Duff degrees

My recent reading on trips to and from a client has included the very informative and entertaining Degree Mills by “FBI Agent Allen Ezell (Retired) and John Bear PhD”.  It makes interesting reading, particularly alongside the news item last week about the government’s “crackdown on fake degrees”.

A good book. ISBN 978-1-61614-507-1

It seems that BIS has asked HEDD - Higher Education Degree Datacheck - “to proactively address issues concerning bogus institutions and the misuse of the word ‘university’ as well as to tackle the related area of degree fraud. It aims to reduce the burgeoning number of unaccredited institutions by increasing prosecutions through investigation and awareness-raising.”

The word University is a protected term within UK trade law, meaning, broadly, that if you use it without actually being a university you are liable for some sort of trouble. Exactly what trouble varies, as enforcement is usually down to trading standards teams within local authorities.

Compare this with the USA, where University is not a protected term, but those who run degree mills, when prosecuted, are prosecuted for fraud, with lengthy prison sentences.

Ezell and Bear’s book shows that there’s a real problem in the USA – with different approaches in individual states, and no monopoly accrediting body. Indeed, one of the interesting things that seems to be happening is that as well as degree mills (that is, organisations which sell degrees without requiring academic work) there are now also accreditation mills – fake accrediting agencies which give a veneer of respectability to degree mills.  And of course these can be one and the same operation.

The UK’s infrastructure in this respect is strong – the QAA does provide a good check on standards, and the Privy Council via HEFCE, is jealous of the term university. But there’s no room for complacency: the growth in private providers means that knowing all the UK degree awarders becomes more difficult, and if you’re not in the sector, how easy is it to tell if a place is a university?

The UK can be a plausible base for such operations: Ezell and Bear list institutions of which they are suspicious (25 pages of them in their book), and there’s a fair few in the UK. Here’s a selection to give a flavour: Abingdon University, Ashford University, Athenaeum University, Chelsea University, Lamberhurst University, Somerset University, University of Doncaster, Westhampton University. Now some of these look odd – but without looking on the web are you absolutely sure that some of these aren't legitimate?

Anther practice which encourages degree mills is the habit – which I, haven’t come across in the UK – of employment contracts which give a higher salary for a higher qualification. The financial benefit of having a master’s degree or a doctorate becomes very real, and the ROI for a fake degree – if you’re not found out – is pretty good.

Ezell and Bear have a chapter, though, which really works for me: Animals with degrees. As part of the prosecution, it seems that investigators have made a habit of buying degrees for animals. And so there’s a catalogue of qualified pets of various sorts – my favourite is Dr Zoe D Katze.  And if you kept a snake, wouldn’t it be great to have a Mamba, MA MBA?

Zoe D Katze, PhD

HEDD are doing an important service, and it’s good that BIS are making this a priority.  But unless the will to prosecute is there, is it going to make a huge difference? I know from experience that local authorities do not put tackling the production of fake degree certificates at the top of their priority list, and they’re getting ever more stretched. Time to treat degree fraud as a more serious crime?

The heart or the head?

Idealism and reality seem currently to be clashing in higher education, and the turbulence is bringing some interesting things to the surface.

On the one hand, there’s an idealism inherent in the notion of higher education, which sees it as a liberating force for the individual and society and that there is a moral duty to deliver the enlightened world which could arise if more people benefited from a higher education. And in the UK context, that strand of thinking was given a boost by the introduction of considerably increased tuition fees for undergraduate study in England in 2012. The notion that access to higher education should not be rationed by affordability, as well as provoking riots in Trafalgar Square, led to some radical initiatives, such as the Social Science Centre in Lincoln, which enables people to access a ‘free co-operative higher education’ and the Free University of Liverpool, which has now wound up.

And on the other hand, the gritty reality that the traditional form of higher education in the UK (ie full-time, attending a campus away from home) is an expensive business to deliver, with a spiral of expectation created by higher fees, a focus on the non-academic aspects of the student experience, leading to phenomena like the ‘athletics arms race’, on which Paul Greatrix has blogged, and a yearly cycle of what-more-have-we-got-to-justify-high-fees?. Sustaining a large sector, which employs over 450,000 people in the UK (HESA staff return 2012-13, table A), requires a lot of money. Which means you’re straight back to the argument about where the money comes from, who pays, and whether it higher education funding is more like a progressive tax or a means test which in itself acts as a barrier.

(This reminds me of a chant during a late-1980’s demo against student loans:

"Education should be free
For the sons and daughters of the bourgeoisie!")

The BBC flagged another interesting initiative – the University of the People. This claims to be free if people need it; to be online (but not dependent upon high specification technology); to be international; and, crucially, to offer US accredited degrees. If it is what it seems to say it is – voluntary, humanitarian – then it clearly sits with the heart not the head. And if it is offering proper degrees of a high standard, then it will surely attract a lot of students.

It’s too early to declare that this is the shape of things to come: the challenge of supporting a few hundred students online is different from the challenge of supporting tens of thousands, and the initial enthusiasm may wear off. But what if the University of the People accepted credit transfer from completed MOOCs? A lot of business models might be seriously disrupted, and the heart-versus-head question might become starker still.