Qualifying higher education
No educator likes this kind of talk, but if we were to accept for a moment and for the sake of argument that universities are selling something, what is it? Although it is very hard to identify the real nature of the transaction or exchange, we do know that we get money (whether in sufficient quantity or otherwise), and we know that we undertake an activity connected with that payment. But if someone is buying something, who is that someone and what are they buying?
There are several possible answers to this question, but let us now assume that the purchaser is the student (which is increasingly true in a number of countries). Would the student believe that his or her tuition fee is paying for an education, or would they maybe say it is for a qualification? In other words, if the university invited students to take a programme of study but declined to offer any formal qualification at the end, would the students still come? Or at least, would so many of them?
In some ways the educational bureaucracy has long made the assumption that the qualification is what the bargain is all about, ever since the quality assurance movement got under way. That movement assumes that the ‘quality question’ of higher education is whether the educational process, leading to a degree or diploma, was correctly administered and is consistent across the higher education sector. But that is not a question about pedagogy (or arguably even about educational standards): it is a question about the consistency, transparency and efficiency of outputs.
I am not suggesting that quality assurance mechanisms are bad (though when badly administered, they are). Rather, I am reminding myself (and others if they are interested) that we have become rightly concerned to monitor how educational institutions fulfil their mission, but that we ask surprisingly few questions about the real nature of learning and what it entails. We are sucked into process, but not into experience. As a result the gold standard of higher education is the exit qualification, and graduates can take that to their new employers and often need not worry whether they will be able to explain anything they have learned.
It is time to look again at education in a context other than its formal elements of delivery and assessment. It is time for us to be clearer about what we want education to do. And I really would prefer not to be told that it’s just there for its own sake.