‘Digital Intelligence’ for Higher Education

Is this the future? Or just a passing trend?

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A recent post discussed the possible benefits of learner analytics for delivering a more personalised education. Now we have a broader view as The Chronicle of Higher Education provides an update on Educause, the huge US Education Tech Trade Show in which it is observed that everyone is talking about digital intelligence or education analytics:

More than 7,000 college officials gathered here this week for what is probably the largest higher-education-technology trade show in the United States, the annual meeting of Educause. Walking the trade floor, where some 270 companies mounted colorful booths, serves as a reminder of how much of college life today happens in the digital realm, and how much colleges are betting on technology to help alleviate the many challenges they face. The biggest emerging trend this year is data analytics. Company after company here promises to sell systems that provide “data dashboards” to give professors or administrators at-a-glance reports on student activity in the name of improving retention or meeting other institutional goals.

Diana Oblinger, president of Educause, described it as giving colleges “digital intelligence.” What kinds of things have colleges learned from their newfound digital intelligence? One university discovered that a scholarship program it runs to bring in high-achieving students was attracting students who were the most likely to leave—to trade up and transfer to another institution after a year or two. A professor teaching an anatomy course learned that students took longer to finish the homework she assigned than expected, and that many seemed stuck on the same point. A library at one state university learned that tenure-track male professors were not using the library as much as tenured male professors were.

The potential of digital intelligence is undoubtedly huge. And it certainly isn’t a passing fad. However, getting the data inputs right in the first place is a far from straightforward task and then making sure it is used for best effect does need to be considered carefully – how are you going to deal with that data about professorial use of the library? Digital intelligence indeed.

It’s started – the Nottingham professional services NOOC

The Changing University: Inside Nottingham is underway

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The University of Nottingham professional services NOOC (Nottingham Open Online Course) is underway. Thanks to a great deal of work by many colleagues a first four week course is now open and over 400 members of staff have signed up.

The NOOC has been designed especially for staff working in professional services across the University, in Malaysia, China and the UK.  The course, ‘The Changing University: Inside Nottingham’, covers the ways in which the University works and how different parts of the professional services operate.  During the four week course we will also explore what it means to work at a leading global university and how gaining a better understanding of professional behaviours can help with developing careers.

The course is entirely online and uses Moodle, the University’s online learning platform, and will require a time commitment of around 2-3 hours per week.  The course begins with an overview of universities and an insight into how they work including the role of professional services, the regulations that govern us, how our large numbers of staff collaborate and work together and the challenges that face the University as we look forward to 2020.

One of the really important elements of the course will be the opportunity to work with, learn from and collaborate with colleagues from across all of our campuses.  The first NOOC run by the University, on Sustainability, attracted hundreds of staff and students from the UK, China and Malaysia who engaged enthusiastically with its contents.  You can find a brief note about the Sustainability NOOC here.NOOC_Logo_RGB

Whilst ‘The Changing University’ is intended just for staff working in professional services and not students, we are already seening similar levels of participation and engagement across the campuses which is hugely encouraging.

You can find full details of ‘The Changing University: Inside Nottingham’ and how to join on the course page.

It’s not too late to sign up and get involved with learning more about the University and the work of professional services.

 

Norway Doesn’t Like University Rankings

The Norwegian Government Gives a Big Thumbs Down to Global University Rankings

The Chronicle of Higher Education has a piece on an analysis commissioned by the Norwegian Ministry of Education and Research of Norwegian universities’ performance in international university rankings. The report concluded that the “top rankings are so based on subjective weightings of factors and on dubious data that they are useless as a basis for information if the goal is to improve higher education.”

