1 00:00:01,180 --> 00:00:09,790 This particular college, but the way the university, indeed nationally, I think there's a wide consensus that the benefits economic, 2 00:00:09,790 --> 00:00:13,990 social and cultural postgraduate study is substantial, 3 00:00:13,990 --> 00:00:21,500 but a real lack of understanding on who it is that is going on in this country to postgraduate study and why. 4 00:00:21,500 --> 00:00:34,510 And that hinders the development of very sensible policies. It's clear, anecdotally, that there are social, gender, race and disability inequalities, 5 00:00:34,510 --> 00:00:41,830 and UK post-graduate numbers appear to have plateaued and in some subject areas are even in decline. 6 00:00:41,830 --> 00:00:49,870 And very limited funding means it is highly likely that students from less privileged backgrounds will be priced out. 7 00:00:49,870 --> 00:00:51,310 There is concern, therefore, 8 00:00:51,310 --> 00:01:01,750 that postgraduate education may well be the new frontier for the perpetuation of privilege that will not only have an impact on social mobility, 9 00:01:01,750 --> 00:01:11,470 but also on the diversity of our post-graduate community and our future academics, researchers and on the outputs from that research. 10 00:01:11,470 --> 00:01:20,530 So here to discuss those issues, we have a very skilled and experienced team. 11 00:01:20,530 --> 00:01:25,960 Today's presentation will be by Professor Paul Wakeling from the University of York, 12 00:01:25,960 --> 00:01:29,170 and Paul is currently the head of department at the University of York, 13 00:01:29,170 --> 00:01:36,670 and he runs the master's module on research methods in education, supervising both undergraduate and postgraduate students. 14 00:01:36,670 --> 00:01:47,560 He's a sociologist of education with particular interest in higher education and particularly as access to postgraduate study and social inequalities. 15 00:01:47,560 --> 00:01:53,320 His work has included analysis of the relationship between social class and postgraduate study, 16 00:01:53,320 --> 00:01:57,310 evaluation of initiatives to widen postgraduate participation, 17 00:01:57,310 --> 00:02:06,130 investigations of the association between student finance and participation and of institutional hierarchies and stratification. 18 00:02:06,130 --> 00:02:11,170 He joined the Department of Education at the University of York after 2000 in 2008, 19 00:02:11,170 --> 00:02:17,410 after a previous career in Higher Education Administration, who were very much looking forward to your presentation. 20 00:02:17,410 --> 00:02:21,490 And after that, we'll have a response from to respond as well. 21 00:02:21,490 --> 00:02:28,200 I'll introduce as we get to that point. So for the flaws you're suffering from, very much so. 22 00:02:28,200 --> 00:02:34,780 Good evening, everybody. Thank you very much to Simon and Joanne for inviting me to talk this evening. 23 00:02:34,780 --> 00:02:37,060 Absolutely delighted to see you all. 24 00:02:37,060 --> 00:02:45,040 And it's great to see that so many people have given up their time to talk about what I think is a really important issue. 25 00:02:45,040 --> 00:02:48,850 So first of all, I wanted to say happy birthday to the Department of Education, 26 00:02:48,850 --> 00:02:56,350 and I just know this is the 100th anniversary and we have only about 50 something so good for it. 27 00:02:56,350 --> 00:03:02,020 And I'm I'm kind of coming full circle a bit I can coming back to Oxford to speak about these issues because 28 00:03:02,020 --> 00:03:08,270 I think it was my frustration at not being able to get a place to study at Oxford as a postgraduate, 29 00:03:08,270 --> 00:03:12,910 although having a place, but not being able to afford to come. 30 00:03:12,910 --> 00:03:16,870 That really got me interested in these issues in the first place, 31 00:03:16,870 --> 00:03:23,410 and I think some of those concerns that I had at the time and frustration that I had at the time really lingered. 32 00:03:23,410 --> 00:03:26,830 But I think also instituted this in more detail. 33 00:03:26,830 --> 00:03:32,320 There are lots of things that I didn't say that he thought about in relation to other people's situation. 34 00:03:32,320 --> 00:03:36,850 When we think of acts as the coast needs to be really important. 35 00:03:36,850 --> 00:03:41,170 So I was hoping to be a student at Newfield, which I thought was great to have your own police. 36 00:03:41,170 --> 00:03:47,650 Of course, here we are going to coach is going to be the name of my favourite football Lester. 37 00:03:47,650 --> 00:03:55,210 But also I graduate only college as well. And this is not the place really for it in this seminar. 38 00:03:55,210 --> 00:04:03,490 But I think if I was that, the education minister would probably have to be the dictator of the country to get this sort of thing to you. 39 00:04:03,490 --> 00:04:15,940 Oxford would be a graduate of the university, so that was something that I going to talk about. 40 00:04:15,940 --> 00:04:24,540 I say being is one of the details that could give you some some background and try to kind of bring you up to speed quickly on the research. 41 00:04:24,540 --> 00:04:32,530 So I will be skipping through. Those are quite the place, maybe when they keep me in line with the calling me thinking about the growth that was Nic 42 00:04:32,530 --> 00:04:36,610 was talking about in postgraduate to study the connexion between postgraduate education, 43 00:04:36,610 --> 00:04:39,550 social mobility services within the Muslim world. 44 00:04:39,550 --> 00:04:49,030 What we know about inequalities of access and what we might, how we what use this knowledge to think about what we might do for us in practise. 45 00:04:49,030 --> 00:04:54,590 I'll probably skip past the question of why we should care. So that's for a different time. 46 00:04:54,590 --> 00:05:00,750 I'm kind of assuming I'm preaching to the choir of it here, and I won't talk too much about. 47 00:05:00,750 --> 00:05:09,360 Contextual indicators of measurement, because I know you've got an absolute expert on that, if we keep all of it coming to give you the next seminar. 48 00:05:09,360 --> 00:05:13,770 So that's maybe something we can pick up on questions and discussion. 49 00:05:13,770 --> 00:05:19,740 Let's start off then by thinking about the bigger picture for postgraduate qualifications. 50 00:05:19,740 --> 00:05:24,180 And one thing we know is about the global expansion of higher education. 51 00:05:24,180 --> 00:05:33,540 And so you've written on these questions. Here we have student numbers in the UK, and the dark green is undergraduate numbers, 52 00:05:33,540 --> 00:05:39,120 which is why we've decided to take us back to the 19th century phenomenal growth that we've seen. 53 00:05:39,120 --> 00:05:49,710 But what many people have not noticed is this huge growth in postgraduate numbers, which has really been really very sharp, especially post 99. 54 00:05:49,710 --> 00:05:57,930 So we start to see with this sort a second and 1990s 1992 for the take off in undergraduate numbers. 55 00:05:57,930 --> 00:06:01,350 At that point, we get getting this list of in postgraduate numbers as well. 56 00:06:01,350 --> 00:06:10,650 So that was at the beginning of the period. Here 1960, only about seven percent of students in university were postgraduate. 57 00:06:10,650 --> 00:06:15,030 It's now almost a fifth of college graduates. 58 00:06:15,030 --> 00:06:19,440 And of course, at University of Oxford, it's a much higher number. 59 00:06:19,440 --> 00:06:28,940 We also know that it pays to be thought to have a postgraduate qualification, and this hasn't always been the case, but latterly it certainly is. 60 00:06:28,940 --> 00:06:32,820 And what we have here is data from the OECD, 61 00:06:32,820 --> 00:06:43,320 which shows the advantage of having a first degree and having a postgraduate against somebody who's not got either of those qualifications. 62 00:06:43,320 --> 00:06:45,900 So somebody has got a secondary education. 63 00:06:45,900 --> 00:06:53,640 If we assume that earnings are an index of 100, then somebody with the the fashionable mustard colour would be getting. 64 00:06:53,640 --> 00:06:59,040 That figure varies from country to country, but everywhere you are, it pays to have a first degree. 65 00:06:59,040 --> 00:07:06,180 And everywhere you are, it pays to have a postgraduate degree, and the amount of that benefit varies again from country to country. 66 00:07:06,180 --> 00:07:12,330 So I think it's the highest in the states and the lowest in Sweden for many in Sweden, for a yes. 67 00:07:12,330 --> 00:07:17,130 But it's there and these these figures have been updated. It's very similar. 68 00:07:17,130 --> 00:07:29,640 But I think somebody else's slide that we to be able to because of the same sort of picture and we know very specific cultural references. 69 00:07:29,640 --> 00:07:40,830 It's not going to be the new entrants. Not many people would recognise me and say so if we look at the latest data on the 70 00:07:40,830 --> 00:07:46,830 longitudinal educational practises based on tax data for linked to graduate records, 71 00:07:46,830 --> 00:07:50,970 and we can see that in different subjects, you get a different earnings premium. 72 00:07:50,970 --> 00:07:55,350 So actually, it's pretty good news if you are doing education. 73 00:07:55,350 --> 00:08:00,690 So this is maybe something to go in the publicity material for the German and my powers. 