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Putting graduate education at the heart of an ecosystem

Putting graduate education at the heart of an ecosystem. Eoin Costello BBS MSc student at University of Ulster.

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Putting graduate education at the heart of an ecosystem

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  1. Putting graduate education at the heart of an ecosystem Eoin Costello BBS MSc student atUniversity of Ulster

  2. TRENDS - Considerableinnovation and potential disruption to educationbusiness models driven by open source technologies, mobile and smart devices, e-books, CLOUD and Software as a Service,along with the new style and demand of learners living almost all of their lives on-line in an environment of rapidly rising course fees and increasing time pressures.

  3. Strategicinflection point (Grove 1996) is being reached in tertiary education and that the limits to an entrepreneurial response imposed by “the traditional nature of university structures” (Brennan and McGowan) will have to be dismantled rapidly to deal with change.

  4. Models for TertiaryEducation’sFuture • TheboundarylessinstitutionWalton and Galea’sobservation of the “growingawarenessthatuniversitiescannotcontinue to isolatethemselvesfromthe community inwhichtheyareembedded.”Indeedtheshift from the ‘traditional’ university to the ‘porous’ university is key to financier Dermot Desmond’s recent Odyssey University proposal. • Collaborative open source education,Liburd and Hjalager refer to the declining role of universities as knowledge monopolies and their emerging role as open knowledge mediators.

  5. The logic of open innovation is relevant to tertiary education institutions, aneed to open up teaching and research processes, and search widely outside their boundaries and work towards managing a rich set of network connections and relationships across the board (Tidd and Bessant (2009)).

  6. Ecosystem model - a new operating theory of the world based on connectedness between, across, above, below and through pre-existing political, social, economic, thematic, geographic and security boundaries.

  7. Whatarethecomponents of a post graduate educationaleco-system

  8. The current students: Motivation and involvement depend on the degree to which our voice is heard by the academicstaffincreatinga truly student-centred and learning-oriented experience(as opposed to teacher-centred and content-oriented (Race 2001))

  9. The tutors/academicstaff: In order to enhance student’smotivation to learn the academic system should reward tutors for outreach/network enhancement programmes that engage the highly experienced post-gradstudents in the local community.

  10. The alumni: An active alumni that is promoted and intertwined with the MSc would add to the motivation through our exposure to role models. The lack of a network detracts somewhat from the ability to fully exploit our MScstherefore I established an Alumni group for ourclassinLinkedIninMarch.

  11. The courseworkassignments:An emphasis on ‘learning by doing’ and helpingstudentsachieve their career goals/employabilitythroughinvolvementinthebusiness community (without compromising on academic content) istheobjectivehere.

  12. The external speakers: Tie-ups with external events (such as the Business School Business Excellence talks) are excellent due to exposure to role models and practical opportunities to ask them about opportunitiesdevelopedintheclass.

  13. The business community: Another motivation for learners is the degree of usefulness their activity possesses, the degree to which they can connect with the local business community. Generatingclosertieswiththe business community throughKTPs, casestudies, courseworkiskey.

  14. EnterpriseSupportAgencies and IncubationCentres/InnovationOffices: Generatingvibranttiesbetweentheseorganisations and thestudentsprovidesfeedback for theseorganisations, greaterparticipationinentrepreneurship and the development of networks.

  15. Conclusion Rather than transmitting knowledge the future role for educators will be one of guiders of learning resources and facilitators of learning experiences.

  16. References Grove OnlytheParanoidSurvive(1996) Brennan and McGowan Academic entrepreneurship: an exploratory case study (2006) Walton and GaleaSome considerations for applying business sustainability practices to campus environmental challenges(2005) Liburd and HjalagerChanging Approaches Towards Open Education, Innovation and Research in Tourism(2010), Tidd and BessantManaging Innovation: Integrating Technological, Market and Organizational Change(2009) Race The lecturer's toolkit : a practical guide to learning, teaching & assessment(2001)

  17. www.eoincostello.ie eoincostello@gmail.com Currently a MSc student at University of Ulster – Business Development & Innovation

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