Baroness Fox of Buckley:

Moved by Baroness Fox of Buckley

4: Clause 1, page 2, line 14, at end insert—“(c) to express opinions about the registered higher education provider, including opinions concerning—(i) the content of any curriculum adopted by the provider, and any decision taken by the provider regarding such content, and(ii) any affiliation between the provider and a third-party organisation that concerns teaching and research at the provider, or questions of public interest,”Member’s explanatory statementThis Amendment seeks to ensure that the Bill upholds international standards of academic freedom by protecting academics’ freedom to express freely their opinion about the institution or system in which they work (UNESCO Recommendation concerning the Status of Higher-Education Teaching Personnel in 1997 and Russia v Kharlamov).

My Lords, the purpose of Amendment 4 in my name is that the law should recognise that one of the key chilling aspects of exercising academic freedom in contemporary times is when higher education institutions—via their HR departments, senior management or brand enhancement initiatives, or when they are advised by PR consultants—sign up to third-party organisations that set targets, codes and charters which, in effect, impose demands, often on the curriculum, research priorities and academic content of academic life, that are determined not by the demands of the discipline or scholarship but by fashionable external ideological diktat. In these instances, academics need to know that the law protects them if they challenge and/or defy such demands. This therefore requires us to recognise that academics can criticise their own institutions. This is about encouraging not gratuitous criticism but a defence of the autonomy of scholarship to define what is taught.

Since we have started deliberating the Bill, many have expressed reservations about this legislation as a threat to institutional autonomy by government interference. However, universities cannot be effective self-governing communities if they use institutional management power to silence internal criticism of their governance. Universities putting their own house in order is one thing, but, if they start adhering to external bodies and signing up to bureaucratic, top-down edicts, the academy as a self-governing community of scholars is threatened, as is scholarship itself.

What happens when highly contentious ideology begins to influence teaching and research and when the pressure of consensus and being on the right side makes dissent more difficult than usual? Academics dissenting from some of these ideological interventions, with legitimate concerns about their discipline being interfered in and even about the concept of what a university is for, should know that the law will protect them if they speak up and contribute to the debate.

When I was considering this issue, I recognised from my time in this place that noble Lords like nothing better than an international legal example to bolster their concerns. I have not usually relied on this, but I thought I would provide some international legal precedent. The Strasbourg court has consistently affirmed academic free expression as a fundamental right, and, in around eight Strasbourg cases concerning academic free expression, one principle has been particularly consistent: academics must be free to voice their opinion about their university. The 2016 Kharlamov v Russia case concerned a Russian physics professor who was sued for defamation by his university after criticising its leadership at an all-staff meeting to elect a new academic senate. The Strasbourg court found in his favour, saying:

“The principle of open discussion of issues of professional interest must … be construed as an element of a broader concept of academic autonomy which encompasses the academics’ freedom to express their opinion about the institution or system in which they work.”

All the cases brought to Strasbourg implement the influential 1997 UNESCO Recommendation Concerning the Status of Higher-Education Teaching Personnel, which was the subject of an amendment by the noble Lord, Lord Triesman, in Committee. The recommendation states:

“Higher-education teaching personnel are entitled to … freedom to express freely their opinion about the institution or system in which they work, freedom from institutional censorship and freedom to participate in professional or representative academic bodies.”

It goes on to make the key point:

“Higher-education teaching personnel should not be forced to instruct against their own best knowledge and conscience”.

I will use a couple of examples to illustrate why I think this is an issue now, rather than just an abstract principle. The examples I will give relate to the popularity of critical race theory on university campuses. I do not want us to focus on what we think about CRT in particular, and I stress that the vast Majority of lecturers have no truck with racism, even if they are critical of a particular brand of anti-racism, such as CRT. When higher education institutes sign up to organisations such as Advance HE’s race charter, one of the new issues they face is that they have to adopt a particular and contested view of race. Advance HE states that

“universities are institutionally racist spaces that have had a historic role in producing the knowledge that racism is based on”, and, therefore, it demands that educational practice be “decolonised”.

In fact, we have seen this happening recently. A diversity drive by the Welsh Government is putting pressure on universities to decolonise courses. The devolved Government want HE providers to achieve a “race equality charter mark”, a score that grades organisations on their diversity and inclusion policies, as part of a plan for an anti-racist Wales. The Higher Education Funding Council for Wales has made £3 million of public money available to help universities pay companies and providers to score them on racial equality, as decided by Advanced HE, which urges a rethink on all subject matters and courses. I am worried that that puts pressure to review curriculums in line with Advanced HE’s decolonisation guidance.

