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<nettime> Digital Diploma Mills |
Digital Diploma Mills: The Automation of Higher Education David F. Noble October, 1997 Recent events at two large North American universities signal dramatically that we have entered a new era in higher education, one which is rapidly drawing the halls of academe into the age of automation. In mid- summer the UCLA administration launched its historic "Instructional Enhancement Initiative" requiring computer web sites for all of its arts and sciences courses by the start of the Fall term, the first time that a major university has made mandatory the use of computer telecommunications technology in the delivery of higher education. In partnership with several private corporations (including the Times Mirror Company, parent of the Los Angeles Times), moreover, UCLA has spawned its own for-profit company, headed by a former UCLA vice chancellor, to peddle online education (the Home Education Network). This past spring in Toronto, meanwhile, the full-time faculty of York University, Canada's third largest, ended an historic two-month strike having secured for the first time anywhere formal contractual protection against precisely the kind of administrative action being taken by UCLA. The unprecedented faculty job action, the longest university strike in English Canadian history, was taken partly in response to unilateral administrative initiatives in the implementation of instructional technology, the most egregious example of which was an official solicitation to private corporations inviting them to permanently place their logo on a university online course in return for a $10,000 contribution to courseware development. As at UCLA, the York University administration has spawned its own subsidiary (Cultech), directed by the vice president for research and several deans and dedicated, in collaboration with a consortium of private sector firms, to the commercial development and exploitation of online education. Significantly, at both UCLA and York, the presumably cyber-happy students have given clear indication that they are not exactly enthusiastic about the prospect of a high-tech academic future, recommending against the Initiative at UCLA and at York lending their support to striking faculty and launching their own independent investigation of the commercial, pedagogical, and ethical implications of online educational technology. This Fall the student handbook distributed annually to all students by the York Federation of Students contained a warning about the dangers of online education. Thus, at the very outset of this new age of higher education, the lines have already been drawn in the struggle which will ultimately determine its shape. On the one side university administrators and their myriad commercial partners, on the other those who constitute the core relation of education: students and teachers. (The chief slogan of the York faculty during the strike was "the classroom vs the boardroom"). It is no accident, then, that the high-tech transformation of higher education is being initiated and implemented from the top down, either without any student and faculty involvement in the decision-making or despite it. At UCLA the administration launched their Initiative during the summer when many faculty are away and there was little possibility of faculty oversight or governance; faculty were thus left out of the loop and kept in the dark about the new web requirement until the last moment. And UCLA administrators also went ahead with its Initiative, which is funded by a new compulsory student fee, despite the formal student recommendation against it. Similarly the initiatives of the York administration in the deployment of computer technology in education were taken without faculty oversight and deliberation much less student involvement. What is driving this headlong rush to implement new technology with so little regard for deliberation of the pedagogical and economic costs and at the risk of student and faculty alienation and opposition? A short answer might be the fear of getting left behind, the incessant pressures of "progress". But there is more to it. For the universities are not simply undergoing a technological transformation. Beneath that change, and camouflaged by it, lies another: the commercialization of higher education. For here as elsewhere technology is but a vehicle and a disarming disguise. The major change to befall the universities over the last two decades has been the identification of the campus as a significant site of capital accumulation, a change in social perception which has resulted in the systematic conversion of intellectual activity into intellectual capital and, hence, intellectual property. There have been two general phases of this transformation. The first, which began twenty years ago and is still underway, entailed the commoditization of the research function of the university, transforming scientific and engineering knowledge into commercially viable proprietary products that could be owned and bought and sold in the market. The second, which we are now witnessing, entails the commoditization of the educational function of the university, transforming courses into courseware, the activity of instruction itself into commercially viable proprietary products that can be owned and bought and sold in the market. In the first phase the universities became the site of production and sale