All Posts Tagged With: "University Affairs"
Concern grows about English proficiency on campus
At 23, Dalhousie University student Ishika Sharma speaks with such self-assurance and optimism, it’s hard to imagine how lost she felt in September 2012, when she arrived in Halifax from New Delhi. She recalls those early weeks in the YMCA’s international-student residence as a bleak period of culture shock and loneliness. “Oh my god, the international student housing was a weepfest for the first two months,” she says. Gradually, the closed doors of her neighbours would open, if only to share late-night hot chocolate and a bit of sympathy.
Sharma was more fortunate than most. While she grew up speaking Hindi and Punjabi, she arrived with a solid command of English, the language she used in most of the undergraduate courses in physiotherapy she studied in India. “Many of the students who joined the university with me were not well-versed in English,” she says. “They had trouble getting along with people in English. They had trouble asking for help, and that was a big reason why they did not socialize enough.”
Prof. Pettigrew: You’ll just need to trust us.
The most attractive and least practical idea in the world of Canadian universities is the notion that universities should be accountable for what students are actually learning.
After all, if taxpayers are funding universities, shouldn’t they have some assurances that students are actually learning what they are supposed to be learning? For that matter, if parents are footing a big part of the bill, shouldn’t they have some assurances too? And what about students? If they are trying to build a future based on a university degree, why can’t they guarantee a potential employer that they have some real skills?
When it comes to learning, are we just supposed to take professors’ words for it?
I encounter such arguments frequently, most recently in this piece by Maureen Mancuso. Mancuso quite rightly notes that it is silly and reductive to see university education merely as an investment, but wonders, nevertheless, why we can’t seek some changes to make us more accountable.
Justifying the university means justifying what universities do, not what we want them to do
Over at University Affairs, deputy editor Léo Charbonneau, recently asked his readers for their thoughts about protecting universities against the possibility of massive cuts to higher education. He asks, “What’s the best line of argument to protect universities from the cuts to come?”
Charbonneau poses the question after reviewing an article by Paul Wells written for the alumni mag at Wells’ alma mater (see here, page 46). Wells, one of the few national columnists who thinks higher education is worth talking about, admonishes the idea that university administrators should take a pragmatic approach to protecting their funding.
Administrators like to emphasize the economic impact of higher education. Universities are special, they argue. Not only do they contribute to economic activity in the here and now (like every other large employer) but they make our workforce more productive, and contribute to job creation across the entire economy, and in the long term, in ways that no other sector can. Give them more money and we will get more economic growth as a result. ( The Association of Universities and Colleges of Canada made this very argument in its pre-budget submission to parliament’s finance committee).
Such a line of argument would be great for universities if it were true, or, if it is true, if it could be proven. Unfortunately this is not really the case. As Wells writes:
The problem with that line of argument is that in a really nasty economic environment, governments on a tight budget will take that as a cue to go hunting for anything a university does that doesn’t, demonstrably, simplistically, generate the ideas that drive a new economy. Whatever they find that looks like a ‘frill’ by that definition will be in danger of getting cut. And frankly, most of what goes on at a university is hard to justify as part of a job-creation mill.
Charbonneau takes issue not with Wells’ analysis, but with Wells’ conclusions that universities “need to go back to basics and talk more … about the intrinsic value of knowledge, scholarship, beauty, contention, and an environment that urges scholars toward ambition and accomplishment.” Charbonneau finds Wells misguided, and says he doubts “whether it’s the type of argument that our current governments will buy into.”
Though Charbonneau does not come right out and say it, it seems obvious that he sides with the view that universities should adopt a pragmatic approach and tell governments what they think governments want to hear.
It should be obvious that Wells is correct on this question.
Of course current governments are not going to buy into the argument that universities are justified by their core activities of teaching and learning. No one ever bothers to make the case to them. Instead universities act ashamed that they investigate the origins of the universe, or competing views on Milton’s Paradise Lost, and emphasize what are in actuality only incidental outcomes of higher education.
The logic of academia is internal, meaning its impact on the rest of society cannot be predicted or planned. And, if we start trying to plan it, then what made academia unique withers away. Taking the pragmatic approach does not convince governments to value higher education, it concedes the terms of debate to those who think intellectual pursuits are all about direct economic outcomes. What happens when people start looking for this return?
A more appropriate way to view universities might be something similar to how we view public spending on the arts. As a certain prairie based education writer put it earlier this week:
[T]he public is not stupid, and universities should not be so sheepish about what they do. If universities announced that they were no longer going to study ancient history, or the origins of the universe, or Shakespeare, then the public would likely be distressed.
After all, we support public funding for the arts because of the intrinsic good they are thought to confer on the community. Why not teaching and learning? Like the arts, higher education is a luxury of wealthy societies to be appreciated, not as a means to solve all our problems or to be debased on utilitarian grounds.
If schools want to justify themselves, or demonstrate their relevance, they have to show us what it is that they uniquely do.
To be sure, such reasoning puts schools at risk of being dismissed as frivolous, but it doesn’t have to. Higher education advocates should learn to own the debate and not be afraid to talk about what they actually do.