University of Suffolk Economic Impact Study 2024

University of Suffolk Economic Impact Study

A report to

1.

Executive Summary

In 2021-2022, the University of Suffolk generated £862 million Gross Value Added ( GVA) and supported 13,570 jobs in the UK. The University is a major driver of growth in Ipswich and Suffolk, working to attract talent and deliver the skills needed to develop both new and traditional sectors, and working with partners to support innovation.

1.1 The University of Suffolk’s Quantifiable Impact

In 2021-2022, the University of Suffolk had an income of £135 million, 606 members of staff, and 4,946 full-time students in Ipswich. It generated a total economic impact of:



£237 million GVA and 1,660 jobs in Ipswich;

 £332 million GVA and 2,74 0 jobs in Suffolk (including Ipswich); and

 £484 million GVA and 3,76 0 jobs in the East of England (including Suffolk)

 £862 million GVA and 13,5 70 jobs in the UK as a whole.

This represents an increase in GVA generated across the UK of £500 million since the previous study of the University which analysed its impact in 2017-2018, and an increase of 1,470 in employment generated across the UK.

This significant change in impact is due in large part to the increase in the number of students attending the University of Suffolk. The University has also significantly expanded its knowledge exchange activity since the previous study

In 2021-2022, the University’s UK impact was generated from several sources:

 Core education and research operations, which include the income the University receives, the staff it employs, the supply chain it supports and the capital investments it makes. Collectively this supports £180 million GVA and 3,350 jobs each year;

 The full-time student community, which supports an impact worth £323 million GVA and 10,130 jobs each year through student spending, working and volunteering activity;

 Graduates, who create a lifetime earnings impact which is worth £209 million GVA and an additional exchequer impact worth £123 million; and

 Research and knowledge exchange activity, which includes the collaborative work of the university and across the spectrum of KEF perspectives. This supported £26 million GVA and 90 jobs in 2021-2022

It also has a significant multiplier impact: for every £1 received by the University in income, it supports £6 GVA across the UK.

1.2 The University’s Wider Impacts

1.2.1

Innovation and Skills Development

The University of Suffolk has taken on a key role in bringing organisations together and driving the economic development of the region. Through its work with partners, the University has been directly involved in establishing and supporting a number of new centres of innovation and opportunities for development in Ipswich and Suffolk, including:

 The Digital Futures Institute, a leading regional hub for applied research, development and training in digital technologies . Based at the DigiTech Centre, which in partnership with BT is driving the development of the skills required to establish Suffolk as a leader in digital technology and telecommunications;

 The Institute for Social Justice and Crime, an intellectual and operational vehicle committed to addressing social issues which act as barriers to an equitable and inclusive society;

 The Suffolk Sustainability Institute, a regional centre of excellence addressing climate change mitigation and adaptation as society moves towards a lowcarbon future Its key themes of green infrastructure, sustainable healthy communities and energy and resource management are dedicated to delivering practical impact;

 The Institute of Health and Wellbeing, a centre of research responding to health and wellbeing challenges with the aim of enhancing wellbeing, reducing ill-health, and enabling a high quality of life to be experienced by all;

 The Integrated Care Academy, an innovative partnership developing joined-up services that address health and social care needs in the region;

 The University of Suffolk Dental Community Interest Company , a new treatment, training and academic social enterprise which will deliver appointments and train future professionals; and

 Innovation Labs at the waterfront in Ipswich, providing access to hot desk space which creates opportunities for local businesses to network and explore potential collaborations, as well as providing a space for the development of business ideas with access to support from the University.

1.2.2

A Civic University

The University is recognised for the significant contributions it makes to meeting the strategic goals of Ipswich and Suffolk. Since the University was first established, it has been directly involved in the redevelopment of the waterfront in Ipswich. The University’s presence at the waterfront works as a catalyst to encourage further

redevelopment by placing the area at the centre of its teaching, learning, and socialising activities.

The University also delivers for Ipswich and Suffolk through its ability to attract and retain talent in the area. The University attracts both students who may remain in the area after graduating, and people with the skills to support innovation and establish Ipswich and Suffolk in emerging sectors.

The University of Suffolk delivers for the area by working directly with local young people to encourage them to consider higher education. In terms of access, the 2021-2022 intake of students to the University of Suffolk was comprised of a higher than average share of students from areas with the lowest levels of participation in higher education. The shares of students from deprived areas, students with additional characteristics which could affect outcomes, and mature students were also higher than the average at the University of Suffolk than across the higher education sector in England. These students are also likely to move onto positive destinations following graduation, with University of Suffolk students from these backgrounds more likely to move onto managerial or professional employment, study, or other positive destinations when compared to the higher education sector as a whole.

1.3 Potential Future Impact

The University of Suffolk has expanded significantly since it was established, and has an opportunity to continue to grow the impact it has both nationally and in the local region. Over the coming years, the University has ambitious plans for growth that would see an increase in students at the Ipswich campus, more collaborative partnerships and an increase in knowledge exchange activity. This could result in a future annual impact of £1.4 billion GVA and 21,020 jobs across the UK.

1.4 Conclusion

The University of Suffolk has significantly increased its impact since 2017-2018, driven by the University’s increased student population and expansion of knowledge exchange activity. The University has played a key role in the redevelopment of Ipswich and has established itself as an important driver of innovation and skills development in the region. In the coming years, through increased knowledge exchange activity, research, and growth in student numbers, the University has the opportunity to continue to grow its activity, generating further impacts and working to develop the economies of Ipswich and Suffolk.

2. Introduction

The University of Suffolk is a key driver of economic development in Ipswich and Suffolk. This report quantifies the contribution it makes and its potential future impact.

2.1 Background

The University of Suffolk was established in 2007, then known as University Campus Suffolk (UCS), as a collaboration between the University of East Anglia and the University of Essex. In 2016, UCS was granted independence and awarded university status.

The University’s current strategy looking to 2030 emphasises the University’s goal of transforming lives and the region. The University of Suffolk aims to ensure that students leave the university as highly skilled, confident thinkers and that its research and business engagement activity establish the university as an impactful and innovative institution enhancing local productivity and delivering the skills and workforce needed in the area.

“By 2030 we will be recognised as an empowering force for individual and community growth and development.”

The University of Suffolk is developing its specialties in a variety of sectors, having established research institutes working in Health and Wellbeing, Sustainability, Digital Futures and Culture and Heritage. The University is also working to establish itself as a centre of expertise in conducting applied research in social science and humanities through the Institute for Social Justice and Crime, which aims to address social issues in core areas such as online harm, policing and complex systems change.

The University is working with both the public and private sectors to deliver the skills and workforce needed to support innovation in existing sectors in Ipswich and Suffolk, as well as break into emerging sectors to improve outcomes for the region and its people.

As the University of Suffolk develops, it has the opportunity to build on its existing role as a major anchor institution in the region. By expanding its offering, thereby attracting more students and skills, the University of Suffolk can enable the delivery

of the skilled workforce needed to boost economic activity in the area, and by working more closely with collaborative partners and increasing its knowledge exchange activity, the University of Suffolk can work to deliver research that supports economic development and innovation in the region.

2.2 Study Objectives

The purpose of this report is to demonstrate the current scale of economic impact created by the University of Suffolk and illustrate the range of impacts it supports, including:

 The core employment and gross value added it creates through education and research activities;

 The effects from supplier and income multipliers;

 The impact of capital investment;

 The impact from its student community;

 The impact its graduates generate in the knowledge economy;

 Its research, innovation and business engagement impacts; and

 The wider impact the University makes in the area where it is based.

2.3 Report Structure

The remainder of the report is structured as follows:

 Section 3 outlines the framework, approach and definitions used in the study;

 Section 4 sets out the core education and research impacts generated by the University through its role as an employer, its supply chain spending and capital investment;

 Section 5 presents the impact created by graduates through their lifetime earnings;

 Section 6 outlines the impacts created by students through their expenditure, part time work, and volunteering;

 Section 7 discusses impacts generated by the University’s work to support innovation and engagement with business and industry;

 Section 8 summarises the quantitative impacts of the University;

 Section 9 discusses the University’s role as a driver of innovation and collaboration;

 Section 10 describes the University’s major role in the development of Ipswich and Suffolk;

 Section 11 puts these impacts in the context of the key features of the socioeconomic profiles of Ipswich and Suffolk;

 Section 12 describes the University’s potential future impact;

 Section 13 presents the conclusions of the report;

 Section 14 (appendix 1) compares the University’s impacts over time; and

 Section 15 (appendix 2) discusses the progress made towards the objectives outlined in the 2005 economic appraisal of UCS.

3. Framework, Approach and Definitions

This section outlines the contribution of higher education to economic growth before outlining the approach and methodology used for the study.

3.1 Theoretical Framework

As sources of research and development, they play a central role in supporting the growth of industry clusters and make a significant contribution to economic growth.

Several influential economists have published work which sets out a theoretical and empirical case for the role that high-level skills and innovation play in boosting economic competitiveness and addressing inequalities in society. The Nobel prize winning economist, Joseph Stiglitz, has argued that productivity is the result of learning, and that a focal point of policy should be to increase learning within the economy. This diffusion of knowledge and innovation results in productivity gains and consequently economic growth, highlighting the crucial role which universities can play in local, national, and international economic development.

Universities drive economic growth and boost competitiveness by diffusing knowledge which raises productivity.

3.2 Study Approach

3.2.1 Overall

Study Approach

The objective of this study is to estimate the scale of the economic contribution generated by the University of Suffolk. The steps involved in this process are illustrated in Figure 3-1

Source: BiGGAR Economics

The starting point for analysis was to consider the various activities undertaken by the University and to identify those that were likely to generate an economic contribution. Logic chains were then developed to describe how each type of activity generates economic value. The next step was to consider how the value of each activity could be measured and what data would be required to do this. For most activities, two types of information were required:

 Source information about the scale of the activity, which was supplied by the University of Suffolk; and

 Other data and published statistics which could be used as the basis for assumptions to measure economic value. This includes data produced for the University’s financial accounts and student and business engagement returns to the Higher Education Statistics Agency (HESA).

