Experiments in Education Theory

In 2025, UK Higher Education finds itself teetering on the precipice of an uncertain future. Being asked to provide the same or improved educational experiences for constantly diminishing resources leaves universities across the sector in precarious positions. Students themselves are also saddled with an increasing debt burden and so inevitably raise concerns about the value for money that their degrees offer. Furthermore, the prevalence of generative AI has encouraged staff and students to reflect, somewhat philosophically, on what the fundamentals of education should be in light of this evolving technology. It is not unfair to suggest that decisions taken to address these concerns, and the many others facing the sector, once again place the criterion of usefulness into question.

As scholars at the University of Strathclyde, we are familiar with the institution’s description as a ‘place of useful learning’. However, beyond its rhetorical significance inspired by the will of John Anderson upon which the university was founded, there are a wide variety of understandings regarding the learning that one should consider ‘useful’. John Anderson had his own ideas about this, but his proposed “University … for the Improvement of Human Nature, of Science, and of the country” has been subject to a variety of interpretations over the years. Indeed, from this it can be suggested that notions of ‘use’ evolve over time and are subject to myriad interpretations.

Given the centrality of ‘use’ in debates concerning the role of the university as a social institution, and how perceptions of ‘use’ come to influence vital decisions concerning funding and student engagement, it is curious that little discussion happens among scholars and HE professionals to determine how we conceive of ‘use’ as individuals, within disciplines, and as part of the institution.

This research project, generously funded by the Society for Educational Studies and hosted by members of the Strathclyde Institute of Education’s Advanced Pedagogical Theory subtheme, aims, through a method of professional discussion in symposia, to bring together university staff and students of all disciplines and departments to consider the evolving notion of ‘use’ in Higher Education. It is an exercise in sharing differing conceptualisations of usefulness and better understanding the work of our peers, that will foster real interdisciplinary discussion and lasting networks. Furthermore, it will be an opportunity to reflect on how ideas of ‘use’ have changed, and how we can prepare for it to change again in the future. In order to do so, the symposia will take place over 3 respective days across the academic year, each with a particular temporal focus on either past, present, or future.

Participants from all institutes, disciplines, and departments are invited to attend and enter into the discussion. Similarly, we hope to engage with students and staff at all levels, and from every area: undergraduate to doctoral students; academic, teaching, administration, and professional services staff. Registration is required as there are a limited number of spaces. You can register to attend one, or all, of the symposia here.

Proposals for presentations of 45 minutes (30 minutes to present, 15 minutes Q & A) are also invited for each symposium. Proposals of no more than 500 words should be submitted to Nicola Robertson n.robertson@strath.ac.uk indicating whether your presentation is intended for the Past, Present, or Future symposium.

The following questions are offered as suggestions for potential contributors, although all related submissions are welcomed:

Past

• Symposium Date: October 10th 2025

• Deadline for proposals: August 1st 2025

• Decision: September 1st 2025

1. How can the idea of use be historically contextualised in the establishment and activities of Higher Education institutions, departments, and subject across the centuries?

2. What social, political, and religious influences shaped notions of usefulness at these times?

Present

• Symposium Date: January 16th 2026

• Deadline for proposals: November 1st 2025

• Decision: December 1st 2025

1. Should use have any impact on the value we assign to HE?

2. How is use and usefulness conceptualised in relation to the continuation of HE institutions in this first part of the 21st century? How does a particular notion of use affect the fundamental educational endeavour of the institution?

3. How do students evaluate the usefulness of their time in HE?

4. What are academic perspectives on usefulness?

5. What does ‘useful learning’ mean for your subject/ department/ institute/ centre/ the faculty and why is it so significant?

Future

• Symposium Date: March 6th 2026

• Deadline for proposals: January 5th 2026

• Decision: January 31st 2026

1. What might be the implications of adopting a particular notion of use and usefulness in view of HE?

2. What might have to change in order to support a plurality of perspectives concerning what is perceived to be useful?

3. What would you deem to be necessary for your subject/ department/ institute/ centre/ the faculty to achieve the goal of ‘useful learning’, and how would you ascertain that the goal has been achieved?