Much to agree with in Huw Jones comments. Whether McDonaldisation is the key
metaphor or not reflects the paucity of current lexical alternatives. In an
article in 1996 (New Academic Vol4, No.2), I spoke of the increasing growth
of a 'supermarket model' in British Universities( excluding the 'ancient'
ones) - which seems to fit with Ritzer's little number - whereby
universities are increasingly bundling arbitrary topic choices devoid of
ideational coherence for the putative consumer (try archaeology and health
studies as a representative example).
An emphasis on credit ratings has increasingly replaced other notional
criteria like curricular coherence in a bucks per credit funding structure.
Similarly, the growth in distinctly vocational courses has mirrored the US,
with widening frames of reference dividing courses based largely on
theoretical discourse from those which emphasise role-specific pragmatism.
With an increasing emphasis on marketability - first degrees are
increasingly failing to provide a consistent foundation across subjects and
are increasingly having to meet organisational and employment criteria -
which may reduce critical awareness and breadth.
The delivery of courses through burgeoning media are likely to increase -
not simply through the profusion of delivery systems - but for
cost-reduction purposes. High quality mechanisms are expensive in comparison
with the quick-fix examples which are increasingly proffered. Putting
lecture notes on the net is an inadequate alternative to interaction and
purpose designed programmes - but it does reduce contact time (and could
have global distribution).
McDonaldisation as more than metaphor, continues in all spheres and
provision across national boundaries is likely to be a major factor in the
future - and who knows, even Hamburger University might diversify to global
provision of Philosophy courses if it sees a market.
Alan Saunders
Part-time lecturer at Newcastle University, UNN and St. Martins.
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