Study abroad with a no-deal Brexit?
Thousands of students could be denied government funding to study abroad if the UK leaves the European Union without a deal
The government has clarified that British students studying in Europe on Erasmus+ placements should continue to receive funding for the duration of their time abroad. However, excluding the grants that have already been agreed, the UK government has not committed to providing any further funding for students planning to study in Europe in the case of a no-deal Brexit.
In 2016-17, over 16,500 British students studied on Erasmus+ placements. In particular, students from poorer backgrounds would be less likely to be able to find a particular form of funding to help pay their living and travel costs while in Europe.
Universities UK has launched a national #SupportStudyAbroad campaign, asking the UK government to commit to continue funding study abroad opportunities for UK students, even if the UK cannot negotiate continued participation in the Erasmus+ programme.
Alistair Jarvis, Universities UK Chief Executive, said “The benefits of study abroad are well documented. Not only does study abroad have clear employability benefits for students, it helps them to develop the language, communication, and intercultural skills that will be so essential to building a truly global Britain. An investment in international experience for our students now is an investment in the future of economy. Without the international opportunities offered through schemes like Erasmus+, the UK’s workforce will not be equipped to meet the changing needs of the economy post-Brexit.”
Study abroad supports social mobility as students who study abroad outperform their peers both academically and professionally. They are:
· 19% more likely to gain a 1st class degree
· 20% less likely to be unemployed
· 10% more likely to be in graduate jobs six months after graduation
For those from underrepresented and disadvantaged groups, the benefits are even more pronounced:
· BAME students who studied abroad are 17% more likely to be in graduate jobs six months after graduation
· Mature students who participated in these programmes earn 10% more than their peers
Black Attainment Gap
BAME students are less likely to qualify with top degrees than their white peers with the same A Level grades
78% of white students received a First or a 2:1 degree in 2015-16, compared to 66% Asian, and 53% Black students, Equality Challenge Unit data shows. The UUK and NUS have launched a joint initiative to help Universities understand what barriers BAME students face in an attempt to close the attainment gap in higher education.
Black students are also 50% more likely to drop out of University. More than one in 10 (10.3%) of black students drop out of University in England, compared with 6.9% for the whole student population, according to a report by two charitable university trusts, the UPP Foundation and the Social Market Foundation.
Factors contributing to retaining ethnic minorities include lack of cultural connection to the curriculum, difficulties making friends with students from other ethnicities, and difficulties forming relationships with academic staff due to the differences in background and customs.
Learning Analytics
Demographics can be used to identify disparity in academic achievement, support targeted provision for those less privileged and track demographic changes in student populations
It is now possible to use data to enhance understanding of learners and their learning environments. This development means that universities can measure and codify students to support their progress, attainment, and retention at institutional and individual student levels, often through targeted interactions that are specific to an individual student need.
There are clear attainment differences across demographic groups, so the starting point for many universities is to consider demographic factors as an influence within an analytic model. Demographics will reinforce what you already know but they can also predict a student outcome e.g. students from a particular postcode might do less well, so a system predicts underperformance for the students belonging to that postcode.
Algorithms rank a student’s potential because of a demographic attribute that shows a particular group has not fared as well is, potentially, bias. For example, a white student having mental health issues may be overlooked because they come from a privileged background. Additionally, if it is only measuring success with grade outcome, this then fails to recognise the full value of higher education.
Access and Participation
The Office for Students set itself goals to eliminate equality gaps in higher education in December 2018
This new approach frees higher education providers from having to submit new plans each year, which will enable longer-term strategies to be developed. It lists the following expectations that universities should undertake:
· All provider plans should be underpinned by an honest assessment of the gaps in access, success, and progression between different groups of students
· Providers should set targets that are more ambitious than before to reduce the gaps that are identified, achieving a real step change during the next five years
· Plans must demonstrate evidence-based activity and investment to achieve these goals, including well thought-out evaluation strategies to refine and improve upon the approaches taken.
Opinion pieces of note
Sorry everyone, but we need to talk about Brexit – Universities UK
“Will Augar knock down barriers?” – Shakira Martin, NUS President, blog
How lonely are today’s students? – WonkHE
Whatever happened to student experience? - WonkHE