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International Recruitment and Flexible Learning: reflections and prospects

International Recruitment and Flexible Learning: reflections and prospects. Stewart Barr Geography, College of Life and Environmental Sciences. Outline. International context for flexible learning; Programme development within Geography at Exeter; The programmes

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International Recruitment and Flexible Learning: reflections and prospects

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  1. International Recruitment and Flexible Learning: reflections and prospects Stewart Barr Geography, College of Life and Environmental Sciences

  2. Outline • International context for flexible learning; • Programme development within Geography at Exeter; • The programmes • Learning and teaching flexibly using the FDL approach; • Recruitment and marketing; • Reflections and experiences; • Prospects for international FDL in Geography programmes.

  3. International Context and Development Strategy • Resonance of Geography outside of Anglo-American contexts is weak; • Stronger emphasis on environmental and developmental sub-themes; • Linking international resonance to disciplinary expertise: sustainable development; • Sustainable Development (SD) internationally recognized term, although differently conceptualized; • Growing market for professional development alongside academic learning for SD; • PGT likely candidate.

  4. International Context and Development Strategy • Market Development Report, 2004; • Issues to consider: • Programme name and degree type; • Likely potential markets; • Fit with market needs and academic interests / integrity; • Employer needs; • Marketing; • Learning styles.

  5. Accessible - flexible Employability Engagement Risk-taking Innovation Holism Practice-based Inter-disciplinary Theory Implementation Reflective The Exeter ‘Mix’

  6. The Programmes • Joint initiative between Geography and Education initially; • MSc Sustainable Development – from 2005; • MSc Sustainable Development (Distance Learning) – from 2006; • MSc Sustainable Development (Environmental Change) – from 2006; • MSc Sustainable Development (Communities) – from 2007; • MSc Sustainable Development (One Planet Leaders) - from 2007.

  7. The Programmes • Common core themes; • Branded pathways for different markets: • Community development; • Environmental management; • Business and innovation. • Example modules: • Business and Sustainability; • Community Development in the Majority World; • Sustainable Land Use and Policy; • Environmental Governance; • Work-based learning; • Sustainable Development, the Media and Public Communication; • Virtual field trip.

  8. Learning Flexibly • The role of FDL for international students; • Distance learning; • Blended learning; • Face-to-face; • The interface - The Hive: • Social media interface; • Access to online DL material for all; • Inter-active exercises, quizzes and media; • Live chat rooms provided Adobe Connect; • Supported by audio lecture material.

  9. Learning Styles and Content

  10. Recruitment and Marketing • The political context: internal support from within disciplines and the University; • Brand identity and competitor analysis; • Web-based marketing tools; • Bursaries for a number of international applicants; • Direct marketing: outward mobility fellowship strategy.

  11. Reflections on Recruiting to and Running a FDL Programme • The importance of market development, segmentation and competitor analysis – the ‘business case’; • Being realistic about your market reach; • Meeting and knowing your market; • Regular innovation and creative thinking • Meeting your market’s needs: employability and flexibility.

  12. Reflections on Recruiting to and Running a FDL Programme • Different blends of students and learning styles adds vibrancy and creativity to a programme; • Flexibility can release major recruitment opportunities; • Institutional ‘buy in’ to a strategy is critical; • Resource allocations and workload adjustments; • Running such a programme takes a lot of hard work and staff resources – it cannot be seen as an ‘add on’; • Different skills required to blend pedagogic innovation with technology; • International student needs: language proficiency, cultural expectations and academic expectations.

  13. Prospects • The potential for Geography and its sub-disciplines to ‘break in’ to international PGT markets; • Analysis of need and institutional and disciplinary expertise; • The role of marketing and direct recruitment; • The role and purpose of FDL as a pragmatic approach; • The role of collaborative provision.

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