Keeping fees straightforward and transparent

For readers who are not immediately familiar with the Irish higher education system, it may be worth saying briefly that there are no tuition fees, but there are charges known as the ‘registration charge’ or the ‘student services charge’. This was introduced shortly after tuition fees were abolished, and at first was fairly nominal in amount. The purpose was that the charge would help universities defray the cost of services other than tuition. Over the years this charge increased in amount, and on occasion the government raised the charge at the same time as lowering the recurrent grant. Most recently, in 2009, the charge was increased from €900 to €1,500. At around the same time questions were asked of the universities about how the money raised was being spent, and whether any of it was actually defraying the cost of tuition.

In yesterday’s Irish Independent there was a report suggesting that, in the light of further budget cuts to higher education now anticipated in the December Budget and Book of Estimates, there could be a further substantial rise in the student registration (or services) charge. Should this happen, then the charge will be bigger than tuition fees in some countries that have fees. But they will be less useful to the universities, who will be unable to apply them to support academic and teaching costs.

Much though I am  in favour of tuition fees for those who can afford them (as readers of this blog will know), I am strongly opposed to fudging the issue by introducing fees but calling them something else and restricting their use. The university ‘business’ that is now being placed at risk is teaching, and to demand ever higher contributions from students but stipulating that they cannot be used to support teaching is bizarre and lacks basic transparency, and moreover tempts the universities into using them in questionable ways. It would make much more sense, as a first move, to introduce fees at the level at which ministers are now apparently contemplating the registration charge. Let us at least be honest about what we are doing; the current (and possibly planned) scheme makes no sense and really encourages dishonesty regarding university funding. It should stop.

Subverting Irish university autonomy

Over the past three or four years a significant change has been taking place in Irish higher education. Since the publication of the Hunt Report in 2011 (National Strategy for Higher Education), there has been a visible shift of public policy in the direction of a more centralised management of the system. The state now regards it as appropriate to set a national strategic purpose to be reflected in individual institutional plans, and also to manage what has become known as the higher education ‘landscape‘ – the latter being the configuration of the sector and the identity and management of the individual universities and colleges within it.

And now, with remarkably little public attention regarding the implications, the government has announced its intention of introducing in 2014 a new piece of legislation in the form of a Universities (Amendment) Bill, the purpose of which is declared to be ‘to give the Minister the power to require universities to comply with government guidelines on remuneration, allowances, pensions and staffing numbers in the University sector’.

The picture that is emerging from all this is an interesting one: the government and its agencies will set an overall strategic context for individual institutions, will determine in which institutional configuration they will operate, and will determine centrally their staffing and human resources policy. Someone may have arguments in favour of such a higher education policy, but it will have to be stated clearly that it is completely incompatible with any – even limited – understanding of university autonomy.

No major policy shift should be undertaken in any area without a clear understanding of how it will produce benefits; such an understanding does not exist in relation to current plans for Irish higher education. It is acknowledged throughout the world that autonomous universities perform much better and produce much greater benefits for their host countries. Ireland’s universities are now being directly threatened. There should, at the very least, be a vigorous debate, and the universities should be vocal in it.

A boy’s paradise

For a change, this blog is coming to you from Yorkshire, where I am on a short post-Christmas break. This morning I was walking down the main street of a local market town, and as I did so I passed a Woolworths store. As readers may know, the Woolworths chain in the UK is closing down. It was originally the UK (and Irish) branch of the US retail chain, F.W. Woolworth, but was sold off by the latter in the early 1980s – around the same time that the stores closed in Ireland.

My earliest memory of Woolworths was of their shop in Mullingar, where we moved (from Germany) when I was seven years old. It was (if I recall correctly) the only retail chain store in Mullingar at the time, and as far as I was concerned it was a place of absolute and pure magic. I remember walking into it for the first time – and I had never seen anything like it in my life. I suspect that if I saw it now I would not be too impressed, but at the time it was a wonderful store. It had toys, it had sweets, it had household goods – it seemed to have everything. The first time I ever had any serious money in my own pocket – 10 shillings, to be precise, a birthday present – I walked into Woolworths and bought a View-Master and (for some reason I cannot now recall) a sweeping brush.

Back then I walked out of Woolworths in Mullingar, and from my sense of excitement and pride I could have been coming out of Tiffanys in New York. Today I walked round the now half empty shelves of the about-to-close store and could see immediately why it could no longer work. In the US the parent company still exists, but you would need to be well informed to realise that, as it is now Foot Locker: it has re-focused and re-branded. The UK chain, selling bits of this and that without any clear identity, could not survive – its demise was hastened along by the current recession, but it was bound to come anyway.

So farewell then, Woolworths. The end was bound to come, but I still remember my first independent purchases there with great affection.

Promoting the extra-curricular experience

The typical university student of previous generations no longer exists. Today students are not all recent school-leavers embarking on three or four years of full-time study before setting out on a career of permanent employment. There are still some of those, but others are part-time students, or mature students coming out of employment, or distance learning students who never get to see a campus.

The idea that universities can adapt to learner needs is a welcome one, but sometimes it carries a price. One of these is that many students now find it much more difficult to take part in what would once have been considered an essential ingredient of the higher education experience: clubs and societies, sports, volunteering, socialising. These activities can be an important part of personal development and learning, and moreover they give life to a campus.

In order to avoid universities losing the idea of the campus community, they should consider incentivising extracurricular activities. The most obvious way of doing this is to attach formal credit to such activities, thereby allowing students to use them to qualify for their degree. This was done by my former university, DCU. In Canada it has now also been suggested by a professor of higher education. It is time for others to consider such a move also. Only then can we preserve some of the values and benefits of a full university education.

Time to leave the campus?

Many many years ago, when I was a student in Dublin in the College-that-cannot-be-named, I spent a year living in university accommodation. I must confess that this was not a life of luxury. I shared what I suppose you might call an apartment with one other student: we had a living room and a kitchen, and each of us had a bedroom. When I moved in around early October it was all fine and dandy: the rooms were rather quaint and not unpleasant. The kitchen was horrible, mind you; big enough for only one person at a time, and with two gas rings that were not technological state of the art. I remember that you could not always reliably switch the gas off, which made it very interesting. The kitchen had this cooker and a basin dating from the late 19th century (or so it looked), but nothing else – no fridge, for example.

