GoogleTranslate Service


What is the political and social habit(u)s of present day universities?

January 18th, 2016 by Graham Attwell

I like Cristina Costa’s blog, “Is technology changing learning habit(u)s?” (and not only because she cited me). Cristina says how her study on students’ digital practices shows how students’ learning habitus (their histories/experiences with education) have not changed that much in the formal setting, even when they are presented with new pedagogical approaches. It is not so much an issue of their digital competence but an issue that the informal uses of technology do not simply transfer into formal contexts.

Students, she says, “have a feeling for the ‘academic game’ and do their best to adjust to the field’s rules in order to succeed in it.” It seems to me their was always something of a game in academia and especially in undergraduate education. Even in the early 1970s we had well developed strategies for getting through exams (for instance I undertook a rather more in depth study of past exam questions than I did of the overall curriculum and it worked well for me).

But there are more profound contradictions in today’s higher education system. On the one hand universities are supposed to be about education and learning – as expressed through Humboldt’s idea of Allgemeine Bildung—or well-rounded education—to ensure that each person might seek to realize the human potentialities that he possessed as a unique individual or more modern appeals for a broad liberal education (unless such an education can be seen as improving their employability). On the other hand in the UK students are paying substantial fees for a system designed to provide them with a qualification to realise the so called graduate wage premium in the world of work. In such a situation it is little wonder that students are reluctant to participate in the innovative pedagogies – described by Cristina as  Freirean and Deweyan type of pedagogical approaches – designed for them to explore ideas and knowledge – quite simply they want the knowledge and skills they need to pass the exams and thus justify the expenditure. In this situation students will readily adopt productivity apps – office tools, citation databases, revision apps etc – and of course will use technology for social purposes and entertainment. But I am afraid asking them to use social software for learning within the political and social habit(u)s of present day universities may be going to far.

Comments are closed.

  • Search Pontydysgu.org

    News Bites

    Number students outside EU falls in UK

    Times Higher Education reports the number of first-year students from outside the European Union enrolling at UK universities fell by 1 per cent from 2014-15 to 2015-16, according to data released by the Higher Education Statistics Agency.

    Data from the past five years show which countries are sending fewer students to study in the UK.

    Despite a large increase in the number of students enrolling from China, a cohort that has grown by 12,500 since 2011-12, enrolments by students from India fell by 13,150 over the same period.

    Other notable changes include an increase in students from Hong Kong, Singapore and Malaysia and a fall in students from Saudi Arabia and Nigeria.


    Peer Review

    According to the Guardian, research conducted with more than 6,300 authors of journal articles, peer reviewers and journal editors revealed that over two-thirds of researchers who have never peer reviewed a paper would like to. Of that group (drawn from the full range of subject areas) more than 60% said they would like the option to attend a workshop or formal training on peer reviewing. At the same time, over two-thirds of journal editors told the researchers that it is difficult to find reviewers


    Teachers and overtime

    According to the TES teachers in the UK “are more likely to work unpaid overtime than staff in any other industry, with some working almost 13 extra hours per week, according to research.

    A study of official figures from the Trades Union Congress (TUC) found that 61.4 per cent of primary school teachers worked unpaid overtime in 2014, equating to 12.9 additional hours a week.

    Among secondary teachers, 57.5 per cent worked unpaid overtime, with an average of 12.5 extra hours.

    Across all education staff, including teachers, teaching assistants, playground staff, cleaners and caretakers, 37.6 per cent worked unpaid overtime – a figure higher than that for any other sector.”


    The future of English Further Education

    The UK Parliament Public Accounts Committee has warned  the declining financial health of many FE colleges has “potentially serious consequences for learners and local economies”.

    It finds funding and oversight bodies have been slow to address emerging financial and educational risks, with current oversight arrangements leading to confusion over who should intervene and when.

    The Report says the Department for Business, Innovation & Skills and the Skills Funding Agency “are not doing enough to help colleges address risks at an early stage”.


    Other Pontydysgu Spaces

    • Pontydysgu on the Web

      pbwiki
      Our Wikispace for teaching and learning
      Sounds of the Bazaar Radio LIVE
      Join our Sounds of the Bazaar Facebook goup. Just click on the logo above.

      We will be at Online Educa Berlin 2015. See the info above. The stream URL to play in your application is Stream URL or go to our new stream webpage here SoB Stream Page.

  • Twitter

  • RT @strath_fem Educational Futures & Fractures conf. 24/02/17 @UniStrathclyde download programme! Performance from Hollie McNish eventbrite.co.uk/e/educationa…

    About 3 days ago from Cristina Costa's Twitter via TweetDeck

  • Sounds of the Bazaar AudioBoo

  • Recent Posts

  • Archives

  • Meta

  • Upcoming Events

      There are no events.
  • Categories