#higher-education — Public Fediverse posts
Live and recent posts from across the Fediverse tagged #higher-education, aggregated by home.social.
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Philosophy is what is left over when you bracket out common sense and expertise
From Richard Rorty’s Philosophy as Cultural Politics pg 125:
#commonSense #disciplinarity #disciplines #expertise #higherEducation #Philosophy #pragamatism #richardRortyContemplating this failure helps one realize that philosophy is what is left over after one has bracketed both common sense and all the various expert cultures It was never supposed to be such a culture. Whenever it has attempted to become one it has degenerated into scholasticism, into controversies which are of no interest to anyone outside the philosophical profession. The idea that either literary criticism or philosophy should become an expert culture is a result of unfortunate attempts to squeeze these areas of culture into a university system tailored to the needs of lawyers, physicians, and natural scientists.
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Philosophy is what is left over when you bracket out common sense and expertise
From Richard Rorty’s Philosophy as Cultural Politics pg 125:
#commonSense #expertise #higherEducation #Philosophy #pragamatism #richardRortyContemplating this failure helps one realize that philosophy is what is left over after one has bracketed both common sense and all the various expert cultures It was never supposed to be such a culture. Whenever it has attempted to become one it has degenerated into scholasticism, into controversies which are of no interest to anyone outside the philosophical profession. The idea that either literary criticism or philosophy should become an expert culture is a result of unfortunate attempts to squeeze these areas of culture into a university system tailored to the needs of lawyers, physicians, and natural scientists.
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Philosophy is what is left over when you bracket out common sense and expertise
From Richard Rorty’s Philosophy as Cultural Politics pg 125:
#commonSense #disciplinarity #disciplines #expertise #higherEducation #Philosophy #pragamatism #richardRortyContemplating this failure helps one realize that philosophy is what is left over after one has bracketed both common sense and all the various expert cultures It was never supposed to be such a culture. Whenever it has attempted to become one it has degenerated into scholasticism, into controversies which are of no interest to anyone outside the philosophical profession. The idea that either literary criticism or philosophy should become an expert culture is a result of unfortunate attempts to squeeze these areas of culture into a university system tailored to the needs of lawyers, physicians, and natural scientists.
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Philosophy is what is left over when you bracket out common sense and expertise
From Richard Rorty’s Philosophy as Cultural Politics pg 125:
#commonSense #disciplinarity #disciplines #expertise #higherEducation #Philosophy #pragamatism #richardRortyContemplating this failure helps one realize that philosophy is what is left over after one has bracketed both common sense and all the various expert cultures It was never supposed to be such a culture. Whenever it has attempted to become one it has degenerated into scholasticism, into controversies which are of no interest to anyone outside the philosophical profession. The idea that either literary criticism or philosophy should become an expert culture is a result of unfortunate attempts to squeeze these areas of culture into a university system tailored to the needs of lawyers, physicians, and natural scientists.
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Philosophy is what is left over when you bracket out common sense and expertise
From Richard Rorty’s Philosophy as Cultural Politics pg 125:
#commonSense #disciplinarity #disciplines #expertise #higherEducation #Philosophy #pragamatism #richardRortyContemplating this failure helps one realize that philosophy is what is left over after one has bracketed both common sense and all the various expert cultures It was never supposed to be such a culture. Whenever it has attempted to become one it has degenerated into scholasticism, into controversies which are of no interest to anyone outside the philosophical profession. The idea that either literary criticism or philosophy should become an expert culture is a result of unfortunate attempts to squeeze these areas of culture into a university system tailored to the needs of lawyers, physicians, and natural scientists.
