Keeping universities traditional
The reform and modernisation of higher education has been one of the themes of the past decade. This has not always been greeted enthusiastically within universities, but nevertheless recent years have seen restructuring, modularisation and commercialisation, and while some aspects of higher education have remained largely unchanged, the sector as a whole has gone through significant renewal.
The reform drive has often been prompted and pushed by government, the media and industry. Nevertheless, it appears that not all modernisation is seen as good. To illustrate this point, let me quote from an article in the Sunday Telegraph of this past weekend. The article, on what are described as ‘Mickey Mouse degrees’, contains the following passages:
‘An analysis of courses available through the university clearing system has disclosed that while most traditional courses are now full up, there are empty places in scores of “eccentric” degree courses. Education experts said it was unfortunate that such courses appeared to be proliferating at a time when school-leavers with good grades could not get places in core academic subjects….
Yet despite record demand for places at top universities, hundreds of places are still available in less well known higher education institutions, many of them offering unconventional courses. Northampton University initially had 250 places available through the clearing system, including such courses as Third World Development with Pop Music, Dance with Equine Studies and joint honours in Waste Management and Dance…
Mr Willetts [Universities Minister] said: “In tough times I suspect some of these more eccentric courses, which date from the excesses of the dying days of the Labour government, will disappear because students see they are not a route into a well-paid career. Some of them sound like very odd courses indeed.”‘
It is not my intention to assess or defend particular programmes of studies in any university, but rather to point out that the whole intention behind modularisation (which has been backed strongly by governments and funding agencies) is to allow much greater flexibility so that students can assemble degree courses to suit their interests and/or career intentions, while maintaining appropriate academic grounding. Whether that has been achieved in programmes mentioned above is not necessarily the point, because the comments quoted there make assumptions about the dubious merit of unconventional subject combinations – comments which on the face of it fly in the face of the whole point of modularisation. The pedagogical idea, and indeed the perception of what society needs, is that making links between different subject areas opens up the possibility of interdisciplinary analysis and the acquisition of significant skills on the part of students. Universities should be the home of ‘eccentric’ initiatives, whereas here the assumption appears to be that traditional prudence is better than innovation.
Of course we should not defend programmes of study that have been assembled without proper pedagogical planning or which have inadequate intellectual foundations. But the people to make this judgement should appropriately sit on peer review panels; they are probably not going to include journalists from the Telegraph, or even the English Universities Minister if he makes such casual judgements.Explore posts in the same categories: higher education comment below, or link to this permanent URL from your own site.