Developing issues associated with taught postgraduate level education: Some initial

observations

Howard Green

Postgraduate Directions, Senior Partner

Introduction

• Structure– Look at some numbers– What awards – Issues of demand– Some thoughts on pedagogy– Europe– conclude

• Harris• Dearing• Various reviews of RAE• Roberts on SET• Roberts on RAE 2003• Improving Standards• Research Councils Joint Statement• HE White Paper• HEFCE on RAE• Funding of Research• QAA and new PGR Code• Skills White Paper

So what is it for??

Greater depth of study?Specialisation?Change in direction?Professional recognition?Learning new tricks?Updating?or what

The UK PG

UK PGs

345000

350000

355000

360000

365000

370000

375000

380000

UK PGs

UK PGs 357335 373785

2002/3 2005/6

HESA figs

Doctorates Other higher

degrees

Other PG

PGCE

2005/20062004/2005

1651515775

108560103665

4420543805

2900028570

2001/2002 14210 76160 42400 22495

2000/2001 14115 72415 39890 20425

1999/2000 11540 60370 31950 18630

1998/1999 11338 55837 29844 18579

1997/1998 10993 53975 30625 18943Source: HESA Table 12

PG Qualifications Awarded

The overseas PG market

0

10000

20000

30000

40000

50000

60000

70000

80000

90000

100000

PGT EU PGT non-EU PGR EU PGR non EU

2002-2003

2005-2006

HESA figs

UK PG student numbers – EU and non-EU

Key non-EU country providers

0

5000

10000

15000

20000

25000

pgt

pgr

pgt 22920 5865 1690 12545 2090 3835 2235 4460 4995

pgr 4850 3175 1785 1780 1250 1215 1035 705 675

China USAMalaysi

aIndia Canada Taiwan Thailand Pakistan Nigeria

HESA figs 2005/6

Fees – and costs

• UG comparison• Debt• Pricing policies• Value added• ACCESS

Age of year 1 PG students

PGR PGTPG

other

FT PT FT PT FT PT

under 21 50 5 195 25 190

21-24 6250 600 15190 4015 17805 43860

25-29 1755 925 5130 7315 6835 21960

30 plus 2115 3980 6830 25575 9370 47870

Total 10170 5510 27345 36930 34200 113690

Source: HESA Table 1d & 1h

Some implications for PGT

Numbers vs. resourcesType of awardsOverseas studentsAge and experience

Numbers/resources

• Impact of volume on teaching and learning• Scale economies vs. small group• What is the appropriate size of programme?

• ESRC 1+

Types of awards

• Two issues at least– ‘PGT in level or in time’

• Professional or academic

– Certificates, diplomas and masters• Credit and credit accumulation

Professional programmes

Some issues

Student expectationappropriate methods to deal with those who know more than the teacherCapitalising on work environment as pedagogic tool

Multidisciplinary programmes

• Dealing with different input levels

Overseas Students

• Language– The difference between reading, listening, writing and understanding

• Learning styles– Dealing with mix expectation

• Plagiarism

Age and experience

• Andragogy – adult learning styles– Self direction– Need to utilise experience– Learning needs to be immediately relevant

rather than deferred– The change curve– And then there is personality

Impact on pedagogy

So

• Needs to rethink delivery• Assessment

– Project vs. ??– Thesis/dissertation ??

Models for CPD

• Capturing level• Building blocks

• MNeg

Europe

• A linear model• An academic model• Need to develop broad frameworks not narrow

paths. (Custard, cheese and the shape of bananas)

Conclusion

• Demands becoming more diverse• Time for innovation and change• Compare UG 30 years ago with now – has PGT

changed in that period