<p>I completed my PhD in the UK system but my UG was in Texas. I taught from day one of my PhD and have made a career of this, here in England.</p>
<p>I recall in the year 2002 colleagues saying with complete disgust, the Labour government is violating its manifesto, it's requiring student fees, it's the end of our profession.</p>
<p>I thought, in the USA everyone pays fees, so, so what? </p>
<p>My impression was that students would be fine, that loans would be provided, job markets would benefit from a higher skilled supply of able adults etc.</p>
<p> So I misread the crystal ball. Now we're in a situation wherein students are being told that they are customers, and we're as educators are the providers. We're being told that we have to 'attract' and personally recruit students, and if they don't show up, we're clearly not worthy of a job in the academy (twisted logic, but not imagined). The view of education has hugely transformed in the UK, and our reputation is desperately in danger. There is very little research money in the Councils, and we work in increasingly competitive work environments where we are competing for the most basic resources (including students themselves). Compulsory lay offs are now on the cards. How are we, as increasingly undervalued professionals, meant to convince students that we are committed to their education, when our own government has washed its hands of what was once considered a public service, and set British education aside from the rest of the world? Will only rich students now come to university? My fear is that quality will plummet as individuals who do remain in teaching and research posts will be required to take on increasing hours in place of those who've left the academy (with frozen pay increases) with rapidly diminishing investment. We're joining the precariat quickly.</p>
<div class="gmail_quote">On 26 Sep 2011 19:48, "George Siemens" <<a href="mailto:gsiemens@gmail.com">gsiemens@gmail.com</a>> wrote:<br type="attribution">> Anya, can you detail how learning occurs in spite of the system, not because<br>
> of it? In my experiences with at least that many universities in at least<br>> that many countries, I've found the opposite to be true - at undergrad,<br>> grad, and post-grad levels. The university is a spectacular place for<br>
> learning - among the best that humanity has ever produced. The system has<br>> become ill and needs to be rethought. But tremendous learning, innovation,<br>> research, and knowledge development continues to occur in these systems.<br>
> Your statement seems off-the-cuff and completely untenable.<br>> <br>> George<br>> <br>> On Mon, Sep 26, 2011 at 9:58 AM, Anya Kamenetz <<a href="mailto:anyaanya@gmail.com">anyaanya@gmail.com</a>> wrote:<br>
> <br>>> On Mon, Sep 26, 2011 at 10:58 AM, John Hopkins <<a href="mailto:neo@neoscenes.net">neo@neoscenes.net</a>> wrote:<br>>> In my experience across more than 50 institutions of higher learning in 20<br>
>> countries,<br>>> learning occurs despite the system, not because of it. And in that regard,<br>>> I<br>>> applaud anyone who makes it happen, anywhere, anytime, (sometimes even at<br>>> great<br>
>> personal cost)...<br>>><br>>><br>>> Yes.<br>>><br>>> a<br>>><br>>> _______________________________________________<br>>> iDC -- mailing list of the Institute for Distributed Creativity (<br>
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