Scottish Government

CONSULTATION ON THE AWARD OF UNIVERSITY TITLE TO UHI MILLENNIUM INSTITUTE

ANALYSIS REPORT

EXECUTIVE SUMMARY

1. On 30 August 2010, the Scottish Government launched a consultation paper on the award of university title to UHI Millennium Institute (UHI). The consultation invited general comments and also sought views on a number of particular areas including the potential benefits/disadvantages of UHI's proposal that it should be awarded university title and the impact it would have for the Highlands and Islands / Scotland, for other higher and further education institutions, and for UHI students.

2. Overwhelmingly, the majority of respondents were in favour of the proposal. Of 42 consultation responses, 40 were either supportive or had no objections (three of these responses said they had no comments on the consultation) and two were not supportive of the proposal.

INTRODUCTION

Background

3. The power to grant consent for the use of university title lies with the Privy Council under section 49 of the Further and Higher Education (Scotland) Act 1992. In the case of a Scottish institution submitting an application for university title, the Privy Council seeks the recommendation of Scottish Ministers. UHI submitted its formal application for university title to the Privy Council in May 2010. UHI was awarded taught degree awarding powers on 1 August 2008.

4. The consultation process is designed to inform Ministers' recommendation to the Privy Council. In line with the normal process, Ministers also sought the advice of the Quality Assurance Agency for Higher Education (QAA) on whether the UHI application satisfied the criteria for university title. The QAA Board met on 17 December 2010 and unanimously endorsed a recommendation from the Advisory Committee on Degree Awarding Powers that UHI Millennium Institute had satisfied the requirements of the criteria and recommended it be awarded university Title.

5. The consultation paper inviting views on UHI's application was distributed to main categories of interest groups, identified as key stakeholders:

• Universities and colleges
• Local government
• Scottish Parliament
• Government Departments and organisations
• Trade unions and staff associations
• Business sector
• Equality and diversity groups

6. The consultation period ended on 22 November 2010 and the paper can be viewed at http://www.scotland.gov.uk/Publications/2010/08/27140228/0. 42 responses were received from organisations and individuals, 39 of which offered comments on the proposal. There was considerable support for the proposal, with a number of benefits cited.

Consultation Method

7. As well as being made available on the Scottish Government's website, copies of the paper were distributed to key stakeholders. A full list of those consulted is at Annex A.

8. Respondents were invited to give their views on the benefits and disadvantages of UHI Millennium Institute (UHI) being awarded university title. Nine main questions were asked and the majority of respondents answered them specifically, with a small number giving a more general response. A summary of the issues raised is given below.

RESPONSES

9. Comments on proposals from 42 respondents were from:

• 9 Individuals
• 3 Local Government
• 3 Government Organisations
• 5 Business and Skills Organisations
• 8 Higher Education (HE) Institutions
• 6 Further Education (FE) institutions
• 2 Trade Union/ Student Representative body
• 3 Health Boards/Organisations
• 2 Education Organisations
• 1 Police Force

Publication of responses

10. Eight responses from groups and three from individuals did not give permission to publish their response. A list of the respondents is at Annex B. A hard copy of each response where permission to publish was given is available from: Scottish Government Information & Library Service, Saughton House, Broomhouse Drive, Edinburgh, EH11 3XD.

11. Responses can also be viewed on the 'consultations' page of the Scottish Government website at: http://www.scotland.gov.uk/Publications/2010/12/23142757/0 .

FINDINGS

12. Overwhelmingly, the majority of respondents were in favour of the proposal. Of the 42 consultation responses, 40 were either supportive or had no objections (three of these responses said they had no comments on the consultation) and two were not supportive of the proposal. A recurring theme was that UHI was already operating as a university, so that the award of title, whilst of significance for the region, may not have much immediate effect.

