Westminster Higher Education Forum

This conference considered next steps for long-term funding models and the financial sustainability, resilience, and stability of the UK higher education sector, including priorities for policy, institutional planning, and risk management.

It brought together stakeholders and policymakers to discuss opportunities for refining operating models in the context of tuition fee cap increases, reintroduction of maintenance grants, expanded research funding, and the forthcoming levy on international students announced in the 2025 Autumn Budget.

Delegates also considered strategies for addressing pressures highlighted in the Office for Students’ annual financial sustainability report, including sector-wide financial stress, uneven impacts across providers, and the growing number of institutions at risk of insolvency. The agenda brought out latest thinking on approaches to resource allocation, strategic trade-offs, programme portfolio management, and long-term institutional planning - alongside approaches to achieving wider sector stability and competitiveness.

Regulation, governance & forecasting
A further focus for the conference was the evolution of financial regulation in response to heightened risk, including expectations for oversight, intervention and recovery, as well as the role of the Office for Students in shaping institutional strategy. Discussion examined how changes to quality regulation, new franchising oversight rules, and evolving accountability frameworks are influencing planning, reporting, and risk management.

Effective practice for financial reporting, scenario planning, and engagement with regulators was examined, including the use of stress testing and liquidity assessment to anticipate and mitigate risks. Discussion also considered approaches to institutional restructuring, including models for early intervention, managed transformation, and orderly market exit where required. We also expected discussion on priorities for safeguarding student continuation, managing workforce impact, and maintaining regional access to provision, alongside developing frameworks for handling redundancy, teach-out arrangements, and institutional transition.

Delegates also considered the interaction of regulatory developments with wider policy priorities including participation, rollout of the Lifelong Learning Entitlement, and protection of core teaching and research capacity - alongside implications for the balance between institutional autonomy and sector stability.

Student finance, recruitment & market strategy
Further discussion examined options for reform across tuition fee and maintenance systems. Areas for discussion included the long-term sustainability and design of the student loans system, repayment terms, the balance of funding contribution, targeting of public funding, and strategies for sustaining strategically important teaching and research provision.

Delegates assessed latest thinking on practical approaches to international student recruitment and market diversification, as well as management of compliance and reputational risk, and implications for student experience, institutional autonomy, and long-term viability.

The agenda looked at how visa policy, global competition for talent, and reputational factors are influencing recruitment strategies, international student markets, and partnerships. Consideration was given to how institutions can adapt recruitment planning and admissions strategies in response to ongoing policy volatility, including strategies for developing diverse recruitment pipelines, improving risk modelling, and aligning visa policy changes and institutional forecasting, as well as how institutions can foster growth alongside quality, compliance, and retention objectives.

Research, funding & commercialisation
The agenda looked at priorities for harnessing opportunities arising from increased research and development investment - including the Government’s commitment to raise annual funding to £22bn by 2029/30, and protection of core quality-related funding in real terms. Delegates discussed how this can be used to strengthen institutional resilience and support priority areas such as artificial intelligence, green technologies, and life sciences.

The alignment of institutional research strategies with national innovation priorities was examined, including the management of pressures around funding concentration and research cross-subsidy, and priorities for balancing investment in research capacity with teaching provision and wider financial sustainability.

Attendees also examined the role of spin-outs in strengthening innovation pipelines, commercial partnerships, and local economic impact, alongside challenges in governance, risk management, and financial oversight, and how institutions are supporting staff and students to engage with spin-out activity without compromising core teaching responsibilities.

Diversification, mergers & engagement with key partners
Options for diversification were discussed, including short course provision ahead of rollout of the Lifelong Learning Entitlement from 2027, operational readiness, staffing and teaching capacity, curriculum development, and allocation of administrative resources to support expanded flexible provision.

With concerns from some around workload, resource constraints, and maintaining teaching quality alongside existing programmes, those attending assessed effective strategies for engaging employers, adult learners, and regional partners. Sessions also focused on how transnational education and wider ambitions of the International Education Strategy 2026 can support international growth and income diversification through education exports, overseas delivery, and long-term institutional partnerships, as well as questions relating to regulatory compliance and quality assurance ahead of the anticipated reformed Teaching Excellence Framework.

Further sessions examined the potential role of institutional mergers, strategic alliances, and collaborations in addressing financial pressures and long-term sustainability. Consideration was given to how collaboration between institutions can support resource consolidation, expanded programme offerings, and strengthened research and teaching capacity, alongside implications for governance, regulatory compliance, regional provision, and student experience.

As well as key stakeholders those attending included officials from the Department for Energy Security and Net Zero; Department for Science, Innovation and Technology; Department for Business and Trade; Department for the Economy, NI; Ministry of Justice; National Audit Office; Foreign, Commonwealth and Development Office; Home Office; Department of Agriculture, Environment and Rural Affairs, NI; the Welsh Government; and The Scottish Government.

This conference examined next steps for Higher Technical Qualifications in England. As provision expands across Level 4 and 5, delegates examined implications for providers, awarding organisations, employers and delivery partners.

It brought stakeholders and policymakers together to consider priorities for design, regulation and rollout, and what will be needed to build employer and learner confidence as delivery scales. Discussion reflected proposals in the Post-16 Education and Skills White Paper, including its focus on aligning HTQs with wider skills reform, strengthening employer engagement, and improving coherent progression across Level 4 and 5 pathways.

Developing HTQs, responsiveness, standards & awarding powers
Attendees assessed the way forward for development and rollout of HTQs, including practical implications of new awarding powers for the Office for Students and priorities for Skills England in coordinating technical route approvals. Discussion considered how licensing and approval processes for Level 4 and 5 qualifications can best support consistency across the system while remaining responsive to employer demand, sector-specific needs and provider capacity.

Looking at the operation of the licensing route in practice, sessions brought out considerations for maintaining occupational standards and safeguarding assessment integrity. Delegates also examined operational and workforce implications for awarding bodies, including quality assurance responsibilities, alignment of delegated powers with existing oversight arrangements, and approaches to securing consistent standards across providers and sectors.

Funding rollout, levy support, provider sustainability & delivery capacity
Discussion examined the adequacy of current funding arrangements in terms of supporting initial rollout and sustainable growth, including workforce development, equipment requirements and learner demand.

Sessions considered the role of transitional funding, Lifelong Learning Entitlement transition grants, and the Growth and Skills Levy in supporting short-term viability and longer-term sustainability for providers. Attendees also assessed how funding arrangements interact with modular provision and flexible delivery models, and what this may mean for uptake, delivery planning and learner progression.

Further discussion addressed how levy funding supports employer-aligned provision at Levels 4 and 5, options for better alignment with regional and sectoral skills priorities, and implications for providers operating across multiple funding streams. Administrative and compliance burdens associated with new funding mechanisms, reporting requirements and learner finance arrangements were also considered, particularly their impact on capacity, participation and planning certainty for smaller and regionally-focused institutions.

Implementation practicalities
The agenda considered steps for enhancing provider readiness, including targeting funding, approaches to scaling delivery, regional coordination, workforce development and aligning provision with labour market demand.

Delegates discussed options for addressing operational pressures, regional variation and capacity constraints, alongside practical challenges such as staffing shortages, cross-site delivery and disparities in readiness across regions. Sessions also assessed strategies for modular or block delivery models, alongside approaches to credit transfer, learner progression and resourcing and facilities required to deliver HTQs effectively.

Employer confidence, involvement & visibility of HTQs
Discussion considered priorities for employer engagement, building confidence in HTQs, and raising visibility with learners, employers and careers advisers, alongside approaches to improving accessibility.

Sessions examined frameworks for employer involvement in curriculum design and assessment, approaches to maintaining consistency across sectors, and strategies for engaging both large and small employers. Delegates also assessed frameworks for employer feedback to inform course content, delivery and assessment over time, and what is needed to strengthen awareness of HTQs as a credible technical option.

HTQs within the wider qualifications landscape
Sessions assessed priorities for establishing a clear HTQ identity within the technical education landscape, including their place alongside T Levels, V Levels, apprenticeships and degree-level study, and how progression pathways are structured and communicated.

Discussion considered duplication and overlap with other technical routes, how HTQs complement existing provision, and approaches to clarifying progression routes for employers, learners and careers advisers. Sector-specific perspectives were brought out, including those of smaller providers, awarding organisations and employer groups, alongside implications for learner choice, provider planning and regulatory expectations.

Planning & role in meeting skills needs
Considering how HTQs can help address skills gaps in the labour market, sessions examined how labour market intelligence can inform planning, support equitable access and ensure provision remains responsive to regional and sectoral needs. Perspectives were expected from local authorities, combined authorities, employers and providers.

Delegates also discussed practical implications for workforce deployment, capacity-building and regional coordination, and the role of funding - including the Growth and Skills Levy - in supporting sustainable delivery, reducing regional variation, and aligning provision with national and local priorities.

As well as key stakeholders those attending included officials from the Department for Education; Department for Business and Trade; Department for Energy Security and Net Zero; Department of Health and Social Care; Department for Science, Innovation and Technology; Skills England; Department for the Economy, NI; Office for Investment; and the Welsh Government.

This conference discussed the future for degree apprenticeships in England.

It was an opportunity to consider recent developments and key issues, including the updated apprenticeship funding rules for apprenticeships starting in the 2025-26 academic year and changes to public funding eligibility for most new Level 7 apprenticeships introduced from January 2026. Delegates also examined reforms associated with the introduction of the Growth and Skills Levy - with new flexibilities from April 2026 enabling levy funding to be used on shorter and more modular training units in priority areas such as artificial intelligence, digital and engineering - alongside the establishment of Skills England as the policy body responsible for assessment reform and overall system oversight.

Attendees assessed how these changes are influencing employer commissioning decisions, provider delivery models, and expectations around sustainability and scope of higher-level professional and technical training routes. Sessions also examined the positioning of degree apprenticeships within the wider post-18 education and skills landscape, including relationships with Higher Technical Qualifications, professional accreditation pathways, and emerging approaches to modular and flexible learning.

Policy implications on access & widening participation
Overall, the conference brought stakeholders and policymakers together to examine implications of recent developments on the purpose, scale and sustainability of degree apprenticeships at Levels 6 and 7. This included provider financial sustainability, alongside concerns from sectors - such as construction, architecture, digital and healthcare - about the future of advanced training and leadership pathways.

Delegates explored the early impact of Level 7 funding changes on participation, alongside effective approaches to inclusive recruitment, clarity in eligibility and progression pathways for prospective learners, and improving the support that students and apprentices receive. Areas for discussion included ways to improve awareness and guidance for individuals who may not traditionally engage with higher education routes, as well as mature learners through targeted outreach and flexible delivery models, and the integration of degree apprenticeships within access and participation plans.

The capacity of small and medium-sized enterprises and public service employers to maintain investment in higher-level apprenticeships under revised funding arrangements was also considered.

Delivery, quality of provision & regional variation
Looking at approaches for fostering responsive and sustainable provision, delegates assessed how university and employer partnership models can be strengthened, alongside building delivery capacity across regions, and opportunities emerging from modular and foundation-level provision.

The potential impact of funding reform, levy flexibilities and assessment changes on programme delivery and continuity were considered, particularly for higher-level apprenticeships in sectors with significant employer demand. Areas for discussion included effective practice in workforce planning, retention of specialist staff, providing continuity of specialist provision with smaller cohorts, and increasing the availability of advanced progression routes into senior professional roles.

Delegates assessed strategies for co-design between higher education institutions and employers, monitoring progress and embedding quality assurance, looking at how Local Skills Improvement Plans, combined authority strategies and regional workforce priorities can inform programme design and expansion while maintaining national standards and clear progression routes

Flexibility, skills & labour market needs
Delegates considered the role of degree apprenticeships in regional skills strategies and workforce development, including their contribution to lifelong learning alongside micro-credentials and flexible delivery models. Attendees considered the interaction between modular learning, micro-credentials and full degree apprenticeships as pathways for progression, retention and ongoing professional development.

The impact of new Growth and Skills Levy flexibilities was examined, including the introduction of shorter and more modular training units in priority areas such as AI, digital technology and engineering. Delegates also assessed the impact on progression routes and employer investment patterns, within higher-level skills development, of growth in modular or shorter-form provision, including self-funded or co-funded advanced training.

The balance of employer-specific training requirements with broader transferable professional skills was considered, looking at sustainability of provision in specialist subjects, and how consistency of delivery might be improved across regions with varying levels of employer engagement and labour market demand. Strategies to strengthen SME participation through shared delivery and regional partnerships were also discussed.

Assessment
Further sessions brought out latest thinking on Skills England’s assessment reform, including minimum duration of lower-level apprenticeships being reduced from 12 to eight months, with an emphasis on integrated assessment and strengthened quality assurance. Delegates considered the interaction of this shift with funding pressures, regulatory expectations, and workforce planning, and the role of Skills England in maintaining consistent standards and supporting employers and providers in delivering quality, sustainable higher-level apprenticeships, as well as the impact on employer confidence - particularly in sectors with high-level skills needs.

