Archive

Society

©Popenici2013

The American writer H. L. Mencken once said that there is always a well-known solution to every human problem: neat, plausible, and wrong. MOOCs look neat, are plausible and… too many get it wrong! MOOCs captured the imagination of venture capitalists, academics and university administrators and this is a rare thing for higher education. Enthusiasm and a bit of passion in this field is always a welcome change. The problem is that – despite exuberant enthusiasm surrounding them - MOOCs remain marked by many unanswered questions and still fail to clarify how they will deal with many crucial pedagogical and managerial aspects. Again, we do not talk about online education here, but MOOCs!

Most probably major changes lie ahead for MOOCs, as these course platforms will change even more than universities that were supposed to be replaced by these online solutions. In very simple words, we can say that it becomes clear that MOOCs are simply not enough to change higher education and stay just as one small bit of the complex set of social, economic, cultural and even technological issues impacting higher education.

The Economist and The New York Times, academics and various experts in education proclaimed “the year of the MOOC” and that the end of the campus as we know it is certain. The excitement around MOOCs became so extreme that anyone asking for the old kind of evidence-based arguments was pinpointed as an outdated conservative fighting against the Enlightenment. Groupthink is was shaping for a good time policies for higher education, making the new virtual silver-bullet a solution for most important problems confronting the future of colleges and universities across the world: MOOCs promised to solve inequity and barriers to access, increasing costs and explosive student debt, quality assurance, sustainability, critical thinking, creativity and innovation. The magic of clicks and “innovation” was evident to all who identified with the ‘progressive’ pack.

When Anant Agarwal, the President of edX (the MOOC consortium launched by Harvard and MIT) went to The Colbert Report to discuss about his initiative, Stephen Colbert used again his subversive humour to ask some questions that went unobserved by many university presidents and managers:

“I don’t understand – Colbert said – You’re in the knowledge business in a university… Let’s say I had a shoe store, ok, and then I hired you to work at my shoe store. And you said, <Hey, I’ve got a great idea! Let’s give the shoes away for free>… I would fire you and then probably throw shoes at your head.”

Obviously, the business model proposed by MOOC need to make sense for all those venture capital investors. Some already say that this is why most probably MOOCs will serve the universities and change after their needs and models. This means that the MOOC idea is disrupted much more than the “old university” will be ever disrupted by the MOOC movement.

Fortunately, this story had the typical fate of all fads: it went from irrational enthusiasm to a more balanced view, where many evaluate the positive role of MOOCs, advantages and limits, proper uses and possibilities to enhance their role for teaching and learning in line with students and universities’ interests. Some went from disbelief to depression and stubborn refusal to accept a change in the general tone of the conversation, but very few went to the extremes. Questions remain unanswered, but the overall discussion provides in the current context a more nuanced analysis and possible solutions.

What are the indisputable advantages of MOOCs? How it is possible to explain that so many respectable academics actually believed so many promises often against the most evident examples working against them (e.g. an unclear business model, overwhelmingly low completion rates etc)? What MOOCs will change in higher education?

From MOOCs to MOOC$ – and next steps

In some recent discussion it became evident that MOOCs were considered by some as synonymous to online education. This is why it is important to have a succinct look at the meaning of this acronym: a recent paper published by the European University Association gives us a useful summary of what is a MOOC:

MOOCs stands for Massive Open Online Courses. So far, MOOCs can be characterised as follows:

  • they are online courses
  • with no formal entry requirement
  • no participation limit
  • are free of charge
  • and do not earn credits.”

Developing since 2008, MOOCs offered the seductive promise of limitless possibilities to offer access to university courses “free of charge” for all. The key stands in “so far”… the free nature of MOOCs is raising a series of serious problems. “Free” has played a major role in the rise of massively open online courses, engaging the imagination of all thinking about a time when higher education will be opened to all (probably including workers in shifts of 12 hours per day, making computers for those who have the luxury to access Internet and find time for online courses).

In my recent book I mentioned the overused comparison between higher education and music industry. Not only that higher education is very different from any other industry, but even this comparison is twisted to the extent that an important lesson is hidden by constant misinterpretation:

“We can imagine what would have happened if the music industry’s reaction to the MP3 and Napster would not have been iTunes, iPods or Amazon music, but a move to offer free music to all. In this scenario Massive Online Open Music (MOOM) would have been funded by the music industry confident in the promise presented by players on the stock market that somehow “money would follow”. There is no doubt that a MOOM is a noble solution, as many find music an indispensable part of their lives and getting it for free or for a symbolic price would make the world a better place. It could even be argued that this would be humanitarian, as many use music for therapeutic purposes. At this point we can easily imagine that this solution just would spell the end of the music industry.”

This partially explains why MOOCs have a serious identity crisis: current models try to leave the crucial “open=free” aside and ask “minimal” fees to give credits. MOOCs promise of “making education available to all” sounds great for educators, but is nuanced differently by various start-ups and venture capitalists who invested in the new big thing in Silicon Valley. The “open and free higher education for all” is discreetly replaced by “low costs”. An example is offered by Georgia Institute of Technology that will “soon begin offering an online master’s degree in computer science at an unusually low cost“. This “MOOC-like course” will cost around 7000$.

We immediately observe that ‘low cost’ is very far from free and open to all. The 7000$ that can “open the door to higher education” for people around the world, including millions in the US, are simply just unaffordable for a very large number of people.

Some may argue that cost is associated only with the credit and the course is still open to all. This was already the source of major surprises for some providers: a (pricey) effort to build credit MOOCs got zero takers when the university charged as little as $89 for credit courses that cost in campus over $1,000. When you pay the time for staff to write the course, the infrastructure capable to accommodate hundreds of thousands of students, resources etc… the ‘zero takers’ surprise can be truly devastating. 

It became clear that MOOCs can be perceived by many students (and employers) as a form of entrainment with an academic flavour,  a kind of TED talks for nerds. This legitimate challenge makes harder to justify spending “massive” resources to pay for “massive” course design, IT infrastructure, administration, video production etc. The value of a MOOC requires now a bit more work and in-depth thinking, to align this effort with a wider strategy for every institution. 

There seems to be a promise to open already opened doors

Moreover, a detail ignored for a while became clearer: we already have the solution of freely available courses with videos and pdf files, web-links and books on Amazon through websites and platforms such as iTunes U (or various Learning Management Systems used by universities) for a long time. Open Universities across the world have an already long tradition of offering free (access) courses or non-credit courses with a small fee. The simple addition of forums and discussion groups cannot be seriously taken as the most important innovation that can dramatically change higher education. If we claim this, then we have to accept that we all reached a point of very little imagination and depth for our solutions.

