21st century university

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2121stst

Century University:Century University:

What will become of it?What will become of it?David Seth PrestonDavid Seth Preston

University of East LondonUniversity of East London

[email protected]@uel.ac.uk

+44 (0)779941777+44 (0)779941777


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Topics AddressedTopics Addressed

University CrisisUniversity Crisis

The University vs. universitiesThe University vs. universities

Traditionalist Vs. Innovative ModelsTraditionalist Vs. Innovative Models


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University Crisis 1University Crisis 1

The University is in CrisisThe University is in Crisis

2020thth Century but probably olderCentury but probably older

1980s big boom but what does it mean?1980s big boom but what does it mean?

Is the University in Crisis? What do youIs the University in Crisis? What do youmean? Whose or whatmean? Whose or what University?University? AndAnd

whichwhich Crisis?Crisis? There are two centralThere are two centralterms in the proposition:terms in the proposition: the Universitythe Universityandand Crisis.Crisis. What do they mean for thoseWhat do they mean for those

who state that the university is in crisis?who state that the university is in crisis? Two termsTwo termsThe University and CrisisThe University and Crisis


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The University versus a universityThe University versus a university

The University is a fictionThe University is a fiction Only real universities existOnly real universities exist

The University refers to an IdeaThe University refers to an Idea

and, for some, an idealand, for some, an ideal

The University has not the sameThe University has not the same

meaning as universitiesmeaning as universities Universities are plural, diverse and haveUniversities are plural, diverse and have

a historya history


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Crisis?Crisis?

Cutbacks, external quality control,Cutbacks, external quality control, massificationmassification ofof H.EdH.Ed,,casualisationcasualisation of the academic force, etcof the academic force, etc all seem toall seem to

contribute to the difficulties most universities are experiencincontribute to the difficulties most universities are experiencing.g. However, a lot of universities seem to be doing well. TheyHowever, a lot of universities seem to be doing well. They

thrive, earn money and are expanding. Furthermore, eachthrive, earn money and are expanding. Furthermore, eachyear, we have more and more of themyear, we have more and more of them -- or so it seems.or so it seems.

Some universities, however, do seem to experience seriousSome universities, however, do seem to experience seriousdifficulties.difficulties.

Having difficultiesHaving difficulties -- even serious oneseven serious ones -- does not mean thedoes not mean thesame assame as being in Crisis.being in Crisis.

The University in Crisis does not equal (Some) universitiesThe University in Crisis does not equal (Some) universitiesare having (serious) difficultiesare having (serious) difficulties

The first isThe first is evaluativeevaluativestatement while the second is more astatement while the second is more a

factualfactualoneone (Hume(Humes Law) Facts Law) Fact--Value distinctionValue distinction You cannot derive aYou cannot derive a

normative or evaluative statement from a factual statementnormative or evaluative statement from a factual statement

University Crisis is an evaluative debateUniversity Crisis is an evaluative debate


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The University Vs. Universities 1The University Vs. Universities 1

The empirical history of the universities is related to butThe empirical history of the universities is related to butultimately different from the history of and content ofultimately different from the history of and content ofthe concept ofthe concept of The University.The University. (H. Gray)(H. Gray)

21st century21st century universityuniversity is the outcome of a longis the outcome of a longhistorical process in which knowledge/research andhistorical process in which knowledge/research andteaching at the highest level became combined withinteaching at the highest level became combined withinone institution.one institution.

At least two inspirational models were influential inAt least two inspirational models were influential in

creating the modern version of the university: thecreating the modern version of the university: theliberal artsliberal arts--based model of Cardinal Newman; thebased model of Cardinal Newman; thesciencescience--based model of von Humboldtbased model of von Humboldt

In both modelsIn both models liberalliberal--artsarts andand sciencescience play a majorplay a majorrole. Newman did not oppose scientific research, butrole. Newman did not oppose scientific research, but

he did put education at the heart of the university. Vonhe did put education at the heart of the university. VonHumboldt also combined both functions, but he placedHumboldt also combined both functions, but he placedresearch at the heart of the university.research at the heart of the university.

