Tag Archives: Ed Byrne

LANCASTER DEBATES THE FUTURE OF UNIVERSITIES (AND TRIES TO SELL A FEW BOOKS)

Contributed by Megan Marxel
A full room, including many recognisable as dedicated subtext readers, attended the book launch for ‘The University Challenge’ on Monday 3 February, hosted by the Institute for Social Futures. This wide-reaching book on the challenges facing (Anglo) universities was a collaboration between Prof Ed Byrne (VC of King’s College London) and Charles Clarke (former MP, former Home and Education Secretaries, Visiting Professor to Lancaster PPR, graduate of Highgate School [est 1565], Cantab, former President of the Cambridge Students Union and of the National Union of Students). I was impressed by this biography and was curious about what he had to say. But what stands out most in my memory of Mr Clarke is that he looked very bored, especially considering that this was his party.
I didn’t actually make it to the book launch itself (I was teaching), but that was just as well. I was far more interested in the panel discussion that followed. Pro-VC for Engagement Sue Black led a panel discussion on ‘What’s Wrong with Universities and How Do We Fix It?’. As the discussion was only an hour and a half long, we barely even scratched the surface.
Sue started by, somewhat defensively, clarifying that she had not set the discussion topic, which assumes that something is actively wrong with our universities. On the eve of more strikes across 74 universities, her caveat was, at best, disingenuous. She then warned the audience to avoid being ‘too strident’ in expressing our views. Her pre-emptive tone was perhaps understandable though, as Charles Clarke is the man responsible for introducing the university fees that have since gone on to indebt millions of British students.
The panel members each had 5 minutes to reflect on challenges facing universities. Little surprise, these were fairly unmemorable, generic statements about ‘collaborating more’ and ‘better clarifying mission statements’. There were a few exceptions, including when Prof Byrne argued that universities were making active choices to either serve as ‘engines of equality or engines of inequality’. Another exception was Dr Shuruq Naguib, Lecturer in Islamic Studies, who described the findings of over 1,000 interviews with British university students that highlighted the need to meaningfully tackle endemic Islamophobia across our future universities.
Despite these spikes of interest, something felt odd about the panel’s overall response to the prompt: not one person mentioned the plague of managerialism, the tragedy of student debt, relentless growth, the burdens of industrial action, or the risks of instrumentalism. Their polite skirting of the larger issues provoked a knowing sigh, ‘Ah, this is what is wrong with English universities.’
The audience’s questions were rectifying, perhaps because they included impassioned interventions from members of the Lancaster UCU Executive. Particularly memorable was an emotive question about the panel’s recurrent use of the personal pronoun, ‘we’. If ‘we’ are collectively responsible for defining the future of universities, then why do most staff and students feel so disempowered? Prof Byrne responded by highlighting a range of encouragingly democratising initiatives being undertaken at King’s College that left me envious. If true, the trajectories of Kings and Lancaster could not look more different.
Nevertheless, the panel discussion began to open up the types of honest, public debate that Lancaster so badly needs. Even if it comes under the guise of book sales, these conversations must form part of how we begin to fix the many things wrong with our universities.
Near the end of the event, a student was invited to ask a question. Unfortunately, he uttered the word ‘marketisation’. This clearly ruffled Mr Clarke, who retorted that he ‘did not quite understand what is meant by terms like marketisation, commercialisation and neoliberalisation in Higher Education’. I ended my evening by shaking his hand and offering to explain these concepts to him. He declined.