Defining the University

On Sunday December 2nd 1787, John Lettice rose to preach at the University of Cambridge about a subject close to his heart - the state of British universities.

Lettice (presumably some distant forebear of yours truly) was Vicar of Peasmarsh in Sussex and formerly a fellow of Sidney-Sussex College at the University.

The sermon, entitled 'The present state of Discipline, Manners and Learning in our Universities', starts on a pessimistic, or perhaps realistic, note reminding us that all institutions, no matter how well intentioned, are subject to 'disorder':

"Even those institutions, which are farthest removed from the world and its contagious influence; institutions established for the cultivation of wisdom and science, and placed under the more peculiar guardianship of reason and religion, are destined, in some measure, to experience those corruptions, from which nothing sublunary is exempted".

That disorder is something that Stefan Collini writes about in his latest book 'What are Universities for?' It's a book that's well worth a read if you're interested in higher education and the role of universities in society.

The key question of what universities are for has been answered in some shape or form by many commentators before. Lettice, for his part, contributes:

"They are, be it spoken with the reverence they claim, nothing less than storehouses of the collected wisdom of the ages, the depositories of those great first principles in religion, in morals, in legislation, in philosophy"..."they are the sources, from whence flow all the sounder principles, that actuate and guide the mighty machine of national government, and subject the passions of men to the general order of dominion."

Noble motives indeed!

Collini does an excellent job of giving us an updated impression of the role of higher education in society but also reminds us of some more cynical views of what a university is, including Robert Maynard Hutchins' line that a university is 'a series of schools and departments held together by a central heating system'.

'What are Universities for?' is divided into two parts, part one being more successful than the second half of the book.

The first part deals with the current function of universities in Britain, although it is more widely applicable, and offers an excellent  discussion of the place of humanities in higher education as well as an update, of sorts, to the seminal 'The Idea of a University' by John Henry Newman.

As part of a history of higher education in Britain, Collini is highly critical of the "all-devouring audit culture" that has "so signally contributed to making universities less efficient places in which to think and teach".

Of course, this audit culture hinges on the perceived importance of ensuring that public funds are not being wasted by being spent on teaching subjects which are not deemed (by who?) to be economically essential or important. As Collini puts it: "This all too easily translates into the economic philistinism of insisting that the activities carried out in universities need to be justified, perhaps can only be justified, by demonstrating their contribution to the economy."

The author rightly points out that society has never, and should never, educate its young people purely as an economic necessity. "It educates them", according to Collini "in order that they should extend and deepen their understanding of themselves and the world, acquiring, in the course of this form of growing up, kinds of knowledge and skill which will be useful in their eventual employment, but which will no more be the sum of their education than that employment will be the sum of their lives".


Perhaps due to the author dwelling on changes in the politics of education in Britain in the second part of the book, it was generally less successful to my mind. Despite that, a section where Collini recounts a typical week-in-the-life of a university lecturer is particularly enlightening (and amusing), especially in light of recent ill-informed commentary regarding the work ethic of university professors (more on this).

Collini correctly points out that the world of academia is often "sustained by what is essentially voluntary labour" and that continuing this relentless need to repeatedly audit higher education institutions runs the risk of liquidating this store of good will. After all, if it can't be audited, why should we do it?

What are Universities for? by Stefan Collini is published by Penguin 

Cutbacks in Science Subjects at Second Level

Some Irish secondary schools are being forced to stop teaching chemistry and physics because of cutbacks to staffing levels. However, those subjects are easy targets because we don't do enough to promote the study of science in general.

According to an ASTI survey published today (conducted by Millward Brown):

• 47% of schools surveyed (151 took part in the research) had dropped one or more subjects at Leaving Cert level since 2009.

• Of those schools which dropped subjects, 23% dropped Accounting, another 23% dropped Economics.

• 21% of schools have stopped teaching Physics at Senior Cycle level.

• 15% have stopped teaching Applied Maths.

• 11% have stopped teaching Chemistry.

• 32% of schools report significant levels of overcrowding in Biology classes at Leaving Cert level.