74 00:08:00,690 --> 00:08:10,710 You get a substantial earnings premium for being a postgraduate, but if you're a historian, maybe not some of your very strong convictions. 75 00:08:10,710 --> 00:08:19,140 So maybe somebody like that. But certainly there is generally that advantage and that I think has raised a number of concerns. 76 00:08:19,140 --> 00:08:26,550 So there are different commentators that talk about access in general that have pointed to issues in these areas. 77 00:08:26,550 --> 00:08:35,280 So Alan Milburn no longer the social mobility tsar, but he's talked about post-graduate education being a social mobility timebomb, 78 00:08:35,280 --> 00:08:39,210 a really dramatic language, the new frontier for social mobility, 79 00:08:39,210 --> 00:08:44,760 according to the Self-insure, said, What are we doing on improving access to undergraduate level, 80 00:08:44,760 --> 00:08:49,770 but simply kicking the can down the road with passing that inequality bill to the next level? 81 00:08:49,770 --> 00:08:54,480 So real concern about about that possibility. 82 00:08:54,480 --> 00:09:00,930 And that's something that my colleague Daniel Lawson and I have looked at using data from the Labour Force Survey. 83 00:09:00,930 --> 00:09:07,860 And what we try to do here was look at the changes over time from a snapshot of the working age population 84 00:09:07,860 --> 00:09:16,380 in the proportion of people that had postgraduate qualifications based on their social class of origin. 85 00:09:16,380 --> 00:09:21,240 So what we've got with the different coloured bars is your social class about ecology, 86 00:09:21,240 --> 00:09:28,920 starting with professional managerial and working down to routine occupations which are generally lower pay and work conditions. 87 00:09:28,920 --> 00:09:38,820 And you can see that people who went to university some time ago there really aren't many social class differences if you've got a first degree. 88 00:09:38,820 --> 00:09:47,370 It's just statistical noise that the differences between people and as we come forward in time to the newest generation, 89 00:09:47,370 --> 00:09:50,700 you can see those bars start to tip over. 90 00:09:50,700 --> 00:09:59,170 And in fact, when we get to this final youngest set of students graduates here, there are clear, statistically significant differences. 91 00:09:59,170 --> 00:10:09,030 And so what we're seeing is as the population of graduates expands, so the inequalities in postgraduate education seem to expand. 92 00:10:09,030 --> 00:10:14,310 And in another talk, I would go to some of the sociological theory why that might be the case. 93 00:10:14,310 --> 00:10:24,030 But we certainly see that in the studies that have been done about access to graduate degrees at the point of, you know, when you're kind of 25 or so. 94 00:10:24,030 --> 00:10:30,660 So the Bobbins committee looked at this found there weren't really many inequalities when you've got a first degree. 95 00:10:30,660 --> 00:10:38,070 There was a social scientist called Ernest Wood in the 1970s did a very large study, similar sorts of computer ages. 96 00:10:38,070 --> 00:10:45,250 But you jump forward to work. I did with colleague Julien Hampton Thomson, and we did start to find social class inequalities. 97 00:10:45,250 --> 00:10:49,320 So we're seeing that message really coming through. 98 00:10:49,320 --> 00:11:01,380 The paradox is this as sociologists, we tend to find that your background effects reduce in size and importance the further through education you get. 99 00:11:01,380 --> 00:11:08,280 So the biggest social class inequalities are the early stages in very early education in GCSE in this country, 100 00:11:08,280 --> 00:11:15,640 and they're smaller as you progressed forward because the educationally successful they like each other. 101 00:11:15,640 --> 00:11:18,150 And you know, if you think about who your friends might be, 102 00:11:18,150 --> 00:11:25,020 they often tend to be people who are maybe very different to you in some ways, but in lots of ways, you're all very similar. 103 00:11:25,020 --> 00:11:28,920 And so it's a bit of a paradox here. 104 00:11:28,920 --> 00:11:34,980 You always seeing kind of modernisation of these effects because I always say the tightening of the inequality, 105 00:11:34,980 --> 00:11:40,410 the postgraduate level, which is tied into. 106 00:11:40,410 --> 00:11:44,070 People have looked at this in America and they found a similar pattern. 107 00:11:44,070 --> 00:11:49,080 So all the cities see very different kinds of inequality, for example. 108 00:11:49,080 --> 00:11:56,940 And later research is contradicting this and particularly recently from INSEAD, a torch is talked about U-shaped inequality. 109 00:11:56,940 --> 00:12:01,860 So actually, inequality is getting worse at graduate level. 110 00:12:01,860 --> 00:12:10,560 So this pattern of declining coefficients decline, declining background effects and then kind of ramping back up again in the post-graduate career. 111 00:12:10,560 --> 00:12:13,980 And they should look it again with newer data and said, Oh, well, actually, no, 112 00:12:13,980 --> 00:12:17,490 if you've got a doctoral degree that kind of levels the playing field again. 113 00:12:17,490 --> 00:12:22,770 But for women, this is perverse openness because it's a level playing field, 114 00:12:22,770 --> 00:12:30,570 but it means there's very little difference in salaries across the way, across education levels. 115 00:12:30,570 --> 00:12:33,990 So it's amongst many in America where education makes more. 116 00:12:33,990 --> 00:12:43,480 Explanation of her salary, and it's something else to bear in mind is that often the data we have about access to post-Katrina study is 117 00:12:43,480 --> 00:12:50,530 focussed on that immediate transition from finishing first degree go straight on to your next qualification. 118 00:12:50,530 --> 00:12:58,090 And that's only a minority of those graduates. Most people leave graduate, go do something else and come back. 119 00:12:58,090 --> 00:13:03,370 But what we see in the data that we have available is not actually the inequality the smallest. 120 00:13:03,370 --> 00:13:08,860 That immediate point of transition to what's going on was quite surprised when I first saw that finding. 121 00:13:08,860 --> 00:13:15,160 But it does make sense when you think about it and so straight after your degree. 122 00:13:15,160 --> 00:13:21,280 These are the different background groups that we see. So, for example, going on to a short master's degree, 123 00:13:21,280 --> 00:13:27,400 almost no difference there between people from the most advantaged and the least developed neighbourhoods. 124 00:13:27,400 --> 00:13:35,410 And you can see by the end, like nine years after graduation, there's a clear difference in progression rate. 125 00:13:35,410 --> 00:13:40,690 So I would have expected at the point when you first graduate, given that you've not got a job, 126 00:13:40,690 --> 00:13:44,680 I would have thought that would be where your financial aid would make the difference. 127 00:13:44,680 --> 00:13:49,690 So maybe this is telling us that people are differentially returning to graduate 128 00:13:49,690 --> 00:13:53,860 education based on not getting what they might want in the labour market, 129 00:13:53,860 --> 00:13:59,980 having to just look great to get where they want to be. 130 00:13:59,980 --> 00:14:09,610 So summarising that brief whizz through the background context, then we see very substantial growth in high school diploma since 1990. 131 00:14:09,610 --> 00:14:19,690 We've seen that connexion between having a postgraduate publication and income tightening over time and it increasing. 132 00:14:19,690 --> 00:14:25,360 But some mixed evidence about, well, precisely what is going on. 133 00:14:25,360 --> 00:14:34,210 OK, so let's zoom in now and think about what inequality we might see in access to high school in to city at the point of entry. 134 00:14:34,210 --> 00:14:37,900 Secondly, looking later in career was completely 18 or younger. 135 00:14:37,900 --> 00:14:43,360 Well, it's a very complex picture where there's a number of things we need to take into account. 136 00:14:43,360 --> 00:14:50,800 One is field of study. We all know what we were just looking at historian's expense when we announced different earnings. 137 00:14:50,800 --> 00:14:56,740 We know there's really different patterns in the kind of high school I was getting into, but do so in an education department. 138 00:14:56,740 --> 00:15:04,210 Lots of people going through see far fewer people go on to do a Ph.D. course in maths physical sciences. 139 00:15:04,210 --> 00:15:11,080 Lots of people go to a Ph.D. that go on to a master's degree, but it's raging. 140 00:15:11,080 --> 00:15:20,170 So we need to take that into account. If you make something like 99 percent of medical graduates go into medicine, 141 00:15:20,170 --> 00:15:26,500 and so they're not going to do their own special sort of postgraduate school. 142 00:15:26,500 --> 00:15:31,780 So we've got these differences in the composition of different kinds of postgraduate course, 143 00:15:31,780 --> 00:15:37,930 whether it's a PGCE, whether it's a Ph.D., whether it's a master's or something else. 144 00:15:37,930 --> 00:15:41,800 We have really significant differences in institutional patterns. 145 00:15:41,800 --> 00:15:46,810 So graduate students are not probably the same across colleges in Oxford. 