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Beyond the Price Tag: The Enduring Value of Higher Education
There is currently a growing public debate about the cost of higher education. At a time when the cost of living is widely recognised as a crisis, questions about whether university offers “value for money” have gained considerable momentum. Opinion polls, newspaper commentaries, and online discussions increasingly ask whether attending university is still worthwhile.
As a new cohort of students prepares to walk through the doors of universities across the country, it is perhaps the perfect time to reflect on the true value of higher education.
If there is an opportunity to understand that value, we must first consider the challenges universities have faced in recent years. The era of austerity was followed by the disruption of the COVID-19 pandemic, Brexit, global instability, and increasingly restrictive immigration policies across Europe, including the UK. Together, these developments have created significant pressures for universities and wider society alike.
These pressures have also affected the labour market. Graduate employment pathways that were once seen as relatively secure have become increasingly uncertain. For many years, the link between higher education and access to better employment opportunities was a central justification for the introduction of tuition fees. As economic conditions changed, however, questions emerged about whether universities could continue to maintain their relevance to the job market. Yet focusing solely on graduate outcomes risks overlooking much of what universities actually offer.
Throughout these challenging years, universities have experienced reductions in funding, financial pressures, and declining international student recruitment. Despite this, they have continued to provide high-quality education, support local economies, and, in many regions, remain among the largest employers. University communities enrich society through research, innovation, public engagement, and outreach programmes that support local people and communities. In many respects, universities serve as centres of learning that extend far beyond their campuses.
Yet this is not their greatest strength.
As a new generation of students enters higher education, regardless of their subject or institution, they become part of a community dedicated to learning, discovery, and personal development. While higher education is often viewed simply as the next stage of the education system, it is fundamentally a different experience.
University education is adult education. Its purpose is not merely to transfer knowledge but to develop independent learners. Students are encouraged to engage critically with ideas, to take ownership of their studies, and to develop their own educational identities. As they progress through their degrees, they begin to shape their own areas of expertise and specialism.
Learning at university is inherently investigative. Unlike many previous educational experiences, students have greater freedom to determine what they study and how they study it. They choose topics for assignments, identify areas of interest, and explore perspectives that matter to them. This process develops not only subject knowledge but also critical thinking, problem-solving, research capability, and intellectual confidence. These are skills that remain valuable long after graduation.
It would, however, be impossible to discuss the value of university without recognising its broader impact on those who attend. For many students, whether they are the first in their family to enter higher education or not, university becomes one of the most memorable periods of their lives. It is a transformative experience that they will reflect upon for years to come.
University offers a unique opportunity to encounter new ideas, engage with unfamiliar perspectives, and challenge previously held assumptions. It is a time when students test not only theories and concepts but also themselves. They discover strengths they did not know they possessed and develop resilience through overcoming challenges. Importantly, they do so in an environment designed to support learning, growth, and development. It is a place where mistakes become opportunities to learn rather than reasons to fail.
University is often described as a rite of passage, but it is far more than that. The relationships formed between students and academic staff, among fellow students, and between students, employers, and the wider community can have a lasting impact. Many students build friendships that endure for a lifetime. Others choose to volunteer, contribute to community projects, or gain valuable employment experience while studying.
These experiences cannot easily be measured.
How do we quantify the achievement of a student who spent years being told that a career in retail represented the limit of their potential, only to graduate confidently discussing complex ideas in their chosen field?
How do we measure the transformation of a student who arrived from school having been bullied, lacking confidence and unable to speak in public, yet delivers an eloquent dissertation presentation before graduation?
What value can be attached to the student who was repeatedly told they would amount to nothing, only to stand proudly in a graduation gown surrounded by family and friends?
Universities provide opportunities and belonging for people from all walks of life. Students from economically disadvantaged backgrounds, ethnic minority communities, Gypsy, Roma and Traveller communities, immigrant and refugee backgrounds, and countless others find spaces where they are welcomed and encouraged to succeed. At its best, higher education is founded upon the principle that knowledge should be accessible and that potential should not be limited by circumstance.
