Innovative approaches for enhancing the 21st century...
Transcript of Innovative approaches for enhancing the 21st century...
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Innovative approaches for enhancing the 21st century
student experience
Professor Hamish Coates [email protected] www.hamishcoates.com
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Some Australian… • airy-fairy vague or absent-minded, ditzy • arvo afternoon • avo avocado • bang on exactly right and talk incessantly • billabong waterhole • bonza great • cack oneself laugh heartily • hard yards put a lot of energy into something • sambo sandwich • she’ll be right it’s ok • no worries you’re welcome
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Next steps
Shaping perspectives
Research developments
!Innovative perspectives
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Shaping perspectives
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Subject selection at
school? What to do
after school?
What to do after tertiary?
How to build a ‘career’?
Where to study?
What is the value of education across the lifespan?
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Shifting dynamics/interests…
Government
Higher education institution
Quality agency
Student
Stakeholders Transparency
technology
Government
Higher education institution
Quality agency
Student
Stakeholders
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THE INSTITUTION
Institution
Institution
Institution Institution
Institution Institution
Intersectionalities
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Re-imaginingnewfutures…
• Movebeyondmyths/ritualsthatfeelsoingrainedyetfailtoprovevalue
• Sparknewcyclesofcontribu;onandimprovement
à Newmetricsandrepor;ngmechanisms
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Research developments
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Good Teaching Clear Goals Appropriate Workload Appropriate Assessment Generic Skills
Student Support Learning Resources Learning Community Graduate Qualities Intellectual Motivation
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Shaping aspirations
Admission and
integration
Involvement and retention
Graduate transitions
First Awareness Study Decisions
Admission Basis Academic Integration
Higher-order Thinking General Learning General Development Career Readiness Average Overall Grade Departure Intention Overall Satisfaction Future Intentions
Academic Challenge Active Learning Student and Staff Interactions Enriching Educational Experiences Supportive Learning Environment Work Integrated Learning
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0
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2008 2009 2010 2011 2012 2013 2014 2015
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Axis Title
First year Later year
Headline departure intention rates
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Academic Challenge Active Learning Student and Staff Interactions
Enriching Educational Experiences
Supportive Learning Environment
Sca
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Australian University First yearAustralian University Later yearNew Zealand University First yearNew Zealand University Later yearMcGill University First yearMcGill University Later yearUniversity of Michigan (Ann Arbor) First yearUniversity of Michigan (Ann Arbor) Later year
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L
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Training Cultivating/ Enriching
Neglecting Indulging Enriching
environments count
L Support H
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Engagement
Teaching Support
Inclusion
Development
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+=
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• Futurehighereduca;onmustbeunrecognisablymoretransparent
• Needtoimprovenatureandgovernanceofdisclosure
• Needformoreinforma;on,par;cularlyoneduca;on,engagement
• ShiAfocusfrominputsandprocessestooutcomes,impactandvalue(‘success’)
• Needformoreeffec;verepor;ngplaGorms
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!Innovative perspectives
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Successful experience
Academic leadership
Education analytics
• What data/footprints exist?
• Must move beyond survey rituals with diminishing %, R2, $
• IR less a-theoretical: align with students and institutions
• What are we seeking to achieve? • Move beyond dated/mythical
stereotypical groups
• Become more evidence-based
• Focus on education success
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For instance… moving beyond small R2
Coates & Ainley, 2007
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Beyond dwindling ‘response rates’
Coates et al., 2012
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The research context
Enhancement Framework 21st Century Students Report National Engagement Workshops
Engagement
Student interviews Institutional scan Model development
Validation
Detailed project planning Background research
Development
Aimed to bring about sustainable strategic change through improving institutional capacity to enhance the student experience by: • building new concepts for understanding students • identifying new data sources and approaches • engaging institutions in enhancement work
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Focus and scope • By blending earlier work on students with more contemporary
perspectives the project validated new concepts and new methods for helping institutions lead the student experience
• New concepts: We investigated who students are and what
they expected from higher education—inquiry that went beyond stereotypes, generalities and dated assumptions about demography and contexts
• New methods: to measure and report on these new constructs
and profiles by helping institutions leverage under-utilised existing data for quality enhancement
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Our inquiries Successful experience
Success model?
Identity?
Data for Success
What’s around?
How used?
Leadership
Current?
Change?
