Redefining University Leadership for the 21st Century

Christina Chow, Clement Leung

• Publisher: Bentham Science Publishers
• Year: 2018
• Print ISBN: 9781681087504
• eBook ISBN: 9781681087498
• Topic: Business
• Subtopic: Management
• Index: Business

In a constantly changing economic environment, higher education institutions need to adapt in order to be relevant to their stakeholders and the society. The unpredictable landscape also demands a fresh approach as university presidents are increasingly s

PART I: THE EROSION OF CONFIDENCE

A Sign of the Times

Christina Chow, Clement Leung

Abstract

This chapter looks at the negative headlines that currently dominate the public image of universities. In a climate of increasing graduate unemployment and underemployment and ever-increasing fees, the public is questioning the real value of a higher education. The crisis in college costs is eroding the democratic promise of higher education.

Keywords: College affordability and access, Graduate unemployment and underemployment, Howard Bowen’s revenue theory of costs.

Today, the Western university model is under near-constant attack. Barely a week goes by without a broadsheet launching a scathing critique of Western university culture: the prevailing narrative is that this is a system in decay. Negative headlines dominate the public image of universities: “We've turned our unis into aimless, moneygrubbing exploiters of students” (Gittens 2017, The Sydney Morning Herald); “Are universities worth it?” (Aedy et al. 2017, Australian Broadcasting Corporation); “Degrees of failure: why it’s time to reconsider how we run our universities” (Wolf 2017, Prospect Magazine UK); “Universities are broke. So let’s cut the pointless admin and get back to teaching” (Spicer 2017, The Guardian UK); “University tuition fees are a pointless Ponzi scheme” (Swinford & Turner 2017, The Telegraph UK) “Is the Knowledge Factory broken?” (BBC The Inquiry 2017); “Is the public really losing faith in higher education?” (Lederman 2017, Inside Higher Education); “Moody’s Downgrades Higher Ed’s Outlook From ‘Stable’ to ‘Negative’” (Harris 2017, The Chronicle of Higher Education); “The Case against Education: Why the Education System Is a Waste of Time and Money" (Caplan, 2018).

These headlines signal a worrying trend. It is hard to imagine that in our 21^st century knowledge economy, the demand for higher education and lifelong learning could lead to anything but growth. With the support of advanced technologies, higher education has enormous potential for expansion, in terms of providing wider access, improved quality, and greater affordability. Instead, universities have morphed into businesses heavily focused on rankings and league

tables, with ever-increasing fees becoming an issue for the majority of students. It is not surprising that, in this climate of increasing graduate unemployment and underemployment, the public is questioning the real value of a higher education.

Higher education is a critical factor for achieving social mobility in society. This is the basis of the American Dream: that one can realise one’s potential through a good education and hard work. Unfortunately, access to higher education is now out of reach for low-income families. In fact, the Institute for Higher Education Policy report has found that 95% of US colleges are unaffordable for low-income students (Poutré, Rorison, & Voight 2017). Most Americans cannot keep up with the escalating costs of a university education.

Yet universities seem oblivious to the rising dissatisfaction in society. While many industries such as health, aviation and manufacturing have progressed to take advantage of new technologies and management methods to better service their customers, most universities have retreated back to their bureaucratic ivory towers. Few current leaders have the courage to break ranks and demystify the marketization of universities or discuss the real purpose of higher education. Many administrators name-check values which happen to be in vogue – student experience, student outcomes, student entrepreneurialism – without putting their resources towards providing the transformational experience that students need. Instead, they seem focused on short-term goals, such as increasing student enrolment numbers for the next semester.

In 2017, Dr. Michael Poliakoff, President of the American Council of Trustees and Alumni (ACTA) said that universities’ ballooning administrative costs are a huge impediment to college affordability and access (American Council of Trustees and Alumni 2017). This is bad for morale. A recent report by the Institute for Higher Education Policy found that, even with the maximum level of federal financial aid, 70% of universities are unaffordable for the majority of students. The crisis in college costs is eroding the democratic promise of higher education.