So, if a MOOC is ‘open’, but not free, what is it?

The enthusiasm for the silver bullet went too often too far. Jimmy Wales, the founder of Wikipedia, recently underlined something that should be clear to any university administrator:

I’m not a person who thinks that people will be able to just go online and get a complete education without the guidance of the teacher. That sort of simplistic model shouldn’t be our framework.”

The simplistic way of thinking about organising learning and teaching in higher education is simply not sustainable on a long term. Adherence to a fad may work for a personal agenda, but comes with serious risks and costs for institutions and systems. Some will learn again a very painful lesson. The reality is that online solutions are still underused by higher education, but we are left to wait for genuine innovation that is capable to provide alternatives in line with academic rigour, quality assurance and student needs in higher education. Students cannot be engaged by simple conversions of boring lectures into online videos that are even more boring, affected by clunky and poorly designed technological solutions and rigid platforms for discussions and “forums”.

Universities need to use online technology where it really works - Jimmy Wales, co-founder of Wikipedia

Presumed Authority and Crumbling Credibility

To understand why so many academics and administrators adopted with no hesitation the snake oil merchant promises we need to think about what Tom Whitby notes:

“I am tired of educators who espouse technology for everyone else, but fail to employ it for themselves and their profession [...] We should look at everyone’s digital footprint including administrators. What is their educational philosophy as it is stated in the digital world? What does their Professional Learning Network include? What is it they have collaborated on in the Social media world? How effective are they in the very collaboration skills that they claim to have? How reflective are they based on their public blog? Do they hold to their principles in their public reflections?”
Find the online profile of the expert on the online solutions and innovations: see their LinkedIn profile and network, read their blog and find the ideas they put online to represent their thinking on an open platform

A healthy exercise for all is to look online as soon as you hear any advocate of online solutions and check the consistency of discourse with reality. Too often we hear academics speak about “social media” in higher education when it is painfully clear that the same person never used Twitter, barely grasps the function of “like” on Facebook and still (secretly) thinks that LinkedIn is just a silly hobby. An academic journal is very rarely an open platform, so don’t let yourself intimidated by a long list of academic publications: the walled gardens of academic publishing do not follow the logic of MOOCs and Internet openness.

Public disclosure: I just applied this exercise to a list of speakers in a conference on “innovation and teaching” (what else?). The result was truly remarkable (or simply depressive). The good part is that it became clear that this can save a lot of money and time wasted in sterile acts of self-admiration and opinion-production packaged in the form of pseudo-academic work.

The value of MOOC

In the run to increase profits and “market shares” many universities lost their way, leaving aside their values, adopting a mix of compulsory mediocrity and quasi-managerial jargon. The effect is not only that many institutions of higher education are stuck into a management model close to what was common in 1930′s than what is now adopted by smart and flexible corporations. The effect is that students start to question (and most probably refuse to enrol in the future) in lectures with 500+ students crowded in various halls and large amphitheatres. MOOC-like provision is an easy replacement for this bizarre form of academic model of making profits.

In the same time, MOOCs start already to evolve much less against the “brick and mortar” university and much more in line with the needs of students and institutions of higher education. The main reason is that the only way these platforms can make profit in the future is to work in consonance with credit providers that are accepted and (still) trusted by employers.

Universities based on strong academic values and academic freedom most probably will build MOOCs that show their strength and focus on quality learning and teaching, and genuine innovation. But most probably, MOOCs are also already responsible for the acceleration of a crisis for universities that forgot their core values. If profit is all what they stand for in reality, then this will impact directly their evolution and future for the long term. Many will slowly dissolve, others will move to the periphery where many will struggle in a though competition to find customers for cheap and low value credentials.

The MOOC hype also revealed a worrying appetite of a surprising number of academics and politicians to get enthused by simplistic solutions for higher education, by silver bullets and vague promises. This reflects many things, but most of all it shows how widespread is the belief – within and outside academia – that learning and teaching is a matter of common expertise. Everyone seems to share the opinion that – since most of us go through various forms of education - pedagogy and extensive knowledge in learning and teaching is a simple, familiar and common field of expertise to all. There is no other field where you can step in and say: I am an expert and I can tell you how to do things properly as education became. The butcher, the baker, the sailor and the candle stick maker all take the position of qualified experts in education. This trend is responsible for the collapse of many school systems and no one can argue that universities are immune to the same causes. The impact on the future quality of what many like to call “human capital” can be more significant than what we can imagine at this point. 

It is evident that mastering critical thinking, collaboration, presentation skills and genuine empathy require human connection, interaction and practice, and are best acquired in person, not only online. This is why we like to drink our coffee with friends – whenever possible – on a coffee shop, not on Skype, with a cheaper cup brewed at home. It is also evident that online medium offers the possibility of connectivity, exploration and the use of well built imaginative capabilities. The balanced use of online and on campus solutions stay as a key for the future of higher education.

There is significant value in all forms of learning, online and on campus. Education must answer fast the challenge to nurture students’ imagination, creativity and build their skills for innovation for a future marked by uncertainty and serious challenges 

Arne Duncan, the US Secretary of Education, recently said that “In the global economy, creativity is essential. Today’s workers need more than just skills and knowledge to be productive and innovative participants in the workforce. […] To succeed today and in the future, America’s children will need to be inventive, resourceful, and imaginative.”

Software, MOOCs, apps, learning management systems and other online solutions are just tools that can be used to answer these challenges. They are important tools, but not solutions on itself to achieve the difficult task of building inventive, educated, resourceful, and imaginative new generations.

©Popenici

Australian universities received last night the official confirmation that the last 6 months bring a colossal cut of $3.8 billion dollars to their funding. In a time of tremendous changes and the certainty about a very uncertain future, universities across the world should look at this story and see if there are not some important lessons to be learned.

The Perfect Storm for Universities – an article about the type of problems that may affect universities in a near future, which I published last December – was followed by condescending or visceral reactions “at home”. Most of these were aiming to fix my ignorance and help me learn that Australian universities are stable, affluent and looking to solve only problems associated with a continuous growth. I learned among other things that Australian universities are “growing rapidly due to the changed funding arrangements” and the future is bright because “all student numbers do continue to rise“. The perspective of a time when universities compete for students and ideas was deemed as absurd. The hypothesis that higher education needs to look beyond fads, local cliques and petty interests to find imaginative and sustainable models to secure their own future seemed eccentric and marginal. It turns out that that time was closer than even I imagined few months ago.

