The universities minister, Jo Johnson, has called for changes to degree classifications, claiming that 2:1s are now so common that they allow some students to “coast” and still get one.

The minister said the facts were startling, with a 300% increase in firsts since the 1990s. More than 70% of all graduates now leave university with a first or 2:1, compared with 47% in the 90s and up by 7% in the past five years alone.

“To the extent this expansion in the number of firsts and 2:1s is to do with rising levels of attainment and hard work, I applaud it,” Johnson said.



“But I suspect I am not alone in worrying that less benign forces are at work with the potential to damage the UK higher education brand.”

He highlighted problems with the 2:1 classification, pointing out that in 2013-14, more than 50% of students were awarded an upper second, “suggesting that this grade band not only disguises considerable variation in attainment, but also permits some to coast”.



And Johnson quoted from the Higher Education Academy, which found that nearly half of institutions had changed their degree algorithms to “ensure that their students were not disadvantaged compared to those in other institutions”.



A Guardian survey of university staff earlier this year showed that almost half of academics had experienced pressure to bump up student grades or not let students fail.

Johnson, who gained a first from Oxford, was setting out his plans to widen participation and drive up teaching quality in universities through a “teaching excellence framework” (TEF) in a speech at the headquarters of Universities UK in London. A green paper will be published in the autumn following consultation on his TEF plans.

He said the British degree classifications – first, 2:1, 2:2 and third – were widely recognised but an “extra granularity” needed to be built into the system in the shape of an additional grade point average (GPA) – a 13-point scale developed by the sector – to discourage “coasting” and encourage consistent effort.

He said: “The UK’s standard model of classes of honours is on its own no longer capable of providing the recognition hardworking students deserve and the information employers require.



“Students across the country have just finished their exams and are looking for good graduate jobs. They rightly want hard work at university to be recognised and for their degree to be a currency that carries prestige and holds its value.

“At the same time, businesses need a degree classification system that will help them identify the best applicants for their firms.

“I know the sector is starting to tackle this need for richer information through the Higher Education Achievement Report and this is a valuable development, but this work needs greater urgency.

“The teaching excellence framework we will introduce will include incentives for the sector to tackle degree inflation and ensure that hard-won qualifications hold their value.

“I want the green paper to look at the role that external examiners play in underpinning standards and ensuring our grading system provides a clearer, more comparable picture of student attainment.”

Responding to the speech, Nicola Dandridge, chief executive of Universities UK, said: “Providing a high-quality, world-leading experience for all students is central to what our universities do, and they are always seeking to improve what they offer to students.

“We will be considering carefully how a new teaching excellence framework can best add value to all students, whatever their choice of subject or university, and whatever their background and aspirations.”

Dandridge also called on Johnson to address the issue of university funding. “Universities UK has today called on the government to link the fee cap in England to inflation to allow adequate funding for universities, and to increase funding for students’ living costs, which students tell us is a high priority for them.



“We also need to ensure that the UK’s immigration rules are reformed to ensure we are able to attract able and talented international students from around the world.”

The NUS president, Megan Dunn, welcomed the minister’s emphasis on teaching excellence but warned: “As the student numbers cap comes off this autumn, the government must not forget that there are huge gaps in higher education regulation.

“These leave students exposed if their institution fails to recruit to its courses, suffers from financial failure or loses its licence to sponsor international students. It is time to stop holding the system together with sticky tape and introduce proper safeguards for students in all higher education providers.”

Prof Michael Gunn, chair of the university thinktank million+ and vice-chancellor of Staffordshire University, said: “Universities are engaged in high-quality teaching and research but too often teaching has played second fiddle in discussions about the value and contribution of higher education to society and the economy.



“The minister has undoubtedly set a number of challenges and we welcome his commitment to consult widely and the opportunity to explore ways to value the excellent teaching and support for learning in universities.”

