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the real costs of studyAdditional course costs at UEA

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CONTENTS

Foreword ......................................................................................................... 4

Introduction .................................................................................................. 6

Methodology .......................................................................................... 8

Background ............................................................................................ 9

What’s a course cost? ..................................................................... 10

The UEA picture ....................................................................................... 14

Cover the cost ........................................................................................... 19

No surprises .............................................................................................. 24

Means-based support ........................................................................... 31

What’s next? ............................................................................................. 34

Conclusion: What’s it worth? ......................................................... 49

Summary of Recommendations .................................................. 51

Annexe A: Union Council Policy ................................................. 53

Annexe B: CMA Guidance on Material Information ............ 54

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FOREWORD

Fighting additional course costs has been a major priority for our sabbatical team this year. Time and time again we have heard students across all faculties ask why they should be expected to fork out a penny more, after having already committed to paying an extortionate nine thousand pounds per year for their fundamental right to education.

Even before we all pay our tuition fees, the financial burden that is placed on us as students is huge. With a maintenance grant that doesn’t even cover our accommodation fees and the rising cost of living under the austerity measures of our current government, it’s fair to say that many of us are really feeling the pinch.

But it doesn’t just stop there- piling pressure through rising costs and expectations placed on today’s student can also lead to serious harm to our welfare. Many of us are pushed into taking up part time (or in some cases almost full time!) jobs to fill the financial gap and now more than ever employers expect to see a high level of participation in extracurricular activities- meaning many of us are stretched far more than we should be.

This is why we have taken this campaign so seriously this year. Whilst a few pounds on printing here and there might not seem like a big deal to some- for us it is a symptom of a major problem that unfairly effects all students. As students we know how it feels to have to sacrifice a drink in the square with friends or even food and rent money in order to buy a stack of books we never end up needing.

But it’s not all doom and gloom! We have had some brilliant wins for students this year! Lab coats and safety goggles are now free for all new science students and we are hoping the university will listen to the student voices of the 800 strong petition for a printing allowance in the near future. Now we will also be turning our sights to placement costs, because for too long health sciences students have had to put up with unfair travel and accommodation costs associated with placements, paid for out of pocket and often not reimbursed until months down the line. We’ll also be campaigning against the cost of text books, as it seems like there isn’t a

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single one of us on campus who can’t name a time when we have been made to buy an ‘essential’ course book that never gets used.

We know the feeling of financial pressure and we are determined to fight it in any way we can. That is why we have been campaigning against additional course costs this year and will continue the fight until the problem is fixed. Not only this, but we will continue to the fight against austerity and unfair costs with an unwavering stance against university tuition fees, extortionate rents and poor working rights for students.

We all have a right to education and we are determined to never see a single student squeezed out because of the cost!

Holly Staynor, Welfare, Equality and Diversity Officer

Connor Rand, Undergraduate Education Officer

Holly Staynor,Welfare, Equality and Diversity Officer

Connor Rand,Undergraduate Education Officer

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INTRODUCTION “It’s not fair!” says the student required to find the cash for printing. “It’s not fair, what’s my £9,000 going on?”

When speaking to students, you will find similar reactions to questions about funding the extra costs of study. However, if you conclude that the problem of additional course costs is just about students struggling to find the cash for the added extras of study, you’ve missed the point. Students keep bringing it up because it strikes at the heart of the relationship between the student and the institution. These issues about sometimes small costs are all symptoms of bigger questions about what students should be able to expect from their university and what a university can expect from its students. They also trigger conversations about our approach to widening participation and to student financial support and about the big disparities of information that exists between the applicant and the institution.

As well as raising big questions about the student-university relationship, additional course costs affect the experience of every student. For many students this might not make a big impact, but for others the existence of additional costs, particularly when they come as a surprise, can critically undermine their education. Costs impact on students’ welfare, course choices and academic performance.

At its heart, additional course costs is a problem with three strands. We believe that to solve the issue effectively, all three must be tackled. This requires fixing the short term problems as well as beginning to grapple with the tougher bigger questions.

Firstly, students face costs associated with their core study which are not included in their tuition fee. Students often express frustration when, having either paid tuition fees upfront or incurred substantial debts for the future, they are faced with an extra financial hurdle. For some students this creates more than just annoyance and can bring about real financial difficulty. Whilst we firmly believe that students are so much more than merely consumers, we also believe that students have a right for their tuition fees to fully cover the core and integral components of their education.

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Secondly, students frequently raise the unfairness of hidden costs of study which they were not aware of when applying. Clear upfront costs can be planned for before starting the course, but students cannot effectively budget for hidden costs. In this report we detail occasions where UEA students have faced unforeseen costs. These can arise from a lack of published information, unadvertised course changes, or when reading lists are released late. We believe that where costs can reasonably be made clear to students in advance of their study, they should be. As our membership becomes more diverse and students arrive at university with a host of differing expectations, this issue will become ever more acute. The University has a duty to tell future students the truth about the financial burden of their education and to not hide the real costs of study.

Finally, there are students who simply cannot afford to access the entirety of a UEA education. This is not just about academic costs, but about all that makes up the wider student experience. We believe that it is not fair for a student to be able to afford the fee, but not all the features that turn a programme of reading, lectures and seminars into an education. Where students cannot afford the further reading, the fieldtrip, to socialise with their peers, or attend careers events, they leave university with a second-class education. Tackling this requires a commitment to bursaries and financial support for all students, not just undergraduates. We believe that our students should be able to access the best of UEA, and not just that which they can afford.

The National Union of Students has termed these three strands as:

(i) Cover the Cost (ii) No Surprises (iii) Means-tested support

In this report, we will examine additional costs at UEA using these three strands. We do this because each strand is associated with particular set of student problems and each has its own solution. Before doing this, we first include details on what constitutes a course cost and the differing kinds of course costs. We also include background information on the problem across the sector, including how it relates to various regulatory bodies, both in HE and in general. We then set out the picture of additional course costs our students face at UEA and recommend steps that the University can take to address this issue.

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METHODOLOGY In early December 2014 the Union surveyed students to find out more about their experiences of additional course costs. 240 students responded to the survey. Undergraduates made up 90% of respondents. Full data from the survey is available on request. Responses were compared from each Faculty and comparisons were also made by gender, age, nationality and by whether or not the student had caring responsibilities.

This report draws on a number of secondary sources, including both UEA and national data. In particular we make use of NUS’s 2012 Report ‘The Pound in Your Pocket’, which drew upon a survey of 14,404 students in further and higher education in England. We also include research carried out by the Union in 2010.

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BACKGROUND Course cost issues cut across a number of the University’s regulatory obligations. The tuition fee cap for undergraduates has a statutory footing, with further details on the definition of a fee provided by The Education Regulations 1999 and HEFCE’s own guidance. Responsibility for ensuring that HEIs do not exceed the undergraduate tuition fee cap rests with HEFCE.

Awareness of course costs is directly linked to the UK Quality Code, overseen by the Quality Assurance Agency, in particular Part C, which deals with availability of information. Additionally, aspects of Part B are relevant, such as chapters B2 (Admissions), B3 (Learning and teaching) and B4 (Student Development).

Thirdly, for questions about means-tested support, the University’s agreement with the Office for Fair Access is clearly of direct relevance. This is especially true as OFFA continues to take a greater interest in student success, and not merely in equality of access at admissions.

There is also a growing recognition that some universities’ approaches to course costs may not reflect current consumer law. The recently issued advice by the Competition and Markets Authority specifically references the need to provide applicants with information about costs in addition to the tuition fee. The CMA’s work is of particular relevance to international students and postgraduates, whose fees fall outside the regulations set out by HEFCE.

Finally, particular student complaints about the misrepresentation of course costs may fall within the remit of the Office of the Independent Adjudicator, especially where this directly relates to academic provision or to information about complaints and appeals procedures.

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WHAT’S A COURSE COST? What constitutes a course cost? A broad definition encompasses all costs, financial or otherwise, incurred by the student as a direct result of their studies. Course costs could, applying the widest definition, be held to include the opportunity costs of study, which are not inconsiderable. However, for the purposes of this report we will be referring to direct costs, rather than forgone benefits. This is because the ultimate focus of the additional course cost issue is fair and just treatment of the student who has chosen to study, rather than about shaping the choices and behaviour of applicants.

