Fees have long been a controversial issue in higher education policy. As Eurydice’s ‘National student fee and support systems in European higher education’ publication shows, there are major differences in approach, ranging from countries with no fees to those charging considerable sums to all students. But what has happened during the pandemic? Did students continue to pay? And did the shift to online learning affect the value of the degrees that they were awarded? In the second of two linked articles, we explore this question with Meral Nur from the European Students Union, an organisation representing students in 40 European countries. 

Meral, how do you understand the idea of value in higher education ?

It is important to frame this question within ESU’s thinking about higher education. We consider higher education to be a public good and a public responsibility, and we take a human rights-based approach towards access to higher education. In this logic, the simplest and best way to improve accessibility is to eliminate tuition fees, which we think should be the goal in all higher education systems. When considering the costs and benefits of higher education it is also important to acknowledge the indirect costs involved in studying - for books, laptops and living expenses.

Having said that, the value of education cannot be measured only in monetary terms. Quality higher education is the outcome of a combination of many criteria that create value. Examples of such criteria would be the quality of teaching, an appropriate student-teacher ratio, social facilities, engagement in student social life and student union activities, as well as a strong communication and feedback culture, fair and transparent grading systems and accessible health-care facilities. 

Has the covid-19 pandemic affected the value of degrees? If so, in what ways?

We can consider this question on the basis of empirical evidence. In April 2020 ESU conducted a study on “Student life during the COVID-19 pandemic lockdown” together with the University of Zadar, the Institute for the Development of Education and the Ministry of Science and Education of the Republic of Croatia.

The most visible impact of the COVID-19 pandemic on students was that on-site lectures were cancelled for the vast majority. Many higher education institutions needed some time to adapt, with those that did not use e-learning tools pre-pandemic having to perform the most significant infrastructural changes. Students had little influence on this process, and had to rely on the institutions’ capacity to adapt. So students experienced a swift shift to learning online which affected them in different ways, mostly negatively. Nevertheless the fact that higher education was able to continue at all was greatly appreciated. 

Most students now believe that they learn more effectively through face-to-face teaching. This is an important finding, as while many of the newly offered digital formats could be great as complementary tools in the future, we should not think that digital learning can replace the face-to-face on-site study experience. 

Around half of the students found that their workload increased during the pandemic. This may also have added to stress, and negatively affected students’ mental health and overall wellbeing. 

The pandemic undoubtedly changed students’ perception of the “value for money” of their learning experience. While students mostly felt that the quality of provision deteriorated, their costs in financial terms mostly remained constant. Due to the sanitary measures in place, social engagement and participation in campus life - factors that increase the value of education - were severely restricted. So the value of their higher education decreased. 

What changes, if any, do you think should have been made to the fees and costs charged to students during the pandemic?

As in the rest of society, those students who were in the most precarious situations suffered the most negative impact. For example, students who depended on work to be able to study experienced existential fears triggered by pandemic-related job losses. Many students found themselves in tough situations, with little power to change their reality. 

Therefore, some of our member unions have called for a complete refund of the tuition fees paid during the pandemic. Others have called for a significant reduction of the fees paid. Additionally, the indirect costs - for rent and food etc -should not be forgotten. ESU’s general recommendation that came out of our survey reads as follows: 

“Higher education institutions should adjust their tuition policies to the new circumstances for students who demonstrate that they are negatively affected by the COVID-19 pandemic. They should consider prolonging tuition fee payment due dates, introducing instalment plans for tuition payments, decreasing the amount of tuition fees, or cancelling tuition fees.”

What is the most important lesson you think we could learn about the value of higher education from the experience of the pandemic?

Although everyone has lived through an exceptional and difficult period, we need to recognise some mistakes. For example, data should have been collected in a more holistic way to find out about the wellbeing and satisfaction of students. The findings of such work could have helped those who were suffering the most, and we could then have taken more effective action to ensure that students were still getting value from their studies. 

Overall I think the takeaway is that students need to be heard more whenever changes take place to higher education. 

Authors: Vasileiou, David Crosier