Developing issues associated with taught postgraduate level education some initial observations
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Developing issues associated with taught postgraduate level education: Some initial observations. Howard Green Postgraduate Directions, Senior Partner. Introduction. Structure Look at some numbers What awards Issues of demand Some thoughts on pedagogy Europe conclude. Harris Dearing

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Developing issues associated with taught postgraduate level education: Some initial observations

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Developing issues associated with taught postgraduate level education: Some initial observations

Howard Green

Postgraduate Directions, Senior Partner


Introduction

  • Structure

    • Look at some numbers

    • What awards

    • Issues of demand

    • Some thoughts on pedagogy

    • Europe

    • conclude


  • Harris

  • Dearing

  • Various reviews of RAE

  • Roberts on SET

  • Roberts on RAE 2003

  • Improving Standards

  • Research Councils Joint Statement

  • HE White Paper

  • HEFCE on RAE

  • Funding of Research

  • QAA and new PGR Code

  • Skills White Paper


So what is it for??

Greater depth of study?

Specialisation?

Change in direction?

Professional recognition?

Learning new tricks?

Updating?

or what


The UK PG

HESA figs


PG Qualifications Awarded

Source: HESA Table 12


The overseas PG market

UK PG student numbers – EU and non-EU

HESA figs


Key non-EU country providers

HESA figs 2005/6


Fees – and costs

  • UG comparison

  • Debt

  • Pricing policies

  • Value added

  • ACCESS


Age of year 1 PG students

Source: HESA Table 1d & 1h


Some implications for PGT

Numbers vs. resources

Type of awards

Overseas students

Age and experience


Numbers/resources

  • Impact of volume on teaching and learning

  • Scale economies vs. small group

  • What is the appropriate size of programme?

    • ESRC 1+


Types of awards

  • Two issues at least

    • ‘PGT in level or in time’

      • Professional or academic

    • Certificates, diplomas and masters

      • Credit and credit accumulation


Professional programmes

Some issues

Student expectation

appropriate methods to deal with those who know more than the teacher

Capitalising on work environment as pedagogic tool


Multidisciplinary programmes

  • Dealing with different input levels


Overseas Students

  • Language

    • The difference between reading, listening, writing and understanding

  • Learning styles

    • Dealing with mix expectation

  • Plagiarism


Age and experience

  • Andragogy – adult learning styles

    • Self direction

    • Need to utilise experience

    • Learning needs to be immediately relevant rather than deferred

    • The change curve

    • And then there is personality

      Impact on pedagogy


So

  • Needs to rethink delivery

  • Assessment

    • Project vs. ??

    • Thesis/dissertation ??


Models for CPD

  • Capturing level

  • Building blocks

  • MNeg


Europe

  • A linear model

  • An academic model

  • Need to develop broad frameworks not narrow paths. (Custard, cheese and the shape of bananas)


Conclusion

  • Demands becoming more diverse

  • Time for innovation and change

  • Compare UG 30 years ago with now – has PGT changed in that period


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