But what I didn’t know in October was that, for three months at least, a refrigerator would be totally unnecessary, because one of the other things this set of rooms didn’t have was heating. There was no central heating system, and moreover you were strictly forbidden to bring in any electric heater. Indeed that prohibition was quite unnecessary, as the electric sockets were old and the wiring tricky, and any attempt to plug in anything that used more electricity than you could get by rubbing your fingers caused all fuses to blow instantly.

The other thing you discovered quickly as the weather turned wintry was that the windows didn’t really fit into the frames, and I remember many a jolly night with a strong wind when you could have flown a flag inside with the windows closed.

And you might also have noticed that I didn’t mention any bathroom. That was because there wasn’t one. And I don’t just mean there wasn’t one in the apartment, there wasn’t one in the building. Actually, I think there was a toilet, shared by about seven apartments. But if you wanted to have a shower, you had to leave the building and go to the next one, where there was a shower unit just inside the front door. When I say ‘door’, I mean that loosely, since there wasn’t actually a door in the frame. So you stood in the shower, on a wooden slatted floor, just inside the open front door with only a shower curtain to protect you.

I suppose it is enjoyable to recall all this, living there engendered a real pioneering spirit, and in a way I pity all those students today living in the lap of luxury with en suite bathrooms and microwaves. What a boring life.

But maybe not so boring, because the University of Victoria in British Columbia in Canada has just had to go to court to try to evict a man, Alkis Gerd’son, who has been in residence on the campus in a student apartment for the past 19 years; which would be extraordinary enough anyway, but in addition Mr Gerd’son isn’t even doing a course at the university. He got in when he was a genuine student, but he just stayed when he finished his programme in 1997. And now that the university has decided it really is time for him to go, he is accusing them in court of discrimination. I guess the heating works well in his apartment.

So, is research bad for education?

In a unanimous decision the Supreme Court of Canada has today addressed the issue of whether “accident insurance” includes disease. The decision reached today will make insurers happy and a particular insurer (the one involved in this case!) very happy.

The decision is Co‑operators Life Insurance Company v. Gibbens, 2009 SCC 59.

The Supreme Court of Canada overturned a finding of coverage and an award of $200,000 by a British Columbia trial judge, which was affirmed by the British Columbia Court of Appeal.
Those working in universities regularly come up against the question whether it is possible to balance teaching and research so that both are valued and neither undermines the other. A recent contributor to the debate on this issue, the Washington Post higher education reporter Daniel de Visé, had this to say:

‘Whether we intend it or not, the university serves scholarship and scholars before students. Students at traditional universities get significant consideration, but it isn’t responding to their needs that makes these institutions expensive relative to for-profit universities and community colleges. The traditional summer break is a leading example of per-student costs being driven up by faculty preference. Another is the time and money spent in research, much of which adds little to the quality of student learning while raising its effective cost. The scholarly view of knowledge, though valuable in its realm, also creates an implicit cost to the majority of students: Because many courses and majors are designed primarily to prepare students for graduate study in the same field, students headed to professional school or directly in the workplace may finish college under-prepared.’

This issue is important for all sorts of reasons. First, it is all about what constitutes a ‘university’; more particularly, it is the question whether all universities need to host high quality research programmes, or whether teaching-only institutions can also be recognised as good universities. Secondly, there is the issue of higher education pedagogy: should students be exposed to experienced researchers in their studies, or does this not matter? On the other hand, there are the really complex issues to do with academic career development, and whether promotion in the end is always determined by research output; and if it is, whether careers are therefore pursued at the expense of students? And finally, there are questions about whether research organisation and funding take up too much institutional energy and time, as some argue.

In some countries the approach to higher education research has defined institutional hierarchies, with research-intensive institutions being promoted as premier league universities, while other, largely teaching-oriented, institutions are seen as second tier. Daniel de Visé may argue that the focus on research short-changes the students, but then again, ambitious students always make research-intensive universities their first choice, because the research under-pins the institutional status and reputation.

The answer to all of this probably is that in order to be recognised as an academically significant institution, a university must have a good deal of high value research. However, that does not mean that it needs to be pursued in exactly the same way in each place. Some universities, with age, traditions and resources, may opt for an all-round research profile; but actually very few can afford to do this well. Most should find their own specialist areas or niches in which they wish to excel and which they prioritise, and in which they intend to compete with the best  in the world. Such areas should typically be interdisciplinary. But all should recognise the pedagogical value of the pursuit of discovery and analysis, and the need to bring this close to the student. And seen in that way, research is certainly not bad for education.

Securing compliance?

The Stanford University website contains a list of the university’s ‘compliance offices and officers’. You may wish to note that there are 25 of these, ranging from ‘donor gift restrictions’ to ‘immigration’. And while most of us do not have this kind of wealth of compliance-focused structures, many universities nowadays find themselves almost overwhelmed with regulatory bureaucracy.

Of course it is important to maintain good practice, and areas such as health and safety, data protection, financial probity and so on should be the focus of vigilance, in universities as elsewhere. However, we have gradually been sucked into a compliance mentality that makes institutions risk averse, with people often concerned with covering their backs while grappling with the extensive paperwork.

Perhaps one of the chief problems is that many, like Stanford, see this as a matter of ‘compliance’. The main context is one of policing wrongdoing, rather than encouraging good practice. It may be time to look again at how standards are maintained and enhanced; the current system may not be the way to do that.

Teaching across boundaries

Here’s an unusual perspective. A professor at the University of Derby has suggested that ‘flirting’ is a normal and appropriate teaching technique. His suggestion was prompted by an email complaint he received, which stated that it was ‘outrageous the way you flirt in class’. But the professor, writing in the UK Huffington Post, thought that in fact flirting was a ‘powerful way of engaging students in learning’, and an ‘intellectual “come on”‘. Indeed he concluded that the complaining email was perhaps motivated by the writer’s irritation at not having been the subject of the professor’s flirting.