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Revealed: the university courses students regret – and those they don’t
By Richard AdamsWe looked at graduates’ satisfaction levels after leaving university – and while most were happy, up to a third wish they’d picked a different subject
#Highereducation #Students #Universities #Employability #Universityexcellence #Universityteaching #Education #Youngpeople #Graduatecareers #Society #Money #Workcareers #TheGuardian #RichardAdams
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Revealed: the university courses students regret – and those they don’t
By Richard AdamsWe looked at graduates’ satisfaction levels after leaving university – and while most were happy, up to a third wish they’d picked a different subject
#Highereducation #Students #Universities #Employability #Universityexcellence #Universityteaching #Education #Youngpeople #Graduatecareers #Society #Money #Workcareers #TheGuardian #RichardAdams
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Revealed: the university courses students regret – and those they don’t
By Richard AdamsWe looked at graduates’ satisfaction levels after leaving university – and while most were happy, up to a third wish they’d picked a different subject
#Highereducation #Students #Universities #Employability #Universityexcellence #Universityteaching #Education #Youngpeople #Graduatecareers #Society #Money #Workcareers #TheGuardian #RichardAdams
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Revealed: the university courses students regret – and those they don’t
By Richard AdamsWe looked at graduates’ satisfaction levels after leaving university – and while most were happy, up to a third wish they’d picked a different subject
#Highereducation #Students #Universities #Employability #Universityexcellence #Universityteaching #Education #Youngpeople #Graduatecareers #Society #Money #Workcareers #TheGuardian #RichardAdams
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Is university still worth it? What you need to know before committing
By Sally WealeWith AI, an unsettled jobs market and rising student costs, it’s crucial to make the most of your experience
https://www.theguardian.com/education/2026/sep/12/how-to-make-university-worth-it
#Highereducation #Graduatecareers #Studentfinance #Universities #Students #Youngpeople #Employability #Workcareers #Education #Money #Society #UKcostoflivingcrisis #TheGuardian #SallyWeale
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Is university still worth it? What you need to know before committing
By Sally WealeWith AI, an unsettled jobs market and rising student costs, it’s crucial to make the most of your experience
https://www.theguardian.com/education/2026/sep/12/how-to-make-university-worth-it
#Highereducation #Graduatecareers #Studentfinance #Universities #Students #Youngpeople #Employability #Workcareers #Education #Money #Society #UKcostoflivingcrisis #TheGuardian #SallyWeale
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Is university still worth it? What you need to know before committing
By Sally WealeWith AI, an unsettled jobs market and rising student costs, it’s crucial to make the most of your experience
https://www.theguardian.com/education/2026/sep/12/how-to-make-university-worth-it
#Highereducation #Graduatecareers #Studentfinance #Universities #Students #Youngpeople #Employability #Workcareers #Education #Money #Society #UKcostoflivingcrisis #TheGuardian #SallyWeale
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Is university still worth it? What you need to know before committing
By Sally WealeWith AI, an unsettled jobs market and rising student costs, it’s crucial to make the most of your experience
https://www.theguardian.com/education/2026/sep/12/how-to-make-university-worth-it
#Highereducation #Graduatecareers #Studentfinance #Universities #Students #Youngpeople #Employability #Workcareers #Education #Money #Society #UKcostoflivingcrisis #TheGuardian #SallyWeale
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AI may be denting computer science graduates’ job prospects, UK data shows
By Richard Adams Education editorEconomics graduates also appear to be affected as demand for them falls in well-paid roles in finance
#Students #Highereducation #ComputerscienceandIT #Economics #AIartificialintelligence #Employability #Graduatecareers #Universities #Universityguide #Education #Workcareers #UKnews #TheGuardian #RichardAdamsEducationeditor
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AI may be denting computer science graduates’ job prospects, UK data shows
By Richard Adams Education editorEconomics graduates also appear to be affected as demand for them falls in well-paid roles in finance
#Students #Highereducation #ComputerscienceandIT #Economics #AIartificialintelligence #Employability #Graduatecareers #Universities #Universityguide #Education #Workcareers #UKnews #TheGuardian #RichardAdamsEducationeditor
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AI may be denting computer science graduates’ job prospects, UK data shows
By Richard Adams Education editorEconomics graduates also appear to be affected as demand for them falls in well-paid roles in finance
