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Curriculum reform in the time of recession

Curriculum reform in the time of recession. Professor Glynis Cousin University of Wolverhampton. Key questions…. How does one cater effectively to diverse student profiles in teaching methodologies..

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Curriculum reform in the time of recession

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  1. Curriculum reform in the time of recession Professor Glynis Cousin University of Wolverhampton

  2. Key questions… • How does one cater effectively to diverse student profiles in teaching methodologies.. • How can institutions exploit the innovative potential of international, ethnic, cultural, gender and religious diversity in teaching and learning environments?

  3. Thinking in the 21st century university: a graduate attribute approach 21,000 students Regional (the Black Country) 25% British ethnic minority students 13% international students Mission statemrent

  4. Academic voices: The university is a ruined university, one that has lost its raison d’etre (Bill Readings) A market model Power of administrators Marginalisation of the humanities triumph of excellence…..

  5. Havens of thought? The question posed to the University is thus not how to turn the institution into a haven for Thought but how to think in an institution whose development tends to make Thought more and more difficult, less and less necessary (Readings, 1997:175) Readings, B (1997) The University in Ruins Harvard University Press.

  6. Rethinking the curriculum Learning outcomes restricted Whole programme approach Avoiding the stuffed curriculum graduate attributes what do the students say:

  7. Towards Knowledge & Enterprise “The University has given me the qualification that I’m going to need to progress in my career…and on top of that I’ve got plenty of opportunity for personal development.” Third year student “A (Wolverhampton) degree has given me the skills to go out into the wider world.” Second year student “The skills that you pick up, things like volunteering, communication skills, being able to work with people etc. Things that make you a more well-rounded person that employers would want to seek out for their positions. They give you that ‘edge’ on other people.” Third year student

  8. Knowledgeable and enterprising Our graduates will know how to critique, analyse and then apply knowledge they acquire in an enterprising way. They will use knowledge to seek out opportunities to advance their careers and entrepreneurial drive. Our graduates will constantly nurture their own intellectual curiosity, and excite others to do the same.

  9. Towards Digital Literacy “I feel proud of mastering IT skills, I didn’t know anything about computers.” Second year student “The best thing about Wolverhampton is the virtual learning environment…WOLF is nice and easy to use.” Third year student “I have gained digital skills – working effectively with technology.” Third year student “WOLF, e:Vision, PebblePad…I couldn’t have done two years of my course without this stuff.” Second year student

  10. Digital literacy Our graduates will be confident users of advanced technologies; they will lead others, challenging convention by exploiting the rich sources of connectivity digital working allows

  11. Media revolution

  12. Towards Global Citizenship “It broadens your horizons…It’s a very multi-cultural place.” Third year student “One of the best things about Wolverhampton is it’s so culturally diverse.” Second year student “It’s diverse centre of knowledge that encourages cultural exchange and interaction. It’s a great place to study and meet some wonderful people along the way.” Graduate student 2009 “You can pick any culture, race or nationality, and you will find it here at Wolverhampton and the mix works well.” Third year student

  13. Global citizenship Our graduates will bring informed understandings of their place and ethical responsibilities in the world. They will have personal and professional values that help them to lead, and take a substantial role in their local, national and global communities.

  14. Change through debate.. Expert panels R&D projects

  15. thinking global citizenship Multiculturalism and/or universalism? The myth of l’auberge espagnole and the ‘hi and bye’ student A means of sustaining the enlightenment purpose (raison d’etre) of the university? but how do we encourage change through debate....

  16. Incommensurate worlds? Excellence criticality Customers students Education as commodity as gift Quality assurance collegiality Learning outcomes enlightenment Audit culture surprisingjourneys

  17. Does culture eats strategy for breakfast? Serious play in the ruins…

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