Von Humboldt model probably most influential todayVon Humboldt model probably most influential today


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[[t]het]he university as a concept is no more. Amid diversity thereuniversity as a concept is no more. Amid diversity theremay be no one thing that anymay be no one thing that any universityuniversity has in common withhas in common withits neighbour. Amid entrepreneurialism, the university has noits neighbour. Amid entrepreneurialism, the university has no

responsibility: it becomes what market chances offer it. Eitherresponsibility: it becomes what market chances offer it. Eitherway, there is nothing that bindsway, there is nothing that binds universitiesuniversities together fortogether forwhich they stand. As a concept, therefore, the university iswhich they stand. As a concept, therefore, the university isempty (R. Barnett)empty (R. Barnett)

allowing the idea of the university to collapse does matter.allowing the idea of the university to collapse does matter.Indeed, we need an idea of the university more than everIndeed, we need an idea of the university more than ever

(().). His option is to construct and defend a novel idea ofHis option is to construct and defend a novel idea of thethe

university,university, one that isone that is attuned to the craziness of the worldattuned to the craziness of the worldthat we are in.that we are in.

The real problem is that today, some or most of theThe real problem is that today, some or most of theinstitutions that areinstitutions that are calledcalleduniversities have changed up to theuniversities have changed up to the

point that they cannot be rightly calledpoint that they cannot be rightly called a universitya university any more.any more. the core meaning of the term has more or less stabilised asthe core meaning of the term has more or less stabilised as

an institution of higher learning providing facilities foran institution of higher learning providing facilities forteaching and research and authorized to grant academicteaching and research and authorized to grant academicdegrees (American Heritage Dictionary)degrees (American Heritage Dictionary)


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Included within the core are the peerIncluded within the core are the peer--evaluation and validationevaluation and validationof additions to the knowledgeof additions to the knowledge--base, their further codificationbase, their further codificationand transmission to students and scholars at large, theand transmission to students and scholars at large, the

provision of research conditions that help to insulate theprovision of research conditions that help to insulate theconduct of inquiry from the manifestly distorting pressures thatconduct of inquiry from the manifestly distorting pressures thatexternal economic and political interests otherwise wouldexternal economic and political interests otherwise wouldbring to bear, and the maintenance of institutional protectionsbring to bear, and the maintenance of institutional protectionsfor the expression of independent judgment and, moreover,for the expression of independent judgment and, moreover,unpopular heterodox opinion. (unpopular heterodox opinion. () The acknowledged) The acknowledgedlegitimacy of all those aspects oflegitimacy of all those aspects of the universitythe universitys mission,s mission,(() remains a unique, perhaps a defining attribute of these) remains a unique, perhaps a defining attribute of theseremarkable organizations, and is the fundamental basis of theremarkable organizations, and is the fundamental basis of theuniversityuniversitys claim to societys claim to societys patronage and protection of itss patronage and protection of itsautonomous character (Paul David)autonomous character (Paul David)

Basic Core Characteristics of a university:Basic Core Characteristics of a university:

1.1. excellent research conditions & generation of new knowledgeexcellent research conditions & generation of new knowledge2.2. codification/publication and transmission/teaching ofcodification/publication and transmission/teaching of

knowledge;knowledge;

3.3. peerpeer--based & highbased & high--level quality control;level quality control;

4.4. institutional & intellectual autonomyinstitutional & intellectual autonomy


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Traditionalist ModelsTraditionalist Models

We find one of the purest postWe find one of the purest post--war formulations of awar formulations of aTraditionalist model of the university in the writings ofTraditionalist model of the university in the writings of

MichaelMichael OakeshottOakeshott [a] university is not a machine for achieving a[a] university is not a machine for achieving a

particular purpose or producing a particular result.particular purpose or producing a particular result. AAuniversity is not really auniversity is not really a thing,thing, or an institution you canor an institution you canduplicate or createduplicate or create at will.at will. A university is a lot moreA university is a lot more

than an institution that can be created,than an institution that can be created, e.g.e.g., by a, by adecision of a government. Fordecision of a government. For OakeshottOakeshott, a university, a universityis better characterised asis better characterised as a manner of human activitya manner of human activity

