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The Student and her/his University: Before, During and After Learning Environment in a Broad Perspective

The Student and her/his University: Before, During and After Learning Environment in a Broad Perspective. Presentation at the conference ”Making the European Higher Education Area a Reality: The Role of Students”, Moscow Nov 3, 2006 Lars Ekholm, PhD. Outline .

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The Student and her/his University: Before, During and After Learning Environment in a Broad Perspective

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  1. The Student and her/his University: Before, During and AfterLearning Environment in a Broad Perspective Presentation at the conference ”Making the European Higher Education Area a Reality: The Role of Students”, Moscow Nov 3, 2006 Lars Ekholm, PhD

  2. Outline Join me in a journey with a student from school, into university, onto the labour market and after! • Before -Links between school and universities -The age of beginners - Social justice and widened access - The student´s choice of study program

  3. Outline (cont´d) • During - The classroom learning environment - The importance of good teachers - Infrastructure: Premises • After - Employment statistics, life-long learning, role of laymen

  4. Before University (School) • Schools and universities: Harmonious collaboration or separate worlds? Closer links! • The age of beginners: 20, 25 or 35? Age matters! • Widened access: ”,,, quality HE equally accessible to all…” A Swedish example

  5. The Choice of Study Program A mystery! • In theory: Information available at school, universities give correct, easily accessible information, rational decision-making • In practice: Influence from parents, friends, media, labour market prospects, individual preferences

  6. The Choice of Study Program (cont´d) • What is the responsibility of the university - and of the student? - Univ: Correct information about its provision, also employment rates - Student: Her/his decision. (Go by interest, but do it well!)

  7. Classroom Learning Environment • The ideal university learning environment: Well designed curricula, expectations and demands are clear, well trained and dedicated teachers most of them with a PhD, laboratories and classrooms in good shape, library, computing facilities • Financing studies: The ideal student can study full-time • How far away are we from the ideals? What choices do we make, what priorities?

  8. Classroom Learning Environment: Teachers • The proportion of PhDs? 100 %? 50%? • The balance between teaching and research for academic staff? • The pedagogical training of academic teachers

  9. Classroom Learning Environment: Premises • Don´t forget the hardware of university planning: equipment and buildings Good teachers in poor classrooms - or poor teachers in good classrooms?! • Investment decisions are important in university management • Different models for providing funds: Centralised - decentralised

  10. After Graduation • Employment statistics: A must • The ex-students´ contributions to curricular changes and improved learning environment • As active professionals ex-students return to Alma Mater as part of life-long learning strategy, in another learning environment • The professional ex-student is invited to sit on a program board, with prior experience!

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