A Paradigm Shift
This is the sketch of a
single dimension of an alternative means
of providing higher education and research, distinct from the reigning rubric of
institutions (universities or colleges), governments and unions.
This triad of functionaries has enjoyed monopoly
tenure since inception. Absent an alternative paradigm its modern universities and colleges have become curious cultural fixtures routinely mistaken for the civic enterprise they are meant to serve.
The proposed alternative is the professions. This competitive service paradigm exposes
and either compensates or corrects for existing systemic deficiencies. In doing so it does not advocate modification but
a shift.
Discussion Framework
The environmental movement
made possible its herculean shift by routing and replacing deep contra cultural
themes associated with the environment. This
proposal is similarly situated with respect to higher education and burdened by common stigmata associated with professions.
Acknowledging this the triad
is reengineered under the professional service paradigm, providing an account of
the competition in vivo. The result
can be described as the professional translation of higher education.
The full translation is
complex including economic and ethical argument in favour of the shift. The scope here is moderate, addressing an important
aspect of operations, namely the core service relationship between student and
academic.
The Academic Profession
The proposal eliminates
all service - and so all expense - not directly related to education and
research.
The majority of this eliminable
activity consists of institutional management and ancillary services such as
(but not limited to): Executive Administration; Institutional Analysis and
Planning; Deans; Recreation, Residence, Health and Food Services; Sports Teams;
and Alumni Foundation Offices.
Professional practice
management dictates what, if any, ancillary services are offered and renders institutional
management moot.
As such, professional
academics fully define the conditions under which they provide service,
including (but not limited to): course offerings and schedules; quantity and
quality of students; fees; practice constitution from solo to multi-national
and from home to penthouse office; quality and quantity of support staff,
facilities and equipment; and research/publication output.
The scope of such professional
prerogative atomizes authority over nearly every aspect of higher education operations,
distributing it across a professional body of expert academic labour, striking a healthy equilibrium
among variance, responsiveness, and access in higher education administered
and managed by the immediate service providers.
This is in stark contrast
to the union represented employment and expensive mass education replicated across triad institutions whose service: suffers from administrative bloat and lag; is institution centered; exploits labour; fragments education and research relationships; is of questionable quality; limits employment opportunities; is susceptible to the vicissitudes of macroeconomics and public policy; is slow to respond
to the market; stunts innovation; and is far too expensive to be adopted in
developing regions of the world.
At either the practice or
society level the professional paradigm is fundamentally less institution
centered yet a suitable steward. It is more responsive on every metric from
economic to innovation and capable of taking on any size required by the market without resorting to mass education. It is more
efficient and offers a better quality service at a better price without
exploitation and so presents a good candidate for the higher education paradigm
of developing regions.
The balance of service forms
the core of the higher education mandate and consists of activity associated
with admissions, academics, research, publication, professional development and
community service. The professional
character of these functions is a consequence of adopting and adapting select
best practices and infrastructure of the reigning paradigm and its
predecessors.
In altered circumstances
where service is appropriately parsed to core requirements and then parcelled
to the basic service units, higher education is transformed.
This selective elimination
and extension describes a strong push from the shift. For instance, the apparent need for
institutions is lost in translation, reducing universities and colleges to
enterprise electives. At the same time existing
institutional infrastructure and resources are a publicly funded interest and
so ultimately subject to state allocation.
A paradigm shift of this order potentially places these assets at the disposal
of the (new) academic profession, with selection instructed by professional
prerogative, market and public policy vectors.
The Professional Academic Service Relationship:
Admission and Registration
The functions of admission
and registration are clear examples of translation and transformation.
Consistent
with existing professions, pursuit of a program of study within an academic
profession is centered on the consumer and service provider. This is so even in those cases where
professional academic “departments,” “colleges” or “universities” are the
elected form of practice constitution. The
individual practitioner is the basic service unit and where they operate in such
partnership, these professional institutions of higher education would have little
resemblance to those of the triad.
For
instance, the familiar notions of “admission to university” or “registering for
courses” do not apply. Under the
professional paradigm, admissions and registration present more convergent,
information rich activities conducted directly and with effective intimacy
between the student and the academic.
The process sketches like this:
1)
Determine the requirements for a program of study by consulting the “Professional
Society of Academics Calendar;”
2)
Identify those academics that can provide the required services by perusing the society membership;
3)
Consult select professionals directly to determine the mutual suitability of individual
service relationships;
4)
Strike service relationships by way of contract and payment in those cases
where the terms are mutually satisfactory; and
5)
Execute service contracts according to terms.
This is the process undertaken
when the expertise of professionals is sought.
It is direct, informative and so invaluable to a mutually satisfactory
service relationship. This sort of dynamic
is important to the student but under the professional paradigm it is also
valuable to the academic, as it directly impacts the health of a practice,
including income and career advancement.
Such effects inspire competence and commitment in the parties, with a
convergence of self-interest in a satisfactory outcome encouraged by a proper
appreciation of their relationship responsibilities. This
is a designed, systemic and fundamental shift in the higher education service
relationship.
As an immediate
consequence of its finance and engendered model of mass education, triad
admissions and registration are by contrast institutional processes
characteristically disjunctive, stochastic, and information impoverished. These processes insulate student from academic,
limiting exploration of compatibility or the possibility of modification and
specialization in the service.
At the same time universities and colleges offer
token measures of the sort of professional service dynamic envisioned in the
shift. Consider the directed reading
course.
There
are excellent pedagogic and social reasons to encourage the professional brand
of access to the expertise of academics that can be found in such courses, where content, scheduling and evaluation details
are arrived at by some degree of negotiation between academic and student. These courses offer the opportunity for
the parties to engage material either not contained in the fixed course offerings
or at a level of sophistication not facilitated by the institution program of
study and mass education format.
This
sort of relevant participation is central to the professional alternative. At the same time, not only is the triad
systemically designed to obstruct such participatory education with its
impoverished attempt to successfully pair academics with mass numbers of
undergraduate students, by not compensating academics for reading course labour
and limiting the number of such courses that can count toward credentials, it
fails to encourage use of its own modest attempt at participation and so fails to
improve the quality of education.
By
not encouraging the directed reading course, some of the more promising talent
in any field is lost or underdeveloped. What
is compensated for under the existing system is the enrolment (and perhaps
graduation) of large numbers of students – with the discovery and nurturing of
individual talent, ability, or potential contribution left to pro bono effort. And this is how it must be under the triad.
This
clearly violates the explicit mandate of these institutions.
I
have presented a broad stroke of one aspect of one dimension of a paradigm
shift in higher education. Consider it an intellectual
amusement. Consider it a social movement. But I encourage you to
consider it.
No comments:
Post a Comment