This article first appeared in Forum, The Edge Malaysia Weekly on June 21, 2021 - June 27, 2021

A new survey of academics in the UK finds that most of them believe the Covid-19 pandemic has wreaked havoc on universities, as their institutions have deemphasised the importance of research and reduced funding for such projects, except those tied to the pandemic.

The survey, scheduled for publication in the British Journal of Sociology of Education, recorded responses from 1,099 educators, two-thirds of whom are employed by research-intensive universities. The authors of the study note that 64% of respondents believe there has been a “reprioritisation of teaching over research”.

The view of these academics seems to be that universities have shifted their focus away from research activities because of economic pressures, resulting in a heightened commitment to teaching, especially via online course delivery.

The concerns emphasised in the article underscore the belief held by many educators that their university administrations are mainly concerned with money-making, and that the pandemic merely provides “foil for exploitative practices” which (these administrators) favour. Such practices include creating teaching-only positions in the universities, often with fixed-term (rather than permanent) status and separating teaching from research altogether.

It is important to note that this claim — that colleges and universities are scrambling for ways to save money regardless of the harm such an effort does to the academy — is widespread and long-held in the West. But I am not writing to address the validity of this claim, the truthfulness of which I concede. Indeed, I contend that the current effort to zero in on teaching is a worthy one, brought about, admittedly, only because of the pandemic.

However, my focus here is on a broader, and much more important issue concerning the future of higher education. I would like to consider the actual meaning and purpose of a university and, in doing so, ponder whether universities should have long ago deemphasised research — not to save money but to revive themselves.

The most eloquent expression of the meaning of a university was penned in 1852 by an Englishman, Cardinal John Henry Newman, in his book The Idea of a University. Newman laid out in clear and compelling terms the purpose of and reason for the existence of the university.

He explained that the university has as its primary purpose teaching and intellectual discourse. That is, the job of the university is not, first, advancing knowledge, but revelling in it and transmitting it to others. He expected those teaching in the university to teach knowledge that was universal. In short, Newman saw the university as a place where the main mission was to spread knowledge and cerebrate — think deeply — and only secondarily to explore new things to advance our understanding of the universe. First, we have to realise what is known, he believed. Then we can advance.

Newman’s view suggests that the modern university is putting the cart before the horse, as its leaders and stars focus first on moving beyond what is known about the universe, with research it hopes is ground-breaking, instead of ensuring that our students are aware of existing knowledge. So, how can we reform the academy, and what is the purpose in doing so?

First, it is worth noting that many scholars and well-informed observers of the university — in industry, government, the media, think tanks and the public at large — are painfully aware of the problems stemming from the misguided path of our universities.

They want universities to do what they are supposed to do — cultivate fine thinkers who are capable of changing things and figuring out how to solve problems by asking the right questions. They resent the smugness and insulation of universities, especially those in the West. In short, they would delight at the sort of change I am proposing we initiate.

We need a revolution in higher education; it’s as simple as that. And it must include resisting the institutionalised practices and cultures that have so devastated Western universities: tenure for life; snobbish adherence to highly questionable standards of excellence, such as the bizarre practice of rewarding an educator for publishing a largely pointless article in an obscure journal that will be read by virtually no one, while ignoring the diligent educator who, during the course of a single semester, awakens the minds of 50 would-be industry captains, inventors and humanitarians; political advocacy in the classroom; and ideological rigidity in the professoriate.

First and foremost, members of the academy must create a spirit and mindset conducive to critical thinking, serious questioning and the cultivation of ideas. This is to university educators what making tasty, nutritious bread is to Gardenia. It’s what we do — at least it’s what we are supposed to do.

With this focus on spreading knowledge and fostering critical thinking, we need to look to the classroom and acknowledge that teaching is our first priority. But this is not enough. We need to shift the focus — especially in Asian universities — away from test- and exam-taking and memorisation.

In order to cultivate true learning and inquisitiveness, we must focus on the art of questioning. Every student needs to become one who listens and questions — constantly. This is called the Socratic teaching method. It is the way Socrates in the West and Confucius in the East taught their students.

When universities flourish, society benefits in many different ways. As we produce confident, capable thinkers, these graduates invariably become better citizens. They come to realise the opportunities and rewards available in a free society and appreciate the value of hard work and thoughtful dialogue. Furthermore, they come to recognise, through experience, the virtue of delaying gratification by first working hard and sacrificing, and then reaping the reward of one’s efforts.

John Henry Newman saw the university as an institution apart from outside controls; as one dedicated to the pursuit of advancing knowledge; as one which would be inclusive of all sorts of knowledge, whether religious, political, moral or scientific; and as one with the primary aim of spreading knowledge and contemplating it. And these are the things to which we need to commit, or re-commit, ourselves for the benefit of our students and our society.

We have heard how the Covid-19 pandemic has had some beneficial side-effects, such as a reduction in water and air pollution and, because of mask-wearing, a decline in cases of the flu and colds. But I will also be grateful if this disease causes us to re-examine the primary mission and duty of universities.

While it is important to pump out research, which sometimes leads to Earth-shattering discoveries, the very idea of the university is to spread important truths and wisdom that we already have and need to share with others.

William Borges is a professor at HELP University

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