Apples and oranges

January 14, 2016

In the feature “The Francis Crick Institute: science and serendipity” (26 November 2015), Sir John Savill says that the failure of the Francis Crick Institute would be “unconscionable”, in the same way that the failure of the University of Edinburgh would be “unconscionable”.

I think we can all agree that the failure of the University of Edinburgh is unthinkable – after all, it’s more than 400 years old and was founded on a conventional educational footing.

The Francis Crick Institute, on the other hand, has not yet reached its first birthday, and is founded on a speculative model of science operation. Savill is not comparing like with like.

Jim Yelland
Via timeshighereducation.com


Send to

Letters should be sent to: THE.Letters@tesglobal.com

Letters for publication in Times Higher Education should arrive by 9am Monday. View terms and conditions.

You've reached your article limit

Register to continue

Registration is free and only takes a moment. Once registered you can read a total of 3 articles each month, plus:

  • Sign up for the editor's highlights
  • Receive World University Rankings news first
  • Get job alerts, shortlist jobs and save job searches
  • Participate in reader discussions and post comments
Register

Have your say

Log in or register to post comments

Most Commented

Lady Margaret Hall, Oxford will host a homeopathy conference next month

Charity says Lady Margaret Hall, Oxford is ‘naive’ to hire out its premises for event

women leapfrog. Vintage

Robert MacIntosh and Kevin O’Gorman offer advice on climbing the career ladder

Woman pulling blind down over an eye
Liz Morrish reflects on why she chose to tackle the failings of the neoliberal academy from the outside
White cliffs of Dover

From Australia to Singapore, David Matthews and John Elmes weigh the pros and cons of likely destinations

Michael Parkin illustration (9 March 2017)

Cramming study into the shortest possible time will impoverish the student experience and drive an even greater wedge between research-enabled permanent staff and the growing underclass of flexible teaching staff, says Tom Cutterham