Globalization and Higher Education
Lecture for a class in PPG 2008 - Globalization,
Internationalization and Public Policy
Ian D. Clark
School of Public Policy and Governance
University of Toronto
February 15, 2012
1
Readings for the class
Margaret Wente, February 4, 2012, “We’re ripe for a great disruption in higher education,” Globe and Mail,
http://www.theglobeandmail.com/news/opinions/margaret-wente/were-ripe-for-a-great-disruption-in-highereducation/article2325979/
Margaret Cappa and Phil Donelson, October 3, 2011, “In Conversation with the Authors of Academic Reform,”
YouTube, http://www.youtube.com/watch?feature=player_embedded&v=imhJMSTSJl0
Ian Clark, “A taxpayer view of university funding, or Steve and Di's evening on the Internet,” University Affairs
(Online Edition), March 8, 2010. http://www.universityaffairs.ca/a-taxpayers-view-of-university-funding.aspx
Ian Clark, November 21, 2011, “Improving undergraduate education in Canada – the good and not so good news,”
The University Commons, http://www.aucc.ca/future-avenir/improving-undergraduate-education-in-canada-thegood-and-not-so-good-news/
Ian Clark, November 11, 2011, “What can fiscally constrained governments do to improve undergraduate
education?” Mowat Centre Opinions, http://www.mowatcentre.ca/opinions.php?opinionID=82
John Blattler, April 2011 “A Brief History of Everything You Wanted to Know
(About Professors and University Students)” PP+G Review, Vol. 2, No. 2 Spring 2011
http://ppgr.files.wordpress.com/2011/05/blattler-universities.pdf
Brent Barron, November 10, 2010, “The Academy and the Training Centre” PP+G Review Blog
http://ppgreview.ca/2010/11/10/the-academy-and-the-training-centre/
Ian Clark and Ben Eisen, October 2010, “Frugal Public Management Principles for an Era of Restraint,” Policy
Options, Vol. 31, No. 9, pp. 67-71, http://www.irpp.org/po/archive/oct10/clark.pdf
2
Outline
• Learning objectives
• Cognitive performance and economic benefits
• Sorting and status
• International forces
• International comparisons of university systems
BREAK
• Concerns about quality and cost-effectiveness
• Policy options for reform in Ontario
• The new undergraduate university option for Ontario
• Policy entrepreneurship
• CBC The Sunday Edition
with Michael Enright
3
Learning objectives
• Look at Ontario higher education policy through the lens of the
PPG2008 syllabus:
– What is the nature of the global and international forces and dynamics
impacting domestic public policies and governance?
– How are states’ policy structures, systems and processes changing, or
how ought they to change, in relation to these international forces and
dynamics?
• Think hard about:
–
–
–
–
–
selectivity and elites
higher education, social mobility and the poor
cognitive skills and value added at university
policy uniformity versus policy differentiation
higher education reforms in Ontario in 2012
4
Learning objectives: concepts to conger with
•
•
•
•
•
•
•
•
•
•
•
BEFORE BREAK
Education as consumption
Returns to education, private and
public
Labour-market sorting function of
credentials
Meritocracy and elites
Selective admissions
Accreditation
International culture norms
International markets for faculty
and students
Mission (mandate) creep
Differentiation
Disruptive innovation
•
•
•
•
•
•
•
•
•
•
AFTER BREAK
Policy uniformity
Policy differentiation
Universality and universal
programs
Targeted programs
Needs-based funding
Performance-based funding
Equity principle vs equality
principle
Equality of opportunity vs
equality of outcome
Division of labour and
specialization
Market-based compensation
5
COGNITIVE PERFORMANCE
6
Income and education
National
Income
Personal
Income
Amount of Education
• years of education, credential,
spending
• but how much is due to innate
ability and signalling effects?
Amount of Education
• years of education, degrees,
spending
• but how much is due to
consumption and status effects?