Of course it all depends on what we mean by ‘flirting’. A standard definition is to ‘behave as though attracted to or trying to attract someone’. Of course this can be innocent, and I don’t doubt that the professor in question had no improper intent. But the relationship of teacher and student, even in higher education, is not one of equals, or one between people with an equivalent ability to manage boundaries between what is and what is not appropriate. Of course the teacher should engage the interest of the student, and using skills of personal engagement is part of that. But that is not flirting.

I am sure that the professor was not stepping beyond the acceptable boundaries. But his response does not suggest that these boundaries are as clearly understood as perhaps they should be.

Taking the news badly

In the course of a recent conversation if had with a group of students while visiting another town (which I won’t name), I suddenly became aware of the fact that none of them knew anything about a story that had been dominating the news headlines for about two days: the French military intervention in Mali. Some of the students knew it had happened but were rather vague on the context, and the others knew nothing about it at all. Indeed two couldn’t place Mali in the correct continent.

I guess we all see our own youth through our current lenses, and so my strong belief that I was constantly politically informed and engaged as a student may be what I want to remember rather than how it was in reality. But I still think I would have known something about Mali or its then equivalent. Perhaps it is more surprising that today’s young people are less tuned in to the news given that there is so much of it. Back then we had newspapers and radio (not much television for me as a student). Now the news are all over everything, from the broadcast media to the internet. In fact my car even tells me today’s news headlines on a screen when I switch on the engine. Nor is it just peripheral stuff. At the click of a mouse I can get detailed and intelligent and varied political analysis.

Does this matter? In fact, would you judge my recent encounter differently if I were to say that all my student interlocutors were studying science? Personally, I don’t think that matters. I believe that educating students means not just supporting them in building up expert knowledge, but encouraging them to see the context in which that knowledge has value. If nothing else, our increasing (and rightful) focus on ethics requires such an understanding. It may be time for universities to look at ways in which a knowledge of current affairs can be part of everyone’s curriculum. Online resources such as The Student Room in the UK provide very useful discussion forums that many students take part in, but they probably do not touch the majority, and maybe in particular those that need them most.

The again, maybe that’s just a patronising comment, and we should leave young people (and older ones) to find out for themselves what matters. And when they find out, they may discover that I know absolutely nothing about it. To my shame.

Class divisions

OK, I know many of you are tired of league tables, but bear with me on this one. What would you say is being measured by a UK university league table in which London Metropolitan University and the University of Greenwich come out on top, and the stragglers right at the bottom include the Universities of St Andrews, Oxford and Cambridge? Well, I suppose it’s not a difficult one to figure out: this league table, published this week in the Guardian newspaper, records what percentage of students come from a manual occupational background. So for example, Oxford University in the academic year 2008-09 admitted 2,875 first year students, of whom only 275 came from a manual employment background. Actually, St Andrews didn’t admit any from that background at all.

I shouldn’t really spoil the story, but when you get to the top of the league table the positions may be right, but the numbers given don’t add up at all: but hey, it’s the Guardian…

But more interesting still is the proportion of manual background students in particular degree subject areas. Medicine, history, philosophy and languages have the least participation by students from a manual background, while the highest participation is in education, agriculture and computer science.

One of the real risks faced by an education sector during a financial crisis is that of social exclusion and apartheid. As I know from my DCU term of office, we always had to work extremely hard in order to maintain a reasonable diversity of background. It was also noticeable that as the recession appeared, we lost applicants from poorer backgrounds, even when we were able to offer them financial support.

Amidst all the wonderful things that higher education does, it also has the capacity to entrench social divisions, and constant care (and, to be honest, lots of money) is needed to avoid that. Right now we are in real danger of allowing the re-gentrification of higher education, and we had better get moving to stop it from gathering pace.

The world’s top researchers

The company Thomson Reuters maintain a website called sciencewatch.com, and this produces an annual table of the world’s top 12 researchers, measured in terms of the citations of their published output. The table for 2009 has just been released, and it makes for quite interesting reading. Appearing no less than four times in the table is the Broad Institute, a recently established collaborative venture between Harvard University and MIT that focuses on research in genomic medicine. MIT also has one separate entry; so that the two institutions between them account for five of the world’s top 12 researchers.

And the rest? The surprise might be that there are two researchers from the University of Manchester in the UK, both working in the field of materials. The other institutions represented are Ohio State University, the University of Michigan, Nijmegen University in the Netherlands, Dongua University in China and Osaka University, Japan.

The list therefore shows seven of the world’s top 12 researchers working in US universities, 2 in the UK, and one each in the Netherlands, China and Japan. There is as yet no sign that the United States is losing its ability to attract and retain the world’s top scholars.

Universities and the social partners

Over the past two decades, Ireland’s economic growth and social stability has been built on the framework of social partnership. Regular negotiations between the government, the employers, the trade unions and some other interest groups have produced agreements that have regulated pay but also secured developments and changes in social and economic policy. These agreements have over an extended period maintained industrial peace – the days when Ireland could have over a million working days lost in a year due to industrial action are long gone – while also producing a huge increase in national productivity, secured largely through extending the economically active workforce to sections of the population previously outside it.

Whether this framework remains fit for purpose is something we shall discover over the next while, but for now it has also placed at the heart of national development the two main bodies representing employers and trade unions: the Irish Business and Employers Confederation (IBEC) and the Irish Congress of Trade Unions (ICTU). And this week this blog has carried interviews with the two leading officers of both, Danny McCoy (IBEC) and David Begg (ICTU). Both men are, as I hope the interviews show, thoughtful and imaginative leaders, and both also have significant experience outside the bodies they now lead. Danny McCoy was both an academic and a much respected economist in the Economic and Social Research Institute; while David Begg was chief executive of Concern, the major international aid agency.

In the interviews, both men have raised an issue that perhaps needs to be discussed more actively: the relationship of the universities with these two organisations. The universities are members of IBEC, but perhaps not prominently so; they often have to deal with trade unions in a bargaining context, but on the other hand many of the social objectives trade unions pursue are also priorities of the higher education institutions.