146 00:15:46,810 --> 00:15:53,230 They're graduate students are not distributed randomly across the same in the same pattern rather as they are first degree level. 147 00:15:53,230 --> 00:16:04,810 We've got very different concentrations. So, for example, I think the largest Ph.D. institution is Cambridge. 148 00:16:04,810 --> 00:16:12,490 OK. And then students have got different intentions and motivations for doing a postgraduate course. 149 00:16:12,490 --> 00:16:17,920 So if there's some people that claim they want to be an academic, this is that we've got to go. 150 00:16:17,920 --> 00:16:22,150 We have to probably get a master's in the field. 151 00:16:22,150 --> 00:16:30,190 For some people, they've got to be a professional destination in mind, which might be law in my teaching and my social work. 152 00:16:30,190 --> 00:16:38,090 And some people are out into their career and then using the highest rated courses, continued professional development, 153 00:16:38,090 --> 00:16:45,200 basketball, part time and there are plenty people who are just biding time didn't know what else to do. 154 00:16:45,200 --> 00:16:50,260 Gordon hang around for another year and so on, so nobody will tell you that that's them. 155 00:16:50,260 --> 00:16:55,360 But lots of people know somebody who's likely to be OK. 156 00:16:55,360 --> 00:17:01,330 So having taken that complexity into account? Have a look at some of the old patterns again. 157 00:17:01,330 --> 00:17:07,930 So if we look at gender here, we've got up until about five years ago, 158 00:17:07,930 --> 00:17:16,780 the gender of people getting a first degree and the red line is women and the blue line is men. 159 00:17:16,780 --> 00:17:20,960 And so about the point when I finish my first degree. 160 00:17:20,960 --> 00:17:24,820 We've been married, a very small majority of them for you. 161 00:17:24,820 --> 00:17:34,090 And that's expunged and majority's expanded considerably. So this is something that's often talked about in the national press and so on that. 162 00:17:34,090 --> 00:17:39,310 We've been dominated for at least numerically at undergraduate level, 163 00:17:39,310 --> 00:17:43,330 but if we look at what happens at master's level, we see a very different pattern. 164 00:17:43,330 --> 00:17:53,050 So here is that same point, man in a large majority of people and women considered to be underrepresented 165 00:17:53,050 --> 00:17:57,370 compared to that representation representation of first degree graduates. 166 00:17:57,370 --> 00:18:04,640 And that quickly converges. And now we've got a kind of endless fluctuation of having to go on over time. 167 00:18:04,640 --> 00:18:12,160 So we've seen sort of the catch up putting that level again. 168 00:18:12,160 --> 00:18:16,870 We start up with that similar pattern to what we see a master's level and start to see a convergence. 169 00:18:16,870 --> 00:18:24,400 But he plateaus out. And I think if we took this forward, we might see converging a little bit more. 170 00:18:24,400 --> 00:18:34,930 But essentially, we still got that male majority that is pretty level and so of fixed subjectivity part of that, but not all of it. 171 00:18:34,930 --> 00:18:43,720 So putting those together, you can see that women's representation at the postgraduate level has increased, 172 00:18:43,720 --> 00:18:51,580 but he's not caught up to his level at first degree level, and it doesn't seem to be a pattern of convergence happening. 173 00:18:51,580 --> 00:18:57,510 So it's not like, you know, we can usually say, Well, come over here, and eventually we'll get to the point where we would call caught off. 174 00:18:57,510 --> 00:19:00,700 That doesn't seem to be happening. 175 00:19:00,700 --> 00:19:07,780 If we look within individual subjects, we can look at total progression into a tool masters and progression into a Ph.D. 176 00:19:07,780 --> 00:19:13,300 And so if you look at what we see is that actually for most disciplines, 177 00:19:13,300 --> 00:19:18,550 if we look at immediately finishing a first degree and going on to a postgraduate degree. 178 00:19:18,550 --> 00:19:25,330 Men are more likely to do that than women and women are in the majority of French ready level because there's more women in first degree level. 179 00:19:25,330 --> 00:19:32,740 But the rates show you that the most subjects men seem to have an advantage. 180 00:19:32,740 --> 00:19:41,980 And the standouts that don't fit the Panopto mathematical and computing sciences, and I think it is engineering student one Yeah. 181 00:19:41,980 --> 00:19:48,550 So engineering those two subjects that we hear a lot about in terms of gender inequality are the only ones where 182 00:19:48,550 --> 00:19:55,270 women have a higher rate of progression because that's a much smaller number of women that we're talk talking about. 183 00:19:55,270 --> 00:20:00,460 And we can we can maybe chat about what the reasons for that might be later on. 184 00:20:00,460 --> 00:20:07,840 And similarly, when we look at PhDs, so we've got a slightly different path here again. 185 00:20:07,840 --> 00:20:19,210 So engineering again comes out looking fairly, fairly equal, but elsewhere, it's broadly the same of to go on. 186 00:20:19,210 --> 00:20:25,840 And that's the case in many subjects where women are in the majority as well. 187 00:20:25,840 --> 00:20:30,880 So which hides this kind of gender inequality, it seems to be happening. 188 00:20:30,880 --> 00:20:40,390 And then you've got subjects where there is a large majority of men, but there's still a much higher likelihood that men are going to go on to. 189 00:20:40,390 --> 00:20:49,070 Again, this is immediately. Ethnicity, the picture is very complicated, 190 00:20:49,070 --> 00:20:54,530 but there are some clear things that clear signals where we should have really 191 00:20:54,530 --> 00:20:59,780 quite significant concern and think so if we look at mass this progression. 192 00:20:59,780 --> 00:21:09,680 It's a really mixed picture. So we've got some groups which are higher than the kind of white British majority group and some lover. 193 00:21:09,680 --> 00:21:10,580 So I mean, 194 00:21:10,580 --> 00:21:18,170 we've got clear differences within broad ethnic categories between these and these are not always very useful way to understanding what's happening. 195 00:21:18,170 --> 00:21:23,870 So looking at mass, this study, for example, black African students have got the sort of second or third highest rates of 196 00:21:23,870 --> 00:21:30,770 progression than the black Caribbean students have got the lowest rate of progression. 197 00:21:30,770 --> 00:21:34,370 So different things happening there and in looking at going to PhD, 198 00:21:34,370 --> 00:21:39,980 which is particularly concerning because this this is the pool of future academics. 199 00:21:39,980 --> 00:21:46,130 We can see that except for the British born Chinese group, the unknowns, 200 00:21:46,130 --> 00:21:51,650 then every other group has got a lower rate of progression to DHT than the white group. 201 00:21:51,650 --> 00:21:56,540 And for many of these groups, it's it's really shocking, really. 202 00:21:56,540 --> 00:22:02,270 And I think this is something that I think you have to do to keep on the research 203 00:22:02,270 --> 00:22:06,050 councils about whether this is not something that's what you carry forward. 204 00:22:06,050 --> 00:22:14,560 But if you look at the allocation of student chips, if you look at application data, I think that is a concern. 205 00:22:14,560 --> 00:22:21,490 Right, so I said I was going to skip through this very quickly, moving on to social class differences. 206 00:22:21,490 --> 00:22:29,680 Now this is if somebody came to me with this chart in a thesis, I'd say that made that data because it's just too pretty. 207 00:22:29,680 --> 00:22:32,960 So is it just these kind of steps that go all the way down? 208 00:22:32,960 --> 00:22:43,120 And so what this is showing here is progression to a master's degree by the degree classification you've got to by your social class of all regions. 209 00:22:43,120 --> 00:22:50,620 And we can see some good news in that. I mean, I think we hope that people with the highest qualifying had the highest rate of progression. 210 00:22:50,620 --> 00:22:55,210 So those were the first class of whatever group that far more likely to go on to. 211 00:22:55,210 --> 00:23:00,250 Those are two to one and so on down the achievement rates. 212 00:23:00,250 --> 00:23:05,740 But of course, then within each grade, there's a clear social class gradient as well. 213 00:23:05,740 --> 00:23:10,600 So it's the case that if you go to a two one and you're from a professional managerial background, 214 00:23:10,600 --> 00:23:17,570 you're only slightly less likely to go on with somebody for routine social class background. 215 00:23:17,570 --> 00:23:28,760 You got a first. And similar sorts of patterns, if we're looking at and taught a degree, an institution, 216 00:23:28,760 --> 00:23:35,210 and I think this is one of the key things I think for the rocks with is the is the kind of institutional aspects of this. 217 00:23:35,210 --> 00:23:40,190 You can see that going to a different sort of first degree institution affects your 218 00:23:40,190 --> 00:23:46,850 likelihood of or is associated with your likelihood of going on to the Tour Ivy grade. 219 00:23:46,850 --> 00:23:51,260 So those in the Russell Group and the old 09:43, which doesn't exist anymore, 220 00:23:51,260 --> 00:23:59,420 have a much higher rate of aggression than those from these other mission groups oppose 92 universities. 