MODERNISING HIGHER EDUCATION

Transcription

1 MODERNISING HIGHER EDUCATION Strategic commitment and practical application Brahea Centre at the University of Turku

2 Bridging higher education and the society Introduction Modernisation of higher education is deeply linked with increasing the interaction between universities, business and the society at large The University of Turku is an internationally competitive university, the operation of which is based on high quality multidisciplinary research The University promotes free research and academic education and provides higher education based on research The University is a part of the international academic community and works in collaboration with society University of Turku promotes collaboration and stakeholder involvement We have the practical experience on how to bring university strategies into successful practices that really make a difference OUR VISION FOR HIGHER EDUCATION The strategies and the structures of University support lifelong learning and societal interaction The higher education programmes and their delivery assure the evolving of the working-life competences of the students and add to the stakeholder collaboration of the higher education institutions The competence of graduates match the requirements of the working life and assure the employability of students THE COOPERATION The development process executed together with the University of Turku respects the strategy and operations of the client organisation The process ensures the alignment of the client strategy with the strategies and practices to be developed The cooperation process is always tailored to the needs of the client wwwutufi/braheadevelopment

3 Focus on competence increases mobility and enhances employability Competency-based higher education The modernisation of higher education in Europe aims at attaining transparency and harmonisation of qualifications Competency-based approach to education increases transparency by allowing the qualifications to be viewed in terms of competence instead of study attainment The approach leads to result-driven higher education that adopts to the educational needs of the labour market supports the students' academic mobility broadens the graduates possibilities in finding employment The development process can address eg: The objectives of the client in applying competency-based approach and the European best practices Comparison against the European Qualifications Framework (EQF), helping communication between qualifications systems The curriculum design and the modules Assessment and articulation of competence Authentic learning (learning environments of the working life, simulations, case studies, projects) Societal interaction and collaborating with the working life The role of a teacher as facilitator of learning As a result, the client has ability to provide higher education that supports both the students and the society in the constantly changing environment The development has lead to: criteria for competency-based curriculum, curriculum delivery and assessment procedures for curriculum design that support societal interaction and stakeholder involvement ability to apply versatile authentic learning methods in programme delivery competence and capacity to apply the criteria, procedures and practices developed, and to engage in further development University of Turku is an experienced actor in the field of applying competency-based approach in higher education The University has developed criteria for competency-based curriculum, curriculum design and delivery, and assessment in a national development project The University has also engaged in development processes of national and international partners and supported their efforts in the modernization of curricula The work complies with the European Higher Education Area framework, and the Bologna process

4 Prior learning assessment can increase module exemption and reduce study time Recognition of prior learning in universities Recognition of prior learning (RPL) provides benefits to individuals, institutions and the society at large RPL can facilitate entry to higher education or accelerate progress through subjects and modules provided by the institutions RPL supports individuals in demonstrating their learning outside formal education and training, also including mobility experiences RPL reduces duplication of effort by individuals and is considered sound educational practice The recognition and validation of prior learning leads to increased course and module exemption that in turn: increases the number of student mobilities, allows varied opportunities for individual learning paths, shortens the length of studies The development process can address eg: European best practices on RPL The role of the curriculum in RPL Characteristics of the competences to be recognised Demonstrating competence and tools for assessment The process and the responsibilities of different actors Developing the RPL practice in university and in a network As a result, the client has: a policy for recognition of prior learning that guides the further development work, practices to support the implementation of the policy, including defined processes and actors, and practical tools for recognition of prior learning competence, capacity and expertise to apply the practices and to develop their policy further ability to increasing module expemption, eventually leading to increased number of student mobilities, more varied opportunities in individual learning paths, and shorter study time University of Turku is an experienced actor in recognition of prior learning, and has developed RPL strategies and practices in the European Higher Education Area framework The University has coordinated a national RPL project elaborating recommendations on principles and concrete solutions The University is also active in the RPL European Network and has intensive European cooperation with the other leading universities on RPL development

