Industrial strategy presentation
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Building Higher Education curricula fit for the future: how HE institutions are responding to the Industrial Strategy Presented at the Anglia Learning & Teaching Annual Conference, Engage, on 25 June 2019 by Dr Simon Pratt-Adams (Director of CIHE) and Dr Emma Coonan (Research Fellow, CIHE)
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Industrial strategy presentation
- 1. Building Higher Education curricula fit for the future: how HE institutions are responding to the Industrial Strategy Simon Pratt-Adams Emma Coonan
- 2. Background
- 3. The Industrial Strategy “This fourth industrial revolution is of a scale, speed and complexity that it is unprecedented …. It will disrupt nearly every sector in every country, creating new opportunities and challenges for people, places and businesses to which we must respond.” HMG, Industrial Strategy (Nov 2017), p.32
- 4. The Grand Challenges • Artificial intelligence and data • Ageing society • Clean energy growth • Future of mobility
- 5. Advance HE commissioned research Explore how HEIs are preparing their learners for employment in the Fourth Industrial Revolution Explore and document how HE programmes of study connect with the Industrial Strategy • Commissioned May 2018 • Final report submitted 03 September 2018
- 6. Approach
- 7. Methods • Literature review and web search • Interviews with senior HE leaders and course leaders • 15 participants • Emergent thematic coding (qualitative) • Data collection
- 8. Participating institutions • Anglia Ruskin University • Aston University • Cranfield University • Nottingham Trent University • SAE Institute (private provider) • University of Cumbria • University of Hertfordshire • Warwickshire College Group (HE and FE)
- 9. Findings
- 10. HE sector response • HEIs were already responding to the drivers behind the Industrial Strategy prior to its publication in November 2017 • The sector is helping to redefine what learning looks like and when it takes place • HEIs are meeting and looking beyond the Strategy’s vision of innovative (scientific/technological) research
- 13. Innovative pedagogies • Active, experiential, reflective learning opportunities • PBL, TBL, WIL • Portfolio work • Live projects/case studies • Industry focus and collaboration • Wicked problems • Applied knowledge and interdisciplinary approaches “The learning environment becomes a working environment – not a classroom”
- 16. Recommendations
- 17. • Higher education teaching has a unique role in transferable skills development • Technical and academic knowledge are closely interconnected • A shared language of employability has yet to emerge • Lifelong reskilling opportunities will need ‘buy-in’ from all stakeholders
- 18. The skills required by the Industrial Strategy extend beyond STEM subjects • Develop a broader collective vision that looks beyond STEM subjects to recognise the creative and innovative possibilities fostered in graduates of all disciplines • Explore how to capitalise on the transferable skills and meta-competencies of graduates in all disciplines to implement the vision of the Industrial Strategy
- 19. Next steps
- 20. Other uses of our report • Advance HE – Subject TEF Summit for Deans of Arts and Humanities (2019) • Sector-wide employability dialogue and development • Inform employability leads’ approach at ARU
Editor's Notes
- Simon to begin
- SIMON
- SIMON In November 2017 the Government published the Industrial Strategy, which outlines the future for the UK in the context of what’s known as the ‘Fourth Industrial Revolution’ – the set of new and disruptive digital technologies that are affecting every industry, economy and sector and that fuse the physical, digital and even biological worlds. The Strategy envisages a knowledge-led economy “driven by the growth in science, technology, engineering and mathematics (STEM) skills” (p.67). …
- SIMON … It has identified four Grand Challenges which will drive applied research in the Fourth Industrial Revolution - around artificial intelligence and data, clean growth, the future of mobility, and the ageing society. The Grand Challenges are very technology- and innovation- focussed. They do not include social solutions - e.g. in addressing issues around the ageing society, such as loneliness or health literacy, the focus is on developing smart digital technology to solve these problems. Hence the Industrial Strategy acknowledges a need for significant reskilling of the population. It positions the higher education sector as crucial to this vision in two main ways: - universities and colleges are a source of research expertise that can, in closer collaboration with industry, generate world-class innovation (p.67, 84) - higher education is key to addressing the shortage of STEM skills that currently risks impeding UK productivity
- SIMON
- SIMON
- SIMON In the first phase of the study the project researchers carried out a search of the academic literature on Google and Google Scholar to produce a short literature review of key publications and texts pertinent to the project. They also conducted a search of UK HEI websites (including college HE and alternative providers) for all mentions of the Industrial Strategy from 2017 to present. Participants were recruited in the first instance by way of Advance HE’s mailing list for Pro Vice-Chancellors. Further invitations were sent directly to selected Pro Vice-Chancellors (or equivalent role) at institutions showing a high level of engagement with the Industrial Strategy as demonstrated in the literature and web search. During interview, the senior leaders were requested to introduce the researchers to a programme leader or course designer conducting innovative work on embedding employability skills into academic teaching and learning.
- SIMON Our interviewees and participating institutions
- EMMA
- EMMA 1. Our web search showed that HEIs had already begun to make significant changes both strategically and pedagogically before the publication of the Strategy. The follow-up interviews showed that they were, and are, making profound alterations to their curricula to provide integrated, pedagogically appropriate, and subject-aligned employability provision within, not alongside, their academic teaching. Academic knowledge is being brought together with ‘soft skills’ development and practical, often olccupation-specific skills in a unique way, so that they feed into and build on one another. 2. HEIs were and are acutely aware of their national and regional economic contexts and are very much in touch with LEPs and local employers, sometimes co-designing courses and apprenticeships in partnership with them. They are very mindful that traditional, 18-yo full time for 3 years, model is not one that will serve us – is not even now the reality. Need for “stackable” lifelong learning, microcredentialling, flexible reskilling opportunities in collaboration with employers. 3. HEIs are nurturing tomorrow’s workers by designing curricula that develop transferable, personal and interpersonal, problem-solving, problem-framing, and decision-making capabilities – in ALL disciplines. In fact, interdisciplinarity is a key element in shaping their provision [LINK TO RUSKIN MODULES]
- EMMA The Strategy doesn’t go into detail on what’s needed – beyond, in effect, saying “More STEM graduates!”. We found that the PVCs and course designers we spoke to had a much more granular, sophisticated concept of the skills, attitudes and capabilities that graduates will need to take them through rapidly changing career structures in a context where lifelong learning and reskilling are going to be crucial. They did not conflate these skills, attitidues and capabilities with any particular subject area … not even STEM!
- EMMA The capabilities that our interviewees identified explicitly go beyond subject, professional and technical knowledge into the arena of … graduate capitals : )
- EMMA And how the HEIs we spoke to are fostering these complex, high-level, capitals are through approaches to teaching and learning that many of you will already recognise! But to government and policymakers these pedagogies are unfamiliar. We attempted to make a clear link between innovative, learner-focused pedagogy and the rounded development of graduates. What emerged very clearly was that HE, through these real-world focused ‘learning by doing’ approaches, offers not just a ‘mirror’ of the workplace. The success of these pedagogies in not down merely to the experience of working as though in employment. It’s about creating a space for REFLECTION that unites employment situations with academic and professional knowledge >> integration and further learning
- EMMA Do have a look at our bite-sized case studies!
- EMMA Do have a look at our bite-sized case studies!
- EMMA
- EMMA
- EMMA
- SIMON
- SIMON What else has happened since the report