For these reasons, and many more, the true value of higher education cannot be fully captured through metrics, rankings, salary data, or opinion polls. These measures may tell part of the story, but they cannot capture personal transformation, intellectual growth, confidence, belonging, or aspiration.
Most importantly, they cannot place a price tag on human potential.
So, to all of you crossing the threshold and joining a university this month, let me offer a warm welcome. You are about to begin a journey of self-discovery, growth, and learning. My colleagues and I look forward to guiding you through the wonderful world of knowledge.
“Welcome to higher education. Your journey starts here”.
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A treasure found in a Library…
Back in May, during the assessment period, where campus, whilst still abuzz, had begun to quiet down, I walked through the library looking for some print sources for some summer reading and preparation for the next academic year. The Library at UON, for those who are unfamiliar, is situated on the second floor of the Learning Hub. On this particular Wednesday, sunlight was beaming in through the glass sides, and the books shone in a magical light. The gentle buzz of students studying/revising, the sunshine warming the shelves, the books glistening away… it was quite a lovely moment. And as I stopped to reflect on the beauty of the library in that moment, my eye caught one book in particular. Raising Hare by Chloe Dalton.
Those of you who have read previous blogs, might remember that my partner and I had 2 house bunnies for almost 11 years (RIP Snuggles and Toffee). And because of these two precious little fluff balls, we adored all things bunny rabbit (mugs, pictures, pens, cushions, glasses, clothes, towels… the list goes on). Dalton’s (2024) Raising Hare, has on the front cover a side profile of a Hare. Now whilst very different to a bunny (especially a domestic one like our two fluff balls), the long ears, sharp eyes and cute button nose are quite similar hence the book stood out. I had no idea what the book would be about, other than presuming a hare – and I was right, and I picked the book purely because on this day the cover stood out. One of the beauties of libraries and books on show: they really do catch the reader’s eye and draw you in. Now, it might just be me, but when a cover catches your eye it sort of feels like the book is speaking to you. Could be a mystical force or just good advertising/publishing: either way it worked a treat this time around!
Rasing Hare is a book which takes place during Lockdown where a woman who works very long hours in the hustle and bustle of London, goes back to her remote home in the countryside (surrounded by fields, wildlife and tranquillity) and awaits the country attempting to return to ‘normal’. On one of her walks, during a harsh winter evening she stumbles across a leveret (baby hare), and she takes the leveret home to feed and shelter it. What follows is a beautiful story of mistakes, honesty, respect and wonder at the natural world. The book is based on real-events, and the reflection offered throughout is a thought-provoking account of how humans presume they rule the world (we really are quite an entitled species in the grand scheme of things). Dalton (2024) doesn’t state this, this is simply my reflection having read and learned about hares, their habits, skills and the predators (including humans) they have to out manoeuvre in order to survive quite a hazardous life. The book was charming and I learned a lot about hares, but also about how I take nature (plants and animals) for granted, and often do not consider my impact on the world outside of the human species.
I guess, this blog is a recommendation to read Dalton’s (2024) Raising Hare, but also a thank you to the Library Staff at UON for placing the book so perfectly that it caught my eye. It was very different to what I would usually read, but it has really made me stop and think. I wonder if it will do the same for others….
Reference:
Dalton, C. (2024) Raising Hare. Edinburgh: Canongate Books ltd
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Owning Success
Having been posed the question about what success might look like for students, I pondered for a few days trying to conjure up an appropriate answer. You might think the answer is simple, after all the Oxford Dictionary defines ‘success’ as ‘The achievement of a desired result or outcome; the accomplishment of an aim or purpose.’ But what is that desired result or outcome? For students and many others, I would suggest that the simple answer that comes readily to mind is a good degree.