Should course costs be about just the academic programme? We argue that a student’s ‘course’ is about much more than merely the programme of teaching delivered by an academic. UEA students are not merely the passive recipients of tuition in their seminars and lectures but are part of a wider campus community. The ‘education’ in its truer sense, encompasses all that UEA offers. This includes sports facilities, music practice rooms, support services or accommodation, as is recognised by the University in its undergraduate prospectus. These are not merely ancillary bolt-ons to a student’s learning, but are part of the education itself. This is especially true of a university such as UEA, where the ‘campus experience’ is the distinctive aspect of the educational offer. UEA aspires to deliver a well-rounded education and advertises this to would-be UEA students.

It is also increasingly difficult to draw a line between the academic and the extra-curricular. For instance, what about health and well-being support? This isn’t just about enabling academic success, but is itself part of a student’s education and equipping them for their future. The development of social skills and the accumulation of social capital are also vital to a student’s future employability yet are often enhanced through extra-curricular activity as much as in academic teaching. This is even more true for postgraduate students, where the already fuzzy distinction between curricular and extra-curricular begins to vanish altogether.

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We divide additional costs into five categories, based on guidance produced by the Higher Education Funding Council for Wales (HEFCW) in conjunction with NUS Wales:

1. Mandatory costs

Mandatory costs are those arising from the study of core modules. These are the costs that a student simply has to pay if he or she is to proceed with their course. Information on these costs should be available at the time of application. This category covers not just tuition fees but also required materials or sports kit, DBS checks and fees for the use of labs or studios. It also includes required printing costs, for instance the costs of producing copies of a bound dissertation for submission. HEFCE have advised that this also includes instrumental tuition on a music course or language classes for a languages degree.

2. Necessarily incurred costs

These costs are also unavoidable for the student but are not themselves directly associated with the course of study. They include travel, food, parking and accommodation. Unlike mandatory course costs, the exact amount will vary amongst students on the same course, depending on factors including caring responsibilities, disability, or simply where the student lives.

3. Optional costs associated with the academic programme

These costs are an optional part of study but are key for academic success. This includes textbooks for additional reading or for revision, optional but recommended field trips, or the costs of printing out lecture notes. Unlike the first two categories, these costs are not required to complete the course. However they are closely related to student success. We firmly believe that there should be no second-class UEA students. These building blocks of student success should be available to all UEA students and not be the preserve of those who can afford them.

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4. Optional costs associated with the student experience and provided by the university

UEA provides many of the features of the student’s wider educational experience, such as sports facilities. All of these costs are ‘optional’ but many are increasingly seen as part of the core student experience. The line between curricular and extra-curricular resources is continuing to disappear. This trend is likely to continue as technology makes the traditionally ‘core’ academic teaching available more widely, for instance via MOOCs. UEA has recognised this with its focus on the wider student experience, which, unlike a lecture, can’t simply be downloaded. This needs to be reflected in the approach to the costs of study. It would be highly unusual for an HEI to charge additional fees for consulting library resources outside of the student’s field of study. In a similar way, we believe that other campus services, including sports, need to be considered as part of a well-rounded student education, and not as an added extra. If we promote the ideal of an all-round student experience, we should support this in our fees and charges.

5. Optional costs associated with the student experience and provided by others

Finally, additional course costs comprise the optional costs incurred by the student as part of the wider student experience for services provided outside of the HEI. This could range from the cost of a film ticket to a coffee in Norwich. As a campus university, these costs are perhaps less acutely felt that in a city, but they remain a daily feature of students’ spending and a crucial consideration for applicants looking to make sure that they can afford not just their degree, but a fulfilling and enjoyable life as a student.

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The UEA Picture

Had to pay £130 to travel to my taster placement which was only 8 days in total. The only money I get is a bursary of only £183 due to my parents that had the non means grant included.

HSC, UG

Printing costs eat into a lot of my budget - particularly as I suffer from headaches when reading off a screen.

LDC, UG

What’s the story at UEA? In December 2014 the Union surveyed

students to get a better idea of the kinds of additional costs they face

and what impact these costs have on their lives. We also asked students

about their awareness of costs: which were they prepared for and which

came as a surprise?

Printing costs eat into a lot of my budget - particularly as I suffer from headaches when reading off a screen.

LDC, UG

Had to pay £130 to travel to my taster placement which was only 8 days in total. The only money I get is a bursary of only £183 due to my parents that had the non means grant included.

HSC, UG

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THE UEA PICTURE

Common Costs

Using the same categories as those used by NUS in their Pound in Your Pocket research, we asked students which costs they had been required to pay for in their studies so far.

Responses suggest that students face a few widespread common costs, particularly books, printing and stationary. Beyond these the experience becomes much more diverse and the costs more subject specific. Field trip and placement travel costs, for instance, clearly depend upon the subject of the student. Comments from students supported this picture, with many students speaking about printing and books.

0  

20  

40  

60  

80  

100  

120  

140  

Have you been required to pay for any of the following costs?

Figure 1: Union Survey 2014 (n=164)

For placement I was able to claim back £450 on petrol however this meant I

had to get loans for petrol from my parents as I did not get the money for this

until a month after my placement has finished. Also we can claim for 23p per

mile from the NHS bursary but this figure is not the same for qualified nurses or

for other professions.

HSC, UG

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To get a better sense of students’ experiences, we asked students how much they spent on each of these cost categories in an average academic year. The results were then compared across faculties to investigate how costs vary among UEA students. Results for selected course costs were as follows:

£0.00   £10.00   £20.00   £30.00   £40.00   £50.00  

FMH  

HUM  

SCI  

SSF  

Printing

£50.00   £70.00   £90.00   £110.00  £130.00  £150.00  

FMH  

HUM  

SCI  

SSF  

Coursebooks

£0.00   £10.00   £20.00   £30.00   £40.00   £50.00  

FMH  

HUM  

SCI  

SSF  

Lab coat, scrubs or other uniform

£0.00   £5.00   £10.00   £15.00   £20.00  

FMH  

HUM  

SCI  

SSF  

Professional association fees

£0.00   £5.00   £10.00   £15.00  

FMH  

HUM  

SCI  

SSF  

DBS checks

£0.00   £50.00   £100.00   £150.00   £200.00  

FMH  

HUM  

SCI  

SSF  

Childcare provision

£0.00   £10.00   £20.00   £30.00   £40.00   £50.00   £60.00  

FMH  

HUM  

SCI  

SSF  

Field trips

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These results also show a pattern of two kinds of cost at UEA. Firstly there are subject specific costs, such as uniform costs, which may often be high. These tend to fall into the category of mandatory costs (e.g. DBS checks) or necessarily incurred costs (e.g. placement travel). Secondly, there are general costs which the vast majority of students experience, such as course books and printing. These tend to be in the category of optional costs associated with the academic programme, such as course books or printing, but also include some mandatory costs, for instance printing hard copies of course work for assessment submission.

The Placement Problem

In the Union’s survey, students particularly highlighted the problems of placement travel. This is an issue which especially affects HSC students. Students’ comments showed that concerns aren’t just about the level of the cost but about the organisation of placements. For instance, one student mentioned that not being allowed to park her car close to training meant that she struggled to afford the frequent travel. This means placement isn’t just a problem about a lack of money, but about issues with organisation which cause students to incur higher costs. If these can be addressed, students will be better placed to make the most of placement opportunities.

£0.00   £50.00   £100.00   £150.00   £200.00   £250.00   £300.00   £350.00   £400.00  

FMH  

HUM  

SCI  

SSF  

HSC  

Travel to placements

I had to pay for a cab for placement on Sunday because the bus doesn't start on time.

HSC, UG

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There have been times where I have been urged to buy a book for a course, and at the time I had to borrow money from others. Course books are ridiculously expensive.

PSY, UG

The book I needed for a 20 credit module was worth more than my weekly budget for food. I had to go to the library and borrow it but it was often not available as others on the module were in the same position.

PPL, UG

Fieldtrips area huge problem, not just the travel and entrance fees but the cost of buying lunch or drinks etc.

AMA, UG

How do the effects of additional course costs vary across different groups

of students and why should the University act? In this section we consider

student responses to questions about additional course costs and how

these relate to the three strands of the problem, beginning with ‘Cover

the Cost’.

Cover the Cost

The book I needed for a 20 credit module was worth more than my weekly budget for food. I had to go to the library and borrow it but it was often not available as others on the module were in the same position.

