What will tertiary education institutions look like in 2025?
This is first question for participants to workshop in the Innovations in Tertiary Education Delivery Summit (ITES). I have been invited to facilitate discussion of this question by CEOs and other participants on 5th May 2014 at Auckland War Memorial Museum Events Centre.
Looking at the agenda I can see that the three opening sessions preceding the workshop will frame our deliberations, which are also likely to influence New Zealand’s future. All three have a strong connection to our DEANZ scenario guide to effective tertiary education in Aotearoa New Zealand.
It is likely that the important opening speech by Minster Joyce will emphasize the move along the horizontal axes in our scenario guide to the future of tertiary education – turning further away from facing ‘inward’ (to academia/discipline) and facing more ‘outward’ to the employers, professions and iwi.
Following Joyce, a Q&A session will structure Salmon Khan’s input as Founder of the Khan Academy. The Khan Academy is increasingly providing a wealth of resources valuable to a number of disciplines in tertiary education and training, as well as the school sector. It fits well with the most innovative scenario that we have described as “Self determination by learners for their own tertiary education is depicted by larger shapes a few of which escape the current boundaries of tertiary organisations to become more embedded within New Zealand society, as indicated by the koru and fern shapes.”
The first Keynote is by Professor Jim Barber, who as a leader of the University of New England, recently publicized MOOC collaborations in 2013 with his use of the word freemium (free premium). That fits well with the second most innovative scenario that we have described as “Quality branded consortia tend to collaborate across defined initiatives regulated by a Memorandum of Agreement between an institution and its partners, so these are depicted as larger geometric shapes that start to spread beyond the tertiary environment.”
Perhaps the remaining two scenarios will be outmoded by 2025, because tertiary institutions will need to become more resilient and agile that these scenarios will no longer be valued and economic. However, quality assured well organized courses and resources in a supermarket may still compete with the chaose of completely free (that may have with hidden costs), so this scenario may continue into 2025: The ‘supermarket’ which provides an extensive range of learning objects, courses and other resources is depicted by the ‘shelved’ rows of boxes.
Perhaps even our final scenario that indicates minimal change has a place in planning for 2025 too, helping leaders recognize what learners and other stakeholders will continue to value “Articulation of courses within and across programmes is depicted by the dotted lines between the geometric shapes. The dots indicate relatively little flow into or out of tertiary education.”
We recommend the guides to the project that we have produced with support from Ako Aotearoa for further preparation for the ITES 2014 summit, e.g. the Guide for Senior Managers.