[Universities] may not know what they are[Universities] may not know what they are forfor, they, theymay be very hazy about theirmay be very hazy about their functionfunction, but I think they, but I think they

do know something that is much more importantdo know something that is much more important --namely, how to go about the business of being anamely, how to go about the business of being auniversity. This knowledge is not a gift of nature; it isuniversity. This knowledge is not a gift of nature; it isthe knowledge of a tradition, it has to be acquired, it isthe knowledge of a tradition, it has to be acquired, it isalways mixed up with error and ignorance, and it mayalways mixed up with error and ignorance, and it mayeven be lost.even be lost.


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The way in which the scholars teach the students supersedesThe way in which the scholars teach the students supersedesthe power and knowledge of the individual scholar. Universitythe power and knowledge of the individual scholar. Universityteaching is done byteaching is done by a body of scholars who supply onea body of scholars who supply oneanotheranothers imperfections, both personal and scholastic. Its imperfections, both personal and scholastic. Itaccommodates many different sorts of teacher, and eachaccommodates many different sorts of teacher, and eachdraws its powers from its intercourse with other sorts. (draws its powers from its intercourse with other sorts. ())[[W]hatW]hat [a university] imparts in this way is at least the[a university] imparts in this way is at least themanners of the conversationmanners of the conversation

The undergraduate has a distinctive character as well.The undergraduate has a distinctive character as well.

According toAccording to OakeshottOakeshott the university student has had alreadythe university student has had alreadyhis schooling elsewherehis schooling elsewhere and has learned enough, morallyand has learned enough, morallyand intellectually, to take a chance with himself upon the openand intellectually, to take a chance with himself upon the opensea.sea.

He does not come to the university to merely acquireHe does not come to the university to merely acquire usefulusefulknowledge.knowledge. The student participates in theThe student participates in the pursuit ofpursuit of

learning.learning. Therefore,Therefore, the undergraduate would never bethe undergraduate would never betempted to mistake his university for an institute in which onlytempted to mistake his university for an institute in which onlyone voice was heard, or for a polytechnic in which only theone voice was heard, or for a polytechnic in which only themannerisms of the voices were taughtmannerisms of the voices were taught


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it is a place where he has the opportunity ofit is a place where he has the opportunity ofeducation in conversation with his teachers, hiseducation in conversation with his teachers, hisfellows and himself, and where he is notfellows and himself, and where he is notencouraged to confuse education with training forencouraged to confuse education with training fora profession, with learning the tricks of a trade,a profession, with learning the tricks of a trade,with preparation for future particular service inwith preparation for future particular service insociety or with the acquisition of a kind of moralsociety or with the acquisition of a kind of moraland intellectual outfit to see him through life.and intellectual outfit to see him through life.Whenever an ulterior purpose of this sort makesWhenever an ulterior purpose of this sort makesits appearance, education (which is concernedits appearance, education (which is concernedwith persons, not functions) steals out of the backwith persons, not functions) steals out of the backdoor with noiseless steps. The pursuit of learningdoor with noiseless steps. The pursuit of learning(() when it appears as a so) when it appears as a so--calledcalled socialsocialpurposepurpose (() with this a university has nothing to) with this a university has nothing todo. The form of the curriculum has no suchdo. The form of the curriculum has no suchdesign (design ())


