Biggs, J.; et al. (2011). Teaching for quality learning at university: what the student does. Chapter 1: ‘The changing scene in university teaching’ pages 19-26 (ebook)
The nature of worldwide teaching
UNESCO report deals all aspects of higher education teaching.
Lower academic standards as students and universities become more diversified (Altback et al. 2009). There are the same Universities but now with a greater variation of students ability, presenting teaching difficulties for staff. Participation rates are going up making Universities more reliable on student fees, particularly internation students fees. The changing nature of universities have bought up concerns for quality assurance.
Diversity of students
A big worldwide shift in international students. Particularly Asian an African students to the West. Students requiring special needs such as language, social support, second language, homesickness, cultural isolation.
No only are we challenged with inclusivity with the Roberts and Susans but also students with different learning needs.
The Bologne Process
In the 20th Century teaching standards, staffing, procedures, standards, degree structures and academic freedom varied greatly. With the creation of the EU in 1993 there needed to be a uniform standard across all countries to allow for easier movement for staff to move between institutions. Ministers from the 27 countries met in Bologne in 1999 to set in motion the Bologne Process 2010. Now 47 countries has set up the National qualifications framework.
It includes new coming learning outcomes for universities such as teaching missions, research and innovation, student centred learning etc. The Bologne Process is a clear step to improve overall education and teaching in higher education. It was originally set up to check benchmarking and credit checking. “Transnational managerial process” It now is a facilitator to check what is happening worldwide.
Improving teaching: towards learning outcomes
Today most universities will describe courses and program outcomes based on the outcomes that graduating students will attain. Universities are changing in that it is no longer seen as the learning outcomes being the responsivity of the individual teacher, but of the whole university with policies, staff development, quality assurance. Policies and procedures need to be put in place that encourage good teaching outcomes.
There needs to be a shift from teacher to learner.
Outcome based teaching and learning (OBTL):
In OBTL are the outcomes of the ‘total university experience’ including creativity, problem solving, professional, communication skills, teamwork etc. This context can then be found within the specific courses within the institution. (Working backwards from the general bigger picture). It is less about the individual topics being taught but more about the final outcome and result of the course.
Six goals that could be achieved:
Graduate outcomes or ‘graduate attributes’
A course outcome statement tells us if students have learnt and how well they have learnt what they were intended to learn. This is different from teacher based curriculum which lists what is needed to be learnt within individual topic or units of study. Teachers may oversee the idea that students may learn unexpected outcomes, which are all together beneficial to the final outcome from the course.
Altbach, P.G., Reisberg, L. and Rumbley, L.E. (2009) Trends in Global Higher Education: Tracking an Academic Revolution. Report for the UNESCO 2009 World Conference on Higher Education.
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