Here's our Manifesto to address some of the fundamental problems in UK HE. 🧵
1. PENSIONS
USS gets told in no uncertain terms to sort their shit out, accept a prudent prediction that isn't based on imminent apocalypse, and to pay livable pensions. 1/9 #OneOfUsAllOfUs#UCUstrike
2. GENDER, RACE, AND DISABILITY INEQUALITY
All HEIs to commit to attaining Athena Swan Gold AND the Race Equality Charter as a first step towards deep cultural change. Also to develop and implement an equivalent scheme for disability. 2/9 #OneOfUsAllOfUs#UCUstrike
3. PAY
All staff to get a 5% pay raise, with a further £2K* for all women and an additional £2K* for all people in racial/ethnic minorities. If that pushes them beyond their current pay bracket, promote them. 3/9 (*Or pro Rata Equivalent) #OneOfUsAllOfUs#UCUstrike
4. PRECARITY
Collate precarious research, teaching, and services jobs into full time (or fuller time) positions wherever possible. Enter negotiations with research funders to enable more stable and sustainable careers for staff. 4/9 #OneOfUsAllOfUs#UCUstrike
5. WORKLOADS
Full review, sector-wide, of how long it really takes to do common tasks in HE, with a transparent model that makes allowances for ECRs and Disability, including a 10% 'air bag' for all rather than assuming work can be optimised. 5/9 #OneOfUsAllOfUs#UCUstrike
6. INVESTMENTS
Stop building things unless you really need them, divest from unsustainable - particularly fossil fuel - funds. Spend money on students and (more) staff while maintaining and improving existing facilities. 6/9 #OneOfUsAllOfUs#UCUstrike
7. COMPETITION
Accept that HEIs are not better or worse, weaker or stronger, but different. State publicly that - and why - rankings are bollocks and reinvest that time and money into actual quality, not the veneer of (relative) quality. 7/9 #OneOfUsAllOfUs#UCUstrike
8. FEES
Lead a public conversation about the public and private, social and economic, value of degrees, with recognition of the social justice damage that fees do. Implement a scheme that incorporates those perspectives based on sensible modelling. 8/9 #OneOfUsAllOfUs#UCUstrike
EPILOGUE
Some people might say this is unaffordable, pie in the sky. BUT these deep fault lines shouldn't be there - that they are is a sign of how broken things are. If we can't afford do this, the model needs to change, supported by policy.
9/END #OneOfUsAllOfUs#UCUstrike
• • •
Missing some Tweet in this thread? You can try to
force a refresh
…not least because the UK is institutionally racist, and these issues are highlighted (and magnified) in educational experiences and outcomes.
An evidence-based thread…🧵
1/
Before we get going, there is no profusion or absence of ability/talent or aspiration/ambition in any racial or ethnic group. Assuming the former is true is racist; the latter is used to explain away social inequalities. We do NOT live in a meritocracy. tandfonline.com/doi/full/10.10…
2/
There are deep racial inequalities in education, with major variations between groups. These are gendered and classed (among other things) but factoring in these other dimensions still exposes racial inequalities. @NicolaRollock@CarolVincent100 tandfonline.com/doi/full/10.10…
3/
Don't know who need to hear this*, but reducing tuition fees for *mostly* online learning might seem like common sense, but in fact it's not...universities can't reduce fees for a host of reasons.
N.B. a): 'Tuition Fee' is a misnomer. It pays for academic time and expertise in teaching, but also cleaning and maintenance, administration, the library, tech, some research, widening participation bursaries, MH and other support. And management and marketing.
N.B. b): Expensive to run courses (engineering, medicine etc) are subsidised by 'cheaper' ones (social sciences, arts/humanities). Having lower/variable fees messes this (and access issues) up, as does likely earnings. In short: the £9K+ sticker price is a mess.
Apologies for the white hot ranty thread, but the Covid situation has highlighted how fundamental the problems are in higher education.
Headline Point: University leaderships really don't care about staff or students. A short thread.
1/
Everyone* knew this was coming. The situation wasn't ever fully under control, the movement of people across the world/country, into close proximity, was high risk. Staff and students would get sick, some would die.
*Except the head of UK's Track and Trace, apparently.
2/
UK Universities are in a situation where, often excessively mortgaged, they're always looking to cut costs and maximise income. Staff were already overworked and students are seen as numbers on a spreadsheet - although not by front line staff.
3/
A large group of people goes to a restaurant and places their orders. The food comes, and despite protestations that the portions are both miserly and incorrect, the management insists that this is all they’re getting. The people are hungry, so they eat it. #examshambles
1/
Just as they’re finishing their meals, the management returns and says that they had in fact been given the wrong food. Therefore, to make amends, they would now be given the right food, but this time in supersized portions. #examshambles
2/
The older members of the group, who belong to the landed gentry, are experts in gluttony. They not only tuck in but also steal their neighbours' food. The victims protest to the management who claim helplessness but wink conspiratorially at the gluttons. #examshambles
3/
The Exzellenzinitiative, in part driven by the nonsense of rankings and 'world leadingness', has created hierarchies in a university system which essentially didn't have them. It has allowed some universities to grow and develop at the expense of others.
2/
Sidenote: Imagine a sector in which universities don't expend time and money chasing internal and external metrics, marketising themselves etc...the focus is on research and teaching, public service, and no fees.
(Not that German HE is a paradise for students or ECRs, mind.)
2/
1. A university which closes may not have been mismanaged. It's more likely to be newish, undergrad-focused, lower status (not lower quality).
There is bad practice in HE, mistakes are made, but low-ranking universities don't have a monopoly on this. It's possibly the opposite.
2. A university which closes has huge effects on hundreds of people: academics and support staff, the students, and the local neighbourhood (housing, retail, services).
If it's a low status uni, it's more likely to be in a less affluent area, its students are local, less mobile.