But, as the story notes, there still remains some ambivalence in the universities themselves:

Norway and other Scandinavian countries: a bit cross

Norway and other Scandinavian countries: a bit cross

 

The NIFU report was presented at a seminar in Oslo recently, capturing much attention. “Can we trust university rankings?” NIFU wrote on its website. “University rankings criticised,” declared the Ministry of Education and Research in a press release.“A Kiss of Death for university rankings,” said University of Oslo Rector Ole Petter Ottersen in his blog, stating:“This report should be made available for everyone working within the higher education sector in Norway. Not the least, it should be available on the news desk of Norwegian newspapers.”Among the many comments, the University of Bergen announced that it was ranked 56 on the indicator for citations per academic. “This confirms Norwegian universities’ love-hate relationship with university rankings,” wrote former Bergen rector Professor Kirsti Koch Christensen on Facebook.

Love-hate relationship with league tables? I suspect they are not alone.

Ghana gets tough on Honoraries

In Ghana, the Accreditation Board is “mad” at honorary degree awards

Ghana News reports that the country’s Accreditation Board is “mad” at honorary degree awards by unqualified institutions:

The conferment of honorary degrees is the prerogative of degree awarding institutions so mandated. Therefore accredited private tertiary institutions operating under the mentorship of chartered, degree-awarding universities are not qualified by themselves to confer honorary degrees. Any such institutions that do so are in contravention of Regulation 19 1 of Legislative Instrument 1984 which states that: An accredited institution shall not issue certificates or award its own degrees, diplomas or honorary degree without a Charter grated to it for that purpose by the President.

National_Accreditation_Board,_Ghana_(NAB)_logoThere are also instances where some foreign institutions confer such honorary degrees, particularly doctorate degrees on prominent personalities with intent to legitimize and popularize the operations of the institutions in Ghana, and thereby seek to attract unsuspecting students to enroll in them. The national Accreditation Board wishes to caution the general public and advise that distinguished personalities invited for such awards should verify the accreditation status and degree-awarding powers of the institutions that seek accreditation status and degree-awarding powers of the institutions that seek to confer on them honorary degrees to avoid any embarrassing fallouts.

I posed here recently about a spate of Honorary Degree revocations but the concern in Ghana seems to be more about unaccredited institutions securing undeserved credibility by inviting the great and the good to accept an Honorary.

Ghana Web’s editorial takes an even stronger position:

The quest for the enhancement of mankind’s creature comforts has driven many to crazy heights such as preceding their names with high flaunting titles. The number of those ad hoc institutions and individuals ready to assist them achieve these objectives, their quality notwithstanding, has increased exponentially.

Exploiting our penchant for such high flaunting appellations, which these institutions hardly heard of in their own countries, have constantly bestowed the useless and worthless titles to people who can pay for the service directly and indirectly.

It is lamentable that the near-fraudulent practice has gone on almost indefinitely, until recently when the National Accreditation Board (NAB) woke up from a worrying Rip Van Winkle slumber to read the riot act about the dubious conferment.

 

And as Ghana Soccernet reported:

Ex-Ghana coach Kwesi Appiah found his honorary degree wasn't worth much after all

Ex-Ghana coach Kwesi Appiah found his honorary degree wasn’t worth much after all

The National Accreditation Board has discredited the honorary doctorate degree conferred on ex-Ghana coach Kwesi Appiah by the Day Spring Christian University of Mississippi. But the board says the university alongside three others- Pan African Clergy Council and Bible College, Global Centre for Transformational Leadership and the World Council for Evangelical Clergy- is uncertified to honour prominent individuals.

So, bad news for Kwesi and others who have picked up awards from unaccredited universities. In the UK though, it doesn’t seem terribly likely that iffy institutions not on the HEFCE list of registered providers will be looking to draw attention to themselves in this way. And no-one could accuse UK agencies of a ‘Rip Van Winkle slumber’.

Launch of the university professional services NOOC

The Changing University: Inside Nottingham – a post just for University Nottingham (UK, China and Malaysia) colleagues

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An earlier post invited views on the possibility of a University of Nottingham professional services NOOC (Nottingham Open Online Course). Following much discussion and a great deal of work by many colleagues a first four week course is about to launch.

