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Changing Purposes and Priorities of Higher Education

A review of literature and thinking
by

pen lister

on 28 March 2014

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Transcript of Changing Purposes and Priorities of Higher Education

Changing Purposes and Priorities in Higher Education
A review of literature and thinking
A review of literature and thinking
In 1963, the 'golden age' of student grants was just beginning
(Dyhouse, 2007)
Geiger counters looked like this
and televisions like this were a thing of the future
we don't USE the abacus
even though it's still
beautiful
we
USE
the smartphone
this isn't
technology enhanced
living. It's
living
The amount of changes in life and society since the 60's are many -
universities
ought to have also changed significantly, but they have not.
University
and
students think university is like this
academics think university is like this
academics
think
university
should be
like this
students
think
university
should be
like this
the tool of
communication
information
thought organization
always on
learning
not everyone uses a computer very much
change
perceptions & expectations
purposes & priorities
cost & value
if the world were 100 people
only 7 people would have a college degree
http://visual.ly/if-world-were-100-people
skills
global employment marketplace
networks
global sector competition
sustainability
models of learning
who gets to teach
when, where
internationalisation
what is a
modern
discipline?
the validation process
assessment methods & criteria
marking objectivity
why does it take so long to DO anything at a university?
what
elitism/social inclusion
who foots the bill
usefulness
economic
ecological
social
alumni
THE BIGGEST CHALLENGES?
why does it take so long to DO anything at a university?
why does it take so long to DO anything at a university?
The Great Debate 1976
http://www.educationengland.org.uk/documents/speeches/1976ruskin.html
The Dearing Report 1997
The Browne Review 2009
https://bei.leeds.ac.uk/Partners/NCIHE/
http://en.wikipedia.org/wiki/Browne_Review
The Robbins Report 1963
http://www.educationengland.org.uk/documents/robbins/
information dark ages
the 1930's?
1990's
information revolution #2
early 2000's
the information revolution
the present
the post information revolution
perceptions
perceptions & expectations
purposes & priorities
expectations
cost & value
cost
value
purposes
perceptions & expectations
purposes & priorities
cost & value
perceptions & expectations
purposes & priorities
cost & value
priorities
tradition
academic
disciplines
professional
knowledge
pedagogy
TRADITION v REALITY
try being an academic for one month without a computer
The
60's
is like
pre-history
. How much has really changed since then, and how long has it taken? Can we afford to still have the same
priorities and purposes
?
The right to
free
higher education?
The
disciplines
we should be teaching?
The changing
student expectations
?
The importance of the
The Brand
?
Who is going to
pay
for it all?
How does this fit with our
current
life
and
society
?
The need to completely overhaul every aspect of what universities do is now of absolute and urgent priority.
BSc Success
students expect the skills they need to get good jobs, to earn more money and reap all the benefits that brings
are degrees meant only to be skills training, preparing students for the needs of business and industry?
where do we go from here
where do we go from here
where do we go from here
Academic Traditions and Skills
Work Experience
Soft Skills
Discipline specific flexible learning
and
delivery
where do we go from here
NMC - Horizon Report 2012
"people expect to be able to work, learn, and study whenever and wherever they want to..."
Barnett
supercomplexity
Toohey
, flexible learning and delivery |
Barnett
, authentic engagement |
Kolb
, cognitive styles
Friedman's Flat World
Barnett's
Supercomplexity
superconnectivity
multidisciplinarity
Windows 95
superconnectivity
superconnectivity
Robbins Report | The Great Debate
1960's?
transferrable
self-reliance
Neumann et al, deviant specialisms
Neumann
: discipline specific academic practices
Gonick:
Tortorous processes that pass for decision making
Windows 98
Windows 2k
2015 >
Barnett Interdisciplinarity
The Interdisciplinary Teaching and Learning Group
The Horizon Report
New Media Consortium
QAA, NSS
LERU on research rankings
Harden, The End of the University as we Know it (The American Interest)
Gonick, The Year Ahead in IT (Inside Higher Ed)
Gonick - flipping of the classroom
Barnett: transformation
The great debate - Callaghan
Kolb, Barnett, Neumann, Canning...
industry needs society needs individual needs parental needs political needs ideological needs pedagogical needs industry needs society needs individual needs parental needs political needs ideological needs pedagogical needs industry needs society needs individual needs parental needs political needs ideological needs pedagogical needs industry needs society needs individual needs parental needs political needs ideological needs pedagogical needs industry needs society needs individual needs parental needs political needs ideological needs pedagogical needs industry needs society needs individual needs parental needs political needs individual needs parental needs political needsindividual needs parental needs political needs individual needs parental needs political needs individual needs parental needs political needsindividual needs parental needs political needsindividual needs parental needs political needs
COSTING
pedagogy
industry
Boys & Ford, JISC
politics
customers
Good character
Communicator
Experienced
Skilled
Knowledgable
Agile
Novel/Unique
Personalised
university
BSc
BA
MSc
MA
PhD
MOOC
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BA
MSc
MA
PhD
MOOC
Face2Face
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?
Molesworth et al
disciplinarity
, which typifies the attitude of thinking within the box;
multidisciplinarity
, which pursues knowledge in parallel between disciplines; and
transdisciplinarity
, which seeks to find a greater unity beyond commonality.
interdisciplinarity
concerns the transfer of methods from one discipline to another
Paul Barker, quoting Nicolescu
future
c
TM
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