#Students #Highereducation #ComputerscienceandIT #Economics #AIartificialintelligence #Employability #Graduatecareers #Universities #Universityguide #Education #Workcareers #UKnews #TheGuardian #RichardAdamsEducationeditor
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AI may be denting computer science graduates’ job prospects, UK data shows
By Richard Adams Education editorEconomics graduates also appear to be affected as demand for them falls in well-paid roles in finance
#Students #Highereducation #ComputerscienceandIT #Economics #AIartificialintelligence #Employability #Graduatecareers #Universities #Universityguide #Education #Workcareers #UKnews #TheGuardian #RichardAdamsEducationeditor
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The Guardian University Guide 2027 – the rankings
By Guardian StaffFind a course at one of the top universities in the country. Our league tables rank them all subject by subject, as well as by student satisfaction, staff numbers, spending and career prospects
#Universityguide #Education #Students #Highereducation #Universities #TheGuardian #GuardianStaff
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The Guardian University Guide 2027 – the rankings
By Guardian StaffFind a course at one of the top universities in the country. Our league tables rank them all subject by subject, as well as by student satisfaction, staff numbers, spending and career prospects
#Universityguide #Education #Students #Highereducation #Universities #TheGuardian #GuardianStaff
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The Guardian University Guide 2027 – the rankings
By Guardian StaffFind a course at one of the top universities in the country. Our league tables rank them all subject by subject, as well as by student satisfaction, staff numbers, spending and career prospects
#Universityguide #Education #Students #Highereducation #Universities #TheGuardian #GuardianStaff
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The Guardian University Guide 2027 – the rankings
By Guardian StaffFind a course at one of the top universities in the country. Our league tables rank them all subject by subject, as well as by student satisfaction, staff numbers, spending and career prospects
#Universityguide #Education #Students #Highereducation #Universities #TheGuardian #GuardianStaff
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AI may be denting computer science graduates’ job prospects, UK data shows https://www.theguardian.com/education/2026/sep/12/ai-computer-science-graduates-job-prospects-uk-data #Students #HigherEducation #ComputerScienceAndIt #Economics #AiArtificialIntelligence #Employability #GraduateCareers #Universities #UniversityGuide #Education #WorkCareers #UkNews
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AI may be denting computer science graduates’ job prospects, UK data shows https://www.theguardian.com/education/2026/sep/12/ai-computer-science-graduates-job-prospects-uk-data #Students #HigherEducation #ComputerScienceAndIt #Economics #AiArtificialIntelligence #Employability #GraduateCareers #Universities #UniversityGuide #Education #WorkCareers #UkNews
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AI may be denting computer science graduates’ job prospects, UK data shows https://www.theguardian.com/education/2026/sep/12/ai-computer-science-graduates-job-prospects-uk-data #Students #HigherEducation #ComputerScienceAndIt #Economics #AiArtificialIntelligence #Employability #GraduateCareers #Universities #UniversityGuide #Education #WorkCareers #UkNews
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AI may be denting computer science graduates’ job prospects, UK data shows https://www.theguardian.com/education/2026/sep/12/ai-computer-science-graduates-job-prospects-uk-data #Students #HigherEducation #ComputerScienceAndIt #Economics #AiArtificialIntelligence #Employability #GraduateCareers #Universities #UniversityGuide #Education #WorkCareers #UkNews
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AI may be denting computer science graduates’ job prospects, UK data shows https://www.theguardian.com/education/2026/sep/12/ai-computer-science-graduates-job-prospects-uk-data #Students #HigherEducation #ComputerScienceAndIt #Economics #AiArtificialIntelligence #Employability #GraduateCareers #Universities #UniversityGuide #Education #WorkCareers #UkNews
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Illinois universities report modest enrollment shifts | Illinois https://www.diningandcooking.com/us/1980/ #HigherEducation #Illinois #IllinoisDining #IllinoisFood #IllinoisRestaurants
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Illinois universities report modest enrollment shifts | Illinois https://www.diningandcooking.com/us/1980/ #HigherEducation #Illinois #IllinoisDining #IllinoisFood #IllinoisRestaurants
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Illinois universities report modest enrollment shifts | Illinois https://www.diningandcooking.com/us/1980/ #HigherEducation #Illinois #IllinoisDining #IllinoisFood #IllinoisRestaurants
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Illinois universities report modest enrollment shifts | Illinois https://www.diningandcooking.com/us/1980/ #HigherEducation #Illinois #IllinoisDining #IllinoisFood #IllinoisRestaurants
