In the evolving landscape of higher education, the question arises: how can we re-envision the university? Too often, the discussions surrounding educational innovation, particularly in the realm of Massive Open Online Courses (MOOCs), focus narrowly on transactional aspects and issues of delivery. David J. Staley’s ‘Alternative Universities’ challenges this prevailing narrative by addressing the fundamental need for a richer imagination regarding the potential reinvention of universities.

Staley argues that modern universities are plagued by a poverty of imagination, which stifles their ability to innovate meaningfully. He posits that those interested in fostering genuine innovation in higher education should shift their focus from mere structure to the transformational experiences universities can offer. This book serves as an exercise in speculative design, proposing ten innovative models that extend the boundaries of what universities can be.

Among the provocative ideas presented, Staley asks, ‘What if the university were designed around a curriculum that emphasized seven broad cognitive skills?’ or ‘What if students were required to engage in global gap year experiences as a core component of their education?’ These bold inquiries encourage readers to reconsider the rigid frameworks that currently define higher education.

Moreover, Staley suggests that students might benefit from majoring in three disparate subjects as a condition of matriculation, breaking away from traditional academic silos. This multi-disciplinary approach not only fosters a more comprehensive educational experience but also encourages creativity and innovation among students. Another striking proposition is the idea that the pursuit of play and exploration could be placed above the mere acquisition and production of knowledge. Such a shift in perspective could lead to a more engaging and fulfilling educational journey.

By exploring these ‘What if?’ scenarios, Staley asserts that the university is an entity in a constant state of becoming. There is no singular model that all institutions must aspire to; rather, the potential for innovation lies in the diversity of ideas and approaches that can be embraced. This book specifically targets those involved in shaping university strategy, including university presidents, faculty members, policy experts, legislators, foundations, and entrepreneurs—collectively referred to as ‘university makers.’ It offers a critical lens informed by the challenges of our current moment, paired with an insightful exploration of how change and disruption can pave the way for a new ‘golden age’ in higher education.

In summary, ‘Alternative Universities’ is not only a critique of the existing paradigms but also a call to action for all stakeholders in the educational sector. By embracing innovative thinking and bold experimentation, we can transform the university into a dynamic space that truly prepares students for the complexities of the modern world.