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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 2005/2006 2004/2005 16515 15775 108560 103665 44205 43805 29000 28570 2001/200214210761604240022495 2000/200114115724153989020425 1999/200011540603703195018630 1998/199911338558372984418579 1997/199810993539753062518943 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 2150519525190 21-2462506001519040151780543860 25-29175592551307315683521960 30 plus21153980683025575937047870 Total101705510273453693034200113690 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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