Relay-Version: version B 2.10 5/3/83; site utzoo.UUCP Path: utzoo!mnetor!uunet!husc6!rutgers!lll-lcc!ames!sdcsvax!ucsdhub!hp-sdd!hplabs!hplabsz!taylor From: osborn@nswitgould.oz.au (Tom Osborn) Newsgroups: comp.society Subject: Re: ``comp.society'' Circulation Audit Message-ID: <1167@hplabsz.HPL.HP.COM> Date: Sat, 5-Dec-87 23:53:42 EST Article-I.D.: hplabsz.1167 Posted: Sat Dec 5 23:53:42 1987 Date-Received: Thu, 10-Dec-87 23:50:07 EST Sender: taylor@hplabsz.HPL.HP.COM Organization: The New South Wales Institute of Technology, Australia Lines: 59 Approved: taylor@hplabs I have concerns about the impact on University level education of the computing industry's needs (labour, advice, market manipulation, ...). In Australia, as elsewhere, the formal, critical, broadbased components of professional degree courses have been hacked away in the pursuit of national productivity. Specific computing industry requirements for programmers and jargon-competent front-persons are more easily produced (trained) than more solidly educated graduates. Funds flow to more 'productive' courses so that ultimately, the typical graduate 'knows all the words' and codes well, but seldom 'sees the point'. Formal foundations, analytical and critical skills, broad background and literacy/appreciation skills may not be necessary for the COBOL programmer on an IBM 4381 (or whatever the name may be). However, not everyone desires to start with, or remain in, such a job - but that is what they get trained for. NORMALISATION of our graduates can only have the following consequences: Lack of intelligent computer professional input at upper management levels in companies and organisations. The influence of accountants and economists needs balance. On one hand from those who can say what can be reasonably done, and on the other hand, from the judgement of well educated, clear-thinking professionals who don't reason by balance sheets; Psychological alienation of a well-paid but bored, competitive class of computer graduates. It often imagine computing jobs as like rows of battery hens; Reduction in the talent development of 'bright young men and women' who would otherwise contribute to R&D, Universities, commentators and general trouble-shooters; With a reduced importance placed on underlying reasons (and general abstract thought), ethical development must suffer. When a pragmatic education orients the graduate to 'get it done', internalised values of integrity and responsibility suffer (eg 'three assignments in one week' - none are done well and cheating is rife). Of course the bottleneck of software maintenance and production reduces, of course the competitiveness of the firms improves, at least in the short term and as a zero-th order effect. In the long term and for wider ranging effects, the consequences clearly need more thought and better planning even agreement. The whole world may well become a BANANA REPUBLIC yet. I also feel that industry should take much more financial responsibility for education (especially in Australia) and with even less control over the decision making and planning. If further high level training alone is desired, then that should be paid for IN FULL (through some mechanism or other). We should always keep in mind that the LACK of a strong, broad education is much more expensive than the cost of having one. Technical skills ON TOP OF a good education will outperform and fail less often. The Protestant Work Ethic may give you an industrious, loyal, aggressive workforce, but what does it provide for adaptability, innovativeness, social conscience and integrity? Tomasso. (Tom Osborn)