Let’s Stop Tinkering About: Embracing Big Changes in Higher Education

Higher education in the developed world is at a critical juncture, facing significant challenges that demand urgent attention and strategic responses. The landscape is shifting, driven by changing demographics, economic pressures, and a growing scepticism towards traditional higher education pathways. Many countries are witnessing a decline in enrollment, a trend that can be attributed to multiple factors, including a shrinking youth population and a loss of confidence in the value of a university degree. This decline may be further exacerbated by the increasing availability of alternative education and training opportunities that are often more affordable and directly aligned with the current job market’s needs.

Adding to these pressures is the likelihood that governments will have other priorities in the coming years. As national debts grow, healthcare and pension systems struggle under the weight of an ageing population, and climate change demands urgent action, higher education might find itself low on the list of things that get government support. This means universities can’t just wait for help — they need to stop tinkering around the edges and start making some big, strategic moves to adapt to these new realities.

Amidst these challenges, the question arises: Can learning technologies help us respond effectively to the changes and pressures ahead? To explore this, we must turn to the concept of digital transformation—a term often misunderstood or narrowly defined. Digital transformation in the context of higher education is not merely about digitising existing processes or replicating traditional teaching methods in a digital format. Rather, it is about discovering new and improved ways of doing things, new models of education, that were previously not possible but are now feasible thanks to advances in digital technologies.

To truly transform higher education, institutions must move beyond isolated experiments with teaching methods or small-scale innovations. While encouraging academic experimentation and supporting grassroots initiatives by learning technologists is important, it is not enough. What is needed is a comprehensive and strategic approach that considers the rapidly changing global landscape, the anticipated political and economic environments, and the possibilities emerging from technological advancements.

Institutions must engage in thoughtful and deliberate planning to determine how they can best position themselves in a new world of higher education. This involves rethinking and redesigning educational models rather than simply digitising existing ones. New models of higher education need to be considered, evaluated, and implemented at scale. It is not as if we are starting from scratch; around the world, innovative organisations are already adopting new models, and numerous proposals for untried models are being put forward.

Several examples illustrate the potential of these new models. One simple such model is self-directed learning with robust summative assessment. This approach is particularly suited for motivated students and specific subjects, offering a more affordable alternative to traditional models. The University of the People exemplifies this model, charging only for assessments while providing tuition support through volunteers.

Another model gaining traction is flipped learning, where students engage with learning content before attending class, allowing classroom time to be dedicated to discussion and application. While this method is already in use by many individual lecturers, institutions should consider whether it could become the dominant model and, if so, implement the necessary policies and incentives to support it.

The hybrid or Hyflex model represents another promising approach, offering flexibility by allowing students to switch between on-campus and online modes of learning at any time. This model not only enhances accessibility and flexibility but also has the potential to increase class sizes and reduce unit costs.

Project-based learning takes the flipped learning concept a step further, with students accessing content independently through adaptive systems and spending their on-campus time working on projects that integrate various topics. Charles Sturt University’s project-based Civil Engineering degree is a strong example of how this approach can produce job-ready graduates.

Work-integrated degrees push the boundaries of traditional work placements by embedding students in the workplace throughout the duration of their degree. This model, akin to an advanced form of project-based learning, ensures that students achieve learning outcomes directly through their work experiences, leading to even more job-ready graduates and improving affordability for students.

While many institutions have made commendable efforts in encouraging small to medium-scale ground-up projects, these initiatives may still be seen as mere “tinkering” rather than the bold transformation needed to address the profound challenges facing higher education. To safeguard against future threats, enhance the student experience, improve access to higher education, and reduce costs for both students and the state, institutions must think bigger and more strategically.

The time has come for higher education institutions to make decisive choices about which emerging models they will adopt and to take the necessary steps to implement these models at scale. By doing so, they can not only survive but thrive in the new educational landscape, delivering value to students and society in a rapidly changing world.

While many institutions have made commendable efforts in encouraging small to medium-scale ground-up projects, these initiatives may still be seen as mere “tinkering” rather than the bold transformation needed to address the profound challenges facing higher education. To safeguard against future threats, enhance the student experience, improve access to higher education, and reduce costs for both students and the state, institutions must think bigger and more strategically.

Brian did not write this article. This article was written by CharGPT from a list of bullet points provided by him.  Although the writing style is different from his own, he says it accurately represents his opinions on this topic.  Although a little more melodramatic than his normal style, he considers that it is more elegant and ChatGPT makes better choices in words and phrases.  For this, and the time it saved him in writing, he is grateful and feels that the reader should be as well.  When it comes to writing, Brian considers himself disadvantaged.  He’s an engineer! What do you think?  Was it useful?  Was it ethical?  If he was a non-native speaker, would that make a difference?

Brian will be taking part in a panel discussion at OEB 2024 on “Learning Failures”.