Higher education in Britain: the experience of study, working and research

Higher education in Britain: the experience of study, working and research Dr Mark J Crowley mjc83@live.co.uk Education The school system ‡ The state-funded school system (funded by tax). About 93% of children go here. ‡ Independent schools (funded by parents paying fees, normally at least £6,000 or 60,000 RMB per term) ‡ Some schools are faith schools and are attached to a religion ‡ Education is compulsory from age 5-16 ‡ Education beyond age 18 is optional Primary School ‡ Educates children from ages 5-11 ‡ Teaches the National Curriculum ‡ Students take national examinations in Mathematics, Science and English at age 11. ‡ Students have to learn other subjects also, including Geography, History, Religion, Art, Music, Sport, Information Technology and Design and Technology High School ‡ Teaches students from age 11-16 (or 18 if they choose to stay) ‡ At age 16, students will take examinations called GENERAL CERTIFICATE OF SECONDARY EDUCATION (GCSE) ‡ Students at age 18 will take ADVANCED LEVEL examinations to go to University. University (Higher Education)  The state does not control the subjects offered.  Students go to university normally for an academic degree.  The Bachelors degree is normally 3 years.  Students are known as undergraduates  Some universities offer an undergraduate masters degree (4 years). University (Higher Education) ‡ Universities are funded by the government ‡ Students also pay fees every year for tuition (normally about £3,500 or 35,000 RMB, but this is due to increase to £9000 next year) ‡ If students come from very poor families, the government will pay for them to study. ‡ If students come to Britain from outside Europe to study, they have to pay International Tuition fees (normally £10,000 or 100,000 RMB every year) Postgraduate (Higher Education) ‡ Masters degree (normally 1 year) ‡ Doctor of Philosophy (PhD, at least 3 years) Oxford University History ‡ Founded about 1096 ‡ Foreign students expelled from Paris University in 1167- many returned to England ‡ Favoured the parliamentarians in the English Civil War, 1642-1649 ‡ 7 October 1920: women allowed to be full members and take exams Colleges ‡ 38 Colleges ‡ Teaching staff are known as dons Somerville College St Annes St Hughs Lady Margaret Hall Lady Margaret Hall Lady Margaret Hall Graduation Cambridge University Hinc lucem et pocula sacra From this place, we gain enlightenment and precious knowledge How was Cambridge Created? ‡ 2 Oxford scholars hanged for murder in 1209 ‡ Oxford scholars protested, left the university and moved to Cambridge King Henry III 1231: King Henry III allowed Cambridge to discipline its members Pope Gregory IX 1233: Pope Gregory IX gave a golden bull to Cambridge allowing all graduates to teach in Christian countries. Peterhouse College, Cambridge, 1284 Medieval Cambridge ‡ Students used to pray for the founders of the colleges ‡ This was why there were chapels at each college ‡ This was stopped by Henry VIII ‡ University now taught Classics and Mathematics British Universities today ‡ Growth in number after 1992. ‡ Today, there are 115 British Universities including the Open University ‡ It is possible to study full-time or part-time at most universities ‡ The average size of each university is 15,000 students The context of education ‡ ‡ ‡ ‡ ‡ Education, education, education (Tony Blair) Knowledge economy National identity Social inclusion Personal development Two competing theories of education ‡ Rationalist approach ± Transmit knowledge ± Inculcate values ± Form a common identity ± Equip the individual for success Two competing theories of education ‡ Humanist approach ± Promote love of knowledge ± Exemplify values ± Reflect on identities ± Equip the individual for personal fulfilment Two competing theories of education ‡ Rationalist approach was supported by policy makers ‡ Humanist approach was adopted by educators ‡ Rooted in European philosophy European philosophy of education ‡ Socrates (Greece, 469-399 BC) ± Know yourself ± Learn through dialogue ‡ Peter Abelard (France, 1079-1142) ± Consider both sides ± Learn through argument European philosophy of education ‡ René Descartes (France, 1596-1650) ± Begin with doubt ± Learn through thinking ‡ John Locke (England, 1632-1704) ± Compare ideas ± Learn from experience European philosophy of education ‡ Jean-Jacques Rousseau (Switzerland, 17121778) ± Develop the individual ± Strive for personal fulfilment ‡ Karl Marx (Germany, 1818-1883) ± Learn through action ± Change the world European philosophy of education ‡ Friedrich Nietzsche (Germany, 1844-1900) ± Go beyond your teacher ± Do new things ‡ Bertrand Russell (Britain, 1872-1970) ± Think critically ± Challenge received wisdom British paradigm of education ‡ Focus on learning ± Learning rather than teaching ± Lifelong learning ± Learning to learn ± Student-centred education British paradigm of education ‡ Develop independence of learner ± Discussion with teachers ± Discussion with other students (learning community) ± Learn to discover knowledge ± Take responsibility for your own learning British paradigm of education ‡ Role of student ± Criticise and challenge ± Take risks and experiment ± Create new knowledge ± Develop personal understanding British paradigm of education ‡ Role of teacher ± Support and motivate the learner ± Facilitate learning, provide resources ± Conversation with students ± Learn from students Expectations on Scholars: Research ‡ Pressure to undertake a lot of research ‡ Staff must be research-active and produce research-led teaching ‡ Monographs and journal articles are essential ‡ Textbooks are not considered as research ‡ The best universities want to be considered as research-led universities Expectations on Scholars: Publications ‡ Journals are assessed in terms of their quality ‡ Scholars should try to gain an international reputation for research by publishing in American, Canadian and British journals. ‡ Attendance at conferences, and publishing your papers is essential. ‡ Networking is the key to a successful academic career Expectations on Scholars: Publications ‡ Publish or perish ‡ Publications are the main criteria for getting a job ‡ Teaching, in research-led universities, is of secondary importance ‡ Publications were judged every 5 years in the Research Assessment Exercise (RAE) ‡ This has been replaced with a system based on citations Research Grants and Research Leave ‡ Scholars can apply for research leave from their post for 6-12 months (university sabbatical) ‡ Scholars are advised to apply for externallyfunded research grants (1 year, but larger projects get funding for 2-3 years) ‡ Scholars awarded these accolades may use these as evidence of their international reputation and apply for promotion Expectations on Scholars: Grant Funding ‡ Research output determines the level of external funding ‡ Gaining external funding is essential ‡ Government funding is never sufficient Grant Funding Organisations ‡ ‡ ‡ ‡ Arts and Humanities Research Council (AHRC) Economic and Social Research Council (ESRC) Leverhulme Trust British Academy Memberships of Professional Organisations ‡ Internationally-renowned scholars will be nominated to become fellows of Professional Organisations ± British Academy ± Royal Historical Society The Career Trajectory of a British Scholar ‡ Complete PhD ‡ Postdoctoral research project or temporary lectureship ‡ First lectureship (fixed term contract) ‡ Lectureship (permanent contract) ‡ Promotion to Lecturer B (2-3 years) ‡ Promotion to Senior Lecturer (5-8 years) ‡ Promotion to Reader (10-15 years) ‡ Promotion to Professor (15-20 years) Challenges for the future ‡ Government are cutting University funding ‡ Student fees will increase ‡ Scholars are being removed as part of austerity measures ‡ Brain drain to other countries ‡ Is Britain s reputation as the seat of learning at risk? Conclusion ‡ ‡ ‡ ‡ Greater competition Dwindling resources More emphasis on research More administration created by government quality controls