PPL, UG

There have been times where I have been urged to buy a book for a course, and at the time I had to bor-row money from others. Course books are ridiculously expensive.

PSY, UG

Fieldtrips area huge problem, not just the travel and entrance fees but the cost of buying lunch or drinks etc.

AMA, UG

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COVER THE COST

If, having paid their tuition fee, a student was charged an extra fee for each lecture or seminar they attended, most students and academics would agree that this would be manifestly unfair. Even if notice was provided in advance, it would still be felt that the student was essentially being charged twice for their teaching. On the other hand, if a student complained about the costs of drinks in a Norwich bar not being included in their fees, this would clearly not be seen as a legitimate complaint. An institution needs to decide where between these extremes it draws the line between costs covered by the University as part of the tuition fee and those met by the student themselves.

The Union asked UEA students about their views as to which costs should be covered by the University and which should be borne by the student. These results were compared with those of a previous Union survey which took place in 2010.

Figure 2: 2014 Student Responses (n=154)

A trip to Brussels £160, a compulsory £80 book edited by lecturer, £215 bus pass... for £9.000 a year you would expect some of these things to be included.

0%   10%   20%   30%   40%   50%   60%   70%   80%   90%   100%  

Fieldwork  DBS  checks  

Course-­‐related  sports  faciliIes  Lab  coat,  scrubs  or  other  uniform  

Specialist  soOware  Travel  to  placements  

Bench  fees  Studio  fees  

Conference  aRendance  Field  trips  PrinIng  

Professional  associaIon  fees  Musical  instrument  hire  

Coursebooks  Art  materials  

Childcare  provision  Resit  fees  

Leisure  sports  faciliIes  StaIonery  

For each of the following, do you believe the students should have to cover the cost themselves or should the costs be covered by the university?

Students   University   Don't  Know  

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This question was similar to questions asked by the Union in 2010:

Should students be expected to pay for these course-related items or services? Yes No

Resits and Resubmission 56% 38%

Fines 53% 39%

Books 50% 40%

Childcare Expenses 46% 32%

Living costs on placements/years abroad 45% 41%

Equipment 26% 67%

Travel Expenses 22% 67%

Printing and Binding 24% 71%

CRB checks 14% 75%

Key Information (Handouts) 16% 79%

It is clear from both these surveys that students do not simply demand that the University meets all the expenses of their study. Instead, students articulate reasonable expectations about which of their costs ought to be borne by the institution and which by the student. In both surveys, students felt strongly that CRB/DBS checks, course equipment, specialist software, travel expenses, and printing costs should be covered by the tuition fee. In general these responses corresponded to subject specific mandatory course costs. On the other hand, students have consistently said that resit fees, stationary, and leisure sports facilities should attract an additional fee paid for by the student. These primarily correspond to optional costs associated with the student experience.

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For £9,000 a year, course-related costs such as books and mandatory uniforms or use of facilities should be covered by the uni, because without them the course cannot be fully completed. It is acceptable to be paying for our own leisure activities and stationery, as these are not exclusive university costs, but course dependent aspects should be covered by our astronomical fee.

PPL, UG

Why should institutions seek to cover these costs? Covering costs isn’t not only about fairness but is also linked to the quality of education.

a) Fees and Fairness

The University commits to provide its members with a range of services, including learning resources. This is set out in the Student Charter. Students expect that in return for their fees, the institution provides the resources required for study. Students therefore expect that when a resource is key for their studies, the University will take steps to provide it, and consider it unjust when a necessary element of their education is not provided. If a mandatory element is not provided, this is at odds with the institutions commitment to the student.

b) A Five Star Education

Covering additional course costs means providing a better education, because the student is better resourced to achieve. It’s the all-inclusive option versus the Ryanair approach. When the next book is unaffordable or students struggle to cover the costs of travel it means they miss out on enhancing their learning. Financial charges should be structured to encourage, and not prevent, engagement with the course.

An example of this is how the University provides books. If students were asked to purchase all their books, financial circumstances would determine access to learning. On the other hand, quality library provision means that books go to the students who need them for their study, and not just those who can afford them. In doing so, students can consult a wider range of books without the need to purchase them, and perhaps encounter written material that they never would have come across had their reading been reliant on their own money.

UEA Guardian Advertisement

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c) Recruitment

In an increasingly competitive HE environment, additional course costs are likely to be a key factor in an applicant’s decision making. Coverage of additional costs is increasingly not just the preserve of well-resourced universities as the NUS chart below demonstrates. For instance, BPP University offer an LLB programme with textbooks and course materials

included, and a tuition fee of £6,000. Part of the offering of former 1994 group institutions is the well supported experience they offer. Covering additional costs is a key ingredient of this. This means that investing in covering costs may, like other investments in better provision, realise a return in stronger recruitment.

d) Efficiency

Another reason universities cover costs centrally is efficiency. A library can purchase books at lower prices and ensure that they are read by more students. Each student buying a copy for one semester is a far more expensive way of providing the resource. Technology has made this even more applicable. For instance, whereas in the past each student might have been expected to equip themselves with large amounts of writing paper, the University now provides every student with a copy of Office 365.

I had no idea just how expensive the things I have to pay for would be. For each module I have to buy approximately 12 books. The fact that I pay £9000 a year and do not receive any texts as part of the cost shocks me. What does the £9000 pay for?! My maintenance loan (based on household income) does not cover the costs of living at all.

LDC UG

I have deliberately chosen not to buy some books because of the high costs, and have therefore had to rely on the library for copies (which, in some circumstances, have been limited). Some editions are incredibly pricey to purchase.

LDC, UG

Especially in the second year, LDC students are asked to own all the copies of the novels we study. If we take 3 modules each semester and then each module requires us to own a copy for a novel each week, this become a bit hard to bear. Especially considering that the library has only 2 copies for each novel, and you probably won’t need that particular novel again. Considering we are asked to pay £9,000 every year, I find this extra expense unnecessary. Copies (even ebooks) should be provided or maybe a voucher should be given to students.

Sixty Second Survey 2, Autumn 2014

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e) Health and Welfare

In the Union’s Student Survey 2015, our students rated finances as one of their top concerns. Loss of control over finance clearly impacts upon students’ health and wellbeing. Although hardship funds provide a safety net for when things go badly wrong, waiting for this to happen is like waiting for an individual to get seriously ill before offering them treatment. Ensuring that the key costs are covered is an effective way to aid student welfare. NUS research, included below, shows how a rising level of course cost is associated with a decrease in a feeling of financial control.

43%   51%   52%   56%   61%   61%   60%   59%  

17%  19%   18%   17%  

15%   16%  10%   18%  

40%  31%   30%   28%   24%   23%   30%   23%  

0%  

10%  

20%  

30%  

40%  

50%  

60%  

70%  

80%  

90%  

100%  

Less  than  £25  [805]  

£25  -­‐  £49.99  [915]  

£50  -­‐  £99.99  [1450]  

£100  -­‐  £199.99  [1678]  

£200  -­‐  £299.99  [908]  

£300  -­‐  £399.99  [407]  

£400  -­‐  £499.99  [201]  

£500  or  more  [471]  

Thinking about materials, activities and other costs associated with completing your programme of study, how much have spent, in total, in the last academic term?

I feel I have little control over my financial situation

Strongly agree or agree Neither agree nor disagree

Strongly disagree or disagree

Course books and travel to placement costs which I can't really afford so this makes me stress about the course even more than it should do.

HSC, UG

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Although our coursebooks were announced before first year, they weren't for second year, and some were completely unnecessary for the course and wasted a lot of money.

PPL, UG

Text books. I was able to purchase them but it involved sacrificing some other basic costs. This is because I wasn't informed far enough in advance of the cost of these books.

UG AMA

I was not aware of any resubmission fees, I think this shocked a lot of students on my course.

HSC, UG

No Surprises

Textbooks are more expensive than I thought. I've already shelled out £200 for 4 textbooks to be told that we didn't need one.

ECO UG

In what sense are course costs hidden? The Union’s recent research displayed multiple instances where students encountered costs which they had not anticipated. Not only is this potentially unfair, but it can lead to welfare problems, academic issues and considerable dissatisfaction with the University.

 

Although our coursebooks were announced before first year, they weren’t for second year, and some were completely unnecessary for the course and wasted a lot of money.

