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The Internationalisation and Marketisation of Postgraduate Delivery – a Master’s Case Study. SRHE: Internationalisation and marketisation of the undergraduate and postgraduate student experience Dr. Richard Race Roehampton University 15th June 2012
Aims • MA Education – on site; off site domestic and off site international. • 2 case studies – Beechwood and ASPETE (Rao et al. 2012). • International and marketisation. • Today’s issues.
MA Education • One Year Full Time; Two / Three Years Part Time • 180 Credits: e.g. IPPPE; RME1 and RME2; Dissertation. • On Site – PG Student Body – “Part time teachers with full time lives”; International students from all over the world (Denby et al, 2008; Timperley, 2011). • Off site – Domestic (several locations); International – was in several location – Ireland; The Netherlands; Greece; Malaysia (Bates, 2011).
First Case Study: Beechwood School • Was originally a two year course but extended to three years after student evaluation; • We go to them – MA delivered on site – issues concerning off site delivery (Wilkins et al, 2012). • Dissertation – how to do replace a face to face system of supervision (Bui, 2009)? • What happens when government withdraw funding for PG courses? Academy Status (Chapman and West-Burnham, 2011, Smith, 2012).
Second Case Study - ASPETE • 2 Year Part Time course in partnership with ASPETE University, Roehampton (Armstrong, 2012). • Course delivered over five weekends and one April residential. • 41% - 59% split in workload concerning cohort 5. Cohort 6 has been agreed but dependent on viability. • System of dissertation supervision: 35 students per cohort – 3 draft system complemented by 6 workshops, delivered by both partners (Walliman and Buckler, 2008; Bui, 2009).
Today - Academic and Postgraduate Issues • Viability – domestic and international – on and off site. • Workload – are universities coping with new(ish) academic identities within the education markets? Issues of training and support (Becker, 2004; Race, 2011). • Students – Support at M Level for domestic and International students – pastoral; study skills. • Students and Academia – the interlink between the first three points. 1 influences 2 which shapes and conditions 3 i.e. the student experience (Czerniawski and Kidd, 2011).