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• 31 higher education institutions • 40+ student interviews • 6 in‐depth site visits • Mapped data sources • Large project team • Hundreds of experts spanning
dozens of countries • Dozens of consultations/seminars • International advisory group • Project evaluator and client
Our sources
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EnhancementFramework
Ins8tu8onMaturityMatrix
DataExperienceLeadershipModel
NineQuali8esModel
Leadership Architecture Enhancing the 21st century student experience
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Creating shared
understanding and purpose
Taking stock
Prioritising enhancement
initiatives
Implementing enhancements
with fidelity
Closing the loop
Enhancement Framework Creating a culture of success
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Successful experience
Value
Belonging
Identity
Discovery
Achievement Connection
Opportunity
Enabled
Personalised
Nine Qualities Model Defining student success
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Gender
Year level
Individual transitions
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Quality Associatedindicators Dataavailability DataneedsValue Specificindicatorsinclude:graduateoutcomes;
institutionalfinancesandforecasts;coursefees;courseduration;timetabling;stafftostudentratio;staffqualifications,researchprofileandnumbers;workexperienceopportunities;physicalandonlinefacilitiesandservices;perceptionsofteacherquality;andtheusefulnessofstudentinformation.
Basedonauditofexistinginformation,laggeddataisavailablefromnationalstudent,graduateandemployersurveys.Additionalinformationcouldbegainedfrominstitutionalperformance,financialandplanningsystems,staffdata;studentserviceuseandincidenceofattendance,facilitiesauditdata,coursedata,exitinterviews,institutionalalumnisystemsandsocialmediaplatforms.
Adequatelyassessingthisqualitywouldinvolvemakingavailable,formalisingandintegratingdatacollectedbynationalsurveys,institutionalsystemsandrecords,andcommercialplatforms.
Belonging Specificindicatorsinclude:feelingwelcome;awarenessandparticipationingroups,forumsandclubs;participationinonlineandface-to-facecurricularandnon-curricularactivities;andformingandmaintainingrelationships.
Basedonauditofexistinginformation,laggeddataisavailablefromnationalstudentandgraduatesurveys.Additionalinstitutionalsystemsthatlogparticipation,attendanceanddurationofexperienceoncampusoronlinecouldbeusedinconjunctionwithrecordsthatindicateattendanceatorientationevents,membershipandparticipationingroups.Othernewformsofdatacouldincludereal-timestudentfeedbackaboutperceptionsorswipecarddata.Alumniinformationandcommercialonlineprofilingofferotherdata.
Adequatelyassessingthisqualitywouldinvolvemakingavailable,introducing,formalisingandintegratingdatacollectedbynationalsurveys,institutionalsystemsandrecords,studentbehaviourandperceptions,andcommercialplatforms.
Identity Specificindicatorsinclude:goalorientedlearning,leadershipskills;culturalawareness;emotionalintelligence;self-reflectiveness.
Basedonauditofexistinginformation,laggeddataisavailablefromnationalstudentandgraduatesurveys.Institutionalsystemsincludingadministrativedataincludingadmissionandexitinterviewsandothersthathouseassessmentitemsincludingreflectiveandpracticaljournals,capstoneexperiencesandexchanges.Datathatidentifiesparticipationinmentoring,leadershipororientationeventsorpeerassistedprograms.Informationaboutstudentawardsandrecognitionandvolunteerrolesforbothcurricularandnon-curricularactivitiescouldbecaptured.Othercommercialonlinesystemsorpersonalblogsofferadditionaldatasources.
Adequatelyassessingthisqualitywouldinvolvemakingavailable,andintegratingexistingdatacollectedbynationalsurveys,institutionalsystemsandrecords,andcommercialplatformsandharnessingnewpersonal,behaviouralandreflectiveinformationfrombothinstitutionalsystemsandcommercialplatforms.
Discovery Specificindicatorsinclude:developmentofnewtechnical,genericandpersonalskills;problem-solving;developculturalawareness;productionofabodyofcreativeoracademicwork;understandingacademiccultureandexpectations;awarenessofotherdisciplines;accesstoinformationrepositories;awarenessandaccesstoemergingresearch;acquisitionofnewinterestsandnewideas.
Basedonauditofexistinginformation,laggeddataisavailablefromnationalstudentandgraduatesurveys.Thereisashortageofcollecteddatathatmeasuresstudents’capacityfordiscoveryhoweverinternaldatapointsincludingcurriculumandassessmentsystems,informationfacilitiesandarchives,researchperformancedata.Commercialonlineprofilingplatformswouldyieldrichinformationaboutstudentdiscovery.
Adequatelyassessingthisqualitywouldinvolvemakingavailableandintegratingdatacollectedbystudentsurveys,institutionalsystems,performancedataandcommercialplatforms.
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Quality Associatedindicators Dataavailability DataneedsAchievement Specificindicatorsinclude:admission;passing;
retention;learningoutcomes;completion;andarticulationintootherqualifications.
Basedonauditofexistinginformation,laggeddataisavailablefromnationalstudentsurveysanddatacollections,state-basedadmissionsagencies.Thereisashortageofpubliclyavailableinformationonlearningoutcomes.