Meanwhile, the Quality Assurance Agency for Higher Education, which advises universities and monitors the quality of courses, now uses CRT recommendations to say that we should decolonise 25 fields of study—noble Lords will have read about this in the newspapers. I was particularly interested in psychology. Apparently, psychology courses are

“historically based on research and theory from homogenous white, educated, industrialised, rich and democratic countries and do not represent diverse voices and contributions to the discipline.”

Some people I know who work in psychology and who argued against this were promptly recommended to go on an unconscious bias training scheme—so my concern is that there are consequences.

When the University of Oxford’s Faculty of Music decolonised its curriculum in response to student pressure, the university itself sought to forbid criticism of the new curriculum. With this law, we have to ensure that academics are free to speak up in this ideological hothouse atmosphere to say that they disagree according to their own expertise and conscience; for example, if they want to say that decolonisation is misguided and malicious.

I will give one more example, which is about the Architects Registration Board, a statutory body that is mandated by the Government to respond to legal and regulatory changes for architects to become architects. It is perfectly right that it wanted to change the curriculum to fit in with fire safety regulation and building regulation that has been passed here. However, the Architects Registration Board got rather carried away with itself and decided that it would use this opportunity to tell all architecture departments that any undergraduate or postgraduate degree or professional diploma must, for example, show:

“The importance of advocating for sustainable or regenerative design solutions … The relationship between social sustainability, social justice and environmental sustainability … How to design … to integrate and enhance natural habitats which encourage biodiversity”, and so on. The point I am making is that you cannot become an architect now unless you sign up to that, so architects who are trying to assert their academic freedom come up against these third-party bodies which say that this is the only way that students will be allowed to graduate.

With Amendment 4, I simply want the Bill to recognise that there are new threats to academic freedom—quiet and silent threats, as it were—when it comes to academics being able to say that they disagree or agree with values that are imposed on them by institutions trying to make their name as doing the right thing. However well intentioned, I am afraid that it is a real threat to freedom. I therefore beg to move my amendment.

In speaking to my Amendment 5, I shall comment briefly on the previous speech. In all my experience of universities, the problem has usually been getting academics to stop disagreeing with each other, rather than their agreeing with each other and being scared to differ. I do not recognise the picture the noble Baroness has painted. In the universities I keep in touch with, and certainly in the case of the London School of Economics, it has been rare for any department—except the economics department—to have a clear consensus that we were not allowed to dissent from. In that case, the consensus was not a left-wing one, and I am afraid it probably still is not.

We are also very grateful to the Minister for the way she has handled discussions between Committee and Report; it is exactly what should happen. I read the front page of the Telegraph last Saturday, and I recognise that there are those who think that Ministers should under no circumstances give any attention to those who suggest that the Bill might be improved a little. I hope we are helping, in a constructive relationship with the Minister, to improve the Bill a little.

My amendment simply questions the workability of one part of the Bill. I read at the beginning of our deliberations the Policy Exchange papers on which the Bill is largely based. There were allegations of political bias in appointments and promotions, and it was argued that the Bill should therefore make some attempt to redress that alleged bias. I have taken part, as has my wife, in a great many promotion and appointment processes, and we cannot remember any occasion on which the political bias of members of the committee or those who were to be appointed to it came into question—or, indeed, any occasion when we knew the political bias of all the members of the committee. There are many things one disagrees on in the academic world, within one’s own discipline and across disciplines, but the politics of it does not come into the case very much, and it would not be professional to allow that to happen.

I ask the Minister to ensure that the guidance is very cautious about providing encouragement to those who feel disgruntled at the idea that their particular view of the discipline may be affected by their political opinions, whatever they may be. That should not be allowed to lead to excessive litigation, complaints, et cetera—that is what we fear. I remind the Minister, as I said at Second Reading, that one of the founders of UKIP was a member of the Department of International History at the London School of Economics while I was there. I got on very well with him, and in his teaching, he was entirely professional, as academics should be—and, indeed, as most academics are.

