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Knowledge Interaction in Higher Education Teresa Swirski Macquarie University, Sydney teresa.swirski@efs.mq.edu.au Ian Solomonides Macquarie University, Sydney ian.solomonides@vc.mq.edu.au Leigh Wood Macquarie University, Sydney lwood@efs.mq.edu.au Presentation Overview

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knowledge interaction in higher education
Knowledge Interaction in Higher Education

Teresa Swirski

Macquarie University, Sydney

teresa.swirski@efs.mq.edu.au

Ian Solomonides

Macquarie University, Sydney

ian.solomonides@vc.mq.edu.au

Leigh Wood

Macquarie University, Sydney

lwood@efs.mq.edu.au

presentation overview
Presentation Overview
  • Background: changes in society and HE
  • Model of knowledge interaction
  • Discussion: HE actors and stakeholders
  • Discussion: quality and lifelong learning
  • Case study: exploring creativity
  • Conclusion
discussion he actors stakeholders
Discussion: HE Actors & Stakeholders

Society, culture & economy

Higher education providers

Employers, business & industry

Students

Academics

discussion quality
Discussion: Quality
  • What does ‘quality’ mean?

Learning identity (personal learning):

awareness of quality

  • Who is responsible, and how do we engage, for quality in HE?

Learning communities (social learning): engagement with quality

  • What approaches should there be towards achieving quality?

Lifelong learning (cognitive learning): understanding quality

discussion lifelong learning
Discussion: Lifelong Learning
  • Awareness of lifelong learning
    • Articulating the diverse, competing perspectives amongst HE actors and stakeholders

= learning identities

  • Engagement with lifelong learning
    • Developments, responsibilities and actions based upon discussion/dialogue of the spectrum of awareness

= learning communities

  • Understanding lifelong learning
    • Designing future directions stemming from the access, development and synthesis of knowledge

= lifelong learning

case study exploring creativity
Case study: Exploring Creativity
  • Australian HE context: increased focus upon graduate capabilities and attributes
  • Learning identity: gathering conceptions of creativity from HE stakeholders = researching awareness/personal learning
  • Learning communities: analysing how learning and teaching practices develop creativity = researching engagement/social learning
  • Lifelong learning: identifying best practices and highlighting opportunities for enhancing higher-order learning = researching understanding/cognitive learning
conclusion
Conclusion
  • Three universal challenges within a changing world: knowing, acting and being (Barnett and Coates 2005)