Post-secondary education issues and policy in countries other than Canada.
As we watch our southern neighbours slide into seemingly perpetual budget crises and many state universities undergo some brutal austerity, it’s worth thinking about the American crises’ global impacts on higher education.
Scientific talent is not distributed evenly around the world. If there’s one thing that the Shanghai rankings show, it’s how unbelievably deep the scientific talent pool is at American universities. But talent can move. Twice in the twentieth century, countries suffered major exoduses of scientific talent. In 1930s Germany, hundreds of key scholars migrated from Germany to (primarily) America, a process which not only boosted the Allied war effort enormously, but set the stage for a period of dominance of American science that has lasted for over 65 years.
Though not quite on the same scale, the 1990s saw an enormous movement of Russian scholars to new homes in Europe and America in order to escape the economic collapse and concomitant shortages of research funds. What’s about to happen in the U.S. will probably not be on quite the same scale, but you can’t expect universities in California, Illinois, Texas and elsewhere to suck up financial hits of 20 to 40% and not lose talented staff to universities who can make them a better offer. Lucky for them, a lot of OECD universities are getting smacked just as hard by austerity and thus aren’t in a position to outbid them. But that’s not quite true in Canada, Scandinavia, and Asia (where the National University of Singapore, for instance, is hiring aggressively). Here, there is the potential to accommodate refugees from American budget cuts.
The key question is: how best to take advantage of this? If you’re a truly aggressive (and strategic) school, you might take a gamble: front-load your hiring for the next few years and specifically target some promising staff at U.S. schools. Hire your next five years’ worth of profs this year and make sure 90% are from American institutions. Sure, it’ll mean short-term deficits, but hey – credit’s never been cheaper and top academic talent is the very definition of productive capital. This is a once-in-a-generation opportunity.
Memo to provosts: Carpe diem.
So I see that Colleges Ontario has released its wish list for the provincial election campaign. Some of the recommendations are interesting (e.g., the recommendation to give colleges a greater management role in apprenticeship training), some of it is run of the mill (more money for underfunding, etc). But one recommendation in particular is completely baffling: the suggestion that the government should guarantee that students that switch between public institutions within the province should be able to carry two-thirds of their credits with them.
Now, I’m all in favour of credit mobility, but this is grasping at straws. Why two-thirds? Why not three-quarters? Why not 100%? All Ontario institutions at the moment are governed by a qualifications framework that suggests that the learning outcomes at the diploma level and the degree level are quite different. On what basis should we suddenly understand an equivalence of 1 = .66? Or is Colleges Ontario suggesting we should just ignore the framework altogether?
If there is one thing that the we can learn from the experience of Europe – the Bologna process, the Tuning process and the European Qualifications Framework – it is that mutual recognition of credit has to be based on recognized learning outcomes. It means actually going through some fairly hard and detailed system-wide work to get system-wide agreement about how to define learning outcomes, and from there, to actually discuss how learning outcomes at one level relate to those at another. The European Credit Transfer System, for instance, found a way to make credit transferable by standardizing the amount of “expected student effort” per course.
But we don’t seem to like that kind of thing in Canada. We’re lazy. We think we can just wave a wand and tell people to recognize each others’ credits without examination. Colleges Ontario is hardly alone in this – the Council of Ministers of Education, Canada has repeatedly passed resolutions about mutual recognition of credit across the country. The Government of Ontario was so shy of doing the real work required to get credit mobility that in January it decided to throw a lot of money at colleges and universities to encourage more one-off articulation agreements and call it a victory.
So, by all means, let’s get serious about credit transfer. But please, no more gimmicks. Let’s do the hard work, and get down to the business of defining the real learning outcomes on which an intelligent and durable credit transfer system can be based.