"Is Drama with Waste Management a 'Mickey Mouse' degree ... with only a few minutes research I can see a number of reasons why this combination might be useful. Sustainable waste management is a global issue, with important consequences for global warming. A number of projects use drama as a means of enhancing community involvement in these projects. One such project was part of 'Drama for Life' Africa's premier drama/theatre/performance programme. The use of drama was also a key part of a zero waste management initiative in Wakiso district, Uganda. So I personally would applaud a student who wanted to choose to combine an interest in drama (which I assume the RSC [UK Royal Society of Chemistry] are not trying to ban) with socially responsible initiatives that could result in reduced green house gas emissions."
(Chris Cooper, Saturday 13 February 2010 at 13:18)
"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.]