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Diane Grayson. International Ubiquitous, powerful ICT Ready access to enormous amounts of information Globalisation Sustainability concerns Workplace.

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Presentation on theme: "Diane Grayson. International Ubiquitous, powerful ICT Ready access to enormous amounts of information Globalisation Sustainability concerns Workplace."— Presentation transcript:

1 Diane Grayson

2 International Ubiquitous, powerful ICT Ready access to enormous amounts of information Globalisation Sustainability concerns Workplace mobility and career changes Recent Global economic recession High unemployment, especially among youth 21 st Century context Social and political upheaval }

3 National Lingering inequities Serial curriculum changes at school level Limited knowledge and skills of school-leavers Stringent labour laws Compliance rather capacity development Job-hopping rather than working your way up

4 Total population in five-year age groups and sex (Census 2011, Statistics SA)

5 Throughput rates for 2005 cohort in 3-year degree programmes excluding UNISA (CHE VitalStats)

6 Throughput rates for 2005 cohort in 4-year degree programmes excluding UNISA (CHE VitalStats)

7 “Higher education is the major driver of the information/knowledge system, linking it with economic development. However, higher education is much more than a simple instrument of economic development. Education is important for good citizenship and enriching and diversifying life... Massive investments in the higher education system have not produced better outcomes in the level of academic performance or graduation rates. While enrolment and attainment gaps have narrowed across different race groups, the quality of education for the vast majority has remained poor at all levels. The higher education therefore tends to be a low-participation, high-attrition system.” [National Planning Commission 2012] The need

8 But we have enormous systemic problems Selection Placement Retention Progression Graduation

9 We need HEIs to utilise collective wisdom, expertise and experience to Institutions adapt, adopt, apply solutions appropriate for their own context We have to work together as HEIs 1.share good practices that enable 2. identify obstacles to solutions to problems that prevent STUDENT SUCCESS }

10 “…the long-term ‘college success’ question encompasses not only whether students have earned a degree, but also whether graduates are in fact achieving the level of preparation– in terms of knowledge, capabilities and personal qualities– that will enable them to both thrive and contribute in a fast-changing economy and in turbulent, highly demanding global, societal and often personal contexts.” Carol Geary Schneider (in Kuh, G.D. (2008). High-Impact Educational Practices. Washington D.C: Association of American Colleges and Universities) Student success

11 Engagement in individual institutions around ensuring quality in 3 core functions of teaching and learning, research and community engagement Aimed to bring all HEIs to acceptable level of quality All public and 11 private institutions audited 7 institutional audits due to be closed in 2013, remaining 2 in 2014 First cycle– Institutional audits

12 UK QAA-- Quality Assurance: “the means through which an institution ensures and confirms that the conditions are in place for students to achieve the standards set by it or by another awarding body” (QAA 2004), Quality Enhancement: “the process of taking deliberate steps at institutional level to improve the quality of learning opportunities....” (QAA 2006). Scottish QAA “has defined enhancement as taking deliberate steps to bring about improvement in the effectiveness of the learning experiences of students.” Second cycle– Quality enhancement

13 Teaching has no value if it does not lead to learning Universities don’t have to do what they always did (lecturers standing in front of large groups of students, presenting information) Accessing information isn’t a problem nowadays. We need to teach information processing skills--which information to access and what to do with it. Harness technology to create flexible learning opportunities Less well-resourced institutions can leapfrog into the 21 st century Reconceptualising teaching FOR learning in the 21 st century

14 The enhancement of student learning with a view to producing an increased number of graduates with attributes that are personally, professionally and socially valuable. 1. enhanced student learning, leading to an 2. increased number of graduates that have 3. improved graduate attributes STUDENT SUCCESS Our focus will be…

15 Teaching Curriculum Assessment Learning resources Student enrolment management Academic student support and development Non-academic student support and development Factors that affect student success (from 1 st cycle)

16 TEACHING Pedagogy Philosophy Logistics Teacher characteristics Workload Course allocation Promotion Professional development

17 CURRICULUM Assumed prior knowledge and skills Coherence Progression Time Updating and renewal Overall load Prerequisites Progression Level and standard

18 ASSESSMENT Cognitive demand Relationship with objectives Format Purpose Moderation Marking Timing Feedback Variety

19 LEARNING RESOURCES Lecture theatres Student learning spaces Labs Equipment ICT Library On-line learning environment

20 STUDENT ENROLMENT MANAGEMENT Selection Placement Exclusions Admissions Pass rates Completion rates

21 ACADEMIC SUPPORT AND DEVELOPMENT Alternative programmes Extra support Curriculum advising Academic performance monitoring Career guidance Mentoring

22 NON-ACADEMIC SUPPORT AND DEVELOPMENT Physical and mental health Clubs and sports Leadership Finances Food, transport, accommodation Community service

23 1 st cycle Criteria specified from the beginning Institutions engaged sequentially One process used throughout (self-evaluation, visit, report, improvement plan, progress report) 2 nd cycle More inductive- themes will emerge during the process Institutions engaged simultaneously Different processes will be used at different stages Iterative Approach

24 Institutional submissions Analysis Feedback Collaboration Analysis Symposia, working groups Projects of other bodies Institutional capacity development Research projects

25 Possible sub-groupings around areas of activity Future graduate Physical, resource and technical provision Curriculum, teaching and assessment Student support Student life Academic planning and administration INSTITUTIONAL CULTURE

26 2013 Meet with DVCs for Teaching and Learning Hold national and regional gatherings for advocacy and awareness-raising Pilot 2014 Receive institutional submissions and analyse them Publish key issues, good practice, challenges 2015 Facilitate meetings of groups of institutions Analyse and synthesise group reports Facilitate spin-off activities, e.g. workshops, working groups, symposia, research projects Publish useful findings thusfar Time frames

27 “Across the Scottish higher education sector, the most prominent outcome of the work of the G21C Theme is a robust and well-articulated collaborative grasp - or understanding - of the attributes and qualities which are needed by the twenty-first century graduate. That grasp is collaborative in a vitally important sense, because it represents a shared understanding across the Scottish sector that has emerged by institutions learning from and with one another - but it has not been constructed in a form that overrides or submerges each HEI’s institutional identity. On the contrary, and integral to the goals of enhancement, each HEI has been encouraged to develop a vision of graduate attributes for the twenty-first century that best reflects its own distinctive mission, ethos and strategic priorities. Those institutional visions are therefore also a key outcome of the G21C Theme…. The second principal outcome of the G21C Theme is perhaps less visible, but deserves full recognition. It takes the form of the robust toolbox of strategies that Scotland's HEIs have developed throughout G21C, individually and collaboratively, to advance and embed within institutional practice their enhancement of the student learning experience.” EXAMPLE: Scottish QAA Enhancement: Graduates for the 21 st century theme

28 an environment characterised by collegiality and willingness to collaborate among institutions, and with institutions and other role- players in higher education, on improving student success; development and implementation of policy; structures or groupings of people or institutions for addressing obstacles to student success in a systematic, measured and monitored way; resources that can be shared among HEIs and their students; additional resources that are made available in certain areas of activity to develop sustainable, long-term capacity at less well-resourced institutions; development and use of tools and indicators for better monitoring of improvements in student success codes of good practice for promoting student success. Anticipated outcomes

29 Enhancement of the quality of undergraduate provision Enhancement of the quality of graduates A higher education system that is improving continuously as members of the higher education community collaborate to share good practice and solve shared problems. Broad desired outcomes

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