The academic life – student emails

When I began any lecturing career in 1980, in the days before the internet or even mobile phones, it would have been totally impossible for a student to reach me outside of normal working hours. By the time my active teaching came to an end (in 2000), I was beginning to get both emails and phone calls into the night; though this was still a relatively rare thing, and almost always the students were polite when they reached me.

It became clear to me how much had changed when a colleague from another institution contacted me recently to ask me for advice, as he was seriously stressed with the number of student emails he was receiving; in particular because many of these were, he claimed, insistent in nature. He showed me some of the offending messages, and indeed it might almost be said that a small number of them adopted a bullying tone.

It’s not a unique problem, and some academics – such as here – have suggested guidelines for responding to student emails. One has to strike the right balance of course. Higher education teaching and learning is an interactive process, and we should not be discouraging students from using contemporary methods of communication. Universities should be student-centred institutions.

Equally learning how to use emails or other online tools appropriately should be part of the student experience, and academics should not be hesitant to point out where it is not being done to good effect or in an offensive manner. Students, like everyone else, may not always realise how their online communications come across to the reader.

But those academics who become stressed by their experience should do what my friend did: contact someone who can advise and perhaps offer practical help. Responding irritably or even aggressively is almost certainly never a good idea. Get help.

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Oh very young

At a recent meeting with some students I was admiring the close coordination between two of them as they explained an issue to me, and complimented them by saying they were the Simon and Garfunkel of the gathering. They, and indeed everyone else, looked blank, and I suddenly realised that no one there knew what I was talking about.

I was reminded of this when I read the latest ‘mindset list‘ of things that today’s young people do not know or have not experienced, or in some matters take for granted. I rather think that my generation in particular always thought that our experiences and cultural preferences defined the age, not just for us but for younger generations sharing the planet with us. But we kid ourselves, and those of us who still manage to stay with the times do so because we have become followers rather than leaders in these matters. What was modern in the 1970s definitely no longer is.

But I will say this. I was surprised, and still am, that no one at my gathering admitted to knowing Simon and Garfunkel. If they had claimed the same ignorance of the Beatles or the Rolling Stones, or Elton John, or Rod Stewart, or even Cat Stevens, I might not have believed them. Our music at least is still out there somewhere in 2018, as the music of 1918 most definitely was not in 1968. We win on that one.

But overall, our influence is here today and gone tomorrow. And that goes for today’s youth too.

Oh very young, what will you leave us this time
You’re only dancin’ on this earth for a short while-
Oh very young, what will you leave us this time?

Changes

Almost exactly 40 years ago I was sitting my final undergraduate examinations in Trinity College Dublin. In those days the finals were in September, which made it really difficult for some who needed their results rather earlier when making job applications. Anyway, I had, very late in the day, decided to pursue an academic career, and from TCD went on to do a PhD in Cambridge. I then returned to Dublin and became a lecturer in Trinity College. And on from there.

Those of you who read the North-East Scotland media will already know that, with effect from the end of this month, I shall be leaving my position as Principal and Vice-Chancellor of Robert Gordon University, a post I have held since March 2011. In fact I have spent nearly half my academic career leading two universities consecutively. That’s probably long enough.

However, I shall not be losing interest in the academy, and am already doing work for two books I am intending to write. And this blog will continue. But as I look back, what perhaps strikes me most is that my career never followed a predictable path. I left school in 1972, not intending to go to university at all. After two years in employment, I changed my mind, and went to TCD, intending to be a barrister. As an academic, I expected to be a researcher (and was for a while), but became a university leader instead. There is no such thing as a reliable career plan, and indeed this is more true now than it was then. And for me, there may be one more opportunity to do something completely different. We’ll see.

Transport and social mobility

As we head into the next wave of technology-driven social and economic change, it is worth asking whether we always focus on the most important elements of such change. Looking at at the impact of previous and current industrial revolutions, it seems to me that the key drivers of change have always been information and mobility. The printing press opened the previously closed world of scholarship and learning to a much wider social group – potentially to everyone – while the railways introduced physical mobility, thereby effectively ending the feudal system. In particular, mass transport introduced the growth of urbanisation.

As we survey the momentum of change associated with big data, robotics and automation, we sometimes forget that transport and mobility will also be key drivers of social and economic change in this next industrial revolution. But government planners are remarkably unimaginative about this: generally it is planning around faster trains, bigger airport runways – essentially improvements in existing frameworks of transport infrastructure. Other preoccupations are, understandably, focused on technology to reduce or remove polluting emissions.

But if the 18th and 19th century railways enabled people to make more autonomous choices about where they would live and work, and if that was a key to economic re-positioning at the time, what will be the equivalent in the next phase of human development? To get to the right destination, we need to do more than just tweak or slightly modernise the systems we have now. We need to ask questions of social policy, about what kind of mobility will enhance the quality of life and the generation of fairly distributed wealth, and how that can be delivered. More importantly, we need to decide what social and technological research should start now to make that possible in the near future.