Postgraduate Certificate in Learning and Teaching

The Political Economy of Higher Education

Phil Carey & Clare Milsom

8th February 2012

AimTo raise issues about the organisation and management of UK Higher Education

Session outcomes Consider perspective on the role of higher education Critically explore contemporary developments in the

management of Higher Education Examine the implications for practice of differing notions of

‘the student’

GROUP TASK: THE PURPOSE OF HIGHER EDUCATION

Use five of the provided words or phrases to construct a statement on the purpose of Higher Education.

Statements should be 25 to 40 words.

Feedback to the group – offering a two minute rationale for your choices

Perspectives on education

Often considered in relation to statuatory education, but equally appropriate to Higher Education

• Functionalist • Marxist• Liberal education • Humanist • Radical

Strategic plan 2008-13 Strategic plan 2012-16We value Our valuesHigh academic and professional standards Creativity: foster culture innovationIndependence: integrity and impartiality Empowerment: transform learningResponsiveness: meet needs of ‘SH’ Working for public good Creativity ProfessionalismWillingness to shareInclusivenessStudent engagementSelf evaluationAccountability, transparency, vfm

‘Graduates earn more money than non-graduates, so it makes sense that they should contribute.’

Blunkett (2000)

“[universities] are academic and cultural institutions as much as engines of the economy. But part of maintaining support for public investment in that role, is demonstrating their relevanceto our economic life as well.

(Mandelson, DBIS, 2009)

GROUP EXERCISE: WHAT STUDENTS ARE.

• List key words that describe students• Rank in order of group consensus • Feedback

Student as receiver

• ‘Tabula Rasa’• Direct instruction• Little interaction• Objective assessment• Knowledge is fixed

• Curriculum defined by knowledge experts• Power resides with the ‘academy’

Student as novice

• Social learning model• Experiential learning• Discursive and task-based activities• Reflective assessment• Knowledge is contextual

• Curriculum defined by practitioners• Power resides with the tutor

Student as customer

• Consumerist model• Focus on satisfaction• Little direct impact of learning and assessment

practice, but individualistic• Knowledge is a product

• Curriculum defined through market research• Power resides with the student

Student as co-producer

• Collaborative model• Active student participation• Assessment is negotiated• Knowledge is created• Focus on community of learners

• Curriculum defined by students and tutors• Power is shared

HE White Paper: Students at the Heart of the System

Improving the Student Experience

‘Putting financial choice into the hands of learners makes student choice more meaningful’

“It should be a source of pride for an institution to be an excellent teaching university. That is what most students rightly see as the backbone of their university experience.” David Willets 9th Sept 2010Willetts defends universities white paper June 2011

Higher Education Summit 2012 A speaker interview Matthew Batstone, co-founder and director Interview

At a glanceProf. Ronald Dworkin QCProf. Adrian ZuckermanHow we teachThe NCH professoriate will typically deliver four lectures in each week of the longer autumn and spring terms. The professoriate will lecture both for degree subject courses and Diploma modules.

‘New university gathers top academics to teach £18,000-a-year degreesNew College of the Humanities promises more direct teaching. The student-teacher ratio will be better than 10 to one and there will be 12 to 13 hours' contact with teachers each week.’ 5.June 2011

Challenges to practitioners and universities

• Conflict between competition and collaboration

• Marketisation of Higher Education• Mangerialism• Privatisation of knowledge• Narrow view of employability

Suggested reading• Jan McArthur (2011) Reconsidering the social

and economic purposes of higher education, Higher Education Research & Development, 30:6, 737-749

• Alistair McCulloch (2009): The student as co‐producer: learning from public administration about the student–university relationship, Studies in Higher Education, 34:2, 171-183

More suggested readingFutures for Higher Education Analysing trends Universities UK January 2012http://www.universitiesuk.ac.uk/Publications/Documents/FuturesForHigherEducation.pdf

HEFCE: Opportunity, Choice and Excellence in HE July 2011http://www.hefce.ac.uk/aboutus/stratplan/strategystatement.pdf

Higher Education Academy Strategic Plan 20122/16:http://www.heacademy.ac.uk/strategic-plan

White Paper Putting Students at the Heart of the HE System June 2011 http://c561635.r35.cf2.rackcdn.com/11-944-WP-students-at-heart.pdf

Functionalist

Education for work and a work force• prepares students for the

workplace• reflects divisions of labour• is a form of socialisation• support meritocracy by providing

opportunities for upward social mobility

Marxist

Education for social control• Similar to functionalist critique but sees

education as:– Reflecting class divisions. – creating compliance by reinforcing the

norms and values of a dominant elite. – Meritocracy is a myth as established social

divisions are maintained.

Liberal education

Education for cultural enlightenment. • the relationship to work is incidental.• students develop intangible, meta

skills that help them deal with complexity.

• Strong values base• supports progressive social

development

Humanist

Education for personal development• Focuses on individual self-actualisation.• Educational processes reflect the needs of

individual students• Addresses affective as well as intellectual

learning

Radical

Education for social change• Focuses on empowerment• encourages politically motivated change

agents to overthrow systems of oppression.• Strong emancipatory/transformative

tradition