In recent years, and to be more specific, ever since universities were forced to introduce fees, a wider discussion emerged regarding what the Universities are for.  The fees changed the nature of education and from a right, it became a privilege.  The choice of going to Higher Education [HE] to improve oneself was combined with what the universities can offer to make their education “value for money”!  This of course had to be done in line with consumer policy and practice.  That led to a shift from educational principles to commercial concerns.  Changing the process from what universities do, to what they can offer for their prospective students.  Talking consumer law and setting thing up to align with what we can offer, not what students can achieve.   This led to a fierce competition in the sector about which university offers the greatest value for money.  

“Come to our university, we have nice buildings”, “come to us we have nicer laptops”, “no, come to us we have fabulous sports facilities” “no please come to us we will take you away on great trips”.  Although telling students what to expect and how this is offered is great, it does miss the fundamental principle of what a university is!  Universities evolved from philosophical academies that posed questions about the world.  The participants engaged in dialogue that challenged their perspectives and viewpoints.  Out of their works our collective understanding on nature and the world, was and is still, being shaped.     

A university is an annex of learning.  It covers a wide variety of disciplines and provides opportunities for advancing education locally, nationally and internationally.  Academics who teach are experts in their field, having undergone a long educational process themselves.  The people who come to the university to learn, are adults, the majority still young adults, who wish to develop their skills and advance their education to the highest level.  The last point is the most poignant when it comes to Higher Education.  It builds up learning experience together with hard and soft skills on academic writing and articulation, advancing disciplinary knowledge and a profound understanding of self; “a know thyself” moment. 

The services offered pale into comparison with what students can really acquire from a university education.  No amount of consumer products can replace the insight and of course the transformative nature of Higher Education.  A number of helpful services are a great addition to the educational experience, and I am forever grateful to the hard work to all of our colleagues in students’ services and other administrative services that makes our lives, and the lives of the students so much better, but they are not the main reason why so many come through the doors of HE.  The university has its place in education and what it does is already clear.  It gives people the opportunity for employment and personal advancement, and that is great, but what it really does is to be transformative.  People get time to consider things they may have never thought before and discuss them with people who have spent a considerable time in studying them.

As this week marks the start of the academic year and we are all happy welcoming our students, I would like to remind everyone that Higher Education is not a passive process but an active one that allows each participant to interact with and to interrogate the materials and ideas they are presented with.  Whilst some students influenced by a consumer mentality may be asking what I am getting, this may not be a satisfactory question because each person wants different things, but we all aspire to improve ourselves in the process.  So to paraphrase a US president: “Ask not what your University can do for you – ask what you can do for your University studies”.