Fri 12 Aug 2016
Comments Off on Higher Education falling apart!
I am not sure whether the worrying developments in HE play into the hands of those people advocating disruptive change or the idea of abolishing the HE system altogether. As you can read here below, I am not one of them, as I believe education to be in the common public interest and a matter for society (i.e. the state), not for profit sharks. Still, I note a cumulative deterioration of system components that are driven by the implementation of commercial models in HE institutions.
Direct competition between institutions has been introduced decades ago leading to established market thinking, business cases and student “customers”. However, more recently, the university system developed into a luxury brand, for those who can afford it. The state slowly withdrew itself from the scene via severe cuts and austerities, or, on the student side, dramatically rising fees and costs – with less and less support from the government.
At the same time, the government eyed at private providers, so-called “challenger” institutions to compete with the public sector (and perhaps to later replace it). Very little is known about these private providers according to HESA, which leads to a messy market with bogus degree awarding entities. Some 220 such unauthorised providers were identified over the last 5 years, 80% of them had been closed. This must mean that the cost of patrolling the sector must have exploded too. Judging by the tremendous “success” the rail privatisation had on their customers, it is foreseeable that HE will go down a similar path, only with an even more dramatic knock-on effect on the labour market.
If someone now shrugs their shoulder and says “so what”, I can briefly summarise what we lost in these and similar developments: Gone are free for all studies (in previous days universities were open to everyone!), gone are maintenance grants, and good earnings for post-grads – this spells the end of the widening access agenda and the equal opportunities policy. Long gone, of course, are the days of humanitarian no-profit studies like philosophy or numismatics, Ancient Greek, etc. once departments that could not generate money to make up for the loss in government finances were closed.
The question for the future is whether the reductionist approach to higher education, which will inevitably lead to smaller numbers of academics (and institutions), will in fact lead to a rise in value of pre-university degrees like A-levels and apprenticeships.