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By Kaberi Dasguptn “Universities ill the 1980’s: Dilemmas and Debates” was the topic that began the cam-

paigning of UPEl’s Presié‘

dential candidates. Two Mondays ago, Pro- fessor Rodney Crook,

Foundation Professor of Sociology at the University of Tasmania, presented his opinions in a public review.

_”__Professor Crook has held

" at MacMaster University, University of British Columbia, Dal- housie, and Carleton. He has also held visiting positions in such places as Edinburgh and Princton University where he obtained his. master’s and his doctorate.

Although the night of the speech was rather stormy, the

positions

room was packed full. ~ Opening with a brief history of universities in the Western world, Dr. Crook then focused on the present. “Today’s university has a frustrated, apathetic atmo- sphere. This is due to the constricted mobility which has arisen from financial need and various other dilemmas.” ‘

Dr. Terrence M. Hogan spoke Monday night in the Duffy Amphitheatre in his bid for , the Presidency of UPEI. (Photo: MacLeod)

Then, Hogan-has his turn

By Carolyn Ryan

The second candidate visit- ing UPEI to vie for the job of \ President used his “Irish charm” on a large audience in Duffy Amphitheatre Monday night.

Dr. Terrence Hogan told about _75 professors, stu- dents, and civilians that “the human dimension is the most

important in a region’s development,” and that education, especially post-

secondary, is the surest way of insuring our intellectual future. ’ “Protecting our Intellectual Future” was the title of the required public ,lecture Hogan gave, though he called it a “meaningless” one. ' V The University of Mani-

;toba’s Associate Vice- President (Academic) and holder of a PhD in Psychology from the Catholic University of America admitted that speaking on such a topic before such an audience made him feel like Elizabeth Taylor’s eighth husband on their wedding night: “I know what’s expected of me, but not how to make it new and exciting.”

He then launched into a discussion of accessibility in post-secondary education, and v how it can be en- dangered , by tuition and imposing quotas on the number of students «slimmed... both of which

increasing v

the Prairie provinces and

British Columbia.

Hogan thinks one method of alleviating funding squeezes without compro- mising principles or in-

creasing obligations to the government is “selling higher education” to industry, alumni, and other groups by means of soliciting donations.

He doesn’t think this would impose obligations in another director, as long as organizers of donation drives clearly realized that the whole package must be promoted, not only certain technology-

oriented disciplines. “It’s difficult to think of a university without . (for

, example) a Classics Depart-

ment,” he said, noting that disciplines perceived as “not immediately relevant” must be protected.

“People need more than technological knowledge to be successful citizens,” he said in response to a question.

Hogan criticized the recent slamming of modern univer- sities in the book The Great Brain Robbery, saying it’s the kind of “polemic” politicians who have never read anything about the pro- blems of post-secondary education are likely to read.

Hogan then proceeded to described some of the pro- blems in Canadian society, such as institutionalized un- employment, an increasingly older population and the

dealing with these. That’s where universities become vital to change in a new environment.

In answer to questions, Hogan made the following stands:

—- on absentee presidents: “The President has both internal and external respon- sibilities but should spend a reasonable amount of time visible on campus. If this is impossible, there should be someone available to handle the responsibilities when the President is away.”

— on tenure and the “lost generation” of graduate stu— dents unable to find work in Canadian universities: “You can try to have people in. the existing pool of staff step down or implement a policy of greater part-time faculty contributions. NSERC and other research councils could be asked to look at the problem.”

— on his reasons for applying for the position: “If I could live my life over again, I’d do it as an Islander. This is an interesting and rewarding job, and I like administra- tion.”

Hogan closed his lecture by quoting from Cardinal Newman and Camus, and told his audience, “Though we may feel we’re in dan- gerous times, we must remember that the respon- sibility for the future is largely ours.’ ’

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Quality versus access was the first topic discussed.

“If a university is a social resource, it should be avail- able for the community,” said Dr. Crook.

' It keeps the university “alive and relevant” within its situation. In effect, he felt that the university must explain itself because it needs the community’s support.

. “Quality”, stated Crook, “is a question of standards.

The argument that standards are declining has been posed

‘TesarCh Begins =J CrOOktake the mike

with little evidence. I am disturbed by attempts to

redefine quality by closing

doors to more individuals.

Summing up, he explained, ‘ ‘Society needs excellenc ' 3, and more people need the opportunity to be exposed to it.”

How does he feel about conflicts applied and pure studies?

“In principle, I see no basis for the tension between applied and pure studies. There is a need for ‘detached

scholars’, but applied col- leges are still a necessity.” Crook thinks it wrong, however, to educate people on the basis of needs in the labour market, since by the time people being trained reach the market, there may be less demand for indivi- duals with their qualifications. Thus, Professor Crook said applied studies should involve some of the same criteria as pure studies. “Students should be given the capacity to analv7e and continued

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