The last weeks are marked by a very different tone and news about “the changed funding arrangements”: it is possible now to hear some voices warning that “cutbacks place the entire (Australian) university sector at risk”. There are now advertisements on national television with – what else? – brief dull lectures about the risk of massive funding cuts for higher education and (missed) benefits of investments in universities. Despite some sporadic and – unfortunately – poorly designed efforts, the public seems to be as moved by this narrative as it is by a media story about a new recipe for chicken wings. Few students protested (for instance, in Sydney around 30 students gathered to protest about internal problems that “coincided” to a day of protests announced by the national union of tertiary education), while others had a lunch break to “protest”. Most left this event unnoticed. Analyzing the new budget presented last night by the Australian Government, mass media was also blatantly ignoring cuts to higher education, focusing on other “winners” and “losers” of the new budget and on a shocking deficit.

The Gillard Government’s decision to cut billions of dollars in funding for universities is not really big news in Australia. As previously noted, for the last 6 months it was clear that serious cuts are under way for higher education. Universities and students were informed that this is coming and they will pay the price. No reaction! A first cloud came almost unnoticed in the form of a report including the story of Australian student debt, higher than expected. It became clear that we have an official estimate for 6.5 billion dollars in student loans that will not be repaid (which translates into “a significant number of graduates will have terrible jobs and incomes so low that they’ll not be able to pay back loans”). Mostly unobserved was also the release of statistics revealing a slight drop in international student enrolments in Australia. Moreover, an official announcement shocked some executives when it was revealed that 1 billion dollars in funding research will not be available anymore.

Universities Australia’s Chief Executive, Belinda Robinson recently warned:

Off the back of $3.8 billion in cuts inflicted on universities and students over the past six months, the Australian community is becoming increasingly concerned that a high quality university system is being sacrificed to fund school reforms – when both are part of the recipe for national success

There are literally no signs that this warning was heard. There is no doubt that on a medium and long term these last 6 months will greatly impact on the status and importance of Australian higher education. More importantly, it will impact on innovation and research and local capacity to focus on alternative ideas and solutions for challenges ahead.

Nevertheless, public and academics looked at this unfolding story with remarkable nonchalance. The apathy, indifference or denial partially explain the ubiquitous silence. If some within academia live a pleasant dream feed by ignorance and denial that billions of dollars vanishing from higher education translate in just few small changes in their budgets, they are certainly wrong. They may think that this massive cut is leaving mostly unchanged their familiar landscape, but this is just impossible. When reality will hit those in denial it will be too late. Unfortunately, we have to admit that foundations of many systems of higher education are weakened now by a stunning lack of vision within the walled gardens of academia.

In few words, the lack of public reaction to devastating blows to universities is a first important lesson.

The political political dimension is relevant to understand why. It is clear now that politicians from both Australian political poles understand that cutting funds from universities to give these money to schools translates into more votes. Just before elections, a rare implicit consensus on something of major importance (when it seems that local politicians try as hard as they can to reenact the The Tower of Babel) shows that universities are not close to the hearts of voters. Taking from universities to give to schools doesn’t make any sense for public policies and a sustainable future, but in political terms this move is seen in line with voters’ preferences.

The fact is that the Australian public proved now that it is mostly indifferent about what is happening with local universities. This must be a source of great concern for academics and administrators. They have the urgent call to reconnect de facto their institutions with communities. The simple rhetoric about “sustainability”, “community involvement” and civic responsibility may work within some institutions – although low morale and staff disengagement usually reflect very clear the complete failure of this type of discourses – but proves to be completely ignored by those communities which are served just in discourse and not in real life. Seduced by their imagined realities and the sound of their own voices, academics and university administrators lost contact with the world around them. That world remains now indifferent to their fate and obvious arrogance. To ignore this when there is no doubt that the future holds many turns and tests can be a fatal mistake.

In Why Australia hates thinkers Alecia Simmonds explores how it is possible to show so blatantly that higher education is not seen as an investment in the future by the government and political establishment. Answers to this puzzle are more important than it seems, even if we consider just the fact that Australia is a country where universities are the third-largest export industry. The author’s explanation revolves simply around the effects of an ingrained anti-intellectualism:

There’s no doubt that Australia is a vast, sunny, intellectual gulag. The question is why [...] Perhaps there’s a link between the myth of Australian egalitarianism and anti-intellectualism. Australian history is popularly told as a story of democracy, equality and classlessness that broke from England’s stuffy, poncy, aristocratic elitism. We’re a place where hard yakka, not birth, will earn you success and by hard yakka we don’t mean intellectual labour. Although, of course, equality is a great goal, we’ve interpreted it to mean cultural conformity rather than a redistribution of wealth and power. The lowest common denominator exerts a tyrannical sway and tall poppies are lopped with blood-soaked scythes. Children learn from an early age that being clever is a source of shame. Ignorance is cool.

There’s also no room for cleverness in our models of masculinity or femininity. For women, intelligence equates with a dangerous independence that doesn’t sit well with your role as a docile adoring fan to the boys at the pub. It’s equated with sexual unattractiveness. And for men, carrying a book and using words longer than one syllable is a form of gender treason. It’s as good as wearing bumless chaps to a suburban barbecue. Real blokes have practical wisdom expressed through grunts and murmurs. Real Aussie chicks just giggle.”

The limit of this explanation is that anti-intellectualism is not an Australian invention, nor monopoly. A simple look at public (and political) life in the US reveals why it was possible to see a politician like Sarah Palin taken seriously for such a long time. Public displays of anti-intellectualism, anti-science and glorified ignorance are quite popular across North America, but we still find there some of the best universities in the world. Moreover,  we see a culture of public support for universities. Mass media is constantly reflecting problems and changes in universities and very often Nobel laureates and globally influential public figures publish first-page editorials about the fate of students and American universities. Any change in funding, social and economic context of universities is vastly reflected and discussed by media, think tanks, politicians and public figures.

It is something else about the Australian story and the key may be within the walls of universities…

To gain civic support, help from the public and see students building barricades to defend their universities (1968 style or less confrontational, but still very efficient), universities must be seen again as hubs of knowledge, civilization and progress for society. These institutions make sense if they stay as islands of free thinking where important challenges for society are approached with an open mind and expert insights. Citizens cannot be accused if the importance of an institutions is hidden behind an oblivious existence focused on bureaucratic hierarchies with glorified mediocrity, where obedience is the condition for survival. TV ads reminding the public that universities are beneficial just miss the point.

If a university is reduced to a profit-oriented assembly line built to deliver credentials (diplomas) and a set of skills to customers, then we have no reason to complain that the outside world relates to their stories in the same way they do when a local fast-food restaurant is a risk to be closed down.

Now it is time not only to encourage academics to speak truth to power, but the “power” itself must realize that this is a key for success and, ultimately, survival of their own positions. Everyone is responsible and the change can start immediately: a simple honest look can show if there are different opinions in the same faculty – and if these different opinions are publicly discussed or just whispered (the current fascination of academia with ‘whispers’ is a very interesting cultural detail…). If not, it is the time to start the change.

