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Aldinhe keynote: Divination and Forecasting the Future of Higher Education
Aldinhe keynote: Divination and Forecasting the Future of Higher Education
Aldinhe keynote: Divination and Forecasting the Future of Higher Education
Aldinhe keynote: Divination and Forecasting the Future of Higher Education
Aldinhe keynote: Divination and Forecasting the Future of Higher Education
Aldinhe keynote: Divination and Forecasting the Future of Higher Education
Aldinhe keynote: Divination and Forecasting the Future of Higher Education
Aldinhe keynote: Divination and Forecasting the Future of Higher Education
Aldinhe keynote: Divination and Forecasting the Future of Higher Education
Aldinhe keynote: Divination and Forecasting the Future of Higher Education
Aldinhe keynote: Divination and Forecasting the Future of Higher Education
Aldinhe keynote: Divination and Forecasting the Future of Higher Education
Aldinhe keynote: Divination and Forecasting the Future of Higher Education
Aldinhe keynote: Divination and Forecasting the Future of Higher Education
Aldinhe keynote: Divination and Forecasting the Future of Higher Education
Aldinhe keynote: Divination and Forecasting the Future of Higher Education
Aldinhe keynote: Divination and Forecasting the Future of Higher Education
Aldinhe keynote: Divination and Forecasting the Future of Higher Education
Aldinhe keynote: Divination and Forecasting the Future of Higher Education
Aldinhe keynote: Divination and Forecasting the Future of Higher Education
Aldinhe keynote: Divination and Forecasting the Future of Higher Education
Aldinhe keynote: Divination and Forecasting the Future of Higher Education
Aldinhe keynote: Divination and Forecasting the Future of Higher Education
Aldinhe keynote: Divination and Forecasting the Future of Higher Education
Aldinhe keynote: Divination and Forecasting the Future of Higher Education
Aldinhe keynote: Divination and Forecasting the Future of Higher Education
Aldinhe keynote: Divination and Forecasting the Future of Higher Education
Aldinhe keynote: Divination and Forecasting the Future of Higher Education
Aldinhe keynote: Divination and Forecasting the Future of Higher Education
Aldinhe keynote: Divination and Forecasting the Future of Higher Education
Aldinhe keynote: Divination and Forecasting the Future of Higher Education
Aldinhe keynote: Divination and Forecasting the Future of Higher Education
Aldinhe keynote: Divination and Forecasting the Future of Higher Education
Aldinhe keynote: Divination and Forecasting the Future of Higher Education
Aldinhe keynote: Divination and Forecasting the Future of Higher Education
Aldinhe keynote: Divination and Forecasting the Future of Higher Education
Aldinhe keynote: Divination and Forecasting the Future of Higher Education
Aldinhe keynote: Divination and Forecasting the Future of Higher Education
Aldinhe keynote: Divination and Forecasting the Future of Higher Education
Aldinhe keynote: Divination and Forecasting the Future of Higher Education
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Aldinhe keynote: Divination and Forecasting the Future of Higher Education

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Keynote presentation for the ALDinHE conference held at Queens University in Belfast in April 2011.

Keynote presentation for the ALDinHE conference held at Queens University in Belfast in April 2011.

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  • Produce 1 x A3 card sort results sheet per group Upload electronic A4 sheet to bb
  • Relevant Student centred Strategy levelMulti-pronged: Addressing multiple aspects of student experience; range of interventions Collaborative Range of interventions Across student lifecycle Co-ordinated Whole staff responsibility Transparent Intervention level Timely – at the right time and in advance Collaborative
  • Transcript

    • 1. Divination and Forecasting: What Will Happen in the Future of HE?
      Becka Colley
      Dean of Students
      National Teaching Fellow
    • 2. The Runes They Say…
    • 3. By the end of this keynote I predict that…
      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
    • 4. Areas of Focus…
      Changing nature of student population and expectations about HE experience
      Impact on institutions of new funding regime
      Role of Learning Development
    • 5. But first!
      Let’s do some shared thinking…
      not really ;-)
    • 6. Card sort instructions
      To get you thinking…
      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!
    • 7. 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’?
    • 8. 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?
    • 9.
    • 10. The Impact of ‘massification’
      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
    • 11. What will happen to HE?
    • 12. Go Back to Basics??
    • 13. Become Futuristic??
    • 14. 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
    • 15. £9000 a year fees will be the exception not the rule.
    • 16. In the context of…
      “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]
    • 17. How long to see the impact and effects?
      And how long before even more change??
    • 18. 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???
    • 19. Universities need to become less fragmented but not turn into a unstimulating vanilla experience or a corporate collective…
    • 20. It’s All About Expectations…
      Expectation management is key
      Support
      Integration
      Transition issues
      Success
      Awareness
      Personalisation within a complicated and fragmented system
    • 21. 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”
    • 22. 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
    • 23. And if they’re really lucky they get…
    • 24.
    • 25. And the students say…
      “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.”
    • 26. (and that’s before £9000 for September 2012…)
    • 27. Ten Ways to Change Undergraduate Education
      Make Research-Based Learning the Standard
      Construct an Inquiry-Based Freshman Year
      Build on the Freshman Foundation
      Remove Barriers to Interdisciplinary Education
      Link Communication Skills and Course Work
      Use Information Technology Creatively
      Culminate with a Capstone Experience
      Educate Graduate Students as Apprentice Teachers
      Change Faculty Reward Systems
      Cultivate a Sense of Community
      The Boyer Commission on
      Educating Undergraduates
      in the Research University: REINVENTING UNDERGRADUATE EDUCATION
      Boyer, 1999
    • 28. 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?
    • 29. How many of your Units were mentioned in your University’s access agreement?
    • 30. How do we work with academics?
    • 31. Organisational system
      HE system
      Academic system
      Social system
      Student relations
      Student engagement & belonging
      Professional services system
      Dispositions & capacities
      May & Thomas, 2010
    • 32. 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?
    • 33. Intervention level: Core principles
    • 34. Buzz Word Bingo…
      VFM
      USP
      Collaboration
      Collegiality
      Sustainability
      Effectiveness
      Efficiency
      Individualisation
      Personalisation
      Strategic direction
      Mission
      Access agreements…
    • 35. 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!
    • 36. “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.”
    • 37. Remember…the only certainty is uncertainty.
    • 38. 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…!
    • 39. Any Questions?!
    • 40. <Thank you!/>

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