So where therefore, in the overall social partnership scheme of things, do the universities fit it? Are they just organisations that, in some not always definable way, are represented at national talks without ever being prominently featured? Or could they be more active participants in their own right, setting out and defending the major educational and knowledge-based objectives that must now be part of national planning? Is it time to see the universities as active participants in this national dialogue, rather than just bystanders? Is it time that the universities themselves become much more deliberately active?

Universities: finding a third mission

When in March of this year Trinity College Dublin and University College Dublin launched their joint initiative, which they branded an ‘Innovation Alliance,’ the following comment appeared in the announcement:

The new 4th level TCD / UCD Innovation Academy will begin the process of defining and mainstreaming innovation as the 3rd arm of the university mission alongside education and research.

In many ways the two institutions’ announcement downplayed their existing initiatives that had developed a ‘third arm’, but in any case such an additional element of core mission had by then established itself quite firmly in all the Irish universities. It is probably well accepted everywhere that there is an additional element of core activity in all universities alongside teaching and research. TCD and UCD have labelled it ‘innovation’, but with no disrespect to the two universities that may be too vague to explain what this additional element might entail.

Traditionally many academics would probably have described the academy’s core activities as ‘teaching’ and ‘scholarship’. As more emphasis came to be placed on the view that universities should develop and extend knowledge rather than just disseminate it, ‘scholarship’ was transformed into ‘research’, with the change implying that there was an imperative to publish the outputs from scholarship. Published research (particularly in high profile publications) allowed the academic community to share information, and where possible pass on relevant elements of it to a wider (and often non-academic) audience.

Over time, a third core mission began to be identified. Some of the origins lay in the desire of governments to secure a wider benefit from the public investment in higher education. Rather than just focusing on providing the final element of education for school leavers, universities were increasingly expected to transfer knowledge more widely to the community in settings where that transfer could secure social or economic benefits, for example in supporting community work or in transferring intellectual property to those who would most effectively be able to exploit it for the purposes of economic activity and trade. Some of this latter activity was called ‘technology transfer’, but the overall mission is more usefully described as ‘knowledge transfer’ or, indeed, ‘knowledge exchange’. The latter is at the heart of what in the United Kingdom has become known as ‘third stream’ activity, so called because it has been funded under a third stream of resources (with teaching and research) by the funding bodies. An analysis of that funding in the British system can be seen here.

It seems to me to be undoubtedly right that universities and other higher education institutions should be expected to disseminate the benefits of their knowledge and expertise widely; the old idea of educating the elite has long been dropped in strategic rhetoric, but must also be transcended in practice. That this should be a third mission again seems to be obviously right. But for this to make a difference in practice it needs to be driven, both in the sense that it needs to behave a proper place in the organisational structure and that it needs to be accepted and championed by the faculty. That in turn requires that it is based on excellence and integrity, and that it is recognised in career development.

Not all third mission activities need to be the same in all universities, in that there should always be some diversity of mission more generally. But what is necessary is that in each institution there should be a clear strategy for this, which is understood and accepted and which has identifiable targets and outputs. Times being what they are, some of it will be about diversifying income streams. But the heart of this mission is the same as for any other part of the academy: to discover, develop, disseminate and transfer knowledge for the benefit of society.

Re-starting the brain drain?

In 1978 I finished my studies in Trinity College Dublin and went off to Cambridge to do a PhD. By the early 1980s I had returned to Ireland and began my academic career as Lecturer in Industrial Relations in TCD. In the mid-1980s, together with a former fellow-student, I briefly contemplated organising a class reunion from our Trinity days; we gave up when we discovered that, of the 45 or so students who had graduated together, only five were definitely still in Ireland. It wasn’t that unusual. That was how it was back then. Of course the excitements of the Celtic Tiger brought a good few of these graduates back home, and young people in the later 1990s and since have stayed in much greater numbers.

Or have they? Today the Irish Independent newspaper has drawn attention to a European survey that shows that the proportion of Irish students doing their studies in another European country is much greater than in almost any other member state of the EU. According to the survey, published by Eurodyce, 13.8 per cent of Irish students were studying abroad in 2006. To put this in perspective, the comparable figure for the United Kingdom was 0.7 per cent, in Germany it was 2.8 per cent and France 2.4 per cent.

What does this tell us? Perhaps not as much as you might think. Over recent years there has been a huge surge in our national push to raise levels of participation in higher education, and not all of the increased demand could have been met within the state. Secondly, there has always been a trend in Ireland for at least some students, particularly at postgraduate level, to study abroad. When you bear in mind further that the overwhelming majority of these students were in the UK, you also see that there was here a continuation of a tradition that had been established for a while. And finally, 2006 (the most recent year included in the survey) was still pre-recession, and it was easier to find both higher education places and subsequent employment outside Ireland.

I would suggest that this survey does not yet show us anything much. The figures for 2009, when eventually they are available, will tell us rather more. But in any case, we should not be afraid of a culture of exchange, of students moving temporarily overseas to broaden their outlook, and in many cases bringing back something valuable. I doubt that we are about to see another brain drain. I hope.

Is the ‘public university’ doomed?

In a post on this blog a couple of months ago I looked at the emergence of campaigns to protect the concept of ‘public’ universities. I noted at the time that the term ‘public univertsity’ might not have as clear a meaning as some might think, and that as a society we are not really sure about how we want our higher education to be structured.

Another analysis of this issue has been published in the United States, with the author, Christopher Newfield, arguing that public universities (like much of the public service) are being undermined in a deliberate attack on the principles that lie at the heart of post-War egalitarian values. He suggests that the willingness of university leaders to search for non-public money to replace reduced state funding has helped to subvert these values of higher education.

It is my view that many of today’s proponents of public higher education are, though surely not deliberately, co-conspirators in its threatened demise. For many of these the battle for the public university has focused almost entirely on the idea of public funding as the exclusive or at least dominant revenue base for institutions, with far less emphasis on how that funding should be structured or indeed how much of it there should be. Politicians (or some of them) promise there will be no tuition fees while being completely unable to offer funding that would make the promise a sustainable one. As a result the focus has been on free access; and that is fine, except that the quality of what is being accessed seems to stir up very little interest.

