Downloaded 23 times
Uploaded byDeakinDigital
Higher Education, Disruption & DeakinDigital
The document discusses the impact of digital disruption on higher education, emphasizing the differences between disruptive and sustaining innovations. It highlights the need for a new approach to credentialing that aligns more closely with industry demands and recognizes diverse learning experiences. The aim is to redefine qualifications and career progression, moving beyond traditional educational models to foster a more flexible and relevant system for students and employers.
More Related Content
Similar to Higher Education, Disruption & DeakinDigital
Higher Education, Disruption & DeakinDigital
- 1. Higher Education, Disruption& DeakinDigital Allyn J Radford CEO, DeakinDigital @allynr - @deakindigital www.deakindigital.com
- 2.
- 3.
- 4. "Generally, disruptive innovationswere technologically straightforward, consisting of off-the-shelf components put together in a product architecture that was often simpler than prior approaches. They offered less of what customers in established markets wanted and so could rarely be initially employed there. They offered a different package of attributes valued only in emerging markets remote from, and unimportant to, the mainstream." Christensen, Clayton M. (1997), The innovator's dilemma: when new technologies cause great firms to fail, Boston, Massachusetts, USA: Harvard Business School Press, ISBN 978-0-87584-585-2. Characteristics of Disruptive Innovation
- 5. Disruptive vs SustainingInnovation From The Innovator’s Dilemma (1997) Clayton Christensen
- 6. Sustaining Innovation vsDisruptive Innovation • Sustaining Innovation – Improvements in teaching, learning, technology or services – Neither technology nor content are disruptors in themselves • Disruptive Innovation changes business and operational models – Revenue is no longer tied to a time-served model – Student achievement is recognised in terms of professional capability (ie: measurable attributes that are industry relevant) – Recognition of learning outside formal education becomes mainstream – Alternative accreditation is embraced and integrated (eg badges, certifications, etc)
- 7. Experts say it’sinevitable… http://www.ey.com/Publication/vwLUAssets/University_of_the_future/$FILE/University_of_the_future_2012.pdf
- 8.
- 9. Products and Services:Unbundling of education • Enroll in qualification (bundle) • Core curriculum with approved electives • Provider delivers courses and content • Tutorials, Practicals, Labs, etc • Provider has some responsibility for progress • Provider’s information resources are included • Provider examinations and assessments • Accreditation with an award • Variable Fees (20k – 38k per year) • Additional Fees may be charged • Register in a subject, course, module, certification • Self-guided according to personal/career goals • Access content from anywhere (free – fee) • Fee-based; simulations; experience (incomplete) • Responsible for own progress and motivation • The web; community resources • Variable – badges, vendor & other certifications • Badges & certifications; Reliant on consortia & RPL • Unbundled fees; from free to service-based fees • Consumer driven From this… To this
- 10. 16-Sep-15 Some Key Trendsin Digital Disruption Things that were previously monolithic become more granular Competition becomes more specialised Competitors become more diversified Business models are fundamentally changed
- 11.
- 12. Nonetheless, credentialling providesstudents with a tradable token in the job market. Crass though this may seem, this makes credentialling an important and complex part of what universities do. John Seely Brown, The University for the Digital Age, 1997 The role of “credentials” (Emphasis added)
- 13. 16-Sep-15 3 stakeholder viewsof success Education Provider View: We’re doing great! The problem is somewhere else… Employer View: We’re not getting the graduates we need Youth View: We’re not prepared for work http://www.mckinsey.com/insights/social_sector/education_to_emplo yment_designing_a_system_that_works
- 14. 16-Sep-15 Credentials and futureof work “Long gone is the time when we climbed corporate ladders. This week we’ll take a look at all the ways our careers will change in the next decade, and all the ways they already have…" The relationship between credentials and work is changing. Career change and the emergence new skills requires a more granular solution.
- 15. Courtesy: Toleemedia JobTitles But what about… Turtle Walker Director, Ethical Hacking Space Travel Agent Hair Boiler Oyster Floater Creativity Analyst Animal Colourist Light Bender Archeobotanist Mahout Expert Upsetter
- 16.
- 17. We need highereducation but we may not need the universities we’ve had for hundreds of years
- 18. Breaking down themonolith a) to enable students to engage in open learning, exploration, and knowledge creation b) simultaneously, to provide the resources to help them work in both distal and local communities, and c) to offer them the means to earn exchangeable, equivalent credentials for work done in class, on-line, or through hands- on experience. From: The University in the Digital Age (1996: Seely Brown et al)
- 19.
- 20. 16-Sep-15 Our Mission To changethe relationship between ‘qualifications’ and work forever We’re creating a new currency for career progression that employers recognise, understand and value
- 21. Why do wedo it? Through Recognition of Professional Practice, we liberate the knowledge, skills and potential of the experienced workforce We believe that work and life experiences are as valuable as formal learning and deserve to be recognised
- 22. 16-Sep-15 Benefits of Credentialing •Organisations and individuals alike both understand the most powerful attributes they have or require for the work place • Clarity and verification of the learning and skills candidates have achieved on and off the job • Provides a framework for professional development that contributes to competitiveness and organisational performance • Contributes directly to regulatory compliance
- 23. Framework Alignment Model Communication DigitalLiteracy Critical Thinking Problem Solving Self-management Teamwork Global Citizenship Discipline KSA competency/capability GLO 10 9 8 7 6 5 4 3 1 2 AQF Level Descriptor Level Descriptor Level Descriptor Level Descriptor Level Descriptor Level Descriptor Level Descriptor Discipline KSA Level competency/capability Professional Capability Standard Communication Digital Literacy Critical Thinking Problem Solving Self-management Teamwork Global Citizenship Discipline KSA competency/capability Industry-specific Assessment Per Industry / Framework Credentials Qualification – by Professional Practice Eg MPP (IT) AQF = Australian Qualifications Framework
- 24. Teamwork Communication Global Citizenship AQF 9 Graduatesat this level will have specialised knowledge and skills for research, and/or professional practice and/or further learning Deakin University Graduate Learning Outcomes Discipline-specific knowledge and capabilities Digital Literacy Self-management Critical Thinking Problem Solving Collaboration Emotional Awareness { Professional Ethics Cultural Awareness- DeakinDigital Credentials Deep Discipline Broad Discipline { { Broad Discipline Innovation/ Improvement Professional Expertise Teamwork Digital Literacy Self Management Critical Thinking Problem Solving Communication Global Citizenship
- 25. Credential acquisition andconversion Readiness or Pre-tests Advanced (AQF 9) Proficient (AQF 8) Intermediate (AQF 7) Capability Standard / Qualification On-demand smart learning cloud Credential Assessment Collaboration Emotional Aware… { Prof. Ethics Cultural Aware… { Deep { Broad Innovate/ Improve Prof Expertise Teamwork Digital Literacy Self Manage Critical Thinking Problem Solving Communication Global Citizens { Non-consumers