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Quality, Standards, Programmes and Structures in Universities of Technology:

Quality, Standards, Programmes and Structures in Universities of Technology: War Stories From the UK. Professor Neil Garrod Deputy Vice Chancellor University of Greenwich London, U.K. 2004 – traditional, comprehensive, UoT 2007 – HEQF Purpose?

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Quality, Standards, Programmes and Structures in Universities of Technology:

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  1. Quality, Standards, Programmes and Structures in Universities of Technology: War Stories From the UK Professor Neil Garrod Deputy Vice Chancellor University of Greenwich London, U.K.

  2. 2004 – traditional, comprehensive, UoT • 2007 – HEQF • Purpose? • To create an integrated, differentiated and comprehensive higher education sector Tidiness & Structure Post NWG

  3. Raised as many questions as it answered • Traditional vs. comprehensive vs. UoT • Higher vs. Advanced; Certificate vs. Diploma; Diploma vs. Degree; B.Sc. vs B. Tech. • Debate often defensive and historical • Traditionals defending their space Comprehensives and UoTs defining theirs • Misinformation abounds • Classical universities(Oxbridge) do not offer engineering Fiat vs. Organic Growth

  4. “I can’t describe it but I know it when I see it” (Justice Potter Stewart, US Supreme Court, 1964) “Those who cannot remember the past are condemned to fulfill it”(George Santayana) Traditional University

  5. Date Universities formed “Type” or description 1167-1209 2 Oxbridge 1410-1582 4 (6) Scottish Ancients 1828-1959 22 (28) “Civics” 1960-1969 24 (52) Robbins Report (1963) 1970-1991 2 (54) 1992 36 (90) Ex Polytechnics 1993-2010 27 (117) “Massification” Even after Robbins (1963) expansion participation rate did not exceed 15% until 1990 – now 47% Universities in the UK

  6. Part of 1960’s expansion over 30 Polytechnics (Technikons) established • focus on applied education for work – vocational • Offered degrees and degree level equivalent qualifications • Allowed to apply for “university” title in 1992 • They all did! Polytechnicexpansion

  7. Tendency for mimetic isomorphism – mission drift – focus on published research (RAE) • Government focus on value to industry • Higher Education Innovation Fund (HEIF) • “designed to support and develop a broad range of knowledge exchange activities which result in economic and social benefit to the UK” Post 1992

  8. HEIF Funding Percentage of HEIF funding received by Pre and Post ‘92 Universities Basic misunderstanding of vocational-academic dichotomy

  9. Things they cannot or choose not to do themselves! • Graduate Attributes (Griesel and Parker, 2009) An ability to: • relate a specific issue to the broader whole; • choose appropriate information to address problems; • follow and construct logical arguments; • communicate effectively verbally and in writing. • Along with technical competence What do Employers Want?

  10. Vocational: divine call to, sense of fitness for, a career or occupation Academic: belonging to or agreeing with the philosophic school of Plato; sceptical, abstract, unpractical, merely logical Vocationalvsacademic

  11. Knowledge comes in various kinds: • Knowing about things - declarative knowledge • What is in libraries and textbooks (“academic”) • Ultimately interested in - functioning knowledge • i.e. knowledge that allows us to solve problems • Functioning knowledge requires a solid foundation of declarative knowledge but also involves • knowing how to do things - procedural knowledge • and when to do things - conditional knowledge Biggs’ Model of Knowledge

  12. To perform any job effectively with the possibility for innovation, therefore, requires both an academic and vocational approach – using declarative, procedural and conditional knowledge – just as in the great academic professions: medicine, law and religion Curriculum Structures

  13. Left South Africa to join a brave new experiment in the UK • Merger of vocational college with university • To increase rates of progression into H.E. • Failed • If progressed it was to another university • Progression numbers actually fell A new model for Higher Educationin U.K.

  14. Cultural differences – external pressures and no new culture • As a consequence: • No integrated curriculum • No bridging: • Of knowledge base • Of competency vs. content based education • Structural elegance no substitute for “boundary spanners” Reasons forfailure

  15. Formal recognition of a new title • Released from pressure of mimetic isomorphism • Have full university status • Independent with power to innovate • Need to be at cutting edge of innovation • Need to offer something different to those they serve • Within this context develop a mission Opportunities forUniversitiesoftechnology

  16. Define the characteristics of the University and its graduates • Trained to do something • Trained to question • Trained to innovate • These characteristics reflected internally in how the University operates • Ensure rigorous internal peer review procedures • other universities, other HEIs, industry and public service Opportunities forUniversitiesoftechnology (2)

  17. Don’t attempt to mimic: • Other universities, or • Business • Offer something different: • Knowledge intermediary • Rely on quality as major asset • Innovate in internal practice • “Actions speak louder than words” Opportunities forUniversitiesoftechnology

  18. Thank you and Good Luck!

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