Higher education quality should not be an after-thought. Preserving ‘public’ universities that are in reality unable to compete with other countries and which are starved of resources does not preserve social benefits, and is not egalitarian in effect.

I am firmly in favour of public education, but this needs to be built around its mission and purpose and not, at least primarily, around the source of its financing. It may be lost, not because people disagree with it, but because they are not invited to understand it. The tuition fees argument has become too facile, and as a result genuine public education may be compromised.

The argument for public education should be about open access to a high quality system that engages society and promotes the advancement of knowledge and scholarship. That, I believe, is how the principle should be stated. And those who want to support public higher education should stop asking politicians to sign pledges in relation to one apparent aspect of this while ignoring all the others.

The working student

The Vice-Chancvellor of the University of Melbourne in Australia, Professor Glyn Davis, recently wrote about some of the financial pressures on students. In Australia, he said, 44 per cent of students are also in employment of some sort or another while undertaking their studies.

In fact, some work done in Ireland has suggested that a remarkably large percentage of students doing full-time degree programmes are also working in jobs that are, statistically, counted as full-time jobs. The impact of this can be seen in class attendance, and no doubt also in the inability of some students to devote enough time to course work and revision.

As financial pressures increase this is unlikely to get much better, and it may be time for universities to review how they structure their courses. The assumption that students are available without competing pressures during what one might loosely call office hours is not necessarily a valid one any more, at least for some students. How this can be accommodated within higher education practice is now an issue that should be addressed. Otherwise we may face a system in which a major proportion of students is not properly engaged with the learning process.

What’s another year?

How long should a degree programme fit for the modern world be? Two years? Three? Four? More? This is an issue that is certain to be increasingly hotly debated, as both universities and governments search for ways in which public money can be saved.

Right now there are European processes that are moving towards some standardisation regarding programme length, but in the meantime the pressure on institutions is to make them shorter. This is a matter of special interest in Scotland, where most degree programmes run for four years (as against the English standard of three years). But now Dundee University has decided to give a lead, and so it has announced that in future some (but not all) of its courses will be shorter. This has created some negative reactions amongst educationalists, but has also brought out some supporters of the change.

In what way does this matter? It does so primarily because the duration of a degree programme should not be seen to be just an organisational matter. It should be part of a significant pedagogical debate in the academy. It may well be that, at the end of this process and Bologna notwithstanding, there will be a greater variety of undergraduate programmes, with an array of teaching methods and pedagogical perspectives. The length of a programme may come to be determined by such perspectives.

Single sex education: good or bad?

About 15 years ago I attended a lecture by an educational psychologist who argued, strongly, that in order to maximize educational advantage and improve young people’s constructive contributions to society all boys should be educated in co-educational schools, and all girls in single sex institutions. Boys taught in all-male environments were, we were told, often not well adjusted and were educational under-performers, while girls attending all-female schools worked better, were less distracted and reached their full potential more quickly and securely. He concluded that the paradox had to be resolved in favour of single sex education, because the benefit for girls outweighed the risks for boys.

Single sex education at university level is more or less a thing of the past in western countries, but single sex secondary schools are still often seen as worthwhile. Even in liberal circles that would not countenance education segregated on any other grounds, single sex schools are often seen as good and educationally superior. But is this justified?

A recent report written by eight psychologists and neuroscientists and published in Science magazine (and reported on in the New York Times) dismisses the idea that single sex schooling has any advantages, arguing that there is no ‘valid scientific evidence’ to back it. Apart from having no pedagogical benefits, it produces and reinforces gender stereotypes in both girls and boys. The authors also stress that there is no evidence that boys and girls learn differently.

Perhaps we should apply the same liberal instinct to education that many of us would have in relation to all other areas of life: that treating people differently because of their gender is wrong, even where we think it is for their benefit. Perhaps it is time to conclude that single sex education, like single sex employment, is not justifiable.

Why do philosophers care whether alien life is out there?

Dr Anders Sandberg of the Future of Humanity Institute reflects on the first meeting earlier this month of the UK SETI Research Network, an association of UK scientists devoted to looking for extra-terrestrial intelligence.

The meeting got plenty of media coverage, and might be the start of some exciting interdisciplinary work. But why is the Future of Humanity Institute interested in looking for aliens?

The reason is that the question about extra-terrestrial life and intelligence has a great deal of bearing on our own future.

If the universe had been full of alien intelligences we would have been able to look at the skies and learn something about what was technologically possible, what risks there were, how long civilisations survived and what they developed into. Instead we see a great silence.

Maybe the explanation is that we simply have not looked hard enough or in the right places. But it is likely that whatever the answer to the Fermi question “where are they?” implies something strange and important: if we are alone in the universe, we have a huge moral responsibility. We can spread and fill it with life and consciousness… or fail, leaving the universe empty and meaningless without observers.

Why we are alone also matters. If we are alone because life or intelligence is hugely unlikely, we are the lucky winners of a vast lottery – lucky, yet not special, since our existence as observers requires success at least somewhere. Otherwise we would not be around.

But if we are alone because intelligence easily goes extinct, then we are in danger. Whatever the danger is, we need to understand it and find a way of escaping it. Which, given the lack of aliens, may be very hard.

If there are aliens but they all for some reason behave in the same way – never leaving their planets, evolving to dense computational objects in the galactic halo, hiding from each other, or hiding themselves from us – then that is a strange and fascinating fact about the fate of civilizations. What cultural forces could be so strong that any species, no matter its origin and alienness, will follow the same trajectory? And is it a desirable one?

Maybe there are fundamental technological limits on what we and any aliens can do, forever keeping us apart. Again, understanding what those limits are would tell us important things about our own future.

Why Pointless Learning Still Has a Point

What’s the point in learning anything with no future purpose? Take juggling. Isn't it just a waste of time when you could be learning something more relevant to your future?

Not always.

Lifehacker talks of a University of Oxford study from 2009 that discovered changes in the brain when learning new and complex tasks. In the case of the study, juggling.

This is positive. But hold your horses. It’s hard to come to any bold conclusion straight away:

“MRI is an indirect way to measure brain structure and so we cannot be sure exactly what is changing when these people learn.”

