Is higher education (HE) delivering for its students?

While I do not offer an answer here, I do offer some food for thought…

In a quick (non-scientific) poll with a recent HE class of mine, some 49% of my students were either unsure about (27%), or didn’t know (22%), what they would do in the world of work after they graduated with a degree. ?Furthermore, only 74% of the class had what I might describe as a positive motivation toward studying their chosen degree. These included a belief in the degree was necessary for a job, or they wanted to study for a degree, or they were interested in the overall subject area. That leaves some 26% with a less than positive motivation to study. When it came to the particular subject of my class, only 51% had a positive motivation to attend. The biggest single response to one of the six possible motivating factors was 40% of the class opting for the particular subject as it seemed to be the best option available. This 40% did not suggest that the class represented a subject of their interest.

Am I surprised that levels of student engagement are often questioned? Not particularly. I have long held the personal belief (as someone who entered higher education as a mature student) that higher education is no career panacea. And in attempts to normalise a mainstream HE, are we missing other opportunities? I was reminded of these questions following a recent Q&A with a student (who has not studied in one of my own classes). With minor edits for brevity, that exchange went like this…

Student: [Question] ‘Typically, I will argue for certain policies derived from the Austrian school of economics, but these views are often at odds with what some lecturers will suggest. Can you be graded down for this? I have to sort of water down my views sometimes and I find it annoying, particularly when regulation is what causes certain inefficiencies which are fertile ground for assessment argument. I understand this is [an early stage in my studies,] but it still calls for effort and good content.’

Me: [Answer] ‘I certainly understand your question. Given that contemporary practical capitalism is really rooted in Schumpeter’s creative destruction and the more Austrian school ideas than those of the founding fathers, you should be able to argue. But I think you are right that not all lecturers will be looking for arguments.’?

At least in the early stages, playing to the law of averages, the lecturers may simply wish you to recall essential facts about what you are taught. I detected quite early in our conversation that you are well read… But I am afraid the academic game must be played and biting-of-the-tongue a little may be the order of the day.?

I would really take a lead from the assignment briefs. Read the question carefully. It may or may not invite discussion/argument… [You] could ask the lecturer. They might not expect your enquiry, but they should be open to it.

In my [classes] I would positively embrace your arguments!’

Student: … I have taken your advice onboard. [Based on] the average person who may not have read any Weiser (or even Sowell; his econ 101 should be mandatory for [early studies]), I see why [this may the case]. I just recall having to almost stoop to 'labor theory of value' when talking about coal mining salaries [but] couldn't bring myself to such pseudo-intellectual dross (this is a crude assessment, although a certain portion of people still believe this is somehow a better measure of value than 'the subjective theory of value'). I don't know if I have a chip on my shoulder from a secondary school, [as an] English teacher called me a class traitor for not agreeing with his construed world view. (He praised Pol Pot, to a group of 15-year-olds.) Although I have written extensively myself about previous economic / social structures and their inefficiencies… I never posted it as I don't think you're supposed to whilst at an academic institution. This may seem like a ramble although I hope it made some sense. I probably ought to make a substack, but I don't want to risk my educational status for the crime of 'wrong think'.

I positively look forward to the possibility of having this student in one of my classes in future.

I do think our education system (at all levels, not just HE) needs some reimagining at a fundamental level. In terms of our developing economy, I conclude as much in my recent Reimagination of Capitalism. ?

https://vernonpress.com/book/1673

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