7
Cognitive skills and economic growth
ISBN 978-92-64-07748-5 (PDF)
© OECD 2010
The report was written by Prof. Eric. A. Hanushek
from the Hoover Institution at Stanford University
and
CES ifo and by Prof. Ludger Woessmann from the Ifo
Institute for Economic Research, CES ifo, and the
University of Munich, in consultation with members
of the PISA Governing Board as well as Andreas
Schleicher, Romain Duval and Maciej Jakubowski
from the OECD Secretariat. The report was produced
by the Indicators and Analysis Division of the OECD
Directorate for Education and is published on the
responsibility of the Secretary-General of the OECD.
8
Cognitive skills and economic growth
9
Cognitive skills and economic growth
10
Measuring cognitive performance at university
The Collegiate Learning Assessment
– critical thinking
– complex reasoning
– written communication
http://www.cae.org/content/pdf/CLA.in.Context.pdf
11
Cognitive performance and economic outcomes
Richard Arum, Esther Cho, Jeannie Kim, Josipa Roksa,
Documenting Uncertain Times: Post-graduate Transitions of the
Academically Adrift Cohort. SSRC 2012
12
SORTING AND STATUS
13
Attributes that make universities attractive
... but aren’t necessarily related to learning
• Sorting: the challenge of being admitted to a university and
surviving to graduation performs a sorting function that employers
and others use as a convenient signal of innate ability and future
potential
• Credentialing: near-monopoly providers of credentials that are
either absolutely required or strongly recommended for entrance
into a variety of professions and careers
• Networking: relationships made during these formative years often
last a lifetime, and become the basis of valuable professional and
social networks
• Branding: continued reputation associated with the credential
14
Selectivity, elites and two MPP 1972 classmates
• The most important
thing Harvard does
to maximize success
of graduates
– select great
students
• Concepts of quality
in higher education
– value added
– input/selectivity
• Reputation and
rankings to enable
selectivity in
students and faculty
Karen Arenson, MPP 1972
NYT Higher Ed reporter
15
Elite education and the poor
“Today, the rich don’t exploit the poor, they just out-compete them.”
David Brooks, New York Times, October 6, 2005
“Poor people are an endangered species in elite universities not because the
universities put quotas on them … and not even because they can’t afford to go to
them (Harvard will lend you or even give you the money you need to go there)
but because they can’t get into them. Hence the irrelevance of most of the
proposed solutions to the systematic exclusion of poor people from elite
universities, which involve ideas like increased financial aid for students who
can’t afford the high tuition, support systems for the few poor students who
manage to end up there anyway, and, in general, an effort to increase the “cultural
capital” of the poor.
“The entire U.S. school system, from pre-K up, is structured from the very start to
enable the rich to out-compete the poor, which is to say, the race is fixed. And the
kinds of solutions that might actually make a difference – financing every school
district equally, abolishing private schools, making high-quality child care
available to every family – are treated as if they were positively un-American.”
Walter Benn Michaels, The American Prospect, August 13, 2006
16
International university rankings
17
International university rankings on research
from George Fallis, Benchmarking Canada’s University-based
Research, submitted for publication, October 2010
18
Toronto elites
•
•
•
•
Wente’s Elite-O-Meter test
Your degree is from:
An American Ivy League
university or Stanford (Score: +40)
Queen’s, McGill, U of T, Western
or UBC (+20)
University of Ottawa or other (-20)
Toronto voting:
None of your friends voted for
Rob Ford (+20)
One of your friends voted for Rob
Ford (0)
You voted for Rob Ford (-20)
What do these initials stand for?
NPR (+10 if you know)
MMA (-20 if you know)
19
Accreditation of MPP and MPA programs
20
INTERNATIONAL COMPARISONS OF
UNIVERSITY SYSTEMS
21
Global forces and international trends
• Globalization forces government focus on competitiveness (and
fiscal sustainability)
• Universities seen as instruments of state economic development
– “knowledge society”
– “innovation agenda”
– “brain gain”
 elite to mass education
 emphasis on research
 rankings and resources
• Instrumentalism: “useful” training and “useful” research
– privileging STEM disciplines (science, technology, engineering,
mathematics)
• Competition for the best faculty and best students
• Rankings and performance measurement
• Quality assurance and curriculum standardization
– Bologna process in Europe
• International education as a market opportunity
22
University systems
Country
Public
Universities
Privates Tuition
Key
Government
Structural
Change
Canada
90+
(130+ colleges)
very
few
40-50%
regional
(province)
low
United
States
4000+
postsecondary
40%
0-100%
regional
(state)
low
Germany
121 (plus 197
very
Fachhochschulen) few
very
low
regional
(Lander)
high
Australia
37
2
ICLRP
system
central
high
United
Kingdom
116
very
few
ICLRP
system
central
high
23
University research and competitiveness
GERD: Gross
expenditure on R&D
BERD: Business
Enterprise
expenditure on R&D
HERD: Higher
Education
expenditure on R&D
from George Fallis, Benchmarking Canada’s
University-based Research, submitted for publication,
October 2010
24
CONCERNS ABOUT QUALITY AND
COST EFFECTIVENESS
25
Academically adrift?
