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Developing issues associated with taught postgraduate level education: Some initial observations Howard Green Postgraduate Directions, Senior Partner.

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Presentation on theme: "Developing issues associated with taught postgraduate level education: Some initial observations Howard Green Postgraduate Directions, Senior Partner."— Presentation transcript:

1 Developing issues associated with taught postgraduate level education: Some initial observations Howard Green Postgraduate Directions, Senior Partner

2 Introduction Structure –Look at some numbers –What awards –Issues of demand –Some thoughts on pedagogy –Europe –conclude

3 Harris Dearing Various reviews of RAE Roberts on SET Roberts on RAE 2003 Improving Standards Research Councils Joint Statement HE White Paper HEFCE on RAE Funding of Research QAA and new PGR Code Skills White Paper

4 So what is it for?? Greater depth of study? Specialisation? Change in direction? Professional recognition? Learning new tricks? Updating? or what

5 The UK PG HESA figs

6 DoctoratesOther higher degrees Other PG PGCE 2005/ / / / / / / Source: HESA Table 12 PG Qualifications Awarded

7 The overseas PG market HESA figs UK PG student numbers – EU and non-EU

8 Key non-EU country providers HESA figs 2005/6

9 Fees – and costs UG comparison Debt Pricing policies Value added ACCESS

10 Age of year 1 PG students PGRPGT PG other FTPTFTPTFTPT under plus Total Source: HESA Table 1d & 1h

11 Some implications for PGT Numbers vs. resources Type of awards Overseas students Age and experience

12 Numbers/resources Impact of volume on teaching and learning Scale economies vs. small group What is the appropriate size of programme? ESRC 1+

13 Types of awards Two issues at least –PGT in level or in time Professional or academic –Certificates, diplomas and masters Credit and credit accumulation

14 Professional programmes Some issues Student expectation appropriate methods to deal with those who know more than the teacher Capitalising on work environment as pedagogic tool

15 Multidisciplinary programmes Dealing with different input levels

16 Overseas Students Language –The difference between reading, listening, writing and understanding Learning styles –Dealing with mix expectation Plagiarism

17 Age and experience Andragogy – adult learning styles –Self direction –Need to utilise experience –Learning needs to be immediately relevant rather than deferred –The change curve –And then there is personality Impact on pedagogy

18 So Needs to rethink delivery Assessment –Project vs. ?? –Thesis/dissertation ??

19 Models for CPD Capturing level Building blocks MNeg

20 Europe A linear model An academic model Need to develop broad frameworks not narrow paths. (Custard, cheese and the shape of bananas)

21 Conclusion Demands becoming more diverse Time for innovation and change Compare UG 30 years ago with now – has PGT changed in that period


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