By George Somers
In 2020 LSE awarded 18% more first-class degrees than expected, given the student population. In 2021, UK universities as a whole reported a 22% increase in first-class degrees since 2010. As we enter a post-covid environment, this inflation in grades has become a concern for both students and staff alike.
In July of this year, the Guild for Higher Education (guildHE) pledged that its members would return the proportion of first and 2.1 degrees to pre-pandemic (2019) levels by 2023. This saw the London Institute of Banking and Finance, St. Mary’s University, LAMDA, Pearson College London and 62 other UK universities become some of the first institutions to commit to fully reversing grade inflation, a pledge which LSE has been unable to make.
Whilst grade inflation may feel like a remnant of the pandemic, many students still feel its impact on their current academic lives. Lottie, a second-year Politics and Philosophy student, told The Beaver that “it is important in the long-term that grades return to pre-pandemic levels […] it’s important that students who spent their first/second years with hybrid learning are not disadvantaged.” The concern that employers will diminish degrees awarded during the pandemic, due to grade inflation, as opposed to pre-pandemic degrees is one felt not just within the LSE student body, but across the UK.
Whilst grade inflation is a clear concern, students also expressed the necessity of online exams and a hybrid learning system during the pandemic. Lottie also told The Beaver “It’s important to me that LSE balanced student wellbeing during the pandemic against grade inflation […] So, I’m not too concerned.” A sentiment reflected in recent analysis conducted by The Beaver, which showed the return to in-person exams last year took a hefty toll on not just grades, but student mental health.
Nathalie Bredberg, who graduated last year with a BSc in International Relations, commented, “I think one reason for [grade] inflation was definitely the switch to online exams, especially as someone who struggles writing by hand. While it’s important that a first [retains] its value, I believe online exams … had a positive impact as it made assessments more equal.
“On the other hand, the inflation this has caused has in one way meant grades easily lose their significance … However, I do not think my employers will think my cohort will have had more opportunities [due to grade inflation].” This is a sentiment that was also reflected amongst students who had expressed concern over grade inflation.
The National Union for Students (NUS), of which the LSE Students’ Union is an affiliated member, claimed the focus on grade inflation is “unjustified” and contributes to a “marketised approach to education.” Rather, they argue, the inflation in grades is due to “access to better quality teaching from excellent staff.”
An LSE Spokesperson told The Beaver, ‘‘The Office for Students data has been updated to include 2020/1 results and shows LSE was in the bottom half of English universities for unexplained changes in both Upper (First and Upper Second) degree level and First Class degree outcomes in the most recent year.
‘‘The School will continue to analyse outcomes on courses and programmes each year to ensure students feel confident in the reputation of their degree while being fairly rewarded for their learning.’’
