flipping the academy?: turning the changing world of the university inside out dr ruth helyer and dr...
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Flipping the academy?: Turning the changing
world of the university inside outDr Ruth Helyer and Dr Helen Corkill
UALL Annual Conference 2013
University of Durham
Who and what are universities for? Local communities, global competitiveness and the part-time student
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Who and what are universities for?
In the context of constant change and evolution what are the issues?
needs; opportunities; challenges
Political Economic Sociological
Technological Legal Environmental
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What is the ‘idea of a university’?
“Universities across the world in the early 21st century find themselves in a paradoxical position. Never before in human history have they been so numerous or so important, yet never before have they suffered from such a disabling lack of confidence and loss of identity”
(Collini, 2012: 3)
• Back to John Henry Newman?
• History coming full circle? (vocational: theology, medicine)
• Professions – reliance on university education?
• Apprentices – requirement for university education?
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Understanding universities
“a series of schools and departments held together by a central heating system” (Maynard Hutchins)
“a series of individual faculty entrepreneurs held together by a common grievance over parking” (Kerr)
“may suggest resemblance to a variety of other quite different types of organization – to think-tanks, performing arts complexes, and apprenticeship programmes, as well as to sports clubs, community centres, and dating agencies” (Collini)
(all from Collini, 2012: 41; 12)
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The uses of a university
“universities ...are at a hinge of history: while connected with their past, they are swinging in another direction...” (Kerr)
“Now we have entered the twenty-first century, and once again I see universities...at a hinge in history. This time, however, I see the hinge flapping in the winds blowing from many directions – no zephyrs, alas.” (Kerr)
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From the multiversity to the
workplace learner ?
Kerr, 2001:198
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The ‘flipping’ concept
• ‘flipped classroom’ –instruction outside; ‘homework’ inside
• flipping learning roles
• new ‘label’, not idea; activity theory
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Work-Based Learning• Student-centred
• Flexible
• Employer responsive/relevant
• ‘Real’ – messy, like life
• Reflective
• Hybrid
• Learning = less didactic more reciprocal
• The main content happens elsewhere
‘Flipping’ learning • Student-centred
• Tailored curriculum
• Project-based learning
• Learn away from class
• Work through ‘what learned’ in class
• Active learning
• Backed up by VLE, blogs videos etc.
• Collaborative
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University of Bedfordshire 2013
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Teesside University2013
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Virtual v Physical
• University as ‘present’
• Buildings, physicality of campus
• Yet, increasingly elsewhere, online, or a ‘brand’
• What do buildings say about an organisation/a local community / a global image
Branding • Short term commercial benefit
• Complex concepts distilled into simple visuals
• At odds with long-term academic values?
• A good brand:
• Not just about creating profit – also about creating value
• Not a caricature
• Can face competition in a global education market
• A good brand markets itself, and brings:
• Fame
• Familiarity
• Distinction
• To design and grow a good brand:
• Ask questions about products - lectures, research, facilities etc.
• Are they relevant? What is generated and who is the audience?
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Who and what then are universities for?
In the context of constant change and evolution what are the issues?
needs; opportunities; challenges
Political Economic Sociological
Technological Legal Environmental
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Who and what then are universities for? Political
• Up-skilling UK PLC• HE collaborate with
business• Increase vocational
pathways – inc. Higher Apprenticeships
Economic
• Society needs multi-taskers to thrive
• Higher fees• Loans • Jobs & industries of
the future • Rise of BRIC countries
Sociological
• Social justice • Widening participation • Cultural capital• Globalisation – all
students/graduates are not equal
Technological
• On-line• Distance • Social media• MOOCs
Legal • Paying more- people
more likely to be litigious?
• Cultural expectations
Environmental
• Shrinking physical resources
• Regeneration
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References
Bergman, J. & Sams, A. (2012). Flip Your Classroom. Reach Every Student in Every Class Every Day. Washington, DC: ISTE.
Collini, S. (2012). What Are Universities For? London: Penguin BooksKerr, C. (2001). The Uses of the University. (5th edn.). Cambridge, MA: Harvard University Press. Newman, J H (1899). The Idea of a University. (1996 ed.). New Haven,
CT: Yale University Press.
Flipping the Academy (web example)http://www.evolllution.com/distance_online_learning/flipping-the-academy/
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Dr Ruth Helyer
Head of Workforce Development
(Research & Policy)
Teesside University
+44 (0)1642 384268
Dr Helen Corkill
University Co-ordinator for Part-time Provision
University of Bedfordshire
+44 (0)1234 400400
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