Warwick Boar - 3 Years Wasted

A high percentage of lecturers throughout the country believe that further education is a sell-out. The results of a survey, to be published next week, reveal that 77 per cent of academics consider that higher education now prioritises targets, not the joy of learning once associated with it. Other symptoms of this academic devaluation include a relaxation of required standards, loss of intellectual excitement, and a creeping de-personalisation as the education system becomes more bureaucratic.

The study highlights the emergence of several problems. The controversy over Tony Blair’s push for a higher university attendance amongst young people has led to pressured universities lowering their entry standards in order to fulfil quota requirements. Increased spending on the expansion of higher education during recent years has also meant academia is becoming increasingly administrative. Finally, the introduction of top-up fees (of which Warwick was a strong proponent) could potentially reduce the concept of a degree to a commodity with quantifiable objectives and outcomes. Sarah Raffel, in her second year of Politics, disagrees. “It all depends on what you want from your degree. I don’t think it is a quantifiable commodity – perhaps some international students very much want their money’s worth, but it’s always going to be more about the uni experience as a whole for the home students.”

Within the organization of Warwick University is the Centre for Academic Practice (CAP); one example of the administrative measures taken to reach acceptable targets. CAP provides "support for lecturers on development issues in teaching and learning, research and academic management and leadership”. It is this introduction of such legalistic, corporate bodies which academics claim has de-personalised higher education. Senior lecturers are offered “management development” courses in keeping with Warwick’s increasingly corporate structure.

One academic source criticised the negative effect of CAP on teaching morale and the student-tutor relationship. This latter is further diminished by the university’s attitude that “all students are possible litigants”. Similarly, several lecturers have commented on “the Warwick brand” which the university has perfected as it has expanded in size. “The standard Warwick degree is a 2,1. It’s the ‘Warwick package’ and makes for a good brand name. We’re more modern than Oxbridge, but there’s little sense of heterogeneity”. Part of this branding involves a cheapening of the Warwick degree as the university churns out standard graduates tailored for the job market. Some such as Joe Bond, a second-year M.O.R.S.E. student, remain optimistic however. “It’s true that there are more people in higher education, but degrees from institutions like Warwick are always going to be worth a lot.”

Some academics have commented that the problems of higher education do not rest only with the universities, but the Blair ideology, in which the marketplace is a “determinant of the curriculum”.