Lack of vision, “forbidden knowledge”, avoiding inconvenient truths, encouraging mediocrity and denial bring tremendous costs and risks for universities. Why? Because if we leave the future of this important institution to be decided by politicians running for votes, then we have no future! Most importantly, because we have to realize that we already live the first days of a global revolution of higher education. Those failing to see this will greatly regret that today they did not change.

Innovation

If you do not change direction, you may end up where you are heading.” Lao Tzu

It is widely accepted that creativity and innovation are more than ever before the key resource for individuals and societies. Innovation is now the main avenue towards job creation and economic growth and the only route to a sustainable future. International studies (e.g. OECD) document the fact that the most successful economies are those capable to nurture creativity and support innovative research and quality education. However, the attraction of innovation for investment returns represents just the most visible part of a variety of benefits.

In the uncertainty marking the present and the future of higher education it became clear that the successful modern universities will be only those capable to create knowledge and innovative solutions for the multitude of economic, social, environmental and cultural challenges. Universities must find ways to adapt, change and build on the power of their imaginations.

The effect of global economic crisis and the vulnerability of economic growth, the unprecedented youth marginalization, unemployment and underemployment, the impact of ecological and social crises require the power to imagine new approaches and design new possibilities. Creativity and innovation represent the fuel and the engine capable to provide new solutions for a sustainable future. The only certainty for universities is that days ahead will be filled with uncertainty, with serious risks and some opportunities. Only those able to change and use their creativity to generate new ideas and solutions for these fast changing contexts will be able to grow.

This is why we shouldn’t be surprised that “innovative research” is included now in the “aims and goals” of all universities and their departments, faculties and various centres. This is one of the few points where we find in higher education a widespread consensus over a goal: we need to have innovation! However, very few get any at all. This is because innovation requires most of all the courage to nurture free thinking, relax hierarchies and power structures, emphasize collaboration and refuse tokenism. These are some very uncomfortable decisions. The fact is that university leaders and administrators have the power to change direction for a sustainable future for their institutions, but this requires vision, intelligence and courage. 

Innovation requires courage and vision.

A widely known example is provided by Steve Jobs. Although he wasn’t a great innovator (all great innovations promoted by Steve Jobs are invented by other people and companies), he had the tremendous courage and vision to build on (and promote) innovations rejected or ignored by others. When he returned to Apple he had the courage to reduce the number of products offered by his company from 350 to 10! Against all he said that immediate profit was not all that matters and it proved to be right! The result was that those 10 products saved the company. Later, when Nokia refused to use the touch screen (because customers will never want that, right?) he had the courage to change entirely the face of a phone and Apple created the first iPhone. He had the vision and courage to launch an iPad when all experts said that this is a silly mistake. He changed the world with courage and vision!

There is no need to be a great inventor to build a culture of innovation.

This is something that many can contemplate in higher education. Universities have a modest record for innovation, especially in the last years (and many universities register a total failure in innovative research). What goes today as “innovation” in higher education can be reduced to an obsessive repetition of few slogans, some commercial leitmotifs and a small list of mantra-like sentences that failed to advance anything for a long time. The uncertain future and fast changing contexts call to see what goes wrong and seriously rethink our solutions.

Vision and a genuine commitment to nurture imagination and creativity, build engagement and stir the passion of all involved is what a leader must have. A genuine distaste for tokenism and mediocrity, a commitment for meritocracy and flexibility are crucial for innovation in higher education. 

There is no need to be an inventor to build a culture of innovation and excellence in a team or across a university. 

Innovation is a matter of strategic choices and decisions – it is better to contemplate them before! Hanging slogans on the walls comes with a price.

It is much better to think about the call for innovation before the rhetoric is visibly and enthusiastically announcing a strong commitment to go in search of it. Innovative research involves much more than a buzzword looking good in organizational documents. If the call for innovation is doubled with micromanagement, control and a rule for all to “salute the flag”, the effect is more insidious and damaging than it looks.

We can imagine that adopters of the paradigm of bureaucratic control and the strong emphasis on hierarchies enjoy to believe their own rhetoric, count useless research projects published in sham scientific journals while listening in pseudo-academic events the sweet tones of self-congratulatory chorus. However, the price of denial is devastating: promoting an inwards oriented incremental existence and hindering flexibility, these rituals severely undermine engagement, morale, trust and stifle innovation. This model leaves the university incapable to adapt to the fast changing realities that determine its existence and future. Masked as “commitment for innovation” this is a way to secure a future of slow and painful dissolution for a university.

“I put a dollar in one of those change machines. Nothing changed.” George Carlin

How can we stir the imagination of so many experts involved in teaching and research in a wide variety of specialized fields of science and humanities to produce innovative research? What can be fixed to turn innovation from an empty buzzword into a vibrant reality across the campus? What can we learn from those universities capable to “get it right” in nurturing and securing innovation? How can we take creative ideas and apply them in universities stuck on the wrong alleys?

The bad news is that there is no magic solution to have innovation next Tuesday. The good news is that answers to these problems can be found in history, practice and a vast literature available to those who are interested to build a culture of creativity, maintain excellence in research and add innovation as an integral part of their universities*.

We explored in a book the mentality captured so well by George Carlin. In the ubiquitous call for innovation in higher education it became soon evident again that all rhetoric, effort and investments turn into a void exercise when “innovation” is accepted only when it stays in line with bureaucratic arrangements and reinforce hierarchies. Change - various bureaucrats and administrators say - but maintain status quo! Critique… but only if what you challenge is not involving us! Explore… but keep in mind that any exploration challenging status quo can cost your job! Innovate… but only in line with what we already know that we want!

This approach will never work. Innovation arises from a complex mix of factors in a certain type of culture, involving the skills and passion of those involved. It is not simply solved by pouring more money into it and assign a convenient ‘director’ to control and punish.

We can build a culture where creativity is nurtured, but innovation cannot be timetabled! 

The idea that “dropping a dollar in the machine” leads to innovation is constantly challenged by specialists (e.g. see here). Experts argue that innovation is much more determined by policies rather than pouring investments in research (eg. Allott, S.). Prioritising cash and control over the engagement of faculty and informed policies for innovation is in the current context a potentially disastrous decision for the future of any university.

Conspicuously rejecting any views and approaches that clash with their own world views, many administrators (include here Presidents, Deans, directors etc.) manage not only to turn the call for innovation into ridiculous examples of tokenism and failure, but further disengage and demotivate the faculty. The dollar dropped in the machine is wasted: indeed, nothing changes! Moreover, this poorly spent dollar is severely damaging morale and engagement.