As well as key stakeholders those attending included officials from the Department for Education; Department for Work and Pensions; Department for Energy Security and Net Zero; Department for Business and Trade; Department for Science, Innovation and Technology; Department for the Economy, NI; Office for Life Sciences; Ofsted; Intellectual Property Office; HM Revenue and Customs; National Crime Agency; Department for the Economy, NI; and the Welsh Government.

This conference considered next steps in implementing the Lifelong Learning Entitlement.

The agenda examined what is needed for the entitlement to be able to meet policy ambitions for a workable, high-quality route to modular and flexible study for adults. Areas for discussion included sector readiness for delivery from January 2027, the relationship with existing adult skills and higher education short course provision, and expectations around learner demand, awareness and progression opportunities across the post-16 system.

It brought stakeholders and policymakers together to discuss the LLE in the context of the Government’s wider skills and growth agenda, including the Post-16 Education and Skills White Paper and the Modern Industrial Strategy. Attendees considered the interrelation of these strands of policy in practice, and steps that will be required for developing a funding entitlement into a delivery model that works for learners, employers and providers.

As implementation moves towards first applications from September this year, with courses and modules taking place from next January, sessions assessed sequencing of regulatory approvals and strategies for clear communication to learners and employers ahead of first applications.

Course structure
Discussion considered the practical design of modular learning and progression. This included how modules can be structured to support clear outcomes, credit transfer systems, progression from short courses to full qualifications, and frameworks for how course content can respond to employer demand in priority sectors.

Approaches to effective co-ordination between FE and HE modular frameworks were discussed, as well as recognition of prior experiential learning and microcredentials, approaches to maintaining coherence across modular pathways, and quality assurance expectations to ensure consistency and transferability between providers.

Attendees assessed what effective partnership models look like, how responsibilities can be shared between providers and employers, and options for making modular routes work for people at different career stages and with varying prior learning, caring responsibilities and access needs. This included balancing employer-led content with broader transferable skills and progression routes beyond immediate job roles.

Supporting access
Further sessions in the agenda examined the administrative and financial arrangements that sit behind modular delivery. We expected discussion on personal learner accounts hosted by the Student Loans Company, looking at loan and maintenance eligibility, data and metrics for outcomes, and arrangements needed to minimise cost and administrative burden while maintaining quality and accessibility. Digital usability of learner systems was considered, alongside approaches to learner tracking and data sharing, and the role of advice and guidance in supporting informed decision-making around modular study and debt.

Delegates also considered issues around scope of the LLE, including implications of excluding postgraduate-taught provision, and how this may shape workforce upskilling routes, employer-sponsored progression and advanced technical training pathways.

Wider funding framework
Further discussion looked at how the LLE interacts with the Growth and Skills Levy, devolved and local skills funding, and wider approaches to addressing regional skills gaps and workforce mobility, including coordination with combined authorities, Local Skills Improvement Plans, and regional industrial priorities. There were considerations around avoiding fragmentation or duplication across funding streams and commissioned provision, in relation to anticipated new evidence, including parliamentary research on lifelong learning and skills expected in April.

As well as key stakeholders those attending included officials from the Department for Education; Department for Business and Trade; Department for the Economy, NI; and Skills England.

This conference considered next steps for the role of universities in contributing to local economic growth and productivity, and the development of place-based skills systems in the UK.

Those attending explored strategies that can enable higher education institutions to align their educational, research, and civic missions with national policy, and local and labour market needs - while also taking forward other institutional priorities, and maximising practical impact for local communities and employers.

Policy, funding HEI responsibilities & implementation strategies
The conference brought stakeholders and policymakers together to examine implications of the 2025 Post-16 Education and Skills White Paper, which set out expectations for HEIs to increase their engagement with Local Skills Improvement Plans and support their implementation, alongside increasing collaboration with local and combined authorities and FE colleges, with the aim of better meeting skills needs of local employers.

As well as the white paper, implications of wider policy were considered, including commitments in the 2025 Autumn Budget of £9bn in funding for the Industrial Strategy priority sectors and £500m for the Mayoral Revolving Growth Fund, as well as launch of the AI Strategy for UK Research and Innovation with £1.6bn of targeted funding for AI research, infrastructure, and skills development.

We expected discussion to focus on approaches for universities in balancing national funding priorities with local needs, integrating new industrial priorities into curricula, and seeking to ensure investment in regional networks delivers measurable skills and economic outcomes.

The agenda also looked at the way forward for the higher education sector in working with partners to deliver high-quality education and training aligned with national and regional industrial priorities, fostering innovation, and supporting the economic resilience of both the local areas in which universities operate and the institutions themselves, including attracting investment, retaining talent, and enhancing regional productivity.

Local skills planning, partnerships & HE engagement with Local Skills Improvement Plans
Sessions discussed key steps and practical considerations for implementing the white paper’s proposals on local skills planning, including the integration of Local Skills Improvement Plans into higher education planning and alignment of provision with local workforce needs and priority sectors. Delegates assessed emerging practice for building effective partnerships between universities, further education providers, combined and local authorities and employers - including small and medium-sized enterprises - to address skills gaps and strengthen pathways into skilled employment.

Further discussion looked at engagement with initiatives such as the Youth Guarantee and the Growth and Skills Levy, and how curricula, work-based learning, and careers support can be structured to retain the flexibility needed to respond to changing labour market conditions and regional economic priorities. Attendees discussed the role of universities in supporting devolved skills systems, regional workforce alignment, and practical routes through which SMEs and local employers can access graduate talent and specialist expertise.

Collaboration, innovation & commercialisation
Options for improving the design of shared services and joint programmes were considered, including circumstances in which closer institutional collaboration or new partnership models may help strengthen regional higher education and innovation capacity in line with collaboration and specialisation priorities. Discussion also considered the potential impact of the English Devolution and Community Empowerment Bill on partnerships and co-investment between anchor institutions and combined authorities, alongside early impact of the Mayoral Revolving Growth Fund.

Further discussion looked at the development of higher education institutions as local anchors for research, innovation and knowledge exchange - including through spin-outs, start-ups and research commercialisation - and frameworks for support mechanisms such as the Higher Education Innovation Fund, Local Innovation Partnerships Fund and Strategic Priorities Grants. Attendees considered how these mechanisms can best be used so as to balance regional development objectives with institutional autonomy, local responsiveness and financial sustainability, while supporting place-based innovation, cluster development and alignment with Industrial Strategy priorities.

The role of regional innovation hubs was considered, including the development of innovation clusters supporting Industrial Strategy priority sectors. Delegates examined approaches for maximising the local economic contribution of universities within existing and emerging funding frameworks, while maintaining flexibility for institutions to pursue diverse research and innovation priorities.

Widening access
The agenda also looked at priorities for widening participation and addressing higher education cold spots. Areas for discussion included potential implications of domestic tuition fee changes for the financial sustainability of institutions’ regional provision, and equity of access in underserved areas.

Attendees considered approaches to widening reach, such as contextual admissions, targeted outreach and support for under-represented learners. Discussion also examined ways to ensure parity and effective pathways between academic and technical routes - including V Levels, T Levels and apprenticeships - for adult learners, mid-career reskilling and those who do not fit traditional entry points into higher education and further study.

Monitoring & accountability
Further discussion considered regulatory, legal and accountability frameworks for regional partnerships, including quality assurance, use of data, and metrics for assessing economic and social outcomes. Delegates considered how universities can contribute to a coherent local skills and innovation offer that benefits learners, employers and communities, while recognising the differing missions of institutions and regional contexts.

As well as key stakeholders those attending included officials from the Department for Science, Innovation and Technology; Department for Business and Trade; Department for the Economy, NI; Department for Education; Department for Transport; Intellectual Property Office; Office for National Statistics; National Audit Office; Foreign, Commonwealth and Development Office; and The Scottish Government.

This conference examined next steps for the use and regulation of AI in higher education.

It was an opportunity to examine the way forward in light of the Post-16 Education and Skills White Paper, with its emphasis on reform in areas of provision, skills development and system capability. Stakeholders and policymakers considered implications for how digital and AI-enabled approaches are governed, aligned with wider education and skills policy, and implemented within institutions.

AI in teaching, learning & assessment
With reference to how universities are currently using AI, the agenda looked forward to how this might develop across curriculum design, teaching, research, and institutional governance, including implementation of ethical frameworks for procurement and deployment. Sessions drew on next steps signalled in the AI Opportunities Action Plan, including priorities around accelerating responsible adoption, strengthening institutional capability and leadership, and clarifying expectations for governance, assurance and accountability.

Attendees considered how AI is being embedded into assessment and feedback, and how institutions can manage innovation responsibly, alongside considerations for data privacy and sustainability. Discussion looked at how AI can be integrated without compromising critical thinking, fairness or trust in academic outcomes.

Workforce, institutional & administrative AI use
The agenda assessed opportunities for AI to support new collaborative teaching practices and to redesign administrative functions, including integration in areas such as admissions, resource allocation and workflow management.

Discussion examined effective training and guidance processes that can strengthen staff capability and confidence, alongside approaches to implementing wider evolving responsibilities for supporting students and staff. Sessions also considered how institutions can balance efficiency with personalised support, including concerns around workforce impacts and maintaining institutional reputation.

Learnings from sector programmes, such as Jisc and Advance HE pilots were also examined.

AI governance & accountability
Sessions considered the Office for Students’ regulatory approach to AI use in higher education, including how quality, equity and transparency can be safeguarded while supporting innovation. Discussion included the role of guidance and outcomes-focused regulation in aligning institutional practice with national priorities.

Student use of AI & equitable access
Drawing on current trends and survey evidence, sessions examined student use of AI in study and assessment, including how institutions can embed digital and AI-related skills across programmes and support responsible use.

Discussion included strategies for fostering academic integrity and dealing with misconduct, as well as addressing concerns around inclusion and equitable access to AI technologies for disadvantaged students, those with special educational needs and disabilities, and those in rural and low-income settings.

AI skills & talent pipelines
Further sessions considered priorities for developing AI skills and talent pipelines, including pathways from undergraduate to postgraduate study, degree apprenticeships, modular learning and short-course provision.

Delegates engaged with the Government’s International Education Strategy, which highlights the UK’s global strengths in digital and AI‑enabled learning and the growing international demand for UK expertise in these areas.

Discussion looked at alignment between curriculum design, employer needs and national and regional priorities, including insights from Skills England on AI skills for the UK workforce.

All delegates were able to contribute to the output of the conference, which will be shared with parliamentary, ministerial, departmental and regulatory offices, and more widely. This includes the full proceedings and additional articles submitted by delegates. As well as key stakeholders, those who attended included a parliamentary pass-holder from the House of Commons and officials from the Department for Education; Department of Further and Higher Education, Research and Science, ROI; Department for Science, Innovation and Technology; Department for the Economy, NI; Information Commissioner’s Office; Intellectual Property Office; Ofcom; Education Scotland; Skills England; Office for Life Sciences; Home Office; the Welsh Government; and The Scottish Government.

This conference discussed next steps for freedom of speech in higher education institutions in England, with latest thinking on implementation of the Higher Education (Freedom of Speech) Act 2023, alongside subsequent guidance from the Office for Students, Office of the Independent Adjudicator for Higher Education and the Department for Education.

Policy, provider duties & approaches
It brought stakeholders, regulators, and policymakers together to assess how institutional approaches can best adapt to new guidance, with discussion on progress so far, priorities for responsible adoption moving forward whilst meeting wider safeguarding responsibilities, and strategies for strengthening institutional capability in light of potential enforcement gaps.

With new statutory duties for providers and the OfS’ free speech complaints scheme - and the University of Sussex being issued a £585k fine in March 2025 for breaches related to freedom of speech - sessions examined implications and practicalities for providers in demonstrating compliance, looking at how effectively the act is being enforced. This included requirements relating to policies, reporting, investigations and transparency, as well as next steps for regulation in response to lessons learnt from early cases under the new framework.

Areas for discussion included approaches for developing and updating codes of practice on freedom of speech, designing internal complaints and investigation processes that work alongside the OfS and OIA, training for HE staff and students to support understanding of their rights and responsibilities, and how universities can approach academic freedom in teaching and research under the new legal landscape.

Regulation, effective practice & leadership
The agenda focused on ongoing practical implementation of the act, amidst concerns that delays in implementing legal protections are hindering its effectiveness. Associated guidance at provider level, aiming to balance protection of campus culture, was considered - including securing lawful speech where there are concerns about harassment, safety or institutional reputation.

Roles and responsibilities of the HE sector, individual institutions, their staff, students and student unions were discussed, drawing on the OfS’ updated guidance on compliance. Sessions also examined implications for managing resources and related strategies for efficient leadership, as well as legal exposure implications, and data requirements associated with the new regulatory framework.

Sessions looked at effective approaches moving forward for governing bodies and senior leaders in overseeing freedom of speech and academic freedom across teaching, research and staffing. This included recruitment and promotion practices, handling contentious topics, effective management of visiting speakers, and the interaction between free speech duties, equality law and institutional equality, diversity and inclusion strategies.

