Lately I’ve been having a very hard time accepting the structure of the university program I am in. It’s hard to put my finger on it, but I certainly have not been happy with the requirements this semester.
Over the four semesters I completed so far, I mostly took courses in linguistics. They were not all exactly my cup of tea (only about half of them) and I don’t have to repeat what I think about being tested at the end of every semester, but for the most part I was happy to jump through the hoops, knowing it was progressing my understanding of the discipline and domain of research that I had chosen. My fascination with linguistics and language grew over time as I learned more, understood more, and appreciated new ways of approaching the subject matter. I could accept the expectation that all of us learn a little of all of it, even the approaches we are not interested in pursuing.
However, the way this BA program is designed is a little strange. After the 4th semester, there are no linguistics courses anymore. For the last year of our studies — the year in which we are expected to write our BA thesis in linguistics, mind you — the plan is to take courses from the three different lists of more-or-less elective courses. In total, the program requires 180 ECTS credits throughout the six semesters of study, corresponding to the unrealistic total of 900 hours of class and self-study time per semester. (Hardly anyone at the university, student or instructor, takes this requirement seriously. It seems like something the Bologna process dictates and the universities do their best to fulfill, mostly on paper.)
90 credits — half of the program — are to be obtained in linguistics courses, including 10 credits for the thesis. The other half is composed of:
- 30 credits: courses you get by lottery (from your first few choices) from other departments, university-wide, usually limited to introductory offerings
- 30 credits worth of courses from an “obligatory electives” list, which lets you choose from exactly 70 credits worth of courses from other departments — introductory computer science (20), inter-cultural communication for Russian (10), philosophy of language (10), the languages of Africa (10), the system and history of German (10), or basic Hausa (10)
- 30 credits worth of “key qualifications” courses, being a strange mixed bag of courses offered by different parts of the university on a basis which is not quite interdisciplinary as much as it is simply unrelated to any of the disciplines of those who might take the courses. Luckily, 10 of these credits have to be taken in a language course and the other 20 can be semi-officially replaced by language courses.
I have a feeling this is a case of good intentions gone amiss. There is apparently a social norm of going straight from highschool into university if you were in the academic “gymnasium” highschool system — which you are selected for at the age of 10. As a result, most beginning students have no clue what they’re getting into. So it’s probably doing many students a favor to force them to get a taste of other disciplines before giving them a degree, and indeed the majority changes to another program, or quits, by the second year of studies. But perhaps it’s just cruel, seeing as those of us without wealthy parents have two semesters of grace in which to switch majors, after which financial aid is no longer available.
But I digress. The point is that the structure of this program — not the content — is crushing my interest and desire to complete it. I can’t emphasize enough how this is not a matter of content. I feel like those 80 credits worth of linguistics courses both gave me an excellent, broad understanding of the discipline (and sub-disciplines) of linguistics, as well as giving me a chance to develop real interest in research.
The problem is that the structure of the program makes it entirely impractical to continue pursuing that interest. It’s not just that I have to take some other courses. It’s that a student like me, who is engaged in extra-curricular activity and dependent on financial support, can’t realistically do much besides the required work.
Right now I feel trapped. I am working as a tutor in the introduction to linguistics, and as a research assistant in a language documentation project. I decided to take these jobs both in order to stay involved in linguistics and to work towards more financial independence. I’m very glad I made that choice, and I think it is entirely in line with what engaged and serious students are supposed to do (faculty seems to agree entirely). Yet with all of the time and effort my work requires, I’m struggling to keep up with the computer science coursework, and just desperate to devote more time to reading linguistics literature and perhaps work on some research of my own. (With theoretical grammar as my primary interest, research is thankfully something I can do without any special equipment.)
It makes me furious that in order to receive my BA in linguistics, I am expected to now more or less put my interest in linguistics aside and focus on hoop-jumping.
As some of you may know, as of last Thursday I’m taking time off from my work on EUDEC Council, until the end of 2010. This makes some much-needed room in my schedule for dealing with these requirements. Hopefully it will also give me more time to blog.
I do not expect to make a habit of personal, emotional posts like this one, lacking a clear and general point. It’s just something I had to write about today. At any rate, comments are open and I’d love to hear some of your thoughts on all of this.