We've turned our unis into aimless, money-grubbing exploiters of students (?)

As an economist, Ross Gittins often has substantial things to say.  But as a Leftist he is also a compulsive moaner.  So the points he makes below are cogent but most of them are disputable.

The one area wherein I agree wholeheartedly with him is his condemnation of relaxed assessment standards for overseas fee-paying students.  This practice is, I think, still a minority one but will surely be a big negative eventually when our universities send home to Asia students whose knowledge and skills don't match what is on the pieces of paper we give them.  It devalues our degrees.

Gittins may also have half a point in saying that Lecturers are poorly paid.  In my day we were paid well above average and there does seem to be some slippage from that.  But with salaries closing in on $100,000 pa it's still a long way from  poverty.  Many junior software engineers get about that and they are undoubtedly bright sparks.

And Gittins again has half a point in saying that tenure is now harder to get.  I was appointed with tenure, a rare thing nowadays. But there has to be a balance.  Tenure protects divergent thinking but it also promotes laziness. Once you can't be fired, why work?  I suspect that the delayed granting of tenure that we now see is not a bad balance.  It ensures that for at least a large part of one's academic life we do some work.

But his other points are contentious.  Recorded Lectures are bad?  I would think they are wholly good.  They relieve students of the pressure to take notes, though they can still take notes if they want or need to.  There was only one course I did in my undergraduate days in which I took notes.  Otherwise I concentrated on listening instead. And I am sure I learnt far more that way.  My grades certainly did not suffer from it.

"Overcrowded" lecture halls?  I don't know what he is talking about.  A lecture hall is not a high school classroom.  In my academic career I often fronted up to a lecture in an auditorium with 1,000 or more students in front of me.  And I was able to allow students to interrupt with questions.  So I would think it was a poor lecturer who couldn't handle that.

He says that universities put too much pressure on academics to do research.  I would say that they do too little.  There are now whole tertiary institutions which devalue research.  And many lecturers in all institutions do little of it. But it is only by doing research that you get a real hold on knowledge in your selected field.  You cannot be at the cutting edge without doing your own research.  Otherwise you are just reading the conclusions of others.

But in the end, Gittins's big beef is that the present system of running our universities amounts to a sort of "privatization", which is of course anathema to Leftists.  I think he should throw off those ideological blinkers and look at what is actually happening.  He looks at that so far only "through a glass darkly"


Of the many stuff-ups during the now-finished era of economic reform, one of the worst is the unending backdoor privatisation of Australia's universities, which began under the Hawke-Keating government and continues in the Senate as we speak.

This is not so much "neoliberalism" as a folly of the smaller-government brigade, since the ultimate goal for the past 30 years has been no more profound than to push university funding off the federal budget.

The first of the budget-relieving measures was the least objectionable: introducing the Higher Education Contribution Scheme, requiring students – who gain significant private benefits from their degrees – to bear just some of the cost of those degrees, under a deferred loan-repayment scheme carefully designed to ensure it did nothing to deter students from poor families.

Likewise, allowing unis to admit suitably qualified overseas students provided they paid full freight was unobjectionable in principle.

The Howard government's scheme allowing less qualified local students to be admitted provided they paid a premium was "problematic", as the academics say, and soon abandoned.

The problem is that continuing cuts in government grants to unis have kept a protracted squeeze on uni finances, prompting vice-chancellors to become obsessed with money-raising.

They pressure teaching staff to go easy on fee-paying overseas students who don't reach accepted standards of learning, form unhealthy relationships with business interests, and accept "soft power" grants from foreign governments and their nationals without asking awkward questions.

They pressure academics not so much to do more research as to win more research funding from the government. Interesting to compare the hours spent preparing grant applications with the hours actually doing research.

To motivate the researchers, those who bring in the big bucks are rewarded by being allowed to pay casuals to do their teaching for them. (This after the vice-chancellors have argued straight-faced what a crime it would be for students to be taught by someone who wasn't at the forefront of their sub-sub research speciality.)

The unis' second greatest crime is the appalling way they treat those of their brightest students foolish enough to aspire to an academic career. Those who aren't part-timers are kept on serial short-term contracts, leaving them open to exploitation by ambitious professors.

However much the unis save by making themselves case studies in precarious employment, it's surely not worth it. If they're not driving away the most able of their future star performers it's a tribute to the "treat 'em mean to keep 'em keen" school of management.

But the greatest crime of our funding-obsessed unis is the way they've descended to short-changing their students, so as to cross-subsidise their research. At first they did this mainly by herding students into overcrowded lecture theatres and tutorials.

An oddball minority of academics takes a pride in lecturing well.

Lately they're exploiting new technology to achieve the introverted academic's greatest dream: minimal "face time" with those annoying pimply students who keep asking questions.

PowerPoint is just about compulsory. Lectures are recorded and put on the website – or, failing that, those barely comprehensible "presentation" slides – together with other material sufficient to discourage many students – most of whom have part-time jobs – from bothering to attend lectures. Good thinking.

To be fair, an oddball minority of academics takes a pride in lecturing well. They get a lot of love back from their students, but little respect or gratitude from their peers. Vice-chancellors make a great show of awarding them tin medals, but it counts zilch towards their next promotion.

The one great exception to the 30-year quest to drive uni funding off the budget was Julia Gillard's ill-considered introduction of "demand-driven" funding of undergraduate places, part of a crazy plan to get almost all school-leavers going on to uni, when many would be better served going to TAFE.

The uni money-grubbers slashed their entrance standards, thinking of every excuse to let older people in, admitting as many students as possible so as to exploit the feds' fiscal loophole.

The result's been a marked lowering of the quality of uni degrees, and unis being quite unconscionable in their willingness to offer occupational degrees to far more people than could conceivably be employed in those occupations.

I suspect those vice-chancellors who've suggested that winding back the demand-determined system would be preferable to the proposed across-the-board cuts (and all those to follow) are right.

The consequent saving should be used to reduce the funding pressure on the unis, but only in return for measures to force them back to doing what the nation's taxpayers rightly believe is their first and immutable responsibility: providing the brighter of the rising generation with a decent education.

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