higher education – Marcin E. Duszynski

Education level commonality

Continuing the pessimistic thoughts about an absolute lack of education level commonality between nations of diverse social, economic, educational and ethical standards, it makes sense to ponder whether there exist any solution to this problem.

Once again, it is important to mention the fact that Bologna degree equivalency, equalises all qualification at a given level, regardless of their underlying education. So, a UK public university Bachelor degree is equal to a Baccalaureate from a post-soviet-state privatised higher school, where teacher still “read” their classes from faded notebooks. The difference, other than fees, is in the quality of not just teaching but also demands placed upon students (real not theoretical workloads, effort, rewarding).

A popular expectation of commonality comes in the form of oh-so-favoured learning outcomes for the given discipline. In theory, everyone who follows the same standards in developing their degrees (there are a few benchmarks available forcing widespread copying&pasting which should = commonality), should deliver the same results, not only in subject content but also in the stuff left behind in student brains (knowledge, skills, etc). Having written many such documents (and having witnessed even more being created) I can safely say that this is a fallacy – the outcomes written down in many cases have little to do with the student (graduate) profile. Yes, it is the fault of an institution (or rather hundreds of them), yet here we come to the crux of the problem – there must be a force “out there” that is able to gauge the real results of an educational programme, without relying on over-exaggerated paperwork written to satisfy some oversight agency more interested in accounting piles of printed paper than checking the reality of what is being submitted.

Internationally, this is close to impossible. We will most likely have to rely on rankings of universities, yet these are skewed in the direction of science and grants and not knowledge forced into student heads.

At the national level, where we should begin this reform process, we already have working examples (even if at different levels). I am talking about state exams, conducted on a given day to everyone involved in the particular educational programme (most popular as high school exist exams). It would be interesting to see the grades achieved by all students of a given discipline in a nationwide exam with questions defined by a committee of discipline specialists, even if following the “learning outcomes” approach (but for a national degree type). Such an exam would provide an objective benchmark and allow for proper analysis of learning processes, while cutting down to size most idealists favouring academic independence.

Of course, this would only make sense if this “state” exam was defined by the state, administered by its representatives and had a system that kept all local “gurus” far away from it. And, oh please, no releasing of questions beforehand so that mnemonic cyborgs (sorry, students) can then memorise what is required 2 days before the exam, falsifying the results.

We would be looking at a new system. But first, there would be blood in the streets and classrooms as everyone in HE discovered how much (or little) their students (and other institution’s students) really know.

Regulation to combat collapse of private HE

The collapse of first UK/IRE colleges (first of many) operating validated/franchised degrees and for-profit HE (sub-degree) programmes, has raised the issue of private for-profit education and its ability to “properly educate” its clients (no, not students).

For me, the key issue in collpase of private HE, is the nature of these organisations, created as private, limited, companies, operating under commercial law, without much recourse to (sometimes non-existent) Higher Education Law. The pace of closures, one college shutting its doors over a weekend, another over a week, leaving their students dumbfounded, broke and uneducated, forced to seek alternative providers (and paying twice for the same programme), indicates that an “educational private limited company” is an oxymoron. The life cycle of a PLC and that of an HE institution are mutually exclusive. As are their finances.

If the individual nation states are unable or unwilling to create adequate protection systems for HE students, then maybe it is time for Brussels to step in and regulate this hazy, chaotic and fast-evolving industry?

It is clear that an HEI must be regulated for its specifics. Is education really a commodity or is it a public good? Should there be allowed private owners, able to withdraw profits or shut down upon financial collapse, based on a subjective, personal, emotional, selfish decision? Why cannot all HEIs have charity status (even there, profits can be appropriated and extracted, but through less easy means)? Critical decision-making ought to be moved away from single individuals and put in the hands of collectives, some kind of supervisory boards (despite the fact that they keep on failing in governing corporations) – a few dedicated people will have a different rationality to a lone owner. There should be education-related financial guarantees, focused on the ability of the school to sustain the delivery of programmes until their completion: the Irish system of financial bonding is nice, in Poland the HEI is expected to continue educating while selling-off its assets to pay for delivery, while in Greece there is a minimal fee (.5 mil EUR I think) to operate an HEI.

Part of the responsibility for assuring continuity of education should fall on the regulator, preferably in a way that allows the students to continue receiving their education at the same location and gaining the title/certificate that they chose. Unfortunately, this goes in the direction of large and competent Ministries with actual competencies in HE, able to take on the task of running a collapse HEI or providing some centralised educational location. The Irish had a decent idea – demanding that private HEIs have signed “alternative provision arrangements” (with other private HEIs) in case of collapse, but I don’t think it is enough.

