e Business of Higher Education: A View from the Topside
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Presentation as part of ACODE 79 Supporting Universities for Future Qualifications and Pedagogical Models, 22nd July, 2019.
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e Business of Higher Education: A View from the Topside
- 1. Webinar: Monday 22nd July 2019
- 2. ACODE Webinar 22nd July 2019
- 3. Liverpool Hut, Mt Aspiring New Zealand
- 8. Jansen, D., & Schuwer, R. (2015). Institutional MOOC strategies in Europe Status report based on a mapping survey conducted in October - December 2014. EADTU – HOME project. EU EU MOOC Drivers
- 10. “All generalizations are dangerous, even this one” (Alexandre Dumas)
- 11. Liverpool Hut, Mt Aspiring New Zealand
- 15. Liverpool Hut, Mt Aspiring New Zealand
- 19. “It will not be possible to satisfy the rising demand for Higher Education, especially in developing countries, by relying on traditional approaches.” (Sir John Daniel, 2013) Past President, Commonwealth of Learning; Previous Vice-Chancellor, UK Open University
- 23. OECD (2017) Education at a Glance Ireland New Zealand Australia
- 24. 2.7%
- 26. In 2015 the global value of online learning reached almost €100 billion and is predicted to be around €300 billion in the next 5-years (McCue, 2019). The global market for MOOCs alone, which was valued at €3.5 billion in 2018, is predicted to reach around €20 billion by 2023 (MOOC Market, 2019). The future size of the largely “untapped” borderless skills market, which can be serviced by online and blended approaches, will be in excess of one billion students (Australian International Education 2025 Roadmap, 2016).
- 27. “There is also almost no understanding of the private and social [public] benefits of distance and online education in comparison with those of face-to- face education” (Rumble, 2014, p.208). Rumble, G. (2014). The costs and economics of online distance education (pp. 197-216). In O. Zawacki-Richter & T. Anderson (Eds.). Online distance education: Towards a research agenda. Athabasca: AU Press.
- 30. Liverpool Hut, Mt Aspiring New Zealand
- 31. Brown, M. (2016).MOOCs as social practice: A kaleidoscope of perspectives (pp.31-41). In E. De Corte, L. Enwall, & U. Teichler (Eds.). From Books to MOOCs? Emerging models of learning and teaching in higher education. Wenner-Gren International Series, 88. London: Portland Press.
- 32. “An educational change is neither natural nor normal, constant nor common as it involves a deeper struggle over who will win control of the curriculum” [future] (Evans, 1996, p.25).
- 35. 2018
- 36. 2018 https://www.icde.org/models-for-online-open-flexible-and-technology-enhanced-higher-education
- 39. Different interest groups and stakeholders are borrowing the same ‘languages of persuasion’ to legitimize very different agenda
- 40. “It is theory that decides what we can observe”
- 42. Knowledge Economy TWO MAJOR WORLDVIEWS COMPETING DIGITAL FUTURES • Threat • Unbundling • Re-imagination Crisis • Disruption • Democratization •
- 43. “And we’ve got to bring on the competition — open the schoolhouse doors and let parents choose the best school for their children. Education reformers call this school choice, charter schools, vouchers, even opportunity scholarships. I call it competition — the American way.” Donald Trump, in his book “The America We Deserve”
- 44. Knowledge Economy TWO MAJOR WORLDVIEWS Knowledge Society COMPETING DIGITAL FUTURES • Threat • Unbundling • Re-imagination Crisis • Disruption • Democratization •
- 45. “Education has a crucial role to play in laying the foundations of a society that is more inclusive, participatory and equal...” The President said “…the role of the university in enabling citizens to develop the tools to address the great challenges of our time – global poverty, climate change and sustainability – was vital.
