by Fabio R Aricò, Laura Harvey and Ritchie Woodard
The pattern is familiar across many universities: more and more students are asking to be excused from attending classes, submitting coursework, and even sitting examinations, because of work commitments. Not long ago, these requests would have been dismissed as feeble justifications and lack of planning but, in the face of the cost-of-living crisis, this rising phenomenon is a signal that students are struggling to make ends meet and that ad-hoc institutional responses have not yet addressed this challenge (Jones (2022), OfS (2023)).
During this period of high inflation, characterised by rampant housing costs and food prices, student finances are increasingly under pressure (Dickinson, 2023; Peachey, 2023). A larger number of students from different backgrounds are now seeking employment whilst studying for their degree. Universities and institutions have responded with a range of emergency measures, including financial support, housing aid, and foodbanks. Yet, there has been minimal adjustment in the way courses are taught or structured to accommodate part-time work, which has become a new normal for many learners (Blake, 2023).
Students undertaking part-time employment, during term or during vacation periods, is not new; in fact, it has long been encouraged by careers teams to facilitate the formation of soft-skills, broaden CVs, and boost chances for graduate success in the job market. Moreover, meaningful work experience or employment can be seen as critical for a number of professions – a mechanism to distinguish between graduates with the same 2:1 degree but with differing employability capital.
To what extent is student employment detrimental? The potential for harmful consequences of working whilst studying are clear – missing teaching sessions, not allocating enough time to independent learning, and increased stress levels, all have detrimental impacts on degree outcomes. However, there are also positive returns to student part-time work: developing key skills which are valuable for learning, as well as in the graduate labour market, such as problem solving, teamwork, communicating with customers and managing different priorities. The complex nature of this question is a key motivator for our ongoing research.
We conducted a small pilot survey at a mid-sized, mid-tier institution with the aim of gaining further understanding of the work-study trade-off faced by students. We hypothesised three main drivers for the decision to work whilst studying: (1) need to work, to have enough money to cover basics such as housing and food, (2) want to work, to pay for additional items such as holidays, and (3) invest into work, intended as seeking employment with the proactive aim to enhance employability skills. These complementary drivers are reflected in the range of jobs students reported having, including working for the university, retail, and hospitality.
Our pilot validated the presence of all these drivers in the sample we collected, as well as uncovering much more.
First of all, we observed that a non-negligible share of respondents reported working in offices, offering personal tutoring, and providing services as cleaners or in healthcare – roles not typically associated with student work in the past.
One of our findings sheds light on a socio-economic driver for employment. A significant number of questionnaire respondents claim that their student loan does not cover their essential expenses, or that their family network is not able to provide additional financial support at this time, evidencing a correlation between family financial background and the need for employment.
More interestingly, another finding reveals the presence of positive personal and social dimensions of student work. In fact, despite mentioning financial hardship, many students share positive feelings associated with the enjoyment of their part-time work as an ‘escape’ from studying, a means to fulfil their aspirations to rely less on family financial support, as well as an opportunity to socialise outside the academic environment. Although very preliminary, this result could highlight a shifting trend of no longer spending money on social activities, but rather earning money which comes with social interaction and, at a particular level, positive impact on mental health.
Whilst the phenomenon of working whilst studying has characterised the experience of generations of students, this practice has become much more common and widespread nowadays. Young people are increasingly prioritising earning versus studying in the face of financial hardship. In the absence of substantial policy reforms to student finance, this issue will remain present in the sector long after the cost-of-living crisis is resolved. In the face of these constraints, we suggest there is an opportunity for institutions to embed inclusivity and flexibility into their learning and teaching offer to minimise hardship for students, rather than opting for remedial support in the form of bursaries or food banks. In the long run, an evidence-informed flexible curriculum approach, which capitalises on the employability and social capital built through part-time work, could prove to be an effective approach in responding to economic and political instability, with a direct impact on the current and the future student experience.
The research is currently still underway and we are keen to connect with other researchers to expand the reach of this study. To find out more please contact the research team at cherpps@uea.ac.uk.
