So who really cares that UK universities are going to receive less funding this year? The whole bloated edifice needs to be looked at anyway? Universities have got used to living in a world where cash is available at the turn of a tap, and real planning and value for money assessments seldom take place. While we are going to hear a lot of squealing from Vice Chancellors, Professors and unions, the truth of the matter is that universities in the UK have been feather-bedded and don’t offer good value for money.
Universities are anachronistic by nature, but they somehow seem to get away with it. In the 1950s, grocers prided themselves on individual service provided in a small shop where everyone knew each other. The great innovation that changed this was the rise of the supermarket, which allowed consumers to choose from a wider selection of goods and to organise their own shopping habits according to their individual preferences. Universities still hanker after the 1950s elitist model of education that sees Professors and other status driven stakeholders bottle-necking resources so that they can maintain the outdated grocers style services of higher education. Unfortunately the world has changed, and unless universities start to think and act more like Tesco, then they are increasingly likely to be irrelevant.
This funding squeeze gives universities the chance to be radical, to change old practices and bad habits, and to really look at how value for money is achieved, in what is the most expensive sector of the education system.
The first thing to do is to cut bureaucracy. I know everyone says this is what they will do, but the complexity of undergraduate regulations at most universities is excessive. Rather than looking for a simple system to benchmark performance, most universities have caveats, and sub-clauses and ambiguous terms that keep bureaucrats in employment resolving problems to do with their regulations, adding very little to the learning experience.
The next thing is to change the relationship with students. The number of students who do not apply themselves, and who do not make anything like the level of progress that they should be doing is a hidden national disgrace. We have to start to hold learners to account by charging them appropriate fees. When a student drops out of the year, or fails to perform satisfactorily the year, they should still be charged the full-fee for attendance and resource provision. Whenever I’ve booked a hotel room, they take my credit card details. If I don’t show up, they will still charge me for the room. They have to put on staff, heating, lighting and other resources. This is the same for universities. We offer a service, and we expect to collect payment for that service.
Compounding the run of poor performance in most universities is the fact that different years offer differential contributions to a final classification. Learners are strategic, and they very quickly realise that if their first year does not contribute towards their final classification, then they will take their foot off the gas and coast. Only in their final year will they start to work hard, by which point it is too late. While I’m at it I would abandon the classification system on offer only an aggregate grade at the end of the degree. All this nonsense about consideration bands, and compensation. It’s confusing and wasteful.
Next, there has to be a much tighter performance management regime for senior staff. How many universities employ expensive professors who bring in no research grants, who do not make a contribution to core activities and who cost a lot of money to keep floating around? Professors cost a lot of money, they should be at the top of the list for scrutiny.
Finally, cut down on marketing. The amount of money that universities spend on marketing and developing relationships is out of control. Marketing departments are often just another layer of administration and control that puts a straightjacket on innovation and creativity. Take a sweeping scythe to the open-day organisers, the handbook planners, the proof readers, the event managers, the relationship managers, the strategic thinkers, and put the responsibility for building an academic and educational reputation back with the front-line staff who deliver for learners.
We are in for a prolonged period of hand-wringing and complaining from universities. It will be better if energy and time is spent on innovation, rather than worrying about trying to hold on to past .
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