Interviews on Brexit, trade, migration and higher education 2017-2018

Marginson, Simon and Locke, William and Papatsiba, Vassiliki and Highman, Ludovic and Xu, Xin (2020). Interviews on Brexit, trade, migration and higher education 2017-2018. [Data Collection]. Colchester, Essex: UK Data Service. 10.5255/UKDA-SN-853824

Brexit is an unprecedented development with implications in almost every domain of UK higher education (HE) and a range of possible forms and consequences for individual UK HEIs, with marked potential for differential effects (e.g. in research capability, international students, staffing, mission, income) across the variation of HEI types. Though Brexit has many possible forms, in any form it is likely to disrupt existing projects, networks and activities, and could imply sharp reductions in staff, students and/or income, in some or all HEIs. It also calls for new and innovative lines of institutional and discipline-based development on and off shore.In an uncertain and fast changing setting characterised by multiple possibilities and sudden shocks, HEIs will be required to monitor, respond, adjust, strategize, reorient and initiate with unprecedented speed and effectiveness; to build new relations and activity portfolios in Europe and beyond; and to grapple with new challenges to human resource management, risk management, financial sustainability, mission, governance and local implementation systems.
This research investigates the policy implications, implementation and consequences of Brexit for UK HE, in two priority areas identified by the Economic and Social Research Council: implications of Brexit for migration, and impacts in the economy and future trade arrangements. UK higher education institutions (HEIs) are extensively engaged in Europe and in this sector EU relations have been unambiguously positive and productive. While there is a range of possible Brexit scenarios, UK HE is closely affected by the Brexit-related policy settings for staff mobility, retention and recruitment ('migration'); for international student policy and regulation, with consequences for tuition revenues and balance sheets ('trade'); and by the effects of Brexit in research relations between UK and European HEIs. Research papers co-authored with colleagues in Europe outweigh total papers co-authored with US and other English-speaking countries, more than 20 per cent of UK R&D funding is from international sources with much from collaborative European research schemes. The role of UK universities in Europe is central to their outstanding global research performance: UK accounts for 3.2 per cent of global R&D spending, 9.5 per cent of scientific papers downloaded, 11.6 per cent of citations, and 15.9 per cent of the most highly-cited papers. EU frameworks enable many UK researchers to lead, while sharing the best ideas and people from other EU member countries. The research capacity and reputation of UK HEIs also underpins the nation's role as the world's second largest exporter of international education after the US. The government has stated that it hopes to raise education exports by almost 50 per cent to 30 billion pa in 2020.
The main data collection consists of qualitative case studies in 12 UK HEIs, with participating institutions selected from all four nations and illustrating the diversity of the sector. There are 127 semi-structured interviews, with senior academic leaders of HEIs, chief financial officers, heads of human resources, executive deans in three disciplines (health, science, social science), research professors from these disciplines, and student representatives. The project also conducted policy-oriented seminars which will have both data gathering and dissemination/public discussion purposes.
The practical outcomes of the research are (a) through research, public events and briefings, to draw to the attention of policy makers and public the implications of different Brexit scenarios in higher education, (b) within HE, to investigate and make recommendations on the capacity of UK HEIs to respond effectively to the challenges triggered by Brexit under the different possible Brexit scenarios, in the context also of other policy developments (Office for Students, TEF).

Data description (abstract)

This project uses interview data to investigate the implications, implementation and consequences of Brexit for UK universities, including the effects in relation to migration, international education and financial sustainability.
The generic research questions are: 1) What are the perceived implications of Brexit for UK universities as leaders and others see it? 2) What are the principal responses of universities and what are their capabilities to monitor, judge, strategies, respond, initiate and make internal changes, in relation to Brexit? 3) How do these factors vary by UK nation; university mission, status, resources; and discipline?
The dataset includes 124 semi-structured transcripts of semi-structured interviews conducted between November 2017 to September 2018. Participants were from 12 universities in the UK.
This project is part of the ESRC’s 'The UK in a Changing Europe' initiative which supports research into the relationship between the UK and the European Union (EU).UK universities are extensively engaged in Europe, in collaborative research and infrastructure and through EU citizen staff and students. The UK’s departure from the EU has many potential consequences for UK universities and their staffing, research, international education and financial sustainability.

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