The changing nature of Higher Education: as academics is it our responsibility to ensure that our students are employable, or are we 'simply' educators?

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?’