Some will have looked beyond this perhaps suggesting that a desired result would be a good degree leading to a good job. But such statements feel a little too simple, what is a good degree and what is a good job? If we were to stick with generally accepted definitions, then a good degree is one where a student obtains a first or a 2:1and a good job is one that is defined as a graduate job. Such definitions though serve to devalue both the achievements of many students and of the jobs that students take up.
Students are all different, come from diverse backgrounds and deal with a plethora of social, economic and personal circumstances. Achievement or what we might deem as success is only truly measured by taking these multiple, often hidden, facets of a student’s life into account. Several of our students find work after university in organisations where the class of degree has little relevance, but the work makes a real difference to society; work in charitable organisations come to mind. What many of these students have demonstrated is that through their studies and engagement with their course they have become able to understand the world through a different, far more critical lens. They can show confidence, have conviction, argue their case, they can provide leadership where it is needed and above all they are able to show empathy, something sadly lacking in contemporary society. And that to me is real success. I
t is not what you can spout out parrot fashion from a book, not an AI generated essay; it is when the light comes on and a student can see what they did not see before, they attempt what they would not attempt before. Success is part of a journey, but one where students have knowledge and skills to navigate to where they, and they alone, want to be. Success is not what others define for you, success is whatever you decide it should be.
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Data…
As we draw closer to the end of semester 2, Criminology students across the 3 cohorts will have recently submitted, or be in the process of submitting, assessments which contain research data. Glorious criminological research data. CRI1011 have their research report looking at an interview transcript. CRI2013 have their research project looking at observations whilst on a research placement. And the third years submitted their dissertations back in April: lots and lots of different data. But as most research methods students will know, there are strengths and weaknesses to all data, and the data is intrinsically linked to the research question, aims and objectives. But data exists outside of our research bubble as well. Think about how many websites have asked for/taken/stolen/used/stored/sold our data!
Data serves different purposes and has different impacts. Back in September 2025, the Department for Transport published their ‘Reported road casualties Great Britain: motorcycle factsheet’. Some key findings: from 2004-2024 motorcycle traffic decreased by 6%, from 2020-2024 92% of motorcycle killed or serious injured casualties were male and in 2024 340 motorcyclists were killed in Great Britain (Department of Transport, 2025). Some data: but what does it mean? Quantitative data holds an important part in our daily lives as it tends to provide us with the ‘how’s’ and ‘what’s’. So, we can see only 8% of motorcyclists killed or serious injured casualties were female but the factsheet does not tell us how many motorcyclists in Great Britain identify as female? We could think about how many hold a licence but this does not necessarily mean they are active riders. It doesn’t explain why there is such a difference across gender, and there is no data about race. So I guess whilst there is data there is also lots of missing data. And I think this is an important point to remember: quantitative data can be perceived as providing the bigger picture, the quantity, but even then it is often only part of the picture.
The data from the Department of Transport (2025) also doesn’t tell us anything about who these people are: it has reduced them to a percentage. There is no story about who they were, why they ride, where they were going or what their hopes and dreams were. But it does give us an overview: it gives is the what. But I guess the question is do we need the why, the story, the narrative? We are fortunate (although it might not always feel like it) to live in a world full of different types of data! It is a data saturated society in which we live. Often at tip of our fingers, with a tip tap of the keyboard (across devices). But sometimes it can be difficult to manage, to understand and to recognise what’s missing. Data can be overwhelming. It can also be challenging to know you, or someone you know, is part of the data but at the same time be completely absent from it. The riders who have lost their lives in motorcycle accidents are reduced to numbers: they are in the data but who they are is unknown.
As the second years begin to think about their dissertation proposals, it’s a good time to reflect and think about the data we are exposed to, the data we want to collect and the data which already exists. In a society so saturated with data it might not always be relevant to keep adding to it, and instead might be more relevant to think about making sense of some of the data which already exists…
References:
Department of Transport (2025) Reported road casualties Great Britain: motorcycle factsheet [online] Available at: https://www.gov.uk/government/statistics/reported-road-casualties-great-britain-motorcyclist-factsheet-2024/reported-road-casualties-great-britain-motorcyclist-factsheet-2024 [Accessed 14th May 2026].
