When the Higher Education funding changes initially took place there was a lot of doom and gloom in the sector about the possible negative effects, particularly on the newer teaching focused universities. Applications from UK students were down by around 48,000, partly due to fewer students taking a gap in their studies 2011-12.
However a year on from the White Paper we are now in clearing, one of the most exciting periods in the admissions calendar, and there is a lot of positivity, particularly in the teaching focused universities. Generally grades have been lower than expected, including less AAB or above students, and teaching focused universities are benefitting by being able to offer places to those who have missed grades. There are also as always the students who have done better in their A-levels than expected and are now considering university as an option.
Furthermore the teaching focused universities have managed to get a share of the AABs or equivalent, and seem to be doing well in clearing generally. For example, the University of Northampton offer a scholarship for AAB or equivalent which has been successful in attracting a number of students. "In contrast to previous years clearing students have the grades required, have done their research, are highly focused on certain criteria, and want to explore detailed options of the courses on offer", according to Delia Heneghan, Director of Marketing and International at Northampton University.
It is the mid-ranking universities who are getting squeezed, whereas for teaching focused universities, though it may be too early to say this week, the fall in demand appears to be less than the total reduction at UCAS level.
Teaching universities traditionally play in the more vocational field, and they continue to focus on tailoring their courses for employability in particular sectors. Their courses are commonly designed with certain industries. High encouragement is given to placements, further enhancing graduate employability. Specialising allows them to be unique and maintain an edge in an increasingly competitive market.
Teaching focused universities have also been doing careful forecasting and analysis with the aim of making improvements to their offer. Paying attention and analysing the NSS and other mediums of the student voice allow institutions to drill down and concentrate on areas to improve in the student journey. Institutions across the sector have looked at building their "partnership" with students through charters and agreements, where university and student confirm mutual expectations. This is the basis for a stronger relationship between student and university.
Institutions are also making critical investments for the future. One key area which immediately impacts on students is having the right staff with the right skills doing the right thing. Therefore in recent years universities have moved to implementing staff development and performance management initiatives. Further investments are being made in new campuses and excellent IT provision. This isn't just about offering the student an excellent experience and value for money, but also about showing the student that the university is on a continuous forward development journey.
Given all this positivity for the teaching focused institutions, some of the familiar pressures still remain. For example, the Russell Group and some members of the 1994 group have always benefitted from previous reputation with respect to research grants and contracts. Furthermore AAB+ has given institutions at the top of the sector the greatest flexibility to grow this year.
In spite of this things are looking up for teaching focused universities. The lesson here is if you focus on what you are good at and play to your strengths, providing diverse and specialised educational provision, you will be a winner in the sector. But those who take their eye off the ball, with no clear strategy, direction, or drive for improvement will be the institutions who fail to capitalise on present success.