Introduction
After spending several years in university education—both as a student and as a teaching associate—I feel compelled to share my observations about the current state of higher education, particularly in software engineering and computer science. This reflection stems from my experiences as an undergraduate in Computer Science & Software Engineering, a Master’s graduate in IT with a thesis, and five years as a Teaching Associate in IT-related subjects.
I believe my position within the system lends credibility to these observations. This critique is not intended as a rant, but rather as an opinionated view of its current state.
The Erosion of Educational Standards
The decline in educational standards over the past five years has been remarkable and deeply concerning. What was once a robust system for developing skilled professionals has increasingly become a degree-production factory, prioritizing quantity over quality and revenue over educational excellence. While individual educators bear some responsibility, the primary blame lies with university administrations that have systematically devalued teaching quality in favor of financial metrics and enrollment numbers. This shift has created a system where educational outcomes are secondary to institutional profitability.
Core Issues in Modern University Education
1. Curriculum Obsolescence and Material Neglect
The Update Paradox
One of the most glaring issues is the systematic failure to maintain current and relevant course materials. In 2019, I was tasked with updating a subject that had remained largely unchanged for years. The university’s approach to “updating” materials was particularly revealing—rather than revising content to reflect current industry practices, they merely changed branding elements while claiming full update fees from the faculty.
This practice is common across multiple units, and I consider it a form of academic malpractice. The culture of neglect originates from the top down, which explains the widespread nature of this problem.
The Technology Gap
In an industry as rapidly evolving as information technology, outdated materials create an insurmountable gap between academic preparation and industry requirements. Students graduate with knowledge that was relevant five years ago but is now obsolete in the current job market. If these materials are not constantly updated, they become essentially useless and should be deprecated.
Foundation Units: The Building Blocks
Foundation units are supposed to be the cornerstone of a student’s education. These typically include:
| Foundation Unit | Purpose | What Should Be Taught |
|---|---|---|
| Programming Fundamentals | Basic syntax, control structures, and problem-solving | Modern programming practices, problem-solving approaches, development tools |
| Data Structures & Algorithms | Theoretical foundation of computer science | Practical applications, performance implications, industry usage |
| Software Engineering Principles | Design patterns, testing, and project management | Modern methodologies, testing practices, collaborative development |
| Database Systems | SQL, normalization, and data modeling | Modern database technologies, practical design, performance considerations |
| Computer Architecture | How hardware and software interact | Modern computing concepts, practical implications |
The Advanced Units Problem
While I generally support the concept of foundation units, my main concern lies with advanced units where the people responsible for these courses show little interest in updating materials or maintaining current knowledge of their subject matter. The lack of accountability and professional development in these areas is concerning.
2. The Student Number Crisis: Quantity Over Quality
The Dramatic Increase in Class Sizes
The most visible and concerning change in university education over the past decade has been the exponential growth in class sizes. When I was a student, classes typically ranged from 20 to 40 students per subject—a manageable size that allowed for meaningful interaction between students and educators. Today, it’s not uncommon to see single subjects with 1000 or more students enrolled.
This transformation represents more than just a numerical change; it fundamentally alters the educational experience and quality of learning.
The Impact on Teaching Quality
With 1000 students, personalized attention becomes impossible—students become anonymous numbers rather than individuals with unique needs. Questions and concerns often go unanswered due to time constraints, while meaningful feedback becomes a luxury rather than a standard expectation.
Assessment quality degrades significantly as grading becomes more superficial and standardized. Complex topics are simplified to accommodate mass assessment, and detailed feedback is replaced with generic comments. Quality control becomes nearly impossible to maintain across such large numbers.
The interactive learning environment disappears entirely. Class discussions become impractical with hundreds of students, group work becomes logistically challenging, and student participation is limited to a select few. The collaborative learning experience that is essential for developing communication and teamwork skills is completely lost.
The Student Experience and Quality Assurance Crisis
Large class sizes fundamentally compromise educational quality. Students receive minimal individual attention, with complex topics simplified for mass assessment. Consistent grading becomes impossible, meaningful feedback disappears, and students graduate without the depth of understanding or professional relationships they need to succeed.
It’s worth noting that there used to be training programs for teaching associates and lecturers to learn how to grade assignments consistently, but these programs are rarely utilized or enforced.
3. Usage of LLMs
I have a hot take here. Using LLM tools like ChatGPT is fine, it is the university, the lecturers, and also the teaching associates that should adapt to this. Courses should be designed with these tools in mind.
Conclusion
The current state of university education, particularly in software engineering and computer science, requires urgent attention and systemic reform. The issues of outdated materials, unqualified staff, lowered standards, and the disconnect between academic preparation and industry needs are real and impactful.
However, this critique is not intended to discourage students from pursuing higher education. Instead, it’s a call for awareness, improvement, and reform. By understanding these challenges, students can better navigate their educational journey and prepare themselves for the realities of the industry.
The solution lies not in abandoning university education entirely, but in approaching it with realistic expectations and supplementing it with practical, self-directed learning. The most successful graduates are often those who recognize the limitations of formal education and take responsibility for their own skill development.
I will also leave a saying here that someone told me a while back “A good a student would succeed even in unfavourable conditions but it is up to us to set up all students for their success”.
Finally, yes, I hate the current state of education.
This post reflects my personal experiences and observations from within the university system. While critical, it’s intended to spark constructive discussion about improving university education for future generations of students.