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An academic reflection – from BA to book!
When I reflect on my journey into academia it does feel surreal at times. From starting a BA in History and Criminology, to a Masters in Criminology and Criminal Justice to my PhD in criminology. It has been quite the journey, and each qualification came one after the next. I often wonder if the quick movement from one to the next allowed for full reflection into the achievement, the journey and how I viewed myself as I became closer to the world of academia. I started my journey into academia in 2020 towards the end of my PhD, and just after the first Covid-19 lockdown. Technically I was in the world of academia on paper but still learning from others in the field and relying on their expertise and guidance. However, I think being in this position was positive and I continue to still seek guidance and expertise from others that have experience and knowledge within the field.
After completing the PhD and minor corrections, there was time for reflection, alongside another opportunity of turning the PhD into a book. The process of creating the book was one of pride and doubt. Suddenly, having full creative license so to speak without the guidance of supervisors felt like unchartered territory, particularly as I had been doing the PhD part time from October 2016 to January 2023. Moreover, I had to think about how the book would be different from the PhD, what it needed to convey and how to improve its accessibility. I like to think the book offers the most important parts of the PhD in a format that is more accessible, condensed and engaging.
Each chapter plays an important role, with the first few chapters laying the foundations for the themes in the remainder of the chapters. To avoid turning this into a book review, instead I highlight the chapter that holds a special place in my heart, Chapter 4 – Monologues and Table Reads: Identity Trees and Lived Experiences. This chapter introduces the identity tree task I completed with a number of Black women in prison. The task itself represents vulnerability, from both me and the participants, difficulty (as the process of explaining and supporting the women through the task was not always easy), and change. It marked a change as it was a clear move away from a traditional method of capturing data and a different way of engaging with participants. I learnt from the participants as much as they learned from me. Furthermore, power dynamics were reduced; it just felt like a group of Black women sharing stories and encouraging resilience and support, even though the latter was not always explicit. In this chapter you get to see and hear about the experiences of these Black women and the events that shaped their lives prior to imprisonment. Their stories reveal the importance of intersectionality and the complexity of our identities.
So as I embark on making the contents of the book more known to a variety of audiences, please be part of the process. You can do this by asking questions about the book, sharing it on your platforms, attending events regarding the book and getting the voices of the Black women in this book out there. My book launch, at the University of Northampton, offers an opportunity to hear about some of the themes in the book, the process of conducting the research and further hopes of what can be done to support Black women in prison. All who attend will be entered into a raffle to win a free copy of the book. Please see the link below for further information about the event.
Black Women in Prison Book Launch
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Not reading criminology? That’s criminal!
There are two kinds of criminology conversations I get embroiled in these days! Those with people who read criminology where we discuss many social/cultural phenomena under a specific lens or those with people who find criminology interesting, but consume popular crime instead. The first group with varying level of engagement is beginning to decode some tell-tell signs in current events, using their knowledge of the discipline, as a deciphering mechanism. The second group is quite different. Their understanding of crime is based on dramatisations and literary conventions around plots and characters. Even real crime is harbouring under the guise of some “exclusive” journalistic exposé…far from any basic criminological understanding.
Years ago, a colleague from Sociology told me a story regarding a family event. They were completing their PhD in the discipline, and they were questioned by an elderly person, as to what they would do when they finished their thesis. They responded in the usual way many graduate students tend to, about hoping to get into academia or get some funding for some further research. The elderly person didn’t seem satisfied…. they prompted further. What will be your specialism? What will you be able to tell people that you are proficient in? Society and people, the colleague replied! That’s hardly a skill, the old relative replied; we all live in society! The colleague was equally intrigued and offended. They thought that by offering a succinct response it would have helped their relative to understand without being confounded with notions on symbolic interactionism and ethnomethodology. This was a little anecdote that resonates with many social scientists, criminologists included, that whilst they try to explore people and culture around them, they are becoming distant to the actual people around them.
