Grade Inflation Two – Local

There are times when this blog writes itself. No sooner did my last piece on Harvard’s grading practices get posted than I acquired – by various means – documents that reveal what is going on in my old department regarding undergraduate marking.

First, a memo was sent around (including to me, for some reason) about new grading standards to be followed within the Dept. Instructors in the first year introductory courses and in the second year core theory courses (which almost all students take) have been informed that they should plan to give an average course mark of 75% (a middle B) and to award As and Bs to 60% of their students. Now, this is nowhere near Harvardesque, as that fine institution of higher learning is, as noted, giving As and A minuses to nearly 80% of its students. Even the Econ Dept-inclusive Faculty of Social Science at Harvard is giving out A-range marks to 65% of its students, much more generous than the new UWO Econ guideline, which in any case only applies to first and second-year courses.

None the less, this is a much higher grading expectation for UWO Econ students than reigned in my day, and the reasons for this are illustrative of what goes on in much of higher ed these days.  A separate report to the Department’s Committee on Academic Policy (also sent to me) notes that Economics tends to award fewer As and Bs than other Departments in courses of all levels. This is bad for enrollment in Econ courses, and enrollment in courses is what Departments live on in the 21st century. This is no doubt why the new grading guidelines have been struck.

Further, other information I have seen indicates that enrollment in all UWO Econ programs is on the decline, precipitously so, in some cases. For example, in UWO Econ’s once world-class Econ Honours undergrad program, enrollment in non-required courses has dropped 60% in five years. The PhD program took in 8 new students last year, when it used to take in 15-20 not long ago, when I was still employed. Even the new and previously successful Master’s program in Financial Economics has only 16 new entrants, where it used to have nearly 30.

The reasons for this are many and varied, as is always true, but for the undergrad Honors program, one cause is abundantly clear. Some 20 years back, when the Ivey Business School’s MBA program crashed and burned, Ivey had to find a new way to generate revenue. It chose to massively expand its undergrad HBA program, which students enroll in for only their last two years. Tuition for Ontario students in this program is for this year $25,200/year, so $50K for the program ($60K/year for foreign students). Ivey’s intake into the first year of this program has, since the 2000s, gone from less than 200 to 765 students in 23/24, according to its own website.

Not many programs at UWO have grown like that, although another one that has is also relevant, and its name is MOS. That stands for Management and Organizational Studies, and is a program within the Faculty of Social Science that – so far as I can tell – has also grown massively over the same period. The Faculty of Social Science is the largest at UWO, with nearly 8.000 students, and when I left my position two years ago, half of those Social Science students were said to be MOS students. (I note in passing that MOS now likes to be referred to as DAN Management, as entrepreneur Aubrey Dan left it a couple of large donations, and got the program and Department re-named in his honour some years back.)

Anyway, this quasi-business school’s growth, coupled with that of the older Ivey undergrad program has left UWO as The Business School of Western Ontario, and done much to reduce enrollment in Econ, as well as other non-Bus programs, I expect. The fact that Econ courses are hard, and, as noted last week, Econ profs are not much inclined to be easy markers, has helped feed the recent precipitous decline in Econ enrollment, and the resulting attempt to reverse this downward trend by awarding higher marks. This illustrates one of the forces militating against having grading standards that are difficult for students to meet. Another one can be seen in a document sent to me by one of my not-yet-retired colleagues in Econ. Said document is a product of what UWO calls its ‘Teaching and Learning Centre’ or TLC. It is headed:

Professional Development Workshop

Grading and Assignments

Under the heading ‘Assignment Design’ in the document is included this advice:

‘Cut down on the stuff they have to think about (and perhaps reduce cheating).’

Well yea, less reason to cheat – or study – if you aren’t expected to think about very much. I mean – who comes to university expecting to think about a lot of stuff, right?

The bureaucrats, who are really in charge now at Western, do not want faculty messing things up by making students thinkhard, or – heaven forbid – giving them low marks. It’s very bad for business and business, with a  Capital B – or maybe Capital I – is what BSWO is all about.

Learning, thinking – not so much.

I add an epilogue to further demonstrate what has happened in 40 years to Ontario universities. When I arrived at Western in 1980 I was absolutely floored by how well-prepared, smart and hard-working were UWO undergrads compared to the US undergrads I had taught during my graduate training. When I first was given an Intro Econ course to teach, I was sternly told that the Dept’s undergrad grading guidelines were to give about 1/3 of students an A or B, 1/3 a C, and 1/3 a D or F. Easy to remember, eh? 1/3, 1/3, 1/3.

So, 33% As and Bs versus 60% now, or 79% As, as at Harvard. You do the math. It’s a good bet UWO undergrads can’t. Math requires thinking about many things.