This blog post was written by Anthea Terry, Interim Head of PolicyBristol and was originally published Universities Policy Engagement Network (UPEN) blog. Read the original article.
Michael Gove famously said in 2016 that ‘people in this country have had enough of experts’, and with social media ‘bubbles’, fake news, and the media desire to present opposing viewpoints – however marginal – it can often feel this way.
But the actual public perception of experts and their work is more nuanced. A 2018 survey by the Wellcome Trust found that 82% of people said they were fairly or very interested in health research, up from 77% in 2015, and 75% in 2012.
The value placed on experts by policymakers has always been variable and hard to measure, ‘evidence-based policymaking’ has been around for decades, and for almost as long, the perhaps inevitable cynicism about ‘policy-based evidence making’. We have incredible success stories about research influencing policy (my favourite being the research on CFCs that led directly to the Montreal protocol and recovery of the ozone layer), yet the combined weight of almost all the world’s climate scientists fails to enact sufficient policy change.
One of the many unique features of this time is the level of public discussion about research and the role of experts in policy making. I can’t remember another time when the membership of expert advisory groups such as SAGE was mainstream news. Similarly, a call for participants in a Covid-19 vaccine trial in Bristol was shared on neighbourhood WhatsApp and Facebook groups, and I’m talking to my family about R-numbers and logarithmic growth curves whilst lamenting the lack of supermarket delivery slots.
After 20 years of working in UK business schools, Martin Parker, professor of organisation studies at Bristol University, calls for them to be shut down in a new book. His views have caused some lively debate and here, he makes his case. Ken Starkey, professor of management at Nottingham University, disagrees. He offers an alternative.
One of the features of today’s universities is just how much money they now spend on marketing. Websites are slick and use contemporary typefaces, billboards show laughing diverse customers, and strap lines promise success. “Achieve your dreams!” “Find the real you!” “The knowledge to succeed!” Apart from the word “university”, it’s hard to tell whether they are selling mobile phones, a yoga retreat, or a degree. Continue reading →
Lizzie Fleming is Widening Participation and Student Recruitment Officer, and a postgraduate student, at the University of Bristol
On 29 June, the Office for Fair Access (OFFA), which monitors access to universities in the UK, published its outcomes for 2015-16. The report highlights a ‘crisis’ in part-time numbers, which have fallen for a seventh consecutive year, a decline of 61% since 2010-11. Since more than 90% of part-time students are over 21, this has also led to a significant decline in the number of mature students in the sector.
This also means that, overall, the number of students entering universities has fallen significantly since 2012. Continue reading →
Tom Sperlinger is Reader in English Literature and Community Engagement at the University of Bristol.
A friend of mine recently posted a link on Facebook to a Wall Street Journal article, ‘Blue Feed, Red Feed’, which allows readers to pick a topic – Hillary Clinton, say, or abortion – and see how the ‘other’ side of Facebook is talking about it. My friend wrote:
“I and everyone I know (well, nearly everyone) finds Trump utterly disgusting, but this isn’t necessarily a good thing. For others worried that we all (mostly) agree with each other, this is a useful side-by-side comparison of liberal and conservative Facebook.”
The divides that were exposed by Trump and Brexit are complex. Yet, in both votes, two sides emerged that were incomprehensible to each other and they split, above all, along levels of education. Continue reading →
Dr Jo Rose, Senior Lecturer in Education, Bristol University
There are many bright young people who come from disadvantaged family or school contexts where university attendance is not the norm.
As part of the High-Potential Learners Project, we investigated how these young people could be supported in making decisions about university. In particular, we wanted to know how to encourage high-achieving young people to consider the highly-selective, research-intensive, Russell Group universities as an option.
Over a period of two years, we worked with a group of 44 sixth-form students from schools across Bristol, to understand how and why they made decisions about university. We also analysed a large-scale, nationally-representative dataset of 2290 high-attaining learners who had turned 18 in 2009/10.
Our project found that school context was highly important with regards to subsequent university attendance, and identified some of the ways in which schools and universities can work together to support students’ decision-making.