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Postgraduate Certificate in Learning and Teaching


The Political Economy of Higher
           Education
       Phil Carey & Clare Milsom

             8th February 2012
Aim
To raise issues about the organisation and management of UK
Higher Education

Session outcomes
 Consider perspective on the role of higher education
 Critically explore contemporary developments in the
  management of Higher Education
 Examine the implications for practice of differing notions of
  ‘the student’
GROUP TASK: THE PURPOSE OF HIGHER
EDUCATION

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

Statements should be 25 to 40 words.

Feedback to the group – offering a two minute
rationale for your choices
Perspectives on education
    Often considered in relation to statuatory
    education, but equally appropriate to Higher
    Education

•   Functionalist
•   Marxist
•   Liberal education
•   Humanist
•   Radical
Strategic plan 2008-13                     Strategic plan 2012-16
We value                                   Our values
High academic and professional standards Creativity: foster culture innovation
Independence: integrity and impartiality   Empowerment: transform learning
Responsiveness: meet needs of ‘SH’         Working for public good
Creativity                                 Professionalism
Willingness to share
Inclusiveness
Student engagement
Self evaluation
Accountability, transparency, vfm
‘Graduates earn more money than non-graduates, so it makes
sense that they should contribute.’
Blunkett (2000)



“[universities] are academic and cultural institutions as much as
engines of the economy. But part of maintaining support for
public investment in that role, is demonstrating their relevance
to our economic life as well.
(Mandelson, DBIS, 2009)
GROUP EXERCISE: WHAT STUDENTS ARE.
      • List key words that describe students
      • Rank in order of group consensus
      • Feedback
Student as receiver
•   ‘Tabula Rasa’
•   Direct instruction
•   Little interaction
•   Objective assessment
•   Knowledge is fixed

• Curriculum defined by knowledge experts
• Power resides with the ‘academy’
Student as novice
•   Social learning model
•   Experiential learning
•   Discursive and task-based activities
•   Reflective assessment
•   Knowledge is contextual


• Curriculum defined by practitioners
• Power resides with the tutor
Student as customer
• Consumerist model
• Focus on satisfaction
• Little direct impact of learning and assessment
  practice, but individualistic
• Knowledge is a product

• Curriculum defined through market research
• Power resides with the student
Student as co-producer
•   Collaborative model
•   Active student participation
•   Assessment is negotiated
•   Knowledge is created
•   Focus on community of learners

• Curriculum defined by students and tutors
• Power is shared
HE White Paper: Students at the Heart of the System

Improving the Student Experience

‘Putting financial choice into the hands of learners makes
student choice more meaningful’
“It should be a source of pride for an institution to be an excellent
teaching university. That is what most students rightly see as the
backbone of their university experience.” David Willets 9th Sept 2010
Willetts defends universities white paper June 2011
Higher Education Summit 2012
 A speaker interview Matthew Batstone, co-founder and director
Interview




‘New university gathers top academics to     At a glance
teach £18,000-a-year degrees                 Prof. Ronald Dworkin QC
New College of the Humanities promises       Prof. Adrian Zuckerman
more direct teaching. The student-teacher    How we teach
ratio will be better than 10 to one and      The NCH professoriate will typically
there will be 12 to 13 hours' contact with   deliver four lectures in each week of the
teachers each week.’ 5.June 2011             longer autumn and spring terms. The
                                             professoriate will lecture both for degree
                                             subject courses and Diploma modules.
Challenges to practitioners and
             universities

• Conflict between competition and
  collaboration
• Marketisation of Higher Education
• Mangerialism
• Privatisation of knowledge
• Narrow view of employability
Suggested reading
• Jan McArthur (2011) Reconsidering the social
  and economic purposes of higher education,
  Higher Education Research & Development,
  30:6, 737-749
• Alistair McCulloch (2009): The student as
  co‐producer: learning from public
  administration about the student–university
  relationship, Studies in Higher Education,
  34:2, 171-183
More suggested reading
Futures for Higher Education Analysing trends Universities UK January 2012
http://www.universitiesuk.ac.uk/Publications/Documents/FuturesForHigherEduca
tion.pdf

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

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

White Paper Putting Students at the Heart of the HE System June 2011
http://c561635.r35.cf2.rackcdn.com/11-944-WP-students-at-heart.pdf
Functionalist
Education for work and a work force
• prepares students for the
  workplace
• reflects divisions of labour
• is a form of socialisation
• support meritocracy by providing
  opportunities for upward social
  mobility
Marxist
Education for social control
• Similar to functionalist critique but sees
  education as:
  – Reflecting class divisions.
  – creating compliance by reinforcing the
    norms and values of a dominant elite.
  – Meritocracy is a myth as established social
    divisions are maintained.
Liberal education
Education for cultural enlightenment.
• the relationship to work is incidental.
• students develop intangible, meta
  skills that help them deal with
  complexity.
• Strong values base
• supports progressive social
  development
Humanist

Education for personal development
• Focuses on individual self-actualisation.
• Educational processes reflect the needs of
  individual students
• Addresses affective as well as intellectual
  learning
Radical

Education for social change
• Focuses on empowerment
• encourages politically motivated change
  agents to overthrow systems of oppression.
• Strong emancipatory/transformative
  tradition

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Pg cert lthe political economy of he