221 00:23:59,420 --> 00:24:05,420 And that's so the institution seems to be doing more work for the social class here. 222 00:24:05,420 --> 00:24:15,680 So we've got to kind of sorting going on, which perhaps if we look at it in detail, is not like the old tripartite system. 223 00:24:15,680 --> 00:24:20,750 If we look at research degrees and [INAUDIBLE] have picked up Oxbridge as a separate group, 224 00:24:20,750 --> 00:24:26,390 it's maybe a little bit more positive news in terms of social class. 225 00:24:26,390 --> 00:24:32,360 Although this way this this group here, which is graduates from a routine social class background. 226 00:24:32,360 --> 00:24:37,250 So social class seven at Oxford or Cambridge, that's a very big bar, 227 00:24:37,250 --> 00:24:42,690 represented a very small group of people that take two of them out and they would probably drop down or something. 228 00:24:42,690 --> 00:24:51,020 So we shouldn't get too excited by that. But if we look at diversity, for example, that just looks like noise in the patterns there. 229 00:24:51,020 --> 00:24:56,510 So what's doing quite a bit of the work here is the institution that you've gone to. 230 00:24:56,510 --> 00:25:03,710 Now the problem there is we've got people going on to a Ph.D. from these institutions. 231 00:25:03,710 --> 00:25:13,340 But this is where the disadvantaged students are. So if we're looking for those people who you know, this applies to ethnicity as well, 232 00:25:13,340 --> 00:25:18,230 we look into those people who are underrepresented, they're much less likely to be here. 233 00:25:18,230 --> 00:25:25,580 This is where they are, and they're not making that transition into the Ph.D. study. 234 00:25:25,580 --> 00:25:30,980 And a colleague and I know pastor at Newcastle University looked at this qualitatively, 235 00:25:30,980 --> 00:25:37,980 so we did a study of an interview study of people who were doing PhDs in a Russell Group University Philosophy 236 00:25:37,980 --> 00:25:47,630 University who's 92 University and an ancient university which was in the south of England and was formed before 13:00. 237 00:25:47,630 --> 00:25:53,180 So let me go to two places under $20. 238 00:25:53,180 --> 00:26:00,980 And what we found that was really interesting patterns of people moving through the state. 239 00:26:00,980 --> 00:26:09,380 So the interesting thing I think from my point of view was that when we look at people's access to educational opportunity, 240 00:26:09,380 --> 00:26:17,120 we often talk about the cultivated and the concerted cultivation of the middle classes and people who 241 00:26:17,120 --> 00:26:23,030 are very aware of opportunities and are very much being strategic in securing those opportunities, 242 00:26:23,030 --> 00:26:29,690 either for themselves or for their children. And what we found when we spoke to these students was something slightly different. 243 00:26:29,690 --> 00:26:37,880 And when we spoke to this group, Reverend Russell Group universities all about who were coming from it was a dream university to Oxbridge. 244 00:26:37,880 --> 00:26:41,930 They were being very strategic. They understood how the system worked. 245 00:26:41,930 --> 00:26:47,960 They devoted work to find out, use their contacts, carefully explicit school funding. 246 00:26:47,960 --> 00:26:54,200 But when we spoke to students at the Post 92 universities and at the Oxbridge University, 247 00:26:54,200 --> 00:27:00,510 we found that they weren't strategic whatsoever and that in many cases the opportunity just appeared. 248 00:27:00,510 --> 00:27:05,300 It would literally be the tap on the shoulder. Hey, we've got these funding. We think you'd be good. 249 00:27:05,300 --> 00:27:11,720 Why don't you apply for it? So very similar patterns, but very different outcomes, 250 00:27:11,720 --> 00:27:16,250 mainly related to the resources that were available to research students in the different institutions. 251 00:27:16,250 --> 00:27:24,110 So, you know, we had students who were complaining that the facilities just weren't suitable for them to even complete their research. 252 00:27:24,110 --> 00:27:31,310 And students here who had not really thought about it, but then there was a kind of set of opportunities were put in front of them, 253 00:27:31,310 --> 00:27:40,610 which allowed them to make a real success of it, even sometimes having coasted repeatedly in the 68 state. 254 00:27:40,610 --> 00:27:45,470 Since we're in the Department of Education, a quick word about the PGCE, which is a postgraduate qualification, 255 00:27:45,470 --> 00:27:52,130 this is something that you can already get funded through the student loans company. And here we see the usual social class inequalities. 256 00:27:52,130 --> 00:28:00,410 I'll be talking about flipped over. So actually, the most advantaged students are the least likely to do. 257 00:28:00,410 --> 00:28:08,280 So if PGCE. And this because of me when I first saw this fine day, but actually when I thought about it, it made complete sense. 258 00:28:08,280 --> 00:28:16,670 So if you're the child of a barista and becoming a schoolteacher is downward mobility, if what we factor was, 259 00:28:16,670 --> 00:28:20,510 you know, the sort of thing my dad would have said to me about being a teacher is, that's a great job for. 260 00:28:20,510 --> 00:28:32,210 He sat down most of the day the holidays at the pensions are good and you inside so you can replace a completely different way of thinking about it. 261 00:28:32,210 --> 00:28:35,000 And this is something we know. This is a longstanding trend, actually. 262 00:28:35,000 --> 00:28:42,950 When people look at this back to the early expansion of compulsory schooling, we see these sorts of problems in the teaching profession. 263 00:28:42,950 --> 00:28:49,070 And I believe there is a similar pattern still amongst Oxford graduates in that box of 264 00:28:49,070 --> 00:28:56,120 dollars from disadvantaged backgrounds are more likely to go into teaching than families. 265 00:28:56,120 --> 00:29:02,990 Okay, so that was rather strange through some of the evidence. 266 00:29:02,990 --> 00:29:08,690 Not because I wanted to leave a bit of time to talk about questions of policy and practise, 267 00:29:08,690 --> 00:29:19,730 and this is something that we might pick up on the discussion. So I think mostly the policy attention in this area has come from undergraduate fees. 268 00:29:19,730 --> 00:29:24,440 Undergraduate fees went up to nine thousand and somebody realised that, Oh dear, 269 00:29:24,440 --> 00:29:31,700 this is going to perhaps cause a problem if people are debt averse and want to get on to be to do postgraduate qualifications. 270 00:29:31,700 --> 00:29:39,600 We're going to see a hit on the postgraduate participation and a whole sense of think tanks, including more and lobby groups. 271 00:29:39,600 --> 00:29:50,360 In the end, U.S. Universities UK, the Institute of Public Policy Research Centre Forum, which is a Liberal Democrat think tank, 272 00:29:50,360 --> 00:29:58,820 usually paused there for laughter, all written about the lack of funding at high school level. 273 00:29:58,820 --> 00:30:04,640 So there's a whole series of reports that came out about that not being funding for postgraduate. 274 00:30:04,640 --> 00:30:07,130 And this has led to some policy action in England. 275 00:30:07,130 --> 00:30:14,600 And then I was where that started with something I was involved in in 2014 through Education Funding Council, 276 00:30:14,600 --> 00:30:22,280 which was the postgraduate support scheme, and that was a pilot project to set up a whole range of activities in different universities, 277 00:30:22,280 --> 00:30:27,470 one of which was Oxford to look at ways we might provide scholarships to high school students to 278 00:30:27,470 --> 00:30:34,370 differently and really give the area a bit of love because it's generally quite neglected in policy terms. 279 00:30:34,370 --> 00:30:42,120 And so some of those were providing scholarships for students from disadvantaged backgrounds by various different measures. 280 00:30:42,120 --> 00:30:46,160 Oxford scaling was a good one, very generous, 281 00:30:46,160 --> 00:30:52,470 but I think it struggled because the application deadline was so close to the announcement of the whole thing. 282 00:30:52,470 --> 00:30:57,080 It's just very difficult to get much publicity out about it. 283 00:30:57,080 --> 00:31:00,440 So there's a full report on that which you can have a look at if you're interested. 284 00:31:00,440 --> 00:31:06,140 And then that was followed up the following year by the second phase of postgraduate support scheme, 285 00:31:06,140 --> 00:31:12,920 which was the repurposed and access opportunity for the school now. 286 00:31:12,920 --> 00:31:19,670 So there was a second set of bursaries that the government made available, and then they stopped doing that and turned it into postgraduate funding. 287 00:31:19,670 --> 00:31:26,120 And that was then budget is 10000 for 10000. So 10000 scholarships of £10000, 288 00:31:26,120 --> 00:31:35,360 which are distributed to English universities to give out to students from disadvantaged backgrounds who would pay the higher fee. 289 00:31:35,360 --> 00:31:41,240 And that then was followed fairly quickly by the announcement of a master's loan policy for England. 290 00:31:41,240 --> 00:31:46,730 And those loans are spread in different guises to the rest of the whole nation. 