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Further, Higher, Better? International perspectives on dual sector education

Further, Higher, Better? International perspectives on dual sector education. A symposium Neil Garrod Gareth Parry Rolf Stumpf Skip Triplett. Introduction. ‘Managing change in dual sector institutions’ (HEFCE LGM fund) Gareth Parry – the dual phenomenon Rolf Stumpf – research cultures

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Further, Higher, Better? International perspectives on dual sector education

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  1. Further, Higher, Better? International perspectives on dual sector education A symposium Neil Garrod Gareth Parry Rolf Stumpf Skip Triplett

  2. Introduction • ‘Managing change in dual sector institutions’ (HEFCE LGM fund) • Gareth Parry – the dual phenomenon • Rolf Stumpf – research cultures • Neil Garrod – human resource issues • Skip Triplett – student progression

  3. The Dual Phenomenon Gareth Parry University of Sheffield, UK

  4. Dual what? • systems • policies • organisations • programmes • people

  5. Researching duality: the FurtherHigher project • macro: two-sector regimes • meso: dual-sector configurations • cross-sector transitions and transfers

  6. Meeting Human Resource Issues Neil Garrod Thames Valley University, UK

  7. Issues • Seamlessness - for staff as well as students? • Progression – in which direction? • External markets – can they be ignored? • Teaching loads – why are they different? • Scholarship – is this sector specific?

  8. 1. Main challenges facing NMMU in bringing together research cultures • NMMU: Three way merger: University of Port Elizabeth, Port Elizabeth Polytechnic, Vista University’s Campus in Port Elizabeth • Differing research cultures and commitment to research • Differing research emphases ranging from blue-sky research to industry oriented applied research

  9. 1. Main challenges facing NMMU in bringing together research cultures • Widely varying research outputs across NMMU • Inadequate and unequal research advancement strategies, policies and research support structures • Inadequate and unequal rewards system for research achievements • Fears of university take-over by polytechnic

  10. 2. Main steps taken since merger to bring together research cultures • New strategic priorities for NMMU: Creation of new knowledge as an engaged institution and established DVC portfolio including research (R), technology (T) and innovation (I), • Established Senate RTI and separate faculty RTI committees • New RTI policy framework, increased incentives for RTI outputs and for RTI capacity building initiatives: Increased RTI budget by 60%.

  11. 2. Main steps taken since merger to bring together research cultures • Introduced comprehensive new RTI awards policy • Split office for Research Management into three units: Research Capacity Development, Research Management, Innovation Support and Technology Transfer. • New conditions of service: Enhanced provision for research leave, three track career ladder for staff: teaching, research, both teaching and research • New input and output based faculty resource allocation model

  12. 3. Where are we now: Have we broughtthe research cultures together? • Increased RTI outputs by 40% in 2005; increased contract research income significantly; increase in number of NRF rated researchers. • Significant increase in number of staff improving post graduate qualifications • Quality assured all NMMU institutes/ centers and units: Accredited 29, closed 8 and established new multi-disciplinary Center for Energy Research in 2006 • Established NMMU’s own company for commercializing IP • Have we succeeded? Yes, much more so than on the teaching side.

  13. Kwantlen New Pathways to Degrees Skip Triplett President Kwantlen I Teaching Led – Research Informed

  14. Kwantlen UC Greater Vancouver named after the Kwantlen First Nation

  15. More recent history … 1970s: Community Colleges 1989: UCs – Joint degrees 1995: autonomous degrees

  16. Trades Students and Apprentices: Educated to be full citizens? Prepared for full careers ?

  17. Challenges: Competencies to credits New curricula Literacy – numeracy Engagement in “academics” Industry Training Authority Std time funding Just what’s needed Societal & Academy Values

  18. Research needs: Relative perceived values of theoretical & applied knowledge Curriculum & learning outcomes Aspirations of graduates Acceptance by employers & graduate schools Social prestige

  19. Further, Higher, Better? International perspectives on dual sector education Questions and discussion For a copy of this presentation please contact: bruce.macfarlane@tvu.ac.uk

  20. Further, Higher, Better? International perspectives on dual sector education Possible questions • What is a ‘dual’? Are there common characteristics? • Is there any evidence that duals help improve student progression and widen participation? • How do duals handle culture change? • Can duals bridge the conventional divide between ‘further’ and ‘higher’ education? • Are different national and provincial systems supportive of a dual identity?

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