The Global Virtual University

Citation

Parry, F. (2004), "The Global Virtual University", Online Information Review, Vol. 28 No. 2, pp. 166-167. https://doi.org/10.1108/14684520410531745

This book is a philosophical treatise on the university of the future. It is the authors” contention that, in an era of globalisation, the traditional nation‐state university is struggling to take advantage of the technical platforms with which to broaden their activities and provide for study on a global scale. In essence, this is a complete deconstruction of the idea of the modern university rooted firmly in its physical environment with Byzantine management, teaching and learning structures. In its place would come a global virtual university that exists primarily in cyberspace where students of all nations, creeds and cultures can gain access to courses delivered using all manner of hi‐tech devices.

It is a beguiling concept. The authors aim to show how the global virtual library can be achieved by taking each element of the traditional university as it exists now and demonstrating how it can be done better and more efficiently within the virtual environment. In this, they are fairly scathing about certain university practices and activities. Teaching is barely adequate and certainly underfunded; students face hurdles not only in gaining access to courses but in paying for them and are often not rewarded for their efforts with a meaningful education; libraries guard knowledge rather than provide access to it. And so the list goes on. In this argument, one is reminded of George Orwell's dictum “four legs good, two legs bad”.

The global university is, of course, dependent upon a fully operating, very advanced technology which can allow for meetings in cyberspace, online tutorials, delivery of lectures and marking of coursework. In this, the authors detail a mix of “here and now” technology and “just around the corner” technology. It is a sometimes utopian mix of what is likely, what is available and what is desirable. One of their favourite technological magic boxes is JITAITS – just in time artificially intelligent tutors – which will start off fulfilling fairly mundane tasks such as marking and progress to more complex tutorial functions. Thankfully, they do not see computers taking over completely, as there will always be a “future teaching hierarchy that differentiates the roles of human intelligence and artificial intelligence in teaching”. The feasibility of such a system, dependent on both human and artificial intelligence, is not always adequately explored.

The authors stress that there are sound business reasons for universities to deliver what students want on a global scale chiefly through the more imaginative use of technology and the economies of scale. In the chapter headed “global corporate” they use an NUA Internet survey to suggest that by 2010 there will be a potential market for global virtual universities of 800 million people. There is clearly a demand. The authors have researched numerous virtual universities already in existence to give weight to this contention.

In many ways, this is not an easy book to read, either for its sometimes difficult language or for the equally difficult leap into the unknown which it demands. Some working in universities will feel threatened by the ideas. Others will be invigorated – and good for them! Those looking for practical tips about setting up distance learning courses and the like should look elsewhere. Those interested in a jolly good debate about the future of universities start here. As the saying goes, watch this (hyper)space!