Coordination & OfS enforcement
Attendees considered options for navigating the alignment of institutional autonomy and mission with strengthened regulatory expectations, and for supporting student unions, staff and student representatives, and advocacy groups in contributing constructively to campus debate. We also expected wider questions on how to sustain confidence in HEIs as places for rigorous, open and inclusive debate to be discussed.

Further sessions examined the wider policy and cultural context, including recent OfS enforcement activity, debates around Article 10 of the European Convention on Human Rights, and questions about how free speech duties interact with institutional commitments on equality and with wider social movements. Attendees also discussed recent guidance from the DfE regarding concerns over potential foreign interference in higher education with the DfE asking universities to report threats directly to government and security services.

Strategies for monitoring and evaluating the effectiveness of the new framework and access to complaint procedures were discussed, as well as coordination between OfS and OIA remits, including preparation for potential dual complaints processes.

As well as key stakeholders those attending included officials from the Department for Education; Department for Work and Pensions; Government Legal Department; and Information Commissioner’s Office.

This conference focused on next steps for UK transnational education, looking at priorities for policy, regulation and quality assurance, and market growth. Delegates discussed approaches for developing partnerships, and building capacity in ways that support both UK providers and their overseas partners, alongside policy ambitions for the UK’s positioning in international higher education and cultural exchange.

It brought stakeholders and policymakers together to consider the Government’s renewed emphasis on TNE as a central pillar of the recently published UK’s International Education Strategy, including ambitions to grow education exports to £40bn by 2030 and expand UK provision overseas.

Delegates assessed the potential impact of removing targets on international student numbers in the UK, and with initiatives such as UK-India Vision 2035, sessions looked at how TNE can best be coordinated with wider developments in industrial and trade policy, and higher education regulation.

Evolving demand, political pressures & international alignment
Delegates considered options for expanding TNE in ways that balance ambitions for market growth with support for skills pipelines in host countries, and for leveraging TNE to contribute to wider UK aims relating to global research, trade and diplomatic engagement. Strategies for meeting rising global demand for high‑quality education were assessed, including options for widening the UK TNE offer in new and expanding markets, including technical and digital education. Long-term strategies for adaptable TNE models were also considered, and how universities can respond to pressures arising from resource constraints, fluctuating student demand and geopolitical changes.

We expected latest thinking on how institutions can respond to shifting political environments, including the interaction of national policies and institution principles of academic freedom and autonomy. This included navigating new policy expectations around strengthened compliance, reputational assurance and responsible expansion overseas. Areas for discussion also included priorities for protecting student welfare and managing risk in volatile environments, addressing resource pressures - including at the British Council - and forging frameworks for diplomatic, regulatory and sector collaboration that best support stable long-term partnerships.

Delivery, standards & transparency
Sessions examined the place of TNE within the quality regulation framework, and potential implications of divergence from the European Standards and Guidelines when they undergo anticipated revision in 2027. Potential options for tougher compliance standards for providers - announced in the International Education Strategy - were considered, including implications for oversight, monitoring and risk management as overseas activity grows.

Delegates assessed how providers can demonstrate comparability of academic standards and student experiences across different sites - including in joint and dual degrees, and in overseas delivery contracts. Sessions also looked at the future for consistency in quality assurance and recognition across international partnerships and how to meet demands for clearer, robust mechanisms to underpin high standards. Areas for discussion included regulation of degree-awarding powers, programme validation and the recognition of qualifications across borders, as well as coordination of oversight nationally and internationally amid growing expectations for transparency as transnational enrolments scale, with over 620,000 students currently registered with UK universities overseas.

Attendees considered what arrangements are needed to give students, partners and sponsors sufficient assurance as partnerships grow in scale and complexity. Options for additional transparency and monitoring mechanisms were considered, alongside the growth of TNE initiatives.

Engagement, policy & market access
Delegates discussed measures designed to reduce barriers to partnership development, looking at their effectiveness and next steps for the broader TNE engagement framework in fostering access to priority markets. This included the role of government and sector bodies in addressing restrictive regulatory conditions that stifle international partnerships. Strategies for reducing barriers to trade and strengthening coordinated support through government and diplomatic networks were considered, as well as key focus areas for the Education Sector Action Group.

Priorities for policy frameworks in supporting the sector’s future growth were also discussed, drawing on latest thinking on how TNE can support universities to address financial concerns, diversify income streams, and strengthen institutional sustainability.

Digital models, workforce capacity & skills
Further sessions assessed digital provision and how it can be deployed to successfully broaden access while also supporting quality, reputation, and institutional integrity. Consideration was given to how providers can support government ambitions to grow digital education exports, AI‑enabled innovation and future skills training to drive international competitiveness. Delegates discussed options to address challenges of strengthening connectivity across borders, particularly in regions with underdeveloped digital infrastructure.

Further opportunities for working around gaps in host-country digital infrastructure were assessed, including priorities for mitigating the impact of licensing restrictions limiting access to learning materials and curriculum delivery.

Variations in digital literacy among students and staff was also an area of focus, looking at balancing domestic and international workload demands. Strategies for developing staff skills for cross-jurisdiction teaching were discussed, and the future for sector-wide approaches - such as the academy model - in supporting the development of workforce capacity to meet the needs of global education delivery.

There was also discussion on how access to licensed teaching resources can be improved and legal, cost and censorship barriers can be tackled.

Research
Delegates also examined strategies for growing transnational research, including investment strategies and alignment of funding with impactful research, priorities for improving financial resilience across transnational education, as well as integrating research activity into TNE provision to support collaborative research efforts, enhance institutional reputation, foster innovation, and support UK and host-country priorities. Discussion considered the role of research collaboration in achieving broader objectives of strengthening the UK’s global soft power and long-term international partnerships

Strategies for improving risk management were also examined, looking at key issues for decision-making in supporting financial resilience, diversification, and sustainable partnership models.

All delegates were able to contribute to the output of the conference, which will be shared with parliamentary, ministerial, departmental and regulatory offices, and more widely. This includes the full proceedings and additional articles submitted by delegates. As well as key stakeholders, those who attended include officials from the Department for Education; Department for Business and Trade; Department for the Economy, NI; Home Office; and the Welsh Government.

This conference examined priorities for higher education admissions reform, as the new UCAS personal statement format is rolled out, and with heightened regulatory and sector focus on fair access and institutional sustainability.

It brought stakeholders and policymakers together to examine the scope and scale of 2026 entry reform, the impact of wider pressures on the sector amidst recent funding concerns alongside the Office for Students projecting widespread deficits, and wider changes to student migration policy.

Implications, practicalities & contextual admissions
The move to structured responses to applications was considered, with discussion on the expansion of applicant data and changes to applicant support. Delegates assessed implications for provider admissions strategies, including practicalities for the redesign of guidance and support in schools and colleges, reallocation of outreach resources, and adjustments in offer-making and course planning.

The conference examined The Fair Admissions Code of Practice in terms of guiding principles and ensuring compliance across the admissions system for both home and international students. Delegates looked at possible impacts on equity in access for students from different socio-economic backgrounds, including issues around variation in how providers interpret and implement new admissions practices.

Next steps for implementing contextual admissions across diverse institutional settings were also discussed, as well as priorities for evolving frameworks - such as Universities UK’s Access to Success Action Plan - in addressing persistent disparities in opportunity and outcomes.

Institutional planning & financial sustainability
The agenda assessed how challenges might be addressed in the context of financial constraints on outreach, recruitment, offer-making, and course delivery, as well as the influence of visa restrictions, immigration rules and student visa policy and staffing pressures on institutional planning and sustainability.

Delegates looked at approaches to reconciling potential trade-offs between maintaining access and student support, balancing financial resilience with fair admissions, and allocating resources against competing demands. They also considered options for addressing the impact of projected budget deficits on the continuation of courses, including implications of visa reform and compliance costs.

International students & compliance with policy
Priorities for international student recruitment were discussed, including visa rules and regulatory compliance across higher education provision moving forward, as well as the impact of recent immigration reform, restrictions and levies on applications, course planning, and institutional financial planning.

We expected discussion on approaches for adapting admissions practices to changing visa requirements while protecting fair access and maintaining quality student support. Delegates assessed strategies for both ensuring regulatory compliance and maintaining institutional viability, as well as priorities for addressing concerns surrounding accessibility, affordability, and clarity of guidance for international students.

Data, AI utilisation, governance & regulation
Further sessions focused on innovation, and priorities for the use of data, digital tools, and AI in admissions processes. Attendees considered opportunities and risks associated with increased digital transformation, including strategies to reduce bias, improve transparency and applicant experience. Potential administrative burdens providers might face in ensuring that contextual data is interpreted uniformly was also considered, particularly for smaller institutions with fewer resources.

Regulatory and oversight mechanisms were also discussed, looking at both the direction set by the OfS Strategy 2025-2030 and implications for provider responsibilities of the Higher Education (Freedom of Speech) Act 2023. Areas for discussion included assessing the scope for institutional autonomy in admissions, governance issues, and the capacity to respond flexibly to strategic challenges towards regulatory expectations.

Widening participation & access
Discussion considered strategies to support student progression into higher education, including contextual offers, outreach programmes and widening participation schemes.

Areas for discussion included the re-introduction of maintenance grants and the role of financial support in improving student choice, retention, and progression, particularly for disadvantaged, mature, and commuter students. Options for measuring and evaluating the impact of grants were also considered.

Sessions discussed how universities and colleges can allocate resources effectively to reduce inequalities, as well as school and student perspectives on affordability, fairness, access, and practical support required to navigate admissions changes.

All delegates were able to contribute to the output of the conference, which will be shared with parliamentary, ministerial, departmental and regulatory offices, and more widely. This includes the full proceedings and additional articles submitted by delegates.

This conference considered next steps for the UK’s international research partnerships, including priorities for policy, institutional capabilities, funding and talent mobility, as well as approaches for navigating geopolitical contexts shaping collaboration.

Sustaining research networks, Horizon & Framework Programme 10
It brought stakeholders and policymakers together to assess how the UK can sustain and expand its global research networks, taking into account changing international dynamics alongside domestic policy developments, such as support for research and development investment in the 2025 Spending Review and the Industrial Strategy targeting AI, life sciences and clean energy as key growth sectors.

Delegates discussed implications of the UK’s reassociation with Horizon Europe and what more is needed to consolidate and expand its role in European and global research frameworks, addressing practical barriers to collaboration, key issues for institutional planning and implications for FP10 - the successor programme to Horizon Europe. Priorities for developing even engagement across collaborative streams and fostering confidence in EU consortia were assessed.

Talent mobility & international attractiveness
There was also a focus on visa reform outlined in the Immigration White Paper and its potential impact on international attractiveness and researcher mobility, with concerns from some that high costs and the complexity of the immigration system remains a barrier for international researcher recruitment and mobility. Delegates considered how upfront visa and settlement costs - alongside salary thresholds - impact early‑career researchers and specialist technical roles, drawing on strategies for enhancing UK competitiveness relative to EU and US destinations.

Attendees considered how researcher mobility and talent pipelines can align with wider national objectives - with the Government’s recently refreshed International Education Strategy 2026 emphasising sustainable international recruitment, high‑quality mobility pathways and the UK’s ambition to strengthen its global position as a partner of choice.

Further areas for discussion included next steps for developing industry-aligned programmes of study and clear progression pathways to retain talent within the UK research workforce.  

Equitable partnerships & global engagement
Delegates also examined strategies for fostering equitable research partnerships with lower and middle-income countries, considering implications of a gradual move away from transactional models of project delivery. We expected a focus on frameworks for collaboration that support training, capacity-building, and shared ownership of outcomes, as well as priorities for developing data sharing and research infrastructure interoperability to better support diplomacy and enhance research partnerships.

Mitigating risk & optimising benefits
Latest thinking on balancing open collaboration with security and compliance considerations was discussed, including implications of strengthened due diligence protocols for partnerships with key research powers. It was an opportunity to consider next steps for proportionate, risk‑based approaches that protect intellectual property and reputational integrity, without unduly constraining international collaboration. Attendees assessed the future for interdisciplinary and high-risk, long-term international collaborations, and approaches to ensuring benefits to both scientific progress and wider societal outcomes without constraining international engagement.

Governance & funding
Further sessions explored options for policy frameworks and funding mechanisms that can effectively support agile and resilient partnerships in ways that contribute to UK science excellence, alongside innovation priorities in the Industrial Strategy. Discussion also reflected questions around the growing role of the International Science Partnerships Fund as a strategic mechanism for global collaboration, and expectations for clear criteria and long‑term funding signals.

The increasing focus on research specialisation and its potential implications for funding allocations in the recent Post-16 Education and Skills White Paper was also discussed, as well as how inflation-adjusted tuition fees and maintenance loans may impact university financial planning and international research strategies.

Discussion looked at how universities, regional research institutions and delivery partners are responding to expectations around programme delivery, simplification reform and long-term capability, including approaches to technology translation and commercialisation. The evolving use of lead agency and co-funding models was explored, considering issues around institutional responsibilities, research governance and opportunities aligned with national policy priorities.