The key statistical sources used to calculate the impacts were the 2020 UK Annual Business Survey and 2018 Input-Output Tables for the UK, which were published by the Office for National Statistics (ONS) in 2022. Further assumptions were informed by published reports and official statistical sources which are referenced as appropriate throughout the report. The data sources were used to populate an economic model which estimated the value of each contribution made by the University and these were aggregated to produce an estimate of the total contribution made.

To understand the important role the University of Suffolk it plays in the local area beyond that which can be quantified , a series of consultations were held with the University’s staff and external partners to highlight its distinctive strengths and the wider impacts it creates.

Figure 3-1: University of Suffolk – Study Approach

3.3 Impact Time Frame

Our economic analysis measures the impact created during one academic year, which in this case was 2021-2022 This study year was chosen for the analysis despite not being the most recently completed academic year due to the time lag in data collection processes and therefore 2021-2022 represents a more accurate description over a full academic year. Where data for 2022-2023 was available and used, this has been indicated at the appropriate point.

The study Is intended to provide a measure of the University’s impact at a snapshot in time. However, in designing this approach it is recognised that some of its activities generate an economic impact immediately, for example, staff and student spending, while for most activities the economic impacts will occur over a longer time frame, for example, the graduate premium. Therefore, the impact generated in 2021-2022 will be the cumulative impact of historic activity plus some immediate impacts of spending in that year. Limitations in data mean that it is generally not possible to estimate the true impact of historic activity that is realised in any particular year, and to overcome this issue, the report makes the simplifying assumption that activity in 2021-2022 generates impact in 2021-2022. Figure 3-2 summarises the different types of activity considered in the report and the timescale over which they generate impact. The blue arrows represent impact generated by current activity, and the purple arrows represent impact generated by historic activity. The dashed arrows represent future impacts, and the solid arrows represent impact in the current year.

Source: BiGGAR Economics

Figure 3-2: Impact Time Frame

3.4 Reporting Definitions

The quantifiable economic impacts have been assessed using two widely accepted economic measures:

 Gross Value Added (GVA): which measures the monetary contribution that an organisation adds to the economy through its operations; and

 Employment: which is measured in terms of headcount jobs supported.

Figures presented in this report have been rounded to the nearest whole number for GVA impacts and to the nearest 10 for employment numbers.

These metrics provide a convenient way of capturing the entire economic contribution in a single number. However, monetary figures highlight only part of the value of an impact. This report recognises that it is not possible to quantify all impacts of a higher education institution because:

 The data that would allow the monetisation of benefits is at an early stage of research;

 Not all economic and social impacts can be converted into monetary terms;

 Monetary values do not capture aspects such as quality and equality; and

 Monetary values are static and do not capture the dynamic activities that drive economic and social impact.

3.5 Study Areas

The quantitative impacts presented in the main body of this report have been assessed for the study areas of:

 Ipswich;

 Suffolk;

 East of England (inclusive of the counties of: Norfolk Suffolk, Essex, Hertfordshire, Bedfordshire and Cambridgeshire); and

 The UK.

The University of Suffolk also generates global impacts. Assessing the economic impacts globally is a less robust measure of analysis given cross-country differences in data sources and supply chains and is therefore described qualitatively where appropriate.

Impacts presented in this report are inclusive, e.g. impacts for Suffolk include those for Ipswich and those for East of England include those for Suffolk.

4. Core Education and Research Impacts

The University of Suffolk generates economic activity from its day-to-day operations in education and research, including direct employment and spending in local supply chains.

The core education and research impacts associated with the University of Suffolk include its:

 Direct impact – the income the University receives and the staff it directly employs;

 Supply chain impact – from expenditure on goods and services;

 Staff spending impact – from staff spending salaries in the economy; and

 Capital expenditure impact – from investment in capital infrastructure.

There are also tourism impacts arising from people visiting staff and students at the University and visitors attending University open days and events.

4.1 Direct Impact

The direct economic impact is the value an organisation adds to the economy through its operations, and it is measured in terms of Gross Value Added (GVA) and the employment it directly supports. In the context of a university, the GVA it creates can be estimated as the difference between total income and total supply chain spending.

In 2021-2022, the University of Suffolk had a total income of £135 million and spent approximately £82 million on supplies of goods and services. Therefore, the direct impact it generated across the UK was £53 million GVA. In addition, the University directly employed 606 staff, equivalent to 537 full-time equivalent (FTE) employees.

4.2 Supply Chain Spending

As large and complex organisations, universities have an impact on the wider economy by increasing turnover and supporting employment throughout their supply chain.

In 2020-2021, the University of Suffolk spent around £82 million on the supply of goods and services across the UK. Of this total spend, 17% was spent on local

suppliers based in Ipswich, 24% to suppliers based in Suffolk and 45% of spend went to businesses based in the East of England.

4.3 Staff Spending

Staff who work for the University have an impact on the wider economy by spending their wages and salaries in the areas where they live. Based on information provided by the University, 49% of the University’s employees in 2021-2022 lived in Ipswich, 75% in Suffolk, 93% in the East of England and 99% were based in the UK. Total spending on staff salaries, wages and other related costs totalled £43 million.

Apportioning the total staff spend to the study areas where staff live, assumptions were then made about where each staff would be likely to spend their wages and salaries, with 93% of all spend expected to occur in the UK. This was based on previous assessments on household expenditure in the UK undertaken by BiGGAR Economics.

4.4 Capital Investment

Capital investments made by the University have an impact on the construction sector and on businesses which supply capital equipment Significant capital projects the University has invested in include the DigiTech Centre, a £9.6 million research and engineering facility in partnership with BT, and the Health and Wellbeing Centre, a £15 million investment to construct a space on the University campus promoting integrated care which includes two simulated hospital wards, a midwifery birthing unit, physiotherapy instructional areas, a sports and exercise centre and a radiography imaging suite.

As capital spending fluctuates from year to year, an average has been calculated based on information provided by the university on its capital expenditure projects between 2019-20 and 2025-26. On this basis, it was estimated that the University spends an average of £4.7 million per year on capital projects.

Based on information provided by the University, and in conversations held with consultees, the University of Suffolk makes use of local contractors in a large share of its capital projects. Therefore it was estimated that 50% of spend went to local businesses in Ipswich and Suffolk, 75% to contractors based in the East of England and 100% to businesses in the UK.

4.5 Core Education and Research Impacts Summary

Summing together the economic impact generated by core education and research activities alone, it is estimated that the University of Suffolk creates an economic contribution of £180 million GVA and supports 3,350 jobs in the UK each year. Of total GVA generated in the UK: £67 million GVA and 900 jobs were retained in Ipswich, £80 million GVA and 1,200 jobs were in Suffolk and £107 million GVA and

1,830 jobs were in the East of England. A summary of the annual impact from core education and research activities by source and by area is provided in Table 4-1.

Table 4-1: The University of Suffolk, Summary of Core Education and Research Impacts

Source: BiGGAR Economics Analysis

4.6 Tourism Impacts

Economic activity is also generated by visitors to the university and to its staff and students. This includes activity from:

 Prospective students visiting the campus for open days;

 Friends and relatives visiting staff and students at the campus; and

 Visitors to conferences and events held at the university, such as graduations.

Tourism impacts are generated through the spending these visitors make in local businesses, such as in retail and hospitality, as a result of their visit to the university. The economic impact of this is more likely to be felt locally and therefore is of higher additionality at the Ipswich/Suffolk level than that of the UK, as it would be likely that this activity would occur elsewhere at another university across the country if it had not been associated with the University of Suffolk.

Data produced by Kantar suggests that domestic visitors to friends and relatives in Suffolk spend an average of £85 per trip, for international visitors the spend will be higher. Based on the total number of students and staff based on-campus, and an average of 0.75 visitors per head, this type of tourism activity could generate an additional £440,000 for the Suffolk economy.

5. Student Impacts

During their time at university, students create an economic impact in the local area through their working and spending patterns. At the University of Suffolk, around 5,000 students support local economic activity in Ipswich.

During their time at university, the student community makes an economic contribution by:

 Spending money in the local economy;

 Working part- time alongside their studies; and

 Volunteering.

The focus of analysis in this section is on full-time students as the spending patterns and labour market contributions made by part-time students is predominately driven by their work rather than their studies. Students that volunteer within the local community support the work of local charities and services in the third sector.

5.1 Student Numbers

In 2021-2022, there were approximately 21,938 students enrolled on courses provided at the University of Suffolk, of which 94% (20,514) were full-time. The majority of students (96%) were undergraduates.

The University of Suffolk has a number of partner institutions across the UK and, which collectively account for 77% of the university’s total student body. Therefore, of the 21,938 students in 2021-2022:

 4,946 were based at the University of Suffolk campus in Ipswich (including 113 overseas students); and

 16,992 were based at partner institutions in the UK.

Economic impacts generated by students are important to understand the impact they create for the local economy in which they are based during their studies, and the additional contribution the university makes by being based in that area. As such, the impacts presented in this report will first set out the impacts generated by students based at the Ipswich campus specifically, then assess the impacts generated by students based at partner institutions throughout the UK, and finish by presenting the total economic impact generated by all University of Suffolk students in the UK.

5.2 Ipswich Campus

Of the University of Suffolk’s 21,938 students, 4,946 were based directly at the university’s Ipswich-based campus. These students have an impact on the local economy of Ipswich and Suffolk due to their presence in the area.