13. The main theme of responses is that the award of title is supported and will hopefully be an important step in providing opportunities for the people of the Highlands and Islands, meaning that they do not have to leave the area to pursue their educational ambitions. The potential benefits included the clarification of UHI's status as well as the enhancement of public perception of UHI. Some of the suggested benefits are listed below:

• The achievement of title will provide 'greater clarity and less confusion to its status' - Queen Margaret University.
• It will have a positive impact on UHI's ability to provide education to those in the area who may have left the Highlands and Islands to study - 'young people will be able to pursue a degree and remain in the Highlands' - Group.
• It would have a positive impact on UHIMI's ability to attract student's out-with the area benefiting from 'the unique learning environment' - Centre for Health Science.
• It would 'benefit the cultural and economic life of the region' - University of Glasgow.

14. Of the two respondents that did not support the proposal, one questioned the need for another university in Scotland given the current economic climate and the other felt that UHI had not reached a sufficient standard.

Questions and responses

What is your view on the creation of a university in the Highlands and Islands?

15. Overwhelmingly the responses were positive with various respondents giving reasons for this:

• 'Very positive' and 'very much needed' - Queen Margaret University.
• 'Crucial' and will 'promote economic development' - Individual.
• '… one of the most important factors in achieving the area's full potential' - The Highland Council.
• A 'move away from a highly centralised British model to a more European decentralised model' - Individual.
• 'Logical extension...and would provide clarity' - SQA.
• '…a valuable and key contribution to learning and development, particularly the ability to promote and enhance research capability and capacity' - NHS Western Isles.
• 'In terms of the Outer Hebrides, the Comhairle led multi-agency economic regeneration strategy 'Creating Communities of the Future', identifies UHIMI as one of six key inter-related drivers that can transform the area into a net contributor while simultaneously rebuilding confidence in our communities' - Comhairle nan Eilean Siar.

16. UHI Students' Association said that it had 'full confidence' in UHIMI's work on delivering 'the university level education that the region deserves'. One respondent, whilst acknowledging the benefits, was concerned at the cost of and duplication of provision.

What is your view on UHIMI'S proposal that it should be awarded university title? In particular what would be the benefits? Would there be any drawbacks?

17. Again the majority of responses said that the awarding of university title should happen and that the benefits far out-weighed any drawbacks. Many responses did not give any drawbacks. Comments included:

• 'The Highlands and Islands gain greater potential to sustain its communities and economy' - Elmwood College.
• 'UHIMI will be placed on a more level playing field with other Scottish Universities' - Centre for Health Science.
• 'UHI would be well placed to undertake research related to the problems of the Highlands and Islands, including health issues' - NHS Education for Scotland.
• 'A university for the Highlands and Islands is a long held aspiration', 'there will be considerable benefits' and 'the current proposal is the product of over 20 years of development activity' - The Highland Council.
• 'Underline the crucial importance the institution plays in the lives of over 8,000 students' - Individual.
• 'Help ensure colleges improve their standards' - Individual.
• 'The enhanced functions and status...would provide many local students with the option to remain in the area, and others with reason to consider moving into the area' - Northern Constabulary.
• One response that did not support the award said that they did 'not believe they have yet attained the correct standard' - Individual.
• Shetland College gave an example of the BA in Contempory Textiles resulting in a number of graduates starting their own business in the islands.

18. The EIS supported the application, but said that this was qualified as a result of ongoing concerns over the way in which UHIMI manages its work with UHI Partner Colleges and their staff, and listed positives and negatives.

19. The majority of responses identified no drawback. The small number that did identified some of the following potential drawbacks and issues:

• 'Loss of identity for the FE Colleges ... the distinction between HE and FE may be made even sharper to the detriment of FE provision' - Elmwood College.
• Duplication of function and marketing confusion which could be overcome through the development of shared services - The Highland Council.
• 'Must not become a University of Inverness, the academic partners are equal contributors' - Individual.
• 'Increased competition within HE sector; and possible over supply' - SQA.

What is your view of the sponsorship model and the contractual arrangements which UHIMI has put in place in relation to its research activities with the Universities of Aberdeen, Edinburgh and Strathclyde?

20. The vast majority of comments said that the sponsorship model had worked well with comments that it 'strengthened the case for conferment of university title' SQA, that it 'could be rolled out to other universities' QMU.

21. The EIS said that they did not believe it worked 'for the ordinary lecturer within the UHI partner Colleges'.

What impact would the award of university title for UHIMI have on other higher and further education institutions in the region?