All delegates were able to contribute to the output of the conference, which will be shared with parliamentary, ministerial, departmental and regulatory offices, and more widely. This includes the full proceedings and additional articles submitted by delegates. As well as key stakeholders, those who attended include officials from the Department for Energy Security and Net Zero; Department for Environment, Food and Rural Affairs; Department of Agriculture, Environment and Rural Affairs, NI; Department of Health and Social Care; Department for Science, Innovation and Technology; Department for Transport; Department for Business and Trade; Department for the Economy, NI; Health and Safety Executive; HM Revenue and Customs; Ministry of Justice; Government Office for Science; Intellectual Property Office; Office for Environmental Protection; Office for National Statistics; Office for Life Sciences; Foreign, Commonwealth and Development Office; Ofcom; Office for Investment; Home Office; UK Space Agency; the Welsh Government; and The Scottish Government.

This conference examined next steps for assessing and enhancing the quality of education students receive in HEIs in England, including the evolving role of the Teaching Excellence Framework following the Office for Students’ recently published consultation proposing a revised TEF, and as the OfS develops a new approach to assessing teaching quality and standards.

TEF reform & shifting to continuous assessment
With the conference taking place as the consultation is conducted, and following the proposed introduction of varying lengths of awards depending on overall ratings, it was a timely opportunity to examine the proposed shift towards a continuous, embedded model of quality assessment, replacing periodic submissions with rolling evaluations integrated into the broader regulatory cycle. Attendees considered how the revised framework can best address concerns raised in the OfS’ Evaluation of Teaching Excellence Framework 2023 around regulatory burden, consistency in assessment, and the need for contextual sensitivity.

Sessions considered the potential impact of the proposed introduction of published ratings with strengthened incentives, including increased eligibility for OfS funding streams, quicker approval processes for accessing LLE modular funding, and interventions on quality improvement across the sector. Delegates also looked at the introduction of monitoring between TEF assessments in areas that have been identified for improvement. Questions raised by stakeholders were also discussed, particularly around fairness, with proposed limits to student recruitment and funding eligibility for low-ranking institutions, transparency, and the capacity to recognise diverse forms of excellence.

We also expected discussion on the OfS’ final Strategy 2025-2030, which is expected to set out proposals for a risk-based, proportionate quality model, an expanded scope covering postgraduate and transnational provision from the second cycle of TEF, and new mechanisms for early intervention in underperforming institutions. The potential impact of the recently published Post-16 Education and Skills White Paper was also considered, particularly in regard to increases in tuition fees directly tied to the quality of HE courses and institutional output, and how this may influence course design and HEI specialisations in accordance with national growth and skills objectives.

Adapting to ongoing quality oversight & evolving performance expectations
Implications of reform for providers, regulators, and policymakers were assessed, with an expected shift in the framework from a periodic, standalone exercise to a core component of a continuous and risk-based approach to quality assurance. Areas for discussion included what will be needed from the revised framework to best support long-term institutional improvement, deliver public accountability, and inform student choice.

Discussion considered the potential impact of the proposed introduction of published ratings with strengthened incentives and interventions on quality improvement across the sector, as well as the introduction of monitoring between TEF assessments on responsiveness in areas that have been identified for improvement. Questions raised by stakeholders were also discussed, particularly around fairness, transparency, and the capacity to recognise diverse forms of excellence.

Delegates considered strategic options for institutions in responding to evolving expectations around educational gain, graduate success, the transparency of performance data, and options for contextual considerations in measuring student outcomes. They examined options for addressing strategic and operational challenges facing providers as they engage with this next phase of quality assurance reform.

Insights from devolved & international quality models
It was an opportunity to explore insights from devolved and international quality frameworks, including the enhancement-led approach in Scotland, which emphasises collaboration, continuous improvement, and student partnership over compliance. Discussion also looked at the potential for further alignment of the UK’s quality assurance system with European standards and guidelines to support international recognition and facilitate transnational education.

Balancing regulation with innovation & inclusion in future TEF design
In light of sector calls for a more proportionate and developmental approach to quality - particularly for low-risk, high-performing providers - the agenda included a focus on how regulation can better support innovation, collaboration, and improvement.

Sessions considered whether the current system strikes an adequate balance between consistency and contextualisation, how it accommodates different models of excellence, and how it supports providers with distinctive missions or non-traditional pathways. This included examining how the TEF can evolve to recognise a broader spectrum of institutional strengths, including those with widening participation profiles or rapidly changing provision.

All delegates wertr able to contribute to the output of the conference, which will be shared with parliamentary, ministerial, departmental and regulatory offices, and more widely. This includes the full proceedings and additional articles submitted by delegates. As well as key stakeholders, those who attended include officials from the Department for Business and Trade; Department for the Economy, NI; Foreign, Commonwealth and Development Office; and the Welsh Government.

This conference focused on the financial sustainability, resilience, and stability of the UK higher education sector, looking at immediate priorities alongside longer-term options for funding models.

It brought stakeholders, regulators and policymakers together to examine issues in the context of sector-wide pressures, following publication of the Post-16 Education and Skills White Paper. Attendees considered ambitions to improve sector sustainability and align HE provision with national and regional growth priorities, including a greater focus on the civic role of universities and greater regional collaboration between institutions.

Tuition fees & accessibility
Those attending considered options for reform of the tuition fee and maintenance systems following the 3.1% rise at the start of this academic year and confirmation of subsequent automatic increases in line with predicted inflation over the next two years. Sessions assessed the potential impact of conditional tuition fee increases in line with reformed OfS quality requirements on provider capacity and financial sustainability. We expected latest thinking on implementing reform in a way that supports widening participation commitments and addresses regional disparities, without placing undue financial burden on learners or providers, including the impact of the Government’s commitment to increase maintenance fees automatically each year.

Revenue & costs
Options for addressing rising costs were examined, looking at income volatility driven by fluctuations in domestic and international student recruitment and research funding, and structural risks such as dependence on narrow income streams and demographic shifts.

Discussion drew on analysis from the OfS, which indicated heightened financial stress across the sector and a growing number of providers at risk of insolvency. Delegates explored implications of these pressures for access to university, quality, and research capacity, considering how the sector can maintain stability amid evolving challenges. In light of the recent merger of the University of Kent and University of Greenwich, we expected discussion on the potential impact of university mergers on institutional identity, local provision, staff impact, governance, and long-term sector resilience.

Alternative income streams were discussed, looking at how they fit within broader strategies for institutional resilience and diversification. Attendees explored governance arrangements, investment priorities, and capability development required to grow these income streams sustainably. Barriers and enablers institutions face in commercialisation and expanding international partnerships were also discussed, as well as priorities for securing funding for high-cost teaching and research.

Funding, growth & international students
Sessions in the agenda examined opportunities arising from increased research and development funding announced in the 2025 Spending Review, and priorities set out in both the UK’s Industrial Strategy and Immigration White Paper for university finances and strategic planning. Delegates also considered how to sustain strategically important teaching and research, and examine the financial and strategic implications of international student recruitment. They assessed institutional exposure to policy shifts and evolving compliance requirements in line with the Immigration White Paper.

There was discussion on how universities can adapt to tightening immigration controls and shifting international demand whilst reducing reliance on international students for income streams.

Alignment, coordination & collaboration
Discussion considered priorities for aligning financial and strategic planning with broader sector goals, including sustaining institutional autonomy, enhancing accountability, and securing long-term global positioning. Attendees examined the role of institutional mergers and sector restructuring in achieving these aims, following the recent announcement of the merger between the University of Kent and University of Greenwich under a single Vice Chancellor from autumn 2026, including whether consolidation supports efficiency and competitiveness, or risks slowing progress on widening diversity and addressing regional disparities.

There was also a focus on proposals in the recent White Paper for universities to enhance their civic role, enhancing the regional offer of HEIs through greater cooperation, and the potential sharing of back office functions and establishing regional groupings. Attendees considered how universities can navigate tensions between innovation, sustainability, and public accountability, and approaches to ensuring the sector remains competitive, resilient, and capable of meeting the evolving needs of students, employers, and society.

Regulatory framework
Further sessions considered how financial regulation is evolving in response to heightened risk, including expectations for oversight and recovery, and strengthening governance to support long-term resilience, as well as priorities for the Office for Students.

Delegates considered new regulatory triggers for intervention, enhanced coordination between oversight bodies, and balancing early support mechanisms with preserving institutional autonomy and innovation capacity. The adequacy of current regulatory frameworks to manage systemic financial risks and protect students and taxpayers were also assessed.

Overview of areas for discussion

• regulatory developments: expectations for oversight and recovery - triggers for intervention - coordination between bodies - adequacy of frameworks to manage systemic financial risk
• tuition and maintenance reform: indexation - targeted grant support - approaches that sustain widening participation and address regional disparities
• managing rising costs and income volatility: staffing, infrastructure and technology expenses - fluctuations in student recruitment - structural risks from demographic shifts - implications for access, quality, and research capacity
• diversification of income streams: spin-outs - transnational education - short courses - frameworks, governance and investment priorities needed for sustainable growth
• commercialisation and partnerships: barriers and enablers - priorities for securing funding for high-cost teaching and research - expansion of international collaboration
• R&D funding: impact of increased investment - prioritisation and allocation of resources within institutions - alignment of decisions with national growth, innovation, and productivity priorities - research funding system reform - the potential for universities to share research grants and research facilities
• international student recruitment: compliance with immigration rules and visa requirements - proposed international student levy - strategies for managing shifting international demand while sustaining competitiveness
• strategic and financial planning: sustaining autonomy - enhancing accountability - securing long-term global positioning of UK universities

All delegates were able to contribute to the output of the conference, which will be shared with parliamentary, ministerial, departmental and regulatory offices, and more widely. This includes the full proceedings and additional articles submitted by delegates. As well as key stakeholders, those who attended include parliamentary pass-holders from the House of Commons and officials from the Department for Education; Department for Business and Trade; Department for Science, Innovation and Technology; Department for the Economy, NI; Foreign, Commonwealth and Development Office; House of Commons Library; the Welsh Government; and The Scottish Government.

This conference examined the future direction of degree apprenticeships in England, and implications of recent government reforms bringing in new approaches to funding, oversight, and participation.

Delegates assessed the evolving role of degree apprenticeships in addressing skills gaps and enabling more accessible routes into high-value careers, with recent developments indicating a shift towards new priorities for investment, greater flexibility in training, and changes to eligibility for higher-level apprenticeships.

Reform, funding, investment & employer impact
It was an opportunity for stakeholders and policymakers to assess the potential long-term implications of changes to Level 7 apprenticeships from January 2026 - which will see support withdrawn for most adults aged over 22, apart from care leavers and those with an Education, Health and Care Plan - and the introduction of the Growth and Skills Levy. Alongside ambitions for the levy to enable greater flexibility and employer choice, discussion was also expected on priorities for transparency in implementation and on addressing uncertainty around scope and timescales.

Attendees also examined key considerations for the role of Skills England in coordinating degree apprenticeship policy, supporting employer partnerships, and guiding system-wide delivery. Sessions assessed implications and the way forward following the 2025 Spending Review, which set out increased investment in technical education and committed to simplifying apprenticeship funding structures as part of broader reform plans. Areas for discussion included long-term workforce planning, the effect on employer engagement and investment behaviour, and mechanisms to ensure accountability and value for public and private funding.

Improving design, provision & outcomes
Those attending looked at best practice for universities in embedding sustainable, inclusive and high-quality degree apprenticeships into their wider strategies and academic frameworks, including approaches to improving programme design, teaching methods, and student support services.

Strategies for strengthening collaboration across higher and further education, training providers, and employers were discussed, as well as improving delivery efficiency and learner outcomes, including latest thinking on innovative co-design, progress monitoring frameworks, and quality assurance processes that can respond dynamically to labour market shifts and learner needs.

Lifelong learning innovation, flexibility & relevance
Discussion included modular and foundation-level apprenticeship pilots, and strategies to widen participation and provide more flexible progression routes. Delegates also examined the role of digital and blended learning approaches in enhancing accessibility whilst maintaining academic rigour, as well as practical considerations in aligning academic and workplace learning. Further areas for discussion included addressing issues with employer engagement and the impact on small and medium-sized enterprises.

The place of degree apprenticeships in lifelong learning and workforce development was considered, as well as options for ensuring continued relevance and long-term benefits for learners, providers and employers. The design of flexible delivery models that accommodate working learners, integration of micro-credentials and stackable qualifications, and policy levers to encourage lifelong engagement with degree apprenticeships was explored.

Wider economic ambitions
A focus was expected on the position of degree apprenticeships in wider economic strategy, and what it could mean for sector growth, productivity, and place-based development, in the context of the Government’s Industrial Strategy. Areas for discussion included priorities for apprenticeship policy going forward, approaches for refining the alignment of provision with sector and regional needs, and options for simplifying delivery, assessment, and funding, as well as how degree apprenticeships can continue to effectively support entry to professional careers.

