EduLinks

Edulinks – 12 August 2011

The latest Push student debt survey is out today. Future students will see a big rise in headline figures, given higher fees from 2012.

Under the new system, repayments will come from money out of graduate pay packets when they’re earning over £21,000.

But this part of the debt isn’t scary. It’s more annoying than dangerous. If you’re earning less than £21k, you don’t repay. And the debt eventually clears after a few decades.

The bigger problem is immediate living costs. Debts have been rising every year (other than one small dip in 2004) since Push started compiling their survey.

Johnny Rich, Editor of Push, explains that “students will need to find a quarter of that money from outside the support of the official loans system”.

Nearly 7% of debt will arise from bank accounts and credit cards. I hated these debts the most, but I had to live with them as a student. I know many of you have to do that too. The Push survey suggests these debts are continuing to rise.

Credit card and overdraft debts are in your face. Right now. How can that be helpful when you’re trying to concentrate on other things? I felt the pressure as a student, living on a financial knife edge as soon as I started university.

And a recent journal article reports that these financial difficulties impact upon academic achievement.

One academic suggests that you should be able to pay off tuition fee debt by donating a kidney. Perhaps more students would be interested if it covered living costs too…

Alternatively, you could sell some of your possessions that aren’t part of your body. Research by NUS and Ensleigh suggest that students take £2,652 worth of stuff to uni. There must be something worth selling amongst all that, eh? 😉

Here’s a great TED Talk by Julian Treasure on 5 ways to listen better:

And I’ll leave you with these wise words by Cal Newport:

“Start things earlier than you think you need to, aim to finish them well before they’re due.”

Amen.

You’re more amazing than you realise

Have you ever developed a skill that you don’t think you could improve any further? You hit a brick wall and feel like a natural limit has been reached?

Or perhaps you’re finding it difficult to start something new and you keep falling at the first hurdle.

Joshua Foer, author of “Moonwalking With Einstein“, explains that you can amaze yourself when you use the right techniques. I suggest you find quarter of an hour to watch this video, because it covers a lot of big concepts that are bound to open your eyes to the possibilities.

You’re a better person than you think. Foer explains how you can start tapping into your natural awesomeness…

What will you do to impress yourself today?

World-class institutions or enabling world-class individuals?

University World News has published a fascinating debate, asking if too much emphasis is being put on world-class universities to the detriment of issues like widening participation.

Should all universities strive to top league tables and aim to be the best of the best?

photo by Stefan
photo by Stefan

Ellen Hazelkorn makes the following statement:

“Governments and universities must stop obsessing about global rankings and the top 1% of the world’s 15,000 institutions. Instead of simply rewarding the achievements of elites and flagship institutions, policy needs to focus on the quality of the system-as-a-whole.” [Source]

Another piece, by Parra, Bozo & Inciarte, considers universities in developing countries. But in some ways, it may be worth considering the following in terms of UK institutions too:

“…there cannot be a single model for universities. Rather, different models of universities or other higher education institutions that respond to diverse needs and are substantially different in quality, status and content need to coexist.

“Some universities will reflect the top research centre model; others, the training or professionalising model; and there will be universities that focus their performance on social needs such as community engagement, social service, the micro-economy and social mobility.”

Difficulties arise for widening participation when different levels of higher learning develop, so nothing is simple. Making certain institutions more appealing to disadvantaged young people, for instance, somewhat misses the point. Yet it’s also crucial to consider a diverse range of individual needs and pathways.

It’s easy to say that Oxbridge isn’t necessarily for everyone. But how easy is it to say that the lowest ranked university in the country might be best suited to a top-grade student?

I bet the second statement doesn’t fit so comfortably. My question is, should that be the case?

Success has many faces and comes from many places. As Doug Belshaw argues, “You can strive to be élite (as an individual, organisation or country) without being élitist”. Therefore, in the right circumstances, world-class achievement can arise from a humble position.

Next time you hear someone make a basic comparison or simply state that one thing is better than another, remember that the remarks can only be subjective. Even considerable attempts to back up what’s being said won’t usually result in unarguable fact.

Higher education encompasses so much that institutions can struggle to shine in their many roles and competitive situations. That is why different models of engagement should be welcomed, “otherwise focus is increasingly replaced by dilution“.

Could a world-class graduate emerge from a low-ranking university? I say it’s just as likely as finding a mediocre graduate from a world-class institution.

What say you?

Further reading from the University World News debate:

Edulinks – July 2011 – 20 Super Study Links

Welcome to the second part of the July EduLinks update.

Here are 20 fab links you need to devour:

  1. How to write and leave the research for later. As simple as XXX.
  2. Can students really rely on their SUs to cut the mustard?
  3. Should you shake hands at graduation? Imperial Spark says if you are going to risk it, here’s how to make an effective shake.
  4. Yes, the sheer amount of online content created is huge. But shouldn’t the main concern be that of quality & accuracy?
  5. Choosing between extra curricular work & study.
  6. All things being equal? Equality and diversity in careers education, information, advice and guidance.
  7. How to Write Better and Faster (Lifehack)
  8. Why Being Certain Means Being Wrong (Harvard Business)
  9. 9 Easy Ways to Create Ideas (Psychology Today)
  10. 7 Speed Reading Tricks by a Former Book-Hater (Lifehack)
  11. The Hacker’s Guide to Finding a Job: 9 Tactics No One’s Using
  12. How to cure deep procrastination (Study Hacks)
  13. Cambridge Journals makes content from 2009 & 2010 free until end of August.
  14. Make more marvellous mistakes!
  15. Life plans set at 18, or keeping an open mind?
  16. Listen to questions. Don’t dismiss them.
  17. Peer pressure influences our memories (MindBlog)
  18. How likely are you to be employed? Search by university & course.
  19. Teaching and learning: “The two are not one and the same.”
  20. “Not knowledgeable but knowledge-able.” – You should watch @mwesch on student work (5min10sec in):