Adequatelyassessingthisqualitywouldinvolvemakingavailableandintegratingdatacollectedbypublicagencies,anddevelopingalearningoutcomesindicator.
Connection Specificindicatorsinclude:exposuretoindustryevents,speakersandnetworks;undertakingworkplacements;studentexchangeandvolunteering;andformingacademic,collegial,andsocialnetworks.
Basedonauditofexistinginformation,laggeddataisavailablefromnationalstudentsurveys.Additionalinformationcouldbegainedfrominstitutionalsystemsworkintegratedlearningexperiences,onlinediscussionboards,interactioninstudentgroups,andcommercialnetworksusedincoursework.Newcollectionsthatlogstudentsattendanceorparticipationinindustryoracademicevents.Subscriptions,membership,andparticipationinprofessionaloracademicnetworkingplatforms,organisationsandchatroomswouldindicateconnectedness.
Adequatelyassessingthisqualitywouldinvolvemakingavailable,formalisingandintegratingdatacollectedbynationalsurveys,institutionalsystemsandrecords,andcommercialplatforms.
Opportunity Specificindicatorsinclude:relevanceofcurriculumtopersonalgoals;coursedesign;courseoutcomes;awarenessofcareeropportunitiesandstrategies;furtherstudyreadiness;graduateemployment;developingnewskills;participatingincollaborativenetworks;formingcollegialrelationships;anddoingexperientiallearningorleadershiproles.
Basedonauditofexistinginformation,laggeddataisavailablefromnationalstudent,graduateandemployersurveys.Additionalinformationcouldbegainedfromcoursedataanddescriptors,admissionagenciesandinstitutionalalumniinformationandsystems.Thereisashortageofcollecteddatathatmeasuresopportunitiesseizedbyindividualstudentshowever,participationininstitutionalevents,leadershiproles,experientialactivitiescouldbelogged.
Adequatelyassessingthisqualitywouldinvolvemakingavailable,formalisingandintegratingdatacollectedbynationalsurveys,institutionalsystemsandrecords,andcommercialplatforms.
Enabled Specificindicatorsinclude:studentaid;studentfees;scholarshipavailability;teacherquality;assessmentfeedback;academicsupport;onlineandphysicalresourcesandfacilities;appropriatestaffprofile;studentdevelopmentandcareersessions;studentfacingdata;accessible,relevantandcorrectstudentinformation;awarenessandunderstandingofinstitutionalsystems
Basedonauditofexistinginformation,laggeddataisavailablefromnationalstudentandgraduatesurveys.Informationfromtertiaryadmissioncentres,andinstitutionalscholarshipdatacouldbeused.Institutionalinformationincludingstaffdata,studentinformationplatforms,facilitiessystemsandfinancialdatacouldbeharnessedtomeasurethisquality.Additionalinstitutionalsystemsthatrecordincidenceofsupportservices,attendanceatnon-compulsorycurricularevents,useofonlineandphysicalresourcesincludingcareersadviceorutilisationofdigitalsystemswouldprovideinformation.Institutionalinformationaboutalumniandcommercialonlineprofilingofferotherdatasources.
Adequatelyassessingthisqualitywouldinvolvemakingavailableandintegratingdatacollectedbynationalsurveys,institutionalsystemsandrecords,andcommercialplatforms.
Personalised Specificindicatorsinclude:staffengagementwithstudents;tailoringcurriculumandteachingtostudents;experience/advicethatistailoredtoindividuals;studentdashboards;andprovisionofreal-timeassessment.
Basedonauditofexistinginformation,dataisavailable,orcouldbemadeavailable,fromnationalstudentsurveysandinstitutionsystemsontheextenttowhichstaffandinfrastructurearepersonalised.Thereismoreinformationavailableoncommercialplatforms.
Adequatelyassessingthisqualitywouldinvolvemakingavailableandintegratingdatacollectedbyinstitutionsystems,nationalsurveys,andcommercialplatforms.
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E Experience
L Leadership
D Data
Data Experience Leadership Model Data-driven leadership of experience
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Education analytics
Enrolment
Library
Learning management
Grades
Timetabling
Metrics Dashboards Interventions
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Institution Maturity Matrix
Diagnosing maturity and readiness
D:Data E:Experience L:Leadership
Phase
Basic Studentdataislimitedtopersonaland/ordemographicdetailscollectedatadmissionandtoacademicresultsasthestudentprogresses.
Theinstitutionisunabletodefinestudentsuccessbeyondtheretentionandpassratesdefinedbyexternalagencies.Studentsaredefinedbyadministrative,complianceorexternalreportingrequirements.
Analysisisrestrictedtoreportsforexternalrequirementsandtoleadersforadministeringservicesandfacilities.
Developing Plannedperiodsandframeworksforcollectingdataareresourcedandexistindispersedsystems.Systemcapabilitiesarelimitedandrequiremanualmanipulationofinformation.
