Research and Higher Education Policy

We provide informed advice to Government, Parliament and other organisations to advocate and promote the value of humanities and social science (HSS) research. We are committed to safeguarding the health and well-being of the HSS research base.

Recent statements, submissions and responses to consultations

2012

1 February 2012: British Academy submits evidence to the House of Commons Science and Technology Select Committee inquiry into science and development

The Academy has contributed to the House of Commons Select Committee on Science and Technology inquiry into DfID’s current activities to build scientific capacity in developing countries. A written contribution was submitted in December 2011 and on 1 February 2012, Professor Graham Furniss FBA, Chair of the British Academy’s Africa Panel, will give oral evidence. We welcome DFID’s efforts to build capacity internationally, believing that limited success in this area has in large part been due to the complex nature of capacity building, and the difficulties inherent within this.  However, we argue that more could be achieved by a long-term, sustainable approach to activity and by ensuring that strengthening research capacity forms an integral part of the government’s development work.  Foremost, the Academy stresses the need to ensure that capacity building is not narrowly defined to refer only to the STEM subjects, and that the value of the humanities and social sciences in addressing development issues be recognised.

2011

23 December 2011: British Academy responds to Putting Learners at the Centre, the Scottish Government's proposals for post-16 education

As in our response to the UK Government's White Paper, Students at the Heart of the System, we raised concerns that changes at undergraduate level, particularly with regard to tuition fees. The UK as a whole needs to ensure a sufficient supply of postgraduate students in order both to maintain and develop the excellence of the research base and to exploit the fruits of that research for the benefit of society at large. We remain wary of the long-term impact of these changes on postgraduate study and research, which has not received the level of support and consideration that is due in a period of substantial.
We urged the Scottish Government to look again at the role and value of humanities and social sciences disciplines and research for higher education, society and the economy. We also believe the Government needs to consider in more depth and detail the requisite level of support and investment for postgraduate, doctoral and postdoctoral study and research in the context of increasingly complex and global scientific and social structures.

20 December 2011: British Academy submits evidence to the House of Commons Education Select Committee inquiry into the administration of examinations for 15-19 year olds 

In our evidence, we welcome the increased involvement of learned societies and national academies in the content and design of examinations, but acknowledge there are likely to be others more expert in the educational requirements and pedagogies needed. We believe that a plural system of examination boards is more beneficial than a single, overarching board, and that schools should have freedom to choose. However, we raised concerns about whether the commercial activities of exam boards create potential risks and conflicts of interest.

16 December 2011: British Academy submits evidence to the House of Lords Science and Technology sub-committee on higher education in STEM subjects

We agree that the UK needs a sufficient supply of STEM skills to ensure that our economy remains competitive and that our scientific and academic research base continues to be world leading. At a time of significant change in higher education, it is vital to reflect on the long-term implications of policy developments, and we therefore welcome the Committee’s focus on such an important area. However, while it is clear that STEM disciplines constitute a fundamentally important part of the skills base, other disciplines (for example, humanities and social sciences) are integral to supporting economic growth and UK competitiveness. It is also important to emphasise that the skills and knowledge necessary for the UK to remain competitive on the global stage are not confined to the four STEM subjects identified in the Committee remit. Quantitative and statistical skills are central to many social sciences, and to some humanities, and these disciplines should not be ignored or frozen out in the concentration on STEM disciplines.

30 November 2011: British Academy submits evidence to the House of Commons Science and Technology Select Committee inquiry into the census and social science 

The British Academy believes that the census has been an important and highly useful resource for social scientists and historians, enabling them to carry out research, analyse policy development and evaluation social behaviour and mobility. It is vital that, should the Census cease to operate in its current format, its replacement continues to meet the needs of social science research. 

21 November 2011: British Academy responds to the House of Lords inquiry into the modernisation of European higher education

In its evidence to the House of Lords European Union Committee Social Policies and Consumer Protection Sub-Committee, the Academy welcomes the ambitions of the European Commission contained within these proposals and in recent speeches by Máire Geoghegan-Quinn the Commissioner for Research and Innovation and by President Barosso. We believe the Commission is setting a tone that European higher education is fundamental to the success of the European Union in the global economy. As such, it requires significant investment from both the Commission and from individual member states.

October 2011: Academy gives evidence to the House of Lords on Chief Scientific Advisers

The Academy has contributed to the House of Lords Select Committee on Science and Technology inquiry to investigate the role and function of departmental Chief Scientific Advisers (CSAs). A written contribution was submitted in September and on 25 October 2011, Professor Roger Kain FBA, gave oral evidence. We argue that the role and contribution of the CSAs can be strengthened to improve the policymaking process if government considers how it can broaden the range of academic backgrounds of departmental CSAs, increase the level of expertise and advice in social sciences and the humanities offered to ministers, and develop greater understanding between CSAs, national academies and academics, drawing on the unique facilities of the national academies to support this. Further information on the inquiry is available on the Committee’s website.

25 October 2011: British Academy hosts NCRM-funded Network for Methodological Innovation launch

The network is focusing on methods for engaging non-academic users and methods for measuring the impact of research on policy and practice. The network commissioned a series of think pieces to stimulate debate, to inspire and challenge a diverse network of academics and research users, all united by a commitment to undertake research with and for users, and for there to be a wider public benefit to social science.

5 October 2011: Response to the consultation on the REF draft panel criteria and working methods

The British Academy has responded to the consultation on the REF draft panel criteria and working methods. Broadly speaking, the Academy believes that the draft panel criteria and working methods are acceptable and so agreed with the statements made by the REF team and main panels. However, we do have a number of concerns with the criteria, including the consistency of approaches, current plans for impact, and the need for clarity to avoid any confusion during the assessment phase.

21 September 2011: BA responds to the Government’s White Paper for English Higher Education

The British Academy has responded to the Government’s White Paper, Students at the heart of the system, criticising its proposals for English universities. We believe the White Paper fails to set out a clear long-term vision for Higher Education in the UK. It imposes radical changes on universities driven by pressures on funding undergraduate teaching, with little or no regard paid to their impact on postgraduate study and research or on academic career progression

13 September 2011: British Academy Warns of Dangers of Government Immigration Policy

In its response to the UK Border Agency's Work and Settlement consultation, the Academy expresses serious concern that new immigration proposals will discourage the best academics from undertaking research in the UK.