Pg cert lthe political economy of he
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Pg cert lthe political economy of he Presentation Transcript

  • 1. Postgraduate Certificate in Learning and TeachingThe Political Economy of Higher Education Phil Carey & Clare Milsom 8th February 2012
  • 2. AimTo raise issues about the organisation and management of UKHigher EducationSession outcomes Consider perspective on the role of higher education Critically explore contemporary developments in the management of Higher Education Examine the implications for practice of differing notions of ‘the student’
  • 3. GROUP TASK: THE PURPOSE OF HIGHEREDUCATIONUse five of the provided words or phrases toconstruct a statement on the purpose of HigherEducation.Statements should be 25 to 40 words.Feedback to the group – offering a two minuterationale for your choices
  • 4. Perspectives on education Often considered in relation to statuatory education, but equally appropriate to Higher Education• Functionalist• Marxist• Liberal education• Humanist• Radical
  • 5. Strategic plan 2008-13 Strategic plan 2012-16We value Our valuesHigh academic and professional standards Creativity: foster culture innovationIndependence: integrity and impartiality Empowerment: transform learningResponsiveness: meet needs of ‘SH’ Working for public goodCreativity ProfessionalismWillingness to shareInclusivenessStudent engagementSelf evaluationAccountability, transparency, vfm
  • 6. ‘Graduates earn more money than non-graduates, so it makessense that they should contribute.’Blunkett (2000)“[universities] are academic and cultural institutions as much asengines of the economy. But part of maintaining support forpublic investment in that role, is demonstrating their relevanceto our economic life as well.(Mandelson, DBIS, 2009)
  • 7. GROUP EXERCISE: WHAT STUDENTS ARE. • List key words that describe students • Rank in order of group consensus • Feedback
  • 8. Student as receiver• ‘Tabula Rasa’• Direct instruction• Little interaction• Objective assessment• Knowledge is fixed• Curriculum defined by knowledge experts• Power resides with the ‘academy’
  • 9. Student as novice• Social learning model• Experiential learning• Discursive and task-based activities• Reflective assessment• Knowledge is contextual• Curriculum defined by practitioners• Power resides with the tutor
  • 10. Student as customer• Consumerist model• Focus on satisfaction• Little direct impact of learning and assessment practice, but individualistic• Knowledge is a product• Curriculum defined through market research• Power resides with the student
  • 11. Student as co-producer• Collaborative model• Active student participation• Assessment is negotiated• Knowledge is created• Focus on community of learners• Curriculum defined by students and tutors• Power is shared
  • 12. HE White Paper: Students at the Heart of the SystemImproving the Student Experience‘Putting financial choice into the hands of learners makesstudent choice more meaningful’
  • 13. “It should be a source of pride for an institution to be an excellentteaching university. That is what most students rightly see as thebackbone of their university experience.” David Willets 9th Sept 2010Willetts defends universities white paper June 2011
  • 14. Higher Education Summit 2012 A speaker interview Matthew Batstone, co-founder and directorInterview‘New university gathers top academics to At a glanceteach £18,000-a-year degrees Prof. Ronald Dworkin QCNew College of the Humanities promises Prof. Adrian Zuckermanmore direct teaching. The student-teacher How we teachratio will be better than 10 to one and The NCH professoriate will typicallythere will be 12 to 13 hours contact with deliver four lectures in each week of theteachers each week.’ 5.June 2011 longer autumn and spring terms. The professoriate will lecture both for degree subject courses and Diploma modules.
  • 15. Challenges to practitioners and universities• Conflict between competition and collaboration• Marketisation of Higher Education• Mangerialism• Privatisation of knowledge• Narrow view of employability
  • 16. Suggested reading• Jan McArthur (2011) Reconsidering the social and economic purposes of higher education, Higher Education Research & Development, 30:6, 737-749• Alistair McCulloch (2009): The student as co‐producer: learning from public administration about the student–university relationship, Studies in Higher Education, 34:2, 171-183
  • 17. More suggested readingFutures for Higher Education Analysing trends Universities UK January 2012 Opportunity, Choice and Excellence in HE July 2011 Education Academy Strategic Plan 20122/16: Paper Putting Students at the Heart of the HE System June 2011
  • 18. FunctionalistEducation for work and a work force• prepares students for the workplace• reflects divisions of labour• is a form of socialisation• support meritocracy by providing opportunities for upward social mobility
  • 19. MarxistEducation for social control• Similar to functionalist critique but sees education as: – Reflecting class divisions. – creating compliance by reinforcing the norms and values of a dominant elite. – Meritocracy is a myth as established social divisions are maintained.
  • 20. Liberal educationEducation for cultural enlightenment.• the relationship to work is incidental.• students develop intangible, meta skills that help them deal with complexity.• Strong values base• supports progressive social development
  • 21. HumanistEducation for personal development• Focuses on individual self-actualisation.• Educational processes reflect the needs of individual students• Addresses affective as well as intellectual learning
  • 22. RadicalEducation for social change• Focuses on empowerment• encourages politically motivated change agents to overthrow systems of oppression.• Strong emancipatory/transformative tradition