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The changing nature of Higher Education:
as academics is it our responsibility to ensure that our students are employable, or are we 'simply' educators?
Dr. Peter BarnesDepartment of Sport, Culture and the Arts
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
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
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?
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)
Should our priorities be:
employability?
What employers want (/need)?
competency?
or - academic standards?
or - what the subject
dictates?
or - intellectual ability?
The employer’s model for Higher Education:
Academic Theory & Process
Technical Skills & NGB Awards
Practical Outdoor Experience
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’
The student’s model for Higher Education:
Practical Outdoor Experience
Technical Skills & NGB Awards
Academic Theory & Process
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
The academic’s model for Higher Education:
Practical Outdoor Experience
Academic Theory & Process
Technical Skills & NGB Awards
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
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?
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
Most important requirements - results by groups:
1. Outdoor activity awards/ skills
2. Personal attributes3. Experience4. Group working skills5. Communication
skills6. Knowledge &
understanding
7. Problem solving skills
8. Project/ management skills
9. Information technology skills
10. Academic awards/ skills
The importance of Higher Education & other skills/awards:
% Not needed Could be useful
Important Essential
Outdoor Education Degree
10 65 20 4
Any University Degree
16 62 17 4
Good all round technical skills
0 6 43 51
Basic level instructor awards
0 3 24 73
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)?
A ‘Modern’ Model for Higher Education?
‘Real World’ Experience(Experience/Placement)
Technical ProcessProfessional Body or equivalent training/ awards (External/Placement)
Education or equivalent training
SPDPTransferable Skills
Competence check lists
Should the priorities be:
employability?
What employers want (/need)?
competency?
and - academic standards?
and - what the subject
dictates?
and - intellectual ability?And where does money, fte ratios, staff time,
facilities, student destinations etc come into this?
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
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?’
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