Stefan Collini on the Browne report in the LRB:
he wants to see a system in which the universities are providers of services, students are the (rational) consumers of those services, and the state plays the role of the regulator. His premise is that ‘students are best placed to make the judgment about what they want to get from participating in higher education.’
Browne appears to believe that the only relevant measure of teaching quality is ‘student satisfaction’. [...] I would hope the students I teach come away with certain kinds of dissatisfaction (including with themselves: a ‘satisfied’ student is nigh-on ineducable), and it matters more that they carry on wondering about the source of that dissatisfaction than whether they ‘liked’ the course or not.
It may be that the most appropriate way to decide whether the atmosphere in the student bar is right is by what students say when asked in a questionnaire whether they ‘like’ it or not. But this is obviously not the best way to decide whether a philosophy degree should have a compulsory course on Kant. The philosophy department might hope that, some time after graduation, most of its former students would come to see the wisdom of this requirement, but ‘student satisfaction’ is not what is at issue here. That this recognition is retrospective tells us something important about education: individuals often need to be told by someone who knows that a particular line of study is worth pursuing whether at the time they want to or not.
Overwhelmingly, the general statements announce, with startling confidence, the real point of higher education: ‘Higher education matters because it drives innovation and economic transformation. Higher education helps to produce economic growth, which in turn contributes to national prosperity.’ [...] On graduating, graduates are more likely to be employed, more likely to enjoy higher wages and better job satisfaction, and more likely to find it easier to move from one job to the next.’ This report displays no real interest in universities as places of education; they are conceived of simply as engines of economic prosperity and as agencies for equipping future employees to earn higher salaries.
The truth is, of course, that universities are not businesses and they do not operate in a market (which is not to say that they do not need to be financially well run and to make good use of their, at present largely public, resources).