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A university, like everything else, has a place in theA university, like everything else, has a place in thesociety to which it belongs, but that place is not thesociety to which it belongs, but that place is not thefunction of contributing to some other kind of activity infunction of contributing to some other kind of activity in

the society but of being itself and not another thing. Itsthe society but of being itself and not another thing. Itsfirst business is with the pursuit of learningfirst business is with the pursuit of learning -- there is nothere is nosubstitute which, in a university, will make up for thesubstitute which, in a university, will make up for theabsence of thisabsence of this -- and secondly, its concern is with theand secondly, its concern is with thesort of education that has been found to spring up insort of education that has been found to spring up inthe course of this activity. A university will have ceasedthe course of this activity. A university will have ceasedto exist when its learning has degenerated into what isto exist when its learning has degenerated into what isnow called research, when its teaching has becomenow called research, when its teaching has becomemere instruction and occupies the whole of anmere instruction and occupies the whole of anundergraduateundergraduates time, and when those who came to bes time, and when those who came to betaught come, not in search of their intellectual fortunetaught come, not in search of their intellectual fortune

but with a vitality sobut with a vitality so unrousedunroused or so exhausted thator so exhausted thatthey wish only to be provided with a serviceable moralthey wish only to be provided with a serviceable moraland intellectual outfit; when they come with noand intellectual outfit; when they come with nounderstanding of the manners of conversation butunderstanding of the manners of conversation butdesire only a qualification for earning a living or adesire only a qualification for earning a living or acertificate to let them in on the exploitation of the worldcertificate to let them in on the exploitation of the world


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Writing nearly 40 years later thanWriting nearly 40 years later than OakeshottOakeshott and a fewand a fewyears earlier than Johnson, in a different context ofyears earlier than Johnson, in a different context ofdiscussion, Allan Bloom would formulate a similardiscussion, Allan Bloom would formulate a similar

idea(lidea(l) of a university.) of a university. Bloom resisted the wayBloom resisted the way societysociety had entered thehad entered the

university by influencing the curriculum, and providinguniversity by influencing the curriculum, and providingthe students with athe students with a relativistic mindset.relativistic mindset. He as wellHe as welldenounced the institutional impact of the (economical)denounced the institutional impact of the (economical)

social contract:social contract: [[n]evern]ever did I think that the universitydid I think that the universitywas properly ministerial to the society around it. Ratherwas properly ministerial to the society around it. RatherI thought and think that society is ministerial to theI thought and think that society is ministerial to theuniversity.university.

However, todayHowever, today the democratic concentration on thethe democratic concentration on theuseful, on the solution of what are believed by theuseful, on the solution of what are believed by thepopulace at large to be the most pressing problems,populace at large to be the most pressing problems,makes theoretical distance seem not only useless butmakes theoretical distance seem not only useless butimmoralimmoral


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On the contrary, for Bloom theOn the contrary, for Bloom the university is theuniversity is theplace where inquiry and philosophic opennessplace where inquiry and philosophic opennesscome into their own. It is intended to encouragecome into their own. It is intended to encourage

the nonthe non--instrumental use of reason for its owninstrumental use of reason for its ownsake (sake ().).

Bloom strongly emphasises the need forBloom strongly emphasises the need forformulating and defending anformulating and defending an idea(lidea(l) of the) of the

university:university: Falling in love with the idea of the university is notFalling in love with the idea of the university is not

a folly, for only by means of it is one able to seea folly, for only by means of it is one able to seewhat can be. Without it, all these wonderfulwhat can be. Without it, all these wonderfulresults of the theoretical life collapse back into theresults of the theoretical life collapse back into the

primal slime from which they cannot reprimal slime from which they cannot re--emerge.emerge.The facile economic and psychological debunkingThe facile economic and psychological debunkingof the theoretical life cannot do away with itsof the theoretical life cannot do away with itsirreducible beauties. But such debunking canirreducible beauties. But such debunking canobscure them, and has.obscure them, and has.