Additional areas for discussion

• data and evaluation requirements: use of evidence and monitoring to improve access, delivery and outcomes - opportunities for publishing more granular socioeconomic data to inform policy
• small and medium-sized enterprise participation: addressing administrative and financial barriers - opportunities to use levy flexibilities and targeted support to encourage engagement from smaller employers
• access and diversity: widening participation amongst underrepresented, disabled and disadvantaged groups - potential impact of policy changes on gender, social mobility and regional equity

All delegates were able to contribute to the output of the conference, which will be shared with parliamentary, ministerial, departmental and regulatory offices, and more widely. This includes the full proceedings and additional articles submitted by delegates. As well as key stakeholders, those who attended include officials from the Department for Education; Department for Work and Pensions; Department for Business and Trade; Department of Health and Social Care; Department for Science, Innovation and Technology; Department for Transport; Department for the Economy, NI; and the Welsh Government.

This conference examined priorities for university spin-outs in the UK, in the context of the Government’s £30m investment in regional spin-out hubs, and wider developments in policy and funding set out in the 2025 Spending Review and the Modern Industrial Strategy.

Sessions considered recent government innovation and funding initiatives and national data and accountability frameworks. These included the new Knowledge Asset Commercialisation Guide published by the Government Office for Technology Transfer to support consistent approaches to valuing and licensing public sector intellectual property, alongside the UK Spin-Out Register, set out by UK Research and Innovation, aiming to increase transparency and enable benchmarking across institutions, as well as the evolving requirements of the Research Excellence Framework 2028, with its stronger emphasis on impact and knowledge exchange.

Cross-sector collaboration, widening participation & sector-specific support
Delegates discussed implications for cross-sector knowledge exchange, public-private investment strategies, and coordination with wider regional innovation goals. They also considered strategies for supporting emerging centres of spin-out activity beyond the Golden Triangle and widening participation in commercialisation activity.

The conference was an opportunity for stakeholders and policymakers to discuss the Government’s response to the Independent Review of University Spin-Out Companies, which endorsed a more founder-friendly model of equity allocation and called for clearer, more standardised support for spin-outs across institutions, alongside the Industrial Strategy’s emphasis on regional growth and support for spin-out activity in priority sectors. The development of regionally-focused collaboration between universities, business and investors was considered in the agenda, particularly in economically-important sectors identified in the strategy, such as life sciences, advanced manufacturing, digital technologies, and clean energy. There was also discussion on the implications of regional variation in institutional culture, investment models, and support frameworks.

Aligning spin-out activity with long-term policy goals
There was a focus on potential opportunities in alignment of spin-out activity with long-term policy priorities, including around decarbonisation, NHS innovation, and supply chain resilience. Delegates assessed strategic considerations for individual universities as well as sector coordination, including data transparency, alignment of incentives, and coordination across ecosystems. The role of regional models in supporting these objectives was also considered, including best practice for locally tailored partnerships and institutional approaches to supporting delivery.

Governance models & equity structures
Discussion drew on the new commercialisation guidance from the Government Office for Technology Transfer, and the updated public sector spinout framework, looking at next steps for practical governance and licensing models to de-risk public investment and streamline routes to market. Attendees examined institutional approaches to equity allocation by universities, investors, and innovation leaders, in light of new guidance in the independent review encouraging lower university equity shares of 10-25% to incentivise founders.

Support services, academic engagement & transparency in spin-out ecosystems
Further strategies to engage academic founders and adopt shared service models to support spin-out formation and growth were discussed, including early-stage commercial planning, and proof-of-concept funding to investor negotiations. Areas for discussion included how Technology Transfer Offices can evolve to offer more agile support services, how institutional policy changes are shaping agreements, and strategies for increasing institutional capacity and developing support for entrepreneurship pathways.

The conference also considered the role of regional collaboration in developing spin-out ecosystems, including varying institutional approaches to investment, governance, and culture, as well as implications of the recently launched National Spinout Register and initiatives aimed at improving transparency and scale-up support.

Talent, leadership & international competitiveness
The influence of leadership diversity within spin-out teams was assessed, as well as the impact of recent immigration and visa policy changes - outlined in the 2025 Immigration White Paper - on access to international talent and university planning, including reduced post-study work entitlements and increased sponsor compliance requirements. Discussion looked at the potential impact of new regulations on the sustainability of the UK’s spin-out talent pipeline and priorities for remaining internationally competitive.

All delegates were able to contribute to the output of the conference, which will be shared with parliamentary, ministerial, departmental and regulatory offices, and more widely. This includes the full proceedings and additional articles submitted by delegates. As well as key stakeholders, those who attended include parliamentary pass-holders from the House of Commons and officials from Department for Environment, Food and Rural Affairs; Department for the Economy, NI; Department for Science, Innovation and Technology; Department for Business and Trade; Department of Health and Social Care; National Audit Office; HM Revenue and Customs; Intellectual Property Office; Competition and Markets Authority; National Audit Office; Medicines and Healthcare products Regulatory Agency; Government Office for Science; Home Office; the Welsh Government; and The Scottish Government.

This conference considered next steps for the Lifelong Learning Entitlement and priorities for its launch in England in 2026.

It brought together stakeholders and policymakers to assess the way forward for lifelong learning entitlement’s phased rollout from January 2027, with students able to apply for funding from September 2026, looking at challenges facing universities, further education providers, and employers in adapting to the new funding system. It took place in the context of the Spending Review 2025 and the Modern Industrial Strategy which committed to the Lifelong Learning Entitlement and an additional £1.2bn annual investment in skills by 2028-29, with the aim to drive economic growth and boost opportunity, including in lifelong learning.

Preparing for rollout & addressing challenges
Sessions in the agenda considered the readiness of providers for implementation and administrative and operational challenges in delivering the new integrated system. Areas for discussion included preparations for modular learning and standalone module funding, the design of student finance for lifelong learners, and the impact of implementation delays on stakeholder confidence, infrastructure planning and student engagement.

Modular learning & flexible learning
Those attending also examined the shift to funding and delivering individual modules at Levels 4-6, allowing learners to access elements of qualifications rather than full courses to support greater study flexibility. How the Lifelong Learning Entitlement can deliver a flexible, learner-driven model was discussed, looking at supporting stackable qualifications, and approaches to facilitating credit accumulation and transfer between institutions.

Delegates considered the development of a credit accumulation and transfer framework to ensure learner progress is recognised and portable. Priorities for course design and delivery were discussed, and how to ensure modules are functional as standalone units with clear outcomes and alignment to employer needs.

Finance model
There was also discussion on the wider efficacy of the financial model in meeting evolving needs of lifelong learners, as well as regulatory and funding implications, including interaction with the Office for Students, quality assurance, and existing qualification frameworks. Discussion centred on priorities for balancing flexibility and financial sustainability with learners engaging in standalone modules rather than traditional degree-level qualifications, including cost-sharing between higher and further education institutions in developing and delivering modular content and pooling resources.

Meeting skills needs
Further sessions assessed the role of employers and industry partnerships, and how the entitlement aligns with regional skills shortages, workforce demands, and broader economic aims following commitments in the Spending Review, with additional investment in the skills system each year over the course of the Spending Review with the aim of increasing opportunity, including in lifelong learning. Delegates examined how the system can best support mid-career retraining, including potential incentives to drive employer engagement, as well as looking at the adaptability of the framework for sectors facing rapidly changing skill requirements. The way forward for employer partnerships was considered, alongside priorities for regional upskilling.

Delegates assessed the balance between flexibility and financial sustainability, examining whether the integration of the lifelong learning entitlement into the existing student finance system will create complexity for both learners and providers, and approaches for mitigating this impact moving forward.

Encouraging take-up
We also expected a focus on widening and engaging participation in lifelong learning, with discussion on approaches to tackling barriers to participation, supporting social mobility and economic inclusion. Delegates examined learner willingness to take on loan-based funding later in life, and how this might impact uptake, particularly with reports that over 60s will not be able to access university loans from 2027.

All delegates were able to contribute to the output of the conference, which will be shared with parliamentary, ministerial, departmental and regulatory offices, and more widely. This includes the full proceedings and additional articles submitted by delegates. As well as key stakeholders, those who attended include officials from the Department for Education; Department for Business and Trade; Department for Energy Security and Net Zero; Institute for Apprenticeships and Technical Education; Office for Life Sciences; Department for Environment, Food and Rural Affairs; Department for Work and Pensions; Department for the Economy, NI; Department of Education, ROI; Institute of Apprenticeships and Technical Education; Ministry of Justice; the Welsh Government; and The Scottish Government.

This conference looked at priorities for universities and their role in contributing to local economies and growth in the UK.

Policy affecting HEIs
It brought together stakeholders and policymakers to discuss next steps in the context of a range of policy developments, including the Government recently committing to publish a Post-16 Education and Skills White Paper.

Delegates assessed implications of The UK’s Modern Industrial Strategy, with it highlighting the importance of universities to the local economy, and committing continued support for HEIs through the Higher Education Innovation Fund.

With concerns surrounding the financial sustainability of HEIs - and with universities looking to balance their civic, educational and research missions with commercial and regional development - sessions considered potential opportunities offered by the 2025 Spending Review and the Government’s wider growth strategy, including funding for innovation clusters, infrastructure, and place-based research and development.

The £22.5bn per year research and development investment plan for university research, commercialisation, and public-private partnerships was also discussed, with delegates considering strategies to enhance funding models that blend public and private investment to maximise place-based innovation.

Local collaboration & the Industrial Strategy
Delegates looked at how the Government’s devolution agenda might impact HEI collaboration with strategic authorities and businesses. Areas for discussion included the development of investment zones, clusters and related infrastructure, innovation hubs, as well as wider regional university-business partnerships aimed at driving innovation and supporting local economic growth - with recent initiatives, such as the founding of the Technology and Growth Alliance involving the UK defence sector and Cranfield University, expected to be explored.

Sessions considered strategies and frameworks for engagement between universities and local and combined authorities, and devolved administrations, to support regional economic blueprints and skills pipelines, including approaches to collecting data on economic benefits. Discussion also considered challenges in aligning university strategies with local authority expectations, varying regional economic conditions, and labour market capacity.

Further discussion looked at implications of the Industrial Strategy for partnerships between HEIs and local authorities - and for regional relationships between businesses and universities - in the context of policy objectives around growth, productivity, and skills development. Delegates considered how collaborative frameworks can evolve to both drive innovation and deliver tangible local economic benefits.

Examining the role of universities in developing regionally-led innovation clusters and translating research and development into economic impact, delegates assessed implications of the new Local Innovation Partnerships Fund and strategies to increase high-skilled job creation and productivity gains. Sessions looked at the place-based pillar of the Industrial Strategy and its alignment with local industrial specialisms and sector plans.

Discussion considered the potential for universities to act as conveners of innovation ecosystems across public and private sectors, in line with evolving government priorities in the Industrial Strategy and the Artificial Intelligence Opportunities Action Plan. Delegates examined how universities can support regional artificial intelligence capacity through computing infrastructure, data partnerships, and skills development aligned with local industry needs. There was also a focus on the contribution of universities to sector-specific Industrial Strategy goals in areas such as clean energy, life sciences, and advanced manufacturing.

Procurement & new legislation
Attendees assessed the role of university procurement practices in supporting local economies in the context of recent implementation of the Procurement Act 2023. We expected discussion on how universities are approaching embedding inclusive procurement practices in line with the Act - prioritising local SMEs, social enterprises, and environmentally responsible suppliers - along with any issues and the impact on wider public value.

With new legislation expected to further strengthen university-community partnerships, we expected the morning to bring out best practice examples in university partnerships with local stakeholders on civic projects. Delegates also considered issues relating to wider policy, including reform to the Office for Students in its forthcoming 2025-2030 strategy, updated planning frameworks for delivering infrastructure projects, and impact of immigration policy on student retention.

HEI funding, financial sustainability & the role of students
There was also a focus on options for policy and sector practice to help institutions to manage financial strains. Attendees examined the Shared Prosperity Fund, Higher Education Innovation Fund and the UKRI Innovation Accelerator, as well as potential new funding routes stemming from devolved powers, and regional availability of private finance. Sessions also examined blended funding models that combine public and private investment to support regional innovation priorities, and best practice in start-up and spin-out development.

Further sessions looked at the local economic impact of students and graduates, with latest thinking on the role of international students, as well as local economic implications of recent fee and visa reforms.

Areas for discussion included strategies linking graduate retention with boosting local economies, including frameworks for strengthening collaboration between universities and businesses on achieving positive graduate outcomes. Delegates explored place-based graduate retention strategies, such as internship and enterprise programmes, and how local labour market intelligence can help shape curriculum and careers support.

All delegates were able to contribute to the output of the conference, which will be shared with parliamentary, ministerial, departmental and regulatory offices, and more widely. This includes the full proceedings and additional articles submitted by delegates. As well as key stakeholders, those who attended include parliamentary pass-holders from the House of Commons and officials from the Department of Health and Social Care; Department for Business and Trade; Ministry of Housing, Communities and Local Government; Department for the Economy, NI; Department for Science, Innovation and Technology; National Audit Office; National Infrastructure Commission; and The Scottish Government.