Prof Fabio R. Aricò is a Professor of Higher Education and Economics and the Director of the Centre for Higher Education Research Practice Policy and Scholarship at the University of East Anglia. You can find out more here and connect on twitter.
Dr Laura A. Harvey is a lecturer in Economics at Loughborough University. Her research is in the area of inequality and education. You can find out more here and connect on twitter.
Dr Ritchie Woodard is a lecturer in Economics at the University of East Anglia, with research interests in pedagogy, workplace wellbeing, automation & job satisfaction, and sports economics. You can find out more here and connect on twitter.
A paper for the Symposium on ‘Inequalities in HE during Covid-19’ (SRHE Conference, 6 December 2023, Birmingham) provides new evidence on the ‘social suffering’ that university students endure due to precarious employment. Based on findings from the project ‘Learning from Labour: Critical Pedagogy for Working Students’ carried out at Middlesex University in 2022-2023, the study explores the educational and employment challenges faced by working students in UK post-92 universities (MDX News, 2023). Researchers Janroj Keles, Claudio Morrison and Parisa Dashtipour surveyed students at their university to understand their work experiences, challenges, employment rights awareness, and workplace difficulties. The preliminary findings of the research are summarised in an extensive report (Morrison, Dashtipour, and Keles, 2023).
Headline news has reignited debates about how financial hardship and challenging labour market conditions are squeezing students’ study-life balance, and alarmingly raised claims that part-time jobs may disproportionally disadvantage less privileged students (BBC News 2023). This directly contradicts widely held beliefs that these jobs offer valuable benefits of labour market flexibility and resilience. The Middlesex study reveals how thousands of university students in the workplace may regularly face discrimination, unpaid hours, threats of dismissal and shifts changing at short notice. The study further reveals a concerning lack of awareness among students regarding their employment rights, including benefits like maternity leave.
Academic debates and research background
The issue of ‘incompatibility’ between work and studying is neither new nor it is unique to the UK. In the UK conditions shifted significantly after the 1990s reforms with the creation of post-92 universities, the replacement of grants with loans and tuition fees and a diversified student body. Early research by Moreau and Leathwood (2006) on post-92 students concluded that students from working class background were disproportionately impacted by the lack of state support, as the ‘benefits of flexible labour predominantly accrue to the employer’ (2006: 37). Since austerity, even ‘white, middle-class students of traditional age’ face a ‘double deficit’ of financial shortfall and increasing pressure to gain employability skills (Hordósy, Clark and Vickers, 2018: 361). Studies covering EU countries show that around 70% of university students are active in the labour market above the accepted ten-hour threshold (Lessky and Unger, 2022). This ‘time-consuming’ employment is particularly prevalent among business students with first-in-family background; this is explained by increasing participation of underrepresented groups, greater appreciation of work experience and higher costs of living and is associated with higher drop-out rates. Research on student-workers by employment scholars remains limited (Rydzik and Bal, 2023). Several researchers highlight the multiple vulnerabilities experienced by students as a peripheral casualised workforce (Alberti et al, 2018; Ioannou and Dukes, 2021, Rydzik and Kissoon, 2022). Mooney (2016), for example, criticizes the fact that hospitality management takes a ‘dispassionate’ attitude toward casually employed students, failing retention. UK research further highlights sexist and discriminatory attitudes in the industry (Ineson et al, 2013; Maxwell and Broadbridge, 2014). Recent research identifies multiple effects of insecurity induced by precarity arguing for ‘student-workers as a conceptually distinct category of workers impacted in particular ways by labour flexibilization’ (Rydzik and Bal, 2023). However, there is some disagreement regarding the idea that all jobs involving precarious labour have negative outcomes. Other studies have questioned slippages between ‘the concepts of precarious work and precarious workers’ (Campbell and Price, 2016: 314) and between precarity as ‘waged work exhibiting several dimensions of precariousness [and], precarity [as] the detrimental effect of labour-market insecurity on people’s lives’ (Antonucci, 2018: 888). Students may avoid the short-term effects of insecure, low-paid jobs by exercising choice (Antonucci 2018). According to Whittard et al (2022: 762) ‘students possess skills attractive to employers, they may receive training and, in some cases, employment opportunities after graduation’. Additionally, Grozev and Easterbrook (2022: 259) argue that ‘the experience of working alongside studying can help to reaffirm students’ commitment to their studies and make them resilient learners.’ In sum, research so far has highlighted the economic and motivational pressures pushing low-income students towards low-paid/low skills precarious jobs. A limited amount of research has detailed both the potential incompatibilities between these jobs and education and the long-term risks associated with precarity. However, student agency and their ability to strategize remain contested. The Middlesex study contributes to these debates by adding evidence on the structural constraints that student workers face in the ‘labour process’ which encompasses work organisation, workplace power structures and ensuing social relations. This ultimately sheds light on what it truly means to be a precarious worker in this specific context.
