Flexible Delivery Workshop Models of Collaboration: UHI Millennium Institute

1. Flexible Delivery Workshop Models of collaboration: UHI Millennium Institute David Green. Principal, Lews Castle College Vice Chair, UHI Executive Board

3. Pressures to extend HE into remote & rural areas • political – (mass HE, equity & the concept of entitlement); • economic - (perceived benefits for local economies); • social - (retention of population); • cultural - (promotion or preservation of local history, cultures and languages)

4. Issues to be addressed • efficiency - (scattered population, small teaching groups); • quality in L&T & R - (multiple locations, small partner institutions, H.E. new to many staff); • access - (distances, remote locations, poor transport & communications); • participation - (no tradition of local HE, excluded groups)

5. UHI approach to these issues • use of ICT to support learning & administration over large distances; • local colleges & learning centres for easier access and local support; • colleges recruit non-traditional learners and bring them into HE; • links with other universities & institutes to develop research • strong staff development and QA policies

6. Europe’s last wilderness…

7. 400 350 300 250 200 Persons per sq km 150 100 50 Sweden Finland Greece Austria Norway Scotland Germany Denmark Netherlands 0 United Kingdom Highlands & Islands Italy Population Density

8. Features of the Highlands & Islands region • huge area with low population • low incomes – c75% of EU average • peripheral region – 90+ inhabited islands • population loss from remoter areas • dominance of small/medium enterprises • some population growth (20% since 1960s), • economic diversification & localised growth

9. Creating a University for the Highlands and Islands • began as a collaborative project 1992 • sponsored by regional government & development agency • aims: - bring HE to a remote area - regional economic development -social & cultural development

10. UHI Partnership • 14 academic partners • community colleges • specialist colleges • research institutions • >50 learning centres • area >40,000 km² • >90 inhabited islands • students & campuses linked by ICT

11. Progress • approved by the Scottish Parliament as a Higher Education Institution in 2001 • granted university-level funding 2004 • target for full University title –2007? Creating the University of the Highlands and Islands

12. Unique Features • employs no academic staff per se • owns no buildings or equipment except the Executive Office • a Partnership/ Joint Venture • contractual supply agreements • built on existing institutions • federal and collegiate in structure • close links to local communities • innovative networked learning model

13. UHI Students • mainly local • full-time 48%, part-time 52% • mature (25 years and over) c60% • male 46%, female 54% • more with non-standard entry qualifications • more from lower socio-economic groups

14. The UHI learning experience • traditional face-to-face lectures, tutorials and seminars • flexible/supported/distributed learning: • video and audio conferencing • paper-based materials • web-based materials • e-communications, including net meeting

15. ICT Connectivity • broadband connections between major centres • linked into UK academic network • provides: - email, internet,VC, telephony & student data systems

16. Academic provision 3 main elements: • a broadly-based curriculum widely available throughout the network • specialist courses and centres • short courses tailored to CPD needs of local employers/professionals

17. UHI research • environmental sciences – international standing • developing capabilities in other areas: • aquaculture and mariculture • rural development • language, culture and migration • archaeology and heritage • bio-medical and health care • renewable energy • nuclear de-commissioning

18. Lessons learned (1) : collaboration issues • clarity: - of aims, plans, resources, agreements, targets, responsibilities; • communication: -of information (as above); - with sponsors, staff, students, communities; • consultation: -with stakeholders on issues that affect them

19. Lessons learned (2): teaching & research • curriculum development: -check the need - prioritise the activity - control the budget • research: -identify strengths & opportunities - prioritise areas to focus on - research for some, scholarship for all?

20. Lessons learned (3):organisation • design simple, effective structures & processes for development; • modify these to match changing circumstances; • minimise the risk from individuals & institutions – publish agreements & maximise information flow

21. Continuing challenges • organisational: -maintaining the partnership; - managing tensions • financial: - cost of delivery across large areas - small teaching groups - maintaining infrastructure • academic: -gaining credibility for an unconventional institution

22. Case Study: Rural Development Studies • RDS was first UHI networked degree, validated by University of Aberdeen (1994) • Not closely identified with ICT • Modular structure • Inter-disciplinary studies • Variety of learning methods • Variety of assessment instruments • Close links with other degrees

23. How RDS courses are taught • Face to face • Paper based • Telephone tuition • Email support • Video-conference link • Web-based resources • Net meeting

24. Experiences with technology • Technical problems: • Breakdown • Complexity • Cost People problems: -inexperience -Fear -Personal touch

25. Advantages of mixed format • Distance and time flexibility • Consistency of learning resources • Subject and student sensitive • Resource used in appropriate context • Allows rapid updating • Provides students with extra skills • Gives students more power

26. Lessons for ‘remote’ delivery • Needs to be responsive • Needs to be interactive • Needs to be reliable • Needs a stable platform • Needs to be consistent • Needs to be networked • Needs to be supported by training

27. Case Study conclusions • A mixed format delivery is best • Optimum mix varies with module/course/academic level and individual • Local learning centres help stability • Needs careful management (ac+tech) • Needs staff development (ac+tech) • High or low tech – must be professional