study skills key note ahe conf 2014 - Access to Higher Education

44 Pages·2014·3.39 MB·English

Skills for Success
Quality and the Access to HE Diploma:
it’s everybody’s business

Dr Stella Cottrell
University of Leeds
April 2014
Introduction
Skills
Changes in
demands
Higher
on
Education
students
Integrating
skills into
Questions
A2HE
Diploma
Changes
in Higher
Education
Questions
Skills
demands
Integrating
on
skills into
students
A2HE
Diploma
Preparing students for HE:
The broader context
Butterfly effect: what

happens a long way off…
League tables’ impact on

reputation, funding, etc.
Rising entry

requirements
Access to HE entrants

enter a rapidly changing
HE landscape
Expectations
from students
High quality

experience – & parents
teaching and
services
Range of

‘opportunity’
Employability

International

mobility
Expectations from governments
and industry
Desire for graduates who:
Have skills relevant to economy

Are ‘work-ready’ when graduate

Work well with others

Manage complex tasks

Have business acumen and/or

experience of work
Are resilient, flexible, self-

directing
HEIs: changing spaces
More dispersed: virtual, at work,

in the community, overseas
Libraries: multiple spaces for

diverse study experiences
Technology integrated into

learning, admin, research,
library, support, etc.
More social spaces for social

learning, building identity, etc.
More visible ‘support’

Universities: changing ‘offer’
More emphasis on:
Preparing students for

professional life
International, global,

industrial & community-
based experiences
Greater emphasis on skills,

attitudes, behaviours
‘Engagement’ of different

kinds
Engaging students…
Cognitively - in their learning

In the design of learning

In co-curricular activities

In research

With the world beyond the HEI

As partners – with rights &

responsibilities (charters)
In deliberative structures

In feedback: Student Voice

Engaging students in learning
Interactive – more onus on the

student to take part
Diverse and multi-faceted, with

complex, multi-levelled tasks
Enquiry- or research-based

Peer-to-peer

Using technologies

Preparing in advance: ‘flipped

classroom’