Method
The researchaimed to adapt and adopt critical pedagogy to the post-92 HE to raise the quality of learning experienced by working students and their agentic power in the workplace (Neary et al, 2014). Following an engaged research approach, the research used multiple methods, including a survey, interviews, in-class discussions and reflective essays. Academics across the University employed student-centred, research-engaged learning strategies to stimulate critical reflection on students’ work experiences and socio-political backgrounds (Dashtipour and Vidaillet, 2020). Their accounts illustrate work experiences during the COVID-19 pandemic, the problems encountered, coping strategies and their knowledge of employment rights.
Findings
The research presents a picture in line with existing data on students’ employment during the pandemic. Its findings, however, suggest that the social suffering of student-workers is underestimated and consequently there is a stronger connection between ‘bad’ jobs and poor educational outcomes than previously thought. The study sample included females (61%) students living at home (34%), international/overseas students (44%), British (32%) and EU-settled residents (18%). Among surveyed students, 90% reported ‘not having enough money to live on without working’. In particular, fifty per cent work part-time and a third work in zero hours, freelance or informal jobs. Further, findings reveal how 68% of respondents have their work schedule changed at short notice, 28% do not always or ever see a payslip, 22% complain about unpaid extra work, and 17% claim some of their wages are paid cash-in-hand to avoid taxation. There is widespread evidence of discrimination and harassment and poor working conditions: almost 30% claim experiencing discrimination at work (almost 10% do so frequently), and 24% reported bullying; 22% claim threats of dismissal and 12% of disciplinary action; 20% reported accidents and injuries at work. Lack of knowledge of employment rights is one of the main reasons for difficult relationships with employers and it appears to exacerbate precariousness in the workplace.
Labour process analysis identifies the structural constraints that make such workplaces toxic and exploitative environments. Poignant respondents’ accounts describe a disorganised but highly exploitative work regime which relies on employees’ precarious conditions for its reproduction. Management strategies include lengthening of working time, deskilling and effort intensification combined with functional flexibility. Due to their short-term commitment, lack of experience and rights awareness as well as their desire for flexible hours, students become dependable workers. However, student-workers are no mere victims of unscrupulous employers and exploitative work designs. Resistance to unfair conditions also materialises either by withdrawing labour (turnover) or as workplace small-scale individual (foot-dragging, work-to-rule) and collective (solidarity, grievances) resistance.
The authors are concerned that these workplace issues may have an impact on students’ performance. Morrison, the project’s Principal Investigator, argues that student jobs are psychologically and physically taxing, as such immediately interfering with their ability to benefit from learning. Such experiences also lower their labour market expectations. The causes appear to lie in their lack of control over the conditions of their work and their poor awareness of labour rights. Precarious employment and exploitative business models make such problems a structural feature of these jobs. Keles, a co-investigator, exposes the dark side of student work for overseas students:
“Overseas students are trapped in a cycle of exploitation and bear the brunt of exploitative work. They typically work under unfavourable conditions, such as long hours – up to 30 per week – low pay and usually unsocial hours. Moreover, a significant proportion of oversees students reported that they have experienced bullying and undervaluing at these toxic work environments. In addition to increasing students’ vulnerability and mental health issues, these precarious employment conditions also lead to a number of other problems during their studies like poor academic performance”.
Drawing on extensive teaching experience, the researchers are adamant that these conditions may significantly contribute to low attendance, missing deadlines, requesting extensions, and even failing to turn in their assessments on time at the university.
