full time courses they provide rather than explore innovative modes of part time study.
percentage point in overall satisfaction: from 80% in 2005, to 82% in 2010).47
The lack of support for part time study makes it much more difficult for this country to catch up with other countries on the skill levels of the existing workforce. Individuals who are already in work and do not have a higher education qualification are usually unlikely to give up their jobs and enter full time study. Part time study may be a realistic option for them, but access to part time study is hampered by the lack of Government support. The potential exists to combine the experience of individuals already in work with the skills that higher education can provide; but it is not being exploited.
This data should be seen in the context that institutions continue to receive a large block grant through HEFCE. They get this year on year regardless of what students think about the quality of teaching. And, because the demand for student places exceeds the numbers of places that are available, institutions do not have to compete as hard as they might to recruit students. The combination of these factors means that the incentives for institutions to improve the student experience are limited.
System not responsive to the changing s k i l l s n e e d s o f t h e e c o n o m y.
Analysis from the UKCES suggests that the higher education system does not produce the most effective mix of skills to meet business needs.44 20% of businesses report having a skills gap of some kind in their existing workforce, up from 16% since 2007. The CBI found that 48% of employers were dissatisfied with the business awareness of the graduates they hired.45 This evidence suggests there needs to be a closer fit between what is taught in higher education and the skills needed in the economy. It also adds force to the argument for helping existing workers to enter part time study and improve their skills. Lim ite d im prove m e nt s in the stude nt experience.
Student expectations have increased since 2006 now that students are paying more towards the costs of higher education, but it is by no means clear that the quality of the student experience has improved. Many institutions claim to have improved the quality of teaching and to be focusing more on meeting the demands of students. However, the NUS46 and other student organisations have suggested there is no evidence that quality has increased as a result of the additional fee income. The results of the National Student Survey (NSS) do not indicate significant change – an increase of just two
2 .4 The case for refor m consists of i n c r e a s i n g pa r t i c i pat i o n , i m p r o v i n g q ua l i t y a n d c r e at i n g a s u s ta i n a b l e solution for funding .
Reflecting on the challenges faced by the current system, the case for reform can be summarised under three headings: participation, quality and sustainability. Pa r t i c i pat i o n
The higher education system in this country does not meet the aspirations of many people who wish to enter higher education. There are not enough places for those who want to study full time; and there is insufficient support for those who want to study part time. Fair access has not been achieved. Q ua l i t y
Students are no more satisfied with higher education than ten years ago. Employers report that many graduates lack the skills they need to improve productivity. Institutions have no access to additional investment to pay for improvements to the courses they provide. In any case the incentives for them to improve the student experience are limited. S u s ta i n a b i l i t y
The balance of private and public contributions has not changed. The higher education system remains dependent on public resources; and public resources are being cut. In all of our work we have been guided by seeking to meet these challenges.
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