PPL, UG

Textbooks are more expensive than I thought. I’ve already shelled out £200 for 4 textbooks to be told that we didn’t need one.

ECO UG

Text books. I was able to purchase them but it involved sacrificing some other basic costs. This is because I wasn’t informed far enough in advance of the cost of these books.

UG AMA

I was not aware of any resubmis-sion fees, I think this shocked a lot of students on my course.

HSC, UG

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NO SURPRISES The Union asked students about their awareness of additional costs. Students were asked if they had experienced particular costs and, if so, whether they were made aware of the cost in advance of their course. The Union’s approach was the same as that taken by NUS, and NUS results are included below for comparison.

Results showed that whilst most students were aware that they would be required to pay for course books, stationary, and sports facilities, awareness of costs such as printing, professional association fees, specialist software and resit fees was lower.

UEA student awareness appears generally lower for subject specific costs (e.g. professional fees, specialist software etc.). This is true for both UEA and in NUS results. The University could take steps to improve this by ensuring that schools with particular extra costs, for instance those in FMH or with fieldwork elements, produce additional information about their costs for applicants, ideally on the course’s webpage.

Printing, conversely although a cost which most students incur, was one which the majority of students were unaware of prior to starting the courses. This contrasts with the NUS data. This suggests that UEA need to improve awareness of this cost, or take steps to ensure that the ‘surprise’ factor of printing costs is minimised by the introduction of a printing allowance.

Information about costs is crucial for applicants, as the Competition and Markets Authority (CMA) has emphasised in its recent draft guidance of HE providers on consumer law. The CMA made it clear that the ‘material information’ universities need to provide to comply with consumer law includes information about additional costs. The CMA’s guidance on material information is included as Annexe B.

You aren't told in advance how much you're likely to have to pay. Sometimes you can assume you'll have to pay for a certain thing based on previous experience- for instance, if your sixth form charged for text books- but you don't know for certain until you're already on your course. The price of course books especially often comes as a shock

PSY UG

I was only aware of the printing costs because of having been at UEA for undergraduate studies.

PPL, PGT

26

   

Travel to placements is another area where UEA students’ awareness of costs was lower than that of students nationally. Multiple students expressed frustration that the costs had not been made clearer to them in advance. The Union are aware that this is an issues which HSC are aware

of and are taking steps to address. However, whilst the schools has taken steps to advertise cost, our research suggests that students need better information about the detailed costs and organisation of placements. We also suggest that there is a strong case for additional targeted financial support for students on placement, as we cover in greater detail below.

The uni did not give us estimates of costing for placement, travel and accommodation and brushed over this.

HSC, UG

0%   10%   20%   30%   40%   50%   60%   70%   80%   90%   100%  

Specialist  soOware  

Course-­‐related  sports  faciliIes  

Studio  fees  

PrinIng  

Conference  aRendance  

Musical  instrument  hire  

Bench  fees  

Resit  fees  

Professional  associaIon  fees  

Lab  coat,  scrubs  or  other  uniform  

Field  trips  

Art  materials  

Travel  to  placements  

Leisure  sports  faciliIes  

DBS  checks  

Fieldwork  

Coursebooks  

Childcare  provision  

StaIonery  

Yes,  and  I  was  made  aware  about  in  advance.   Yes,  and  I  was  not  made  aware  about  it  in  advance  

UEA Student Awareness:: Union Survey 2014

27

   

0%   10%   20%   30%   40%   50%   60%   70%   80%   90%   100%  

Bench  fees  [362]  

Musical  instrument  hire  [314]  

Course-­‐related  sports  faciliIes  [440]  

Specialist  soOware  [1024]  

Studio  fees  [538]  

Professional  associaIon  fees  [771]  

Childcare  provision  [640]  

Conference  aRendance  [801]  

Resit  fees  [1371]  

PrinIng  [7103]  

Professional  exams  [646]  

Fieldwork  costs  [995]  

Lab  coat,  scrubs  or  other  uniform  costs  [2392]  

CRB  checks  [1470]  

Art  materials  [1795]  

Travel  to  placements  [2931]  

Leisure  sport  faciliIes  [1855]  

Field  trip  [3648]  

Course  books  [8952]  

StaIonery  [7031]  

Have you been required to pay for any of the following costs? Please use the boxes to indicate whether you knew about these expenses before you

started your course (All respondents)

Yes  and  I  was  made  aware  about  it  in  advance   Yes  and  I  was  not  made  aware  about  in  advance  

National Student Awareness: NUS, Pound in Your Pocket, 2012

28

   

Examining student comments helped break down the ‘no surprises’ issue into particular problems, showing that the issue isn’t just about lack of information, but also about late information, or occasionally information which was inaccurate.

a) Lack of information: “We didn’t know…”

Some students indicated that they have encountered costs which they simply knew nothing about. This could be addressed by better information prior to application or during the induction period.

b) Bad information: “We were told the wrong thing…”

When information is misleading, students not only incur a cost they were unaware of, but may also have wasted money on unneeded items.

I didn't realise I'd need so many books every week for Literature! Given you can miss

the seminar or not use it for an essay you shouldn't be buying 1-3 books for every week

from the campus Waterstones full price! (some editions/books are out of print

everywhere else).

I knew I needed a DBS check for this course, but I wasn’t aware that I would need to

meet the cost of this. Usually, this is met by the establishment, e.g. employer.

Sixty Second Survey Two, Autumn 2014

Travelling to Kings Lynn for placement... University told me I could reclaim the cost,

however upon completing the placement claims form, the NHSBSA will not authorise it,

despite driving in excess of 50 miles round journey! I understand the long distance

placement arrangements, however the university should be up front in saying that we

have to fund £100 of fuel out of our own pocket...

HSC UG

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c) Late information: “It’s no good telling us now…”

In certain instances, students are informed about course costs, but are not told early enough for this to make a difference. This can be addressed by providing key information earlier, especially reading lists.

d) Opaque procedures: “What does that even mean…?”

Providing information about costs isn’t just about a table of figures. It can mean ensuring reading lists are accurate, or that placement locations are correct. It can also refer to accurate information about the procedures used to allocate funding or to calculate costs. Opaque procedures can lead to financial difficulties and frustration because the student struggles to understand what is going on, as the following comment shows:

Although this is the fault of Student Finance England, I would like to mention that they

specified 85% of my childcare fees would be covered on the income I gave them but

have refused to pay any of it for the academic year 2014/15 for reasons that they will

not explain. They failed to inform me of this until half way through the first semester so

I have to continue to pay for childcare by myself. If I had known that they would not

pay towards childcare I would not have returned to my studies because financially I am

now struggling.

ENV UG

No information was given out over summer before the course, for people to be able to start buying what they needed. This left it all to the start of course and has left me very short.

HSC, UG

I think text book lists should be released earlier so new students can budget their first weeks at Uni. One of my courses only brought out the list five days before the course started and it was an expensive shock.

AMA, UG

Had to buy majority from Waterstones on campus because lecturer said it was urgent that we had them to refer to. Would have been cheaper online but delivery estimated between 1-3 weeks.

Sixty Second Survey Two, Autumn 2014

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THE IMPACT

Unwelcome financial surprises can cause significant stress for students. Expensive textbooks can stretch an already tight budget to breaking point. Good, timely information assists students in covering their costs, and avoids detracting from their academic performance and wellbeing. NUS data, shown below, displayed an association between increased additional course costs and a greater feeling of loss of financial control. Students also emphatically stated the importance of awareness of course costs.

Unexpected costs are felt most by students whose funding is already tight, such as mature student and students with caring responsibilities. The graph below demonstrates the different effects on groups of students. Respondents were asked to indicate how frequently finances had impacted on their studies. The average frequency for each group is given, where 5 corresponds to ‘Always’, 4 to ‘Often’, 3 to ‘Sometimes’, 2 to ‘Rarely’ and 1 ‘Never’. For these students, better information isn’t just an issue of personal convenience, but is about enabling students to plan their finances and make the most of their time at UEA.

70%  

71%  

24%  

25%  

4%  

3%  

1%  

1%  

%  

%  

%   10%   20%   30%   40%   50%   60%   70%   80%  

PG  [1525]  

UG  [9502]  

To what extent do you think it is important, if at all, that students are made aware of any course costs they will be expected to pay in addition to tuition

fees before they start the course?