5.2.1

Student Spending

Students term-time spending habits support turnover and employment in local businesses. Their spending is additional to the area as they may not otherwise have visited or sought out accommodation if they already lived in the area, were it not for the University.

To estimate the impact associated with student spending, it is necessary to determine:

 Where students live: the type of accommodation students occupy during their studies is a key influence on their expenditure. For example, students living in rented accommodation spend significantly more on housing costs, food and household goods than those who live with their parents or guardians. Data from HESA suggests that around 86% of students live in rented accommodation, and the remaining 14% live with parents or guardians

 Their spending patterns: this can be estimated based on data from the Student Income and Expenditure Survey for 2014 to 2015 which was published by the Department for Education in 2018. It suggested that, on average, students spent £11,750 on housing and living costs in 2014-2015. Adjusting for inflation, the annual spend per student in 2022 was estimated to be £14,321.

Collectively, the annual expenditure on living costs and rent for all full-time students based at the University of Suffolk Ipswich campus amounted to around £54 million across the UK This figure was apportioned to the different study areas based on where students lived – based on BiGGAR Economics previous assessment of the university and recent consultations, it was assumed that 50% of on-campus students live in Ipswich and 90% in Suffolk. Total expenditure was converted into GVA and employment impacts by applying appropriate ratios and estimating the multiplier effects.

5.2.2

Student Employment

Students who work part-time while they study also contribute to the local economy. This is usually in businesses close to where the students live, and it provides an important source of additional labour for the area.

Based on research undertaken by the Office for National Statistics 1, it was estimated that 33% of full-time students work part-time alongside their studies, equivalent to around 1,510 students at the University of Suffolk (Ipswich campus). Data provided by the university indicated that around 70 students work for the university, therefore

1 ONS (2018), Labour Force Survey. Educationalstatus,economicactivityandinactivityofyoungpeople

approximately 1,440 students at the university work in the wider, local economy during their studies. However, not all these jobs will be additional as some may displace non-students, so an adjustment was made to account for the youth unemployment rate in each of the study areas. On this basis, 90% of all student parttime jobs were assumed to be additional to the local labour market.

Previous assessments of similar institutions, produced by BiGGAR Economics, estimate that, of those who are employed alongside their studies, they work for an average of 20 hours per week. This is typically in a range of economic sectors, though most commonly it includes hospitality and retail businesses.

The impact of student employment was converted into GVA and employment impacts by applying appropriate sectoral ratios and multipliers (though induced effects have been considered elsewhere and therefore are not considered). Students working for the University have also been excluded from the analysis in this section as their impacts have been accounted for in the section which considers staff employment.

5.2.3

Student Volunteering

Students at the University also create an economic impact by volunteering in local third sector organisations. While this enables them to acquire useful skills, it also allows the organisations where they volunteer to deliver their services.

This analysis was informed by an NUS Connect Survey produced in 2014, which reported that 31% of students had volunteered over the previous academic year, for an average of 44 hours per year. For the University of Suffolk (Ipswich campus), during 2021-2022 this amounted to approximately 63,080 hours of activity from around 1,435 students. As with part- time work, it was assumed that students volunteered in the areas where they lived. To estimate the economic contribution this supported, the total number of hours volunteered was multiplied by £11.72, which represents the estimated value of unpaid volunteering in the UK based on Community Life and time use surveys 2 .

5.2.4

Summary

Students based at the University of Suffolk Campus, Ipswich, generated a total GVA worth £25 million in the local economy in 2021-2022, supporting 760 local jobs. Across Suffolk, the impact was estimated to £49 million GVA and 1,520 jobs.

2 ONS, 2017, Changes in the value and division of unpaid volunteering in the UK: 2000 to 2015.

Table 5-1: Student Impact, Ipswich Campus

Source: BiGGAR Economics Analysis. *Totals may not sum due to rounding.

5.3 Partner Institutions Impact

In addition to the students based at the university’s main campus, 16,992 students were based at partner institutions across the UK. This includes the Global Banking School, London School of Commerce and LD Training. The development of partnerships with other institutions across the country represents a significant area of growth for the university and has been the driving force for the large rise in students numbers associated with the university in recent years.

Students based at partner institutions generate economic activity in the areas where they are based (London, Birmingham, Leeds, Manchester and Nottingham), and in the case of this study, generate additional impacts for the study area of the UK. This was estimated to be £251 million GVA and 7,880 jobs.

5.4 Total Student Impact

Combining the estimated sum of each of the sources of impact, it is estimated that the total economic impact generated by the student community at the University of Suffolk and at its partner institutions is £25 million GVA and 760 jobs in Ipswich, £49 million GVA and 1,520 jobs in Suffolk, £60 million GVA and 1,890 jobs in the East of England and £333 million GVA and 10,130 jobs in the UK.

Table 5-2: The University of Suffolk, Summary of Total Student Impact

Source: BiGGAR Economics Analysis. *Inclusive of impacts from students at partner organisations across the UK. Totals may not sum due to rounding.

6. Graduate Impacts

Graduates typically have better outcomes in the labour market than those without a university education. This results in higher rates of employment and higher earnings throughout their working lives. Around 90% of Suffolk graduates go on to employment or further study within 15 months of graduating.

6.1 Lifetime Productivity Impacts of Graduates

By completing their studies, graduates gain skills which make them more productive than they may otherwise have been. The impact of graduates includes the additional earnings they can achieve from having a degree (the personal graduate premium), plus the fiscal contribution they make to the Exchequer, less the costs they incurred in studying, which is largely accounted for by student loans.

Furthermore, graduates are also more likely to be employed than those without a university education. In 2017 3, the employment rate of graduates in the UK labour market was 82%, compared to 78% for individuals with A Level or equivalent qualifications. Therefore, the decision to go to university not only means that graduates are more productive when they are employed, but they are also more likely to be in employment than individuals who chose not to go to university. Although not quantified, the increase in labour market participation is also of benefit to the economy.

Beyond this, businesses that employ graduates become more profitable and can generate a greater economic impact than they would otherwise have done. The GVA and productivity gains they realise include the additional profits employers can generate by employing graduates and the additional employment costs they are willing to pay to generate these additional profits.

The total economic contribution of graduates therefore includes the personal graduate premium plus the additional corporate profits and taxes they generate. In this way, the total graduate premium gives the combined personal economic benefit the year’s graduates will obtain rather than the increase in national productivity associated with the degree, which will be higher. The impact estimated later in this

3 ONS (2018) Graduates in the UK Labour Market 2017. *These are the latest available data at UK level comparing graduates’ outcomes and outcomes for individuals with A Level qualifications.

section is therefore an underestimate as it does not include the corporate profit associated with each graduate.

Despite the evidence provided in this section, there is no guarantee that graduates will achieve these outcomes. A crucial role of universities is to support graduates to develop their skills and access relevant opportunities for their field of future work, leveraging its expertise, network and relationships with industry.

6.2 Graduate Outcomes for the University of Suffolk

The work the University does to equip graduates with the skills they need to thrive in the workplace and connect them to opportunities to apply them is reflected in graduate outcomes. Information about these outcomes is produced annually by the Higher Education Statistics Agency (HESA). The dataset is gathered from a population survey of university graduates across the UK approximately 15 months after graduation to determine what they went on to do after their studies. The most recent data available is that for the cohort of 2020-2021 graduates who will now have graduated around three years ago.

6.2.1

Employment Profile

In general, university graduates have better labour market outcomes than those who do not have a degree, which translates to higher levels of employment and higher earnings. In the fifteen months following graduation, 64% of 2020-2021 graduates from the University of Suffolk were in full-time employment, slightly higher than the 62% total across all English universities in the same year. At the same time, those graduating from the University of Suffolk were less likely to be unemployed fifteen months after graduation, with 2% of graduates reporting being unemployed compared to an average of 4%. 23% of Suffolk graduates were undertaking part-time further study alongside employment, and 4% were in full-time further study.

Figure 6-1: University of Suffolk Graduate Positive Destinations, 2020-2021 Cohort

Source: HESA (2023), HE Graduate Outcomes Data 2020-2021 Cohort

6.2.2

Sectors of Employment and Occupational Level

As shown in Figure 6-2, the top industry of employment for University of Suffolk graduates in 2020-2021 was human health and social work activities. This sector accounted for 32% of graduate employment, compared to an average of 20% across all Universities in England. This was followed by employment in education (19%), with the two sectors collectively accounting for over half of all graduates that year. Employment in public administration and defence (17%) was the third largest employer of the University’s graduates, with a significantly higher share of graduates going on the work in this sector than average (7%).

6-2: University of Suffolk Graduates by Sector of Employment, 2020-2021

Source: HESA (2023), HE Graduate Outcomes Data 2020-2021 Cohort

Graduates of the University of Suffolk are also more likely to go on to work in highskilled occupations, with 80% of 2020-2021 graduates in this type of role compared to 76% across all English universities. Suffolk graduates are also less likely to go on to work in low skilled job roles, with 5% reporting being in this level of role compared to 8% of English university graduates.

Figure 6-3: University of Suffolk Graduates by Occupation, 2020-2021

Source: HESA (2023), HE Graduate Outcomes Data 2020-2021 Cohort

Figure

6.2.3

Graduate Reflections

The ability to find meaning and purpose in employment is an important contributor to individual wellbeing. Studies have found that in addition to improved professional outcomes, such as lower absenteeism, lower employee turnover and higher job satisfaction, a higher sense of meaning and purpose at work also leads to improved outcomes outside the workplace such as self-reported levels of happiness. 4

UK graduates from the University of Suffolk are highly likely to find their current activity meaningful, with 89% of responses indicating that they either agree or strongly agree, compared to the English average of 85%.

Similarly, UK graduates from the University of Suffolk are more likely to go on to an activity which enabled them to use what they learned during their studies, indicating that they tend to go on to pursue their desired career choice after graduating. Around 89% of Suffolk graduates report that they are using what they learnt during their studies, compared to an average of 84%.

