UK Universities losing thousands of pounds on STEM courses as funding eroded by cuts and inflation, Russell Group claims

Universities in the UK are losing thousands of pounds on STEM undergraduate courses because of a decline in per student funding.

Science, technology, engineering and mathematics are among the subjects worst affected, an analysis by the Russell Group of universities suggests. It said that the overall income per student received by higher education institutions in England from Government grants and students’ fees was declining.

The Russell Group analysed Office for Students data which showed that, in 2019/20, lab-based subjects such as chemistry, physics and engineering faced average deficits of £1,848 per year per student, while deficits for medical and dental provision were as high as £2,094 per student.

Even classroom-based courses, such as those in the social sciences and humanities, were now running at a loss of £974 per student.

According to the analysis, by 2023–24 overall funding per student will be very similar in real terms to the level it was in 2011–12 before tuition fees were tripled to £9,000.

Dr Tim Bradshaw, Chief Executive of the Russell Group, said: “Investing in the talent pipeline for future high-level skills will be critical to the UK’s economic recovery, as well as to provide opportunities for those whose prospects have been hit hardest by the pandemic.

“Figures show an ever-widening gap in funding for undergraduate courses, particularly in high-cost subjects such as STEM and medical education. However, even courses in the social sciences and humanities now face significant deficits per student per year as well.

“This puts both the quality of provision and the range of choices available to students at risk, as well as impacting on the ability of the UK to train the next generation of skilled workers, including scientists, engineers, public servants, medics and nurses.”

The Russell Group was urging the government “to invest in the future of young people by guaranteeing teaching grants on a per student basis that are at least at their current levels. Creating more sustainable funding for teaching will ensure academic excellence, choice and opportunities for all students”.

The erosion in funding for undergraduate provision comes as universities are already under financial pressure, grappling with the costs of making campuses Covid-secure, delivering blended learning, and expanding provision of mental health and wellbeing support for students and staff.