Highereducation in Europe today finds itself in a state of profound uncertainty. Whatshould universities’ primary focus be – research, professional training, orsocial inclusion? Should governments invest more in higher education tounderpin long-term economic growth? Should universities be left alone tocompete and survive (or not) in a global education marketplace?

Amid thedebates about their future role, Europe’s universities must not lose sight oftheir individual identity, their traditions, and their sense of social purpose.This will not be easy. University administrators face pressures from above –European institutions and national governments – and from their own researchers,teachers, and students.

Moreover, theparameters of the debate are becoming hazy. On one hand, universities areabiding by long-standing agreements with government; on the other, they facezealous reformers who seek market-based solutions that stress competition amonginstitutions, encourage staff and student mobility, and emphasizestudent-centered learning.

Obviously,these outlooks generate very different implications for universities’ future.Traditionally, universities undertook research, provided a professionaleducation, and offered a country’s young people a cultural foundation as theyentered society. Today, none of these aims appears secure. Indeed, the gravestdanger to Europe’s universities is a prolonged period of confusion about theirultimate aims.

Seeking truththrough observation, experimentation, rational argument, and mutual criticismhas always been a raison d’être of universities. Reflecting this, someEuropean institutions are encouraged by government to try to match the researchexcellence attained by top universities in the United States.

But not all ofEurope’s universities regard themselves primarily as research institutions.Many prefer to focus on preparing their students for the world of work.However, the skills that are now required outside academia are changing sorapidly that universities may struggle to marry the generic cognitive skillstaught in the classroom – such as critical thinking, analytical reasoning,problem solving, and writing – with the professional expertise that isincreasingly acquired in the workplace. And if years of schooling do nottranslate into greater cognitive skills, then much of the economicjustification for investing in higher education falls apart.

Universitieshave also had a public-service mission: to provide students with a culturalfoundation for life. This purpose may seem increasingly controversial inpluralistic Western societies, but universities should at least provide theirstudents with an understanding of the models, history, and philosophicalfundamentals with which to debate these issues. Without a reasonable awarenessof their socio-cultural environment, students may view universities merely as aplace to pursue private goals, make useful connections, enjoy student life, andperhaps pick up a superficial sense of diversity.

Whichever pathEurope’s universities take, maintaining a distinct identity in the face ofglobal change and education reform will become increasingly difficult.Researchers are no longer confined within their ivory towers, but work as partof complex global networks alongside private-sector participants. Tenuredprofessors, once central to the life and image of a college, are being replacedby part-time teachers who lack a strong connection to their institution.

Likewise, inthe emerging conception of universities – one that draws heavily from thecorporate world – educational “managers,” applying “best practices” (and alwaysready to move on to the next posting) – retain the most cursory regard for theinstitution’s life and traditions. And students, seen as mere consumers of aservice, are invited to exercise choice regarding teachers, curricula, andlocation.

Some may findthese changes exciting. But their purpose will be lost if pursuing them weakensthe very identity of Europe’s universities, many of which are used tofunctioning in a world of state patronage and strict regulation. Policymakersmust be aware of the educational and cultural damage that continuous reforms –all justified in the future-oriented jargon of the day – can wreak.

Universitiesmust protect their institutional memories, local traditions, and commitment toeach new generation of students. A loyal and grateful alumni network can helpto ensure this. The alternative is a formulaic educational experience that notonly lacks individual character, but that is also devoid of moral purpose.