“Growing numbers of students are sent to college at increasingly
higher costs, but for a large proportion of them the gains in
critical thinking, complex reasoning, and written communication
are either exceedingly small or empirically nonexistent.
“At least 45 percent of students in our sample did not
demonstrate any statistically significant improvement in
Collegiate Learning Assessment [CLA] performance during the
first two years of college. [Further study has indicated that 36
percent of students did not show any significant improvement
over four years.]
“While these students may have developed subject-specific skills
that were not tested for by the CLA, in terms of general
analytical competencies assessed, large numbers of U.S. college
students can be accurately described as academically adrift. They
might graduate, but they are failing to develop the higher-order
cognitive skills that it is widely assumed college students should
master.”
24 universities
2,322 students
CLA fall 2005,
spring 2007,
spring 2009
26
Whose fault?
Students
Faculty
hours
per
week
studying
hours
per
week
teaching
1950s
1990s
1950s
1990s
Saint Augustine, 397 AD (The Confessions)
George Kuh, 2003 AD (Change, 35, p 28)
“I set about diligently to practice what I came
to Rome to do - the teaching of rhetoric. Yet,
the Roman students - breakers of faith, who,
for the love of money, set a small value on
justice - would conspire together and
suddenly transfer to another teacher, to evade
paying their master’s fees.”
Students and faculty have struck a
Disengagement Pact “I’ll leave you alone
if you leave me alone ... I won’t make you
work too hard (read a lot, write a lot) so
that I won’t have to grade as many
papers or explain why you are not
performing well.”
27
The coming fiscal crunch
• Although better positioned than
many others, Canadian fiscal
environment in next decade will be
similar to 1990s
• Ontario and several other provinces
in much worse shape than others
Ontario surplus (deficit) as share of GDP,
1989-90 to 2017-18
1.0%
0.0%
-1.0%
-2.0%
-3.0%
-4.0%
2017-18
2016-17
2015-16
2014-15
2013-14
2012-13
2011-12
2010-11
2009-10
2008-09
2007-08
2006-07
2005-06
2004-05
2003-04
2002-03
2001-02
2000-01
1998-99
1999-2000
1997-98
1996-97
1995-96
1994-95
1993-94
1992-93
1991-92
1990-91
1989-90
-5.0%
SOURCE: Ontario Ministry of Finance. GDP for 2014 - 2018 estimated by the author.
Assumption: Average program spending growth will be 1.9% after 2012-13
28
Research universities and undergraduate teaching
29
Globe and Mail, October 12, 2011
30
End of American pre-eminence in higher ed?