Figure 6-4: University of Suffolk Graduates 2020-2021, Reflections on Current Activity

Source: HESA (2023), HE Graduate Outcomes Data 2020-2021 Cohort

6.3 Impact of University of Suffolk Graduates

The starting point in estimating the graduate premium associated with the University of Suffolk was to consider the number of awards delivered. In 2020-2021, the University awarded 3,226 degrees, inclusive of: 2,917 undergraduate degrees, 308 postgraduate taught degrees and one postgraduate research degree.

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4 Steger, Michael. (2016). Creating Meaning and Purpose at Work. 10.1002/9781118977620.ch5.

6.3.1

Undergraduate Degrees

To estimate both the personal and fiscal graduate premium from undergraduate degrees, it was necessary to consider the awards by their subject areas. As shown in Figure 6-5, the largest number of degrees awarded to undergraduate students at the University related to Business & Management studies, accounting for 43% of all undergraduate degrees awarded by the university in 2021-2022.

Figure 6-5: Undergraduate Degrees Awarded by Subject, 2021-2022

Source: BiGGAR Economics Analysis of University of Suffolk Data

The estimate of personal graduate premium relies on data from a 2021 study by the Institute for Fiscal Studies (IFS) 5 on the impact of undergraduate degrees on lifetime earnings. The study accounted for the background of students, including their sex, ethnicity, and participation of local areas (POLAR) status, and also considered the earnings premium associated with different types of universities, for example Russell Group, old universities, other (more selective) and other (less selective) universities.

The average premium per graduate for both personal returns and exchequer returns, as a result of obtaining an undergraduate degree from the University of Suffolk, are shown in Table 6-1: for the relevant degree subjects.

5 IFS (2021), The Impact of undergraduate degrees on lifetime earnings.

Table 6-1: Graduate Premium and Exchequer Impact by Subject, 2021-2022

Source: BiGGAR Economics Analysis of IFS data. *Averagefigures.

The total undergraduate productivity impacts, combining both personal and exchequer impacts, were estimated by multiplying the number of graduates by their respective premiums.

In this way, it was estimated that graduates receiving an undergraduate degree from the University of Suffolk in 2020-2021 would collectively earn an additional £207 million over their lifetimes, compared to if they had not received a university education. The additional benefit to the Exchequer would be £122 million as a result of their university education. These estimates take into account the net return, after accounting for the cost of tuition fees and reduced earnings while at university.

6.3.2 Postgraduate Degrees

The estimate of economic impact from postgraduate awards was based on evidence from the ONS. This found that the lifetime earnings premium associated with holding postgraduate qualifications is 10% larger than for those with an undergraduate degree. To estimate the extra premium for a postgraduate degree, the undergraduate premium was applied to the distribution of postgraduates by subject and weighted by 10%. This figure was multiplied by the number of postgraduate awards in each category. A similar approach was taken for fiscal impacts.

Finally, an adjustment was made to allow for the fact that some students chose to leave the UK after graduating. This is especially the case for non-UK students with available evidence suggesting that approximately 17% of non-UK graduates remain in the UK after graduation 6 .

6.3.3

Graduate Impact Summary

The impact on the economy from graduates is dependent on where they choose to work and live following graduation. This data was provided by the University of Suffolk and indicated that:

 43% of graduates live/work in Ipswich;

 60% of graduates live/work in Suffolk;

 90% of graduates live/work in the East of England; and

 10% of graduates live/work elsewhere the UK.

In this way, it was estimated that the total graduate premium impact from the 3,226 University of Suffolk graduates across their lifetimes would be £143 million GVA in Ipswich, £200 million GVA across Suffolk, £299 million across the East of England and £333 million across the UK.

6 Department of Business, Industry and Skills (2011), Tracking International Graduate Outcomes

Table 6-2: University of Suffolk, Graduate Impact Summary (GVA, £m)

Source: BiGGAR Economics Analysis. Note, totals may not sum due to rounding.

7. Knowledge Exchange Impacts

The University of Suffolk is investing heavily in its research and knowledge exchange activity. Initial economic impacts are beginning to be realised and are expected to continue to grow in future years.

Productivity is the main driver of long-term improvements in economic growth rates. One of the key factors driving such improvements are levels of innovation within the economy. This is an area of increasing activity for the University of Suffolk, with collaborative partnerships expected to generate significant income over the next decade.

Impacts associated with knowledge exchange activity include:

 Collaborative partnerships with industry, including: research and consultancy activity, hiring out facilities and equipment, running CPD and regeneration programmes and student placement activity; and

 Commercialising intellectual property through licensing, spin-out and start-up activity 7

As this is an area of expected growth for the university, and the fact that impacts generated from knowledge exchange activity take time to materialise, the impacts presented in this section represent a baseline measure of activity.

7.1 Collaborative Partnerships

The University of Suffolk’s formal collaboration and engagement with its partners constitutes an important channel through which it creates benefits in its local and regional economies.

Through collaboration with the University, businesses benefit from the latest research findings and best practice coming from academia, and this can lead to increased productivity and higher profits. A more productive workforce is likely to benefit from higher wages which will support the economy when spent. Research and development projects paid for by industry can have an impact on the economy in several ways. They can increase the productivity of staff employed by the company,

7 Note that this is not included as this is an area where the University is not yet generating impact.

enable the company to offer a new product or service that supports growth, or allow them to improve an existing product or service.

To capture the economic impact of this collaborative activity, the analysis focuses on the formal services that the university provides to its commercial and noncommercial partners. These services include:

 Contract research;

 Consultancy;

 Facilities and equipment hire;

 Continuing professional development (CPD) courses and opportunities; and

 Regeneration and development programmes.

In 2021-2022, the University of Suffolk received £2.1 million in income from these services (Figure 7-1), with the majority of this income generated by CPD activities, including the University’s work with partners such as the Royal Acedemy of Engineering and ICET.

Figure 7-1 Collaborative Partnership Income by Source, 2021-2022

Source: BiGGAR Economics Analysis of University of Suffolk Data

7.1.1 Initial Returns to Collaborative Partnerships

The value of collaborating with the university varies considerably from project to project, depending on the type of work done, the stage in the development process the project relates to and the capacity of the company to absorb the research outputs. However, to quantify this impact, the analysis considered two features of the University of Suffolk’s research and development capacity: (1) research intensity and (2) engagement with the local innovation ecosystem and infrastructure.

Using data provided by the university to the HESA, it was determined that the University of Suffolk is a teaching-intensiveinstitution. According to estimates of the economic benefits generated by the knowledge transfer activities of teachingintensive universities, this implies an initial rate of return of 360% to direct income 8 . That is, every £1 invested by businesses in formal services provided by the university generated £3.60 GVA in direct economic benefits.

7.1.2

Additional Returns to Collaborative Partnerships

Estimates of returns to investment from collaborative partnerships generally underestimate the economic impact of less research-intensive universities due to the non-quantifiable nature of their contributions to their regional economies (e.g., through creation of senses of place), and especially outside of the scope of contract research. To account for this, research by PACEC (2015) considered one of the primary ‘impact pathways’ of more teaching-intensive universities: innovation partnerships. 9

Estimates of the economic impact of collaborations between universities and local and regional innovation partners were taken from studies examining the benefits of partnership agreements between universities and businesses. For example, a study for the (then) Department of Business, Enterprise & Regulatory Reform 10 considered the impact of Regional Development Agency spending. One aspect considered in this report was the GVA returns to business development and competitiveness interventions between 2002 and 2007. This found that interventions in science, R&D and innovation infrastructure had achieved cumulative GVA equivalent to 340% of the cost of the projects, and that this could increase to 870% if the long-term benefits were considered. In other words, every £1 invested by businesses generated £3.40 GVA in direct economic benefits.

7.1.3 Impact of University of Suffolk Collaborative Partnerships

Based on evidence from consultations with a wide range of commercial and noncommercial partners of the University carried out throughout the project term, it was concluded that the University contributes actively and significantly to the local and regional innovation ecosystems and partnerships in Ipswich and Suffolk County. As a result, an average total return of 700% to income from knowledge exchange activities was estimated. This therefore estimates that every £1 invested by businesses generates £7 GVA in direct economic benefits. Based on previous work by BiGGAR Economics, it was also assumed that it takes an average of six years for impacts from this type of activity to be realised and this adjustment was therefore also taken into account.

8 CBR/PACEC (2009), ‘Evaluation of the Effectiveness and Role of HEFCE/OSI Third Stream Funding. A Report to HEFCE by PACEC and the Centre for Business Research, University of Cambridge’, p. 49.

9 PACEC (2015), ‘Evaluating the Non-Monetised Achievements of the Higher Education Innovation Fund: A Report to HEFCE by PACEC.’

10 PriceWaterhouseCoopers, Impact of RDA spending – National report – Volume 1 – Main Report, March 2009, DBERR.

The above assumptions were applied to the total income received by the University of Suffolk from its collaborative partnerships in 2021-2022 (£2.1 million) and apportioned based on the share of activity occurring in each of the study locations. In this way, it was estimated that the economic impact generated from collaborative partnerships was £26 million GVA and 80 jobs across the UK.

7.1.4 Knowledge Transfer Partnerships

In estimating the impact generated by KTPs, KTPs completed within the last six years were considered as well as ongoing partnerships. This includes three completed partnerships and one ongoing partnership.

To estimate the impact from these, the analysis relied on a study by Regeneris Consulting 11, which considered the returns from KTPs. The study found that on average each completed partnership supported three jobs and each ongoing supported one. It also assessed the average GVA per KTP for each region of the country – the appropriate regional impact was attributed to each KTP based on the location of the company. In this way, it was estimated that the economic activity arising from KTP’s at the University of Suffolk is approximately £412,000 GVA across the UK, supporting 10 jobs across the country. Of this total, around £171,300 GVA and six jobs were from businesses located in Suffolk, and £85,700 and three jobs by businesses located in Ipswich.

