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New Zealand Veterinary Journal Publication details, including instructions for authors and subscription information: http://www.tandfonline.com/loi/tnzv20
The challenge of veterinary education Russell F. Riek Published online: 23 Feb 2011.
To cite this article: Russell F. Riek (1978) The challenge of veterinary education, New Zealand Veterinary Journal, 26:4, 85-85, DOI: 10.1080/00480169.1978.34502 To link to this article: http://dx.doi.org/10.1080/00480169.1978.34502
PLEASE SCROLL DOWN FOR ARTICLE Taylor & Francis makes every effort to ensure the accuracy of all the information (the “Content”) contained in the publications on our platform. However, Taylor & Francis, our agents, and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor and Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content. This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. Terms & Conditions of access and use can be found at http:// www.tandfonline.com/page/terms-and-conditions
1978
NEW ZEALAND VETERINARY JOURNAL
85
LEADING ARTICLE
Downloaded by [University of Tennessee, Knoxville] at 10:00 05 January 2015
The challenge of veterinary education Since the announcement of my appointment to the position of Dean, Faculty of Veterinary Science, Massey University, I have been asked frequently what contributed most strongly to my decision to withdraw from the mainstream of corporate functioning in the U.S.A.; I readily admit it was a decision that was neither easily, nor lightly, determined. As a research-oriented veterinarian, my years of exposure to the various facets of commerce have served only to strengthen an awareness of the increasing needs of young veterinarians at both undergraduate and postgraduate levels, and my desire to participate in sharing and creating an effective motivation and direction in their impending careers. Most importantly, it may be expressed concisely as a desire to be associated more intimately with veterinary education. In an environment of increasing competition between the several disciplines of biological sciences, it is wholesome for the profession to serve effectively in those fields most precisely relating to animal health; the graduate will always be required to meet the needs of both primary producer and pet owner. Today, however, many more opportunities are developing; for example, in the fields of toxicology, epidemiology and immunology; such disciplines necessitate some changes in the educational curriculum that are destined to meet the' needs of both undergraduate and postgraduate education. Therefore, the University must foresee these changes and be in a position to provide the additional staff and facilities to meet this need. I cannot speak of the climate in New Zealand universities, but it would appear that higher education in America continues to be eroded by a number of factors diminishing finances, student, disillusi~mment, faculty frustrations an4, erratic student enrollments. By transferring to other colleges or "dropping 'out" to try alternative courses of education or occupation, increasing numbers of students express dissatisfaction with the collegiate experience. They complain that they are victims of an educational system which subjects them to meaningless tasks, irrelevancies, anq pressure-cooker competition. On the other hand, staffassfi:rt that undergraduates have lost the ability to read, to write, to think andto work independently and, although somewhat exaggerated, these sentiments are indicative of an increasing edueational dilemma. A strong tendency exists whereby high ~chool students are spoon-fed; a destructive practice which onJy makes it more difficult for the students to adjust to the rigorous demands of higher education. It is becomiilg increasingly recognized that a system of ,sJudy where self-imposed discipline exists is imperative to success. Excessive diversity of short-term courses fails to establish
the ground structure necessary for many freshman courses and the resultant frustration and lack of performance becomes, in their own words, further justification for escapism and criticism of the system. Such criticism creates misunderstanding between faculty and students, limiting the ability of each to appreciate the extent of the problems of the other which, in turn, creates a serious impediment to the learning process and development. The main cause of such malfunction is considered to be failure of communication, but it is even more than this. Its roots lie in the inability of individuals to understand the interdependence of the administration, faculty and student in university education, and a lack of concern for the welfare of the individual and for the system as a whole. Resolution of this situation can be achieved only tl~rough channels of more open communication, goodwill, and imagination fostered in 'an environment of mutual trust and co-operation, IUs encouraging to see this nowappearing on the more progressive campuses in the U.S.A. However, for each institution to fUnction effectively and fulfill its responsibility, several other components are essential; namely, an effective curriculum, adequll;te facilities, approptiate faculty personnel ~nd the necessary finanCial resources. Under these conditions, the'incentive exi~ts to encourage th
New Zealand Veterinary Journal Publication details, including instructions for authors and subscription information: http://www.tandfonline.com/loi/tnzv20
The challenge of veterinary education Russell F. Riek Published online: 23 Feb 2011.