5 Autonomy of the student enables adaptation to change and innovation Fostering self-directed learners The changing economic environment and societal and global drivers for change call for the emergence of new competences in graduates To succeed in the working life and to contribute to the development of the economy and the society, the students should be supported in turning into self-directed learners who take responsibility on their learning, thus enabling lifelong learning and ability to adapt to the transforming working life Supporting the development of self-directed learners in higher education leads to students': increased responsibility on their learning and ability to make informed choices on their education ability to not only aqcuire and accumulate, but to also create, challenge and evaluate knowledge ability to succeed in working life recquiring adaptation to changing environment and continuous competence development Pedagogy and learning environments of self-directed learning, The development of academic skills in making connections between conceptual knowledge and practice, Self-regulation of learning and time management, Career counseling and personal study planning, Coordination of student services and guidance As a result of the development process, the client has: a vision for learner autonomy and strategies to support the vision, practices in guidance to support the emerging of the self-directed learner, capacity for utilising pedagogy and learning environments that enhance student autonomy The University of Turku is actively developing structures and practices to support the autonomy of the students and the selfdirected learning The practices are utilised to benefit the University students University of Turku has led and participated in several national and international development processes in the field

6 Graduate attributes for the challenges of tomorrow Graduates' working life competence Universities prepare their students for academic research and the various professional and expert positions of the working life By developing the key graduate attributes, the university can support the graduates in their transition to working life The competence is build by the key generic skills including: transferable and entrepreneurial skills insight on the competence generated by the education transferring skills and the ability to apply the competence to the various contexts of the working life The competence is most effectively developed when learning is situated in a particular context: thus integration to the discipline and utilising actual or simulated work environments enhances competence development The competence builds to the professional identity of the student and adds perspective to employment Working life oriented study modules Business and stakeholder engagement in education: student projects, internships, case studies Transferable and entrepreneurial skills: project management, collaboration, innovation, entrepreneurship Multidisciplinarity, pedagogy and learning environments Mentoring programmes, alumni interventions As a result, the client has established educational practices and structures to support the key graduate attributes, built capacity for utilising pedagogy and learning environments that enhance the generic skills of the students developed new working life oriented training modules Development of the key generic skills leads to: increased study motivation due to positive career prospects and stimulative learning environment graduates smooth transition to working life or selfemployment graduates ability to engage in a career in a range of fields The University of Turku develops structures and practices to support the working-life competence of the students The practices are utilised to benefit the University students University of Turku has led and participated in several national and international development processes in the field

7 Quality assurance puts the vision of the organisation into practice Quality Assessment with the EFQM Model The EFQM Model is a quality assessment tool for building up the correspondence between requirements and practice Among quality management models, the EFQM is the most appreciated in Europe, and the Finnish National Board of Education recommends EFQM Model as a framework for external audits, as well as a useful structure for educational organisation's management system The fundamental concepts of excellence in EFQM quality management system are aligned with the Standards and Guidelines for Quality Assurance in the European Higher Education Area, produced by the European Association for Quality Assurance in Higher Education (ENQA), and the Standard ISO 9001 Quality management systems The utilisation of the EFQM Model in quality assurance leads to ability to develop mechanisms that support flexible leadership, enabling the organisation to anticipate stakeholder focused strategy valuing the human resources managing external partnerships and internal resources designing, managing and improving processes and services THE CONCEPTS OF EXCELLENCE Adding value to the beneficiaries: students, stakeholders, the community and the society Creating a sustainable future for the organisation Developing the organisational capability Exploiting the creativity and innovation of stakeholders Leading the organisation The agility of management in the organisation Valuing the employees Achieving sustainable results The quality assurance leads to results for the beneficiaries and stakeholders of the organisation the people and employees of the organisation the society at large The University of Turku is an internationally competitive university, the operation of which is based on high-quality multidisciplinary research The University promotes free research and academic education and provides higher education based on research The University is part of the international academic community and works in collaboration with society