7.2 Knowledge Exchange Impact Summary

The total economic impact in 2021-2022 from knowledge exchange activity at the University of Suffolk was estimated to be £26 million GVA across the UK, supporting 90 jobs across the country. Of this total, £16 million GVA and 50 jobs were in the East of England, £4 million GVA and 10 jobs in Suffolk and £2 million GVA and 10 jobs in Ipswich.

Table 7-1: University of Suffolk, Knowledge Exchange Impact 2021-2022

Source: BiGGAR Economics Analysis

8.

Quantitative Impact Summary

In 2021-2022, the University of Suffolk generated an economic impact worth £862 million to the UK economy, supporting 13,570 jobs across the country. Of total GVA generated, 39% was retained in Suffolk.

In 2021-2022, the University of Suffolk generated an economic impact worth £862 million GVA and supported 13,570 jobs across the UK, of which:

 £237 million GVA and 1,660 were retained in Ipswich;

 £332 million GVA and 2,720 jobs were retained in Suffolk; and

 £484 million GVA and 3,760 jobs were retained in the East of England.

A breakdown of GVA and employment by source of impact and study area is provided in Table 8-1

Table 8-1: University of Suffolk, Summary of GVA Impact (£m), 2021-2022

Source: BiGGAR Economics Analysis. Note, totals may not sum due to rounding and includes impacts from students at partner organisations across the UK.

Impact multipliers are a useful summary indicator to express within a single figure the returns from investment in an organisation. In 2020-2021, the University of Suffolk had an income of £135 million and generated £945 million GVA. Therefore, for each £1 of income received, the University generated £6 in economic impact across the UK, £4 in the East of England, £2 in Suffolk and £2 in Ipswich.

9. Innovation and Skills Development

The University’s positive attitude to building relationships and its proven ability to bring organisations together to deliver joint ventures is driving development of the region. The University has a reputation for collaboration and is broadening its portfolio to create opportunities for growth. Its unique position in the local economy enables it to facilitate opportunities for inward investment.

The University of Suffolk plays a key role in stimulating innovation within Ipswich and throughout Suffolk. It is a valued core member of the New Anglia Innovation Board which brings together Norfolk and Suffolk’s key innovation hubs and universities to provide leadership in innovation which is delivered through a Connected Innovation programme 12

The University’s influential role in developing the region’s innovation activity is reinforced by their practical delivery of projects that support innovation. The University has established Innovation Labs at the Ipswich Waterfront, providing access hot desk space, networking and collaborative opportunities for developing entrepreneurs and start-ups The University provides support to students and others utilising the Innovation Labs to develop business ideas , and provides access to the University’s Business Development and Knowledge Exchange team

 Recognising the opportunities that collaboration with a global business might bring, the University has also worked with BT to develop the Digitech Centre - a Centre of Excellence for Teaching, Learning, Research and Knowledge Exchange. This is a significant off-campus investment by the University which has established a national centre of excellence in digital innovation , driving new initiatives to change emergency department and policing practices, share data and create a whole-system approach to preventing violence.

12 https://connectedinnovation.co.uk/

The DigiTech Centre

An innovative partnership between the University of Suffolk and BT. This unique facility provides learning opportunities and skills for tech jobs of the future. It forms a part of an innovative digital ecosystem at Adastral Park which hosts 150 high-tech telecommunications and technology companies.

The Digitech Centre is home to a range of labs and research teams working on various aspects of technology, including telecommunications infrastructure, network security, artificial intelligence, and other emerging technologies. It is here that the University has developed a Centre of Excellence in Digital Skills for teaching and learning, research and knowledge exchange. Students benefit from state-of- the-art facilities, including an AI Compute Server, a Juniper Networking “Sandpit”, a Cyber Range, and a Digital Forensics Laboratory. It hosts 145 apprentices and 500 students

The teaching area includes a Digitech Smart House - a two-storey smart home built from fully sustainable means, with solar panels, rainwater collection, highly efficient heating and cooling, and biodiverse planting. It is a base for sensor enabled home/smart living technologies providing on-site learning and inspiration to new careers addressing sustainability.

In addition to establishing The Digitech Centre, the University has proven its leadership role in the innovation ecosystem across Norfolk and Suffolk by:

 Using experience at its Institute of Health and Wellbeing and the Integrated Care Academy to provide a sound base for innovation, emerging technologies and coproduction;

 Supporting the development of a Skills and Innovation Centre at the Gateway 14 Freeport East site. The proposals include flexible onsite learning and teaching spaces, with a particular focus on green and digital skills. It will become a hub for entrepreneurship, collaboration and innovation between occupiers of the site.

 Engaging in the Freeport East Innovation Cluster; and

 Sponsoring and running a bi-annual innovation award.

In future, the University has the opportunity to utilise its expertise and leadership role to develop and grow new sectors in tech, the space sector, cybersecurity, AI, media, esports/gaming, green energy, nuclear, quantum communications and health.

9.1 Skills and Workforce Development

With courses closely allied to big employers in Ipswich and Suffolk, the University continues to evolve as the region’s leading local workforce supplier and skills developer.

9.1.1

Traditional Sectors

The University’s Institute of Health and Wellbeing and its Integrated Care Academy provide a great resource for growing training programmes. Both the Institute and the Academy are recognised for supporting the training and development of local healthcare professionals. For example, in partnership with NHS England, the Integrated Care Academy offers the Integrated Care Fellows Development Programme.

Integrated Care Academy

The ICA was established in 2021 and operates on the principles of co-production, inclusivity, and diversity. Working hand-in-hand with partners it strives to be an exemplar in person-centred integrated care.

The ICA is the first of its kind in the country to formally bring together the four pillars of higher education, an integrated care system, local authority, and the voluntary and community sector. Through education, research, leadership, workforce development and digital technologies, the ICA develops joined-up services for the health and wellbeing of people in Suffolk, North East Essex and beyond. It is a highly functional collaborative partnership that works across three priority areas of mental health, best quality of life and end of care.

Included in the ICA’s work is the Integrated Care Academy. This 12-month programme for health professionals working in general practice, social care, community hospitals and mental health provides the opportunity to learn and experience working in a team on specific issues.

The course provides staff with training to develop skills in idea creation, business planning, and developing a business case. The long-term aim of this project is

creating more innovation, encourage staff to develop their ideas in order to support better ways of working and therefore better health outcomes, both in Ipswich and Suffolk, and across the UK. Through working with the University, staff undertaking the programme are encouraged to feel confident in the skills that they are developing and the ideas they can bring forward.

The University is also engaged with the NHS with in developing its offer to students of social care, recognising the benefits in having people with lived experience involved in their studies. Similarly, Suffolk Mind provides 15-20 placements/year in training people to become psychotherapists and Home Start in Suffolk is engaging with the University to provide placements for healthcare students, offering opportunities for students to get an insight into the sector they are likely to join once they leave University, and allowing students to see the career options available for them within Ipswich and Suffolk once they finish their studies, encouraging the retention of skilled people in the region.

9.1.2 Connections with Business

Local employers see the University of Suffolk as a key contributor to the provision and development of their workforce, and the University benefits from being able to provide students with real world experience through placements and work experience. Examples of this include:

AXA XL, an insurance company with a base in Ipswich, is currently aiming to expand their workforce on the area via a 3-year degree apprenticeship degree for 30 students each year spread throughout different departments

MSC, a global company with UK Headquarters in Ipswich, which hosts visits for students to provide insight into global shipping company in addition providing students with real world experience of the application of generic skills such as ethics assessments and how to navigate sustainability standards

The University continues to address local workforce needs in delivering skills and training opportunities in flexible ways. The Digitech Centre is a focus for learning the skills for tech jobs of the future and is becoming an internationally recognised destination for continuous professional development in digital technologies

In the creative industries sector, the University recently supported business development skills through Creative East.

Creative East

20 creative industries companies located in Suffolk attended weekly masterclasses at the Ipswich waterfront to learn about how to scale up their businesses.

The University of Suffolk delivered an investment readiness programme for creative industries companies in association with Department for Digital, Culture, Media and Sport (DCMS). Local companies attended masterclasses over a 12-week period where they learned about how to scale-up by raising investment. The participants were offered bespoke mentor support and the masterclasses concluded with a pitching session

The University is also providing innovative workforce solutions to local dentistry challenges. It has developed facilities to meet local service needs alongside developing training opportunities for the dental workforce. Dentistry is an enduring and critical health issue for people of all ages throughout Suffolk and th is initiative will attract a new dental workforce to train, and hopefully stay, locally

University of Suffolk Dental Community Interest Company

This new treatment, training and academic social enterprise will deliver 18,000 NHS dental appointments a year and train future dental health professionals.

Ten fully equipped dental surgery units will be based at the University’s James Hehir building on the Ipswich waterfron t. It will deliver a new NHS £2.2m contract for primary care dentistry and support dental training and education. The facilities and service will open to patients in 2024.

Its dual purpose will help address gaps in the provision of dental services for Suffolk residents and also provide a teaching environment for student dental hygienists and therapists at the University. It will also offer placements for local dental nurses , dental therapists and hygienists who have recently qualified or are currently in training.

9.2 Research

The University’s research portfolio is focused on 6 research institutes which represents its commitment to effectively responding to key societal challenges. It is consciously taking an applied approach to delivering research to develop user friendly solutions in:

 Health and Wellbeing;

 Digital Futures;

 Social Justice and Crime;

 Sustainability;

 Culture and Heritage; and

 Learning and Teaching.