22. A number of respondents felt that university title would have little effect on other HE and FE institutions as UHIMI was already acting, in many respects, as a university. Others commented that 'the distinct delivery model … increases opportunities to widen participation in FE/HE' - SQA. The UHI Students' Association stated that the Open University has not had reduced numbers of students following UHI gaining taught degree awarding powers and said that UHIMI had almost twice the number of student in the 30-49 age band than average and did not feel other HE institutions would be affected. However, a number of specific points were also raised:

• Regarding names one respondent suggested UHI at Inverness, UHI at Argyll, etc. to show linkage.
• Useful if UHIMI formed a hub for educational development - NHS.
• Distinct teaching programmes and research interests and other HEIs would benefit from collaboration - University of Glasgow.
• Help increase collaboration with evidence of this from the Centre for Rural Health, a collaboration between Aberdeen University and UHIMI - Centre for Health Studies.
• One respondent pointed out that there could be a negative impact on other FE and HE providers in the region, who are not partners of UHIMI.

What impact would this have for Scottish higher education, both nationally and internationally?

23. Comments were generally positive, with some respondents saying that it was difficult to know the impact. Comments to note are:

• 'Displacement likely to arise' - Elmwood College.
• 'Subjects … unique to UHIMI would be attractive to the rest of Scotland and internationally' - Centre for Health Science.
• Unique programs attract students - University of Glasgow.
• 'Few other Scottish Institutions fully utilise distance learning techniques, UHIMI is a leader in this mode of delivery' - Individual.
• May 'also enhance opportunities for HN to degree articulation' - SQA.
• Enhance the world known reputation of SAMS for marine science, Sabhal Mor Ostaig for Gaelic language and Orkney for Nordic and archaeological studies - UHI Students' Association.

What benefits would the award of university title on UHIMI have for current and future students wishing to stay and study in the Highlands and Islands? Would there be any drawbacks?

24. Most of the respondents who commented on this question cited the benefits to students of having a degree from a fully recognised institution; that that more students will elect to stay in the Highlands and Islands to study and more may be attracted by the rural setting. A number of respondents also thought it would increase employment prospects for UHIMI graduates. 'The single most important benefit is that of offering Highlands and Island students choice' Inverness Chambers of Commerce, and one respondent thought that there were 'particular benefits for students with disabilities' - Individual.

25. Again the majority of respondents did not give any drawbacks. One respondent thought that there was 'still some work to ensure that student enjoy the 'whole student experience' and with accommodation - Shetland College.

26. The retention of young people in the region is a central theme throughout the responses. The Highland Council provided an example of potential delivery of selected UHI open learning HE modules in S6 in secondary schools. A number of respondents also said there were benefits for mature student and for continuing professional development.

What benefits would university title have in attracting students, other individuals, industry and commerce from elsewhere into the region?

27. Respondents provided various benefits. One respondent said experience in Scandinavia showing "'commercial benefits' (not specified) have followed the development of a university although it should be recognised that this may take several years" - Centre for Health Science.

What would be the impact on the local and regional economy of having a university in the Highlands and Islands?

28. Many respondents commented that the granting of title was an important development for the area and would benefit the regional economy. The Federation of Small Businesses (FSB) commented that 'it could enhance the local economy with a more educated and skilled workforce and greater support for local business' but that UHI 'will have to work hard to demonstrate quality to employers' and that this will take time. However one respondent commented that it was 'important not to over inflate this expectation' - Centre for Health Science. Highlands and Islands Enterprise highlighted that the 'ability to meet this aspiration will remain subject to ... funding and ... the ability to collaborate and continue to build on its innovative history'.

29. The Scottish Council for Development and Industry stated that 'evidence suggests that it will not be possible to develop and sustain a knowledge economy in the local and regional economy without an HE institution which is actively committed to developing research and knowledge transfer across the region'.

What would be the societal and cultural impacts?

30. Respondents generally said that the granting of title would be positive, helping to support and promote the culture of the Highlands and Islands and potentially helping to change the regions demographics by helping to address 'a long term drift away from a rural area' (Individual). Respondents also gave positive benefits for culture from research and teaching as well as from local and external students, it would 'attract more cultures, enriching our society' - Individual. One respondent thought it could increase the use of 'Gaelic and Scots in traditional areas, respectively' - Individual.