This conference focused on the future for international students in the UK.

It brought together stakeholders and policymakers to assess the direction of government policy and priorities going forward for the higher education sector and students themselves, including around international student recruitment and its impact on UK universities, visa policy, net migration levels, and proposed changes to the Graduate Route - including potentially reducing its duration from two years to eighteen months.

The conference came with indications that the UK is regaining ground as an international study destination, as highlighted in recent global demand rankings and reports of a more diversified international recruitment landscape.

Proposed immigration changes
Following the publication of the Government’s Immigration White Paper - including proposals to introduce a tax for every international student enrolled at a UK university - discussion examined the economic impact of the proposed levy. Its effect on student decision-making and affordability was considered, as well as on institutional finances and the UK’s global competitiveness, following recent concerns raised by the Mayor of London and sector leaders about the impact such a levy could have on the attractiveness of the UK as a study destination.

Sessions explored the potential effect of these changes on international enrolment trends, how they align with the Government’s wider objectives on net migration reduction, labour market supply, and economic growth, as well as potential changes to policy that can take account of the impact on the higher education sector.

Delegates also assessed proposals for strengthening requirements regarding sponsoring institutions and recruitment of international students, including new interventions should a sponsor not meet their required duties, as well as reducing the length of time graduates can remain in the UK to 18 months following their studies - with the Home Office also launching a new campaign to tackle the number of international students claiming asylum post-studies.

We expected discussion on the potential impact of proposals on universities, how the sector and individual institutions can respond, and what support they may need moving forward, as well as further factors such as regional differences in the ability of institutions to adapt to proposed reforms.

Implications of wider developments such as the new UK-EU trade deal and potential progress towards reinstating the Erasmus programme was also considered, alongside the impact on the further education sector and international students who transition from further education to higher education.

Sessions also considered recent administrative changes to visa processing, including the move to digital eVisas, and their implications for accessibility, security, and student experience.

International student recruitment
Looking at priorities for supporting sustainability in the UK’s higher education sector, sessions examined latest thinking on strategic best practice for international student recruitment, particularly in light of restrictions on student dependents, as well as the potential impact of White Paper proposals on enrolment patterns. Alternative options for universities, looking beyond the current role of international students in supporting financial resilience, were a key focus, with discussion on how this is being developed by higher education institutions and how it can develop in the future. Discussion was also expected on potential reform to the student levy and the financial strain this could place on English universities, as well as whether it would lower international student recruitment.

Delegates discussed what will be needed from policy, regulation, and the sector itself to address barriers to international student recruitment, such as visa route complexity, post-study work opportunities, and cost of living concerns.

Those attending looked at strategies for improving the wider competitiveness of the UK’s educational offer in terms of course quality and teaching. Sessions also examined how the UK compares with competitor destinations such as Australia, Canada and the US in terms of post-study work options, cost, and student support, with government proposing to reduce the amount of time international graduates can stay in the UK post-study. Delegates also considered concerns surrounding admissions standards and assessment quality, and how the UK can maintain its global reputation for high standards in higher education.

Student experience
Further sessions discussed priorities for improving international student experience, with a focus on sustaining high-quality standards in teaching and research within an increasingly crowded and demanding global market.

Delegates looked at how to ensure wider factors are in place in UK higher education institutions to serve key student needs, such as attractive and modernised facilities, housing and accommodation, tailored academic resources, integration support, and campus cultures that support diversity and provide a welcoming environment.

Overall areas for discussion

• international student recruitment:
  
  • implications of proposals in the Immigration White Paper on recruitment, including imposed limits on recruitment and strengthened sponsor institution requirements
  • discussing key challenges and emerging opportunities - assessing Erasmus+ participation and options for UK-EU youth mobility schemes moving forward
• institution priorities and competitiveness:
  
  • assessing and meeting expectations across the sector - developing institutional compliance with enhanced visa requirements - addressing the design of action plans
  • accounting for capacity constraints - maintaining global institutional reputation and competitiveness - the UK-EU trade deal and potential movement towards an Erasmus programme
• finance:
  
  • the contribution of international students to UK higher education institution finances and alternative options - priorities for sector-specific funding frameworks moving forward
  • assessing multi-year funding models - mitigating sudden financial shortfalls - supporting strategic long-term planning  
  • considering a potential levy on higher education provider income from international students
• application processes and access:
  
  • options for streamlining and reducing complexity - improving transparency of timelines - mitigating administrative burdens - clarity on eligibility frameworks
  • refining application deadlines - timely release of funds - enhancing targeted support measures - financial support for disadvantaged students - promoting equitable student participation
• international student experience:
  
  • assessing international student expectations - how the UK can meet current expectations - fostering welcoming and inclusive campus cultures - tackling harassment and isolation
  • priorities for teaching, learning and support - sharing and learning from international competitors and best practice
• employment and further study for international students:
  
  • implications of reducing the time international students can spend in the UK post-study - support and guidance post-graduation - reviewing post-study work thresholds
  • impact of proposed changes to English language requirements and skilled visa thresholds - next steps for the skilled worker route - supporting students on graduate skill level employment
  • strategies to support future global engagement and research partnerships - priorities for improving provider and employer engagement in placement design and delivery

All delegates were able to contribute to the output of the conference, which will be shared with parliamentary, ministerial, departmental and regulatory offices, and more widely. This includes the full proceedings and additional articles submitted by delegates. As well as key stakeholders, those who attended include officials from the Department for Education; Department for Business and Trade; Department for Work and Pensions; Department of Agriculture, Environment and Rural Affairs, NI; Department for the Economy, NI; Migration Advisory Committee; Home Office; and the Welsh Government.

This conference discussed next steps for freedom of speech in UK higher education. It took place with the Government announcing a renewed commitment to implement key provisions in the Higher Education (Freedom of Speech) Act 2023, whilst removing some provisions, and follows recent publication of new guidance from the OfS designed to help institutions navigate their duties under the Act ahead of their introduction from August 2025 and respond to different scenarios.

Implications and priorities
It brought key stakeholders, regulators and policymakers together to discuss priorities as universities prepare for the implementation of the reformed Act, and enforcement of new duties and responsibilities before the 2025/2026 academic year. These included the strengthened duty on HEIs to secure and promote freedom of speech and academic freedom, in line with new OfS guidance, alongside amendments to OfS complaints scheme.

We also expected delegates to assess implications of the removal of measures from the legislation, such as those which would have allowed individuals to sue universities for failing to uphold free speech duties alongside increased students’ union duties in this area.

The conference was also an opportunity to look ahead to the potential introduction of further legislation in a future King’s Speech.

Responsibilities and new regulatory powers
Attendees considered the evolving role of the OfS, with the Act granting it new powers to investigate breaches of free speech duties and issue fines, and how institutions can comply with new guidance and duties on decision-making frameworks institutions should use when managing speech-related cases. Areas for discussion included requirements for transparency, governance oversight, and the recording of free speech decisions across appointments, events and internal complaints.

The agenda brought out latest thinking on practical considerations for institutions in meeting responsibilities related to free expression, while balancing concerns around campus culture, student safety, academic integrity, liability, and financial and administrative burdens. Sessions explored strategies to assist universities in updating codes of practice to meet legal requirements, embedding these within staff training, external speaker policies, and governance processes, as well as approaches to navigating reputational risks, protest and disruption, and challenges from external and internal interest groups.

Complaints, compliance, and balancing with safeguarding
Areas for discussion included safeguarding against harm and harassment, alongside roles and responsibilities of the HE sector and individual institutions, their staff and students following the OfS’s recent detailed guidance on legal duties, which outlines how universities and students’ unions should assess whether speech is lawful, what ‘reasonably practicable steps’ look like in practice, and how to align complaints procedures with the new regulatory framework. Discussion considered how institutions can uphold freedom of speech while meeting equality and safeguarding duties, including best practice in handling contentious topics and managing visiting speakers, and priorities for the protection of institutional reputation and policies in light of the banning of non-disclosure agreements.

Attendees examined how institutions can effectively develop internal processes for handling complaints, and next steps for regulation in response to lessons learnt from early cases under the new framework, as well as preparing for dual complaints processes, with the OIA fielding complaints from students and the OfS for staff and visiting speakers.

Campus culture and students’ unions
Sessions assessed implications of key provisions of the Act, including the new statutory duties on universities, colleges, and students’ unions, looking at operational challenges of implementing free speech policies. The role of students’ unions moving forward and priorities in the wider approach to campus culture were also discussed, looking at strategies for promoting a culture of free expression on campus whilst maintaining inclusivity and wellbeing, and how universities should approach academic freedom in teaching and research under the new legal landscape. Sessions also considered the cultural impact of OfS requirements that institutions must protect speech even when controversial or offensive, and the importance of embedding values of lawful free expression within the broader inclusion, safeguarding and wellbeing agendas.

Religion, identity, and protecting against harassment
The conference was also an opportunity to consider the impact of a proposed new definition of Islamophobia, development of a council on anti-Semitism on freedom of speech in HEIs, and regulation moving forward. Discussion considered how universities can navigate definitions of hate speech and academic freedom, as well as priorities for national frameworks on protection for beliefs, religion and identity, and their interactions with legal duties around speech, harassment and equality moving forward.

All delegates were able to contribute to the output of the conference, which will be shared with parliamentary, ministerial, departmental and regulatory offices, and more widely. This includes the full proceedings and additional articles submitted by delegates. As well as key stakeholders, those who attended include parliamentary pass-holders from the House of Lords and officials from DfE; GLD; the Welsh Government; and The Scottish Government.

This conference assessed next steps for degree apprenticeships in England.

It was an opportunity for key stakeholders and policymakers to discuss implications of the Government's introduction of the Growth and Skills Levy to replace the Apprenticeship Levy, alongside establishment of Skills England.

There was also a focus on the way forward for developing degree apprenticeship courses in emerging fields such as engineering, biomedical sciences and media, as well as more widely, to adapt to the UK's evolving labour market and meet skills needs.

The agenda brought out latest thinking on how developments in funding may affect degree apprenticeships and strategic options for adapting to the new funding landscape, particularly in light of the announcement that HEIs will have to fund more of their Level 7 apprenticeships outside of levy funds. Areas for discussion included priorities for advancing effective partnerships between businesses and providers, and what will be needed to underpin the continued growth and accessibility of degree apprenticeships.

Delegates examined potential implications for providers, learners and employers, including the possibility of universities withdrawing from delivering degree apprenticeships. Potential impact on skills gaps across sectors and on social mobility was also considered, particularly for students who lacked access to HE earlier in life.

Further sessions looked at priorities for expanding access to degree apprenticeships, particularly for under-25s, those from ethnic minority backgrounds, people with disabilities, and individuals from disadvantaged communities.

Overall, areas for discussion included:

• Growth and Skills Levy: assessing implications of the new levy and impact on degree apprenticeships - strategies for adaptation - potential opportunities
• Level 7 funding changes: effects on providers and employers - addressing factors for potential university withdrawal - skills gaps - impact on public sector training
• Skills England: priorities, role and responsibilities - influence on training availability - skills base monitoring - relationships with stakeholders
• employer training flexibility: spending on non-apprenticeship training - advancing employee development - balancing training needs - impact on public sector training
• social mobility: mitigating possible effects on employees lacking earlier HE access - providing opportunities for underrepresented groups - improving inclusivity in apprenticeships
• business-provider partnerships: learning from effective collaboration - strategies for successful courses - quality and standards - new subjects and emerging fields - course regulation - meeting skills needs
• widening access: priorities for increasing participation for under-25s and underrepresented groups - outreach initiatives
• future funding strategies: encouraging private investment - sustaining Level 7 courses - exploring alternative models - course viability

All delegates were able to contribute to the output of the conference, which will be shared with parliamentary, ministerial, departmental and regulatory offices, and more widely. This includes the full proceedings and additional articles submitted by delegates. As well as key stakeholders, those who attended include officials from DAERA; DfE; DBT; DWP; DSIT; Dstl; IfATE; HMRC; Department for the Economy, NI; GLD; IPO; OLS; Forestry Commission; DoE, ROI; DFHERIS, ROI; and the Welsh Government.

This conference considered next steps for UK research and innovation, with a focus on investment, strategic development, new institutions and structures, and frameworks for collaboration.

With government recently announcing £13.9bn in funding towards areas such as life sciences, green energy and space, including £8.8bn allocated to UKRI, alongside funding announced in the Autumn Budget, including for the association to Horizon Europe - and the Chancellor’s announcement in the Spring Statement of a boost to defence innovation funding - it was an opportunity to assess the direction of government policy on R&I and priorities for the Spending Review at a time of tightening public finances, as well as how recently announced funding can be utilised.

Delegates focused on the impact of regulation and taxation measures on innovation-focused enterprises. Policy priorities for widening access to investment and the commercialisation of research were also explored, as well as the role of R&I in addressing regional disparities and supporting economic growth. Broader discussion was expected on the Government’s R&I policy, focusing on what constitutes successful outcomes and how these can be effectively measured and monitored.