I also remind those who listened carefully to the noble Baroness’s speech that, when we talk about universities and departments, the Majority are scientific departments. They are not concerned with sociology, which many would say has a structural left-wing bias, at least in origin. Of course, some extreme left-wing sociologists move hard to the right as they get older. Economics has in some ways a structurally right-wing bias, whereas international relations, my own profession, is all over the shop in terms of bias. But that is the social sciences; for the hard sciences, the politics hardly come into play at all. What I am asking for is that very careful guidance be given which does not encourage extraneous issues to come into these very professional processes of appointment and promotion.

Lastly, I remind the Minister that when we come to the later stages, she may well find herself arguing that the process of appointing the free speech champion is undisturbed by any outside considerations whatever, or any outside consultation on who should be involved in the appointing process. That seems to me to be in direct contradiction to the argument here.

My Lords, I do not think I have said this before in your Lordships’ House, but I stand in almost constant awe of the noble Lord, Lord Wallace of Saltaire, because many years ago when I left university and joined the Foreign and Commonwealth Office, his book, The Foreign Policy Process in Britain, was, if not quite mandatory for those of us joining, then certainly highly recommended. I read it with great attention and I hope I learned much from it, both theoretically and to practical effect. I have been here in your Lordships’ House for over two years and I have never actually had the chance to say that I am slightly in awe of the fact that the very William Wallace who wrote that book is here and makes such a huge contribution to your Lordships’ House and, indeed, to my life.

I have not risen to speak predominantly to the Amendment standing in the noble Lord’s name, but rather to the earlier amendment. However, I shall just say that the rosy picture he paints of academics happily getting on together, disagreeing on theoretical matters of physics and generally not hindering each other’s promotion, advancement or job prospects in any way is, I am sure, in many ways an ideal and one we should fight for, but is difficult to recognise in an age when we have seen professors effectively forced out of their jobs because they have views that are not sufficiently pro-trans or whatever. It is hard to imagine, even in a science department, how somebody could question or advance research that challenged some of the bases of climate science. In saying that, I am not suggesting that I have any reason for bringing forward such science, or that there is such scientific evidence, but, theoretically, were it to come forward, how would that affect somebody’s job prospects or their chance of securing academic grants and so forth? It is those realities, and I do regard them as realities, that the amendment in the name of the noble Baroness, Lady Fox of Buckley, seeks to address.

The wording of the noble Baroness’s amendment is, as I am sure noble Lords recognise, taken directly from various findings of case law of the European Court of Human Rights, the Strasbourg court. Case law in the Strasbourg court undoubtedly defends strongly the principle that, in a university, those who are employed by it, especially those in an academic role, have an absolute right to criticise the university, the university authorities, its conduct and its policies. So, the only objection, in my view, that can be raised to the noble Baroness’s amendment is that it is otiose—we do not need it because the right is already there and can be appealed to, so why do we need it in the Bill? The argument for putting it in the Bill, in many ways, is really to demonstrate to university authorities that these rights must be taken seriously.

I have to say that the cases in which these rights have been enunciated and vindicated by the European Court have difficult, and in some cases almost barbarous names. They tend to come from parts of Europe and Turkey. They are cases such as Erdoğan, Sorguç, Aksu, Kula, Kharlamov, which the noble Baroness referred to, and Ayuso Torres. They are not names or cases that trip easily off the tongues of the lawyers engaged by the Majority of British universities to advise them on how to conduct the issues of free speech. Whereas the Equality Act, the Prevent duty and the Public Order Act are pieces of legislation with which those lawyers are very familiar indeed, and much more accessible to them. So, in defending free speech, there is a natural bias—the tension, if you like, that was at the heart of the debate on the earlier group—among those giving legal advice to universities and those receiving that advice, to pay attention to the legislation that has a tendency to restrict freedom of speech, rather than the European convention case law that defends and vindicates it.

The argument for the amendment from the noble Baroness is that it is not otiose to include it; these rights exist already but they need to be referred to and universities need to be reminded of their importance. Therefore, the amendment should stand. It is hard to know what I want to hear from the front bench in response, but I very much hope that my noble friend can say that the rights expressed by the noble Baroness are crucial and will be defended, and that the Government intend to ensure that the Office for Students does so. However difficult of access they may be, they none the less form a proper basis for the conduct of universities, by contrast to and in tension with the legislation, which restricts free speech.

My Lords, I remind noble Lords of my interests in the register. I celebrate the fact that the European convention and the Human Rights Act are being cited all over the Chamber today. That is wonderful.

