The university is a medieval institution that in many ways in recent decades has become less efficient and less supportive of diversity of ideas. some analysts are calling for fundamental change in universities, maybe even the defunding of universities and the creation of alternative institutions to carry out the legitimate functions of universities. See Richard Vedder’s recent book Let Colleges Fail.
What are those functions? The two most important are 1) educate and 2) create new knowledge. Some, e.g., Christensen and Eyring in The Innovative University, identify a third function as providing a memorable and enjoyable early-adulthood experience of peer-camaraderie.
If universities were disbanded, could these functions be well-done by other institutions? Philip Hamburger in a passage quoted below points out that a huge store of diverse knowledge is now available on through the internet. Some of it is especially designed to help teach a variety of subjects at a variety of levels. With a basic knowledge of reading and of how to access the internet, the dedicated autodidact is not limited in what he can learn.
If universities were disbanded, could the creation of new knowledge continue? Here there is even greater uncertainty, but we have some proofs of concept of how alternative institutions and activities might fill the gap. In the early days of the Royal Society many of the members were not associated with any university. Many members pursued science in their spare time, with their own funds.
New forms of peer review could be tried that might allow anyone the chance to participate as citizen scientists. The new Journal of the Academy of Public Health will publish peer review comments along with the original article. Many scholars and citizen scientists are finding Substack a fruitful platform for publishing their ideas. Substack calls itself “a new economic engine for culture.”
Much science has been done, and can still be done, in entrepreneurial ventures and in industry. Terence Kealey documented the history and made the case. More science would be done by those seeking practical applications, and less by those seeking useless, but pretty, theory. Milton Friedman condemned NSF funding of economics, because it made economics too mathematical.
Science would be more highly valued and would produce more value.
(p. A15) Academic institutions think they have a problem and that its name is Donald Trump. But he’s only the beginning of their problems. The difficulties are systemic, not only legal or political, and that means it’s time to reconsider what higher education should look like.
. . .
. . ., although today the immediate threat comes from the Trump administration, academic institutions are fragile because knowledge is now available through the internet and artificial intelligence. For balanced inquiry, even academics increasingly look outside their universities.
For the full commentary see:
(Note: ellipses added.)
(Note: the online version of the commentary has the date June 2, 2025, and has the same title as the print version.)
The sources mentioned in my comments are:
Christensen, Clayton M., and Henry J. Eyring. The Innovative University: Changing the DNA of Higher Education from the inside Out. San Francisco, CA: Jossey-Bass, 2011.
Friedman, Milton. “An Open Letter on Grants” Newsweek, May 18, 1981, 99.
Kealey, Terence. The Economic Laws of Scientific Research. New York: St. Martin’s Press, 1996.
Vedder, Richard. Let Colleges Fail: The Power of Creative Destruction in Higher Education. Oakland, CA: Independent Institute, 2025.