Yaron Brook, ever Ayn Rand’s ventriloquist, insists students are customers. Education, in his frame, is no different from a gym membership; you pay to be made “uncomfortable.” Professors as personal trainers, universities as masochism boutiques. It’s an absurd metaphor that fits all too well in our consumerist age: education rebranded as a service industry, discomfort sold at premium prices.
Video: What is killing universities?
Catherine Liu cuts in sharply: I am not a service worker. And she’s right. Education is not concierge service; it is meant to disturb, dislodge, and disorient. Liu distinguishes “Leftist” universal reason from “Liberal” mushy inclusivity, nostalgic for Enlightenment rationality, perhaps, but her refusal to collapse education into hospitality is a rare moment of clarity.
Eric Kaufman diagnoses the “new left” as a cult of the sacred, where identity is fetishised and offence policed. Liu nods; Brook flirts with Marxism for a minute; suddenly everyone seems to agree the university has lost its bearings.
Brook is not wrong that conservatives self-select out of higher ed. But let’s be clear: not because academia is too “left,” but because they crave catechism, not critique. They want ideological madrassas, not laboratories of doubt. In this sense, Brook’s consumer model is apt: conservatives want a product that validates their priors. That is indoctrination, not education.
Meanwhile, the universities collude in their own corruption. They market “education™” as networking, branding, and employability. At the top tier, the Ivies, Oxbridge, Grandes Écoles, you might still buy proximity to power. But below that? Snake oil. At best, you get nosebleed seats in the auditorium of influence. At worst, an obstructed view behind a pillar. For most, the ticket is counterfeit: a credential that promises access and delivers only debt.
And yet, the true thing still exists. Real education, the kind Liu gestured toward, doesn’t need oak-panelled halls or hedge-fund endowments. It can happen online, in a book, in a seminar, even here with ChatGPT. It’s the deliberate encounter with discomfort, with error, with reason itself. But snake oil sells better than hard truths, and so universities keep hawking tickets they don’t own.
This article is the first in a five-part series examining the contemporary state of higher education. The series explores the growing tensions between traditional academic ideals and modern institutional practices, from the changing role of universities to the challenges of credential inflation.
The Purpose versus Function of Higher Education: An Analysis of Divergent Trajectories
The medieval university emerged as a sanctuary of scholarly pursuit, where knowledge was cultivated for its own sake and learning was viewed as a transformative journey rather than a transactional exchange. This original purpose—the advancement of knowledge and cultivation of intellectual growth—stood largely unchallenged until the modern era. Yet today’s universities operate in a markedly different landscape, where their function has evolved far beyond these foundational aims.
The modern university finds itself caught between its historical mission of knowledge creation and its contemporary function as a credentialing institution.
Historical Foundations and Modern Tensions
The university as we know it took shape in medieval Europe, with institutions like the University of Bologna, Oxford, and the Sorbonne establishing models of scholarly community that would endure for centuries. These early universities served a dual purpose: preserving classical knowledge while fostering new intellectual discoveries. Their function aligned closely with their purpose—the pursuit of truth through rational inquiry and scholarly debate1.
This alignment between purpose and function persisted well into the modern era, even as universities expanded their scope to encompass scientific research and professional training. The Humboldtian model of the 19th century explicitly united teaching and research, viewing them as complementary aspects of the scholarly enterprise2. This unity of purpose and function began to fragment only with the mass expansion of higher education in the 20th century.
Competing Perspectives in Modern Higher Education
The Institutional Perspective
Today’s universities balance multiple, often competing imperatives: research excellence, financial sustainability, market positioning, and societal impact. This multiplication of purposes has led to a functional transformation where universities increasingly operate as commercial entities rather than purely academic institutions3. The pressure to maintain enrolment numbers, secure research funding, and compete in global rankings has fundamentally altered how institutions approach their educational mission.
The pressure to maintain enrolment numbers, secure research funding, and compete in global rankings has fundamentally altered how institutions approach their educational mission.
When institutions prioritise market demands over academic rigour, the very essence of higher education comes into question.
