New report explores higher education policy divergence across the UK

To mark 25 years since the devolution of powers to Scotland, Wales and Northern Ireland, the Higher Education Policy Institute (HEPI) today publishes Evolution of Devolution: How Higher Education Policy Has Diverged Across the Four Nations of the UK (HEPI Report 181). Edited by Rose Stephenson, Director of Policy and Advocacy at HEPI, the report provides a comprehensive analysis of how higher education policies in England, Scotland, Wales and Northern Ireland have evolved over the past quarter of a century. Dewi Knight, Director of PolicyWISE (The Open University) and former education specialist adviser to the Welsh Government, co-authored the chapter on Welsh higher education.

The full report is available on HEPI’s website: https://www.hepi.ac.uk/

The report, sponsored by The Education Group London, features contributions from leading experts in education policy, including Dr Lucy Hunter Blackburn, Dewi Knight, Dr Sarah Morse, Dr Edward Hicks, Dr Emma Wisby, Meadhbh Keating Fitzpatrick and Professor James Miller. Together, they explore the unique challenges and opportunities faced by each nation, with a particular focus on funding models, student mobility and policy responses to local needs.

Key Findings:

• Distinct Policy Approaches: The four nations have developed markedly different systems, from Scotland's free tuition model to Wales' integrated approach to post-16 education.

• Funding Divergence: England relies heavily on graduate contributions, Scotland and Northern Ireland have maintained lower tuition costs and Wales offers the UK's most generous maintenance support.

• Cross-Border Dynamics: Significant student movement between nations underscores the interconnectedness of the UK's higher education landscape despite devolved policy frameworks.

The authors had the opportunity to suggest a policy change they would like to see.

Dewi Knight and Dr Sarah Morse, who co-authored the chapter on Welsh higher education, suggested that Wales could:

‘Move forward with a real “differentiation” strategy for Wales. It would be nice to have a genuine postgraduate-only advanced research institution aligned to national economic and innovation priorities. Drawing inspiration from Cranfield, the suggestion for a “Future Generations Lab” or a completely new model co-developed and owned by the sector, government and industry.’

Speaking further about the report, Dewi said:

“Policymakers across the UK tell us that we need more comparative and cross-nation analysis. I’m delighted that HEPI has commissioned and published this comprehensive report. Higher education policy and finance interventions by our different governments over the last 25 years are one of the clearest examples of different priorities, principles, and policies during the devolution era. At PolicyWISE we work to bring people and research together to find solutions to cross-nation issues. This report not only looks back at the last quarter of a century, but hopefully shares the lessons for future decisions and discussions, informed by a comparative perspective. Having played my part in the Welsh education reforms of the last ten years, writing the report was an opportunity to reflect and analyse where those reforms sat in the longer history of higher education in, and for, Wales. Tracking the history of higher education in Wales through the development of ‘national’ institutions and thought, we go from the founding of the University of Wales through to Medr (the new Tertiary Commission). Democratic self-government is much younger than taking a national view of education for Wales, and we explore some of the tensions and developments within that.”

Meadhbh Keating Fitzpatrick, writing about devolution in Northern Ireland highlights the impact their government’s Maximum Aggregate Student Number (MASN) cap has on sustainable public funding in the region, stating:

‘With universities playing such an important role in Northern Ireland’s economic, social and cultural future … a suitable funding model is vital for Northern Ireland’s future plans.’

Professor James Miller, Principal and Vice-Chancellor of the University of the West of Scotland, writes:

‘I strongly support maintaining the role of government funding for higher education in Scotland, but we must strive for a more sustainable model that ensures long-term stability for our institutions, staff, students and our wider communities.’

Dr Emma Wisby, author of the chapter on English higher education policy, writes:

‘The English sector will no doubt look with interest as it waits to see whether the current political rhetoric around the need for “a tertiary approach” is any more resolute than previously – and if/how that interacts with greater devolution and collaboration with England.’

Editor of the report, Rose Stephenson, said:

‘Devolution has created a fascinating laboratory of higher education policy across the UK. This report highlights how each nation has responded to its unique social, economic, and political circumstances while addressing shared challenges. We hope it will stimulate further debate and cooperation across the sector.’

For more information, interviews, or media inquiries, please contact Rose Stephenson r.stephenson@hepi.ac.uk  or Dewi Knight on dewi.knight@open.ac.uk