The amount of funds spent on teaching versus administration reflects a university’s priorities and its institutional efficiency. A 2010 study of higher education costs in the United States found that there was a 39% increase in teaching expenditure per student between 1993 and 2007, compared to a 61% increase in administrative spending per student. Again, a 2014 report found that the ratio of academics to administrators at public research universities in the US had declined from 3.5 in 1990 to 2.7 in 2000. By 2012, the ratio had dropped again, to 2.2 (Archibald & Feldman 2008). This explosion of university administrators, while cutting back on academic staff, does not make rational sense to observers.

Based on Howard Bowen’s “revenue theory of costs” (Bowen 1980), the problem of cost escalation could be due to the rising revenue made available to universities, which tend to spend all the funds they can raise. According to this model, revenue becomes the driver of cost, rather than cost being a determinant of tuition. Furthermore, some universities set fees according to what they think students are willing to pay: a figure established by comparison with their ranked competitors and the public perception of excellence.

Contrived Excellence

Christina Chow, Clement Leung

Abstract

This chapter looks at the manufactured excellence of universities which are based on league tables and ranking metrics. Success in these rankings lulls universities into a false sense of security and complacency. Societies are beginning to feel that universities which run as businesses and are obsessed with growing revenue cannot pursue real learning. There is declining confidence even within the higher education sector. Such negative sentiments have wider implications, as politicians can use them as an excuse in cutting government funding and attacking universities and experts.

Keywords: Academic Dishonesty, Cheating, Dropout Rates, Plagiarism, Student-Centric Learning, Testamur Forgeries.

Sir Keith Burnett, Vice-Chancellor of the University of Sheffield, has declared that “universities are becoming like mechanical nightingales”. He likens the current predicament of universities to Hans Christian Andersen’s story of the emperor who was captivated by an artificial mechanical nightingale instead of a real bird. Although the mechanical bird has some of the ideals of a perfect bird, it has a limited repertoire of songs and cannot fly. In the end, the emperor falls ill and is rescued by the real bird and its genuine singing abilities. Burnett’s point is that universities have constructed an artificial model of excellence metrics which ignore the real purposes of education. Instead of serving the needs of society and the mission of scholarship, they are now focused primarily on achieving high ranks in league tables. Success in these rankings lulls them into a false sense of security and complacency (Burnett 2016).

Academic faculties experience the same kind of frustration as the students and the general public. Sadly, universities have been taken over by the worst elements of corporate culture and commercial agenda: exploiting staff, short-changing students, and dishonestly recruiting students into disciplines which have no job outcomes. However, many university heads would deny that such a crisis of confidence even exists; endless funding fights with governments are distracting them from the mission of education. Universities are accused of giving lavish executive salaries to a parade of senior university leaders, while crying poor in the face of funding cuts. The excessive remuneration given to university vice-

chancellors has recently come under the spotlight in Australia and the UK, with education ministers calling for restraints. At the same time, universities are exploiting their sessional teachers and PhD students, who shoulder a large proportion of teaching responsibilities.

Although students now pay higher tuition fees, they appear to be putting less effort into their studies, leading to high dropout rates – for instance, Australian universities are experiencing their lowest completion rates since the time series began in 2005. In the 2010 cohort, only 66 percent of students had completed a course after six years. That rate is even worse for students studying for a degree in teaching, where the completion rate has dropped to 62% (Australian Government Department of Education 2017). Some Australian universities reported that dropout rates for first-year students were as high as 40%, with the average hovering around 21%. There are also concerns about the growing number of students who reported that they were not fully utilizing their skills and education three years after graduation (Australian Government Department of Education 2017). In the UK, the Higher Education Statistics Agency (HESA) reports that for first-degree students aged under 21 who enrolled in 2013-14, the dropout rate was 6% after one year of studies, with some universities’ dropout rates reaching 20%. Similarly, in the US, the dropout rates of many four-year institutions are approaching 50%, with dropout at two-year colleges reaching as high as 80% (Craig 2017).

