Feminism Feudalism anarchism Freedom of Information Functionalism Gender
Global Capitalism Globalisation Great Thinkers Habituation of the Nation Hellinistic Philosophy Historical Materialism
Human Freedom Human Rights Humanity Immorality Independent Thinking Industrial Revolution
Pedagogy of Revolution

Flow of Ideas: articles - Uninspiring Towers

A Capital Friendly Culture for Further EducationA Capital Friendly Culture for Further Education
Academy ChainsAcademy Chains
After the Hillcole GroupAfter the Hillcole Group
Against What We Are WorthAgainst What We Are Worth
Ambassadors of Capital in SchoolsAmbassadors of Capital in Schools
An Educational Mansion House for BusinessAn Educational Mansion House for Business
Apprenticeship and the Use-value Aspect of Labour PowerApprenticeship and the Use-value Aspect of Labour Power
Artistic OutlookArtistic Outlook
Ayers Rocked In His Own UniverseAyers Rocked In His Own Universe
B GenerationB Generation
Bourdieu on CapitalBourdieu on Capital
Bourdieu on Cultural CapitalBourdieu on Cultural Capital
Bourdieu on Social CapitalBourdieu on Social Capital
Brown PFI MonsterBrown PFI Monster
Business Sponsorship of SchoolsBusiness Sponsorship of Schools
Business Takeover of Further EducationBusiness Takeover of Further Education
Cambridge University OccupationCambridge University Occupation
Caught in the Storm of CapitalCaught in the Storm of Capital
Co-payment in Hospitals and SchoolsCo-payment in Hospitals and Schools
Cold Hands and Quarter MoonCold Hands and Quarter Moon
Communitarianism for SchoolsCommunitarianism for Schools
Compulsory Consumption and Uni-NannyCompulsory Consumption and Uni-Nanny
Conforming Schools Conforming KidsConforming Schools Conforming Kids
Copy/South DossierCopy/South Dossier
Creating MonstersCreating Monsters
Creeping Privatisation in Higher EducationCreeping Privatisation in Higher Education
Critical MassCritical Mass
Critical Pedagogy and CapitalismCritical Pedagogy and Capitalism
Critical Space in EducationCritical Space in Education
Delivering E-LearningDelivering E-Learning
Digital Rights ManagementDigital Rights Management
DistillationDistillation
Dorothy L. SayersDorothy L. Sayers
Douglas Kennedy: best-selling novelistDouglas Kennedy: best-selling novelist
E-learning for Free at the BBCE-learning for Free at the BBC
Edison Schools in the UKEdison Schools in the UK
Education and Inspections Bill (2006)Education and Inspections Bill (2006)
Education As Culture MachineEducation As Culture Machine
Education FireworksEducation Fireworks
Education for DebtEducation for Debt
Education IncorporatedEducation Incorporated
Education Markets and Missing ProductsEducation Markets and Missing Products
Education RepetitionEducation Repetition
Education the HSBC WayEducation the HSBC Way
Education White PaperEducation White Paper
Education, Globalisation and the Learning SocietyEducation, Globalisation and the Learning Society
Employers and School LeaversEmployers and School Leavers
Evaluating Different Teaching MethodsEvaluating Different Teaching Methods
Everything Louder Than Everything ElseEverything Louder Than Everything Else
Finance and FearFinance and Fear
Five Endings of DesiresFive Endings of Desires
Foibles, Frolics and PhantasmsFoibles, Frolics and Phantasms
FreedomFreedom
FreewillFreewill
French New Wave CinemaFrench New Wave Cinema
Full Report Ruth Rikowski[a]s Book Launch for Globalisation, Information and LibrariesFull Report Ruth Rikowski's Book Launch for Globalisation, Information and Libraries
Gender and Spokesperson in Group Work IssuesGender and Spokesperson in Group Work Issues
Global TradingGlobal Trading
Globalisation and Education RevisitedGlobalisation and Education Revisited
Habituation of the NationHabituation of the Nation
Higher Education and Confused Employer SyndromeHigher Education and Confused Employer Syndrome
Hitchcock: classic auteurHitchcock: classic auteur
Human capital, the knowledge economy and businessHuman capital, the knowledge economy and business
In Retro GlideIn Retro Glide
In the Dentist[a]s ChairIn the Dentist's Chair
Kids in the Land of No DreamsKids in the Land of No Dreams
KM CritiqueKM Critique
Lazy Brit KidsLazy Brit Kids
Learning in the Earthworks of CapitalLearning in the Earthworks of Capital
Learning InvestmentsLearning Investments
Learning to the MaxLearning to the Max
Librarianship and Human RightsLibrarianship and Human Rights
Lifelong Learning and the Political Economy of ContainmentLifelong Learning and the Political Economy of Containment
LSBU StrategyLSBU Strategy
Marketisation of the Schools System in EnglandMarketisation of the Schools System in England
Marx and Education RevisitedMarx and Education Revisited
Marx and the Future of the HumanMarx and the Future of the Human
Marxism and Education RevisitedMarxism and Education Revisited
Marxist Educational Theory UnpluggedMarxist Educational Theory Unplugged
Maturity and FreedomMaturity and Freedom
McDonaldization and EducationMcDonaldization and Education
Michael JacksonMichael Jackson