Source: Transforming Lives: University of Suffolk Strategy for Research Excellence 2023-2030

The University is actively working with statutory and non-statutory service providers in developing a durable, sustainable research profile. For example, the Institute of Health and Wellbeing is working collaboratively with partners to develop applied research that addresses real issues using high quality local evidence. The University is also collaborating locally with the Healthwatch Suffolk research team and validating research of an emotional needs audit tool at Suffolk Mind which aims to provide a marketable way to measure wellbeing

Figure 9-1 - University of Suffolk Strategy for Research Excellence Commitments

Institute for Social Justice and Crime

The Institute for Social Justice and Crime is a centre for conducting applied research to address complex issues around barriers to an equitable and inclusive society, with the aim of enacting the UN Sustainable Development Goals 13 globally. The Institute of Social Justice and Crime’s research touches on a number of topics centred around the experience of vulnerable and marginalised groups, with expertise in a number of issues including online harms, policing, and complex systems change, as well as increasing work in areas such as digital justice and activism, epistemic injustice, and socially-just and future-making practices.

Institute of Health and Wellbeing

The Institute of Health and Wellbeing’s research and evaluation services respond to key health and wellbeing challenges, leading to innovation across many disciplines of human performance. It aims to make a meaningful contribution to the local, national, and where possible international community. Closely aligned to the Integrated Care Academy, the vision of the Institute of Health and Wellbeing is to enhance wellbeing, reduce ill-health and enable a high quality of life to be experienced by all. Research at the Institute of Health and Wellbeing includes a number of initiatives involving physical activity and sport, whole systems approach to wellbeing, perinatal wellbeing and long-term conditions.

13 UN (2015), The 17 Goals. Available: https://sdgs.un.org/goals

Suffolk Sustainability Institute

The Suffolk Sustainability Institute was established to address the causes of climate change and seeks to understand the threats it poses to public health, the global economy and biodiversity. The Institute is working to bring together experts across the University of Suffolk to deliver multidisciplinary research that supports the transition to a global low-carbon economy which uses resources sustainably. The key areas of research for the Suffolk Sustainability Institute include green infrastructure, sustainable healthy communities and energy and resource management, with the aim of ensuring the research can be translated into effective solutions for the public and private sector through knowledge exchange.

Digital Futures Institute

The University of Suffolk is actively developing strategic partnerships and collaborating with key stakeholders to build a distinctive research portfolio in line with its curriculum. This is clearly evidenced in the University’s association with BT Research and Development, bringing together top-class researchers, entrepreneurs and students to explore the future of digital technology to enhance the delivery and security of regional commercial and public services. The Digitech Centre hosts the Digital Futures Institute, merging physical, digital and virtual spaces, and providing a hub to research carried out in collaboration with many of the ICT companies on site. The Digital Futures Institute’s research focuses on the potential for digital technologies to address challenges and deliver new digital environments and tools to improve productivity of both commercial and public sector partners.

Centre for Culture and Heritage

The Centre for Culture and Heritage aims to deliver leading contemporary research in Arts and Humanities, showcasing cultural projects in partnership with local stakeholders, fulfilling the University’s role as a Civic University. The Centre for Culture and Heritage aims to celebrate heritage, emphasising the impor tance of people, place and positive cultural change and inspiring pride in local history and culture through research, events, education and outreach activities.

A Civic University

The University of Suffolk plays a vital role in supporting regional economic and social development, supporting the redevelopment of Ipswich, attracting talent to the area, and widening participation in higher education through its work with local young people.

10.1 Local Redevelopment

The University of Suffolk has been instrumental the redevelopment of the waterfront area in Ipswich. The University’s first dedicated teaching, learning and social space, was constructed on the waterfront of Ipswich. The building, comprised of one auditorium, two lecture theatres, and 34 teaching rooms, as well as a café and Student Centre , established this part of Ipswich as a hub of university and student activity, providing opportunities for businesses in the area to thrive. This worked as a catalyst to drive the continued redevelopment of the Ipswich waterfront, with the presence of the facilities and students helping to revitalise business and investment in the post-industrial area.

Following the establishment of the main waterfront building, the University continued to contribute materially to the redevelopment of the area with the construction of the James Hehir Building in 2013. The building includes a technical laboratory and research space, informal learning and teaching areas, and a public bar and restaurant facilities. This has further contributed to activity in the area, both in terms of student expenditure and the area’s ability to attract talent.

10.2 Attracting Talent

The University’s presence works to attract and retain talent in both Ipswich and Suffolk. Through its expanding work in areas such as health and digital technology, the University has helped to establish Ipswich and Suffolk as areas where skilled people can find quality, well-paying jobs in innovative, productive sectors. Local businesses are aware that their proximity to London means that they are competing for talent and see the University as a major attraction for skilled workers, both by attracting students who may stay in the area after graduation and establishing the area as a potential centre of excellence in a variety of sectors.

10.3 Widening Participation

Widening participation is about broadening the opportunities for entering and succeeding in higher education , regardless of background or disadvantage The aim is to ensure that those who can enter higher education have the opportunity to do so and are supported to enter, succeed and progress beyond their studies.

The University provides opportunities to a variety of non-traditional learners, including people who are working to attain degrees following years in the workplace, looking to develop their understanding of their own sector or gain a degree in order to change careers.

The University’s presence in Ipswich has also served to demonstrate to local young people that higher education is an attainable option for them. By working with local colleges, the University of Suffolk has worked to encourage more young people who may not otherwise have considered attending university to engage with their potential options in higher education.

10.3.1 Impact of University of Suffolk

There are a number of measures which describe access and participation performance, but one of the most meaningful is to consider the cohort of undergraduate students who are from low participation areas. A key measure of this is the tracking underrepresentation by area (TUNDRA) indicator, which classifies areas across England by the proportion of 16 year old state-funded mainstream school pupils who participate in higher educated aged 18 or 19 years. Quintile 1 of this indicator refers to areas with the lowest 20% of participation rates for the young population, and Quintile 5 contains the highest participating 20%.

The TUNDRA indicator has been presented in the figure below as a key piece of evidence which illustrates how the University of Suffolk is changing the life chances for young people from low participation areas.

Other indicators of the University’s performance in supporting groups of people from less traditional backgrounds through higher education are also described. All data has been taken from the Access and Participation Dashboard published by the Office for Students.

Figure 10-1: Lifecycle Performance of Students from Low Participation Backgrounds at the University of Suffolk (TUNDRA Quintile 1)

Source: Office for Students, Access and Participation Data Dashboard

10.3.2 Access

In 2021-2022, the proportion of new undergraduate entrants aged under 21 at the University of Suffolk who were from low participation areas (TUNDRA, Quintile 1), was 33.5%, which is more than double the sector average of 12.3%. This is a feature of the student intake at the University and is, in part, a reflection of the area it serves. The proportion of students in this group increased from 26.9% in 2018-19 to 33.5% in 2021-2022, a sharper increase than across the higher education sector as a whole. The equivalent cohort of new undergraduates at all higher education providers in England increased from 11.7% to 12.3% during the same period.

Further aspects of the University’s student intake illustrate how it supports the wider participation agenda. Of new undergraduate entrants at the University of Suffolk in 2021-2022, 43.3% were from the most deprived areas in England (IMD2019, Quintile 1 areas), compared to 22.8% across the sector. This proportion has grown steadily since 2016-2017, when this demographic accounted for 18.8% of students at the University, slightly below the average across the sector at the time of 19.7%. 22.7% of new undergraduate entrants at the University of Suffolk this year had been eligible for free school meals while at school, compared to a sector average of 18.4%.

The proportion of students with additional characteristics which may impact their likelihood of positive outcomes (ABCS, Quintile 1) is more than double the sector average. In 2021-2022, 19.5% of the University’s undergraduate intake were in this category compared to a sector average of 7.1%.

The University also attracts a significantly higher than average share of mature students. In 2021-2022, 90.3% of the student intake to the University of Suffolk were aged 21 and over, compared to 29.0% across the intake to higher education that year.

10.3.3

Continuation

Continuation data refer to students continuing their studies in higher education after 12 months, i.e. those returning after the first year of study and entering second year. The continuation rate for students at the University of Suffolk from low participation areas (TUNDRA, Quintile 1) below the sector average. In 2020-2021, 80.5% of students in this group returned to continue their studies after first year compared to a sector average of 89.3%. This is a significant result given the greater proportion of students this represents at the University of Suffolk. It also represents the cohort of students who were in their first year during the pandemic restrictions, when courses were mainly delivered online.

For at least the last six years for which data are available, the continuation rates for students at the University of Suffolk who are from areas of multiple deprivation (IMD2019, Quintile 1), or have a reported disability, or have additional characteristics that influence successful completion (ABCS students in Quintile 1) have mainly been above the sector average.

10.3.4 Completion

The completion rate refers to the percentage of first year students who are in active study, or have qualified, after four years. At the University of Suffolk, the completion rates for students from low participation areas (TUNDRA, Quintile 1), and areas of multiple deprivation (IMD2019, Quintile 1) is below the sector average. However, this is a strong result, given the higher share of students these groups account for at the University.

10.3.5

Attainment

Attainment refers to the proportion of students who gain a 1st or a 2.1 qualification. On this measure, students from low participation areas (TUNDRA, Quintile 1) at the University of Suffolk perform below average However, the gap between the performance of this group at the University of Suffolk and the sector average has been closing over time, with the share of Quintile 1 students achieving either a 1st or 2:1 degree at Suffolk increasing from 60.0% to 71.7% between 2016-2017 and 20212022, compared to an increase from 74.5% to 76.8% across the sector during the same period. This is due in part to a sharp drop in the share of Quintile 1 students achieving this level of degree from 81.1% in 2020-2021 across the sector. At the University of Suffolk, the share of Quintile 1 students achieving this degree level increased during this period, from 63.2%.

