Postgraduate Education

Paul Blomfield Excerpts

Wednesday 25th January 2012 Westminster Hall

[Mr Sheerman]

I am happy to do that. The research councils are a brave body of men and women, and they are going through tough times, because they are eking out research grants to many people who need and deserve them. It is a tough time to be entering the postgraduate world. They are in the firing line for saying yes or no, and too often it is no.

[Paul Blomfield (Sheffield Central) (Lab)]

I thank my hon. Friend for giving way on the specific point of the research councils. Will he note the comments by Research Councils UK in 2007—the Minister laughs, but I do not think it would change its view now—when it argued:

“There is a critical need to grow postgraduate research…in the UK in order to counter the demographic ‘time bomb’ of an ageing population of academics in some disciplines”

and that without

“a strategy to address this, there will be serious implications for future retirement and replacement needs”?

There remains a concern that there is no strategy.

[Mr Sheerman]

My hon. Friend is absolutely right, and that is why I keep pleading for higher education to be considered holistically through the career path of senior researchers and academics to retirement, and to consider the demographics of that. My hon. Friend makes the strong point that we must keep refreshing and replenishing that stock all the time. Many of our senior academics are approaching retirement age in a bunch as the demographics work.

When it is announced that one has a debate such as this, information pours in from all over the place. I pay tribute to Universities UK, the Russell group, the ’92 group and others who have furnished me with excellent background material. I was reading about some of the important things that we do in the research community: employer engagement, research, executive education, knowledge transfer, regional partnership building, and so on. But I return to teasing the Minister about the policy vacuum.

Let us look at the history. In March 2010, the Adrian Smith review, “One Step Beyond: Making the most of postgraduate education”, was published. What has happened to it? Sir Adrian has been pulled in—I am sure he did not have be pulled in, but was delighted—to talk to the Minister, who has got his team together again for at least one meeting. Will he enlighten us on whether that review is going anywhere in influencing Government policy? That would be useful.

I want to dwell on the rather dark side of the argument. Higher education and the postgraduate world are heavily dependent on a particular market, and when I was Chair of the Education Committee, I looked at the international market in higher education. The Committee learned that it is intensely competitive. Universities all over the world compete, and five years ago the main competitors were the United States, Australia and emerging countries such as India and China, sometimes in partnership with UK and US universities. It is a very competitive world, and includes Saudi Arabia, India and Germany. The Germans and the Dutch are now teaching postgraduate and undergraduate courses in English to attract a broader audience. If the income from international students were taken out of higher education, we would be in a sad state indeed.

That market is heavily dependent on taught postgraduate work—the one-year or two-year master’s degree. It is highly competitive. As a member of the court of governors of the London School of Economics, I know it very well. It is highly competitive, and there is no cap on fees, which are very competitive. At the lower end, there are some good cheap bargains in higher education in the UK. At the higher end, a business master’s degree in some of our better-known departments of management will cost a lot of money.

Growth in the number of international students, great threat from competition, and—I do not want to be partisan—a slightly clumsily organised change in the visa arrangements have had an impact on some good institutions. I am the first to say that there were some dodgy players pretending to be respectable colleges, and we could have used a little more finesse in weeding out the obvious cowboy operators without impacting on the serious players in higher education, but there is no doubt that visas have been a difficulty, as have the cuts in teaching grants. We have no tuition fee loans for postgraduates, and the research councils cannot help with that.

--- Later in debate ---

[Paul Blomfield (Sheffield Central) (Lab)]

Thank you, Mr Hollobone. I appreciate Mr Speaker’s recognition of my efforts to be called today. It is a delight to contribute to the debate under your chairmanship.

I congratulate my hon. Friend the Member for Huddersfield (Mr Sheerman) on securing this debate. There is concern across the sector, which, I think, has been shared by the Minister, over the lack of attention that has been given to postgraduate education in the whole debate about the future of our universities and our higher education system and in the higher education reforms. I am not sure where those reforms stand now in the light of the announcement in The Daily Telegraph yesterday of the Government’s new position, to which the Minister has not added much clarity, but I am sure that he will come back to it later in the debate.

