Why Academic Standards are Essential
by Dr. Thomas A. Fudge
Senior Lecturer
Department of History
University of Canterbury
Christchurch
New Zealand
Students sometimes complain that standards for university qualifications are too high, are unfair, or are otherwise a bother. It is possible that all three complaints have validity. In general, however, anything worth doing is worth doing right and whatever is worth doing right normally requires guidance.
Teachers are mostly professionally trained people. At the university level what that means is that professors have probably done a four year undergraduate degree, a two or three year graduate degree, plus a three year PhD or other terminal qualification. In exceptional cases, a professor might have a second master’s or doctoral degree. What that means is that he or she has had twelve years of formal secondary education and close to ten years of tertiary education. Professors should know what they are doing in terms of teaching, education and acceptable academic standards. A university or other institution of higher education hires professionally trained academics to provide education. One of the tasks of educators is to set and maintain proper standards for evaluation, assessment and determination as to whether or not students have achieved a sufficient level of proficiency in the subject to qualify them as having competency in that subject. One of my tasks, as a university professor, is to set, maintain and uphold acceptable academic standards. The university depends heavily upon me and my colleagues in this regard.
Practically anyone can do a degree if they are given enough time. Many years of experience have shown that four years is enough time for most students working full time to complete an undergraduate degree. A full time student who requires six years to do the same degree most others do in four years is perhaps not suited for the program. Time is a crucial factor. A flight from Los Angeles to New York leaving at 9:30 cannot leave at 12:00 if it is scheduled to arrive in New York at 10:00. If one shows up at the airport at 10:00 for that 9:30 flight, chances are they will need to re-book on a later flight. The aircraft normally will not wait for latecomers.
Academics standards are not simply a matter of jumping through hoops. Properly defined standards are also related to learning life skills. In the real world, one has a specific job to do with clearly defined guidelines and expectations. If one does not perform their duties, does not adhere to the regulations or guidelines, does not follow instructions then the chances are very high that one will not gainfully be employed in that position for long. Academic standards, then, are related to the many applications of guidelines, instructions, regulations and the ability to accomplish a set task in a timely and efficient fashion.
Academic standards should encourage and reward excellence. There is a tendency, however, to expect rewards for less than top performances. Regrettably, the same tendency seems to prevail in many institutions. We sometimes reward products and performances which are less than excellent. For example, I work in an institution where the highest grade possible is an “A+.” Converting the “A+” into a percentage, for convenience, works out in this context to being 85%. I believe the system is inherently flawed and the lack of excellence is reflected in awarding top marks to any student who can either get something 85% correct or who can demonstrate at least 85% proficiency in a given subject. The standard is far too low and sends the wrong message. I recall taking a course at the undergraduate level where it was necessary to get 96% in order to be awarded a mark of “A.” The “A+” would have been beyond that. But here and now 85% will do.
Let us convert that performance into the real world and think of it in this way. Suppose one goes out to a wonderful restaurant to celebrate a special occasion. Dinner is $60 a plate. The orders are placed and the waitress gets the order 85% correct. Will you be happy with that? Why not? The university claims that 85% proficiency is the top level. One goes to an ATM machine to withdraw $100 cash. The bank machine gives you a receipt and $90 in cash. Would you be content with that? Why not? It is well within the highest category of success according to the university. Your boss gives you a work order and you get it 85% correct. Will either the boss or the customer be satisfied with your performance? If not, you might argue that the university regards 85% as the highest standard. Suppose you or a loved one must undergo either heart or brain surgery. The surgeon works very hard and gets the procedure 85% - 90% correct. How will you and your family feel about that performance? It should be pointed out again that the surgeon’s work merits an “A+” according to university standards.
A few weeks ago a major corporation in the city where I worked called to ask me for a verbal reference and possible recommendation for a former student of mine. This young man had been short-listed for a position within that corporation. I pulled out my book where I keep records on students. There was his picture so I was able to put a face to the name. On two pages I had a complete account of his performance over an entire academic year. I was able within a few seconds to summarize his performance: attendance, participation, written work, ability to follow directions and so on. In this case, I was able to give the caller a firm, unqualified recommendation.
The Course Guide or Syllabus is designed to accomplish two things. First, to guide the student successfully through the course itself. Following the guide, along with hard work, should ensure that the student can complete the requirements of the course, finish all the necessary tasks in a timely fashion, gain competency in the subject and be rewarded with a positive assessment at the conclusion of the course itself. Secondly, the Course Guide or Syllabus is designed to help instill or reinforce basic skills each one of us needs for life. Such skills include following instructions, accurately reading the instructions, being able to perform tasks as assigned and required in accordance with a set schedule. Course guides which do not incorporate these two aims are not worth the paper they are written on.
Academic standards are essential for gaining competence in a given subject area, in establishing or reinforcing basic life skills and for ensuring that the recipients of degrees like B.A., B.Sc., M.A., M.S., Ph.D., or a host of other degrees, have truly met and exceeded solid standards of evaluation and proficiency and that the degree or qualification itself is a mark of achievement and success and is therefore a credit to the conferring institution, the teachers in that program and to the graduate. In sum, degrees are only as useful and as good as the academic standards which provide the foundation upon which they are earned. High academic standards are essential.