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At the turn of the century one of the main concerns of the critiAt the turn of the century one of the main concerns of the critics wascs wasthe rising influence of economic pressures on the university. Dathe rising influence of economic pressures on the university. Davidvid KirpKirpwrote that:wrote that:

[[w]hilew]hile the public has been napping, the American university has beenthe public has been napping, the American university has beenbusy reinventing itself. In barely a generation, the familiar etbusy reinventing itself. In barely a generation, the familiar ethic ofhic ofscholarshipscholarship -- baldly put, that the central mission of universities is tobaldly put, that the central mission of universities is toadvance and transmit knowledgeadvance and transmit knowledge -- has been largely ousted by the justhas been largely ousted by the just--inin--time, immediate gratification of the marketplace. (time, immediate gratification of the marketplace. () Gone () Gone () is) isany commitment to maintaining a community of scholars, an intellany commitment to maintaining a community of scholars, an intellectualectualcity on a hill free to engage critically with the conventional wcity on a hill free to engage critically with the conventional wisdom ofisdom of

the daythe day And in the year 2000, Richard FloridaAnd in the year 2000, Richard Florida -- one of the modern day gurusone of the modern day gurus --

wrote thatwrote that [[t]het]he role of the university as an engine for regionalrole of the university as an engine for regionaleconomic development has captured the fancy of business leaders,economic development has captured the fancy of business leaders,policymakers, and academic, and led them astray.policymakers, and academic, and led them astray.

At the end of the 20th century, the traditionalist model as an iAt the end of the 20th century, the traditionalist model as an idea anddea and

an ideal was gradually challenged by an Innovative, marketan ideal was gradually challenged by an Innovative, market

--oriented,oriented,

entrepreneurial model, idea and ideal of the universityentrepreneurial model, idea and ideal of the university


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The growing affirmation of what has been calledThe growing affirmation of what has been calledthe third missionthe third mission of the university, and theof the university, and thetailoring of the university to the needs of society,tailoring of the university to the needs of society,deeply influences the university at the institutionaldeeply influences the university at the institutionallevel and at the level of the perceivedlevel and at the level of the perceived mission ofmission ofthe university:the university:

To the longTo the long--standing tandem of teaching andstanding tandem of teaching andresearch, many universities have added a thirdresearch, many universities have added a thirdmission: service to the community. In ourmission: service to the community. In ourincreasingly knowledgeincreasingly knowledge--intensive societies, thisintensive societies, thismission focuses on universities as centres formission focuses on universities as centres for

lifelong education (and further professionallifelong education (and further professionalstudies), as well as centres for scientific servicesstudies), as well as centres for scientific servicesin the form of technology transfer to the businessin the form of technology transfer to the businesssector in the pursuit of national economicsector in the pursuit of national economicadvantageadvantage


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The modern university has become a key player in theThe modern university has become a key player in theeconomic fabric of a nation and region.economic fabric of a nation and region.

We have to realize that the introduction of theWe have to realize that the introduction of the thirdthirdmission,mission, and the emergence of theand the emergence of the entrepreneurialentrepreneurialuniversityuniversity -- which is one way of naming aspects of thewhich is one way of naming aspects of theInnovative modelInnovative model -- has implications beyond the facthas implications beyond the factthat the university is doing business itself. It hasthat the university is doing business itself. It has

repercussions for the way the university is organisedrepercussions for the way the university is organisedand operated; it influences deeply its research missionand operated; it influences deeply its research missionby reorganizing the types of research that areby reorganizing the types of research that areconducted and by shaping the funding structures of theconducted and by shaping the funding structures of theuniversity; it reorganises academic life. And probablyuniversity; it reorganises academic life. And probablyas important as the former is the way theas important as the former is the way the

entrepreneurial format shapes the way students areentrepreneurial format shapes the way students aretaught, the kind of education they receive and the kindtaught, the kind of education they receive and the kindof people they deliver,of people they deliver, i.e.i.e., the future academic, the future academicentrepreneurs and nonentrepreneurs and non--academic workforceacademic workforce


