A Quality Education and Fit for Purpose Carolyn

A Quality Education and Fit for Purpose? Carolyn Roberts Environmental Sustainability Knowledge Transfer Network, University of Oxford EAUC Conference, Bangor, Wales, March 2010

What’s the purpose of education? As Albert Einstein stated: ‘The aim must be the training of independently acting and thinking individuals, who, however, see in the service of the community their highest life problem. ’ (quoted in Lindberg, 2007). Or in the words of UNESCO: ‘The movement towards sustainable development depends more on the development of our moral sensitivities than on the growth of our scientific understanding – important as that is…. Ethical values are the principal factor in social cohesion and, at the same time, the most effective agent of change and transformation’ (UNESCO, 2002).

What is quality? • Systems? QAA Codes of Practice, Institutional Audit, Subject Benchmark Statements, HEA national Subject Centres and associated programmes, TQEF, HEA Registered Practitioner, Leadership Foundation • Recognition of high quality outputs? Cooke Report – put it in the public domain – NSS, TQI, NTF, etc • Links between the systems and the recognition e. g. CETLs

As Barnett (1992) notes, it is impossible to discuss concepts like quality and excellence ‘unless we have a reasonably clear conception of what might be included under the umbrella concept of ‘higher education’’… Different conceptualizations of higher education will have a significant bearing on what we understand by teaching excellence. For example, an excellence devoted to the production of a skilled workforce will have a different quality to that which seeks to develop student autonomy. Skelton, 2005

We espouse a critical perspective on teaching excellence (Skelton, 2005) and concentrate not on the properties of individual teachers but on system-wide values, policies and practices. We in part focus on what Skelton in his analysis of teaching excellence, terms ‘issues of epistemological authority and control’. For example, i) What counts as knowledge? ii) How is what counts as knowledge organized? iii) How is what counts as knowledge transmitted? iv) How is access to what counts as knowledge determined? v) What are the processes of control? (and) vi) What ideological appeals justify the system? Jenkins and Healey, 2009

A complex world is one in which we are assailed by more facts, data, evidence, tasks and arguments than we can easily handle within the frameworks in which we have our being. By contrast, a supercomplex world is one in which the very frameworks by which we orient ourselves to the world are themselves contested. Barnett, 2000 Under such conditions, a double educational task arises: first, bringing students to a sense that all descriptions of the world are contestable and, then, second to a position of being able to prosper in such a world in which our categories even for understanding the situation in which we are placed, including understanding ourselves, are themselves contested. Barnett, 2004

Barnett’s view as to the importance of students’ understanding of supercomplexity is reinforced by the arguments of the social theorist Anthony Giddens. In a range of influential publications, Giddens has argued that, in order to understand operate in the complex globalised worlds they live, individuals need to understand this complexity and to use that knowledge to both shape their ‘private’ lives and to be active citizens. This process he called ‘democratising democracy’ (Giddens, 2002).

Complexity “What is the use of repeating all that stuff? ” the Mock Turtle interrupted, “if you don't explain it as you go on? It's by far the most confusing thing I ever heard!”

Learning to Last Competences? • • • Ability to think Ability to learn Ability to communicate Ability to collaborate AND an ability to do all of these across professional disciplinary boundaries Martin, Juckers and Roberts, 2008

‘Sustain-abilities’ • • • Engagement and leadership Proactivity and action Cross-linking ideas Long-term thinking Communication and networking Compassion and ethical values Lifelong learning for everyone Ability and capability for innovation Globalisation and internationalisation … …

Sustainable Development Commission, 2006

Changing university contexts • Growing centralization in key areas of HE policymaking, with universities having to meet centrally-determined targets for the way they work and the outcomes they achieve • Increased commercialisation, corporatisation and ‘market drive’ in HE with a consequential erosion of democracy and the notion of there being public goods • Encouragement of students to view themselves as consumers of a commodity or service (rather than participants in a shared process of growth and discovery), and an associated move towards individualization from more collective concerns

The Sainsbury Review The Review examines the role of science and innovation in ensuring the UK remains competitive in our increasingly globalised economy. The best way for the UK to make the most of globalisation is to support the restructuring of British companies into high-value goods, services and industries. The UK is well placed to take advantage of the new markets opened up by globalisation. We have an extraordinary record of scientific discovery and a rapidly growing share of high-technology manufacturing and knowledge-intensive services in the UK's GDP. The amount of knowledge transfer from British universities has increased significantly and we are beginning to see the growth of exciting high-technology clusters around many of our world-class research universities.