• 48% of schools say they will drop one or more subjects at Junior Cycle in 2012.

• 64% say they will drop one or more subjects at Senior Cycle.

• The top three subjects to be dropped? Accounting, Chemistry, Physics.

At a time when we are trying to promote the study of science at 2nd and 3rd level, funding cuts are making it more likely that students will attend a school where they will not be able to study all of the sciences. While Biology remains available to most students (although increasingly in overcrowded classrooms and labs), it is only because of its relative popularity when compared to Phyisics and Chemistry.

According to figures released by the State Examinations Commission, 30,349 students took Biology Leaving Cert exams (at either level) in 2011. This compares to 7677 for Chemistry and 6516 for Physics.

While cutbacks in funding are undoubtedly part of the equation, the popularity of these subjects is also relevant. If 30,000+ students were studying chemistry and physics they might not have been dropped as readily. We need to do more to make science in general an appealing subject choice at 2nd level and certainly, cutting availability of the subject is not the way to go.

The survey doesn't go into it, but it would be interesting to see the gender breakdown. Are chemistry and physics being dropped across the board or are they more likely to be dropped in girls-only schools? It would be interesting to find out.

Has your school dropped science subjects? Let us know by adding a comment below

Transitional changes

The Higher Education Authority (HEA) of Ireland the National Council for Curriculum and Assessment have issued their report on the "From Transaction to Transition" conference which took place earlier this year and examined the transition of students from second to third level.

The Minister for Education and Skills, Ruairí Quinn, has welcomed the report and has called for an open debate on the full range of possible options for change and improvement.

Minister Quinn said: "I want in particular to publicly thank both organisations for the speed with which they have responded. In addition, their report is focused, compact and explicit in its recommendations".

The Minister said that he agreed with the overall thrust of the report. "There are a number of issues I have asked the HEA and NCCA to consider further in consultation with the State Examinations Commission (SEC) and higher education institutions.

"I have requested the HEA and NCCA, in partnership with the SEC and higher education institutions where appropriate, to now begin advancing the recommendations."

The report makes a number of important recommendations, a few of which are outlined here.

• The report reiterates the importance of completing the ongoing curriculum review for Biology, Chemistry and Physics at Leaving Certificate level to incorporate "new methods of assessing scientific knowledge and skills".

• The authors suggest e-learning and inter-school collaboration be examined as new ways to increase learners' access to a broad range of subjects at senior cycle level.

• The NCCA and State Examinations Commission will be asked (possible with the support of an independent agency) to assess and address and problems with predictability in the Leaving Certificate exams - an attempt to prevent students 'guessing' what is due to appear on the exam.

• The current 14-point system of grading exams (A1, A2, B1, B2, etc.) will be replaced with an 8-point system (A1, A2, B, C, D, E, NG).

• Research will be carried to assess what impact the compulsory inclusion of maths and english in the calculations for CAO 'points' would have.

• The academic year at third-level should be extended to accommodate the "incorporation of transversal skills without compromising discipline-specific content and academic rigour". The authors propose that since the action "does not require any changes to existing contracts" implementation at first-year should start immediately.

• There should be broader entry to undergraduate programmes at third-level with students specialising after first-year.

The full text of the short report is worth reading.

Many of the proposals fit with proposals outlined in the Hunt Report of this year, especially the movement towards a broader first-year curriculum which includes training in generic and foundational skills and are to be welcomed.

The proposal to extend the undergraduate academic year may well have some virtue but for many in the third-level sector the summer months are an opportunity to focus on research and writing which has been sidelined during the year. Any changes to the duration of the academic year, I would argue, needs to be carefully balanced to ensure research output does not suffer. Given the link between ongoing research and good teaching, this is crucial.

Public Sector Reform

From a first look at the Public Sector Reform document published today, the following would seem to have an effect on Higher Education, Research and Science sectors:

The Irish Research Council for Science, Engineering and Technology will be merged with the Irish Research Council for the Humanities and Social Sciences. They will form a single entity under the Higher Education Authority.

Awarding bodies FETAC, HETAC and NQAI are all to be amalgamated under the plans.