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Mail on Sunday ends up funding state school scholarship via payout to MP
By Richard Adams Education editorLabour’s Catherine Atkinson says she will give students £5,000 paid to her by paper that falsely accused her of concealing private school education
#UniversityofDerby #Derby #Students #MailonSunday #DailyMailGeneralTrust #Schools #Law #Socialmobility #Highereducation #Education #UKnews #Media #Nationalnewspapers #Mediabusiness #Newspapers #Newspapersmagazines #TheGuardian #RichardAdamsEducationeditor
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Mail on Sunday ends up funding state school scholarship via payout to MP
By Richard Adams Education editorLabour’s Catherine Atkinson says she will give students £5,000 paid to her by paper that falsely accused her of concealing private school education
#UniversityofDerby #Derby #Students #MailonSunday #DailyMailGeneralTrust #Schools #Law #Socialmobility #Highereducation #Education #UKnews #Media #Nationalnewspapers #Mediabusiness #Newspapers #Newspapersmagazines #TheGuardian #RichardAdamsEducationeditor
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Mail on Sunday ends up funding state school scholarship via payout to MP
By Richard Adams Education editorLabour’s Catherine Atkinson says she will give students £5,000 paid to her by paper that falsely accused her of concealing private school education
#UniversityofDerby #Derby #Students #MailonSunday #DailyMailGeneralTrust #Schools #Law #Socialmobility #Highereducation #Education #UKnews #Media #Nationalnewspapers #Mediabusiness #Newspapers #Newspapersmagazines #TheGuardian #RichardAdamsEducationeditor
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Mail on Sunday ends up funding state school scholarship via payout to MP
By Richard Adams Education editorLabour’s Catherine Atkinson says she will give students £5,000 paid to her by paper that falsely accused her of concealing private school education
#UniversityofDerby #Derby #Students #MailonSunday #DailyMailGeneralTrust #Schools #Law #Socialmobility #Highereducation #Education #UKnews #Media #Nationalnewspapers #Mediabusiness #Newspapers #Newspapersmagazines #TheGuardian #RichardAdamsEducationeditor
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Mail on Sunday ends up funding state school scholarship via payout to MP https://www.theguardian.com/education/2026/sep/11/mail-on-sunday-funds-state-school-scholarship-via-payout-to-mp #UniversityOfDerby #Derby #Students #MailOnSunday #DailyMailGeneralTrust #Schools #Law #SocialMobility #HigherEducation #Education #UkNews #Media #NationalNewspapers #MediaBusiness #Newspapers #NewspapersMagazines
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Mail on Sunday ends up funding state school scholarship via payout to MP https://www.theguardian.com/education/2026/sep/11/mail-on-sunday-funds-state-school-scholarship-via-payout-to-mp #UniversityOfDerby #Derby #Students #MailOnSunday #DailyMailGeneralTrust #Schools #Law #SocialMobility #HigherEducation #Education #UkNews #Media #NationalNewspapers #MediaBusiness #Newspapers #NewspapersMagazines
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Mail on Sunday ends up funding state school scholarship via payout to MP https://www.theguardian.com/education/2026/sep/11/mail-on-sunday-funds-state-school-scholarship-via-payout-to-mp #UniversityOfDerby #Derby #Students #MailOnSunday #DailyMailGeneralTrust #Schools #Law #SocialMobility #HigherEducation #Education #UkNews #Media #NationalNewspapers #MediaBusiness #Newspapers #NewspapersMagazines
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Mail on Sunday ends up funding state school scholarship via payout to MP https://www.theguardian.com/education/2026/sep/11/mail-on-sunday-funds-state-school-scholarship-via-payout-to-mp #UniversityOfDerby #Derby #Students #MailOnSunday #DailyMailGeneralTrust #Schools #Law #SocialMobility #HigherEducation #Education #UkNews #Media #NationalNewspapers #MediaBusiness #Newspapers #NewspapersMagazines
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How Ron DeSantis politicized Florida’s higher education by placing his loyalists at the top
By Richard Luscombe in MiamiTerm-limited, hard-right governor instituted an ideological infiltration of universities by placing allies in powerful posts
https://www.theguardian.com/us-news/2026/sep/11/ron-desantis-florida-higher-education-takeover
#Florida #RonDeSantis #Highereducation #Education #USnews #USuniversities #TheGuardian #RichardLuscombeinMiami
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How Ron DeSantis politicized Florida’s higher education by placing his loyalists at the top
By Richard Luscombe in MiamiTerm-limited, hard-right governor instituted an ideological infiltration of universities by placing allies in powerful posts
https://www.theguardian.com/us-news/2026/sep/11/ron-desantis-florida-higher-education-takeover
#Florida #RonDeSantis #Highereducation #Education #USnews #USuniversities #TheGuardian #RichardLuscombeinMiami
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How Ron DeSantis politicized Florida’s higher education by placing his loyalists at the top