HEFCE has a key role to play. . . in promoting high-quality, cost-effective teaching and research to meet the needs of students, the economy and society. . . . The Government has recognised that universities and colleges are essential to the country’s economic and social success and the vitality of its intellectual and cultural life. Our role is to help realise this vision by investing wisely in high-level knowledge, skills and innovation. HEFCE, 2009

HEFCE has a key role to play. . We are strongly supporting the increasingly close relationship between universities and business. . . The short-term priority is to enable higher education to become a fundamental part of the solution to the economic challenges facing the country. The longer-term goal is to enable universities to maintain their international competitiveness while supporting the policy of widening participation so that they can continue to make a growing contribution to the development of an economically and socially successful society.

HEFCE has a key role to play. . We aim to increase the impact of the HE knowledge base to enhance economic development and the strength and vitality of society, particularly focusing on innovation and enterprise. Together with other stakeholders, we are seeking to secure long-term and adequate support for such third stream activities as a significant HE function. HEFCE, 2009

How far have we come since 1980? • ‘Environment’ changed to ‘sustainability’ • High level international support for SD and ESD • Official UN Decade for ESD • UNECE ESD Strategy • Ubuntu Declaration • ESD strategies & action plans adopted in many countries • Many good examples of ESD activity at all levels

How far have we come since 1980? • Paradigm change has not happened • It is hard to identify a coherent system in the UK and EU for identifying & disseminating high quality ESD • No systematic evaluation of the depth and breadth of impact of particular programmes • Few national programmes that facilitate curriculum and pedagogic reform • Fear of the influence of the business community

Routes to sustainability "Would you tell me, please which way I ought to walk from here? " "That depends a good deal on where you want to get to, " said the Cat. "I don't much care where - " said Alice. "Then it doesn't matter which way you walk, " said the Cat. " - so long as I get somewhere, " Alice added as an explanation. "Oh, you're sure to do that, " said the Cat, "if you only walk long enough. "

Characteristics of students e. g. previous experience, current understanding Course and Departmental learning context e. g. course design, teaching methods, assessment Students’ perception of context e. g. good teaching, clear goals Students’ approaches to learning i. e. how they learn, surface or deep learning Students’ learning outcomes i. e. what they learn, quality, quantity After Prosser and Trigwell

Characteristics of students e. g. previous experience, current understanding Course and Departmental learning context e. g. course design, teaching methods, assessment Students’ perception of context e. g. good teaching, clear goals Students’ approaches to learning i. e. how they learn, surface or deep learning Students’ learning outcomes i. e. what they learn, quality, quantity After Prosser and Trigwell

Characteristics of students e. g. previous experience, current understanding Course and Departmental learning context e. g. course design, teaching methods, assessment Students’ perception of context e. g. good teaching, clear goals Students’ approaches to learning i. e. how they learn, surface or deep learning Students’ learning outcomes i. e. what they learn, quality, quantity After Prosser and Trigwell

Characteristics of students e. g. previous experience, current understanding Course and Departmental learning context e. g. course design, teaching methods, assessment Students’ perception of context e. g. good teaching, clear goals Students’ approaches to learning i. e. how they learn, surface or deep learning Students’ learning outcomes i. e. what they learn, quality, quantity After Prosser and Trigwell

Characteristics of students e. g. previous experience, current understanding Course and Departmental learning context e. g. course design, teaching methods, assessment Students’ perception of context e. g. good teaching, clear goals Students’ approaches to learning i. e. how they learn, surface or deep learning Students’ learning outcomes i. e. what they learn, quality, quantity After Prosser and Trigwell

Characteristics of students e. g. previous experience, current understanding Course and Departmental learning context e. g. course design, teaching methods, assessment Students’ perception of context e. g. good teaching, clear goals Students’ approaches to learning i. e. how they learn, surface or deep learning Students’ learning outcomes i. e. what they learn, quality, quantity After Prosser and Trigwell

Fitness for purpose implications • There is no direct linkage between what we teach, and what students learn • We need to give attention to the diversity of our students, their prior experiences and their starting points • We need to think about learning styles, and prompt students to think about how they might learn effectively • We need to focus on students’ perception of what is happening rather than solely on their satisfaction • We need to review whether our teaching is resulting in students learning effectively

Kolb’s Experiential Learning Theory "Learning is the process whereby knowledge is created through the transformation of experience” Kolb (1984, 38)

Kolb’s Experiential Learning Theory Concrete Experience (CE) DO Reflective Observation (RO) Active Experimentation (AE) REFLECT PLAN Abstract Conceptualisation (AC) THINK

