Magazine article The Times Higher Education Supplement : THE

Letters

Magazine article The Times Higher Education Supplement : THE

Letters

Article excerpt

A chance to rethink the current model

Ministers and the higher education community are rightly asking tough questions about quality assurance and the safeguarding of public funding now that private providers are offering degree courses ("Greg Clark pledges action on private college quality", www.timeshighereducation.co.uk, 5 February).

But the opening of the market to alternative providers also gives us the opportunity to rethink the "leave home at 18 or 19 and study full-time at university" model. Had excessive caution prevailed in the 1960s when an alternative model of higher education delivery was proposed by Michael Young, The Open University would not have been given a chance. In that arguably less risk-averse decade, we had the imagination to do things differently. As a result, more than 1.5 million people across the world have studied at higher level, most of them adults who would not have been able to do so without The Open University's flexible approach.

As Times Higher Education reported, the overall rise in undergraduate applications in 2014 masks a decline in both part-time and mature applicants ("Undergraduate applications hit record number, says Ucas", www.timeshighereducation.co.uk, 30 January). Nonetheless, about 40 per cent of students are now studying part-time.

For many young students, meeting new people and moving away from home is an important part of the university experience. But that's not true for all, such as those who are not socially confident and some with a disability. The Sodexo-Times Higher Education University Lifestyle Survey 2014 found that 19 per cent of students were living at home in 2013 - six percentage points higher than in 2008, before university fees rose. For others, the challenge of degree-level study is one to be confronted in their twenties, thirties or beyond.

For all undergraduates and postgraduates, the design of the future quality assurance framework for higher education needs to be informed as much by the ability to accommodate innovative models of delivery as by the guardianship of public funds and the quality of the student experience.

Peter Bradley Chair of trustees Open College of the Arts

Plenty of buck but no bang

Carl Lygo's argument that a university course is poor value for money is strengthened when costs in other educational sectors are compared ("Costly lessons", Opinion, 5 February). For example, a full-time student in further education is funded at a rate of about £4,000 a year. For this, they generally get more teacher contact each week over longer terms. Their class sizes are usually smaller as most colleges do not have huge lecture halls. Apart from libraries, generous leisure facilities and prestigious buildings, it is hard to see what higher education students get for the extra money. Universities could offer high-level courses far more cheaply, but what motivation do they have to do so when they are handed £9,000 per student?

John Linfoot

Additional Learning Support

Bournemouth University

Collaborative challenges

In suggesting that academe and industry need to work more closely together, Mark Samuels is revisiting one of the central aims of LINK - launched by the government in 1988 and running well into the 2000s ("'Culture change' or pharma coma", News, 5 February). Several biotechnology programmes drew together the pharmaceutical and chemical industries with academic departments across the UK in a wide-ranging selection of projects often involving collaboration between many companies and several universities.

Although I agree with the thrust of Samuels' thinking, I would suggest that he may have underestimated the amount of time and effort needed to make collaborative projects work, especially in leading-edge research areas. My experience in putting programmes and projects together is that risk of failure to launch, even at the last moment, coupled with the likelihood that much leading-edge research may go nowhere fast, may seriously inhibit those who might champion and participate in collaborative projects. …

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