Sunday, August 19, 2012
Making Knowledge Count
Yesterday, for me, was a day of fascinating conversations, particularly on the state of Higher Education in India. This is with two senior executives from an Indian Higher Education institution. We talked about a number of things, including the changing mindset in India and the the regulatory regime, as well as the possibilities, and pitfalls, of collaborating with British and American institutions. For me, forever an enthusiast of global education, it was insightful, if dispiriting, discussion. Importantly, it gave me yet again a clear sense of the private higher education space in India. We agreed on most things, except one perhaps, and that is the role and importance of knowledge in Higher Education.
The Indian Educators were quite clear: Knowledge is no longer important. Commercially, they did not think it made sense, as the students don't care about knowledge: They want the degree, as easily as they can. The parents don't care what the students are learning, they said, as long as they get a job. On another level, they highlighted the importance of attitude, the commitment to work, adaptability and even spirituality, over knowledge.
The assertions certainly rings a bell, and could actually be universally true. In fact, this discussion is important to me as it opens up a new line of enquiry in my studies on For-Profit Higher Education. My thought is that the trivialisation of knowledge is possibly the most important change happening in Education, and this is the whole reason of existence of the For-Profit education as a whole. But more on this later.
Whether or not students care about knowledge, one thing is clear: Knowledge is now abundant and easily accessible. Therefore, one does not need to go to school to know anything. They can plainly fire up a browser and access most of world's knowledge, either through Google or some other database.
Besides, there is little point in teaching 'knowledge'. In a rapidly changing world, knowledge is no longer contained in stone tablets, great books or even in the heads of wise men, but somehow, it is out there, being produced everyday, as people stretch the boundaries of what is known.
Indeed, I differ. First, I disagree that knowledge is freely accessible. In fact, it is as obscure as ever. This time around, the challenge is not the method of finding, which has been made easier by tools such as Google, but knowing what's valid, as Google reduces all knowledge to commodities, stacked in shelves next to each other, undifferentiated. In the Googlized world of knowledge, only the ranking, bestowed by a commercial organisation, Google, the organiser of world's knowledge, matters: This ranking is indeed based on citation, propriety, and as we know now, the diktats of different governments of the day. Wisdom of the crowd is a form of wisdom, but not the only one; therefore, it is more important than ever to engage with knowledge and knowing one's way around. If an education institution disengages from knowledge, they will be doing a great disservice to the students, their employers and the community in general.
Next, while the body of knowledge is dynamic, a wheel is not invented every day. One, like Newton, needs to be able to stand on the shoulders of giants to be able to see. At a more mundane level, knowledge frees students from the limits of their own experience. Doing practical things and knowing from that is all very good, with one important caveat - that you think there is only one way of doing the task that you just did.
My point indeed was that the only task that an institution of Higher Education has to make a student, a student: That is to shape their relationship with knowledge. As for the point that the student does not want to know, it is a rather desperate stance most education institutions take today. Indeed, when I go to big department stores, I may keep my hands inside my pocket and do not want to buy anything, but they still manage to squeeze a few hundred pounds out of me. The point is about affordance: What is the institution telling them? I remember being engaged in one institution, which, being conscious of the value of space (and the business model being dependent on use of capacity), relegated their library to a dimly lit, rarely used, part of their basement. The economics aside, this is an institution signalling what is and isn't important. And, this is not about the space, but all the processes and conversations that an institution is made of. In summary, if the institution thinks knowledge isn't important, it wouldn't be.
Finally, on the question of whether the parents, who, in countries like India, are paying for the education, would value knowledge, I have two inter-related points. First, as it occurred at a different time during yesterday's discussion, knowledge is key to building institutional reputation. This is because it is the one of the key differentiators, other than selectivity, which a new institution can ill-afford. So, if you can't choose the best students, you must be seen as an institution with a purpose, that purpose being equipping the graduates with some kind of special elixir, which is most likely to be a form of knowledge. Second, if parents care about jobs, and in this case graduate jobs, they are not a function of motivation, but knowledge. Everyone claims that they are motivated and can put in hard work, and may be they can, but as an employer, I shall always choose the person who is most likely to do the same, who seems to be the smartest, who knows. So, indeed, even in the world of For-Profit business schools, knowledge remains terribly important.
A friend has recently forwarded me a quote from Lord Macaulay's speech in the British Parliament on 2nd February 1835. I reproduce the...
Please, give up Career Planning. This whole idea of planning, setting goals, defining activities and timelines, moving towards it ste...
Investing in education is the rage. Given that there is a really big problem globally - of educational access as well as educational relev...
India is facing a Higher Ed recession! Okay, the students are still coming, as they always do in India, but the colleges have now started ...
I promised to write about my travels in India in an earlier post ( see here ) and here is an update. I have completed a week in India, tra...
Introduction : The Business of Gift Giving Business gift giving has always been common and contentious at the same time. Business gifts are ...
I finished reading Kevin Ashton's super-smart How To Fly A Horse , a very readable book on creativity. This is the kind of book I love...
I wrote previously about the futility of Career Planning and recommended Career Design instead. ( See here ) The modern workplaces are fas...
There are two problems in modern education - access and relevance. Access is an economic issue, and it is mainly a developing country...
I have been working on Corporate Training market in India for a while, though it is strictly not in the scope of the business that we do. Ou...
How To Live
"Far better it is to dare mighty things, to win glorious triumphs even though checkered by failure, than to rank with those poor spirits who neither enjoy nor suffer much because they live in the grey twilight that knows neither victory nor defeat."
- Theodore Roosevelt
- Theodore Roosevelt
We shall not cease from exploration
And the end of all our exploring
Will be to arrive where we started
And know the place for the first time.
- T S Eliot
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.