The degree of challenge in recent years seems to increase for disciplines where people in general have a vague idea of what it is. Many try to use psychological terms to explain other people’s behaviours, without realty appreciating, the clinical and scientific conditions of the term. That is relevant to criminology too. The representation of crime for public consumption has introduced some of the discipline’s terms into everyday parlance. From forensic terms on profiling, to the origins of criminality, expectations on crime are forged. A criminologist’s reaction to popular criminology pundits tends to be, well not quite, only to be met with disbelief of the criminology they know!
One of the ways to appeal to those interested in popular criminology and take them to the discipline will be to add some facts and figures that promote reality. Perhaps but that has been done before but only to give a gloss of “legitimacy” in fiction. It makes it more compelling, but it doesn’t really offer the depth of knowledge. To understand criminology, one must read criminology. The history is filled with colleagues who brought their imagination to the discipline. From Bonger’s Criminality and Economic Conditions to Jock Young and The Criminological Imagination there are books and papers that are waiting to be read by a new audience to try to figure out these ideas.
Maybe we all live in society and heard about crime and even experienced it, but to understand it we need some criminology. The discipline, as with all social sciences, is a dialogue between people ready to carry forward the next constructs that shall appear as crimes. If we read them and take part in these conversations maybe the area of harsh punishments, exclusion and persecution may not be as appealing. We are an academic discipline but at the same time we open the discussion to our community. So if you are neither a student, graduate, nor fellow academic and you are interested in criminology, why don’t you come to visit? https://www.northampton.ac.uk/about-us/contact-us/open-days/
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To be a keeper of these stories. A collector of trust.
I think this will be somewhat of a poem; I guess.
About all the tears I’ve held space for lately.
There has been quite a lot. Is it any surprise?
Big ones, small ones. Happy and sad ones. Not really sure why ones.
‘cept it’s the happy ones I want to share today.
They’ve got me thinking. Reflecting.
A proper headshake, actually.
It’s not the best space for sensitive conversations but it’s what we’ve got. I wait and I wait. Sometimes a flurry. Sometimes not. The enthusiasm is sometimes hard to muster. If I’m really being honest. But wait I do. And wait I shall. Oftentimes it’s a woman, who needs another. It’s a gift I’ve got, I suppose. “I’ve never seen her sit and talk with someone like this” An aura, someone once said. Lures people in and their story they are compelled to tell. I’ve tried to teach it. We give and we take from every interaction. You just have to be aware enough to see it. There’s been some big ones just lately. And what a pleasure it’s been.
She’s a ‘do it all’ Black mother.
A woman of incredible resilience.
We’ve been speaking for months now. Bit of this. Bit of that.
A call from the school one day, her son has self-harmed.
What do I say, she asks.
Everything is money. Money I don’t have.
She checks her sugars. Low again.
I can’t afford this canteen food.
Have to make a poster. Sustainable practice or something like that.
All this technology she says, I’m too slow.
I do what I can. Build her up. See her again.
I do what I can. Build her up. See her again.
There’s a little bit more brightness every time I do.
It’s Friday before last, how was your session I ask.
I was in a room with women doctors she says.
Little old me. I could never. Right at the start…and I don’t think I’m going to make it.
Can you believe it? she says. Women…with PhDs. Not me.
“Back home women get no such thing.” No no. Daren’t even dream.
Days roll on until a week's gone by.
She prances across the library. Beaming.
She’s come to share her joy with me.
A 60 she says. A 60!
My boys are so proud of me. Maybe I’ll make it after all.
Another. Working, studying, working, studying.
Mum needs the money. Physio for the cancer in her bones, she says.
She’s avoiding my questions about rest and nourishment.
Surviving on Mum’s joy receiving another ‘Look what I’ve done.’