291 00:31:46,730 --> 00:31:56,480 So you can now in any of the home nations, get a loan, the amount creeping up, but it's basically about £10000 is repayable. 292 00:31:56,480 --> 00:32:00,590 Usually concurrently with the first degree is income contingent. 293 00:32:00,590 --> 00:32:09,170 There's no means test and so on. So we now have some data about the effect of these loans, 294 00:32:09,170 --> 00:32:13,940 and it's not very often we get a sociologist giving the good news, so we're going to make the most of this. 295 00:32:13,940 --> 00:32:24,050 But it does appear that the loan policy has made a positive difference in terms of widening participation on socioeconomic grounds, 296 00:32:24,050 --> 00:32:26,440 but also with some of the good news as well. 297 00:32:26,440 --> 00:32:36,320 What we've got here is the first year that we have the introduction of the most of loans, which I think was the second big area of higher fees. 298 00:32:36,320 --> 00:32:40,510 And I mean, you don't need a degree of statistics to. Work out what's going there. 299 00:32:40,510 --> 00:32:45,070 We've got in a fairly flat line of people progressing from a first degree to a masters. 300 00:32:45,070 --> 00:32:55,420 The loans come in. I'm not going to write so many more people going on to do a masters than they were before the policy was in place. 301 00:32:55,420 --> 00:33:01,330 But the number of people drawing down the loans was much higher than the growth. 302 00:33:01,330 --> 00:33:03,760 So that's what economists would call deadweight. 303 00:33:03,760 --> 00:33:09,520 We're funding off to people with a loan with subsidised loans for people who would have otherwise paid, 304 00:33:09,520 --> 00:33:14,500 but the benefit is that we get an increase in participation from college groups. 305 00:33:14,500 --> 00:33:22,150 And so here we have looking at those social class differences again, pre and post masters. 306 00:33:22,150 --> 00:33:31,840 And we've just taken a snapshot here of two different years that you can see that for every social class with the participation rate was expanded. 307 00:33:31,840 --> 00:33:40,210 But the difference is here, there's still differences except for this group, but they are very much shallower differences than they were here. 308 00:33:40,210 --> 00:33:46,600 So this is the very early results from this. We ended any kind of modelling or they were just doing a snapshot. 309 00:33:46,600 --> 00:33:48,190 Compare one thing to the other. 310 00:33:48,190 --> 00:33:59,020 And it does seem to suggest that the loan policies have helped, and we can also see some good news in terms of ethnicity. 311 00:33:59,020 --> 00:34:09,250 So the increasing rate of participation across different groups has been highest for those from black and Asian backgrounds. 312 00:34:09,250 --> 00:34:18,700 And similarly, if we're looking at that immediate progression, we can see the and the women are starting to catch up after their own policy. 313 00:34:18,700 --> 00:34:25,720 So the odds ratio, what's the the relative odds of men and women going on has gotten narrower. 314 00:34:25,720 --> 00:34:34,960 It's got more like it's more likely that women are going to go on than it was relative to men a force at the beginning of the period. 315 00:34:34,960 --> 00:34:44,240 So lots more for us to do on this research, but is suggesting that the loans policy is having a positive effect. 316 00:34:44,240 --> 00:34:49,210 And finally, again, this is so beautiful that I who's coming to speak to you next time she has this wonderful 317 00:34:49,210 --> 00:34:55,030 way of categorising English universities into essentially five clusters of Oxbridge. 318 00:34:55,030 --> 00:35:01,300 It is its own cluster of education, the blue line here that is a much smaller group with some of the noise. 319 00:35:01,300 --> 00:35:05,440 But again, here we see the positive picture of the post-1982 institutions, 320 00:35:05,440 --> 00:35:11,070 which is this group starting from about three and a half percent and ending at more than double that. 321 00:35:11,070 --> 00:35:21,520 And after the introduction of the loan policy. So we seeing more benefits in the post to universities move progression than in the older universities. 322 00:35:21,520 --> 00:35:25,750 But we need to get within that good news. 323 00:35:25,750 --> 00:35:32,140 We need to temper that. We're thinking about the effect of loans, living costs and so on. 324 00:35:32,140 --> 00:35:44,410 And so the loan is for ten thousand pounds that won't, in most cases, fund you for a year's Masters today. 325 00:35:44,410 --> 00:35:51,910 And so I was ironically at the LSC last week to listen to a talk on a new book called The Glass Ceiling, which you might have heard of. 326 00:35:51,910 --> 00:36:01,480 Think of it as in the newspapers, and it's all about inequality and within different professions and directly behind me with two economic students. 327 00:36:01,480 --> 00:36:11,170 Both, I think they were both British and one was tied to the other that he was deciding whether he was going to study an imperial, say, UCLA or Yale. 328 00:36:11,170 --> 00:36:15,850 But you know, the fees of one of 32000 interviewed over 27000 on campus. 329 00:36:15,850 --> 00:36:22,360 I might look good if I don't get ten thousand from the government. So for some people, they're looking at a very high fee. 330 00:36:22,360 --> 00:36:30,550 Some of those fees are very high for mothers that ten thousand pounds got to cover everything. 331 00:36:30,550 --> 00:36:39,380 And so I have a look around at the Oxford website to see what the fees are and what are the things you notice open that if you go to and well, 332 00:36:39,380 --> 00:36:42,320 the fact that most of these but we once when we were on honeymoon, 333 00:36:42,320 --> 00:36:48,130 he treated us after we went to Milan, and they've got these fashion shops where you can't actually go in, 334 00:36:48,130 --> 00:36:53,170 they have a bounce on the door to let you in. But there were no prices whatsoever. 335 00:36:53,170 --> 00:36:58,060 And if I see a shop that's got no place to expand already, though, it's too expensive for me. 336 00:36:58,060 --> 00:37:03,520 And that's my boy with the Oxford website and one of the fees, that's the first question I would be asking as a potential student. 337 00:37:03,520 --> 00:37:08,370 How much is this going to cost? Is hard work to find out what the fees are? 338 00:37:08,370 --> 00:37:13,180 I think what you get there and the answer might be quite high. 339 00:37:13,180 --> 00:37:19,060 And there's been some troubling cases recently of some students that have been talking about these sorts of issues. 340 00:37:19,060 --> 00:37:23,800 And please, I mean, the damage Michel in case actually went all the way to the High Court, I think. 341 00:37:23,800 --> 00:37:28,750 And that was about the university's test, about living costs. 342 00:37:28,750 --> 00:37:30,760 And you know, there's something absurd, 343 00:37:30,760 --> 00:37:39,000 like the university was saying how much you were expected to spend on socks in the year and if you couldn't show your bank account already, you got. 344 00:37:39,000 --> 00:37:46,050 Monique, you weren't going to get in on that, and that's been overturned, but similarly not quite the same point, 345 00:37:46,050 --> 00:37:52,200 but a recent article by Solomon SFU again about these critical of the fees and the cost. 346 00:37:52,200 --> 00:37:59,940 So one thing that me and my colleagues when we're looking at this of thinking is we think there's a case for a postgraduate figure. 347 00:37:59,940 --> 00:38:05,970 Of course, that would be quite a controversial policy. But I think if the fees go to the $10000 to 10000, 348 00:38:05,970 --> 00:38:14,670 which is seemed to go above that and all of that wonderful story that we receive that risks just reverting back again. 349 00:38:14,670 --> 00:38:20,070 But at the same time, we're subsidising the people who would have already been able to go. 350 00:38:20,070 --> 00:38:26,200 OK, so I want to now just think briefly about measurement because I know that if you're thinking about these questions, 351 00:38:26,200 --> 00:38:33,270 OK, so this is one of the really tricky things. And and the question might be, will what can we take from the graduate level? 352 00:38:33,270 --> 00:38:40,470 We've got a whole range of measures, some of which are fairly simple to to take for undergraduate level to school level, 353 00:38:40,470 --> 00:38:45,300 which might include ethnicity, one, gender mainstreaming and disability. 354 00:38:45,300 --> 00:38:56,610 But there's a whole other range of measures which are either conceptually more tricky to transpose or which are practically harder to work with. 355 00:38:56,610 --> 00:39:05,330 And one of the real issues that we have is that a lot of the time neo smiling because we believe the best critiques of this kind of idea. 356 00:39:05,330 --> 00:39:12,390 And so one of the measures we often use is low participation neighbourhoods and isn't actually a good measure. 357 00:39:12,390 --> 00:39:17,820 I think that's really quite good. It gives us a good indication of what's happening to the aggregate level. 358 00:39:17,820 --> 00:39:24,090 But once you start to drill down and look at an individual, it's not a good measure. 359 00:39:24,090 --> 00:39:27,540 And actually, here we've got we've just moved house, actually. 