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Knowledge Interaction in Higher Education

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  1. 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

  2. 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

  3. Background – Changes in Society

  4. Background – Changes in Higher Education

  5. Knowledge Interaction Model

  6. Discussion: HE Actors & Stakeholders Society, culture & economy Higher education providers Employers, business & industry Students Academics

  7. 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

  8. 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

  9. 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

  10. Conclusion • Three universal challenges within a changing world: knowing, acting and being (Barnett and Coates 2005)