part-time higher education in the second decade of the twenty first century
Upload: scottish-library-information-council-slic-cilip-in-scotland-cilips
Post on 12-Jan-2015
601 views
DESCRIPTION
Dr Peter Cannell, Open University, presentation for the CILIPS conference 2010 at the Mitchell Library in Glasgow. An overview of the role played by the OU in HE in Scotland.TRANSCRIPT
![Page 1: Part-time higher education in the second decade of the twenty first century](https://reader033.vdocument.in/reader033/viewer/2022061306/54b3ddca4a79595a568b4660/html5/thumbnails/1.jpg)
Part-time higher education in the second decade of the twenty first century
Pete Cannell: Depute Director, The Open University in Scotland
![Page 2: Part-time higher education in the second decade of the twenty first century](https://reader033.vdocument.in/reader033/viewer/2022061306/54b3ddca4a79595a568b4660/html5/thumbnails/2.jpg)
The OU in Scotland Campus
Headcount
1 – 20
21 - 40
41 - 60
61 – 86
Based upon Ordnance Survey BoundaryLine® data © Crown Copyright 2008. All rights reserved. Ordnance Survey Licence number 100046763
15,000+ students>70% in workIncreasing numbers of low income students
![Page 3: Part-time higher education in the second decade of the twenty first century](https://reader033.vdocument.in/reader033/viewer/2022061306/54b3ddca4a79595a568b4660/html5/thumbnails/3.jpg)
Profile of OU in Scotland students
All students (undergraduate and postgraduate) 2008/2009 15,049 (5,720 new entrants)
Male: female ratio 40:60
Average age of new undergraduate students
34
Student sponsored by employer
11% (27% of postgraduate students)
Students receiving help with fees
29%
Students with disabilities 6%
Credit transfer awards prior to
study
1,470
![Page 4: Part-time higher education in the second decade of the twenty first century](https://reader033.vdocument.in/reader033/viewer/2022061306/54b3ddca4a79595a568b4660/html5/thumbnails/4.jpg)
Continuity and change • OU in Scotland part of OU UK – 200,000+ students
– Open entry– Supported Open Learning– Flexible and modular curriculum
• Since devolution a Scottish HEI funded by the Scottish Funding Council– Biggest provider of part-time HE in Scotland– Multiple partnerships
![Page 5: Part-time higher education in the second decade of the twenty first century](https://reader033.vdocument.in/reader033/viewer/2022061306/54b3ddca4a79595a568b4660/html5/thumbnails/5.jpg)
Student
Student Services
Learner Support and Advice
PeersT
uto
r
Co
urse
The OU model of supported open learning
![Page 6: Part-time higher education in the second decade of the twenty first century](https://reader033.vdocument.in/reader033/viewer/2022061306/54b3ddca4a79595a568b4660/html5/thumbnails/6.jpg)
The OU Tutor
• Roughly 600 tutors (Associate Lecturers) in Scotland
• Tutor:student ratio ranges typically from 1:15 to 1:25
• Work from home• Approx 65% also work for another employer; • Approx 26% work full time in another University
![Page 7: Part-time higher education in the second decade of the twenty first century](https://reader033.vdocument.in/reader033/viewer/2022061306/54b3ddca4a79595a568b4660/html5/thumbnails/7.jpg)
Tutors
• Facilitators not lecturers• Feedback and feed-forward on assignments• Optional face to face, online, by phone
![Page 8: Part-time higher education in the second decade of the twenty first century](https://reader033.vdocument.in/reader033/viewer/2022061306/54b3ddca4a79595a568b4660/html5/thumbnails/8.jpg)
The course
• Multi-media• Flexible in time and place• Core experience the same independent of student
location• Structure framed by assessment
![Page 9: Part-time higher education in the second decade of the twenty first century](https://reader033.vdocument.in/reader033/viewer/2022061306/54b3ddca4a79595a568b4660/html5/thumbnails/9.jpg)
Study calendar – an example
![Page 10: Part-time higher education in the second decade of the twenty first century](https://reader033.vdocument.in/reader033/viewer/2022061306/54b3ddca4a79595a568b4660/html5/thumbnails/10.jpg)
![Page 11: Part-time higher education in the second decade of the twenty first century](https://reader033.vdocument.in/reader033/viewer/2022061306/54b3ddca4a79595a568b4660/html5/thumbnails/11.jpg)
Library• A gateway to online information resources• Library helpdesk open seven days• Support for research• Access for disabled users• Information skills training• Facilities at the Library building at Walton Hall
![Page 12: Part-time higher education in the second decade of the twenty first century](https://reader033.vdocument.in/reader033/viewer/2022061306/54b3ddca4a79595a568b4660/html5/thumbnails/12.jpg)
![Page 13: Part-time higher education in the second decade of the twenty first century](https://reader033.vdocument.in/reader033/viewer/2022061306/54b3ddca4a79595a568b4660/html5/thumbnails/13.jpg)
Change - technology
![Page 14: Part-time higher education in the second decade of the twenty first century](https://reader033.vdocument.in/reader033/viewer/2022061306/54b3ddca4a79595a568b4660/html5/thumbnails/14.jpg)
Challenges• The OU in Scotland in an age of mass participation in
HE– Widening participation
• Community partnerships – with voluntary organisations
• Working with the college sector – national role for part-time progression
• Work based learning – extensive wbl curriculum and links with unions and employers
![Page 15: Part-time higher education in the second decade of the twenty first century](https://reader033.vdocument.in/reader033/viewer/2022061306/54b3ddca4a79595a568b4660/html5/thumbnails/15.jpg)
Case study – working with colleges
•Progression agreement
•Learning Spaces
•OU also working with community partners in “Openings for Progression in D&G”
Dumfries and Galloway
![Page 16: Part-time higher education in the second decade of the twenty first century](https://reader033.vdocument.in/reader033/viewer/2022061306/54b3ddca4a79595a568b4660/html5/thumbnails/16.jpg)
Case study – work based learning
• Skills utilisation project to support care sector workers to make the transition from SVQ to HE study
• Working with Scottish Care and Local Authorities• OU course allows students to reflect and build on skills
in context, achieve the regulatory requirement demanded by SSSC and develop skills for future study.