Implications
Overall, the study emphasises that it is not poor education that allegedly prevents students from succeeding in the labour market, but rather it is the latter, due to the social suffering it causes, that prevents students from making the most of their learning opportunities. Post-92 universities should not be unfairly blamed for failing students’ employability. However, recognition of the significant challenges students face should lead universities as well as students and educators to turn these struggles into an opportunity for collective, social and pedagogic change. Therefore, while advocating changes in employing sectors and in university funding to reduce students’ reliance on low pay/low skills jobs, the authors urge universities, unions, and civil society to act towards improving student’s agency and bargaining power by raising their labour and employment rights knowledge and awareness of workplace collective conditions.
Universities constantly and rightly encourage students to gain work experience to increase their employability, they should also support working students by including employment rights as part of the taught curriculum, providing topical advice services and offering additional well-being support. Initiatives like Hospitality Now (Lincoln University, 2024) or the Hertfordshire Law Clinic (Hertfordshire, 2024) show this is both a timely and feasible approach.
Anyone interested in viewing the report and/or sharing experiences of supporting working students is welcome to contact the research team C.Morrison@mdx.ac.uk, J.Keles@mdx.ac.uk.
Claudio Morrison is a Senior Research Fellow in Employment Relations and HRM at Middlesex Business School. Over the last 20 years he has carried out ethnographic research in Post-Socialist Eastern Europe investigating the working lives and resistance practices of labour migrants and industrial workers. Current work includes the development of alternatives to mainstream ethics and the promotion of critical pedagogies and reflective learning in western academia.
Janroj Yilmaz Keles is an Associate Professor in the Department of Law and Social Sciences, Faculty of Business and Law at Middlesex University, researching on peace and conflict, gender, political violence, migration and (digital) social movements. He is one of the co-investigators of GCRF HUB – Gender, Justice and Security and the Nuffield Foundation funded the Afghan resettlement in England: outcomes and experiences project. He served as an editor for the British Sociological Association’s journal Work, Employment and Society from 2018 until 2022.His monograph Media, Conflict and Diaspora (I.B. Tauris, 2015), was well received by the academic community.
We were very proud to have our paper accepted at SRHE’s 2023 Research Conference. This was particularly because we value our collaboration, which was born via SRHE, and our paper was about that journey. This blogpost shares highlights from our SRHE 2023 conference paper which outlined: (i) our collaboration to publication research story; (ii) the importance of SRHE in our collaborative journey; which amongst many positives for nearly a decade, links directly to (iii) our award-winning journal paper that presented a conceptual framing of employability in different global contexts.
Our collaboration to publication research story
This recent piece of work started with a joint seminar at the 2019 SRHE Conference at Celtic Manor. We gathered a group of employability researchers to explore different aspects of interrogating methodologies and approaches on employability from different disciplinary perspectives and country contexts. It was a lively session, inspiring much debate including questions from the audience, and making us realise that it was time to re-evaluate yet again the conceptions of what employability meant. We were encouraged to suggest a follow up session, and by the time we left the room we had agreed to investigate the production of a special issue of Higher Education Quarterly (HEQ).
We discussed the initial steps in our collaboration to publication journey. Helen shared her recollections and how she persuaded Labake, as an early career researcher, that her career would be strongly enhanced by taking the lead in the endeavour. Hence, throughout the Covid-19 lockdown and beyond, Labake pitched our idea, had it accepted by the editors of HEQ, and then worked to make sure that all the contributors met deadlines, and delivered papers of the quality needed for publication.
In July 2021, our special issue entitled ‘Interrogating theoretical and empirical approaches to employability in different global contexts’, appeared online and on paper in HEQ. We were ecstatic and amazed at the success of the publication, particularly when we discovered in 2023 that our introduction paper, Fakunle & Higson (2021) and Labake’s substantial paper (Fakunle, 2021), had been Wiley’s top cited and most downloaded articles respectively (in 2021/22). Additionally, both papers and two other papers from the Special Issue were cited in Tight’s (2023) recent review and synthesis of the debate and continuing discussion around how employability is viewed in relation to the core purpose of higher education. This affirms the intellectual quality and care with which the work had been carried out. We talked about the impact for our career trajectory, and its significance as Helen entered her third decade of researching in employability, with the first 20 years charted in Higson (2023).