By Richard Luscombe in MiamiTerm-limited, hard-right governor instituted an ideological infiltration of universities by placing allies in powerful posts
https://www.theguardian.com/us-news/2026/sep/11/ron-desantis-florida-higher-education-takeover
#Florida #RonDeSantis #Highereducation #Education #USnews #USuniversities #TheGuardian #RichardLuscombeinMiami
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How Ron DeSantis politicized Florida’s higher education by placing his loyalists at the top
By Richard Luscombe in MiamiTerm-limited, hard-right governor instituted an ideological infiltration of universities by placing allies in powerful posts
https://www.theguardian.com/us-news/2026/sep/11/ron-desantis-florida-higher-education-takeover
#Florida #RonDeSantis #Highereducation #Education #USnews #USuniversities #TheGuardian #RichardLuscombeinMiami
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How Ron DeSantis politicized Florida’s higher education by placing his loyalists at the top https://www.theguardian.com/us-news/2026/sep/11/ron-desantis-florida-higher-education-takeover #Florida #RonDesantis #HigherEducation #Education #UsNews #UsUniversities
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How Ron DeSantis politicized Florida’s higher education by placing his loyalists at the top https://www.theguardian.com/us-news/2026/sep/11/ron-desantis-florida-higher-education-takeover #Florida #RonDesantis #HigherEducation #Education #UsNews #UsUniversities
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How Ron DeSantis politicized Florida’s higher education by placing his loyalists at the top https://www.theguardian.com/us-news/2026/sep/11/ron-desantis-florida-higher-education-takeover #Florida #RonDesantis #HigherEducation #Education #UsNews #UsUniversities
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How Ron DeSantis politicized Florida’s higher education by placing his loyalists at the top https://www.theguardian.com/us-news/2026/sep/11/ron-desantis-florida-higher-education-takeover #Florida #RonDesantis #HigherEducation #Education #UsNews #UsUniversities
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How Ron DeSantis politicized Florida’s higher education by placing his loyalists at the top https://www.theguardian.com/us-news/2026/sep/11/ron-desantis-florida-higher-education-takeover #Florida #RonDesantis #HigherEducation #Education #UsNews #UsUniversities
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The risks of integrating AI too rapidly into higher education
I thought this was an interesting announcement from Surrey. I certainly see the appeal of being able to publicly say you’re doing this:
Rather than introducing AI as an additional skill, Surrey is undertaking a systematic redesign of every degree programme. This transformation will ensure that, as AI becomes embedded across society and the economy, Surrey students retain deep disciplinary expertise, develop critical judgement, and understand the implications of deploying AI within their field. In a course on voting behaviour, for instance, students are given a simple brief: pick an election, ask ChatGPT to explain the result, then interrogate whether AI got it right – testing its response against established theories of political behaviour, datasets from the British Election Study and published academic research. Students are enabled to identify and explain where the AI is vague or inaccurate, so that AI is not a shortcut but a prompt for deeper analysis.
Every student – from foundation year through to postgraduate – will develop applied, discipline-specific AI capability as a core part of their studies. Surrey graduates will be equipped to shape how AI is used, challenged and governed in real-world contexts – ensuring that they remain trusted, capable and competitive in a labour market reshaped by AI.
What does “discipline-specific AI capability” mean though? My concern is that the current commercial landscape is so profoundly uncertain (given token economics etc) that a masterplan about what capacities to equip graduates with is doomed to failure. You either specify ‘capability’ in abstraction from current tools and risk a lack of practical relevance or you specify it in terms of current tools and risk being rendered out of date when those tools go through a rapid shift in terms of access, resourcing and capabilities. It’s not tenable to do nothing. But I think doing too much, all at once, risks being counter productive by locking in approaches and techniques which risk obsolence.
There is a stated commitment that AI “will be used selectively and purposefully, only where it improves educational outcomes, while ensuring that core competencies, from clinical reasoning and legal judgement to engineering design and creative practice, are preserved and strengthened”. I agree! But this is work which needs careful learning design, it needs identification of best practice, it needs willing colleagues. It’s a long-term direction of travel, rather than an outcome. I just don’t see how you do it without having an army of learning designs working 24/7 with academic teams suddenly full of time for development.