Nevertheless, this may be a sign of how important it is to stretch yourself. You may not want to always look for the easy option.

When you feel like you’re on a roll and you’re getting through everything easily, it feels good to work in that state of flow. We tend to enjoy flow as a productive state and gravitate toward it as much as possible.

But Cal Newport explains that flow is not as useful as the state of strain. When you’re in the flow, there’s nowhere to go. Not much challenges you.

The challenge comes when you introduce something new, difficult, and potentially risky. If you’re not used to juggling, it’s difficult, and you risk dropping a lot of stuff that you’re not meant to drop. Just to clarify, juggling involves keeping stuff up in the air…

The activity of juggling itself may provide few direct benefits for you, yet the magic comes through the indirect qualities of such ‘strain’ on the brain.

I spend more time when learning new things than when dealing with tasks and content I already have awareness of. Although it’s easier to find the state of flow because I’m enjoying and recognising what I’m doing, it isn’t challenging me in a total sense.

I have never learned to juggle. But if I ever wish to, I should jump on it.

Same goes for you. The combination of desire to learn mixed with rising to the challenge is strong. No wonder Josh Kaufman says it only takes around 20 hours to get pretty competent in something new. Forget 10,000 hours to become world class, spend less than one day total becoming good enough. It’s surprising how much you can learn this way.

Strain sounds uncomfortable. It certainly doesn’t sound preferable to flow. But under the right circumstances it’ll bring you far more satisfaction and open your mind to far more than you could imagine. Over the past year or so, I’ve spent relatively little time learning a lot about nutrition, baking, ukulele and guitar, early years learning, and the beginnings of humankind. I’ve also picked up some basics regarding steam engines, the solar system, and physics. Much of it has come about outside of anything I deliberately wanted to learn. Yet I still discovered a lot.

The strain I felt fuelled my enthusiasm further. None of it was easy, but it was multiple times easier than I would ever have imagined. A spark is all it takes. A bit of strain is just as necessary as the state of flow.

New and complex tasks sound scary and time-consuming at first. But it seems that’s the point!

Next time you’re interested in something with no apparent future purpose, it may be one of the most important things you learn.

What are you going to challenge yourself to today?

What do you want from education?

Recently I was chatting to a group of intelligent, well-educated and well-meaning people, all of whom have one or more children in secondary schools in Dublin. What, I asked them, are you hoping that these schools will deliver for your children. The optimist in me was hoping for answers around pedagogy, civilised values, knowledge development, life skills, the thrill of science and the arts, that kind of thing. I didn’t get any of it. What did I get? They were hoping for the highest possible CAO points*. That was it.

We really have come to treat education as a board game, where you have to make the right moves and gather points. It is entirely tactical, with almost no intellectual angle. You doubt that? Well, I asked my companions what specific expectations they had of the syllabus in English literature – how much Shakespeare should Leaving Certificate students be doing, for example? And exactly what level of scientific knowledge should their children have acquired by the time they take their exams? Oh yes, they wanted Shakespeare. Was it because he crafted some of what we now know as the English language, and because he disseminated intellectual ideas from the classics to his own day? Not at all – it was because this was an expected part of the syllabus and students know how to prepare for it to get high points.

As I have mentioned before, I have grave reservations about the CAO points system, and its influence on the way in which students work for the Leaving Certificate. This conversation strongly reinforced those reservations. The social and material ambitions of parents for their children are pushing those children into working methods and career choices which are of very doubtful value for the wider society. The points system is turning the final stages of secondary school into a transaction in which student acquire what they are led to believe is the currency that will resource their later lives. And it would have to be said that the universities, as the owners of the CAO project, are allowing this to happen.

I think it is high time we had another look at the whole CAO framework.

Graduation stories

Even very non-traditional universities like DCU do some things in a fairly traditional way. Probably one thing we share with almost every other university is the graduation ceremony, where students are formally awarded the qualification they have earned, marking the end of their direct membership of the student community (unless of course they proceed to another programme).

On two occasions I have attended such ceremonies as a graduand – one in Trinity College Dublin and the other in Cambridge. On both occasions the ceremony was entirely in Latin. Indeed the one in Cambridge amused me particularly, because it involved the Chancellor addressing me as his son (not just me, of course) and laying his hands on my head while I knelt before him. No doubt the symbolism was deliberate, and was supposed to resemble ordination; in this case ordination to what would once have been a very exclusive mystical community. I was being ordained – oops, I mean conferred – alongside an Irish student who added to this impression by instinctively adding ‘Amen’ at the end of the Latin conferring formula, no doubt a throwback to the Latin masses of his youth.

Of course since then I have attended many conferrings of others, and in the last ten years I have presided over all of DCU’s graduations. Over that period every single student who had successfully completed their programme of study or research received his or her degree from me, and if they were present at the conferring they received a handshake from me. I have calculated that I have presided at 110 such ceremonies (including those in our linked colleges), and that I have shaken some 23,000 hands. I have felt every possible (and some weird and wonderful) hand jewellery, and have watched people (and I would have to say, mainly women) crossing the stage in some pretty improbable footwear. I have seen and responded to happy smiles, as well as the occasional sullen ‘I’m-only-here-for-my-parents’ look. I have delivered 110 speeches, no two identical. And on Saturday I did all this for the last time: when next in November a student picks up their DCU award in the Helix, they will be receiving it from my successor.

On the whole, I am an informal person, just as DCU is an informal university. Still, these ceremonies have a capacity to pull me into the slightly mystical mood of something being done that is greater than what it appears to be, a rite of passage and a re-confirmation of community bonds that we hope will last beyond the years of study.

A couple of times during my term of office someone has raised the issue of whether these graduations are perhaps not part of the ethos of DCU, but every time the response has been immediate and overwhelming, and has involved a re-affirmation of the importance of these events. I suspect they will always be there, and actually I am glad.

My final outing on Saturday turned out to be an emotional affair for me. First we awarded an honorary degree to Owen Keenan, former chief executive of Barnardos – thereby again confirming DCU’s desire to support social justice as well as enterprise – and then, at the last ceremony, I received an unexpected, and probably undeserved, ovation from staff and graduates that almost left me tearful. I guess rites of passage do matter.