This is just a flying visit though. Easy fix, I thought.
We’ve been here a while. Lingering.
I think I’ve said something wrong. She’s welling up again.
No. I’m so grateful to be here she says...with all you kind people.
I ask what she needs. Its courage, she says.
I write it out. A post-it note. Just the trick.
What would my most courageous self do?
Stick it to the fridge I say.
Mine is bravery. I share.
An inspiration! she cries. An inspiration? I cry.
I’m going to make it across that stage one day, she says. Yes, I am.
Her story. Quite overwhelming actually.
Though not easily shaken. I’m taken aback.
Intimate partner violence a divorce did not remedy.
A home of her own, apparently not to be.
In the hospital every other week.
The victim of a scam I realise as we speak.
Held up at every angle.
Yet she shows up. She shows up. She shows up.
It’s what we do, isn’t it?
It’s too much. Quitting. she says. Though I can’t say I believe it.
We’re here for 90 minutes. It’s all out on the table.
I hardly say a word really. I’m all ears, kind eyes and the occasional shoulder pat.
A breakthrough.
Look at me here laughing with you now.
What a relief. To be heard. Maybe I’ll be able to sleep tonight.
Its all stuck with me, a sort of niggle.
I thought I knew what I was doing. I thought I was grateful for it all.
But to be a keeper of these stories. A collector of trust. I realise I was nothing of the sort.
So, on my own journey, I start anew, and that’s thanks to all of you.
This healing thing. Tricky business, really.
Reader, if you find yourself saying I HAVE TO this week.
That meeting, That essay. That commute.
Consider I GET TO
Because not everyone does and some that do give more than we can imagine, even just to be in the room with us.
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What should criminologists talk about?
Recently, Criminology with Psychology graduate, now PhD student @zo3conneely wrote an entry focused on the rise of the Reform Party in British politics, which you can find here. In response, we received a comment via social media, asking what this entry had to do with Criminology. As we always say in Criminology, all questions are welcome and valid, after all, for many of us our mantra is ‘question everything’! From a lay perspective, the question indicates a particular understanding of academic disciplines, it presupposes that Criminology has a very narrow focus. In this view, criminologists should stay in their own lane and focus purely and simply on what is commonly understood as crime, i.e. actions which are against the law.
But hang on, doesn’t that fall under the purview of those who study or practice criminal law, something neither I not Zoe have undertaken? Alternatively, is it the business of those who work in the field of criminal justice, investigating and processing those believed to have been involved in law-breaking? Again, not something either Zoe or I have experience of. If my colleagues in law and criminal justice are the experts in actions against the law, where does Criminology fit in and why include a discussion on political parties such as Reform in a blog dedicated to the discipline?
However, the answer is more complex than the original question would indicate. The answer is also much longer than the question. Criminology has been described as a rendezvous or umbrella discipline, a space where everyone can gather to discuss crime from all perspectives. This includes disciplines as diverse as Drama, History, Literature, Philosophy, Psychology as well as many others, including Politics. It is therefore, expected that those who write for a Criminology blog will be drawn from a diverse range of academic backgrounds, for instance, whilst I have a BA and a PhD in Criminology, my MA is in the History of Medicine. For my fellow bloggers, their academic journeys will also be reflective of their curiosity and their developing academic knowledge and skills. It is therefore anticipated that each academic brings their own unique academic knowledge and personal experiences to the discussion table. It is this which enables Criminology to take a holistic approach, we don’t and should not seek consensus, but incorporate as many diverse views as is possible. Only then can we gain a real understanding of the phenomena we call crime, criminality, victimisation, and of course, the responses to such.