• Fees rising faster than ability to pay
– Median household income has grown by
a factor of 6.5 in the past 40 years
– Cost of attending a state college has
increased by a factor of 15 for in-state
students and 24 for out-of-state
• Productivity declining
– In 1961 full-time students spent
24 hours a week studying; that has fallen to 14
– In US, only 40% of students graduate in 4 years
• Professors not particularly interested in students’ welfare
– Advancement depends on published research, not teaching
• Administrative bloat
– Spending on university bureaucrats rose much faster than on faculty
31
The “enduring myth”
...that teaching effectiveness
needs research productivity
Conclusion
...need to focus on each, but
almost independently
32
Specialization and system productivity
•
•
Imagine that research productivity follows something like a “70-30 rule”
70 percent of total research done by top three deciles (each successive
decile of professors produce 0.68 as much research)
Total Output
0.6
1.4
1.2
1
0.8
0.6
0.4
0.2
0
Research Output
0.5
0.4
Teaching Output
70 percent
Total Output
0.6
1.4
1.2
1
0.8
0.6
0.4
0.2
0
0.5
0.4
0.3
Suggestive factoid: Vedder et
al (2011) estimate that at
University of Texas - Austin,
the most productive decile
earned 91 percent of research
dollars and the next decile
virtually all the rest in 2010-11
Scenario B delivers
20 percent more research &
20 percent more teaching
than Scenario A
0.3
Teaching output assumed equal for all
deciles because teaching performance not
correlated with research performance
0.2
0.2
0.1
0.1
0
0
1
2
3
4
5
6
7
8
9
10
Scenario A: All faculty spend same amount of
time on research and teaching (40-40-20)
1
2
3
4
5
6
7
8
9
10
Scenario B: The 30 percent most research productive
faculty shift 50 percent of teaching time to
research (20-60-20) and remaining faculty shift 50
percent of research time to teaching (60-20-20)
33
International labour market for professors
A frequently heard assertion
“Universities exist in a global labour market, competing for the best
scientists, medical researchers, mathematicians, engineers, economists, IT
experts, psychologists or urban planners their budgets can afford. The
standard teaching load in many Canadian and nearly all American research
universities is two courses per semester. No decent academic, never mind a
high-flyer, will take a job here to see his teaching load doubled and research
time reduced to 10 per cent. Similarly, marketable faculty now teaching here
will exit the province faster than a captain can desert a listing ship.”
Michael Herren, Distinguished Research Professor
Emeritus, York University, February 11, 2012
Demand trends
34
Challenges of increasing system differentiation
• University funding forces uniformity
– expand undergraduate enrolments
– raise the proportion of students who
are in graduate and professional
programs
– pursue competitive research grants
• Uniformity
– Raises costs of serving larger numbers
– Reduces flexibility to respond to
students with diverse needs
• International experience is clear: if a
differentiated system is desired,
deliberate and sustained government
action is necessary
The Contradictions of Isomorphism
(Trends in Global Higher Education: Tracking an Academic
Revolution, Altbach et al., UNESCO, 2009, p 19)
In the 21st century, the trend toward isomorphism can
still be observed and tends to restrict the development of
differentiated academic systems. Public authorities need
to ensure diverse academic models to serve varied
societal needs, while many academic institutions still tend
to emulate the research universities at the top of the
system. Academic staff often press the university to
emphasize research as its key mission, knowing that a
research orientation and productivity in this area promise
the highest prestige and (often) the best salaries for
academics.
If the universities remain the sole decision makers, many
more academic institutions would seek to improve their
status by becoming research intensive. In most cases, this
strategy does not serve the interests of academe in
general nor is it widely achievable.
Often, it takes governmental "steering" to keep the
academic system diversified and institutions within the
system serving larger national goals...The essential
problem of isomorphism involves unbridled competition
among academic institutions pursuing the same goals.
This trend may undermine efforts to develop a system of
institutions that is appropriately differentiated, based on
the specific needs of a given system-with different goals
and responsibilities, patterns of funding, admissions
policies, and other characteristics.
35
Will on-line innovations become disruptive?