A key issue is the provision of degrees – in the West many private HEIs operate programmes ending with the awarding of degrees from a different institution. In my world, they are not really HEIs, but rather “a business making available learning facilities and providing administrative support for an established academic institution to operate outside its own campus”. Currently, most universities that have externalised their programmes expect other private HEIs to pick up the abandoned students from a collapsed pHEI rather than taking them all in and completing the education process at the Alma Mater.

Private = for profit. For profit = non-academic rationality. Non-academic = not higher education.

Useless degrees – who should pay for your studies?

As years in higher education pass by, I keep coming back to a notion I picked up in a book about Japan’s economic miracle. The smart Japanese, intent on developing their economic might in the shortest possible amount of time, developed their higher education (public, e.g. state-owned and state-funded) to an advanced level. They had, however, one interesting attitude, which might come in handy in the current discussions about Western higher education – the Japanese funded lavishly those degrees that the government considered USEFUL. Engineering, mathematics, chemistry, physics, architecture, etc we all strongly and consistently supported. The same could not be said about degrees like political science, history, etc, which were deemed unable to contribute to economic development.
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Of course, we will come across arguments that a technological society in rapid development “must find space/time/money for the arts” or “without knowing history we are doomed to repeat it”, but the counter argument is one of financial analytics. Concepts such as RoI come to mind, which play a major role when we consider the size of state expenditures on higher education and the ratio of expected/real returns. Therefore the question becomes one of: why would a government spend tens of millions of dollars (usually much more) on providing free education in areas that make no or very little contribution to national development? How much GDP growth can we expect from students of politics, sociology, history, art, music, drama, media, of whom each nation has tens of thousands graduating each year?
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This is especially important when I recall a second bit of information – many years ago I came across a research paper in the UK, detailing the career paths of university graduates: 30% had jobs that did not require a degree, 30% had jobs that needed a different degree, and only the remainder correlated university education with later employment (I think those ratios are correct, but taken form wihtin the haze of memory). So, 60% of researched graduates could be said to have “useless degrees”.
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Let us drop in one more component – the massive global economic depression, which is hitting the European Union especially hard. And even harder-hit are the EUs 20-somethings, fresh out of universities, both prestigious and not. Those frustrated, over-educated, unable to find any work people who will for the rest of their lives remain a generation devoid of optimism (and national insurance).
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So, why would a government provide funding for so much “useless degrees”? Why throw away money on institutions, programmes and staff, who “educate” young people straight into unemployment and feel no remorse over this sad fact? It seems that governments have still bigger problems to sort out, before they even begin looking at such issues. Also, such policy changes will be unpopular and, especially in democratic countries, bring with them bad media (no longer just “bad press”). Yet, when we consider the economic efficiencies coupled with reduced citizen frustration, then we begin to see some logic behind the idea.
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Critics will, of course, talk about the freedom of a student to choose their educational path. Yes, that freedom must exist, but CANNOT be guaranteed when the government is footing the bill. There is a solution to this “freedom dilemma” and it comes in the form of diversified funding for higher education:
– Strategic degrees, vital to the nation? Of course, the government will fund the institution, which in turn will mean that students study for free and may even receive additional funding (bursaries, social support, scholarships, etc).
– Useful degrees, providing overall improvements (as management graduates should)? Yes, but a funding-sharing arrangement akin to public-private partnerships (PPP), where institutions/companies co-fund the production of their future employees.
– Art and history? Useless degrees. If you want to study that, pay for it yourself. In case of the first funding model, the state assures a return by having a contract with each students requiring them to work within the nation, for local companies, etc.
The second model provides a simple system of guarantees – the company that co-funds a degree will expect to “get” the graduate. In the third case, no one cares – a student paid for his/her education in an unproductive discipline and that same student then faces the consequences of his/her educational folly (plus a bank debt or unrecoverable loss of own many thousands of Euros).
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It would be fascinating to see the statistics of higher education shift dramatically and swiftly, as people would abandon no-longer-free “life changing” and “personality growing” and “passion following” degrees and either: go to work straight after high school or seek-out a tertiary-level education that would provide them with a steady job and for which they would not have to pay as much as for the “idealistic” degrees. The students themselves would begin to look at their life, study, career through the eyes of an investment banker (“if I invest, what do I get out?”).
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Some institutions would be closed down, some would reformat their organisational units, many departments would be closed and staff laid off. But then, in a pragmatic 21st century, are universities to be the retention warehouses for the unemployable and useless, or are they to be vital institutions in the development of human capital and technological advantage that the Chinese low-cost producers cannot easily copy? If vital research in “useless” disciplines exists, then such researchers can gain funding from other sources. If a government suddenly needs 300 political science graduates or media/PR advisers, it can provide one-time, target-specific funding.
And yes, this is the opinion of a Politics degree graduate (admittedly one, who dramatically refocused his life after exiting the university, moving away from his own “useless degree”). And who did not receive government funding…