Bairbre Redmond - European University Association

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Bairbre Redmond - European University Association

The Engaged University

Shaping Inclusive and Responsive

University Strategies

31 August – 1 September 2011

Southampton, United Kingdom

A conference organised by:

Hosted by:

With the support of:


. The Engaged University: how to make

it happen?

Human and financial resource

considerations for student centred life

long learning – Dr Sue Colley


Student centred life long learning –

employability and enlightenment

• “This will require universities to rethink some deep-rooted

assumptions about the basic building blocks of HE –

products, delivery modes and organisation – to meet

different patterns of demand and opportunity”

(PA Consulting Group – 2010)

3


• Personal context.

Overview

• Challenges when developing an appropriate

pedagogy.

• Establishing new collaborative relationships

• Reconceptualising the role of the Academic?

4


Challenges when developing an

appropriate pedagogy

Rigor or Relevance? (Schon, 1991, 42)

“It is felt that the knowledge for which the university

stands lacks legitimacy; it can simply be

understood as a set of language games of a rather

privileged set of occupational groups (academics)

that reflects their interest and marginal standing to

the rest of society” (Barnett, 2000a, 411).

5


Challenges, contd.

• The ‘atomised modular system’ v. teaching and

learning strategies that capture ‘knowledge in

action’.

– Modular system: awards credits against criteria that

reflects traditional definitions of knowing (usually as

pre-determined objectives/learning outcomes)

measured mainly by the expression of language skills.

– The challenge of measuring the development of

‘knowledge in action’, i.e. knowledge worked out in

real time in the urgency of the moment.

6


Challenges - contd

• Costings

• Planning

• Timing of engagement

• Leadership

7


Establishing new collaborative

relationships

• How the Academy structures and presents itself:

– Internally as well as externally

– Relationship marketing

– Geography

8


A New Republic of the Intellect

• “For Universities, permeability is the key. The

more the universities are permeable and the more

the knowledge industries and all citizens who

embrace intellectual pursuits and causes come

within them, the more successful they will be. The

best universities of the 21 st century will bring brain

power together where it is, not where it can be

institutionalised.“ Sir Douglas Hague, 1991, 14

9


Reconceptualising the role of the academic


10


References

Barnett, R (2000) University

knowledge in an age of

supercomplexity. Higher

Education 40 409-422

PA Consulting Groups (2010) Escaping

the Red Queen effect – succeeding in

the new economics of higher education.

Hague, D (1991) Beyond

Universities. A New Republic of

the Intellect. Institute of

Economic Affairs

11


. The Engaged University: how to make

it happen?

Human and financial resource considerations

for student centred life long learning – Dr Sue

Colley


Student centred life long learning –

employability and enlightenment

• “This will require universities to rethink some

deep-rooted assumptions about the basic building

blocks of HE – products, delivery modes and

organisation – to meet different patterns of

demand and opportunity”

(PA Consulting Group – 2010)

13


• Personal context.

Overview

• Challenges when developing an appropriate pedagogy.

• Establishing new collaborative relationships

• Reconceptualising the role of the Academic?

14


Challenges when developing an

appropriate pedagogy

Rigor or Relevance? (Schon, 1991, 42)

“It is felt that the knowledge for which the university

stands lacks legitimacy; it can simply be understood as

a set of language games of a rather privileged set of

occupational groups (academics) that reflects their

interest and marginal standing to the rest of society”

(Barnett, 2000a, 411).

15


Challenges, contd.

• The ‘atomised modular system’ v. teaching and

learning strategies that capture ‘knowledge in

action’.

– Modular system: awards credits against criteria that

reflects traditional definitions of knowing (usually as

pre-determined objectives/learning outcomes)

measured mainly by the expression of language skills.

– The challenge of measuring the development of

‘knowledge in action’, i.e. knowledge worked out in

real time in the urgency of the moment.

16


• Costings

• Planning

Challenges - contd

• Timing of engagement

• Leadership

17


Establishing new collaborative

relationships

• How the Academy structures and presents itself:

– Internally as well as externally

– Relationship marketing

– Geography

18


A New Republic of the Intellect

• “For Universities, permeability is the key. The more

the universities are permeable and the more the

knowledge industries and all citizens who embrace

intellectual pursuits and causes come within them, the

more successful they will be. The best universities of

the 21 st century will bring brain power together where

it is, not where it can be institutionalised.“ Sir Douglas

Hague, 1991, 14

19


Reconceptualising the role of the

academic

• “There will in particular be greater expectations that

academic researchers and teachers have ‘live’ engagement

with the worlds of practice and application. The HE workforce

is also likely to become much more fluid and mobile, with

greater interchanges of people between the worlds of

academe, business and professional practice” (PA Consulting

Group,2010,10)

20


Barnett, R (2000) University knowledge in

an age of supercomplexity. Higher

Education 40 409-422

PA Consulting Groups (2010) Escaping the

Red Queen effect – succeeding in the new

economics of higher education.