Innovative research and academic freedom

In 1948, just few years before he was elected The President of the United States, Dwight Eisenhower became the President of Columbia University. Eisenhower, a former army general used to military hierarchy and the chain of command, was addressing the faculty of this prestigious university starting by calling them “employees of the university”. A professor interrupted Eisenhower, saying “Mr. President, we are not employees of the university. We are the university.

This may seem idealistic, but the message is worth contemplating. In very few words, we can admit that a university is just the sum of professional qualities and engagement of its faculty and students. The walls are nothing without this genuine commitment for quality learning and teaching, research and their contribution to the world.

Bureaucratic hierarchy and ‘directed research’ stifle engagement and hinder change and innovation.

A modern university is facing very different demands from the audience that was familiar to the former American general. This institution is not a sum of disciplined “soldiers” working on the assembly line designed to deliver skills for a set of jobs (that may be gone when students graduate). A university is responsible to develop the whole thinking person, to expand horizons and instill the love for learning in individuals and build democratic citizenship with engaged and informed citizens who have the power to make democracy work. A university is also asked to cultivate imagination and creativity, defend civilization and create new knowledge, act as a forum where free and responsible minds can “question the unquestionable” for the benefit of our societies. Universities have the power to provide innovative solutions, but when tools of a successful army are used in this institution results are equal to those imagined if we promote debate groups for soldiers when they are in the line of fire. 

Dogmatism, control and fear are hostile to innovation.

Unfortunately, the risk to believe that administrative power is automatically synonymous to knowledge, vision and informed decisions is endemic. It is also a devastating belief for an institution. This – along with a strange managerial approach based on fear, which is viewed as a strong motivator and source of results – push ahead a misconception on the academic life and the nature of work in pursue of innovation. This approach involves serious risks for sustainability within and outside the walls of academia.

The lesson of this anecdote is that an obvious fact at the core of academic work is often missed by policy makers, administrators of universities and institutions of research: a university is fundamentally different from military! It is fair to say that both institutions deserve respect, but they have different roles, histories and demands from society. Military have to secure ironclad discipline as a key to secure the chain of command and execution, which stays at the basis of its power and efficiency. Control, fear and intimidation are important tools to train soldiers and maintain discipline, but for a university they spell disaster.

Imagine a small European city in 15th century, the size of a modern small neighbourhood (roughly 45,000 people), ruled by a wealthy family. Now imagine that in this city was possible to meet (often in the same days) some of the brightest minds of humanity, like Leonardo da Vinci and Michelangelo, Caravaggio and Sandro Botticelli (unfortunately a nut like Savonarola was also there, but this is another interesting and significant part of the story). How was this possible? What was in the water? One detail is that the ruler of this city comes from a family famous for love of arts and culture, education and progress. His family protected important philosophers such as Tommaso Campanella or Galileo Galilei, the father of the Scientific Revolution. His grandfather spent a fortune to support arts, architecture, scholarly learning, establishing the Platonic Academy for the study of ancient works. This ruler, Lorenzo de Medici, known as “Il Magnifico” (The Magnificent), shares the values of his family. The enlightened leader is doing something unthinkable for those times: he protects different minds and encourages new ideas. He knew that Caravaggio is a drunk and a troublemaker, but a unique artist. He knew that Michelangelo is secretly conducting dissections on human bodies to learn anatomy, which was at that time securing a death sentence, but he was an innovator who deserved protection and encouragement.

A Cypriot crisis or a Renaissance Florence?

Lorenzo de Medici ignored the sacrilege (with some risks for himself) just because he knew that Michelangelo is a unique artist that will change humanity through his creations. He was a protector of culture and the lower class enjoyed a greater level of comfort, freedom and protection than it had before. In effect, that small town named Florence became one of the most important city-states in Europe and (arguably) the most beautiful city in the world at that time. What today is called “academic freedom” was secured for the first time in centuries and the culture and suppressed creativity exploded, opening for a period of great innovations and change. The administrator of Florence understood that “lower classes” need freedom to stay engaged and that creative individuals are not always comfortable to power. In our times we can look at this through what Michael Fullan notes as an important key to secure secure innovation:

Policy makers will have to design policy levers which give them less control than they would like [...] in exchange for the potential of higher yield innovation and commitment on the ground

A relaxed approach on hierarchy, power and control is crucial if we aim to develop a reality of creativity and innovation. Great results do not come in this field if we constantly tell people what to do and what they should expect if they do not do it as indicated.

The contemporary story of the European economic crisis should be a valuable source of lessons for universities on the price of self-comforting denial, suppression of meritocracy and silencing voices speaking “truth to power”. This is a tragic story where self-absorbed local groups and a stunning lack of vision and care for the future clashed in the end with reality. The Greek and Cypriot crisis show that countries can pay a terrible price and we can agree that a university can fall faster than a country from the same reasons!

Encourage in-depth thinking and create the means to detect and address pseudo-innovations and tokenism

Looking once over a “faculty innovation report” it became visible the the only note about innovation was related to the use of iPads in classrooms. It should be obvious that using a tablet or a laptop is not innovative. Using an iPad in classroom is not making a lecturer “innovative”, but a good customer of Apple. If you like to believe that the shiny new tablet turns you into an innovator this is just great, but it will not create knowledge or solutions.

Academic freedom** is not a luxury or an ideological stand, but a necessary precondition to creativity and innovation. This is a matter of strategic choices that can enable a university to make the most of new opportunities and find the best responses to challenges as well as threats.

“Hell, there are no rules here – we’re trying to accomplish something” Thomas A. Edison

Suppression of academic freedom turns de facto a university and the academic life into a farce. A travesty like this works for a while, but inevitably comes with devastating consequences on the long term.

Salt

We analysed in a previous article why universities should be much more concerned – and socially engaged – about the fast changing social, cultural and economic context. It is highly relevant for their future that unemployment and underemployment is increasingly affecting college and university graduates. In USA more than 40 percent of unemployed have been out of work for more than six months, almost double the previous post-World War Two record. Moreover, the US Bureau of Labor Statistics (BLS) reports that five million college and university graduates are in jobs that require less than a high-school education. The BLS statistics reveal that 48 percent of employed U.S. college graduates are in jobs that require less than a four-year university education. 

The proportion of overeducated workers exponentially increased in various jobs in the last decades. It is worth to observe that in 1970’s less than 1% of taxi drivers and 2% percent of firefighters had college degrees in US, while in 2012 over 15% percent do in both jobs.