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Stephen Joel TrachtenbergStephen Joel Trachtenberg -- President of GeorgePresident of GeorgeWashington UniversityWashington University -- recently identified 5 keyrecently identified 5 keycharacteristics of thischaracteristics of this new entrepreneurialnew entrepreneurialuniversity:university:

it is turning out to be a place that makes money;it is turning out to be a place that makes money;

it is a place where you can legally talk about yourit is a place where you can legally talk about your

students asstudents as customers;customers; faculty and administrators increasingly resemblefaculty and administrators increasingly resemble

each other;each other;

and the new entrepreneurial university has finallyand the new entrepreneurial university has finally

succeeded in making living contact with the worldsucceeded in making living contact with the worldacademics purport to be teaching the studentsacademics purport to be teaching the studentsaboutabout


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In a recent article, aptly titledIn a recent article, aptly titled The Future of theThe Future of theUniversity and the University of the Future: Evolution ofUniversity and the University of the Future: Evolution of

Ivory Tower to Entrepreneurial Paradigm,Ivory Tower to Entrepreneurial Paradigm, HenryHenryEtzkowitzEtzkowitz et al.et al. welcome the arrival of this newwelcome the arrival of this newentrepreneurial university:entrepreneurial university:

Coming from different academic and national traditions,Coming from different academic and national traditions,the university appears to be arriving at a commonthe university appears to be arriving at a common

entrepreneurial format in the late 20th century. Theentrepreneurial format in the late 20th century. Theentrepreneurial university encompasses aentrepreneurial university encompasses a thirdthirdmissionmission of economic development in addition toof economic development in addition toresearch and teaching, though the precise shape thisresearch and teaching, though the precise shape thistakes might vary such that different scenarios oftakes might vary such that different scenarios ofacademic development can be projected (academic development can be projected (). (). () The) The

concept of the entrepreneurial university envisions anconcept of the entrepreneurial university envisions anacademic structure and function that is revised throughacademic structure and function that is revised throughthe alignment of economic development with researchthe alignment of economic development with researchand teaching as academic missionsand teaching as academic missions


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This results in the creation of a new ethos, a newThis results in the creation of a new ethos, a newentrepreneurial culture within academia.entrepreneurial culture within academia. ThisThischange is not limited to some universities:change is not limited to some universities:

Rather than being encapsulated within a specialRather than being encapsulated within a specialclass of universities that have special interests inclass of universities that have special interests inapplied research or professional disciplines, theapplied research or professional disciplines, the

introduction of entrepreneurialism into theintroduction of entrepreneurialism into theacademic scene affects the educational andacademic scene affects the educational andresearch mission of all of institutions of higherresearch mission of all of institutions of higherlearning to a greater or lesser degree.learning to a greater or lesser degree.

Nor is this paradigm confined to certain parts,Nor is this paradigm confined to certain parts,

faculties or departments of existing universities. Itfaculties or departments of existing universities. Itpermeates the totality of the universitypermeates the totality of the university


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[[t]het]he contemporary university is an amalgam of teaching andcontemporary university is an amalgam of teaching andresearch, applied and basic, entrepreneurial and scholasticresearch, applied and basic, entrepreneurial and scholasticinterests. These elements exist in a creative tension thatinterests. These elements exist in a creative tension thatperiodically come into conflict. Conflict typically results inperiodically come into conflict. Conflict typically results incompromise and normative change in which different andcompromise and normative change in which different andeven seemingly opposed ideological elements such aseven seemingly opposed ideological elements such asentrepreneurship and the extension of knowledge areentrepreneurship and the extension of knowledge arereconciled.reconciled.

Entrepreneurial universities operate within what is called theEntrepreneurial universities operate within what is called theknowledgeknowledge--based society and economy. Buzzwords of thebased society and economy. Buzzwords of theday areday are knowledge based economy,knowledge based economy, managing the sciencemanaging the sciencebase,base, the management of science systems,the management of science systems, the globalthe globalresearch village,research village, etc.etc.

What kind of student and what kind of education, teaching,What kind of student and what kind of education, teaching,

training,training, etc.etc. can we expect to bloom in this new academiccan we expect to bloom in this new academicclimate and institution? Let us take a look at one of theclimate and institution? Let us take a look at one of theinstitutions at the forefront of consumerinstitutions at the forefront of consumer--oriented policy.oriented policy.


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21st century university

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