“not your parents’ online learning, nor your grandparents’
correspondence courses.” Fiona Deller, HEQCO (February, 2012)
• WGU Model: competency-based
assessment and self-directed
learning with course requirements
tailored to each student and courses
contracted to best providers
– Western Governors
University (1997)
• Free, open courseware
– MIT OpenCourseWare (2002)
– Khan Academy (2006)
– The Faculty Project (2012)
• Free (almost) credential
– University of the People (2009)
– MITx (2012)
36
BREAK
•
•
•
•
•
•
•
•
•
•
•
Education as consumption
Returns to education, private and
public
Labour-market sorting function of
credentials
Meritocracy and elites
Selective admissions
Accreditation
International culture norms
International markets for faculty
and students
Mission (mandate) creep
Differentiation
Disruptive innovation
37
POLICY OPTIONS FOR REFORM IN
ONTARIO
38
Ontario in a national context
• Features that may be distinctive to Ontario
–
–
–
–
Two PSE segments: universities (20) and colleges (24)
No formal differentiation within each segment
Each university has its own statute
Provincial government has authority to grant money to universities, but
few other statutory controls
– An agency to monitor quality and provide research and advice – but no
regulatory commission or buffer body
– Strong enrolment pressures (high immigration)
• Features that are common across Canada
– Long-term trend to higher access
– Federal programs create incentives for research
– Academic cultural norms (e.g., protection of autonomy; value research
over teaching)
39
The need for reform in Ontario
• Ontario is trying to have a high-access university system using the
most expensive model
– almost 100% of undergraduates are at “research universities”
– the norm for faculty in Ontario universities is to allocate their effort on a
40-40-20 model (teaching-research-service)
• This model is unsustainable
– Increased share of teaching done by part-timers
– Larger class sizes
– Students from disadvantaged backgrounds less likely to succeed in this
environment
• We need to look at new models of baccalaureate education
40
What makes the Ontario model expensive?
• Teaching loads are necessarily low
– Typically 2+2 for full-time faculty
• Expanding teaching outputs always means expanding research
outputs
• As a condition of expanding undergraduate enrolments, every
university expects funding for higher graduate/professional
enrolments
– Graduate/professional spaces are the most expensive
• All universities devote resources to seeking competitive research
grants
– Costs of competition (VP-R offices)
– Research overhead is underfunded, resources diverted from teaching
• High barriers-to-entry prevent the emergence of lower-cost models
41
Paradox of stable revenues and financial crunch
Universities: Total operating revenue from MTCU
operating grants, tuition and mandatory fees, per FTE
student,
1987-88 to 2008-09 (constant 2007 dollars)
$16,000
$14,000
Ontario universities’
CPI-adjusted annual $
per student has been
relatively stable at
about $13,000 ($2007)
since the 1980s
$12,000
$10,000
$8,000
$6,000
$4,000
$2,000
$-
Operating grants
Tuition
Mandatory fees
42
Why?
• University inflation widely estimated at 4-5% (long-term)
– faculty compensation: across-the-board increases, progress through the
ranks, market adjustments, benefits
– administrative compensation and non-salary costs (e.g., energy)
– cost pressures arising from competition: fundraising, research, student
recruitment
• Teaching loads for full-time faculty have declined over the long term
– across-the-board, and through special arrangements for research and
administrative responsibilities
– 4 one-semester courses per year is most common; exceptions up and
down
43
How students are affected
Larger class sizes
More part-time
faculty
• Most students are at a university
where more than 30% of first-year
classes offered have 100+ students
• Part-timers teach more than half the
classes in some large faculties
Shorter semesters
• Some universities moving from 13
weeks to 12 (vs. 15 weeks in US)
Impact on
student learning?
• We don’t directly measure student
learning on a system-wide basis
(unlike K-12 system)
44
MPP student contributions to Academic Reform
•
•
•
•
•
MPP 2009
MPP 2010
MPP 2011
MPP 2012
MPP 2013
45
Vass, Kelsey and Simon’s presentation
• Presented in
Washington at
APSA
conference,
October 2010
• Compares
impact of great
recession on
Ontario and
California
higher
education
systems
46
Research university model under strain
47
Principles of frugal public management
• Results-oriented measures and objectives
– State objectives in ways that make it possible
to construct performance measures that can
form the basis for appropriate incentives and
funding mechanisms
• Performance-related incentives for
individuals and institutions
– Think through what behaviour you want
from individuals and institutions and
create funding and regulatory environments that encourage that
behaviour
• Efficiency-related concentration and specialization
– Centralize processes where average cost falls as scale is increased;
concentrate where efficiencies are gained through specialization
48
MORE DATA, MORE TRANSPARENCY
49
If the Australians can publish crucial data...
