Making the case for investment in higher education

Author: Jeremy Swan , Head of Policy and Advocacy

Our universities desperately need extra funding, but instead we’ve seen English tuition fees frozen and a clampdown on international students. With a general election on the horizon, how can we build a convincing case for investment?

Politically, we are on difficult ground. Against the backdrop of a cost-of-living crisis, tuition fee increases are surely out of the question for any political party looking to win over younger voters. This will remain a stumbling block so long as we have the current funding model.

But there’s also a wider problem, which is that education is pretty low down the list of priorities for the public. According to the latest polling from YouGov (26 Feb), people are more interested in the economy, health, immigration, housing, the environment, crime, defence and Britain leaving the EU (I thought that already happened?) than education.

Contrast this with immigration, which is a priority for voters and an area where many people (81%, YouGov) believe the Government is performing badly. While data may show that international students add billions to the economy and contribute greatly in social and cultural terms, politicians with an eye on the polls may be tempted to take a tough stance to reap the benefits at the ballot box.

Furthermore, the pressure on public finances will force policy makers (whatever colour their rosette) to make hard choices about spending commitments. When money is tight, what do you spend it on? Bringing NHS waiting lists down? Reaching Net Zero? Getting the economy moving again? Whoever ends up winning the keys to No.10 will have to face up to some pretty big challenges, and quick.

Ask not what your country can do for you…

We need to flip the narrative. Rather than go cap-in-hand to policy makers, we need to show how universities can help solve the big problems. Far from being a money drain, we need to show how investment in higher education can stimulate economic growth and address the issues that voters care most about. And I think there’s an opportunity to do that through the skills agenda.

To meet many of the challenges facing the country, we need people with the right skills to plug gaps in the workforce and develop innovative solutions. However, the narrative around skills policy has too often focused solely on further education, which ignores the vital role our universities play in developing higher level technical skills – not to mention the human skills that are highly valued by employers – and helping people into work. That is why AGCAS, in our general election asks, is calling on political parties to recognise the role of universities as part of a joined-up approach to skills.

With over 5,000 members working as careers and employability professionals across the UK and Ireland, AGCAS has a great vantage point to see the impact that universities are having in this space. The Careers and Entrepreneurship department at the University of Sussex, for example, supports the local economy by sending 550 fully funded interns and student consultants into businesses each year, while Staffordshire University has, over the last 20 years, delivered over 700 start-ups through their Be Inspired programme, delivering a £2.28 return for every £1 invested.

But universities could do more if they are properly supported. In recent years, European funding has been used to deliver successful employability schemes in places like Liverpool and Sheffield, helping to meet local skills gaps and support business growth. These kinds of schemes could be redeveloped, but first we need policy makers to recognise the potential of universities to make things happen in their communities.

Of course, any discussion around skills policy and addressing workforce shortages wouldn’t be complete without mentioning the vital role of careers support, advice and guidance. Investment in this area is not merely a ‘nice to have’, but a necessary step towards plugging skills gaps and helping people into jobs they genuinely care about and will work hard in. Engaged workers are more motivated and productive, which has a positive impact both on the economy and on worker wellbeing. It’s time for political leaders to properly fund careers guidance across the UK and ensure that people of all ages can access support delivered by trained and experienced professionals.

What can universities do now?

Universities have made great strides in recent years to prepare graduates for the ever-changing world of work, but more can be done.

The latest report from the UPP Foundation Student Futures Commission found that half of students aren’t accessing careers service support in their institution and nearly three-quarters believe more could be done to integrate workplace skills in the curriculum.

While many institutions will be faced with difficult financial decisions ahead, investing in careers and employability support offers a way to improve graduate outcomes and demonstrate to policy makers the transformative effect of higher education. Cutbacks not only compromise the ability to support students, but also limit institutional capacity to help policy makers address the big issues facing society.

What universities can do straight away – and for free – is to ensure their careers and employability teams are represented on key committees and recognised in strategy documents. Their experience of working with employers, supporting entrepreneurs and helping learners develop work-ready skills will prove invaluable as institutions seek to demonstrate their ability to help Britain meet the challenges ahead.

Read the AGCAS Manifesto