The document discusses several changing trends in higher education globally and for the Pacific region. It provides perspectives from various professionals working in higher education. Key trends discussed include: 1) Higher education is synergizing with stakeholders by providing pathways for future education/careers through innovative courses tailored to workforce demands. 2) Bridging the gap between acquired knowledge and practical workforce skills through teaching competencies like communication and entrepreneurship. 3) A more diverse student population including mature/working students, requiring flexible teaching strategies. 4) The need for teaching expertise among faculty in addition to subject matter expertise. 5) Continuing relationships between institutions and alumni through short courses. 6) An increased focus on

1. Changing Trends in
Higher Education
Ruveni Tuimavana, Prathika Goundar, Shaleshni
Prasad, Sangeeta Sharma, Marika Degai

2. nThe landscape of higher education (HE) is revolutionising due to the changing
trends in the demands of the vibrant education community and its stakeholders.
Higher learning institutes these days have to cater to a larger and more diverse
student population, while also being empathetic to the needs of the actual
reality/developments.
Some of these global and regional (Pacific) changing trends that the Gardner
group wishes to elaborate on are as follows:
Introduction

3. 1. H.E. is synergising with all stakeholders by providing:
· Pathways to future education - innovation in preliminary/foundation courses.
· Tailor-making courses for the work demand or work place. for example MOE
(Fiji) is organising Future Leaders Workshop
· Universities are not functioning in isolation but addressing the demands of the
industry. For example the various short-courses offered in IT.
2. Bridging the gap between the acquired knowledge and the practical demands
of the workforce. For instance, apart from subject majors, students have to gain
competencies in basic analytical and entrepreneurial skills to make themselves
marketable. Another good example is inculcating communication skills in all course
disciplines.
Gardner....

4. 3. Non traditional students
The student population is more diverse and not limited to high school leavers but
inclusive of mature and working students. Hence we have to implement andragogical
teaching strategies to address the needs of these non traditional students.
4. Expertise in subject/research is not enough. Teaching skills is needed among
the teaching faculty. A good example is the introduction of in-service courses like
Tertiary Teaching certificates for university academics.
Gardner....

5. 5. HE continues their formal relationship with students through alumni. For instance,
higher education institutes continue to maintain the partnership with students through
short courses.
6. Obligation towards sustainability in higher education
The nature of subjects taught in universities was basic science and arts. However, now,
there are courses and programs designed to address the global needs and serious
concerns related to sustainability of resources. Climate change specifically is a
phenomenon affecting Pacific regional countries hence it's only fitting that a regional
institute like USP has established PACE-SD.
Gardner....

6. I am a Teaching Assistant for College of Foundation Studies (CFS) and The
area of teaching that I am involved in is preliminary and foundation courses
which have the primary role of providing an alternate pathway to those students
who are unable to meet the selection criteria of USP. The establishment of
CFS as a branch in USP is one evidence of the changing trend in H.E. The
other implications are listed below:
1. Pathway to H.E.
● Those students who do not meet the requirement for entry to Degree
studies are given the alternative channel to first complete full foundation
studies (8 units) or certain selected ones to help them qualify for degree.
● LLF11: Communication and Study Skills is primarily focused on training
students on academic writing skills which will be a great asset at higher
levels of learning.
Sangeeta...

7. 3. Diverse Range of Students
My students’ demography is more diverse than traditional high school leavers.
For instance there are many part-time students who are engaged in foundation
studies as their step to undergraduate studies. Hence, the blended mode of
instruction is used which provides students with printed course material, gives
online access to additional course material (on Moodle) and also has face-t-
face weekly tutorials. The blended mode helps students to collapse the time
space and study from anywhere and at any time.
4. Focus on Teaching Expertise
Due to the blended mode of teaching used in CFS, an in-service course like
PGCTT is timely and most relevant as it equips TA’s like me with enhance
knowledge on ICT Learning at the same time as introducing various theoretical
perspectives on Adult learning.
Sangeeta...