The Student Perspective
Contemporary students approach higher education primarily as an investment in future earnings potential. Recent studies indicate that even at elite institutions, students struggle with fundamental academic practices like sustained reading4. This shift reflects broader societal changes, raising questions about whether pure academic pursuit remains viable for most students in today’s economic climate.
Where once university attendance signified a commitment to intellectual development, it now often represents a necessary credential for professional advancement.
The transformation in student attitudes mirrors wider cultural shifts. Where once university attendance signified a commitment to intellectual development, it now often represents a necessary credential for professional advancement. This pragmatic approach, while understandable, fundamentally alters the student-institution relationship5.
The Employer Perspective
Employers, historically peripheral to academic pursuits, now significantly influence university function through their hiring preferences and skill demands. This relationship has transformed universities into de facto credential providers, potentially at odds with their historical purpose of fostering intellectual development6.
The gulf between academic achievement and workplace requirements continues to widen, challenging the traditional value proposition of university education.
The Case for Multiple Modalities
The tension between historical purpose and contemporary function suggests that a single model of higher education may no longer suffice. A more nuanced and differentiated approach to higher education could better serve our diverse societal needs. Traditional academic institutions could maintain their focus on pure scholarly pursuit, preserving the medieval ideal of knowledge for its own sake while fostering deep intellectual development. Alongside these, professional schools could explicitly focus on career preparation, with curricula and pedagogy designed specifically for workplace demands7.
[A] differentiated approach would allow each type of institution to excel in its chosen domain rather than trying to fulfil every possible educational function.
Research institutes could dedicate themselves primarily to knowledge creation, operating with different metrics and expectations than teaching-focused institutions. Meanwhile, vocational centres could prioritise practical skill development, offering focused, efficient pathways to specific career outcomes. This differentiated approach would allow each type of institution to excel in its chosen domain rather than trying to fulfil every possible educational function.
The Anachronism Question
Is the traditional university model anachronistic in today’s world? The evidence suggests a more nuanced conclusion. While the medieval model may not suit all modern needs, its emphasis on deep learning and intellectual development remains valuable—perhaps increasingly so in an age of rapid technological change and complex global challenges8.
Synthesis and Future Implications
The divergence between historical purpose and contemporary function need not signal the death of traditional academic values. Rather, it might herald the birth of a more diverse educational ecosystem, where different institutional types serve different purposes explicitly rather than trying to be all things to all stakeholders.
The future of higher education may lie not in choosing between tradition and innovation, but in creating space for both to thrive.
As we navigate this transition, the challenge lies in preserving the essential benefits of traditional academic pursuits whilst adapting to contemporary needs. This may require reimagining not just how universities function, but how society values different forms of higher education.
The future of higher education may lie not in choosing between tradition and innovation, but in creating space for both to thrive.
In the next article in this series, we shall examine how the widening of access to higher education, whilst democratising knowledge, has precipitated unexpected economic consequences that challenge the very accessibility it seeks to promote.
Footnotes
1 Newman, J. H. (1852). “The Idea of a University.” Notre Dame Press. ↩
2 Humboldt, W. von. (1810). “On the Internal and External Organization of the Higher Scientific Institutions in Berlin.” ↩
3 Clark, B. R. (1998). “Creating Entrepreneurial Universities.” Pergamon. ↩
4 Horowitch, R. (2024). “The Elite College Students Who Can’t Read Books.” The Atlantic. ↩
5 Arum, R., & Roksa, J. (2011). “Academically Adrift: Limited Learning on College Campuses.” University of Chicago Press. ↩
6 Brown, P., & Lauder, H. (2010). “The Global Auction: The Broken Promises of Education, Jobs, and Incomes.” Oxford University Press. ↩
7 Trow, M. (2007). “Reflections on the Transition from Elite to Mass to Universal Access.” Springer. ↩
8 Collini, S. (2012). “What Are Universities For?” Penguin. ↩
9 Christensen, C. M., & Eyring, H. J. (2011). “The Innovative University.” Jossey-Bass. ↩
Philosophics 