360 00:39:27,540 --> 00:39:37,920 But this is where we used to live very recently, which was just kind of here in York, and that was down as I think quintile two. 361 00:39:37,920 --> 00:39:47,340 So it's the second lowest and progression into an university, and that's a good characterisation of this whole area. 362 00:39:47,340 --> 00:39:56,970 That's right. But for Wall Street, which is here terrible and for our household down to professor who's a teacher, 363 00:39:56,970 --> 00:40:03,630 you know, we are not a low participation neighbourhood. That makes me feel very uncomfortable to say that that's the case. 364 00:40:03,630 --> 00:40:08,820 This is where I argue about just about here and this is quintile four. 365 00:40:08,820 --> 00:40:14,940 So this is the second highest progression rate. Absolutely true about this area. 366 00:40:14,940 --> 00:40:28,800 Our house? Definitely not. So 16, I was as I was the child of a single parent, unemployed and nobody in the family been gone. 367 00:40:28,800 --> 00:40:36,610 I would never say never mind going to university. So characterising me then with that neighbourhood measure was terrible. 368 00:40:36,610 --> 00:40:46,950 And if you then think about using those measures to think about postgraduates, then which address that we going to use it gets very, very complicated. 369 00:40:46,950 --> 00:40:52,680 If we can find what somebody's address was when they were 16. Well, that might be some use. 370 00:40:52,680 --> 00:40:57,630 But if we're using their address now in residence, it could be mom and dad's house. 371 00:40:57,630 --> 00:41:04,920 It could be dates shared with the living. Student areas tend to be very different to other sorts of areas. 372 00:41:04,920 --> 00:41:07,000 So it's really tricky. 373 00:41:07,000 --> 00:41:18,040 And we've also got the problem that some of the measures of disadvantage change and most postgraduates are older than undergraduates, 374 00:41:18,040 --> 00:41:24,240 and we might say that their background position is mutable. It changes, unlike other things. 375 00:41:24,240 --> 00:41:34,320 Well, I mean, I guess most of the demographic characteristics that we use are in some way immutable, but some are much more useful than others. 376 00:41:34,320 --> 00:41:45,420 And at what point do we stop looking at parental background and start looking at somebody's own background and wondering on these? 377 00:41:45,420 --> 00:41:52,920 But as a hypothetical, we could think of different examples of people who have got different trajectories, 378 00:41:52,920 --> 00:41:56,370 who come from different places and have ended up in different places. 379 00:41:56,370 --> 00:42:02,610 And we might would probably disagree about which one is disadvantaged where depending on the measure we use, 380 00:42:02,610 --> 00:42:11,130 we would get very different results so we could have somebody who we would probably say, OK, well, that's a that's a widening participation person. 381 00:42:11,130 --> 00:42:16,890 I guess that sort of sense of occupation that quite young as we get older. 382 00:42:16,890 --> 00:42:19,260 So we've got somebody who's come from a fairly advantaged home. 383 00:42:19,260 --> 00:42:25,770 But I mean, let home some time ago, perhaps, or are actually living back at home now, he's a boomerang. 384 00:42:25,770 --> 00:42:31,500 But what you know, at what point do we stop saying, OK, now we're still going back. 385 00:42:31,500 --> 00:42:37,980 We're still expecting the parents to pay what they're expecting. But I think that's really quite tricky. 386 00:42:37,980 --> 00:42:48,180 Another thing that we need. To think about when we think about policies, the up close nature of admissions, so what happens in the admissions process? 387 00:42:48,180 --> 00:42:51,310 And there's a really nice study by June cross out in the states, 388 00:42:51,310 --> 00:43:00,780 which looks at Ivy League admissions panels and tries to work out what's going on in the selection process. 389 00:43:00,780 --> 00:43:10,180 And what she shows is that each of these panels, whatever what subject to what institution, they're absolutely committed to diversity. 390 00:43:10,180 --> 00:43:15,610 But the criteria that they use favours a certain sort of polished applicant. 391 00:43:15,610 --> 00:43:25,000 This may seem very familiar to this university and that moves a lot of people out prior to the serious consideration. 392 00:43:25,000 --> 00:43:33,070 They don't get through the first years and the real example that stands in mind that really sticks out is the archaeology panel, 393 00:43:33,070 --> 00:43:37,630 where they say, Well, if somebody has got the experience in Europe, this is great. 394 00:43:37,630 --> 00:43:46,450 You know, this is just one person, one vote, OK, but who in America has the money to go and spend the summer in Europe digging in Arabia? 395 00:43:46,450 --> 00:43:50,140 Some people do. Some people don't. And those people will be very different. 396 00:43:50,140 --> 00:43:56,260 So some people are getting whittled down to that stage. And I think there's a whole set of things we might think about that. 397 00:43:56,260 --> 00:44:01,600 And what I would really want to suggest with this university is the first degree institution, 398 00:44:01,600 --> 00:44:09,760 as something we think about is not a criteria criteria that to put that there is a legitimate one. 399 00:44:09,760 --> 00:44:14,530 We need to work out why our students aren't so undergraduates. 400 00:44:14,530 --> 00:44:22,390 It's pretty easy. Most of them are in school and post-graduate, so some of them are in your undergraduate lectures. 401 00:44:22,390 --> 00:44:27,040 But most of the potential graduates are not there, just in the general population, 402 00:44:27,040 --> 00:44:30,660 most of whom are not really interested in doing a high school degree. 403 00:44:30,660 --> 00:44:40,630 He makes targeting and understanding the population of all day, and I'm going to skip over this very complicated site. 404 00:44:40,630 --> 00:44:48,820 The essential message I'm trying to give here is that we need to think about the process of access separately in two stages. 405 00:44:48,820 --> 00:44:58,180 So there's a point in getting to want to be a postgraduate, and then there's the point of having it off getting and getting to be a postgraduate. 406 00:44:58,180 --> 00:45:05,530 So how you might get into this bit, how you might become somebody who aspires to all the boys with high standards that it gets made an offer. 407 00:45:05,530 --> 00:45:13,030 We can look at all sorts of different initiatives around that and use some some of the measures that I've suggested we throw out. 408 00:45:13,030 --> 00:45:19,240 We might still want to use because it's almost like puberty when we get into people actually enrolling. 409 00:45:19,240 --> 00:45:26,320 That's when that's when you get serious, and that's when we need to use very accurate measures, when it's high stakes. 410 00:45:26,320 --> 00:45:31,570 We need to use as accurate financial measures. So as a practical suggestion, obviously. 411 00:45:31,570 --> 00:45:39,610 I would say monitor a whole range of things, some of which I've talked about and some very easy things to collect. 412 00:45:39,610 --> 00:45:47,740 Not perfect by any means, but easy to get someone who is where somebody their first degree heat moment. 413 00:45:47,740 --> 00:45:54,820 That moment I'd go to university. Where is the home postcode recognising that it's got families? 414 00:45:54,820 --> 00:46:04,450 And if you can get it socioeconomic class. But when it comes to the decision, it's about positive actually, which might be in terms of being tested, 415 00:46:04,450 --> 00:46:12,310 which might be in terms of specifically targeting underrepresented groups with legal positive action. 416 00:46:12,310 --> 00:46:23,980 Okay. So to conclude, I think hopefully showing you the bad news that inequalities do continue at postgraduate level that different in many ways, 417 00:46:23,980 --> 00:46:32,080 but they're still there. I think we've seen that there's a very complex context in some ways. 418 00:46:32,080 --> 00:46:37,510 But my worry here is that we can get what they call in business paralysis by analysis. 419 00:46:37,510 --> 00:46:42,310 So because it's a complex issue and I've been in these committees where it gets talked 420 00:46:42,310 --> 00:46:46,390 round around and we need to collect more data and think about this more carefully. 421 00:46:46,390 --> 00:46:51,910 So it is complex, but we can, I think, spend too much time thinking it. 422 00:46:51,910 --> 00:46:59,570 We don't want to throw out the good by trying to achieve the best and as a kind of concluding point, 423 00:46:59,570 --> 00:47:05,890 very pleased to say that I think Oxford has really got the means to lead in this area. 424 00:47:05,890 --> 00:47:20,550 So. But that is is the sort of financial means to do so much of that is the intellectual stature and reach to be able to really push this agenda. 425 00:47:20,550 --> 00:47:24,570 But there has to be the will and that's what you say next. 426 00:47:24,570 --> 00:47:36,350 But this is obvious. Yes, that that might be the case. Thank you. 427 00:47:36,350 --> 00:47:37,640 Suggestions. OK. 428 00:47:37,640 --> 00:47:47,000 Well, we now move on to the section where we get a response from two of those leaders within the university who are working on this access agenda. 429 00:47:47,000 --> 00:47:54,290 And the first of those is Dr. Paul Martin, who is associate professor of politics and a tutorial fellow in politics at Woodham College. 