I appeared yesterday before the Senate Committee inquiring into the government’s proposed higher education reforms. I focused on criticism of the US model being advocated by the government and the Go8, and was ready with quotes from the Go8 submission. I was unprepared, however, for the line of questioning I got from LNP members of the Committee, who denied that the government, as distinct from the Go8, was pushing the US model. My iPhone wasn’t up to the job of producing a definitive statement on the spot, but I have now located the source I wanted, in which Pyne, speaking to the Policy Exchange group in the UK says (emphasis added)
We have much to learn about universities competing for students and focussing on our students. Not least, we have much to learn about this from our friends in the United States. They have developed a diverse array of institutions encouraging prospective students to pick and choose their futures and where they are going to study, immerse themselves in enriching extra-curricular activities, and make life-long friends. Students routinely chase a range of options as to where they study, whether that’s at home or in a place known as college. Going to college is a rite of passage for American high school graduates. And it is a gift that keeps on giving.
The competitive nature of American tertiary education breeds the sort of focus on competition for students that Glyn Davis referred to. It breeds loyalty and devotion to one’s alma mater – and we know that American colleges leave us for dead when it comes to attracting philanthropic support from their graduates.
Another Australian Vice Chancellor, Professor Warren Bebbington of the University of Adelaide, wrote last week in The Times Higher Education supplement, and I quote:
higher education in Australia could be transformed into the most dynamic system in the world. It (could) have the rich variety of the US university landscape but without the crippling debts that American students suffer.
This should be the focus of a fundamental community-wide debate.
He opined that:
the debate has been largely contained thus far, and has taken place in terms incomprehensible to the average person. Even worse, some of the most influential academic voices seem intent on preventing Australians ever benefitting from what is proposed.
In the US, nearly half of all students do not go from high school to a public university of the Australian type, but instead attend teaching-only undergraduate colleges offering only Bachelor degrees. Without research programmes, these colleges do a first-class job of teaching: through small classes and an intense extra-curricular programme. Students have an unforgettable, utterly life-changing educational experience.
He continued that:
this huge array of highly-individual undergraduate colleges is one of the glories of American higher education.
Such colleges do not exist in Australia. Ours has been a highly constrained system of universities with limited scope for universities to shape their own offerings to students.
As I’ve previously pointed out, Bebbington’s claim is ludicrously wrong. He’s describing liberals arts colleges that educate perhaps 2 per cent of the college-age cohort in the US, charge around $50 000 per year and have endowments of the order of $1 million per student. The second-tier state universities, community colleges and for-profits actually attended by half or more of the student population are nothing like this.
Clearly, Pyne (like the Go8) doesn’t have a clue about the model he is pushing. This whole package should be scrapped: If the government wants to make changes, it should do some research first.