How universities are run

It seems to me that one of the big debates that should take place, both in Ireland and elsewhere, over the next few years is what model of governance and management is most appropriate for higher education institutions. There are of course many different possible models, and many points of view amongst all the stakeholders. But one might say that on the opposite ends of the spectrum are, on the one side, those who would argue that universities are communities of scholars who should direct their own affairs by consensus, presided over by a primus inter pares with mainly ceremonial functions; and on the other side, those who argue that today’s universities are modern organisations that need to be led by a strong management responsible to corporate-style governing boards, with appropriate functions and powers delegated to a series of middle managers.

No university – or none that need detain us here – is run on the basis of either of these extreme models. Most have governance and management that fall somewhere between these two positions; variations may be due to the age of institutions, their history, their purpose and strategy, their location, and any number of other factors. But it is also clear that, in some cases, their is disagreement amongst stakeholders as to whether a particular model is appropriate or workable.

In an article recently in Times Higher Education, the general secretary of the British University and College Union, Sally Hunt, argued that too many universities in the UK are run by autocratic university heads notionally reporting to ineffective governing bodies, and that decisions are regularly taken with profound effects on the academic community without proper consultation and without consent. In the article she did not particularly make it clear what type of governance she favours (beyond very general references to the accountability of university leadership to the academic community), but she is clearly unhappy with the pattern she believes she has identified in the system. Her views may be similar to some that have been expressed in Ireland about a culture of ‘managerialism’, which I have mentioned in a previous post in this blog.

Sally Hunt mentions Oxford and Cambridge as two universities that are ‘governed, at least nominally, by the academic community.’ On its own website, the University of Cambridge describes itself as a ‘self-governed community of scholars’. But then, on a separate part of the website entitled ‘how the University works’, the operation of the university is set out in all its complexity, with an admission that ‘the way in which the University governs itself can appear complex.’ The reputation and status of Cambridge (and other institutions like Oxford, Harvard and Yale) make this model acceptable to at least some bodies that deal with it (though I have heard people say that their experiences with Cambridge would stop them from working with the university in the future) – but in any case for the rest of us a more transparent and accessible system of decision-making is needed if we are to succeed. But what system?

Most universities will need to have a system of governance and management that, on the one hand, is responsive and flexible and decisive, and on the other is sensitive to the views, needs and interests of those who make up the university community. Autocratic dictatorships are unlikely to work for long, but it is equally true that chaotic and complex committee structures will turn off those who need to support and work with universities. Governing bodies will need to have members with knowledge of and experience in corporate governance and accountability, but will also need to have a composition that gives some confidence to university faculty and staff that their interests are being respected; and it will also need to be borne in mind that very large governing bodies are almost always ineffective in providing effective governance, and tend to become debating chambers that often miss the real issues of strategy and direction.

As the higher education sector is subjected once again to a strategic review, these issues deserve proper attention. It is not clear that they are receiving it, yet.

Do keep an eye on students; but there are limits

There is little doubt that one of the key tasks for universities these days is to minimise attrition and ensure as few students as possible drop out. Every time a university admits a student, this represents a major investment – either by the students themselves, or by the taxpayer, or by other sponsors. That investment turns into a waste of money when a student does not complete the course.

All universities know that a key support for successful completion is close interaction with the student. The more a student is engaged, observed, assessed, spoken with, listened to, the more likely it is that the student will graduate. Class attendance and interaction with lecturers and tutors have particular benefits, raising the university’s awareness of what issues or problems a student may have.

One university appears to be contemplating another method of getting this kind of awareness: it is reported that Loughborough University is considering monitoring its students’ private emails. Apparently this involves looking for ‘negative comments’ as these could be an indicator of dissatisfaction or difficulty. Other universities are also looking at ways of perfecting their knowledge of at risk students, using and analysing data they have about them.

I suspect, however, that this kind of approach is both ethically questionable and doubtful as regards effectiveness. University studies are about intellectual engagement; on the other hand, the methods being used by Loughborough and others suggest it is about intelligence gathering by the university. Knowing your students is important, but this knowledge is secured through interaction rather than surveillance.

Maybe all this is a product of the checks and controls that universities themselves now face, with education viewed as performance. Some of that is inevitable and probably even right, but it should not crowd out properly understood pedagogy. And universities should avoid becoming their students’ Big Brother.

A MOOC reality check

Two weeks ago I asked some questions in this blog about the hype surrounding MOOCs (massive open online courses), and wondered whether these courses really were the game changer that some of their supporters claim they are. Now one of the major private providers of MOOCs, Udacity, has had to pause the development of its university partnership with San Jose State University. The pause has been described by the two organisations as ‘taking a breather’, and representatives of both the company and the university have stressed that the partnership is not being wound down.

However, what appears to have triggered the ‘breather’ are the somewhat low pass rates in the jointly run courses, some of them as low as 12 per cent, and apparently all under or well under 50 per cent.

In fact, the Udacity/San Jose partnership did not just run MOOCs as generally understood, but also credit-bearing courses using the MOOC technology. These were introduced to offer cheaper options to the university’s students.

The two partners are playing their cards somewhat close to their chests and are offering somewhat opaque reasons for the pause in activities. Indeed the vagueness of the explanations suggests that they are not quite sure themselves how to evaluate the experience to date, including the low pass rates. But there may already be a clue in there somewhere, because if any of these courses were being offered to save costs and therefore lower prices, this may suggest that some doubtful assumptions were being employed. There is no doubt that online learning offers huge opportunities, with the possibility of exciting pedagogy and interesting flexibility of provision. However, doing this well is not cheap, and does not offer the kind of major savings that some stakeholders appear to expect; which is another reason why the absence of a business model for MOOCs may be a serious issue.

Udacity and San Jose State University may well get this show back on the road. But I suspect there will be other ‘breathers’ across this whole scene; and that in turn may prompt a more realistic and mature debate about the true potential of online learning.