In the first two decades of the 21^st century, universities in the West have enjoyed unprecedented growth in terms of numbers. International student enrolments have boomed. Cities have an explosion of new campus buildings. Almost every major university has an ambitious master plan to expand its footprint, sometimes creating campuses in cities which are depressed (Wolf 2017). Is this expansion frenzy sustainable? Are universities living on borrowed money? In a depressed employment environment, it is not realistic to expect that students can continue to shoulder the huge financial burdens. At the same time, the home countries of international students are rapidly building better universities. In the past decade, many universities have adopted expansion as a key part of their innovation agenda. However, it is time we examined the unrestrained expansion of universities.

As institutions of higher learning, have universities forgotten that one of their primary missions is to help students learn, to have life-changing experiences, and to continue on a journey of lifelong learning? With all the zest for industry engagement, innovation and commercialisation, students seem to have been omitted from a university’s success formula (Featherstone 2016). Regrettably, universities are preoccupied with increasing student revenue and recruiting high profile researchers in order to boost their global university rankings. Students and teaching-dedicated academics are not a priority, except when student survey results are released. Institutions may pay lip service to student-centric learning, but they rarely investigate how to actually improve the experience of genuine learning. There is a great deal that universities can do to help the new generation of students accommodate learning into their lifestyles, such as the use of virtual reality and artificial intelligence.

Societies are beginning to feel that universities which run as businesses and are obsessed with growing revenue cannot pursue real learning (Gillings & Williamson 2015). There are widespread cases of cheating, plagiarism, academic dishonesty, testamur forgeries and a general decline in academic standards reported in Australian universities – even the most elite institutions are not immune to this phenomenon. An open market exists for selling assignments and essay-writing services. Alarmingly, some final-year medical students were found to have falsified records of interviews with patients who had died, in order to pass their assignments (Gillings & Williamson 2015). The intention of the exercise was to help students better understand the plight of patients with chronic medical conditions; however, these students were not interested to learn and had no respect for the integrity of the profession.

In this climate, one cannot be sure of the quality of graduates produced by the system. There is little wonder that employers complain about the lack of appropriate skills in graduates. In their appetite for ever-increasing student revenue, some universities are admitting students who are unsuited to higher learning, and merely require a diploma for career purposes. For these students, a degree is little more than an accessory; they do not care about professional integrity or doing justice to their fellow graduates. Lamentably, universities fail to instil in their students a desire for learning: the primary responsibility of higher education.

The truth is that corporatized and partially-privatised universities in Australia have become addicted to fee-paying students, especially those from overseas who pay higher fees to secure their places. While the excuse is that they need to compensate for the lack of adequate government funding, there is no real justification for the insatiable appetite for revenue. Universities often accept borderlin...

Table of contents

• Welcome
• Table of Contents
• Title
• BENTHAM SCIENCE PUBLISHERS LTD.
• FOREWORD
• PREFACE
• ABOUT THE AUTHORS
• ACKNOWLEDGEMENTS
• PART I: THE EROSION OF CONFIDENCE
• A Sign of the Times
• Contrived Excellence
• Managerial Malaise
• Is the Knowledge Factory Broken?
• The PhD – Glut or Ponzi Pyramid Scheme?
• The Value of a University Education
• A Diminishing Return on Investment
• A Rapidly Changing Landscape
• The Rising Power of China and Asia
• The Omnipresent Threat of Disruption
• A Reason to Survive
• PART II: LEADERSHIP CHALLENGES
• Leadership in a VUCA World
• The Fourth Industrial Revolution
• Future-Proofing University Graduates
• Preparing Students for Complexity and Change – A Liberal Education
• Back to Teaching Basics
• Listening to Our Students
• Tensions between Teaching and Research
• The Impact of Research
• Collaboration with Industry
• Technology Challenges
• Reinventing the University Business Model
• Taming the Management Boogeyman
• Budget Challenge
• Changing Student Demographics
• Crisis Management
• PART III: LEADERSHIP PERSPECTIVES
• High-Level Leadership
• Leadership Challenge in the Case of the University of Hong Kong
• BIBLIOGRAPHY