FFS, OFS – BANKRUPT UNIS AND A MORALLY BANKRUPT REGULATOR

By Lewis Martin

Last week, the news broke that three universities in the UK are facing bankruptcy if they don’t receive financial help from the government. One institution in the North West and two in the South of England, all unnamed, are having to survive on short term loans in order to function on a basic level. Most concerningly, one of them is already in talks with insolvency lawyers, suggesting that it could be filing for bankruptcy before the academic year is out.

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GRADE INFLATION, VESTED INTERESTS AND THE FAILURE OF MARKETISATION

By Lewis Martin

Grade inflation is back in the headlines this week, with universities minister Sam Gyimah announcing that it will be incorporated into how universities are ranked under the Teaching Excellence Framework. There is statistical evidence to back up this policy change – according to the Higher Education Statistics Agency, the number of first class degrees being awarded has grown by 18% between 2012/13 and 2016/17. Whilst it is statistically true that grades are inflating at the university level, there are a number of issues with the current discourse around grade inflation that are not being properly addressed by HE decision makers.

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BEYOND TUITION FEES #11 – MUCH TO LEARN, MORE TO DO

By Bradley Allsop and Rowan Gavin

It is a time of extraordinary potential for change in UK Higher Education. Labour’s promise to end tuition fees has defied the critics and united many behind Corbyn’s political project. In this series, the Norwich Radical and Bright Green have brought together perspectives from across the sector to explore the possibilities of post-fees HE. In the final instalment, the series editors summarise the visions for the next chapter of UK HE that the series has laid out.

There is more energy, debate and innovation on the left now than there has been for decades. Capitalism’s multiple crises, and the inability of its defenders to respond to them, are beginning to translate into tangible political opportunity. This series sought to capture the essence of some of this historical moment and direct it towards thinking about what we want our university campuses to look like, beyond the staple progressive policy of scrapping tuition fees. A project in unashamedly utopian thinking, it recognised the very real possibility that free tuition might be a reality in the near future, and sought to explore how this requires the left to think practically about what comes after and where our energy should be focused next.

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EDUCATION IN ADULTHOOD – BEYOND TUITION FEES #10

By Dan Davison

It is a time of extraordinary potential for change in UK Higher Education. Labour’s promise to end tuition fees has defied the critics and united many behind Corbyn’s political project. But what will the implications for universities be if this comes to pass? And what can we do to leverage this progress? In this series, the Norwich Radical and Bright Green are bringing together perspectives from across the sector to explore these questions.

Being a PhD student is an oft-frustrating experience. As well as bearing the brunt of rife casualisation in the education sector, at times I find myself longing for release into the ‘real world’, having been a student for so long. Despite these frustrations, I have recently come to appreciate how much I have learned in my years as a postgraduate. Not just what I was taught on my Master’s and PhD courses, but also what I’ve gained from my access to university resources, including library collections and online databases, and the opportunity associate with other educated people from different walks of life. In terms of both scholarship and life experience, I have learned far more in my postgraduate mid-twenties than I ever did from my undergraduate years.Continue Reading

ANOTHER HIGHER EDUCATION IS ALREADY HERE – BEYOND TUITION FEES #8

By Sarah Amsler

It is a time of extraordinary potential for change in UK Higher Education. Labour’s promise to end tuition fees has defied the critics and united many behind Corbyn’s political project. But what will the implications for universities be if this comes to pass? And what can we do to leverage this progress? In this series, the Norwich Radical and Bright Green are bringing together perspectives from across the sector to explore these questions.

‘The university’ is a fertile space within which to practice radical imagining and world-making today. I do not mean that actually-existing universities, in the UK or elsewhere, necessarily provide space for such work. On the contrary, there is ample evidence that the spaces for critique and creative thinking in higher education have shrunk as forces of commodity fetishism, privatisation, competition and authoritarian modes of control have permeated university governance. Continue Reading

EXAMS SHOULD BE ABOLISHED – HERE’S WHY

By Dan Davison

Examinations are woven into the fabric of student life. From the ‘Key Stage’ National Curriculum assessments I sat in childhood through to the tests I took as a Master’s student, every stage of my education has known the familiar cycle of revision, testing, marking and grading. It was not until I became a precariously employed university tutor that I realised how dangerously uncritical we are of that cycle. By this point it seems so natural to make people sit exams at various points in their lives that it scarcely occurs to the public consciousness that students and teachers might be better off without such a regimented approach to learning.

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EDUCATION AS EMANCIPATION – BEYOND TUITION FEES #7

By Michael Kyriacou

It is a time of extraordinary potential for change in UK Higher Education. Labour’s promise to end tuition fees has defied the critics and united many behind Corbyn’s political project. But what will the implications for universities be if this comes to pass? And what can we do to leverage this progress? In this series, the Norwich Radical and Bright Green are bringing together perspectives from across the sector to explore these questions.

The traditional arguments for ‘free education’ focus on reducing the upfront price of university courses to zero. Rather than HE being a commodity to be traded on the open market, it becomes a good paid for by the government. This kind of argument rests on a contradiction: we cannot solve the commodification of HE by continuing to assert the existence of HE as commodity, even a nationalised one. Abolishing tuition fees is undoubtedly a good thing, but to move beyond their legacy we must understand HE as devoid not only of its price but also its status as a commodity. We need to explore the potential for HE grounded not in classification or institution but in the fundamental equality of intelligences – HE without the degree.

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