Higher education apocalypse or renewal?
As the years and months go by the voices become more insistent that universities across the developed world are in trouble and that many of them will collapse. The latest prophets of doom include a writer for Fortune magazine, Chris Matthews, and a Harvard Business School professor, Clayton Christensen.
Such prophecies are not necessarily new. However, until relatively recently the predictions were based on doubts about whether universities were equipped to deal with a more challenging financial climate, particularly as governments came under pressure to reduce public expenditure during the recent recession. While money issues still get a mention in more recent warnings of pending catastrophe, they may not always be the primary source of concern. What is being highlighted now is the disruptive effect of phenomena such as changing demographics, new technologies, new entrants into the higher education market, corporate disenchantment with older university programmes such as the MBA, and the inability or unwillingness of faculty to adapt to changing conditions.
Notwithstanding all the warnings, it seems to me to be doubtful that many universities will close, though some may find mergers to be more comfortable than precarious survival. That does not mean, however, that there is no cause for concern. Higher education has grown massively globally, but largely on the back of a growth of universities that, with varying degrees of quality and success, all try to do more or less the same kind of thing. The evidence seems to me to suggest that the system needs much more diversity in order to meet social and economic needs. It is not that the old university model has become unserviceable, but rather that it does not meet absolutely everyone’s requirements.
Even if there are now, in most western developed countries, fewer school leavers entering higher education, there are far more wanting access to it at different stages of their lives and careers. There may be a case for some universities focusing less on traditional academic research, and more on research and development that is much closer to identified needs. Some universities may need to engage much more directly in economic, cultural and social regeneration.
Higher education needs to be renewed; but not so as to find a new – different – common identity for all institutions. It needs to recognise, celebrate, encourage and reward successful diversity. If it does that, I suspect the system will remain remarkably robust.
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