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Conceptualising postgraduate training in Biotechnology at Universities of Technology

Conceptualising postgraduate training in Biotechnology at Universities of Technology. Annabel Fossey Biotechnology Central University of Technology, Free State, Park Street 1, Bloemfontein, South Africa, 9300. Introducing Biotechnology. Biotechnology is:

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Conceptualising postgraduate training in Biotechnology at Universities of Technology

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  1. Conceptualising postgraduate training in Biotechnology at Universities of Technology Annabel Fossey Biotechnology Central University of Technology, Free State, Park Street 1, Bloemfontein, South Africa, 9300

  2. Introducing Biotechnology • Biotechnology is: • Modern word for a practice that is • thousands of years old • Biotechnology gave us our first beer • Plant and animal breeding are older technologies • Today  sophisticated field

  3. Introducing Biotechnology • Biotechnology is: • Interdisciplinebetween Biological Sciences • and Technology • Any technique that uses living organisms or • substance from those organisms •  To make or modify a product •  Used by humans, animals, plants, • microorganisms ... •  Solve problems in many different industries

  4. Biotechnology Industry • Biotechnology industries are too diverse • and too numerous to list • Industries range from • Enzyme production  indigo dye for denims • to • Production of genetically modified • pigs for xenotransplantation

  5. Biotechnology Achievements Industrial Enzymes Fructose production Textiles lens cleaning Paper and pulp Lens cleaners Detergents

  6. Biotechnology Achievements Vaccine Production Yeast produce hepatitis antigen based vaccine Spodoptera insect cells produce human papilloma virus vaccine African Green monkey kidney cells produce influenza vaccine

  7. Biotechnology Achievements Genetic Testing (Forensic) DNA profiling GMO Kinship Determination Perpetrator Identification Disease Identification Remains Identification Multi-drug resistant TB (MDR-TB) Romanov

  8. Aim • To propose curricular framework for: • An Advanced Postgraduate Diploma in Biotechnology, and •  A Master of Biotechnology

  9. What the Government says • 2003: Minister of Education announced that some technikons • would be designated “universities of technology” • Draw upon a greater diversity of people as students • Educational map will be more diverse • Provide career-orientated learning programmes • Contribute more meaningful technology transfer and international competitiveness • Respond to the needs of industry, community and society

  10. What the Government says • Universities of Technology (UoTs): • Technology is the qualifying factor inherent in all academic activities • Therefore, characteristics of UoTs: • Research-informed • Curriculum around graduate profile defined by industry and professions • Focus on strategic/applied research • Focus on vocational/professional education • Technological capabilities as important cognitive skills Kagisano 2010

  11. What the Government says • Technology at a UoT: • Should teach an understanding of the application • of the subject in the real world • Students should be encouraged to: • Reflect on broader issues of technology • Consider impact on society • Be exposed to a wide range of disciplines • Deal management issues relating to technology • Work in teams • Be able to discuss, debate policies relation to technology Kagisano 2010

  12. What the World-of-work says Biotechnology industry: Requires innovation/creativity in all stages of the process pipeline DNA technologies - Forensic profiling - Diagnosis Factories - Enzymes - Pharmaceuticals Basic research Applied research Innovation Enterprises Industrial application Product Service Patents Science Biotechnology Societal benefit Continuum

  13. What the World-of-work says • Industry related requirements for graduates: •  Provide innovative solutions • Have technological knowledge • Have creative capability •  Have the ability to adjust to the evolving industry

  14. What the World-of-work says • Graduate employability skills requirements: • Oral/written communication • High level learning skills • Problem solving • Decision making • Affective skills and traits such as responsibility, a positive attitude, interpersonal skills and the ability • to work both in a team and independently

  15. New Education Landscape • Knowledge and innovation contribute to wealth and welfare: • Postgraduate education gains prominence • Postgraduates essential to drive innovation • in modern societies • DST adopts the 10-Year Innovation plan (2008-2018): • Helps drive SA to knowledge-based economy • Outlines: “Farmer to Pharma” value chain to • strengthen bio-economy • SA must become a leader in biotechnology • and pharmaceuticals

  16. Designing a Curriculum in Biotechnology • Answer questions: • At what level should the programme be pitched? • What are the educational objectives? • What graduate attributes should be developed? • How will the curriculum accommodate flexibility? • How will the curriculum be delivered?

  17. Pitching a Biotechnology Programme • Rapidly changing industry • Ever widening scale of applications Create a workforce capable of: • Understanding of / and working in a range of industries • Technically skilled • Strong life science background UoT’s are perfectly positioned to train this workforce

  18. Pitching a Biotechnology Programme • Foundation laid at universities – four years • Bachelor’s and Honours degrees (equivalent) ? Do not focus on applications ? Do not focus on how the industry works Appropriate to pitch qualifications at:  5th year post grade 12

  19. Educational Objectives Need to accommodate students from diverse backgrounds •  Understand of the nature of the biotechnology •  Enhance mastery of biotechnology subject matter •  Enhance practical skills •  Develop scientific reasoning •  Develop business acumen relating to biotechnology industry •  Develop transferable/employability skills •  Develop entrepreneurial and innovative skills • Understand ethical principles relating to biotechnology

  20. Identifying Graduate Attributes SAQA’a the learning achievements at level 9 as a template: Understand applications in field Design, creative methods, processes, technologies Use a wide range of specialised skills

  21. Identifying Graduate Attributes Employability/ Transferable skills

  22. Proposing a Biotechnology Curriculum • Need a flexible curriculum to allow for rapid developments • Follow an integrated approach to stimulate intellectual curiosity and enhanced problem-solving skills • Elective curriculum • Core curriculum

  23. Proposing a Biotechnology Curriculum Jerome Bruner’s Spiral Model: At each level – subject matter at greater depth Major focus - industrial applications • Curriculum framework • Enhance disciplinary knowledge • Enhance technical acumen • Include supplementary knowledge - business, legislation and ethics Integrated approach to the curriculum Greater intellectual curiosity Improved attitude towards education Enhanced problem-solving skills

  24. Proposing a Biotechnology Curriculum Core curriculum Elective curriculum • Biotechnology disciplinary topics • Select from a list of about • 8 topics, for example: • EnzymologyGenetically modified organismsStem cell technologyImmunotechnologyPlant tissue culture techniquesCloning technology • Forensic technology Business and legislative content Biotechnology practical laboratories Ethics relating to biotechnology Research project and mini dissertation (20 000 words)

  25. Postgraduate Qualifications Two postgraduate qualifications Master of Biotechnology Research project and mini dissertation Advanced Postgraduate Diploma in Biotechnology Business Legislation Ethics Elective E E E E E Business Legislation Ethics Core

  26. Graduate Attribute Development • Developed during the mode of delivery • Delivery • No formal teaching (or very little) • E- learning • Debates / presentations • Seminars / proposals / business proposals • Guest speakers

  27. Curriculum Mapping Process • Define purpose of the qualification • Components of curriculum outlined • Learning objectives detailed •  Specify graduate attributes to develop • ‘At the completion of this module you will be able to ...’ • Devise learning activities and assessment criteria • 4. Review of learning objectives, learning activities and assessment criteria •  Use panel of specialists 5. Construct student guide

  28. Conclusions • These qualifications should provide the students with: • Subject knowledge to support a career in biotechnology • Technical understanding of biotechnology • An understanding of the business of biotechnology • Ability to “think outside the box” • Ability to adapt to the evolving industry • Transferable skills required by industry

  29. Thank You Annabel Fossey afossey@cut.ac.za Biotechnology @ CUT

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