slide1 n.
Skip this Video
Loading SlideShow in 5 Seconds..
The changing nature of Higher Education: PowerPoint Presentation
Download Presentation
The changing nature of Higher Education:

Loading in 2 Seconds...

  share
play fullscreen
1 / 21
Download Presentation

The changing nature of Higher Education: - PowerPoint PPT Presentation

oren-livingston
109 Views
Download Presentation

The changing nature of Higher Education:

- - - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript

  1. as academics is it our responsibility to ensure that our students are employable, or are we 'simply' educators? The changing nature of Higher Education: Dr. Peter Barnes Department of Sport, Culture and the Arts

  2. John Henry Newman,Oriel College, Oxford. 1826 - 1842 • The Idea of a University • The University is a temple for the teaching of universal knowledge. (specialist knowledge should be taught in an ‘institution’) • The only goal of a university should be the cultivation of the intellect • A university produces gentlemen trained in logic and the methods of assessing evidence (the classics) • Is run by tutors who regard their office as a calling

  3. John Anderson Professor of Natural Philosophy, Glasgow University • Gave instructions for a place of useful learning, open to everyone, regardless of gender or class. • Anderson's Institution - 1796 • University of Strathclyde - 1964

  4. Is it true that: • A competency driven model is at odds with an academically based model? • Academic integrity takes second place to professional body requirements?

  5. Is it true that: • A competency based model is results driven – i.e. quantity of learning (outcome) • An academic based model is philosophically driven – i.e. quality of learning (process)

  6. employability? What employers want (/need)? competency? or - academic standards? or - what the subject dictates? or - intellectual ability? Should our priorities be:

  7. The employer’s model for Higher Education: Academic Theory & Process Practical Outdoor Experience Technical Skills & NGB Awards

  8. The employer’s model: • Or - the university validation model - • Good level of technical skills and NGB qualifications • Reasonable level of practical experience • Theory and process is a necessity ‘hit the shop floor running’ • But – issues with costs, staffing & ‘credibility’

  9. Practical Outdoor Experience Technical Skills & NGB Awards The student’s model for Higher Education: Academic Theory & Process

  10. The student’s model: • Or - the university marketing model - • Plenty of Experience • Good level of Technical Skills and Awards • Minimal amount of Theory and Process ‘have fun and get a job’ • But – academically unrealistic and has problems with student expectations

  11. Academic Theory & Process Practical Outdoor Experience Technical Skills & NGB Awards The academic’s model for Higher Education:

  12. The academic’s model: • Or - the university finance driven model - • Maximum Theory and Process • Externally delivered Technical Skills and Awards • Experience primarily in student’s own time ‘meeting the requirments of academic credibility’ • But – student motivation and employer’s expectations suffer

  13. Do we need: • A greater understanding of – • What distinguishes a degree from a vocational qualification? • What distinguishes a university from a training establishment? • What distinguishes a graduate from an apprentice? • What distinguishes a lecturer from a trainer?

  14. Outdoor Education Organisations- surveyed 2003: • 300 Outdoor Education centres/organisations surveyed via mail-shot questionnaire • 48% return rate • 60 closed questions & 6 open questions • Designed to ascertain what potential employers would expect/need from an outdoor education degree

  15. Outdoor activity awards/ skills Personal attributes Experience Group working skills Communication skills Knowledge & understanding Problem solving skills Project/ management skills Information technology skills Academic awards/ skills Most important requirements - results by groups:

  16. The importance of Higher Education & other skills/awards:

  17. So where are we today? • Increasing under-graduate numbers • Increasing number of universities • Increasing need to demonstrate relevance and employability • Increasing demand for externally assessed/ verified qualifications • Increasing financial & staffing pressures But – do we ‘serve’ a changing market place? Is it time to ditch the old models (and ideals)?

  18. A ‘Modern’ Model for Higher Education? Transferable Skills SPDP Education or equivalent training Professional Body or equivalent training/ awards (External/Placement) Technical Process Competence check lists ‘Real World’ Experience (Experience/Placement)

  19. employability? What employers want (/need)? competency? and - academic standards? and - what the subject dictates? and - intellectual ability? Should the priorities be: And where does money, fte ratios, staff time, facilities, student destinations etc come into this?

  20. John Henry Newman,Oriel College, Oxford. 1826 - 1842 • The Idea of a University • The University is a temple for the teaching of universal knowledge. (specialist knowledge should be taught in an ‘institution’) • The only goal of a university should be the cultivation of the intellect • A university produces gentlemen trained in logic and the methods of assessing evidence(the classics) • Is run by tutors who regard their office as a calling

  21. So can we say that: • A competency driven model is always at odds with an academically based model? • Academic integrity always takes second place to professional body requirements? • ‘Academics should be true to themselves?’