Graduates still have good mid- and long-term outcomes.
A highly educated workforce is for everyone’s benefit, but only if the graduates have broad skills.
As demand for universities slows, universities will have to specialise.
Competition has transformed universities, and as demand for places slows the fight for students will increase.
Universities are public in nature but don’t represent a cross-section of the public.
Universities are public in nature but don’t represent a cross-section of the public. So who do they serve?
The university experience means more than a piece of paper and a photo in a cap and gown.
We value the boosted career and wealth outcomes for graduates and what that does for our economy, but university has more value than that.
Academics want to conduct blue sky research, but that’s not why people pay to go to university.
Knowledge for the sake of knowledge is important, but universities, as public institutions, have a responsibility to fulfil their public role too.
Are the best parts of unis – students collaborating and sharing ideas – going to be lost in a mass university system?
When universities began expanding, they became more inclusive. While this is a good thing, scholars often look at their large class sizes and lament that half of the students won’t set foot in the lecture theatres or libraries thanks to technology.
How do universities measure their success? How should they?
Currently universities have a vast array of measures they use to gauge how successful they are. Most of the measures have a lot to do with prestige and not much to do with the outcomes of their graduates or the quality of the education their students receive.
There are 100 females for every 80 males at university. Who else goes to uni? And how is it changing?
In 1970 there were 269 male university students per 100 female university students. However females overtook males in 1987 and now there are 80 males for every 100 females.