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Higher Education, Disruption &DeakinDigital
Allyn J RadfordCEO, DeakinDigital
@allynr - @deakindigitalwww.deakindigital.com
Understanding Disruption
Challenges and criticisms
"Generally, disruptive innovations were technologically straightforward, consisting of off-the-shelf components put together in a product architecture that was often simpler than prior approaches.
They offered less of what customers in established markets wanted and so could rarely be initially employed there.
They offered a different package of attributes valued only in emerging markets remote from, and unimportant to, the mainstream."
Christensen, Clayton M. (1997), The innovator's dilemma: when new technologies cause great firms to fail, Boston, Massachusetts, USA: Harvard Business School Press, ISBN 978-0-87584-585-2.
Characteristics of Disruptive Innovation
Disruptive vs Sustaining Innovation
From The Innovator’s Dilemma (1997) Clayton Christensen
Sustaining Innovation vs Disruptive Innovation
Sustaining Innovation
Improvements in teaching, learning, technology or services
Neither technology nor content are disruptors in themselves
Disruptive Innovation changes business and operational models
Revenue is no longer tied to a time-served model
Student achievement is recognised in terms of professional capability(ie: measurable attributes that are industry relevant)
Recognition of learning outside formal education becomes mainstream
Alternative accreditation is embraced and integrated (eg badges, certifications, etc)
Experts say it’s inevitable…
http://www.ey.com/Publication/vwLUAssets/University_of_the_future/$FILE/University_of_the_future_2012.pdf
8
Deloitte
Digital Disruption Map
2012
Products and Services: Unbundling of education
• Enroll in qualification (bundle)
• Core curriculum with approved electives
• Provider delivers courses and content
• Tutorials, Practicals, Labs, etc
• Provider has some responsibility for progress
• Provider’s information resources are included
• Provider examinations and assessments
• Accreditation with an award
• Variable Fees (20k – 38k per year)
• Additional Fees may be charged
• Register in a subject, course, module, certification
• Self-guided according to personal/career goals
• Access content from anywhere (free – fee)
• Fee-based; simulations; experience (incomplete)
• Responsible for own progress and motivation
• The web; community resources
• Variable – badges, vendor & other certifications
• Badges & certifications; Reliant on consortia & RPL
• Unbundled fees; from free to service-based fees
• Consumer driven
From this… To this
3 May 2023
Some Key Trends in Digital Disruption
Things that were previously monolithic become more granular
Competition becomes more specialised
Competitors become more diversified
Business models are fundamentally changed
Redefining the Ecosystem
3 May 2023
Nonetheless, credentialling provides students with a tradable token in
the job market. Crass though this may seem, this makes credentialling
an important and complex part of what universities do.John Seely Brown, The University for the Digital Age, 1997
The role of “credentials”
(Emphasis added)
3 May 2023
3 stakeholder views of success
Education Provider View:We’re doing great! The problem is somewhere else…
Employer View: We’re not getting the graduates we need
Youth View:We’re not prepared for work
http://www.mckinsey.com/insights/social_sector/education_to_employment_designing_a_system_that_works
3 May 2023
Credentials and future of work
“Long gone is the time when we climbed corporate ladders. This week we’ll take a look at all the ways our careers will change in the next decade, and all the ways they already have…"
The relationship between credentials and work is changing. Career change and the emergence new skills requires a more granular solution.
Courtesy: Toleemedia Job Titles
But what about…
Turtle Walker
Director, Ethical Hacking
Space Travel Agent
Hair Boiler
Oyster Floater
Creativity Analyst
Animal Colourist
Light Bender
Archeobotanist
Mahout
Expert Upsetter
16Data-driven career development
We need higher education
but we may not need the universities we’ve had for hundreds of years
Breaking down the monolith
a) to enable students to engage in open learning, exploration, and knowledge creation
b) simultaneously, to provide the resources to help them work in both distal and local communities, and
c) to offer them the means to earn exchangeable, equivalent credentials for work done in class, on-line, or through hands-on experience.
From: The University in the Digital Age (1996: Seely Brown et al)
The DeakinDigital Approach
3 May 2023
Our Mission
To change the relationship between ‘qualifications’ and work forever
We’re creating a new currency for career progression that employers recognise, understand and value
Why do we do it?
Through Recognition of Professional Practice, we liberate the knowledge, skills and potential of the experienced workforce
We believe that work and life experiences are as valuable as formal learning and deserve to be recognised
3 May 2023
Benefits of Credentialing
• Organisations and individuals alike both understand the most powerful attributes they have or require for the work place
• Clarity and verification of the learning and skills candidates have achieved on and off the job
• Provides a framework for professional development that contributes to competitiveness and organisational performance
• Contributes directly to regulatory compliance
Framework Alignment Model
Communication
Digital Literacy
Critical Thinking
Problem Solving
Self-management
Teamwork
Global Citizenship
Discipline KSAcompetency/capability
GLO
10
9
8
7
6
5
4
3
1
2
AQF
Level Descriptor
Level Descriptor
Level Descriptor
Level Descriptor
Level Descriptor
Level Descriptor
Level Descriptor
Discipline KSA Levelcompetency/capability
Professional Capability Standard
Communication
Digital Literacy
Critical Thinking
Problem Solving
Self-management
Teamwork
Global Citizenship
Discipline KSAcompetency/capability
Industry-specific Assessment
Per Industry / Framework
Credentials
Qualification –by Professional PracticeEg MPP (IT)
AQF = Australian Qualifications Framework
Teamwork
Communication
Global Citizenship
AQF 9
Graduates at this level will have specialised knowledge and skills for research, and/or professional practice and/or further learning
Deakin UniversityGraduate Learning
Outcomes
Discipline-specific knowledge and capabilities
Digital Literacy
Self-management
Critical Thinking
Problem Solving
Collaboration
Emotional Awareness
{Professional Ethics
Cultural Awareness-
DeakinDigital Credentials
Deep Discipline
Broad Discipline{
{
Broad Discipline
Innovation/ Improvement
Professional Expertise
Teamwork
Digital Literacy
Self Management
Critical Thinking
Problem Solving
Communication
Global Citizenship
Credential acquisition and conversion
Readinessor Pre-tests
Advanced (AQF 9)Proficient (AQF 8)
Intermediate (AQF 7)
Capability Standard / Qualification
On-demand smartlearning cloud
CredentialAssessment
Collaboration
Emotional Aware…
{
Prof. Ethics
Cultural Aware…{
Deep
{
Broad
Innovate/ Improve
ProfExpertise
Teamwork
Digital Literacy
Self Manage
Critical Thinking
Problem Solving
Communication
Global Citizens
{Non-consumers