This is a common situation across the world. In China, graduate unemployment is an official concern for The Ministry of Education, with millions unemployed after graduation. College educated find more difficult to land a job than those who have little formal education: “those with a college degree were four times as likely to be unemployed as those with only an elementary school education” (source here)

Unemployment and underemployment register a constant rise across European Union. According to Eurostat, in 2012 there were 9.2 million part-time workers in the EU27 who wished to work more hours and are officially considered to be underemployed. The situation is close to get out of control (and we have reasons to expect a tumultuous 2013). In Italy, unemployed workers (700,000) despair over the future as it was announced that the redundancy budget runs dry.

A report published by Credit Suisse in February 2013 indicates: “The rising trend of youth unemployment around the world threatens not just current economic growth but also political stability and the potential demographic dividend“.

In the unstable global economy innovation stays as the key factor of difference for the future of local economies, communities and countries. Our future depends on our knowledge and capacity to innovate. Too many administrators in higher education go ahead as self-proclaimed masters of innovation and astute management, wasting the time and resources of their universities on expensive tokenism able just to exhibit grave misconceptions, narcissism and mediocrity. It is vital to stop this and engage in efforts aiming to lead to a genuine change, and adapt to this new context affecting students and graduates.

Some institutions are still floating in a parallel reality where clicks and tricks are seen capable to solve systemic problems without a touch of the status quo. Too many university administrators are still sedated by the vision of eternal positions of power and control where they indicate what research is wanted and when innovation should happen. This state of facts in a general climate of economic and social instability is the recipe for disaster. In UK, today universities seek to explain a severe drop on student enrolments despite cutbacks (see here). Universities find that the new context requires new ideas, new approaches to attract students and contribute to their societies and economies. Imagining efficient and innovative solutions for student engagement becomes vital for the future of the university. Moreover, the fact that unprecedented levels of unemployment involve an increasing risk of social unrest is not only a problem of social responsibility for universities. It is also a problem for their future.

Innovation and creativity will be key for a sustainable future.

There is a known biblical story about Lot’s wife, who was punished to turn into a pillar of salt because she looked back at a burning city. This old story is a metaphor with multiple meanings and interpretations, but some details are based on facts of those times. Why turned into pillar of salt as punishment? Why not stone or sand? An explanation is that salt was used as a preservative for thousands of years. This was the most visible symbol for conservation – and it was used as a warning. Those failing to change are punished by turning into lifeless forms of salt.  

Higher education is at crossroads. It is the time for a serious reflection about the strategic decisions and choices for the road ahead for universities. Some prefer to maintain strong hierarchies, mimic change and glue the label of “innovation” on trivial and useless things just to maintain status quo. The “pillars of salt” of higher education are more fragile than it seems. It will become clearer soon that many will end up where they are heading.

*

** Resources on academic freedom:

1940 Statement of Principles on Academic Freedom and Tenure

Declaration of Academic Freedom (Scientific Human Rights)

The Magna Charta Observatory of Fundamental University Values and Rights

Network for Education and Academic Rights

Academics for Academic Freedom (UK)

IMG_1250

Even if universities may look well on the surface there is an increasing (and justified) concern that all will change soon. New data and analysis increase the anxiety that the current monopoly of higher education will be lost and just few universities will survive. No one knows which, how many or even if any university will have the chance to celebrate the middle of this century. Deafened by the noise of various bureaucrats and mediocre academics interested to say only what their masters like to hear, some universities and academic groups struggle to see beyond fads and slogans what is shaping the future that will change their existence. This hidden uneasiness is justified. An increasing number of disruptive factors – adding to the obvious and massive impact of Internet and online education – already are changing the landscape for higher education: the significant increase of youth isolation and marginalization, graduate unemployment and persistent underemployment, a concerning economic forecast of a constant slowdown of global growth (with implications for numbers of international students) and issues evolving from the global ageing population (and implications on lifelong learning strategies and numbers of local students). There is even more on the horizon and – while teaching and learning are still organized within university walls by models designed in early 1960s – the pace of change is accelerating.

We will succinctly look here at some of these factors and see how they build a perfect storm that will change the landscape for universities and our future. Higher education is at the crossroads and tremendous changes are now starting to unravel.

Euro crisis and higher education

There is an important warning for universities in the recent street protests of millions of Europeans. This is not only because Europe’s Budget Crisis Hits Universities, but they are bearing the cost of stubbornly staying in denial and avoiding inconvenient truths. There was a time when an honest and direct dealing with those inconvenient facts about dysfunctional policies, corruption or structural issues was the key to avoid the current turmoil. Soon it will be clear if similar problems will drive universities, which are displaying a confidence and arrogance very similar with what was common in Brussels in the last decade, to the same path. In Europe it has become tragically clear that this was a recipe for disaster. These problems cannot be solved as long as EU elites are proving to be incapable of dealing realistically with their own problems, making the disastrous choice of supporting and protecting its financial centres while leaving youth with no hope for a decent future. Youth unemployment and marginalization in Europe has reached in a very short time proportions that were just unimaginable less than ten years ago. This will have immense implications for the long-term. Only 34% of Europeans aged between 15 and 29 were employed in 2011, this being the lowest figure ever recorded by the Eurostat. Since 2009 all projected economic outlooks for Europe have proved to be too optimistic for a dysfunctional union living in a state of delusion.

Scenes seen in the last months of 2012 with riot police at the front door of the European Commission is a rich metaphor, but troops cannot be sufficient for the increasing frustration and indignation of citizens ruined by a model of governance based on the constant refusal of an elite to deal with reality. Arrogance, a love for simplistic answers and the habit to promote self-deceptive fantasies against complex solutions for real challenges are responsible for the current crisis. The intense sense of frustration among “the lost generation” – now a common phrase used by the media to describe European youth – and the panic of those who see that after a life of work there is no security for tomorrow is adding pressure to hold the decision-makers responsible for their failures.

To understand why Europe is a possible source of inspiration for those still uncertain that in higher education it is the time to replace rhetoric with structural and fundamental changes we can also look at the extraordinary remarks of Georges Haddad, Director of the Education Research and Foresight branch of UNESCO. Talking about UNESCO’s work on higher education, he bravely approached some facts that look equally valid for most universities:

The most important thing to UNESCO is just the appearance. We say ‘Education for All’ and ‘lifelong learning’ and the ministers are happy because they listen to what they want to hear […] UNESCO used to be a laboratory of ideas, and look what it produced in the 1960s and 1970s. Now it’s conservative. They are completely scared of political sanctions.

Universities are scared of these and many other things – the truth is that they have to fight hard to become again laboratories of ideas. The pressure of these factors may irritate again those use to listening only “to what they want to hear”, but ignoring them will not make anything disappear.