430 00:47:54,290 --> 00:48:01,460 But in relation to this event today, he's the associate head of Division for Education in the Social Sciences Division. 431 00:48:01,460 --> 00:48:05,990 So Paul, would you like to come up and give us your. And perhaps if you can let it in? 432 00:48:05,990 --> 00:48:11,370 Certainly. I think he wants to try to be stimulating. 433 00:48:11,370 --> 00:48:23,690 I want three things to say. I'll try to be very brief. First of all, I just want to welcome any presentation, any discussion in this university. 434 00:48:23,690 --> 00:48:30,860 All access and outreach, looking at social disadvantage and the effects of individual social location, 435 00:48:30,860 --> 00:48:36,350 the pay some attention to measures of individual social location rather than collectives. 436 00:48:36,350 --> 00:48:41,630 That is an unusual thing for us to do. I think we often get that wrong. 437 00:48:41,630 --> 00:48:53,360 And I think it was a warning sign. Secondly, I thought this this is fabulously useful and interesting. 438 00:48:53,360 --> 00:48:59,630 I think we're at the stage where there are things going on in the wider university that 439 00:48:59,630 --> 00:49:07,970 this can actually lead directly into the TV world have seen the first couple of slides. 440 00:49:07,970 --> 00:49:11,960 Nuffield is kind of a bad guy, but that is also running. 441 00:49:11,960 --> 00:49:16,460 I think this summer for the first time research internships, 442 00:49:16,460 --> 00:49:23,090 which are designed to drive outreach into installed research into research focus to 443 00:49:23,090 --> 00:49:28,950 increase that insight into postgraduate research does tend to be quite expensive. 444 00:49:28,950 --> 00:49:35,130 That's actually quite a big commitment on that part. I think it's it's a it's a really impressive thing for me to want to do. 445 00:49:35,130 --> 00:49:43,820 It's also something which I was having conversations the other day is it is difficult for them to know how to go about it. 446 00:49:43,820 --> 00:49:48,020 There are so many possible ways in which they can go out and identify potential target 447 00:49:48,020 --> 00:49:53,210 groups for a relatively small number of really wonderful research internships. 448 00:49:53,210 --> 00:50:01,850 I do think this is some of the way forward that there are similar initiatives in the medical sciences and physical sciences, 449 00:50:01,850 --> 00:50:08,000 and medical sciences is to be applauded as someone the other day using the term pre doctoral fellowship, 450 00:50:08,000 --> 00:50:13,640 which I think is fantastic, is a really good way of kind of articulating exactly what we should be trying to do with that kind of thing. 451 00:50:13,640 --> 00:50:22,670 And I think relatedly, we're probably thinking we need to think about a nuanced way in response to your question about, 452 00:50:22,670 --> 00:50:29,110 you know, how fast someone gets along the road before we start paying attention to their social background. 453 00:50:29,110 --> 00:50:34,480 I think those of us in social sciences and humanities probably all know people 454 00:50:34,480 --> 00:50:38,340 whose academic progress is progression into academic careers in particular, 455 00:50:38,340 --> 00:50:42,940 who has been aided or held back by not exactly social class, 456 00:50:42,940 --> 00:50:48,190 but by access to family resources who have the capacity to travel, the capacity to take a year or two. 457 00:50:48,190 --> 00:50:52,600 Not earning very much to have a capacity to pay for a master's degree or doctoral study. 458 00:50:52,600 --> 00:50:56,770 There are lots of ways in which in which the injection of family resources might be thought to have, 459 00:50:56,770 --> 00:51:01,690 at least anecdotally, a big impact on people's academic trajectories. 460 00:51:01,690 --> 00:51:08,980 It's really pleasing. Another nice facts about the field is that they are now these blind to thinking, and I've seen admissions. 461 00:51:08,980 --> 00:51:16,090 We probably do need to think, particularly to the academic track, about about making that. 462 00:51:16,090 --> 00:51:21,320 Well, once spread. So I the two really welcome positive things. 463 00:51:21,320 --> 00:51:29,010 I gather that the majority of the 30000 people, so I was thinking, Gosh, this is great. 464 00:51:29,010 --> 00:51:37,040 This is such a good conversation. And I was thinking, how how do we go into departments and talk to them about this? 465 00:51:37,040 --> 00:51:40,820 Because this is all domestic? This is a national question. 466 00:51:40,820 --> 00:51:48,720 We think about British national social structure. We all know that not entirely, voluntarily, necessarily. 467 00:51:48,720 --> 00:51:56,100 I think all British universities have become more global. This will definitely ease and he thinks of that of itself as such. 468 00:51:56,100 --> 00:52:00,690 If you look at our graduate students, about two thirds of all graduate students are not UK domiciled. 469 00:52:00,690 --> 00:52:08,460 And that varies quite a lot between different parts of the university. I guess I'm here at the social sciences person, so I'm stoked for that. 470 00:52:08,460 --> 00:52:15,840 Last year we did. I mean, Jane was my, but I did a review of our postgraduate school population. 471 00:52:15,840 --> 00:52:22,170 We found that only a fifth of our total graduate students were British. 472 00:52:22,170 --> 00:52:24,690 The ones who weren't British, they didn't. 473 00:52:24,690 --> 00:52:30,900 They won't vote for anyone in particular in terms of the represented 126 distinct nationalities in that group, 474 00:52:30,900 --> 00:52:38,040 just the so-called prospective students in the sciences. For the universities, only students from the came across a Democratic Republic of Congo, 475 00:52:38,040 --> 00:52:45,240 from the Dominican Republic and East Timor, Samoa, Algeria and so on and so forth in that project. 476 00:52:45,240 --> 00:52:51,120 We also turned up only about 45 percent of the academics in the social sciences division of research. 477 00:52:51,120 --> 00:52:59,220 But you can. That I think would have been true even a couple of decades ago. 478 00:52:59,220 --> 00:53:05,130 And so that's was my openness comes with this. It's not it's not that anything disagree with things. 479 00:53:05,130 --> 00:53:14,850 This is fantastic. I spoke about how to articulate this as a as a national strategy for national inclusion to get 480 00:53:14,850 --> 00:53:21,300 to a population of academics who themselves will be seen as a bit of local English witness. 481 00:53:21,300 --> 00:53:26,430 Not everyone is as interesting as I am and in the sort of sexual demographics approach. 482 00:53:26,430 --> 00:53:31,270 So yeah, and that was the people. 483 00:53:31,270 --> 00:53:38,810 For instance, there's people have to pick it up and run with it. So it looks like a really specific example and I'll finish. 484 00:53:38,810 --> 00:53:42,320 I was thinking about a controversial degree, 485 00:53:42,320 --> 00:53:47,520 the mainstream public policy offered by the Catholic School of Government as a newish degrees about six years old, 486 00:53:47,520 --> 00:53:54,390 designed from the beginning to have a global impact on global problems to improve global governance. 487 00:53:54,390 --> 00:54:02,510 We might think that from this perspective of 2019, the idea of improving global governance seems quite confounded. 488 00:54:02,510 --> 00:54:09,230 I think it's in part because of the importance of that question. The about three percent of the students on the course are fully funded. 489 00:54:09,230 --> 00:54:17,960 The fees are very high, but for just the moment that we fund it. So I want to make the point that the social contract is a country with 13 students. 490 00:54:17,960 --> 00:54:24,250 In 2017, six of them were British. 491 00:54:24,250 --> 00:54:30,610 I just going to bet breaks, there's no interference. So if this question, which is really important, 492 00:54:30,610 --> 00:54:37,750 results down to the thought that the mop should think really hard about how well those six people 493 00:54:37,750 --> 00:54:44,260 represented the totality of the British sexual distribution has one person for gender in this? 494 00:54:44,260 --> 00:54:46,200 I think that's great. 495 00:54:46,200 --> 00:54:55,120 There's a question which this linguistic function that we don't have an answer to about not just which people in the UK actually being taken, 496 00:54:55,120 --> 00:55:01,280 but which people from around the world. The question, I suppose. 497 00:55:01,280 --> 00:55:04,280 He's previously vs. Guatemala. 498 00:55:04,280 --> 00:55:12,350 I don't have an answer to that, but that seems to be particularly important in this institution to get people to buy into the mission. 499 00:55:12,350 --> 00:55:21,410 We need to be thinking as a global institution about kind of global responsibility as well as as well as our national responses. 500 00:55:21,410 --> 00:55:29,990 Thank you. 501 00:55:29,990 --> 00:55:38,120 This is really interesting comments there and yet particularly relevant to me, I have a commissioner for the Commonwealth Scholarship Commission. 502 00:55:38,120 --> 00:55:43,130 We had 20 million pounds worth of UK government money each year to bring students 503 00:55:43,130 --> 00:55:48,500 from the developing Commonwealth to the UK to study university and two years ago 504 00:55:48,500 --> 00:55:53,360 were given the explicit remake by the UK government funded to make sure their 505 00:55:53,360 --> 00:55:58,070 scholarships were only given to students who came from disadvantaged backgrounds. 