In just a few days from now (Monday 13 October to be precise) we will launch a new NOOC designed especially for staff working in professional services across the University, in Malaysia, China and the UK.  The course, ‘The Changing University: Inside Nottingham’, covers the ways in which the University works and how different parts of the professional services operate.  During the four week course we will also explore what it means to work at a leading global university and how gaining a better understanding of professional behaviours can help with developing careers.

The course is entirely online and uses Moodle, the University’s online learning platform, and will require a time commitment of around 2-3 hours per week.  The course begins with an overview of universities and an insight into how they work including the role of professional services, the regulations that govern us, how our large numbers of staff collaborate and work together and the challenges that face the University as we look forward to 2020.

One of the really important elements of the course will be the opportunity to work with, learn from and collaborate with colleagues from across all of our campuses.  The first NOOC run by the University, on Sustainability, attracted hundreds of staff and students from the UK, China and Malaysia who engaged enthusiastically with its contents.  You can find a brief note about the Sustainability NOOC here.NOOC_Logo_RGB

Whilst ‘The Changing University’ is intended just for staff working in professional services and not students, we are really hoping for similar levels of participation and engagement across the campuses.

You can find full details of ‘The Changing University: Inside Nottingham’ and how to join on the course page.

Do sign up and get involved with learning more about the University and the work of professional services.

 

THE World University Rankings 2014-15

The Times Higher Education World University Rankings are out

The waiting is over and the final ranking of the season is now available from THE.

All the details of the methodology and regional and subject variations are available on the THE rankings site. The claim is that they are “the most comprehensive and balanced comparisons available, which are trusted by students, academics, university leaders, industry and governments”. In addition they “employ 13 carefully calibrated performance indicators to provide the most comprehensive and balanced comparisons available”.

Must be good then. Interestingly, the main theme in the commentary seems to be stability:

Overall, this year’s rankings are characterised by their stability, especially towards the top of the table: no university in the top 20, for example, has moved by more than two places. The California Institute of Technology remains number one (the fourth year in a row it has worn the crown), with Harvard University in second place.

As was the case last year, the top 10 includes seven US universities. The other three places are occupied by UK institutions: the University of Oxford moves from joint second last year to third, while its ancient rival, the University of Cambridge, rises two places to fifth. Imperial College London moves up one place to joint ninth.

Perhaps the most striking development at the summit is the fact that Yale University makes the top 10 for the first time under the current methodology. The Ivy League stalwart pushes the University of Chicago into 11th position.

So, this means there really isn’t a lot of movement:

 The world top 20 is as follows:

 

1 California Institute of Technology (Caltech) United States
2 Harvard University United States
3 University of Oxford United Kingdom
4 Stanford University United States
5 University of Cambridge United Kingdom
6 Massachusetts Institute of Technology (MIT) United States
7 Princeton University United States
8 University of California, Berkeley United States
9 Imperial College London United Kingdom
9 Yale University United States
11 University of Chicago United States
12 University of California, Los Angeles (UCLA) United States
13 ETH Zürich – Swiss Federal Institute of Technology Zürich Switzerland
14 Columbia University United States
15 Johns Hopkins University United States
16 University of Pennsylvania United States
17 University of Michigan United States
18 Duke University United States
19 Cornell University United States
20 University of Toronto Canada

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And the UK rankings:

3 University of Oxford United Kingdom
5 University of Cambridge United Kingdom
9 Imperial College London United Kingdom
22 University College London United Kingdom
34 London School of Economics and Political Science (LSE) United Kingdom
36 University of Edinburgh United Kingdom
40 King’s College London United Kingdom
52 University of Manchester United Kingdom
74 University of Bristol United Kingdom
83 Durham University United Kingdom
94 University of Glasgow United Kingdom
103 University of Warwick United Kingdom
107 Queen Mary University of London United Kingdom
111 University of St Andrews United Kingdom
111 University of Sussex United Kingdom
113 University of York United Kingdom
118 Royal Holloway, University of London United Kingdom
121 University of Sheffield United Kingdom
131 Lancaster University United Kingdom
132 University of Southampton United Kingdom
146 University of Leeds United Kingdom
148 University of Birmingham United Kingdom
154 University of Exeter United Kingdom
157 University of Liverpool United Kingdom
171 University of Nottingham United Kingdom
178 University of Aberdeen United Kingdom
196 St George’s, University of London United Kingdom
198 University of East Anglia United Kingdom
199 University of Leicester

29 universities from the UK in the Top 200 doesn’t look too bad and second only to the US.