#AI #higherEducation #skills #Surrey #tokenEconomics -
The risks of integrating AI too rapidly into higher education
I thought this was an interesting announcement from Surrey. I certainly see the appeal of being able to publicly say you’re doing this:
Rather than introducing AI as an additional skill, Surrey is undertaking a systematic redesign of every degree programme. This transformation will ensure that, as AI becomes embedded across society and the economy, Surrey students retain deep disciplinary expertise, develop critical judgement, and understand the implications of deploying AI within their field. In a course on voting behaviour, for instance, students are given a simple brief: pick an election, ask ChatGPT to explain the result, then interrogate whether AI got it right – testing its response against established theories of political behaviour, datasets from the British Election Study and published academic research. Students are enabled to identify and explain where the AI is vague or inaccurate, so that AI is not a shortcut but a prompt for deeper analysis.
Every student – from foundation year through to postgraduate – will develop applied, discipline-specific AI capability as a core part of their studies. Surrey graduates will be equipped to shape how AI is used, challenged and governed in real-world contexts – ensuring that they remain trusted, capable and competitive in a labour market reshaped by AI.
What does “discipline-specific AI capability” mean though? My concern is that the current commercial landscape is so profoundly uncertain (given token economics etc) that a masterplan about what capacities to equip graduates with is doomed to failure. You either specify ‘capability’ in abstraction from current tools and risk a lack of practical relevance or you specify it in terms of current tools and risk being rendered out of date when those tools go through a rapid shift in terms of access, resourcing and capabilities. It’s not tenable to do nothing. But I think doing too much, all at once, risks being counter productive by locking in approaches and techniques which risk obsolence.
There is a stated commitment that AI “will be used selectively and purposefully, only where it improves educational outcomes, while ensuring that core competencies, from clinical reasoning and legal judgement to engineering design and creative practice, are preserved and strengthened”. I agree! But this is work which needs careful learning design, it needs identification of best practice, it needs willing colleagues. It’s a long-term direction of travel, rather than an outcome. I just don’t see how you do it without having an army of learning designs working 24/7 with academic teams suddenly full of time for development.
#AI #higherEducation #skills #Surrey #tokenEconomics -
The risks of integrating AI too rapidly into higher education
I thought this was an interesting announcement from Surrey. I certainly see the appeal of being able to publicly say you’re doing this:
Rather than introducing AI as an additional skill, Surrey is undertaking a systematic redesign of every degree programme. This transformation will ensure that, as AI becomes embedded across society and the economy, Surrey students retain deep disciplinary expertise, develop critical judgement, and understand the implications of deploying AI within their field. In a course on voting behaviour, for instance, students are given a simple brief: pick an election, ask ChatGPT to explain the result, then interrogate whether AI got it right – testing its response against established theories of political behaviour, datasets from the British Election Study and published academic research. Students are enabled to identify and explain where the AI is vague or inaccurate, so that AI is not a shortcut but a prompt for deeper analysis.
Every student – from foundation year through to postgraduate – will develop applied, discipline-specific AI capability as a core part of their studies. Surrey graduates will be equipped to shape how AI is used, challenged and governed in real-world contexts – ensuring that they remain trusted, capable and competitive in a labour market reshaped by AI.
What does “discipline-specific AI capability” mean though? My concern is that the current commercial landscape is so profoundly uncertain (given token economics etc) that a masterplan about what capacities to equip graduates with is doomed to failure. You either specify ‘capability’ in abstraction from current tools and risk a lack of practical relevance or you specify it in terms of current tools and risk being rendered out of date when those tools go through a rapid shift in terms of access, resourcing and capabilities. It’s not tenable to do nothing. But I think doing too much, all at once, risks being counter productive by locking in approaches and techniques which risk obsolence.
There is a stated commitment that AI “will be used selectively and purposefully, only where it improves educational outcomes, while ensuring that core competencies, from clinical reasoning and legal judgement to engineering design and creative practice, are preserved and strengthened”. I agree! But this is work which needs careful learning design, it needs identification of best practice, it needs willing colleagues. It’s a long-term direction of travel, rather than an outcome. I just don’t see how you do it without having an army of learning designs working 24/7 with academic teams suddenly full of time for development.