The importance of SRHE to this work
This second part of our paper concentrated on the role of SRHE in the triumphs mentioned above. As we chart this contribution, we acknowledge that it is a story that many other HE researchers will recognise. For both of us, the SRHE has played a major and significant part in our research journeys, both individually, but in this context particularly together.
The story begins when Helen was appointed Co-Network Convenor of the SRHE Employability and Enterprise special interest group. This involved running a number of very successful research days in London, and an eventful one held in 2014 in Edinburgh, which saved Scottish colleagues some journey time. The well attended event attracted participants not only from Scotland, but also from Northern Ireland and from England, as far south at Bournemouth. The session was held at the Dovecote Studios, where we first met when Labake, then a PhD student, was working on the employability of international students. This shows the importance of these events, and the vital role of supervisors and network convenors to encourage PhD students to attend these events, which are always collegiate and inspire confidence in early career researchers. This SRHE event at Edinburgh was the starting point for the mentoring relationship and follow-up conversations at subsequent SRHE Conferences. We provide below a brief snapshot/testimonial about the efficacy of SRHE network events.
Helen’s reflections
As network convenor, I was always keen to create a community of practice for employability researchers at the Conference. On the first night, before most of the conference had started, I always hosted a table in the restaurant. This allowed lone researchers, new researchers, and first time conference goers to join our group in an informal setting. This always ensured that there were friendly attenders at conference presentations, and often led to future collaborations. A number of my best collaborators and now friendships (including with Labake), stemmed from those friendly dinners, at which we always ran out of chairs.
Labake’s reflections
I kept in touch with Helen during and after completing my PhD and my academic roles at the University of Edinburgh. I enjoyed attending several Employability events as a valued opportunity to network with colleagues from the UK and abroad and explore collaborative opportunities. This formed the basis for asking Helen to join me in contributing to the Conference seminar in 2019, and our continuing mutually beneficial collaborations. I am especially proud that one of my PhD students was accepted to present her research at the 2023 SRHE conference and is able to avail themselves of the networking opportunities!
Our groundbreaking employability framework
Our presentation culminated with the discussion about the employability framework in our award-winning journal article published here. The framework proposes a conceptualisation of employability in 3 dimensions: outcomes, process and conceptual. The outcomes approach is centred on economic parameters based on individual competence and employment rates. We point to the dominance of the outcomes approach in the multiplicity of definitions and understandings of employability. The process approach captures the role of higher education institutions in providing and assessing employability development opportunities. We differentiated between different conceptual approaches of employability dimensions such as the dominant human capital theory (underpinning the outcomes approach), critical realism, capability and positional conflict. The framework provides conceptual clarity that addresses contesting positionalities and differing positions on what employability is, and the relevance beyond dominant outcomes approach and western-focused context.
Conclusion
We are grateful and mindful that SRHE worked the magic for us, bringing together an experienced researcher and ECR with impactful outcomes. Our story is one of many. Hopefully, our story will inspire other ECRs to reach out and make the best of the opportunities that SRHE provides. We also want to highlight how the input and support from more experienced researchers, and collaboration can make a lot of difference in academic career trajectory!
Dr Omolabake Fakunle is Chancellor’s Fellow, and Director of Equality, Diversity and Inclusion at the Moray House School of Education and Sport, University of Edinburgh. She is Affiliate Faculty, Centre for Higher Education Internationalisation (CHEI), Università Cattolica del Sacro Cuore, Milano. Her award-winning research, teaching and consultancy includes inclusivity in internationalisation, employability, and decoloniality. She was a member of the inaugural Scottish Funding Council’s Tertiary Quality Framework Expert Advisory Group, and current member of the SRHE Governance and Appointments Committee.
