By Paul Temple
If you’re old enough, you’ll remember when “millionaire” was used to describe someone who was almost unimaginably rich. Then, sometime towards the end of the last century, “billionaire” took its place – a reflection, probably, of both inflation and increasing disparities of wealth. Now, in America, being a billionaire is no big deal (540 of them, apparently) – you have to be a multibillionaire for people to take notice. Jeff Bezos, the Amazon boss, is worth $100bn. Globally, the top 1% own as much as the remaining 99%. (SRHE members need to tread a little carefully here: Continue reading →
By Rob Cuthbert
In universities worldwide the debate about academic freedom and free speech continues, which is just as it should be. Meanwhile journalists in the popular press seem to have decided that political correctness and the ‘snowflake generation’ have made it impossible for anyone to debate anything in universities any more. But for those journalists, ‘research’ usually consists of looking at other journalists’ opinion pieces and referring to an alleged ‘free speech’ ranking from Spiked. This greatly exercised Registrarism’s Paul Greatrix, whose vituperative blog on 16 February 2017 said that as usual the new ranking was “sure to grab the headlines as examples of shocking repression in the higher education sector are paraded in the quality press”. As if to prove his point, a report from the Adam Smith Institute on alleged left-wing bias in academia was attacked by Aidan Byrne (aka Plashing Vole), aiming to debunk what he called this sinister new addition to the debate. The report was called Lackademia, though the URL was blunter: it read “Left Wing Bias Paper”.
Beyond the mass media there is a more informed debate. A faculty committee at the University of Minnesota Continue reading →
By Geoff Hinchliffe
In order to understand our own times, it can be beneficial to go back in time, in order to take advantage of a fresh perspective from afar. One thinker who was uncannily prescient about some of our current concerns in higher education was Max Weber (1864-1920). Weber has always been held in high esteem, of course, by sociologists. But I think what he has to say about the effects of bureaucratisation are of interest to anyone working in higher education at the moment.
Weber thought that the methods and techniques of bureaucracy were all-pervasive in a modern industrial society. These techniques were by no means confined to the state: bureaucracy colonised all forms of commercial and institutional behaviour – including education. And these techniques were also accompanied by a certain habit of mind which Weber called rationalisation. In his book, the Protestant Ethic, Weber famously invokes the ‘iron cage’ which modern man had constructed for himself, signifying the development of procedures and behaviours necessary for a modern economic order whilst “the rosy blush of its laughing heir, the Enlightenment, seems to be irretrievably fading” (Weber, p. 181-2).
This ‘iron cage’ – the cage of rationalisation – includes : Continue reading →
By Bruce Macfarlane
The word ‘traditional’ is possibly the most over-used term in the higher education discourse. In common with nearly all institutions that have endured for any substantial length of time, such as the Church of England or the Conservative Party, the University has been adroit at re-inventing itself. The latest re-imagining is that ‘traditional’ universities are research-led institutions. This myth has comparatively recent roots linked to the growth of an audit culture, expansion and stratification on an international basis, and academic performativity at an individual level. These trends have collectively re-shaped the nature of academic practice and identity over the last 50 years.
An insight into how priorities have changed among academics during the recent past is provided by Halsey and Trow’s seminal study, published in 1971, of a then still small and elite British higher education sector drawing on data gathered in the mid-1960s (at a time when the SRHE was being formed). They found that British academics were overwhelmingly oriented towards teaching rather than research. A mere 10 per cent were even ‘interested’ in research while just 4 per cent regarded research as their primary responsibility (Halsey & Trow, 1971). The study concludes Continue reading →
by Julie Bounford
Having read Kevin Grandia’s recent Huffington blog on ‘Climategate: 5 years later’, I reflect on a missed opportunity from a public engagement perspective.
In 2006, UEA’s Executive Team asked me to write the bid for the university to become one of six national Beacons for Public Engagement and to invite Professor Keith Roberts, a public engagement exemplar, to be our champion. Having agreed to do so, Keith co-authored the business plan and following our success, chaired our Beacon steering group and acted as my mentor throughout the four-year programme, from 2008 to 2012. We would not have secured the Beacon status without Keith’s endorsement and I’m indebted to him for his support. Keith also kindly secured Paul Nurse (then president of the Rockefeller Institute) as a bid referee, to accompany Mike Tomlinson (former Chief Inspector of Schools) and Frances Cairncross (then Chair of the BA Festival of Science 2006 which had just taken place in Norwich).
The Beacon Funders Group, comprising the Higher Education Funding Councils, Research Councils UK (RCUK) and the Wellcome Trust, took an active interest in the progress of all six Beacons via regular updates, evaluation reports and by their representation at bi-monthly Beacon Coordination Group meetings. In September 2011, leading up to the end of the programme, the Beacon project directors and their champions attended a Funders Group panel in London. During our presentation I was asked why I had chosen to continue in my role as the Beacon for Public Engagement Project Director, despite particular challenges,
‘was it altruism that kept you going?’… Continue reading →