I noted what the noble Baroness, Lady Fox, said about the music faculty at Oxford University. I do not recognise the aspersions that she was casting and will ensure that noble Lords are aware in due course of the situation as it stands. I certainly do not recognise that the university sought to stifle criticism of whatever the music faculty did. I will seek to clarify that with the Minister in due course.

I will add to the comments of the noble Baroness, and declare an interest as the Chancellor of a moderately well-known university.

A university does not need legal advice in this case to defend freedom of research or expression; all it has to do is stop its subscription to the QAA—the Quality Assurance Agency for Higher Education—which only recently produced advice on the curriculum which was like a parody of an article in the Daily Mail. Among other things, it included the decolonisation of not just music—I entirely endorse what the noble Baroness has just said—but the maths curriculum. Clearly, the people who wrote it had never heard of Arabs, Indians or the Mayan civilisation, which was doing advanced mathematics before Christopher Columbus arrived. All that any university has to do is what Oxford has done—withdraw its subscription to the QAA, which is now pretty well on its last legs anyway. I regard the QAA’s advice to universities as in many respects the most dangerous assault in the last few years on freedom of expression and research at universities. It is crazy time—it is critical race theory canonised. Universities should denounce it with great enthusiasm.

My Lords, the noble Lord raises a very important point, but is it not the case that many public institutions—including, I am afraid, this House in the past—have signed up to various highly controversial charters and indexes which require a standard of behaviour from the people covered by those institutions? At a national level, many of these bodies are cowed by aggressive minority interests into establishing and setting out these programmes.

For an individual employee working in those situations, it can be very intimidating to say, “I don’t agree with the Stonewall equality index and don’t see why my institution has signed up to it”. I am glad to say that this House, after a lot of pressure and with weasel words, eventually decided not to continue its membership, but many other organisations vie to have a high rating from it. That leads to behaviour and conditions in which it can be very intimidating for individuals who do not agree with the view taken. This is what this issue is really about and why it is so important. I hope the Minister will be very forthright in response.

I will be very brief. There is a danger of this debate widening out too far. In Committee, I advocated to the Minister the UNESCO definition of academic freedom. Of course, there is always that confusion between academic freedom and freedom of speech. I was assured by the Minister in Committee, so I was satisfied with what the Government were saying. I hear what the noble Lord says about quality, but standards of teaching and research are a very important element of our universities; we should not forget that. We should not promote one argument and then undermine the very thing that our universities are very popular for globally. We do not support this Amendment. We agreed with what the Minister said before and I look forward to his response today.

My Lords, as we have heard, the amendments in this group relate to the important issue of academic freedom. I turn first to Amendment 4, tabled by the noble Baroness, Lady Fox of Buckley, which seeks to amend the definition of academic freedom set out in new Section A1 to make it explicit that academics can voice opinions about the institutions where they work, without fear of adverse consequences.

In responding to a similar amendment tabled in Committee by my noble friend Lord Strathcarron, to which the noble Baroness also put her name, I clarified, as the noble Lord, Lord Collins, kindly mentioned, that the definition of academic freedom as currently drafted already covers the questioning and testing of received wisdom, and the putting forward of new ideas and controversial or unpopular opinions. This speech is not limited to particular subjects, so it would include speech concerning the institute at which an academic works. The Bill will therefore already protect the freedom of academics to put forward opinions about the curriculum content adopted by their provider or third-party organisations with which the provider is affiliated.

As the noble Baroness highlighted, there is a reference in the explanatory statement to the UNESCO recommendation. It may be helpful for me to put on record that the Bill as drafted protects academics in a number of the ways listed in that recommendation. Specifically, it protects the rights to freedom of teaching and discussion; freedom in carrying out research, and disseminating and publishing the results thereof; freedom to express freely their opinion about the institution or system in which they work, as I have already said; and freedom from institutional censorship. However, the Bill does not cover conduct which is not speech, such as the act of affiliating with or joining an organisation.

The noble Baroness also referred to the 2015 case of Kharlamov v Russia, and I can confirm the essential features of the case that she set out. Mr Kharlamov was a physics professor who said during a conference that he was unhappy with the nominations process for candidates to the academic senate. The university sued him for defamation. The European Court of Human Rights in due course found in his favour on the basis that the Russian courts failed to fairly balance the relevant interests and establish a pressing social need for protecting the university’s reputation over the claimant’s freedom of expression. I hope that, in the light of what I have said, noble Lords are reassured that this amendment is not in fact needed.

