I’m worried about students and I’m worried about education. There has been a move over the past few years that has seen students lose site of the reason they attend University. Perhaps I’m just an idealist.
Education is the most powerful weapon which you can use to change the world. Nelson Mandela
Learning to Pass the Assessment
This is the shift that frightens me most. I have heard a number of students, undergraduates and postgraduates, question why they are asked to complete assignments and work that do not contribute to their final marks. For example, a student was quite affronted that they had been asked to create a blog when they only needed to pass the dissertation to complete the course. There seemed to be no understanding of the skills that a blog develops. Particularly those of reflection.
Another student stated that they could only be tested on the content delivered in their lectures. Therefore, there is no point doing the extra reading and activities suggested by their tutors.
We can find the roots of this attitude in secondary and further education. I remember being told we’ll learn about this today because that will be something that may come up in your GCSE exam. We have been conditioned to learn to pass tests that assess very narrow, specific knowledge.
The greater danger for most of us lies not in setting our aim too high and falling short; but in setting our aim too low, and achieving our mark. Michelangelo
The amount of work students are supposed to do independently seems to affront them. “Why am I paying 9k a year to not be taught by someone”. The idea that they should not be spoon-fed is seemingly new to them. Yes, all independent learning should be guided. Students shouldn’t just be left but they must develop the skills to learn independently. Maybe we need to make that clearer to them on application to manage expectations.
We are supposedly developing people to be productive members of society and in their employment. A big part of that is independence and initiative.
The introduction of Tuition Fees saw a change in the approach of students to their studies. I have heard many times “is that what my 9k a year is paying for”. I started university in 2007 and was one of the first cohorts of students to pay tuition fees. Granted mine were a more reasonable 3k a year with the additional grant repayments.
Tuition fees have introduced the idea of education being value for money. That University is better because with that course I get an extra hour of contact time, a free coffee and a hug once a week. Yes I’m being facetious. What happened to learning for learning’s sake?
I have always enjoyed the gym analogy. You don’t become Arnold Schwarzenegger simply by having a gym membership card in your wallet. You join the gym, work hard, put the effort in and you might become Arnold Schwarzenegger. It won’t be quick and it certainly won’t be easy.
You get what you put in to education. If you work hard, you’ll see results.
NSS and League Table culture
The NSS and the multitude of league tables have compounded the tuition fee effect. Students are now balancing their course choices with the overall position of the university. When you look at the numbers there is often a hairs breadth between universities on the table.
It has led to a number of knee jerk initiatives, often ill-conceived, with the aim of driving universities up the table. Yes there is the desire there to increase quality, never a bad thing, but it has a worrying dark side. The Guardian has suggested that University staff will be held to ransom by student consumers.
We’ll do what they want, however unreasonable, so we don’t upset NSS.
Monetisation and the “Knowledge Economy”
The current government is hell-bent on monetising education. Creating what they describe as ‘choice’ for students. Given there are 127 institutions listed on the Complete University Guide do we really need more choice?
We’ve seen some of the controversy surrounding private providers with University awards statuses. If you didn’t see it watch the dispatches investigation on YouTube.
Choice does not denote quality. Will it force universities to up their game. Definitely. It may even result in more specialised courses and widened participation. Though a serious question mark still hangs over how they plan to ‘police’ and measure the quality of Higher Education institutions.
I spent an hour at one of our open days talking to a student about which university they should go to. I’m not a career councillor so I talked from my experience of choosing a university and the sort of things she should consider in her decision-making.
I don’t think more choice will lead to quality and I don’t think it will make students decisions any easier.