My Lords, I remind the Committee that I am chancellor of the biggest private for-profit university in the country. We gain high marks in student surveys and in terms of employability. However, we regard both these things as at best very partial measures—student surveys, for all the reasons adduced by other Members of the House, and employability because we teach subjects, mostly law, accountancy and nursing, in which employability is slightly easier to expect. However, as part of getting degree-awarding powers, which took us four long years, we were assessed by the QAA. One of the things that was assessed was teaching quality. People who knew what they were talking about in terms of teaching quality, including from the Law Society and the Bar Council, sat in on lessons to see how we taught. When our licence was renewed in 2013, the whole thing happened again: people sat in on lessons and lectures to decide how well we were teaching. We passed with a very high standard. That might be the ideal supplementary measure because it is objective and is done by people who know what they are looking for. With the best will in the world, I do not think one can suggest that students, with their somewhat partial attendance, know what they are looking for. We need people with experience of teaching who know what they are looking for.
That leads me to the observation that the figure of 400 new entrants strikes me as amazingly high. The QAA says that it has passed through somewhere between 60 and 70 of us for degree-awarding powers since 2005, not more than that. Some of us have the title of university, some do not. These figures suggest to me that a much smaller number of higher education providers are outside the university sector than I thought. I wonder whether teaching quality assessment might not turn up as part of the duties of the new quality assessment committee, which appears later in the Bill. Might that not be part of its task, so that you have one expert assessment as opposed to the various useful consumer-type assessments which come from students liking and understanding what they are doing and getting jobs? I do not suggest that we should avoid those elements—they are excellent measures—but we need something objective as well to be sure that we are being fair to all institutions and that teaching quality is assured. I would like to come back to this later in the Bill.