- 46. Knowledge Economy • Threat • Unbundling • Re-imagination Crisis • Disruption • Democratization • TWO MAJOR WORLDVIEWS Knowledge Society COMPETING DIGITAL FUTURES • Democratic • Opening access • Micro credentials • Personalized learning • Competencies • Entrepreneurship • Technology as progress • Increased market competition • Just society • Lifelong learning • Pillars of learning • Education for citizenry • Sifting agent • Human capital • Social cohension • Cultural heritage ReconceptualizingDeschooling ReschoolingReproducing
- 50. Photo by Daniel Jensen on Unsplash
- 51. Liverpool Hut, Mt Aspiring New Zealand
- 53. “Resilience requires adaptation and evolution to new environmental conditions, but retains core identity” (Weller & Anderson, 2013, p.55).
- 54. Off-Campus in Class Off-Campus Out of Class On-Campus in Class Formal Informal On-Campus In Class Physical VirtualLeakage
- 56. LowBrandAwareness HighBrandAwareness Weak Pedagogical Community Strong Pedagogical Community
- 57. Weak Pedagogical Community LowBrandAwareness HighBrandAwareness Strong Pedagogical Community
- 58. Weak Pedagogical Community WeakLearningDesign StrongLearningDesign Strong Pedagogical Community
- 59. • How technically fit for purpose is the platform? • How pedagogically fit for purpose is the platform? • How sustainable is the business model for the platform? • How confident are you in the sustainability of the platform? • How reputable are the partners associated with the platform? • How strong is the pedagogical community supporting innovation through the platform? Key questions…
- 60. Key Questions Future Learn Open 2Study Open UpEd Open EdX Moodle Udemy How technically fit for purpose is the platform? (3 x 3) = 9 (3 x 3) = 9 (0 x 3) = 0 (3 x 3) = 9 (2 x 3) = 6 (1 x 3) = 3 How pedagogically fit for purpose is the platform? (3 x 3) = 9 (3 x 3) = 9 (1 x 3) = 3 (3 x 3) = 9 (3 x 3) = 6 (1 x 3) = 3 How confident are you in the sustainability of the platform? (2 x 2) = 4 (1 x 2) = 2 (1 x 2) = 2 (1 x 2) = 2 (1 x 2) = 4 (1 x 2) = 2 How reputable are the partners associated with the platform? (3 x 3) = 9 (2 x 3) = 6 (2 x 3) = 6 (3 x 3) = 9 (1 x 3) = 3 (0 x 3) = 0 How strong is the pedagogical community supporting innovation through the platform? (3 x 3) = 9 (1 x 3) = 2 (2 x 3) = 6 (2 x 3) = 6 (2 x 3) = 6 (0 x 3) = 0 Total
- 71. • Mini modules • Study mobility • Credit pathways • Joint degree programs • International scholarships • Cost • Access • Quality • Flexibility • Innovation
- 81. Liverpool Hut, Mt Aspiring New Zealand A conclusion is the place where you got tired of thinking
- 82. “Online learning should be in the service of big ideas, not as a big idea in itself” (adapted from Barnett, 2011)
- 83. Go raibh maith agaibh! Thank you
Hinweis der Redaktion
- This framework illustrates that there are two overarching perspectives influencing the debate: the tradition of the Learning Society and the influence of the Knowledge Economy. It is fair to say that a strong Knowledge Economy discourse is imbued in the languages of persuasion surrounding the unbundling movement.
- This framework illustrates that there are two overarching perspectives influencing the debate: the tradition of the Learning Society and the influence of the Knowledge Economy. It is fair to say that a strong Knowledge Economy discourse is imbued in the languages of persuasion surrounding the unbundling movement.
- Borrowing the words of President Michael Higgins, from this perspective higher education has a role in promoting more inclusive, participatory, equitable and sustainable futures for all.
- This framework illustrates that there are two overarching perspectives influencing the debate: the tradition of the Learning Society and the influence of the Knowledge Economy. It is fair to say that a strong Knowledge Economy discourse is imbued in the languages of persuasion surrounding the unbundling movement.
- Around the Table