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How ideas about social licence are changing with diversity
By Professor Clare Pollock and Martin Betts
One of the universal virtues that many higher educators share is its ability to transform lives . This
Professor Clare Pollock , senior deputy vice-chancellor and provost , Western Sydney University . Image : Sally Tsoutas
Licence to learn
is evident particularly for those who are the first in their family to attend university .
Global university participation rates have grown from under 10 per cent – when higher education was preserved for the elite – to 40 per cent .
This greater diversity in higher education participation leads to increased economic benefits . It also requires embracing learners with different expectations of their learning experience and its role in their communities .
The Universities Accord review may change the regulatory systems that all tertiary education providers are part of , but regardless of this , universities should focus on pursuing their missions to gain their social licence in addition to fulfilling regulatory requirements .
Previously , the status of higher education providers was measured by their learning academic excellence , reputation , and qualifications ; this has been the licence to operate long-established institutions .
Gaining a social licence to operate means greater diversity in the system and its impact on learners , their communities , and providers .
There are many learners – particularly international students – who choose universities with perceived status and reputation based on their performance in traditional research rankings .
Some in our sector believe universities with a longer history and choice location are unfairly advantaged in competitive markets at attaining fee-paying international students .
Learners and potential students , however , both domestic and international put a greater emphasis on their skills development , personal transformation , and the networks and jobs available through studying at a particular institution , while others might prioritise higher education providers that align with their beliefs , values and impact on the world .
As Australian cities evolve and change , the new communities that are forming have different priorities , needs and aspirations .
Our universities must respond to these geographical and social changes – through strong and authentic local partnerships – to maintain relevance and ensure continuing social licence .
For instance , Greater Western Sydney is one of the fastest growing regions in Australia today ; it is at the heart of our national agenda and has a significant impact on a global scale .
Older universities in Sydney , such as the University of Sydney , and the University of NSW , take immense pride in their current and historical reputation for research excellence , and this has been the key to recruiting international students and attracting world-leading researchers .
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