Strategic options for balancing investment and growth with financial stewardship were examined in the context of budget constraints, looking also at future opportunities and performance indicators for the National Wealth Fund and considering next steps for implementing the forthcoming Industrial Strategy.

Discussion was also expected on proposals set out in UUK’s recently published Opportunity, Growth and Partnership report, with latest thinking on key issues related to funding, research focus areas, collaboration, and student opportunities. Sessions explored what is needed to create a successful R&I ecosystem, stimulate private investment, and enhance partnerships between industry and public institutions, as well as the role of the newly established Regulatory Innovation Office alongside UKRI, ARIA, and DSIT.

Delegates considered implications of the Government’s pledge to introduce 10-year budgets for UKRI and ARIA, and to position DSIT as the digital centre of government. The allocation of funds and processes for applying for support were examined in the context of priority sectors, including aerospace, AI, automotive, defence, energy, and life sciences.

Overall, areas for discussion included:

• policy: recently announced funding - Spring Statement support for defence innovation - heightened public spending constraints - Spending Review priorities - HoL Financing and Scaling inquiry
• regulation: role of the newly established Regulatory Innovation Office - next steps for UKRI and ARIA under 10-year funding commitments - implications for long-term research planning
• UK R&I strategy: fostering international competitiveness alongside domestic economic growth - assessing priorities for AI investment - implications of sectoral shifts of focus in R&D
• investment priorities: the future of health sector R&D in the mix - options for expansion, including AI, energy, and defence - strategies for retaining and scaling innovative ventures in the UK
• commercialisation: assessing current tax policy and investment incentives - options for addressing the valley of death growth stage - ensuring the UK’s economic benefit from domestic R&D
• private sector involvement: priorities for an effective National Wealth Fund - concerns around the UK’s declining position in global R&D rankings - strengthening links between HEIs and business
• public-private collaboration: government and business roles in shaping R&I success - optimising policy levers to drive innovation - long-term stability in funding and institutional frameworks
• university funding and research sustainability: challenges posed by financial constraints - impact of rising National Insurance costs - tuition fee adjustments and alternative funding models
• AI: infrastructure and investment priorities - AI Growth Zones and supercomputing expansion - private sector coordination with government priorities - addressing barriers to commercialisation
• global positioning: benchmarking UK policy against international competitors - the impact of geopolitical dynamics - strategic considerations for attracting and retaining foreign investment

All delegates were able to contribute to the output of the conference, which will be shared with parliamentary, ministerial, departmental and regulatory offices, and more widely. This includes the full proceedings and additional articles submitted by delegates. As well as key stakeholders, those who attended include officials from the DBT; DfT; DAERA, NI; DESNZ; Defra; DHSC; DSIT; DfE; POST; HMRC; FCDO; IPO; MCA; MHCLG; NAO; NWF; Department for the Economy, NI; GO-Science; Ofwat; OLS; Transport Scotland; the Welsh Government; and The Scottish Government.

This conference focused on priorities and next steps for supporting students with disabilities in higher education, improving their student experience and graduate outcomes.

It was an opportunity for stakeholders and policymakers to discuss key considerations for the Disability in Higher Education Advisory Panel announced by the Office for Students, as it reviews how disabled people are currently supported in HE and formulates guidelines on priorities for improving experience and outcomes. Lucy Merritt, a member of the panel, was a speaker at the seminar. The potential impact of the recent High Court ruling in the Jacob Meagher and Cambridge University High Court Trial for disabled students seeking reasonable adjustments was also considered.

Delegates considered potential reform to the provision of non-medical help funded through the Disabled Students’ Allowance, following DfE’s call for evidence on Improving non-medical support for disabled students in higher education. They examined implications of recent changes introduced by the Student Loans Company, such as the new DSA application process, the involvement of the private sector in delivering needs assessments and assistive technology, and concerns over communication and cohesive provision.

Sessions examined strategies for implementing best practice, enhancing support systems, ensuring equity and financial sustainability of provision, and improving disabled students’ engagement in the HE community. Progress since Disabled Students UK’s Access Insights 2023 report was also assessed, with their more recently published 2024 Access Insights Report finding that approximately 40% of disabled students had their agreed-upon support implemented.

There was also a focus on next steps for the Disabled Student Commitment in light of the Year One Report highlighting that 15 HE providers have signed up so far, looking at approaches and responsibilities for HEIs and local authorities, and how barriers to wider take-up can be addressed.

Further areas for discussion included preparing students for life after HE, looking at priorities for improving recruitment and careers advice, provisions for ongoing study, and opportunities for progression into high-skilled employment and leadership positions. We expected discussion on coordination of policy in this area in light of the Government establishing Skills England, the recently published Get Britain Working white paper and the forthcoming Lifelong Learning Entitlement. With the Public Services Committee recently finding that the disability employment gap has remained at about 30% for the last 10 years, delegates explored the way forward for breaking down barriers to employment and bridging skills shortages.

We are pleased to have been able to include keynote sessions with: Katherine Bayliss, Team Leader, Disabled Students’ Allowance, DfE; Lucy Merritt, Education Policy Manager, Thomas Pocklington Trust; and Member, OfS Disability in Higher Education Advisory Panel; Jo Nuckley, Head, Outreach and Insight, OIA; David Thomson, Senior Manager, SLC; and Andrew Hamilton, Disability Lobbyist; Founder, Just Include; and Campaigns Officer, Disabled Students and Carers Association, Durham University.

All delegates were able to contribute to the output of the conference, which will be shared with parliamentary, ministerial, departmental and regulatory offices, and more widely. This includes the full proceedings and additional articles submitted by delegates. As well as key stakeholders, those that attended include officials from DfE; DfE, NI; DFHERIS, ROI; DBT; the Welsh Government; and The Scottish Government.

This conference focused on next steps for improving quality and standards in UK higher education.

It was an opportunity for stakeholders, regulators and policymakers to discuss implementation of the new UK Quality Code issued by the Quality Assurance Agency, and the role of the new Quality Council for UK Higher Education.

Delegates examined strategies and best practice for meeting aims in the code, including ensuring that students have a meaningful say in the quality of their HE experience, against the backdrop of the recent rise in tuition fees announced by the Government and heightened financial pressures on the HE sector. With the code‘s alignment with the Framework for Qualifications of the European Higher Education Area, further discussion considered achieving consistency of provision across HEIs, and accommodating variations in expectations and standards across the UK nations.

Sessions assessed how the Quality Council for UK Higher Education will oversee the new code, identifying and implementing systems of best practice. Areas for discussion included ensuring that quality assurance keeps pace with innovation, including increased use of remote and blended learning, as well as maintaining academic integrity and tackling potential challenges facing the sector arising from the impact of AI on teaching and learning.

The agenda also brought out latest thinking on innovative opportunities and best practice in developing high-quality courses across academic and vocational pathways that are challenging and engaging, meet student demands, and can serve the future skills and educational requirements for employment.

Issues for qualifications and assessment were discussed, focusing on tackling grade inflation, and enhancing employer confidence in degree standards and classification. With the code applying to providers operating internationally, delegates also considered transnational education (TNE) quality and priorities moving forward.

Overall, areas for discussion included:

• UK Quality Code: strategies and best practice for integrating the new code in HEIs - Quality Council role - alignment with European standards - implementation across UK nations
• regulation: enhancement-led and risk-based approaches - priorities for quality assurance - fostering innovation - lessons from international best practice
• financial pressures: maximising value for money - mitigating financial constraints in course development - equitable resource distribution - supporting diverse HE routes and new providers
• student engagement: frameworks for meaningful input on quality and value - improving communication - involvement in curriculum design - addressing student needs and preferences
• curriculum innovation: anticipating trends, needs and capabilities - next steps for remote and blended learning - future-ready course design - safeguarding quality standards
• AI: tackling challenges for teaching and learning - maintaining academic integrity - updating policies to address AI use - leveraging AI for quality enhancement
• graduate employability: aligning courses and standards with employment needs - building employer confidence - tackling grade inflation - wider strategy for enhancing graduate prospects
• TNE: ensuring standards in international provision - protecting UK HE global reputation - aligning TNE with European standards - quality assurance in franchise provision

All delegates were able to contribute to the output of the conference, which will be shared with parliamentary, ministerial, departmental and regulatory offices, and more widely. This includes the full proceedings and additional articles submitted by delegates. As well as key stakeholders, those that attended include officials from DfE; DBT; and the Welsh Government.

This conference focused on next steps for policy, regulation and action aimed at improving the prevention of sexual harassment and misconduct within UK HEIs.

Areas for discussion included enhancing support provided to victims, strengthening reporting mechanisms and what best practice should look like moving forward.

The conference brought together policymakers and stakeholders to discuss issues in the context of policy ambitions, laid out by the new Government in the King’s Speech, to introduce a new criminal offence for spiking, and to tackle sexual harassment and violence against women and girls more widely.

It followed the Office for Students’ new registration condition on harassment and sexual misconduct, published in September 2024. Delegates discussed priorities, challenges and best practice for maintaining comprehensive policies and procedures, standardising definitions of harassment and misconduct, and appropriately regulating staff-student relationships.

With the OfS emphasising the importance of multi-agency coordination and inclusivity, we expected the agenda to bring out latest thinking on strategies to improve the safety of university campuses and towns, including enhancing partnerships with policing and mental health services, drawing on best practice and recent stakeholder initiatives.

Attendees considered findings of the OfS’ Sexual Misconduct Prevalence Survey, published in July 2024, which highlighted significant issues regarding staff-student relationships and pressures faced by students. The conference looked at strategies for ensuring understanding among staff and students, and developing better awareness of sexual harassment and misconduct on university campuses, including the future for targeted campaigns.

Sessions examined progress and remaining priorities for strengthening reporting mechanisms and keeping pace with trends in student reports of sexual harassment. Delegates evaluated the effectiveness of whistleblowing policies and protections, complaints processes, and approaches to enhancing institutional transparency and building student and staff confidence in processes, as outlined in Universities UK’s guidance How to handle alleged student misconduct: case studies, published in March 2024. The impact of the ban on HEIs using non-disclosure agreements related to such allegations was also considered.

Further discussion was expected on strategies for improving reputation and influencing cultural change at an institutional level, looking at strengthening leadership and governance to improve accountability, promoting cultural change, and increasing transparency in decision-making processes.

Overall, areas for discussion included:

• policy: government plans for legislation on spiking - tackling violence against women and girls - implications for HEIs
• regulation: implementation of the OfS harassment and misconduct conditions - HEI policy clarity and organisation - standardising definitions - addressing emerging trends - data-informed policies
• reporting: opportunities for improving current systems - whistleblowing policies and protection - securing fairness and transparency - building student and staff confidence
• staff-student relationships: addressing issues highlighted in the OfS’s prevalence survey - setting clear boundaries - promoting awareness including targeted campaigns
• promoting positive change: strengthening leadership and accountability - promoting cultural shifts - increasing transparency in decision-making
• campus safety: implementing multi-agency approaches - enhancing mental health support - fostering inclusivity on campus
• off-campus safety: strategies and practical measures - partnerships with local services and communities - non-university student accommodation - the role of HEIs in wider community safety
• collaboration: improving coordination with police and mental health services - joint-university pledges - sharing best practice

All delegates were able to contribute to the output of the conference, which will be shared with parliamentary, ministerial, departmental and regulatory offices, and more widely. This includes the full proceedings and additional articles submitted by delegates.

This conference considered next steps for widening higher education access and participation in the UK, and strategies for improving outcomes for students from disadvantaged backgrounds.

Sessions in the agenda examined how best to address the perceived participation gap and improve access to university for those from disadvantaged backgrounds, with UUK proposing to set a new target of 70% participation in tertiary education for 25 year-olds by 2040, an increase from the current goal of 49%. The conference also came in light of the Government’s recent announcement of plans to raise maximum tuition fees to £9,535 whilst also implementing an inflation-linked rise in maintenance loans, which was met with overall mixed response from the education sector, with the ASCL warning that the rise may deter students from disadvantaged backgrounds from applying to university.

Stakeholders and policymakers assessed progress on implementing the updated access and participation plans (APPs) mandated by the Office for Students. Areas for discussion include the processes involved, along with challenges and best practice for HEIs meeting requirements, issues around reducing administrative burden, and defining and monitoring the success of strategies.

We expected discussion to bring out best practice and latest strategies for student recruitment, selection, admission and onboarding, looking at increasing diversity and attracting underrepresented groups to higher education, with recent statistics following A-level results day showing that regional disparities in England still exist despite a record-high number of students from the most disadvantaged backgrounds gaining places at university. Delegates also considered strategies for tackling financial barriers, the potential effects of the rise in tuition fees and maintenance loans, drop-out rates, and better supporting students to achieve their potential.

It was also an opportunity to discuss the implementation of requirements for sector-agreed quality practice outlined in QAA’s recently published Quality Code for Higher Education.

