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Developing issues associated with taught postgraduate level education: Some initial
observations
Howard Green
Postgraduate Directions, Senior Partner
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Introduction
• Structure– Look at some numbers– What awards – Issues of demand– Some thoughts on pedagogy– Europe– conclude
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• 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
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So what is it for??
Greater depth of study?Specialisation?Change in direction?Professional recognition?Learning new tricks?Updating?or what
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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
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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
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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
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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
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Fees – and costs
• UG comparison• Debt• Pricing policies• Value added• ACCESS
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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
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Some implications for PGT
Numbers vs. resourcesType of awardsOverseas studentsAge and experience
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Numbers/resources
• Impact of volume on teaching and learning• Scale economies vs. small group• What is the appropriate size of programme?
• ESRC 1+
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Types of awards
• Two issues at least– ‘PGT in level or in time’
• Professional or academic
– Certificates, diplomas and masters• Credit and credit accumulation
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Professional programmes
Some issues
Student expectationappropriate methods to deal with those who know more than the teacherCapitalising on work environment as pedagogic tool
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Multidisciplinary programmes
• Dealing with different input levels
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Overseas Students
• Language– The difference between reading, listening, writing and understanding
• Learning styles– Dealing with mix expectation
• Plagiarism
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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
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So
• Needs to rethink delivery• Assessment
– Project vs. ??– Thesis/dissertation ??
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Models for CPD
• Capturing level• Building blocks
• MNeg
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Europe
• A linear model• An academic model• Need to develop broad frameworks not narrow
paths. (Custard, cheese and the shape of bananas)
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Conclusion
• Demands becoming more diverse• Time for innovation and change• Compare UG 30 years ago with now – has PGT
changed in that period