adelaide.edu.au

Festival of Learning and Teaching

Professor Pascale QuesterDeputy Vice-Chancellor and Vice-President

(Academic)

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A Demand Driven-Sector

• The Bradley Report and its fall out

• Graduates fuelling economic growth

• National targets

• Removal of funding caps for undergraduate degrees

• Increased competition in the sector

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A Student-centric approach

• Focus on student needs

• A shift towards learning and learning outcomes over teaching focus

• Students must be active participants in the learning process– Group and collaborative work– Problem-based learning– Case studies– Internships and work placements– Study abroad

• Flexibility is the key: Students live multiple lives!

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The Social Imperative: National goals

• Ambitious access and participation targets

• Increasing diversity of the student population

• New pathways for entry and growing cohort heterogeneity

• A customised approach that leads to students ability to fast track/slow down or change pathways

• Supporting differing needs at different times with different modes of delivery

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SATAC Offers by Entry Cohort

Cohort 2008 2009 2010 2011 2012

Graduate Entry 2% 1% 0% 1% 1%

Special Entry 5% 6% 8% 10% 10%

TAFE 1% 2% 2% 3% 3%

Tertiary Transfer 7% 7% 6% 7% 7%

Year 12 86% 85% 83% 79% 79%

Total 100% 100% 100% 100% 100%

Source: Offer Model

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The International Challenge

• Student mobility - a wider view of internationalisation

• The European experience: Global education is here to stay

• Integrating international experience into curriculum:– Study abroad– Study tours– Intensive offshore experiences or internships – Singapore and off campus teaching

• Normalising the semester abroad. What would it take?

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E-learning: Opportunities and costs

• The digital generation

• Clear trends in terms of online adoption:– Social media– Wireless users– Increasing use of recorded lectures and podcasts

• Designing learning activities using technology

• The need for strategic investment: it is not a cheap substitute!

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Increase in wireless usage at the University of Adelaide, 2007-2011

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Increase in recording of lectures at the University of Adelaide, 2003-2011

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Program Structure

• Worldwide changes:– Bologna– The Melbourne Model– 3 + 2 or 4+1 and the AQF

• Rationalise and focus – Removing low intake units

• Relevance – Aligning to student and workplace needs

• Properly integrating the research-teaching nexus: not in terms of content but in terms of skills and attributes

• Structuring the academic year to allow flexibility

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TEQSA and Regulation

• The creation of TEQSA in 2012 and its first ‘cycle’

• Risk profiles and re-registration vs Comprehensive audits

• Self-accreditation for Universities

• Complying with standards (provider, learning and teaching)

• Public scrutiny of operations and performance with the MyUni website

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Conclusion

• A new era is dawning for the sector

• Student choices will be a major driver

• New providers will emerge

• Success will be dependent on better meeting market needs

• A drive toward differentiation and rationalisation

• Prosperity will come from our successful response to these changes