Professor Helen Higson OBE DL was Deputy Vice-Chancellor at Aston University. She is now Professor of Higher Education Learning and Management in Aston Business School. Helen is a Principal Fellow of Advance HE and a National Teaching Fellow. Her recent research, policy and consultancy work includes intercultural training, developing employability and skills development, facilitating a coaching
Graduate employability helps UK universities to attract students, so strategies to connect learning to employment are increasingly valuable. One proven method encouraging undergraduate students to consider life beyond graduation is to build employability into summative assessment, and digital ePortfolios are one such approach. An ePortfolio is an online resource created by students that details professional experiences linked to academic study. It culminates in a structured collection of learner work that is primarily framed by reflection and serves as an online record of achievement, showcasing skills, professional experiences and credentials. My research investigated digital ePortfolios in the undergraduate curriculum in Childhood Studies at the University of Portsmouth.
Closely related to employability, ePortfolios showcase applicant credentials and digital competence, allowing universities to assess students creatively, and allowing hiring organisations to determine applicants’ skills for entering the job market (Ring et al, 2017[RC1]). This is relevant in a climate where graduates compete for jobs, and degree programmes are perceived as a ‘product’ with an emphasis on value for money with students as customers (Modell, 2005). As pressure mounts for universities to compete for student recruitment, action is needed to improve graduate employability metrics.
Although ePortfolios may not be a novel approach in undergraduate programmes, their integration as a central element of curriculum and assessment has not been fully explored. My study investigated how ePortfolios affected students’ interactions with their university experiences by enhancing professional identities and reflective, lifelong learning. Data collected for the project relied upon students’ perceptions through recorded online interviews, adopting a phenomenological approach, eliciting meaning through reflective, subjective understandings. Findings showed that reflective work in ePortfolios can be challenging through exposing vulnerabilities, whilst also positively playing a role in the ‘bigger picture’ of students’ development – ePortfolios facilitated digital skill development and evolving professional identities.
In the data collection process, discussions encompassed ePortfolio development linked to students’ compulsory work placements embedded in Childhood Studies degree programmes. Participants were in 2 groups; current students and graduates, with data collection focused on specific contexts and circumstances (Willig, 2008[RC2]) and reflective, subjective understandings (Finlay, 1999[RC3]). I took an idiographic stance (Burrell and Morgan, 1999[RC4]), collecting data covering the perceiver’s angle of perception (Willig, 2008[RC5]). Participants in the study were in 2 groups; 5 current students and 4 graduates, sampled voluntarily. The interviews conducted were semi structured and the key themes of the findings were employability, reflection, professional identity, digital skills and the student experience.
ePortfolios “develop engaged, reflective, lifelong learners” by collecting valuable evidence of career-based skills, and promoting “professional digital identities” (McKay & Watty, 2016[RC6]). This study recognised this shift in identity for students, with findings outlining how ePortfolios “help you to reflect and develop as a professional person,” and that students did not “feel like a student when […] writing this” (Graduate Participant).This is arguably caused by the facilitated connections between practical learning and reflective summative assessment: “I’ve got this theory and understanding of things from uni and I can apply that. And everything makes so much more sense which moving forward has meant Oh, my gosh! I can work even better now” (Graduate Participant). As students reflected on professional experiences they valued the connections between theory and practice, with ePortfolios aiding reflection on an individual’s strengths and weaknesses. This in turn improved the quality of work and addresses multiple identities (Ring et al, 2017, p 226[RC7]). Embedding ePortfolios in the curriculum as a summative assessment enforced accountability for students’ professionalism, leading to an increased level of perceived value from degree study. The requirement for students to write reflective accounts and build connections between experiential and theoretical learning leads to “heightened awareness and preparation for professions” (Svyantek, Kajfez & McNair, 2015, p137[RC8]). When students had an idea of their professional trajectories, this led to valuable consideration of career plans: “You’ve got clarity in your writing as well, which is probably a nice feather to the bow when you were reflecting on [your career]” (Student Participant). As ePortfolios prompted students to present their professional personas for large audiences to “intentionally curate their digital presence” (Svyantek et al, 2015, p 146[RC9]), the development of professional identity aided career planning.
