"This Monday, [Andrew] Marr hosted a special edition of Start the Week on BBC Radio 4 to celebrate the RCA's 175th anniversary with guests including former RCA rector and Arts Council chair Sir Christopher Frayling.
In the show, Frayling pointed out that the creative industries provided twice as many UK jobs as financial services, but that this contribution went unnoticed.
'What I never understand is, there are so many column inches about financial services all the time,' Frayling told Marr. 'Financial services contributes about 1% more than the creative industries, which employ two million people whereas financial services employ one million people. So in terms of contribution to the economy generally, the creative industries actually have it over financial services in almost every way. And how many column inches about it? Very little. So there's this huge impact but people don't seem to be noticing.'
In his article, Marr argues that because the economic value of art schools is difficult to measure, politicians fail to appreciate their importance to the economy.
'And there's where I think the trouble lies,' Marr concludes. 'To invest in art and design means putting public money into areas whose value cannot be captured on a spreadsheet, where concepts like productivity, value-for-money, inputs and outputs – which so reassure the political world – simply collapse. That means faith. It means risk.
'But, without it, hard times surely stretch out rather bleakly. Other countries understand this, including China where more than a thousand art and design colleges are operating and whose students greatly benefit from colleges here too."
(Dezeen, 21 November 2012)
Fig.1 Jim Rokos "22° 36° 48°", fruit bowl [http://rokos.co.uk/].
"Unistats lets you search, review and compare official information about universities and colleges in the UK, and the subjects they offer. It includes results from the National Student Survey – where more than 220,000 students give their views about the quality of their higher education experience. ...
HEFCE (the Higher Education Funding Council for England)¹ owns the Unistats websites and has contracted UCAS to manage the delivery and maintenance of these websites on its behalf."
"A leading scientist has attacked the government for funding students doing 'Mickey Mouse' degrees - and called for the money to be spent on science instead.
Dr Richard Pike, chief executive of the Royal Society of Chemistry, said degrees in celebrity journalism, drama combined with waste management, and international football business management - all of which exist - should be 'kicked into touch'.
Funds for the courses should be channelled into science degrees and research. ...
Pike said degree courses should reflect the challenges the country will face in the future, rather than an 'ephemeral demand that in 10 years' time will be viewed as a curiosity'. ...
'Funding for the sciences should be ringfenced so that, in effect, it becomes a more dominant component. This is not a question of pleading a special case. Such a move is essential if we are all to enjoy the lifestyle we have become accustomed to, and ensure that we are prepared for the changes that will affect us all in the future.
'We need a population with an enduring set of skills, such as an understanding of the physical world around us, literacy and communication, numeracy, and how to function and continue to learn in a complex society.'"
(Jessica Shepherd, 10 February 2010, guardian.co.uk)
[While Dr Richard Pike is making a noble effort -it is a vain one. His plea is a naive attempt to stall the advancement of regionalising discourses (Bernstein 2000, p.52) as they continue to undermine the authority of the strong classification principles (Bernstein 2000, p.99) of the traditional European Enlightenment university disciplinary model (Nussbaum 1997; Weeks and Glyer 1998). His comments fail to recognise dramatic global technological and sociological changes (Beck, Giddens et al. 1994) which have accelerated the pace of change and whose needs steadily diminish the relevance and potency of traditional scholarly insight.
Beck, U., A. Giddens, et al. (1994). Reflexive Modernization Politics Tradition and Aesthetics in the Modern Social Order. Stanford California, Stanford University Press.
Bernstein, B. (2000). Pedagogy Symbolic Control and Identity Theory Research Critique. Oxford, Rowman & Littlefield Publishers, Inc.
Boyer, E. L. (1990). Scholarship Reconsidered Priorities Of The Professoriate. Scholarship Reconsidered Priorities Of The Professoriate. New York, Carnegie Foundation for the Advancement of Teaching: 15-16.
Nussbaum, M. (1997). Cultivating Humanity: A Classical Defense of Reform in Liberal Education. Cambridge, Massachusetts, Harvard University Press.
Weeks, D. L. and D. Glyer (1998). The Liberal Arts in Higher Education. Challenging Assumptions Exploring Possibilities. Lanham, Maryland, University Press of America.]