Postgraduate education issues and the failure of the Browne review to look at them were matters that I raised with Lord Browne when he appeared before the Business, Innovations and Skills Committee. It was clear that he did not have the inclination to examine postgraduate study, despite recognising in his earlier evidence that what happened in one area of the sector was important to the other areas. In one of those bizarre moments in our fairly long discussion with Lord Browne, he said that we had to understand the interdependence in the sector. What we do in one part of the sector has an impact on another part, he said. He told the Select Committee that he did not look at postgraduate education in anything other than in the most cursory way. Instead, he pointed to the postgraduate review chaired by Sir Adrian Smith and said that it would tackle the issues, and indeed it did in many ways.

When the Smith panel published its report in March 2010, it identified four significant challenges: promoting the value of postgraduate study to both potential students and employers; ensuring that sufficient emphasis is placed on skills, development and employability; crucially, considering barriers to the access and availability of financial support; and, finally, providing key information better to inform student choice, which has been at the heart of the Government’s narrative.

Not unreasonably, there was an expectation that those issues would be addressed in the White Paper on higher education. Surprisingly, though, they were not addressed, and the White Paper declares an intention to revisit postgraduate funding as the new system of undergraduate funding beds in. Universities UK said that that approach

“does not address some of the challenges the sector faces in maintaining postgraduate provision in the meantime, not least because of the withdrawal of elements of HEFCE teaching funding from as early as 2012/13.”

My hon. Friend has convincingly made the case for postgraduate education. It is an important part of the higher education sector. We have some of the top universities in the world, and our postgraduate education has an international reputation. It makes a vital contribution to the economy and is a major foreign export earner.

Over the past decade, the number of taught postgraduate students has grown significantly—around 40% since 1999. Taught postgraduate students now make up around 20% of the total student population, rising from 17% a decade ago. Much of that growth is attributable to international student recruitment—it certainly was before the visa changes—and to a growing number of young, under 25-year-old, UK students. There was nearly a 16% increase in the number of under-25-year-olds going on to postgraduate taught study between 2008-09 and 2009-10. One of the key reasons for that, which was confirmed by the postgraduate taught experience survey in 2010, was that they wanted to distinguish themselves in an increasingly competitive employment market and to improve their employment prospects.

In advance of today’s debate, I talked to academic and student leaders at the two fine universities in my constituency—the university of Sheffield and Sheffield Hallam university. I spoke to the vice-chancellor of Sheffield, Professor Keith Burnett, who the Minister knows and, like me, respects as one of our outstanding academic leaders. I asked him, “What would be the key points that you would want us to focus on in our discussions this afternoon?” He said that his concerns were twofold, and that they were both about access. First, professions that require postgraduate work, such as law and architecture, will have an increasingly more biased social mix, as the effect of undergraduate loans bears down on applicants from a widening participation background. Secondly, many areas in arts and humanities rely on self-funded students for department income and for training future university teachers. He said that that will lead to universities being staffed by those from more privileged backgrounds.

Professor Keith Burnett’s concerns were echoed by Thom Arnold, student president at Sheffield university. He said that his main concern relating to postgraduate education

“is funding and widening participation, in particular related to the impact of rising prices for postgraduate courses without a funding system in place”—

I hope the Minister will talk about that issue—

“and what impact this will have, particularly on people from lower socio-economic backgrounds. We are concerned that people will be priced out of postgraduate study, and as a result will also be unable to access professions where a masters is a prerequisite. We see a clear need for a review of funding and support arrangements for postgraduates with a view that this review will lead to the development of income contingent loans for postgraduates.”

Reflecting on a point in the Smith review, which I hope the Minister will also address, he said:

“Another area is access to information and guidance. The White Paper aims to put students at the heart of the system by providing more information to undergraduates with the key information sets. However, potential postgraduate students still remain largely in the dark when applying. Despite the limitations of key information sets, an attempt to roll out a KIS style for postgraduate taught students would be positive.”