of patents and exclusive licenses. In the second, they are becoming the site of production of - as well as the chief market for - copyrighted videos, courseware, CD-ROMs, and Web sites. The first phase began in the mid-1970's when, in the wake of the oil crisis and intensifying international competition, corporate and political leaders of the major industrialized countries of the world recognized that they were losing their monopoly over the world's heavy industries and that, in the future, their supremacy would depend upon their monopoly over the knowledge which had become the lifeblood of the new so-called "knowledge-based" industries (space, electronics, computers, materials, telecommunications, and bioengineering). This focus upon "intellectual capital" turned their attention to the universities as its chief source, implicating the universities as never before in the economic machinery. In the view of capital, the universities had become too important to be left to the universities. Within a decade there was a proliferation of industrial partnerships and new proprietary arrangements, as industrialists and their campus counterparts invented ways to socialize the risks and costs of creating this knowledge while privatizing the benefits. This unprecedented collaboration gave rise to an elaborate web of interlocking directorates between corporate and academic boardrooms and the foundation of joint lobbying efforts epitomized by the work of the Business-Higher Education Forum. The chief accomplishment of the combined effort, in addition to a relaxation of anti-trust regulations and greater tax incentives for corporate funding of university research, was the 1980 reform of the patent law which for the first time gave the universities automatic ownership of patents resulting from federal government grants. Laboratory knowledge now became patents, that is Intellectual capital and intellectual property. As patent holding companies, the universities set about at once to codify their intellectual property policies, develop the infrastructure for the conduct of commercially- viable research, cultivate their corporate ties, and create the mechanisms for marketing their new commodity, exclusive licenses to their patents. The result of this first phase of university commoditization was a wholesale reallocation of university resources toward its research function at the expense of its educational function. Class sizes swelled, teaching staffs and instructional resources were reduced, salaries were frozen, and curricular offerings were cut to the bone. At the same time, tuition soared to subsidize the creation and maintenance of the commercial infrastructure (and correspondingly bloated administration) that has never really paid off. In the end students were paying more for their education and getting less, and the campuses were in crisis.* The second phase of the commercialization of academia, the commoditization of instruction, is touted as the solution to the crisis engendered by the first. Ignoring the true sources of the financial debacle - an expensive and low-yielding commercial infrastructure and greatly expanded administrative costs - the champions of computer-based instruction focus their attention rather upon increasing the efficiencies of already overextended teachers. And they ignore as well the fact that their high-tech remedies are bound only to compound the problem, increasing further, rather then reducing, the costs of higher education. (Experience to date demonstrates clearly that computer-based teaching, with its limitless demands upon instructor time and vastly expanded overhead requirements - equipment, upgrades, maintenance, and technical and administrative support staff - costs more not less than traditional education, whatever the reductions in direct labor, hence the need for outside funding and student technology fees). Little wonder, then, that teachers and students are reluctant to embrace this new panacea. Their hesitation reflects not fear but wisdom.** But this second transformation of higher education is not the work of teachers or students, the presumed beneficiaries of improved education, because it is not really about education at all. That's just the name of the market. The foremost promoters of this transformation are rather the vendors of the network hardware, software, and "content" - Apple, IBM, Bell, the cable companies, Microsoft, and the edutainment and publishing companies Disney, Simon and Schuster, Prentice-Hall, et al - who view education as a market for their wares, a market estimated by the Lehman Brothers investment firm potentially to be worth several hundred billion dollars. "Investment opportunity in the education industry has never been better," one of their reports proclaimed, indicating that this will be "the focus industry" for lucrative investment in the future, replacing the healthcare industry. (The report also forecasts that the educational market will eventually become dominated by EMO's - education maintenance organizations - just like HMO's in the healthcare market). It is important to emphasize that, for all the democratic rhetoric about extending educational access to those unable to get to the campus, the campus remains the real market for these products, where students outnumber their distance learning counterparts six-to-one. In addition to the vendors, corporate training advocates view online education as yet another way of bringing their