All of this is Copyright Times Higher Education. Full details can be found here:  http://www.timeshighereducation.co.uk/world-university-rankings/

A campus facilities arms race?

It’s all about the aquatics apparently

I’ve posted before about the growth of luxury student accommodation in the US. Now the Education Advisory Board has a report on what it says amounts to a recreation facilities arms race on US campuses:

A paw shaped hot tub you say? Essential.

A paw shaped hot tub you say? Essential.

Auburn University has a 45-person paw-print shaped hot tub, Pensacola Christian College has a $1 million wave rider, Missouri State University has a zip-line over the pool and a lazy river. Ten schools have AquaClimb pool-side rock walls, 35 more are in the works. According to a 2013 NIRSA study, 92 schools reported a combined $1.7 billion in capital projects.”Aquatics are a huge growth area,” says Jack Patton, leader of RDG Planning and Design’s sports facilities group. They are also the most expensive part of a recreation center to run per square foot.

Officials hope that the amenities will help them stand out in prospective students’ minds.It works. Resort-style facilities boost student enrollment, particularly at less-elite schools, according to a 2013 study from the National Bureau of Economic Research.At the University of Missouri, each tour stops by the “indoor beach club’s” palm trees, lazy river, waterfall, and grotto modeled after the Playboy Mansion’s.

"The floating lounge chairs, couches, mellow music and plenty of sun help provide a perfect relaxing environment for hard-working students who need a respite from their studies or a change of scenery."

“The floating lounge chairs, couches, mellow music and plenty of sun help provide a perfect relaxing environment for hard-working students who need a respite from their studies or a change of scenery.”

The arms race metaphor is a good one. Is all of this necessary to deliver a good student experience? No, but it does seem to help with recruitment. More palm trees anyone?

The Promise of Personalized Education

Is this the future of student support?

There has been a lot of talk of late about learner analytics and the potential benefits in terms of tracking student performance and identifying and intervening where they are at risk of dropping out. The Chronicle of Higher Education has a story on a number of companies who are offering different forms of help to institutions:
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This year students at Colorado State University will have their progress toward degrees tracked by technology from a company called CollegeSource. The likelihood of their encountering academic difficulty will be flagged for academic advisers and resident advisers by an online product from a company called Campus Labs. And they will receive text alerts about unsatisfactory grades via a mobile app from yet another ed-tech company, Ellucian. Students in three majors will also be assessed on their chances of succeeding in a course, on the basis of an analysis of data from thousands of previous Colorado State students who had earned the same grades, thanks to technology from the Education Advisory Board. Meanwhile, intercollegiate athletes who skip too many classes will be notified through Facebook by a company called GradesFirst that they’ve been scheduled for tutoring. And all these arrangements don’t even reflect an experiment in evaluating student progress in courses, using an analytics tool sold by Blackboard. The university ditched the experiment in the spring after realizing that professors weren’t using the learning-management system uniformly for that purpose.

While there is something quite cold and clinical about all of this, it nevertheless does offer the prospect of enabling universities better to support their students and to ensure that those most at risk of dropping out are provided with the assistance they need before it is too late.

These developments do seem inevitable as everyone looks to make more use of the student data they have and companies look to provide new and better tools for analysing it. Ultimately though all of this really does seem to offer the prospect of a significant improvement in student support.

 

Applying to uni via video

Better than qualifications?