8. Integration of EAP as in HE
● I am teaching UU 114 which is one of the four compulsory generic courses
being offered by USP and it is taken in the first year of degree program.
● In this course, students achieve a proficiency in academic writing, reading
and speaking sufficient to support their language needs in courses and in
future professional tasks.
● This course aims to teach academic reading and writing skills, academic
vocabulary, skills for understanding lectures, skills for giving presentations
and skills for participating in academic discussions.
● This program is designed specifically to prepare non-native English
speaking students who use English for their studies.
Shaleshni

9. Impact of EAP in HE
In most cases, EAP is a fixed period course, usually undertaken as a pre-
session course or separate course, before students embark on their main
academic courses.
● The courses are offered in 3 different modes: Print, Online and face to
face course.
● EAP plays a significant role in higher education. It involves teaching study
skills and language skills for academic purposes as well as future
professional tasks.
● Since most of the learners are over 18 years of age, studying the
academic skills is needed for higher education.
● This has been a helpful development for students in terms of their
language learning, study skills and study competence, their self-confidence
and, particularly in the case of foreign students, for their adjustment to a
new academic environment (Jordan, 1997).
Shaleshni

10. TAILOR MADE COURSES
● Contents of the Leadership courses are designed in such a
way to address the current leadership issues faced by our
leaders.
● Continuous networking have been with the MOE to identify
the issues so that it can be addressed in our courses
● Learners are trained to have effective communication skills
to be effective leaders as communication is a very
important skills in leadership role.
Prathika

11. NON TRADITIONAL LEARNERS
● Our courses accommodate the non traditional learners
a lot as classes are conducted on Saturdays so that
they do not have take leave to attend classes.
● In my courses I have students who are Seventh Day
Adventists who are unable to attend classes on
Saturday as such I arrange to conduct classes on
alternative days that suits them.
● The classes are not of lecture types but more of
discussion nature to keep in mind the andragogy.
Prathika

12. Synergising Continuing Professional Development
•Matured age students have accumulated a wealth of experience that a
particular course that they may be enrolled in is a repetitive of what they may
have done in short courses in their workplace.
•For example in a course that I taught last year there were some curriculum
trainers (who were teachers) and are proficient in curriculum issues in Fiji and
were enrolled in a curriculum planning.
They have been through many trainings and professional development
workshops that taking part in the course was just a mere formality as those
trainings were not accredited to HE programmes.
Ruveni

13. HE to Meet the Demands of the Workforce
•HE has been trying to fill the gaps that have been highlighted in the
workplace.
•In consultation with the Fiji’s Ministry of Education last year, they have
highlighted a need of teachers to be literate in technology.
•This is an area that we have been trying to address and we have a
particular course that is geared towards this issue.
Ruveni

14. Obligation of HE Towards ESD
•There is an ever increasing role of HE to be responsive towards
environment.
•In a course that I coordinate for primary school teachers, there is a
component for addressing climate change issues.
•Since the teachers are in various schools around the country they
become ambassadors of climate change and creating awareness to
communities that are vulnerable to such issues.
•This could be replicated to other social issues like gender equality,
poverty, unemployment etc.

15. I am currently teaching 2nd to 4th year Law Students at the University of
Fiji Law School. The changing trend in HE both globally and regionally
has some implications to our curriculum as follows;
➢ The introduction of Advocacy Skills and Practice as a core unit in the
University of Fiji was the result of feedback from Employers of New
Graduates.
➢ In engaging with the demand from the profession or the working
community, law students need to be taught and groomed to suit those
demand.
➢ The school is currently discussing setting up a Legal Center known as Law
Clinic to be a course for final year students where they deal with clients
from the public on pro bono basis.
➢ This arises because The University of the South Pacific Law School has
already incorporated this course and their students are well prepared
before they engage the work force.
Marika

16. ➢ There is a great impact on having non-traditional students or mature and
working students in our classes.
➢ These so called non-traditional students bring with them vast experiences
and knowledge from their working background.
e.g. Having Police Prosecutors as student they can assist the Lecturer in
regards to any changes in the practice and advocacy of Criminal Law in the
courts of our jurisdiction.
➢ In terms of bridging the gap, the School of Law is on discussion of
introducing the teaching of Certificate and Diploma level in Law for those
that don’t want a Law Degree.
➢ This will greatly assist those that are already in the workforce especially
those that are working for the judiciary, Police Force and in Management
as well.
Marika