The changing nature of Higher Education:

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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 Barnes Department of Sport, Culture
and the Arts
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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

3
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

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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?

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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)

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Should our priorities be

• employability?
• What employers want (/need)?
• competency?

• or - academic standards?
• or - what the subject dictates?
• or - intellectual ability?

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The employers model for Higher Education
Academic Theory Process
Practical Outdoor Experience
Technical Skills NGB Awards
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The employers 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

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The students model for Higher Education
Academic Theory Process
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The students 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

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The academics model for Higher Education
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The academics model

• Or - the university finance driven model -
• Maximum Theory and Process
• Externally delivered Technical Skills and Awards
• Experience primarily in students own time
• meeting the requirments of academic credibility
• But student motivation and employers
  expectations suffer

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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?

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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

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Most important requirements - results by
groups

• Outdoor activity awards/ skills
• Personal attributes
• Experience
• Group working skills
• Communication skills
• Knowledge understanding

• Problem solving skills
• Project/ management skills
• Information technology skills
• Academic awards/ skills

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The importance of Higher Education other
skills/awards
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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)?

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A Modern Model for Higher Education?
Transferable Skills
SPDP
Education or equivalent training
Professional Body or equivalent training/
awards (External/Placement)
Technical
Process
Competence check lists
Real World Experience (Experience/Placement)
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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?
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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

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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?