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it is noticeable, and surely regrettable, how little the public debate about universities in contemporary Britain makes any kind of appeal to this widespread appreciation on the part of ordinary intelligent citizens that there should be places where these kinds of inquiries are being pursued at their highest level. Part of the problem may be that while universities are spectacularly good at producing new forms of understanding, they are not always very good at explaining what they are doing when they do this.

talking to audiences outside universities (some of whom may be graduates), I am struck by the level of curiosity about, and enthusiasm for, ideas and the quest for greater understanding, whether in history and literature, or physics and biology, or any number of other fields. Some members of these audiences may not have had the chance to study these things themselves, but they very much want their children to have the opportunity to do so; others may have enjoyed only limited and perhaps not altogether happy experience of higher education in their own lives, but have now in their adulthood discovered a keen amateur reading interest in these subjects; others still may have retired from occupations that largely frustrated their intellectual or aesthetic inclinations and are now hungry for stimulation.

the American social critic Thorstein Veblen published a book entitled The Higher Learning in America: A Memorandum on the Conduct of Universities by Businessmen, in which he declared: "Ideally, and in the popular apprehension, the university is, as it has always been, a corporation for the cultivation and care of the community's highest aspirations and ideals." Given that Veblen's larger purpose, as indicated by his book's subtitle, involved a vigorous critique of current tendencies in American higher education, the confidence and downrightness of this declaration are striking. And I particularly like his passing insistence that this elevated conception of the university and the "popular apprehension" of it coincide, about which he was surely right.

If we are only trustees for our generation of the peculiar cultural achievement that is the university, then those of us whose lives have been shaped by the immeasurable privilege of teaching and working in a university are not entitled to give up on the attempt to make the case for its best purposes and to make that case tell in the public domain, however discouraging the immediate circumstances. After all, no previous generation entirely surrendered this ideal of the university to those fantasists who think they represent the real world. Asking ourselves "What are universities for?" may help remind us, amid distracting circumstances, that we – all of us, inside universities or out – are indeed merely custodians for the present generation of a complex intellectual inheritance which we did not create, and which is not ours to destroy.

University economics departments are failing. While science and engineering have developed reliable and informed understanding of the world, so they can advise politicians and others wisely, economics in academia has singularly failed to move beyond flat-Earth insistence that ancient dogma is correct, in the face of resounding evidence that it is not.

I studied at a U.K. university for 4 years and much later taught at one for 12 years. My last role was as head of the R&D group of a large company in India. My corporate role confirmed for me the belief that it is quite wrong for companies to expect universities to train the graduates they will hire. Universities are for educating minds (usually young and impressionable, but not necessarily) in ways that companies are totally incapable of. On the other hand, companies are or should be excellent at training people for the specific skills that they require: if they are not, there are plenty of other agencies that will provide such training. I remember many inclusive discussions with some of my university colleagues when they insisted we should provide the kind of targeted education that companies expected, which did not include anything fundamental or theoretical. In contrast, the companies I know of are looking for educated minds capable of adapting to the present and the relatively uncertain future business environment. They have much more to gain from a person whose education includes basic subjects that may not be of practical use today, than in someone trained in, say, word and spreadsheet processing who is unable to work effectively when the nature of business changes. The ideal employee would be one best equipped to participate in making those changes, not one who needs to be trained again in new skills.

Individual lecturers may be great but the system is against the few whose primary interest is education and students.

Today’s learning is interactive and without walls.
Individuals learn anywhere, anytime, and with greater ease than ever before. Learning today blurs lines of expertise and tears down barriers to admission. While it has never been confined solely to the academy, today’s opportunities for independent learning have never been easier nor more diverse.

with participatory learning and digital media, these conventional modes of authority break down.

They create their own paths to understanding.

learning to judge reliable information.

finding reliable sources.

learning how.

collective pedagogy

fostering and managing levels of trust.

collective checking, inquisitive skepticism, and group assessment.

growing complexities of collaborative and interdisciplinary learning

Networked learning

in contrast, is committed to

cooperation, interactivity, mutual benefit, and social engagement

The power of ten working interactively will invariably outstrip the power of one looking to beat out the other nine.

contrastingly, is an “open source” culture that seeks to share openly and freely in both creating and distributing knowledge and products.

Networking through file-sharing, data sharing, and seamless, instant communication is now possible.

Learning never ends. How we know has changed radically.

new institutions must begin to think of themselves as mobilizing networks.

mobilize flexibility, interactivity, and outcomes. Issues of consideration in these institutions are ones of reliability and predictability alongside flexibility and innovation.

Students may work in small groups on a specific topic or together in an open-ended and open-sourced contribution.

These ten principles, the authors argue, are the first steps in redesigning learning institutions to fit the new digital world.