50
…so could Ontario
51
Unistats in the UK – direct comparisons
52
Unistats - employment and salary outcomes
53
VSA and College Portrait in the United States
54
Undergraduate success and learning outcomes
55
28 recommendations in Academic Reform
Strengthen learning at
existing universities
• Fund teaching and
research separately
• Encourage faculty
differentiation (teaching,
research)
• Teaching Enhancement
Fund
• Accountability for what
students actually learn
• Better data so students can
compare institutions,
programs, courses
Accommodate growth
• Agree on long-term
targets for enrolment
growth (universities,
colleges, apprenticeship)
• Create a 2-year college
credential that prepares
students to enter 3rd-year
university
• Create up to 5 new teaching-oriented universities
• Create high-quality 3-year
baccalaureates
• Selective expansion of
existing universities
Maintain affordability for
students and government
• Provide funding for
inflation and enrolment
growth through
government operating
grants and regulated
tuition
• Reduce overall cost
inflation
• Fund an agreed level of
inflation  universities
should not grow simply to
cover the cost of inflation
56
THE NEW UNDERGRADUATE
UNIVERSITY OPTION FOR ONTARIO
57
Toronto has two of the largest campuses
Largest public university campuses in US and Canada, Fall 2010
Rank
University
Location
Enrollment
(headcount)
1
2
3
4
5
6
7
Université de Montréal*
Arizona State University
University of Central Florida**
Ohio State University
York University – Keele campus***
University of Toronto – St. George campus
University of Minnesota
Montréal, Québec
Tempe, Arizona
Orlando, Florida
Columbus, Ohio
Toronto, Ontario
Toronto, Ontario
Minneapolis/St Paul, MN
58,445
58,371
56,235
56,064
55,049
54,701
51,721
8
9
10
11
12
13
14
University of Texas at Austin**
University of Florida**
Texas A&M University**
University of South Florida**
Michigan State University
Univ. of British Columbia – Vancouver campus
Pennsylvania State University
Austin, Texas
Gainesville, Florida
College Station, Texas
Tampa, Florida
East Lansing, Michigan
Vancouver, BC
University Park, PA
51,195
49,827
49,129
47,576
47,131
47,095
44,832
* Includes Hautes études commerciales and École polytechnique. ** Includes students enrolled in relatively small regional campuses.
*** Includes 4,553 Seneca College students.
58
Enrolment growth in graduate and
professional programs
• Doctoral programs
Ontario residents aged 25–64 holding an earned doctorate
(as a share of the population aged 25–64)
– No general shortage of
PhDs
– Watch for shortages in
selected disciplines
1.20%
1.00%
0.80%
• Need to focus on
0.60%
0.40%
0.20%
0.00%
1986
1991
1996
2001
2006
– Quality
– Completion rates
(withhold last year of
operating grant until
student actual
graduates)
– Professionally-oriented
masters degrees
59
Students at small universities tend to be more
engaged in their own learning
• Small institutions experience
higher average scores for
– Supportive Campus
Environment (SCE)
– Student-Faculty Interaction
(SFI)
– Active and Collaborative
Learning (ACL)
• No difference for
Source: Conway, C., Zhao, H., & Montgomery, S. (2011). The
NSSE National Data Project Report. Higher Education Quality
Council of Ontario.
– Level of Academic
Challenge (LAC)
– Enriching Educational
Experiences (EEE)
• “Highly similar results hold
for senior-year students.”
60
The financial case for teaching-oriented universities
Operating costs per baccalaureate student, campus with 10,000 students (2011 $)
Teaching-oriented
Traditional
university
university
Teaching and related
$5,500
$9,100
(including academic administration, classroom support, clerical support, curriculum
development, distance education)
Academic services
$2,200
$2,200
$2,200
$3,000*
$9,800
$14,200
$27 m surplus
10,000
$5,300
44
70 percent
8
$167 m debt
10,000
$5,300
44
70 percent
4
(including library, student services, recruitment, bursaries, information technology)
Institutional services
(including administration, facilities, capital equipment, renovation, debt interest,
and contribution to capital costs)
Total
Memoranda:
Cumulative surplus/debt after seven years
Annual undergraduate enrolments at maturity
Student tuition per year
Average class size
Share of teaching performed by full-time faculty
Teaching load of full-time faculty (1-semester courses per year)
Note: Numbers may not add due to rounding.
*Includes debt interest of $600.
61
Smaller classes, lower tuition...
