The FT published an interesting article yesterday on the current financial troubles facing universities by both tuition fee freezes and, more recently, the changes enforced by the pandemic.
The article ended with paraphrased comments from Professor Graham Galbraith, vice-chancellor of Portsmouth university:
The bigger danger to universities was a “utilitarian” government view that they existed only to train workers in “skills the government decides are needed”. “Our broader role in producing well-rounded graduates . . . is being lost,” he said.FT
First, Is a utilitarian view a bad thing for a government to take on mass education?
Utilitarianism: the doctrine that actions are right if they are useful or for the benefit of a majority. The doctrine that an action is right in so far as it promotes happiness, and that the greatest happiness of the greatest number should be the guiding principle of conduct.Oxford Languages
Second, how are the government deciding on the skills needed?
“The drive to place employers at the heart of the skills system comes as the Prime Minister launches a new Build Back Better Business Council. The new group will see business leaders work directly with government to fuel the Covid-19 economic recovery.”Pioneering reforms to boost skills and jobs, Gov.UK
After years of government-supported rapid expansion, in part at the expense of cash-starved further education colleges, the university sector faces genuine challenges. According to the Office for National Statistics, university student numbers have almost doubled since 1992. Graduate numbers are now over 50%; informed by the Augar review, the government has moved its attention to the other 50%.
Forward-looking universities are working with the government to deliver new qualification such as degree apprenticeships and higher technical qualifications. Both parties are working with businesses to address the genuine global, national, and regional skills gaps. Students, too, are looking for the promise of a more economically secure future and are voting with their feet towards attractive courses, reputable universities, and the perceived boost to career opportunities.
The solutions are far from perfect and often seem like two steps forward one step back, but they are transparent in their direction of travel and open to universities involvement in helping write how we get there. What is included in courses to make students well-rounded is still in the control of those delivering them and businesses are still keen on students that can think, solve problems, and be agile. Universities need to decide if they want to be small elite institutions that service a minority or mass centres of learning that prepare students for a better future.
The tricky thing about a free market in higher education is that it is democratic; the supply and demand have to respond to each other.