Marco Mancini, the president of the Conference of Italian University Rectors, said this year that Italian universities are facing “the risk of the collapse of the system”. In the same month, students protesting across UK summarized in just three words what is now affecting now university graduates: dis-empowerment, marginalization and unemployment. Their frustration may come from the fact that education is blocked by obsolete models of teaching, structured under a business model of a for-profit industry clashing with the ideals of quality education.  Graduates cannot cope with contemplating the prospect of unemployment or underemployment.

A crisis of higher education (that we cannot longer ignore)

It is widely accepted that we already have a serious crisis in higher education. For example, we can see this reflected by results on a US national poll sponsored by TIME and Carnegie Corporation and conducted by GfK Custom Research North America in October 2012. This national research used a sample of 1,000 U.S. adults and 540 senior administrators at public and private two- and four-year colleges and universities. Results revealed that 89% of U.S. adults and 96% of senior administrators at colleges and universities said higher education is in crisis, and almost half of both groups considered the crisis to be “severe”. We can just hope that this time, data and evidence will not be ignored just because they are not aligned with the commonly accepted mantras.

This situation should require at least some answers from those who said for the last decade that “academia should learn from business” and that efficiency and (financial) surplus is all that matters. Most probably in time the same voices will lecture the same audiences how obviously silly it was to accept as viable the abdication and abandonment of principles of academic freedom and intellectual autonomy. They will note that eroding the core of academic life for the enthusiastic adoption of the principles of market mechanisms was the central cause of the cataclysmic landscape of higher education that they face.

Michael Sandel, professor of Government at Harvard University and one of the best known intellectuals around the world recently noted:

The most fateful change that unfolded in the last three decades was not an increase in greed. It was the expansion of markets, and of market values, into spheres of life where they don’t belong.”

Universities are set to learn that this is not only true, but see the serious consequences of ignoring implications of this on their sustainability.

Unfortunately, the hegemony of a unique paradigm based on a neo-liberal policy and management framework still restricts the collective imagination to look for and apply alternative solutions. The marketization and McDonaldization of higher education came with a great price for universities, economies and the future of our economic growth. The most important part may be that this unique model – aggressively promoted by conservatives as the only sane solution for higher education – suppressed a genuine debate on a variety of issues of crucial importance for universities in the 21st century.

An obsolete model of teaching and a parallel way of learning

In “Leisure College, USA: The Decline in Student Study Time”, a study published in 2010, Philip Babcock and Mindy Marks summarized the research on the changes in the last four decades of study time allocated by students enrolled in US universities:

In 1961, the average full-time student at a four-year college in the United States studied about twenty-four hours per week, while his modern counterpart puts in only fourteen hours per week. Students now study less than half as much as universities claim to require. This dramatic decline in study time occurred for students from all demographic subgroups, for students who worked and those who did not, within every major, and at four-year colleges of every type, degree structure, and level of selectivity. Most of the decline predates the innovations in technology that are most relevant to education and thus was not driven by such changes. The most plausible explanation for these findings, we conclude, is that standards have fallen at post-secondary institutions in the United States.”

Research also indicates that time allocated toward leisure increased on average with nine hours per week between 1961 and the 2000s. It will be naive to consider this just a North American situation as similar studies around the world are in line with Babcock’s findings. The change is substantial, constant and globalized. In “The first year experience in Australian universities. Findings from 1994 to 2009” we find data reflecting a very similar evolution in Australia: “…it is apparent that first year students time spend less time in private study compared with five years ago: 10.6 hours on average per week in 2009 compared with 11 hours in 2004”

Along with a constant decrease of time spent in campus, in class and in private study it is also documented an increasing number of students reporting the intention of deferring university enrollment “because they dislike study”.

The most interesting part is that this constant decrease allocated to study is doubled by a constant increase in grades. The increasing average of students’ grades is proportionally aligned with the constant decrease of time, work and interest on studying at university. Moreover, the enthusiasm of the first year of study in the university – documented as being crucial for the academic evolution of students – is affected by other factors as documented by the Australian study.

It is more evident these days that the simple increase of student numbers is not related to a better quality or academic rigor of university standards.

We cannot simplistically consider that most students today are not interested in study or refuse to make the effort to build an educated mind: another recent report suggests that students spend more time preparing for class than their instructors think they do and – even if “research has shown that today’s students spend fewer hours hitting the books than their parents did [...] faculty also appear to expect less from students than they have in the past“. Here we can see that expectations and standards are not set by students.

The constant decline of time devoted to study can also be analyzed taking into consideration the simple fact that students these days learn differently. Consistent research has already proven that learning has been profoundly changed by the Internet and new technologies. A current fad is simply to move courses to online mediums using learning taxonomies, which are intellectually simplistic and philosophically naive ways to organize content. There is no reason to think that these forms can answer the current learning needs of the contemporary student. 

Designing learning in line with models developed for the middle of the last century when iPads were not even imagined by science-fiction writers is simply absurd and should be a major concern for modern universities.

“Toto, I have a feeling we’re not in Kansas anymore”

This well-known quote from “The Wizard of Oz” sums up the feelings of dismay and confusion of decision-makers of universities globally.

In 2005 a survey from the University of California which polled American undergraduates over 30 years found that 71 percent of students said that making more money was a very important reason for them to go to college. In 1976, the same survey found that only 49 percent of students found making money an important reason to go to college. This shift in motivation was summarized by PBS by quoting Devon Brown, a 16-year-old from Washington, D.C.: “I’m not just going to college for myself to learn something new [...] I could do that on my own without paying for a degree. I’m going to college because it’s not easy to get by financially today and you need a college degree to get a well-paying job. It’s definitely the investment, not an intellectual experience that I’m going for.”

The problem is that this investment is not as simple as it used to be and many prospective students confront the prospect of serious debts and unemployment. In the US, media reports 1 in 2 new graduates are jobless or underemployed. In the UK it is officially reported that over 40% of graduates cannot find graduate-level jobs and that their job prospects continue to decline. There is no doubt that it is still very important to be educated, but the uncertainty of this investment is documented and reported across Europe, North America, Africa and Asia.

This uncertainty is a major factor of change for higher education. Students now question the wisdom of taking out a significant loan no longer seeing that a university degree will set them up for life. Universities are seeing their model crushing before their eyes. Regrettably, many universities have treated their students for a long time as faceless cash-cows held hostage to their market of information, skills, certification and qualifications. To undo this may be harder than it seems. However, economic forecasts and the impact of mostly disastrous governmental policies on higher education (reduced to the stunningly simplistic ideas of “cuts”, “efficiency” and “austerity”) we can expect to see an acceleration in the current drop in enrollments. What problems can we now expect when in Europe fourteen million young people are at home disconnected from education, training and work?

