Archive for October 2011


October 27, 2011

This blog is now nearly three and a half years old, and has attracted over a million hits. During that time I have published 1,802 posts, and readers have made 12,580 comments on these posts. Something new has been published here pretty much every day since June 2008.

It may be time for a change of pace, or else I shall have published every thought in my head, however vacuous. I have therefore decided that, for now, I shall only publish a post once a week, on Tuesday mornings. If something startling happens on other days about which I feel moved to comment, then there may be additional posts on those days. I may also from time to time publish links to news items or comments elsewhere that may be of interest to readers. So keep looking in…

This space does in any case remain open to all, and if any reader would like to share (non-libellous) pieces here, then I shall be happy to publish them, on any day of the week.

Many thanks to all of you for your attention, which I genuinely appreciate and value.

Promoting the extra-curricular experience

October 25, 2011

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.

An unexpected Newcastle United FC story: a good one

October 25, 2011

From time to time, as readers of this blog know, I comment on the affairs of Newcastle United football club. Mostly these are comments of despair and disbelief, as the club has for years now had a habit of taking mad decisions, firing good managers and appointing not-so-obviously-good ones, selling players the club needs to prosper, and generally behaving in an insane way while the long suffering fans look on.

But what’s this? Newcastle United have been in the top 4 of the English Premier League for weeks. The club’s players are behaving in a disciplined manner. They are unbeaten so far this season, an achievement only one other club can claim, Manchester City. They are set to break even financially. Their game is (usually) attractive and entertaining. The manager, Alan Pardew, is showing real skill in dealing with both players and fans. People are daring to whisper about playing in Europe.

This isn’t the Newcastle United we know. But we could come to love it.

Does anyone other than Harvard still need a Chemistry professor?

October 25, 2011

The answer to the question is yes, by the way. But it is a question that is now being asked (and for chemistry you can substitute various other disciplines).

But where does this question come from? Well, at a recent conference on the future of higher education in Madrid, a New York university president, David van Zandt, made the following comment.

‘I apologize to anyone here from Nebraska, but there is no reason to teach introductory chemistry in Nebraska in a classroom with 500 students. Not when you can pump in, say, someone from Harvard to give a video lecture to much smaller groups.’

He is not the first to have suggested something like this. The general thinking goes along these lines. In the age of instant internet connectivity, there is no need to have people in all corners of the world teaching their own versions of the basic academic subjects. Why not stream in lectures and tutorials from leading professors in a small number of key academic hubs? Then the local institution can add its own bit of intellectual property by following the Harvard professor’s lectures with their own more specialist courses. Students would still come to lecture theatres, perhaps, so that they can take part in the social and networking aspects of doing a degree, but their teachers will often be from somewhere else entirely – teachers they will see but probably never meet. So in Nebraska – or Scotland, or Ireland – we might end up with a much smaller number of senior academics providing original teaching, and a lot of teaching and research assistants doing the on-location back-up for the distant professor.

That’s all very well, in theory at any rate, if you believe universities are teaching centres for local students. But if you believe universities also have other fundamental responsibilities in supporting local and regional development – economic, cultural and social – and that they are the foundation for high value investment, then this model makes much less sense.

But it is clear that questions such as this will continue to be asked, and that universities need to develop a robust strategic model for development if they are to prosper in this kind of environment. I cannot answer for Nebraska (though maybe I’ll try to make a connection), but Scotland certainly needs to develop its own local intellectual property at this stage, as does Ireland. The chemistry professor will need to be in situ.

Recession photograph

October 24, 2011

The photo below was taken on a recent visit to America, but it probably could have been taken in a number of countries, in any city near you.


Academic discourse: robust argument, or personal unkindness?

October 24, 2011

Last week a friend, who works in another university, wrote me an email telling me about the stress she is experiencing as a result of the behaviour of an academic colleague, who has been haranguing her (and others) at committee meetings. It is not an entirely rare experience in universities, alas.

In a previous job, I had a colleague who was very keen on presenting himself as a ‘take-me-as-you-find-me’ character who never failed to be forthright in his opinions and who liked to say that everyone deserved to hear the ‘honest truth’ from him. Let us call him John. John’s view of the world was not a rosy one. The world was a bad place, and people were bad, and times were hard. This man’s glass was not so much half empty as entirely drained of even the last drop of liquid. And nobody who came into contact with him was spared a full account of his boundless and energetic pessimism. Nor were they spared his views of their faults and weaknesses, which he believed he had a duty to point out.

John was also fond of saying that academic discussions needed to be ‘robust’, though I rather came to the conclusion that what he meant was that he needed to be gratuitously rude and discourteous when engaging in debate. His rationale was that academic arguments needed to be tested, and that this required the counter-argument to be expressed as sharply as possible to see if the original point could withstand the heat.

Anyway, one day John appeared in my office and began with: ‘Can I be frank?’

I replied, ‘Of course, Frank, absolutely. And by what surname would you like to be known?’

John (now Frank) stood there for a moment, uncharacteristically indecisive. He was perhaps weighing up whether I had been trying to be witty or just unpleasant. He left the room without saying anything else, so I think unpleasant won out. But he never burdened me again with his frank views.

There is, I think, a particular streak in some university circles that makes people feel there is something honourable or even noble in ‘speaking the truth’ in circumstances where ‘the truth’ is largely designed to hurt or offend. I am neither suggesting that this is widespread nor arguing that deception or dishonesty is better, but I do sometimes wonder at the apparent indifference we see in some people as to the effect they have on others. The view that intellectual integrity somehow justifies or even requires points to be made in an unkind way is not really anything better than an excuse for bullying.

I should emphasise that I am not saying that all academic discourse is personally mean; in fact, I am grateful for a spirit of community and solidarity which mostly characterizes the places where I have worked. But it is worth saying that there is nothing intellectually or personally weak in showing concern and kindness, even (and maybe especially) where we disagree; and maybe it would be good every now and again to remind ourselves of that, and to behave accordingly. No matter how intellectually powerful you think your argument may be, there is no need to express it in a personally rude manner. Ever.

Revolution day

October 23, 2011

This day – October 23 – has been declared by the new Libyan government to be ‘liberation day’, the day on which the uprising against the now deceased dictator was completed. Although this is probably not much on the minds of Libya’s National Transitional Council, October 23 is a date with all sorts of revolutionary associations, with exactly the kind of mixed results and messages that one might expect. It is the date (at least according to some calculations) on which Russia’s October Revolution began that quickly brought the Bolsheviks into power. Ironically it is also the day on which, in 1956, Hungarians began an uprising against the Soviet occupiers, a revolution that was crushed a couple of weeks later on November 4. However, Hungary actually announced its new post-communist Republic on this day in 1989.

Purely statistically, most revolutions in history were quickly followed by dictatorships or tyrannies. What might however give the Libyans hope is that this longer historical trend may not apply in quite the same way today. The revolutions in Eastern Europe of 1989 have on the whole produced working democracies, and while the jury is still out on the impact of this year’s ‘Arab Spring’, it may well be leading to much greater freedom in the region. While the bloody events of the last few days might give a little cause for concern, it is possible that the relationship between revolution and terror is being broken. Certainly Libya deserves a chance to succeed.