The Chronicle of Higher Education has an interesting story on the use of videos in university applications. Whilst some institutions have been encouraging students to submit videos as supporting information, it seems at least one has now gone further and is offering students the opportunity to provide them as the primary selection tool:

Ever since George Mason University started inviting prospective students to send in videos as part of their application materials, Matthew P. Boyce, the interim admissions director there, has seen applicants try to prove their mettle in some odd ways.One young man wrote and performed a rap about why he wanted to go to the university, featuring a cameo by his grandma. Mr. Boyce recently watched footage of another candidate biting into an Indian “ghost pepper,” one of the world’s spiciest varieties. The footage was presented as evidence of the applicant’s resiliency. “It was kind of goofy,” says the admissions director, though certainly memorable.

All you need to apply to university

All you need to apply to university

George Mason is one of a handful of universities that, several years ago, gave prospective students the option of submitting short “video essays” as part of their applications.The videos were meant only as supplements to the required materials, which include standardized-test scores, grade-point averages, and recommendation letters. “It’s never going to make or break their admission to Mason,” says Mr. Boyce of the videos. Last week Goucher College announced that it was taking video submissions to the next level. Prospective students will have the option of making two-minute videos the centerpiece of an application to Goucher. If they submit a video, plus two samples of academic work, then they will not be required to send in a transcript or letter of recommendation.

Whilst the variety and opportunities for applicants may be seen as welcome it is difficult to imagine how it might be possible to ensure consistency and equity across a range of applications. Also it is not clear here what is being judged: originality, creativity, personality, film-making skills? All a bit tricky therefore and probably not something that is really going to take off.

Outsourcing student recruitment

Australian colleges trust to agents

Very surprised by this piece in @insidehighered which notes that agents have expanded their reach into domestic higher education recruitment in Australia:

When the Australian Skills Quality Authority examined 400 college websites during last year’s marketing audit, as many as 70 turned out to belong to brokerage firms rather than training providers.“It’s certainly quite a phenomenon now,” said Chris Robinson, the agency’s chief commissioner.

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A consultant, Claire Field, said marketing agents were particularly active in Queensland, mostly selling vocational diplomas. “With the higher education reforms, there’s no doubt we’ll see more activity,” she said.This is already happening, with high-flying Acquire Learning marketing degrees in ­accounting, arts, business, community services and information technology from Federation University and more than a dozen private colleges. Melbourne-based ProLearn recruits students for Victoria University’s graduate certificate in management.

 
While this does appear to be focused mainly on colleges and vocational qualifications there is some evidence of universities using such services too. Many UK institutions use agents for international recruitment but how long can it be before universities and colleges start using this kind of service for domestic student recruitment too?

Tooled up campus security

Guns and Grenades for University Security

Earlier this year I posted on the acquisition of an armoured truck by security at Ohio State University. The Chronicle of Higher Education has since discovered that other US universities have also taken advantage of the opportunity to buy surplus army kit including grenade launchers, M-16s, and armoured vehicles:

Should the campus police at the University of Central Florida ever need a modified grenade launcher, one sits waiting in the department’s armory. Retooled to fire tear-gas canisters, the weapon was used several years ago for training purposes, according to Richard Beary, the university’s chief of police. It hasn’t left storage since.At Central Florida, which has an enrollment of nearly 60,000 and a Division I football team, the device was acquired, a police spokeswoman said, for “security and crowd control.” But the university’s police force isn’t the only one to have come upon a grenade launcher. Hinds Community College—located in western Mississippi, with a student population of 11,000—had one too. Campus police officers at Hinds declined to comment. A woman who worked for the department but declined to identify herself said that the launcher had been repurposed to shoot flares but that the college no longer possessed it. Both institutions received their launchers from the same source: the Department of Defense.

Necessary for campus security?

Necessary for campus security?

At least 117 colleges have acquired equipment from the department through a federal program, known as the 1033 program, that transfers military surplus to law-enforcement agencies across the country, according to records The Chronicle received after filing Freedom of Information requests with state governments. Campus police departments have used the program to obtain military equipment as mundane as men’s trousers (Yale University) and as serious as a mine-resistant, ambush-protected vehicle (Ohio State University). Along with the grenade launcher, Central Florida acquired 23 M-16 assault rifles from the Department of Defense.