Priorities for HEI collaboration with FE and schools were discussed, alongside strategies for improving study and careers guidance and support for students. We expected discussion on the future of technical and vocational routes, including proposals from the Government for a Growth and Skills Levy.

The agenda also looked at the way forward for aligning participation strategies with skills needs. Sessions considered access to non-traditional options, including degree apprenticeships and upskilling. Delegates will also discuss opportunities for mature learners and the future of the Lifelong Learning Entitlement, along with improved provision of part-time, distanced and flexible courses.

Discussion was also expected to draw on UUK’s recent Opportunity, growth and partnership: a blueprint for change report calling for a system-wide effort to increase access and improve student progression into the labour market. Delegates considered recommendations such as a tertiary education opportunity fund, action by universities and government to increase teacher supply, and reinstating maintenance grants for students from the most disadvantaged backgrounds.

We are pleased to have been able to include keynote sessions with: Ben Jordan, Director, Strategy, UCAS; Dr Rachel Carr, CEO, IntoUniversity; Dr Omar Khan, CEO, TASO; and Dr Andrew Ross, Head, Widening Access and Participation, University of Bath.

Sessions in the agenda included:

• access and participation in HE: assessing the current landscape and next steps
• APPs: examining the development process - optimising their utility
• addressing barriers: achieving positive outcomes for students - tackling drop-out rates - diversifying student intake - addressing student financial burdens - support into the job market
• collaboration with FE and schools: student information, guidance and support - technical and vocational routes - improving relationships and developing whole-system approaches
• expanding and diversifying routes into HE: new skills and employment policy - meeting local needs - upskilling - mature learners - flexible provision - non-traditional options - LLE rollout
• priorities: improving access to higher education moving forward

All delegates were able to contribute, alongside key policy officials, to the output of the conference, which will be shared with parliamentary, ministerial, departmental and regulatory offices. This includes the full proceedings and additional articles submitted by delegates. As well as key stakeholders, those that attended include officials from DfE; Department for the Economy, NI; MHCLG; the Welsh Government; and The Scottish Government.

This conference examined priorities and next steps for Higher Technical Qualifications (HTQs) in England, including what is currently working for the sector and what could be improved.

It was an opportunity to look at the rollout of new HTQs in September 2024 and ahead to further rollout in 2025 as part of the phased implementation in England, introducing business, health, STEM, advisory and service sector qualifications.

The conference followed the recent launch of Skills England which will be established in phases over the next 9-12 months, with aims to increase collaboration between businesses and the education sector and change the way young people are trained. Delegates looked at priorities for the new body, drawing on its first report Skills England: Driving growth and widening opportunities published in September 2024, as well as for reforming the Apprenticeship Levy to become the Growth and Skills Levy in light of the £40m investment announced in the Budget.

Those attending assessed next steps for HTQs following IfATE’s consultation earlier this year, which sought views on how to strengthen technical skills at levels 4 to 6, and on which HTQs could be eligible for funding under the Lifelong Learning Entitlement (LLE).

Sessions in the agenda examined IfATE’s proposals for a greater range of approval categories, with the aim of accommodating a broader choice of technical qualifications at levels 4 to 6. There was discussion on next steps for shaping inclusive future training programmes, increasing the range of occupational routes, meeting green skill needs and improving employer collaboration to meet learner demand.

Those attending discussed latest thinking on improving the quality of provision and range of courses on offer, and offering more flexible and modular learning in light of IfATE’s consultation on the LLE, as well as the way forward for improving outcomes for both students and employers.

Ways that uptake could be boosted were also considered, following the Skills Commission finding a widespread lack of understanding of HTQs and their distinctiveness from apprenticeships among learners, parents, education providers and employers.

We also expected wider discussion on how to tackle barriers to HTE uptake, including strategies for promoting better awareness, and addressing concerns surrounding perceived financial disincentives for employers and individuals to pursue HTQs as an option due to uncertainty around their value for employability.

The agenda also looked at key issues for employers, and implications for the economy and skills pipeline. Delegates assessed the impact of the new Government’s proposed reforms to the Apprenticeship Levy and options for giving employers greater flexibility in the use of the Levy to include HTQs. Delegates discussed wider post-16 strategy proposals, including the establishment of Skills England body to bring together business, training providers and unions to deliver the Industrial Strategy, and the role of the £300m of funding in the Budget to help young people develop skills in further education.

We are pleased to have been able to include keynote sessions with: Peter Myant, Head, Higher Technical Education Strategy and Growth, DfE, Graham Hasting-Evans, CEO, NOCN Group; and report Co-Chair, Higher Technical Qualifications: How to Liberate Employers & Skill Workers for the Future; Imran Tahir, Research Economist, Institute for Fiscal Studies; Alex Hall-Chen, Principal Policy Advisor for Sustainability, Skills, and Employment, Institute of Directors; and Emma Roberts, Director, External Affairs, WorldSkills UK.

All delegates were able to contribute to the output of the conference, which will be shared with parliamentary, ministerial, departmental and regulatory offices. This includes the full proceedings and additional articles submitted by delegates. As well as key stakeholders, those that attended include officials from DfE; IfATE; DWP; DBT; HMPPS; NAO; ONS; IPO; DFHERIS, ROI; DfE, NI; DESNZ; DSIT; DfC, NI; MOJ; OLS; and the Welsh Government.

This conference examined next steps for improving student mental health in universities.

It brought together key stakeholders and policymakers to discuss priorities for student mental health support in HEIs and how to improve existing provision moving forward.

Sessions in the agenda examined the direction of policy under the new Government following the target for all HEIs to have signed up to the University Mental Health Charter Programme by September 2024. Implementation of the renewed MHCP was considered, alongside key areas for research and the way forward for collaboration and sharing best practice to improve mental health at a university and UK-wide level. We also expected discussion on implications for HEIs of provisions in the Mental Health Bill, including giving increased rights and autonomy to users of mental health services.

We are pleased to have been able to include keynote sessions with: Jane Harris, Chair, Mental Wellbeing in Higher Education Expert Group; Dr Omar Khan, CEO, Transforming Access and Student Outcomes in Higher Education; Yeme Onoabhagbe, Interim CEO, Student Minds; Nicola Turner, Senior Fair Access Adviser, UCAS; and Dr Emma Roberts, Head, Law, University of Salford.

Alongside looking at initiatives in individual universities, delegates assessed progress made by the Higher Education Mental Health Implementation Taskforce. They also examined key areas for improvement in the context of additional funding, guidance and support being rolled out across the HE sector, and the National Confidential Inquiry into Suicide and Safety in Mental Health.

The conference brought out latest thinking on addressing factors leading to the rise in mental health conditions among young people in HEIs, including workload pressures, online harms, financial stresses and the aftermath of the pandemic. Discussion explored the potential effects on mental health in HEIs following the Government’s inflation-linked increase of tuition fees and maintenance loans from next year, with a recent Save the Students survey showing 60% of university students reporting that money worries had impacted their mental health. Sessions also explored strategies for supporting the transition into HE, including providing students with the necessary skills to adjust to the new environment.

Delegates considered how variation in the quality of mental health service provision in HEIs can be addressed. They examined best practice in how HE providers are embedding mental health support strategies into their governance structures, including processes for identifying those at risk, providing tailored interventions, and best practice in compassionate communication and case management.

In examining the case for a statutory duty of care for HE students, delegates considered potential implications, looking at strategies for increasing guidance and training for non-specialist staff, and improving information sharing between educational settings, agencies and support services.

There was also a focus on effective partnerships between HEIs, local services and health providers, with latest thinking on practicalities of collaboration and data sharing, and how to further improve multi-agency coordination.

We expected further discussionson on the future direction of policy to improve mental health support, including evaluation of existing frameworks such as Student Minds’ Student Space support service, and Universities UK’s Suicide-Safer Universities programme, alongside closer working between HEIs and the NHS.

Areas for discussion in the agenda included:

• implementing the Mental Health Charter: progress towards targets for HEI participation - challenges in adopting a whole-university approach - benefits and impact of the Charter Programme
• taskforce priorities: findings from the Higher Education Mental Health Implementation Taskforce - next steps for enhancing mental health and suicide prevention - implications for HE providers
• suicide prevention strategies: developing guidance to restrict access to means - integrating new policies into university settings - addressing online harms and digital access
• information sharing: overcoming barriers between schools, colleges and universities - exploring methods for data sharing - balancing student privacy with support needs
• funding and resources: allocation and impact of government funding - supporting transitions from school to university - expanding counselling and mental health services
• staff training: enhancing guidance and training for non-specialist staff - promoting mental health awareness among faculty - standardising training practices across the sector
• duty of care: examining the potential for a statutory duty of care - implications for HE providers and students - learning from recent high-profile cases
• embedding support strategies: integrating mental health into university governance - identifying at-risk students - implementing tailored interventions and compassionate communications
• collaboration and partnerships: improving multi-agency coordination - building effective partnerships with local services and health providers - practicalities of collaboration and data sharing
• evaluating existing frameworks: assessing Student Space, Suicide Safer Universities, and NHS-HEI mental health partnerships - identifying areas for improvement - future policy directions

All delegates were able to contribute to the output of the conference, which will be shared with parliamentary, ministerial, departmental and regulatory offices, and more widely. This includes the full proceedings and additional articles submitted by delegates. As well as key stakeholders, those that attended include officials from DHSC; DfE; DAERA, NI; DftE, NI, DoH, NI; the Welsh Government; and The Scottish Government.

This conference focuseed on the future use of AI in higher education, bringing out latest thinking on maintaining academic integrity, as well as opportunities that the new technology presents for teaching and learning.

It was an opportunity for key stakeholders and policymakers to discuss implications of recent developments, such as the QAA’s Navigating the complexities of the artificial intelligence era in higher education report, which highlighted opportunities for the sector, including increasing accessibility, supporting those with additional learning needs, and improving flexibility and productivity in learning. Delegates also discussed potential challenges AI presents to the sector, such as decreasing the digital divide, guaranteeing accessibility, addressing infrastructure issues within universities and managing integration. Nick Watmough, Quality Enhancement and Standards Specialist, QAA, delivered a keynote address at the seminar.

Delegates considered AI’s impact on student learning, development, creativity and achievement. Strategies for effectively integrating AI into HE were examined, focusing on enhancing teaching methods, staff and student academic relationships, supporting different learning needs, and improving administrative efficiency.

The agenda brought out latest thinking on best practice and the positive potential of increased use of AI, including on academic staff time and university finances in the short-term. Areas for discussion included its use in routine operations, such as application processing, timetabling and providing student support, as well as predictive analytics to optimise utilisation of facilities and teaching staff. Longer-term planning, adaptive learning and assessment systems will also be looked at.

The conference assessed approaches to maintaining academic integrity in the age of AI, including regulatory and institutional measures to deter misuse of AI tools and address academic misconduct. Attendees discussed priorities for developing fair and proportionate guidelines for addressing suspected cases of AI-related misconduct, including the use of AI detection tools, and standardising sanctions.

Sessions considered how HEIs are rethinking assessment strategies in light of generative AI, exploring best practice in assessment design, and updating academic integrity policies and fostering transparent communication between students and staff.

Further discussion was expected on leveraging AI to widen participation in HE and tackle the digital divide, and ensuring equitable access to technological advancements.

The conference also looked at how HEIs can respond swiftly to technological innovations by implementing policies and structures that keep pace with AI developments, as well as key considerations for the sector following confirmation in the Budget of the forthcoming Artificial Intelligence Opportunities Action Plan, which will support the Government in utilising AI opportunities and foster growth.

Overall, areas for discussion included:

• ethical AI integration: developing guidelines for responsible use of AI in HE - fostering an ethical culture among staff and students - balancing innovation with academic integrity
• policy development: creating effective institutional policies for AI adoption - aligning with regulatory standards - ensuring consistent implementation across departments
• staff and student training: equipping educators with AI competencies - integrating AI literacy into curricula - promoting awareness of AI’s capabilities and limitations
• assessment methods: re-evaluating assessment strategies with AI in mind - exploring alternative models to traditional assessments - maintaining academic standards amidst technological change
• academic misconduct: detecting and preventing AI-assisted cheating - implementing fair and proportionate sanctions - promoting a culture of honesty and transparency
• equity and access: addressing the digital divide in AI adoption - ensuring all students have access to necessary AI tools - supporting underrepresented and disadvantaged groups
• AI for inclusivity: leveraging AI to support disabled students - personalising learning experiences - enhancing student engagement and outcomes
• data privacy: safeguarding personal data in AI applications - understanding legal and ethical implications - establishing secure data management practices
• sector collaboration: fostering partnerships between institutions, policymakers, and industry - sharing best practice - driving innovation in AI-enhanced education
• future readiness: preparing institutions for ongoing AI advancements - developing agile strategies - anticipating future challenges and opportunities

All delegates were able to contribute, alongside key policy officials, to the output of the conference, which will be shared with parliamentary, ministerial, departmental and regulatory offices. This includes the full proceedings and additional articles submitted by delegates. As well as key stakeholders, those that attended include officials from DFHERIS, ROI; Education Scotland; and DAERA, NI.