Other general comments

31. A comment made that a 'QAA inspection of current practices … will highlight any improvements that have to be made and give a clear report of the levels achieves' - University of Glasgow, and the FSB said that it was important that 'HMIE and QAA work closely together to ensure quality is consistent'.

UHI Name Consultation

32. UHI held a separate consultation on change of name, as required under the Further and Higher Education (Scotland) Act 1992, which closed on 3 December 2010. UHI indicated that they had 111 responses, all of which were positive. They had four comments suggesting that they should also register the Gaelic equivalent (UHI have registered this as a business name); two suggesting the name be prefaced with 'The' and one suggesting the adding 'of Scotland'. Universities Scotland stated that they could not respond as they did not have unanimity of all their members.

CONCLUSIONS

33. There was clearly a broad consensus of support for the award of university title to UHI Millennium Institute. The views expressed in response to the consultation paper, along with the advice from the Quality Assurance Agency for Higher Education that UHI had met the criteria for university title, helped inform the recommendation Scottish Ministers sent to the Privy Council.

CONSULTATION EXERCISE: FINAL REPORT

34. All responses received were carefully considered and along with the advice from the Quality Assurance Agency for Higher Education were reflected in the recommendation Scottish Ministers submitted to the Privy Council. The Privy Council wrote to UHI Millennium Institute on 25 January 2011 consenting to a change of name of UHI to 'University of the Highlands and Islands'. UHI, a company incorporated under the Companies Act, registered its change of name at Companies House on 1 February 2011 to University of the Highlands and Islands.

Scottish Government, Higher Education and Learner Support Division

10 February 2011

ANNEX A

LIST OF CONSULTEES

All Chambers of Commerce in Scotland

All Scottish Further Education Colleges

All Scottish Higher Education Institutions

All Scottish Local Authorities

All Scottish MEPs

Association of Head Teachers in Scotland

Association of Managers of Student Services in Higher Education (AMOSSHE)

Association of University Teachers

Scotland's Colleges

CBI Scotland

Coalition of Higher Education Students in Scotland (CHESS)

Commission for Racial Equality

Copyright Libraries

Convention of Scottish Local Authorities (COSLA)

Disability Rights Commission

Education Institute of Scotland (EIS)

Education, Lifelong Learning and Culture Committee

Equal Opportunities Commission

Equality and Human Rights Commission

Equality Network

Federation of Small Businesses

Futureskills Scotland

Forestry Commission Scotland

Highlands and Islands Enterprise

HM Inspectorate of Education

Institute of Chartered Accountants for Scotland

Institute of Directors

Lead Scotland

Learndirect Scotland

Learning and Teaching Scotland

Linking Education and Disability Scotland

National Association of Schoolmasters Union of Women Teachers in Scotland (NASUWT)

NHS Education for Scotland

NUS Scotland

Professional Association of Teachers

Quality Assurance Agency Scotland

Royal Society of Edinburgh (RSE)

Rural Community Gateway

Rural Development Council

Scottish Civic Forum

Scottish Council for Development and Industry

Scottish Council for Research Education

Scottish Council for Voluntary Organisations

Scottish Enterprise

Scottish Further and Higher Education Funding Council

Scottish Inter Faith Council

Scottish National Rural Network

Scottish Natural Heritage (SNH)

Scottish Parliament's Information Centre

Scottish Qualifications Authority

Scottish Refugee Council

Scottish Secondary Teachers' Association

Scottish Youth Parliament

Sector Skills Alliance Scotland

SKILL: National Bureau for Students with Disabilities

Skills Development Scotland (SDS)

Scottish Rural Property and Business Association (SRPBA)

STUC

Student Awards Agency for Scotland

Student Loans Company

Student Representative Council at UNISON

Universities Scotland

University and College Union

Volunteer Development Scotland

Young Enterprise Scotland

Youthlink Scotland

ANNEX B

LIST OF RESPONSES

Reference marked with either 'Group' or 'Individual' denotes responses which we do not have permission to publish.

012/2010 was a duplicate submission therefore the number was not used.