A similar pattern is evident with students from areas of high deprivation (IMD2019, Quintile 1) where the performance of this group at the University of Suffolk, while below average, has improved over time, increasing from 59.6% in 2016-2017 to 65.8% in 2021-2022, compared to an increase across the sector from 65.5% to 68.5%

during the same period. Attainment of this group also fell sharply across the sector between 2020-2021 to 2021-2022 but increased at the University of Suffolk during this period.

10.3.6 Progression

Progression refers to students entering managerial or professional employment, study, or another positive destination. On this measure, graduates from the University of Suffolk from low participation areas (TUNDRA, Quintile 1) and those from areas of multiple deprivation (IMD2019, Quintile 1) perform above the sector average. Of TUNDRA Quintile 1 students who graduated from the University in 201920, 73.7% progressed to positive destination, compared to 67.5% across the students of this group graduating from higher education as a whole. Similarly, 78.9% of students from the most deprived quintile under the IMD who graduated from the University of Suffolk in 2019-20 progressed to a positive destination, compared to 66.2% across the sector as a whole. This is a particularly strong result given the profile of the undergraduate student intake at the University and demonstrates how it is actively reaching and supporting a diverse student community to improve their lives and career prospects through education.

11. Impact in Context

Ipswich and Suffolk face various challenges to economic growth. The University of Suffolk has played a key role in starting to address these issues, and has the opportunity to drive progress towards the strategic goals of the region.

11.1 Key Socio-Economic Indicators

11.1.1 Population

In 2021, Ipswich had as estimated population of 139,600 people, which represented 18% of the total population of Suffolk. Suffolk, with a population of 763,400, accounted for 12% of the East of England population (6,348,100) and 1% of the UK’s population (67,026,300).

Over the decade to 2021, Ipswich’s population grew by 4%. Within this broad trend, the rate of change was uneven across the age groups, with the proportion of people aged 65+ increasing by 16% while the number of working age people (aged 16-64) increased by 1%. This lower increase is in part due to the fall in the number of people aged 16-24, by 13% over this period.

Similarly, the total population of Suffolk increased by 5% between 2011 and 2021, with the share

Source: ONS (2023), Population Projections – Local Authority Based by Single Year of Age

11.1.2 Employment by Sector

The profile of employment in the study areas shows the sectors that are over- and under-represented compared to the national average. Most notably, the health sector is a significant source of employment for Ipswich, accounting for 17% of

Table 11-1: Projected Population Change, 2023-2043

employment in the area compared to 12% in both Suffolk and East of England, and 13% across the UK.

The three public sector categories of public administration, education and health account for 33% of employment in Ipswich, significantly higher than average compared to Suffolk (24%), East of England (24%) and the UK as a whole, where the public sector accounts for 26% of employment.

Employment in professional, scientific and technical activities is lower than average in both Ipswich (6%) and Suffolk (6%) compared to the East of England (9%) and the UK as a whole (9%).

Source: ONS (2022), Business Register and Employment Survey.

11.1.3 Economic Activity, Earnings and Unemployment

In 2022, the unemployment rate in Suffolk was 1.4%, below the average compared to the East of England (2.9%) and the UK as a whole (3.6%). Suffolk also has a slightly higher than average share of the working age population who are economically active (81.1%) compared the East of England and the UK, where the share of this demographic who are economically active is 80.6% and 78.5%, respectively.

Table 11-2: Employment by Sector, 2021

The median annual gross wage of residents in Ipswich was £33,346 in 2023, fairly average compared to Suffolk as a whole (£33,926). Wages in Ipswich and Suffolk are lower than across the East of England as a whole (£36,355) and the UK (£34,963).

Between 2008 and 2023, the median annual gross wage of residents of Ipswich has increase by 47%, with wages growing on average by 3% each year. This was above average compared to Suffolk as a whole, where wages have grown by 42% during this period. The median annual gross wage of residents of the East of England and the UK grew by 37% and 39%, respectively, between 2008 and 2023.

Table 11-3: Key Labour Market Indicators

Source: ONS, (2023), Annual Survey of Hours and Earnings. ONS, (2023), Annual Population Survey

11.1.4 Qualifications

Qualifications are a strong indicator of economic wellbeing and potential economic prosperity. This shows that, in Ipswich and Suffolk, 37% and 36% of the working age populations have achieved a degree or equivalent qualification, respectively. This is lower than average compared to both the East of England as a whole (40%) and the entirety of the UK (44%).

However, this represents a significant increase in the share of people in the local area with a degree or equivalent since 2007, when the University was first established. In 2007, 22% of people in Ipswich and 23% of people in Suffolk had achieved a higher education qualification.

Table 11-4: Qualifications of the Working Age Population, 2021

Source: ONS (2022), Annual Population Survey

11.1.5 Deprivation

The Indices of Multiple Deprivation (IMD) is the official measure of relative deprivation for small areas 14 in England. These areas can be ranked based on which quintile (fifth of the distribution) they belong to, with a small area in the first quintile being in the 20% most deprived areas in England It is comprised of seven domains of deprivation which, when combined and appropriately weighted, form the IMD. The seven domains are: income (22.5%); employment (22.5%); health deprivation and disability (13.5%); education, skills and training (13.5%); crime (9.3%); barriers to housing and services (9.3%) and the living environment (9.3%). The latest dataset is for 2019 and updates the previous assessment in 2015.

Ipswich has higher than average levels of deprivation. Of the 85 LSOAs in Ipswich, 33% are ranked in the 20% most deprived areas of England, while 11% are ranked in the least deprived. Ipswich has the highest levels of deprivation in Suffolk, which overall has below average levels of deprivation, with 11% of small areas ranked in the 20% most deprived areas. Of the 50 small areas across Suffolk in the most deprived quintile, more than half (56%) are located in Ipswich.

Both Suffolk and the East of England have below average levels of deprivation, with 11% and 10% of small areas in Suffolk and East of England ranked in the most deprived quintile, respectively. Most small areas of Suffolk are ranked in the third quintile (30%), with the share of areas in the least deprived quintile slightly below average (18%). Similarly, 24% of small areas in the East of England are ranked in the third quintile, though the share of LSOAs across the East of England ranked in the least deprived quintile is above average at 26%.

14 Referred to as Lower-Layer Super Output Areas (LSOAs) which are designed to be areas with a similar sized population of approximately 1,500 residents, or 650 households.

Table 11-5: Indices of Multiple Deprivation (IMD), 2019

Source: UK Government (2019), English indices of deprivation 2019

11.2 Strategic Economic Context

11.2.1 Ipswich Borough Council Corporate Strategy (2023)

The Ipswich Borough Council Corporate Strategy outlines the council’s plan for the future, with the vision to champion the community and revitalise the town of Ipswich. The strategy outlines some of the challenges the area faces, particularly around poor health, lack of skills in the workforce, and low incomes, and outlines the council’s intention to address these challenges by supporting the development of a thriving local economy with efficient public services in order to achieve a better quality of life for the people of Ipswich. The strategy is centred around five key priorities, including:

 A thriving town centre;

 Meeting the housing needs of our community;

 A carbon neutral council;

 Promoting community well- being and fairness in Ipswich; and

 A financially sustainable council providing good quality services.

The strategy highlights that, in order to ensure the success of these goals, Ipswich Borough Council will work with key partners and stakeholders in the area, including the University of Suffolk.

11.2.2 Suffolk Strategic Partnership Suffolk’s Community Strategy 2008-2028

Suffolk Strategic Partnership’s Community Strategy outlines the goals for the county between the period 2008-2028, with the ambition that by 2028, Suffolk will be ‘recognised for its outstanding environment and quality of life for all; a place where everyone can realise their potential, benefit from and contribute to Suffolk’s economic prosperity, and be actively involved in their community.’ The strategy is focused around four key priorities which serve to achieve this vision:

 To become the most innovative and diverse economy in the East of England;

 To have learning and skills in the top quartile in the county;

 To be the county with the greatest reduction in carbon emissions; and

 To create a place where everyone is safe, health and involved, no matter who they are, or where in the county they live.

At the time of publication, University Campus Suffolk had just been founded, and was identified as a key partner for transforming education in the area to deliver the skills needed for Suffolk to develop its economy.

11.2.3

Suffolk County Council Corporate Strategy 2022 -26

Similar themes emerge in the County Council Corporate Strategy published by Suffolk County Council. The strategy focuses on the council’s plans for the years following the Covid-19 pandemic. The strategy outlines how recovery from the pandemic has to consider local economic and social goals, addressing the continuing challenges in a way which most benefits the people of Suffolk. In doing so, the strategy expands on four objectives for the period 2022-2026:

 To promote and support the health and wellbeing of all people in Suffolk;

 To strengthen our local economy;

 To protect and enhance our environment; and

 To provide value for money for the Suffolk taxpayer.

11.2.4

Norfolk and Suffolk Economic Strategy 2022

In keeping with the plans for Suffolk specifically, the economic strategy for Norfolk and Suffolk, which aims to work as a blueprint for the area’s transition to a clean growth region, highlights similar goals around the economy, the transition to net zero, and the importance of addressing challenges around health and inclusivity. The strategy also highlights the area’s intention to make international connections, establishing the strengths of the region and what it has to offer globally. The strategy outlines five outcomes which signify success:

 Accelerate our economy’s transition to net zero;

 Connect and empower businesses – through innovation, supply chain development and access to new markets;

 Secure public and private investment through promoting the area’s unlimited potential;

 Enable all people to upskill, reskill and access employment, attracting and retaining talent to the area; and

 Support our places and communities to be more vibrant, healthy, inclusive, sustainable and resilient.