Not  at  all  important  

Neither  important  nor  unimportant  Somewhat  important  

Important  

Very  important  

0.00  0.50  1.00  1.50  2.00  2.50  3.00  3.50  4.00  

Have there been occasions where your finances have prevented you from purchasing course-related materials or paying for learning opportunities?

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Means-based Support

Sports, as well as field trips and socials that are a vital part of the uni experience as well as books were often unattainable due to my restricted finance.

DEV, UG

The third strand of the additional course costs problem is about ensuring that support is targeted at the students who need it most. There will be costs which are not covered by the University and are advertised in advance but still create a challenge for students who cannot afford them. We believe that the University has a duty to provide for these students and ensure that all our students can afford the full UEA experience.

 

My parents fund my university tuition and everything related to university including my accommodation. However I am aware that in some cases some cannot afford to do so, so I believe that it is the case that some people cannot afford to buy course related material.

DEV, UG

My parents fund my university tuition and everything related to university including my accommodation. However I am aware that in some cases some cannot afford to do so, so I believe that it is the case that some people cannot afford to buy course related material.

DEV, UG

Sports, as well as field trips and socials that are a vital part of the uni experience as well as books were often unattaina-ble due to my restricted finance.

DEV, UG

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MEANS-TESTED SUPPORT Access to education is about more than just tuition fees. It is no good if a student obtains funds to cover tuition, only to find that they can’t afford to travel on to campus. Means-tested bursaries are vital to enabling access to UEA education, as the University acknowledges in its statements on Widening Participation:

UEA advertises itself as offering a well-rounded and fulsome student experience. Financial support must back this up if this is not to be just an empty promise.

Supporting success

Bursaries mean that a student can read the textbooks they need, rather than being forced to choose between reading for their course and putting food on the table. Limited finances not only hit academic performance, but also hurt career opportunities. When a student can’t afford to travel to an employer open day, or take part in the internship which would light up their CV, this puts them at an immediate and potentially lasting disadvantage versus their peers.

I haven't always been able to afford to print off any required reading posted on Blackboard or other websites, which has left me at a disadvantage when it comes to note taking in seminars.

Books for medicine are very expensive and I can't afford many. This has definitely caused me stress. Plus medical joining fees - MDU is £42 this year so I've quit and had to go without MDU resources. Also many people can afford to pay for extra teaching. I cannot.

The pursuance of social inclusion in the profile of the students we admit is one of our guiding precepts. A corporate priority is to continue to enable motivated and able students from non-traditional backgrounds and low participation areas to gain the advantages of university education via our existing Widening Participation and Outreach programmes.

To this end, we … provide financial support packages to students coming from lower income backgrounds. …

The University recognises the importance of widening participation across the whole student lifecycle and we are committed to student success, retention and employability.

We believe that everyone should have a fair chance of obtaining a high-quality university education, whatever their background.

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Postgraduate Funding

UEA currently operates means-tested support. However, this is essentially just for UK undergraduates, who make up just under two-thirds of UEA students. Postgraduate students on the other hand have not historically been allocated funding based on means.

However, there is gathering national momentum for increased provision of means-tested postgraduate financial support, as institutions recognise that the best way to allocate funding is to give it to those students who need it most. Twenty institutions, including Oxford, Essex, Bath, Imperial and Lancaster have been working with HEFCE to carry out a £20 million pilot scheme for targeted postgraduate funding. In recent months, the government have announced that the Postgraduate Support Scheme is to be increased, with HEFCE allocating £50 million in 2015-16 for institutions to match-fund postgraduate bursaries. Now is therefore an appropriate time for UEA to consider the introduction of targeted postgraduate support. Not only will this help students, but it is also a necessary step if UEA is to compete for PGT students with institutions who are already beginning to offer this funding.

The bursary is very helpful don’t get me wrong, it doesn’t go far enough especially

when you have a family to support!

HSC UG

I spend around 10000 on nursery a year. I have to pay for 5 days a week even during

lecture time as when it comes to placement I wouldn't have the child care so it costs

me more. Travelling to placement is so expensive I'm already jn my overdraft just from

fuel costs so I have to cut back on food all essential things to my health. To get in debt

and maybe only get a small amount back of the bursaries. The bursary isn't enough to

cover rent and childcare as it is and then to add placement travel just breaks the bank.

I’ll be surprised if I can manage to avoid Uni much longer to be honest it's just not

feasible! I can't work alongside so I'm stuck in a predicament.

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We believe that it is possible for UEA to make reasonable and affordable

steps for the next academic year which will have a direct impact on

students’ education and wellbeing.

The fact that I had to spend a ridiculous amount of money on printing some of the reading per week, simply because my seminar leaders ‘don’t like’ us using tablets or laptops is atrocious. Also, the reading list were released just a week before the start of the course, meaning on my first week back at uni, as well as forking out money for rent, energy bills and a bus pass, I had to suddenly spend £120+ on texts.

Sixty Second Survey Two, Autumn 2014

What’s Next?

I am studying for a degree to give my children and I a better future. However, I feel that the costs for travel, books, printing and general living are far greater than what the bursary covers

AMA, UG

I am studying for a degree to give my children and I a better future. However, I feel that the costs for travel, books, printing and general living are far greater than what the bursary covers

AMA, UG

The fact that I had to spend a ridiculous amount of money on printing some of the reading per week, simply because my seminar leaders ‘don’t like’ us using tablets or laptops is atrocious. Also, the reading list were released just a week before the start of the course, meaning on my first week back at uni, as well as forking out money for rent, energy bills and a bus pass, I had to suddenly spend £120+ on texts.

Sixty Second Survey Two, Autumn 2014

35

   

We believe that it is possible for UEA to make reasonable and affordable

steps for the next academic year which will have a direct impact on

students’ education and wellbeing.

The fact that I had to spend a ridiculous amount of money on printing some of the reading per week, simply because my seminar leaders ‘don’t like’ us using tablets or laptops is atrocious. Also, the reading list were released just a week before the start of the course, meaning on my first week back at uni, as well as forking out money for rent, energy bills and a bus pass, I had to suddenly spend £120+ on texts.

Sixty Second Survey Two, Autumn 2014

What’s Next?

I am studying for a degree to give my children and I a better future. However, I feel that the costs for travel, books, printing and general living are far greater than what the bursary covers

AMA, UG

   

WHAT’S NEXT?

1. A UEA Printing Allowance

Almost every UEA student has at some stage of their studies been required to pay for printing. Printing isn’t just something for students who prefer paper over screens, but is often a mandatory requirement when students are required to submit assessments on paper. The Union recommends that all mandatory course costs should be covered by the University because they are part of the education provided to the student. Students are not required to pay for their paper they use in examination assessments. It is not fair to require them to pay for the printing of submitted coursework assessment.

A printing allowance is a costed and achievable solution, and can be implemented ready for the 2015/16 academic year. By introducing a basic allowance, the University can cover the costs of mandatory printing whilst leaving the costs of additional printing to be borne by the student. Printing allowances are offered by other universities across the UK, where they are treated as part of the service provided by the university for its students.

Currently, some schools operate a printing allowance and others do not. Students feel that this is unfair, especially for students paying the same fee. The Union’s research shows that printing costs is not a subject specific cost, but general, and therefore should be addressed by a general solution.

CASE STUDY NUMBER ONE PRINTING ALLOWANCES

A number of universities provide students with an annual printing allowance applied to their account. At UCL, this is currently £12 per academic year. Nottingham Trent University provide £20 per year, which can be carried forward if not used. At Newcastle, the allowance is £33, with Schools having an option to increase the amount.

Some universities offer an increased allowance for disabled students, for instance Glasgow Caledonian, where the standard annual allowance is £15 and the increased allowance for disabled students is £30. At SOAS, the allowance varies across UG, PGT and PGR students. Undergraduates receive £7.50 per year, PGT students £12.50 and PGR students £20.

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The cost of printing is a persistent student issue, and has been mentioned in multiple years of the National Student Survey. Some of these comments are shown below. The introduction of a printing allowance is a fair, affordable and sensible solution which will directly improve the UEA student experience.

For students on high-printing courses, costs should be subsidised by the Uni (i.e., in the form of printing credits or a dossier of essential material at the start of the semester).

LDC, UG

Everyone should get a certain amount of printing credits.