Michele RobertsMichele Roberts
Miss Allison and Novel WritingMiss Allison and Novel Writing
Moneythought in Higher EducationMoneythought in Higher Education
Mrs Thatcher and Holes in the Kitchen FloorMrs Thatcher and Holes in the Kitchen Floor
Multiculturalism and Faith SchoolsMulticulturalism and Faith Schools
My Tony BlairMy Tony Blair
New Ideas in Ruth Rikowski[a]s Book - Part 1New Ideas in Ruth Rikowski's Book - Part 1
New Ideas in Ruth Rikowski[a]s Book - Part 2New Ideas in Ruth Rikowski's Book - Part 2
New Labour Policy for SchoolsNew Labour Policy for Schools
Nietzsche[a]s SchoolNietzsche's School
Nihilism and Educational ValuesNihilism and Educational Values
No Learner Left UnhassledNo Learner Left Unhassled
Notes on the Confessions of John DenhamNotes on the Confessions of John Denham
On Education for Its Own SakeOn Education for Its Own Sake
On Education StudiesOn Education Studies
On the Capitalisation of Schools in EnglandOn the Capitalisation of Schools in England
On Transhumanism and EducationOn Transhumanism and Education
Open AccessOpen Access
Outsourcing Public ServicesOutsourcing Public Services
Peter Wilby on School PrivatisationPeter Wilby on School Privatisation
Planet of the CapitorgPlanet of the Capitorg
PlatoPlato
Playgound Risks and Handcuffed KidsPlaygound Risks and Handcuffed Kids
Poems by Gregory RikowskiPoems by Gregory Rikowski
Poems by Victor RikowskiPoems by Victor Rikowski
Post-Fordism and SchoolsPost-Fordism and Schools
Post-Fordism in Primary SchoolsPost-Fordism in Primary Schools
Postmodern Dereliction in the Face of Neoliberal Education PolicyPostmodern Dereliction in the Face of Neoliberal Education Policy
PowerPointlessness in Higher EducationPowerPointlessness in Higher Education
Private Schools as CharitiesPrivate Schools as Charities
Privatisation of Schools in EnglandPrivatisation of Schools in England
Privatisation of Student DebtPrivatisation of Student Debt
Races in the Imperial WarRaces in the Imperial War
Readings for Teaching CourseReadings for Teaching Course
Recruitment and Labour PowerRecruitment and Labour Power
Revealed Recruitment Criteria through the Use-value Aspect of Labour-powerRevealed Recruitment Criteria through the Use-value Aspect of Labour-power
Robotic EthicsRobotic Ethics
Ruth Rikowski Updates (Archives)Ruth Rikowski Updates (Archives)
Ruth Rikowski Updates (Archives)Ruth Rikowski Updates (Archives)
School Fees and the 1944 Education ActSchool Fees and the 1944 Education Act
Schools: Building for BusinessSchools: Building for Business
Science Fiction Films and HorrorScience Fiction Films and Horror
Second Time as FarceSecond Time as Farce
Snowballs and Risk in SchoolsSnowballs and Risk in Schools
Social Contract Theory and Political ObligationsSocial Contract Theory and Political Obligations
Socialism is not DeadSocialism is not Dead
Speed of Life - Part OneSpeed of Life - Part One
Speed of Life - Part TwoSpeed of Life - Part Two
Stroppy Individuals and Oppositional Cultures in SchoolsStroppy Individuals and Oppositional Cultures in Schools
Sustainability Policy at London South Bank UniversitySustainability Policy at London South Bank University
Ten Points on Marx, Class and EducationTen Points on Marx, Class and Education
The Business of Becoming a Business for AcademiesThe Business of Becoming a Business for Academies
The Capitalisation of Schools - Federations and AcademiesThe Capitalisation of Schools - Federations and Academies
The CBI and the Business Takeover of SchoolsThe CBI and the Business Takeover of Schools
The Commodification of EducationThe Commodification of Education
The Education White Paper and the Marketisation of SchoolsThe Education White Paper and the Marketisation of Schools
The Evolution of Federations of SchoolsThe Evolution of Federations of Schools
The Last Parents EveningThe Last Parents Evening
The New Japanisation of SchoolsThe New Japanisation of Schools
The Profit Virus - The Business Takeover of SchoolsThe Profit Virus - The Business Takeover of Schools
The Standards Language-game for Schools in EnglandThe Standards Language-game for Schools in England
The Which Blair ProjectThe Which Blair Project
Three Types of Apprenticeship - Three Forms of MasteryThree Types of Apprenticeship - Three Forms of Mastery
Tony and Caroline BennTony and Caroline Benn
Tony Benn: Letters to GrandchildrenTony Benn: Letters to Grandchildren
TransportTransport
Turney[a]s and PPUTurney's and PPU
Uninspiring TowersUninspiring Towers
Universe of Capital and My SpaceUniverse of Capital and My Space
Universities in a Neoliberal WorldUniversities in a Neoliberal World
Utopia and EducationUtopia and Education
What Can Nietzsche Teach YaWhat Can Nietzsche Teach Ya
When Bullies Roam the SchoolWhen Bullies Roam the School
When the Bowers BreakWhen the Bowers Break
Why Employers Can[a]t Ever Get What They WantWhy Employers Can't Ever Get What They Want
Will Hutton and His E-FossWill Hutton and His E-Foss
Wolf on Marx Without SparksWolf on Marx Without Sparks
Women in World WarsWomen in World Wars