The government is to instigate a "critical review" of a larger number of state agencies, with an aim to report back in June 2012 on suggestions to:

• absorb the Advisory Council for Science, Technology and Innovation into the Department of Jobs, Enterprise and Innovation.
• absorb the Office of Chief Scientific Advisor to the Government into Science Foundation Ireland.
•  merge the Environmental Protection Agency with the Radiological Protection Institute of Ireland

Excuse all the links but in some cases it's interesting to remind oneself what some of these agencies/councils/offices do.

David Puttnam on Educating for the Digital Society

Film director, Labour Peer and noted educationalist David Puttnam spoke at University College Cork this week in a talk entitled Educating for the Digital Society: How Ireland can raise its game and how its universities can help?

In a broad ranging and entertaining talk and discussion, Lord Puttnam struck an optimistic note but did not shy away from stating the problems plainly. Puttnam made a decision some fourteen years ago to leave the world of cinema where he had worked for 30 "happy and, I hope, very productive" years in engage with a very different world of public policy. In that time, he says, he has had "no regrets".

If he had "one disappointment", the BAFTA-winning director and West Cork resident said "it's the growing absence of what is probably best described as wisdom" in the society around him.

"Developing that kind of wisdom in the current social, political and media environment is far from easy. 24/7 news cycles, economic and employment figures that are scrutinised every quarter, or in Ireland's case, every fortnight. A world so interconnected that a slip of the tongue in one hemisphere can literally reek havoc in another".




Speaking at the invitation of Ionad Bairre, the Teaching and Learning Centre at UCC, Puttnam said his work in education has been very rewarding because "it has offered me the opportunity to engage with people who, every single day of their working lives are attempting to mould the building blocks, the quality of which will determine our ability to secure our own future - the next generation of teachers."

Using a military metaphor, he described teachers as the only infantry in a war between "our largely failed present and the possibility of an altogether more imaginative, and I hope more innovative future."

"One of the problems with our current system, especially in the UK," according to Puttnam, "is that the 'Chalk and Talk' model has been carried through to a point where it is now very, very close to its sell-by-date".

Resistance or reluctance to fully embrace digital innovation in the classroom, he said,  means that an "increasing disparity has opened up between life in the lecture hall or classroom and the daily experience of technology beyond the college gates".

"Surely few of us would dream of going to a doctor who was less than conversant with the very latest developments in whatever ailment we believed ourselves to be suffering and yet we found it incredibly difficult to persuade policymakers that if we are to win back the trust of you who are already students,then we need to engage far more effectively with your world, the students world. We need to view technology, and the way in which they relate to it, through their eyes."

In a message to the next generation of educators, Puttnam stressed the importance of the authenticity of teachers:

"It is vital for teachers to remember that, no matter how gifted or charismatic they may be, they will never successfully influence or teach anyone who doesn't believe them to be utterly authentic. Authentic in the sense that they hold on to and exemplify the values that they teach. Of all the things I've learned in dealing with the teaching profession in the last 15 years,  that is probably the most singly important."

Importantly, he said, if we always do, what we've always done, we can expect the same results:

"Merely digitising old practices is, in effect, simple seeking to get the same or similar results only faster. If all you do with technology is use it to support existing methodologies and practice, then why and on what possible basis would you expect to get new or better results?"

"Digitising what is and developing a digital pedagogy" are two totally different ways of looking at the problem, according to Puttnam.

Finally, Lord Puttnam outlined 6 crucial lessons for educators and society in general:

1. Getting education right should be the number one priority.
2. No education system can be better than the teachers it employs
3. Ongoing teacher training is essential. "It is absurd", Puttnam noted "that you can graduate in a subject aged 24 and still be relevant at 44 or 64 [without ongoing training]"
4. Educating women is essential. Educated women are the fulcrum around which you can build educated families.
5. Government must spend a minimum of 7% GDP on education. All other spending should be designed to make this happen.
6. Teachers and pupils work best in surroundings they are comfortable and respect. The physical infrastructure of some primary and secondary schools should be a cause of national shame.