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It is important that any organisation is distinct about its objective or cause for being. But under no circumstances is there a more crucial the perfect time to re-examine one's "raison d'etre" than through instances of cutback and money restraint. And which kind of organisation is better placed to philosophically problem its existence than universities, who are started on essential thought (and indeed, the self-control of philosophy - sorry, I am biased, it is what I researched as much as my masters' diploma!) And I might be exposing my bias by pre-supposing the relevance or centrality on the questioning from the response.

What's a university?

Can it be the knowledge it generates? But research requires area within the non-public sector much too, albeit considerably less transparently - even so the peer assessment program can also be less than fire. More info: click here.

Can it be the "learning" imparted on pupils by instructors and "experts"? But MIT, as an example, places its program products online without spending a dime - so why pay back ever-increasing tuition fees? And, what's the worth of a piece of paper that states you discovered one thing, when 10 decades afterwards you've likely forgotten, or the information and facts continues to be changed with more present-day information and facts?

Is it the truth that graduates "get work opportunities," as lots of universities assert of their promotional stuff? Presumably the glass ceiling on earnings is reduced with a degree, but with rising entry to education and learning, as a way to differentiate by themselves in the "competition" pupils are having to undertake 2nd or third levels - a first diploma is commonly no longer sufficient.

Is it the impact universities make on the overall economy & within the community? But arguably so does industry of any form, although undoubtedly this is often a somewhat unidirectional argument as one feeds the other.

Can it be the preservation of "freedom of expression," (although not a widely referred to concept during the UK) whereby both students and staff feel that they can tackle the tough questions without reproach? I think most people would agree this is a lot more than a little idealistic.

Is it the physical experience? But classes are typically virtual, and e-books and on the web journals are slowly replacing their paper siblings. While many college students live on campus and organise on their own socially according to their studies and interests, this far too is not an exclusive feature on the college experience.I would argue that it truly is all with the above - from the way that these pieces are intertwined, and cannot truly exist without one another - although such an ambiguous, large-scale "creature" is challenging to "sell" to politicians and the general public. It truly is nebulous, and it truly is complicated, and that's what makes it beautiful.

But should each college have its own identity, purpose, stakeholders? Or should they be tied together in reaching common goals? How can their success be evaluated? In an era of classifications, rankings, and "tagging," clarity and differentiation is vital for communications.