In May 2012, Time published an interesting analysis of possible causes of college enrolment decline, it started by noting:

“Harvard, Yale and a few other selective universities may be announcing record numbers of applications for the semester beginning in the fall, but higher-education officials are fretting about ominous signs that overall college enrolment is starting to drop.”

Higher education monopoly on accreditation can also change relatively fast with the emergence of new forms of vocational accreditation and study. The validity of this monopoly is further eroded by the increasing numbers of underemployed and unemployed graduates.

Universities need to be aware that by avoiding unpleasant realities and choosing to listen to the reaffirming voices, they are not preparing for the perfect storm. As educators, it is imperative that we respond in such a way to intrinsically motivate and engage students’ imaginations, nurture their critical thinking, creativity and capacity for knowledge creation.

New challenges

Statistical data reveals that there is another tornado approaching higher education and economic growth. This is represented by youth marginalization. An entire generation is now discovering that the long held belief that education is the way to find a decent job is just a lie or, at the best, overrated. Around the world, an increasing number of graduates are realising that very few jobs are available to young people and that most of those available do not require a university degree. The impact on the medium and long-term economic sustainability and social costs are already worrying governments, placing education at the center of an intense debate.

Since 2008 youth unemployment has risen in Europe by 1.5 million, to 21% in 2011. Data collected by Eurostat reveals the terrifying reality of 7.5 million young people aged 15–24 and the additional 6.5 million young people aged 25–29 excluded from the labour market and education in Europe. The so-called “NEETs” – youth Not in Employment, Education or Training – come with almost incalculable costs and risks for the future of Europe. The United Nations’ International Labour Office report released this year exposed the fact that youth unemployment is mostly unchanged since the peak registered in 2009. With a worrying 12.6 per cent in 2011 and a projected increase for 2012, global youth unemployment is already affecting over 75 million people. The report states: “In comparison to other groups on the labour market, youth face a particularly difficult situation, as is captured by the ratio of youth-to-adult unemployment rates. Globally, this ratio was 2.8 in 2011 and is projected at 2.7 in 2012. This means that, in comparison with adults, youth continue to be almost three times as likely to be unemployed, and elevated unemployment rates continue to hit them disproportionally.” No one should be surprised that youth take the streets to express their fury and frustration.

Untitled.001Recent reports reveal that in The United States “about 1.5 million, or 53.6 percent, of bachelor’s degree-holders under the age of 25 last year were jobless or underemployed, the highest share in at least 11 years [...] Broken down by occupation, young college graduates were heavily represented in jobs that require a high school diploma or less. In the last year, they were more likely to be employed as waiters, waitresses, bartenders and food-service helpers than as engineers, physicists, chemists and mathematicians combined“.

According to the U.S. Department of Education, tuition costs have increased an average of 15% in just two years and student debt is now over $1 trillion dollars. With only one in two young people finding a job it is also important to note that 54% of all new jobs across all sectors of the US economy have been temporary positions since June 2009. Of course, the vast majority of these temporary positions are occupied by young people. Emergent economies, like China, register the same problem with masses of graduates (articles available here and here)

OECD_2The European Union registered an unprecedented youth unemployment rate of 22.8% in September 2012. In Greece and Spain the rate was over 50%. Furthermore, the UK is now registering 40% of graduates cannot find graduate-level work after two years from gaining their degrees. In a recent article on this topic Andrew Sum, Director of the Center for Labor Market Studies at Northeastern University in the US, summed the situation: “simply put, we’re failing kids coming out of college“.

These “kids coming out of college” without jobs carry with them a huge debt that is “nondischargeable”, which means that is that type of debt that cannot be eliminated through bankruptcy proceedings. In November this year The Federal Reserve Bank presented in its latest ‘Quarterly Report on Household Debt in US’ a glimpse on this reality:

“in the third quarter, non-real estate household debt jumped 2.3 percent to $2.7 trillion. The increase was due to a boost in student loans ($42 billion), auto loans ($18 billion) and credit card balances ($2 billion)”

The most significant source of this increase is represented by student loans and these are affecting now more than one in five households in the U.S. The report continues:

Outstanding student loan debt now stands at $956 billion, an increase of $42 billion since last quarter [...] the percent of student loan balances 90+ days delinquent increased to 11 percent this quarter.”

In simple words, there is a stunning amount of debt and a significant increase of graduates incapable to pay it back.

The OECD Secretary-General Angel Gurría recently noted at the launch of the OECD study “Divided We Stand: Why Inequality Keeps Rising”:

The social contract is starting to unravel in many countries. This study dispels the assumptions that the benefits of economic growth will automatically trickle down to the disadvantaged and that greater inequality fosters greater social mobility. Without a comprehensive strategy for inclusive growth, inequality will continue to rise.

The effects from breaking the social contract are still mostly unnoticed by universities. External pressures will change this. One source will be the increasing difficulty to find students willing to go into debt with no guarantee that a diploma will secure a better future or even the possibility to pay back tens of thousands of dollars spent on tuition fees and associated costs. Another is that the student population will reduce in time as a result of a global change in demographics, such as ageing population and reduced birth rates in the West. Moreover, the long-term effects of youth underemployment and unemployment will impact directly on companies and economies: in the “knowledge society” retired workers will hardly have replacements.

Universities were comfortable to stay aligned with popular dogmas and no voices were heard from the ivory towers to warn the citizens that the pillars were rotten, the bubbles would burst and the global financial crisis was inevitable. It is more than ever vital to revitalize academic life with parts that can genuinely engage students and have the potential to bring answers to current and future crises. A perfect example in this direction is provided by what was indicated in 1975 by the Yale University Committee on Freedom of Expression as the way to achieve the main functions of a university:

“The primary function of a university is to discover and disseminate knowledge by means of research and teaching. To fulfill this function a free interchange of ideas is necessary not only within its walls but with the world beyond as well. It follows that a university must do everything possible to ensure within it the fullest degree of intellectual freedom. The history of intellectual growth and discovery clearly demonstrates the need for unfettered freedom, the right to think the unthinkable, discuss the unmentionable, and challenge the unchallengeable.

In the middle of this storm, universities that continue to glorify mediocrity and impose compliant thinking are condemned to perish. These victims of the storm may still consider that is safer to shut their eyes and stay comfortable within the limits of the status quo. After all, this is what has worked well for the last century. However, on the day after the storm, higher education will be anything but comfortable. The era of compliance and contentment is over!

……

*This article is based on my public presentation at the Rotary Club of Sydney CBD, Australia, on the 3rd of December, 2012.

Follow

Get every new post delivered to your Inbox.

Join 807 other followers