Australian Academic Leadership Survey &;Interviews – An interim report - Allan Christie, Caroline Steel
•Transferir como PPTX, PDF•
1 gostou•372 visualizações
Australian Higher education is facing the demands of new and rapidly changing student demographics, an increasingly competitive global environment and tighter funding and accountability constraints. Now, in 2016, it is an important time to understand the issues the sector is facing and consolidate the ways we are responding. We sought the perspectives of Australian university education leaders on current learning and teaching challenges, trends likely to influence the future of learning and teaching at Australian Universities and the ways our universities are responding. This presentation reports on the findings of our research thus far and some of the ways that Blackboard Strategic and other Consultancy Services are positioned to assist our institutions going forward.
Recomendados
Recomendados
Mais conteúdo relacionado
Mais procurados
Mais procurados (20)
Semelhante a Australian Academic Leadership Survey &;Interviews – An interim report - Allan Christie, Caroline Steel
Semelhante a Australian Academic Leadership Survey &;Interviews – An interim report - Allan Christie, Caroline Steel (20)
Mais de Blackboard APAC
Mais de Blackboard APAC (20)
Último
Último (20)
Australian Academic Leadership Survey &;Interviews – An interim report - Allan Christie, Caroline Steel
- 1. Allan Christie, VP, eLearning, APAC Caroline Steel, Strategic Educational Consultant, APAC Australian Academic Leadership Survey & Interviews – an interim report
- 2. Focus on current challenges and trends 2
- 3. Focus on current challenges and trends 3
- 4. Agenda • Broader Context of the Australian Higher Education sector • Challenges – Survey and Interview Findings • Trends – Survey and Interview Findings 6
- 5. Massification of Australian Higher Education 7
- 6. Massification of Australian Higher Education 8 No longer educating an elite – responsible for training and retraining professionals through-out their careers with an increasing focus on ensuring career readiness.
- 7. Massification of Australian Higher Education 9
- 8. Massification of Australian Higher Education 10
- 9. Casualisation of the Academic Workforce 12
- 10. Rankings increasingly important! 13 Academic Ranking World Universities (ARWU) - http://www.shanghairanking.com/
- 11. 14
- 12. The Role of Higher Education 15
- 13. Cost of Higher Education 16
- 14. Australian Academic Leadership Survey Learning & Teaching Challenges & Trends 17
- 15. Survey questions 1. Thinking about the current learning and teaching challenges facing Australian Higher Education, please rank the issues below in your order of importance 2. Are there any other important learning and teaching challenges that we have missed? 3. With reference to your future-facing (2020/2025) institutional plans, what trends do you consider as most likely to influence the future of learning and teaching in Australian universities? Please rank the issues below in their order of importance 4. Are there any other important learning and teaching trends that we have missed? 18
- 16. 19 LIST OF CHALLENGES 1. Student attrition 2. Student career development and employability 3. Technology-enhanced pedagogical practice 4. Academic adoption of educational technologies 5. Student engagement & satisfaction (on-campus & online) 6. Academic misconduct (e.g. plagiarism) 7. Personalised adaptive learning 8. First year experience and transition 9. Improving work-integrated learning 10. Assessment and feedback
- 17. Interview questions 1. What would you prioritise as your top 3 learning and teaching challenges? 2. How is your university addressing or planning to address these challenges? 3. To what extent are these learning and teaching challenges reflected in your university’s strategic and/or Learning and Teaching plan? 4. What would you prioritise as the top 3 learning and teaching trends? 5. What has influenced your thinking in terms of these trends? 20
- 18. Australian Academic Leadership Survey findings to date Top 4 current learning & teaching challenges in Australian Higher Ed Sector Student career development & employability Assessment & Feedback Student engagement & satisfaction Technology- enhanced pedagogical practice practice 11 810 7
- 19. CHALLENGE 1 Student career development and employability 22
- 20. Graduate Employability - Attributes 23
- 22. Graduate Employability – what will be the jobs of the future? 25
- 24. Graduate Employability – what jobs won’t exist in 10 years’ time? 27
- 25. Student career development and graduate employability 28
- 26. CHALLENGE 2 Student engagement and satisfaction 29
- 27. 2015 Student Experience Survey National Report 30 Satisfaction with the student experience 2011-2015
- 28. Student engagement and satisfaction 31
- 29. CHALLENGE 3 Assessment and feedback 32
- 32. Australian Universities - Attrition 35 #Attrition (adj) is not an issue at all Australian universities: – Go8 6.9% av (3.8-12.4%); – other pub. uni's 16.9% av (7.5-26.6%) (Adjusted – does not count students who change courses or move to another university) There is a strong relationship between ATAR and eventual completion of a course. https://docs.education.gov.au/node/35983
- 33. Attrition 36 StudA challenge or not?