Chandos Book Publishing
Uninspiring Towers: Higher Education Futures in the UK


Glenn Rikowski, London, 1st August 2008


Introduction

The UK Department for Innovation, Universities and Skills (DIUS) is currently undertaking a ‘review of higher education in 2008 in advance of the review of the operation of variable tuition fees’ that will take place in 2009 (UUK, 2008, p.2). This article explores a report (Brown et al, 2008) written for the Universities UK’s (UUK) submission to the DIUS review. The report is part of the UUK’s ‘Size and Shape of Higher Education’ project. According to Turner (2008), the report ‘underlines the extent to which higher education could be transformed by the web’. Furthermore, noted Turner, due to the rise of mass higher education systems in China and India, higher education institutions (HEIs) in the UK could lose out in the lucrative international students market. Slowness or failure to adapt by UK universities could result in merger or closure. In addition, says Turner, the report by Brown et al (2008) indicated that some failing institutions might be taken over by the private sector.


Dire Assumptions

The ‘Size and Shape’ report (Brown et al, 2008) aimed to ‘look into the implications of the projected demographic changes and the policies it might call for to assist institutions as they manage their student markets in the face of those demographic changes’ (p.15). It aimed ‘to assist universities’ so they could respond to changes in higher education markets. Methodologically, the research underpinning the report is interesting. It was based on demographic analysis, using official statistics, first and foremost, but was supplemented by ‘a series of three seminars based on a detailed analysis of three key drivers of the higher education system’ (Ibid.): funding, competition and employer engagement. The final element was ‘an externally facilitated scenario planning event’ – with discussions from the seminars feeding into the formation of three scenarios. These scenarios were: ‘slow adaptation to change’, a ‘market driven and competitive’ scenario and a scenario geared to ‘employer-driven flexible learning’ (pp.11-12). The three scenarios were designed to capture the size and shape of higher education in the UK over a 20-year period to 2027. The pertinent demographic projections are summarised in Table 1 (Brown et al, 2008, p.6).

The assumptions underpinning the three scenarios are restrictive. Three assumptions are especially significant: first, that there will not be ‘an increase in the level of public funding for teaching and learning because of other pressures on the public purse’ (p.11); secondly, that ‘the delivery of higher education will have been changed significantly by developments in communication and digital technologies, but to a different degree in each scenario’ (Ibid.); and thirdly that ‘there will some increase in the engagement of employers with higher education teaching and learning’ though this varies across scenarios. The first assumption implies that UK HEIs will have to fund any expansion either from asking students to pay higher fees, getting employers to financially support students to a higher level, or by recruiting more international students. This last strategy is put in doubt by the report, as it envisages that countries such as India and China are busy building up their own HEIs, thus reducing the attractiveness of their students studying in the UK. China may become a net importer of students during the scenario-building period. Furthermore, the report rules out any significant financial contribution by employers regarding student fees, noting caustically that:

“The Leitch scenario of a substantial increase in demand for highly skilled people driven by employers seeking to be world class was seen as at best a partial guide to the future and at worst positively misleading. All the evidence was that most UK employers were poor at investing in people and that demand for high level skills was driven mainly by innovation on which UK employers had a similarly poor record” (p.29 – original emphasis; on the Leitch Report see Rikowski, 2007).

Given UK employers’ historical shortcomings regarding training workers the ‘employment engagement’ seminar folk and Brown et al (2008) were justified in thinking little further student fee support would come from that quarter.

