freedom of speech inhibited?
Danny Stone: I think it depends on the institution and on how confident they might be. For example—I am sure we will come back to this—at the moment at Bristol, and potentially at Warwick, there have been concerns raised by the Union of Jewish Students about the operation of their procedures. In fact, I think the OfS may have taken at look at Warwick. It will depend, but I can well imagine there will be instances in which Jewish students would be nervous about reporting their concerns.
Michelle Donelan
Q Thank you. Hillary, in the past you have said that there is a freedom of speech problem on our campuses. Can you explain why you said that? Was it from personal experience?
Hillary Gyebi-Ababio: Could you clarify where and when I said that, please?
Michelle Donelan
It is from one of the documents we have from a while ago.
Hillary Gyebi-Ababio: Sure. I cannot recall exactly when I said that—apologies—but to speak to the background of the Bill, I think there are concerns around the evidence upon which this Bill has been brought about. If there is anything that we need to be worried about on campus, it is facilitating what would look like equitable free speech for everyone. Some students on campus do not feel that they have the same level of rights to free speech as others because, for example, existing legislation makes them nervous about speaking about their views or what they believe. In 2018, 43% of Muslim students, if I recall correctly, talked about the Prevent duty having an impact on their ability to feel—[Interruption.]
The Chair
Order. There is a Division. The sitting will be suspended, and I shall resume the Chair in 15 minutes’ time, just before half-past six o’clock.