This just seems extraordinary. The full table of purchases can be found here and, whilst it does include some fairly mundane items, you have to ask what on earth campus security services think they are going to need all this kit for. What kind of student protests are going to require guns and grenade launchers to keep crowds under control?

New 2014/15 QS World University Rankings

The latest QS world league table is out

Full details of the rankings can be found at the QS website. A summary of the world top 10 follows where we find MIT retaining the top spot for a third consecutive year but really not a lot to grab the headlines here:

Global top ten

1 Massachusetts Institute of Technology (MIT) (Last year: 1)

2= University of Cambridge (3)

2= Imperial College London (5)

4 Harvard University (2)

5= University of Oxford (6)

5 = University College London (4)

7 Stanford University (7)

8 California Institute of Technology (Caltech) (10=)

9 Princeton University (10=)

10  Yale University (8)

Not a huge change then with Chicago the only mover out of the top 10. However, four out of the top six universities are from the UK which must be something of a surprise.

 

Top UK universities

Again, little movement for the UK universities within the top 100 although there is one new entry with QMUL becoming the 19th UK university to make it into the top 100.

2= University of Cambridge (3)

2= Imperial College London (5)

5= University of Oxford (6)

5= UCL (4)

16  King’s College London (19=)

17= University of Edinburgh (17=)

29 University of Bristol (30)

30 The University of Manchester (33)

55 University of Glasgow (51)

61 The University of Warwick (64)

64 University of Birmingham (62)

69 The University of Sheffield (71=)

71 LSE (68)

77 The University of Nottingham (75=)

88 University of St Andrews (83)

92 Durham University (90)

94 University of Southampton (86=)

97 University of Leeds (97=)

98 Queen Mary University of London (115)

So, interesting but perhaps helpfully unexciting in terms of radical change.

Dialogue through technology

Dorm Room Diplomacy

 

Intrigued to learn about the activities of an organisation called Dorm Room Diplomacy which gets groups of students together from around the world, via videoconferencing, to engage in dialogue aimed at promoting greater international understanding:

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Founded by students at the University of Pennsylvania in 2009, Dorm Room Diplomacy fosters intercultural dialogue and mutual understanding among an international group of university students. Dorm Room Diplomacy employs videoconference technology to facilitate virtual exchanges that help students to see the individuals behind reductionist cultural stereotypes.The videoconference program occurs each academic semester, and the same set of 8 students join in a virtual dialogue with a trained facilitator each week. Dorm Room Diplomacy is entirely student-run, encouraging students to take ownership over the dialogue process, establish campus chapters, and empower themselves and their peers. As a non-partisan organization, Dorm Room Diplomacy does not engage in political activities or advocacy, other than the promotion of intercultural dialogue.

Whilst the number of institutions involved is modest nevertheless it does seem like a valuable initiative. There are many other ways to engage in such dialogue both on campus and through international exchanges but this looks like a useful additional option.

Will Dorm Room Diplomacy take off? Time will tell.

Amazon on campus

Amazon sets up shop at Purdue

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According to @insidehighered Purdue University is to become the next “Amazon Campus”, which will allow access to Amazon offered products through the Purdue Student Store.

 

Coming to a campus near you

Coming to a campus near you

Beyond Amazon’s impact on campus bookstores’ bottom lines, the company’s presence in higher education has mostly been felt in the post office, as students opt to order rental or used books online. With the expansion of its Amazon Campus program, the company is aiming for more visibility on college campuses.The co-branded program at Purdue is the second of its kind. The University of California at Davis announced a pilot with Amazon last November, and the company has expansion plans in the works, a spokeswoman said in an email.In addition to offering priority shipping options, Amazon will staff locations on campus where students can pick up their orders and drop off rented textbooks when they are due.
ucdavis_logo
UC-Davis, in comparison, uses Amazon’s bright yellow automated lockers. Both benefits are expected to roll out during the next year at Purdue, according to a press release. As part of its deal with Amazon, UC-Davis collects “a little more than 2 percent of most purchases” from the university-branded store. In the first two academic quarters since the launch of the pilot, the partnership has netted the university $139,000, much of which has gone toward funding short-term financial aid and textbook scholarships.