- 34. 37 LIST OF TRENDS 1. Digital examinations 2. MOOC's 3. Open Education Resources (OER's) 4. Learning analytics 5. Mobile-enabled learning 6. Teaching quality standards 7. Students as partners 8. Fully online courses (award & non-award) 9. Adaptive learning technology 10. Unbundling qualifications (e.g. micro-credentialing (badges, portfolios, etc.))
- 35. Australian Academic Leadership Survey findings to date Top 4 current learning & teaching trends in Australian Higher Ed Sector Learning Analytics Students as Partners Unbundling Qualifications Teaching quality standards; Fully online courses; practice 10 810 8
- 36. Top Trends - Learning Analytics - Unbundling qualifications 39
- 37. Analytics – interpretation of data 40
- 40. MOOC’s 43
- 41. Looking Forward 44 • Complete Australian leadership survey and interviews • Currently replicating in NZ • Plans for Europe, UK & Ireland through EDEN and ALT • White papers
- 42. Questions? 45
Notas do Editor
- Why the survey & Interviews? Why now? ASCILITE & Bb collaboration Previous reports - View from the top Sample of Australian learning and teaching leaders in higher education Representing x number of institutions Level of DVC(A) & PVC NOTES: number of institutions included in sample = 39 Number of valid responses to date = 16 representing x number of institutions Interviews to date = 8/9? (including Geoff Crisp) Survey continues to be open until (end Oct? Interviews – in progress until mid Nov? Outcome will be a white paper
- The challenge for all governments has been how to enable greater numbers of students to access the benefits higher education offers – in terms of employment, earnings, social and cultural opportunities – while ensuring the system remains fair, high quality and affordable for both individuals and taxpayers. The number of domestic higher education students has more than doubled since 1989, reaching just over a million in 2014. International students comprised another 350,000 students in 2014. As student numbers have grown, they have come from more diverse social, economic and academic backgrounds. The proportion of the Australian working age population with a bachelor degree or higher qualification has tripled since 1989 to just over 25 per cent. Direct Australian Government funding for teaching, learning and research has grown both in absolute and real terms, rising from $3.2 billion in 1989 to $15.4 billion in 2014, more than doubling when adjusted for inflation
- NOTES: number of institutions included in sample = Number of valid responses to date = 16 representing x number of institutions Interviews to date = 8/9? (including Geoff Crisp) Survey continues to be open until (end Oct? Interviews – in progress until mid Nov? Outcome will be a white paper
- Today's presentation is an update and conveys the flavour of the findings so far. Number of valid responses to date = 16 representing Interviews to date = 9 Survey continues to be open until (end Oct? Interviews – in progress until mid Nov? Outcome will be a white paper
- About three-quarters of students enrolled in Australian higher education institutions are Australian citizens or permanent residents. Occasional years of slow growth or small declines in student numbers only interrupt the long-term trend towards more students (Figure 3). Controls on undergraduate student numbers in public universities were eased and then largely removed in the years leading up to 2012. This policy change triggered rapid enrolment increases. In 2014, domestic enrolments exceeded one million students for the first time. In 2014, 347,560 international students were enrolled with Australian higher education providers. Of these, 85,873 are enrolled offshore, with about three-quarters in Singapore, Malaysia or China. Counting only onshore students, about one in five students in Australian universities is an international student. Half of all international students are enrolled in commerce-related courses
- 23 Australian universities in top 500 of ARWU
- The challenge for all governments has been how to enable greater numbers of students to access the benefits higher education offers – in terms of employment, earnings, social and cultural opportunities – while ensuring the system remains fair, high quality and affordable for both individuals and taxpayers.
- Discuss here where we developed the list of 10 Challenges & Trends from; the fact that we asked them to rank them – and acknowledge that many of the challenges and trends are interlinked/interrelated.
- Semi-structured format
- Inter-relational and interlinked - one may lead to another, be embedded within it or co-dependent.
- Is the employment outcomes question is asked too early? - students get employed within 12 months. patterns also changing - e.g more std creating own entrepreneurial opportunities in a start-up world QUT - integral to brand and identity; UWA - importance of developing employability skills for the future responding - Several unis e.g UNSW, UC stressed importance of getting stds focused on career dev from day 1 - making clear linkages from very start and evidencing their employabiity skills throughout (gathered both inside and outside uni) e.g. Curtin - testamur (certif) employability - including leadership, global exp; internships etc. Using technology to promote 2-way employment opportunities in partnership with industry - a kind of linkedin marries harmony.com - also another for international graduates
- While overall student satisfaction has remained relatively high and steady, Learner engagement remains one area that has remained consistently low in the past few years. the largest variation observed was that external students were more dissatisfied than internal students with Learner Engagement, 43 per cent and 64 per cent respectively. Older students were also less satisfied with Learner Engagement than younger students, but this difference is most likely associated with the prevalence of external or internal study modes in these age groups.