Anunderstandingofstudentsuccessfocusedonemployabilityandprogramcompletion,andformulatedfromaninstitutionalormoreoftendisciplinaryperspective.Studentsareunderstoodbydemographicandperformancedataandthroughsporadicsurveying.
Reportingislimitedtoinstitutionalleadersandstaff.Reportingbasedonstudentfeedbackdataisusedtomakeinstitutionalimprovementstostudentservicesandtospecificcourses.
Integrated Datacollectionundertakenthroughoutentirestudentexperienceleveragingandintegratinginformationfromexistingsystemswithnewsystemcapabilities.Dataanalysedacrosssystemstoprovidepredictiveinformationidentifyingareasofsupport,needorrisk.
Theinstitutionhasabroadviewofstudentsuccess,reportinganumberofdifferentaspectsofsuccessandpossiblyacknowledgingarangeofstakeholderperspectives.Studentdataisdefinedinbroadtermsandincludespersonal,demographicandperformancedata,andelementsofbehaviouralorcognitivedata.
Student-facinginformationdirectsindividualstudentstoresourcesnecessarytoassistlearninganddatareportedtostaffandleaderscanassistindevelopingsupportstrategiestailoredtocurrentneedsanalysisofparticularstudentcohorts.
Strategic Datacollectionreflectsbroadranginginformation,includingpersonal,educationalandculturalbackground,currentstudies,co-curricularactivity,aspirationsandpost-graduateactivity.Diversedatasources,includingstudentsuppliedandsynchronoustracedata,areintegrateddynamically.
Theinstitutiondescribesmultipleaspectsofsuccess,incorporatingabroadrangeofperspectivesfromstudentsandotherstakeholdersincludingbroadercommunities.Manyaspectsofstudentexperienceincludingacademicandbroaderexperiencesareconsideredvitaltounderstandingstudents,anddataissourcedaccordingly.
Sophisticatedanalysiscapabilitiesprovidequantitativeandqualitativedatafromallsourcesinuser-friendlyformsincludingpersonalisedstudent-facinginformationforimmediateuse.Theanalysisproducesnewinsightstoguideenhancementofindividualstudentexperience.
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Next steps
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Scott, P. (2013). Ranking higher education institutions: a critical perspective. In: Marope, P.T.M., Wells, P.J. & Hazelkorn, E. (Eds). Rankings and Accountability in Higher Education: Uses and Misuses. Paris: UNESCO.
First-generation reports (…
1990s)
Second-generation
reports (2000s)
Third-generation
reports (2010s
Maturing reports…
Fourth-generation
reports (2020s…)
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Dynamic education design options 1. Insights from a range of projects prompted work to create an
architecture to dynamically clarify rather than compartmentalise options, experiences and outcomes
2. Currently working to design specifications for a prototype platform that will articulate and align what people bring to higher education, the experiences they seek, and the success that they want
3. The platform would improve choices, progress and outcomes for universities, students and professions/communities
4. Insights can be used by universities to improve the engagement, contribution and success of students/graduates
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YoursuccessProfessionalAcademicPersonal
YourexperiencesAcademicSocialProfessionalPrac;calSupport
AcademicsExperiencesInterests
Whatyoubring
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1
2
3
4
5
6
7
8
9
10Discovery
Achievement
Opportunity
Value
ConnectionBelonging
Personalised
Enabled
Identity
Allstudentsincourse
Individualsuccesstodate
Individualexpectedsuccess
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Three policy recommendations 1. Institutional reshaping
2. Student Advisory
3. Student Agency
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Plan
Act
Evaluate
Improve
Hunch
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Formative dialogue
Infrastructure development
Change discourse
Formative conversations…
Accelerate improvement
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Shaped policy discourse
around student success
Improve the quality of institutional
research
Build new international research and practice
dialogues
Report results publicly for
stakeholders
Initiate efficient data collections
Develop common data across higher
and vocational sectors
Factor into regulatory
assessments
Reform conversations about teaching quality
Write experience indicators into strategic and operational plans
Invite every student to reflect on success
Deploy in marketing and promotional
campaigns
Create new executive and functional roles
Shift quality/productivity debates from ‘satisfaction’ to
success
Report in self-evaluation and quality
audit reports
Drive scholarly and applied
research
Track change from program
reforms
Provide evidence to affirm the value of support
Factor into academic and professional staff
development
Benchmark to enhance
institutional practice
Building international
networks
Build new conceptions of
student experience
Link student success with
leadership review
Build assessment collaborations
Build communities through meetings
and reports
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Please contribute!
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Next steps
Shaping perspectives
Research developments
!Innovative perspectives
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Innovative approaches for enhancing the 21st century
student experience
Professor Hamish Coates [email protected] www.hamishcoates.com