(balanced budget scenarios)
Strategy for reaching a balanced budget
Teaching-oriented
university
Offer small classes
and lower tuition
Traditional
university
Increase class sizes
Cumulative surplus/debt after seven years
none
none
Annual undergrad enrolments at maturity
10,000
10,000
Student tuition per year
$4,800
$5,300
44
78
70 percent
70 percent
8
4
176
156
Average class size
Share of teaching by full-time faculty
Teaching load of full-time faculty
Students per semester, per full-time faculty
62
An 80-10-10 faculty workload model
Weeks
Teaching
and service
Classroom: Teaching, interaction with students,
service, etc.
26
Non-classroom: Course preparation, marking
exams, attending conferences, maintaining
scholarly currency, service, etc.
15
Research
5
Vacation
4
Statutory
holidays
2
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Plus 6 months sabbatical
after 6 years
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Better teaching quality...
• Classes will be smaller
• Curriculum will be designed around learning objectives (not around
areas of faculty research interest)
• Faculty will be focussed on teaching and research on teaching
• Research linked to teaching
– research on teaching improvement
– disciplinary research where it includes a direct and integral
contribution to the education of undergraduate students
• Administration will be focussed on undergraduate education
– It’s not necessary to be a research powerhouse to be an excellent
undergraduate university
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Recruiting great faculty...
• Campus in the GTA
• Attractive working conditions
– Average faculty salary assumed to be $110,000 (2011$) plus benefits
• Supply and demand
– 5 PhD holders in Ontario for every full-time faculty
– 2,100 new PhD graduates and 1,400 PhDs coming to Ontario every year
(4.4 times the 800 full-time faculty reaching retirement age)
– Labour market for faculty in the US makes Ontario attractive
• Novelty and opportunity for innovation
AUCC membership criteria built into design
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Recruiting great students...
• Campus in the GTA
• Graduate/professional school entrance requirements built into
design
• Attention to teaching, small size and high faculty-student ratio are
attractive to students and parents
• NSSE and CLA results will soon demonstrate the advantages
• Lower tuition
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Provide better undergraduate research experience
• These are teaching-oriented, not teaching-only universities and
faculty are expected to be scholarly
– The 80-10-10 allocation of time to teaching, research and service
provides more than one month a year for research
– Research focused on teaching and learning can include disciplinary
research where it includes a direct and integral contribution to the
education of undergraduate students
• Students in any field of study can benefit from working with
professors engaged in research on teaching and learning
– benefit of undergraduate research is largely in methods, critical
thinking and writing –independent of the subject of research
• Granting councils could change rules for support of undergraduate
research
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How to get started
• Government should invite proposals for new not-for-profit
universities, based to specified criteria
–
–
–
–
Meeting student demand
High quality education
Graduates well prepared for careers or graduate school
More affordable than status quo
• Proposals might come from:
– Faculty and administrators at existing universities
– Not-for-profit universities and colleges from outside Ontario
– Colleges that have a strong foundation in general arts and strong
academic self-governance
– Colleges in partnership with a university
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Is it possible to start a new university?
Murray Ross at his desk in the field that was
to become York University, 1962
“The majority of young people
who found a place in higher
education in Ontario in the
1960s and 1970s did so because
these leaders – John Robarts, Bill
Davis, Ed Stewart, and the
university presidents –
identified the need and acted
without delay.
“As we have made clear in this
book (with a half-century of
hindsight), we do not think
these leaders got everything
right.
“But they had the courage to
begin.”
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Concerns to be addressed along the way...
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Thank you
Follow the discussion at:
www.academicreform.ca
Find this presentation at:
www.ian-clark.ca
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Learning objectives: concepts to conger with
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•
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•
•
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•
•
•
•
•
Education as consumption
Returns to education, private and
public
Labour-market sorting function of
credentials
Meritocracy and elites
Selective admissions
Accreditation
International culture norms
International markets for faculty
and students
Mission (mandate) creep
Differentiation
Disruptive innovation
•
•
•
•
•
•
•
•
•
•
Policy uniformity
Policy differentiation
Universality and universal
programs
Targeted programs
Needs-based funding
Performance-based funding
Equity principle vs equality
principle
Equality of opportunity vs
equality of outcome
Division of labour and
specialization
Market-based compensation
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