1. The changing nature of Higher Education: as academics is it our responsibility to ensure that our students are employable, or are we 'simply' educators? Dr. Peter Barnes Department of Sport, Culture and the Arts

2. John Henry Newman, Oriel College, Oxford. 1826 - 1842 The Idea of a University The University is a temple for the teaching of universal knowledge. (specialist knowledge should be taught in an institution) The only goal of a university should be the cultivation of the intellect A university produces gentlemen trained in logic and the methods of assessing evidence (the classics) Is run by tutors who regard their office as a calling

3. John Anderson Professor of Natural Philosophy, Glasgow University Gave instructions for a place of useful learning, open to everyone, regardless of gender or class. Anderson's Institution - 1796 University of Strathclyde - 1964

4. Is it true that: A competency driven model is at odds with an academically based model? Academic integrity takes second place to professional body requirements?

5. Is it true that: A competency based model is results driven – i.e. quantity of learning (outcome) An academic based model is philosophically driven – i.e. quality of learning (process)

6. Should our priorities be: employability? What employers want (/need)? competency? or - academic standards? or - what the subject dictates? or - intellectual ability?

7. The employers model for Higher Education: Academic Theory & Process Technical Skills & NGB Awards Practical Outdoor Experience

8. The employers model: Or - the university validation model - Good level of technical skills and NGB qualifications Reasonable level of practical experience Theory and process is a necessity hit the shop floor running But – issues with costs, staffing & credibility

9. The students model for Higher Education: Practical Outdoor Experience Technical Skills & NGB Awards Academic Theory & Process

10. The students model: Or - the university marketing model - Plenty of Experience Good level of Technical Skills and Awards Minimal amount of Theory and Process have fun and get a job But – academically unrealistic and has problems with student expectations

11. The academics model for Higher Education: Practical Outdoor Experience Academic Theory & Process Technical Skills & NGB Awards

12. The academics model: Or - the university finance driven model - Maximum Theory and Process Externally delivered Technical Skills and Awards Experience primarily in students own time meeting the requirments of academic credibility But – student motivation and employers expectations suffer

13. Do we need: A greater understanding of – What distinguishes a degree from a vocational qualification? What distinguishes a university from a training establishment? What distinguishes a graduate from an apprentice? What distinguishes a lecturer from a trainer?

14. Outdoor Education Organisations - surveyed 2003: 300 Outdoor Education centres/organisations surveyed via mail-shot questionnaire 48% return rate 60 closed questions & 6 open questions Designed to ascertain what potential employers would expect/need from an outdoor education degree

15. Most important requirements - results by groups: 1. Outdoor activity awards/ skills 2. Personal attributes 3. Experience 4. Group working skills 5. Communication skills 6. Knowledge & understanding 7. Problem solving skills 8. Project/ management skills 9. Information technology skills 10. Academic awards/ skills

16. The importance of Higher Education & other skills/awards: % Not neededCould be useful ImportantEssential Outdoor Education Degree 1065204 Any University Degree 1662174 Good all round technical skills 064351 Basic level instructor awards 032473

17. So where are we today? Increasing under-graduate numbers Increasing number of universities Increasing need to demonstrate relevance and employability Increasing demand for externally assessed/ verified qualifications Increasing financial & staffing pressures But – do we serve a changing market place? Is it time to ditch the old models (and ideals)?

18. A Modern Model for Higher Education? Real World Experience (Experience/Placement) TechnicalProcess Professional Body or equivalent training/ awards (External/Placement) Education or equivalent training SPDP Transferable Skills Competence check lists

19. Should the priorities be: employability? What employers want (/need)? competency? and - academic standards? and - what the subject dictates? and - intellectual ability? And where does money, fte ratios, staff time, facilities, student destinations etc come into this?

20. John Henry Newman, Oriel College, Oxford. 1826 - 1842 The Idea of a University The University is a temple for the teaching of universal knowledge. (specialist knowledge should be taught in an institution) The only goal of a university should be the cultivation of the intellect A university produces gentlemen trained in logic and the methods of assessing evidence (the classics) Is run by tutors who regard their office as a calling

21. So can we say that: A competency driven model is always at odds with an academically based model? Academic integrity always takes second place to professional body requirements? Academics should be true to themselves?