Jake Kitchener is student president at Sheffield Hallam university and represents students drawn from a different demographic. He had the same concerns but raised an additional point. He said:

“We think it’s disgraceful that there is still no financial provision for those wishing to take up postgraduate study. I have spoken with students who have saved in excess of £10,000 just so that they can afford to go to university. The alternative is a graduate development loan, but it isn’t available to prospective students with a low credit rating, and when the student finishes it is a huge burden.”

Importantly, he said that mature students, who are a significant component of Hallam’s demographic mix, are not taken into account. He said:

“Those returning to study may have families, mortgages to pay and a reduction in income as they dedicate time to their studies. However, currently there are no systems in place to aid postgraduate study. Returning to education is a positive, but currently there is no student funding support to anyone that wants it. It’s a regressive system and our postgraduate students feel disregarded and hard done by.”

Those views are confirmed by a survey undertaken by the National Union of Students, which said that 60% of those whom it surveyed—a large sample—claimed that accessibility of finance or funding was a major factor on deciding whether to undertake postgraduate study. Some 67% of those whom it spoke to were entirely self-funded through a combination of savings, earnings, family loans and, in 15% of cases, overdrafts or credit cards. It also found out that self-funded students, who had often made the greatest effort to undertake that programme, were more likely than funded students to consider leaving or suspending their studies because of the financial pressures.

There is a crisis in postgraduate education funding. If it is not effectively addressed, we can expect to see mounting costs leading to decreased demand, closure of courses and increased reliance on international postgraduate income, which, however welcome in itself, should not be a substitute for the opportunities for UK students. Crucially, the UK population’s skill levels could decline, when we need higher-level skills to support growth and the knowledge economy, as the Minister will agree.

As my hon. Friend the Member for Huddersfield said, the crisis that we face in postgraduate education funding is due to two key factors: the impact of undergraduate higher education funding reforms, with which the Minister will not necessarily agree, but on which I would welcome his comments; and the impact of international student visa changes, with which I guess that he would agree, although he probably will not admit it. It is certainly true, as my hon. Friend said, that those changes were pushed through clumsily, and they could have been finessed better. We should have sought to deal with the issue not on the demand side, by discouraging applications, but on the supply side, by cracking down on the bogus colleges that have been mentioned.

The debate is not, however, just about postgraduate taught-course funding. Postgraduate taught courses, in particular, are a critical route to undertaking research programmes. As the million+ group of modern universities points out, students undertaking postgraduate qualifications not only provide future staff potential, but add significant value to our universities and the academic communities of which they are a part. As I said in an intervention, we need to recognise the concern that Research Councils UK has expressed about the demographic time bomb in our ageing academic population. If our universities are to play the role that my hon. Friend rightly talked about, that issue must be addressed.

Like my hon. Friend, I feel passionately about the role our universities can play in our economic future. Sheffield is a city with a fine industrial and manufacturing history, but it is seeking to identify a new way forward in a changing economy. The critical way that it can do that is by combining the innovation and research expertise of our universities with the traditional manufacturing skills in our city. As the Minister will agree, there is no finer example of that than the Advanced Manufacturing Research Centre at Waverley. That initiative was the work of the university of Sheffield and its key partners, Boeing and Rolls-Royce, and it has led to extraordinary innovation in manufacturing, but it came about only because of the sort of research capacity that we need to cherish.

In conclusion, I hope the Minister will spell out how the Government plan to address the four issues identified by the Smith review: promoting the value of postgraduate study; emphasising skills development and employability; critically, overcoming the barriers to financial support; and providing key information to enable student choice.

[Mr Philip Hollobone (in the Chair)]

I understand that Roberta Blackman-Woods has a postgraduate degree, represents a university town and is married to a professor. Even though she is dangerously overqualified, I am going to call her next.

