Social mobility needs a whole-university rethink – Wonkhe

Universities and Social Mobility: A Sustainable Development Goals Perspective

For over twenty years, widening access to higher education has been the flagship social mobility initiative within the sector. However, a recent report by the Social Market Foundation, Leave to Achieve?, sponsored by the University of Warwick and the University of Southampton, calls for a broader and more integrated approach. This report highlights existing university efforts and proposes strategies aligned with the United Nations Sustainable Development Goals (SDGs) to enhance social mobility in a changing political, economic, and demographic context.

Key Priorities for Universities in 2024

In November 2024, the Secretary of State for Education outlined five priorities for universities:

1. Improved access and outcomes for disadvantaged students
2. Stronger civic engagement
3. Enhanced contributions to economic growth
4. Higher teaching standards
5. Greater financial efficiency

The Leave to Achieve? report offers a blueprint for meeting these priorities through innovative approaches that support the SDGs, particularly Goal 4 (Quality Education), Goal 8 (Decent Work and Economic Growth), and Goal 10 (Reduced Inequalities).

Access Versus Outcomes: Addressing Persistent Gaps

Challenges in Access and Completion

• Disadvantaged students have increased university attendance over the past 20 years, yet significant gaps remain, especially at high-tariff institutions where graduate outcomes are most transformative.
• Completion rates and degree classifications for disadvantaged students lag behind their peers, contributing to ongoing class-based pay disparities.
• Geographical disparities persist, limiting access to selective universities in certain regions, which aligns with SDG 10’s focus on reducing inequalities.

Implications for Social Mobility

True social mobility requires not only access (“getting in”) but also successful outcomes, a sense of belonging, and equitable local opportunities, supporting SDG 4 and SDG 11 (Sustainable Cities and Communities).

University Workforce Diversity: An Internal Challenge

• The socioeconomic background of university staff remains largely undocumented, with no legal requirement to collect such data due to social class not being a protected characteristic under the 2010 Equality Act.
• Research by HEPI highlights the lack of data as a barrier to addressing inequalities in academic recruitment and career progression.
• Structural barriers such as financial insecurity and precarious contracts limit access to academic careers for individuals from disadvantaged backgrounds.

Addressing workforce diversity aligns with SDG 5 (Gender Equality) and SDG 8 by promoting inclusive and equitable employment practices within higher education institutions.

Enhancing the Civic Role of Universities

• Universities are often described as anchor institutions but currently exhibit fragmented civic engagement rather than systemic strategies.
• Many universities lack meaningful integration into local education and skills ecosystems, limiting their impact on community development (SDG 11).
• There is a need for universities to co-produce knowledge with local communities to foster trust and relevance, particularly in deprived regions.

The report emphasizes that fulfilling the Secretary of State’s directive requires rethinking institutional purpose and embedding civic engagement as a core strategic function, supporting SDG 17 (Partnerships for the Goals).

Rethinking Research Impact for Regional Social Mobility

• Research and innovation should be reframed as tools to promote regional social equity, not solely economic growth.
• Embedding social equity in research priorities involves inclusive question-setting and ensuring benefits reach local communities.
• Investments in diverse academic pipelines, knowledge exchange, and broad partnerships are essential.
• Examples such as the Research England-funded Participatory Research Fund demonstrate alignment with inclusive growth and SDG 9 (Industry, Innovation, and Infrastructure).

Recommendations and Future Directions

1. Develop a national social mobility strategy implemented through regional structures.
2. Legally recognize social class in equality legislation to enhance accountability.
3. Collect and utilize socioeconomic data on university staff to address workforce inequalities.
4. Introduce incentives for local recruitment and regional collaboration to strengthen community ties.

These recommendations align with the government’s vision and SDGs, particularly SDG 4, SDG 8, and SDG 10, contingent on adequate resourcing and policy support.

Conclusion: Towards a Whole-University Approach to Social Mobility

The Leave to Achieve? project advocates for a comprehensive approach that transcends access targets to encompass universities’ roles as employers, civic actors, and knowledge producers. Recognizing social mobility as a function of both place and potential, the report calls for honest reflection on current shortcomings and collaborative efforts among universities, colleges, employers, charities, and public sector partners.

This integrated ecosystem approach supports the achievement of multiple SDGs by fostering equitable opportunities and sustainable development within local communities.

1. Sustainable Development Goals (SDGs) Addressed or Connected

1. SDG 4: Quality Education
   • The article focuses heavily on widening access to higher education, improving outcomes for disadvantaged students, and addressing inequalities in university participation and success.
2. SDG 8: Decent Work and Economic Growth
   • There is emphasis on universities’ contributions to economic growth, improving graduate outcomes, and addressing the class pay gap.
3. SDG 10: Reduced Inequalities
   • The article discusses social mobility, socioeconomic diversity among staff, and regional inequalities in access to education and opportunities.
4. SDG 11: Sustainable Cities and Communities
   • Universities’ civic engagement and role as anchor institutions in local communities are highlighted, focusing on embedding universities in local education and skills ecosystems.

2. Specific Targets Under Those SDGs Identified

1. SDG 4: Quality Education
   • Target 4.3: Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university.
   • Target 4.5: Eliminate gender disparities and ensure equal access to all levels of education and vocational training for vulnerable populations.
   • Target 4.7: Ensure that all learners acquire knowledge and skills needed to promote sustainable development, including through education for sustainable development and citizenship.
2. SDG 8: Decent Work and Economic Growth
   • Target 8.5: Achieve full and productive employment and decent work for all women and men, including young people and persons with disabilities.
   • Target 8.6: Reduce the proportion of youth not in employment, education or training.
3. SDG 10: Reduced Inequalities
   • Target 10.2: Empower and promote the social, economic and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status.
   • Target 10.3: Ensure equal opportunity and reduce inequalities of outcome, including by eliminating discriminatory laws and practices.
4. SDG 11: Sustainable Cities and Communities
   • Target 11.3: Enhance inclusive and sustainable urbanization and capacity for participatory, integrated and sustainable human settlement planning and management.

3. Indicators Mentioned or Implied to Measure Progress

1. Access and Participation Indicators
   • Proportion of disadvantaged students entering university, especially at high-tariff providers.
   • Completion rates and degree classifications of disadvantaged students.
   • Geographical disparities in university participation rates.
2. Workforce Diversity Indicators
   • Data on socioeconomic background of university staff.
   • Recruitment and promotion rates by social class.
3. Civic Engagement Indicators
   • Level of universities’ embeddedness in local education and skills ecosystems.
   • Number and quality of community partnerships and co-produced knowledge projects.
4. Research Impact Indicators
   • Inclusion of social equity in research priorities and beneficiaries.
   • Participation rates in inclusive research funding schemes, such as the Participatory Research Fund.
5. Economic Outcomes Indicators
   • Graduate employment rates and pay gaps by social class.

4. Table: SDGs, Targets and Indicators

Source: wonkhe.com