#AI #higherEducation #skills #Surrey #tokenEconomics -
The risks of integrating AI too rapidly into higher education
I thought this was an interesting announcement from Surrey. I certainly see the appeal of being able to publicly say you’re doing this:
Rather than introducing AI as an additional skill, Surrey is undertaking a systematic redesign of every degree programme. This transformation will ensure that, as AI becomes embedded across society and the economy, Surrey students retain deep disciplinary expertise, develop critical judgement, and understand the implications of deploying AI within their field. In a course on voting behaviour, for instance, students are given a simple brief: pick an election, ask ChatGPT to explain the result, then interrogate whether AI got it right – testing its response against established theories of political behaviour, datasets from the British Election Study and published academic research. Students are enabled to identify and explain where the AI is vague or inaccurate, so that AI is not a shortcut but a prompt for deeper analysis.
Every student – from foundation year through to postgraduate – will develop applied, discipline-specific AI capability as a core part of their studies. Surrey graduates will be equipped to shape how AI is used, challenged and governed in real-world contexts – ensuring that they remain trusted, capable and competitive in a labour market reshaped by AI.
What does “discipline-specific AI capability” mean though? My concern is that the current commercial landscape is so profoundly uncertain (given token economics etc) that a masterplan about what capacities to equip graduates with is doomed to failure. You either specify ‘capability’ in abstraction from current tools and risk a lack of practical relevance or you specify it in terms of current tools and risk being rendered out of date when those tools go through a rapid shift in terms of access, resourcing and capabilities. It’s not tenable to do nothing. But I think doing too much, all at once, risks being counter productive by locking in approaches and techniques which risk obsolence.
There is a stated commitment that AI “will be used selectively and purposefully, only where it improves educational outcomes, while ensuring that core competencies, from clinical reasoning and legal judgement to engineering design and creative practice, are preserved and strengthened”. I agree! But this is work which needs careful learning design, it needs identification of best practice, it needs willing colleagues. It’s a long-term direction of travel, rather than an outcome. I just don’t see how you do it without having an army of learning designs working 24/7 with academic teams suddenly full of time for development.
#AI #higherEducation #skills #Surrey #tokenEconomics -
The risks of integrating AI too rapidly into higher education
I thought this was an interesting announcement from Surrey. I certainly see the appeal of being able to publicly say you’re doing this:
Rather than introducing AI as an additional skill, Surrey is undertaking a systematic redesign of every degree programme. This transformation will ensure that, as AI becomes embedded across society and the economy, Surrey students retain deep disciplinary expertise, develop critical judgement, and understand the implications of deploying AI within their field. In a course on voting behaviour, for instance, students are given a simple brief: pick an election, ask ChatGPT to explain the result, then interrogate whether AI got it right – testing its response against established theories of political behaviour, datasets from the British Election Study and published academic research. Students are enabled to identify and explain where the AI is vague or inaccurate, so that AI is not a shortcut but a prompt for deeper analysis.
Every student – from foundation year through to postgraduate – will develop applied, discipline-specific AI capability as a core part of their studies. Surrey graduates will be equipped to shape how AI is used, challenged and governed in real-world contexts – ensuring that they remain trusted, capable and competitive in a labour market reshaped by AI.
What does “discipline-specific AI capability” mean though? My concern is that the current commercial landscape is so profoundly uncertain (given token economics etc) that a masterplan about what capacities to equip graduates with is doomed to failure. You either specify ‘capability’ in abstraction from current tools and risk a lack of practical relevance or you specify it in terms of current tools and risk being rendered out of date when those tools go through a rapid shift in terms of access, resourcing and capabilities. It’s not tenable to do nothing. But I think doing too much, all at once, risks being counter productive by locking in approaches and techniques which risk obsolence.
There is a stated commitment that AI “will be used selectively and purposefully, only where it improves educational outcomes, while ensuring that core competencies, from clinical reasoning and legal judgement to engineering design and creative practice, are preserved and strengthened”. I agree! But this is work which needs careful learning design, it needs identification of best practice, it needs willing colleagues. It’s a long-term direction of travel, rather than an outcome. I just don’t see how you do it without having an army of learning designs working 24/7 with academic teams suddenly full of time for development.
#AI #higherEducation #skills #Surrey #tokenEconomics -
Free online introduction to #Anthropology for #Myanmar students (and everyone else interested)
judithbeyer.com/2026/02/12/i...
#highereducation #onlineeducation
Intro to Anthro for Myanmar St... -
Free online introduction to #Anthropology for #Myanmar students (and everyone else interested)
judithbeyer.com/2026/02/12/i...
#highereducation #onlineeducation
Intro to Anthro for Myanmar St... -
That'll be $100k per credit hour, please.
