So what makes a university?
As Ireland continues to struggle with the not very well thought out idea of ‘technological universities’ – now under fire because the somewhat daft requirement for candidate institutions to merge with others first is producing unexpectedly high costs – and England works on for-profit university institutions, new universities are also being created in the United States. The latest upgrade is what was the Richard Stockton College in New Jersey, now to be Stockton University.
What is interesting about the announcement of its new status is that it is being described as a ‘comprehensive’ university, which in turn is explained by the institution itself as follows:
‘Comprehensive universities emphasize teaching, as opposed to research universities, which place more emphasis on faculty members’ research being published in refereed journals and books for promotion and tenure.’
So what is it that makes a university a university? If Stockton College continues to do as Stockton University what it did before, what will be the significance of the change, and how is its appropriateness assessed? And to what extent do we (or should we) regard research as the calling card of a university?
It is not just in America that the answers to these questions may not be altogether clear. And of course there is no reason to think that only one model of university is legitimate. Nevertheless, if we are to protect the concept and brand of a ‘university’, we need to have a clear idea of what that is. And I’m not sure we do.