To cite this article: Russell F. Riek (1978) The challenge of veterinary education, New Zealand Veterinary Journal, 26:4, 85-85, DOI: 10.1080/00480169.1978.34502 To link to this article: http://dx.doi.org/10.1080/00480169.1978.34502
PLEASE SCROLL DOWN FOR ARTICLE Taylor & Francis makes every effort to ensure the accuracy of all the information (the “Content”) contained in the publications on our platform. However, Taylor & Francis, our agents, and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor and Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content. This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. Terms & Conditions of access and use can be found at http:// www.tandfonline.com/page/terms-and-conditions
1978
NEW ZEALAND VETERINARY JOURNAL
85
LEADING ARTICLE
Downloaded by [University of Tennessee, Knoxville] at 10:00 05 January 2015
The challenge of veterinary education Since the announcement of my appointment to the position of Dean, Faculty of Veterinary Science, Massey University, I have been asked frequently what contributed most strongly to my decision to withdraw from the mainstream of corporate functioning in the U.S.A.; I readily admit it was a decision that was neither easily, nor lightly, determined. As a research-oriented veterinarian, my years of exposure to the various facets of commerce have served only to strengthen an awareness of the increasing needs of young veterinarians at both undergraduate and postgraduate levels, and my desire to participate in sharing and creating an effective motivation and direction in their impending careers. Most importantly, it may be expressed concisely as a desire to be associated more intimately with veterinary education. In an environment of increasing competition between the several disciplines of biological sciences, it is wholesome for the profession to serve effectively in those fields most precisely relating to animal health; the graduate will always be required to meet the needs of both primary producer and pet owner. Today, however, many more opportunities are developing; for example, in the fields of toxicology, epidemiology and immunology; such disciplines necessitate some changes in the educational curriculum that are destined to meet the' needs of both undergraduate and postgraduate education. Therefore, the University must foresee these changes and be in a position to provide the additional staff and facilities to meet this need. I cannot speak of the climate in New Zealand universities, but it would appear that higher education in America continues to be eroded by a number of factors diminishing finances, student, disillusi~mment, faculty frustrations an4, erratic student enrollments. By transferring to other colleges or "dropping 'out" to try alternative courses of education or occupation, increasing numbers of students express dissatisfaction with the collegiate experience. They complain that they are victims of an educational system which subjects them to meaningless tasks, irrelevancies, anq pressure-cooker competition. On the other hand, staffassfi:rt that undergraduates have lost the ability to read, to write, to think andto work independently and, although somewhat exaggerated, these sentiments are indicative of an increasing edueational dilemma. A strong tendency exists whereby high ~chool students are spoon-fed; a destructive practice which onJy makes it more difficult for the students to adjust to the rigorous demands of higher education. It is becomiilg increasingly recognized that a system of ,sJudy where self-imposed discipline exists is imperative to success. Excessive diversity of short-term courses fails to establish
the ground structure necessary for many freshman courses and the resultant frustration and lack of performance becomes, in their own words, further justification for escapism and criticism of the system. Such criticism creates misunderstanding between faculty and students, limiting the ability of each to appreciate the extent of the problems of the other which, in turn, creates a serious impediment to the learning process and development. The main cause of such malfunction is considered to be failure of communication, but it is even more than this. Its roots lie in the inability of individuals to understand the interdependence of the administration, faculty and student in university education, and a lack of concern for the welfare of the individual and for the system as a whole. Resolution of this situation can be achieved only tl~rough channels of more open communication, goodwill, and imagination fostered in 'an environment of mutual trust and co-operation, IUs encouraging to see this nowappearing on the more progressive campuses in the U.S.A. However, for each institution to fUnction effectively and fulfill its responsibility, several other components are essential; namely, an effective curriculum, adequll;te facilities, approptiate faculty personnel ~nd the necessary finanCial resources. Under these conditions, the'incentive exi~ts to encourage th
