aldinhe keynote: divination and forecasting, the future of higher education
DESCRIPTION
Keynote for ALDinHE conference held at Queens University, Belfast in April 2011.TRANSCRIPT
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Divination and Forecasting: What
Will Happen in the Future of HE?
Becka ColleyDean of Students
National Teaching Fellow
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The Runes They Say…
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• Chris might finally have started to relax
• Eloise will have knitted a sexy jumper for
everyone in the audience
• Ed will snigger every time I mention technology
• 3 people will fall asleep
• Matches and gas lamps will have made a
comeback, but only in booths in the Crown
• I will have spoken too fast, again
• And it will all still be Nick Clegg‟s fault
By the end of this keynote I
predict that…
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Areas of Focus…
• Changing nature of student population and
expectations about HE experience
• Impact on institutions of new funding regime
• Role of Learning Development
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But first!
Let‟s do some shared thinking…
not really ;-)
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Card sort instructions
In groups, discuss the student quotes
• Decide if they are related to issues of:
– social
– academic
– professional service
– organisational
• What would you do to support the student?
How would you do this?
• 5mins!
To get you thinking…
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Students 2.0?
• Who/what are modern students?
– A vision of students today(Wesch, 2007)
– Engaging Students at Bradford (Currant, 2009)
• What issues do they face?
• What challenges does this pose for us?
• How do we respond to differences from the
„norm‟?
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Stating the Obvious But…
…Higher Education is changing:
• “The university system is in need of „radical
change‟ to provide a better deal for taxpayers
and students” (Willetts, 10 June 2010)
• How is the sector going to respond?
• What will you do differently?
• How can Learning Development support
this process?
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• Over last 20 years Higher education has
undergone radical and unprecedented
change (Education Act, 1992; Dearing Report, 1997; Roberts Report, 2003; Leitch
Report, 2006; Browne, 2010; CSR, 2010)
• Learners are entering with different
expectations and assumptions about their
experiences
• The student body has become dramatically
more heterogeneous and has fragmented
in some cases
The Impact of ‘massification’
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What will happen to HE?
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Go Back to Basics??
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Become Futuristic??
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Universities 2.0?
• Diversity of entry routes
• Issues of dealing with developing autonomy
• Earning whilst learning
• Disengaged learners seeking qualification
• Pressures on the system and individuals
• Changing processes within an inflexible
system
• Tradition and history
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£9000 a year
fees will be the
exception not the
rule.
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“Certain tutors appear arrogant and unwilling
to listen to student's views. Tutors are
often unable to make lectures interesting
and/or teach the subject matter in a way
that clearly communicates the information
and is stimulating. £3,000+ per year
definitely not worth it.” [quote from NSS]
In the context of…
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• How long to see the impact and effects?
• And how long before even more change??
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Outcome = Mixed (imho…)
Those that
can, will and
those that
can‟t, will
(struggle…)
What does this mean for
• Staff
• Students
• Institutions
• Society
• Learning
Development
• You???
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• Universities need to become less
fragmented but not turn into a
unstimulating vanilla experience or a
corporate collective…
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Expectation management is key
• Support
• Integration
• Transition issues
• Success
• Awareness
• Personalisation within a complicated and
fragmented system
It’s All About Expectations…
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How do students think they learn best?
“I prefer practical learning as I like to do things
and get bored when just listening to
someone talking. I do quite well when working
in a group as well as it gives me more ideas
and opinions”
“Through repetition. I like to study independently
initially but then to consolidate the learning I like to
discuss it and have feedback on it. I have a low
attention span and so find a lot of reading and quiet
time very hard work. I like to interact with people and
so the discussion and debate of ideas appeals to me
greatly”
“I learn best from doing things or thinking
through a problem with other people or by
writing something down, drawing it. I don't
learn much by just reading something”
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The Traditional Curriculum…
University of X provides per module:
• Lectures x 2 hours x 12
• Seminars x 1 hour x 6
• Group tutorials x 1 hour x 3
– Group work (with assessed presentation)
• 100+ hours of independent study (aka the
library) per module
• Assessed by coursework and 3 hour exam
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And if they’re really lucky they get…
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• “I do not get enough contact time. I am paying over £3000 a
year and this semester I will have no lectures. This is not
value for money!”