--- Later in debate ---

[The Minister for Universities and Science (Mr David Willetts)]

Thank you very much, Mr Hollobone, for chairing this debate. I congratulate the hon. Member for Huddersfield (Mr Sheerman) on his opening speech. I have always had a soft spot for him; I remember his chairmanship of the Education Committee, and he was also a student of Michael Oakeshott, so all we Tories have great respect for him. We then heard a series of speeches, which I welcome, from the hon. Members for Sheffield Central (Paul Blomfield), for City of Durham (Roberta Blackman-Woods) and for Luton South (Gavin Shuker), and then from the Opposition spokesman, the hon. Member for Birmingham, Ladywood (Shabana Mahmood). There was a theme, which I am happy to join in the support of, that postgraduate education is very important for a lot of reasons. It is very important for the economy, and for the individuals.

I can tell the hon. Member for Sheffield Central that I was talking to senior managers from Boeing about their overall strategy for research and development. They said that when they were planning an investment in the US, they were taking some leading figures from American universities close to where they were investing to Sheffield, to see at first hand how business-university collaboration could be done successfully. We can get it right, and we should celebrate those examples. Clearly, great achievements have been made at the university of Sheffield and elsewhere.

We have an important and valuable postgraduate education experience. I realise that there are a range of concerns in the sector, expressed by Members in this debate, about the future funding of postgraduate study. Let me make several things clear. First, it is unhelpful to think of it as a problem caused by a pile of undergraduate student debt. The more one looks at the issue, the more it is clear that the idea of a debt mountain that is a burden on people’s shoulders is misleading. It should be thought of not as a debt but as a flow of payments. The model, which we took in many ways from the previous Labour Government, has the best features of a graduate tax. It is essentially 9% of any earnings above £21,000 a year until the cost of the university education is paid for. If a child of mine were leaving university with £25,000 in debt on his or her credit card, I would be worried, recognising that it would threaten their ability to borrow, for example, to pay for postgraduate education if necessary. However, that is not a fair analogy with our student finance proposals.

[Paul Blomfield]

Does the Minister not accept that he is trying to appropriate the language of a graduate tax to describe a system that is actually nothing but an income-contingent loan? He mentioned the central principle of graduate tax. Graduate tax is a system whereby people pay back according to what they can afford, as opposed to what they had to borrow to go to university.

[Mr Willetts]

The total amount to pay back is determined by the cost of the higher education, and it keeps the connection with the university. That is where I part company with the graduate tax. The point that I am trying to make is that graduates will experience only a slightly higher deduction from their pay packet by Her Majesty’s Revenue and Customs, and if their income ever falls to less than £21,000, no payments whatever will be made. That matters to the debate about postgraduate education. I am not simply trying to reopen the debate on our undergraduate proposals.

The idea seems to be that it will be harder for postgraduates to finance themselves, because they will suddenly have an enormous amount of debt. In all the conversations that we have had with lenders about, for example, graduates’ ability to access a mortgage, they have said that what lenders look at is fixed monthly repayments. We have increased the threshold for repayments from £15,000 to £21,000, so the monthly repayments under our system have fallen compared with the system that we inherited from Labour. That matters to postgraduates’ ability to fund themselves. That is the source of Opposition Members’ anxiety: a misunderstanding of the implications of the reforms.

Nevertheless, I accept that there is concern about postgraduate issues. We recognise the need to monitor closely what is happening, investigate if problems arise and be absolutely clear what they are and what will need to be done about them. Today, we published the letter that we sent to the Higher Education Funding Council for England with the grant statement for the coming year. A paragraph in that letter specifically discusses postgraduates:

“We are pleased that the Council is taking the lead on gathering evidence to improve our understanding of the purpose and characteristics of, and outcomes from, postgraduate study, with the intention of reviewing postgraduate participation following the changes to undergraduate funding.”

We accept that it must be monitored.

“We also note the progress the Council is making, with its HE Public Information Steering Group”

on better information for postgraduate students. Also, of course, we refer to continuing

“work on strategically important and vulnerable subjects”.