So it sounds like it might be a pretty good deal for universities and for their students. And it might ensure that campus bookshops, which have slowly been disappearing, might have a future after all. But it also means of course that Amazon’s dominance will continue to grow. Presumably they could also extend into wider provision of goods and services to universities from laboratory supplies to stationery. So is the future Amazon for everything?

Can we have our Honorary Degree back please?

Honorary Degree revocation is pretty unusual

Previous posts have commented on the awards of Honorary Degrees to celebrities. The risk for universities in making such awards though is that famous people sometimes turn out to be not such terrific assets to the institution’s reputation. There are only a few examples of this but they are pretty striking.

The most significant was arguably the decision by the University of Edinburgh in 2007 to remove the degree awarded to Robert Mugabe. As the Observer reported at the time:

Edinburgh University will tomorrow revoke an honorary degree awarded to Zimbabwean President Robert Mugabe. The degree was awarded in 1984 for Mugabe’s services to education in Africa. He has since been blamed for Zimbabwe’s failing economy and accused of running an oppressive regime.

The decision to revoke the degree is the first in the history of the academic institution and follows years of campaigning by politicians and students, concerned about Mugabe’s human rights record.

Although Mugabe never replied, the government of Zimbabwe said the decision to revoke the honorary degree was a ‘humiliation’ for Edinburgh University and branded the institution ‘a disgrace’ and its students ‘uninformed’.

robert-mugabe-03The University of Massachusetts Amherst also withdrew its award to Mugabe (although some years later than Edinburgh).

Interestingly Edinburgh has instituted a specific withdrawal procedure to cope with this very eventuality:

Principles underpinning the procedure
In recognition of the need to guard against (a) a proliferation of proposals for withdrawal and (b) an honorary graduate falling foul of populist thinking the following principles underpin the procedure:
• Any review of an Honorary Degree can only be considered on receipt of substantial new information which, for good reason, was not available previously.
• The situation and values of the time of award conferment remain the relevant considerations.
• Non application posthumously.

 

Jimmy Savile, who was awarded an Honorary Degree by Bedfordshire University in 2009, had it rescinded in 2012 after his death and the subsequent revelations about his activities. (Note that this would not have been possible under the Edinburgh procedure…)

 

savile

Fred Goodwin, former CEO of RBS, who had his knighthood revoked also faced calls for the withdrawal of the Honorary Degree awarded by St Andrews University. But this appears, despite a campaign by students back in 2012, to have been resisted by the University.

Less fortunate than Goodwin is Constance Briscoe who, on top of other humiliations, found herself having her honorary degree from the University of Wolverhampton revoked. As reported in the Express & Star:

Disgraced judge Constance Briscoe has been stripped of her honorary degree by the University of Wolverhampton.

It comes just days after she was removed from the judiciary after being jailed for her part in the speeding points scandal that saw former Liberal Democrat minister Chris Huhne and his estranged wife sent to prison. The university confirmed it was considering stripping Briscoe of the award in May and has now revealed it did go ahead with the removal. Professor Ann Holmes, Deputy Vice-Chancellor, said: “The University of Wolverhampton’s nominations committee has revoked Constance Briscoe’s honorary award, as we take the award of honorary degrees very seriously.”

And then we have the case of Brandeis University which, according to the Guardian,  decided to withdraw an Honorary before it had even conferred it:

A university has reversed a decision to grant an honorary degree to an advocate for Muslim women who has made comments critical of Islam.

Brandeis University said in a statement that Somali-born Ayaan Hirsi Ali would no longer receive the honorary degree, which it had planned to award her at the May 18 commencement.

Possibly a first.

Of course the lesson here for universities is to be very careful about the selection of Honorary Degree recipients. Easier said than done though. Although you could always introduce a new procedure to facilitate withdrawal when required.