But what of crime itself? Do we all have a shared understanding of what ‘crime’ is? After all, much of the time we don’t see crime, only potentially some evidence that is has occurred. Furthermore, it depends very much on time and space. If we were living in 1960’s Britain, suicide, abortion and homosexuality would all feature heavily in our list of crimes. However, suicide was decriminalised in 1961, and abortion and homosexuality were partially decriminalised in 1967, with the latter further decriminalised in 2003. Likewise, if we were to look further afield we would crimes listed in statute books that we do not have here, for example adultery is a crime in Iran, Pakistan, Saudi Arabia, Somalia and was only repealed in Taiwan in 2020. Thus it is quickly evident that crime is not static, it can change drastically through time and place. We also have to recognise that crime can be decriminalised and recriminalised, for example the overturning of Roe vs Wade in the USA, removes the constitutional right for those pregnant to access abortions. If it taught us nothing else, the Covid-19 pandemic showed us rights can be granted and rights can be taken away, which means that criminologists need to keep a very careful eye on both the past and the present.
Whilst my colleagues in law have as their focus current legislation and how it is practised, and my colleagues in criminal justice seek to ensure that the law is enacted and used to the letter of that law, criminology is much freer. After all, we need to know who is making those laws and why. Whilst we can answer quite simply parliamentarians, this does not tell us very much. We also need to know who, for example only 14% of the current parliament belong to the Global Ethnic Majority, a smaller percentage than the population proportionately. Of these 90, 66 are drawn from the Labour Party, 15 Conservative and 5 Liberal Democrats. Likewise, at the 2024 election 40% of MPs are women, despite women making up over 50% of the UK’s population. Let’s not even get started on the disproportionate number of privately educated MPs, or the lack of visibility of disability, sexuality and so on…. Needless to say, the UK parliament does not look like the vast majority of the British public. Yet these are the people make our laws, and if we don’t understand that as a criminological issue, we will soon come unstuck.
We all need to understand what is happening once those laws have been passed, who is delivering justice for the UK? Whether we look at Judges, Barristers, Solicitors, we find a predominance of white men, only when we look at the magistracy we begin to find some real diversity. But don’t forget magistrates are unpaid, lay members of the judiciary, so it is perhaps unsurprising that women make up 57% of this particular field. So what about criminal justice practitioners? If we look at the police for England and Wales, over 91% are white, 65% are men. In relation to His Majesty’s Prison and Probation Service [HMPPS], over 54% are female, yet these are predominantly based within probation, not the prison service. So we begin to see that the people making, enacting and facilitation legislation and criminal justice do not look very much like the country’s population. Criminologically, this matters, how can we hope to tackle serious social harms like Violence Against Women and Girls [VAWG], homelessness, poverty etc when people have neither knowledge nor experience? Can we really talk achieve just outcomes if the people responsible do not look, sound like us, have very different, often privileged backgrounds which mean we have little shared experience?
Hopefully, this entry has gone a little way towards explaining why the discipline of Criminology (and of course, this blog) maintains an careful eye on politics, among a huge range of other interests. Don’t forget, Criminology is a positive discipline, focused on what could be, what ought to be, a fairer society for all of us.
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‘Do or do not, there is no try’
The Red Roses are playing in the rugby union world cup final on Saturday and I, amongst thousands, will be watching it on television with a heady mixture of anticipation, trepidation, excitement, fear and expectation. The England Women’s rugby union team is made up of some very talented individuals that come together as a team to produce some of the most electrifying displays of rugby, that is both mystical and awesome to watch. I won’t just be watching, I’ll be dodging every lunge, wincing at every tackle made, running like the wind, dotting down the ball and willing every kick over, I’ll be totally engrossed.
I will be watching elite athletes at the top of their game, and I know, not one of them got there by chance. To be an elite athlete requires hours of training, a strict dietary regime, and dedication. It requires mental agility, physical strength, sacrifice and focus. To get to the pinnacle of their chosen profession, requires total commitment, ‘Do or do not, there is no try’ (Yoda – The Empire Strikes Back).