506 00:55:58,070 --> 00:56:02,660 Now that presents a real challenge when you're bringing 40 students from Malawi. 507 00:56:02,660 --> 00:56:05,810 How do you identify which of those are from disadvantaged backgrounds? 508 00:56:05,810 --> 00:56:13,970 Who might say that actually coming from Malawi itself represents coming from a disadvantage back couldn't be stronger? 509 00:56:13,970 --> 00:56:19,010 Well, this is compounded. The complexity of this is compounded by the fact that we have been strong, 510 00:56:19,010 --> 00:56:24,080 good evidence that impacts those students who often come from advantaged backgrounds who, 511 00:56:24,080 --> 00:56:29,060 when they return to their home country, have the greatest impact on development. So there are some real challenges. 512 00:56:29,060 --> 00:56:33,260 I think here in the realm of disadvantage plays in, you know, 513 00:56:33,260 --> 00:56:39,800 the value of a student in whatever process it is we have identified from postgraduate education. 514 00:56:39,800 --> 00:56:43,190 And the other thing I really enjoyed about what you said was, you know, 515 00:56:43,190 --> 00:56:47,090 the fact that there is such enthusiasm about this conversation here this you just get 516 00:56:47,090 --> 00:56:50,870 the moment and you can feel a real buzz around the whole issue of postgraduate access. 517 00:56:50,870 --> 00:56:57,200 And I know that there's a great deal going on in the MPLS division. So it's a pleasure to welcome Professor Mike Bonsu, 518 00:56:57,200 --> 00:57:03,890 who is associate head of division for education in the MPLS Division and the Fellow and Future 519 00:57:03,890 --> 00:57:08,790 Biological Sciences and Professor of Mathematical Biology in the Department of Zoology. 520 00:57:08,790 --> 00:57:15,170 Mike, thank you for all. Those are fantastic talkers of lots of things in my head. 521 00:57:15,170 --> 00:57:21,110 I'm sorry. I'm losing my voice right now. So if you can't keep trying to shout, you can hear me. 522 00:57:21,110 --> 00:57:28,080 I'm so one of the things I thought I'd do is give a little bit more of a pragmatic, prosaic view of science. 523 00:57:28,080 --> 00:57:34,220 You know what we've been doing since I picked up some of the things from one of your recent papers on funding facilities and support? 524 00:57:34,220 --> 00:57:38,660 So I thought I'd just talk about how in the science division, we sort of approach them. 525 00:57:38,660 --> 00:57:40,550 So from the facilities, 526 00:57:40,550 --> 00:57:48,980 I so ties into the sort complexities of access to be talked about in terms of institutional patterns and not being not randomly distributed. 527 00:57:48,980 --> 00:57:55,430 And clearly, that's due to the sort of research intensification in certain institutions as others. 528 00:57:55,430 --> 00:57:59,120 And here, obviously not here in Oxford, we do fantastically well. 529 00:57:59,120 --> 00:58:06,810 That science division leads the world and many of those discipline in interdisciplinary multidisciplinary areas. 530 00:58:06,810 --> 00:58:10,800 So I think that has to provide the necessary infrastructure from facilities 531 00:58:10,800 --> 00:58:14,480 for my talk about peak postgraduate research training because we take a lot, 532 00:58:14,480 --> 00:58:19,100 we don't take very many Thomas Jefferson to the science division. 533 00:58:19,100 --> 00:58:25,310 But from that perspective, having that sort of infrastructure in place really provides us with that stuff that facilities 534 00:58:25,310 --> 00:58:33,260 enough to train a cohort the cohorts of kids and students from a funding perspective. 535 00:58:33,260 --> 00:58:37,550 You know, we've done some good news for him, Eliza said. 536 00:58:37,550 --> 00:58:38,360 She would do very well. 537 00:58:38,360 --> 00:58:46,910 We hold three doctoral training programmes, which transforms something like 100 postgraduate research students a year become very successful. 538 00:58:46,910 --> 00:58:51,170 Most recently on CBT, calls have been able to change something like over the next five years. 539 00:58:51,170 --> 00:59:00,650 250 she was not provides funding for us to be able to support those students without the necessity for those sorts of loans that we're talking about, 540 00:59:00,650 --> 00:59:05,510 but it really belies the fact and hides the fact of many shortcomings. 541 00:59:05,510 --> 00:59:14,840 So, for instance, in fields across all Ph.D. programmes for every single box that application, we probably get two and a half from outside of us. 542 00:59:14,840 --> 00:59:16,940 So we do very well, not view and say, OK, that's great. 543 00:59:16,940 --> 00:59:24,680 We're getting lots of students in from outside the world look to to apply to these sorts of degree programmes, 544 00:59:24,680 --> 00:59:28,190 but also understand the lives of many different things. So why is that the case? 545 00:59:28,190 --> 00:59:33,440 Is that why is why is it that we are attracting attracting many students? 546 00:59:33,440 --> 00:59:38,270 But then if we look to see how they translate, you talked about this, how you translate from. 547 00:59:38,270 --> 00:59:44,990 So what do you hope to get some of the people getting to postgraduate nurse's office to take your postgraduate will research? 548 00:59:44,990 --> 00:59:53,150 We see a substantial change in the outcome. So for every single Oxford application up, there's a couple of cups in person who's given an offer. 549 00:59:53,150 --> 00:59:56,570 Thirty one point two outside candidates are getting an offer, 550 00:59:56,570 --> 01:00:06,890 so clearly there's a focus on us taking home-grown students over who are accepting those sorts of offers for whatever reason that the doctor drives. 551 01:00:06,890 --> 01:00:16,580 And obviously, that sort of hides of our perceptions about what's at what Oxford is being able to reach out and in these access programmes. 552 01:00:16,580 --> 01:00:22,820 So one of the things that Nicholas is doing this is not novel, but we are running a graduate programme this year, 553 01:00:22,820 --> 01:00:28,320 graduate unique types of access programme for a six week, four six week period over the summer. 554 01:00:28,320 --> 01:00:31,110 To give students from disadvantaged backgrounds, 555 01:00:31,110 --> 01:00:41,220 she really decided what she reads to encourage them to think about Oxford as a place to apply, to do their postgraduate studies. 556 01:00:41,220 --> 01:00:45,120 But we're not sure why that's not new because lots of other places do not have enough, 557 01:00:45,120 --> 01:00:49,700 though council have been running these sorts of some steamships for some internship for many years, 558 01:00:49,700 --> 01:00:53,400 and it's just been able to think about how we access that and buy into that to be 559 01:00:53,400 --> 01:01:00,480 able to to to allow students from disadvantaged backgrounds and whatever that means. 560 01:01:00,480 --> 01:01:04,500 And of course, this sort of thinking more about some of the student experience. 561 01:01:04,500 --> 01:01:08,160 You touched on this a little bit about that, looking at the admissions process as well. 562 01:01:08,160 --> 01:01:13,680 So it feels in 2017 2018 applications, we've got somewhere around five, 563 01:01:13,680 --> 01:01:21,330 five and a half thousand applications that translated into about hundred offers, which translated into about a thousand or thereabouts. 564 01:01:21,330 --> 01:01:29,730 People taking up that but taking up their places, bringing that so that those sorts of statistics and I'm just going to also highlight one. 565 01:01:29,730 --> 01:01:34,230 There wasn't really four to three. Well, that was very strange. 566 01:01:34,230 --> 01:01:38,040 There's very little difference between gender, but a thing that had the most impact on the difference. 567 01:01:38,040 --> 01:01:43,860 There were applications from students to enter into the science division from ethnic backgrounds. 568 01:01:43,860 --> 01:01:48,540 So forty seven percent of applications came from candidates who declared ethnic backgrounds. 569 01:01:48,540 --> 01:01:55,380 That translated into 38 offers, 38 percent of offers and 35 percent of people accepted. 570 01:01:55,380 --> 01:02:02,760 So there's clearly attrition in our in our admissions process. There's clearly attrition of candidates through the shoot up to that experience. 571 01:02:02,760 --> 01:02:09,900 And again, we're obviously having this conversation to actually think about that carefully. 572 01:02:09,900 --> 01:02:18,270 But think about some of the things a lot of people said was essentially about thinking about social mobility and global responsibility. 573 01:02:18,270 --> 01:02:21,180 So we didn't know within our division we take three. 574 01:02:21,180 --> 01:02:30,330 We can we can class students into three or four groups of students, EU students and overseas students looking like even overseas is different. 575 01:02:30,330 --> 01:02:40,260 But essentially, those those overseas candidates make a huge application to the science and thinking 576 01:02:40,260 --> 01:02:46,020 about how we how we promote that and reach out in terms of global responsibility. 577 01:02:46,020 --> 01:02:52,800 Global mobility, I think, is really important given the political climate for about 20 minutes enough to demonstrate. 578 01:02:52,800 --> 01:02:56,873 Thank you. Very.