PPL, PGT

We [are] expected to do hundreds of pages of set readings on blackboard, but as a dyslexic person I cannot read on the screen, I have gone way over my DSA ink allowance, it has led to me having to borrow money in order to actually do my work, allowances should be made for students with these difficulties - I think lecturers forget how expensive ink actually is!

UG AMA

I have had to pay loads in printing lecture notes and also if you get an extension for too long you have to print the work. This makes it very difficult for students where every penny counts.

In some subjects we have to print off our own lecture slides and seeing as we pay huge amounts have money to be here, the least they could do is have lecture slides for us. Many other schools within the university are given free printing. NSS

We were told by one lecturer that she hadn't photocopied sheets for us because of the environmental impact and she expected us to print them ourselves. I didn't feel this was adequate given the tuition fees we pay. NSS Cost of printing is high. Hidden course costs. Nobody tells you that your books will cost hundreds of pounds; seminar teachers will charge you for photocopies and that to even change a module you have to pay. Surely my £3000 a year is enough for this. NSS

RECOMMENDATION ONE

We recommend that the University introduces a printing allowance

for all UEA students for the 2015/16 academic year.

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2. Covering Subject Specific Costs

On certain courses students have to find the money for unavoidable additional expenses in order to take a full part in the course. For some course students have to fund DBS checks, equipment, vaccinations, kit, or other mandatory requirement of their programme. The Union believes that this approach is unfair and is also inconsistent when each school has a different policy. Where there are mandatory additional costs of a subject, these should be covered by the institution. If not, the University is effectively charging an extra tuition fee on students who are already paying towards the costs of their education. Choosing a subject should be about aptitude, interest and ambition and not be dictated by whether the student can afford the additional costs.

Certain specific subject costs are already met by the University, for instance lab coats for scientists. This approach should be similarly applied for equivalent costs in other subjects. This includes mandatory DBS checks, vaccinations, uniform, professional fees and specialist required software. If these are not covered, it is as if a student bought a cinema ticket, only to arrive at the film to be told that a view of the screen will cost them extra. If the item is a mandatory requirement of the programme of study, it should be covered by the institution.

It is important to note that covering the costs doesn’t necessarily mean providing the item. One student mentioned stethoscopes, for instance, are best chosen by the individual, rather than provided en masse. However, this doesn’t prevent the university subsiding their cost, for instance by refunding students or by providing an allowance.

I'm studying towards an Educational Studies degree and we are required to complete a research placement at an educational setting. We had to pay for our dbs checks ourselves and we were only told about this a few weeks before it had to be done. I think it's unfair that other students at the university get them done for free whereas we have to pay.

EDU, UG

38

   

CASE STUDY TWO: SUBJECT SPECIFIC COSTS

Coventry University have introduced a ‘No Hidden Extras’ policy, whereby the university ensures that the fee for full-time undergraduates covers:

o your own copy of specified core textbooks or, for Art and Design students, materials required

for your course (see below);

o any mandatory UK site visits and trips;

o any essential starter pack required at the beginning of the course e.g. lab coat, industrial

boots or safety goggles;

o 1,000 A4 sides of black and white laser prints (or equivalent) printing credits per year

‘Core textbooks’ are defined as those essential for the course and are issued during induction week. However, this doesn’t stop additional reading and lecturers continue to provide recommended additional reading lists for each module, with the books referred to available in the university library. This policy is advertised broadly in the prospectus and has the advantage of clarity and simplicity for the student.

Stethoscopes/other essential equipment were expected to be bought – although it was exciting to do so these are very costly.

MED, UG

Books for medicine are very expensive and I can't afford many. This has definitely caused me stress. Plus medical joining fees - MDU is £42 this year so I've quit and had to go without MDU resources. Also many people can afford to pay for extra teaching. I cannot.

MED, UG

I have paid for immunisation for my course too. Which is £60 too much

HSC, UG

Due to the nature of my course it is extremely hard to find resources here in the UK and so the only real way is to import media from Japan which is really expensive

PPL, UG

Some people have suggested that UEA should provide us with Stethoscopes. What a ridiculous idea! People need to pick one which works for them, with earpieces which fit into their ears and which they can actually use! Please don't allow UEA to buy us all a cheap generic stethoscope, it's a ridiculous idea.

HSC, UG

39

   

RECOMMENDATION TWO

We recommend that UEA adopts a policy whereby all mandatory course costs are covered by the institution as part of the course of study.

We also recommend that each school work with their students to review their additional course costs with a view to removing any subject specific mandatory course costs for the 2015-16 academic year. We also recommend that the University adds consideration of subject specific costs to periodic course reviews, building in a regular opportunity to identify, review and remove the additional costs of courses for students.

 

40

   

3. Supporting the complete experience

We believe that a UEA education is about more than just the student’s time in the classroom. Students value the well-rounded nature of the UEA experience and this is a core part of the University’s appeal. Increasingly, other universities are recognising that a good education includes supporting the student to be a full part of a campus community, by which they can acquire new skills and encounter a whole range of opportunities beyond their academic programme.

Students in our research mentioned the additional costs surrounding the wider academic experience which can prevent them for accessing the full scope of a UEA education. One particular area is sports provision. This is not only a valuable part of the student experience, but also enables wider academic success through the promotion of a healthy lifestyle. We encourage UEA to take steps to pull down barriers to the full student experience which additional costs throw up, and make sure that the typical UEA experience is the best UEA experience.

CASE STUDY THREE: Supporting the complete experience

Anglia Ruskin University have had a ‘Books Plus’ scheme in place for a number of years, where all HEFCE-countable students are provided with a ‘Books Plus’ card to the value of £400 (for 14/15). This can not only be spent on books, but also memberships of the sports centre and the fees for joining Student Union clubs and societies. The following extract from ARU’s OFFA agreement provides a brief summary:

In September 2012 we introduced our new scheme for all HEFCE countable students in partnership with our on-campus bookseller. “Books Plus” gave all eligible students £100 (pro-rata for part-time) Anglia Ruskin University 2015-16 Access Agreement April 14rv 2014/2 7 to spend on books and stationery. The scheme was designed to offer maximum value, with a books buy-back scheme to allow students to spread the value of their funds and with a top-up scheme including free credit designed to appeal to lower income families who might otherwise be helping their student via more costly expensive credit cards. Whilst the scheme is intended to help our least well off students, we are mindful that a more inclusive scheme offers benefits for a wider group, helps the on-campus experience and reduces the potential for any stigma attached to students in receipt of higher levels of support.

41

   

RECOMMENDATION THREE

We recommend that UEA reviews its approach to additional costs associated with the wider student experience and considers how best to remove the barriers to accessing the entirety of a UEA education. In particular we recommend that the University reviews the provision of sport for all students and considers reducing, covering or removing the cost of accessing sport at UEA.  

42

   

4. Reading Lists

By providing better information the University can remove unfair surprises, empower applicants and help students budget for their needs. A key aspect of this is reading lists. Letting students know about core texts in advance not only enables students to get hold the books at lower prices, but also gives students the chance to get reading ahead of the course. What’s more, it gives applicants a better understanding of what they will be studying and of what a university education looks like.

The University’s own recent research on the student experience of arriving at UEA also reflected student concern about timely reading lists and produced the following suggestion for action:

We recommend that core reading for a course be communicated to students ahead of the beginning of teaching by publishing details of core texts for each module in the module description and providing this to students in advance, or online. Many UEA courses already do this, and student comments from our recent survey show their appreciation of this good practice.

On a related note, two groups raised an issue with the fact that reading lists were not provided in advance. Several respondents across the groups referred to actively asking for a reading list over the summer and being told that “UEA does not provide these in advance.” The general consensus was that participants would like to have a list to allow them to feel prepared on arrival and/or shop around for good deals on books. However, there was some acceptance that if UEA did not want to provide lists then they should at least be proactive in stating this and explaining why. Possible action – Consider provision of full or partial reading lists or pre-arr ivals communications as to why these are not available.

ENV seemed to have been good with course fees, they have told me about most things upfront and usually provide an online textbook when they also recommend a paper textbook.

