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Professor Adam Hedgecoe, Cardiff University Heidi Colthup, Canterbury Christ Church Universityĭr Rachel Cahill O’Callaghan, Cardiff University Professor Kathryn Hollingsworth, Newcastle Universityĭr Jessica Guth, Leeds Beckett University Professor Marie Fox, University of Liverpool Professor Jackie Leach Scully, Newcastle University Professor Andrew Bowie, University of London Professor Elaine Chalus, University of Liverpool Professor Marysia Zalewski, Cardiff University

Professor Rosa Freeman, University of Reading Prof Muireann Quigley, Newcastle University Prof John H Arnold, University of Cambridge Nor would it imbue them with the skills today’s employers need in order to remain competitive.ĭr Andrew Denham University of Nottingham Would she prefer that universities engage in teaching to the test, rather than fostering critical thinking? That would not enhance the quality of a university education, nor actually provide students with value for money. Students are supposed to be “reading” for a degree, which requires many hours each week immersed in books and journal articles which supplement lectures and seminars. Meanwhile, academics have been extremely innovative in their teaching, with new courses, new methods of teaching, new modes of assessments, visits to relevant institutions or field trips, guest speakers and experts and study abroad.Īs to Sodha’s complaint that arts and humanities students only receive about eight hours per week of teaching, she seems unaware that universities are not merely an extension of school. Universities have been subject to an intense regime of external audits, inspections, targets, monitoring exercises, statutory obligations, restructuring and strategic reviews. She alleges lack of accountability and innovation in universities, yet both of these have been core features of academia since the 1990s.

As staff from universities throughout the UK, we read Sonia Sodha’s criticism of universities (“ Our arrogant universities must be ready to change”, Commen) with incredulity.