“No, no! The adventures first, ” said the Gryphon in an impatient tone: “explanations take such a dreadful time. ”

STUDENT-FOCUSED STUDENTS AS PARTICIPANTS Research-tutored Research-based EMPHASIS ON RESEARCH CONTENT Research-led Research-oriented EMPHASIS ON RESEARCH PROCESSES AND PROBLEMS TEACHER-FOCUSED STUDENTS AS AUDIENCE Curriculum design and the research-teaching nexus, after Healey

STUDENT-FOCUSED STUDENTS AS PARTICIPANTS Research-tutored Research-based EMPHASIS ON RESEARCH CONTENT Research-led Research-oriented I’ll tell you about my research TEACHER-FOCUSED STUDENTS AS AUDIENCE EMPHASIS ON RESEARCH PROCESSES AND PROBLEMS

STUDENT-FOCUSED STUDENTS AS PARTICIPANTS I’ll ask you about my research Research-tutored Research-based EMPHASIS ON RESEARCH CONTENT Research-led Research-oriented I’ll tell you about my research TEACHER-FOCUSED STUDENTS AS AUDIENCE EMPHASIS ON RESEARCH PROCESSES AND PROBLEMS

STUDENT-FOCUSED STUDENTS AS PARTICIPANTS I’ll ask you about my research Research-tutored Research-based EMPHASIS ON RESEARCH CONTENT Research-led I’ll tell you about my research Research-oriented I’ll teach you about research methods TEACHER-FOCUSED STUDENTS AS AUDIENCE EMPHASIS ON RESEARCH PROCESSES AND PROBLEMS

STUDENT-FOCUSED STUDENTS AS PARTICIPANTS I’ll ask you about my research Research-tutored You’ll undertake research yourself Research-based EMPHASIS ON RESEARCH CONTENT Research-led I’ll tell you about my research Research-oriented I’ll teach you about research methods TEACHER-FOCUSED STUDENTS AS AUDIENCE EMPHASIS ON RESEARCH PROCESSES AND PROBLEMS

Characteristics of students e. g. previous experience, current understanding Course and Departmental learning context e. g. course design, teaching methods, assessment Students’ perception of context e. g. good teaching, clear goals Students’ approaches to learning i. e. how they learn, surface or deep learning Students’ learning outcomes i. e. what they learn, quality, quantity Learning through researching alongside your students

Students engage in active learning through: • Inquiry and problem-based exploration in the field and classroom • field and laboratory experimentation • studio-based work using real sites • work-based, communityrelated, and employerlinked activities

One approach to active learning ‘The distinctive feature of the University of Gloucestershire definition of active learning is that it centres on the mastery of theory within a ‘learning by doing’ approach involving working in real places with actual people and live projects’

Key postulates of active learning • Learning through problem solving is more effective than didactic methods for creating in a student’s mind, a body of knowledge that is useable in the future • AL demands sound understanding of learning and an ability to evaluate and critique knowledge • In life or industry, problem solving skills are more important than factual memory recall alone (after Lee, 2001 and others)

• They understand why they have to learn something and can see how to apply it • They retain it, and learn how to learn • They are equipped to ‘manage’ knowledge rather than assimilating it all, providing a means of managing the knowledge explosion as curricula expand • They learn how to work in or lead a team • Life long transferable skills are developed: flexibility, diversity and multi-disciplinarity • Students genuinely enjoy learning in context in an integrated way

Exceeding Glad Shall He Be

Who lost the map? • • • Employers and businesses? Governments? HEIs? Vice Chancellors? Us?

Qualities sought by employers in 2000

Qualities cited by innovators in 2010

‘The maps are not yet fully drawn but we are all part of a movement of learning and exploration that is contributing to finding the best routes forward to sustainability. This cannot be a journey of conquest like that of the explorers of old, but a journey of imagination, collaboration and participation. ’ Parker and Wade (2008)

The Ladder of Divine Ascent metaphor St. John Climacus’s text explains the ‘journey to Heaven’ as involving many challenging steps. The icon shows monks on the ladder, demons trying to pull them off, the mouth of Hades swallowing up those who have fallen off, the angels lamenting over those who have fallen, and people on the earth praying for those on the ladder. Christ is depicted at the top of the ladder, waiting for the successful ones to enter His holy Kingdom.

A final note on active learning, from an Indian wall

Join the ESKTN and influence innovation for sustainability www. innovateuk. org/sustainabilityktn “Begin at the beginning, ” the King said, very gravely, “and go on till you come to the end: then stop. ”