ENV, UG

43

   

CASE STUDY FOUR: READING LISTS

Many course at UEA already have excellent provision of reading material in a way which not only enhances education, but also reduces the financial burden on students. For instance, first year Criminal Law students are provided with key readings through Blackboard, including both textbooks and journal articles. This allows students to read more broadly than just one key textbook and also keeps their costs down! Texts are augmented by accompanying podcasts and by lecture recordings. In these ways students avoid expensive textbooks and there is less need to prepare reading lists

“For a literature student, costs of books can spiral quite extremely, and it is always suggested to us that we buy them from Waterstones "to ensure we have the correct edition" despite the books being considerably cheaper on amazon, and cheaper still in Kindle edition.”

“Borrowing books for a semester, or buying them late can have a negative impact on a student's coursework. I don't think expecting students to pay for books is necessarily unreasonable, but if a book is over a certain price and/or will only be needed for a short time, it'd support giving them out for free, selling them at discounted prices, or buying one batch and loaning them out to students each year for the duration of the module.”

“Perhaps be told in module information when selecting course, how text book will be provided i.e. online, actual book or no text book.”

LAW, UG

RECOMMENDATION FOUR

We recommend that all schools adopt an approach of identifying and publishing their core texts in good time, ideally at least a month before the start of teaching. Information should be reviewed regularly by the module organiser to ensure that it is correct and up to date. It is helpful for lists to set out key necessary details about texts, such as the required edition, but they should not force students to acquire them at full price, for example by strongly recommending the purchase of a new, full price, copy from Waterstones on campus.

RECOMMENDATION FIVE

We also recommend that all schools consider ways to reduce the burden of textbook costs on students. Many schools have already taken innovative and effective steps to towards this by providing copies of key readings on Blackboard, ebook copies, facilitating internal sales between year groups, or by the working closely with the Library to increase of copies of key texts.

44

   

5. Material Information

The Competition and Markets Authority’s current work on consumer law and higher education has made it clear that universities need to take steps to ensure that applicants have all the information they require to make properly informed choices about where to study. We believe that the University would benefit from considering current practice in the light of the draft advice. In particular, the issues raised by students in our research directly correspond to the CMA’s guidance regarding information about expected costs of study, which advises that ‘the type of information that is ‘material information’ under the CPRs is likely to include the following’:

Other extra costs students are likely to incur, such as for field trips, equipment, materials, bench fees or studio hire. You should also indicate how much these extra costs are or are likely to be (and if they are unknown or uncertain, set out how they will be calculated) and whether they are optional or mandatory for completion of the course.

UK higher education providers – draft advice on consumer protection law, CMA, November 2014

RECOMMENDATION SIX

We recommend that the University urgently reviews the information provided to applicants around the financial costs of study at UEA in the light of the CMA’s guidance to ensure that UEA applicants are fully informed of the costs they are likely to incur.

We suggest that a practical method of achieving compliance with the CMA’s guidance would be for the University to build in questions about unexpected costs into module reviews and mid-module evaluations and for the University to carry out an annual analysis of comments in the NSS, or equivalent surveys, regarding unexpected course costs.

45

   

6. Placement Information

Placement costs are a big problem and large part of this is about information. Many complaints from students related to being unaware, or only partially aware, of the costs of placement. Correct, quality, useful information can make a real difference for placement students, many of whom are juggling study with paid work or caring responsibilities, enabling them to plan their time and money more effectively.

We suggest that further steps could be taken to advertise the costs of placement. Firstly, estimated costs of placement should be made clearer to applicants in the prospectus, course brochures and online. Whilst we acknowledge that this is in progress, it is clear that there is still an information gap which is causing problems for on course students. Greater information on UEA’s website about the demands and costs of placement would help to address this. For instance, Keele University has added a clear ‘additional costs’ section to its nursing course pages to make applicants aware of the costs of placement. Plymouth University have produced a detailed guide for applicants setting out exactly how placements work and what students can expect to spend.

Secondly, we suggest that schools should work with students to identify and fix situations where particular policies or practices are placing extra costs on students – for instance, where rules against parking at training mean students need to find extra funds for public transport. Finally, we suggest that there is a solution to be found by better provision of information to current students about alternative methods of travel. For instance, if students knew others travelling to their training, they could share lifts and save costs. This kind of information sharing can be facilitated by strengthening student communities through support of student societies, online forums and use of social media, or simply by informing students as a part of the induction process.

Unable to buy books for the course as they cost so much and was not sure which were good over summer. Skills training for my placement I will have to miss as I cannot afford to travel backwards and forwards, and we are not allowed our cars nearby; these are training sessions which allow us to participate more in placement, such as blood glucose monitoring. Without the training we are not allowed to do it.

UG, HSC

Am concerned if I have to stay away from home for placement that I have to pay accommodation costs upfront. This would cause my family severe financial hardship

UG, HSC

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In addition, we encourage the University to consider the introduction of targeted financial support for placement students, to recognise the additional financial burden that placement costs put upon these students, who are often amongst UEA’s most vulnerable undergraduates. For instance, the University of Reading, as detailed in the case study below, has created a bursary specifically for placement students. This kind of support would greatly assist students, as well as being a valuable tool for supporting widening participation in the local region.

CASE STUDY FIVE: PLACEMENT BURSARIES

The University of Reading has recognised the additional financial strain of placements by creating a specific Placement Bursary, available to all students with a UK-based work placement element of their course. The bursary is provided under the university’s OFFA agreement and is aimed at students who are most in need. It provides between £200 and £1,000 depending on the costs of the placement, and is designed to cover approximately 40% of placement costs. All UK/EU students are eligible, including those with NHS funding, but only if their household income is below £25,000 p.a. If the scheme is oversubscribed, then funds are allocated on the basis of household income.

RECOMMENDATION SEVEN

We therefore recommend that subjects with placements: (a) set out detailed estimated placement costs in information for applicants, and (b) work with student representatives to put in place transparent procedures, sensible policies and better on course information that enables students to get the most out of their placement opportunities.

RECOMMENDATION EIGHT

We also recommend that the University considers the introduction of financial support targeted specifically at students with additional placement costs.

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7. Back the Bursaries

We suggest that the University urgently reviews the means-tested support offered to students in order to ensure that all students can afford their costs. It is vital that the University produces a joined-up strategy for student support which is driven by educational priorities. It is short-sighted to reduce bursaries based on a lack of effect on recruitment, because in the longer-term this will impact on student success and student welfare. In addition, as more institutions offer greater postgraduate support, it is timely for UEA to rethink its financial support for PGT students.

£0  

£2,000  

£4,000  

£6,000  

£8,000  

£10,000  

£12,000  

£16,000.00  

£18,000.00  

£20,000.00  

£22,000.00  

£24,000.00  

£26,000.00  

£28,000.00  

£30,000.00  

£32,000.00  

£34,000.00  

£36,000.00  

£38,000.00  

£40,000.00  

£42,000.00  

£42,875.00  

£44,000.00  

£46,000.00  

£48,000.00  

£50,000.00  

£52,000.00  

£54,000.00  

£56,000.00  

£58,000.00  

£60,000.00  

£62,000.00  

£63,000.00  

Undergraduate Financial Support 2015/16

Government  Total   UEA  extra   OXFORD  extra  

CASE STUDY SIX: UG BURSARIES

In his recent piece for the Higher Education Policy Institute (HEPI), former UEA Vice-Chancellor Edward Acton called for UEA to be at the forefront of a move to a greater student workload. Acton argues that ‘UEA should cede only to Oxbridge in terms of undergraduate effort’ and that the sector should ‘make real a weekly study-time norm of 40 hours across the board’.

If UEA follows this route, the University will need to rethink the level of financial support it provides to its students. Both Oxford and Cambridge provided generous financial support to students, which enables them to expect 40 hour weeks. They also have shorter-terms, allowing more time for paid holiday employment. The graph below shows the difference between Oxford and UEA in undergraduate financial support. If UEA really does want its undergraduate to spend even more time on academic work, it will need to address the accompanying financial needs.

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RECOMMENDATION NINE

We recommend that the University maintains and extends the bursary provision provided to undergraduates. This is critical for enabling student success and retention and should remain an essential component of UEA’s strategy for fair access.

RECOMMENDATION TEN

We recommend that the University takes steps to investigate and implement need-based support for postgraduate students. This is a more effective use of postgraduate student funds than simply discounting fees. Such funding already exists in the US and many UK universities are taking this approach, recognising that the new HEFCE funds represent a timely opportunity to make an impact for postgraduates.