problem- solving, information- processing, "just-in-time" educated employees up to profit- making speed. Beyond their ambitious in-house training programs, which have incorporated computer-based instructional methods pioneered by the military, they envision the transformation of the delivery of higher education as a means of supplying their properly-prepared personnel at public expense . The third major promoters of this transformation are the university administrators, who see it as a way of giving their institutions a fashionably forward-looking image. More importantly, they view computer-based instruction as a means of reducing their direct labor and plant maintenance costs - fewer teachers and classrooms - while at the same time undermining the autonomy and independence of faculty. At the same time, they are hoping to get a piece of the commercial action for their institutions or themselves, as vendors in their own right of software and content. University administrators are supported in this enterprise by a number of private foundations, trade associations, and academic-corporate consortia which are promoting the use of the new technologies with increasing intensity. Among these are the Sloan, Mellon, Pew, and Culpeper Foundations, the American Council on Education, and, above all, Educom, a consortium representing the management of 600 colleges and universities and a hundred private corporations. Last but not least, behind this effort are the ubiquitous technozealots who simply view computers as the panacea for everything, because they like to play with them. With the avid encouragement of their private sector and university patrons, they forge ahead, without support for their pedagogical claims about the alleged enhancement of education, without any real evidence of productivity improvement, and without any effective demand from either students or teachers. In addition to York and UCLA, universities throughout North America are rapidly being overtaken by this second phase of commercialization. There are the stand-alone virtual institutions like University of Phoenix, the wired private institutions like the New School for Social Research, the campuses of state universities like the University of Maryland and the new Gulf-Coast campus of the University of Florida (which boasts no tenure). On the state level, the states of Arizona and California have initiated their own state-wide virtual university projects, while a consortia of western "Smart States" have launched their own ambitious effort to wire all of their campuses into an online educational network. In Canada, a national effort has been undertaken, spearheaded by the Telelearning Research Network centered at Simon Fraser University in Vancouver, to bring most of the nation's higher education institutions into a "Virtual U" network. The overriding commercial intent and market orientation behind these initiatives is explicit, as is illustrated by the most ambitious U.S. effort to date, the Western Governors' Virtual University Project, whose stated goals are to "expand the marketplace for instructional materials, courseware, and programs utilizing advanced technology," "expand the marketplace for demonstrated competence," and "identify and remove barriers to the free functioning of these markets, particularly barriers posed by statutes, policies, and administrative rules and regulations." "In the future," Utah governor Mike Leavitt proclaimed, "an institution of higher education will become a little like a local television station." Start up funds for the project come from the private sector, specifically from Educational Management Group, the educational arm of the world's largest educational publisher Simon and Schuster and the proprietary impulse behind their largesse is made clear by Simon and Schuster CEO Jonathan Newcomb: "The use of interactive technology is causing a fundamental shift away from the physical classroom toward anytime, anywhere learning - the model for post secondary education in the twenty- first century." This transformation is being made possible by "advances in digital technology, coupled with the protection of copyright in cyberspace." Similarly, the national effort to develop the "Virtual U" customized educational software platform in Canada is directed by an industrial consortium which includes Kodak, IBM, Microsoft, McGraw- Hill, Prentice-Hall, Rogers Cablesystems, Unitel, Novasys, Nortel, Bell Canada, and MPR Teltech, a research subsidiary of GTE. The commercial thrust behind the project is explicit here too. Predicting a potential fifty billion dollar Canadian market, the project proposal emphasizes the adoption of "an intellectual property policy that will encourage researchers and industry to commercialize their innovations" and anticipates the development of "a number of commercially marketable hardware and software products and services," including "courseware and other learning products." The two directors of the project, Simon Fraser University professors, have formed their own company to peddle these products in collaboration with the university. At the same time, the nearby University of British --- # distributed via nettime-l : no commercial use without permission # <nettime> is a closed moderated mailinglist for net criticism, # collaborative text filtering and cultural politics of the nets # more info: majordomo@icf.de and "info nettime" in the msg body # URL: http://www.desk.nl/~nettime/ contact: nettime-owner@icf.de