11.3 Conclusions on the Impact in Context

Ipswich faces a number of challenges which have implications for future growth, including a falling and aging population, a reliance on public sector employment, relatively high levels of deprivation , and a lack of clarity on Ipswich’s perception as a destination town which hampers both the area and the University. Along with Suffolk, Ipswich also experiences below average levels of engagement in higher education.

Key stakeholders in Ipswich and Suffolk highlight both the challenges the area faces, particularly around health, skills, and opportunities for local people, but also

emphasise the opportunities for the region to develop a competitive, green economy which delivers better outcomes for the people of Ipswich and Suffolk.

The University of Suffolk has already played a key role in the redevelopment of Ipswich, with the waterfront campus acting as a catalyst for much of the development in the town centre. Its presence has also worked to attract and retain talent to the area, working towards the creation of an economy which meets the goals outlined in the strategies of local organisations.

As the University grows, attracting more talent and increasing knowledge exchange activity, it has the potential to solidify its role as a civic university, working to drive economic growth and address the needs of Ipswich and Suffolk.

12. Future Drivers of Impact

The

University of Suffolk has identified a number of

key metrics of growth over the coming years. Achieving these would lead to increased economic impact across the local and national economy.

12.1 Drivers of Impact

Stakeholders in the region would like to see the University develop its strategic leadership role and continue to bring people together to drive development of the region. Key to this will be highlighting successes, inspiring others and developing strategic collaboration with other universities. There is a common shared aspiration that active relationships with the University of Suffolk will continue to drive growth and development, retain young people and attract talent to the area.

The business and commercial community is keen to promote the University and help it deliver courses directly relevant to local employment opportunities. Local organisations want to be involved in creating experiences for students so that students can better understand the business landscape and local employment opportunities. Working in partnership to develop new ways of studying will help formulate an agile and dynamic response to workforce requirements.

The University intends to expand knowledge exchange activity, responding to local needs for skills and supporting innovation in Ipswich and Suffolk’s major sectors. The Institute of Health and Wellbeing, the Integrated Care Academy and the Digitech centre are sufficiently well established and connected to lead knowledge exchange activities.

The University is continuing to drive activity on the waterfront in Ipswich, with plans for a £20 million sports facility for students to be built near the James Hehir Building located on the Wharf area of the Ipswich waterfront. The construction of this new facility will not only drive impact through local expenditure associated with construction; but in collaboration with Inspire Suffolk, a leading youth charity, it will help drive increased student activity on the waterfront and work to improve health and wellbeing.

12.1.1 Future Scenario

Based on discussions with the university, key quantitative drivers of impact for growth in its economic activity include:

 10,000 students enrolled on campus (Ipswich) – of which 1,000 would be international students. This would represent a 50% increase on current on campus students;

 50% increase in the number of students based at partner institutions across the UK;

 £10 million collaborative partnership income; and

 20 KTPs.

This suggests that increases in student numbers and knowledge exchange activity will be the key driving forces for the university increasing its economic impact in the future.

12.2 Potential for Economic Impact

12.2.1 Potential Future Impact, All Drivers of Impact

If all of the drivers of impact for growth materialise, the economic impact generated by the University of Suffolk could be up to £1.4 billion GVA and 21,020 jobs across the UK. The potential impact in each study area is outlined in Table 12-1.

Table 12-1: Potential Future Impact

Source: BiGGAR Economics Analysis

In comparison to the activity generated in 2021-2022, this would represent a 74% increase in GVA generated across the Suffolk economy. As shown in Figure 12-1, the materialisation of each driver of impact would generate increased economic activity across each source of economic impact. This is because the growth in students and knowledge exchange activity would stimulate increases in other drivers of impact, such as: employing more staff, a larger number of graduates, increased income (from tuition fees and research funding) and expenditure (associated with supporting a larger student and staff body). It was therefore assumed that there would be a:

• 50% increase in income;

• 25% increase in expenditure (for both supply spend and staff costs);

• 25% increase in staff numbers; and

• 50% increase in graduates.

Source: BiGGAR Economics Analysis

12.2.2 Potential Future Impact, Excluding Increased Student Numbers

If the university does not increase its student intake but increases its knowledge exchange activity in line with that outlined in section 11.1, its economic impact would still increase. However, there would be less of a knock on effect on other drivers of impact than if it were combined with an increase in student numbers. For example, the number of graduates would be unaffected, but the overall income of the university would increase and there could be a smaller increase in staff numbers to undertake research activity – which would in turn increase staff costs. This was assumed to be an increase of 10%.

In this scenario, total economic activity across the UK could be up to £972 million GVA and 14,250 jobs.

As shown in Figure 12-2, economic impact attributed to innovation and core education and research activity would likely increase, whilst student and graduate impacts would likely remain the same as in 2021-2022. As the figure highlights, achieving substantial growth in economic activity across the Suffolk economy would largely be driven by a scenario in which on-campus student numbers increase.

Figure 12-1: Potential Growth in Impact, (£m GVA, Suffolk)

Source: BiGGAR Economics Analysis

Figure 12-2: Potential Future Impact Comparison (£m GVA, Suffolk)

13. Conclusions

The University of Suffolk creates economic impact worth £862 million GVA and supports 13,570 jobs in the UK. The University has driven innovation and growth in the region and continues to work to deliver the skills needed to grow key sectors in Ipswich and Suffolk.

The University has established itself as a key collaborative partner, driving growth and seeking out new opportunities for the region to innovate within traditional sectors and establish itself in emerging sectors. Since the University was first established in 2007, it has delivered broad social impacts for the people of Ipswich and Suffolk, working as a catalyst to the redevelopment at the waterfront in Ipswich, attracting talent to the area and widening participation in higher education.

13.1 Quantitative Impact, 2021-2022

In 2021-2022, the University of Suffolk generated an economic impact of:





£237 million GVA and 1,66 0 jobs in Ipswich;

£332 million GVA and 2,74 0 jobs in Suffolk (including Ipswich); and

 £484 million GVA and 3,76 0 jobs in the East of England (including Suffolk)



£862 million GVA and 13,5 70 jobs in the UK as a whole

A breakdown of GVA and employment by source of impact and study area is provided in the tables below.

Table 13-1: Summary of GVA Impacts, 2021-2022 (£m)

Source: BIGGAR Economics Analysis

Table 13-2: Summary of Employment Impacts, 2021-2022 (Jobs)

Source: BIGGAR Economics Analysis

13.2 Drivers of Future Impact

The University of Suffolk is in the position to expand the impact it has both nationally and within Ipswich and Suffolk. The University has ambitious plans for the future, aiming to significantly increase student numbers and expand knowledge exchange activity, helping to drive growth by working with more collaborative partners, attracting more talent to the region, and continuing to support opportunities for innovation in a variety of sectors.

Should the University of Suffolk continue to expand and reach the goals outlined in the strategy, it could generate an economic impact of £1.4 billion GVA and 21,020 jobs across the UK.

14. Appendix 1: Growth Since 2017-2018

This section outlines the growth of the University since the previous study was undertaken analysing its impact in 2017-2018.

Table 14-1 shows the growth in key inputs over the past five years. This shows that across each input, there has been substantial growth in the university’s activity, driven largely by the increase in the number of students at partner institutions across the UK. The impact of this across each source of economic impact is shown in Table 14-2

Table 14-1: Key Inputs Comparison

Source: BiGGAR Economics Analysis

As shown in Table 14-2, the economic impact generated by the University in Suffolk has increased by 40% over the past four years. This has been driven by increases across all aspects of the university’s activities, including increased student numbers, staff employment, graduates and knowledge exchange income.

Table 14-2: Impact Comparison Over Time (Suffolk)

Source: BiGGAR Economics Analysis – figures may not sum due to rounding. *Note that these prices are in 2018 terms and subject to an inflation rate of around 15% for comparable impacts in 2022

In 2017-2018, for every £1 in income, the University of Suffolk generated £9 in economic impact. In 2021-2022, for every £1 in income, the University generated £6 in economic impact. It would not be expected that the ratio of income to impact would remain the same as the scale and nature of the University’s activities have changed significantly over a relatively short period, with the student population and income increasing substantially between 2017-2018 and 2021-2022. As the University has grown and developed during this period, entering new areas of research and establishing itself as an anchor institution, income has increased by £97 million and GVA impact has increased by £88 million.

15. Appendix 2: University Campus Suffolk Economic Appraisal

This section discusses the economic appraisal of UCS in 2005 and the progress made towards the objectives it outlined.

The University of Suffolk was granted university status in 2016, having been established as University Campus Suffolk (UCS) in 2007. As part of the process of the public sector capital funding approval process for UCS in 2005 an economic appraisal was undertaken.

That included a projection for the potential scale of the economic impacts that might arise as UCS became established and grew. That included direct employment at UCS, as well as employment in suppliers, as a result of employee spending and as a result of student spending. The projection for year 10 of operation was that the employment impact from those four sources could be 1,452 jobs in Suffolk. This economic impact study also considered these sources of economic impact (amongst other impacts), and so a like-for-like comparison was possible, with 2,117 jobs in Suffolk, 46% higher than expected when the UK Government approved the proposals to establish UCS.

The 2005 economic appraisal also considered wider qualitative objectives for UCS, which can be summarised as:

 Widen participation in higher education in Suffolk;

 Create new progression opportunities from further to higher education;

 Meet growth in demand for higher education from population growth;

 Contribute to wider regional and sub-regional regeneration and economic development aspirations;

 Regenerate Ipswich and Suffolk;

 Encourage diversification in the local economy;

 Meet employer demand for skills in key sectors;

 Raise Suffolk's profile as a base for research and facilitate knowledge transfer.

This economic impact study has found that the University of Suffolk has made significant progress against all of the objectives that were set 20 years ago when the UCS project was proposed.

BiGGAR Economics, Shandwick House, 67 Shandwick Place, Edinburgh, Scotland EH2 4SD

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