• “We are paying a lot of money to gain a degree only to be let
down time and time again!”
• “More lecturers for the money I'm paying”
• “Too much self-directed studies, not enough help from staff,
not sufficient lecture hours, too much money paid for not
enough hours.”
• “The tuition fees are really expensive and they don't give us
enough lecture time and I don't know what we are actually
paying for.”
And the students say…
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(and that‟s before £9000 for September
2012…)
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1. Make Research-Based Learning the Standard
2. Construct an Inquiry-Based Freshman Year
3. Build on the Freshman Foundation
4. Remove Barriers to Interdisciplinary Education
5. Link Communication Skills and Course Work
6. Use Information Technology Creatively
7. Culminate with a Capstone Experience
8. Educate Graduate Students as Apprentice Teachers
9. Change Faculty Reward Systems
10. Cultivate a Sense of Community
Ten Ways to Change Undergraduate Education
The Boyer Commission on
Educating Undergraduates
in the Research University: REINVENTING
UNDERGRADUATE EDUCATION
Boyer, 1999
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What role does Learning Development
have in all this?
Who is the most senior person in your
institution that
• supports
• knows about
• understands (and champions) Learning
Development?(VC, DVC, PVC, Dean/Director, Head of Department, Head of the Unit??)
• What relationship do you have with senior
management? Academic staff?
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How many of your Units
were mentioned in your
University‟s access
agreement?
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How do we work with academics?
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Beyond HEIn HEPre-entry
Academic system
Social system
Organisational system
Professional services system
Student
relations
Dispositions
& capacities
Student
engagement
& belonging
HE system
May & Thomas, 2010
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• How do programmes become „grounded and
nourished‟?
• What does your institution do to welcome
students & support with transition?
• How do you provide social interactions with
teachers/staff and other students?
• How do you embed course advice and
support services?
• Where does Learning Development feature in
this?
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Intervention level: Core principles
Intervention level
Proactive Inclusive
Flexible
Transparent
Ongoing Timely
Integrated
Collaborative
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• VFM
• USP
• Collaboration
• Collegiality
• Sustainability
• Effectiveness
• Efficiency
• Individualisation
• Personalisation
• Strategic direction
• Mission
• Access agreements…
Buzz Word Bingo…
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The role of learning development is crucial
• To help staff succeed, we are vital
• To help students succeed, we are vital
• To help institutions succeed, we are vital
• Position to influence
• Keep fighting!
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“I think things have changed so much
since I started working in LD in 2006 - we
have so much more confidence as a
professional community now, but we do
still need to be reminded of the importance
of being pro-active and not reactive.”
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Remember…the
only certainty is
uncertainty.
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The Runes Said:
• Poerdh: time of crisis, many
choices open but what choice is
made will affect you and others for
a long time to come. This rune is a
danger sign…
• Thorn: updating of thoughts and
opinions, think carefully about
what is wanted.
• Os [r]: misjudgement, outcome
disaster if action not changed.
• Rad [r]: challenge the way things
are seen.
• Hoel: struggle and effort needed,
victory can be won but at a cost.
Conflict can not be avoided,
destruction of obsolete, removal of
the irrelevant.
• Nyd: great opportunities at hand.
• Ehwis: strength, courage, tenacity,
perseverance.
• Ing: wisdom and advice from
others, gathering of friends. Laying
of foundations that will last for a
long time, good time in life,
approval of others.
• Interpretation: it‟s gonna be hard
but we‟ll get there…!
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Any Questions?!
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<Thank you!/>