It seems that any future expansion of UK higher education student numbers is likely to come from either students paying a greater proportion of the costs of their learning through fees, or through increased productivity. It is in relation to the latter that the second assumption – more IT and communications technology – comes in. Brown et al (2008) seek to justify the increased use of ICT as an assumption guiding their scenario-building on the basis that students are keen on e-learning. They point to a need for staff to be re-skilled so that they can meet new learning approaches of IT-savvy students. But are students demanding more e-learning? Brown et al (2008) provide no evidence. Furthermore, research I have undertaken with Neil Southwell at the University of Northampton, on Education Studies students in the School of Education, suggests that they are reasonably happy with current levels of IT learning support; but what they really want is more small group and one-to-one tuition time. The drive for more ICT-based learning in Brown et al’s scenarios seems more to do with increasing productivity than with demand for more e-learning by students.


Bad Scenarios

On the basis of these dire or shaky assumptions, what do the scenarios throw up? Here I can only give brief outlines. ‘Scenario 1: Slow Adaptation to Change’ (pp.33), yields ‘increased cost pressures, continued government regulation of fees [as opposed to a fees free-for-al] and sharp demographic decline’ (Ibid.) There is a tight market with varied efforts to recruit international students. Some institutions might reduce fees and quality in order to compete (with some reducing entry requirements). In addition, ‘some institutions become unviable’ (p.11). Unpopular subjects are scrapped, and the reputation of UK HEIs plummets. This scenario suggests something more radical is required.

In ‘Scenario 2: Market-Driven and Competitive’ (p.34), neoliberal and marketising trends prevail. This heralds public/private partnerships in mega e-learning projects, niche marketing and private providers being let loose with degree awarding powers. Finally:

“The publicly funded sector proves less attractive to students and employers than the private sector leading to unfilled funded places; and a small number of elite institutions seek to secede from the publicly funded sector” (p.11).

This scenario fits with the Julius Report published a few weeks ago (see Rikowski, 2008) which explores possibilities for increased private sector delivery of public services – including educational services.

‘Scenario 3: Employer-Driven Flexible Learning’ (p.36) is aimed at giving employers what they say they want; it constitutes the ‘triumph of employer-led demand for part-qualifications’ (p.12). Students get degrees through a national IT-intensive credit and accumulation system that adds modules (on an individual and self-financed basis) to those demanded and paid for by employers. Some of the consequences of this scenario include:

“Private providers cherry-picking lucrative vocational provision; the take over of failing institutions by the private sector; and extreme stratification of the higher education system (p.12) … [including]… a small group of elite institutions with high fees, strong research and significant numbers of international students” (p.37).

Thus: for scenarios 2 and 3, an increased role for the private sector is envisaged.


Uninspiring Towers

All three scenarios in Brown et al (2008) paint uninspiring and depressing futures for UK higher education. The report avoids radical, progressive and interesting alternatives. Its assumptions are mixtures of conservatism, neoliberalism, marketisation and commodification-enhancement, with business and IT providing ‘dynamic’ elements. The question of what students and lecturers want from HEIs is relegated in favour of universities merely reacting to demographic trends, market developments, employers’ labour power needs and technological change. UK higher education futures are cast in the shadow of these insipid determinisms.


References

Brown, N., Bekhradnia, B., Boorman, S., Brickwood, A., Clark, T. & Ramsden, B. (2008) The Future Size and Shape of the Higher Education Sector in the UK: Threats and Opportunities, Research Report for Universities UK, prepared by Nigel Brown Associates, Launched at the House of Commons, 8th July, London: Universities UK: http://bookshop.universitiesuk.ac.uk/downloads/Size_and_shape2.pdf

Rikowski, G. (2007) A Capital-friendly Culture for Further Education in the UK, 17th November, London, online at: http://www.flowideas.co.uk/?page=articles&sub=A%20Capital%20Friendly%20Culture%20for%20Further%20Education

Rikowski, G. (2008) Outsourcing public Services - with special reference to education, 26th July, London, online at: http://www.flowideas.co.uk/?page=articles&sub=Outsourcing%20Public%20Services

Turner, D. (2008) Web could end traditional degree, Financial Times, 10th July, at: http://www.ft.com/cms/s/0/9874489e-4e16-11dd-820e-000077b07658.html

UUK (2008) Report assesses impact of demographic changes for universities, Media Release, Universities UK, 10th July, online at: http://www.universitiesuk.ac.uk/Newsroom/Media-Releases/Pages/Report-assesses-impact-of-demographic-changes-for-universities.aspx




Print Friendly - Print Friendly with links
Anti-Imperialist
 © Copyright, Flow of Ideas, Ruth Rikowski and Glenn Rikowski
current date time:
Capital and Class
Website Design and Coding by Digo PC
Site optimisation by Bytec Solutions
Free-thought Global Family Government
Higher Education Human Progress Idealism
Immorality Income Generation Indulgence
Injustice Intellectual Development Knowledge Management

Valid CSS!