Reflection is key for undergraduate Childhood Studies degrees, with a need to embed this in the curriculum to be effective. “Danger lies in [reflection] being a separate curriculum element with a set of exercises” (Bolton & Delderfield, 2018[RC10] , p 1), and with ePortfolios, reflective writing characterises their creation. The meaning of this reflection was evident in the findings: “This is the only assessment that you go and do something real, and then you have to bring it back to our lovely, fluffy theory of ‘Oh, this is how things should be,’ and no one else really makes you do that” (Student Participant). This recognised integrative thinking for students, encouraging the management of complexity and problem-solving by connecting ideas akin to professional experiences (Svyantek, et al, 2015[RC11]). Reflection brings challenges, however, with vulnerability associated with articulating learning from experience. Findings showed: “[There was a] vulnerability that you felt when you submitted those reflections” (Graduate Participant); the cause arguably in revealing more of the ‘self’ than other assessment methods (Lewis & Gerbic, 2017). Accompanying this is the requirement to adopt alternative ways of thinking that encompass purposeful goal-directed tasks that personalise the learning experience (Lewis, 2017).
The integration of ePortfolios in undergraduate Childhood Studies degree programmes positively affected students’ perceptions of their professional identities, employability and digital competence. Reflecting on work placement experiences was challenging for participants and vulnerability was exposed in recounting experiences for assessment purposes. ePortfolios have made a positive impact on undergraduate Childhood Studies degree programmes, taking into account wider university contexts and individual learning experiences.
Jodie Pinnell is a Senior Lecturer in Childhood Studies in the School of Education, Languages and Linguistics at the University of Portsmouth. She is a Senior Fellow of the Higher Education Academy UK. Follow Jodie on Twitter @jodieEdu
The UK HE academic year 2022-2023 is coming to an end, or not, amid disputes, unrest and polarised attitudes which seem unprecedented. Recent years have seen previous strikes, days of action, marking and assessment boycotts and more, but nothing quite like this. At the time of writing there seems little prospect of rapprochement between the employers and the Universities and Colleges Union. So the marking and assessment boycott continues, as ‘action short of a strike’ (ASOS). Many students – no-one knows how many – have not received their degrees on time, and there are many reports of swingeing deductions of pay for those involved in the boycott – many, but we don’t know how many, staff and institutions are affected.
For the students who should by now be graduates this is an unhappy end to a repeatedly troubled period of study in HE and beforehand. Those who took GCSEs in 2018 are the most-assessed school cohort ever, after repeated government policy changes affecting their primary as well as secondary education. They then experienced the disastrous shambles of the A-level algorithm in 2020, before embarking on a mostly locked-down higher education experience which for many was also punctuated by academic staff strikes prompted by low pay, poor conditions and huge reductions in the USS pension entitlement. And then at the end of their three disrupted years of study comes this final blow, as some will not receive marks and therefore final awards before September, October or who knows when. Their progression to further study or employment may also be on hold, if as so often it depends on final results. To make things even worse, universities, under pressure from government, the media, and the regulator OfS, have cut back sharply on the proportion of first class honours to be awarded. Even graduands with first class results for their first two years may be in for future disappointment.
Universities were at pains throughout the lockdowns to argue that the alternative on-line provision they made was of equal value and maintained the same standards; it was convenient and inevitable that government would agree. Many staff worked wonders in redesigning their teaching for lockdown, almost overnight, so that much teaching might indeed have maintained standards. But universities’ marketing in most cases promotes a much broader vision of the student experience involving a range of curricular and extracurricular activities, many of which require physical attendance on campus. The legal situation is unclear, not least because there is no generic university-student contract, despite the best efforts of leading authority and OfS board member David Palfreyman, who has long argued for just such a contract in his definitive work with Dennis Farrington, The Law of Higher Education.
Nevertheless collective action by students is gathering momentum. On 16 March 2023 lawyers Farrer & Co issued advice to universities trying to deal with UCU action in the ongoing dispute. They noted that “… Student Group Claim is already seeking to recover financial compensation for students from leading universities for disruption to academic degrees caused by Covid-19 and strikes by university staff. With the level of industrial action taking place now, it would not be surprising to see similar claims being brought, potentially both in relation to strike action and ASOS.”
