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Disruptive Innovation and the New World of International Education


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Published in: Education
  • Thank you for the overview. It was a great read and hopefully triggers a widespread reaction from the higher education sector. We need to do more and do it faster. My concern is outsourcing Australia's MOOC distribution on third party offshore (US/UK) platforms (Coursera, EdX and FutureLearn et alia) means our institutions will not undergo a digital transformation (Big Data - Education) and this could be a long term disaster vis-à-vis reputation, product development and export earnings.

    While Open Universities Australia, (a private distance and online education organsiation), has stepped into the game with an online platform called Open2Study, it has attracted only a handful of Australian universities. For the most part our leading institutions have migrated to offshore platforms, which are attracting significant private equity investment. Australia's international education sector should not surrender its hard earned gains in the deliver of education services into global markets without a fight ... hats off to University of New England (uneOpen) and to the Swinburne University of Technology /Seek partnership in local online delivery.

    Larry Anderson
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Disruptive Innovation and the New World of International Education

  1. 1. Professor Jeremy B Williams Griffith University National Convention Centre, Canberra 9 October 2013
  2. 2. #AIEC2013 @jeremybwilliams
  3. 3. “The world of MOOCs is creating a competition that will force every professor to improve his or her pedagogy or face an online competitor … When outstanding becomes so easily available, average is over.” Thomas L. Friedman
  4. 4. ✔ ✔
  5. 5. Sebastian Thrun
  6. 6. Will initially feature 20 courses from across its 23 university partners Has a “very powerful social architecture” that will be familiar to users of social networking sites such as Facebook and Twitter
  7. 7. “Things take longer to happen than you think they will, and then they happen faster than you think they could” Lawrence Summers
  8. 8. Mainstream the
  9. 9. participatory flexible authentic Multi-modal in format: catering to different learning styles and different life styles Learner centric: student as consumer and producer of knowledge Assessment of learning grounded in reality: outcome driven learning; learning that lasts beyond the test
  10. 10. Librarian Blended Learning Advisor Curriculum Consultant Research Assistant Junior Faculty Adjunct Faculty Junior Faculty Educational Designer Senior Faculty
  11. 11.  Demand for higher ed to outpace international student mobility by 2020  Growth in global higher ed international enrolments will decline from 5-6% to 1.4% annually in 2020 as demand in the developed world slows and supply in emerging economies increases  Improved domestic provision of higher education, increased intraregional student mobility, and the overall growth of TNE will meet the growing demand for higher education in 2020  The overall slowdown makes the case for more strategic TNE plans that could eventually redefine traditional notions of „internationalisation‟
  12. 12. “Even if fewer students actually travel to traditional destinations, that does not necessarily mean a less internationalised landscape overall. TNE options, including online, are international.” − Dr William Lawton, Director, OBHE
  13. 13. Staton, M. (2012) Unbundling education: An updated framework.  On campus delivery provides more value the lighter the colour blue  Universities can continue to provide all 12 services but some rethinking of the business model is required
  14. 14. Online Education in the Asian Century: The Australian Opportunity Speech to the Online Education Forum Brisbane, 17 October 2012 Rt Hon Andrew Robb, Ministe r for Trade and Investment  Has argued Australia should have 10 million international students in 10 years (from <700,000)  “Education is a key part of the next wave of microeconomic reform that will boost productivity and innovation and ensure Australia’s prosperity in the decades ahead. Online and electronic education have a key role to play in this reform.”  “To this end government can play a critical role in fostering a more entrepreneurial, risk-taking, innovative response from our university and vocational education institutions.”  “Reducing very significantly the strangling red tape is fundamental, as is providing much greater management autonomy …”  … Providers of higher education need more freedom and flexibility to leverage the particular strengths of their own institution, and to respond to the dramatically changing circumstances and opportunities they now confront.”  “The one-size-fits-all approach has held our tertiary education sector back. The emerging online technology and innovation facilitates a progression to policies that focus on competency and mastery, allowing students to accelerate or consolidate, making the most of their time.”  “The future for Australia's university and vocational education sector is rich with opportunity, if only we have the courage and freedom to grasp it.”
  15. 15.  Unbundle 3-year Bachelor of Business degree, offer 1st year as a diploma through partner private college in India  An international curriculum delivered to Australian quality standards  Online access to all learning resources that would available in Australia  Assessment graded by university faculty in the exact same way as students based in Australia  Regular virtual contact with the university faculty throughout the program, complemented by learning support at partner college  Successful completion of diploma provides articulation pathway for final two years of degree in Australia  The 1+2 model reduces overall cost  Risk of poor performance associated with settling in problems is reduced  Partner college can provide any additional support it deems appropriate to add further value to students‟ experience at their cost.
  16. 16. A cautionary tale?
  17. 17.  The One Curriculum-Multiple Pedagogies model may lead to the blurring of the distinction between domestic and international students  ESOS regulations?  Blended delivery offshore/ onshore  maybe more attractive for prospective students; e.g. 1+2 model  Incentives for innovative collaborations with overseas institutions; e.g. Pakistan
  18. 18. profjeremybwilliams