  • 1. Postgraduate Certificate in Learning and Teaching The Political Economy of Higher Education Phil Carey & Clare Milsom 8th February 2012
  • 2. Aim To raise issues about the organisation and management of UK Higher Education Session outcomes  Consider perspective on the role of higher education  Critically explore contemporary developments in the management of Higher Education  Examine the implications for practice of differing notions of ‘the student’
  • 3. GROUP TASK: THE PURPOSE OF HIGHER EDUCATION Use five of the provided words or phrases to construct a statement on the purpose of Higher Education. Statements should be 25 to 40 words. Feedback to the group – offering a two minute rationale for your choices
  • 4. Perspectives on education Often considered in relation to statuatory education, but equally appropriate to Higher Education • Functionalist • Marxist • Liberal education • Humanist • Radical
  • 5. Strategic plan 2008-13 Strategic plan 2012-16 We value Our values High academic and professional standards Creativity: foster culture innovation Independence: integrity and impartiality Empowerment: transform learning Responsiveness: meet needs of ‘SH’ Working for public good Creativity Professionalism Willingness to share Inclusiveness Student engagement Self evaluation Accountability, transparency, vfm
  • 6. ‘Graduates earn more money than non-graduates, so it makes sense that they should contribute.’ Blunkett (2000) “[universities] are academic and cultural institutions as much as engines of the economy. But part of maintaining support for public investment in that role, is demonstrating their relevance to our economic life as well. (Mandelson, DBIS, 2009)
  • 7. GROUP EXERCISE: WHAT STUDENTS ARE. • List key words that describe students • Rank in order of group consensus • Feedback
  • 8. Student as receiver • ‘Tabula Rasa’ • Direct instruction • Little interaction • Objective assessment • Knowledge is fixed • Curriculum defined by knowledge experts • Power resides with the ‘academy’
  • 9. Student as novice • Social learning model • Experiential learning • Discursive and task-based activities • Reflective assessment • Knowledge is contextual • Curriculum defined by practitioners • Power resides with the tutor
  • 10. Student as customer • Consumerist model • Focus on satisfaction • Little direct impact of learning and assessment practice, but individualistic • Knowledge is a product • Curriculum defined through market research • Power resides with the student
  • 11. Student as co-producer • Collaborative model • Active student participation • Assessment is negotiated • Knowledge is created • Focus on community of learners • Curriculum defined by students and tutors • Power is shared
  • 12. HE White Paper: Students at the Heart of the System Improving the Student Experience ‘Putting financial choice into the hands of learners makes student choice more meaningful’
  • 13. “It should be a source of pride for an institution to be an excellent teaching university. That is what most students rightly see as the backbone of their university experience.” David Willets 9th Sept 2010 Willetts defends universities white paper June 2011
  • 14. Higher Education Summit 2012 A speaker interview Matthew Batstone, co-founder and director Interview ‘New university gathers top academics to At a glance teach £18,000-a-year degrees Prof. Ronald Dworkin QC New College of the Humanities promises Prof. Adrian Zuckerman more direct teaching. The student-teacher How we teach ratio will be better than 10 to one and The NCH professoriate will typically there will be 12 to 13 hours' contact with deliver four lectures in each week of the teachers each week.’ 5.June 2011 longer autumn and spring terms. The professoriate will lecture both for degree subject courses and Diploma modules.
  • 15. Challenges to practitioners and universities • Conflict between competition and collaboration • Marketisation of Higher Education • Mangerialism • Privatisation of knowledge • Narrow view of employability
  • 16. Suggested reading • Jan McArthur (2011) Reconsidering the social and economic purposes of higher education, Higher Education Research & Development, 30:6, 737-749 • Alistair McCulloch (2009): The student as co‐producer: learning from public administration about the student–university relationship, Studies in Higher Education, 34:2, 171-183
  • 17. More suggested reading Futures for Higher Education Analysing trends Universities UK January 2012 http://www.universitiesuk.ac.uk/Publications/Documents/FuturesForHigherEduca tion.pdf HEFCE: Opportunity, Choice and Excellence in HE July 2011 http://www.hefce.ac.uk/aboutus/stratplan/strategystatement.pdf Higher Education Academy Strategic Plan 20122/16: http://www.heacademy.ac.uk/strategic-plan White Paper Putting Students at the Heart of the HE System June 2011 http://c561635.r35.cf2.rackcdn.com/11-944-WP-students-at-heart.pdf
  • 18. Functionalist Education for work and a work force • prepares students for the workplace • reflects divisions of labour • is a form of socialisation • support meritocracy by providing opportunities for upward social mobility
  • 19. Marxist Education for social control • Similar to functionalist critique but sees education as: – Reflecting class divisions. – creating compliance by reinforcing the norms and values of a dominant elite. – Meritocracy is a myth as established social divisions are maintained.
  • 20. Liberal education Education for cultural enlightenment. • the relationship to work is incidental. • students develop intangible, meta skills that help them deal with complexity. • Strong values base • supports progressive social development
  • 21. Humanist Education for personal development • Focuses on individual self-actualisation. • Educational processes reflect the needs of individual students • Addresses affective as well as intellectual learning
  • 22. Radical Education for social change • Focuses on empowerment • encourages politically motivated change agents to overthrow systems of oppression. • Strong emancipatory/transformative tradition