On Our Social License

universities and nation

The future of universities depends upon renewing their social licence. Without trust, legitimacy and credibility in the eyes of the public, higher education risks losing the broad community support on which it relies. This question is no longer confined to academic debate: it is visible in the UK, the US, Australia and increasingly across the world.

We might reasonably expect the social license to be constantly in a process of renewal as political and societal change proceeds. To the extent that universities have neglected this, and taken the approval of their activities for granted, the call for a reexamination of the basis for the social license is valuable and welcome.

Some particular, contested and divisive, issues have impacted relationships between universities and the broader community, and will need to be addressed, they are however, in my judgment secondary, and to focus on them exclusively risks misdirecting our efforts.

The major change arises from the 'democratisation' of higher education and the growth in participation, with implications for what it means to be a graduate. From being, in some senses, peripheral to the concerns of the broad sweep of the population it is now highly salient, their children and families are directly engaged, or potentially excluded. Technology and health, key concerns, are bound up with science and research. Higher education is economically and politically more significant and impactful thus necessitating a more compelling, and coherently argued, case to be made for the social license.

I wish to be clear that renewing the social license for universities does not simply mean 'making our argument better', though 'speaking human' would be a good start! It may mean changing how we work, and what we prioritise. I intend in what follows to address a particular aspect of this.

Universities, particularly, research intensive institutions, have increasingly presented themselves as 'global institutions'. And of course, to a large extent, they are. They have large numbers of overseas students, and staff drawn internationally. They look to global scholarly communities, collaborate and partner internationally, and address global challenges referencing UN sustainability goals. Their curricula are international in outlook. Activities may include international campuses and trans-national education initiatives. This orientation is reflected in high profile international strategies, and in the activities and focus of university leadership.

Some universities also present a 'civic mission' referencing their immediate local communities and the importance of place. In a small number of institutions this is an important component of the way the institution speaks about itself, reflected in access, outreach and on occasion local economic activities. For most research universities, however, this remains secondary.

What is, in my judgment, missing is the explicitly national story. Very few universities speak about the UK as a whole, except perhaps in dialogue with government. Yet, we have a crucial national role to play collectively and individually. Universities have global and civic strategies but generally no national strategy (I set aside here the complexities of the so-called ‘home nations’). We need to have a clear orientation to, and message in relation to the work we do on issues that concern our country as a whole: growth and prosperity, social cohesion, the NHS, social care, crime, defence and security, resilience, and the UK's 'place in the world'. We should articulate our responsibility for developing and maintaining sovereign capabilities and know-how.

Universities cannot present themselves as purely cosmopolitan institutions, beyond the immediate concerns of this country and its citizens, without substantial risk to our social license.

I wish to be clear that my concern here is not that I believe universities are failing to serve the national mission. Indeed, it could be argued that much of the international activity of UK universities, including overseas student recruitment, supports these goals, we have a lot we can say. Rather, that the reluctance, almost embarrassment, of universities to speak clearly about our vision of service to the nation is a problem.

If universities are to sustain their social licence, they must speak with confidence about their role in the life of the nation. Pride in serving the country, clarity about our contribution to national challenges, and honesty about our responsibilities are essential. The choice is clear: either we own our national role, or we risk others defining it for us.