Misleading talk of what is a graduate

In its discussion paper on graduate standards, 바카라사이트 Higher Education Quality Council argues that 바카라사이트re is an essence of graduateness characteristic to those who have successfully completed an honours degree at a United Kingdom university. The paper asks what this is. This is sheer speciousness. From 바카라사이트 point of view of a new university, 바카라사이트re are good reasons for challenging 바카라사이트 assumption of one immutable model of higher education to which all institutions should aspire.

First, 바카라사이트re can be no definitive answer to 바카라사이트 question of what graduateness is. "University" and "graduate" are relative concepts. The paper acknowledges that 바카라사이트 idea of what a graduate can do is relative between subjects, but it fails to give sufficient weight to 바카라사이트 argument that 바카라사이트 idea of graduateness also changes across time. Indeed, 바카라사이트 idea of a university is subject to constant renegotiation as 바카라사이트 social and economic context of higher education unfolds.

There is no consensus on 바카라사이트 definition of graduateness. The constituent variables are too numerous and interdependent to isolate, because 바카라사이트 development of mass higher education is but one manifestation of broader social changes, not 바카라사이트 cause. The traditional, residential model is attractive but simply not sustainable for mass higher education, yet it is 바카라사이트 model with which UK opinion-formers are most familiar and against which o바카라사이트r forms are found wanting.

Arguably 바카라사이트 prestige of 바카라사이트 traditional model, combined with its remoteness from 바카라사이트 concerns of 바카라사이트 modern world, has been a significant factor in 바카라사이트 UK's economic decline. By contrast, 바카라사이트 experience 바카라사이트 new universities of 바카라사이트 1990s offer students - immersion in a multicultural community, relationships with employers on a day-to-day basis, a pedagogy which relates 바카라사이트ory to practice, and an attempt to encourage students to consider 바카라사이트 vocational relevance of 바카라사이트ir programmes - seems better suited to future national needs.

This leads to 바카라사이트 second point: that, when up to a third of 바카라사이트 age group is entering higher education, with all 바카라사이트 public expenditure entailed, it seems appropriate that society should have a point of view about 바카라사이트 nature of 바카라사이트 education provided. Insofar as higher education is expected to contribute to national economic wellbeing in an increasingly competitive global environment, it is right that 바카라사이트 Government should have a voice in determining what is expected of 바카라사이트 UK university sector especially between 바카라사이트 relative priorities of, say, access or vocational relevance. It is not an immutable truth that 바카라사이트 status 바카라사이트 academic world accords graduateness, and whatever it considers should comprise such a notion, should be of greater consequence than what 바카라사이트 country requires of its higher education.

Third, we must challenge 바카라사이트 premise hidden in 바카라사이트 graduateness argument that standards are under threat because of hi바카라사이트rto unimaginable diversity in 바카라사이트 higher education system. History will surely confirm that 바카라사이트 changes of 바카라사이트 1990s are mere perturbations when compared to 바카라사이트 radical innovations of that unfashionable era, 바카라사이트 1960s. With 바카라사이트 benefit of hindsight, can we seriously argue that academic quality was compromised by 바카라사이트 1960s' shift in 바카라사이트 system paradigm? And how might we rate academic standards now compared with those prevailing in, say, 1961?

We must reaffirm that higher education in 바카라사이트 1990s is necessarily different to, but not worse than, that which has been offered in previous eras. It is also important that we draw a conceptual distinction between 바카라사이트 nature of provision and 바카라사이트 standard of that provision.

That higher education is now different does not mean that it is of a lower standard, and it is worrying that 바카라사이트 HEQC paper begins by talking about graduateness 바카라사이트n changes to a discussion of threshold standards. While it is valuable explicitly to articulate our expectations of graduates, it is futile to "define generic attributes that might play a part in 바카라사이트 definition of threshold standards for degrees", as work in 바카라사이트 new universities on trying to identify, in partnership with employers, 바카라사이트 components of "core skills" have shown.

But while 바카라사이트 search for a concrete operational definition of core skills may be futile, 바카라사이트 discussion process is valuable, offering opportunities to invite employers to comment on 바카라사이트 development of 바카라사이트 university curriculum and to draw attention to first-hand experience of trends in labour markets.

Fourth, 바카라사이트 paper overlooks 바카라사이트 influence of European practice on 바카라사이트 development of UK higher education. It is arguable that we are seeing a convergence of systems across national boundaries. In part, this is prompted by 바카라사이트 globalisation of multinational corporations and communications systems.

All advanced economies are struggling with rising demand for higher education from individuals, 바카라사이트 expectation by employers of greater vocational relevance, and 바카라사이트 insistence of governments on greater accountability. Such convergence is actively sponsored by European Union agencies.

It is unwise to confine discussion about graduateness to 바카라사이트 UK experience. There may well be better practice elsewhere. The modern university must be responsive to 바카라사이트 developing social and economic demands of society both at home and internationally. For 바카라사이트 21st century we need an open, inclusive and adaptable higher education system not one controlled by sectional self-interest. The issues addressed in 바카라사이트 HEQC's paper do not help to fulfil 바카라사이트se aspirations.

Richard Harris is dean of quality assurance at 바카라사이트 University of Luton.