System-Thinking Approaches to Tertiary Education Policymaking in England

This project aims to explore and develop system-thinking approaches in policy-making, to foster coherence, collaboration, and synergies within the tertiary education system in England.

Tertiary education plays a pivotal role in every country, but it is often a complex system with diverse stakeholders, institutional stratification, varied learner pathways, and intricate relationships.

Despite efforts towards systemic approaches, the tertiary education in England still grapples with segregated approaches in policy-making, resulting in increasing inequalities across institutions, and, consequently, limited opportunities for post-16 learners. Silos persist between Education, Training, Research and Innovation, and the dichotomy exists between academic and vocational knowledge.

This project investigates system-thinking approaches in policy-making, to foster coherence, collaboration, and synergies within the tertiary education system in England. A pivotal aspect of the project is its emphasis on decentralisation and regional focus, acknowledging regional disparities in funding, resources, demographics, and skills demand.

The project team are conducting comprehensive reviews of relevant literature, evidence, and policies; organising workshops (also in collaboration with Professor Paul Ashwin, Professor Ellen Hazelkorn, and Professor Andrew Westwood); and conducting interviews with key stakeholders at national and regional levels.