CASE STUDY SEVEN: PGT SUPPORT

HEFCE details the 20 Postgraduate Support Scheme pilot projects on their website. We have included two of projects as detailed on the HEFCE website.

Durham University

Durham University is exploring the establishment of a Credit Union, the common-bond of which would be staff, students and alumni. It would offer postgraduate taught master’s tuition fee loans, creating a new and innovative funding model which would become self-financing over time. The Credit Union would support social mobility by giving students access to funds at low cost. A key element of the project is to share and disseminate the acquired learning across the sector.

UCL

The Evaluating Mechanisms to Attract and Retain Under-Represented PGT Students project will pilot a range of outreach and recruitment activities in various discipline contexts, to determine through robust evaluation which strategies are most effective in increasing diversity on PGT programmes. It will also test the sensitivity of potential PGT students to fee waivers and bursaries.

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Considering how much tuition fees cost, it feels like we aren't getting much value for our money if we have to spend an additional £250+ on essential course materials. If it is required for the course, then it should be included as part of the tuition fee that we pay.

LDC, UG

Paying for trains to legal opportunities and actually paying conference fees. We have to take part in these as a career in law is so competitive.

LAW, UG

I had to wait a month for my pay day to buy my textbooks and I could not attend a conference

PPL, UG

Conclusion: What’s it Worth?

Considering how much tuition fees cost, it feels like we aren’t getting much value for our money if we have to spend an additional £250+ on essential course materials. If it is required for the course, then it should be included as part of the tuition fee that we pay.

LDC, UG

I had to wait a month for my pay day to buy my text-books and I could not attend a conference

PPL, UG

Paying for trains to legal opportunities and actually paying conference fees. We have to take part in these as a career in law is so competitive.

LAW, UG

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CONCLUSION: WHAT’S IT WORTH?

This report has aimed to provide a picture of the kinds of issues UEA students face in affording their education. We believe that there are achievable steps the University can take to ensure that the costs of study are fairly allocated. We have articulated a clear distinction between costs covered by the University and costs met by the students. We have also set out the need for clear advance information to fairly equip applicants to make the appropriate choices about their study. We have also acknowledged that there are students who cannot afford to meet key costs of their study and for whom the University must provide financial support if education is to be accessible for all our students. In conclusion, there are clear moral, educational, financial and legal reasons for taking steps to create a fairer approach to course costs at UEA.

The way the University approaches these issues is an ultimate indicator of how it sees its students. We believe that the core reason for UEA’s existence is to increase knowledge and make education available. Doing this requires tackling the problems created by additional course costs and we look forward to working closely with the University to address the recommendations set out above.

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SUMMARY OF RECOMMENDATIONS

RECOMMENDATION ONE

We recommend that the University introduces a printing allowance for all UEA students for the 2015/16 academic year.

RECOMMENDATION TWO

We recommend that UEA adopts a policy whereby all mandatory course costs are covered by the institution as part of the course of study.

We also recommend that each school work with their students to review their additional course costs with a view to removing any subject specific mandatory course costs for the 2015-16 academic year. We also recommend that the University adds consideration of subject specific costs to periodic course reviews, building in a regular opportunity to identify, review and remove the additional costs of courses for students.

RECOMMENDATION THREE

We recommend that UEA reviews its approach to additional costs associated with the wider student experience and considers how best to remove the barriers to accessing the entirety of a UEA education. In particular we recommend that the University reviews the provision of sports for all students and considers reducing, covering or removing the cost of accessing sport at UEA.

RECOMMENDATION FOUR

We recommend that all schools adopt an approach of identifying and publishing their core texts in good time, ideally at least a month before the start of teaching. Information should be reviewed regularly by the module organiser to ensure that it is correct and up to date, It is helpful for lists to set out key necessary details about texts, such as the required edition, but they should not force students to acquire them at full price, for example by strongly recommending the purchase of a new, full price, copy from Waterstones on campus.

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RECOMMENDATION FIVE

We also recommend that all schools consider ways to reduce the burden of textbook costs on students. Many schools have already taken innovative and effective steps to towards this by providing copies of key readings on Blackboard, ebook copies, facilitating internal sales between year groups, or by the working closely with the Library to increase of copies of key texts.

RECOMMENDATION SIX

We recommend that the University urgently reviews the information provided to applicants around the financial costs of study at UEA in the light of the CMA’s guidance to ensure that UEA applicants are fully informed of the costs they are likely to incur.

RECOMMENDATION SEVEN

We therefore recommend that subjects with placements: (a) set out detailed estimated placement costs in information for applicants, and (b) work with student representatives to put in place transparent procedures, sensible policies and better on course information that enables students to get the most out of their placement opportunities.

RECOMMENDATION EIGHT

We also recommend that the University considers the introduction of financial support targeted specifically at students with additional placement costs.

RECOMMENDATION NINE

We recommend that the University maintains and extends the bursary provision provided to undergraduates. This is critical for enabling student success and retention and should remain an essential component of UEA’s strategy for fair access.

RECOMMENDATION TEN

We recommend that the University takes steps to investigate and implement mean-based support for postgraduate students. This is a more effective use of postgraduate student funds than simply discounting fees. Such funding already exists in the US and many UK universities are taking this approach, recognising that the new HEFCE funds represent a timely opportunity to make an impact for postgraduates.

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ANNEXE A: Union Council Policy on Hidden Course Costs Policy 1151: Hidden Course Costs Passed 8 December 2011

Proposer: Tash Ross (Community and Student Rights Officer) Seconder: Meg Evans (Academic Officer)

Union Notes:

1. Students often have to pay for unexpected items not advertised as part of their course cost, such as things like lab coats, course dossiers and field trips.

2. The University does not advertise these additional costs to prospective students.

3. Based on results of the Union Annual Student Survey and from talking to students, there is a belief amongst students that a lot of additional costs are unfair on top of tuition fees.

Union Believes:

1. Students should be informed of all additional course costs that they may incur over the course of their degrees, including things such as printing and photocopying costs, which will enable them to prepare for these costs at the start of the year.

2. The University should aim to absorb as much of the additional costs as possible, especially in light of the tuition fees going up to £9000.

3. The University should publicise these costs in their prospectuses, and module catalogues in order to inform students of the costs they might incur, and allow students to make an educated decision about their choice of university knowing the costs they will incur.

Union Resolves:

1. For Student Officer Committee to research and publish a report which considers all the costs students incur and what can and cannot be deemed ‘acceptable’.

2. To lobby the University to publish all its additional course costs, including in its prospectuses for potential students.

3. To lobby the University to reduce the burden of cost of students by absorbing some of the costs themselves.

4. To mandate SOC to report back to the first council of 2012 on the progress of this motion.

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ANNEXE B: CMA guidance on ‘Material Information’ In our view, among other things, it is important for students to have full information about courses and their costs. There is likely to be other information that students consider important, such as in respect of accommodation options and the availability of funding and support. These are not covered by this advice. The type of information that is ‘material information’ under the CPRs is likely to include the following. (a) Course information, including:

(i) course title;

(ii) entry requirements;

(iii) core and optional modules for each year of study;

(iv) information about the composition of the course and how it will be delivered, such as the number and type of contact hours (for example, lectures, seminars, work placements, feedback on assignments), expected workload of students, details about the staff involved in delivering the course;

(v) how the course is assessed, for example by exams, coursework or practical assessments, etc;

(vi) the award to be received on successful completion of the course and, if relevant, the awarding body or institution; (vii) location of study – this should also include the location of any work placements to be undertaken (where known);

(viii) length of the course;

(ix) whether the course is regulated and by whom;

(x) whether the course is accredited, for example by a Professional, Statutory and Regulatory Body, and by whom; and

(xi) any particular terms of the HE provider’s rules and regulations that apply to the course that students may find surprising or are otherwise important.

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(b) Total course costs, including:

(i) tuition fees – this should include, if applicable, whether fees in future years will increase, by how much (for example, in line with inflation) and which students increases would apply to. If the future fee is not known, you should indicate clearly the criteria for any future changes and how the changes will be calculated. Note that any possible fee increases should be restricted to limited circumstances where the HE provider has valid reasons for making the change; and

(ii) other extra costs students are likely to incur, such as for field trips, equipment, materials, bench fees or studio hire. You should also indicate how much these extra costs are or are likely to be (and if they are unknown or uncertain, set out how they will be calculated) and whether they are optional or mandatory for completion of the course.

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