Agenda item

(Note: this item was taken after item 6)

Professor Geoff Rodgers, from Brunel University of London, introduced the item.

The university had a distinctive profile in UK higher education, with highly employable graduates, a driver of social mobility and doing research that was firmly informed by the needs of society, such as social science, engineering and computer science. In the spectrum of UK universities, Brunel was a distinctive organisation.

The university had 10,000 undergraduate students, 6,000 master’s students, 1,000 doctoral students, 2,300 staff with a turnover of £300 million.

Brunel had an apprenticeship programme, focused mainly on the needs of the NHS workforce plan, and also digital science. Brunel had received an outstanding from Ofsted for its apprenticeship programme and was the only institution in London to do so.

There were two large transnational education programmes in China, one in Chongqing which was one of the fours imperial capitals of China. There were 500-600 students studying electrical engineering there. The other was a digital science programme in Beijing with 600 students studying Brunel degrees.

Members inquired about the university's student demographics and marketing strategies. The university recruited locally, with 45% of students from the UK, 10% from Europe, and 45% from the rest of the world. Most UK students came from West London and surrounding areas. The university had strong relationships with local schools and colleges, particularly Uxbridge College which was the largest single provider of students. Recruitment efforts were focused on the south of England and particularly West London. A sizeable fraction of students were from Hillingdon, with some from surrounding boroughs.

The university was at the cutting edge of innovation in UK higher education. They were currently working with 20 businesses over five sessions to build innovation plans and secure public funding. Brunel had established the Central Research Laboratory at Hayes which had spun out nearly 130 new businesses, and had now moved to Slough. A large number of students went on to start their own businesses. The university’s emphasis was on student start-ups with staff working with established businesses. Brunel received income from Innovate UK.

The university encouraged students to engage in volunteering to enhance their CVs and gain skills. There were also volunteering awards, which recognised the contributions of students.

Members inquired about the university's financial pressures. The university faced financial pressures similar to other UK universities and councils. Lots of universities were undertaking restructuring programmes. Brunel had a healthy intake of undergraduates which was an increase on the previous year’s numbers. Efforts were being made to align capacity with demand.

The university worked closely with its Student Union, investing in projects that aligned with the university's strategy. There was strong cooperation on issues like widening participation and supporting students.

Members discussed the civic agreement between the university and the Council. This was a commitment from both parties to work more closely. While these relationships take time to grow, successful projects included work on High Streets and public parks.

Members asked about integration of international students. Brunel had worked hard to create an inclusive and multicultural community to make everyone feel included. There was a sense of superdiversity within the university.

Members thanked the university for its volunteering opportunities.

It was noted that there were opportunities for Hillingdon to benefit from the university's entrepreneurial students and the potential for more incubators and support for startups in the borough. There were vast numbers of entrepreneurial students who could start businesses locally.

RESOLVED: That the Committee noted the report