Blog: SOS: The Red Queen is on the Horizon and an Avalanche is Coming

In the midst of technological, political and economic disruption to UK higher education, Dr Claire Taylor (Vice Principal, St Mary's University College, Twickenham) makes an SOS call. The market for futures thinking, predictions and provocative scenarios with regards to higher education has proliferated over recent years. There has been a marked rise in the publication of articles, papers, and blogs all designed to disrupt traditional notions of UK higher education (HE), often by employing colourful metaphorical devices to shock, challenge and provoke the reader. In 2009 PA Consulting’s report ‘Escaping the Red Queen Effect’ quickly became a classic in certain circles. For me, at the time, it was a very influential, memorable and thought provoking report. Using the imagery of the Red Queen from Lewis Carroll’s Through the Looking Glass, and what Alice found there it painted a world where you had to run faster to keep up. In HE terms this world was quickly becoming impossible to inhabit and so the report encouraged us to do things differently, not just more frenetically. Further metaphors ensued with the report suggesting different models of university which could achieve the ‘difference’ needed, including ‘The Amazon University’ which exploits the potential of technology-enhanced process and course delivery options; ‘The Learning Hotel’ which would host co-operative, collaborative and co-production learning and research activity; or ‘The Umbrella University’, a holding structure for a group of separately managed learning providers and knowledge transfer organisations. More recently, the Institute for Public Policy Research (IPPR) warned us that ‘An Avalanche is Coming’ (2012) in a report that used the language of suffering, tension and threat in relation to current global economic, political and societal challenges and how they impact upon higher education. And then came the latest report from the UK International Unit and Leadership Foundation for Higher Education (LFHE) ‘Horizon Scanning’ (2013) authored by the Observatory on Borderless Higher Education and containing predictions for what higher education may look like in 2020. This report was relatively restrained in its use of provocative imagery and contained some useful, evidence-based insights in to what may be in store for global higher education. However, its epilogue did remind the reader that disruptive political change is an unpredictable force in itself. Whilst painting different scenarios and employing varying metaphorical devices, such reports have one thing in common. They are designed to provoke a reaction and to get the sector talking and debating about the future of higher education in the UK and beyond. And to be fair, they generally do this effectively. Indeed, such publications are covered well by the press and are increasingly trailed and promoted via social media. But I am worried. Worried because there is something missing in all reports such as these; a common factor that is at best side-lined, and at worst buried and obliterated, by a narrative dominated by intellectual provocations, the notions of disruptive systems and technologies and the cataclysmic effects of dysfunctional global economies. Whilst we focus upon avoiding avalanches, running away from the Red Queen and scanning the horizon; and whilst we may embrace the notion of political, technological and economic ‘disruption’ as the norm, we must also issue an SOS as we are in grave danger of missing what must form the heart and soul of any higher education learning experience - indeed what must be at the very epicentre of all that we do:

• learning and teaching in community;
• valuing people;
• a relational outlook.

Let me take MOOCs (Massive Open Online Courses) for example. MOOCs have enjoyed unprecedented and unparalleled exposure as a key disruptive force shaping the future of Higher Education. According to the IPPR report MOOCs will hurtle towards us as a key part of an ‘avalanche’ of forces that will change the face of global higher education forever. MOOCs, according to many commentators, embody all that is desirable about a 21st century higher education: flexibility, accessibility and a ‘learn anywhere’, ‘pick-and-mix’ approach to learning. There is no doubt that MOOCs are becoming a key force in accelerating the de-bundling of teaching provision from qualifications gained. But won’t the very act of de-bundling rip the heart and soul out of the learning and teaching experience? In such a context, how can teaching and learning be relational? In the world of MOOCs students are expected to be entrepreneurial in creating their own learning opportunities; but I would argue that this depends on a transmission-type model. Not a model based upon discourse, relationship building and interpersonal understanding between tutor and tutee. Now, please don’t misunderstand me. I am not against the use of technology in learning and teaching. On the contrary, I do believe there is still huge untapped potential for technology to help redefine and reshape pedagogically effective learning and teaching approaches and to continue to improve access to higher education for still disenfranchised members of the world’s HE-aspirant community. Technology-enhanced learning is a good thing and can clearly enhance and improve the quality, scope and nature of learning opportunities for students. But, I want to reclaim an approach to learning and teaching in higher education where people, live human beings, constitute its heart and soul. Hence my SOS: Save our Souls. A good higher education should not reflect the commodification of learning and teaching, where learning opportunities are packaged as slickly as possible, delivered with minimum cost and where any opportunities to build a relational community of those engaged in both learning and teaching are minimised. No, the university experience is about students practising community and developing a sense of belonging. It is about shaping learning opportunities relationally and it is about a learning journey taken in partnership with others. We are surrounded by disruption. It is seen and felt economically, politically, technologically and societally. There is no doubt that such disruptive forces have the capability to precipitate change and that often such change can be hugely positive, innovative and creatively developmental. But in the midst of disruptive innovation now is the time to issue an SOS: Save Our Souls. Let us not forget what is at the heart and soul of effective learning and teaching practice in higher education. You; me; our colleagues; our learning community. People: our most precious and inspiring learning and teaching resource. Follow Dr Taylor on Twitter @DrClaireTaylor or to contact her about the topic email claire.taylor@stmarys.ac.uk