Amendment 5 tabled by the noble Lord, Lord Wallace of Saltaire, seeks to probe the workability, as he put it, of new Section A1(7)(b) in Clause 1. Taken at face value, it would amend the definition of academic freedom so that it would no longer specify that an academic should not be put at risk of a reduced likelihood of their securing promotion or different jobs at the provider. I realise that it is a probe. It is correct that this provision is not included in the existing legislative definition of academic freedom in the Higher Education and Research Act 2017 and the Education Reform Act 1988. However, we want to be clear in the Bill that academic staff should be protected in as expansive a way as possible—so not only from losing their job or privileges, but from being less likely to secure promotion or a different job at the provider. If we do not specify that these are also covered, there may be only partial protection. A person might not be fired but might be held back in their career, by not being promoted or given another role at the provider because of something they have said.

As I mentioned, the noble Lord wants to know how this provision will work in practice. An academic will of course need some evidence to support a complaint that they have been wrongly held back because of their views. They may have been told by a colleague the reason why they have not been promoted. There may be notes from an interview that suggest why this is the case. There may be an email which makes this clear. In the face of such evidence, the question will then be whether the provider has failed to comply with its duties under the Bill. I note the noble Lord’s point about the OfS guidance and I will ensure that the OfS also does so. This is the way that evidence in employment law is often presented. It is not new, nor is the concept of protection from not being promoted, since that can be a matter leading to constructive dismissal, which has been a feature of employment law for some time.

I hope that this explanation reassures the noble Lord that this is an important aspect of academic freedom in the context of freedom of speech, and that he agrees that the provision will protect academic staff to the fullest extent.

I really appreciated the comments of noble Lords in this short debate. I want to stress a couple of things. This is not about the rights and wrongs of any particular examples I gave; it is perfectly legitimate if people want to support decolonisation or critical race theory, for example, but the point is that it is not imposed. I am also concerned about an ideological conformity that stifles the sort of professional exchanges that the noble Lord, Lord Wallace of Saltaire, was advocating.

I was bemused when the noble Lord suggested that I was almost stuck in some social science nightmare. As the noble Lord, Lord Patten, pointed out, it is precisely the fact that this has now been extended into the hard sciences that may wake up even the noble Lord, Lord Saltaire, to the problems, as perhaps he should look quite closely at the decolonisation of physics, computing or mathematics. The noble Lord, Lord Patten, was right when he said, “Why does everybody not just leave the QAA?” In many instances during the discussions in this House, people talk as though we all run colleges. The problem is, if you are an academic in a college where the college vice-Chancellor or principal does not resign from the QAA but rather likes it or cites it, what do they do? I hope everybody tears up their QAA membership because of this, but what if they do not?

The noble Lord, Lord Hunt of Kings Heath, really explained what is at stake here. I was avoiding mentioning Stonewall but, in a way, that is what got me interested in this very thing. It has become compelled speech for individual academics who are told that because of the institutional values that the university has signed up to—for example, around the compulsory use of pronouns and/or a particular attitude to biological sex versus trans identity rights, and so on—if you do not agree, you are open to being accused of bigotry and sent on mandated courses. I was not joking; individual members who criticised the music decolonisation were indeed put under huge pressure by people at the university to go along with this. I said “the university” but I do not always understand the institutions and it is fair enough if the noble Baroness, Lady Royall, wants to correct me.

I will finish with this point. I mentioned the Architects Registration Board. We are in a situation whereby a statutory body that the Government are involved in says that all architecture academics must teach all levels of architecture the realities of the ecological crisis. That is a national curriculum by the back door. It is a difficulty that has to be recognised. I want to take the reassurance of the Minister, who said, “Don’t worry, it’s all taken care of”, but, as the noble Lord, Lord Moylan, explained, references to and uses of these international examples can only strengthen the message, with which the Minister seems to agree, about the legal obligations on university management not to allow these kinds of things to get in the way of academic freedoms. It would be a great reassurance to individual academics to know that this is what the Bill wants to do and to see it spell it out. What harm could it do?

Although I will withdraw my Amendment at this point, I do not want the Minister to become complacent. This is a really big, serious contemporary issue that must be taken on board by the Government—indeed, whoever is in government.

Amendment 4 withdrawn.

Amendment 5 not moved.