- Interesting responses on this one. Many acknowledge we have not done well on std engagement particularly - relates to teaching quality & competing priorities of universities. But now being taken more seriously for reasons including increased competition and potential competition (private providers - potential deregulation); increased costs of degrees; diversified cohorts & prep for HE requires different strategies. For unis like USC - that has a strong equity, social justice & inclusivity agenda - std engagement is seen as the engine for transformation. focussed on first-year experience and the idea of the transition pedagogy. Their research has revealed that emotion and motivation are two elements that will trigger engagement à how do we then create the educational conditions that will trigger emotion and motivation? KAREN TO COMMENT? They draw on four key strategies 1)high quality curriculum and learning experiences (includes WIL); 2) enhancing the first year experience; 3) access and participation - diversity of the students coming into the institution and assuring that those pathways are the right pathways for the individual students – includes reaching into secondary schools and colleges and engaging with mature-age students; 4) support for learning strategies
- At universities such as Deakin, Assessment & feedback seen as a lever ‘what’s the best lever to get into improvement and quality' she believes that many of her leaders and staff now understand constructive alignment - but now time to go further, and like many unis are now taking std feedback and authentic assessment more seriously. along the same like, but with a different approach, leaders such as Geoff Crisp believe that the language around assessment & feedback needs to change to get more traction - for example - using the lens of employability of student engagement - which have significant implications for assessment and feedback may be a better way in. I’d almost stop talking about feedback and actually talk about decision points and providing those learning activities and key assessment points around the decision making. It’s just a different way of framing it, that’s all. GEOFF TO COMMENT?
- Student attrition in top 4 x 6 BUT also ranked 9 /10 x 5
- There is a strong relationship between ATAR and eventual completion of a course. After nine years, 95 per cent of students with an ATAR of 95 or more had completed a degree. By comparison, completion rates for students with an ATAR below 50 were just over half, with another 5 per cent of the commencing cohort still enrolled.
- Interviews: In top 4 from: Nelson; Oliver; Klomp –Marketing analagy - costs - Rovers e.g at UC; third party companies to wrap better support around students In bottom 2 from: Johnson; Derbyshire; Crisp – less an issue for some
- Will mainly make a few comments on the first two
- Many agree - not there yet - but has potential - particularly when we are able to reach their aspirations around personal and adaptive learning. Some unis doing some innovative work that appears to be having a great impact. UC - INTERFACE project - student dashboards - on their progress and gives them opportunities to give feedback on teaching approaches by individual staff. CURTIN - Have built a student discovery model that integrates all of the data on all of the systems that students use to find out what they do on campus – how often log onto bb, access library, ATAR data – school data – about 15 systems – 10-12 now fully integrated so can get analytics on students in real time – data from 2009 – 2015, 70,000 student details across 13,000 variables and 15 billion elements – drill down & clusters into who do you behave most like – e.g squeaky wheel – make a lot of noise but stay, chines students behave differently to other Asian students. Can find what is it about your experience that wants you to leave Curtin
- Already happening - esp at PG level but also at UG level. For some unis like Deakin - this is also about acknowledging the skills, exp and development that takes place outside degrees and using badges and microcredentialling to bring these into a QA'd degree - making degrees more porous and responsive to real life. For example the Deakin Hallmark initiative that is built around graduate capabilities - in relation to a particular course with industry partners who come in and they tell us what’s the graduate capability that’s most sought-after in their industry what’s the one we should focus on and what kind of evidence, what kind of criterion and standards would be convincing to an employer and that’s the way we set up the award. So it’s a way of expanding our interaction of employers with industry. Now because they are awards and they are prestigious
- Ranked 9/ 10 –MOOCS x 10;
- MOOCS – bottom 2 by Crisip, Johnson; Nelson; Derbyshire; Salmon; Klomp Gartner's hype cycle - in the trough of disillusionment? bus case - not yet, attrition - high! marketing tool? game changer - to some exent but not really, havent we done it all before? get tired of over-produced talking heads? anyone care to comment?
- Of interest in challenges: Student attrition in top 4 x6– BUT also ranked 9 /10 by 5. ; Academic misconduct ranked 9 / 10 x 8. Of interest in trends: Adaptive learning technologies & mobile enabled in top 4 x6; Ranked 9/ 10 – Moocs x10; digital exams x 6 Teaching quality – top 4 by Crisp; Johnson; Derbyshire; Oliver; Klomp Fully online – top 4 by Crisp; Derbyshire; Oliver
- Jill Downey: Anything where we can work together to add value to the academic professional development is really important. From a tech perspective – its about how do we work together to meet some of these challenges and find the solutions – particularly around the assessment and feedback – bb has built a lot of tools around analytics – how do we prepare academics for using all these tools – I am not sure we do that together as well as we could. Once we do upskill staff – need to bring people with you – working together on professional learning and how we meet these challenges going forward. keen to work with groups like ascilite and Bb to work out what are the innovations of the future and how do we take some of the things we are doing – say on edx platform and linking to bb platform and what opportunities does that give us going forward? Some of that work is actually happening in our digital futures strategic project – which is led by IT – working together on those.