We can’t all be elite athletes, for a variety for reasons, but what they demonstrate is that achievement is not chance. My life experience, like that of many others, has shown me that there is no such thing as a free lunch. Success, whatever that looks like, requires hard work, sacrifice and commitment. In any walk of life, people that are successful in what they do, have had to put in a lot of effort and make sacrifices. That effort and those sacrifices often started with study. Whether that’s study at school, further education or higher education, or study outside of the educational environment they have been committed to their learning and achieving the best they could. Some may have better opportunities than others but nonetheless, doing nothing, achieving nothing, rarely qualifies an individual to be a top executive in a company, a top lawyer, surgeon, politician, lecturer, sports person or anything else. Top footballers in both the men’s and women’s games don’t just turn up on a Saturday for a kick around. None of them allow themselves to be distracted from what they want to achieve. Some people may not be academically gifted but their success is predicated on hard work and dedication.
This week we welcome new students to the university and next week we will see familiar faces returning. To all our students I would urge you to remember why you are here, what it is you want to achieve? Education is a right but look around the world and you will see that not many can avail themselves of that right. You are privileged and whilst you may not be able to match the commitment shown by the Red Roses, few of us could, it is worth remembering that no one achieves anything without some commitment and sacrifice. Set your sights high and go for it, we are all willing you on. And like the Red Roses we want to rejoice in your success.
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School’s out!
The end of the academic year comes in many forms and guises. The end of the examination period, the submission of a final piece of work, the release of the grades and many more ways you can say that’s the end of this year! Unlike the calendar year, the end of the academic year comes in the summer as a natural end to work. It is like the school year that was shaped centuries ago! The reason for the summer break was the need for the kids to work in the harvest, a tradition that has remained past the agrarian society.
So, what does the end of an academic year signifies? For the students, there is a sense of accomplishment as they have completed their course or level of study. All the hard work, coming to class, long hours of making notes to complete THAT assignment, and all the heartache preparing the exams finally paid off and they can see their labours paying off. It is also a natural intellectual boundary that takes them a step up in the way they see the world through the lens of their subject. For colleagues the end of an academic year is slightly different…the next academic year’s preparation is upon them, the paper that needed writing is now facing a fast-approaching deadline and the resetting of all these priorities as set by management.
Since joining academia, the process of end of summer, has changed significantly from the working on research and scholarly output to administrative tasks! For those interested in a career in academia, on top of working with others, enjoying a discipline and being involved in education a wider question on how well they can handle paperwork, albeit virtual, is part of the job description. That comes as part of the job, always did, it is that it feels more intertwined with what we do.
There is undoubtedly a change in the role education plays in peoples lives especially Higher Education. This is a sector that in the 1970s recruited less than half a million to now being near the three million mark. This massive rise on student number has changed the way we see high education and the role it plays in our society. This is not the education of the elite but the opportunity for all to embrace opportunities and explore areas of interest that will allow them to find themselves, employment, build a career and ultimately a life! Whilst HE is still expanding the job market is becoming increasingly competitive and the cost of living is forcing people to adjust in how they plan the future.
So, what will the future hold for the end of year hiatus? Financially HE is facing challenges, culturally it is under attack, and socially it is being critiqued around whether it offers what it was set up to do. All these are short- and long-term challenges and they are not going away. Some will affect in future, access to HE, others will question the content and the basis of academic freedom and finally with the onset of Ai, the scope of HE itself. Despite all, I am still hopeful that HE is not a degree nor a job opportunity but a moment in any person’s life that takes a step up. It is a very important human need to fulfil curiosity and to embrace a path that wasn’t clear at the beginning of the journey. The first academia was founded in an agora under a tree and maybe we get back to that, but in the end human intellect will need stimulation and that is where, despite all challenges, HE prevails.
Perhaps the future of higher education won’t be defined by buildings or systems, but by the enduring human need to learn, to question, and to grow. Whether under a tree in an agora or through the lens of AI, the pursuit of knowledge remains a profoundly human act—and that is where higher education will always find its purpose.
Thoughts from the criminology team 