References

Hague, D (1991) Beyond Universities. A

New Republic of the Intellect. Institute of

Economic Affairs

21


The Engaged University

Shaping Inclusive and Responsive

University Strategies

31 August – 1 September 2011

Southampton, United Kingdom

A conference organised by:

Hosted by:

With the support of:


Resourcing Lifelong Learning

Lessons from Irish Higher Education

Prof. Bairbre Redmond

University College Dublin, Ireland

Prof Bairbre Redmond

Ireland


Interrelated factors in resourcing LLL

National

Policies

Academy

Structures &

Issues

Economic

Factors

Prof Bairbre Redmond

Ireland


Background to Irish Education

• Population : 4.32 Million

• Institutions: 7 Universities , 14 Institutes of Technology and 4

Schools of Education (primary training)

• Spend on Education: close to the bottom of the International

league table

– 4.7% of GDP spent on Education (OECD average 5.7%).

– 3rd Level Education spend 1.2% (OECD average 1.5%)

• Structures: Well developed National Qualifications

Framework (NQF) to support mobility and harmonisation

Prof Bairbre Redmond

Ireland


Irish National Framework of Qualifications (NQF)

Prof Bairbre Redmond

Ireland


Key Milestones in Irish Educational Policy

• 1966 - 1969 – Free

2 nd level funding

introduced, major

curricular reform

introduced

80

70

60

50

40

30

20

10

0

1967 1986 2004

Participation

at 2nd level


Key Milestones in Irish Educational Policy

• 1996 - Free 3 rd

level funding

introduced

60

50

40

30

20

10

0

1979 1992 2004

Participation at

3rd level


80

70

60

50

40

30

20

10

Educational Participation Rates (%)

0

1967 1974 1979 1986 1992 1998 2004

2nd level

3rd level


2.5

2

1.5

1

0.5

0

Odds ratios for participating in Higher Education


35

30

25

20

15

10

5

0

Percentage Rate of Drop-Out

Drop-out


• High participation

rate 42% of the 25-34

age group has 3 rd level

qualification.

(OECD average - 34%)

but

• Lifelong Learning low

against EU average

and Lisbon targets.

Resulting in.....

45%

40%

35%

30%

25%

20%

15%

10%

5%

0%

25-34

35-44

45-54

55-64


EU University Participation vs.

LLL Participation (25-64 years) Eurostat ‘10

University Participation LLL Participation


Students Full-time & Part-time at University

in Ireland & UK (2009/10)

Ireland UK

Full Time 96,436 (85%) 737,125 (55%)

Part Time 6,448 (15%) 596,775 (45%)


Growth in Erasmus Numbers between 2007 - 2009


Mobility Factors

• High number of Irish students on full-time HE programmes

outside country (14% - nearly five times the EU average)

• Most in Britain and Northern Ireland, smaller numbers in the

US, Germany, France, and Australia.

• Erasmus Outgoing student numbers less that half of

Incoming. Language an issue.

• Key countries of origin of Incoming students - USA; China;

France; UK; Germany; Spain; Malaysia; India & Canada.

Prof Bairbre Redmond

Ireland


Lastly – Impact of Recession on the

Academy

Prof Bairbre Redmond

Ireland


Drop in state funding

for undergraduates

+

Inability to levy fees

on undergraduates

+

Ban on staff

replacement or

recruitment

Resulting in

Dependency on graduate

income

(Professions and PhDs)

Increased need to attract

non-EU Students

Increased focus on reskilling,

rather than upskilling

(CPD)

Larger classes, less

academic support for

students


Looking Foreword

• “Seek efficiencies to enable further expansion ...and

make existing provision more effective.”

Irish Minister for Education Ruairi Quinn ( March 2011)

• Groups not benefiting from any form of learning – both

overall literacy and mathematical skills are in decline

nationally

• Seek clarity about Institutional responsibility for

Lifelong Learning - ?Role of the ITs

• Play to institutional strengths and minimise duplication -

create ‘Ladders of Learning’

Prof Bairbre Redmond

Ireland


“For every complex problem there is an

answer that is clear, simple, and wrong.”

Prof Bairbre Redmond

Ireland

H.L. Mecken


Thank You

Go Raibh Maith Agaibh

bairbre.redmond@ucd.ie

Prof Bairbre Redmond

Ireland


Statistical Sources

• Higher Education Authority, Irish Higher Education Statistical Publications:

http://www.hea.ie/en/statistics+publications

• Higher Education Authority Hidden Disadvantage

http://www.hea.ie/files/files/file/DoE/Hidden%20Disdvantage%20HEA-

ESRI%20Non-Manual%20Study.pdf

• Education Ireland, International Students in Higher Education in Ireland

2010: http://www.educationireland.ie/why-ireland/publications.html

European Commission, Erasmus Statistics,

http://ec.europa.eu/education/erasmus/doc920_en.htm

• Eurostat Lifelong Learning Statistics

• http://epp.eurostat.ec.europa.eu/statistics_explained/index.php/Lifelong_lea

rning_statistics


The Engaged University

Shaping Inclusive and Responsive

University Strategies

31 August – 1 September 2011

Southampton, United Kingdom

A conference organised by:

Hosted by:

With the support of:

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