Universities face the uncertain but possibly costly outcome to that action as they try to cope with a rapid and massive loss of real income. Mark Corver (DataHE/THE) tweeted on 19 April 2023 about the March 2023 inflation figures, showing a 12-month change of 14%. The real value of fees has fallen 32% since 2012, when £9000 fees were introduced. In 2023 prices, fees should now be £13530; in 2012 prices they are actually now worth only £6150. Universities have lost the equivalent of £2.6billion in less than 18 months. At the same time the USS revaluation implied big cuts for staff and further massive costs for employers, until the latest changes suggested some relief. However universities’ TPS pension bill soared by £125million and Tom Williams reported for Times Higher Education on 30 May 2023 that universities were seeking Treasury relief for the steep increase in TPS payments from April 2024. The government seems disinclined to offer any relief, and is even doubling down by proposing to tighten the rules on international students and their dependants, which seems targeted at limiting the income of universities probably most in need of financial support.
UCU continues to assert that universities could afford a more generous pay increase than the offer on the table, but as David Kernohan explained for Wonkhe on 30 January 2023, most of the surpluses for the HE sector as a whole are confined to a handful of elite institutions. The system and structures are hugely complex: “There is a national pay bargaining system in higher education, though not all providers are party to it. National bargaining is fair because it supports equal pay for equal work, but as a consequence it constrains the overall offer to that which can be afforded by the most precarious employer and it can struggle to accommodate specific local issues.” There are arguments on both sides about whether ‘shiny new buildings’ should have been preferred to better staff pay in recent years, but the decline in HE staff pay has gone in step with the much broader decline in public sector pay over the last ten years. The current widespread unrest, with strikes by such improbably militant groups as schoolteachers, nurses, junior doctors and even hospital consultants, is a stark reminder of the precipitous decline in public spending, with its impact on not only pay but the quality of public services and working conditions for public servants. Many, it seems, have simply had enough of putting up with it and decided to draw a line, especially after so many had gone the extra mile to keep things going during the pandemic.
Even in early July the exchange of letters between employers and unions did not suggest that a resolution of the dispute was close. Tom Williams reported for Times Higher Education on 16 May 2023 on the growing pressures on managers, staff and students as the UCU marking and assessment boycott spread. David Kernohan provided a superb explanation on 26 June 2023 of where we are, how we got there, and what might happen next: “What is beginning to emerge at a local level – as exemplified by the joint statement between the UCU branch executive and vice chancellor at the University of York Charlie Jeffery – is a position where it is agreed that staff deserve to be paid more, and the universities need more money to be able to do so. Here we also find a focus on longer term thinking about pay, with both sides of the dispute keen to avoid annual industrial action.”
That may be a necessary precursor to actual negotiation to resolve the dispute, but such resolution still seems distant, and attitudes seem to be hardening as the marking and assessment boycott hits the target and explodes. Jim Dickinson’s blog for Wonkhe on 20 April 2023 speculated about the consequences of universities’ withholding pay for partial performance of academic contracts, and whether notional allowances for marking could be deemed reasonable, in a legal sense. Since then there have been horror stories about universities making very large deductions from pay, 50% or even 100%, for many months. We are in Ashes-Bairstow-stumping territory: deductions may be legal, but would you want to win a dispute this way? Is this the way to treat staff who only very recently moved mountains to keep the show on the road during Covid lockdowns?
The impact of the boycott is not just on staff incomes, nor even just on delays for students in getting their final marks and awards. The situation is a test for university management everywhere in how they respond. There are reports of universities making alternative arrangements for marking which seem to fall well short of a commitment to maintaining academic standards. In some universities some students have not received final grades. Others are reported to be resorting to apparently less-qualified staff or PhD students to mark students’ work to avoid graduation delays. If this is happening it suggests a reckless disregard not only for the long-term maintenance of academic standards, but also for long-term relationships with staff who will think their values are being trashed along with their pay and working conditions.
The producers of those end-of-the-pier shows knew what would play well. The government has produced higher education’s end of the year show and it should have known better, because none of the audiences find it popular or entertaining. Nevertheless, this show might run and run …