Spamming the blog fastidiously

As I have mentioned before, this blog receives about a dozen or two spam comments every day, most of them filtered out by the spam service of WordPress. Occasionally I check the quarantine folder to make sure no comments have been caught there that were actually legitimate.

One thing that strikes me in reading the spam comments is that many of them use very curious language. I am not commenting on the quality of their English: some of the spammers come from various overseas countries. But there is a pattern of expression that I find interesting. So for example, most spammers call this a ‘weblog’ rather than a ‘blog’ – which is notionally correct but strange. Less correct is the very frequent use by spammers of the word ‘fastidious’. Just today one urged me to ‘keep up the fastidious work.’ That does have a meaning, but probably not what he thought. And a total of 28 spammers have used ‘fastidious’ in their bogus comments over the past week.

Is there some spammers’ glossary that they use, designed to persuade filter systems that the comment is genuine? But why would it contain ‘fastidious’?

Just wondering.

The elitism challenge

It is probably true to say that my generation was the last to experience higher education as something clearly elitist. I was in a cohort that probably contained not much more than 5 per cent of my age group. All of us were destined for relative prosperity and good fortune.

But soon after we had passed through the system and into our lucrative careers, society’s assumptions changed. What followed was what is sometimes described as the ‘massification‘ of higher education, with an increasing proportion of the population going to universities and colleges. In some countries, including Ireland, this proportion has exceeded 50 per cent. So what was once social elitism, with students typically coming from families with a tradition of higher education as well as other social advantages, now became intellectual elitism, in which an ever larger proportion of people were invited to participate in the experience of high value learning and scholarship.

But massification has created various problems. Some people have questioned the value of higher education as something that most people could expect to experience; partly because the high participation rates were said to be putting traditional professions and skills at risk where these did not require a university degree, and partly because the tsunami of degree courses developed in recent decades contained some or more not considered to be intellectually rigorous. The degree course offered in the 1990s by Thames Valley University in kite flying was often presented as an illustration of this decline in academic value.

The response to massification has not necessarily always been to argue there should be fewer university students. There has also been a tendency to suggest that the concentration of resources on a small number of elite universities would allow these to preserve traditional high value academic programmes; other less well resourced universities would then run courses for large numbers of those not quite gifted enough to enter the elite. In this way massification could remain, but re-ordered into streams for the very good and for the less good or maybe less fortunate. The latter is an important qualification, because once you have an elite set of institutions the capacity of the wealthy to buy up educational resources from an early age would almost inevitably create as much a social claim on this elite as an intellectual one.

This is not the way to go. It is wrong because it is elitist in the wrong (bad) sense; because it would quickly compromise upward social mobility; because traditional higher education is not necessarily more valuable to society than more innovative versions; because it would almost certainly produce an education system much less rooted in the communities it is supposed to serve. It may well be that higher education can become saturated, admitting more students than is good for society; an analysis of this would not be misplaced. But if there are to be adjustments, these should not compromise the understanding that all members of society, where they have the intellectual capacity, should have an equal claim on university membership, or that courses and research programmes should be supported and funded on the basis of excellence rather than on the traditions and political pull of their host institutions. Any form of concentration of resources on elite institutions undermines all of these objectives and leaves society less well off.

University League Table 2014

1 Hills Road Sixth Form College Cambridge SFC M 28.47

2 Greenhead College Huddersfield SFC M 25.2

3 Woodhouse College Finchley SFC M 24.13

4 King Edward VI College Stourbridge West Midlands FE M 23.91

5 St Aidan's and St John Fisher Associated Sixth Form Centre Harrogate FE M 23.6

6 Runshaw College Leyland FE M 23.4

7 Plymouth College of Further Education Devonport FE M 23.35

8 Peter Symonds' College Winchester FE M 23

9 Winstanley College Billinge FE M 22.92

10 The Sixth Form College Farnborough Farnborough FE M 21.57

11 The Moorlands Sixth Form Centre (Cheadle High School) Cheadle SFC M 21.48

12 New College Pontefract Pontefract FE M 21.4

13 St Malachy's College Belfast FE B 21.14

14 Godalming College Godalming FE M 21.12

15 York Sixth Form College Tadcaster Road FE M 21.09

16 Carmel College St Helens FE M 20.96

17 Farnham College Farnham FE M 20.76

18 North Devon College Barnstaple FE M 20.32

19 Varndean College Brighton SFC M 20.2

20 Franklin College Grimsby FE M 19.8

21 John Leggott Sixth Form College Scunthorpe FE M 19.71

22 Havant College Havant FE M 19.61

23 Brighton Hove and Sussex Sixth Form College Hove SA M 19.51

24 Selby College Selby FE M 19.4

25 Cirencester Tertiary College Stroud Road FE M 19.35

26 St Austell College St Austell FE M 19.33

27 East Norfolk Sixth Form College Great Yarmouth FE M 19.29

28 Aquinas College Stockport FE M 19.17

29 Cornwall College Pool FE M 19.16

30 Richard Huish College, Taunton Taunton FE M 18.61

31 Scarborough Sixth Form College Scarborough SFC M 18.45

32 Hunterhouse College Belfast C G 18.34

33 Strode College Street FE M 18.31

34 The College of Richard Collyer in Horsham Horsham SFC M 17.94

35 Haywards Heath College Haywards Heath SFC M 17.67

36 South East Essex College of Arts and Technology Southend-on-Sea FE M 17.66

37 Wyggeston and Queen Elizabeth I College Leicester SFC M 17.62

38 The Sixth Form College, Colchester Colchester FE M 17.11

39 New College Swindon Park North FE M 17.04

40 Barton Peveril College Eastleigh FE M 16.74

41 Hereford Sixth Form College Hereford FE M 16.54

42 The Blackpool Sixth Form College Blackpool FE M 16.45

43 Long Road Sixth Form College Cambridge SFC M 16.28

44 Bilborough College Nottingham FE M 16.18

45 Notre Dame Sixth Form College Leeds FE M 15.89

46 Paston College North Walsham FE M 15.64

46= Barnsley College Church Street FE M 15.64

48 William Morris Academy London FE M 15.6

49 Middlesbrough College Middlesbrough FE M 15.15

50 Eccles College Eccles FE M 15.14